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课件网) Unit 6 .How many Part B Let’s talk 人教（PEP）三年级下册 Warm up: Sing a song Let's review: Watch the firework twenty sixteen nineteen seventeen eighteen Let’s review: Answer questions （回答蜡笔小新的问题） How many books do you have Let’s review: Answer questions （回答蜡笔小新的问题） How many pencils do you have Let’s review: Answer questions （回答蜡笔小新的问题） How many rulers do you have Let’s review: Answer questions （回答蜡笔小新的问题） How many crayons do you have Lead in: Children in the park How many balloons do you have I have 16. Lead in: Children in the park How many _____ do you have ducks I have _____. six Warm up: Sing a song How many _____ do you have hot dogs I have _____. five Let’s talk: Look and say who where what Wu Binbin Amy in the park draw pictures Let’s talk: Look and guess What’s this Let’s talk: Listen and choose What’s in the box Binbin’s new pencils Binbin’s new crayons Wu Binbin, what’s this My new crayons. Let’s talk: Think and guess How many crayons does Wu Binbin have Let’s talk: Watch and answer Let’s talk: Watch and answer How many crayons does Wu Binbin have Sixteen. Wow! How many crayons do you have Open it and see! 1,2...16. You have 16 crayons. Wu Binbin, what’s this My new crayons. Wow! How many crayons do you have Open it and see! 1,2...16. You have 16 crayons. Practice: Listen and imitate Practice: Good memory Practice: Act out the dialogue Pronunciation &Intonation Fluency Acting Consolidation: Let’s find out How many _____ do you have I have _____. Wu Binbin Consolidation: Watch and imitate Consolidation: Let’s find out How many _____ do you have I have _____. Consolidation: Make a report XXX has _____ balls, _____ rulers, _____ pencils and _____ books. XXX has _____ balls, _____ rulers, _____ pencils and _____ books. Tips: a ball/ruler/pencil... one ball/ruler/pencil... Summary ——— How many _____ do you have ——— I have _____. ball ruler pencil book Homework 1.听录音熟读课文并背诵 2.课文抄写一遍，翻译一遍 3.调查朋友的文具数量并做好记录中小学教育资源及组卷应用平台 PEP三下Unit6 How many 单元整体设计 第一部分 单元教学设计总思路 一、教学理念 《2022年新课标》首次使用了“大观念”一词，强调“以学科大概念为核心，使课程内容结构化，以主题为引领，使课程内容情景化”。基于真实语言运用视角，分析教材内容与学生情况，确定学习发展的内容主题，初定真实任务（鲁子问，张荣干，2005）。确定单元大任务和具体的小任务。秉持真实语言运用的语言理念，围绕主题语境，依托语篇，联结英语课堂与真实生活，设计语言、思维、文化相融合的层次性学习活动，使学生在追求达成真实任务成果的过程中学习和尝试运用语言或非语言手段理解与表达意义，实现深度学习，从而培养文化意识，发展多元思维形成学习能力。基于学生学习视角，设定以达成真实任务成果为目标的学生学习过程，以及教师对学生任务成果达成和素养学习发展的相应支持引导过程（张荣干，2017），形成主题意义引领下基于真实任务的任务前、任务中、任务后等阶段及其环节的师生活动流程。 二、单元教材分析 （一） 单元主题意义分析 项 ... ...
