Module 1 Unit 2 How old are you?
Objective:
Vocabulary: numbers: 1-11, birthday, my, your
Structure: Fold / Blow/ Ride…
Is this your…?
Yes, it is. / No, it isn’t.
What’s your name?
How old are you?
I’m /She’s/He’s…
Function: Asking and giving one’s own age
Responding to simple instructions
Talking about birthdays
Using birthday card formula
Asking about and identifying possessions
Saying the sound ‘sh-’
Period 1
Language focus: Using nouns to identify things
Asking ‘How’ questions to find out the age
Using daily expressions to express good wishes
Teaching aids: VCD, pictures
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PROCEDURE |
CONTENT |
METHODS |
PURPOSE |
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Ⅰ.Pre-task
preparation |
1. Warm-up |
Pupils follow the teacher singing a song and a chant by clapping hands. |
通过唱歌和念儿歌来巩固数字，并起到热身作用。 |
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2. Questions and answers |
(Pictures)
Ask pupils to answer to answer the questions.
T: what’s the date today?
What can you say to your friend?
Are you happy on Children’s Day?
(Teacher’s Day, New Year’s Day) |
通过图片介绍一些特殊的节目，让学生回答今天是什么日子，该说些什么祝福的话以及感受一下愉快的心情，也为本课内容作铺垫。 |
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II. While-task
procedure |
1. Introduction |
1) Show the picture.
2) Look at Alice and guess.
T: Alice is happy today.
Why?
P: She’s happy because… |
通过让学生猜，引出Alice高兴是因为今天是她的生日。 |
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2. Imitation
I’m …(nine) |
Count the candles. |
通过数蜡烛问答，熟悉本课要学习的知识。 |
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3. Pair work |
Practise ‘How old are you?’ in pairs. |
通过学生俩俩合作操练基本句型。 |
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4. When is your birthday? |
Write your date of birth on the blackboard. The whole class may congratulate you. |
通过师生的问答将对话内容展示出来，并进行模仿。 |
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5. Guessing game |
Pupils look at the slide.
Give them some hints and let them guess the characters’ ages and give the winner some prize.
T: Ted is older than Alice.
How old is Ted?
Lingling is younger than Alice.
Eric is as old as Ted.
Winnie was born in 1993. |
通过另一种表达方式来猜一猜小朋友的年龄。让学生了解并通过出生年月来判断年龄。输入更多的信息让学生掌握得更好。 |
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III. Post-task
activities |
1. Who has good memory? |
Pupils watch video tape and answer questions.
T: How old is…？
Today ‘s … birthday.
How old is he? He’s…？
What does his friend say to him? |
通过观看录像，回忆一下今天是谁过几岁生日，他的朋友们都对他说了什么？让学生通过回答问题能连连贯地说一段话，锻炼英语口头表达能力。 |
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2. Listen to the tape |
Pupils listen to the tape and write down the answers on their paper.
T: How old is his mother/father? |
四年级的学生在一定程度上已有听一段话的能力，这是培养听力的良好途径。 |
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3. Tell a story |
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通过某个故事让学生了解中西方文化的差别，即在国外一般不问他人的年龄，特别是女性，这不礼貌。 |
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IV. Assignment |
Ask some question |
How old are you?
How old is your father/mother/ grandmother/grandfather |
对知识进一步巩固并获得更多的信息。 |
【教案设计说明】
“以学生为主体”的课堂教学理念提出已有一段时间了，如何将其真正落实到教学之中，我们一直在不断地探索与研究。
以学生为主体，是要尽可能多地让学生参与教学，投入到课堂教学的活动中去。通过挖掘和利用学生自身的知识与经验，使教学内容更加切合实际，也更容易被学生深切感知，从而提高学习效果，达到学以致用。很显然，本节课的主要教学内容就是“How old are you? I’m…”问年龄及回答，这些内容学生在一、二年级甚至在幼儿园时都已学过。因此，如何让学生获得更多的信息，不让学生感到乏味无趣，这就需要教师在完成了基本教材的内容与意图后，根据学生的实际情况进行拓展。
首先引入了情景和对话。有了特定的语言环境，学生更加容易进入角色。又如间接告诉学生一些信息，让学生猜年龄。通过观看录像，进一步巩固所学知识，根据出生时间来算一算自己的年龄，将知识进行进一步的拓展。最后通过听力训练来强化所学知识并得到有效的反馈。
上述教学手段和方式，既丰富了教学内容，又提高了学生的学习兴趣和效果。值得注意的是，在授课结束后，通过实际生活中碰到的故事，介绍一下中西方文化习俗的不同，避免问一些令人不快的问题，尤其是女性年龄是个人隐私，不宜多问，这一点要提醒学生。
浦东新区竹园小学 胡文洁