Unit 1 A healthy body
同步练习
一、看一看，写一写
light_________ heavy ______ strong_______ weak __________
slow ________ fast_________ exercise _________ healthy ________
125cm_________ 29kg_________
二、翻译
1.a healthy body____________ 2. exercise a lot_________________
3. exercise very often____________ 4. 125cm高_______________
5.look at_____________ 6. last year___________
三、 用适当的单词填空
1. Look , the children are _________(run) in a race in the playground.
2. Last year, I _______(be) short. Tom and Ken_______(be)tall.
3.Mary liked________(exercise)last year.
4.Sam usually __________(go) to school at 7:00.
5. Tomorrow is Saturday. My mother and I _________ (have)a picnic in a park.
四、选出最佳选项完成句子
( ) 1.Tim likes to do pull—ups. He is very___________.
A. weak B. tall C. strong
( ) 2. Jack is __________ than his brother.
A. heavier B. heavy C. heaviest
( ) 3. Candy is stronger this year .She can _________ some heavy weights.
A. life B. leave C. lift
( ) 4. Too ________sugar is bad for your body and your teeth!
A. many B. much C. little
( ) 5. To be healthy, you need to eat __________ kinds of food.
A. different B. all C. some
答案：
看一看，写一写
light heavy strong weak
slow fast exercise healthy
125cm 29kg
翻译
1. 健康的身体 2. 经常锻炼 3. 经常锻炼
4. 125cm high 5. 看...... 6. 去年
用适当的单词填空
1. running 2. was were 3. exercising 4. Goes
5. will have
四、选出最佳选项完成句子
1-5：CACBA
Unit 1 A healthy body
教学设计
Teaching aim
1.Can read and remember the vocabulary.
2.Be able to make sentences according to the pictures.
3.Read and recite the text.
4.Using comparatives to talk about physical appearance.
Important and difficult point
1.Vocabulary: centimeter, kilogram, light, strong, lift, weight, pull-up, test, than, cheer, lazy,
wake, congratulation
Phase: wake up, finish line
2.Pattern: heavy - heavier, strong - stronger
Teaching aids
Radio、cards、VCD、tapes
Teaching process
Step I. Warm up
1. Greetings.
2. Everyday English: Did you have a pleasant summer holiday? How did you spend it? What did you do?
Step II. Revision
1. Revise the past forms of the regular and irregular verbs
2. Revise the adjectives and their opposites learned before.
Step III. Presentation
1. Ask the students to bring photos of themselves from last year and show them to the class. Provide extra photos of people who are obviously tall, short, heavy etc.
2. (Books closed.) Collect some photos from the students and point to each picture. Tell the students that some of the students in the photos look different now, e.g. Was (Susie) tall? Have the students look at the photo and answer Yes./No, She wasn’t. She was short.
3. Write the adjectives heavy, light, strong, weak, fast, slow on the board. Show the students how we use them to describe people by miming or pointing to different students in the photos, e.g. (David) was fast. (Bill) was slow.
4. Introduce cm (centimeter) and kg (kilogram). Tell the students that cm is the measure unit for height or length and kg is the measure unit for weight.
5. Ask the students to describe themselves in the photos using the adjectives, cm and kg.
6. Show Transparency. Play the Pupil’s Book Cassette and point to each of the picture. Ask the students to repeat after the cassette.
Step IV. Practice
1. (Books open.) Show Transparency. Point to each picture. Revise the new words. Read aloud or play the Pupil’s Book Cassette. Ask the students to repeat the words after you.
2. Ask the students to work in groups of three. They should role-play the conversation and continue it using the picture cues.
3. Ask the students to recite the dialogue by themselves. Then the teacher ask some individuals to recite it front of the class.
Step V. More to do
Tell the students that the adjectives they have learned can be used to describe people, animals and things. Ask the students to work in groups of three and write as many sentences as they can using those adjectives. They have three minutes. When they have finished, check the sentences together with the students to see which group wrote the most correct sentences.
五、Homework
1. Read the dialogue and the sentence.
2. Preview Unit 2.
