三年级下册英语教案Unit5 How old are you (第1课时Story time)译林版(三起)

3BUnit5 How old are you ?
Story time
教学目标：
1、知识目标：能听懂、会说、会读单词：nine, eight, four, five, six, seven, ten
能听懂、会说、会读句子：How old are you ?及其回答I’m ···.
2、技能目标：能在情景中正确的使用How lovely ! Here you are.
3、情感目标：根据年龄段表达自己喜欢的玩具。

教学重难点：能听懂、会说、会读单词：nine, eight, four, five, six, seven, ten 能听懂、会说、会读句子：How old are you ?及其回答I’m ···. 教学准备：卡片，PPT
教学过程：
Step 1 Warming up
1. Sing a song “ Ten little Indian boys “
2.Welcome today’s little teacher!
T: Class begins.
Ss: Stand up.
T: Good…, class.
Ss: ……
T: How are you?
Ss:….
T: I’m fine,too.
Sit down, please.
3.Welcome to Miss He’s English class.
欢迎来到我的英语课堂。

Say “hello”to the new teachers
Hello, teachers!
Welcome！
. Step 2 Presentation
1.T: OK,boys and girls,just now,we sang the song“Ten little Indian boys “.Look,who are coming?Yes,they are little Indians.. How many Indians are there in the song ?Let’s count.师带领学生数数1--10
2.T:OK,.You can count from one to ten.Very good.This time,let’s count them quickly.And use your fingers,OK? : Ss count一边做手势一边说
T: Oh, you can count the numbers very well.But can you read the words of numbers?Now,read after me.
PPT呈现one, two, three, four, five, six, seven, eight, nine, ten.学生跟读单词。

3. T:OK, boys and girls.I will tell you a good news.Tody,the little Indians will take us to an interesting place.Do you want to go with them?师边说边用中文解释Ss:Yes.
4.T: Look,this is the place we will go.It is the toy museum.Listen to me three times.师说3遍，生跟读3遍
T:Look,this is Mr Tom.He is inviting you to come to the toy museum.Listen!
Welcome to the toy museum.师播放声音，生跟读两遍
T:Who wants to be Mr Tom?指名说Welcome to the toy museum.
5.T:You know,in the toy museum,there are many toys in it.Let’s have a look.
PPT呈现图片If you see the toys.How to give praise?
S:It’s nice! How nice! It’s great! Grea t! Beautiful!Cute!
Teach:How lovely!
6.T:Do you want to play these toys?
Ss:Yes.
T:But you know different toys are for different ages
Maybe,these toys are for the ages from one to three.These toys are for the ages from four to eight.And these toys are for the ages from nine to twelve.So if you go to the toy museum,the worker will ask you: “How old are you ?”And then give you the befitting toys.
PPT呈现句型How old are you ?I’m…
T: How old are you ? Say after me.And you can answer:I’m nine/ten/eleven…
7.师生对话
1)T:Now I’m the worker,Look at the toy dog.
S:How lovely!
T:Would you like this toy dog?
S:Yes,please.
T:Oh,by the way,how old are you?
S:I.m eleven.
T:Oh,I’m sorry,you are eleven now.So it is not for you.It’s for the ages from one to three. Oh,I know you have a little brother,right?
S:Yes.
T:How old is he?
S:He’s two.
T:Oh,this toy is for your brother.
2)T:Hello.Look at my toy panda.
S:How lovely!
T:Would you like this toy panda?
S:Yes,please.
T:Oh,by the way,how old are you?
S:I.m ten.
T:Oh,I’m sorry,It’s not for you.It’s for the ages from four to eight. What about this robot?
S:Yes,please.
TOK,this robot is for you.Beause it’ for the ages 9 to 12.
8.T:OK,this time ,please your classmate”How old are you ?”Then recommond her or him a toy.
A: Hi, … How old are you ?
B: I’m …
A: Oh, I see. This is for you
B: Thank you. What about you?
A: I’m …
B: Here you are.
A: Thanks.
Step3 Story time
1.过渡：T:OK,boys and girls.We’re in the toy museum.We’re very happy.Mike and his borther and sister are also in the toy museum.They’re very happy ,too.Look,who are they? 出示Story time图片
Ss: Mike, Helen, Tim，Uncle John ，worker
2.T:Guess,what are they talking about?Let’s watch the cartoon,then answer me a question:How old are they?
Watch and answer:
T:How old is Mike/Helen/Tim?Le t’s ask them
生齐问，声音回答I’m nine/eight/two.
T:Which one is nine/eight/two?Spell it.
3.T: What toys have they got? ?Let’s watch the cartoon again,the match it.
Watch and match
4小结并板书：T:Boy and girls.Just now we know Mike is nine.Helen is eight.Tim is two.How to spell them?
. 师帖图，书写nine/eight/two.
Diferent toys for diferent ages.So Mike has got a robot.Helen has got a toy panda.Tim has got a toy panda. 师帖图
5 Let’s read
1）跟动画读
2）跟PPT读，指读几个重点句子
3）自由读
6.Let’s dub
1）齐配2）四人小组练习配3）指名两组配
7.Let’s act四人一组（Mike,Helen,Tim and worker）看哪组表演得最棒！比一比吧！
1）师生示范2）生生练习3）指名两三组表演
8.Welcome to Xingxing toy shop!师介绍一些玩具
Let’s talk 星期天，你和你的朋友到星星玩具店买玩具，营业员正向你们推荐玩具，你们会谈些什么呢？
1）师生示范2）生生练习3）指名两三组表演
Eg:T:Good moring.Nice to meet you.
S1:Nice to meet you,too.
T:Welcome to my toy shop.Would you like this one?
S1:No,thank you.
T:Oh,I’m sorry.How old are you?
S1:I’m…
T:OK,Would you like this …?
S1:No,thank you.
T:What about this one?
S1:Yes,please.
T:OK,This is for you.Here you are.
S1:Thank you.
T: How old are you?
S2:I’m…
T: Would you like this one?
S2: No,thank you.
T:What about this one?
S2:Yes,please.
T:OK,This is for you.Here you are.
S2:Thank you.How much?
T::Ten yuan.
S2:OK, Here you are.
9．文化知识渗透:成年人的年龄是个秘密哦！尤其不能问女性的年龄！
只有在看病等地方才能问年龄。

Sep4 Summary
1、我们会认读one-ten这十个单词了。

2、我知道询问年龄应该用…How old are you?
3、我能用英语说生活中的电话号码、门牌号码和车牌号码等。

Step5 Homework
1. 听录音，并跟读课文三遍。

2. 找一找生活中的数字，并用英语表达。

3. 向你的家人和朋友介绍“How old are you?”使用注意点。

板书设计
Unit5 How old are you ?
Mike nine robot
toy museum Helen eight dog
Tim two panda
教后反思：
本节课的教学内容是译林版《英语》三年级下册Unit5 How old are you?的Story time。

在教学的过程中，我充分考虑三年级学生的年龄特点，上课伊始，通过让学生一边用手势比画1-10的数字，一边唱歌曲Ten little Indian boys ，极大地调动了他们学习的积极性。

接着为学生创设了一个有意义的教学情境，即这十个印度小孩将带我们去一个非常有趣的地方——toy museum，而toy museum有个规则Different toys for different ages，由此引入到句型How old are you ?的教学中。

在处理Story time文本的教学中，通过让学生带着问题观看动画，初步了解文本的大意后，给学生充分的朗读、配音、表演的空
间，最后通过Let’s talk.环节，给了学生一个语言输出的机会，促进了学生思维的发展，提高了综合语言的运用能力。

整节课的教学思路比较清晰，环节过渡比较自然，学生学习的积极性很高，课堂气氛活跃，学习效果较好。

但在具体的教学过程中，还是有一些地方处理得不到位、不得当：
1. 某些细节处理不得当。

如在看完第一遍动画，问Mike, Helen和Tim的年龄时，应先让学生回答后再听声音检查。

而我是让学生问：How old are you, Mike/Helen/Tim?后听声音，弄错了顺序。

在nine.，eight.和two单词拼写的教学时，没有将单词的拼写与单词的发音之间建立联系，没有帮助孩子从字母变成音节去记忆单词。

最后一个环节的语言输出，还应设计的更丰富些，可以设计不同年龄段的孩子去买玩具的情景。

2.课堂组织得不够完美，某些环节的引出不够自然。

如在引出新句型How old are you?前的两段与学生的对话，显得有些呆板，不够自然，学生是否能马上明白toy museum中的规则Different toys for different ages，值得商榷。

3.教师对学生的评价比较单调，不够全面。

众观整个教学过程，对学生的评价比较笼统，只有Good.Great.Excellent.Well down.等。

而无一些中肯的、具体的评价，如学生读得好，好在哪儿，不好，不好在哪儿，应如何读得更好等富有指导性的评价。

整堂课下来，感觉虽然基本上完成了本课的教学目标，学生的语言运用能力也有了一定的提高，但总觉得自己更重要的还是应努力提高英语口语水平，锻炼课堂应变能力，这样教学时才能不慌不乱，游刃有余。