Class 1 Textbook p.44教案和学案内容

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金鹰小学教案

主备教师: 王璐

课 题

Unit6 What’s your number? 课

型

新授

共（3）课时

第（1）课时

教学目标

1.

能熟练掌握单词：six,eight,nine,ten,number,shirt,thank you。

（重、难点标2.

用英文问答有关数字号码的句型：You are number nine. 注）

What’s your number? 教学资源

板书设计

学生：

教师：多媒体课件

Unit 6 What’s your number? six,eight,nine,ten, number,shirt,thank you

You are number nine. What’s your number?

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教后反思

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教 学 过 程

设计意图

教学调整

Step1：Lead in

Greetings

Eg:T: Good morning/afternoon boys and

girls.

I’m Miss Wang.

How are you?

I’m fine,too.Thank you.

Songs 提高学生的学习兴趣，将见面问好用到Do you like songs? 日常生活和平时的语Let’s sing a song ,OK? 言中，以有节拍的歌(Sing “Numbers”song together) 谣形式加以呈现。

Groups

There are two groups in our

class:boys group and girls 分小组进行比赛，增group. 强学习英语的趣味 If you can answer my question 性。

correctly and quickly, you can

get a star.

Step2:Presentation

What can you see in the picture? 通过图片的方式引入课题，将课堂教学与(Number.) 实际生活联系起来，There are many numbers in it. 增强学习的趣味性。

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(1)

Teach the word:number.

Then the teacher shows picture to

students, let students read it

several times.

(2)Teach the sentence:

What’s your number?

Then the teacher review the 会有学生不会读，所sentence:what’s your name? with 以我先将每个字母的students, let students say out the 读音给予师范，然后same pattern:What’s your number? 引导他们读出这个单

词。

(3)Teach the word:eight,shirt.

Then the teacher shows picture to

students, let students read it

several times.

Lead students to learn the sentence 通过问答的方式引出pattern:This is your shirt.You are 数字的教学，运用实number eight. 物以及图片教学的方式，更加生动形象。

(4)Ask a question: What’s my number?

Then teach the word:nine.

Send a gift to a student, then learn

the sentence pattern:Here’s your 3

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shirt./thank you./And your number is

six.

Step:3 Practice

(1)Play a game:guess the word.

(2) Listen to the tape.

(3)Make sentences.

此部分通过小组合作Step 4 Extension/Consolidation 的形式展现，提高孩（1）Let’s do. 子们团结协作的能 Using dice let students practice 力。

the sentence.

(2)Do the exercise.

Step5:Homework

Design your shirt,write the number on

it.

练习部分形式多样， 游戏，画图，互动等

多种方式，全方位对

知识进行巩固，做到了既有趣又有效。

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