lesson13 How Do You Feel课堂实录及点评

Unit5 How old are you？

（Story time）

一、教学内容

How old are you？

二、教学重难点

1、三会日常交际用语How old are you? I’m…

2、

准确认读课文中出现的数字单词。

三、教学目标

1.知识目标：

（1）三会日常交际用语How old are you? I’m…。

（2）能够熟练地数出数1------10。

2.技能目标：

(1) 能正确地理解并朗读对话内容，在教师的引导和帮助下表演课文内容。

(2) 让学生会初步地用英语表达生活中的数字。

3.情感目标：

(1) 通过课堂学习，激发学生对英语学科的好奇心以及学习兴趣，在小组活动中能与其他同学积极配合和合作。

(2) 通过本单元学习，培养学生乐于接触外国文化的意识。

四、教学准备

多媒体课件，数字卡片，头饰，小奖品，不同年龄阶层的玩具

。

五、教学过程

Step1.

Pre--reading 1.

Welcome today’s little teacher.

(1)T: OK, boys and girls. The bell is ringing.

(2)S1: Class begins.

Ss: Stand up.

S1: Good morning, class.

Ss: Good morning, Mr/Miss …

S1: How are you ? Ss: Fine, thank you. And you? S1: ***,open/ close the …

S2: OK, Mr/Miss…

S1: Sit down, please. Step2. Learning 1. Let’s sing a song：“How old are you”.

How old are you? one-ten 2.

Learn: How old are you?

I’m _____ years old.

Task1：Talk about the pictures. (1) Who are they? T: Who are they?

S: Mike, Helen, Tim, Uncle John, worker. (板书人物图片，学习单词worker )

Task2. Watch and answer T: I know your ages. How old are they? Let’s watch and answer. (Ss watch video ) T: How old is Mike/ Helen/ Jim? S: Nine. / Eight. / Two.

(学生回答教师板书，然后齐声问，听声音校对)

Task3: Read and imitate

(一幅图一幅图让学生模仿读，并让个别句子个别学生读，比赛谁模仿的好.）

Step3.

Post—reading 师生示范表演

(1)T走向学生问：How are you? Ss: Fine,thank you! And you? T: I am ok.By the way, how old are you? S: I’m …. T: Oh,very nice.. S: Thank you.

检查小组表演情况。

T: What have you learned from this lesson?

学生自由说，教师总结

Step2.

While--reading 1.

Talk about the pictures. (1) Who are they? T: Who are they?

S: Mike, Helen, Tim, Uncle John, worker. (板书人物图片，学习单词worker )

2.

Task1. Watch and answer T: I know your ages. How old are they? Let’s watch and answer. (Ss watch video ) T: How old is Mike/ Helen/ Jim? S: Nine. / Eight. / Two.

(学生回答教师板书，然后齐声问，听声音校对) 3.

Task2. Read and match

(1)T: We know Mike is nine, Helen is eight, Jim is two. What toy do they get?

Please read the story loudly, then match .

(2)T: Mike is nine. What toy does he get?... S: A robot. …

(PPT 齐校对) 4.

Task3: Read and imitate

(一幅图一幅图让学生模仿读，并让个别句子个别学生读，比赛谁模仿的好.）

5.

Task4: Read in roles.

6.

Act out the story. (模仿语气，体会心情，增加动作，利用好自带的玩具。)

Step3.

Post—reading

1.T: Good job. Mike, Helen, Jim all get a toy. Do you want to get? Welcome to Miss Hao’s toy shop.

I have so many toys in my toy museum. What are they?

S: ……

2.T: Yes. They are for the ages from one—five, they are for the ages from six—eleven. Which one would you like ?(展示实物台)

3.师生示范表演

T: Good morning. Welcome to my toy shop.

S: Good morning.

T: How old are you?

S: I’m ten/ eleven.

T: Would you like this toy robot?

S: Yes, please./ No, thank you.

T: What about…?

S: Yes, please.

T: This is for you./ Here you are.

S: How lovely! Thank you.

T: Goodbye!

S: Goodbye!

4.生分角色表演，一人为售货员，一人为顾客。

5. 检查小组表演情况。

6. Summary

T: What have you learned from this lesson?

生自由说，教师总结。

7. Homework

(1)Read Story time after the tape three times then retell

.

(2) Read and spell the new words , and copy them in your exercise book.

教学反思：

本节课教师以Toy Museum为主线，思路清晰，目的明确。通过创设带领学生去玩具博物馆，与Mike一家相遇，在一系列的情境中展开词句的教学，突出重难点。在课的伊始让学生自己组织教学，这样不仅调动学生的学习积极性，而且可以为每位学生提供一个口语运用的契机；在How old are you?句型的处理上，教师通过真实语言情境的引导，让学生体会语言运用的真实性，同时学生把自己所带的玩具与自己的年龄作为语境，进行真实有效的语言交际；在朗读的训练上做到层层递进，有跟读，模仿读，配音读等不同的方式；最后通过教师创设的玩具店进行语言的模仿运用，使学生真正掌握和运用语言。

但是本节课还存在很多的不足之处。在四会单词和句型的处理上，本节课体现的明显不够，单词没有拼读的环节，句型没有写的落实，这在今后的课堂教学中一定要加强落实。对于Toy shop情境的理解上，教师有理解不透之处，存在明知故问的错误做法，因此学生的仿效也就照搬，没有自己的设想。最后教师的语言表达一定要丰富，这样才能给学生输出更多；课堂语言组织、课堂调控能力这两个方面还有待提高，