| 教学内容 Unit5 How old are you? (Story Time) 教材版本 译林版
教学课时 共 4 课时 第 1 课时 课 型 语篇课
教学目标 1. 能听懂、会读、会说、会书写单词one, two, three, four, five, six, seven, eight, nine, ten.
2. 能听懂、会读、会说日常用语How old are you? I’m …This is for you. Here you are. Thank
you.
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模仿、表演课文内容。
教学重点 1. 能听懂、会读、会说、会书写单词one, two, three, four, five, six, seven, eight, nine, ten.
2. 能听懂、会读、会说日常用语How old are you? I’m ….This is for you. Here you are. Thank
you.
教学难点 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模仿、表演课文内容。
教学准备 玩具实物、导学案、数字卡片
教 学 过 程 修注栏
Step 1 Free talk
T: Hello, boys and girls. Are you ready for English class?
Ss: Yes. I’m ready.
T: Well, good morning, class.
Ss: Good morning, Miss .
T: Nice to meet you.
Ss: Nice to meet you, too.
T: How are you?
Ss: I’m fine, thank you. And you?
T: I’m fine, too.
T: Look, what’s this?
S1: It’s a toy bear.
T: How lovely! Here you are.
S1: Thank you.
T: Not at all.
T: Hello, Daisy. Is this your rabbit?
S2: Yes, it is.
T: How lovely!
S2: Thank you.
【设计意图】在对话中渗透本课时的重点句型，帮助学生理解句子的含义，为下阶段教学打好基础。
Step 2 复习检测：
Let’s check
1.Enjoy a song
T: OK. Let’s enjoy a song. If you can sing, please follow it.
教师和学生一起边听歌曲边做动作。
T: What’s in the song?
Ss: One, two….ten.
T: Bingo. There are some numbers. Let’s count together.
学生一排一排操练，one-two-three-…，比一比哪组的学生反应最快。
2.Magic eyes
教师快速呈现数词1-10，最后出现two six
T: Yes, it’s two six.I'm Lily, and I’m 26. (教师出示名片帮助学生理解)
Name: Lily Photo
Age: 26
Tel: 15205217513
QQ: 123839856
T: How old are you?
S1: I’m nine.
T: How old are you?
S2: I’m ten.
T: How old are you?
S3: I’m eight.
T: So today we’ll learn Unit 5 How old are you? Well, read after me, “How old are you?”
T: Hello, ...
S: Hello, Miss Sun.
T: How old are you ?
S: I’m nine/ ten.
T: Well, let’s see something interesting.
[Tip] How old are you?可用来询问他人的年龄，但在外国，年龄对他们来说是一种隐私，是秘密，所以如果你在路上跟外国人打招呼的时候不可以随便问他的年龄哦！
T: So in western countries, can you ask me "How old are you?"
Ss: No.
T: Yes, it's impolite, it's a secret. But you can ask your partner "How old are you?"
学生在小组内开火车一问一答：“How old are you? I’m…How old are you?....”
T: Excellent! Are you happy?
Ss: Yes.
T: Good. Someone is happy, too.
【设计意图】在教授完新句型后，让学生在小组内互相学习，学得快的学生教学得慢的学生，互相带动，减轻教师的任务量，同时学生教学生的效果也不比老师教学生的效果差，有时学生学得更快，小组比赛，一个接一个的反复问答，这样每个学生都得到了说英语的机会。
Step 3 新知探究：
Presentation
1.Story time
(1) 学习Story time
A. Look and answer
T: Look, Who are they?.
Ss: Mike, Helen, Tim.（教师黑板贴人物）
T: What questions will you ask them?（你想问他们什么问题呢？）
S1: How old are you?
S2: Where are you?
T: Me too. I want to know these, too.
B. Watch and answer
T: Now first let's watch the cartoon and find the answer" How old is Mike/ Helen/ Tim ?" , OK?
T: Mike is...
S: Nine.
T: Helen is... Eight
Tim is... Two (学生将相应的数字贴到黑板上)
精讲探究：
C. Watch and answer again
T: We know Mike is nine, Helen is eight, Tim is two. But do you know where are they ?
Let's watch the cartoon again , then answer these questions, OK?
Q1: Where are they ?
Q2: What does the woman say to the children?
由Q1 引出 toy museum 玩具博物馆 （Ss read并且出示Tip）
由Q2 引出 Here you are. 给你。 Here you are. =This is for you.
D. Read and match
T: Boys and girls, 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 read the story and do the match , OK?
Ss: OK.
学生上台将三个玩具分别贴到相应的人物旁。
T: Let’s check. This dog is for Helen. / This robot is for Mike./ This panda is for Tim.
(学生练说This...is for...)
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 robot is for Helen.
T: How pretty!
E. Read after the tape
T: Now it’s our reading time, let’s read after the tape, pay attention to your pronunciation.
【设计意图】进入课文学习时任务设计的层次明显，先看图—看动画找年龄—看动画找地点—读和连线—跟读录音，层层递进，由看到听，学生能够整体感知文章的大意，在此基础上进入课文的句子学习，学生易于接受。
F. Acting time
T: Well done. How beautiful! Now it’s our acting time. Work in groups and act the story out.
G. Extension
T: 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 please look at the picture carefully, then help me to solve the problem, OK?
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 are you clear, yes or no?
[Tip] 当你为别人选购物品时，你要考虑他们的年龄、性别、兴趣爱好。
Step 4 拓展延伸：
Consolidation
T: Look, here’s a shop. We have a toy car, a robot, a doll, some flowers and so on. You can make a dialogue in your group. First let’s read the rules: 在小组内，一人扮演售货员，其余人扮演顾客，注意顾客的年龄最好不同喔！
T: You may use: Welcome 欢迎
Would you like a/an...? 你想要什么？
What about...? ...怎么样？
What colour is it? ...是什么颜色的？
How old are you? 你几岁了？
This is for you. 这是给你的。
Here you are. 给你。
How lovely!/nice!/Great! 真可爱啊!/真漂亮啊!/好极了！
Thank you. 谢谢你。
Not at all. 不客气。
教师播放背景音乐，学生小组合作讨论并汇报。
【设计意图】在学生掌握了本课的课文后，设计了一个提升环节，既是对课文的一个巩固，同时又是能力提升，考察学生综合运用言语的能力。
Step5当堂检测：
1. Writing Time
T: Good boys and girls. We often get present from our parents and friends, also we should give presents to them. Look, presents can be a book, a doll, a hug, a smile, a helping hand, a telephone call…And also presents can be your hard working. Your good speaking, good listening, good reading and good writing.
T: Now it's time for you to give presents--Write the numbers correctly and clearly.
[Tip] 在四线格内抄写下列数词，注意在抄写单词时，要边拼边写喔！
每组推选一名学生代表上黑板书写数字1—10，其他学生在本子上抄写，并请小组长
批改。
T: Great! Your hand writing is very nice. Thanks for your presents.
2. Learning tip
T: Boys and girls, I give you a present. That is knowledge.
[Tip] Numbers are around us. Use these numbers in your daily life.在日常生活中使用这些数词，我们可以用英语说一说电话号码、门牌号和车牌号码等。
Look, this is my name card. Can you read the numbers?
教师介绍自己的名片，和学生一起读出号
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