Unit 6 What’s your number? 教案

Unit
6
What’s
your
number？
教案
1教学目标
Knowledge
objectives:
①Students
can
listen,
speak
and
read:
one,
two,
three,
four,
five,
six,
seven,
eight,
nine,
ten,
number,
shirt.
②Sentence
structures:
What’s
my/your
number
My/Your
number
is……
Ability
objectives:
By
the
end
of
the
lesson,
the
students
should
be
able
to:
1.
Scan
the
text
and
find
out
numbers
2.
Get
to
know
the
meaning
of
“one,
two,
three,
four,
five,
six,
seven,
eight,
nine,
ten”
both
in
spoken
and
written
forms,
and
pronounce
them
clearly;
3.
Guess
the
meaning
of
the
word
“number”
from
the
context;
4.
Use
structures
like
“What’s
my/your
number
My/Your
number
is……”
to
ask
numbers.
2重点难点
Focus
of
the
lesson:
1.
Understanding
the
dialogue
as
a
whole;
2.
Role
playing
the
dialogue
with
the
right
pronunciation,
intonation
and
sentence
stress.
“What’s
my/your
number
My/Your
number
is…”to
ask
numbers.
Predicted
area
of
difficulty:
1.
Students
can
distinguish
the
numbers
2.
The
meaning
and
usage
of
some
expressions
about
how
to
ask
and
answer
“What’s
my/your
number ”
4教学过程
活动1【导入】导入
Step
I:
Greeting:
Lead-in
sing
a
song
“Who’s
she ”
T
&
Ss:
Who’s
she
Who’s
he
Who
are
you
She’s
my
mom.
He’s
my
dad.
I
am
Jack.
(设计意图:歌曲导入,创造亲切、自然的学习氛围,使学生快速进入到英语学习状态,
同时为新课的导入做铺垫.)
活动2【讲授】新授
Look
at
PPT
“Tutu’s
card”.
T:
Who’s
he
Ss:
He’s
Tutu.
T:
Right.
Do
you
know“1、2、3、4、5、6、7、8、9、10。”(教师一边和学生数数,一边将十张兔子的卡片贴在黑板上。)
T:
Can
you
count
the
rabbits
in
English
Ss:
Yes/No.
T:
(
It
doesn’t
matter.
)
Today
let’s
learn
the
numbers.
Now,
open
your
books
and
turn
to
Page
44.
Listen
to
the
story
of
Lesson
6,
OK
Ss:
OK.
(Look
and
listen)
(设计意图:增强了学生的好奇心,激发了学生进一步学习英语的兴趣,并在传授新知之前巧妙地为学生布置了本节课的学习任务。)
T
shows
Ss
some
shirts
with
numbers,
then
let
Ss
read
some
numbers
(one-ten)
by
themselves.
T:
Look
at
the
picture,
what’s
this
Ss:
Shirt.
T:
Yes,
it’s
a
shirt.
This
is
my
shirt.
Ss:
Repeat
the
sentence
“This
is
my
shirt.”
one
by
one.
T:
(教师将衬衫的卡片贴在一名学生的胸前。)This
is
your
shirt.
You’re
number
eight.
(教师用手指着衬衫上的数字8。)
T:
Eight,
eight,
number
eight.
(教师边读边做手势。)
Ss:
(Repeat,
then
read
the
number
one
by
one.)
T:
(拿出另一张带有数字10的衬衫卡片。)This
is
your
shirt.
You’re
number
ten.
(将衬衫贴在另一名学生的胸前。)
T:
Ten,
ten,
number
ten.
(边读边做手势。)
Ss:
Repeat
(设计意图:此部分通过师生间的对话和练习自然导出了本课课文的全部内容过渡自然、流畅。)
3.
Listen
to
the
Text.(P44)
T:
Now
let’s
listen
to
the
tape
and
repeat
the
dialogue.
And
let
me
see
whose
reading
is
the
best.
OK
Ss:
OK.
(让几组学生模仿录音中的语调读课文中的句子,模仿得最好的、读的声音大的同学可以得到教师奖励的兔兔粘贴。)
T:
You
have
one
minute
to
practice
the
dialogue
in
pairs.
Ss:
Practice
in
pairs.
(设计意图:通过让学生模仿录音的语调读课文并给予奖励来培养学生标准的语音和语调,使学生能逐渐地说一口地道的英语。)
活动3【活动】活动
Let
Ss
draw
some
shirts,
then
write
lucky
number
on
it.
Practice
in
pairs
S1:
What’s
your
number
S2:
My
number
is...
T:
Who
wants
to
show
your
lucky
number
S1:
Number
five.
T:
Which
shirt
is
number
five
S2:
This
shirt
is
number
five.
T:
Good.
This
is
your
shirt.
You’re
number
five.
Anyone
else
S:
Number
seven.
S4:
This
shirt
is
number
seven.
This
is
your
shirt.
You’re
number
seven.
Good
luck.
(设计意图:通过学生写出自己的幸运数字,来练习本课的主要句型,既培养了学生自由运用所学语言的能力,又通过学生间相互表达美好的祝愿,培养学生的情感体验。)
T:
Now,
you
all
have
your
shirts
and
numbers.
But
what’s
my
number
(在黑板上画一件胸前带有问号的衬衫)
T:
Do
you
want
to
know
what
my
number
is
Ss:
Yes.
T:
Please
guess.
Ss:
You’re
number
7.
T:
Yes,
you’re
so
smart.
I’m
number
seven.
Now,
who
wants
to
have
a
try
S1:
Me.
What’s
my
number
Ss:
You’re
number….
(可以多叫几名学生来做以上练习。)
T:
You
did
a
good
job.
Now
let’s
practice
in
pairs.
(请一名学生来和老师合作。)小精灵儿童网站T:
Turn
back,
please.
What’s
my
number
(教师一边问一边用手指在学生的后背写数字。)
Ss:
You’re
number…
(学生根据感觉说出老师所写的数字。)
T:
Yes/no.
T:
Are
you
clear
Ss:
Yes.
T:
Now,
You
can
practice
in
pairs
Ss:
OK.
(设计意图:通过让学生猜老师的号码,引出下一部分课文的主要句型,既能够更加有效的练习本课的重点,又为下一节课的学习做铺垫。同时教师为学生创设多种活动方式进行对话练习,学生感兴趣并乐于参与。)
活动4【练习】练习
Listen
and
read
(P44
P46)
Exercise
Listening
part:
(P47A)
Listen
and
write
the
numbers