第四课时
课时内容
B. Let’s talk; Let’s find out
课时目标
1. 能够听懂、会说、认读句式：How many ... do you have? I have... 2. 能够理解并能正确认读课文对话，发音准确，语调自然。
3. 能够在真实的语境中运用本课的句型来询问他人拥有的物品的数量，并能够回答他人的提问
课时重难点
1.重点：
能够听懂、会说、认读句式：How many ... do you have? I have... 能够理解并能正确认读课文对话，发音准确，语调自然。 2. 难点：
能够在真实的语境中运用本课的句型来询问他人拥有的物品的数量，并能够回答他人的提问
教学准备
1. 多媒体课件、录音机、磁带。 2. 数字卡片、调查表
教学过程
Step 1 Warm up
1.播放歌曲Ten little fingers.
One little, two little, three little fingers, four little, five little, six little fingers, seven little, eight little, nine little fingers, ten fingers on my hands. Ten little, nine little, eight little fingers, seven little, six little, five little fingers, four little, three little, two little fingers, one finger on my hand.
Teacher: Let’s listen to a song.
Teacher: Show me your fingers. Sing with me, please.
设计意图：这首歌与Ten little Indian boys是同一首歌，不过改动了歌词。同样可以复习一至十十个数字，为本课时的重点词汇学习服务。同时，以手上的手指这一内容热身，为下一环节重点句式的学习安排了线索。
Step 2 Lead in
1. 与学生讨论手指的数目，引出重点句式。
Teacher：Look at my fingers. How many fingers do I have? Yes. I have ten fingers. How many fingers do you have? How many eyes do you have? How many books do you have? How many pencils do you have? How many pens do you have?设计意图：以询问自己手上手指的数目，自然引出本课的重点句式。同时又与热身中的歌曲内容相符，学生有了歌曲的铺垫，能够非常自然地进入这一环节的学习。再由手指转向身体部位及学生的文具等物品，内容全都与学生的日常生活相
关，触手可及，学生理解接受非常自然，本课重点句式的学习也就水到渠成了。
Step 3 Presentation
1.衔接上一环中讨论的学生拥有的文具，引入课文内容，提出问题，播放课文录音，学生带问题倾听课文。
Teacher: You have so many pencils, pens. How about Wu Yifan? What does he have? And how many does he have? Listen to the dialogue. Try to find the answer.
Teacher: What does Wu Yifan have? Yes, he has new crayons. How many crayons does Wu Yifan have? Yes, he has sixteen crayons.
设计意图：以上一环节的答案衔接课文内容，自然将学生的关注点放到课文内容上。提出问题，让学生带着问题倾听课文，培养他们专心倾听的习惯，以及在倾听中把握关键词句的能力。
Step 4 Practice
1. 播放课文内容，学生跟读，注意发音、语调。 Teacher：Now read the dialogue with the tape. Please read it carefully and loudly. Pay attention to the pronunciation.
2. 自由读对话内容，分角色表演课文。
Teacher：Read the dialogue freely. Then I will ask you to act it out. Let’s find the best pair.
设计意图：通过跟读，保证学生能够正确朗读对话内容。分角色表演课文，一方面使学生能够正确流利地朗读课文，另一方面也能进一步熟悉重点句式的表达。
3. 操练重点句式。
Teacher: Do you have crayons? How many crayons do you have? （询问个别学生）
Teacher：Let’s ask and answer one by one. Please ask next student. How many crayons do you have?
设计意图：教师首先展示重点句式，学生，根据自己的实际情况来回答，练习重点问答句中的答句。之后的一问一答的链式学生活动，让每个学生既可以练习答句，又可以练习问句。以固定的问题，不确定的答案来操练了本课时的重点内容。
4. 教师出示或指向不同的物品，请学生完成对话。
Teacher：Now let’s play. What’s this? Oh, it’s your pencil box. How many pencil boxes do you have? What’s this? It’s a ball. How many balls do you have? 与个别学生进行这样的对话，让学生熟悉对话的结构。
Teacher：Can you ask you partner like this? Practice, please.
Teacher: Who wants to show you dialogue? Let’s find the best pair. 设计意图：先由教师与学生进行对话，由于出示或指向的物品具有不确定性，可以激发学生参与的兴趣。在学生基本熟悉了对话结构和内容之后，由学生进行两人小组活动，在老师提供的对话框架下进行自由练习。达到使用重点句式进行交流的目的。
5. 小组调查，询问同组间同学拥有的物品数量，填写调查表。
Teacher: Boys and girls, let’s do a group work. Find out how many things they have. Look at the chart.（呈现教材中Let’s find out部分的图片） You should ask questions, then write the answer in the chart.
Teacher: Now, which group wants to show your chart?
设计意图：让学生在完成调查任务的过程中不断重复使用本课时的重点句式，达到在“用”中学，以提高他们的口语表达能力。
Step 5 Summary
1. 展示韵句，总结本课时重点内容。学生倾听韵句，感知韵句的结构和内容。
Teacher: Let’s listen to a chant.
Hands, hands, have, have, How many hands do you have? Hands, hands, two, two, I have two. I have two.
Books, books, have, have, How many books do you have? Books, books, ten, ten, I have ten. I have ten.
Crayons, crayons, have, have, How many crayons do you have? Crayons, crayons, sixteen, sixteen, I have sixteen. I have sixteen. 2. 学生跟读韵句，学唱韵句。
Teacher: Now listen and repeat, please.
3. 配上有节奏的音乐，请学生表演韵句。
Teacher：Who wants to show the chant? Let’s find the best one. Teacher: Let’s say the chant together.
设计意图：韵句内容呼应了热身的歌曲，并再现重点词汇和句子，起到复习总结再现的目的，使整节课结构更加完整。以有节奏的音乐与韵句结束课程，能够缓解学生一课时学习的压力，使学生在愉悦的情绪中回想重点内容，加深记忆。
板书设计
Unit Six How many?
B. Let’s talk
What’s this? It’s ...
How many ... do you have? I have ...
课堂作业
一、 选出不同类的一项。
( ) 1. A. crayon B. pen C. many ( ) 2. A. how B. sixteen C. thirteen ( ) 3. A. what B. many C. how ( ) 4. A. open B. see C. crayon ( ) 5. A. kites B. cars C. crayons 二、选择正确的句子补全对话。 A：1.____________ B: It’s my new crayons. A: 2______________ B: Thank you.
A: 3_________________ B: Open it and see.
A: 4. ___________________ A. They are beautiful. B. What’s this? C. You have 16 crayons. D. How many crayons do you have? 三、根据下边的表格，补全句子。 cars 12 balls 10 caps 9 books 16
1. I have _________ books. 2. I have _________balls. 3. I have nine _______. 4. I have twelve _________. 答案： 一、1.C 2. A 3. B 4. C 5. C 二、1.B 2. A 3. D 4.B 三、1. sixteen 2. ten 3. caps 4. cars 第五课时
课时内容
B. Let’s learn; Let’s chant
课时目标
1. 能够听懂、会说、认读单词：sixteen, seventeen, eighteen, nineteen, twenty 2. 能够听懂、会说、认读句式：How many ... do you have? We have... 3. 能够使用英语进行简单的加法和乘法运算
课时重难点
1.重点：
能够听懂、会说、认读单词sixteen, seventeen, eighteen, nineteen, twenty 能够听懂、会说认读句式：How many ... do you have? We have... 2. 难点：
能够正确使用英语进行简单的加法和乘法运算
教学准备
1. 多媒体课件、录音机、磁带。 2. 数字卡片
教学过程
Step 1 Warm up
1.开始课程前，将学生分成四组，在黑板上为每组画一棵树。学生表现好时就为自己的组获得一个苹果。课程结束时，水果最多的组获胜。
Teacher: I’ll divide you into four groups. Each group has a tree. If you did well, I will draw an apple for you. At the end of the lesson, the group which gets more apples will be the winner.
2. 播放韵句：How many do you have? 将A部分Let’s chant的内容改编为适合本课时的内容播放。
Hello, my friend. Please tell me. How many apples do you have? One, two, three ... I have three. One, two, three ... I have three.
Teacher: Look at the pictures. There are three apples. Let’s chant about the apples. Listen first. Then say it together.
设计意图：以小组竞赛为本课时主评价方式，这样，可以在学习过程中随时统计每组拥有水果的数目，也就可以随时以此为契机进行重点句式的练习。韵句改编自Ａ部分学过的内容，学生很熟悉节奏，重点句式改为B部分的重点句式，调整不多，学生接受也会比较容易。
Step 2 Lead in
1.出示四个苹果，再出示十个，询问学生苹果数量，引出数字及本课的重点句式。