人教版小学英语三年级下册howmany说课稿

Unit 3 How many 说课稿

一、说教材

我设计并执教的是人教版 PEP小学英语三年级下册Unit 3 How Many 中的第一课时。PEP小学英语教材

以话题为纲以交际功能为主线兼顾语言结构逐步引导学生运用英语完成有实际目的的语言任务。三年级下

册Unit 3 How Many 这个单元是学生在三年级上册已经掌握数字1—10的基础上要学生继续学习数字11—20并且能够在实际生活情景中灵活地运用这些数字。根据教材内容的安排及结合我们农村学校英语课时

不足的实际情况我确定本课时的教学内容为完成Part A 中的Let’s learn 和 Let’s practise 两部分。虽说教材是教学法的依据但它不是教学的产物教师在授课时应该对教材进行科学的处理。在教学本课时我

并没有按部就班地教教材而是对教材内容进行了整合作了细致的处理使教材知识系统化。

二、说学情

三年级的学生刚接触英语不久他们对英语充满好奇他们还活泼好动、乐于参与、善于模仿、爱表现、喜欢

新鲜事物对新语言的好奇心往往能激发他们对英语学习的兴趣。另外三年级的学生还不怕犯错误很少有羞

怯感他们爱玩爱唱、爱游戏、爱活动还很在乎老师的激励与表扬。

三、说教学目标

教务于学教学的主要任务不是积累知识而是发展思维。教师在传授知识的同时更主要的是教会学生方法发

展学生能力通过思考将已有的知识重新提炼总结。教师应当把自己的成功看作在于使学生通过教学以后能

独立地依靠自己的力量迈开新的步伐即通过教学使学生能够运用英语完成有实际目的的语言任务。综上述

所说同时结合本单元教学要求我把本节课的教学目标确立为

知识目标

1、听、说、认、读eleven twelve thirteen fourteen fifteen 5个数字。

2、通过教学使学生听懂并在实际情景中灵活运用句型“How many ...can you see ”“ I can see....”能力目标

1、学生大胆参与英语实践活动培养其合作交流的能力。

2、发展学生听、说、读、运用等综合能力。

情感、策略、文化意识目标

培养学生对英语学习有持续的爱好树立学习英语的自信心敢于参加实践活动注重学生听、说、读、运用能力的培养进行合作交流了解西方文化拓展国际视野。

重点与难点

依据以上教学内容、教学目标和对学生的分析我确定这节课的重点是通过学习使学生掌握数字11—15而让学生听懂并在实际情景中灵活运用数字及句型“How many ...can you see”“can see...”。

四、说教法

为了顺利完成以上教学目标更好地突出重点突破难点按照学生的认识规律我采用讲读法、直观演示法、交际法、愉快教学相结合的方法兴趣是最好的老师小学阶段英语语法相对较少而更注重于趣味教学在课堂教

学中适当地结合愉快教学能激发学生学习英语的兴趣进而促使他们由兴趣发展到产生要学好它的志趣。由

于受传统教育的影响我国学生习惯于老师的满堂灌但英语教学要求学生主动积极参与通过创设情景把学生

带进仿真的生活环境鼓励学生多开口多与老师或同学交流交际用英语表达自己的思想和感受达到掌握知识

培养技能的目的。教学不是简单的知识传授为了不使学生感到枯燥无味我采用多种教学手段如利用远教资

源比较形象、直观使学生变苦学为乐学。在教学过程中启发、诱导学生思维培养不同层次的学生大胆用英

语交际的能力。

五、说学法

课堂教学是教与学的双边活动教师的主导作用主要通过教法来体现学生的主体作用也应该在学法中体现

这样才达到教与学培养能力的目的。鉴于本课特点及学生现有知识水平我准备引导学生采用听、看、读、

想、说的方法来学习本课。通过听、看达到有所思有所得帮助不同阶层的学生掌握学习重点多表扬、勤鼓

励使不同层次的学生都有学习积极性在知识上均有所提高。

六、说教学程序

合理安排教学程序是教学成功的关键之一针对学生的认识状况及本课教材特点我安排以下六个教学环节

第一环节复习旧知务于新知托尔斯泰曾经说过“成功的教学不是靠强制的而是靠兴趣来实现。”兴趣是推动学生学习的强大动力是学生参与教学活动的基础。激发学生参与学习的兴趣是新课导入的关键。“Well begun half done.”精彩的课堂开头往往给学生带来新鲜、亲切的感觉不仅能使学生迅速兴奋起来而且还

会使学生把学习当成一种自我需要自然地进入学习新知的情景。为提高学生对知识的再现率为学习新知识

埋伏笔上课一开始我播放三年级上册Unit6 A部分 Let’s sing “Ten Little Candles Dance”的录音让学生再熟悉一下以前学过的10个数字。接着通过“做一做”复习1-10的数字为新授知识作了铺垫又吸引

了学生的注意力使课堂以轻松活泼的形式开始。

第二环节呈现新知合作互动

1、创设情境教学数字。在小学英语课堂中使学生保持一种积极地紧张感能够激发他们对学习的外部动机

引发他们一系列的自主活动促进外部动机向内部动机转化。所以我首首先为学生创设情境“Today I’ve brought many things .Do you want to know what things they are How many they are ”然后出示一张11个西瓜的图片问学生“How many melons can you see ”于是引出“eleven”的教学同时又引出了本节课的重点句型。我先让学生跟读再请学生读利用多种朗读方式学习11的读法然后引导学生用“I can see 11”来回答。接着我出示一些答案是11的算术题目如56 我问What’s five and six 让学生回答在回答的过程中进一步巩固了11的读法而且学生也有一种成就感避免了枯燥乏味的朗读每位说对的学生我

给他们一个小奖品这些奖品有各种图形所以当他们拿到小奖品时很有成就感兴趣都很高。

2、12-15数字的教学我也采用了同样的方法因为通过直观形象的图片能够更好地帮助学生认识这些数字而

且运用学生在日常生活中常见的水果图片呈现也更能激发学生的学习兴趣吸引学生的注意。

3、多媒体出示图片进一步学习数字和句型。第三环节趣味操练学以致用。在新授完11-15的英语表达法后我采用了多种形式进行操练、巩固。

1、猜年龄。我利用多媒体课件出示一些人物然后给出相关提示比如出示带蜡烛的生日蛋糕或生日蜡烛要学

生根据提示猜一猜这些人物的年龄。学生在数蜡烛与回答的过程中既复习了1-10的数字又巩固了11-15的数字。

2、组成算式游戏。我出示几题只有答案的算术题如 eleven.让学生说说几和几可以组成这个数在这个过程

中既扩展了学生的思维又练习了数字。

3、接龙游戏。每组学生所数的数不同如Group1.Count from 1-12. Group2. Count from 3-15....每组听到指令后每位学生数一个数数完为止。如果其中有学生数错了那得先站着最后看看哪一组对得最多哪一组

就获胜并能得到相应的奖励。因此每位学生注意力都很集中生怕自己听错或说错。

4、对话练习。同桌两人为一组每组可以拿到一张印有事物数量不等的图片同桌之间选择相应图案用

“How many ...can you see ”“I can see...”进行会话练习。

学习英语的最终目的是为了能够让学生在实际生活中自由地运用所学的语言知识所以在学生学完这些英

语知识之后我及时地安排了多种形式的操练使英语学习回归本位真正达到学以致用的目的。第四环节师生小结。

通过对知识的小结帮助学生将本课的信息进行加工、储存从而明确教学目标、重点及难点对学生的表现进行总结评价以评价促发展培养小组团队精神激励学生大胆开口积极活动为小组争得荣誉。

第五环节文化之窗拓展视野通过了解各国不同的幸运数字使学生了解中西方文化的差异从而拓展学生的

国际视野。

第六环节布置作业课外延伸

为了让每一位学生都能在学习中获得成功体验我特意设置了“Homework supermarket”即家庭作业超市

学生可根据自己不同的水平和基础选择不同的题目来完成 Copy the words 11—15. Practise the dialouge with your deskmates. Write down the lucky numbers about the other countries . 以上五个环节从复习旧知、讲授新知到练习、全课总结能做到息息相通环环相扣特别是新授过程包括了新授、练习、再新

授、再练习等多个环节能有效地调动学生思考、表达既重视知识的形成过程又注重了学生的思维发展过程。

同时通过课后作业巩固课堂新学知识为下一课的学习打下坚实基础。

七、远程教育与英语课程的整合

建构主义学习理论认为知识不是通过教师的传授得到的而是学习者在一定的情景下借助他人的帮助利用

必要的学习资料通过意义建构的方式获得的。并且小学生的思维特点是以形象为主因此教师上课时要为学

生提供数量充足的形象才能调动学生的多种感官参与学习活动。远程教育为我们提供了丰富的平台。在这

节课上我通过远程教育信息载入了许多和本课有关的视频图片来丰富上课资源。本课一开始我利用英文歌

曲“Ten little candles dance”及相应的图片反学生导入英语学习的氛围中。然后在课文教学中我利用课文插图图片及相关图片让学生在情境中交流运用从而调动学生的兴趣。本课的多媒体设计能充分体现远

程教育与英语课程整合的特点。

八、总结

本课以培养学生运用能力为目的结合教材重点、难点及英语学科特点充分利用远程教育资源从视、听、说

等方面使学生得到锻炼在愉快、轻松的氛围中达到初步运用英语交际的能力。

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