北师大版(三起)三年级英语下册教案Unit 9 Lesson 1 How many birds are there教案
Unit 9 Number
Lesson 1 How many birds are there
教案
教学目标
知识目标: birds, eggs, flowers
How many … are there? There are…. There is a … , too.
能力目标: listening, reading, speaking and communication
情感目标：鼓励学生大胆开口说英语，培养学生的自信心。
教学重难点
Asking and answering question about quantities
教学过程
图片PPT
教学过程
（一）课前活动
1. Warm-up
Sing vegetable song .
2．游戏：How many fingers?
1) 教师伸出2个手指问学生：How many fingers? 学生回答: Four. 教师继续问：How many fingers can you see? 引导学生回答：I can see two fingers.
2) 教师再伸出5个手指，问学生：How many fingers can you see? 学生回答：I can see five fingers.
3) 让学生两人一组做这一练习。
（二）呈现新课
1．教师分别出示画鸟、鲜花、鸟蛋、鸟窝的图片给学生：I have many birds here. Do you want to know how many they are? OK，Let’s count.
2．数完后，教师问学生：How many birds/flowers/eggs/nests can you see?
让学生回答出：there are three …../there is one .（教师要注意及时纠正复数的错误读音。
）
3．教师把图片贴到黑板上，指着图片教学生正确读出数字
4．教师再出示其他有关课文中人物图片，让学生进行How many… can you see? I can see…的问答练习。
5．教师拿出一个Mocky 头饰问学生：What can you see? 让学生回答：I can see Mocky。
教师接着问：what can Mocky see? 让学生猜测。
7．通过录像展示课文内容
8．提出问题让学生对课文内容进行回答：
Picture 1: “Where are Mocky and Lulu?”
“What do they see?”
Picture 2: “How many birds are there?”
Picture 3: “What does Mocky find?”
“How many are there?”
Picture 4: “What do they find next?”
“How many are there?”
Picture 5: “What happens to Mocky?”
9．播放动画，让学生跟读课文。
10．学生进行角色扮演，表演课文。
（三）趣味操练
1．两人一组用实物或图片进行对话：How many … are there ? there are ….
2．教师出示课件，引导学生去数小兔和小猫的数量，并进行问答练习：How many are there ? there are …. How many rabbits are there ? there are ….
3. 小组任选how many.jpg 图片中的一幅进行问答练习.
（四）扩展性活动
让学生观察教室里的东西，并让学生运用本课所学的语言进行对话练习，如：How many windows can you see? How many chairs can you see?
Homework
Encourage the children to tell their families the story about Mocky and Lulu.。
北京版小学英语三年级下册Lesson 9 教学设计
北京版小学英语三年级下册Lesson 9 教学设计一、指导思想与理论依据新课程标准要求小学阶段英语教学更新理念、改革教法，倡导“任务型”的英语教学途径，在语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上，培养学生的综合语言运用能力。
前苏联著名教学论专家达尼洛夫认为，教学要求与学生学习可能性之间的矛盾是教育过程中的动力，当两者之间的矛盾的统一性被破坏时，教学过程就不会有效展开，各种类型的学生的学业不良现象就会发生。
二、教学背景分析1. 学习内容：北京版小学英语三年级下册第三单元I Like Orange Juice Best第一课，要求学生通过对课文内容的学习，能够用Do you want...? 的句子向别人提出饮食建议，并且对方能够用Yes, please.或No, thank you.来给出相应的回答。
2. 学情分析：与饮食有关的话题一直是学生的兴趣点所在，可以结合开展各种新颖的活动及课堂游戏进行操练。
在前面内容的学习中，学生已经能够较为牢固地掌握一系列食物饮料的词语词组，并且能够熟练地运用在相关句型中。
3. 教学方式与教学手段：词汇铺垫、课文讲解、重点句操练、分组练读、课堂游戏等。
4. 技术准备：北京版小学英语三年级下册优盘课件、随堂PPT、句型提示卡、词汇卡、游戏道具、奖品等。
5. 前期教学汇总：在以往的教学中，教师习惯于把较多的课堂时间花费在课文讲解分析中，其实对于低年级较为简短的课文内容，这一部分完全可以适量减轻比重。
本节课，教师的设计重点，在于创设了大量与真实生活情景关联密切的操练活动，让孩子们在课堂上能够身临其境，进行自然流畅的语言交流，以达到提升综合语言运用能力的最终目标。
三、教学目标1.能用Do you want…? Yes, please. /No, thank you. 提出建议并作出回应。
2.能听懂、会说和认读相关词汇：some biscuits, some chocolates, sweet potatoes,a pancake 等词汇并能在实际情景中运用。
三年级下册英语北师大版第九单元
三年级下册英语北师大版第九单元1. 引言1.1 概述三年级下册英语北师大版第九单元是小学生英语课程中的一个重要组成部分。
本单元主要围绕特定的主题展开学习，旨在帮助学生掌握一些与日常生活相关的基础英语知识和技能。
通过该单元的学习，学生将能够进一步拓展自己的英语表达能力，并有效地运用所学知识进行交流和沟通。
1.2 文章结构本文将按照以下结构对三年级下册英语北师大版第九单元进行详细介绍和分析：- 引言：介绍文章目录和写作背景。
- 正文：包括单元背景介绍、学习目标以及学习内容和方法的详细阐述。
- 实践活动推荐：介绍游戏教学法、多媒体教学法和小组合作学习实践活动等，以提高教学效果。
- 教学反思与评价：包括教学效果评估方法与指标、教学中遇到的问题及解决策略、教师自我提升与发展规划等方面的讨论。
- 结论：总结本单元教学特点和收获，并给出对下一步英语教学的启示和建议。
1.3 目的本文的目的是通过深入剖析三年级下册英语北师大版第九单元，探讨该单元在英语课堂教学中的重要性和实际应用。
通过对课程内容、学习方法以及实践活动等方面的详细介绍，旨在提供给英语教师们一些有价值的参考和启示，以改进他们未来的教学设计和实施。
同时，本文还将分析教学反思与评价，并展望未来对英语课堂教学工作发展方向的建议。
通过这样系统性的研究与探索，可以促进对于三年级下册英语北师大版第九单元以及整个英语教育领域更深层次、更全面的理解和认识。
2. 正文:2.1 单元背景介绍:第九单元是三年级下册英语北师大版的其中一个重要单元。
本单元主要以家庭为主题，旨在帮助学生学习有关家庭成员及其职责、家庭活动和爱等方面的词汇和句型。
通过本单元的学习，学生将会加深对家庭的认识，并能用简单的句子表达自己家庭中人员之间的关系和日常活动。
2.2 学习目标:在本单元中，学生将会达到以下几个方面的学习目标：- 熟练掌握与家庭成员相关的词汇，如father（父亲）、mother（母亲）、sister（姐妹）等；- 能够描述不同家庭成员的职责，如My father is a doctor.（我爸爸是医生。
北师大版一起小学英语三年级下册Unit 9 Hot soup教案 13
Unit 9 hot soup 第一课教学指导Model the dialog•Ask the children to imagine that they want a drink on a very hot day. Ask, “How do you feel?”Explain to the children that in English we use the word thirsty. Say, “I am thirsty.”Write the sentence on the board. Point to the words as you say them. Have the children repeat them after you.•Now ask the children how they feel when they have missed lunch. Introduce the word hungry. Repeat the procedure used to present thirsty.•Hold up the soup flashcard. Ask the children in their own language, “Is this soup hot or cold?”Elicit the answer, “It’s hot.”Introduce the word hot. Repeat the procedure used to present thirsty.•Ask, “What is the opposite of hot?”Elicit cold. Present the English word cold as before.•Hold up the soup flashcard again. Ask, “Is this soup hot?”Elicit, “Yes, it is.”Now ask, “Is this soup cold?”Elicit, “No, it isn’t.”Repeat the procedure using the flashcards for ice cream, rice, and water.4.Talk about the storyStudent Book pages 26 and 27Have the children open their books to pages 26 and 27. Ask these questions about the pictures:Picture 1: “What are Mocky and Bobby Bear doing?”Pictures 2/3: “What is Ann holding?”(Elicit jug.)“What do you think is inside?”(Elicit milk.)Pictures 4/5: “What is Ken holding?”(Elicit bowl.)“What do you think is inside the bowl?”(Elicit soup.)Pictures 6/7/8: “What is happening?”Picture 9: “What is Ann doing?”Picture 10: “What do you think Mocky is saying now?”5.StoryStudent Book pages 26 and 27•Say, “Now we will hear what the characters said.”Play the tape and have the children look at the pictures as they listen.•Play the tape again, pausing at each picture. Have the children repeat the words each time.6.Set homeworkAsk the children to look in the fridge at home and tell their families the English words they know for the food and drink.。
北师大版(一起)三年级英语下册教案Unit 9 Hot soup!教案1
Unit 9 Hot soup!教学设计教学目标：知识技能目标：1. 能听说、认读Words to Learn中的短语。
2. 能独立完成Listen to This中的小题。
3. 能听说、认读句型：I want… Is it…? Yes, it is. / No, it isn’t.能力目标：能够在游戏中及提供的做客、买东西的情景中，运用所学的形容词对水果、食物的主要特征进行描述。
情感目标：形成多吃新鲜的水果有益健康的意识。
教学重难点：1. 掌握sweet，sour，fresh 三个词以及含有这三个词的短语的听说、认读及运用。
2. 体会识别some 和a的用法，在提供的情景中正确运用所学的形容词以及句型。
教学过程：一、情景导入：1. T: Last class we have learned the story “Hot soup”, yes?Ss: Yes.T: Now let’s watch again. And you follow it, please.Ss: OK.师生活动：教师播放故事课件，学生跟着故事内容说。
（设计意图：复习故事，由故事导入词汇的学习）2. 教师出示故事图片2：T: Do you remember this picture? In the story, Mocky and Bobby are in Ann and Ken’s house. Ann gives Mocky and Bobby some_______.Ss: Milk.T: Yes, some cold milk.（设计意图：通过复现故事的这个小环节复习单词cold.）3. 教师出示故事图片5：T: Ken gives Mocky and Bobby some ____.Ss: Soup / Hot soup.T: Yes, some hot soup.（设计意图：通过复现故事的这个小环节复习单词hot。
最新北师大一起英语小学三年级下册Unit 9 Hot soup优质课教案 (13)
Unit 9 hot soup 第一课教学指导Model the dialog•Ask the children to imagine that they want a drink on a very hot day. Ask, “How do you feel?” Explain to the children that in English we use the thirsty. Say, “I am thirsty.” Write the sentence on the board. Point to the s as you say them. Have the children repeat them after you.•Now ask the children how they feel when they have missed lunch. Introduce the hungry. Repeat the procedure used to present thirsty.•Hold up the soup flashcard. Ask the children in their own language, “Is this soup hot or cold?” Elicit the answer, “It’s hot.” Introduce the hot. Repeat the procedure used to present thirsty.•Ask, “What is the opposite of hot?” Elicit cold. Present the English cold as before.•Hold up the soup flashcard again. Ask, “Is this soup hot?” Elicit, “Yes, it is.” Now ask, “Is this soup cold?” Elicit, “No, it isn’t.” Repeat the procedure using the flashcards for ice cream, rice, and water.4.Talk about the storyStudent Book pages 26 and 27Have the children open their books to pages 26 and 27. Ask these questions about the pictures:Picture 1: “What are Mocky and Bobby Bear doing?”Pictures 2/3: “What is Ann holding?”(Elicit jug.)“What do you think is inside?”(Elicit milk.)Pictures 4/5: “What is Ken holding?”(Elicit bowl.)“What do you think is inside the bowl?”(Elicit soup.)Pictures 6/7/8: “What is happening?”Picture 9: “What is Ann doing?”Picture 10: “What do you think Mocky is saying now?”5.StoryStudent Book pages 26 and 27•Say, “Now we will hear what the characters said.” Play the tape and have the children look at the pictures as they listen.•Play the tape again, pausing at each picture. Have the children repeat the s each time.6.Set homeworkAsk the children to look in the fridge at home and tell their families the English s they know for the food and drink.。
最新小学北师大一起英语三年级下册Unit 9 Hot soup公开课教学设计 (13)
Unit 9 hot soup 第一课教学指导Model the dialog•Ask the children to imagine that they want a drink on a very hot day. Ask, “How do you feel?”Explain to the children that in English we use the thirsty. Say, “I am thirsty.” Write the sentence on the board. Point to the s as you say them. Have the children repeat them after you.•Now ask the children how they feel when they have missed lunch. Introduce the hungry. Repeat the procedure used to present thirsty.•Hold up the soup flashcard. Ask the children in their own language, “Is this soup hot or cold?” Elicit the answer, “It’s hot.” Introduce the hot. Repeat the procedure used to present thirsty.•Ask, “What is the opposite of hot?” Elicit cold. Present the English cold as before. •Hold up the soup flashcard again. Ask, “Is this soup hot?” Elicit, “Yes, it is.” Now ask, “Is this soup cold?” Elicit, “No, it isn’t.” Repeat the procedure using the flashcards for ice cream, rice, and water.4.Talk about the storyStudent Book pages 26 and 27Have the children open their books to pages 26 and 27. Ask these questions about the pictures:Picture 1: “What are Mocky and Bobby Bear doing?”Pictures 2/3: “What is Ann holding?”(Elicit jug.)“What do you think is inside?”(Elicit milk.)Pictures 4/5: “What is Ken holding?”(Elicit bowl.)“What do you think is inside the bowl?”(Elicit soup.)Pictures 6/7/8: “What is happening?”Picture 9: “What is Ann doing?”Picture 10: “What do you think Mocky is saying now?”5.StoryStudent Book pages 26 and 27•Say, “Now we will hear what the characters said.” Play the tape and have the children look at the pictures as they listen.•Play the tape again, pausing at each picture. Have the children repeat the s each time.6.Set homeworkAsk the children to look in the fridge at home and tell their families the English s they know for the food and drink.。
【授课教案】Unit9北师大版(三起)三年级下册教案
Unit 9 NumbersLesson6 Round up一、学情分析本教材的教学对象是三年级学生，三年级的小学生对英语有着浓厚的学习兴趣。
学生对过生日或参加同学的生日派队有一定的经历、体验与感知,这些都有利于新知识的教学，学生能在比较轻松的环境中学习新课内容。
而且，学生对在英语环境中怎样过生日应该有所期待。
我希望将课打造成学生跨文化交流的探索之旅的过程。
通过将近一个学期的学习，学生已经初步具备了一定的语言基础，语音语调方面有了进步，但语言模仿能力仍需加强，也已经积累了一定的词汇量，但苦于没有复现或使用的机会，这节课中在增强学生语言交际能力时将为他们创设一些贴切的机会。
二、教材分析本单元重点教授数字的有关单词和如何询问年龄及如何回答。
三、教学目标1. 认知目标能听懂会说,并熟练运用数字单词1-5。
2. 能力目标能在真实情境中运用所学单词、句型表达自己的观点，培养学生用英语初步交流的能力。
3.情感目标培养学生对英语学习的兴趣，能大胆开口说英语，积极快乐地用英语表达。
三、教学重难点能在真实情境中运用所学单词、句型表达，具备用英语初步交流的能力。
四、教法与学法按照学生的认识规律,我采用朗读法、小组合作交流法、多媒体辅助教学法和愉快活动教学法相结合的方法。
使学生在轻松愉悦的氛围中学有所获。
五、教学过程在这个课时中，我分为四个环节完成。
第一环节，新课导入首先，播放Let's chant，第一遍请同学们聆听，第二遍请同学试着跟唱。
询问:“同学通过看视频，你知道他们在做什么吗？”请几名学生回答，接着询问：“有没有你不认识的单词？能不能试着猜一猜呢？”请学生回答，教师多引导，引出本节课学习内容数字。
第二环节，新课展示１．教师点击课件，屏幕上出现一只熊猫，问：What this？请同学回答：It's a panda。
复习刚刚学过的询问物品是什么的句子。
接着问：How many pandas？这时候学生不知道教师在问什么，教师可指着图片，再次重复问：How many pandas？请大家大胆猜一猜老师在问什么，多加引导，最后向学生解释意思。
Unit 9 Learning Lesson 1 教案-高中英语北师大版(2019)必修第三册
Unit 9 LearningLesson 1 Active Learning 教学设计科目：英语课题：Lesson 1 Active Learning 课时：1课时教学目标与核心素养：知识目标：Students can learn some new words and verb-ing or infinitive.能力目标：Students can have a further understanding of the passage.情感目标：Students can think individually and learn cooperatively.教学重难点教学重点：How to learn the new words and verb-ing or infinitive.教学难点：How to make students have a better understanding of the passage.课前准备：多媒体，黑板，粉笔教学过程：一、Pre-reading1. Greeting2. Leading-inACTIVA TE AND SHARE教师活动：教师提问What do active learners do? Think about who may be an active learner in your class.Use the phrases below to help you.to take notes to focus on to ask questionsto reflect on to pay attention to to be curiousto be open-minded to listen to a different point of viewAsk students to think and share their answers.二、While- readingREAD AND EXPLORE1. 学生活动：阅读文章，回答问题。
北师大版(三起)三年级英语下册教案Unit 9 Numbers Lesson 1 How many birds are there教案2
Unit 9 Numbers Lesson 1 How many birds are there?教学设计教学目标1.能够说出数字one, two, three, four, five.2.能够询问和说明物品的数量：How many…are there ? There are / There is …能够在插图的帮助下理解并能朗读本单元小故事。
教学重点1.理解并认读词汇：one, two, three, four, five, bird, egg, nest, flower.2.询问数量的句型：How many…are there ? There are / There is…教学难点1. There are 和There is 的区分；2.There are 和They are 读音的区别。
教具准备配套教学卡片。
教学过程一、示范对话（1）向学生借一些铅笔、钢笔和尺子。
举起三支铅笔，问：“How many pencils are there?”引导学生回答：“There are three.”或者“Three.”（2）引导学生重复教师的问题。
让学生提出类似的问题，教师或者其他学生回答。
（3）利用钢笔和尺子重复上述对话。
（4）现在在黑板上画三只鸭子，问：“How many ducks are there?”引导学生回答：“There are three.”（5）用其他的图片重复上述对话。
二、讲故事让学生把书翻到26页，根据图片提问下列问题。
教师可尝试用英语提问。
如果学生理解有困难，再改用汉语提问：图片1：Mocky和Lulu在哪里？他们看到了什么？（They are under a tree. They saw manybirds.）图片2：树上有几只鸟？除了鸟还有什么？（There are three birds. There’s a nest, too.）图片3：Mocky发现了什么？有多少？（Eggs. There are five.）图片4：Mocky还发现了什么？有多少？（Flowers. There are eleven.）图片5：Mocky发生了什么？（He fell down the tree.）三、听故事让学生把书翻到第26页。
Unit9 第1-6课时教案 北师大版三年级英语下册
They do some exercises: Listen to this.
They listen to the stories.
They talk about this picture in pairs.
板书设计
Unit9 Hot soup!
I’m thirsty. Have some orange juice.
9、Using language
情感、
态度、
价值观
鼓励学生敢于开口说英语，并通过一系列活动的参与，建立起其对英语学习的信心。
教学重点
学习描述食物和生活用品特征的形容词：cold, sweet, sour, fresh, hot, cold
教学难点
进一步体会本单元功能句型的具体使用情境。
教学
准备
教师准备
1、Review the names of food (vegetables, fruit)
2、Review the adjective: big, small, tall, short, old, young, long
3、Ask them to talk about some pictures by using these words.
2、Review the key sentences.
T: What’s this?
T: Is it a…?
1、Ask them to look at the picture of the dialogue. And ask them to try to describe the picture.
T: Now, let’s listen what does the boy want to drink?