本节课是北京市义务教育课程改革试验教材先锋英语第一册Unit9 How many 教学内容的第六课时，学生通过本单元的学习，能够掌握句型How many...are there?There is/are...,并能在真实的环境中，尝试应用句型描述事物的数量，本课主要的教学内容为书中Uncle booky's story time,意在通过这个小故事，再次复习、巩固本课的重点句型。

知识目标

        熟练掌握句型How many...are there?There is/are...描述事物数量，应运句型what do... like? They like...描述动物喜欢吃的食物。能从1数到100，能在情景中尝试应用句型How much are they? I want...等句型。

能力目标

        通过拓展听读与主题相关的对话和故事，培养学生英语语言的交际能力和自主学习语言及语言的应用能力 

        通过本课主题number的学习，让学生发现生活中的数字。

情感目标

        借助网络资源，激发学生对英语学习的兴趣，培养语感。通过两两对话，提供更多生生交流时间，增强学生英语交际的信心。

重点：How many...are there? There is/are...及句型what do... like？They like...。

难点：情景中综合运用语言的能力。

        学生是小学二年级跨越式网络实验班的学生，经过一年的学习，他们对课堂的教学模式比较熟悉，能够熟练的根据教师要求操作电脑，有较强的听读、跟读能力，有较强的言语表达能力

        本班学生对英语学习保持浓厚的兴趣，对课堂中的活动积极参加，发言踊跃，言语交际能力较强。

    本课以拜访Mike朋友们的new babies为主线，贯穿始终，形成一个大的情景。教学中的每一步都是在情景中完成，前后衔接，每个步骤目标明确，层次分明，步步为后边的综合输出做铺垫。

1.教师用的资源：本课的网络课件及自制PPT。

2.学生用的资源：网络课件。

    Step 1: Warm-up

    1.介绍新朋友Mike，让大家帮助他解决几道数学难题。
     Review numbers.(show students some maths questions with the pattern what's five and seven?)

    设计意图：从开始让故事中的主人公Mike出现，贯穿课堂，通过几道数学问题，复习100以内的数字，强调十几与几十的区别。

    2.给我们的新朋友Mike介绍教室里的情况。
    Topic: numbers in the classroom(pair work)
    Model work:
    A: How many students are there in our classroom?
    S: There are thirty-one.
    A: How many blackboards are there?
    ...
    设计意图：让孩子在真实的情景练习句型how many及数字，让学生体会数字与实际生活的联系。

   Step 2: presentation

    Mike给大家介绍他的朋友。
    1.Lead in
    Riddles to elicit the animals .(pay attention to pattern what do.... like?) 
    Example: This animal likes bones.

    设计意图：通过猜故事中的主要角色，渗透复习句he likes…,同时引出本课的主要角色monkey, goat,dog,turtle,frog,在教师示范的基础上，让学生尝试描述角色，应用所学过的语言知识。

    2.present the story
    Question:"How many baby dogs are there?"look at the video. Check the answer.

    设计意图：通过一个问题，整体听故事，让学生初步感知故事的情节，并能从中提取所需的信息。
    3.self-learning 
    Question forms:learn with the computers to perfect the pronunciation, then check the answers quickly.

    设计意图：学生带着问题自主听读课文，可以根据自己的学习情况选择听读的次数，如此层层深入、递进式提取文中的重要句型。同时，听读的过程注重培养学生的语感及大声听读的良好习惯。

    4.extending reading 
    1)set the scene:Do you love dogs? Let's visit them,ok? We should take some gifts, so what do these animals like, Listen to reading 2-4 （reading 2:making new friends/reading 3:what do animals eat?/reading4:The yellow gorilla）know more about it. Elicit "what do...like?""They like...".
    2)practice1 (with more animal pictures)
    Model work:
    A: How many...are there?
    B: There are...
    A: What do...like?
    B: They like...
    ...
    设计意图：通过读相关动物喜欢吃什么的故事复习句型what do…like? They like…,然后结合本课的主要句型，在电脑中通过看更多的动物图片，两两说综合课文和听读输出,培养学生综合应用语言的能力。

Step3: more extending reading

    set the scene:Let’s go to the shops to learn how to buy things, so we can buy gifts for the new babies

    Listen to reading 5-7(reading5:How much/reading6:Uncle booky’s story time/reading7:Can I have this?)
Questions: how to ask the price. Elicit and learn how much are they? They are…. I want… 
    设计意图：延续情景，通过拓展听读学习买东西的句型，开阔视野，同时为综合输出做准备。

    Step 4: production

    Set the scene: Let’s go to the store to buy some gifts for them,ok?(practice2)

    Key sentences: Can I help you?/ What are these?/Are these...?/How many ... are there?/How many...do you want?/I want some.../How much are they? 
    Helpful words: likes/ colors/ big/small/yummy/cheap/dear 

    Model work:
    A: Can I help you?
    B: Yes, what do...like?
    A: They like...
    B: Are these ...?
    A: Yes, they are. They are yummy.
    B: How many ...are there?
    A: There are...
    B: I want… how much are they?
    A: They are...
    B: They are very cheap.Here you are.
    A: Thank you!

    设计意图：学生通过电脑看相应图片，通过买东西的情景，将新旧知识构建成为系统的知识体系。培养学生的交际能力与语言的综合运用能力。

    Step 5 rhymes

    set the secne:Now, let's go and visit them.(visit Uncle)
    "we'll go and visit goats, it's very very far, we'll take some grass with us and go there in a car..."

    设计意图：通过改编歌谣，让学生在轻松的环境中结束本节课，使情景得以连贯。同时培养学生对已学歌谣的创编能力。

此教学设计注重了跨越式英语教学的111模式贯彻，在实际教学中要注意师生交际、生生交际和拓展听读的时间安排，让学生在学习中能够积极参与，乐于学习，全程关注教学目标的达成。——by lixiaoqing