冀教版 六年级上册
Lesson 10 How Many Are There？
教学分析
教材分析
本单元的主题为School in Canada, 主要学习李明在加拿大学习生活的所遇
所感，本课重点是通过比较和归纳学习，掌握名词的复数变化。
学情分析
六年级的学生经过三年的英语学习，已经知道了一定数量的复数名词单词，
具备了一定的语言表达技能，所以教师可以通过唤醒学生旧知、丰富教材文本的
方式，引导学生进行复习和归纳，培养学生学习英语的兴趣和方法。
教学内容
1、学生听懂、说、认读、并书写词汇：word
2、学生认读、理解并运用问句：How many are there?
3、学生在具体语境中理解名词的单复数形式的意义和用法，总结名词复数
的四种变化规则即直接+s，以s/x 结尾+es，以o 结尾+s/es，不规则变化。
教学重难点
重点：学生能够认读、理解并运用问句How many are there?进行表达，能够总
结名词复数的四种变化规则即直接+s，以s/x 结尾+es，以o 结尾+s/es，不规则变
化。
难点：名词复数的变化规则。
教学准备
教学光盘，单词卡片和学生练习纸。
教学过程
Step 1 Warming up (3minutes)
1.Greetings: How are you today?
2.Play a game: Count numbers and say Hello when meets 5,10,15...
(设计意图：数数的游戏能够迅速集中学生的课堂注意力、激发学生参与课堂的兴
趣，同时与How many 句子建立对应联系，为引出新知做准备。
3.Free talk: How many students are there? Then how many chairs are there?
What’s this? It’s a book. Book is a word. What else is a word ? What’s your
favourite word? What words do you know?
We have known the words like book, chair, desk...when they are more than one,
we should say books, chairs, desks. Today we will meet lots of these words to get the
rule of them.
(设计意图：Free talk 中突破重点词汇word 的学习，为进一步学习文本打下基础。
学习重点的直接阐述，为学生更积极地参与学习做好思想上的准备。）
Step 2 Presentation and Practice (20minutes)
1. Pencils and chairs
1). T: Where is your chair?
S1: Here it is.
T: Thank you. What colour is it?
S1: It’s yellow.
T: So, we know. This is a/one chair. This chair is yellow. Can you repeat?
(Ss repeat)
T: Please look at the screen. What are these? How are these?
(The teacher will show the pictures of some(two) or many chairs. The students try to
describe them with This/These sentences.）
(设计意图：由Free Talk 中chair 的提问直接进入文本1 的学习，区别some 和
many 的不同，自然过渡，学生自然接受。）
2). T：How many pencils do you have?
The teacher will ask a student to talk about a pencil and many pencils. The students
try their best to learn more about This/These sentences.
(设计意图：师生进一步讨论铅笔实物，同时教师引导学生进行描述时要丰富学生
的语言，如This is one/a pencil. This pencil is a line. 既让学生体会表达的乐趣，又
为后面学习做铺垫。）
3). Play the Multimedia CD, ask the students to read along.
4). A snake and a doctor.
Guessing a picture. Is this a pencil?
The teacher will show the picture of snakes on the screen. The students guess and
describe.
(设计意图：由猜图的方式引起兴趣，由学习用品过渡到动物及职业的学习，发散
学生的思维，为最后总结归纳做准备。）
5). Brief summary
T: Can you find the differences? The teacher will show the words above like a/one
chair/many chairs on the screen and lead the students to find: When we talk “This” , it
means only one. And these words have no s. When we talk “These”, it means more
than one. And these words have an s .
(设计意图：小结既完整的呈现了教材文本，更给予学生学习策略的引导。)
5). Practice: Ask the students to more words about these regular nouns by adding ‘s’
to the end.
(设计意图：及时的有效练习不仅可以巩固新知，更能唤醒学生头脑中的已知词汇
激发学生学习兴趣，为后面的文本学习打下基础。）
2. Boxes and buses
1). Listen and fill in.
The teacher will play the voice of this text. The students try to fill in the blanks on
their exercise paper. And then check the answers together. Focus on the pronunciation
of es.
(设计意图：通过听写突破es 发音难点，变换的学习形式，吸引学生的持续注意和
学习兴趣。）
2). Look, say and find.
The teacher will show the pictures of peaches and dishes on the screen.
(设计意图：用学生已经掌握的同类名词复数形式做补充，唤醒学生头脑旧知，更
好的帮助学生进行名词复数的归类学习。）
3). Brief summary
The teacher will show the four pairs of words above on the screen. The student
find out the differences. These words have an es when they are more than one. Focus
on the end letters of those words: x, s, ch, sh
4). Practice: Ask the students to make the plural nouns of these words: witch, class,
kiss, brush, dress, fox, beach, cross
(设计意图：适当词汇的补充一方面巩固学生名词复数的变化规则，另一方面可以
拓宽学生的词汇量。）
3. Tomatoes, potatoes and photos
1). Read and colour
The students read part3 silently and colour out what they find.)
（设计意图：由动到静，由领学到自学，全员参与，学生通过默读文本、涂色找规律
的方式，学习以字母o 结尾名词复数的变化规律，培养和发展学生总结归纳的学
习方法，及学生自主学习能力。
2). Share and talk
The students share their finding. Focus on the letter o and s or es. Then talk about
the pictures with the key sentences.
（设计意图：给予学生展示的机会，让学生体会学习的乐趣，激发学生的学习动
力。）
3). More words.
(The teacher will show some pairs of words like kangaroos, zoos, radios, zeroes
and pianos. The students will talk and compare.)
(设计意图：补充的词汇为学生归纳总结做铺垫，同时丰富学生的词汇量，提高学
生的归纳总结能力。）
4). Brief summary
(The teacher will show the words above with the end letter o. The students read and
sum: These words have an s or an es when more than one.)
4. Men, women and children
1). Listen and colour
The teacher will play the Multimedia CD of part4. The students listen and colour
out what they find.
(设计意图：听音找不同，听音可以纠正学生发音、语调和语速，涂色找不同的过
程是学生自主学习的发展过程。）
2). Share and talk
The teacher will lead the students to talk about their finding.
（设计意图：学生分享学习心得，体验学习的快乐。）
3). Brief summary
The teacher will show out the pairs of the words on the screen. The students will
read and sum: These words are very special when they are more than one.
（设计意图：总结归纳内化新知，实现教学重难点目标和学习策略的指导。）
4). Listen and follow.
The students follow to read Part4.
(设计意图：跟读可以再次帮助学生形成正确语音语调，发展学生的语感，提高语
言运用能力。）
Step 3 Summing up (2minutes)
1. Listen, watch and remember
The teacher will play the Multimedia of Lesson 10. The students try their best to
listen, watch and remember.
(设计意图：学生在听、看、记光盘的过程，是头脑里对文本进行系统梳理的过程，
符合学习规律，并为后面的补充文本学习做铺垫。）
2. Summing up
The students help the teacher finish the blackboard design.
（设计意图：引导学生及时对新知归纳总结，夯实教学目标，帮学生形成明晰的四
类名词复数变化知识系统。）
Step 4 Production (14 minutes)
1. Read, write and check
The students will finish some exercises on the screen. The teacher will help
check the answers.
(设计意图：写的训练再次集中学生的注意力，在对新知进行巩固的基础上实现语
言的综合语用。）
2. Read, match and find
The students will read a short passage on the paper to learn more words.
(设计意图：学生借助阅读材料通过自读圈名词感悟更多名词的不同变化，再通过
小组合作完成作业纸上单复数名词的匹配练习，对不同类型的名词变复数形式进
行归纳，提升学生的合作和自我学习能力。)
3. Fill in
The students work in a group to fill in the chart on the exercise paper.
(设计意图：小组活动中，学生集体完成名词分类表格，让学生在合作整理的过程
中全面理解名词单复数的分类和复数变化规则。）
Step 5 Homework (1minute)
You can choose one.
1. Draw a logic picture of the nouns. Try to make a rhyme for remembering.
2. Write a story with “This/These” sentences to introduce and describe. (>=2pairs）
(设计意图：分层设计课后学习活动，既面向全体学生，又关注个体差异，无论是
画逻辑图还是写句子都是语言知识和技能的再次巩固，进一步提升学生的学习能
力。）
Blackboard Design
Lesson 10 How Many Are There？
This is a/one child.
pencils, chairs... +s
This child is learning.
boxes, buses, dishes,
peaches, ... x, s, sh, ch +es
These are two/some/many children.
These chlidren are reading.
tomatoes, potatoes,
photos, ... o+ es/s
man-men, woman-women, child-children,...
