Unit2 What's your number? Lesson9 教案

Unit2 What抯 your number?
Lesson9
Teaching aims
Language knowledge
By the end of this lesson, students will be able to read, recognize and use these words: 揻ive, fifteen, six, sixteen and these sentences: 揥hat抯 seven and eight? It抯 fifteen.
Language skills
To develop the abilities of listening and speaking.
To train the students ability of communication.
Emotional aims
To foster students awareness of cooperation and proper
competition.
To foster the feeling of enjoying numbers.
二．The key and difficult points
The key points
To make sure that students can use the new words and sentences correctly and skillfully.
To develop students’ interest in English.
The difficult points
It is difficult for students to ask and answer the question“What’s... and...? ”and make sure they pronounce numbers correctly in the class.
三．Teaching aids
In this lesson, PPT, pictures and number cards will be needed.
四．Teaching procedures
Step1. Warm-up and lead-in. (It will cost about 5 minutes.)
Sing the number song together.
Look at the picture and sing the number song to review the numbers they have learned last term.
Start counting from 10 to 14.
Review the words they have learned in this unit.
Use 揥hat抯 your number? I抦 number...攖o ask and answer. Students look at the pictures and answer the questions quickly.
Write 5 and 6.
Try to write five and six and pay attention to the letters.
Step2. Presentation. (It will cost about 18 minutes.)
New words.
Show the pictures on the screen.Students understand the meaning of the new words by the pictures. They learn the new words by comparing 揻ive-fifteen, 搒ix-sixteen to make a profound impression.
New structure.
Present the mathematical formula to draw students attention. Teach the new structure and explain the key sentences and then write them on the blackboard.
Just talk.
I play the record, let students listen and try to answer 揥ho are they? What are they talking about? . They listen and repeat. Then explain the dialogue.
According to the dialogue, fill in the blanks to imitate the dialogue. Students use the structure to make sentences. Finally, a student will be chosen to lead the whole class read loudly with expression.
Step3. Practice. (It will cost about 15 minutes.)
Find your neighbors.
Prepare the different number cards before the class. Everyone has one number card. I say one number and the students who are the neighbors stand up quickly. For example, I say 揻ifteen, and the students who have 揻ourteen and 搒ixteen stand up quickly. Students will have a competition by the game of finding your neighbors. Then they get familiar to the numbers.
Maths problems.
Providing a picture of numbers on the screen, students use the numbers to solve the maths problems by using the new structure.
Make new dialogues.
The whole class will be divided into nine groups, each includes four students. According to this unit, I set a real situation. They make dialogues on the topic of numbers. Then two students in each group will be chosen to act it out. Finally, the whole class will choose and reward the best group.
Step4. Summary. (It will cost about 1 minute.)
Students make a conclusion. They try to say what they have learned today.
Step5. Homework. (It will cost about 1 minute.)
Use number cards to make dialogues in pairs.
Read the text fluently.
Write the four number words fifth and pay attention to the letters.
五．Blackboard design
Lesson9
five fifteen What’s seven and eight?
six sixteen It’s fifteen.