小学英语numbers教学设计

小学英语教学设计案例

一、教学设计

1、话题：numbers

2、课题说明：本案例是结合pep教材第二册第三单元b和c两部分的内容编写的。主要让学生在已学数字单词one到 fifteen的基础上掌握sixteen到twenty 五个数字单词。把数字放到句型how many...do you have? i have…中去操练，既巩固单词，同时也学会用此新句型询问别人有多少物品。在教学中我还加入了复活节的有关知识，这是为了让学生在一定的语境中巩固所学知识，了解西方文化，拓展他们的文化视野。

3、课时说明：40分钟

4、学生情况说明：本案例适合小学三年级学生，班级人数约45人。

二、teaching plan (教学详案)

课题名称:how many?

教学目标:

1、能听、说、认读16-20的数字单词，并能在日常生活中使用；

2、能听懂、会说how many…do you have? i have…, 并在实际情景中运用；

3、了解西方复活节(easter)的有关知识。教学重点:数字单词16-20的听、说、认读。

教学难点:单词eighteen和twenty的发音，句型how many…do you have? i have….在实际情景中的运用。

课前准备:教师准备本课用词卡和图卡、一套多媒体课件、一个兔子头饰、一篮彩色小巧克力蛋，一个自制的金色五角星，一个皮球、一张翻动式数字片、一套射飞镖活动用具、一个装有铅笔的笔盒、骰子若干个、学生每人一份的调查表和一套16-20的单词卡片。学生自备文具用品若干。

板书设计:（课前写在黑板上）

how many eggs do you have?

group 1

group 2

group 3

group 4

step 1 warming-up / revision （热身/复习）

1、greetings and free talk. 教师戴上复活节兔子的头饰，提着一篮子彩蛋，向全体学生作自我介绍:hello! i’m easter bunny. i’m from american. nice to meet you. 然后走向几位学生,问几个问题:what’s your name? where are you from? how are you?等。boys and girls,the easter sunday is coming.简单向全体学生介绍一下复活节easter和easter egg。并说明将把彩蛋奖励给课堂表现好的同学。最后获得彩蛋总数最多的组，将得到一颗金色五角星。（全班分为四个大组）

2、let’s do（book 1,unit 6）.“show me 1 and 2.show me 3 and 4….”（课件提供节奏和动画，教师和学生一起边说边做动作）

3、let’s do math.(课件出示一系列算式，如4 7=？3 9=？……。教师问:what’s four and seven?....让学生用英语说出和是什么。复习单词eleven到fifteen。把彩蛋奖励给答得又快又好的学生，以下环节都注意适时适当的奖励。)

4、sing a song “ten little candles dance”.（课件提供歌曲和动画，教师和学生一起边唱边做动作。）

step 2 presentation （新授）

1、当学生唱完上面这首歌后，教师问:how many candles can you see? 学生答:ten. 接着屏幕上又跳出6支蜡烛。教师问:how many candles can you see now? can you answer according to the pronunciation of the word fourteen? (你能根据fourteen的发音来回答吗？给学生一点提示) 有学生答:sixteen. (教师点击课件，屏幕上跳出sixteen这个单词，并伴有拍手声) 教师:great! you are right. sixteen, we can see sixteen candles now. this is for you.（奖励答对的学生）引导学生回答:six and ten is sixteen. 教师出示词卡带读，一小组开火车读。教师注意纠正发音。

2、以相同的方法教seventeen和nineteen,分别由7 10及9 10引入。

3、课件出示一幅风筝图。教师:spring is coming. many people like to fly kites. look! how many kites can you see? let’s count. one, two,…当数到最后一个18时，有的学生会发/’eit’ti:n/。这时教师强调eight的发音是

/’ei’ti:n/, 与前面教的三个数词在发音和构词上都有区别。同时出示翻动式

数字片比较16-19四个数字单词的异同。教师出示词卡带读，然后一小组开火车认读这四个单词。

4、教师拿出一个皮球，说:look! what’s this? oh, it’s a ball. i can bounce the ball. now, i will bounce it, please count! 教师拍球，学生数数，数到20，故意把球拍丢了。问学生:how many times did i bounce? 教学twenty。教师出示词卡带读，学生开火车读，教师注意纠正发音。

5、教师拿出一只笔盒摇一摇，说:i have some pencils. guess, how many pencils do i have? 让学生猜，然后请一个学生上来打开盒子数一数。教师和学生一起数:one, two,…oh, twenty pencils. i have twenty pencils. 带读i have…这个句子。然后问学生:how many pencils do you have? 学生根据实际情况回答。（教师可提示）

6、课件出示一些画有不同数量物品的图片，如球、钢笔、小船等。教师问:how many balls do you have?并带读多遍。让学生从中随意挑选一样物品向教师提问:how many…do you have? 教师根据画面回答:i have….再让学生两人一组互相问答。

step 3 practice （练习）

1、let’s play. 教师让一个学生上台根据指令做出相应的动作，如:bounce 20 times. jump 18 times. 教师示范后，再让学生发令，每组派1人依次进行比赛，其他学生为他/她数数，教师计时，最先完成者可赢得5个彩蛋。

2、射飞镖游戏。飞镖靶上贴着五种水果的图案，每张图案背面分别写上16-20的数字单词。请学生上来射飞镖，取下射中的那张，并用口形读出背面的单词，但不能发出声音，下面的学生根据他/她的口形猜单词，并快速出示该词卡，猜对人数最多的一组可获5个彩蛋（作为分数暂记在黑板上相应格子中）。

3、课件出示画面:小红帽急着要过河到对岸生病的外婆家送点心，小河上只有五只乌龟。她想让乌龟帮忙，踩着它们的背过河。但是乌龟们要她猜出它们各自的年龄才让她一步一步过河。范围是16-20岁。你能帮助小红帽吗？教师依次指着乌龟问:how old is it? 请学生在上来回答的同时点一下这只乌龟，如果猜对，它会说:cool! 同时小红帽可以跨上它的背。反之，它会说:try again! 奖励猜对的学生一个彩蛋。直到小红帽顺利过河后说:thank you! 游戏结束。

4、掷骰子游戏:四人小组同时开展活动。每组三个骰子，骰子六面各画有不同数量的小苹果（各组骰子上的图案不同，如可以是cake, ball等）。一人掷骰子，其他三人问:how many apples do you have? 掷的人将投的三个骰子的点数相加，如加起来是17，就回答:i have seventeen apples. 四人如上轮流掷骰子，得的点数最多者为优胜者。可得到一个彩蛋。

step 4 consolidation （巩固）

四人根据调查表上的事物用how many…do you have? i have…句型互相问答，并在表上记录下被访问同学的姓名和答案，自己可以改动或添加表中的事物。教师请几个小组长反馈本组调查结果，并将其填写在课件上类似的表格中。

step 5 assessment（评价）

教师统计各组所得彩蛋总数:how many eggs do you have? 把结果写在黑板上（见板书）。把金色五角星贴在得分最高的组上。

step 6 wrap-up

sing a song “one two three four five” 让学生跟着音乐听听做做，带着对课程意犹未尽的感觉下课。

附图1:翻动式数字片

eigh(t)

附图2:学生用调查表

brother

教师用调查表（做在课件中）

brother

group 1

group 2

group 3

这篇教案设计的教学对象是小学三年级学生。这个年龄段的学生爱动，好表现，机械的读背不能吸引他们的注意力，达不到很好的教学效果。所以我利用多媒体生动直观的优势设计了丰富多彩的游戏活动，并为每个游戏活动确定了特定的目标。

如做算术和拍皮球等, 体现了英语与数学、体育学科的结合，实现学科之间的整合；在教学中加入复活节的内容一方面培养学生的文化意识，另一方面为学生提供一个实际情景来操练单词和句型；用卡片教学，是为了让学生找出“十几”的数字之间的规律，培养学生的观察力和逻辑推理的能力。游戏的活动量大，让学生有自由发挥的空间，能够吸引学生积极参与。在教学活动中，我注意了自己角色的转换与控制，在启发与示范后，能够把足够的时间留给学生，让学生努力实践与展示自己。在活动中加入适当的奖励，作为奖品的彩蛋同时也是下面教学流程的学具之一。在教学中我运用“全身反应教学法”和“整体语言教学法”吸引学生在自然有趣的环境中习得语言。使用小组活动，化“竞争”为“合作”，鼓

励学生相互支持和优势互补，让学生在组合活动中感受学习的快乐。教学设计中还有一些方面有待完善。如教学环节的连接还不够紧密；活动时间需严格控制。要注意教学的张弛度，根据学生的实际情况适当调整教案中的活动。附件:

任务型活动设计一例

活动名称:survey

活动目的:学会询问别人有多少物品的表达法，巩固数字单词。适合级别:1级活动材料:调查表、笔、各种数量物品的实物或图片若干份（如keys, books, eggs,…）语言技能:listening and speaking 语言知识:词汇:1-20的数字单词句型:how many…do you have? i have…. 操作过程:

1、教师事先复印活动用调查表若干份，按班级人数发给每人一份。

2、教师在上课前将准备好的实物或图片依次放在讲台上。

3、将学生分为4人一组（前后桌，前面同桌两人往后转）。要求每人把同组中其他三人的姓名写在调查表内。选出一个临时小组长。

4、教师说明调查表的构成和用途。用how many…do you have?句型询问同组成员，被问的同学用i have…回答。提问人将对方的回答用阿拉伯数字填在自己表上相应的格子中。

5、让学生看表内写的物品，如需其他物品作为学具，可由临时小组长上来从讲台上领取实物或图片。

6、小组内学生轮流用how many…do you have? 问其他三人，将回答的数字填入表内。goods一栏中的物品可改动。

7、临时小组长将自己组内成员的调查表内容做个统计，如pen共多少支，kite 共多少个。写在自己调查表的最后一行。

8、教师请几个小组长反馈结果，并填入课件相应的表中。（仍用以上句型问答）

9、教师做活动总结。活动评述:

此项活动结合学生实际情况，通过比较真实的任务（调查），帮助学生学习和运用语言，并开展合作学习。

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