1、Unit 3 Lesson 14 Are You Short or Tall? 教案课时目标教学目标：1、四会掌握 How tall are you? Im _meters tall.2、三会掌握How tall is _ ? _ is taller/shorter.教学重点：四会掌握How tall are you? Im _meters tall.教学难点： 身高的表达方法，形容词比较级。学情分析：本班学生大部分上课时能够专心听讲，但个别的学生行为习惯应再加强，鼓励他们在课堂上认真听讲，积极主动的回答老师提出的问题，善于提问。教具、学具准备课件教学过程1.T: Hello. How old
2、 are you? 2.Sing a song: How old are you? 3.T: Hello. How old are you? S:_. T: How tall are you? ( The teacher take out a ruler.) Oh. Youre 1.3 metres tall. (Write the sentences on the blackboard.) “Point”, say it, please.4.Show some numbers: 5.1, 7.6, 3.9, 22.8, 8.56, 64.319, 0.85.Show a ruler. 0.8
3、metres 0.8m 1m6.Show some animals. What animal is it? Its very tall. How tall is it? Its 4.5 meters tall. 7. Show some pictures. T: How tall is it( panda)? S1: Its 1.6 metres tall.S2:How tall is it (giraffe)? S3:Its 3.1 metres tall. T: Oh, the giraffe is taller. Say it, please.8.Guess. How tall is t
4、he horse/rabbit/sheep? S: Its _ metres tall. The _ is taller.9.Groups work , make a chart then tell the class.Whats your name? How old are you? How tall are you? 课本、报刊杂志中的成语、名言警句等俯首皆是,但学生写作文运用到文章中的甚少,即使运用也很难做到恰如其分。为什么?还是没有彻底“记死”的缘故。要解决这个问题,方法很简单,每天花3-5分钟左右的时间记一条成语、一则名言警句即可。可以写在后黑板的“积累专栏”上每日一换,可以在每天课
5、前的3分钟让学生轮流讲解,也可让学生个人搜集,每天往笔记本上抄写,教师定期检查等等。这样,一年就可记300多条成语、300多则名言警句,日积月累,终究会成为一笔不小的财富。这些成语典故“贮藏”在学生脑中,自然会出口成章,写作时便会随心所欲地“提取”出来,使文章增色添辉。Writing on the blackboard：How tall are you? Im _ metres tall.How tall is he/she/Danny? _.一般说来，“教师”概念之形成经历了十分漫长的历史。杨士勋（唐初学者，四门博士）春秋谷梁传疏曰：“师者教人以不及，故谓师为师资也”。这儿的“师资”，其实就是先秦而后历代对教师的别称之一。韩非子也有云：“今有不才之子师长教之弗为变”其“师长”当然也指教师。这儿的“师资”和“师长”可称为“教师”概念的雏形，但仍说不上是名副其实的“教师”，因为“教师”必须要有明确的传授知识的对象和本身明确的职责。_ is taller/shorter.10. Homework:Write ten sentences and use “meter”.
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