Story time教学设计内容推荐

Unit3 How many? Teaching contents: Story time Teaching aims: 1.

Enable students to read and understand the new words and the sentence patterns. 2.

Enable students to understand the whole story. 3.

Stimulate the students the sense of participation and the unity co-operation consciousness. Teaching difficulties: Make sure that students may understand the whole story well and try to retell it. Teaching aids: PPT & pictures Teaching Procedures: Step I Warming-up& Lead-in 1.T: Look, I have a box here. Is it beautiful?

Ss: Yes.

T: Yeah, it’s very beautiful. Follow me “ very beautiful”.(板书“very beautiful并领读”)

T: What’s in the box? Do you want to know?You may ask me “ Can I have a look? ”

Ss: Can I have a look?

T: Sure. I have some matches here. Guess, how many matches are there?( 板书课题“

How many? ”并领读)

S: Three.

...

T: Let’s count together. One, two... There’re ten matches. Now, it’s time for magic.(用十根火柴棒拼成了两个五) Do you want to have a look? You may say “ Can I...”

Ss: Can I have a look?

T: Sure. This is...

Ss: Five.

T: Yes. It’s five. Now, my show begins. It’s...

Ss: Six.

T: Good. What’s five and six?

Ss: Eleven. Dear friends,

T: En, now, it

’

s...

Would you like to come to my home for a party?

Ss: Eight. Who am I? Guess!

T: Yeah, five and eight is...(引出thirteen, 并板书。然后同法，移动火

柴棒，变为六加九，引出fifteen, 并板书)

T: Show me your fingers, please. Let’s show and say “ thirteen, fifteen”

M

y

Next, I show the number, you should show your fingers and say the

s i

s t e r number. ( Quick show)

l i k

e s

2.

T: Good job. They’re matches, and they’re matches too.( ppt呈现一组s t i c k e

r s

由火柴拼成的图片)They are very...

Ss: They’re very beautiful.

T: Oh, I’ve got a letter from my friend.

T: Sticker? Look, they’re stickers. Follow me, sticker.( 板书，领读，请人读) I have some stickers. What do you have?

S1: I have some pencils.

T: Good. Here’s a sticker for you. What do you have?

S2: I have some...

S3: I have some...

T: Do you want to have one?( 拿着sticker)

S3: Yes.

T: You can say“Can I have one? ”

S4: Can I have one?

T: Sure.

...

T: Here, “ My sister likes stickers.” Who’s that?

Ss: Mike.

T: Yes, you’re so clever. It’s Mike. And his sister is...

Ss: Helen. Step II Presentation & practice 1. Try to say something about the story(呈现story time 部分的图片，不出现句子)

T: That’s right. Mike and Helen invite us. Let’s go to the party. Oh ,we’re late, what are they talking about? Can you guess? Try to say something. Look at the first picture, you may say “ Look , they’re my toy cars.” Who wants to have a try? (这一部分，今天在课上没有实施，我估计学生能说的一些简单的句子“Do you like...? I like... How beautiful. They’re nice...”) 2.

Watch the cartoon and find the collections

T: Now let’s watch the cartoon and find Mike and Helen’s collections. What do you have, Mike? And what do you have, Helen?

S:...

T: Right. Mike has some toy cars and Helen has some stickers. Look here, I have some pictures.You can see I have some beautiful dresses. I have some toy pandas....I choose one now, do you want to know what I have? Ask me “ Do you have any...? ”

S1: Do you have any rubbers?

T: No, I don’t.

S2: Do you have any pencils?

T: No, I don’t. You may ask me “ Miss Liu, Miss Liu, what do you have? ”(板书“What do you have? ”并领读)

Ss: Miss Liu, Miss Liu, what do you have?

T: I have some peaches. Who wants to come here to choose one?

...

Ss: xxx, xxx, what do you have?

S: I have some pencils.

T: Oh, you have some pencils, how many pencils do you have?（板书

“ How many... do you have? ”并领读）

S: I have two pencils.

T: Well, you can ask others.

...

T: I know all of you have something that belongs to yourselves. Next,

it’s your turn. Ask your friend, just one friend “ What do you have?” and “ How many... do you have? ”

3.

Follow the cartoon to read the story and think “ How many? ”

T: Mike has some toy cars, but how many toy cars does he have and how many stickers does Helen have? Let’s read the story and find the answers.

T: Who wants to be Mike? Ask him together.

Ss: Mike, Mike, how many toy cars do you have?

S: Thirteen.

T: Girls are Helen, boys ask them together.

Sb: Helen, Helen, how many stickers do you have?

Sg: Fifteen.

T: Well done. Let’s say a chant, OK?

Ss: OK.

T: Go. Toy cars, toy cars, how many toy cars do you have?

Thirteen, thirteen, I have thirteen toy cars.’

Stickers, stickers, how many stickers do you have?

Fifteen, fifteen, I have fifteen stickers.(小组读，请人读，齐读，编新的chant)

T: Let’s have a rest. A game for you “ Magic eyes ”, look carefully, and remember how many robots I have. Got it? Ask me together.

Ss: How many robots do you have?

T: Can you guess?

S1: Seven?

T: No. Go on, please.

Ss: How many robots do you have?

... 4.

Read the story after the tape, pay attention to your pronunciation and intonation. 5.

Let’s dub it. Group 1is Helen, group 2is Mike, group 3 is Yang Ling and group 4 is Wang Bing. Step III Production An activity (信息差) 1.

Do the puzzles in groups and use the sentence patterns" Do you have any..? What do you have? How many... do you have?"(四人小组，每组的信封里有两张图片，一张是完整的，一张是需要按照完整的那一张粘贴完成，但每组信封里都少东西，他们必须向其他组借，所以要用所学句型进行对话。)

2. T: I like puzzles, and I like collecting puzzles. Nowadays, young people like collecting sugar papers; father likes collecting tea-pots; mother likes collecting necklaces and our grandparents like collecting old pictures or stamps. Collections make our life colorful.So, after class, you can talk about your collections, and use the sentence patterns to have a better understanding of each other.