Unit 1 How tall are you.docx

1、Unit 1 How tall are youUnit 1 How tall are you?第一课时一、教学目标与要求：1 能够听、说、读、写形容词的比较形式：taller, stronger, older, younger 和 shorter.2 能够用句型：Imcm tall. He/ Shes cm tall. 描述自己和他人的身高。3 能够用句型 Youre taller than your brother. Im older than you. 进行年龄和身高的比较。4 能够听懂教师的指令，按不同年龄、身高排队，并用所学语言进行表述。二、教学重、难点分析1重点是能够听、说、读、写A

2、 Lets learn 部分五个形容词的比较级形式；并能用含有比较级的句型替换关键词进行问答。2难点是能够听、说、读、写四会单词；并能根据某一情境使用含有形容词比较级的句型替换关键词进行问答。长度单位cm的完整形式centimeter的发音也是本课的教学难点。四、教学步骤1 GreetingsHello, boys and girls . Happy New Year. And nice to see you again. How are you? Now, after a term, I thin you know much better about your teachers. Whos

3、you music teacher? Whats he/she like?引导学生用学过的形容词thin, short, tall, old, young, funny, strong, kind 来描述这位老师。当问到学生Whos your English teacher?时，根据学生的回答Shes tall.2 师出示测身高与体重的量器，提问学生：How tall am I , do you know? Guess? 帮助学生用句型Are you cm tall? 来猜。师用up 和down 帮助学生猜出确切的数字。3 师请出猜中自己身高的学生，问： How tall are you?帮助

4、他/她测量身高，引导该学生说：Imcm tall。 然后师说： is taller than me. 或Im taller than来结束该游戏。4 板书测量的学生的身高，师尽量用手势帮助学生理解以下句子：A is tall. B is taller than A. C is taller than B. D is taller than C. 然后板书并领读tall-taller 。5 师请出三名较强壮的学生模仿健美动作，并做比较说： Youre strong. Hes stronger than you.并板书领读strong-stronger6 师在黑板上列出家人的年龄，介绍说：My m

5、other is 44, My father is 46. He is older than her. My aunt is younger than my father, but she is older than my mother. How old is she? 然后板书oldolder 和 young-younger , 让学生回答问题。7 放Lets learn部分的录音，学生听录音跟读。8 Lets play 师贴出4-5个学生图像，描述各人情况，发指令： Line up from younger to older.Line up from shorter to shorter.

6、9Lets chant. 放录音学生跟读。10学生做活动手册的配套练习。第二课时一、 教学目标与要求1 能够听、说、读、写四会掌握句子：How tall are you? Im 164cm tall. Youre shorter than me. Youre 4cm taller than me. 并能在情景中正确运用。2 能够听懂Lets try 部分的录音并选出正确的选项。二、 教学重难点重点与难点是四会掌握句型：How tall are you? Im 164cm tall. Youre shorter than me. Youre 4cm taller than me.四、 教学步骤1

7、 Warm up2 Lets chant.3 放Lets try 部分的录音，学生听录音，圈出录音材料所描述的大象。4 师：Im 167cm tall. Youre taller than me. Im shorter than you. How tall are you?该生回答：Im 168cm tall. 师接着说：Oh, youre 1cm taller than me.然后板书这组对话并重点领读最后一个句子。5 师：How old are you, then? 生: Im 14. 师补充：Hes 14 years old. Im 28 years old. Im 14 years o

8、lder than xxx. 再询问几个学生的年龄，并作比较。6 学生年Lets talk 部分的对话，师放录音，学生跟读。7 学生两人一组朗读对话。8 学生做活动手册的配套练习。第三课时一、教学目标与要求1能够听懂、会说Lets read 部分的对话并完成填充句子的练习，特别是能看懂、会朗读句子：I think the little monkey is only 40cm tall. The monkey is shorter but you are funnier.2能学唱本单元歌曲。二、教学重难点1 重点是使学生能够充分理解、正确朗读对话。2 难点是学生能看懂、会朗读句子: I thin

9、k the little monkey is only 40cm tall. The monkey is shorter but you are funnier.四、教学步骤1 Warm up跟唱本单元Lets chant 的歌谣。学唱本单元歌曲My pets.2 师：The little girl has two pets. What are they? 生: A dog and a cat. T: Yes. I have two pets too. Lets have a look . What are they? S: They are dogs.3 T: Yes, I have a b

10、lack dog and a brown dog. Are they cute? Which dog is taller? Which dog is stronger?学生看图回答。4 T： The black dog is taller than the brown dog. Its 80cm tall. The brown dog is 55cm tall. And its tail is longer than than the brown dog. Its tail is about 28cm long. But the brown dog is stronger than the b

11、lack dog. I like the brown dog. Its funny. Its funnier than the black dog. Which dog do you like?5 师再出示一张小猴的图片，说：Look at the monkey. What do think of it? 帮助学生回答：It is funny, too.师接着问Which one is funnier, the dog or the monkey? 帮助学生表达自己的看法，如：I think the monkey is funnier.6 师引出课文：Ben is watching monke

12、ys at a zoo with his father now. What are the monkeys like? Which monkey does Ben like? ets read the dialogue.7 学生听录音，理解对话，完成填充句子练习。师检查。8 放录音，学生跟读。9 学生做活动手册配套练习。第四课时一、 教学目标与要求：1 能够听、说、读、写形容词的比较级形式：heavier, longer, thinner, bigger和smaller.2 能够灵活准确地运用以上形容词比较描述人物和动物的特征差异。3 能够完成Lets play部分的活动并在活动中相应的语言正

13、确表达。4 能够理解story time中的故事。二、 教学重难点1 重点是四会掌握五个形容词的比较形式。2 难点是掌握以下形容词比较级的构成方式：heavyheavier, thinthinner, bigbigger.四、 教学步骤1 Warm up放本单元Lets chant 录音，学生和着录音吟唱，师与生对话：T: How tall are you? S: Im 160cm tall. T: Im 168cm tall. Youre shorter than me. Youre 2cm shorter than me.2. 师拿出一个气球，请一名学生帮忙吹，“Please make i

14、t big.” 师带领全班学生跟随学生吹气球的节奏喊：Bigger, Bigger, Bigger！呈现该单词。然后师拿着已经吹大的气球，一点一点放出空气，说: Smaller, Smaller, Smaller!呈现并领读这两个单词。3师拿出一段皮筋，一边拉长，一边说：longer, longer, longer! 接着慢慢放松皮筋说：shorter, shorter, shorter!然后呈现并领读这两个单词。4 师拿一叠作业本：I have many books. They are heavy. 师一本一本往上加时说：heavier, heavier, heavier! 领读该词，请学生

15、再次确认从heavy 到heavier的词尾变化。5 师出示一组有强烈对比效果的图片，教学heavy, thin, thinner.师出示图片说:look , The boy is heavy. He wants to be thinner. So he does exercises everyday and eats less meat. He is thin after three months. He keeps doing exercises. He is thinner after another three months. 然后呈现thinner.6 放录音，学生跟读单词。7 Le

16、ts play8 Story time9 学生做活动手册本部分的配套练习。第五课时一、教学目标与要求：1 能听懂、会说并能书写句型：“How heavy are you? Im 48kg. Im thinner than you and shorter.”并能在情景中正确运用。2 能够完成Pair work 中的调查任务。3 能够完成Lets try 部分听录音选图片并填充句子的练习。4 能够了解Good to know部分的内容。二、教学重、难点分析1. 重点是能够询问、回答有关体重、身高、脚的大小尺寸、头发的长度等问题并能书写相关句型。2. 难点是四会掌握句型以及单位词。四、教学步骤1 L

17、ets sing。2放Lets try的录音，学生听录音，填充句子并选出相应的图片。3师说：The boys pencil is 15cm. How about your pencil? How long is your pencil? 学生测量自己的铅笔并回答。师再举例练习，如: How long is your English book/ Chinese book? 师接着拿着软尺并附与动作说：How long is your leg？ 叫几名学生上台测量，并板书句子： How long is your leg？ 85cm.师接着继续量脚并说：My feet is 27cm. I wear

18、 size 35. How big is your feet? 学生明白后回答。 师板书句子并带读：How big is your feet? I wear size 5 师放对话的录音，学生跟读。学生分成两大组练习对话。6 学生做活动手册本部分的配套练习。第六课时一、 教学目标与要求：1 能够听、说、认读Lets read 部分的内容，特别是能听、说、认读单词：squid, lobster, shark, seal, whale 和单位词ton, meter, kg, cm;能听说、认读短语和句子：can dive into the deep cold water/ jump out of

19、water. Each up to 20cm long. 并能正确完成填充句子的练习。2 能够正确完成Pronunciation中Read and Match连线的练习。3 能够正确完成Lets check 部分听音圈图的练习。二、 教学重、难点分析1 重点是让学生理解、会读文内容；并能正确理解几个单位词：ton, meter, kg, cm.2 难点是本部分语言知识含量大，需要帮助学生充分理解。四、 教学步骤1 Warm up师生共唱Lets sing部分的歌曲。2 师放Lets check部分的录音， 学生听录音完成听音圈图的练习。3 师：Today, lets get to know t

20、wo kinds of whales, sperm whales and killer whales. 让学生仔细看图，然后提问：How long are they? How heavy are they? Lets read and answer.4 学生四人一组阅读文段回答师提出的问题。5 师指着图中的Killer whale的牙齿问：How many teeth do they have, do you know ? How long is each tooth? 学生根据文段的内容回答。师接着问：How many teeth do you have? How long is each

21、tooth?6 师再提问：What does a sperm whale eat? What does a killer whale eat? What can they do ?请学生根据课文内容回答问题。7 师放lets read的录音，学生跟读，提出不理解的单词或句子，师生一起讨论解决。8 学生完成文后填充句子的练习。9 师放Pronunciation部分的教学挂图并放录音，第一遍学生静听，感知音标的音与形；第二遍学生跟读。10 师请一名学生在挂图上连线做示范，请其他学生仔细看图，辨认词形，试读音标，然后连线。最后学生集体核对答案。11 做本课时活动手册配套练习。Unit 2 Whats

22、 the matter, Mike?一、 教学目标与要求1 能够听、说、读、写单词或短语：have a cold, have a toothache, have a fever, hurt, have a headache.2 能够听、说、认读短语:have a sore throat.3 能够听、说、认读句型：Whats the matter, Mike? I feel sick. I have a fever.并进行关键词的替换练习。4 能够理解会并吟唱Lets chant的歌谣。二、 教学重难点1 重点是掌握A Lets learn部分的四会单词和短语，并会用询问他人身体善、状况的问句和

23、答句替换关键词操练所学新词和短语。2 教学难点是正确拼写四会单词、短语和掌握三会单词throat的发音。四、 教学步骤1 Warm up师放四年级上册第六单元的歌曲：My father is a doctor.2 师生口语练习What are you?Im a student.Whats your father/mother?Hes / Shes a How are you today?Im fine, thank you. And you?3. T: Im not fine. I feel sick. I have a flu. 师做擦鼻涕的动作。师出示一支体温表,说I have a fev

24、er. I have a cold. 呈现图片教学have a fever. 师示范朗读,学生跟读. 让学生触摸他人和自己的前额来判断是否发烧.4. 师: I have a fever . I have a headache. And my throat is sore. I have a sore throat. 并教学该短语.5. 师课前准备一只漂亮的糖果盒,装有巧克力等糖果,请学生猜: Whats in the box? 学生猜出后,师说:Yes ! Here are some sweets. I like eating sweets. So I often have a toothac

25、he. 师做牙痛状, 呈现图片教学该短语.6. 呈现ZhangPeng受伤图片, Whats the matter with Zhang Peng ? Does he have a fever? Does he have a headache? Does he have a sore throat? 学生回答NO. 师接着说: Oh, look, Zhang Pens leg hurts. 师出示自己贴着胶布的手说: My hand hurts too. 教学单词hurt.7. 师放A Lets learn 部分的录音,学生跟读.8. “看病”游戏 请六个学生上台,每人选一张短语卡片,师戴医生

26、的帽子提问:Cold, cold, Who has a cold? 抽中have a cold 的学生上前一步,做动作并说:Cold, cold , I have a cold.9. 学生做本课时活动手册配套练习.第二课时一、教学目标与要求：1 能够听、说、认读主要句型：How do you feel? I feel sick. Whats the matter? My throat is sore. My nose hurts.2 能够书写四会句子：Whats the matter? My throat is sore. My nose hurts.3 能够听懂Lets try 部分， 并能

27、根据录音内容为五张小图正确标号。4 能够了解Pronunciation中的音标音与形；能够读出例词并选择音标与单词、配图正确连线。二、教学重、难点1 重点句型：How do you feel? I feel sick. Whats the matter? My throat is sore. My nose hurts.2 Pronunciation 部分也是本课时的教学重点。3 难点是听、说、读、写熟练掌握四会句型。三、课前准备1 准备录音机和本课时的录音带。2 准备ets talk 部分的教学挂图。四、教学步骤 arm up师放本单元Lets chant 部分的歌谣。学生跟唱。Lets try 师放录音，学生听音、看图、标序号。学生再听录音，跟读一至两遍。 师说：Today is sunny. I like the sunny day. So I feel happy. How are you today? Do you feel happy today? (I feel happy./I feel sad.)You do well in your English study. I feel very happy. How about you? How do you feel?问答进行几个回合后，师引导学生询问自己：How do you fe