冀教版小学英语四年级下册教案全册

1Lesson 1 How are you?教学环节 教学时间 教师活动 学生活动 设计意图Class opening and review4 minutes Hello! Nice to see you.What did you do on your holiday?出示歌曲：How are you?Hello! Nice to see you, too.I _.Sing the song together.因为是开学后的第一节课，教师询问学生的假期情况，可允许他们用汉语回答，或英汉混用，这样可以活跃气氛，拉近距离，让学生以愉悦的心情进入下面的学习。New concept 22 minutes Jenny 班里有了新变化，是什么呢？Lets look and listen.光盘演示，先出示问题：What is the new teachers name?Watch again, think:How does he introduce himself? Underline the sentenceCan you introduce your self to others? There is also a new pupil in Jennys class. Who is it? Lets listen.(光盘演示第二部分)Introduce :pupil and friend.Point to the pupils in the class to demonstrate the four words: he she his herWatch and think.Mr. Wood.Follow to read, then underline the sentence: You can call me Mr. Wood.Pair work: Whats your name?My name is _.You can call me _.Watch and listen.StevenFollow to read.He is a boy. His name is _.She is a girl.Her name is _.让学生带着问题或任务去听，可以使听力更加有效，注意力更集中，同时设计的问题逐步递进，体现了学习的层次性。学生试着自己找出重点句子，印象会更加深刻。创设情境，鼓励学生运用所学知识进行交际问候。让学生反复观看光盘，跟读，在大量输入的基础上，学生才会有适量的输出。生词的教学中渗透音素教学，教给学生拼读单词的方法，摒弃一个一个字母地拼写单词的方法。难点的处理通过不断滚动，反复呈现，让学生在语境中大量操练，逐步体会到它们用法的区别。practice 10 minutes Role-playIntroduce your friend.小组内角色扮演，朗读课文。拿出朋友的照片或画出自己的朋友，向大家介绍自己的朋友。Hello. This is my friend. 指导学生朗读时的语音语调，养成良好的按意群朗读的好习惯。学以致用，学生能把文本中学到的知识运用到自己的生活实践中，表达各自的情感，实现2He/ She is a boy/ girl.His/ Her name is _.了“用英语做事情”的目的。Class closing 2 minutes Homework:Read the text.Introduce your friend or family to others. Write some sentences.Write down the homework.听、说、读、写不同形式的作业，满足不同层次学生的需求，学生可以适当选择，各有提高。板书设计： Lesson 1 How are you?Whats your name? You can call me _.This is my friend.He is a boy. She is a girl.His name is _. Her name is _.Lesson 2 Is This Your Pencil?教学环节 教学时间 教师活动 学生活动 设计意图Class opening and review4 minutes Hello! How are you?Review: What is it?Introduce your friends.Hello! Fine, thanks.Its a book.a desk. a chair.This is my friend. Her/ His name is _.复习环节要紧凑，欢快，激发学生的兴趣，让学生以愉悦的心情进入下一步的学习。New concept 22 minutes 1. My pencil boxKim has a new pencil box, whats in it?Lets have a look.(播放光盘 part1)Introduce the new words with pictures or real things.(用实物或图片介绍新词)Pair work: Whats in your pencil box?2. Whose pencil is this?Mr.Wood finds a pencil. Whose pencil is it?Lets listen.(观看第二部分光盘)Is this Jennys pencil?Is this Stevens pencil?Whose pencil is it?Watch and think.Follow to read:pen, pencil, pencil box, ruler, crayonpair work.Watch and think.No, its not her pencil.No, its not his pencil.Its Dannys pencil.听之前布置任务，学生可以听的更有目的，注意力更容易集中。利用学生手边的实物介绍这些学习用品，更真实自然，同时要有音节教学的渗透。学生要多看，多听，在动画情境中理解文本的含义。通过问答，检测学生对文本的理解。创设情境，鼓励学生运3Teacher takes a pencil from one of the students, and then asks some students: Whose pencil is this? Is this your pencil? Students answer the questions.用所学知识进行交际交流。难点的处理通过不断滚动，反复呈现，让学生在语境中大量操练，逐步体会到它们的用法。practice 10 minutes Read the text.Part 3: Lets do it!Activity book.小组内角色扮演，朗读课文。完成课本第三部分的习题。Do exercises.指导学生朗读时的语音语调，养成良好的按意群朗读的好习惯。学以致用，学生能把文本中学到的知识运用到自己的生活实践中，表达各自的情感，实现了“用英语做事情”的目的。classclosing 2 minutes Homework:Read the text.Draw and write down the five words.Write down the homework.听、说、读、写不同形式的作业，满足不同层次学生的需求，学生可以适当选择，各有提高。板书设计： Lesson 2: Is This Your Pencil?What is it? It s a pencil.Pencil box.Ruler.Crayon.Whose _is this? Is this _ _?Yes, it is. / No, it isnt.Lesson 3 Where Are They?教学环节 教学时间 教师活动 学生活动 设计意图Class opening and review4 minutes Hello! How are you?Review: What is it?Whats in your pencil box?Hello! Fine, thanks.Ask and answer复习环节要紧凑，欢快，同时要扩大学生的参与面，学生之间多做练习。New concept22 minutes 3. My classroomThis is Dannys classroom. What can you see? Lets listen.Watch and think. 听之前布置任务，学生可以听的更有目的，注意力更容易集中。4(播放光盘 part1)Introduce the new words with pictures or real things.(用实物或图片介绍新词)合成词的构成。Whats in our classroom?4. Where are they?Where is my book?Where is Jenny? Lets look at the classroom again, where are they?(观看第二部分光盘)Where is Danny?Where is Jenny? Where is the schoolbag?Where are the crayons?Can you ask some questions?利用自己教室内的情境及物品的摆放，练习所学句子。 （可以是问答式，也可以是描述式）Follow to read:Blackboard, desk, chair, schoolbagBlackboardSchoolbagPlaygroundhomeworktalk and answer.Its on the desk.Shes in the classroom.Watch and think.Answer the questions.Pair work: Ask and answer.Group work:practice利用教室的实物介绍这些物品，更真实自然，同时要有音节教学的渗透，对于两个合成词可以适当引导,让学生想出更多的已学过的合成词。学生自由谈论，更有发挥的空间。教师先从自己谈起，然后引出文本中的人物；先从学生已经学过的 in, on 引出下面要学的新的介词。教师提问，学生回答，这样可以检验学生对文本的理解情况。把提问的权利还给学生，培养学生的问题意识。创设情境，鼓励学生运用所学知识进行交际交流。难点的处理通过不断滚动，反复呈现，让学生在语境中大量操练，逐步体会到它们的用法。practice 10 minutesPart 3: Lets do it!Activity book.完成课本第三部分的习题。Do exercises.学以致用，实现了“用英语做事情”的目的。classclosing 2 minutes Homework:Read the text.Draw and write down the four words.Write down the homework. 听、说、读、写不同形式的作业，满足不同层次学生的需求，学生可以适当选择，各有提高。板书设计： Lesson 3: Where Are They?5What is it? It s a desk. blackboard.chair.schoolbag.Where is it / are they?Its / Theyre beside / between / in / on/ under_.Lesson 4 How Many Books Are There?教学环节 教学时间 教师活动 学生活动 设计意图Class opening and review4 minutes Hello! How are you?Review: Play a word game.(炸弹游戏或 Whats missing 等复习前面学过的名词。)数字抢答（120）Hello! Fine, thanks.Play together.复习环节要紧凑，欢快,利于调动学生的积极性，以愉悦的心情进入下面的学习。New concept22 minutes2. NumbersCan you say more numbers? Lets listen first.(播放光盘 part2)Can you find something?(板书 20100 这 9 个数字，让学生观察，发现规律)Can you say the numbers from thirty-forty?（或 50-60,70-80 等)出示数字卡片，学生快速认读 100 以内的数字。T: How many?5. Dannys gameDanny is playing a game with Jenny? What is he doing? Lets listen.(播放光盘 part 1)How many books are there on the desk?How many books now?Twenty-nine and sixteen is _?Why only one book?Watch and listen.Look and find:整十数后面都加“ty”Twenty, thirtyForty, fiftySixty, seventy,Eighty, ninetyThirty-one, thirty-two, thirty-threeRead(齐答、指名答)Watch and listen.There are eight books.Sixteen books.Forty-five?One?Because _.先放录音的目的是让学生从一开始就接触比较规范标准的发音。让学生自己观察，自己总结，逐步培养他们归纳总结的能力，而且自己找到的答案记忆更深刻。此时学生在已有知识的基础上，能顺利完成这项任务。巩固学生对数字的掌握。听之前布置任务，学生可以听的更有目的，注意力更容易集中。教师提问，学生回答，这样可以检验学生对文本的理解情况。6Is Danny funny?How many _s are there in our classroom?(利用教室内的学生、桌椅、门窗等物练习所学句型。)Yes, he is.There are _ _.Pair work: Ask and answer.先师生问答，然后生生问答，要把更多的机会留给学生，让他们有足够多的时间去练习。practice 10 minutes1.Part 3: Lets do it!2. Role-play:分角色朗读课文第一部分。3. 数字游戏(听辨、认读、书写数字)4. Group work: How many _s are there in your pencil box/schoolbag/ classroom/ home?完成课本第三部分的习题。Read the text.Do the exercises开展不同的活动，创设各种情境，鼓励学生运用所学知识进行交际交流。难点的处理通过不断滚动，反复呈现，让学生在语境中大量操练，逐步内化。classclosing 2 minutes Homework:Read the text.Write the numbers.Activity book.Write down the homework. 听、说、读、写不同形式的作业，满足不同层次学生的需求，学生可以适当选择，各有提高。板书设计： Lesson 4 How Many Books Are There?Twenty, thirty thirty-oneForty, fifty thirty-twoSixty, seventy thirty-threeEighty, ninety thirty-fourOne hundred How many _s are there ?There are _ _.Lesson 5 Where Is Danny?教学环节 教学时间 教师活动 学生活动 设计意图Class opening and review4 minutes Hello! How are you?Review: What is it?（看图片，说地点 library, school, playground, supermarket, cinema）Where is it?(复习前面学过的方位词)Hello! Fine, thanks.Play the game.复习环节要紧凑，欢快，同时要扩大学生的参与面，学生之间多做练习。采用游戏的方式更能激发学生的兴趣，使其以愉悦的心情进入下一步的学习。New concept22 minutes6. In front of, behindDanny and Li Ming are playing. Where is Li Ming? Watch and think.听之前布置任务，学生可以听的更有目的，注意力更容易集7Lets listen.(播放光盘 part1)Introduce :in front of, behind.引导学生观察以下三个单词的异同点：behind, beside, betweenLook at the pictures or our classroom, Where is the _?7. Where is Danny?Where are Jenny and Danny? What are they doing? Let listen.(播放第二部分光盘)Listen again, then ask:Where is Danny?Whats he doing?Can you ask your partner?引导学生关注两个句子的不同用法：He/ She is _ing.They are _ing.Follow to read.Li Ming is in front of the tree.Li Ming is behind the tree.behind, beside, betweenWhere is the _?Its _. He/ She is _.Watch and listen.Hes in the classroom. Hes in front of Steven. Hes reading a book.Pair work：Where is Jenny? What is she doing?He, she is 指一个人，They are 指一些人。中。尽量让学生先听录音，从一开始就接触比较规范标准的语音语调。利用图片或教室中的人、物品练习所学的句型。学生多听多看，多跟读，这样在大量输入的基础上，就有后面的适量输出。先教师提问，学生回答，然后把提问的权利还给学生，培养学生的问题意识。practice 10 minutes1. Read the text.2. Group work:利用图片练习所学知识：Where is _?What is he/ she doing?3.Part 3: Lets do it!4. Part 4: Letters and sounds.创设情境，鼓励学生运用所学知识进行交际交流。难点的处理通过不断滚动，反复呈现，让学生在语境中大量操练，逐步体会到它们的用法。音素的教学让学生多读多感悟，并努力找出其他的相同字母组合的发音。classclosing 2 minutes Homework:Read the text.Do the exercises.Write down the homework. 听、说、读、写不同形式的作业，满足不同层次学生的需求，学生可以适当选择，各有提高。8板书设计： Lesson 5: Where Is Danny?In front of_.Where is it? It s behind _.What is he/ she doing? He/ She is _.What are they doing? They are _.Lesson 6 Little Zeke教学过程：I. Greetings and reviewHow are you? Who is your good friend? (学生谈论自己的好朋友，并讲一讲自己和朋友之间发生的一件事)II. Pre-reading (prepare to read)1. Lead in: Emma has a special friend. Who is he?2. Talk about the pictures.讨论书中的图画，学生看图，能说出关于故事的哪些情况？在故事中会发生什么事情？教师要鼓励学生推测故事的发展。Who is the little boy? Are they good friends?III. While-reading (read the story)1. Listen to the story(第一遍整体听故事，学生了解故事大意)Who is Little Zeke? How many friend does he have?2.Read the story. (第二遍分段落读故事，学生可以自读，也可以小组读)阅读前，教师依次提出一些任务，让学生带着任务去阅读，以体现阅读策略及阅读理解情况，同时教师可以出示一些检测题，检查了解学生的阅读理解情况。（1） Is Little Zeke very little?（2） Where is Little Zeke? What does he do ?（3） Whose apple is it? A. Emmas B. Little Zekes（4） The new girl is _. How does she feel?（5） What does Little Zeke do?A.He hides in the desk. B. He hides behind the books.C.He writes a letter to Tess.3.Listen to the story again, try to read. (最后整体听故事，学生感悟故事内涵，同时尽量小声模仿录音的语音语调读故事。)IV. Post-reading (after reading)1. 讨论故事：Do you like the story? Why?2. 续编故事： What will happen next? (后面将会发生什么事呢？)3. 表演故事9V. Homework1. What do we learn from this lesson?2. Do you have any questions?3. homework: Read the story.Act out the story.Lesson 7 Months of the Year教学环节 教学时间教师活动 学生活动 设计意图Class opening and review4 minutesHello! How are you? What day is it today?Whose _ is this?Hello! Im fine.Its _.Its _s.简单的问候，活跃气氛，复习与本节课内容有关联的知识，让学生更好的进入新知的学习。New concept22 minutes出示一个日历，让学生观察，找到表示 12 个月份的单词。观看第一部分光盘，多播放几遍。Write the twelve months on the blackboard.Lets look at these words.指导学生从读音及字形方面发现单词之间的规律。介绍句型：Whose birthday is in _?My birthday is in _.Watch and find.Listen and follow to read.Watch and follow to write.Listen and read, try to remember.Ask and answer.让学生初步感知 12 个词汇。听录音跟读，让学生尽量接触规范的语音语调。培养学生认读和书写的能力。找规律，巧记忆，培养学生的拼读能力及观察能力,借此突破难点。把时间充分的留给学生，让他们多听多说多操练，这样才符合语言教学的规则。practice 10 minutes1. Lets sing!2. Bingo game.Sing the months song.Do it together.歌曲中所学词汇反复复现，再配以优美的旋律，是记忆词汇的一个很好的方式。classclosing 2 minutesHomework:Read the text.Write the words.Write down the homework. 听、说、读、写不同形式的作业，满足不同层次学生的需求，学生可以适当选择，各有提高。10Exercise book.板书设计：Lesson 7: Months of the YearJanuary, February, March,April, May, June,Twelve months: July, August, SeptemberOctober, November, DecemberWhose birthday is in _?My birthday is in _.Lesson 8 First, Second, Third教学环节 教学时间教师活动 学生活动 设计意图Class opening and review4 minutesHello! How are you?Review: Whats your favourite month?How many _s are there?Hello! Fine, thanks.I like _.My birthday is in _.There are _.复习环节要紧凑，欢快，并且要复习与新知有关联的旧知，如月份和基数词。New concept22 minutes8. Number通过找月份单词的游戏，比出第 1-第 12 名，告诉学生表示顺序或次序的数字是序数词。板书 112 的基数词和对应的序数词，让学生观察序数词的形式并进行比较，找出它们的不同与相同之处，总结规律。Watch the video:There is a race.Who is the first/ second/ third?Watch again.9. Lets do it!Introduce the sentence: _ is the_ month.Say the twelve months.Read the words and find 如，基数词末尾加“th”构成了序数词。Watch and think, then answer.Follow to read.Say this sentence.以竞赛的方式引出新知，易激起学生的好胜心，更符合小学生争强好胜的心理。让学生自己观察，自己总结，培养他们的归纳能力。听之前布置任务，学生可以听的更有目的，注意力更容易集中。跟读录音，掌握规范的语音语调。让学生以不同形式去说练，达到熟练流畅的程度。practice 10 minutes1. Match S1: MayS2: fifth通过不同形式的活动，让学生在游戏、竞赛中操练所学知识。112. 图片展示比赛，Who is the _?3. Exercise book._ is the _.classclosing 2 minutesHomework:Read the text.Write down the words.Activity book.Write down the homework. 听、说、读、写不同形式的作业，满足不同层次学生的需求，学生可以适当选择，各有提高。板书设计：Lesson 8: First, Second, ThirdOne firstTwo secondThree thirdFour fourthFive fifthSix sixthSeven seventhEight eighthNine ninthTen tenthEleven eleventhTwelve twelfth_ is the _ month.Lesson 9 When Is It?教学环节 教学时间教师活动 学生活动 设计意图Class opening and review4 minutesHello! How are you?播放月份的歌曲。报数。Whose birthday is in _? When is your birthday?Hello! Fine, thanks.Sing the song.先报基数词，再报序数词。Ask and answer通过歌曲、问答的形式，不仅吸引学生的注意力，调动积极性，而且营造了学习英语的氛围，同时也为新知的教学做好了铺垫。New concept 22 minutesIntroduce the festivals:播放春节的视频：What festival is it?Its Spring Festival.When is Spring Festival?Its in January or February.Do you like Spring Festival?What can you do at Spring Festival?Watch and say.Ask and answer.通过视频，播放节日的各种动感画面和活动，吸引学生的注意力，调动学生的多种感官，激发学生的兴趣，激发说的欲望。12用同样的方法介绍其他的节日。播放录音。What other festivals do you know?（出示其他一些节日的图片）介绍节日的名称。Pair work:When is _?Its _.Follow to read.Ask and answer: When is _?Its _.采用不同的句式谈论节日，让学生在不同的情境中运用所学知识操练句型。先导后放，让学生先大量感知、听读，模仿规范的发音，然后小组之间互相问答练习。拓展一些其他节日，满足了学生的求知欲，拓宽了他们的视野。practice 10 minutes1. Match.将节日与对应的日期连线。2. Pair work:When is _?Its _.3. Group work:Talk about your favourite festival and the reasons.Do it and then check.Pair work.Group work: Whats your favorite festival?When is it? Why?通过不同形式的活动，让学生在游戏、竞赛中操练所学句型，起到巩固提升的作用。classclosing 2 minutesHomework:Read the text.Do the exercises book.Make some cards of the festivals.Write down the homework. 听、说、读、写不同形式的作业，满足不同层次学生的需求，学生可以适当选择，各有提高。板书设计： Lesson 9: When Is It?New Years DaySpring FestivalWhen is Childrens Day ?Workers DayTeachers DayNational DayIts _.Lesson 10 Rain and Sun教学环节 教学时间 教师活动 学生活动 设计意图Class 4 minutes Hello! How are you? Hello! Fine, thanks.13opening and reviewHow do you feel?Review: Play a word game.(炸弹游戏或 Whats missing 等复习月份单词。)I feel _.Play together.复习环节要紧凑，欢快,利于调动学生的积极性，以愉悦的心情进入下面的学习。New concept22 minutes1. What is it?Today well meet five new friends. Who are they? 播放光盘。分段播放，指导朗读和记忆。sun, fun, run, mum, but, bus, Do you like the sun? Why?Is the sun good or bad for us?依同样的方法教学其他四个词汇：rain, cloud, wind and snow.Loud-cloud,Rain, pain, trainWind, link, pinkSnow, slow, know2. Lets sing!There is a nice song about the months. Lets listen.指名读歌词。再次播放歌曲Watch and listen.This is the sun. The sun is hot.I like/ I dont like_.Because _.Answer.Read and talk about them.I like the _.I dont like _.The cloud is white.The snow is cold.Listen to the song.Read the sentences.Listen to the song again. Learn to sing.先放录音的目的是让学生从一开始就接触比较规范标准的发音。从发音和字形两方面指导学生读写单词， “授之以渔”而非“授之以鱼” 。让学生围绕中心词进行不同话题的讨论，既创造机会让学生多说多练，又拓宽了学生的视野。此环节要逐渐由“导”到“放” ，充分发挥学生的主观能动性，激发他们学习的欲望。第一遍整体听歌曲，感知歌曲优美的旋律。在学生熟知歌词的基础上学唱歌曲，会更容易一些。practice 10 minutes1. Sing the song.2. Group work: I like the _. What about you?开展不同的活动，创设各种情境，鼓励学生运用所学知识进行交际交流。classclosing 2 minutes Homework:Read the text.Sing the song.Write the five words.Write down the homework.听、说、读、写不同形式的作业，满足不同层次学生的需求，学生可以适当选择，各有提高。14板书设计： Lesson 10: Rain and Sunsun .This is the rain .I like the cloud .wind .snow .Lesson 11 Hows the weather today?教学环节 教学时间教师活动 学生活动 设计意图Class opening and review4 minutesHello! How are you?How do you feel?What day is it?Listen to the month song.Review:(自然现象)出示图片，What is it?What do you like?Hello! Fine, thanks.Sing the song together.Ask and answer.歌曲能让学生在轻松愉悦的氛围中进入新课的学习。复习自然现象的词汇，为后面学习天气的词汇做好准备。New concept 22 minutes1. Rainy and sunnyHows the weather today? 今天天气怎样？介绍weather播放光盘，Hows the weather?介绍词汇：sunny由 sun 引出 sunny.出示 sunny 图片Hows the weather?Its sunny. Its warm.同样的方法教学其他四个形容词：rainy, windy, cloudy, snowy.再次播放光盘。2. Hows the weather today?Teacher asks some questions. Lets listen. 播放光盘ea, weaer, therweather.Watch and learn.sun-sunnypair work:Hows the weather?Its sunny.Rain-rainyWind-windyCloud-cloudySnow-snowyFollow to read.Listen and think.难点的处理，采用分解的办法，让学生按音节去读去记，这样就简单易学。尽量让学生先听录音，从一开始就接触比较规范标准的语音语调。学生通过板书观察名词变形容词的变化形式，词尾加“y”。让他们自己观察和发现，掌握学习的方法。学生多听多看，多跟读，这样在大量输入的基础上，就有后面的适量输出。15Ask the studentsWhat day is it?Hows the weather today?3. Letters and sounds播放光盘，注意字母组合ir, ur, er, or 的读音规则。Can you find other words?Its Tuesday.Its warm and windy.Ask and answer:Hows the weather in December? Its _.Hows the weather in July? Its _.Watch and follow to read.Say the words.先教师提问，学生回答，然后把提问的权利还给学生，让生生问答，培养学生的问题意识。读音规则的教学，让学生多听多读多感悟。学生根据掌握的规则，找出更多的词汇。practice 10 minutes3. Part 3: Lets do it!4. Make a weather poster. Pair work创设情境，鼓励学生运用所学知识进行交际交流。classclosing 2 minutesHomework:Read the text.Write the words.Do the exercises.Write down the homework. 听、说、读、写不同形式的作业，满足不同层次学生的需求，学生可以适当选择，各有提高。板书设计： Lesson 11: Hows the weather today?Hows the weather in _? Its sunny.cloudy.rainy.windy.snowy.Lesson 12 Mr. Moons Birthday一、教材分析：这是一节故事课，讲述的是月亮先生的生日的故事。月亮先生没有生日，他想“把自己的生日定在哪个月呢？”12 个月份知道此事后，纷纷毛遂自荐，自夸各自的优势与特点。结果呢？月亮先生喜欢每一个月，所以他决定每个月都过一次生日，到了生日那天就变得又大又圆。二、学情分析：四年级学生活泼好动，善于模仿，乐于参与活动，喜欢积极表现自我。思维以形象思维为主，主要是依靠直观的、具体的内容。他们的记忆强度不大，注意力保持时间短，有一定的观察能力，他们需要的是能够与他们“玩”到一起的老师，需要在趣中求学。经过一年多的学习，对英语已有初步认知，少数学生有一些英语基础，因此教师要设计学生喜欢的活动让每一个学生参与进来，更要充分利用好有基础的学生资源，让他们起到配合，榜样的作用。16三、教学目标：（一）知识与技能目标：1. 学生能在图片和教师的帮助下听懂故事。2. 学生能在图片和教师的帮助下读懂故事。3. 学生能在图片和教师的帮助下表演故事。（二）情感目标：乐于模仿，敢于开口。（三）学习策略目标：注意倾听，积极思考。四、教学重点： 1. 学生能在图片和教师的帮助下听懂故事。2. 学生能在图片和教师的帮助下读懂故事。五、教学难点：学生能在图片和教师的帮助下续编或表演故事。Lesson 13 How Old Are You?教学环节 教学时间教师活动 学生活动 设计意图Class opening and review4 minutesHello! How are you? Whats the date today?When is your birthday?Hello! Im fine.Its _.My birthday is _.简单的问候，活跃气氛，复习与本节课内容有关联的知识，让学生更好的进入新知的学习。New concept 22 minutes出示一个表格，显示几位学生的姓名和生日。问学生：When is your birthday?How many birthdays do you have in one year?出示一张婴儿图片，This baby is one year old. He only has one birthday.继续出示年轻人和老年人的图片，How old is the _?播放光盘，多播放几遍。Ask questions:How old is Danny/Steven?When is Danny/ Stevens birthday?Ask your partners age.My birthday is _.One.Listen and think.He/ She is _ years old.Listen and follow to read.Answer the questio