人教版九年级unit1教案

人教版九年级上册英语教案：Unit1 How do you study for a test。

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Unit 1 How do you study for a test
　Section A（1a-2c）
学习目标
1．通过交流和表达，进一步掌握学习英语的技巧与方法。
2．掌握下列知识点：
■重点词汇：f1ashcard，vocabulary，pronunciation，a1oud
■重点短语：①study for②make flashcard③make vocabulary lists④ask the teacher for help
⑤read aloud ⑥study with a group
■重点句型：①How do you study for a test? ②What abou tlistening to tapes?
■语法：by+μing的用法
预习导学
预习单词，完成下列各词。
1．抽认卡　
2．词汇
3．Aloud（近义词）　 　
4．发音（名词） 　
5．ever（反义词）　
6．1isten（现在分词） 　
7．study（过去分词） 　
8．　（如何）do you study for a test?
合作研讨
一、重点单词与短语
1．pronunciation n．发音；发音法，其动词形式pronounce
【跟踪训练】
（1）她认识很多法语单词，但发音不正确。
She knows a lot of French；words，but them incorrectl.
2．Aloud adv．出声地；大声地
例如：read aloud大声朗读
【辨析】aloud／loud／loudly
aloud出声地；大声地。常与read，cail等动词连用，loud高声地；大声地；喧闹地。常用于talk，speak等动词之后；
loudly高声地；喧闹地。一般可以和10ud互换，但含有“吵闹”的意思。
【跟踪训练】
（2）老师要求我大声朗读课文。
The teacher asked me to the text .
（3）请大声点说，以便我能听清楚。
please so that I can hear you clearly.
（4）不要这么大声说，婴儿在睡觉。
Don'tso.The baby is sleeping.
3．asksb．for…向某人请求
例如：ask the teacher for help向老师请求帮助
（拓展）ask sb．to do sth．请求某人干某事
ask sb．not to do sth．请求某人不要干某事
【跟踪训练】
（5）他们向我求助，
Theymehelp.
4．too... to...太……而不能……
【拓展】too．．．to...可以与so...that（如此……以至于……）或
Enough to do...（足够……以至于……）转换。
【跟踪训练】
（6）The problem is so difficult that I can’t work it out。
（同义句转换）
The　problem is difficult work out．
5．a lot表示程度，作状语，意为“很；非常”
【拓展】a lot of＝lots of许多；很多。修饰可数名词复数与不可数名词。
【跟踪训练】
（7）我有许多有趣的书。
I have interesting books．
二、重点句型与语法
■句型
What about reading a1oud to practice pronunciation?
通过大声朗读来练习发音怎么样?
【精解】What/How about．．．?
用来征求意见或询问有关情况，意为“……怎么样”，about后跟名词、代词或动名词。
【拓展】提建议的其他表达方式有：
（1）Let’s do... （2）Shall we do．．．?（3）Why don't you．．．/Why not do...?
（4）Would you mind doing．．．?（5）You should．．．（6）You’d better（not）do．．．
【跟踪训练】
（8）出去散散步好吗?
going out for a walk?
（9）那个电视剧怎么样?
the TV play?
（10）我是北京人，你呢?
I am Beijinger. you?
■语法
“by+υing"短语
“by+υing"短语的含义是“通过……；凭借……”，其中by为介词，后面常接动名词短语，表示通过做某事而得到某种结果；在句中常用作方式状语，表示的方法、手段等比较抽象。
例如：The old woman makes a living by collecting and selling wastes．那个老妇人以收废品和卖废品谋生o
【跟踪训练】
（11）—How do you study English So well?
— reading 1ots of books。
A.To B.Of C.At D.By
当堂检测
Ⅰ. 用所给单词的适当形式填空
1.We study by （work）with a group．
2.It is agreat way （1earn）a 1anguage．
3.What about （read）a1oud （practice）pronunciation and intonation?
Ⅱ．根据汉语提示完成句子
4．Have you ever （和朋友一起练习对话）friends?
5．I study English （通过制作）f1ashcards．
6． 　 　 （怎么样）1istening to tapes?
7．这个问题太难了，我理解不了。
It's hard me this question．
8．朗读能提高你的口语。
can your spoken English．
课后练习
1.根据句意及首字母提示完成单词
1.I can’t get the p of the word right．
2.Reading a in the morning is a good way to 1earn English well．
3．He 1earns English bymaking v 1ists。
4．Do you 1earn English by w English-1anguage videos?
5．I often listen to tapes to i my listening skills。
Ⅱ．阅读理解
ManyChinese students don’t paymach attention to（注意）spoken English at school．They think it necessary to practicespeaking English in class，but not out of class．Here is a story to show you how important it is to speak the Eng1ish language freely in daily life．A foreigner once got hungry and went into a restaurant in London．He sat down at a table.When the waiter came，he opened his mouth，put his nngers into it and took them out again in Order to express that he wanted something to eat forhe could not speak English．The waiter soon brought a cup of tea．The man shook（摇动）his head。The waiter then took away the tea and brought a cup of coffee．The man shook his head again.He tried again and again，but he wasn’t able to make the waiter understand him.Finally，nother man came in．He spoke English clearly and fluently．In a few minutes，there was a large plate of meat and vegetables on the table before him.
Sl you see a man often goes hungry if hedoesn’t master（掌握）a foreign language．
根据短文内容，判断下列句子正（T）误（F）
（ ）6．Chinese students pay little attention to spoken English.
（ ）7．The students only practice speaking English in class．
（ ）8．The story happened in a restaurant in New York．
（ ）9．The man wanted to eat something because he was hungry．
（ ）10．Another man spoke English very well．/pp/pp/pp

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初中八年级上册英语教案：Unit 1 How often do you exercise

Unit 1 How often do you exercise？
Ⅰ.Analyis of teaching material
1.The topic of this unit is about free time actmties。Suchtopicisrelated to students’daily life. So it is helpful toraise learning interest of students. If students can learn this unit well，it will be helpful to make students learn the the rest of this book.
2 .Teaching Aims and Demands
(1) Knowledge Obj ect
In this unit students learn to talk about how often they do things.
(2)Ability Objects
To improve students’ability of listening，speaking，reading and writing.
(3)Moral Objects
To help students form a good eating habit.
To do exercise every day and keep fit.
3 .Teaching Key point
To master the key vocabularyand the target language presented in this unit.
4 .Teaching Difficult point
To train students how to use the key vocabulary and the target language by reading and writing.
5 .Studying Ways
Teach students how to use context.
Teach students how to do a survey.
Ⅱ.Language Function
Talk about how often you do things.
Ⅲ.Target Language
What do you usually do on weekends?
I sometimes go to the beach..
How often do you eat vegetables?
Every day.
Most of the students do homework every day.
Ⅳ.Structure
Wh-questions
What do…?
How often…?
Adverbs of frequency
All/most/some/none
V .Vocabulary
always，usually，often，sometimeshardly，ever，never, exercising，shopping，skateboarding once，twice，three times a week，month, every day, milk，junk，food, drink
Ⅵ.Recycling
reading，watching TV，go to the movies, fruit，vegetables
Ⅶ.Learning strategies
Using context.
Transforming information.
Ⅷ.Teaching times
Six periods/ppperiod One
Teaching Aims:
1. Learn to talk about how often do you do things
2. To learn the words of the adverbs of frequency.
Teaching Difficulties:
1.words: exercise, skateboard, hardly, ever, shop, once, twice, time, surf, internet, program.
2.phrases:how often, on weekends, go to the movies, exercise, go skateboarding, always , usually , often , never , hardly ever , sometimes .
3.Sentence patterns: What does she /he do on weekends ? She often goes to the movies .How often do you shop ? Once a week / Twice a week .
Teaching Aids: Tape recorder;Multi-Media.
Teaching procedures:
Step 1 ：Greeting.
1. Teacher: Summer vacation is over. I think you had a wonderful vacation, am I right? Did you enjoy your summer vacation? Could you please tell us what you did in your summer vacation?
2. Encourage students to share their holidays with the whole class.
Step 2 ：Leading – in
Teacher: Oh, you had a happy and colorful vacation. Today we will talk about more activities on weekends. First, let’s think about what we can do on weekends. (Ask some questions and let students think it over).
Teacher: I often sing on weekends, what do you usually do on weekends?
S1: I often take piano lessons.
Teacher: What does she usually do on weekends? (Ask another student)
S2: She often takes piano lessons.
Teacher: What about you? (Ask S2)
S2: I often play basketball
Teacher: What does he usually do on weekends? (Ask another student)
S3: He often plays basketball.
(Ask more students in the same way)
Step 3：1a Look at the screen. Make a list of the different weekend activities.
First let students list different activities, then
Teacher: Now work in pairs, ask and answer
---What does he/she do on weekends?
--- She goes shopping. / She reads books. / He exercises. / He watches TV. / She goes skateboarding.
Step 4：1b Listen and write the letters from the picture above on the lines below.
Get students to focus on the six adverbs in activity 1b and help students to understand:
Always-100% usually- 90% often-80% sometimes-50% hardly ever-10% never-0%
Step 5：Lead-in:
Teacher: I always read English books on weekends.
I usually exercise on weekends.
I often go to visit my grandparents.
I sometimes go shopping on weekends.
I hardly ever play computer games on weekends.
I never play cards on weekends.
What does your English teacher do on weekends?
(Help students to say)
Students: Our English teacher always reads English books on weekends. She usually exercises on weekends…..
Teacher: I exercise every day. I go shopping once a week. I watch TV twice a week. I go dancing three times a month…
How often does your English teacher exercise/ go shopping / watch TV / go dancing?
Students: Our English teacher exercises every day….
Step 6： Listening (2a and 2b)
Teacher: My friend Cheng is talking about something about his different activities, let’s listen and number the activities you hear.
Teacher: Listen again. How often does Cheng do the activities above?
(Help students to finish 2a and 2b)
Step 7：.Do a survey:
Activities How often
Take a shower
Wash your hair
Exercise
Clean your room
Ask and answer: How often do you take a shower?
How often does he / she take a shower?
Let Ss ask and answer in pairs, using always, usually, often, sometimes, hardly ever or never.
Step 8:Homework
1. Do exercises on pages 1-2 of the workbook to practice the language presented in this unit.
2. Remember what we learn today.
3. Write a passage about what you often do on weekends and how often you do different activities./ppperiod Two
Teaching Aims:
1. Students can learn to talk about activities and how often to each other
2. Students can listen, talk ,read and write these words correctly
Teaching Difficulties:
1. Words: high school, most, no, result, active, for as, for about
2. phrases: for as, for about
3. Sentence patterns:How often do you shop? I shop once a month.
How often does Cheng watch TV? He watches TV..
Teaching Aids:Tape recorder; Multi-Media.
Teaching procedures:
Step 1 ：Greeting.
Step 2 ：Lead – in
T: Do you like English ?
S1: Yes, I do.
T: Do you want to improve your English?
S1: Yes, I do.
T: What can you do to improve your English?
S1: I can read English books to improve my English.
T: How often do you read English books?
S1. I read English books every day.
practice more phrases in the same way. (Look at the screen)
Step 3 ：Groupwork: Who’s the best English student?
1. T: Just now we talked about what you could do to improve your English? (eg. read English books, practice reading and speaking )and How often do you ?
Now please think of more things you can do to improve your English and write them down in the chart on page 3.
How often do you…? once a week twice a week three times a week once a month
read English books
sing English songs
watch English movies
T: Now let’s see who is the best English students in the class .
Step 4 ：Lead-in:
Teacher: Just now we talked about different activities about learning English. From the chart we know you can do many activities to improve your English. You did a good job. Now let’s look at another chart of the student activity survey at Green High School.
Green High School: Activity Survey
Activity everyday once or twice a week three or four times
a week
Exercise 15% 10% 75%
Do homework 95% 0% 5%
Watch TV 85% 2% 13%/pp(Help students to say: 15% of the students exercise every day. 10% of the students exercise once or twice a week. 75% of the students exercise three or four times a week… Then present the following)
All students=100%
Most students=51%-99%
Some students=1%-50%
No students=0%
Step 5 ：Reading
1． Get students to read the magazine article on page 3 and finish the passage, then check the answer.
2． Answer the questions about the survey:
1）What do the students of Green High School usually do at school?
2）Do they all exercise once or twice a week?
3）How many students watch TV every day?
4）What do fifteen percent of Green High School students do every day?
5）Do the students of Green High School do the same activities as you? Yes or no?
Can you say something about the activities that the students of your school do?
Step 6: Explanation
1. Here are the results of the student activity survey at Green High School.
这儿是Green高中的学生活动调查结果。
（1）the results of……的结果。如：
the results of the English contest 英语比赛的结果
（2）as a result由于, 因此。如：
As a result, Tsinghua becomes the first-class university.因此，清华成为一流的大学。
（3）at Green High School在格林高中 在学校用介词at。如：
at Junior School在初中at primary School在小学
2. Most students exercise three or four times a week.大多数学生一周锻炼三或四次。
（1）exercise v. 锻炼；exercise n. [U]运动;[C]练习
Let’s do our exercises.让我们做练习吧。
Walking is a good exercise.散步是很好的运动。
（2）time次数time and time again千万次的
（3）three or four times a week 一周三四次
…times a week / month / year一周/月/年多少次，
特殊：once 一次
twice两次
巧辨sometime ， sometimes ，some time，some times
sometime ， sometimes ，some time 和some times形似而含义不同。下面的口诀能够帮助我们辨别它们的含义及用法。
分开是“一段”， 相连为某时；
分开s是“倍、次”， 相连s是“有时”
1). I’ll stay here for some time.
2). My father will be back sometime in October.
3). Our school is some times larger then theirs.
4). I watch TV three times a week.
5). My good friend Wu Min often goes to school by bike, but sometimes on foot.
3.as for homework谈及到家庭作业 as for sth. /sb. 谈及某事/某人
（1）as for the book Harry potter 谈起《哈利波特》这本书
（2）as for my father 谈到我的父亲/ppStep7: Exercise:
Ⅰ 用所给词的适当形式填空：
1. Li Lei likes going ______(skateboard) on Sundays.
2. Mother often goes _____ (shop) after work.
3. How often _____ he ____ (do) his homework?
4. He watches TV ____ (two) a week.
5. Zhang Jian speaks English very well, so he is very ____ (activity) in English class.
Ⅱ 单项选择
1. “____ do you visit your uncle?” “ Three times a month.”
A. HowB. How long C. How often D. How soon
2.As ____ my homework, I do it every day.
A. about b. for C. ofD. on
3.Meimei listens to music ____.
A. sometime B. sometimesC. some times D. some time
4.My brother ____ like singing ____ dancing.
A. don’t , and B. doesn’t , andC. doesn’t , or D. don’t, or
5.Jack hardly ever exercises, so he is kind of ____.
A. healthy B. unhealthyC. healthD. unhealthy
6.How often does she ____.
A. watching TVB. surfs the InternetC. go to the movies D. exercises
7.There are few ____ in the fridge. Let’s go and buy some peas, carrots and cabbages.
A. vegetablesB. fruit C. meatD. eggs
8.Most students exercise ____ a week.
A. once or twice B. one time or two times
C. one time or twiceD. once or two times
9.--- ____ do you go to Qingdao?
--- Only once.
A. How oftenB. How longC. How many times D. How far
10. “60% of students like reading English.” means “____ students likes reading English.”
A. All B. MostC. SomeD. No
ⅲ 句型转换：
1. There is little money left. (改为同义句)
There is _____ _____ money left.
2. Maybe Kate knows the answer. ((改为同义句)
Kate _____ _____ the answer.
3. She plays the violin on weekends. (对划线部分提问)
_____ _____ she _____ on weekends?
4．The students never surf the Internet. (对划线部分提问)
______ ______ ______ the students surf the Internet?
5. Sam does his homework at home. (改为否定句)
Sam _____ _____ his homework at home./ppStep 8: Homework:
1. Revise the new words.
2. preview Section B.
3. Write a short passage to describe the best English student in your class, telling what he/she does to improve English and how often he/she does these things.
period Three
Teaching Aims:
Learn to talk about how often they do things to keep healthy.
Teaching Difficulties:
1.Words:
junk food, milk, coffee, chips, cola, chocolate, drink, health, how many, interviewer.
2.phrases: how many, be good for, be bad for, every day.
3.Sentence patterns:How often do you drink milk, Liu Feng?
How many hours do you sleep every night?
She says it’s good for my health.
Teaching Aids: Tape recorder; Multi-Media.
Teaching procedures:
Step 1 ：Greeting.
Step 2 ：Lead-in
1. T: I had eggs for breakfast this morning, and I have eggs for breakfast every day. Because they’re good for my health. And they’re nutritious. What about you? What do you have for breakfast?
S1: I have milk for breakfast.
T: How often do you drink milk?
S1: I drink milk every day.
T: Do you like it ?
S1: Yes, I do. / No, I don’t.
T: Why do you like it? S1: Because it’s good for my health/ it tastes delicious.
T: You don’t like it, but you drink it every day, why?
S1: Because my mum wants me to drink it. She says it’s good for my health.
2. T: What about you , what do you have for breakfast?
S2: I have instant noodles for breakfast .
T: How often do you eat instant noodles?
S2: I eat instant noodles three or four times a week.
T: Do you like them?
S2: Yes, I like them very much.
T: (Let students compare them and tell who is healthier)
Who is healthier, S1 or S2?
Yes, S1 is healthier. Because milk is good for our health. And instant noodles are not healthy, they are bad for our health. They are junk food.
T: I know most young people like eating junk food. But I think you’d better not eat too much junk food, because they’re bad for our health. Let’s look at the screen and find out which ones are healthy and which ones are unhealthy?
---Is/Are…healthy?
---Yes, it is. / They are.
No, it’s /they’re unhealthy.
---Why?
---Because it’s /they’re good/bad forhealth.
Step 3： pairwork (1a 1b).
T: Now work in pairs, talk about how often you eat the food in the pictures.
A: How often do you …?
B: I …every day/ twice a day/ three times a day/ four times a week..
A: Do you like it/ them?
B: Yes, I do. / No, I don’t. But my mom wants me to drink. She says it’s/they’re good for my health.
Step 4. Listening ( 2a 2b)
1. T: What does healthy mean? If I eat a lot of junk food but never exercise, am I healthy?
Ss: No.
T: If I eat lots of fruit and vegetables and drink milk every day, am I healthy?
Ss: Yes.
T: Now, we will hear a reporter interviewing two people, Bill and Katrina. Listen and decide if Bill and Katrina are healthy. Circle your answer to each question.
2. T: What are Bill and Katrina’s answers to these questions? Listen again and write down the correct adverbs of frequency.
Step 5. Groupwork (2c)
Role play. Student A is the interviewer. Student B is Katrina. Student C is Bill. Try to act the conversation out .They can use their own words.
Step6: Homework :
1. Finish the exercise in this period.
2.Using the information in 2a 2b, write a report about Bill’s and Katrina’s eating habits.
period Four:
Teaching Aims:
1. Learn following expressions:
2. Learn to write one’s own habits.
Teaching Difficulties:
1.Words: habit, try, lifestyle, grade, better, same, as, different, difference, maybe, although, for, keep, must.
2.phrases: eating habits, look after, healthy lifestyle, unhealthy lifestyle, good grades.
3. Main task: How to write a composition of one’s habits.
Teaching Aids: Tape recorder; Multi-Media.
Teachingprocedures:
Step1: Revision
1. Free talk:
2. Ask and answer
How often do you exercise? How often do you eat vegetables/fruit/junk food?
How often do you drink milk/coffee/tea? How many hours do you sleep every day?
（Use he/she/they ask and answer these questions. ）
Group works
Step 2. presentation and reading (3a)
T: Last period we learned Section B 2a and knew Bill and Katrina’s lifestyles ,do you remember? Are they healthy?
Ss: Yes,Katrina is healthy while Bill isn’t healthy.
T: Good. Now Katrina writes a letter about her lifestyle to her pen pal , let’s listen to a part of her letter and answer some questions:
1. How often does she exercise?
2. How often does she drink milk?
3. Does she eat junk food very often?
4. Do you think she has a healthy lifestyle? Why or why not?
5. Is her lifestyle the same as yours or different? What are the differences?
Step 3. Fill in the blanks (3b)
T: We know Bill is kind of unhealthy. And he also writes a letter .Let’s fill in the blanks in Bill’s letter.
(After Ss have finished, check it)
Step 4. Writing (3b)
T: Are you healthy or unhealthy? Now, it’s your turn to write about your own habits.
Step 5. Survey
Add five questions to the survey on page 81.(1. How often do you exercise? 2. What sports do you play? 3. How often do you eat vegetables?)Then ask three classmates the questions and take notes. Discuss and describe: Who is the healthiest student?
Step 6. Exercise:
ⅰ.用所给词的适当形式填空：
1. We need ________ (health) food.
2. Who is the ________ (interview)?
3. He does his homework ________ (well) than me.
4. What are the __________ (different) between Lucy and Lily?
5. I’m sorry to keep you ________ (wait) for me for a long time.
ⅱ 单项选择：
1. Healthy food and exercise _____ me to study better.
A. let B. makeC. helpsD. help
2. He ____ at school .
A. may beB. maybe C. may isD. may
3. “How long did you sleep last night?”“______.”
A. Twice a nightB. For nine hoursC. Two timesD. Once or twice
4. If you want to be healthier, you must eat ____ meat and do ____ exercise.
A. less, more B. fewer, muchC. less, muchD. many, more
5. Our teacher wants us ____ English hard.
A. study B. to studyC. studies D. studying
6. She says it’s good ____ my _____.
A. for, healthB. for, healthyC. at, healthD. at, healthy
7. ____ he is ill, ____ he goes to school.
A. Although, butB. /, /C. Although, /D. But, although
8. The boy is ____ fat because he eats ____ junk food.
A. much too, too muchB. much too, much too
C. too much, too muchD. too much, much too
Step 7. Homework:
How healthy are you? Write a passage about your own eating habit.
period Five: Self check and Revision
Step1 Greetings free talk
Step2 Discussion
Work in groups, discuss which kind of life is healthy.
Do a report according to the discussion.
Step3Self check
Fill in each blank with the correct word given.
Then make your own sentence with each word.
1. wants2.exercises3.help4.try5.have
Step4 Key phrases:
1. how often 　多久一次
2. as for至于，关于
3. junk food垃圾食品
4.eating habit 　饮食习惯
5.of course当然
6.look after 照顾， 照看
7. start with 以……开始
8. make a difference　使得结果不同，有重要性
9. go shopping　去购物
10.have a party 聚会
11. go to the movie　去看电影
12. once a week　每周一次
13. hardly ever很少
14. twice a week每周两次
15. three times a week每周三次
16. watch TV看电视
17.on weekend　在周末
18. do homework做作业
19. a lot of　许多
20. try to do尽力做某事
21. help sb (to) do sth.　帮助某人做某事
22. the same as和……相同
23.keep in good health保持身体健康
Step 5 Grammar
1.掌握句型：
1) What do you usually do on weekends?I often go to the movies.
What does she do on weekends ？She often goes to the movies.
What do you usually do on weekends?I often go to the movies.
(watch TV、read books 、exercise、clean、skateboard、 play basketball、wash clothes、go shopping、go to movies)
How often do you exercise/… ?
Task one “Find my group members.”
2. presentation and drill
（1）教师指着屏幕说：“ Now let’s see my activities on weekends. How often…?屏幕上出现各项活动的图片并介绍。 I always read books at 6:00 in the morning. Then I usually run at 6:30. I often clean my house in the afternoon. Sometimes I watch TV, but I never watch TV too much. I hardly ever go to the movies.
（2）点击鼠标屏幕上出现频率副词及相关的百分比。
always(100%)usually(80%) often (30-50%)
sometimes(20%)hardly ever(5%) never(0%)
领读频率副词，让学生快速认读。
（3）分别点击活动图片，每个图片正面出现一个频率副词。
教师依次提问： What do you do on weekends?
引导学生用图片中的活动及副词回答，如：I usually run.
（4）Task: Making cards
每个学生把自己的课外活动做成卡片，再把频率副词做成卡片，然后一个学生问What do you do on weekends? 另一个学生分别拿一张活动卡片和频率卡片并用其进行回答。
(5)常见的频度副词有never(从不), sometimes(有时),often(经常),usually (通常), always(总是).
从0%(never)到100%(always)可以这样排序:
0%……………………………………100%
never sometimesoften usuallyalways
(6) 注意频率副词在句中有不同的位置.
在 be 动词之后:
I’m usually ill on planes.
Are you usually at home on Monday?
He isn’t usually ill on planes.
在实意动词之前:
I usually work on Friday.
I sometimes go to London.
3. all, most , some和none的用法。
（1）all (所有的，全部的人或物)，any (任何一个)， none (都不)。 以上词使用范围为三者以上。
All the flowers are gone.　所有的花都谢了。
I don't like any of the flowers.　这些花我都不喜欢。
I like none of the flowers.　这些花我都不喜欢。
注意：all与none用法一样。跟单数名词，用单数动词；跟复数名词，用复数动词。
All of the students are there. 所有的学生都在那。
All (of) the milk is there.所有的牛奶都在那。
（2）. some 一些
1) 可与复数名词及不可数名词连用。
2) 当做"某一"解时，也可与单数名词连用。（= a certain）

幼儿小班英语教案《How do you do?》

幼儿园小班英语教案：How Do You Do

活动目标

（1）教幼儿知道与人初次见面时要说：How Do You Do?

（2）教幼儿学会说 ：How Do You Do? 并知道怎么应付。

（3）教育幼儿做个讲礼貌的小骇。

活动准备：自编一个回声的故事，多次倾听 How Do You Do这首歌的音乐。

活动过程

（1）教师有表情的讲述故事一遍，帮助幼儿理解故事内容。

（2）幼儿学习问侯语：How Do You Do? 并掌握其对应回答。

（3）学习歌曲 How Do You Do

1教师有表情的范唱两遍，帮助幼儿熟悉歌词。

2教师和幼儿分角色对唱两三遍。

3引导幼儿将歌词中的teacher和children改为小朋友的名字，互相找朋友进行对唱练习。

六年级下册英语教案：Unit 1 How tall are you?

How tall are you?
period 1 Section A Let’s learn Do a survey and report p5
教师寄语：（I study English , I’m happy.）
Learning aims(学习目标)
1.掌握四会单词：younger, older, taller, shorter, longer。
2.能认读句型：How tall are you ? I’m 1.61meters.You’re older than me..
Important difficult points(重难点)
重点：掌握形容词比较级的构成。
难点是;How tall are you ? I’m 1.61meters.You’re shorter than me..的理解和运用。
导学探究
Step1 : 预习温故（用时5分钟）
请正确读出下列单词,并说出它们的汉语意思（展开小组比赛，看谁记的短语多）
1.young______2.old______3. tall______4.short______
5. long______6. thin______ 7. how many______8. how old______
Step 2. 新课内容展示（用时15分钟）
1.请两个孩子到讲台上T:How old are you?
S1: I’m 11years old. T: You are young. (板书young)
S2: I’m 12 years old. T: You are young, too.
T: Who is younger? S1: I’m younger(板书younger)
T: Who is older? S2: I’m older.(板书old_older)
T: Yes, S1 is younger than S2. S2 is older than S1.
T: Say I’m tall.(做手势) S1: I’m tall. S2: I’m tall,too (板书tall)
T: Who is taller? Who is shorter? Ss:S1 is taller , S2 is shorter.
老师再拿两把长短不一的直尺教会longer, shorter,than.
2.使用准备好的单词卡片巩固新单词和学习meter。
Eg: one meter, two meters, 1.61 meters, 4.76meters
3.T：How tall are you? S:I’m … T: Help the students to answer ：I’m …meters. T:Say A is taller than B. B is shorter than A.
4.小组反复操练以上句型。
5. Let’s learn page 5. 听录音，仿读单词和对话
Step 3. 合作交流，师生共建（用时10分钟）
1.领读Let’s learn 中的句子。并纠正读音。
2.T:How tall is Zhang peng? S:He is 1.61 meters.
T:Who is older Zhang peng or John? S: Zhang peng.
T: Zhang peng is taller and older than John.
3．灵活运用所学单词句子。
4.Complete :Do a survey and report.(学生反复操练)
老师们：在今后的每一节课都要灵活运用所学句型，请学生造句，要具有培养学生的创新意识。
Step 4. 达标检测（用时5分钟）
一、.读单词，选图片。(多 选)
A. younger B. taller C. shorter D. older E. longer
1._____ 2. _____ 3. _____
二.按要求写单词。
1.写出下列词的比较级。
young _____ short ______ tall ________ old ______
long______ nice _______ fine________
2.meter(复数)______ foot (复数)______mouse (复数)______
三、 情景会话：根据情景选择句子。
（ ） 1. 我有1.61米高可以说：
A.I am 1.61 meters. B. I am 1.61 meter .
（ ） 2. 你比我大，可以说：
A. You are old than me. B. You are older than me.
（ ） 3. 你比我矮，可以说：
A. You are shorter than me. B. You are short than me.
四、 找出Ⅱ栏中与Ⅰ栏中相对应的答语，把标号填入提前括号。
( ) 1. How are you? A.I have fifteen..
( ) 2. How tall are you ? B. I’m 15 years old.
( ) 3. How old are you ? C. I’m fine.
( ) 4. How many books do you have? D. I’m 1.49 meters./pp学后反思：叫学生总结（（用时１分钟）
Step 5.安排当堂作业
1.课后默写younger, older, taller, shorter, longer, thinner than ,meter
2.课后背诵p5 Let’s learn
板书标题 Unit 1How tall are you?
Let’s learn Do a survey and report p5
板书内容设计：younger older taller
shorter longer
How tall are you ?
I’m 1.61meters.
You’re older than me.
教学反思： /ppperiod 2 Section A Let’s try Let’s talk p4
一、教学目标与要求
1、能听懂、会说单词：hall, meter/metre ,than, both
How tall is it? Maybe 4 meters. That’s the tallest dinosaur in this hall. It’s taller than both of us together .并能在情景中运用。
2.能听懂Let’s try，并完成任务。
二、教学重难点
能听懂、会说That’s the tallest dinosaur in this hall. It’s taller than both of us together . How tall are you ? I’m 1.65cmeters.并能在情景中运用。
导学探究
Step1 : 预习温故（用时6分钟）
读一读，译一译;
1.younger_______ 2.older _______ 3.taller_______4.shorter_______/pp5.longer _______6.dinosaur_______7. first_______8.second_______
T: How tall are you? Ss: I’m…meters.
T: Who is taller? S: I’m taller than… S: I’m shorter than…
Step 2. 新课内容展示（用时18分钟）
1. Let’s try:Listen to the tape and circle
1.）The first dinosaur eats____ . A. vegetables B. meat
2.）The_____ dinosaur is taller. A. first B. second
2.教读板书下列单词和重点句子：dinosaur ， That’s the tallest dinosaur in this hall.
It’s taller than both of us together .
How tall are you ? I’m 1.65cmeters.
3. Let’s learn page 5. 听录音，分角色读对话
4 .Ask the students to read the dialogue 4times.
T: What are Zhang peng and Mike talking about?
S: They are talking about the dinosaurs.
T: How tall is Zhang peng ?
S:He is 1.65 meters.
T: Who is taller,Zhang peng or the small dinosaur?
S: Zhang peng.
5.请学生翻译重点句子并做好笔记，全班齐读对话。
Step 3. 合作交流，师生共建（用时6分钟）
1.分角色表演对话。灵活运用所学单词句子造句。
提示：tallest 是tall的级。more 是many的比较级。
Step 4. 达标检测（用时8分钟）
一、根据汉语提示选一选，填一填。
1.那是这个厅里的恐龙That’s the______( tallest, taller) dinosaur in this hall.
2.它比我两加起来还高。It’s _____( tall, taller) than both of us together.
3.你有多高？ How _____( taller, tall) are you?
4. 我身高1.65米。 I’m 1.65 _____( meter, meters)
二、读一读，选一选
1. That’s the tallest dinosaur in this hall. A. 我身高1.65米。
2. It’s taller than both of us together. B.你有多高？
3. How tall are you? C.那是这个厅里的恐龙。
4. I’m 1.65 meters. D.它比我两加起来还高。
三、选一选，填一填,译一译
1.peter is _____（taller ，tall） than Chen Jie.
2. The maths teacher is_____（old， older）than the Chinese teacher.
3. The _____ （old， older）teacher likes playing football.
4. The ruler is______ ( shorter , short).
5. The yellow pencil is ______(shorter, short) than the red one.
学后反思：叫学生总结（（用时１分钟）
Step 5.安排当堂作业
1.给父母,伙伴读读Let’s talk.
板书内容设计：Unit 1How tall are you?
Let’s try Let’s talk p4
1. That’s the tallest dinosaur in this hall.
2. It’s taller than both of us together .
3.H ow tall are you ? I’m 1.65cmeters.
4.tall_ taller__tallest many_ more_most
教学反思：/ppperiod 3 Section B Let’s learn Match and sayp7
Learning aims(学习目标)
1.掌握四会单词：thinner, heavier, bigger, smaller, stronger。
2.能认读句型：How heavy are you ? I’m 52 kilograms. You’re heavier than me..
Important difficult points(重难点)
重点掌握5个形容词比较级的构成。
难点是对新句型 How heavy are you ? I’m 52 kilograms. You’re heavier than me. .的理解和运用。
导学探究
Step1 : 预习温故（用时5分钟）
一、读一读，口译
1. That’s the tallest dinosaur in this hall. 2. It’s taller than both of us together. 3. How tall are you? 4. I’m 1.65 meters.
二、读一读，写一写，译一译（给出它们的比较级）
1.thin________2.heavy________3.big________4.small________5.strong______
Step 2. 新课内容展示（用时15分钟）
1.请两个胖瘦不一样的孩子到讲台上T:Who is thin? S: A is thin.
T:Who is heavy? S:B is heavy
T: Yes, A is thin. B is heavy.(板书 thin, heavy)
2.选两个个子较瘦的孩子：T: They are thin. Who is thinner? S:A is thinner.
T: 板书thinner,提醒孩子们观察thinner的写法。再用相同的方法教heavier.
3选两个大小不一样的书包进行比较，引出big, small.
T : Which is the bigger schoolbag? What color is it?
Ss: The yellow schoolbag is bigger.(板书big _ bigger)
T: Which is the smaller one? What color is it?
S: The red one. (板书small_ smaller)
4.做一个强壮的手势教strong,抽两个孩子做相同的手势比较，教stronger.
T: Ask one boy pupil: How heavy are you? Help him answer: I’m 54 kilograms.
T: Oh! You are heavier than me. 板书教读。
5.听录音。学生跟读。
Step 3. 合作交流，师生共建（用时10分钟）
1领读Let’s learn 中的句子。并纠正读音。
. T:How heavy is Jim? S:He is 52 kilograms.
T:Who is heavier Jim or John? S: Jim.
T:Say Jim is heavier than John. S: Jim is heavier than John
2.请孩子们归纳总结黑板上的比较级形式，强调：heavy_ heavier(变y为i加er) big_ bigger thin_ thinner(双写加er)
3.四人一组合作学习Match and say然后表演。灵活运用所学单词句子
Step 4. 达标检测（用时5分钟）
一、写出下列形容词的比较级
1.big________ 2. small ________ 3.thin________ 4. Heavy________ 5.strong________ 6.happy________ 7. angry________8.hot________
二、读句子，选图片
A. B. C. D.
（ ）1.The Englishman is very strong.
（ ）2.This egg is bigger than that one.
（ ）3.The girl is shorter than the boy.
（ ）4. The panda is heavier than the duck.
三、把汉语和英语匹配
1.你体重多少？ A. Sarah’s fish is smaller than Amy’s.
2.我体重48公斤。 B. He is stronger than her.
3.你比我重。 C. How heavy are you?
4.John 比Mike瘦。 D. I’m 48 kilograms.
5.他比她强壮。 E. You’re heavier than me.
6.Sarah钓的鱼比Amy 的小。F. John is thinner than Mike.
四、连词成句
1. the. is that, giraffe, tallest(.)
2. taller, than, he, is, me(.)
3. heavy, you, are (?)
学后反思：叫学生总结（（用时１分钟）
Step 5.安排当堂作业
1.读熟Let’s learn. 2. 比较同学，家人用英语表演Let’s learn。
板书内容设计：Unit 1 How tall are you?
Let’s learn Match and sayp7t
thin_ thinner big_ bigger(双写加er)
heavy_ heavier r(变y为i加er)
small_ smaller strong_ stronger(直接加er)
How heavy are you? I’m 52 kilograms.
教学反思：/ppperiod 4 Section B Let’s try Let’s talk p6
Learning aims(学习目标)
1. 能听懂Let’s try，并完成2个任务。
2.掌握句型：What size are your shoes, Mike? Your feet are bigger than mine.My shoes are size 37.
Important difficult points(重难点)
重点:听懂Let’s try, 流利朗读Let’s talk, 掌握3个重点句子。
难点是对3个重点句子的掌握理解和运用。
导学探究
Step1 : 预习温故（用时5分钟）
一、表演Let’s learn:
S1: How heavy are you? S2: I’m…kilograms.
S1: You are heavier/thinner than me.
S1: How heavy is he ? S2: He’s…kilograms.
二、读一读,连一连:
Thinner stronger bigger smaller heavier go hiking go shoping /pp更大的 更小的 更瘦的 更重的 更强壮的 去购物 去远足
Step 2. 新课内容展示（用时15分钟）
1.Let’s try: Listen to the tape and circle the right answer.
2.板书教学重点句子：1.) What size are your shoes?
2.) Your feet are bigger than mine. 3.)My shoes are size 37.
3. Let’s learn page 5. 听录音，分角色读对话
4 .Ask the students to read the dialogue 4times.
Q1 :What size is Mike’s shoes? Q2: What size is Wu Yifan’s shoes?
Q3: How heavy is Mike? Q4: How heavy is Yifan?
T: Write the sentences on the blackboard. S: Understand them.
1.) What size are your shoes? 2.) Your feet are bigger than mine.
3.)My shoes are size 37.
5.请学生翻译重点句子并做好笔记，全班齐读对话。
Step 3. 合作交流，师生共建（用时10分钟）
1. 读一读，译一译重点句子：1.) What size are your shoes?
2.) Your feet are bigger than mine. 3.)My shoes are size 37.
2.分男女角色，小组角色表演，灵活运用所学单词句子
3.记下笔记，读读记记： have a look so small size37 look taller
Step 4. 达标检测（用时5分钟）
一、英汉匹配
1. What size are your shoes? A.我穿37码的鞋。
2. Your feet are bigger than mine. B. 你看起来比我高。
3. My shoes are size 37. C. 你穿多大码的鞋？
4. You look taller than me. D. 你比我重。.
5. You are heavier than me. E 你的脚比我的大。
二．根据对话p6判断对错。(对的写A.错的写B）
( )1. Mike’s shoes are size37.
( )2. Wu Yifan’s shoes are size38
( )3. Mike’s feet are bigger than Wu Yifan’s.
( )4. Wu Yifan looks taller than Mike.
( )5. Wu Yifan, is two kilograms heavier than Mike
学后反思：叫学生总结（（用时１分钟）
Step 5.安排当堂作业
板书内容设计：period 4 Section B Let’s try Let’s talk p6
1.) What size are your shoes? 2.) Your feet are bigger than mine.
3.)My shoes are size 37.
1. have a look 2. so small 3.size37 4.look taller
教学反思：

period 5 Section B Read and write p8
Learning aims(学习目标)
1. 能听,说，认读单词 countryside, lower. Shadow, smarter, become。
2.能读懂小短文，并能完成相应的练习。
Important difficult points(重难点)
重点:能理解小短文内容的意思。
难点：能理解影子变化的真正原因。。
导学探究
Step1 : 预习温故（用时5分钟）
一、读一读，写一写(比较级)
tall_______ short_______ young_______ old_______ thin_______
long_______ small_______ strong _______big_______ heavy_______
Step 2. 新课内容展示（用时15分钟）
1.出示单词卡片和图画教学单词：countryside,. shadow, lower, smarter, become
T：出示城市和乡村的两幅图 Say: This picture is a city, And that picture is a countryside. Write the word on the blackboard.
T: 出示单词卡片教学单词：shadow , lower, smarter,并板书。教读学生跟读。
2. 拿一个气球让学生吹T：The balloon is becoming bigger and bigger. 板书become，教读。
3. T: Spring is coming! The sky is cleaner and the sun is brighter.`Can you think of any other changes? Look at the four pictures and tick.
4. Learn Read and write.
S: 学生独立阅读课文，边读边理解。
T:学生阅读并理解下列句子：1. It is getting lower and lower, but his shadow is getting longer and longer.2. Why is my shadow longer when the sun gets lower? 3. The sun goes down every day， and we grow older every day. 4. Your shadow grows longer because you are growing taller.
4.play the tape to listen to the story.
Step 3. 合作交流，师生共建（用时8分钟）
1.领读Read and write 中的句子并纠正读音。
2, 师生互译下列句子。
1.）It is getting lower and lower, but his shadow is getting longer and longer.
2.) Your shadow grows longer because you are growing taller.
3. Finish exercise: 1.) Read and write 2.)Read the story again and finish the dialogue.
Step 4. 达标检测（用时5分钟）
一、选择适当的词填空
1. I am 1.52 _____ I’m tall.（meters, kilograms）
2. My friend is shorter _____ me. （ than, that）
3. _____ tall are you? （How, What）
4.I’m 12. Lily is 11. I’m ________ than her. (shorter, older)
二、 阅读理解。（A）
Girl: Mom, look, there are some birds.
Mom: Which bird do you like?
Girl: I like the green one. It’s taller than the blue one.
Mom: Which bird is stronger?
Girl: The blue one is stronger.
Mom: I like the blue bird. I think it’s younger.
Girl: But the green bird’s tail is longer than the blue one.
Mom: I think it’s about 20 cm long.
判断正（A）误（B）
( )1. The green bird is shorter than the blue one.
( )2. The blue bird is stronger than the green one.
( )3. The green bird tail is about 20cm long.
( )4. The mom likes the green bird.
( )5. The girl likes the blue bird.
学后反思：叫学生总结（（用时１分钟）
Step 5.安排当堂作业
板书内容设计：period 5 Section B Read and write p8
countryside,. shadow, lower, smarter, become
教学反思：

period 6 Section B Main scenep2_3 Let’s check Story time p10_11
Learning aims(学习目标)
1.. Go through Main scenep2_3
2.能读懂Story time 中的故事。
Important difficult points(重难点)
重点Go through Main scenep2_3
难点：借助图片能读懂Story time 中的故事。
导学探究
Step1 : 预习温故（用时5分钟）
Main scene
1． Turn to page2 and page3.Try to read and translate these sentences.
2. T: show the meaning of these sentences.
3. Read after the tape twice.
4.学生理解句子： I’m 21 meters tall. I’m the tallest. It’s 5 tons.
提示常用单位:长度：meter(m) centimeter(cm) ：重量：ton(t) kilogram(kg)gram(g)
Step 2. 新课内容展示（用时15分钟）
1. Finish Let’s check: Listen and write the answers.
2..Finish Let’s wrap it up.(可在黑板上重新排列)
A.)taller shorter younger older longer smaller stronger
B.)heavy-heavier angry-angrier sun-sunnier funny-funnier happy-happier windy-windier
C.)thin- thinner big-bigger hot-hotter sad-sadder fat- fatter(补充)
归纳总结形容词变化规则：A类：直接加 er
B类：变y为i 加 er
C类：双写加 er.
Step 3. 合作交流，师生共建（用时10分钟）
1.分小组读一读，记一记黑板上的形容词的比较级，特别是双写加的。
2.Learn Story time.
1.)两人一组读读故事，理解故事。
2.)Q： How tall is the deer? Q:How heavy is the deer?
Q: How tall is Mr Zebra? Q: Who can be the goalkeeper?
3.)理解句子：Mr Zebra is 10 centimeters taller than Mr Deer. Football needs teamwork.
Step 4. 达标检测（用时5分钟）
一、选择正确的答案。
( )1.I'm two years _______than you .
A. young B.shorter C.younger
( ) 2.How big ______ your feet ?
A. is B. are C .it
( )3 ._______ ？ ------80cm
A.How tall are you ? B.How long are your legs ? C .How old are you ?
( ) 4.How ____is your best friend ? -- Thirteen years old .
A.old B .tall C.heavy
( )5.How tall is Chen Jie？
A.He is 12 years old. B.I'm 147cm. C .She is 150cm.
二、找出Ⅱ栏中与Ⅰ栏中相对应的答语把字母序号填入提前括号。
( ) 1. How heavy are you? A. They are size 39.
( ) 2. How tall are you ? B. I’m 15 years old.
( ) 3. How old are you ? C. I’m 45 kg.
( ) 4. What size are your shoes? D. I’m 158cm tall.
( ) 5. How long are your bed? E. It is 200cm.
三、连词成句。
1. you, tall, are, how (?)
2.1.65, meters I’m,(.).
3.size, shoes ,are, what, your(?)
4. mine ,are, your, bigger, feet, than(.)
5. size ,my , 37,shoes, are, (.)
学后反思：叫学生总结（（用时１分钟）
Step 5.安排当堂作业
板书内容设计：
period 6 Section B Main scenep2_3 Let’s check Story time p10_11
A.)taller shorter younger older longer smaller stronger
B.)heavy-heavier angry-angrier sun-sunnier
funny-funnier happy-happier windy-windier
C.)thin- thinner big-bigger hot-hotter sad-sadder fat- fatter(补充)/pp

人教版小学三年级英语上册教案：Unit1 Hello

Hello
教学目标与要求：
1、能听懂，会说Hello./ Hi. Goodbye./ Bye-bye. I’m… What’s your name? My name’s …并能够在实际情景中进行运用。
2、能够听说，从读crayon, pencil, pen, eraser, ruler, pencil-case, book, sharpener, bag, school., 并能用英语介绍文具。
3、能听懂所接触的指示语，并能按照指令做出相应的动作。
A 部分

第一课时
一、教学内容与分析
1、Let’s talk
本部分主要是会话学习。通过见面打招呼，自我介绍以及道别等情景，让学生在模仿、学习、表演的基础上逐步达到自然交流与真实运用的目的。
2、Let’s play
本部分让学生在游戏活动中熟练动用所学问候语及自我介绍用语。
二、课前准备
1、将都是用书后所附的本套教材主要人物的图片复印或剪下，涂色后制成头饰。
2、为班上学生准备出男女生常用的英文名字。
3、为Let’s paly中的游戏准备相应的道具。
三、教学步骤
1、热身（Warm-up）
不妨请学生说说他们在现实生活中已经了解的英语词汇或日常用语。同时可利用本教科书开头的蝴蝶页Welcome to English彩图中呈现的我们生活中学生已经会说或较熟知的词汇如TV，CD，VCD，DVD，OK！Hi! Yeah! Bye! Cool! Wow! E-mail, cartoon等等来激发学生想学英语的兴趣和愿望。

2、新课展示（presentation）
教师播放本课的歌曲“Hello”的录音，自然引出师生之间的打招呼。
T: Hello, boys and girls.
Ss: Hello, Miss? Mr….
（1）、通过教师的自我介绍自然引出Hello, I’m… /HI, I’m…
（2）、教师可戴上Sarah的头饰介绍Hello! I’m Sarah. 并用同样方式介绍其他人物。

（3）、让学生到讲台上来，戴上Sarah, Chen Jie, Mike的头饰说：Hello! I’m…
（4）、教师戴上Wu Yifan的头饰说Hi! I’m Wu Yifan. 并与戴Sarah头饰的学生相互问好，并有意在分手时说Goodbye.
（5）、听录音来展示Let’s talk部分的教学内容。
3、趣味操练（practice）
（1）、请戴着Wu Yifan, Chen Jie, Sarah, Mike头饰的学生站在讲台前，另选一同学用眼罩蒙住眼睛，让Sarah等四位同学中的一个说Hello, 让蒙住眼睛的同学猜。如果猜中，要说Yes, I’m…如果猜错，要说No, I’m… 猜对得一分。
（2）、表演A部分对话，教师应指导学生注意语音，语调，特别是I’m 的发音，应为/aim/ 不能读成/em/.
（3）、玩Let’s play中的游戏“击鼓传花”。
4、课堂评价（Assessment）
做活动手册第一单元的第1部分练习。

5、课外活动（Add-activities）
（1）听录音，仿读会话，并在实际情景中运用所学内容。
（2）遇到老师、同学和家长时要用Hello!/ Hi! 打招呼；分手时要用Goodbye./ Bye-bye.道别。
第二课时
一、教学内容与分析
1. Let’s learn
本部分主要学习5个有关文具的词汇：pencil, pen, ruler, eraser和crayon.
2. Let’s do
本部分通过 Show me your… 的指令，练习并运用以上单词。
二、课前准备
教师自备与本课相应的文具（实物）和教师卡片。
三、教学步骤
1、热身/ 复习（Warm-up/ Revision）
（1）、播放英语歌 “Hello” 的录音，让学生跟着录音演唱。
（2）、请几个学生戴Sarah, Wu Yifan等人物的头饰，两人一组打招呼问候：Hello, Sarah! Hi, Wu Yifan!
（3）、让学生之间互相打招呼问候（用自己的英文名字或中文名字）。
（4）、将学生分组进行自我介绍。
2、新课展示（presentation）
（1）、给学生出示文具实物，教新单词pen, pencil, ruler, crayon, eraser. 教师边教边作示范。如pencil一词，教师可通过实物或图片介绍新词，带读并示范，让学生在Show me your pencils. 的指令下出示铅笔。可用同样的方法教本课时的其他文具。（教学中，教师要特别注意crayon及eraser两个词的发音。对于多音节词，教师可采取“先部分，后整体”，分音节的方法进行教学。例如教eras
er一词，教师先示范整个单词的读音，然后分音节请学生跟读e-ra-ser,最后再让学生跟读整个词，此时教师要注意学生把生音放在第二个音节/rei/上。）
（2）、让学生听录音，跟读Let’s learn部分的词汇，并要示学生用手指着词汇来认读，力求做到“眼到、手到、口到、心到”。
3、趣味操练（practice）
（1）、游戏活动
A、选词竞赛：将学生分为两大组，每组每次各派一个选手，教师说五个新词中的一个，选手跑步， B、猜物品游戏：将crayon等文具放在一个大盒子里，请一们同学出来选一样文具攥在手里放在背后（2）让学生听录音，边说边做Let’s do部分的活动。
4、课堂评价（Assessment）
做活动手册本单元第2部分练习

5、课外活动（Add-activities）
听说、认读新单词pencil, pen, ruler, eraser, crayon, 并能用英语介绍文具。

第三课时
一、教学内容与分析
1、Let’s make
本部分主要通过学生自己动手制作英文名卡，激发他们对英语学习的兴趣，从而逐步培养学生动用所学
语言独立做事情的能力。
2、Let’s sing
通过学唱歌曲 “Hello”让学生复习和巩固所学的语言。
二、课前准备
都是准备一个名卡，以及本课时使用的制作名卡所须的彩笔、线绳和硬纸卡等，并要示学生带来他们的彩笔、线绳和硬纸卡。
三、教学步骤
1、热身/复习（Warm-up / Revision）
（1）、复习上节课所学的文具。用“拍打图片”（Touching game）的比赛方法。
（2）、用游戏“对号入座”（Matching game）来复习已学文具的英文名称。

（3）、复习Show me your…. 教师先发指令请全班共同练习。或请学生上台做“小老师”进行操练。
2、新课展示（presentation）
教师将完整的名卡制作过程一边用英语讲解一边进行实际操作，将整个制作过程呈现给学生。
3、趣味操练（practice）
（1）、情学生拿出他们事先准备的材料，指导学生按步骤进行名卡的制作。每句话中的第一个动词都是教师要强调的部分，一定要配合手势，帮助学生理解和记忆。
（2）、让学生用Hello/Hi, I’m… 的句型来展示自己制作好的名卡，对做得好的学生可给予表扬或适当的奖励。
（3）、让学生跟随录音一起学唱歌曲Hello.

4、课堂评价（Assessment）
做活动手册本单元第3部分练习。

5、课外活动（Add-activities）
要示学生听录音，跟读并表演A部分的会话，并在实际情景中动用所学语言。
B 部分

第一课时
一、教学内容与分析
1、Let’s talk
本部分通过情景会话，让学生学习如何用What’s your name? 询问对方的姓名以及另一种表达道理别的说法：See you.
2、 Let’s play
本部分从实际生活入手，通过玩游戏来进一步巩固Let’s talk中的会话，同时学习欢迎语Welcome!
二、课前准备
教师应准备自己的名字卡及本课主要人物的头饰；要示学生准备一个面具，并制作一个写有本人姓名的头饰。
三、教学步骤
1、热身/复习（Warm-up/ Revision）
（1）、唱 “Hello”歌
（2）、师生互相问候
（3）、学生将名卡戴在胸前，分别起立做自我介绍
2、 新课展示 （presentation）
（1）、老师指自己的名卡说Hello! I’m Miss / Mr… 然后用My name’s… 再重复两遍自己的名字。接着对一名学生发问What’s your name? （用清晰、缓慢的语调问两遍）边问边指他的名卡，并用口型揭示他回答My name’s… 用类似的方法在教室里与学生进行问答练习，注意引导学生用My name’s… 回答问题。
（2）、跟读、模仿What’s your name? 注意学生对name的发音。
（3）、教道别语See you., 告诉学生意思是“再见”或“一会儿见”。
（4）、听录音来展示B部分Let’s talk的内容。
3、趣味操练 （practice）
（1）、pair work: 可让学生戴上头饰，表演书上Let’s talk的对话。
（2）、Let’s play中的游戏.

（3）、四人或六人为一小组，先将学生自制的名卡头饰收集在一起，再由每组的“小老量”通过问What’s your name? 同学回答My name’s… 的方式练习，答对的同学拿回头饰戴在头上。
4、课堂评价（Assessment）
做活动手册本单元第4部分练习。

5、课外活动（Add-activities）
（1）、要示学生听录音，然后仿读课本第4-7页的内容并拌有动作表演。
（2）、鼓励学生用第4-7页所学的内容与同学和老师进行交流。
第二课时
一、教学内容与分析
1、Let’s learn
本部分将继续学习有关学校及学习用品的词汇：school, bag, book, pencil-case, sharpener.
2、Let’s do
本部分主要让学生听懂一些简单的指示语，并按照指令做出相应的动作。通过听听做做的活动，让学生练习并运用所学的词汇。
二、课前准备
教师自备与本课教学有关的文具（实物）和教师卡片。
三、教学步骤
1、热身/复习（Warm-up/Revision）
（1）“开火车”：学生一个接一个进行口语问答，要求又快又好。
（2）通过图片和单词卡片复习学过的单词crayon, ruler, eraser, pen, pencil. （可通过做Touching game或Matching game来复习）
2、新课展示 （presentation）
（1）Let’s learn
A、通过实物教pencil-case, bag, book, sharpener, 用图片教school.
在教“铅笔袋”pencil-case时，出示“铅笔盒”pencil-box, 并说明它们的区别，即：用软皮或塑料制成的通常称为pencil-case, 用铁等较坚硬材料制成的叫做pencil-box. 同时教pencil-box.
B、新单词的教学也可通过旧单词来引出。如：pencil 到pencil-case.
（2）、Let’s do
教师边做打开书的动作边说Open the book. 然后边做合上书的动作边说Close the book. （重复两次）。再拿起铅笔袋，做打开、合上的动作，并说：Open the pencil-case. Close the pencil-case. 请学生说出open, close的意思。 用同样的方法教Show me your sharpener. Carry the bag.等句子。
3、趣味操练（practice）
（1）、让学生将所有学过的文具全部摆在桌上。教师说：“Show me your book.” ，学生须快速举起并大声说：“Book”.
（2）、游戏：画文具。

（3）、在本课教学中，教师也可以采用 “选词竞赛”的游戏。
（4）、通过游戏Simon says练习以show, open, close, put, carry 所引导的祈使句。

4、课堂评价（Assessment）
做活动手册本单元第5部分练习。学生根据录音，圈出所听到的文具。（1）、学生看图，用英语说出图中每样文具物品。（2）、教师讲解题目的意思并指导做的方法。（3）学生听录音做练习。（4）、核对答案.

5课外活动（Add-activities）
（1）、要求学生听本课所学内容的录音，跟读单词和句子，并在实际生活中自然运用。
（2）、将学习用具逐个用英语说给家人听。
第三课时
一、教学内容与分析
1、Let’s check
本部分通过听力练习，检查学生对本课所学内容掌握的情况。
2、Let’s chant
本部分通过有节奏、有韵律的歌谣，让学生进一步复习和巩固本单元所学的词汇。
二、课前准备
准备一个装有本单元所学的文具的书包，与本课教学内容相关的词卡和图片。
三、教学步骤
1、热身/复习（Warm-up/Revision）
（1）、唱”Hello”歌。
（2）、通过实物和单词卡复习有关文具。
（3）、用Show me your… 请学生将他们的文具摆出来。
（4）、用游戏Simon says复习第8页所学的指令性的动作。
2、新课展示（presentation）
教师从自己准备的书包中拿出一本书，并指着自己说：I have a book. 随后再掏出笔袋，对学生说：I have a pencil-case. 再从笔袋里拿出一支铅笔说：I have a pencil. 拿 出一把尺子说：I have a ruler. 等等。待学生熟悉了I have a … 是“我有一个…“后，请学生们用自己的文具来说：I have a … 告诉学生如果你有与别人东西相同时，可说Me too!
3、趣味操练 （practice）
（1）、操练Let’s chant
A、全班听录音，边听录音边拍手有节奏的吟唱Let’s chant 部分的内容。
B、将全班分成两大组。第一组举起铅笔齐读I have a pencil.第二组齐读Me too!并拍手。读第二句时两组交换，以此类推。
C、待学生读熟后，可让他们自由发挥，用其他文具替换书上的几种，并在小组内朗读。
（2）听力练习：Let’s check
根据听到的句子，让学生圈出相应的图A或图B。
4、课堂评价 （Assessment）
做活动手本单元第6部分练习。此项练习旨训练学生的观察和反应能力。
5、课外活动（Add-activities）
让学生听录音，跟读A、B部分Let’s do和Let’s chant的内容，边读边做出相应的动作。

仁爱版八年级上册英语教案：Unit1 Playing Sports

Unit 1 playing Sports
Topic 1 Are you going to play basketball?
Section A
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ.Teaching aims and demands 教学目标
1. Learn some new words and phrases:
almost, against, term, cheer, cheer … on, team, win, row, quite, bit, quite a bit / a lot, join, club, skate, volleyball, tennis, table tennis
2. Learn some useful sentences:
(1)I saw you play basketball almost every day during the summer holidays.
(2)Would you like to come and cheer us on?
3. Learn the future tense with be going to:
(1)We are going to have a basketball game against Class Three on Sunday.
(2)Are you going to join the school rowing club?
4. Talk about preferences:
—Which sport do you prefer, cycling or rowing?
—I prefer rowing.
5. Talk about sports and games.
Ⅱ. Teaching aids 教具
图片/海报/教学挂图/录音机/小黑板
Ⅲ. Five-finger Teaching plan 五指教学方案
Step 1 Review 第一步 复习(时间:7分钟)
复习学过的运动项目名称，引出生词。
1. (展示一些有关运动的图片，并通过师生对话，引出新的运动项目名称。)
T: Welcome back to school, boys and girls. The new term begins. This is our first English lesson this term. Did you enjoy yourselves during your summer holidays? What did you do during your holidays? Did you do sports during your summer holidays?
Ss: …
(板书并要求学生掌握。)
term
T: We all know doing sports is good for our health. Now let’s review some sports and learn some new ones.
(展示学生在打篮球的图片。)
T: Look at the picture. Do you know what they are doing? S1, please.
S1: They are playing basketball.
T: Do you like playing basketball?
S1: Yes, I do. / No, I don’t.
T: How many players are there in the basketball team?
(板书并要求学生掌握。)
team
S1: There are five players.
(展示学生在打排球的图片。)
T: What are they doing? S2, do you know?
S2: They are playing volleyball. (教师帮助该生回答。)
(板书并要求学生掌握。)
volleyball
(用同样的方式引出生词cycle, row, skate, tennis, table tennis, ski。)
(板书，并让学生跟读，要求学生理解cycle, ski；掌握row, skate, tennis, table tennis。)
cycle, row, skate, tennis, table tennis, ski
2. (用黑板上有关运动的生词操练，导出prefer的用法。)
T: Which sport do you like better, cycling or rowing?
S3: Rowing.
T: Good! The phrase “like … better” means “prefer”.
(板书并要求学生理解。)
prefer
T: S4, which sport do you prefer, basketball or soccer?
S4: I prefer basketball.
…
Step 2 presentation 第二步 呈现(时间:10分钟)
通过师生对话，呈现1a中部分生词及功能句，并使学生初步掌握be going to句型。
1. (利用plan to do sth.，导入“be going to+do”结构。)
T: I’m very glad you all like doing sports and know a lot about them. Do you want to play volleyball tomorrow afternoon? S1, please.
S1: Yes, I do.
T: So you plan to play volleyball tomorrow afternoon, right?
S1: Yes.
T: OK. When we plan to do something, we can say we are going to do something.
(板书，学习新语法。)
be going to do sth.
T: When I tell you my plan, you retell it with be going to. OK, boys and girls?
Ss: OK.
T: I plan to go out for dinner tonight. S2, please.
S2: You are going to go out for dinner tonight.
T: I plan to climb mountains tomorrow. S3, please.
S3: You are going to climb mountains tomorrow.
T: Good! When we express something that is going to happen or we plan to do something, we can use be going to.
2. (教师让几个学生说说明天户外活动的打算，并引出be going to结构的一般疑问句式，过渡到1a。)
T: OK, S4, please tell me what you plan to do tomorrow afternoon.
S4: I’m going to swim with my brother tomorrow afternoon.
T: Are you going to swim?
S4: Yes, I am.
(板书，学习新句型。)
—Are you going to swim?
—Yes, I am.
(教师视学生掌握的情况来决定是否要进行更多的操练。)
3. (展示一幅即将进行篮球赛的海报，引出单词against, cheer和短语cheer … on。)
T: Now look at the poster. Here is the news. Our class is going to have a basketball game against Class 3 at 5:00 this afternoon. Would you like to cheer them on?
Ss:Yes, we’d love to./I’d love to.
(板书，让学生猜词义，并要求掌握。)
against, cheer, cheer ... on
(出示教学挂图，让学生看图片猜测对话内容，导入1a。)
T: Look at this picture. They are Kangkang and Michael. What are they talking about? Can you guess? please listen to 1a and then answer the following questions.
(出示小黑板。)
(1) Which class is Michael’s class going to play against?
(2) Is Kangkang going to cheer them on?
(听后核对答案。)
4. (学生朗读1a，画出疑难点和关键词，然后教师解释疑难点。)
(出示小黑板，领读关键词；解释并要求学生掌握almost和win。)
basketball—saw—play—almost—every day—against—Sunday—game—term—come— cheer … on—I’d love to—hope—win
Step 3 Consolidation 第三步 巩固(时间:10分钟)
创设情景，编对话，在真实的语境中培养学生口头交流能力。
1. (根据小黑板上的关键词，分角色表演对话。)
T: OK. Now you can use the key words above to act out the dialog in roles.
2. (教师引导学生，通过讨论新学期的计划来操练be going to+do句型。)
(教师先做示范，然后让学生两人一组练习。)
T: S1, what are you going to do this term?
S1: I’m going to learn English better.
T: What about you, S2?
S2: I’m going to study math hard.
T: Oh, it’s a good plan. S3, do you know what your partner is going to do?
S3: Yes. He is going to learn rowing.
T: Discuss with your partner what you are going to do this term.
3. (创设情景，依据1a编对话，巩固1a及be going to+do句型，完成1b。)
T: Just now you talked about your plans for this term. Now suppose you meet your classmate on the playground and you want to talk about your plans for this week. please make a similar conversation with your partner according to 1a. You can use the key words on the blackboard.
(板书)
be going to, play, I’m afraid, homework, summer, play against, I hope
(学生两人一组编对话，教师进行鼓励启发，必要时应给予帮助。)
Example:
S4: Hi, S5.
S5: Hi, S4. I am going to play … Are you going to play with us?
S4: I’m afraid I can’t. I have to do my homework first. By the way, I saw you play … almost every day during the summer holidays.
S5: Yes. You know I am going to play in the … game against Class 2 this Saturday. Would you like to come and cheer us on?
S4: Of course. I’d love to. And I hope you will win.
(让几组学生到教室前面表演类似的对话，评出表演组及演员等。)
(教师出示2中运动项目的图片，引导学生巩固be going to + do句型，使他们熟练掌握其用法，并自然过渡到2。)
Step 4 practice 第四步 练习(时间:10分钟)
完成2和3，培养学生听说能力，并通过大量操练，使他们熟练运用含有be going to的一般疑问句及掌握prefer的用法。
1. (通过看图片，练习be going to的用法，导入2。)
T: Look at the pictures, what are they going to do?
Ss: (picture 1) They are going to go skating.
(picture 2) They are going to go skiing.
…
T: Which sport do you prefer, … or …?
S1: I prefer …
T: What about you, S2?
S2: I prefer …
T: S3, do you often go swimming?
S3: Yes, very often.
T: Good. You can also say “quite a lot/a bit”. “Do you often go swimming?” means “Do you go swimming much?”
(板书，并领读，要求学生掌握quite, bit和quite a lot/a bit。)
quite, bit
very often = quite a lot/a bit
I go swimming very often.= I go swimming much.
T: S4, do you go rowing much?
S4: Yes, quite a lot/a bit.
T: S5, do you go skiing much?
S5: Yes, quite a lot / a bit.(肯)
S6: No, seldom.(否)
T: Oh, you don’t like sports. It isn’t good. I think you should join a sports club, and maybe you will like sports there.
(板书，教学生词，并要求学生掌握。)
join, club
T: Discuss with your partner which sports club you would like to join.
S7: I am going to join the school rowing club.
S8: …
(学生两人一组完成2，除了可以用书上所给的运动名称，也可用他们所知道的其他运动名称进行对话。)
2. (让学生听3录音，并完成3。)
T: Michael and Kangkang like doing sports a lot. Do you want to know what sports they often do on weekends? Listen to the tape, then fill in the chart in 3.
(再放录音3，核对答案。)
3. (做一个运用“be going to+do”句型的游戏。)
(挑选若干学生上台，做关于运动的动作，该动作要能使同学们明白并成功猜出运动名称。猜到的同学要用be going to+do询问做动作的同学，以证实自己的猜测是否正确。)
T: please do an action about your favorite sport.
(S10表演一个动作。)
S9: Are you going to play basketball?
S10: No, I’m not.
S9: Are you going to play volleyball?
S10: Yes, I am.
…
(让学生尽量多表演动作。)
Step 5 project 第五步 综合探究活动(时间:8分钟)
通过作报告和写句子，培养学生综合运用本课所学语法及重要句型的能力。
1. (小组活动，在小组中做采访并向全班同学作报告。)
T: Work in groups. Ask your partner the following questions, then give a report to your classmates.
(1)Which sport do you prefer, … or …?
(2)Do you … much?
(3)Are you going to … next week?
2. Homework:
用be going to造五个句子，要求用不同的人称、句式。
板书设计：
Are you going to play basketball?
Section A
prefer be going to + do sth.
cheer … on We are going to have a basketball game against Class Three on Sunday.
quite a bit / a lot Which sport do you prefer, cycling or rowing?
I prefer rowing.
Are you going to join the school rowing club?
Yes, I am./No, I’m not. I’m going to …
Section B
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and phrases:
dream, grow, grow up, future, in the future, job, active, break, record, gold, give up, shame, single
2. Go on learning the future tense with be going to:
—What are you going to be when you grow up?
—I’m going to be a dancer.
3. Talk about the favorite sports and players:
(1)—What’s your favorite sport, Maria?
—Basketball, of course.
(2)—Who’s your favorite player?
—LeBron James. / I like Yao Ming best.
Ⅱ. Teaching aids 教具
图片/小黑板/录音机
Ⅲ. Five-finger Teaching plan 五指教学方案
Step 1 Review 第一步 复习(时间:8分钟)
通过谈论喜爱的运动项目及新学期的计划，导入新课。
1. (学生在小组内进行链式对话，讨论他们所喜爱的运动项目，注意使用prefer。)
T: I know many students like sports. please discuss in groups which sport your partners prefer. You can begin like this: S1, which sport do you prefer, skiing or rowing?
S1: I prefer rowing. S2, which sport do you prefer, cycling or skating?
S2: I prefer … What about you, S3?
S3: I prefer … S4, which sport do you prefer, volleyball or soccer?
S4: I prefer …
2. (教师询问学生新学期计划，复习“be going to+do”。)
T: At the beginning of the term, everyone has some plans. You are going to do a lot of things to make more progress and make your school life more interesting. Now, please tell me your plans. What are you going to do?
S5: I’m going to join an English club.
S6: I’m going to learn to play basketball. I want to be a good player.
S7: …
3. (教师通过展示图片导入本课新单词。)
T: Look at the girl in the picture. What is she doing now?(教师指着图片问。)
S8: She is sleeping.
T: You’re right. And she is dreaming. She is having a class in her dream. And her dream job is to be a teacher in the future. She wants to be a teacher when she grows up.
(板书，让学生猜词义，并要求掌握。)
dream, job, future, in the future, grow, grow up
T: We know her dream job is to be a teacher in the future. What about you?
S9: My dream job is to be a teacher in the future.
S10: My dream job is to be a basketball player in the future.
(教师通过询问学生长大后的职业引出一般将来时的特殊疑问句。)
T: S11, are you going to be a dancer when you grow up?(教师出示舞蹈演员的图片，帮助学生理解。)
S11: No, I’m not.
T: What are you going to be when you grow up?
S11: I’m going to be a teacher.
(板书，教学生词和新句型。要求学生理解dancer；掌握新句型。)
dancer
What are you going to be when you grow up?
I’m going to be a teacher.
(让学生两人一组做类似操练。)
Step 2 presentation 第二步 呈现(时间:10分钟)
呈现1a，继续学习be going to的特殊疑问句式。
1. (教师展示一些运动员的图片，如刘翔、姚明、迈克尔菲尔普斯等，导入1a对话。)
T: Look at the pictures. Can you tell me their names?
Ss: They are Liu Xiang, …
T: Who’s your favorite player, S1?
S1: My favorite player is …
T: What about Michael’s favorite player? Listen to the dialog in 1a and then answer the following questions:
(出示小黑板上的问题，听1a录音。)
(1)Who’s Michael’s favorite player?
(2)What is Michael going to be when he grows up?
(3)What’s Maria’s dream job?
(核对答案。)
2. (出示小黑板，依据1a完成表格。)
T: Read 1a and complete the information about Yao Ming in the table.
player Yao Ming
Height
play for
T: Now let’s check the answers. Yao Ming is a basketball player. He is 2.26 meters tall. He plays for the Houston Rockets in the NBA.
(板书并要求学生理解player, Houston Rockets；了解NBA。)
player
Houston Rockets
NBA
3. (再放1a录音，让学生跟读，并注意语音语调。)
T: Listen to the tape again and repeat. pay attention to the pronunciation and intonation. Go!
Step 3 Consolidation 第三步 巩固(时间:10分钟)
分角色表演并做调查报告，完成1b，使学生学会运用目标语言谈论自己喜爱的运动、运动员及梦想。
1. (让学生根据小黑板上的听力问题和表格中的信息，两人一组进行对话。)
T: Work in pairs and act out the dialog according to the questions on the small blackboard and information in the table. Then I’ll ask two pairs to act it out in the front.
2. (让学生四人一组讨论他们所喜欢的运动、运动明星以及未来的梦想，并完成表格。然后汇报讨论结果，完成1b。)
T: Discuss in groups of four about your favorite sports, favorite players and your dream jobs in the future, and fill in the table in 1b. Then make a report according to 1b. In a few minutes I will ask someone to give me your report about your classmates.
Example:
T: S1, are you ready? please report.
S1: Yes. She is going to be a teacher in the future. It’s her dream job. She likes sports very much because it is important to her. Her favorite sport is swimming and her favorite player is phelps.
Step 4 practice 第四步 练习(时间:12分钟)
完成2a，2b和3，培养学生通过自主阅读获取相关信息的能力。
1. (教师出示张怡宁、菲尔普斯、刘翔的图片，通过师生对话，谈论这些运动明星。)
T: I have some photos of famous sports stars, who are they? Can you say something about them?
S1: Zhang Yining is a table tennis player. She won the first in the Athens and Beijing Olympic Games.
(板书并要求学生理解Olympic。)
Olympic
S2: phelps is an athlete. And he is the first athlete to win so many medals at a single Olympics. (教师帮助学生回答。)
T: Do you know an active runner named Liu Xiang?
S3: Yes.
(板书，教学生词，并要求学生掌握single和active；理解runner和athlete。)
athlete, single, active, runner
T: Do you like him?
S3: Of course, I do.
T: OK. Do you know anything about him?
S3: …
(教师根据学生所说的情况，对刘翔做简短介绍，并呈现生词及词组。)
T: As we know, Liu Xiang is one of the best runners in the world. He broke the Olympic record in the 2004 Athens Olympics and won a gold medal. But in the 2008 Beijing Olympics, he had to give up the race. Do you know why? please read the following passage in 2a, find out the answer and pay attention to the new words.
(板书，教学生词，并要求学生掌握break(broke), record, gold, give up；理解medal。)
break(broke), record, gold, give up, medal
(让学生回答问题，核对答案。)
2. (播放2a录音，让学生跟读，完成2b，并核对答案。)
T: Listen and read after the tape. Then finish 2b and check the answers.
3. (让学生再读2a，找出生词和疑难点，教师解释并板书生词和关键词，要求学生掌握shame，为复述短文做准备。)
T: please read 2a again and find out the key words.
Liu Xiang — active — broke … record — won — give up — shame;
phelps — eight — in swimming — first athlete — single;
Zhang Yining — table tennis players — twice
4. (教师让学生根据上面板书的关键词复述短文。练习、巩固2a。)
T: please retell the passage according to the key words.
5. (播放3录音，完成短文。)
T: Now listen to the tape of 3. Complete the passage by yourselves.
(播放录音，核对答案。)
T: Listen to the tape again and check your answers. Are you right? Good.
Step 5 project 第五步 综合探究活动(时间:5分钟)
通过制作自己喜欢的运动员的名片，学会描述一些运动员。
1. (小组讨论并制作自己喜欢的运动员的名片。)
T: please make a card about your favorite sports player.
(教师出示小黑板上的表格。)
Name Card
Name
Gender
Age
Birthday
Country
Job
2. Homework:
用英语描述自己喜欢的运动、运动员及梦想。
板书设计：
Are you going to play basketball?
Section B
grow up What are you going to be when you grow up?
in the future I’m going to be a dancer.
play for What a shame!
give up
Section C
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Teaching aims and demands 教学目标
1.Learn some new words and phrases:
mountain, spend, spend … (in) doing, hour, exercise, do exercise, baseball, pretty, pretty well, jump, weekend, take part in, popular, all over, be good for, heart, the day after tomorrow, healthy, fit, keep fit, relax
2.Go on learning the future tense with be going to + do:
(1)There is going to be a school sports meet next weekend.
(2)She is going to take part in the high jump and the long jump.
(3)—What are you going to do tomorrow morning?
—I’m going to play soccer. I like it very much.
3.Go on talking about the favorite sports and reasons:
I like playing soccer very much. Because it makes me strong and it is popular all over the world.
4.Talk about plans and intentions.
5.Improve the students’ ability of reading.
Ⅱ. Teaching aids 教具
图片/录音机
Ⅲ. Five-finger Teaching plan 五指教学方案
Step 1 Review 第一步 复习(时间:8分钟)
运用体育活动的图片，复习运动项目的名称，并导入部分生词。
1. (复习上节课所学的运动项目的名称。教师展示一些体育活动的图片。学生使用图片，三人一组，到讲台前进行问答表演，说出自己喜欢的体育活动。)
T: please come to the blackboard to talk about your favorite sports with your partners. You can begin like this: S1, what’s your favorite sport?
S1: S2, what’s your favorite sport?
S2: Skating. And you, S3?
S3: I prefer…
…
2. (快速问答，导入新课，找一名平时喜欢运动的同学。)
T: S4, do you like sports?
S4: Yes, I do.
T: Do you often go mountain climbing?(出示登山的图片。)
S4: Yes, I do.
T: When do you often go mountain climbing?
S4: On Sundays.
T: S5, please talk about S4 according to what he/she said.
S5: He/She likes sports very much. He/She often goes mountain climbing on Sundays.
(再找一名喜欢运动的同学。)
T: S6, do you like doing exercise?
S6: Yes, I do.
T: How often do you do exercise?
S6: Every day.
T: How long do you spend doing exercise every day?(必要时可译成汉语。)
S6: About thirty minutes.
T: S6 spends about thirty minutes in doing exercise every day.
(板书并要求掌握。)
mountain, exercise, do exercise, spend, spend …(in) doing sth.
T: Thirty minutes is half an hour, so we can also say “S6 often spends half an hour (in) doing exercise every day.”
(板书，让学生猜hour词义，并要求掌握。)
hour
T: S7, please talk about S6 according to what he/she said.
S7: He/She likes doing exercise. He/She often spends thirty minutes/half an hour (in) doing exercise every day.
T: Well done. You are very clever.
Step 2 presentation 第二步 呈现(时间:10分钟)
学习1a，使学生区分一般现在时和一般将来时的用法。
1. (教师展示一幅一小女孩打棒球的图片。)
T: Boys and girls, let’s look at the picture. This girl is Ann. What’s she doing? Do you know?
Ss: She is playing baseball and she plays it pretty well. (教师可帮同学回答。)
(板书领读并要求掌握生词。)
baseball, pretty, pretty well
(教师展示一幅学校运动会的图片，特别指出跳高和跳远两个项目。)
T: (教师手指图画)There is going to be a school sports meet next weekend. Do you want to take part in it? S1, please.
S1: Yes, I do.
(板书，解释生词和短语，并要求掌握。)
weekend, take part in
T: Which sport are you good at?
S1: Running /…
T: Are you good at the long jump or the high jump?(教师边说边指着图片中的跳远和跳高项目。)
S1: I’m good at the long jump/the high jump.
(板书，让学生猜词义，并要求掌握jump，理解the long jump和the high jump。)
jump, the long jump, the high jump
2. (听1a录音，回答下列问题。)
T: Do you want to know which sport Ann is good at? Listen to 1a and answer the following questions:
(板书)
(1)Which sport is Ann good at?
(2)How long does she spend in the gym every day？
(核对答案。)
3. (让学生再听1a录音，跟读并注意语音语调。)
T: Listen to the tape again and follow it. pay attention to the pronunciation and intonation.
Step 3 Consolidation 第三步 巩固(时间:8分钟)
完成1b和1c，培养学生从简单的文章中找出关键信息的能力。
1. (让学生再读一遍1a，完成1b。)
T: According to 1a, we know Ann likes doing sports a lot. She does sports every day. please read 1a again and complete the timetable in 1b.
(核对答案。)
2. (根据1b，完成1c。)
T: According to the timetable in 1b, ask and answer in pairs to finish 1c, then write down the answers.
(核对答案。)
3. (根据Ann的活动时间表，描述Ann一周的运动情况。)
T: Well done! please discuss with your partner and describe Ann’s activities in a week according to her sports timetable.
Example:
Ann does exercise in the gym from 6:30 a.m. to 7:00 a.m. every day. She goes cycling from 5 p.m. to 6 p.m. on Wednesda

PEP英语六年级下册教案：Unit 1 How tall are you?

period 1 Section A Let’s learn Do a survey and report p5教师寄语：（I study English , I’m happy.）Learning aims(学习目标) 绿色圃中小学教育网www.Lspjy.com1.掌握四会单词：younger, older, taller, shorter, longer。2.能认读句型：How tall are you ? I’m 1.61meters.You’re older than me..Important How tall are you ? I’m 1.61meters.You’re shorter than me..的理解和运用。导学探究Step1 : 预习温故（用时5分钟）请正确读出下列单词,并说出它们的汉语意思（展开小组比赛，看谁记的短语多）1.young______2.old______3. tall______4.short______5. long______6. thin______ 7. how many______8. how old______Step 2. 新课内容展示（用时15分钟）1. 请两个孩子到讲台上T:How old are you?S1: I’m 11years old. T: You are young. (板书young)S2: I’m 12 years old. T: You are young, too.T: Who is younger? S1: I’m younger(板书younger)T: Who is older? S2: I’m older.(板书old_older)T: Yes, S1 is younger than S2. S2 is older than S1.T: Say I’m tall.(做手势) S1: I’m tall. S2: I’m tall,too (板书tall)T: Who is taller? Who is shorter? Ss:S1 is taller , S2 is shorter.老师再拿两把长短不一的直尺教会longer, shorter,than.2. 使用准备好的单词卡片巩固新单词和学习meter。　Eg: one meter, two meters, 1.61 meters, 4.76meters3. T：How tall are you? S:I’m … T: Help the students to answer ：I’m …meters. T:Say A is taller than B. B is shorter than A.4. 小组反复操练以上句型。5. Let’s learn page 5. 听录音，仿读单词和对话Step 3. 合作交流，师生共建（用时10分钟）1. 领读Let’s learn 中的句子。并纠正读音。2. T:How tall is Zhang peng? S:He is 1.61 meters.T:Who is older Zhang peng or John? S: Zhang peng.T: Zhang peng is taller and older than John.3．灵活运用所学单词句子。绿色圃中小学教育网www.Lspjy.com4.Complete :Do a survey and report.(学生反复操练)老师们：在今后的每一节课都要灵活运用所学句型，请学生造句，要具有培养学生的创新意识。Step 4. 达标检测（用时5分钟）一、.读单词，选图片。(多 选)A. younger B. taller C. shorter D. older E. longer1._____ 2. _____ 3. _____二.按要求写单词。1.写出下列词的比较级。young _____ short ______ tall ________ old ______long______ nice _______ fine________2.meter(复数)______ foot (复数)______mouse (复数)______三、 情景会话：根据情景选择句子。（ ） 1. 我有1.61米高可以说：A.I am 1.61 meters. B. I am 1.61 meter .（ ） 2. 你比我大，可以说：A. You are old than me. B. You are older than me.（ ） 3. 你比我矮，可以说：A. You are shorter than me. B. You are short than me.　四、 找出Ⅱ栏中与Ⅰ栏中相对应的答语，把标号填入提前括号。( ) 1. How are you? A.I have fifteen..( ) 2. How tall are you ? B. I’m 15 years old.( ) 3. How old are you ? C. I’m fine.( ) 4. How many books do you have? D. I’m 1.49 meters.学后反思：叫学生总结（（用时１分钟）Step 5.安排当堂作业绿色圃中小学教育网www.Lspjy.com1. 课后默写younger, older, taller, shorter, longer, thinner than ,meter2. 课后背诵p5 Let’s learn板书标题 Unit 1How tall are you?Let’s learn Do a survey and report p5板书内容设计：younger older tallershorter longerHow tall are you ?I’m 1.61meters.You’re older than me.教学反思：period 2 Section A Let’s try Let’s talk p4一、教学目标与要求1、能听懂、会说单词：hall, meter/metre ,than, bothHow tall is it? Maybe 4 meters. That’s the tallest dinosaur in this hall. It’s taller than both of us together .并能在情景中运用。2.能听懂Let’s try，并完成任务。二、教学重难点能听懂、会说That’s the tallest dinosaur in this hall. It’s taller than both of us together . How tall are you ? I’m 1.65cmeters.并能在情景中运用。导学探究Step1 : 预习温故（用时6分钟）读一读，译一译;1.younger_______ 2.older _______ 3.taller_______4.shorter_______5.longer _______6.dinosaur_______7. first_______8.second_______　T: How tall are you? Ss: I’m…meters.T: Who is taller? S: I’m taller than… S: I’m shorter than…Step 2. 新课内容展示（用时18分钟）1. Let’s try:Listen to the tape and circle1. ）The first dinosaur eats____ . A. vegetables B. meat2. ）The_____ dinosaur is taller. A. first B. second2.教读板书下列单词和重点句子：dinosaur ， That’s the tallest dinosaur in this hall.It’s taller than both of us together . 绿色圃中小学教育网www.Lspjy.comHow tall are you ? I’m 1.65cmeters.3. Let’s learn page 5. 听录音，分角色读对话4 .Ask the students to read the dialogue 4times.T: What are Zhang peng and Mike talking about?S: They are talking about the dinosaurs.T: How tall is Zhang peng ?S:He is 1.65 meters.T: Who is taller,Zhang peng or the small dinosaur?S: Zhang peng.5.请学生翻译重点句子并做好笔记，全班齐读对话。Step 3. 合作交流，师生共建（用时6分钟）1.分角色表演对话。灵活运用所学单词句子造句。提示：tallest 是tall的级。more 是many的比较级。Step 4. 达标检测（用时8分钟）一、根据汉语提示选一选，填一填。1.那是这个厅里的恐龙That’s the______( tallest, taller) dinosaur in this hall.2.它比我两加起来还高。It’s _____( tall, taller) than both of us together.3.你有多高？ How _____( taller, tall) are you?4. 我身高1.65米。 I’m 1.65 _____( meter, meters)二、读一读，选一选1. That’s the tallest dinosaur in this hall. A. 我身高1.65米。2. It’s taller than both of us together. B.你有多高？3. How tall are you? C.那是这个厅里的恐龙。4. I’m 1.65 meters. D.它比我两加起来还高。三、选一选，填一填,译一译1. peter is _____（taller ，tall） than Chen Jie.2. The maths teacher is_____（old， older）than the Chinese teacher.3. The _____ （old， older）teacher likes playing football.4. The ruler is______ ( shorter , short).5. The yellow pencil is ______(shorter, short) than the red one.学后反思：叫学生总结（（用时１分钟）Step 5.安排当堂作业1. 给父母,伙伴读读Let’s talk.板书内容设计：Unit 1How tall are you?Let’s try Let’s talk p41. That’s the tallest dinosaur in this hall.2. It’s taller than both of us together .3.H ow tall are you ? I’m 1.65cmeters.4.tall_ taller__tallest many_ more_most教学反思：period 3 Section B Let’s learn Match and sayp7Learning aims(学习目标)1.掌握四会单词：thinner, heavier, bigger, smaller, stronger。2.能认读句型：How heavy are you ? I’m 52 kilograms. You’re heavier than me..Important &difficult points(重难点)重点掌握5个形容词比较级的构成。难点是对新句型 How heavy are you ? I’m 52 kilograms. You’re heavier than me. .的理解和运用。导学探究Step1 : 预习温故（用时5分钟）一、读一读，口译1. That’s the tallest dinosaur in this hall. 2. It’s taller than both of us together. 3. How tall are you? 4. I’m 1.65 meters.二、读一读，写一写，译一译（给出它们的比较级）1.thin________2.heavy________3.big________4.small________5.strong______Step 2. 新课内容展示（用时15分钟）1. 请两个胖瘦不一样的孩子到讲台上T:Who is thin? S: A is thin.T:Who is heavy? S:B is heavyT: Yes, A is thin. B is heavy.(板书 thin, heavy)2.选两个个子较瘦的孩子：T: They are thin. Who is thinner? S:A is thinner.T: 板书thinner,提醒孩子们观察thinner的写法。再用相同的方法教heavier.3 选两个大小不一样的书包进行比较，引出big, small.T : Which is the bigger schoolbag? What color is it?Ss: The yellow schoolbag is bigger.(板书big _ bigger)T: Which is the smaller one? What color is it?S: The red one. (板书small_ smaller)4.做一个强壮的手势教strong,抽两个孩子做相同的手势比较，教stronger.T: Ask one boy pupil: How heavy are you? Help him answer: I’m 54 kilograms.T: Oh! You are heavier than me. 板书教读。5.听录音。学生跟读。Step 3. 合作交流，师生共建（用时10分钟）1领读Let’s learn 中的句子。并纠正读音。　. T:How heavy is Jim? S:He is 52 kilograms.T:Who is heavier Jim or John? S: Jim.T:Say Jim is heavier than John. S: Jim is heavier than John2. 请孩子们归纳总结黑板上的比较级形式，强调：heavy_ heavier(变y为i加er) big_ bigger thin_ thinner(双写加er)3. 四人一组合作学习Match and say然后表演。灵活运用所学单词句子Step 4. 达标检测（用时5分钟）一、写出下列形容词的比较级1.big________ 2. small ________ 3.thin________ 4. Heavy________ 5.strong________ 6.happy________ 7. angry________8.hot________二、读句子，选图片（ ）1.The Englishman is very strong.（ ）2.This egg is bigger than that one.（ ）3.The girl is shorter than the boy.（ ）4. The panda is heavier than the duck.三、把汉语和英语匹配1. 你体重多少？ A. Sarah’s fish is smaller than Amy’s.2. 我体重48公斤。 B. He is stronger than her.3. 你比我重。 C. How heavy are you?4. John 比Mike瘦。 D. I’m 48 kilograms.5. 他比她强壮。 E. You’re heavier than me.6. Sarah钓的鱼比Amy 的小。F. John is thinner than Mike.四、连词成句1. the. is that, giraffe, tallest(.)2. taller, than, he, is, me(.)3. heavy, you, are (?)学后反思：叫学生总结（（用时１分钟）Step 5.安排当堂作业1.读熟Let’s learn. 2. 比较同学，家人用英语表演Let’s learn。板书内容设计：Unit 1 How tall are you?Let’s learn Match and sayp7tthin_ thinner big_ bigger(双写加er)heavy_ heavier r(变y为i加er)small_ smaller strong_ stronger(直接加er)How heavy are you? I’m 52 kilograms.教学反思：period 4 Section B Let’s try Let’s talk p6Learning aims(学习目标)1. 能听懂Let’s try，并完成2个任务。2.掌握句型：What size are your shoes, Mike? Your feet are bigger than mine.My shoes are size 37.Important &difficult points(重难点)重点:听懂Let’s try, 流利朗读Let’s talk, 掌握3个重点句子。难点是对3个重点句子的掌握理解和运用。导学探究Step1 : 预习温故（用时5分钟）一、 表演Let’s learn:S1: How heavy are you? S2: I’m…kilograms.S1: You are heavier/thinner than me.S1: How heavy is he ? S2: He’s…kilograms.二、 读一读,连一连:Thinner stronger bigger smaller heavier go hiking go shoping更大的 更小的 更瘦的 更重的 更强壮的 去购物 去远足Step 2. 新课内容展示（用时15分钟）1.Let’s try: Listen to the tape and circle the right answer.2.板书教学重点句子：1.) What size are your shoes?2.) Your feet are bigger than mine. 3.)My shoes are size 37.3. Let’s learn page 5. 听录音，分角色读对话4 .Ask the students to read the dialogue 4times.Q1 :What size is Mike’s shoes? Q2: What size is Wu Yifan’s shoes?　Q3: How heavy is Mike? Q4: How heavy is Yifan?T: Write the sentences on the blackboard. S: Understand them.1.) What size are your shoes? 2.) Your feet are bigger than mine.3.)My shoes are size 37.5.请学生翻译重点句子并做好笔记，全班齐读对话。Step 3. 合作交流，师生共建（用时10分钟）1. 读一读，译一译重点句子：1.) What size are your shoes?2.) Your feet are bigger than mine. 3.)My shoes are size 37.2.分男女角色，小组角色表演，灵活运用所学单词句子3.记下笔记，读读记记： have a look so small size37 look tallerStep 4. 达标检测（用时5分钟）一、 英汉匹配1. What size are your shoes? A.我穿37码的鞋。2. Your feet are bigger than mine. B. 你看起来比我高。3. My shoes are size 37. C. 你穿多大码的鞋？4. You look taller than me. D. 你比我重。.5. You are heavier than me. E 你的脚比我的大。二．根据对话p6判断对错。(对的写A.错的写B）( )1. Mike’s shoes are size37.( )2. Wu Yifan’s shoes are size38( )3. Mike’s feet are bigger than Wu Yifan’s.( )4. Wu Yifan looks taller than Mike.( )5. Wu Yifan, is two kilograms heavier than Mike学后反思：叫学生总结（（用时１分钟）Step 5.安排当堂作业板书内容设计：period 4 Section B Let’s try Let’s talk p61.) What size are your shoes? 2.) Your feet are bigger than mine.　3.)My shoes are size 37.1. have a look 2. so small 3.size37 4.look taller教学反思：period 5 Section B Read and write p8Learning aims(学习目标)1. 能听,说，认读单词 countryside, lower. Shadow, smarter, become。2.能读懂小短文，并能完成相应的练习。Important &difficult points(重难点)重点:能理解小短文内容的意思。难点：能理解影子变化的真正原因。。导学探究Step1 : 预习温故（用时5分钟）一、读一读，写一写(比较级)tall_______ short_______ young_______ old_______ thin_______long_______ small_______ strong _______big_______ heavy_______Step 2. 新课内容展示（用时15分钟）1.出示单词卡片和图画教学单词：countryside,. shadow, lower, smarter, becomeT：出示城市和乡村的两幅图 Say: This picture is a city, And that picture is a countryside. Write the word on the blackboard.T: 出示单词卡片教学单词：shadow , lower, smarter,并板书。教读学生跟读。2. 拿一个气球让学生吹T：The balloon is becoming bigger and bigger. 板书become，教读。3. T: Spring is coming! The sky is cleaner and the sun is brighter.`Can you think of any other changes? Look at the four pictures and tick.4. Learn Read and write.S: 学生独立阅读课文，边读边理解。T:学生阅读并理解下列句子：1. It is getting lower and lower, but his shadow is getting longer and longer.2. Why is my shadow longer when the sun gets lower? 3. The sun goes down every day， and we grow older every day. 4. Your shadow grows longer because you are growing taller.　4. play the tape to listen to the story.Step 3. 合作交流，师生共建（用时8分钟）1.领读Read and write 中的句子并纠正读音。2, 师生互译下列句子。1.）It is getting lower and lower, but his shadow is getting longer and longer.2.) Your shadow grows longer because you are growing taller.3. Finish exercise: 1.) Read and write 2.)Read the story again and finish the dialogue.Step 4. 达标检测（用时5分钟）一、选择适当的词填空1. I am 1.52 _____ I’m tall.（meters, kilograms）2. My friend is shorter _____ me. （ than, that）3. _____ tall are you? （How, What）4.I’m 12. Lily is 11. I’m ________ than her. (shorter, older)二、 阅读理解。（A）Girl: Mom, look, there are some birds.Mom: Which bird do you like?Girl: I like the green one. It’s taller than the blue one.Mom: Which bird is stronger?Girl: The blue one is stronger.Mom: I like the blue bird. I think it’s younger.Girl: But the green bird’s tail is longer than the blue one.Mom: I think it’s about 20 cm long.判断正（A）误（B）( )1. The green bird is shorter than the blue one.( )2. The blue bird is stronger than the green one.( )3. The green bird tail is about 20cm long.( )4. The mom likes the green bird.( )5. The girl likes the blue bird.学后反思：叫学生总结（（用时１分钟）Step 5.安排当堂作业板书内容设计：period 5 Section B Read and write p8countryside,. shadow, lower, smarter, become教学反思：period 6 Section B Main scenep2_3 Let’s check Story time p 10_11Learning aims(学习目标)1.. Go through Main scenep2_32.能读懂Story time 中的故事。Important &difficult points(重难点)重点Go through Main scenep2_3难点：借助图片能读懂Story time 中的故事。导学探究Step1 : 预习温故（用时5分钟）Main scene1． Turn to page2 and page3.Try to read and translate these sentences.2. T: show the meaning of these sentences.3. Read after the tape twice.4.学生理解句子： I’m 21 meters tall. I’m the tallest. It’s 5 tons.提示常用单位:长度：meter(m) centimeter(cm) ：重量：ton(t) kilogram(kg)gram(g)Step 2. 新课内容展示（用时15分钟）1. Finish Let’s check: Listen and write the answers.2..Finish Let’s wrap it up.(可在黑板上重新排列)A.)taller shorter younger older longer smaller strongerB.)heavy-heavier angry-angrier sun-sunnier funny-funnier happy-happier windy-windierC.)thin- thinner big-bigger hot-hotter sad-sadder fat- fatter(补充)　归纳总结形容词变化规则：A类：直接加 erB类：变y为i 加 erC类：双写加 er.Step 3. 合作交流，师生共建（用时10分钟）1. 分小组读一读，记一记黑板上的形容词的比较级，特别是双写加的。2. Learn Story time.1.) 两人一组读读故事，理解故事。2.) Q： How tall is the deer? Q:How heavy is the deer?Q: How tall is Mr Zebra? Q: Who can be the goalkeeper?3.)理解句子：Mr Zebra is 10 centimeters taller than Mr Deer. Football needs teamwork.Step 4. 达标检测（用时5分钟）一、选择正确的答案。( )1.I'm two years _______than you .A. young B.shorter C.younger( ) 2.How big ______ your feet ?A. is B. are C .it( )3 ._______ ？ ------80cmA.How tall are you ? B.How long are your legs ? C .How old are you ?( ) 4.How ____is your best friend ? -- Thirteen years old .A.old B .tall C.heavy( )5.How tall is Chen Jie？A.He is 12 years old. B.I'm 147cm. C .She is 150cm.二、找出Ⅱ栏中与Ⅰ栏中相对应的答语把字母序号填入提前括号。( ) 1. How heavy are you? A. They are size 39.( ) 2. How tall are you ? B. I’m 15 years old.( ) 3. How old are you ? C. I’m 45 kg.( ) 4. What size are your shoes? D. I’m 158cm tall.( ) 5. How long are your bed? E. It is 200cm.三、连词成句。1. you, tall, are, how (?)2. 1.65, meters I’m,(.).3. size, shoes ,are, what, your(?)4. mine ,are, your, bigger, feet, than(.)5. size ,my , 37,shoes, are, (.)学后反思：叫学生总结（（用时１分钟）Step 5.安排当堂作业板书内容设计：period 6 Section B Main scenep2_3 Let’s check Story time p 10_11A.)taller shorter younger older longer smaller strongerB.)heavy-heavier angry-angrier sun-sunnierfunny-funnier happy-happier windy-windierC.)thin- thinner big-bigger hot-hotter sad-sadder fat- fatter(补充)

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