Unit6 A Let’s learn教案

授课教师：信阳市第一实验小学  刘佳

一、教学目标

1. 语言知识目标：

(1) 能够听、说、认读eleven, twelve, thirteen, fourteen, fifteen。

(2) 能在情境中运用How many ... do you see? ___ and ____ makes ____. I see ... 进行相关对话。

2. 语言技能目标：

(1) 能够听、说、认读数字11-15，并能拓展运用，感受数字的重要性。

(2) 能够运用数学思维解决课堂问题，注重学科间的渗透，培养思维能力。

(3) 能够在创设的多种情景教学中勤于思考，主动探究，积极参与。

3. 学习策略、情感态度、文化意识目标：

(1) 将教学内容与数学教学整合，培养学生逻辑思维。

(2) 通过多种教学活动，培养学生参与合作，勇于竞争的意识。

(3) 了解中西方对某些数字文化理解的差异。

二、学情分析

三年级下册的学生接触英语快到一年的时间，有一定的英语学习基础和口语表达能力，学习积极性高。在前面的单元，他们已经学习了关于1-10的表述，初步接触了How many …? 此外，15之内的加法计算对他们来说非常简单。这些都为本课时的学习打下了基础。

三、重难点

教学重点：

(1) 听、说、认读5个核心词汇。

(2) 运用句型How many ... do you see? ___ and ____ makes ____. I see ... 根据不同的情况进行会话。

教学难点：

(1) 数字thirteen, fifteen的发音和认读。

(2) 运用句型How many ... do you see? ___ and ____makes ____. I see ... 根据不同的情况进行会话。

四、教学过程

活动1【导入】Warm-up

Step1: Greetings.

1. 老师先空拍三下，学生也空拍三下。

T: One, two, three, four, five.

Ss: One, two, three, four, five.

Step 2: Let’s chant.

活动2【讲授】Presentation

Step 1：Can you find the number?

Step 2: 教学句型How many … do you see? I see …

1. 初步感知How many … do you see? I see …

T: You did a very good job. All of you can win a sticker. Look at the picture. (PPT一幅动物园的图)

T: What’s this?

Ss:Monkey.

T: Yes. How many monkeys do you see? (贴黑板How many … do you see?) Let’s count. One, two …学生也加进来一起数。

T: I see six. (贴黑板I see …)

(换tiger, bird进行同样的练习)

2. Pair work: Rock Paper Scissors

T: How many fingers do you see? (PPT左边呈现一只手出2根手指头) I see two fingers. (右边呈现一只手出3根手指头) I see three fingers. How many fingers do you see?

(PPT呈现算式3 + 2 = ?)

Ss: I see five.

T: (PPT左右只手同时出，一边2，一边5) How many fingers do you see?

(PPT呈现算式2 + 5 = ?)

Ss: I see seven.

T: 教师请一位学生到前面来一起做剪刀石头布的游戏，都用单只手随意伸出手指头，看谁最先说出数字之和。引导学生们一起说How many fingers do you see?

T: Now you can play this game with your partner. 

(PPT出示如下规则) 

Pair work: Rock Paper Scissors

Tips:

1. Stretch any fingers with one hand and say how many fingers do you see. (单手出指头，嘴里说How many fingers do you see?)

2. Say the sum of two hands as quickly as you can. 

(尽可能快地说出你和同伴两只手的指头和)

3. Time: 2 minutes

(时间：2分钟)

T: One, two, three.

Ss: One, two, three.

T: I think you like this game. Mike and Sarah like it, too. (PPT呈现Mike 和Sarah玩石头剪刀布的情境。引导学生一起说How many fingers do you see? I see …)

Step 2: 教学11

1. 教授eleven读音

T: (Mike和Sarah继续玩，一边出10根手指头，一边出1根手指头) How many fingers do you see?

Ss: (出示算式10 + 1，学生跟读录音eleven。)

T: 拿11的卡片，让全班读、抽小组读、抽单个读。（贴黑板eleven）

2. 教授句型结构 ... and ... makes ...

T: (指算式10 + 1) Ten and one makes …

Ss: Eleven.

T: 教师指着“+”说and。（贴黑板and）

T: (黑板出现图片“蛋糕”) What’s this?

Ss: Cakes. 继续出现单词bakes，takes让学生感知“akes”的读音，引出“=”读makes。(贴黑板makes)

T: (PPT上部分出示句型结构... and ... makes ...,下部分出示算式。)

(2+9) 带领学生一起说Two and nine makes eleven.

(3+8) 用嘴型鼓励学生说Three and eight makes eleven.

(4+7) 手势示意学生说 Four and seven makes eleven.

3. Group work: I can say.

T: You are clever. Can you read them? (PPT出示如下等式) First read them together, then read them one by one. Here are the tips.

5 + ____ = 11    8 + ____ = 11    7 + ____ = 11

Tips:

1. First read them together. (首先一起读)

2. Then Group leaders check your members. (然后小组长检查组员读)

3. Time: 2 minutes. (时间：2分钟)

T: Eleven, eleven, eleven.

Ss: Eleven, eleven, eleven.

T: Let me check. Can you read them?

(算式在PPT上旋转，随意停下来，问学生Who can read this one? 学生读出算式。)

Step3: 教学12

1. 教授12的读音T: (转盘转到5 + 7 = ？的时候停下)

Ss: Five and seven makes ...

T: How to say 12?

S: Twelve.

T: OK. You are the little teacher, and you teach them. 

学生拿卡片当小老师。（贴黑板twelve）

2. Group work: Math experts

T: You are a good teacher. (PPT出示: ____ + ____ =12) … and … makes 12, I think you have many answers. Now discuss with your group members, and show your answer on the board.

Tips:

1. Show your answer on the board. (在白板上填出正确的答案)

2. Read it. (读出等式)

3. Time: 2 minutes.

T: Twelve, twelve, twelve.

Ss: Twelve, twelve, twelve.

T: Who can show your answer?

Ss: ...

Step 4: Group work: Figure out how to read 13, 14, 15.

T: How to read 13, 14, 15? Here is an envelope. Let’s open it.

1. 教学13

(1) 教学13的读音

T: Something about 13. Let’s see. 由three感知th的发音，由bird感知ir的发音，由green感知een的发音来教授thirteen的发音。（贴黑板thirteen）

T: TA, read it. You check the GLs, and GLs check the GMs.

Group work tips:

1. Teacher Assistants check the Group Leaders. (小助手检查小组长)

2. Group Leaders check the Group Members. (小组长检查组员)

Check tips:

1. Read the word loudly and correctly. (读单词声音洪亮)

2. Pay attention to your tongue and stress. (注意舌头的位置和单词重音)

T: Thirteen, thirteen, thirteen.

Ss: Thirteen, thirteen, thirteen.

(2) Show your answer to the equation.

T: What’s your answer? 学生用白板展示算式。

(3) The story of 13

T: (教师用英文讲，中文翻译在PPT上)

In western countries, thirteen is regarded as an unlucky number. People don’t want 13 people to have dinner or have 13 dishes. But in China, we don’t have this idea. (在西方国家，“13”被认为是不幸的象征。他们避免和“13”有关的事物。比如：没有13号楼和13号门牌；在剧场，你找不到13排和13座；他们忌讳13日出游；忌讳13人同席就餐；13道菜更是不能接受了。但是中国人不这么认为。)

(4) Put 13 into use 

T: (出示商店的场景，13个苹果，出示—How many ____ do you see? —____ and ____ makes 13. I see 13. ) How many ____ do you see?

Ss: …

T: And how to read 14 or 15? I will give you some hints, discuss with your group members. Group leaders, come here and get your envelope. Please learn the pronunciation of 14 or 15 according to the hints. (各小组长领取信封，信封内有其中一个数字的读音提示)

Tips:

1. According to the hints, try to pronounce your number. (根据信封中的提示，读出你拿到数字的发音)

2. Show the answer to the equation on the board. (在白板给出等式的答案)

3. Time: 2 minutes. (2分钟)

T: Thirteen, thirteen, thirteen.

Ss: Thirteen, thirteen, thirteen.

2. 教学14

(1) 教学14的读音

T: Let’s check 14. How to read? (请抽到14 的同学起来读)

S: …

T: Yes or no? Let’s listen to the tape. (听录音) Yes, you are right. 出示green，引导学生读出teen，然后再在前面加上four，得出fourteen的读音。（贴黑板fourteen）

(2) Show your answer to the equation.

T: What’s your answer? 学生用白板展示算式。

(3) Put 14 into use

T: (出示商店的场景，14个鸡蛋，出示—____ ____ ____ do you see? —____ and ____ makes 14. I see 14. ) Can you ask?

Ss: …

3. 教学15

(1) 教授15的读音

T: How about 15? How to read? (请抽到15的同学起来读)

S: …

T: Yes or no? Let’s listen to the tape. (听录音) Yes, you are right. 出示green，引导学生读出teen，出示fish，引导学生读fi。用大小声练习15的读音。（贴黑板fifteen）

(2) Show your answer to the equation.

T: What’s your answer? 学生用白板展示算式。

(3) Sudoku

T: Here is a Sudoku, every row and every line makes 15. For example, four and nine and two makes 15. Group Leaders take out this Sudoku and finish it with your group members.

Tips:

1. Finish the Sudoku with right numbers, and make sure the sum is 15. (用正确的数字填写，使3个数字的和为15)

2. Time: 2 minutes. (2分钟)

T: Fifteen, fifteen, fifteen.

Ss: Fifteen, fifteen, fifteen.

T: What do you fill here?

Ss: (全班一起回答) Four and three and eight makes fifteen.

T: And this?

Ss: (某一小组) ____ and ____and ____ makes fifteen.

T: And this?

S: (某个学生) ____ and ____and ____ makes fifteen.

(4) Put 15 into use

T: (出示商店的场景，15块蛋糕，出示—______________? —____ and ____ makes 15. I see 15. ) Who can ask?

Ss: …

T: Look at 13, 14, 15. They all have “teen” in the last. (总结thirteen, fourteen, fifteen末尾的teen的发音。)

活动3【练习】Practice

1. Follow the tape

T: Let’s follow the tape. (学生跟读录音)

2. Answer the questions

T: There are apples, eggs, cakes in the shop. There are others things in the shop, too. For example: pens, rulers, bags, books, crayons, pears, oranges, bananas. Use them to make your own questions. For example, I can ask: how many pens do you see? 引导学生看白板的算式读出来。

活动4【测试】Production

1. Make your own question.

T: Make your own question with your group members.

(出现句型结构)

—How many ____ do you see?

—____ and ____makes ____. I see ____.

Tips:

1. Make your question. (小组确定问题)

2. Show the equation on the board. (在白板上列出算式)

3. Time: 3 minutes. (3分钟)

2. Show time

T: Use the board to ask your questions. The class answer together.

活动5【作业】Homework

1. 总结优胜小组How many … do you see? 带领学生一起数各组获得的物品。

2. Homework

(1) Make your own questions.

(2) Preview numbers 16—20.