1.能在情景中运用句型:how many … are there…?
2.能理解对话大意,并能用正确的语音、语调朗读对话。
3.能听、说、认读本课句型:how many people are there in your family? 并能进行替换练习。
能在情景中运用句型:how many…are there…?
掌握句型:my family has six people. but that’s only five.
教学挂图,教学光盘,人物头饰,教学课件。
step 1:warm up
1.教师**歌曲:ten little indian boys,学生跟唱,复习数字。
2.利用课件展示20以内的数字,学生**车朗读。
step 2: presentation
1.教师利用课件展示艾米的家庭成员。t:
this is amy\'s family. how many people are there in her family? who are they?
引导学生回答:they are her father, her mother, her sister, her brother…。
2.猜一猜:教师拿着自己的家庭**,分别请几名学生提问:
“how many people are there in my family? who are they?”教师讲解:
how many…are there…?大家试着猜一猜,用句子“there are…people in the picture. they are my….
”来回答。小组里进行猜一猜的活动。
3.教师让学生猜一猜自己的**,t:(把**在孩子面前晃一下):
how many people are there in my family? ss:there are 6 people in your family.
t:my family has 6 people.
4.教师提问:how many people are there in the picture?
将答案写在黑板上,再请学生用“my family has…members”的句型说一说。
5.学生在小组中进行问答练习。教师指着人数较少的家庭说:“that’s only three.”学生跟读练习。
6.教师出示课件,**录音,让学生边听边看。当学生在最后一组对话发生疑问时,教师说:
“but that’s only five.”学生提出疑问,教师指着小狗说:“and my little puppy.
”解释puppy的含义。
7.再放录音,让孩子跟读课文。小组分角色朗读。
给课件中的人物配音。并戴上人物头饰,表演对话。(本节课授课中,根据各小组回答问题和听讲情况,教师为每组设立一个苹果树,随时根据学生的表现来贴苹果评价)
step 3:consolidation and extension
1.教师出示let’s count部分的挂图,问:how many apples are there on the tree?
引导学生回答。然后看书中的练习,根据**,学生们两人一小组作问答练习。
2.连锁问答练习,如:s1:
there are three people in my family. how many people are there in your family? s2:
there are four people in my family. how many people are there in your family? s3:
there are five people in my family. how many people are there in your family? …
step 4: homework
将let’s talk部分的对话读给家长听。
本课时在学习重点句型的时候,教师利用自己的家庭**引出问答重点句型。在引导学生处理不理解的重点句子之后,教师让学生通过跟读对话、小组操练、同桌练习等方式,来进一步掌握对话,然后分角色表演对话,在表演对话的过程中进一步理解对话意思,既分散了重难点,又调动了学生的积极性。
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