1B Unit（精選12篇）
1B Unit 篇1
lesson plan people who help usthe 1st period of oxford 1b unit 4learning objectives:1. learn to use postman / fireman / policeman / milkman / driver to identify people’s occupation.2. learn to describe people.3. know thanks giving and be willing to help others.difficulty: the usage of the article aaids: media, exercise paper and word cards procedurecontentsmethodspurposesi.pre-task ii while-task rhymes : five little monkeys look at you and me wordsmilkman driver policeman, postman fireman all of the words patternshe is a … he is a …he is … he is a …he is …he has got …he can … ss: say and act screen: the elephant elmert: introduce elmer and tell a story about himscreen: elmer needs milkss: make a rhyme. milk, milk, i love you. milkman, milkman, come, come quickly. screen: elmer gets on the school busss: say hello to the driver screen: elmer sees a policeman and a postman on the road. sa: act as a policeman and a postman screen: elmer is in the school.ss: act out the story school is fun. movie: on firess: say something about the fireman. ss: mime the wordspicture game: which word is missing?ss: read the wordsscreen: guessing gamess: read the word and act outscreen: different situationsss: say which one must come herescreen: different job, different help. sa: actt: say he is a …ss: guesspassing gamegroup work: what are they? ss: listen to the song on p21 then try to say what he is and how he is.screen: about a policemansa: describess: readscreen: about a milkmansa: add the sentences screen: about s postman and a drivert: ask some questionsgroup work: describe one of the postman and the driver 用兒歌進行熱身，使學生進入英語學習的狀態。 7個單詞不同的引入方法讓學生的精神始終處于興奮狀態。不同的操練方式也讓學生興趣濃厚。 guessing game 是較常用操練的方式，可激勵學生，發揮學生主動性，讓他們主動地運用語言。 由單詞到句子再到語段，實現了知識材料的逐步積累、知識難度的逐步加深。iii post-task information gap movie: elmer puts off the fire pair work screen: if you can, just do it.put your shoulder to the wheel.
鼎力相助。two heads are better than one.
一個好漢三個幫。there is kindness to be found everywhere.
人間處處有溫情。 最后的交際性操練的游戲讓學生主動使用語言，通過問答的方式及新鮮有趣的圖片來刺激了學生的主觀能動性。 中英文諺語的出示便于學生理解，也提升了課堂教學的立意。iv. assignment1. words on p19: listen, read and spell2. patterns on p20: listen and read3. song about more jobs: enjoy (on the internet of yifu primary school) 教學反思：這節課借助sonia提出的主題people who help us, 教授職業名詞 fireman/ policeman/ postman/ milkman/ driver，學生能運用he is a …描述人物的職業，同時學過的句型 he is … / he has got …/ he can …等，較詳細地介紹人物。我們設定的情感目標是讓學生了解職業特征，激發他們的感恩之情，培養助人為樂的好品質。實踐下來，效果不錯。在教學過程中，有以下亮點：ø pre-task preparation: 用節奏明快的兒歌five little monkeys 活躍課堂氣氛；用以前學過的自編兒歌look at you and me 復習描述人物的單詞。ø while-task procedure: 用故事描述的方法引出新授單詞，引人入勝；通過不同的操練方式讓學生體驗職業特點，理解職業價值；運用多種器官活動幫助記憶。ø post-task activity: 用出人意料的故事結尾幫助學生理解“以我所能，助人為樂” 的現實意義。ø assignment: 利用校園網為學生習得課外知識搭建平臺。 有待改進之處：² 媒體制作的精美程度。² 單詞呈現的自然順暢。
1B Unit 篇2
1. 問路 2. 來自澳大利亞 3. 住在中國 4. 在南京渡假 in in 5. 不認識路 6. 怎樣到達那兒 7. 在那兒 8. 在上海街 not the to shanghai 9. 打撓了，你能告訴我去博物館的路嗎？/我怎樣才能到達博物館？/博物館在哪里？ , you the the ?/ i the ?/ the ?10. 讓我想想。 11. 沿著街走，然后在第三個轉彎口向右轉？ . the , and the . 12. 在你的左邊 13. 你不會弄錯的。 14. 離這兒有多遠？大約一公里以外。 it. is it ? a .15. 那是很長的一段路。 16. 為了更快地到達那兒 17. 乘5路車 a . 518. 要過幾個站頭？ 只有兩個。 19. 在電影院前面 20. 每五分鐘有一班車 are there? . in of the a bus 21. 在中山路 22. 在第三個站頭下車 zhongshan the 23. 為我的朋友們買些禮物 24. 取回我的錢包 25. 正確的地點 my the unit 31. 問路 2. 來自澳大利亞 3. 住在中國 4. 在南京渡假 in in 5. 不認識路 6. 怎樣到達那兒 7. 在那兒 8. 在上海街 not the to shanghai 9. 打撓了，你能告訴我去博物館的路嗎？/我怎樣才能到達博物館？/博物館在哪里？ , you the the ?/ i the ?/ the ?10. 讓我想想。 11. 沿著街走，然后在第三個轉彎口向右轉？ . the , and the . 12. 在你的左邊 13. 你不會弄錯的。 14. 離這兒有多遠？大約一公里以外。 it. is it ? a .15. 那是很長的一段路。 16. 為了更快地到達那兒 17. 乘5路車 a . 518. 要過幾個站頭？ 只有兩個。 19. 在電影院前面 20. 每五分鐘有一班車 are there? . in of the a bus 21. 在中山路 22. 在第三個站頭下車 zhongshan the 23. 為我的朋友們買些禮物 24. 取回我的錢包 25. 正確的地點 my the
1B Unit 篇3
一、 教學內容
《義務教育課程標準實驗教科書·牛津小學英語》6b第四單元，第二教時（look match and say）
二、 教學目標
1、 復習鞏固形容詞tall short young old heavy fat thin big small long strong及其比較級taller shorter younger older heavier fatter thinner bigger smaller longer stronger的用法。
2、 復習部分副詞及其比較級early earlier late later far farther。
3、 復習鞏固句型…taller than…. is… taller than…?
三、 教學重點
1、 復習鞏固形容詞tall short young old heavy fat thin big small long strong及其比較級taller shorter younger older heavier fatter thinner bigger smaller longer stronger的用法。
2、 復習鞏固句型…taller than…. is… taller than…?
四、 教學難點
1、 形容詞比較級的用法。
2、 …taller than…. is… taller than…?的熟練運用。
五、 教學準備
1、 教具準備：課件
2、 板書準備：unit 4 review and check
六、 教學過程
a：review
1. every day english
2. t: let’s sing a song< i wish i was taller>.
3. free talk
t: how old are you?
s: i am thirteen.
t: are you as older as ?
s: no, i am older than .
t: is older than you?
s: yes, he is.
4. 分小組練習
5. 學生總結形容詞比較級規則。
b: look match and say.
1. 出示第一幅圖
（1） t: look! helen and her partner are having a chat!
（2） 教師指導學生看圖
who can you see in the picture?
can you say sth. about them?
（3） work in pairs
（4） 學生完成第一幅圖。
（5） 學生朗讀對話。
2. 同法學生完成2、3、4、幅圖。
3. t：work in pairs with your partner then act the dialogues.
學生任選一幅圖表演。
4.學生自己改編對話進行表演。
c.practice
1.讓學生自己做自己的簡歷卡片。
name: age: height: weight:
2.出示兩張學生的簡歷卡片
出示課件完成填空。
3.play a game
學生自由找人進行比較，并用所學句型進行記錄。比比看誰記得最多。
4.總結句型規則。
d：homework
1.預習b部分內容。2.完成評價手冊。
1B Unit 篇4
aims and requests:
words: eleven twelve a school breakfast lunch supper
sentences: what time is it?
it’s half past-----.
it’s ------ o’clock.
it’s time for------.
teaching materials:
taperecorder. a clock. a watch. some cards.
difficult and points:
it’s half past-----.
it’s time for------.
teaching proceeding:
1. greetings.
2. sing a song < morning song>
3. a. look the watch and say: “oh, it’s seven o’clock. it’s time for breakfast.”
t do the action of having breakfast and the students guess what’s the meaning.
teach the new words “breakfast”
b. t take the clock and hang up the blackboard. and ask the students: “look, what time is it?”
s answer (it’s twelve o’çlock) and t praised.
learn the words: eleven and twelve.
c: t show the clock and ask the student: what time is it?
s answer.
t teach the students: “what time is it?
it’s ------.
it’s time for breakfast/ lunch/ supper.
d. practice the sentence in pairs.
e. watch the cartoon. <.nancy’s family’s morning.>
after watch. t ask: “in this short video, what time is it?
s answer.
t ask : “what’s the nancy said?”
s: “ it’s six o’clock. it’s time for breakfast.
t ask : “what’s the parents said?”
s: “ it’s seven o’clock. it’s time for school.
f. do a game.
four students as a group. they make a circle. one is mum and the other three is her children.
mum point the clock and ask: “ baby, what time is it?”
children raise their hands and answer: “it’ ------.” it’s time for ------.
do the game one by one. which is the first, it’s the best one.
g. act this game in front of the front.
h. listen to the tape and read after it.
4. summary
in this class, everyone did a good job, i’m satisfied with your work.. i hope you can use the knowledge in the ordinary life. thank you, i love you.
5. homework.
do a schedule time about your family. you will be explain it in the next class.
design
unit 4 what time?
what time is it?
it’s ------ oçlock.
it’s time for
breakfast
lunch
supper
1B Unit 篇5
teaching materials:
《義務教育課程標準實驗教科書·牛津小學英語5b》第六單元第三課時（ part h, part e ）
teaching aims:
1.orders:
put your feet together.
put your hands on your head.
move your legs to the left.
jump up and down.
bend your knees.
do handstands.
do push ups.
do some exercise.
touch…with….
2.sing a song: do some exercise with me.
teaching emphases and difficulties:
1.orders:
move…to…
touch…with…
do handstands/push ups.
2.sing a song: do some exercise with me.
teaching preparations:
1.blackboard show:
unit 6 at a pe lessongive orders:
jump up and down.
move your legs to the left.
/m v/
bend your knees.
/b nd/
put your feet together.
your hands on your head.
touch … with…
try to follow the orders.
2.small blackboard:
do some exercise with mebe healthy:
/h l / turn left. bend down. jump.
do push ups. do handstands.
/p /
3.tape recorder.
teacher’s steps:
a. free talk and revision:
1.t: good morning.
ss: good morning.
t: hello.how are you?
s1: fine, thank you. and you?
t: not bad. thank you.
s2, do you like suzhou?
s2: yes, i like the city very much.
t: s3,what do you usually do on sundays?
s3: i usually…
t: s1.s2 and s3 stand in a line.
now listen carefully. turn right. lift up your left leg. touch your knees with your hands 3 times.
very good. thank you.
2.s choose someone to give orders.
b. presentation:
1.new orders:
1)ss read and learn the orders on the blackboard in groups.
2)ss read them out in groups. t corrects.
3)read the orders together/one by one/in teams.
4)guess their meanings according to the verbs.
attention: the chinese meaning of “move”(移動).
emphasis: touch … with…means: 用……碰……
(touch=碰, with=用)
5)t says chinese, ss say in english.
6)t gives orders, ss follow them. then s gives orders, others try to follow them.
7)t acts, ss say the orders in english.
8)ss act and give orders freely.
2.sing a song:
1)show the small blackboard.
2)read the words on the small blackboard. clap and read.
3)listen to the song.
4)sing after the tape.
5)sing the song together.
6)ss sing and act.
3.game: give orders:
1)t gives orders. ss follow them together.
2)ss read the orders in groups. then one gives orders, others try to follow them.
4.part e:
1)listen to the tape.
2)act according to the tape.
3)ss act, others make up dialogues according to their action.
4)read the dialogues.
5.sing a song:
c. homework:
1.sing the song after the tape 3 times.
2.write the orders 4 times.
3.read the text after the tape 5 times.
1B Unit 篇6
一、 教學內容
《九年義務教育六年制小學教科書.牛津小學英語》3b第一單元第四課時
二、 教學目標
1、 能熟練掌握本單元所學的字母、單詞和短語。
2、 能較熟練地在情景中運用本單元所學的禮貌用語和日常交際用語。
3、 繼續欣賞字母歌曲abc
三、 教學重點
1、 能綜合運用本單元學過的單詞、短語以及日常交際用語
四、難點
1、 能正確理解、運用介詞in, on。
五、 課前準備
1、 教具準備 課前準備 本課的文具玩具圖片和實物若干。 情景圖片,磁帶,錄音機 ，教學掛圖。
六、 教學過程
step1. free talk:
1. 聽 abc song
2.a game" what's missing?"
游戲規則：教師出示本單元單詞圖片若干，快速抽去一張并問“what's missing?"學生搶答少了哪張。
step2. revision
1、a game
"guessing game " 猜單詞游戲：
游戲規則：教師出示單詞圖片的一部分，讓學生猜測是什么。
運用句型“what's this/ that in english? it's a..."
2、出示含有介詞詞組的投影片，如：a knife , on the book
同桌對話練習：
a:excuse me, what's that on the book?
b: it's a knife
a: thank you./ oh, i see.
多組操練
3、t: （出示情景圖片，一個房間，內有各種物品）
s： 認真看圖， 看清楚位置關系。
t： come here , . what's this in english?
s: it's a ..
t: thank you.
, what's that on the ...?
s : it's a .../
t: oh, i see.
make dialogue like this , can you?
s: 兩人一組編對話。
上講臺表演對話。
step3 a short break
learn a song
1、讓學生欣賞或跟學市教研室編寫的《易捷兒童韻律英語》3a或3b上的歌謠及歌曲。 必要時，教師可對其中的歌詞作適當的解釋。
2、 跟唱，并配以動作。
1B Unit 篇7
英語牛津教材2bunit-6教案課題： unit 6 eating and drinking 第 1 課時課型：新授教學目標basic aims: a. to learn the word: bowl b. to learn some instructions: e.g. bring me a bowl.developing aims: a. give some new instructions. b. free talkeducation aims: educate the pupils to be a polite child.教 學 重點、難點、關 鍵give some instructions and act them out correctly.課 序教 學 過 程 設 計設計意圖step-onewarming up: sing a song step-twopre-task preparation: 1、daily talk: 1) what do you see/hear?2) what is it?3) what colour is it?4) what can you do?5) what can (name) do? 2、play a game: simon says 1) come here, (name).2) go there, (name).3) come back, (name).4) close the ______, please.5) open the ______, please.6) clean the ______, please.step-threewhile-task procedure 1、bowl 1) instruction: take out a bowl and ask: “ what is it ? ” → it’s a bowl.2) read: bowl → it’s a bowl.3) ask and answer: e.g. what is it? it’s a bowl. ( t --- p → p1 --- p2 ) 2、bring me a bowl.1) instruction: put a bowl on the desk. ask a pupil to come to the front and ask the pupil: “ bring me a bowl.” (using hand gestures to explain the meaning if necessary.)2) repeat: bring → bring me → bring me a bowl.3) say and act:a. t: (name), bring me a ______. p1: ( act. ) here you are. t: thank you.p1: (name), bring me a ______.對句子進行擴充，使之成為一段小對話，給內容更富交際性，同時灌輸學生待人接物的禮儀。 b. 課 序教 學 過 程 設 計設計意圖 p2: ( act. ) here you are. p1: thank you. 3、bring me some milk, too. repeat step 2 with a different pupil and instead of a bowl, say “bring me some milk, too.” 4、give it to kitty. 1) instruction: ask a pupil to come to the front and say: “ here’s a bowl. give it to kitty,(name).” (use hand gestures to explain the meaning if necessary.)2) repeat: give → give it to → give it to kitty.3) say and act: e.g. ( take out an object.) t: give it to (p2), p1. p1: ( act. ) here you are. p2: thank you. give it to (p4), p3. p3: ( act. ) here you are. p4: thank you. … ( then change the objects, repeat this step.) 5、listen and repeat: 6、perform the dialogue: 1) put the pupils into groups of three to practice the dialogue.2) perform the dialogue.step-fourpost-task activities: 1) put some things on the desk. revise whether they are countable or uncountable nouns. then let the same groups practice the dialogue again but this time they choose what they want to be brought to them.2) select groups to perform the dialogue.step-fivehomework listen and repeat p27 five times. 板書設計 教具準備1、a bowl.2、a bottle of milk.3、some things: (food, stationery, …)課后小結 課題： unit 6 eating and drinking 第 2 課時課型：新授教學目標basic aims: a. to learn the words: e.g. plate, glass … b. to learn the drills: e.g. four spoons? yes, please. / no, thank you.developing aims: free talk教 學 重點、難點、關 鍵pronounce the words correctly.make a short dialogue.課 序教 學 過 程 設 計設計意圖step-onewarming up: sing a song step-twopre-task preparation: 1、daily talk: 1) what do you see/hear?2) what is it?3) what colour is it?4) what can you do?5) what can (name) do? 2、listen and act: 1) come here, (name).2) go there, (name).3) come back, (name).4) close the ______, please.5) open the ______, please.6) clean the ______, please.7) bring me ________.8) give it to (name). 3、pair-work: (put the picture cards for food and drinks on the board.)e.g. p1: (p2), bring me _________. p2: here you are. (p1), give it to (name). p1: here you are. p3: thank you. step-threewhile-task procedure: 1、plate 1) instruction: take out a bowl and ask: “ what is it ? ” → it’s a bowl. then take out a plate and ask: “ is it a bowl?” → no, it’s a plate.2) read: plate → it’s a bowl.3) ask and answer: e.g. what do you see? i see a ___. ( t --- p→p1 --- p2 )4) make a sentence use the word: plate 2、glass, fork, knife, spoon 課 序教 學 過 程 設 計設計意圖 the teaching method is the same to 2. 3、chopsticks 1) instruction: take out a pair of chopsticks and ask: “ what is it?” → a pair of chopsticks.2) repeat: chopsticks → a pair of → a pair of chopsticks3) make some sentences. 4、consolidation:通過不同形式的游戲，對單詞的音、形、意加以鞏固，為下面的表達做準備。 1) listen, repeat and draw2) look and say3) play the game: what is missing?4) matching game: (picture words --- card words)5) make a dialogue and act: (let’s act) 5、four spoons? yes, please./ no, thank you. 1) instruction: take out four spoons and ask: “ how many spoons?” → four spoons. then ask: “ four spoons?” → yes, please./ no, thank you. (use hand gestures to explain the meaning if necessary.)2) repeat: a. four spoons? b. yes, please. / no, thank you.3) ask and answer: a. t --- ask p --- answer.b. ask the more able pupils to ask and the pupils answer.c. work in pairs: ask and answer. 6、listen and repeat step-fourpost-task activities: make a new dialogue and act the dialogue out. demonstrate the dialogue with a pair of more able pupils before the pupils do.step-fivehomework assignment: listen and repeat p28 & p29 five times.2板書設計 教學具準備1、tableware.2、word cards and picture cards.3、picture cards for food and drinks. 課后小結 課題： unit 6 eating and drinking 第 3 課時課型：新授教學目標basic aims: a. to learn the drills: what do you want? i want … b. to learn the names and sounds of the letters “ x x”developing aims: free talk教 學 重點、難點、關 鍵ask and answer: what do you want? i want …課 序教 學 過 程 設 計設計意圖step-onewarming up: sing a song step-twopre-task preparation: 1、daily talk: 1) what do you see/hear?2) what is it?3) what colour is it?4) what can you do?5) what can (name) do?6) four spoons? 2、listen and act: 1) come here, (name).2) go there, (name).3) come back, (name).4) close the ______, please.5) open the ______, please.6) clean the ______, please.7) bring me ________.8) give it to (name). 3、play a guessing game: what is it?復習餐具、食物單詞，為下面的教學內容做準備。 (if one pupil’s answer is right, stick the picture on the board , then ask a pupil to find out the word card, at last the whole class read the word.)step-threewhile-task procedure: 1、x x x-ray 1) show the picture and ask: “what is it?” → x-ray2) repeat: x-ray 3) make some sentences.4) ask and answer: what can you see?/ what is it? …5) show the word card “x-ray”, point to the letter “x” and say: “this word begins with the letter ‘x’.” 6) repeat: x → x /x/ → x-ray7) show the capital letter “x”, let the pupils compare the small letter “x” with the capital letter “x”.課 序教 學 過 程 設 計設計意圖 2、what do you want? i want …把教學內容放在一個場景中引出，從野餐前餐具的選擇，到食物的選擇，到最后的野餐，教學形式更貼近生活，加大了新句型的操練密度。 1) introducation: today we will have a picnic. look, we have some tableware. please choose a kind of tableware. kitty, what do you want? ( hold up a mask “kitty” and say to her ‘what do you want, kitty? ) using another voice, say ‘ i want a plate’.2) repeat: want → i want a plate.3) ask and answer: a. t ---- ask p1 --- answerb. ask some more able pupils ask and the individual pupil answer.c. repeat: what do you want?d. ask and answer one by one.4) now let’s have picnic. what can you see on the table? ( …) please tell me what do you want. i will give you.t: (name), what do you want?p1: i want …t: here you are.p1: thank you. (name), what do you want? p2: …step-fourpost-task activities: make a new dialogue and act the dialogue out. demonstrate the dialogue with a pair of more able pupils before the pupils do.step-fivehomework assignment: 1、listen and repeat p29 & p30 five times.板書設計 教學具準備1、tableware.2、alphabet cards, word cards and picture cards.3、a mask.4、some food. 課后小結 課題： unit 6 eating and drinking 第 4 課時課型：新授教學目標basic aims: a. to learn the adjectives: e.g. hungry & thirstydeveloping aims: free talk教 學 重點、難點、關 鍵1) prononce the words correctly.2) make a dialogue.課 序教 學 過 程 設 計設計意圖step-onewarming up: sing a song step-twopre-task preparation: 1、daily talk: 1) what do you see/hear?2) what is it?3) what colour is it?4) what can you do?5) what can (name) do?6) what do you want?7) four apples? 2、listen and act: 1) come here, (name).2) go there, (name).3) come back, (name).4) close the ______, please.5) open the ______, please.6) clean the ______, please.7) bring me ________.8) give it to (name). 3、role- play: i’m a sales clerk. demonstrate: hello, i’m a sales clerk. what do you want?step-threewhile-task procedure: 1、thirsty1) ask a pupil to ask me: “ what do you want?” i will answer: “ i’m thirsty. (act.) i want some juice.” then the teacher ask: “ (name), are you thirsty? what do you want?” → thirsty2) repeat: thirsty → i’m thirsty.3) free-talk: a. i’m thirsty. i want some milk. how about you?let the pupils say something. 在鞏固這一單詞時，通過句子和師生間的對話進行，讓學生熟悉交談的形式，為后面的輸出降低難度。 b. t: how do you feel? p1: i’m thirsty / hungry. t: some …? / what do you want?課 序教 學 過 程 設 計設計意圖 p1: t: here you are. p1: thank you. 2、hungry the teaching method is the same to 1. 3、consolidation: matching game: choose an adjective from the words “ hungry” and “ thirsty”, then choose some food or some drinks, then say something like this: “i’m ______. i want _______.” 4、listen and repeat: step-fourpost-task activities:讓學生根據所學內容自編對話，加強學生實際運用的能力。 make some new dialogues like this:a. p1: i’m thirsty. p2: what do you want? p1: i want … p2: here you are. p3: thank you.b. p1: i’m thirsty. p2: some milk? p1: yes, please. / no, thank you.( first, the teacher and some pupils demonstrate, then the pupils practice in pairs, at last perform.)step-fivehomework assignment: listen and repeat p28 five times.2板書設計 教學具準備1、tableware.2、word cards.3、picture cards for food and drinks. 課后小結 課題： unit 6 eating and drinking 第 5 課時課型：新授教學目標basic aims: a. to learn the story: b. to act the story.developing aims: free talk教 學 重點、難點、關 鍵role-play the story..make a short story.課 序教 學 過 程 設 計設計意圖step-onewarming up: sing a song step-twopre-task preparation: 1、daily talk: 1) what do you see/hear?2) what is it?3) what colour is it?4) what can you do?5) what can (name) do? 2、listen and act: 1) come here, (name).2) go there, (name).3) come back, (name).4) close the ______, please.5) open the ______, please.6) clean the ______, please.7) bring me ________.8) give it to (name). 3、matching game: stick the picture cards for this unit on the board. show the word card for each picture to the class. have them read the word aloud. then put the word cards face down on the desk. once the pupils agree that all the words and pictures match, say them aloud again. pupils repeat one more time. 4、free talk: what do you like to eat or drink? step-threewhile-task procedure: 1、listen and try to understand:1) listen to the tape twice.2) try to answer some questions:a. is sam hungry?b. is may hungry? 通過聽錄音，回答問題的形式，幫助學生理解和記憶故事內容，同時訓練學生 c. does may want a coke?d. does sam want a pizza?e. what does their mother want?課 序教 學 過 程 設 計設計意圖 f. do they want some ice-cream?3) open the books and listen again.4) read after the tape one sentence by one sentence.5) get the pupils in groups of four and let them role-play the story.的聽力理解能力。step-fourpost-task activities:在故事的改編和角色的扮演中發揮學生的主觀能動性和創造性。 1、 2、make a new story and act it out.tell pupils to switch roles and that they can change the food/drink items to any other suitable vocabulary they are familiar with.design the menu , make a story and act it out.divide the pupils into some groups. give each group a piece of paper. ask the pupils to make a menu with some food and drinks on it. ask them to draw pictures of the food and drinks. once they have made their menu, let them make a new story according to the menu, practice the story by role-playing . ask some groups to perform their stories.step-fivehomework assignment: listen and repeat p31 five times.2板書設計 教學具準備1、word cards and picture cards.2、picture cards for food and drinks.3、some paper. 課后小結
1B Unit 篇8
unit2 a telephone call
一、單元教材分析
本單元的主要功能項目是“談論疾病”。重點學習 how do you feel now?/ what’s wrong with you? 的答語以及八種疾病的名稱。本單元教學內容情境性較強，因此教師在整個教學過程中，無論是呈現新知識，還是復習、鞏固舊知識，都應盡可能讓學生通過表情、手勢、實物、情景明白句子的意思和使用場合，使學生能把語言和它所表達的情境直接聯系起來，達到學以致用的目的。
二、單元教學目標
1、能聽懂、會說、會讀和會拼寫單詞：
lunch, speak, a headache, bad, a cough, get, feel, a fever, a cold.
2、能聽懂、會說、會讀和會寫句型：
how do you feel now? ---i feel …
what’s wrong with you? ---i’ve got …
3、能聽懂、會說、會讀日常交際用語和句型：
may i speak to …? ---this is … speaking.
i’m sorry to hear that. see you soon. sorry, wrong number.
4、了解元音字母o 在閉音節單詞中的讀音。
5、會誦讀歌謠i’m ill.
三、單元教學重點和難點
1、能正確理解、掌握對話內容，并能朗讀、初步表演對話。
2、.能正確地聽、說、讀、寫how do you feel now?句型及其回答。
3、掌握生病類的所有英文單詞和讀音的變化。
4、能綜合運用本單元所學過的單詞、句型和日常交際用語。
四、單元教具準備
教學用圖片、教學磁帶、錄音機、部分教學實物。
五、單元課時安排
本單元共分四課時。
第 一 課 時
一、教學內容
part a read and say and c ask and answer
二、教學目標
1、能正確地聽、說、讀、寫單詞：lunch, speak, and feel.
2、能初步理解并運用句型：how do you feel now? ---i feel…
3、能正確地聽、說、讀日常用語：
may i speak to…? ---this is …speaking. see you soon
4、能熟練誦讀本課的歌謠。
三、教學重點：
1、能正確朗讀和書寫本課的單詞。
2、能熟練運用本課的句型。
四、教學難點：
1、能正確朗讀和書寫本課的單詞。
五、課前準備：
單詞圖片、玩具電話機、磁帶、錄音機。
六、教學過程：
1. warmming-up
師生之間以free talk的形式復習句型what’s wrong with you?和本單元b部分的單詞。
t: hello, . how are you today? (出示圖片 要求學生根據圖片回答)
s: not so good.
t: what’s wrong with you?
s: i’ve got a stomach ache
t: i’m sorry to hear that. i hope you get better soon.
s: thank you.
a. 生問師答 生問生答
2. presentation
a. 師關切地詢問剛才回答不舒服的學生：how do you feel now?
并幫助學生回答：i feel ill/ hot /tied…
t: i’ll get a glass of water for you.
s: thank you.
b. 板書：how do you feel now? ---i feel….
i can get a/some…for you.
學生跟讀數遍
c. 看圖編對話，練習并表演（教師逐一出示p7的圖片）。
3. read and say.
a. 復習打電話用語（5a學過）并新授may i speak to…?
t: hello, is that …?
s1: yes, this is .
s2: no, this is ...
t: sorry, may i speak to …?
幫助生答hold on, please.并把電話遞給….
s: hello, this is … speaking.
(板書speak may i speak to … this is …speaking)
b. 學生練習用may i speak to …打電話。通過電話問候的形式，詢問學生的身體狀況，復習舊的交際用語
t: hello, may i speak to …?
s: yes, this is … speaking.
t: how are you today?
s: i’m fine, thank you.
t: oh, i’m not so good. i’m ill. i’ve got a headache and a bad cough.
c. 教師用語言直接導入：helen is not at school. what’s wrong with her? 播放課文第一段錄音，讓學生回答。helen is ill.
t: she’s absent today. she’s ill (引導學生理解absent的意思)
t: helen is in her bedroom. su yang is calling her.讓學生理解第2句中her的意思
教師出示鐘面，指針顯示12：30
t: su yang calls her after lunch.幫助學生理解after lunch
d. 聽課文錄音回答問題
what’s wrong with helen?
1) 聽錄音（p14）二遍
2) 指名回答問題
3) listen and repeat.
e. 學習p15對話
1) 師把鐘面指針撥到4:35，問：what’s the time now?
s: it’s four thirty
t: yes. classes are over. su yang calls helen after school.
2) 看圖聽錄音
3) 幫助學生理解still, take any medicine
4) listen and repeat.
f. 教師安排學生整體聽錄音。模仿正確的語音語調學說對話。
g. 情境表演，用玩具電話設置與課文情境。分角色表演本課會話內容。
h. 自編與課文類似對話。并適度拓展學生思維，讓學生想象helen與 su yang見面后的交流內容。
4. homework
a. 聽錄音，朗讀并表演對話。
b. 根據所學的對話內容自編或改編對話。
c. 根據c部分圖片編寫對話。
5. 板書設計
unit 2 a telephone call
date
a: may i speak to …? b: this is … speaking.
a: how do you feel now? b: i feel …
a: i can get a / some … for you.
第 二 課 時
一、教學內容
part b look, read and learn and d work in pairs
二、教學目標
1、能正確地聽、說、讀、寫單詞：
a headache, a bad, a cough, got, a fever, a cold.
2、能正確地聽、說、讀單詞：a toothache, an earache, a backache, a stomachache.
3、通過師生之間真實的交流，學會用句型：what’s wrong with you ? i’ve got... i’m sorry to hear that. i hope you get better soon.詢問他人的身體狀況。
三、教學重點和難點
1、能正確地朗讀和書寫本課時要求掌握的單詞。
2、能正確地理解和運用句型what’s wrong with you? ---i’ve got …
四、教具準備
1、本課所教單詞的圖片。
2、錄音機和磁帶。
五、教學過程
step1. revision
1. sing a song ‘wish you are happy every day’
2. play a game
give the students some orders.
t: touch your nose/eyes/head/ear/tooth(導入back stomach)
3. free talk
t: how are you?
s: fine, thank you. /not so good
當有學生回答not so good 時，教師關切地詢問what’s the matter?
what’s wrong with you? 并用手勢引導學生回答。
（what’s the matter? 在4a出現過教師可告訴學生what’s the matter?和what’s wrong with you?的意思一樣.）
板書：what’s wrong with you? 生跟讀
在生回答后,師：i’m sorry to hear that. i hope you get better soon.[板書，生跟讀]
step 2. presentation
1、teach: toothache
a. 師與一生表演呈現
t: how are you?
s: not so good.
t: what’s wrong with you?
s: i’ve got a toothache. (托腮作痛苦狀)
t: i’m sorry to hear that. i hope you get better soon.
b. 師出示圖片并配以單詞 a toothache
生跟讀：a toothache¬¬ ——a toothache—— i’ve got a toothache.
(板書：i’ve got a….)
c. practice in pairs
a: what’s wrong with you?
b: i’ve got a….
a: i’m sorry to hear that. i hope you get better soon.
師問生答 生問生答
2、同法教學單詞 earache backache headache stomachache
并啟發學生總結此類單詞的詞尾特點：后綴-ache
3、 學單詞fever cold cough
4、 聽b部分錄音并跟讀
step3. consolidation
1、game 選取兩組同學進行競賽，每組兩人。老師先后出示八個疾病類的單詞，兩位同學一位表演，一位猜，最先猜完的就是勝利者。
2、操練句型及單詞
師出示圖片問：what’s wrong with you?
要求生根據圖片內容邊做相應的動作邊回答：i’ve got a……
t: i’m sorry to hear that. i hope you get better soon.
3、學生兩人一組自編對話并表演
4、p18 work in pairs
a.picture1 師生問答
b. picture 2-6 學生兩人一組看圖進行模仿練習。然后分角色進行表演。
六、作業設計
1、抄寫要求四會掌握的單詞和詞組。
2、運用所學的詞組和句型自由交談
3、根據d部分圖片編寫對話
七、板書設計
unit 2 a telephone call (b & d) date
a: what’s wrong with you? a toothache
b: i’ve got a / an… backache
a: i’m sorry to hear that. headache
i hope you get better soon. stomach ache
an earache
a fever
cold cough
第三課時
一、教學內容
e read and act & h say a rhyme
二、教學目標
1.進一步掌握句型how do you feel now ? i feel … i can get a/some …for you. 及 what’s wrong with you ? i’ve got a …
2. 能正確地聽、說、讀、寫句子 how do you feel now ? i feel … what’s wrong with you? i’ve got …
3. 能聽懂、會說、會讀日常交際用語 sorry， wrong number
三、教學重點：
能正確地聽、說、讀、寫句子 what’s wrong with you ? i’ve got a … how do you feel now? i feel …
四、教學難點：
能正確地聽、說、讀、寫句子 what’s wrong with you ? i’ve got a … how do you feel now? i feel …
五、課前準備：
1. b部分單詞卡片
2. 錄音機和磁帶
3. 準備一些醫生看病用的道具
4. 兩臺玩具電話機
六、教學過程：
step 1. warm up
1. free talk
教師再次出示單詞卡片，與學生進行問答。
t:，what’s wrong with you ?
s:（根據圖片內容）i’ve got a …
t: i’m sorry to hear that. how do you feel, now?
s: i feel …
t: i can get a /some … for you.
2. practice in groups.
a. 小組活動，讓學生根據圖片內容進行同桌自由問答，要求說得正確、流利。
b. 小組比賽。
step 2. presentation
1. say a rhyme
1).用投影出示英文兒歌 ’i’m ill’, 讓學生眼看錄音機朗讀
2).教師逐一出示單詞卡片，讓學生進行替換朗讀。（復習單詞）
2. read and act
1. t: the baby is ill. she should go to see a doctor.
（教師出示這部分內容的掛圖）t: a woman is ill, too.
讓學生聽錄音整體理解對話內容。并回答問題 what’s wrong with the woman? 從而了解學生對對話的理解。
2. 聽錄音回答問題
q： what should she do?
3.學生跟讀并朗讀對話。
4. 首先教師扮演醫生與學生進行表演。之后，在能熟練朗讀對話的基礎上，讓學生兩人一組扮演角色扮演對話。
step 3. play a game
教師把學生分成四人小組，要求其中三人寫出一個七位數的電話號碼交給老師，并在號碼旁注上自己的姓名。沒有給出電話號碼的學生要記住其中一位同學的電話號碼，然后打電話給該同學。注意提示學生別人打錯電話時可以說 sorry, wrong number.
七、作業設計
1. 朗讀并抄寫要求四會的單詞，詞匯和句型。
2. 用句型 what’s wrong with you ? i’ve got a … 和 how do you feel now? i feel … 進行筆頭編對話各兩組。
3.熟練朗讀e部分并能背誦
八、板書設計
unit 2 a telephone call (e & h) date
a: what’s wrong with you? a: how do you feel now?
b: i’ve got a… b: i feel..
第四課時
一、教學內容
g listen and repeat
二、教學目標
1. 通過復習，要求學生能熟練地掌握本單元所學的有關疾病類詞匯
2. 能熟練地在情景中運用本單元所學的句型和日常交際用語
3. 能進一步掌握句型 what’s wrong with you ? i’ve got … how do you feel now? i feel …
4. 能初步了解字母o在閉音節單詞中的讀音
三、教學重點
能正確地聽、說、讀、寫句型 what’s wrong with you ? 及其答語 i’ve got … 和 how do you feel , now ? 及其答語 i feel …
四、教學難點
能較熟練地掌握本單元所學的有關疾病類詞匯
五、課前準備
1. 錄音機和磁帶，玩具電話機，醫生用的一些道具，各種動物頭飾
2. 單詞圖片
3.學生自制電話號碼卡，放在桌上備用。
六、教學過程
step 1. free talk and revision
1. 教師一邊報出學生的電話號碼，一邊撥打電話，該生就拿起玩具電話機和老師進行對話。
t: 844…. hello, may i speak to …?
s: this is … speaking.
t: hi, …. this is miss huang. how are you today?
s: i’m fine, thank you. / not so good.
（當生答not so good 時）t: what’s wrong with you ?
s: i’ve got a …
t: oh, i’m sorry to hear that.
how do you feel, now?
s: i feel …
t: i can got a / some … for you.
s: thank you.
t: not at all. see you soon.
（教師也可故意報錯號碼，讓學生練習用sorry, wrong number ）
2. 學生兩人或三人一組模仿編對話并練習。
3. 小組比賽，看看哪一組表演得自然、流暢、正確。
step 2. say a rhyme
讓學生跟著錄音機誦讀，并練習自編兒歌。
step 3. play a game
1. 教師創設情境：森林里有一家動物醫院，里面有醫術精湛的大象醫生，老馬醫生，老虎醫生和獅子醫生。這兩天，氣溫反常，許多小動物都生病了，都到醫院去看醫生，如果你是病人，該怎樣去醫院看醫生呢 ？
2. 四位學生戴著大象，老馬，老虎，獅子的頭飾，身穿白大褂，手拿聽診器扮演醫生，其他學生戴各種動物頭飾扮演病人，到自己喜歡的醫生處就診。從而用 what’s wrong with you ? i’ve got a … open your mouth and say “ah” …等日常用語展開一段對話。
3. 教師巡視各組情況，進行及時表揚和糾正錯誤。
step 4. listen and repeat
1. 教師逐個出示單詞 brother , love , monkey , mother . 讓學生認讀
2. 讓學生在多次朗讀單詞后找出它們的共同因素。即o發 |∧|
3. 讓學生舉出其他例子，如：come, colour, son, some, monday
4. 聽錄音跟讀句子 my mother and my brother love that fat monkey .
七、作業設計
1、按照要求掌握本單元的四會內容。
2、詢問父母老師的身體狀況,并寫下來。
4、熟練背誦課文。
5、當個小醫生，同學之間表演。
6、完成練習冊
八、板書設計
unit 2 a telephone call (g) date
/∧/ brother love monkey mother
my mother and my brother love that fat monkey.
1B Unit 篇9
unit 10 review and check
一、單元教材分析
本單元是book5b的第二個復習單元，重點復習第六單元至第九單元所涉及的語言項目。通過看圖排序，看圖完成句子和短文、看圖說話等練習，幫助學生全面復習四個單元中所學的詞匯、日常交際用語和句型，以鞏固所學的知識，提高學生運用語言的能力。本單元內容多，綜合性強，在教學過程中，要結合學生掌握知識的情況，充分利用實物、圖片、多媒體創設情景，并通過游戲、對話、比賽等靈活有趣的形式，加強學生聽、說、讀、寫能力的訓練。
二、單元教學要求
1、 能聽得懂、會說、會讀和會拼寫所學的單詞。
2、 能聽得懂、會說、會讀和會寫所學的句型。
3、 能聽得懂、會說和會讀所學的日常交際用語和句型。
4、 能正確地用英語來表述時間。
5、 能正確地運用主語為第三人稱單數時的動詞的形式。
6 能對已學的知識進行綜合性地運用。
三、單元教學重難點
1、 能正確理解、掌握部分對話內容，并能朗讀，組織表演對話。
2、 通過復習，要求學生掌握四會單詞，詞組和句型。
3、 能正確地用英語來表述時間。
4、能正確地運用主語為第三人稱單數時的動詞的形式。
5、要求學生能綜合性地運用所學的日常交際用語。
四、單元教學安排
三課時
第一課時
teaching contents
《oxford fun with english》5b unit 10 (a、b)
teaching aims
sentences: what time is it?
where are you from?
how do /does … spend … weekends?
teaching important and difficult points
sentences: what time is it?
where are you from?
how do /does … spend … weekends?
teaching preparation:；wall pictures
teaching steps
step1. greetings and free talk:
t: what time is it?
ss: it’s…
t: where are you from?
s: i’m from…
t: how do you spend your weekends?
s: i…
t: how does he spend his weekends?
s: he…
t: how does she spend his weekends?
s: she…
step2. presentation and practice:
t: what time is it?
ss: what time is it?
t: where are you from?
s: where are you from?
t: how does your brother spend his weekends?
s: how does your brother spend his weekends?
t: how do you spend your weekends?
s: how do you spend your weekends?
t: does miss rice speak english?
ss: does miss rice speak english?
t: do you like doing exercise?
s: do you like doing exercise?
t: does mr. hill often do housework on saturdays?
ss: does mr. hill often do housework on saturdays?
t: do you want to go to england?
s: do you want to go to england?
let ss choose the correct asking sentences through these eight pictures, then let ss read these dialogues.
step3. consolidation:
let ss work in pairs, then act these dialogues.
the keys: 1 b 2 d 3 c 4 a 5 g 6 e 7 f 8 h
1. revision:
t: hands, hands, touch my hands
s: hands, hands, touch my hands
t: back, back, touch my back
s: back, back, touch my back
t: toes, toes, touch my toes
s: toes, toes, touch my toes
t: arms, arms, touch my arms
s: arms, arms, touch my arms
t: knees, knees, touch my knees
s: knees, knees, touch my knees
step4.presentation and practice:
let ss complete the dialogues, then let one student say the order and other students do.
for example:
s1: put your hands on your head.
s2: (do like this)…
the keys:
put, hands, head, turn
lie, lift up, legs
touch, toes, fingers
bend, arms, touch, shoulders
lie, back, lift, feet, hands
put, bend,
step6.assign homework:
recite unit 1 ~ unit 4 part a;
dictate unit 1 ~ unit 4 four ~ skills words and sentences.
第二課時
teaching contents
《oxford fun with english》5b unit 10 (c、d)
teaching aims
sentences: do you want to …?
where’s he/she from?
where are they from?
teaching important and difficult points
sentences: do you want to …?
where’s he/she from?
where are they from?
teaching preparation：wall pictures
teaching steps
step1. free talk:
t: do you want to listen to music?
ss: yes i do. / no, i don’t.
t: do you want to watch cartoons?
s: yes i do.
t: do you want to catch some insects?
s: no, i don’t.
…
step2. presentation and practice:
(1) let ss look at the picture, then understand the dialogue’s meaning.
(2) let ss complete the dialogues.
(3) let ss read the dialogues.
step3. consolidation:
let ss act the dialogue.
the keys:
1. inserts, dragonflies, want, watch, cartoons, do, surf, internet, want, to, like, want, to, like, want, to, listen to music
lives, likes, hands, hands, draws, feet, pictures, butterflies, cicadas, grasshoppers, flowers
2. look and tall
greetings:
t: where’s he/she from?
ss: he/she is from …
t: where are they from?
s: they’re from …
presentation and practice:
t can use different countries’ pictures to review different countries’ words.
t can use different countries’ music to review different countries’ words.
let ss work in pairs, talk. about the picture.
step4. consolidation:
let ss act the dialogue.
step5.assign homework:
1、recite unit 6 ~ unit 9 part a;
2、dictate unit 6 ~ unit 9 four ~ skills words and sentences.
3、exercises:
a.英漢互譯
1. 購物 2. 一個小鎮 3. 學習中文
4. 玩撲克 5. 談論他們的周末
6. no time for rest 7. really tired
8. glow at night 9. the english club
10. the gardens in suzhou
b.選擇填空
( ) 1. this is linda. she is from .
the usa b. american. c. usa d. the american
( ) 2. touch your toes your fingers. do this ten .
a. for, time b. with, the time c. with, times d. on, the times
( ) 3. i’m washing face.
a. my b. mine c. the d. /
( ) 4. mike and i on duty today.
a. am b. are c. be d. is
( ) 5. classes at half past eight.
a. begin b. begins c. is beginning d. to begin
( ) 6. i’m washing face.
a. my b. mine c. the d. /
c.根據句意，填入所缺單詞
1.把手放在頭上
a:幾點了？ b:11點45分。
a: what’s the ______? b: it’s a _______ to twelve.
2.瑪麗怎么過周末？
how does mary _______ her ______ ?
3. 你們來自不同的國家嗎？
are you ______ different _______ ?
4.我想去西安，我要在那兒登山。
i want to visit xi’an and _______ _______ there.
5.快點，劉軍，我們今天值日。
be ______, liu jun. we are on duty taday.
1B Unit 篇10
一、單詞辯音1.driver knife ( ) 2. tree trousers ( ) 3. good look ( )4. dress tree ( ) 5. their hair ( ) 6.sixty by( )二、翻譯1、兩位農民 2、幾歲 3、大約四十歲 4、五位警察 5、老人 6、他們的職業 7、她的名字 8、想要成為 三、be動詞填空1.who you ? i new here.2.what your job? i a nurse.3.how old your mother? she forty.4.the old man helen’s grandfather.5.we late for school.6.how you? fine thank you.7.what their jobs? they waitresses.8.who the old women? sorry. i don’t know.9. she teacher? no, she . she a nurse.10.the girl in orange helen.
1B Unit 篇11
課題
unit 1 who is younger?
課型
新授
課時
1 教學 目標 1、words and expressions:tall, light, young, old, heavy ( four skills)； 2、 drills: who is ……？（比較級）； 3、 語法知識：形容詞的比較級。重點 難點1、drills: who is ……？（比較級）； 2、語法知識：形容詞的比較級。課前 準備 1、錄音與磁帶； 2、掛圖； 3、一些可以用來比較長短、大小、輕重等的物品。
師生互動教學過程
教學環節教師活動學生活動 revisions b presentations 1.greetings:welcome back to school. are you glad to see each other? who is on duty? are you all here? did you have a good time at the spring festival? what did you do at the spring festival? 2.free talk: what did you do at the spring festival? 3.ask s1 and s2:how old are you? two students answer. then i say: is older. is younger. 1.ask : who is younger?出示課題。 2.teach:old, older; young and younger 3.practise: who is older or younger, a or b, your mother or your father, your mother or me etc? 4. ask students:how tall are you? 5. ask : who is taller or shorter? 6. teach: tall , taller ; short, shorter. 7. 利用實物或掛圖，同法教學：long, longer; strong, stronger; big, bigger; small, smaller;fat, fatter; thin, thinner; heavy, heavier; light, lighter. 1.listen to the tape and repeat. 2. 利用實物或掛圖，說：old, older; young, younger; tall ,taller; long, longer; short,shorter; strong, tronger;etc. 3.quess:old or older? light or lighter? etc. 4. 利用實物或掛圖，ask and answer: who is……？which is ……？ 5.講解形容詞的比較級，并分析歸納其構成方法 ： 1）一般情況下直接加 er 2）重讀輔音節結尾的雙寫最后一個輔音字母加 er 3）以輔音字母加y 結尾的，變 y為i 再加er 4）有些詞為不規則的形容詞，另當別論。板 書 設 計 unit one who’s younger? part b 1.old older 2.young younger 3.short shorter 4.thin thinner 5.long longer 6.fat fatter 7.heavy heavier 8.strong stronger 9.light lighter 10.tall taller 11.big bigger 12.small smaller
課題
unit 1 who is younger?
課型
新授
課時
2
教學內容
pat c and e
教學
目標
1.words: than , centimetre ; 2.drills: who’s taller than david? ; gan shan is taller than david.(四會) whose school bag is heavier , yours or mine?(三會)。
重點
難點 1.能用句型 who’s taller than david? ; gan shan ix taller than david. whose school bag is heavier , yours or mine?等含有形容詞比較級的句型進行交際； 2.理解并能正確的運用 形容詞的比較級。
課前
準備 1、錄音與磁帶； 2、掛圖； 3、一些可以用來比較長短、大小、輕重等的物品。
師生互動教學過程
教學環節教師活動學生活動
a revisions 1.利用實物掛圖等在句型中復習12組單詞； 2.在復習中自然導出句型：……than……. 3.teach ‘than’
b presentations 1.ask some students to stand up.who’s taller than ? 2.pair work: who’s taller than……? 3.who’s taller ,your father or your mother? 用older, younger, shorter, stronger, fatter, thinner,等進行練習；
c practise 1.利用學生的實物進行問答： whose ruler is longer, yours or mine? 2.group work:whose is ……? 3.free talk:whose is……? 1..say: ’s ……is …….than b. 2.say: shang hai is bigger than nanjing. changjiang is longer than huanghe. a elephant is bigger than a bear. a panda is fatter than a horse.
d read and act 1.let’s play football. who will be the goalkeeper? why? 2.引導學生交流。 3.教學運用： i’m as tall as you. 學習單詞： centimeter 4.讓學生用i’m as young as you. he is as strong as .etc.進行交流； 5.瀏覽圖后的判斷題 6.學生自讀并完成本項目 7.模仿表演。六 板書設計: unit one who’s younger? than , centimetre who’s taller than david? ; gan shan is taller than david. whose school bag is heavier , yours or mine? yours , i think. 七 作業設計: 1. part c ask and answer; 2. part e read and act; 3. 調查你同學的年齡、身高、體重，自制成表 name age height weight 八 教學反思: 上節課已經進行了句型的滲透，形容詞的比較級陳述句型，本節課通過鞏固學生已經90%掌握；本節課句型，學生回答教好，但要求根據圖片或實際情況進行提問，有些學生1與2兩種句式混淆：who’s taller than , david or gao shan?錯的同學比較多。學生寫的情況可能更不理想。
unit 1 who is younger? (第三教時)3.5 mon. 3
一 教學內容：part d , e and h二 教學目標： 1.能用i’m as tall as you. su hai’s aunt is younger than su hai’s mother等日常交際用語進行交際； 2.會唱歌曲i wish i was taller. 3.進一步的理解與掌握形容詞的比較級以及相關句型的運用 4.能根據所聽對話完成相關的練習三 教學重點和難點： 1.能用等日常交際用語進行交際 2.會唱歌曲i wish i was taller. 3.進一步的理解與掌握形容詞的比較級以及相關句型的運用四 課前準備： 1.錄音與磁帶 2.掛圖與“金太陽”光盤 3.一些可以用來比較長短、大小、輕重等的物品。五 教學過程教學環教師活動學生活動
a revisions 1.free talk 2.who is older? who’s taller than…….? whose bag is heavier,……or…….? ask and answer. part c ask answer 3.出示自己調查的表格情況，進行問答 用形容詞的比較級進行說話練習
b play a game listen and guess. 1.展示自己的表格后， 說：my friend’s older than b.he is shorter than c. he is heavier than c. who is my friend? 2.group work.
c sing a song 1 放錄音，讓學生感受歌曲的旋律 2 讀歌詞，了解歌詞大意 3 隨錄音哼唱 4 邊唱邊做動作， 5 分組練習
d listen and write 1、小組活動，討論圖片內容，鞏固本單元的詞匯及語言表達，也為聽力大基礎 2、聽法指導，先看題目，在聽的過程中抓關鍵詞； 3、放錄音 4、聽完以后先口頭回答問題： is the photo new? who’s older ,su hai’s mother or her aunt? who’s the man in black? is su hai’s father younger than her uncle? how many people are there in the photo? 5、學生獨立完成填空練習。 6、檢查。六 板書設計: unit one who’s younger? i’m as tall as you. su hai’s aunt is younger than su hai’s mother part h: sing a song i wish iwas taller. 七 作業設計: 1、學唱歌曲 2、同學之間開展小組練習： who is my friend? 3、預習課文，聽錄音5遍。 、完成聯系冊相關練習。八 教學反思: 本節課主要的目的使訓練學生聽錄音，提取有用信息，并能用完成填空的方式重構這些信息的能力。在這節課中，我引導學生先做一些group work，討論圖片內容，以進一步鞏固本單元的詞匯及語音表達，也為聽力打基礎。
unit 1 who is younger? (第四教時)3.6 tue. 4
一 教學內容：part a二 教學目標： 1.words: chat, twin , minute, child, also and cute 2.drills: i’m taller than su yang. su yang’s twenty minutes younger than su hai.三 教學重點和難點： 能夠根據所學內容，聯系生活實際，將所學的語言項目運用于交際。四 課前準備： 1.錄音與磁帶； 2.掛圖與“金太陽”光盤。五 教學過程教學環節教師活動學生活動
a revisions 1、free talk; 2、出示實物比較長短、大小，并用句子進行描述 3、唱英文歌曲 4、匯報小組游戲情況
b presentations and practise 1、出示jack的人物頭像，向學生做如下介紹：look, do you remember this cute little boy? 引導學生學習生詞cute; yes , he is jack. he is ben’s cousin .he’s only five years old.轉向一名學生，問how old are you?. oh, you are eleven.so you are six years older than him. and you’re taller than him, too. 2、利用“金太陽”光盤，介紹對話背景：this was the last day of the vacation.su hai wanted to have a walk. look, she met jack.he’s a cute little boy. he’ s younger than ben and he’s shorter.su hai was very glad to see him.they sat down under a big tree and had a chat. 引導學生學習生詞chat. let’s listen . 3、學習引文部分； 4、整體聽課文錄音，學生理解對話內容 5、分段概括： 第一段：jack, this is su hai……hello, su hai(greetings)，用引導朗讀的方法引導學生學習，啟發學生想象課文中的人物，還可以怎樣問候？ 第二段：su hai has a twin sister……i want to meet her one day.這是課文的重點段落，先與學生自由交談，在情景中學習生詞： twin, minute, child, also; oh su hai is taller than su yang. who’s taller? who’s younger? who’s shorter? 運用語言進行描述； 第三段：do you have any brothers or sisters,jack?…….so you’ve got a brother.讓學生模仿本段內容進行描述 6、聽錄音跟讀課文，采用多種形式朗讀 7、用自己的話復述課文 8、就自己的家庭成員進行描述。 9、完成課后相關練習。六 板書設計: unit one who’s younger? part a: chat i’m taller than su yang. twin su yang’s twenty minutes younger than me. minute child also cute 七 作業設計: 1、聽課文，讀背課文 2、小組開展活動 3、模仿課文，編寫對話 4、復習第一單元 5、完成聯系冊相關練習 八 教學反思: 本節課主要是教授課文內容，在學習課文內容之后，教師可以采用多種形式朗讀，并在長句的朗讀及語氣上做相應的指導。接著，教師可以引導學生用給動畫配音的方式，進一步熟悉、掌握課文內容。還可以引導學生用自己的話復述課文的內容。
unit 1 who is younger? (第五教時)3.7 wed. 5
一 教學內容：part f and g二 教學目標： 1、 檢查課文學習情況，并進行延伸 2、 全面復習第一單元 3、 掌握字母組合 or 在單詞中的發音三 教學重點和難點： 1、全面復習第一單元 2、字母組合or 在單詞中的發音四 課前準備： 1、錄音與磁帶 2、班級真實情況調查表 3、單詞與音標卡片五 教學過程教學環節教師活動學生活動
a revisions 1、齊唱歌曲i wish i was tall. 2、聽寫：tall, light, young, old,(寫出它們的比較級) child,（寫出它的復數形式） also（寫出它的進意詞） chat（組一個詞）, who’s taller than david? gao shan is taller than david. whose school bag is heavier? mine is heavier. 3、檢查課文掌握情況； 4、表演自編對話 5、檢查練習冊情況，訂正作業。
b play a game 1.展示自己的表格后， 說：my friend’s older than b.he is shorter than c. he is heavier than c. who is my friend? 2.group work. 3.先準備好的、按班級真實情況的表格進行拓展性游戲 4.自讀書上f部分
c listen and repeat 1、出示單詞卡片 2、請讀音比較好的學生朗讀， 3、讀單詞體會，找出共同的發音 4、跟讀錄音 5、指導朗讀句型 6、展開競賽，看誰讀的又快又準 7、歸納整理其他例詞 如：worker 8、鼓勵學生用其它例詞進行造句六 板書設計: unit one who’s younger? tall, light, young, old…heavy i’m as tall as you. su yang’s (twenty minutes ) younger than su hai. whose school bag is heavier, yours or mine? who’s taller than david? gao shan is taller than david. part g:listen and repeat word workbook world worm the children are writing words about worms in the underground world in their workbooks七 作業設計: 1、復習第一單元，準備測驗 2、進一步整理自編對話； 3、完成練習冊所有練習 4、預習unit two 八 教學反思: 本節課主要是讓學生做書上f部分的一個游戲。在做游戲前，教師要引導學生做好充分的準備工作，制作好表格，以保證活動的順利進行。在活動時做好將學生所想要別人猜測的人物名字暗暗寫在一張小紙條上，以使游戲更有可信度。
unit 1 who is younger? (第六教時)3.8 thu. 6
一 教學內容： 完成拓展每課練上本單元的練習題。八 教學反思: 本節課因為所教內容比較簡單，學生從淺層來看，單詞的讀音已經基本掌握，但更深一步要求：正確地運用形容詞的比較級 進行說句子，許多同學還不能正確掌握，需要進一步練習。
1B Unit 篇12
課題 unit8reviewand check
課時
1
課型
復習 教學 內容 1、完成a. look ,read and say，根據提供的圖片和相關信息，介紹圖中人物的主要情況。 2、復習第五~七單元相關語言表達和語言結構部分的內容。 3、復習單詞。教學 目標 1.完成a. look ,read and say，根據提供的圖片和相關信息，介紹圖中人物的主要情況。 2.復習第五~七單元相關語言表達和語言結構部分的內容。 3.復習單詞。重點難點根據提供的圖片和相關信息，介紹圖中人物的主要情況。課前準備 錄音機
師生互動教學過程
教學環節教師活動學生活動
a revision 1.游戲：單詞接龍：milk—kite-- 2.what’s the weather like in summer here? 3.which season do you like best? why?1. 引導學生看第一個資料和照片，然后閱讀短文。 2. 組織學生在同桌間結合短文內容自由提問： 3. 組織學生齊讀短文，并要求學生記住相關信息。 4. 記憶問答：how old is bill? how many people are there in bill’s family? which school is bill at? what are bill’s favorite subjects? what are bill’s hobbies? what is bill’s father’s job? 建議學生在第二和三兩題中任選一題來完成，在參考的基礎上適當擴展，教師在評價學生的語言表達時，
b presentation 將重點放在評價其表達的靈活性、自然程度和完整程度上，對于大膽想象、敢于發現的學生要給予充分的肯定。 組織學生在獨立準備的基礎上先和同桌交流，再在班里交流。
c consolidation
在口頭交流的基礎上組織學生把介紹的內容寫下來。板書設計unit 8 review and check a.look ,read and say作業設計首字母填空 i h____ a penfriend. his n____ is tom. he is 11 years o____. we are about the s____ age. we a____ have the same h____. we both like c____ coins. we w____ to each other every w____. copy some sentences.教反思
課題
unit 8 review and check
課時
2
課型
復習 教學 內容1.復習相關句型。 2.完成b.look ,read and write . 和c. look and talk 。教學 目標1.復習相關句型。 2.完成b.look ,read and write . 和c. look and talk 。重點難點b.look ,read and write 和c. look and talk課前準備錄音機
師生互動教學過程
教學環節教師活動學生活動
a revision 1.單詞接龍：go – orange 2.動詞詞組接龍： play— play football/volleyball/the violin go ----go on an outin/climbing make---make a puppet/clothes watch--- take part in –
b presentation c. look and talk 1.先和學生對話提供示范： -- what are you going to do this afternoon? -- i’m going to …with my friends. would you like to join us? --yes. i’d love to . 2.板書句型，組織學生仿照句型進行同桌問答操練。 3.組織學生根據個人喜好進行問答操練。 b.look ,read and write 1.組織學生獨立看圖并獨立完成，教師在教室里巡視，及時發現學生存在的問題，對于有困難的學生給予幫助。 2.組織校對，指導學生完成練習的方法。 3.安排學生開展朗讀比賽，鍛煉學生的口頭表達能力。 分小組比賽和個人比賽。
c
listen and write 組織聽寫課堂上出現的四會句型： what are you going to do this afternoon? i’m going to see a play with my friends. i want to write to my grandpa . his hobbies are collecting stamps and swimming.板 書 設 計unit 8 review and check -- what are you going to do this afternoon? -- i’m going to …with my friends. would you like to join us? --yes. i’d love to .作 業 設 計 英漢互譯： 1.在春天_________ 2、夏天的早晨_________ 3.一場秋季賽_________ 4、寒冷的一天_________ 5.寫封英文信_________ 6、在鄉間道路上_________ 7、打雪仗_________ 8、看音樂會_________ 9、我的電子郵件地址_________ 10、傳真號碼_________ copy the sentences.教學思
課題
unit 8 review and check
課時
3
課型
復習 教學 內容1.復習單詞和日常交際用語。 2.完成d talk and write.教學 目標1.復習單詞和日常交際用語。 2.完成d talk and write.重點難點完成d talk and write課前準備錄音機
師生互動教學過程
教學環節教師活動學生活動
a revision 1.游戲：吹泡泡——單詞歸類 food---- bread, orange, milk, biscuit season--- spring, summer, autumn, winter sports--- swim, play basketball, run, jog subject--- english, chinese, maths colour--- red, green ,yellow , black, white, black, brown study things— sharpener, rubber, ruler living things--- bookcase, tv, telephone, light
b presentation talk and write. 1. 根據書上提供的采訪話題，進行采訪示范： what’s the name of your best friend? how old is he/she? how many brothers and sisiters does he/she have? what’s his/her telephone number? where does he/she live? 2. 組織學生分小組開展采訪活動。學生既是采訪者，又是被采訪者，同時進行，教師參與其中指導。學生可以靈活變動采訪的問題。 3. 相互交流采訪所得，比一比，看哪位學生了解到的信息最多。 組織一期題為“我們的好朋友”的小報，要求學生將各自的采訪寫成一篇短文發表在班級的報紙上。板書計unit 8 review and check best friend作 業 設 計 單詞歸類 food---- bread, season--- spring, sports--- swim, subject--- english, study things— sharpener, living things--- bookcase, copy some sentences.教學反思
unit 8 review and check (第四教時)
一 教學內容： 完成補充習題冊上本單元相關練習。
unit 8 review and check (第五教時)
一 教學內容： 完成拓展練習冊上本單元相關練習。1、這一節課主要來圍繞人物的信息，介紹一些他們的基本情況，同時復習第五單元至第七單元有關語言表達及其語言結構部分的內容，教師在這節課中充分利用課文插圖，引導學生結合話題和功能，回顧與相應話題有關的語言表達，使情景和語言的表達更自然、流暢、完整。 2、由于本課對于上節課來說，相對復習的內容更多點，所以在教學中教師可以采取同桌活動或小組活動，如單詞謎語游戲、句子接龍游戲等，讓學生在較為輕松的氣氛中相互幫助、共同復習所學過的內容。c部分涉及的詞匯與學生的日常活動有關，教師可以設計“看動作、猜詞語”、“聽指令，做動作”等游戲，再現這類單詞和詞組，為本部分的語言交流作準備。 3、本課的d部分教學內容教師可以通過回答形式引導學生復習有關人物信息的句型以及日常用語。并可在此基礎上要求學生交流各自好朋友的情況，并記錄有關信息。為避免將本部分處理成單調的回答練習，教師可以安排“小記者采訪”活動，采訪的話題是“…’s best friend”。總之由于已經有前面兩節課的練習基礎，教師可以更進一步要求，讓學生對以前所學語言靈活地加以運用，從而進一步提高學生綜合運用語言的能力。