Module 5 Unit1 How many? 教案(一)(3)
2.( Teacher shows one pen ) and then ask : How many ? Help the students say “one” teacher shows the cards and ask the students to read it in this way “ one ,one, I am one”
设计意图:用一枝钢笔自然引出这个“one”这个单词,学生面对自己熟知的学习用具,加上教师用不同的语调示范,而且表情夸张,让学生受到了很好的情绪感染,激起了学生学说的欲望,让每个学生都熟练掌握这个单词。突破了难点,层层推进,为下面的学习句型做好铺垫。
3.(shows two fingers )Ask:How many ? when the teacher says, she must say slowly .Students read after the teacher and learn “How many”,read it.
4.( one hand shows 1 finger ,the other hand shows 2 fingers)
T:What 's one and two ?
Students: three. Teacher must pay attention to the pronunciation of the words “three”, then the whole class repeat the words two times, then a group of students say or choose another ways.
设计意图:通过大组练到小组练,到个别练,再到自由操练运用句型。在学生熟练掌握句型的基础上灵活运用,进一步巩固了所学10个数字.
5.Learn 4-8 in the same way using “how many fingers ? ” and “what's --and --.”操练已学过的数字,注意1——8的手势表示,加强训练。
6.The class read the 8 numbers, then let the students look at the blackboard and say them .
设计意图:以事物引入教学,特别是学生身体上的某一个部位更能激发学生好奇心,吸引他们注意力,同时师生选择由一只手,过渡到两只手的练习运用,避免了学生学习过程的枯燥,用加法题引出数字,将英语和数学学科结合起来,实现了学科的迁移,拓展了学生思维。把教单词放入句型 “How many”中教,用有趣的手势表示数词及变化节奏,这样读单词时避免学习8个数字的单调。