Howoldareyou.doc

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Unit 5 how old are you?
第一课时
教学目标
1. 能初步感知、体验单词lovely, nine, eight, our, five, six, seven, ten，并理解单词的意思
2. 能在情境中感知如何谈论年龄，能初步听懂、会说、会读句型日常交际用语：How old are you? I’m … . How lovely! Here you are.
3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述、表演课文。
4. 能初步运用本课所学的词汇和句型 ，询问年龄。
教学重点
1. 能在情境中感知如何谈论年龄，能初步听懂、会说、会读句型日常交际用语：How old are you? I’m … . How lovely! Here you are.
2. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述、表演课文。
教学难点
用学过的数词来谈论年龄新课 标 第 一 网
教具准备
投影，黑板，挂图，卡片，PPT
教学过程
教学过程
个性化修改
Greeting and warm up

Presentation and practice

Learn to say

Consolidation
T: …, please close the door.
…, please close the window.
T: Good morning/afternoon, boys and girls.
Ss:  Good morning/afternoon, Miss Cui.
T: …, can you count from one to ten? 学生试着说。
What’s this number? (呈现数字8)
Ss: Eight. (T教eight,以同样的方法教nine,ten)

T：（出示Mike, Helen, Tim的图片）Look, this is Mike.
Mike is nine. And how old are you?
Ss: I’m eight/nine /ten .
新授句型，引导学生问答。
T: Good. Helen is Mike’s sister.
And how old is Helen? Guess!
（引导学生猜测Helen的年龄）She’s … .

出示图片T：This is a museum. Mike and his family are in a museum.
What can you see?
Ss: Toys.
T: Yes, and what are they going to do ?
Let’s have a look.
1. 观看动画，整体感知课文：Do they see toys in the museum?
How do they feel?
Find the sentence: Look！How lovely!
2. 提出问题，让学生带着问题再听一遍录音：
How old is Mike? How old is Helen?
How old is Tim?
学生操练：How old are you ? I’m nine/eight/two.
3. 仔细读课文，找出: What is for Mike/Helen/Tim? 并找出工作人员将玩具给小朋友时说的句子
出图片3 ：This is for you. Thank you.
出图片4 ：Here you are . Thank you.
4.Read after the tape.逐句跟读，注意语音语调。
Read together. 注意人物的表情和动作。
Read in roles.让学生自己去读，感受语音语调，鼓励学生加入自己的感情动作来表演对话。
Act in roles. 4人小组进行表演。

Make a dialogue.
引导学生在习得课文语句的基础上进行对话创编：
T：Now I’m the worker at the Toy Museum. Look at the toys .
Ss: How lovely!
T: Hello! How old are you?
S: I’m … .
T: This …is for you./Here you are.
学生在小组内开展对话练习与创编。

板书设计
Unit 5 How old are you?
A: How old are you? 新 课 标 第 一 网
B: I’m … .
A: This is for you./Here you are.
B: Thank you. /How lovely!
作业设计
1.Read the dialogues after the tape and imitate the pronunciation.
2. Read and recite Story time.
教学后记

第二课时
教学目标
1、在第一课时基础上，能进一步建立单词nine, eight, four, five, six, seven, ten的音、行、义的联系。
2、能理解句型How old are you? I’m … . How lovely! Here you are.的含义，并能应用到实际中进行描述。
3.学生能初步听懂、会说、会读单词right, out, want，能初步听懂并会说句型What a …! Make a wish.能理解cartoon time 的幽默之处。
教学重点
1. 能理解句型How old are you? I’m … . How lovely! Here you are.的含义，并能应用到实际中进行描述。
2.学生能听懂、会说、会读单词right, out, want，能初步听懂并会说句型What a …! Make a wish.能理解cartoon time 的幽默之处。
教学难点
能熟练掌握数字，进一步建立单词nine, eight, four, five, six, seven, ten的音、行、义的联系，并尝试在日常生活中使用这些数词。
教具准备
投影，黑板，挂图，卡片，PPT
教学过程
教学过程
个性化修改
Warm up

Presentation

Consolidation
1.   Free talk
T&S.  S&Ss:  Good morning .
How are you?
How old are you?
2.   Review the numbers
PPT shows some special numbers, ask the Ss to read
（PPT: 110, 119, 电话号码，车牌号等）
3．Brain storm
Put some number cards on the blackboard, then ask some students come to the front.
(将数字卡片贴在黑板上，请两名同学上台比赛，老师报数字，学生找到拿下来)
在游戏中相机教授 right , out .
4. Fun time (课前布置孩子完成数字卡片)
T: Let’s play a game. ‘Who are my friends?’ I’ll give you a number, then you tell me the number after it and before it . Don’t forget to lift up your number cards.
T: Nine.
Ss: Seven and ten(一边说一边举牌)
小组合作：小组内完成游戏

1.   T：Are you happy? I’m happy because the game is funny.
Sam is happy, too. Why?
Show the picture of a cake.——He’s having a birthday party.
T: What a nice cake!
Ss reads after the teacher.
2. Watch and answer: Look, this is Sam. How old is he?
学生观看动画：He’s two.
3. T： It’s Sam’s birthday, he makes a wish.
新授 Make a wish.
. T: What does Sam want?
学生开展小组内阅读，理解情节并领会幽默之处。
出示图4 和图5; I want a _______ .
I want a _______.
继续出示 I want …
出示Bobby 的表情,指导朗读：It’s time for the cake.
4. Read after the tape.
在学生理解课文情节并已学会新句子的基础上，跟读，注意不同角色的语句。
领会幽默之处：Bobby is hungry. But Sam make a lot of wishes.
5. Act in roles.

T: Sam had a good time at his birthday party.
How old are you? What do you want?
Please make a new dialogue with your friends.
Key sentences:
Happy birthday!
How old are you?
Make a wish!
I want a … .
It’s time for the cake.

板书设计
Unit 5 How old are you?
You are right/out.
Happy birthday!
How old are you?
Make a wish!
I want a … .
It’s time for the cake.
作业设计
跟录音朗读cartoon time五遍并背诵
教学后记

X|k | B| 1 . c|O |m

第三课时
教学目标
1、 能正确地听、说、读、写本课单词。
2、 能对照Ticking time的三个目标进行客观的自我评价；
3、 能熟练地在情景中运用日常交际用语How old are you ? I’m … . What about you ?
4、能感悟、体验字母Ss的发音/ s /.
5、会诵读小诗 Don’t be late again .
教学重点
1、 能正确地听、说、读、写本课单词。
2、 能熟练地在情景中运用日常交际用语How old are you ? I’m … . What about you ?
3、能感悟、体验字母Ss的发音/ s /.
教学难点
能熟练地在情景中运用日常交际用语How old are you ? I’m … . What about you ?并获得运用所学语言进行交际的能力，要求读音正确，语调自然。
教具准备
投影，黑板，挂图，卡片，PPT
教学过程
教学过程
个性化修改
Free talk

Revision

Sound time

Rhyme time
1.  Greetings
2.  Free talk.
How old are you?
What’s your telephone number?
What’s one and one?
 大量复现本单元出现的数词。

1. Magic eyes    
快速闪现学过的单词或句子
2. 准备1-10 的数字卡片，每四人一组。学生在小组内通过抽签说数字来进行相互检测并进行评价。
3. Play a game ‘What’s missing?’
教师在PPT中打出一组数字，请学生记忆若干秒后重新再出一组数字，让学说说少的是哪一个数字。
T: Now, I think you can say the numbers well.
完成Ticking time第一项
4. Look and say
a. 复习How old are you?
T: How old are you?
Ss: I’m …
T: Very good.
b. 观察书上图片：
T: It’s our friend’s birthday. How many candles can you see on the cake?
Ss: He’s six.
How about you?
Please ask and answer in pairs.
A：I’m five. How old are you?
B: I’m … . What about you ?
(让学生感悟体会这句话的意思)
学生小组内进行问答。
完成Ticking time第二项

T: After the cake. It’s time for a game.
What are the boys doing?
Look, the boys turn round and round.
新授round ,turn, turn round and round.
T: What do you want to say?
Don’t fall to the ground.
新授 fall，ground, fall to the ground
出示完整的语音句子，诵读。
出示单词，读，感知字母Ss/ s /的发音
引导学生回忆：你还学过哪些包含字母s, 在单词中发音相同的单词。
T: I think you know the sound of the letter ‘s’.
完成Ticking time 第三项

1. 看图、讨论交流。
T：What can the boy say?
Sorry, I’m late.
从而引出 Time for class, but you’re late.
2. T: What do you want to say to the boy?
引出Don’t be late again.
Don’t be late for class again.
3.呈现歌谣，引导学生跟则节奏说歌谣，也可配以相应的动作，感知歌谣的含义。新 课 标 第 一 网
4．听录音，读小诗；教动作，表演小诗；
比一比，赛一赛，谁说的好，做的好。

板书设计
Unit 5 How old are you?
Ss / s / seven sister six
sorry this
作业设计
1. Finish the exercises.
2. Know the sound of the letter ‘s’.
教学后记

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