Unit 5 How old are you?

(Period 1)

教学内容：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.      Greetings 

T: Class begins.              

S: Stand up.

T: Good morning, class.

Ss: Good morning, Miss Liu.

2. Free talk

  T: Would you like …?             S: Yes, please. / No, thank you.

T: Hello, XXX. Look at my coat.    S: How nice/ beautiful!

  T: Thank you. What colour is it?     S: It’s ….

T: Hello, XXX. What’s this?        S: It’s a ….

T: Is this your …?                S: Yes, it is.

T: How lovely!

Teach: lovely -----How lovely!

3. Sing a song

T: Now, let’s sing a lovely song “Ten little Indian boys” OK?      

Ss: OK.

Step 2 Presentation

1. T: How many Indian boys are there in the song?

  Ss: Ten.             

T: Yes. There are ten boys in the song.

  Teach: ten

T: Now can you count from one to ten?

  Ss: (count) “one, two, three, four, five, six, seven, eight, nine, ten.”

T: You can read the number after me.  

读一个拼读一个数字（1-3除外）         学生跟读单词。

T: Look at these numbers, can you spell them by yourselves? Who can spell the word best?         

  学生回答：n-i-n-e           

T: Wonderful!

  S：five/ seven/ eight/ four

2.      T: You did a good job. Have you remember all these 10 words? Here are three tasks for you, can you accept the challenge?

Ss: Yes.

T: Task 1, can you count them?

  Task 2, Magic eyes: can you find out the frog is composed of what numbers?

  Task 3, can you find out the rules and fill the blanks?

3.      T: You are so great. Now let’s play a game.

4.      T: Now look at the Indian boy again. What do you want to say to him? You can also ask him some questions.         

  Ss自由发挥（他叫什么名字？/  ···/ 他几岁了？）    

  如问到name: Lovely boy/ girl, look, what’s his name?     

Ss: Bob.

  如问到age: Wonderful boy/ girl, listen, how old is he?     

  录音： I’m ten.                

(如果学生问不出，就自己说I have a new question, listen, how old are you(对着屏幕问) , Bob?引出I’m ten.)

T: So Bob is…              

Ss: Ten.

T: Bob is ten. What about you? How old are you?      

  S: I’m ten.             

T: Oh, I see.

  Teach: How old are you?      

Ss 开火车——齐读

  T: Today we’ll learn a new lesson Unit 5 How old are you?            

Ss 读题

  T: How old are you?                 S: I’m nine.

  T: Hello, XX.                       S: Hello, Miss Liu.

  T: How old are you?                 S: I’m nine/ ten.

  T: Do you want to know how old your partner is. You can ask your partner” How old are you?” Now practice in pairs.

Ss work in pairs.

Step3 Consolidation

1. T: Boys and girls, we have some good friends: Helen, Mike, and Yang Ling. Do you know how old are they? Look at the picture, who are they?

Ss: Mike, Helen, Tim.           (黑板贴人物)

  T: Do you know how old are they?   S: No.

  T: Let’s guess, OK?               Ss: OK.

  S: Is he nine/ …?                 T: Maybe.

  T: Now let’s listen and find the answer “How old is Mike/ Helen/ Tim?” OK?

  T: How old is Mike?              S: Nine.

How old is Helen?                Eight

How old is Tim?                 Two          

(将相应的数字贴到黑板上)

2. T: Boys and girls, after listening to the tape, do you know where they are and what are they doing? Now let’s watch the cartoon

T: Where are they?                Ss:….

教读：“Welcome to the toy museum”

3. T: There are many toys in the toy museum, do you know which toy is for Mike, which is for Helen, which is for Tim? Now let’s read the story sentence by sentence, and do the match, OK?                    Ss: OK.

Please notice the pronunciation and intonation.

 (学生上台将三个玩具分别贴到相应的人物旁)

Ss: This dog is for Helen. / This robot is for Mike. / This panda is for Tim. ( 学生练说This …is for…)

4. T: OK, boys and girls. Look at the blackboard, and look at these cards, can you make a sentence like this? For example, Tim is two. This panda is for Tim.  Like this, who can try?

S1: Mike is nine. This robot is for Mike.              T: How clever!

S2: Helen is eight. This dog is for Helen.                Wonderful!

5. Boys and girls, after reading the dialogue, do you have any questions about this story? Oh, I have a question. Why is the robot for Mike, not for Tim? Why is the panda for Tim, not for Helen? Now you can have a discussion, and then help me to solve the problem, OK?

T: OK, now, can you tell me the reason? You can look at the picture carefully.

Ss中文回答。

T: Yes. You are a clever boy/ girl. Because the robot and the dog are for the children of the ages from 6-10, Mike is nine, and Helen is eight. So the robot and the dog are for them. But the panda is just for the children of the ages from 2-5, Tim is only two, so he gets the panda. Now you are clear, yes or no?

7. T: Now work in group of four and choose one way to read the story.

8. T: Now, let’s act. Work in Paris. You can choose to be a shop assistant or a customer.

Sep4 Summary

1. T: Great! Boys and girls, what have you learned from this lesson? Let’s summary.

(1).When we ask someone’s age, we can ask:

当我们询问别人年龄时，可以问：

(2).When you want to answer the age, you can say

当你想要回答你八岁时，你会回答：

(3).When you want to give somebody something, you can say

当你想把某样东西给别人的时候，你会说：

(4).When you want to praise something, you can say

当你想称赞别人的东西可爱时，你会说：

Step5 Homework

1. Read Story time after the tape three times.

2. Read and spell the new words, and copy them in your exercise books.

板书设计

Unit5 How old are you ?

             Mike       nine            robot

   Helen      eight            dog

             Tim        two             panda

 反思：

在教学过程中，我多次运用歌曲、游戏等方式，课堂气氛较活跃，学生参与度较高。一开始的时候，通过师生打招呼，生生打招呼等方式，既拉近了师生的距离，又让学生在无形中复习了前面单元的内容。接着通过歌曲的方式，带动课堂气氛，使学生尽快投入课堂中，也为本单元数字的学习做好了铺垫。

由于之前的铺垫工作做得较好，学生在学习新内容时，也比较容易，积极性较高，对本课重点句型How old…?和 This.. is for…掌握地较好，对新单词nine, eight, four, five, six, seven, ten掌握地也不错，但是对于ten中“e”的发音，部分同学掌握不佳，会发成/ /，在以后的教学中，要经常提醒纠正。

在最后的巩固环节中，形式多样，学生很乐于参与，对课文的内容也有了较好的理解和掌握。最后设计情境，来到周老师的玩具店，学生很感兴趣，对本课的句型进行实际运用，效果较好。