IGOTOSCHOOLBYBUSContent:U1Dim’sAgeTargets:➢Canlisten,speakandreadthenewwords:holiday,photo,year,…yearsold,look,younger,tell,,sing,truth,Totellyouthetruth.➢Understandandbeabletoreadandsaythedills:Howoldishe/she?He/Sheis…yearsold.He/Shelooks…➢Canunderstandandreadthedialogue.Languageskills:➢Childrencanaskquestionsaboutsomeone’sage.➢Childrencantalkaboutpeopleofdifferentages.➢Canunderstandthetextandreaditincorrectphonic.➢Somechildrencanactoutthedialogue.➢Somechildrencanmakeanewdialogue.Emotionattitude:➢Totellthechildrentakingcareandhelpingothersinneed.Learningstrategies:➢Totrainthechildren’sabilitiesofcommunication,bepolitetoladies,todeveloplistening,speakingandreadingskills.Cultureawareness:➢Toknowdifferentculturebackgroundbetweentheeastandwest.Teachingemphasis：➢Newwordsandthedialogue.➢Drills:Howoldishe/she?He/Sheis…yearsold.He/Shelooks…Teachingdifficultiespoint：➢Newwordsandthedialogue.➢Drills:Howoldishe/she?He/Sheis…yearsold.He/Shelooks…Teachingaids:➢Multimedia,arecorder,somepictures.Teachingprocedure:Step1➢：Warm-up▪Greetingsandsingthesong:“Howoldareyou?”▪Showsomepicturesandremindthechildrenthesituationofthenewyearparty,andspeakoutwhatwemet.Theteachertrytoinducethechildrentouse“Who’s…?Whoare…?Howold…?”toaskquestionsaboutthepictures.▪Asksomekidstodrawsomearticlesweuseforthenewyearparty,thentrytosaythemoutinEnglish.(Reviewthefamilytree.)Step2➢：Presentation▪Lookatthepicturesandreadoutthewordswiththeteacher.▪Askthekidstotakeoutthephotosofthenewyearparty,thenletthestudentswatchthescreenandtrytoasksomequestions.▪Leadthekidsusethesedrillstoaskquestions:Who’s…?What’s…job?Howold…?▪Theteachertrytopresentthesentence:Areyou…?▪Presentthepictureofthedialogueandthentellthechildrenthatalient▪DimwenttoJiamin’shouse,andlookatthephotosofJiamin’sfamily,Whataretheytalkingabout?Let’slistenandsee.▪Theteacherasksomequestionsaboutthedialoguetheninvitethekidstolistentothetapeagain,thentrytoanswerthequestions.▪Watchthedialogueagain,trytounderstandthedialogue.Step3➢：PractiseReadthetextafterthetape.Thenreadingroups/choral/roles.▪▪Readoutthedialogueingroups,andhelpeachother.▪Usethistimetohelptheunablestudents.▪Kidssumupthekeypointsofthislesson.Step4➢：Development▪Actoutthedialogue.Makeanewdialogue▪(abouttheperson’sname,age,job,feature,hobby…)andactitout.Step5➢：Homework▪Listentothetapeandmakeanewdialogue.教学后记:本节课的教学设计从学生的学习生活经验和认知水平出发，倡导体验、参与、合作与交流的学习方式，采用任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。在教学过程中我采用了以学生为中心的教学方法，使学生在整个学习过程中一直处于一种积极的主动的学习状态，即：学生与学生之间、教师与学生之间始终处于互动、合作的状态，以期达到在用中学和学中用的境界。教学后记:本节课的教学设计从学生的学习兴趣、生活经验和认知水平出发，采用活动途径，倡导体验参与，引导学生形成灵活多样的学习方式。或许由于紧张，刚开始授课的时候，学生不敢发言，声音小，课堂气氛不够活跃，我立刻采取了一些应对措施：①让学生坐着发言，消除紧张心理；②多用鼓励性语言。我没有直接指令学生：Pleasespeakloudly，而是从另一个角度鼓励他们：Youarebrave！Youcananswermyquestionsloudly.渐渐地举手发言的人多了，声音也大了。③利用看唱歌、做游戏这些有趣的活动形式，激发兴趣。④注意自己的教态，让学生感受到真诚、平等和关爱。课的开始，我就说：I’dliketobeyourfriend.Wouldyouliketobemyfriends?让学生感到我们是平等的。学生积极参加每一项活动，师生互动，配合默契。
