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外研社一年级下册英语教案

高一年级下册英语教案：Tales of the unexplained。

新入职的老师需要备好上课会用到的教案课件，要是还没写的话就要注意了。要知道写好了教案课件，老师面对学生时也会心有成竹。网络有没有优质的教案课件以资借鉴呢？你不妨看看高一年级下册英语教案：Tales of the unexplained，感谢您的参阅。

The article is a news story about a boy's strange disappearance. Though a lot of efforts have been made to investigate the case, it still remains a mystery. How to read a news article is designed and presented. All the activities are involved with checking and enhancing students' reading abilities. Students are expected to gain an overall understanding of the article and learn to read in different ways according to the type of the article.

Suggested teaching procedures

* Lead-in

Ask students the following questions by having them focus on the title of the article 'Boy missing, police puzzled'.

Does the title arouse your interest when you read it? Can you complete the title?

From the title what information can you get? And what else do you want to know? For example:

'boy missing' ( How / When / Where was the boy missing? )

'police puzzled' ( For what are they puzzled? / What are the police going to do with the boy's disappearance and how?)

Are you curious about why the writer uses a non-complete sentence as a title? Do you know it's a feature of a news title? What are the other features of a news title?

Can you guess what details may be covered in the following news story?

* Reading comprehension

1 Before asking students to skim the passage, let them look at the news photographs first and describe as much as possible what is happening in the photograph. And then let them find answers to the questions in A.

Answers 1 The article is about a missing boy / UFOs and aliens.

2 Justin Foster is missing. 3 No.

2 Ask students to recall the question in Lead-in and ask them if they have got specific answers to "How / When / Where was the boy missing?" The teacher can guide students to pay attention to the first paragraph, as all the relevant information is in the first paragraph. Tell them the first paragraph gives the main topic and most important facts. The followings are all covered.

When and where was the boy missing?

What caused the boy's sudden disappearance?

How old was the boy?

Why do people show interest in his disappearance?

3 Ask students to scan the article again and locate specific information according to C1 and C2. The first three questions in C1 check some background information about Justin while Questions 4 and 5 check students' comprehension about aliens. C2 requires students to identify some details to support the main points of the story. Ask students to complete the exercises inpidually and check them as a class. If there are disagreements, welcome them. The teacher can ask students to distinguish between facts and opinions about Justin Foster.

Answers C1 1 He lives in Dover, New Hampshire.

2 He plays basketball and baseball.

3 He has a sister.

4 They were white.

5 Mavis Wood has been taken.

6 Sam peterson was in charge of the case.

Main points

Supporting details

Justin Foster went missing.

Mrs Foster thought that Justin had stayed the night at a friend's house.

Mr Foster was surprised that his son did not tell anyone that he was staying out late.

Justin Foster did not show up at the family lunch the next day.

The police found that Justin returned home.

Justin's friends said that Justin headed home after playing basketball with them.

Witnesses said that they saw Justin walking towards his home at 10.45 p.m..

Kelly heard him put on his favourite CD.

The boy was taken away by aliens.

Kelly saw a large spaceship flying outside.

Kelly heard Justin shout.

Mavis Wood said that the aliens took her away so that they could do scientific research on her.

4 Ask students to self-evaluate how well they understand and comprehend the article with the following exercise. This step is optional and the teacher can conduct it flexibly.

Justin Foster

strange object (UFO)

5 Have students pay attention to the different features of each paragraph with the following activities.

a Ask students to conduct a discussion about how they usually choose whether the news article is worth reading or not and what methods they use in their reading. The following question can be used to begin with the activity first.As is known to all, newspapers play an important part in our daily life. Whenever or wherever you are, you can be informed of the latest news by reading a newspaper. From your own experience, how do you usually select the news you'd like to read, by taking a look at its title or by being attracted by its colourful pictures?

Encourage students to express their own opinions and their reasons.

b Ask students to tell the differences between the first paragraph of the article and the following paragraphs. The teacher can begin like this:

Compared with the following paragraphs, does the first paragraph serve as the most important one in the article?

c Ask students to read the Reading strategy of how to read a newspaper article. Tell students both the title and the first paragraph that is called the Lead play a key role in their understanding of a news article .

6 Ask students to complete D and E inpidually. The meanings of the words in D are not difficult for them to identify after students have read through the passage twice. E is a diary written by Kelly. It requires students to understand the letter first and then write down the missing words to make it meaningful.

Answers

D 1a 2d 3h 4b 5f 6g 7e 8c

E (1)bad (2)favourite (3) aliens (4)creatures (5) nightmare (6) Justin (7) not (8) puzzled (9) witnesses (10) murdered

* post-reading activities

1 Ask students to retell the story according to the diagram on page 8. The teacher can write down some key words or phrases on the blackboard or the overhead projector for students to refer to if they are in trouble.

2 Ask students to give an ending to the story. Though the police have made efforts to investigate the case, how Justin was missing remained a mystery. Was he really seized by aliens or were there any other reasons? If time doesn't permit, the teacher can assign this activity as homework. The teacher can begin like this:

All the people are concerned about Justin's disappearance. What do you think might have happened to him?

Was he in danger? If he were taken away by aliens, how would they treat him?

All the endings are acceptable.

3 Ask students to turn their attention to the questions in F. Let students do some speaking practice according to the sample.

Resources

1 Newspaper articles are often seen as shortened forms of news report that gives full information. The lead----- the first paragraph of a news story plays the most important part in the understanding of the whole story. It is usually a one- or two- sentence summary of the particular event being reported, because so much information are usually put into a small space, and some complex sentences are generally used in the first paragraph. The headline and first paragraph effectively summarize the story's content.

The teacher can encourage students to read English newspapers. There are several advantages of using a newspaper to improve our English. A newspaper is inexpensive, easily obtained and the materials are authentic. Besides, understanding the news stories rely on the students' knowledge of social and cultural experience. Newspapers mirror our national values, habits and preferences. Newspaper reading is more like the overall improvement of students' abilities than being simply informed of new information. Students will find time and efforts devoted to understanding the social and cultural materials rewarding.

2 Following are some newspaper activities the teacher can utilize in their teaching:

a Encourage students to read the newspaper daily. Ask them what articles they find interesting and read and discuss those articles with them.

b Read newspaper coverage of a major news story and watch the same story presented on television. Talk about the differences between reading newspapers and watching television news.

c Read the newspaper for issues that have some direct effect on students' families. Locate news stories and opinions in editorials, letters to the editor and editorial columns. Ask students which facts are most important and which opinions are closest to theirs.

d Review TV and movie schedules, discussing which shows and movies are appealing and why. Compare reviews with those written by media critics.

e Ask students to find persuasive letters to the editor. Identify and discuss the author's style and tone. Encourage students to respond with their own letters to the editor when they encounter ideas with which they disagree.

fwR816.cOm同步阅读

高一年级英语教案：Nelson Mandela - a modern hero

(Teaching plan of warming up and pre-reading)

一、Background information

1. Students: Class 13 Grade 1, 60 students,

2. Lesson duration: 40 mins

二、Teaching aims

1.Can know the adjectives and use them to describe the quality of great person.

2.Can know something about the lives of some great people

3.Can know the difference between great person and famous person.

4.Can be motivated by great person through learning about their great contribution.

5.Can improve Ss’ oral English.

三、Teaching focus and difficult points

Teaching focus:

1.The adjectives about personal qualities and sentences “what do you think are most important qualities to make a great man?” “why do you think so?”

2. The contribution of some great person

3. The definition of great person.

Difficult points

1.How to distinguish a great person and famous person

2.Some great person’s autobiography

3.How to use the properadjectives to describe a person.

四、Teaching methods:

1. Speaking method

2. Task-based method

3. Discussion method

4. pair work or group work method

五、Teaching aids:

1. Blackboard, chalks

2. Radio, word cards

六、Teaching procedures

Step 1 warming up (1min)

Greetings: good morning, boys and girls. Nice to see you again, the weather is getting cold. You should put on more clothes and keep warm. Take care of yourselves and don’t catch a cold, ok?

Step 2 Revision (5mins)

Check homework answers of newspaper Reading B C D E with Ss.

Step 3 lead in (4 mins)

Listen to a song《光辉岁月》

Then ask Ss “Do you know the name of this song?”

“What is the meaning of this song?”

----in honor of Nelson Mandela

Step 4 presentation (30mins)

I. Boys and girls. I think you must be very familiar with your desk mate. So now I’d like you to use an adjective to describe her/ him. For example, she is very active. He is very lazy.

Ss think for 1 min. and then ask several Ss to answer.

II. Open the textbook to p33, warming up

1. Explain the adjectives to Ss. classify them into good qualities and bad qualities. Ss answer together.

2. What qualities do you think a great people should have? You can use those adjectives to describe

3. Can you name some people who are great?

4. Talk about famous person and great person.

(马克思，林肯，*，刘翔，周杰伦，雷锋?….)Discussion activity

What do you think is the difference between great person and famous person?

Use the following expressions to ask for others’ opinions:

What do you think of …?

What’s your opinion?

What are your ideas?

Do you have any thoughts on that?

How do you feel about that?

Why do you think so?

Explain the difference between great person and famous person.

Great person:He/she must devote himself/herself to helping others and do things for the social good even though he/she has to give up his/her money, families and his/her life. That is to say, he must devote his life to helping others and they would sacrifice something for others.

Famous person: someone who is well-known work hard and a huge success.

III pre-reading

1.Do you think great people are famous? Are famous people great?

2.Look at the six pictures in the book; finish the diagram on the blackboard.

Explain each person in detail

IV Language points

1.die for为…而死

E.g. He died for his beliefs

2. Fight for/ against为…..而斗争、作战

3. free from/ of不受….伤害，影响，免于

4. in prison

In the prison

6.the first ..to..第一个干某事的…

E.g. he is the first one to come to school.

Step 5 optional practice

Further introduce Nelson Mandela.

Step 6 conclusion (2mins)

In this class we have learned many things about great person, next class we’ll talk more about Nelson Mandela

Step 7homework(1mins)

1.Review what have learned, esp. the new words.

2.Do homework in《成才之路》p34 Close and Reading A B

七、Blackboard design

Unit 5 Nelson Mandela--a modern hero

Great people:

Famous people:

八、Teaching reflection

(To be written immediately after the lesson)

小学一年级下册英语教案：Unit 2 Room

Unit 2 Room
学情分析：
一年级的学生通过一个单元的英语学习，已经对学习英语产生浓厚的兴趣。本单元将继续根据一年级学生模仿力、求知欲、表现欲强的心理特点，教学中应采用多种教学手段，让孩子在听听说说中模仿英语，在玩玩唱唱中游戏英语，在讲讲演演中掌握英语。
教材分析：
本单元以“My Room”为题，让学生用英语说出10个有关房间的单词，教材贴近学生的生活，以激发学生的英语学习兴趣为主，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发张自主学习的能力，建立了以任务型、活动课为主的教学模式，符合教学规律，全面体现了素质教育的教学思想。
单元教学目标分析：
能够在本单元涉及的情景条件下听懂并说出10个有关房间的单词。
能够在本单元涉及的情景条件下使用本单元的交际用语。
能够用彩泥等材料孽畜或制作出本单元有关的家具模型。
能够理解并出不学习使用方位介词 behind, next to , 复习 in ,on , under.
能够通过观察，初步描述自己房间里的物品，表达出东西所在的位置。
能够初步学会布置一个整洁的家庭环境，有一个整体的审美体验。
能够听字母 H 、J、K 、 L 音，并按指法在键盘上做出反应。
过程与方法：
设计学生乐于主动参与的游戏和活动，使学生在轻松愉快的活动中去感受语言，理解语言和运用语言，以培养他们的兴趣、成就感，自信心和积极主动学习的能力。
将语言知识和学生的生活实际结合起来，引导学生在自身的生活实际中开展交际活动的设计要体现学习语言是为了做事情，在做事情的过程中学习语言的原则，努力创设多种多样的教学活动形式，鼓励每一个学生都参与到教学活动中来，使学生在活动过程中逐步建构和语言技能，培养用语言进行交流的能力。
情感与价值观：
培养学生的观察能力，及学生积极主动地用英语与他人交流的交际意识。
培养学生通过联想及发音规律认读单词的意识与能力.
在游戏活动的情境中操练语言，体验学习乐趣，培养学生综合语言运用能力。
Unit 2 Room
教学目标：1. 掌握下列单词和词语： bed picture armchair computerB会用简单的句子介绍自己的家：In my room I have a… .。
2. 创设多种活动，激发学生的学习兴趣，让学生体验成功。.
3. 营造宽松，和谐的课堂气氛，让学生在快乐中学习英语。
教学重难点：1.掌握单词：bed picture armchair computer。
2.会用“In my room I have a… .”来和其他同学交流。
教学准备：1．教学录音磁带。2．教学挂图 3. 录音机
教学过程：
一、warming up
1．问候
T: “Hello, boys and girls”
Ss: “Hello, Miss Lisa.”
T: “let’s say hello to the teachers!”
Ss: “hello, teachers.”
2．导入
T: I have a new friend. Look it’s a monkey. Let’s say hello to the monkey. Spring is coming now, so we feel warmer than before. Spring is a good season. My friend Monkey has a new house. It’s very beautiful, but his room is empty. So many animals are coming to give Monkey lots of gifts. All of the gifts are in our classroom. Can you help the Monkey to find them out？
二、new word1．新授单词T: now let’s see the gifts together. 教师带领学生打开礼物，是送给小猴子的家具。　2．总体检测操练单词教师用图片对学生进行抽测，抽测效果不好的单词一定不能放过，及时练习，巩固。练习方法：以小动物的小组进行；传话游戏；看教师口形，自己猜测单词；遮挡部分图片猜单词等。
三、句型教学
I have a … in my room.
在前面的教学中，主题句型已经渗透，教师以小猴子的口气将主题句在此呈现，教师要引导学生自己想出“have”的中文意思。
句型操练方式：
*教师根据手中的图片，进行造句检查。
*教师利用简笔画，但只是画出家具的部分图片，让孩子不断的去猜测，在猜测中练习关键句型，在孩子们不断猜测的过程中，教师完善简笔画。动手操练：
让学生以小组为单位，在事先准备好的白纸上设计自己的房间，并选2-4组进行展示。（这个过程的时间会比较长，之所以没有直接给学生复印已经画好的图片，是想开发学生的思维，不想让孩子们的作品千篇一律。）
四、拓展练习
教师还可以引导学生说：“I have a pencil in my pencil case. I have a book in my bag. ”这个活动的设计对于英语基础较好，英语反应能力较强孩子不是很难，对于英语能力不是很强的孩子有一定难度，教师要给予帮助，不做硬性规定。
Unit 2 Room
教学目标：1. 能够对房间家具以及物品的摆设进行描述。
2. 利用图画印入，借助图画和录音学习对房间家具以及物品摆设的描述.
3. 培养学生保持环境的意识和正确的行为规范.
教学重难点:1.能够对房间家具以及物品的摆设进行描述。
2. 利用图画印入，借助图画和录音学习对房间家具以及物品摆设的描述.。
教学准备：1．教学录音磁带。2．教学挂图 3. 录音机
教学过程：A .Greetings.
B．利用图片或简笔画复习有关房间的单词
C．用突破模仿Lily家起居室里的东西，并贴在黑板上，让学生听录音，随着录音，按顺序指出各种家具以及物品，然后跟着录音边说边指实物。
让学生到讲台上，就黑板上的图介绍Lily家的起居室
D．让学生仔细观察两副房间图，引导他们说出这两个房间的不同，帮助学生理解客厅、厨房等因用处不同，家具物品的拜访也有所不同。
E．让学生通过录音学习对BILL的卧室家具摆设的描述，让学生根据自己的想法，替Bill重新布置卧室。学生边贴边说。
F．Group work。布置一个无序的场景，学生以Group work形式重新进行安排，然后加以描述。学生可以互相检查，看他们能否对应正确，并进行评价

小学一年级下册英语教案：Unit 1 Classroom

Unit 1 Classroom
教学目标：1、 Follow teacher’s orders , point to the things in the classroom
2. Students can say read &learn the words”window light board picture door classroom” & the sentense “what’s in the classroom?”
3.Students can do &say “let’s so ” .understand the meaning of eevery action.
4. Improve the cooperation between Ss during the class
教学重难点：1、Follow teacher’s orders , point to the things in the classroom
2. Students can say read &learn the words”window light board picture door classroom” & the sentense “what’s in the classroom?”
3. Students can do &say “let’s so ” .understand the meaning of eevery action.
4. Students Improve the cooperation between Ss during the class.
教学准备：1. The pictures about the things in the classroom. 2.Tape
教学过程：
一、warm up
1.greeting
T: Hello,boys and girls. I’m your new English teacher. You can call me Miss Xu .I’m very glad to see you all. What about you ?Are you happy to see me ?
Ss: Yes.
T: ok ,class begins.good afternoon children.
Ss: good afternoon, Miss xu.
2.Listen to a song
T: ok,today I bring a song as a present for you . would you like to listen to it?
Ss: Yes.
T: Ok ,Let’s go!
(在欣赏歌曲in the classroom 时，教师边拿图片边轻轻亨唱，当唱到“classroom”这个词时，教师高举图片)
l New words
1. T: do you like this song ?”in the classroom”(出示图片)
Ss: Yes.
T :oh, I’m so happy to hear that! Ok ,read after me .
practise “classroom”(全班齐跟读---单人小火车---开小组火车---全班)
2． T: You all do very good job!
Look,look,look,look around! What can you see in our classroom?
S1 : door
T: wow, You are so clever!(出示图片)
practise “door”
T: S1 ,can you help me open the door
S1 do
T : Thank you very much!
practise “open the door”(边做边说)
以chant的形式来说”door door open the door”
3．其他单词的学习基本上同“door”的学习
4． play a game
教师出示以上学的几个单词图片，然后在拿出其中的几张，让学生说出“what’s
missing?”
5. T: ok, look,what’s in the classroom?
Ss:…….
T: now , who can ask me “what’s in the classroom?”
S1: what’s in the classroom?
T: A board ….(多问几个学生)
Work in pairs
Act
6. play a game “I say you point&say
l let’s do together
T: Let’s do together, all the student, stand up
Follow the music.
先跟着音乐做，然后学生自己做，分组做
作业：学生以小组为单位谈论教室的物品

小学一年级英语教案：《meeting friends》

一、说课

我开课的主题是meeting friends

交朋友是学生生活中的重要的一部分，学生喜欢朋友，更喜欢自己能成为他人的朋友。所以本课的目标是通过句型、游戏、歌曲等多种不同的方式让学生在不知不觉中掌握怎样与他人成为朋友。在整堂课中，以交朋友为主线。先用动物引发小朋友交朋友的兴趣，新授句型“I want to be your friend.”接着老师把动物朋友介绍给大家，激起小朋友想交朋友的兴趣。由老师做示范后，让想交朋友的学生上台进行自由的交朋友。然后让这些学生再把自己的动物的朋友介绍给自己的好朋友。这样就给学生使用英语自然流入的机会。

接着是一个生活小品练习，让学生在近似于生活的环境中使用英语。通过一个朋友到家里来玩，使学生在简单会话中充分运用了语言。

最后在歌曲one two three—we are friends中结束本课，让学生感到意犹未尽，为下一课作好准备。

二、教学过程：

一、 free talk

T: Hello, what’s your name?

S1: my name is XX.

T: who is she?

S1: she is YY.

T: what’s his name?

S2: His name is KK.

Can you ask me some questions like this? (choose someone to ask me)

二、 sing a song

I like animals. Do you like? If you like and you want to be their friend, you should say: I want to be your friend.(show this sentence on the blackboard, then Ss read after T)

Show a toy animal (example)

T: hello, I want to be your friend.

CAT: me, too.

T: Nice to meet you.

CAT: Nice to meet you.

Who want to be cat’s friend?(a team )

The animals are our friends. We all like animals. Today many animals come to our school. Now please close your eyes. Then show a basket. At the same time, choose five Ss to come to the front. And the six Ss hide behind the teacher’s desk. Let Ss open their eyes.(they will see so many animals in the basket)

And the animals also bring us a song. Let’s sing this song. (play the cassette)During this song, the six hidden Ss will appear one by one. Then they dance in front of the classroom.

三、 Make animal friends

There ‘re many animals in our classroom. Do you want to know them? Let’s ask them to self-introduce.

Fish: Hello, I’m fish.

They are so lovely. I like them very much. I want to be their friend.(example)

T: Hello, fish! I’ m Miss Zhu. I want to be your friend.

Fish: me, too.

T: Nice to meet you.

Fish: Nice to meet you.

Who want to be rabbit’s friend?

Who want to be dog’s friend?

Now Miss fish is my friend. And I have another friend----- XX.

T: XX, this is my friend Miss fish. Miss fish, this is my friend, XX.

XX: Nice to meet you.

FISH: Nice to meet you.

You must have many friends. Now please introduce your animal friend to your friend, OK?

四、 Make foreign friends

Today, many animals come to our school. And some foreigners come to our school. Who want to perform these foreigners? (choose four Ss to perform)

1、foreign friends appear one by one. And they self-introduce.

2、(example) Miss zhu wants to be their friend

T:hello, coco. I’m Miss Zhu. Nice to meet you.

Coco:Nice to meet you.

T: I want to be your friend.

Coco: Me,too

T: We’re friends.

Then Miss Zhu has a foreign friend. Do you want to have a foreign friend? OK, please come to the front and say to them.

3、Now we all have foreign friends. However our guest teachers don’t know them. Can you introduce your foreign friends to our guest teachers?

五、 Artistic creation

1、 Show a photo and introduce it. Now this is my home. Who want to be my father? Who want to my mother? Who want to be my friend?

(example) T: Who’s there?

S: It’s me! May I coming?

T: Hello,KK! Coming,please! This is my father. This is my mother. This is my friend—KK.

K: Hello!

F&M: Hello!!

2、practice in four( one is your father,one is your mother,and the other one is your friend.

3、choose some groups of them to perform

六、 Sing a song

Today we meet many friends------animal friends、foreign friends. Are you happy? OK, let’s sing a song.( one two three we are friends)

评课：

课堂气氛活跃，语言生动，活动课比较符合孩子的心理，可以让更多的学生参与到活动中来，活动课有较强的互动性，让学生充分展示了自己的才能。本课结束时的一个小品紧扣生活英语的主题，让学生真正做到“学中用，用中学”。

小学一年级上册英语教案：Greetings

Teaching aims and demands：

1、使学生能用简单的英语跟别人打招呼。

2、使学生能分别说出早晨好、下午好及晚上好的问候用语。

3、使学生能模仿发出字母Aa及所给单词的读音。

4、使学生能读出第7部分所给的句子。

Teaching contents：

Words：

Hello！ Hi！ Kitty Baby Doggie morning

noon afternoon evening teacher slide

sun moon stars

Stences：

Hello，Ming Ming.

What‘s that？It’s the letter A.

Good morning/afternoon/evening！

A is the slide.

Slide on the A.

Song：

Good morning to you！

Teaching focus：

*使学生能用简单的英语介绍自己并也能跟别人打招呼

*使学生能分别说出早晨好、下午好及晚上好的问候用语

Teaching difficulties：

*能较熟练地读出第七部分的句子

*正确区分英语中的早上、中午、下午和晚上的表达方式

Teaching tools：

CAI pictures tape-recorder

Teaching targets：

*使学生学会开学基本的师生问候语

*使学生能用简单的英语互相打招呼

Homework：

复习问候语

沪教版一年级下册英语教案模板：Postman and policeman

一、主要新授内容(Main contents )

Let’s talk—Is he a …?

Let’s play—Match

二、学习目标(Objectives)

1. 学生能够在用He is a …表述人物职业的基础上，学会一般疑问句Is he a …?

2. 学生能够使用句型Is he a …?，并能进行简单的Yes或No回答。

3. 通过学生之间的问答，培养学生的语言交际能力。

三、教学建议( Teaching suggestion )

1、任务前期准备阶段(pre-task preparation section)

通过能够激发学生学习兴趣的游戏形式来巩固复习上节课的内容，并导入新知，使学生能够将新知与旧知进行比较、联系，对所要掌握的语言知识有更深入的感知。

Activity 1 (Watching the video)

1、教学辅助(Aids)

1)电脑(1B-U4-9)

2)屏幕

2、活动过程 (process)

Steps

Contents

Methods

purpose

Questions and answers

教师在屏幕上显示人物Gogo，并告诉学生Gogo lost his bag. 提问：Is he happy? How is he? Can he find his bag? 屏幕上显示警察将Gogo的书包还了给他，Gogo问起是谁捡到了书包，警察回答I don’t know. 教师问：Can you find the man?

创设寻找好心人的生活场景，吸引学生的注意力，并通过问答进一步激发学生的求知欲。

The video

警察提示Gogo可以去问一下附近的人。于是Gogo就开始不断询问身边的路人: Is he a postman? Is he tall? Is he a driver? Is he short? 得到的答案都是No. 最后Gogo问到了一位老奶奶: Is he a milkman? Yes. Is he short? Yes. Look, he is coming. Gogo见到了那位好心的milkman,他对milkman说了声谢谢。

通过创设的故事情景，将职业及形容词tall, short进行了复习，并且为新句型Is he a …? 的学习进行了铺垫，使学生对新授知识有初步的感知。

Activity 2 (Quick response)