1B Unit（精选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 用儿歌进行热身，使学生进入英语学习的状态。 7个单词不同的引入方法让学生的精神始终处于兴奋状态。不同的操练方式也让学生兴趣浓厚。 guessing game 是较常用操练的方式，可激励学生，发挥学生主动性，让他们主动地运用语言。 由单词到句子再到语段，实现了知识材料的逐步积累、知识难度的逐步加深。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.
一个好汉三个帮。there is kindness to be found everywhere.
人间处处有温情。 最后的交际性操练的游戏让学生主动使用语言，通过问答的方式及新鲜有趣的图片来刺激了学生的主观能动性。 中英文谚语的出示便于学生理解，也提升了课堂教学的立意。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) 教学反思：这节课借助sonia提出的主题people who help us, 教授职业名词 fireman/ policeman/ postman/ milkman/ driver，学生能运用he is a …描述人物的职业，同时学过的句型 he is … / he has got …/ he can …等，较详细地介绍人物。我们设定的情感目标是让学生了解职业特征，激发他们的感恩之情，培养助人为乐的好品质。实践下来，效果不错。在教学过程中，有以下亮点：ø pre-task preparation: 用节奏明快的儿歌five little monkeys 活跃课堂气氛；用以前学过的自编儿歌look at you and me 复习描述人物的单词。ø while-task procedure: 用故事描述的方法引出新授单词，引人入胜；通过不同的操练方式让学生体验职业特点，理解职业价值；运用多种器官活动帮助记忆。ø post-task activity: 用出人意料的故事结尾帮助学生理解“以我所能，助人为乐” 的现实意义。ø assignment: 利用校园网为学生习得课外知识搭建平台。 有待改进之处：² 媒体制作的精美程度。² 单词呈现的自然顺畅。
1B Unit 篇2
1. 问路 2. 来自澳大利亚 3. 住在中国 4. 在南京渡假 in in 5. 不认识路 6. 怎样到达那儿 7. 在那儿 8. 在上海街 not the to shanghai 9. 打挠了，你能告诉我去博物馆的路吗？/我怎样才能到达博物馆？/博物馆在哪里？ , you the the ?/ i the ?/ the ?10. 让我想想。 11. 沿着街走，然后在第三个转弯口向右转？ . the , and the . 12. 在你的左边 13. 你不会弄错的。 14. 离这儿有多远？大约一公里以外。 it. is it ? a .15. 那是很长的一段路。 16. 为了更快地到达那儿 17. 乘5路车 a . 518. 要过几个站头？ 只有两个。 19. 在电影院前面 20. 每五分钟有一班车 are there? . in of the a bus 21. 在中山路 22. 在第三个站头下车 zhongshan the 23. 为我的朋友们买些礼物 24. 取回我的钱包 25. 正确的地点 my the unit 31. 问路 2. 来自澳大利亚 3. 住在中国 4. 在南京渡假 in in 5. 不认识路 6. 怎样到达那儿 7. 在那儿 8. 在上海街 not the to shanghai 9. 打挠了，你能告诉我去博物馆的路吗？/我怎样才能到达博物馆？/博物馆在哪里？ , you the the ?/ i the ?/ the ?10. 让我想想。 11. 沿着街走，然后在第三个转弯口向右转？ . the , and the . 12. 在你的左边 13. 你不会弄错的。 14. 离这儿有多远？大约一公里以外。 it. is it ? a .15. 那是很长的一段路。 16. 为了更快地到达那儿 17. 乘5路车 a . 518. 要过几个站头？ 只有两个。 19. 在电影院前面 20. 每五分钟有一班车 are there? . in of the a bus 21. 在中山路 22. 在第三个站头下车 zhongshan the 23. 为我的朋友们买些礼物 24. 取回我的钱包 25. 正确的地点 my the
1B Unit 篇3
一、 教学内容
《义务教育课程标准实验教科书·牛津小学英语》6b第四单元，第二教时（look match and say）
二、 教学目标
1、 复习巩固形容词tall short young old heavy fat thin big small long strong及其比较级taller shorter younger older heavier fatter thinner bigger smaller longer stronger的用法。
2、 复习部分副词及其比较级early earlier late later far farther。
3、 复习巩固句型…taller than…. is… taller than…?
三、 教学重点
1、 复习巩固形容词tall short young old heavy fat thin big small long strong及其比较级taller shorter younger older heavier fatter thinner bigger smaller longer stronger的用法。
2、 复习巩固句型…taller than…. is… taller than…?
四、 教学难点
1、 形容词比较级的用法。
2、 …taller than…. is… taller than…?的熟练运用。
五、 教学准备
1、 教具准备：课件
2、 板书准备：unit 4 review and check
六、 教学过程
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. 分小组练习
5. 学生总结形容词比较级规则。
b: look match and say.
1. 出示第一幅图
（1） t: look! helen and her partner are having a chat!
（2） 教师指导学生看图
who can you see in the picture?
can you say sth. about them?
（3） work in pairs
（4） 学生完成第一幅图。
（5） 学生朗读对话。
2. 同法学生完成2、3、4、幅图。
3. t：work in pairs with your partner then act the dialogues.
学生任选一幅图表演。
4.学生自己改编对话进行表演。
c.practice
1.让学生自己做自己的简历卡片。
name: age: height: weight:
2.出示两张学生的简历卡片
出示课件完成填空。
3.play a game
学生自由找人进行比较，并用所学句型进行记录。比比看谁记得最多。
4.总结句型规则。
d：homework
1.预习b部分内容。2.完成评价手册。
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:
《义务教育课程标准实验教科书·牛津小学英语5b》第六单元第三课时（ 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”(移动).
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、 教学内容
《九年义务教育六年制小学教科书.牛津小学英语》3b第一单元第四课时
二、 教学目标
1、 能熟练掌握本单元所学的字母、单词和短语。
2、 能较熟练地在情景中运用本单元所学的礼貌用语和日常交际用语。
3、 继续欣赏字母歌曲abc
三、 教学重点
1、 能综合运用本单元学过的单词、短语以及日常交际用语
四、难点
1、 能正确理解、运用介词in, on。
五、 课前准备
1、 教具准备 课前准备 本课的文具玩具图片和实物若干。 情景图片,磁带,录音机 ，教学挂图。
六、 教学过程
step1. free talk:
1. 听 abc song
2.a game" what's missing?"
游戏规则：教师出示本单元单词图片若干，快速抽去一张并问“what's missing?"学生抢答少了哪张。
step2. revision
1、a game
"guessing game " 猜单词游戏：
游戏规则：教师出示单词图片的一部分，让学生猜测是什么。
运用句型“what's this/ that in english? it's a..."
2、出示含有介词词组的投影片，如：a knife , on the book
同桌对话练习：
a:excuse me, what's that on the book?
b: it's a knife
a: thank you./ oh, i see.
多组操练
3、t: （出示情景图片，一个房间，内有各种物品）
s： 认真看图， 看清楚位置关系。
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: 两人一组编对话。
上讲台表演对话。
step3 a short break
learn a song
1、让学生欣赏或跟学市教研室编写的《易捷儿童韵律英语》3a或3b上的歌谣及歌曲。 必要时，教师可对其中的歌词作适当的解释。
2、 跟唱，并配以动作。
1B Unit 篇7
英语牛津教材2bunit-6教案课题： unit 6 eating and drinking 第 1 课时课型：新授教学目标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 学 重点、难点、关 键give some instructions and act them out correctly.课 序教 学 过 程 设 计设计意图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 ______.对句子进行扩充，使之成为一段小对话，给内容更富交际性，同时灌输学生待人接物的礼仪。 b. 课 序教 学 过 程 设 计设计意图 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. 板书设计 教具准备1、a bowl.2、a bottle of milk.3、some things: (food, stationery, …)课后小结 课题： unit 6 eating and drinking 第 2 课时课型：新授教学目标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 学 重点、难点、关 键pronounce the words correctly.make a short dialogue.课 序教 学 过 程 设 计设计意图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 课 序教 学 过 程 设 计设计意图 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:通过不同形式的游戏，对单词的音、形、意加以巩固，为下面的表达做准备。 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板书设计 教学具准备1、tableware.2、word cards and picture cards.3、picture cards for food and drinks. 课后小结 课题： unit 6 eating and drinking 第 3 课时课型：新授教学目标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 学 重点、难点、关 键ask and answer: what do you want? i want …课 序教 学 过 程 设 计设计意图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?复习餐具、食物单词，为下面的教学内容做准备。 (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”.课 序教 学 过 程 设 计设计意图 2、what do you want? i want …把教学内容放在一个场景中引出，从野餐前餐具的选择，到食物的选择，到最后的野餐，教学形式更贴近生活，加大了新句型的操练密度。 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.板书设计 教学具准备1、tableware.2、alphabet cards, word cards and picture cards.3、a mask.4、some food. 课后小结 课题： unit 6 eating and drinking 第 4 课时课型：新授教学目标basic aims: a. to learn the adjectives: e.g. hungry & thirstydeveloping aims: free talk教 学 重点、难点、关 键1) prononce the words correctly.2) make a dialogue.课 序教 学 过 程 设 计设计意图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. 在巩固这一单词时，通过句子和师生间的对话进行，让学生熟悉交谈的形式，为后面的输出降低难度。 b. t: how do you feel? p1: i’m thirsty / hungry. t: some …? / what do you want?课 序教 学 过 程 设 计设计意图 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:让学生根据所学内容自编对话，加强学生实际运用的能力。 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板书设计 教学具准备1、tableware.2、word cards.3、picture cards for food and drinks. 课后小结 课题： unit 6 eating and drinking 第 5 课时课型：新授教学目标basic aims: a. to learn the story: b. to act the story.developing aims: free talk教 学 重点、难点、关 键role-play the story..make a short story.课 序教 学 过 程 设 计设计意图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? 通过听录音，回答问题的形式，帮助学生理解和记忆故事内容，同时训练学生 c. does may want a coke?d. does sam want a pizza?e. what does their mother want?课 序教 学 过 程 设 计设计意图 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.的听力理解能力。step-fourpost-task activities:在故事的改编和角色的扮演中发挥学生的主观能动性和创造性。 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板书设计 教学具准备1、word cards and picture cards.2、picture cards for food and drinks.3、some paper. 课后小结
1B Unit 篇8
unit2 a telephone call
一、单元教材分析
本单元的主要功能项目是“谈论疾病”。重点学习 how do you feel now?/ what’s wrong with you? 的答语以及八种疾病的名称。本单元教学内容情境性较强，因此教师在整个教学过程中，无论是呈现新知识，还是复习、巩固旧知识，都应尽可能让学生通过表情、手势、实物、情景明白句子的意思和使用场合，使学生能把语言和它所表达的情境直接联系起来，达到学以致用的目的。
二、单元教学目标
1、能听懂、会说、会读和会拼写单词：
lunch, speak, a headache, bad, a cough, get, feel, a fever, a cold.
2、能听懂、会说、会读和会写句型：
how do you feel now? ---i feel …
what’s wrong with you? ---i’ve got …
3、能听懂、会说、会读日常交际用语和句型：
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 在闭音节单词中的读音。
5、会诵读歌谣i’m ill.
三、单元教学重点和难点
1、能正确理解、掌握对话内容，并能朗读、初步表演对话。
2、.能正确地听、说、读、写how do you feel now?句型及其回答。
3、掌握生病类的所有英文单词和读音的变化。
4、能综合运用本单元所学过的单词、句型和日常交际用语。
四、单元教具准备
教学用图片、教学磁带、录音机、部分教学实物。
五、单元课时安排
本单元共分四课时。
第 一 课 时
一、教学内容
part a read and say and c ask and answer
二、教学目标
1、能正确地听、说、读、写单词：lunch, speak, and feel.
2、能初步理解并运用句型：how do you feel now? ---i feel…
3、能正确地听、说、读日常用语：
may i speak to…? ---this is …speaking. see you soon
4、能熟练诵读本课的歌谣。
三、教学重点：
1、能正确朗读和书写本课的单词。
2、能熟练运用本课的句型。
四、教学难点：
1、能正确朗读和书写本课的单词。
五、课前准备：
单词图片、玩具电话机、磁带、录音机。
六、教学过程：
1. warmming-up
师生之间以free talk的形式复习句型what’s wrong with you?和本单元b部分的单词。
t: hello, . how are you today? (出示图片 要求学生根据图片回答)
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. 生问师答 生问生答
2. presentation
a. 师关切地询问刚才回答不舒服的学生：how do you feel now?
并帮助学生回答：i feel ill/ hot /tied…
t: i’ll get a glass of water for you.
s: thank you.
b. 板书：how do you feel now? ---i feel….
i can get a/some…for you.
学生跟读数遍
c. 看图编对话，练习并表演（教师逐一出示p7的图片）。
3. read and say.
a. 复习打电话用语（5a学过）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 …?
帮助生答hold on, please.并把电话递给….
s: hello, this is … speaking.
(板书speak may i speak to … this is …speaking)
b. 学生练习用may i speak to …打电话。通过电话问候的形式，询问学生的身体状况，复习旧的交际用语
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. 教师用语言直接导入：helen is not at school. what’s wrong with her? 播放课文第一段录音，让学生回答。helen is ill.
t: she’s absent today. she’s ill (引导学生理解absent的意思)
t: helen is in her bedroom. su yang is calling her.让学生理解第2句中her的意思
教师出示钟面，指针显示12：30
t: su yang calls her after lunch.帮助学生理解after lunch
d. 听课文录音回答问题
what’s wrong with helen?
1) 听录音（p14）二遍
2) 指名回答问题
3) listen and repeat.
e. 学习p15对话
1) 师把钟面指针拨到4:35，问：what’s the time now?
s: it’s four thirty
t: yes. classes are over. su yang calls helen after school.
2) 看图听录音
3) 帮助学生理解still, take any medicine
4) listen and repeat.
f. 教师安排学生整体听录音。模仿正确的语音语调学说对话。
g. 情境表演，用玩具电话设置与课文情境。分角色表演本课会话内容。
h. 自编与课文类似对话。并适度拓展学生思维，让学生想象helen与 su yang见面后的交流内容。
4. homework
a. 听录音，朗读并表演对话。
b. 根据所学的对话内容自编或改编对话。
c. 根据c部分图片编写对话。
5. 板书设计
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 课 时
一、教学内容
part b look, read and learn and d work in pairs
二、教学目标
1、能正确地听、说、读、写单词：
a headache, a bad, a cough, got, a fever, a cold.
2、能正确地听、说、读单词：a toothache, an earache, a backache, a stomachache.
3、通过师生之间真实的交流，学会用句型：what’s wrong with you ? i’ve got... i’m sorry to hear that. i hope you get better soon.询问他人的身体状况。
三、教学重点和难点
1、能正确地朗读和书写本课时要求掌握的单词。
2、能正确地理解和运用句型what’s wrong with you? ---i’ve got …
四、教具准备
1、本课所教单词的图片。
2、录音机和磁带。
五、教学过程
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(导入back stomach)
3. free talk
t: how are you?
s: fine, thank you. /not so good
当有学生回答not so good 时，教师关切地询问what’s the matter?
what’s wrong with you? 并用手势引导学生回答。
（what’s the matter? 在4a出现过教师可告诉学生what’s the matter?和what’s wrong with you?的意思一样.）
板书：what’s wrong with you? 生跟读
在生回答后,师：i’m sorry to hear that. i hope you get better soon.[板书，生跟读]
step 2. presentation
1、teach: toothache
a. 师与一生表演呈现
t: how are you?
s: not so good.
t: what’s wrong with you?
s: i’ve got a toothache. (托腮作痛苦状)
t: i’m sorry to hear that. i hope you get better soon.
b. 师出示图片并配以单词 a toothache
生跟读：a toothache¬¬ ——a toothache—— i’ve got a toothache.
(板书：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.
师问生答 生问生答
2、同法教学单词 earache backache headache stomachache
并启发学生总结此类单词的词尾特点：后缀-ache
3、 学单词fever cold cough
4、 听b部分录音并跟读
step3. consolidation
1、game 选取两组同学进行竞赛，每组两人。老师先后出示八个疾病类的单词，两位同学一位表演，一位猜，最先猜完的就是胜利者。
2、操练句型及单词
师出示图片问：what’s wrong with you?
要求生根据图片内容边做相应的动作边回答：i’ve got a……
t: i’m sorry to hear that. i hope you get better soon.
3、学生两人一组自编对话并表演
4、p18 work in pairs
a.picture1 师生问答
b. picture 2-6 学生两人一组看图进行模仿练习。然后分角色进行表演。
六、作业设计
1、抄写要求四会掌握的单词和词组。
2、运用所学的词组和句型自由交谈
3、根据d部分图片编写对话
七、板书设计
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
第三课时
一、教学内容
e read and act & h say a rhyme
二、教学目标
1.进一步掌握句型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. 能正确地听、说、读、写句子 how do you feel now ? i feel … what’s wrong with you? i’ve got …
3. 能听懂、会说、会读日常交际用语 sorry， wrong number
三、教学重点：
能正确地听、说、读、写句子 what’s wrong with you ? i’ve got a … how do you feel now? i feel …
四、教学难点：
能正确地听、说、读、写句子 what’s wrong with you ? i’ve got a … how do you feel now? i feel …
五、课前准备：
1. b部分单词卡片
2. 录音机和磁带
3. 准备一些医生看病用的道具
4. 两台玩具电话机
六、教学过程：
step 1. warm up
1. free talk
教师再次出示单词卡片，与学生进行问答。
t:，what’s wrong with you ?
s:（根据图片内容）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. 小组活动，让学生根据图片内容进行同桌自由问答，要求说得正确、流利。
b. 小组比赛。
step 2. presentation
1. say a rhyme
1).用投影出示英文儿歌 ’i’m ill’, 让学生眼看录音机朗读
2).教师逐一出示单词卡片，让学生进行替换朗读。（复习单词）
2. read and act
1. t: the baby is ill. she should go to see a doctor.
（教师出示这部分内容的挂图）t: a woman is ill, too.
让学生听录音整体理解对话内容。并回答问题 what’s wrong with the woman? 从而了解学生对对话的理解。
2. 听录音回答问题
q： what should she do?
3.学生跟读并朗读对话。
4. 首先教师扮演医生与学生进行表演。之后，在能熟练朗读对话的基础上，让学生两人一组扮演角色扮演对话。
step 3. play a game
教师把学生分成四人小组，要求其中三人写出一个七位数的电话号码交给老师，并在号码旁注上自己的姓名。没有给出电话号码的学生要记住其中一位同学的电话号码，然后打电话给该同学。注意提示学生别人打错电话时可以说 sorry, wrong number.
七、作业设计
1. 朗读并抄写要求四会的单词，词汇和句型。
2. 用句型 what’s wrong with you ? i’ve got a … 和 how do you feel now? i feel … 进行笔头编对话各两组。
3.熟练朗读e部分并能背诵
八、板书设计
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..
第四课时
一、教学内容
g listen and repeat
二、教学目标
1. 通过复习，要求学生能熟练地掌握本单元所学的有关疾病类词汇
2. 能熟练地在情景中运用本单元所学的句型和日常交际用语
3. 能进一步掌握句型 what’s wrong with you ? i’ve got … how do you feel now? i feel …
4. 能初步了解字母o在闭音节单词中的读音
三、教学重点
能正确地听、说、读、写句型 what’s wrong with you ? 及其答语 i’ve got … 和 how do you feel , now ? 及其答语 i feel …
四、教学难点
能较熟练地掌握本单元所学的有关疾病类词汇
五、课前准备
1. 录音机和磁带，玩具电话机，医生用的一些道具，各种动物头饰
2. 单词图片
3.学生自制电话号码卡，放在桌上备用。
六、教学过程
step 1. free talk and revision
1. 教师一边报出学生的电话号码，一边拨打电话，该生就拿起玩具电话机和老师进行对话。
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.
（当生答not so good 时）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.
（教师也可故意报错号码，让学生练习用sorry, wrong number ）
2. 学生两人或三人一组模仿编对话并练习。
3. 小组比赛，看看哪一组表演得自然、流畅、正确。
step 2. say a rhyme
让学生跟着录音机诵读，并练习自编儿歌。
step 3. play a game
1. 教师创设情境：森林里有一家动物医院，里面有医术精湛的大象医生，老马医生，老虎医生和狮子医生。这两天，气温反常，许多小动物都生病了，都到医院去看医生，如果你是病人，该怎样去医院看医生呢 ？
2. 四位学生戴着大象，老马，老虎，狮子的头饰，身穿白大褂，手拿听诊器扮演医生，其他学生戴各种动物头饰扮演病人，到自己喜欢的医生处就诊。从而用 what’s wrong with you ? i’ve got a … open your mouth and say “ah” …等日常用语展开一段对话。
3. 教师巡视各组情况，进行及时表扬和纠正错误。
step 4. listen and repeat
1. 教师逐个出示单词 brother , love , monkey , mother . 让学生认读
2. 让学生在多次朗读单词后找出它们的共同因素。即o发 |∧|
3. 让学生举出其他例子，如：come, colour, son, some, monday
4. 听录音跟读句子 my mother and my brother love that fat monkey .
七、作业设计
1、按照要求掌握本单元的四会内容。
2、询问父母老师的身体状况,并写下来。
4、熟练背诵课文。
5、当个小医生，同学之间表演。
6、完成练习册
八、板书设计
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、单元教材分析
本单元是book5b的第二个复习单元，重点复习第六单元至第九单元所涉及的语言项目。通过看图排序，看图完成句子和短文、看图说话等练习，帮助学生全面复习四个单元中所学的词汇、日常交际用语和句型，以巩固所学的知识，提高学生运用语言的能力。本单元内容多，综合性强，在教学过程中，要结合学生掌握知识的情况，充分利用实物、图片、多媒体创设情景，并通过游戏、对话、比赛等灵活有趣的形式，加强学生听、说、读、写能力的训练。
二、单元教学要求
1、 能听得懂、会说、会读和会拼写所学的单词。
2、 能听得懂、会说、会读和会写所学的句型。
3、 能听得懂、会说和会读所学的日常交际用语和句型。
4、 能正确地用英语来表述时间。
5、 能正确地运用主语为第三人称单数时的动词的形式。
6 能对已学的知识进行综合性地运用。
三、单元教学重难点
1、 能正确理解、掌握部分对话内容，并能朗读，组织表演对话。
2、 通过复习，要求学生掌握四会单词，词组和句型。
3、 能正确地用英语来表述时间。
4、能正确地运用主语为第三人称单数时的动词的形式。
5、要求学生能综合性地运用所学的日常交际用语。
四、单元教学安排
三课时
第一课时
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.
第二课时
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.英汉互译
1. 购物 2. 一个小镇 3. 学习中文
4. 玩扑克 5. 谈论他们的周末
6. no time for rest 7. really tired
8. glow at night 9. the english club
10. the gardens in suzhou
b.选择填空
( ) 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.根据句意，填入所缺单词
1.把手放在头上
a:几点了？ b:11点45分。
a: what’s the ______? b: it’s a _______ to twelve.
2.玛丽怎么过周末？
how does mary _______ her ______ ?
3. 你们来自不同的国家吗？
are you ______ different _______ ?
4.我想去西安，我要在那儿登山。
i want to visit xi’an and _______ _______ there.
5.快点，刘军，我们今天值日。
be ______, liu jun. we are on duty taday.
1B Unit 篇10
一、单词辩音1.driver knife ( ) 2. tree trousers ( ) 3. good look ( )4. dress tree ( ) 5. their hair ( ) 6.sixty by( )二、翻译1、两位农民 2、几岁 3、大约四十岁 4、五位警察 5、老人 6、他们的职业 7、她的名字 8、想要成为 三、be动词填空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
课题
unit 1 who is younger?
课型
新授
课时
1 教学 目标 1、words and expressions:tall, light, young, old, heavy ( four skills)； 2、 drills: who is ……？（比较级）； 3、 语法知识：形容词的比较级。重点 难点1、drills: who is ……？（比较级）； 2、语法知识：形容词的比较级。课前 准备 1、录音与磁带； 2、挂图； 3、一些可以用来比较长短、大小、轻重等的物品。
师生互动教学过程
教学环节教师活动学生活动 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?出示课题。 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. 利用实物或挂图，同法教学：long, longer; strong, stronger; big, bigger; small, smaller;fat, fatter; thin, thinner; heavy, heavier; light, lighter. 1.listen to the tape and repeat. 2. 利用实物或挂图，说：old, older; young, younger; tall ,taller; long, longer; short,shorter; strong, tronger;etc. 3.quess:old or older? light or lighter? etc. 4. 利用实物或挂图，ask and answer: who is……？which is ……？ 5.讲解形容词的比较级，并分析归纳其构成方法 ： 1）一般情况下直接加 er 2）重读辅音节结尾的双写最后一个辅音字母加 er 3）以辅音字母加y 结尾的，变 y为i 再加er 4）有些词为不规则的形容词，另当别论。板 书 设 计 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
课题
unit 1 who is younger?
课型
新授
课时
2
教学内容
pat c and e
教学
目标
1.words: than , centimetre ; 2.drills: who’s taller than david? ; gan shan is taller than david.(四会) whose school bag is heavier , yours or mine?(三会)。
重点
难点 1.能用句型 who’s taller than david? ; gan shan ix taller than david. whose school bag is heavier , yours or mine?等含有形容词比较级的句型进行交际； 2.理解并能正确的运用 形容词的比较级。
课前
准备 1、录音与磁带； 2、挂图； 3、一些可以用来比较长短、大小、轻重等的物品。
师生互动教学过程
教学环节教师活动学生活动
a revisions 1.利用实物挂图等在句型中复习12组单词； 2.在复习中自然导出句型：……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,等进行练习；
c practise 1.利用学生的实物进行问答： 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.引导学生交流。 3.教学运用： i’m as tall as you. 学习单词： centimeter 4.让学生用i’m as young as you. he is as strong as .etc.进行交流； 5.浏览图后的判断题 6.学生自读并完成本项目 7.模仿表演。六 板书设计: 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 作业设计: 1. part c ask and answer; 2. part e read and act; 3. 调查你同学的年龄、身高、体重，自制成表 name age height weight 八 教学反思: 上节课已经进行了句型的渗透，形容词的比较级陈述句型，本节课通过巩固学生已经90%掌握；本节课句型，学生回答教好，但要求根据图片或实际情况进行提问，有些学生1与2两种句式混淆：who’s taller than , david or gao shan?错的同学比较多。学生写的情况可能更不理想。
unit 1 who is younger? (第三教时)3.5 mon. 3
一 教学内容：part d , e and h二 教学目标： 1.能用i’m as tall as you. su hai’s aunt is younger than su hai’s mother等日常交际用语进行交际； 2.会唱歌曲i wish i was taller. 3.进一步的理解与掌握形容词的比较级以及相关句型的运用 4.能根据所听对话完成相关的练习三 教学重点和难点： 1.能用等日常交际用语进行交际 2.会唱歌曲i wish i was taller. 3.进一步的理解与掌握形容词的比较级以及相关句型的运用四 课前准备： 1.录音与磁带 2.挂图与“金太阳”光盘 3.一些可以用来比较长短、大小、轻重等的物品。五 教学过程教学环教师活动学生活动
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.出示自己调查的表格情况，进行问答 用形容词的比较级进行说话练习
b play a game listen and guess. 1.展示自己的表格后， 说：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 放录音，让学生感受歌曲的旋律 2 读歌词，了解歌词大意 3 随录音哼唱 4 边唱边做动作， 5 分组练习
d listen and write 1、小组活动，讨论图片内容，巩固本单元的词汇及语言表达，也为听力大基础 2、听法指导，先看题目，在听的过程中抓关键词； 3、放录音 4、听完以后先口头回答问题： 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、学生独立完成填空练习。 6、检查。六 板书设计: 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 作业设计: 1、学唱歌曲 2、同学之间开展小组练习： who is my friend? 3、预习课文，听录音5遍。 、完成联系册相关练习。八 教学反思: 本节课主要的目的使训练学生听录音，提取有用信息，并能用完成填空的方式重构这些信息的能力。在这节课中，我引导学生先做一些group work，讨论图片内容，以进一步巩固本单元的词汇及语音表达，也为听力打基础。
unit 1 who is younger? (第四教时)3.6 tue. 4
一 教学内容：part a二 教学目标： 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 教学重点和难点： 能够根据所学内容，联系生活实际，将所学的语言项目运用于交际。四 课前准备： 1.录音与磁带； 2.挂图与“金太阳”光盘。五 教学过程教学环节教师活动学生活动
a revisions 1、free talk; 2、出示实物比较长短、大小，并用句子进行描述 3、唱英文歌曲 4、汇报小组游戏情况
b presentations and practise 1、出示jack的人物头像，向学生做如下介绍：look, do you remember this cute little boy? 引导学生学习生词cute; yes , he is jack. he is ben’s cousin .he’s only five years old.转向一名学生，问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“金太阳”光盘，介绍对话背景：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. 引导学生学习生词chat. let’s listen . 3、学习引文部分； 4、整体听课文录音，学生理解对话内容 5、分段概括： 第一段：jack, this is su hai……hello, su hai(greetings)，用引导朗读的方法引导学生学习，启发学生想象课文中的人物，还可以怎样问候？ 第二段：su hai has a twin sister……i want to meet her one day.这是课文的重点段落，先与学生自由交谈，在情景中学习生词： twin, minute, child, also; oh su hai is taller than su yang. who’s taller? who’s younger? who’s shorter? 运用语言进行描述； 第三段：do you have any brothers or sisters,jack?…….so you’ve got a brother.让学生模仿本段内容进行描述 6、听录音跟读课文，采用多种形式朗读 7、用自己的话复述课文 8、就自己的家庭成员进行描述。 9、完成课后相关练习。六 板书设计: 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 作业设计: 1、听课文，读背课文 2、小组开展活动 3、模仿课文，编写对话 4、复习第一单元 5、完成联系册相关练习 八 教学反思: 本节课主要是教授课文内容，在学习课文内容之后，教师可以采用多种形式朗读，并在长句的朗读及语气上做相应的指导。接着，教师可以引导学生用给动画配音的方式，进一步熟悉、掌握课文内容。还可以引导学生用自己的话复述课文的内容。
unit 1 who is younger? (第五教时)3.7 wed. 5
一 教学内容：part f and g二 教学目标： 1、 检查课文学习情况，并进行延伸 2、 全面复习第一单元 3、 掌握字母组合 or 在单词中的发音三 教学重点和难点： 1、全面复习第一单元 2、字母组合or 在单词中的发音四 课前准备： 1、录音与磁带 2、班级真实情况调查表 3、单词与音标卡片五 教学过程教学环节教师活动学生活动
a revisions 1、齐唱歌曲i wish i was tall. 2、听写：tall, light, young, old,(写出它们的比较级) child,（写出它的复数形式） also（写出它的进意词） chat（组一个词）, who’s taller than david? gao shan is taller than david. whose school bag is heavier? mine is heavier. 3、检查课文掌握情况； 4、表演自编对话 5、检查练习册情况，订正作业。
b play a game 1.展示自己的表格后， 说：my friend’s older than b.he is shorter than c. he is heavier than c. who is my friend? 2.group work. 3.先准备好的、按班级真实情况的表格进行拓展性游戏 4.自读书上f部分
c listen and repeat 1、出示单词卡片 2、请读音比较好的学生朗读， 3、读单词体会，找出共同的发音 4、跟读录音 5、指导朗读句型 6、展开竞赛，看谁读的又快又准 7、归纳整理其他例词 如：worker 8、鼓励学生用其它例词进行造句六 板书设计: 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 作业设计: 1、复习第一单元，准备测验 2、进一步整理自编对话； 3、完成练习册所有练习 4、预习unit two 八 教学反思: 本节课主要是让学生做书上f部分的一个游戏。在做游戏前，教师要引导学生做好充分的准备工作，制作好表格，以保证活动的顺利进行。在活动时做好将学生所想要别人猜测的人物名字暗暗写在一张小纸条上，以使游戏更有可信度。
unit 1 who is younger? (第六教时)3.8 thu. 6
一 教学内容： 完成拓展每课练上本单元的练习题。八 教学反思: 本节课因为所教内容比较简单，学生从浅层来看，单词的读音已经基本掌握，但更深一步要求：正确地运用形容词的比较级 进行说句子，许多同学还不能正确掌握，需要进一步练习。
1B Unit 篇12
课题 unit8reviewand check
课时
1
课型
复习 教学 内容 1、完成a. look ,read and say，根据提供的图片和相关信息，介绍图中人物的主要情况。 2、复习第五~七单元相关语言表达和语言结构部分的内容。 3、复习单词。教学 目标 1.完成a. look ,read and say，根据提供的图片和相关信息，介绍图中人物的主要情况。 2.复习第五~七单元相关语言表达和语言结构部分的内容。 3.复习单词。重点难点根据提供的图片和相关信息，介绍图中人物的主要情况。课前准备 录音机
师生互动教学过程
教学环节教师活动学生活动
a revision 1.游戏：单词接龙：milk—kite-- 2.what’s the weather like in summer here? 3.which season do you like best? why?1. 引导学生看第一个资料和照片，然后阅读短文。 2. 组织学生在同桌间结合短文内容自由提问： 3. 组织学生齐读短文，并要求学生记住相关信息。 4. 记忆问答：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? 建议学生在第二和三两题中任选一题来完成，在参考的基础上适当扩展，教师在评价学生的语言表达时，
b presentation 将重点放在评价其表达的灵活性、自然程度和完整程度上，对于大胆想象、敢于发现的学生要给予充分的肯定。 组织学生在独立准备的基础上先和同桌交流，再在班里交流。
c consolidation
在口头交流的基础上组织学生把介绍的内容写下来。板书设计unit 8 review and check a.look ,read and say作业设计首字母填空 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
课题
unit 8 review and check
课时
2
课型
复习 教学 内容1.复习相关句型。 2.完成b.look ,read and write . 和c. look and talk 。教学 目标1.复习相关句型。 2.完成b.look ,read and write . 和c. look and talk 。重点难点b.look ,read and write 和c. look and talk课前准备录音机
师生互动教学过程
教学环节教师活动学生活动
a revision 1.单词接龙：go – orange 2.动词词组接龙： 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.先和学生对话提供示范： -- 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.板书句型，组织学生仿照句型进行同桌问答操练。 3.组织学生根据个人喜好进行问答操练。 b.look ,read and write 1.组织学生独立看图并独立完成，教师在教室里巡视，及时发现学生存在的问题，对于有困难的学生给予帮助。 2.组织校对，指导学生完成练习的方法。 3.安排学生开展朗读比赛，锻炼学生的口头表达能力。 分小组比赛和个人比赛。
c
listen and write 组织听写课堂上出现的四会句型： 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 书 设 计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 业 设 计 英汉互译： 1.在春天_________ 2、夏天的早晨_________ 3.一场秋季赛_________ 4、寒冷的一天_________ 5.写封英文信_________ 6、在乡间道路上_________ 7、打雪仗_________ 8、看音乐会_________ 9、我的电子邮件地址_________ 10、传真号码_________ copy the sentences.教学思
课题
unit 8 review and check
课时
3
课型
复习 教学 内容1.复习单词和日常交际用语。 2.完成d talk and write.教学 目标1.复习单词和日常交际用语。 2.完成d talk and write.重点难点完成d talk and write课前准备录音机
师生互动教学过程
教学环节教师活动学生活动
a revision 1.游戏：吹泡泡——单词归类 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. 根据书上提供的采访话题，进行采访示范： 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. 组织学生分小组开展采访活动。学生既是采访者，又是被采访者，同时进行，教师参与其中指导。学生可以灵活变动采访的问题。 3. 相互交流采访所得，比一比，看哪位学生了解到的信息最多。 组织一期题为“我们的好朋友”的小报，要求学生将各自的采访写成一篇短文发表在班级的报纸上。板书计unit 8 review and check best friend作 业 设 计 单词归类 food---- bread, season--- spring, sports--- swim, subject--- english, study things— sharpener, living things--- bookcase, copy some sentences.教学反思
unit 8 review and check (第四教时)
一 教学内容： 完成补充习题册上本单元相关练习。
unit 8 review and check (第五教时)
一 教学内容： 完成拓展练习册上本单元相关练习。1、这一节课主要来围绕人物的信息，介绍一些他们的基本情况，同时复习第五单元至第七单元有关语言表达及其语言结构部分的内容，教师在这节课中充分利用课文插图，引导学生结合话题和功能，回顾与相应话题有关的语言表达，使情景和语言的表达更自然、流畅、完整。 2、由于本课对于上节课来说，相对复习的内容更多点，所以在教学中教师可以采取同桌活动或小组活动，如单词谜语游戏、句子接龙游戏等，让学生在较为轻松的气氛中相互帮助、共同复习所学过的内容。c部分涉及的词汇与学生的日常活动有关，教师可以设计“看动作、猜词语”、“听指令，做动作”等游戏，再现这类单词和词组，为本部分的语言交流作准备。 3、本课的d部分教学内容教师可以通过回答形式引导学生复习有关人物信息的句型以及日常用语。并可在此基础上要求学生交流各自好朋友的情况，并记录有关信息。为避免将本部分处理成单调的回答练习，教师可以安排“小记者采访”活动，采访的话题是“…’s best friend”。总之由于已经有前面两节课的练习基础，教师可以更进一步要求，让学生对以前所学语言灵活地加以运用，从而进一步提高学生综合运用语言的能力。
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