Unit 1 How often do you exercise教案

Unit 2 How often do you exercise教案

Unit 1 How often do you exercise？

Ⅰ.Analyis of teaching material

1.The topic of this unit is about free time actmties。Suchtopicisrelated to students’daily life. So it is helpful toraise learning interest of students. If students can learn this unit well，it will be helpful to make students learn the the rest of this book.

2 .Teaching Aims and Demands

(1) Knowledge Obj ect

In this unit students learn to talk about how often they do things.

(2)Ability Objects

To improve students’ability of listening，speaking，reading and writing.

(3)Moral Objects

To help students form a good eating habit.

To do exercise every day and keep fit.

3 .Teaching Key Point

To master the key vocabularyand the target language presented in this unit.

4 .Teaching Difficult Point

To train students how to use the key vocabulary and the target language by reading and writing.

5 .Studying Ways

Teach students how to use context.

Teach students how to do a survey.

Ⅱ.Language Function

Talk about how often you do things.

Ⅲ.Target Language

What do you usually do on weekends?

I sometimes go to the beach..

How often do you eat vegetables?

Every day.

Most of the students do homework every day.

Ⅳ.Structure

Wh-questions

What do…?

How of ten…?

Adverbs of frequency

All/most/some/none

V .Vocabulary

always，usually，often，sometimeshardly，ever，never, exercising，shopping，skateboarding once，twice，three times a week，month, every day, milk，junk，food, drink

Ⅵ.Recycling

reading，watching TV，go to the movies, fruit，vegetables

Ⅶ.Learning strategies

Using context.

Transforming information.

Ⅷ.Teaching times

Six periods

Period One

Teaching Aims:

1. Learn to talk about how often do you do things

2. To learn the words of the adverbs of frequency.

Teaching Difficulties:

1.words: exercise, skateboard, hardly, ever, shop, once, twice, time, surf, internet, program.

2.phrases:how often, on weekends, go to the movies, exercise, go skateboarding, always , usually , often , never , hardly ever , sometimes .

3.Sentence patterns: What does she /he do on weekends ? She often goes to the movies .How often do you shop ? Once a week / Twice a week ??? .

Teaching Aids: Tape recorder;Multi-Media.

Teaching Procedures:

Step 1 ：Greeting.

1. Teacher: Summer vacation is over. I think you had a wonderful vacation, am I right? Did you enjoy your summer vacation? Could you please tell us what you did in your summer vacation?

2. Encourage students to share their holidays with the whole class.

Step 2 ：Leading – in

Teacher: Oh, you had a happy and colorful vacation. Today we will talk about more activities on weekends. First, let’s think about what we can do on weekends. (Ask some questions and let students think it over).

Teacher: I often sing on weekends, what do you usually do on weekends?

S1: I often take piano lessons.

Teacher: What does she usually do on weekends? (Ask another student)

S2: She often takes piano lessons.

Teacher: What about you? (Ask S2)

S2: I often play basketball

Teacher: What does he usually do on weekends? (Ask another student)

S3: He often plays basketball.

(Ask more students in the same way)

Step 3：1a Look at the screen. Make a list of the different weekend activities.

First let students list different activities, then

Teacher: Now work in pairs, ask and answer

---What does he/she do on weekends?

--- She goes shopping. / She reads books. / He exercises. / He watches TV. / She goes skateboarding. Step 4：1b Listen and write the letters from the picture above on the lines below.

Get students to focus on the six adverbs in activity 1b and help students to understand:

Always-100% usually- 90% often-80% sometimes-50% hardly ever-10% never-0%

Step 5：Lead-in:

Teacher: I always read English books on weekends.

I usually exercise on weekends.

I often go to visit my grandparents.

I sometimes go shopping on weekends.

I hardly ever play computer games on weekends.

I never play cards on weekends.

What does your English teacher do on weekends?

(Help students to say)

Students: Our English teacher always reads English books on weekends. She usually exercises on weekends…..

Teacher: I exercise every day. I go shopping once a week. I watch TV twice a week. I go dancing three times a month…

How often does your English teacher exercise/ go shopping / watch TV / go dancing?

Students: Our En glish teacher exercises every day….

Step 6：Listening (2a and 2b)

Teacher: My friend Cheng is talking about something about his different activities, let’s listen and number the activities you hear.

Teacher: Listen again. How often does Cheng do the activities above?

(Help students to finish 2a and 2b)

Step 7：.Do a survey:

Activities How often

Take a shower

Wash your hair

Exercise

Clean your room

Ask and answer: How often do you take a shower?

How often does he / she take a shower?

Let Ss ask and answer in pairs, using always, usually, often, sometimes, hardly ever or never. Step 8:Homework

1. Do exercises on pages 1-2 of the workbook to practice the language presented in this unit.

2. Remember what we learn today.

3. Write a passage about what you often do on weekends and how often you do different activities.

Period Two

Teaching Aims:

1. Students can learn to talk about activities and how often to each other

2. Students can listen, talk ,read and write these words correctly

Teaching Difficulties:

1. Words: high school, most, no, result, active, for as, for about

2. Phrases: for as, for about

3. Sentence patterns:How often do you shop? I shop once a month.

How often does Cheng watch TV? He watches TV..

Teaching Aids:Tape recorder; Multi-Media.

Teaching Procedures:

Step 1 ：Greeting.

Step 2 ：Lead – in

T: Do you like English ?

S1: Yes, I do.

T: Do you want to improve your English?

S1: Yes, I do.

T: What can you do to improve your English?

S1: I can read English books to improve my English.

T: How often do you read English books?

S1. I read English books every day.

Practice more phrases in the same way. (Look at the screen)

Step 3 ：Groupwork: Who’s the best English student?

1. T: Just now we talked about what you could do to improve your English? (eg. read English books, practice reading and speaking )and How often do you ??? ?

Now please think of more things you can do to improve your English and write them down in the chart on page 3.

How often do you…? once a week twice a week three times a week once a month

read English books

sing English songs

watch English movies

T: Now let’s see who is the best English students in the class .

Step 4 ：Lead-in:

Teacher: Just now we talked about different activities about learning English. From the chart we know you can do many a ctivities to improve your English. You did a good job. Now let’s look at another chart of the student activity survey at Green High School.

Green High School: Activity Survey

Activity everyday once or twice a week three or four times

a week

Exercise 15% 10% 75%

Do homework 95% 0% 5%

Watch TV 85% 2% 13%

(Help students to say: 15% of the students exercise every day. 10% of the students exercise once or twice a week. 75% of the students exercise three or four times a week… Then present the following)

All students=100%

Most students=51%-99%

Some students=1%-50%

No students=0%

Step 5 ：Reading

1．Get students to read the magazine article on Page 3 and finish the passage, then check the answer.

2．Answer the questions about the survey:

1）What do the students of Green High School usually do at school?

2）Do they all exercise once or twice a week?

3）How many students watch TV every day?

4）What do fifteen percent of Green High School students do every day?

5）Do the students of Green High School do the same activities as you? Yes or no?

Can you say something about the activities that the students of your school do?

Step 6: Explanation

1. Here are the results of the student activity survey at Green High School.

这儿是Green高中的学生活动调查结果。

（1）the results of……的结果。如：

the results of the English contest 英语比赛的结果

（2）as a result由于, 因此。如：

As a result, Tsinghua becomes the first-class university.因此，清华成为一流的大学。

（3）at Green High School在格林高中在学校用介词at。如：

at Junior School在初中at Primary School在小学

2. Most students exercise three or four times a week.大多数学生一周锻炼三或四次。

（1）exercise v. 锻炼；exercise n. [U]运动;[C]练习

Let’s do our exercises.让我们做练习吧。

Walking is a good exercise.散步是很好的运动。

（2）time次数time and time again千万次的

（3）three or four times a week 一周三四次

…times a week / month / year一周/月/年多少次，

特殊：once 一次

twice两次

巧辨sometime ，sometimes ，some time，some times

sometime ，sometimes ，some time 和some times形似而含义不同。下面的口诀能够帮助我们辨别它们的含义及用法。

分开是“一段”，相连为某时；

分开s是“倍、次”，相连s是“有时”

1). I’ll stay here for some time.

2). My father will be back sometime in October.

3). Our school is some times larger then theirs.

4). I watch TV three times a week.

5). My good friend Wu Min often goes to school by bike, but sometimes on foot.

3.as for homework谈及到家庭作业as for sth. /sb. 谈及某事/某人

（1）as for the book Harry Potter 谈起《哈利?波特》这本书

（2）as for my father 谈到我的父亲

Step7: Exercise:

Ⅰ用所给词的适当形式填空：

1. Li Lei likes going ______(skateboard) on Sundays.

2. Mother often goes _____ (shop) after work.

3. How often _____ he ____ (do) his homework?

4. He watches TV ____ (two) a week.

5. Zhang Jian speaks English very well, so he is very ____ (activity) in English class.

Ⅱ单项选择

1. “____ do you visit your uncle?” “ Three times a month.”

A. How

B. How long

C. How often

D. How soon

2.As ____ my homework, I do it every day.

A. about b. for C. ofD. on

3.Meimei listens to music ____.

A. sometime

B. sometimes

C. some times

D. some time

4.My brother ____ like singing ____ dancing.

A. don’t , and

B. doesn’t , and

C. doesn’t , or

D. don’t, or

5.Jack hardly ever exercises, so he is kind of ____.

A. healthy

B. unhealthy

C. health

D. unhealthy

6.How often does she ____.

A. watching TV

B. surfs the Internet

C. go to the movies

D. exercises

7.There are few ____ in the fridge. Let’s go and buy some peas, carrots and cabbages.

A. vegetables

B. fruit

C. meat

D. eggs

8.Most students exercise ____ a week.

A. once or twice

B. one time or two times

C. one time or twice

D. once or two times

9.--- ____ do you go to Qingdao?

--- Only once.

A. How often

B. How long

C. How many times

D. How far

10. “60% of students like reading English.” means “____ students likes reading English.”

A. All

B. Most

C. Some

D. No

ⅲ句型转换：

1. There is little money left. (改为同义句)

There is _____ _____ money left.

2. Maybe Kate knows the answer. ((改为同义句)

Kate _____ _____ the answer.

3. She plays the violin on weekends. (对划线部分提问)

_____ _____ she _____ on weekends?

4．The students never surf the Internet. (对划线部分提问)

______ ______ ______ the students surf the Internet?

5. Sam does his homework at home. (改为否定句)

Sam _____ _____ his homework at home.

Step 8: Homework:

1. Revise the new words.

2. Preview Section B.

3. Write a short passage to describe the best English student in your class, telling what he/she does to improve English and how often he/she does these things.

Period Three

Teaching Aims:

Learn to talk about how often they do things to keep healthy.

Teaching Difficulties:

1.Words:

junk food, milk, coffee, chips, cola, chocolate, drink, health, how many, interviewer.

2.Phrases: how many, be good for, be bad for, every day.

3.Sentence patterns:How often do you drink milk, Liu Feng?

How many hours do you sleep every night?

She says it’s good for my health.

Teaching Aids: Tape recorder; Multi-Media.

Teaching Procedures:

Step 1 ：Greeting.

Step 2 ：Lead-in

1. T: I had eggs for breakfast this morning, and I have eggs for breakfast every day. Because they’re good for my health. And they’re nutritious. What about you? What do you have for breakfast?

S1: I have milk for breakfast.

T: How often do you drink milk?

S1: I drink milk every day.

T: Do you like it ?

S1: Yes, I do. / No, I don’t.

T: Why do you like it? S1: Because it’s good for my health/ it tastes delicious.

T: You don’t like it, but you drink it every day, why?

S1: Because my mum wants me to drink it. She says it’s good for my health.

2. T: What about you , what do you have for breakfast?

S2: I have instant noodles for breakfast .

T: How often do you eat instant noodles?

S2: I eat instant noodles three or four times a week.

T: Do you like them?

S2: Yes, I like them very much.

T: (Let students compare them and tell who is healthier)

Who is healthier, S1 or S2?

Yes, S1 is healthier. Because milk is good for our health. And instant noodles are not healthy, they are bad for our health. They are junk food.

T: I know most young people like eating junk food. But I think you’d better not eat too much ju nk food, because they’re bad for our health. Let’s look at the screen and find out which ones are healthy and which ones are unhealthy?

? ---Is/Are…healthy?

? ---Yes, it is. / They are.

? No, it’s /they’re unhealthy.

? ---Why?

? ---Because it’s /they’re go od/bad forhealth.

Step 3：Pairwork (1a 1b).

T: Now work in pairs, talk about how often you eat the food in the pictures.

A: How often do you …?

B: I …every day/ twice a day/ three times a day/ four times a week..

A: Do you like it/ them?

B: Yes, I do. / No, I don’t. But my mom wants me to drink. She says it’s/they’re good for my health. Step 4. Listening ( 2a 2b)

1. T: What does healthy mean? If I eat a lot of junk food but never exercise, am I healthy?

Ss: No.

T: If I eat lots of fruit and vegetables and drink milk every day, am I healthy?

Ss: Yes.

T: Now, we will hear a reporter interviewing two people, Bill and Katrina. Listen and decide if Bill and Katrina are healthy. Circle your answer to each question.

2. T: What are Bill and Katrina’s answers to thes e questions? Listen again and write down the correct adverbs of frequency.

Step 5. Groupwork (2c)

Role play. Student A is the interviewer. Student B is Katrina. Student C is Bill. Try to act the conversation out .They can use their own words.

Step6: Homework :

1. Finish the exercise in this period.

https://www.wendangku.net/doc/3d17128776.html,ing the information in 2a &2b, write a report about Bill’s and Katrina’s eating habits.

Period Four:

Teaching Aims:

1. Learn following expressions:

2. Learn to write one’s own habits.

Teaching Difficulties:

1.Words: habit, try, lifestyle, grade, better, same, as, different, difference, maybe, although, for, keep, must.

2.Phrases: eating habits, look after, healthy lifestyle, unhealthy lifestyle, good grades.

3. Main task: How to write a composition of one’s ha bits.

Teaching Aids: Tape recorder; Multi-Media.

TeachingProcedures:

Step1: Revision

1. Free talk:

2. Ask and answer

How often do you exercise? How often do you eat vegetables/fruit/junk food?

How often do you drink milk/coffee/tea? How many hours do you sleep every day?

（Use he/she/they ask and answer these questions. ）

Group works

Step 2. Presentation and reading (3a)

T: Last period we learned Section B 2a and knew Bill and Katrina’s lifestyles ,do you remember? Are they healthy?

Ss: Yes,Katrina is health y while Bill isn’t healthy.

T: Good. Now Katrina writes a letter about her lifestyle to her pen pal , let’s listen to a part of her letter and answer some questions:

1. How often does she exercise?

2. How often does she drink milk?

3. Does she eat junk food very often?

4. Do you think she has a healthy lifestyle? Why or why not?

5. Is her lifestyle the same as yours or different? What are the differences?

Step 3. Fill in the blanks (3b)

T: We know Bill is kind of unhealthy. And he also writes a letter .Let’s fill in the blanks in Bill’s letter. (After Ss have finished, check it)

Step 4. Writing (3b)

T: Are you healthy or unhealthy? Now, it’s your turn to write about your own habits.

Step 5. Survey

Add five questions to the survey on page 81.(1. How often do you exercise? 2. What sports do you play? 3. How often do you eat vegetables?)Then ask three classmates the questions and take notes. Discuss and describe: Who is the healthiest student?

Step 6. Exercise:

ⅰ.用所给词的适当形式填空：

1. We need ________ (health) food.

2. Who is the ________ (interview)?

3. He does his homework ________ (well) than me.

4. What are the __________ (different) between Lucy and Lily?

5. I’m sorry to keep you ________ (wait) for me for a long time.

ⅱ单项选择：

1. Healthy food and exercise _____ me to study better.

A. let

B. make

C. helps

D. help

2. He ____ at school .

A. may be

B. maybe

C. may is

D. may

3. “How long did you sleep last night?”“______.”

A. Twice a night

B. For nine hours

C. Two times

D. Once or twice

4. If you want to be healthier, you must eat ____ meat and do ____ exercise.

A. less, more

B. fewer, much

C. less, much

D. many, more

5. Our teacher wants us ____ English hard.

A. study

B. to study

C. studies

D. studying

6. She says it’s good ____ my _____.

A. for, health

B. for, healthy

C. at, health

D. at, healthy

7. ____ he is ill, ____ he goes to school.

A. Although, but

B. /, /

C. Although, /

D. But, although

8. The boy is ____ fat because he eats ____ junk food.

A. much too, too much

B. much too, much too

C. too much, too much

D. too much, much too

Step 7. Homework:

How healthy are you? Write a passage about your own eating habit.

Period Five: Self check and Revision

Step1 Greetings & free talk

Step2 Discussion

Work in groups, discuss which kind of life is healthy. Do a report according to the discussion.

Step3Self check

Fill in each blank with the correct word given.

Then make your own sentence with each word.

1. wants

2.exercises

3.help

4.try

5.have

Step4 Key phrases:

1. how often 多久一次

2. as for至于，关于

3. junk food垃圾食品

4.eating habit 饮食习惯

5.of course当然

6.look after 照顾，照看

7. start with 以……开始

8. make a difference使得结果不同，有重要性

9. go shopping去购物

10.have a party 聚会

11. go to the movie去看电影

12. once a week每周一次

13. hardly ever很少

14. twice a week每周两次

15. three times a week每周三次

16. watch TV看电视

17.on weekend在周末

18. do homework做作业

19. a lot of许多

20. try to do尽力做某事

21. help sb (to) do sth.帮助某人做某事

22. the same as和……相同

23.keep in good health保持身体健康

Step 5 Grammar

1.掌握句型：

1) What do you usually do on weekends?I often go to the movies.

What does she do on weekends ？She often goes to the movies.

What do you usually do on weekends?I often go to the movies.

(watch TV、read books 、exercise、clean、skateboard、play basketball、wash clothes、go shopping、go to movies)

How often do you exercise/… ?

Task one “Find my group members.”

2. Presentation and drill

（1）教师指着屏幕说：“ Now let’s see my activities on weekends. How often…?屏幕上出现各项活动的图片并介绍。I always read books at 6:00 in the morning. Then I usually run at 6:30. I often clean my house in the afternoon. Sometimes I watch TV, but I never watch TV too much. I hardly ever go to the movies.

（2）点击鼠标屏幕上出现频率副词及相关的百分比。

always(100%)usually(80%) often (30-50%)

sometimes(20%)hardly ever(5%) never(0%)

领读频率副词，让学生快速认读。

（3）分别点击活动图片，每个图片正面出现一个频率副词。

教师依次提问：What do you do on weekends?

引导学生用图片中的活动及副词回答，如：I usually run.

（4）Task: Making cards

每个学生把自己的课外活动做成卡片，再把频率副词做成卡片，然后一个学生问What do you do on weekends? 另一个学生分别拿一张活动卡片和频率卡片并用其进行回答。

(5)常见的频度副词有never(从不), sometimes(有时),often(经常),usually (通常), always(总是).

从0%(never)到100%(always)可以这样排序:

0%……………………………………100%

never sometimesoften usuallyalways

(6) 注意频率副词在句中有不同的位置.

在be 动词之后:

I’m usually ill on planes.

Are you usually at home on Monday?

He isn’t usually ill on planes.

在实意动词之前:

I usually work on Friday.

I sometimes go to London.

3. all, most , some和none的用法。

（1）all (所有的，全部的人或物)，any (任何一个)，none (都不)。以上词使用范围为三者以上。

All the flowers are gone.所有的花都谢了。

I don't like any of the flowers.这些花我都不喜欢。

I like none of the flowers.这些花我都不喜欢。

注意：all与none用法一样。跟单数名词，用单数动词；跟复数名词，用复数动词。

All of the students are there. 所有的学生都在那。

All (of) the milk is there.所有的牛奶都在那。

（2）. some 一些

1) 可与复数名词及不可数名词连用。

2) 当做"某一"解时，也可与单数名词连用。（= a certain）

You will be sorry for this some day.

总有一天，你会后悔这件事的。

A certain (some) person has seen you break the rule.

某些人不同意你的看法。

（3）most意为“最大多数”、“最大量”。后可直接跟名词(可数或不可数)，同时，也可接有形容词修饰的名词。注意：跟可数名词时，谓语动词要用复数形式。如：

Most boys like playing football.大部分男孩都喜欢踢足球。

I always spend most time learning English.大部分时间我总是花在学习英语上。

Step5. Homework:

Revise Unit One and Prepare to have a test.

英语教案Unit2Myschoolbag第二课时

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2．教师总结第1自然段的内容，引出第2自然段的内容。 过渡：第1自然段中指出五根手指姿态不同，性格不同，各有长短。那么，五根普通的手指，在作者眼中究竟有什么样的长处和短处呢？现在首先让我们一起来看看作者对大拇指的描写吧！ 3．研读第2自然段，了解大拇指。 （1）指名朗读第2自然段，找出最能概括大拇指短处与长处的词语，并说说大拇指的短处和长处各是什么。 明确：短处是形状不美；长处是最肯吃苦。 （2）作者是如何描写大拇指的外形的？ 明确：“身体矮而胖，头大而肥，构造简单，比人家少一个关节。”这句话从身体、头、构造三方面进行描写，寥寥几语便使大拇指的姿态跃然纸上。 （3）作者在描写大拇指时，运用了“他”这个字，体会这样用词的效果。 明确：这个“他”字让大拇指摇身一变，成为一个身体矮胖、头大而肥的人，并贯穿全文，突出了丰子恺先生幽默风趣的语言风格。 （4）作者又是如何描写大拇指的长处的？ （教师课件出示） 例如拉胡琴，总由其他四指按弦，却叫他相帮扶住琴身；水要喷出来，叫他死力抵住；血要流出来，叫他拼命按住；重东西要翻倒去，叫他用劲顶住；要读书了，叫他翻书页；要进门了，叫他揿电铃。 明确：这组句子运用排比句式，具体描写了拉胡琴、水要喷出来、血要流出来、重东西要翻倒、读书、进门时他“相帮扶住琴身”“死力抵住”“拼命按住”“用劲顶住”“翻书页”“揿电铃”的表现，突出了大拇指吃苦耐劳、默默奉献的特点。 （教师课件出示） 例如招呼人，都由其他四指上前点头，他只能呆呆站在一旁。给人搔痒，人舒服后，感谢的是其他四指。 明确：这两句再次列举具体事例：招呼人和给人搔痒，突出表现了大拇指的另一个长处——不图名利。 （5）引导学生再次朗读描写大拇指长处的句子。 朗读指导：要用恳切的语气，读出对大拇指的赞美之情，表现大拇指的性格特点。 4．研读第3~5自然段，了解其他手指的特点。 过渡：大拇指的长处和短处我们已经从作者生动的描述中体会到了，那其他手指又有什么

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2、教学A.Let’s learn （1）教师播放课文录音，学生整体感知课文内容。 （2）教师再次播放录音，每句后暂停，学生跟读 4、完成课本Write and say 三、巩固与扩展 1、Sad the chant: Happy,happy,I'm happy.（食指放在脸颊的两旁） Sad,sad, I'm sad.（以手拭泪） Worried,worried,I'mworrid（双手托下巴做担心状） Angry,angry, I'm angry.（两手叉腰并瞪眼） Afraid,afrid,I'm afraid.（双手放在下巴边，并侧身躲避） 2、Game（一同学表演，全班说，然后换全班表演，同学说） 四、Practice 当堂检测 1、完成课本Write and say 2、排序 五、总结回顾 1.Sum up. 六、家庭作业 【板书设计】： Unit 6 How do you feel How does he/she fell? happy angry I’m.../ He /She is.../ There are... sed worry afraid

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UnitHow do you feel教案

Unit 6 How do you feel ? 第一课时 教学内容：A Let’s try/Let’s talk 教学目标: 1. 能够在图片和教师的帮助下理解对话大意，并回答对话下面的问题。 2. 能够用正确的语音、语调朗读对话，并能进行角色表演。 3. 能够听、说、读、写，并在情景中运用以下句型：be + 表示情绪的形容词询问他人的情绪或描述自己的情绪。 4. 能够在语境中理解生词chase, mice, bad, hurt的意思，并能正确发音。 5. 能完成本页看图描述自己情绪的活动。 教学重点: 1. 能够用正确的语音、语调朗读对话，并能进行角色表演。 2. 能够听、说、读、写，并在情景中运用以下句型：be + 表示情绪的形容词询问他人的情绪或描述自己的情绪。 教学难点: 能够在语境中理解生词chase, mice, bad, hurt的意思，并能正确发音。

教学方法：对话法 教学准备：多媒体课件，单词图片 教学过程: Step1．Preparation 1.Greeting 2.Let’s talk about our life.引用学过句型，操练交流。 3、学习Let’s try （1) 播放Let’s try中的内容，指导学生完成探究学习1中的听力任务。 （2）播放Let’s try中的录音，给出学生题目中的情境，指导学生完成听力选择。 Step2 Presentation 1、完成Let’s try后，教师提问:What film do they watch ?请学生带着问题观看动画片获取信息。 2、就卡通片的具体内容提问:what is the cat’s job ? What does he often do? Why does he do that ?请学生再次观看动画获取信息。 3、教师提问 how do the mice feel ? How does the cat feel ?引导学生回答：they are afraid of him . The cat is angry with them . 4、教师呈现Let’s talk 的插图，引导学生看图理解chasing意思，并理解新句子：maybe

Unit 2 My favourite season第二课时教案

人教版PEP五年级下册 Unit 2 My favourite season第二课时教案 教学内容： A Let’s learn/Let’s play 词汇： spring, summer, autumn, winter, season 教学目的： 1. 能够听、说、读、写五个有关季节的单词：spring, summer, autumn, winter, season。 2. 能够在语境中正确运用这五个单词。 3. 能够完成“读一读，连一连”的活动。 教学重点： 能够听、说、读、写五个有关季节的单词：spring, summer, autumn, winter, season。 教学难点： 能够听、说、读、写五个有关季节的单词：spring, summer, autumn, winter, season。 教学方法：听、读、说、写、合作交流。 教具准备：教师准备复读机和磁带再加PPT，学生预习。 授课类型：词汇课 教学过程： （一）热身／复习（Warm-up/Revision） 活动一：看一看，演一演 教学参考时间：3分钟 教师出示四个季节的卡片，引导学生边看，边表演出每个季节的气候，可以请一个孩子表演，大家说出季节。 活动二：读一读 教学参考时间：3分钟 教师出示单词卡片，学生抢答或学生开火车认读。同时，按照四季顺序，然学生排列词汇，并认读。 活动三：听听，唱唱 教学参考时间：3分钟 教师播放本单元中Let’s sing中的歌曲，孩子们边听边唱边演。 （二）呈现新课（Presentation）

活动四：听听，连连 教学参考时间：3分钟 教师在黑板上写下班中随意三个同学的名字，然后将表示季节的单词卡贴在黑板上。教师和“榜上有名”的三个同学分别进行What’s your favourite seas on？的对话。全班同学听完后，共同完成连线活动。 活动五：说一说 教学参考时间：5分钟 教师提问What’s your favourite season? 学生根据实际做答（Winter.）。教师询问：Why? 学生结合实际回答(I can play snow.)。教师询问1-2名学生后，将句型变为“Which season do you like best?”并引导学生回答。教师板书句型，示意学生将此句型和What’s your favourite season?进行比较。最后，教师带读，学生跟读。 活动六：模仿对话 教学参考时间：8分钟 教师播放Let’s talk部分的录音，提问学生：How many people in this dialogue? Who are they?Which season does Mike /Zhang like best?Why? 听录音后，重复听到的句子，并出示课件，让学生观看每张图片下的表示气候的词汇，然后在认读的基础上，教师和学生仿例示范一组对话，最后进行小组对话。 （三）趣味操练（Practice） 活动七：小调查 教学参考时间：教师结合课堂教学的具体时间进行，或课外进行。 学生在规定的时间里运用本课新句型Which season do you like best?完成对五个以上同学的调查，并要求回答的同学对季节气候进行描述。 活动八：游戏——找朋友 教学参考时间：3分钟 学生两人一组互相询问：Which season do you like best? 然后同时说出答案，答案一样的两人成为朋友，不一样的学生再重新开始游戏。 （四）巩固和扩展（Consolidation and extension） 活动九：听力练习 教学参考时间：5-6分钟 完成活动手册的相关内容并公布答案。