a )教师可以让每组的第一个学生问后面的同学：“How tall are you?”第二个同学说出自己的身高之后，再转过去问后面的人，以次类推。最后的同学再到第一个，问第一个同学：“How tall are you?”
b )教师也可以让一个小组的同学站在前面按顺序问答。
c )教师还可以让一个小组的同学站在前，由下面的同学点名字问：“XXX, how tall are you?” 总之教师应尽量变换形式组织学生练习。
单元教学活动4 Listen, read and answer.
第四部分是短篇阅读材料，谈论的是身材高矮的好处和劣势。在学生学习文章之前教师可以让大家先议论一下。然后，教师让小组找个代表发言，最后再集中学生讨论情况。之后，教师可以先让大家听录音，然后再看阅读的文章，最后再大声地朗读该短文，以使能背诵和记住短文里的关键句子。学生还需两人一组进行问答。
单元教学活动5 Look, find out and write.
第五部分是查看下面这些名人的身高并把它们写在每个人的名的下面。这四个人分别是：姚明、迈克乔丹、奥尼尔和贝克汉姆
单元教学活动7 Look and say the differences.
第七部分是让学生谈论两张图的不同之处。谈论的句式已经给出，教师可以让学生两人一组进行练习。在两人练习的基础上，教师可以找学习较好、中间及稍差一些的三种不同类型的学生到前面讲图片，发现问题及时给予纠正，必要时再让学生两人一组练习一遍。
单元教学活动8 Ask and answer in pairs.
第八部分是看图问答的练习。教师可以先学生做一个示范。比如： Which animal is bigger?
The dog is bigger. (This one is bigger.) Which animal is the biggest of the three? The sheep is the biggest of the three.
然后，教师再让学生两人一组进行问答，并且从一开始就应让学生尽量用整句话来回答。
单元教学活动9 Look, read and write.
第九部分的练习是让学生阅读句子，根据句子所描述的内容找到对应的词并把这些词填入横线上，教师要提醒大家，抄词时一定要将其前面的冠词也抄上。如 , a lift
答案是：1 ) a basement 2 ) a balcony 3 ) a shoulder 4 ) moustache 5 ) a coat 6 ) a lift Closure
单元教学活动6 Check, draw, write and find out.
该练习是让学生先量出一些同学的身高，将他们的身高按高矮顺序排列在图表上。
Homework
请学生用英语回答下列问题，并将答案写在练习本上。 Who is the tallest person in your family? Who is the shortest person in your family? Who is the strongest person in your family? Who is the thinnest person in your family?
Unit 11 I went to the zoo yesterday.
教学目的和要求 Teaching aims and demands
通过学习本单元，学生能进一步掌握一般过去时的用法 掌握一定数量的动词过去式形式 能用过去时讲述本单元的小故事
交际用语 Expressions in communication
Where did you go yesterday? I went to the zoo yesterday. I fished in the pond. That’s too bad.
Did you see a lot of animals? What did Nancy do at the zoo?
重点朗读词汇 Key words and expressions
film, saw, movie, wonderful, together, took, photo, mask, hill, shark, parrot, pond, porridge, gave, spoke, rode, bought, climbed, painted, played, square, missing, wood
所需教具 Materials for teaching
有关动物及旅游景点的图片 相关的不规则动词的过去式形式
教学步骤 Teaching Procedures Warm up
教师带领学生复习Unit10单元教学活动2,听写 Presentation
上课时，教师首先提问学生：“Do you often go to the zoo? What animals can you see there?”“Do you often go to the park? What can you usually do in the parks?”学生回答这些问题之后，教师分别拿出相应的图片说:“I went to the zoo yesterday. I saw a big shark. I spoke to a parrot.”教师可以把本单元要出现的不规则动词的过去式一一举例，最后再贴到黑板上，让学生进行练习。
a )练习时，建议教师采取不同形式。比如，教师让学生一次说三个句子，然后再一次说四个句子，一次说五个句子等。
b )教师可以先把图贴在黑板上，并在图下写一个关键的动词的过去式形式，让学生根据所提供的动词过去式形式造句，最后再将句子连在一起。
c )教师也可以让学生每人说一句，用不同的动词造句。
d )等学生熟悉了用动词过去式描述过去发生的事情后，教师就让大家听录音并根据录音给大家提出几个有关听力材料的问题。如：“Where did May go? Why did the boy want to ask this question? Did May have a good time in the zoo?”
e )教师让学生两人一组做对话练习，最后再集体练习，分A、B组进行。
Practice
单元教学活动2 Listen, read and learn.
本部分的练习重点在音素的朗读上，教师应给学生一个清晰的示范，特别是尾音的处理要清晰，并带领学生反复念这些动词的原形及过去式形式。最后争取让学生脱口而出。
单元教学活动3 Use your brain.
第三部分是让学生动脑筋。学生要用上全部的12根火柴。教师可以让学生之间相互讨论，共同来完成该任务。
答案如下：
单元教学活动4 Listen, write and say.
第四部分是听一篇小短文。短文中有的单词被拿掉，学生要根据所听的内容将所缺的内容补上。学生要根据所听的内容将所缺的内容补上。教师可以先让大家听句子，然后让学生写出单词。为了降低难度，我们特意为学生提供了暗示的图画，以便帮助学生很快地填出正确的词。
答案：1) mouse 2) house 3) chairs 4) stairs 5) floor 6) door 7) feet 8) street 9) wall 10) all 11) say 12) play 13) way
单元教学活动5 Look and talk.
第五部分是让学生根据所看到的图说一段相关的故事。学生可以任意挑选单词或图编任何想象的东西，只要合理就行。比如说：“Nancy went to the zoo yesterday. After she entered the zoo, she saw some pandas. She was very happy. Then she saw some goats which were next to the pandas. She saw some horses, too. Then she went back a little and bought some books in the bookshop. Then she saw some dogs, ducks, cats, and cows. Of course, she saw some giraffes. She was a bit tired and thirsty. She ate an ice cream. Then she went to see the snakes…”教师可以让两人一组先进行练习，然后再找同学在班里复述。在大家讲故事或句子的时候，教师要提醒大家两条：一是用动词的过去式形式，二是所有的名词都要用复数形式。
单元教学活动6 Read, draw and answer.
第六部分是看图讲故事。每张图片下都给学生提供了一句中心意思，学生可以根这些句子进行发挥，也可以只说所给的句子。另外，在图的结尾，我们要求大家再补画一张画来解释故事的结尾。教师可以让学生在课上完成该作业，也可以让他们在课外完成。
答案： 1 ) three bears 2 ) porridge 3 ) the chair
单元教学活动7 Listen, read and guess.
第七部分是一个小谜语。学生需根据所给的指示给出最后回答。答案是：clock 无论学生先猜还是后猜出这个谜语，教师都应让学生大声朗读该句子。
单元教学活动9 Read, guess and write.
第九部分属于游戏部分。每个学生要看汽车上的动物及物品图，然后划掉单词的首字母，最后用剩下的字母组成一个单词。剩下的字母是B,I,R,D即bird。
Closure
单元教学活动8 Listen, sing and chant.
第八部分是一首非常经典的儿童歌曲。教师可以先带着大家读句子，朗读的时候慢慢地进入到歌曲的节奏上，然后再听录音，学唱该歌曲。
Homework
让学生听几遍第二部分的录音并跟着一起朗读，再用英语给自己的爸爸讲三个小熊的故事。
Unit 12 Has your school got a swimming pool?
教学目的和要求 Teaching aims and demands
通过学习，学生能进一步熟悉学校的环境，能用英语做一个简单的介绍 进一步复习、巩固所学的动词过去式，同时学习现在完成时的用法 能够表演短剧小红帽
交际用语 Expressions in communication
Has your school got a swimming pool? Paul and Peter get up very early.
They are going to meet their best friend, Bob. Have you ever seen a tiger? Yes, I have./ No, I haven’t. What big eyes have you got?
How many bikes has your family bought? Has your family got a computer?
重点朗读词汇 Key words and expressions
visit, famous, around, show, indoor, learn, pick, arrive, think, different, cried for help, cupboard, minute, digit, kangaroo, story, coffee, lemonade, lime, camera, piano, guitar, radio, video-camera, London, bridge, river, Thames, Cambridge
所需教具 Materials for teaching
学校的操场图及学校设施图
小红帽及大灰狼的假面具（将奶奶及大灰狼的脸谱做在一个面具上，可以做两层） 有关国家的风景照或名信片（第十部分） 相关的单词图片（第九部分）
教学步骤 Teaching Procedures Warm up
教师带领学生说唱Unit11单元教学活动8 Presentation
上课时，教师首先问学生：“Where do you study?(I study in Nan Jiang School.) Is your school big or small? Has your school got a swimming pool? Do you like your school? Do you like your teachers at school? Who is your English teacher at school? Is he / she nice? Is he / she young or old?”
a ) 问了一些问题之后，教师便引导大家看图和说图。教师说：“Please look at the big picture on your book. This is a beautiful school. Now I want you to look at the picture. For example, ‘This is a classroom building. Some students are visiting the school. This is a nice building, too. You can see some
students are painting pictures. Here, some students are working at the computers. These students are having a P.E. class. Some are swimming. It’s a nice day. Class One and Class Two are having a football match…’”
b ) 教师示范以后应给学生一些时间，让学生两人一组进行pairwork的活动。教师可以在黑板上给出一些关键句型和词，比如,This is …; It is …; There are lots of …; big, beautiful, nice, pretty等。
c ) 找一两个同学到前面说说这张图片。 d ) 学习、朗读本图的说明。
Practice
单元教学活动2 Listen, read and learn.
第二部分继续学习动词的三种形式。在学习这一部分的时候，教师要引导学生由易到难。比如 a ) 最容易的是三种形式都一样；
b ) 第二种是过去式和过去分词一样； c ) 第三种是原形动词与过去分词一样；
d ) 第四种是原形动词与过去分词大致一样； e ) 第五种是三种形式都不一样。
教师只需将动词形式的不一样之处在黑板上做一个简单的说明并举例就可以了。然后教师可以让学生一起跟着教师读三种形式。
单元教学活动3 Look, read and talk.
第三部分是句型练习。本练习主要是训练学生的现在完成时。在给出现在完成时的时候，教师最好将动词的三种形式写在黑板上。如：
动词原形 过去式 过去分词 see saw seen
e.g. I can see him every day because we are in the same class. I saw my old friend Bob in the park yesterday.
I haven’t seen my music teacher for a week because she is sick.
写完后教师告诉大家，我们在一般现在时的句子中用的是第一个词，也就是动词原形，而在过去时中用的是其过去式的形式。在现在完成时中则用的是过去分词形式。教师举例后可以分别让学生进行造句练习。首先，让大家造一般现在时的句子，然后再造一般过去时的句子，最后造现在完成时的句子。如果时间允许的话，教师要带着大家把三个时态混起来用。
但教师注意，为了给更多学生练习的机会，教师让大家分别造句的时候仍要坚持让学生两人一组进行。教师给出一个训练的范围并适当地加以指导。在两人练习的基础上，教师挑选一部分学生在全班范围内说出自己所造的句子。在学生能基本正确使用一般现在时后教师再让大家造一般过去时的句子，并同样采取学生先训练、教师后检查的做法。
练习造句之后，教师让学生看第三部分的练习，并先带着大家熟悉过去分词的读音，然后让学生两人一组进行问答。最后教师检查的时候仍采取组与组之间、同学与同学之间、男生与女生之间的对话练习。
单元教学活动4 Listen, read and act.
第故事《小红帽》中的一段对白。教师对大家说：“Next we are going to read and act a short play. This short play is from The Little Red Riding Hood. Little Red Riding Hood went to see her grandma who was ill in bed. On her way, she picked some flowers. When Little Red Riding Hood arrived at home, she left that was not her grandma, because she looked quiet different. And she asked to check if that was her grandma.”教师先给出一个故事的梗概，然后对学生说：“Now we are going to practise the dialogue in pairs first and then you are going to act it out in pairs, too.”教师让学生分组练习。在学生的对话练习基本能脱稿后，教师可以指导学生演这个小对话。当然了，最后让“狼”露出原形并追赶小红帽，在追的过程中，一个猎人出现，救了小红帽，同时也救了小红帽的奶奶。教师可以用一个小红方巾由给学生戴上，让她扮装成小红帽。让某个学生事先做好奶奶及大灰狼的面具，猎人的枪可以用笤帚或棍子。
单元教学活动5 Look, guess and write.
第五部分是组句子的练习。这个训练的内容主要检查学生是否能将句子的各种成分按规定放在固定的位置上。上课前，教师可以把这里的四句话中的每个词用不同的颜色分别写在一张A4纸上，然后分组存放起来。上课时，教师对学生说：“Now we are going to play a game. I’m going to give each group some words. You are going to work out a sentence with the given words. When you have finished, please take the words and stand in a row and hold the correct sentence in the front. Let’s see which group is
fast and get the correct answer.”然后，教师发给大家纸，并让大家拿着纸讨论并排序。最后站成一排，等等教师的检查。如果班级有五个组或六个组，教师仍需多加两个句子。这四个句子是：
a ) We are the best players in our school. b ) You can do it, Paul and John! c ) Let us do our best.
d ) We are always behind you.
根据组的多少可以补充句子，如： a ) Work hard and never give up! b ) Come on, you are the best!
单元教学活动6 Ask and answer in pairs.
第六部分是根据实际情况回答问题。旁边所给的图片是一种提示。教师可以先通过示范让学生明白每句话的意思。提问中，教师可以有意识地说并解释一些词，比如看到birthdays时教师可以这样说：“If you are eight years old now, then you have had seven birthdays.”谈到city时，教师可以举例说：“Such as Shanghai, Beijing, Nanjing, Guangzhou, Wuhan, Dalian, Guiyang, etc.”解释完后再让学生两人一组进行问答。
单元教学活动7 Listen, read and find out.
第七部分是一道动脑筋的题。教师首先要求学生阅读这些句子，并根据句子中所给的信息来确定Jim究竟是在哪间教室上课。从句子的意思来分析，Jim的教室号不能低于6，应该是两位数字的，而且要在10以上，这个数应该是2、4、8的倍数，答案应该是16。
单元教学活动9 Look, ask and answer.
第九部分仍然是句型练习。教师首先拿出图片和单词卡，带着大家认读这些单词和图片。基中有些单词学生并不熟悉。比如camera, piano, guitar, radio, video-camera等，因此，教师应先让大家熟悉这些单词，等能正确说出单词的读音之后，再让学生两人一组进行问答。最后，教师仍需在班级进行个别问答。最后，教师仍需在班级进行个别问答以便检查学习效果。
单元教学活动10 Look, guess and say.
第十部分是看图说话的练习。教师可以这样来组织学生:“Now we are going to look at some beautiful pictures. This is London Bridge. This is Big Ben. This is River Thames and this is London Eye. Have you even been to these places? You haven’t, but Mary has been to these places. Now I want you to work in pairs and talk about these pictures. You can say,‘Mary had a holiday last summer. She took a lot of pictures. Form the pictures, we can see that Mary has been to many places in London. She has been to London Bridge. She has been to Big Ben. She has been to River Thames. She has been…’”教师指导学生将所要表达的有关Mary的内容用上述的方式说出。两人一组先练习，然后在全班找几个同学进行描述就可以了。
Closure
单元教学活动8 Listen, sing and chant.
第八部分是歌曲和歌谣。教师首先带领学生进行朗读，特别是要有节奏的朗读。朗读时分成意群，比如：“Have you ever been to Beijing Zoo / to see a kangaroo?”在大家反复练习的基础上，教师让大家的歌曲的节奏，并跟着一起唱一起说。教师可以采取竞赛的方式来带领学生练习歌曲和节奏。
Homework
请学生回家后找几张自己去过某处的照片，他们将这些照片贴在A4纸上，并在每张照片的下面写上一个句子。I have been to the Great Wall.（去长城的照片）I have been to the zoo.（去动物园的照片）
Unit 13 My seven days
教学目的和要求 Teaching aims and demands
通过学习本单元，进一步了解学生每天的学习及课外活动 学生能掌握表示星期的英语单词及读音 学生基本能用英语谈论自己的每一天
交际用语 Expressions in communication
It’s the day between Sunday and Tuesday. It’s a holiday.
If you have one more day in the week, what are you going to call it?
新版剑桥少儿英语二级上册教案
