M8 U2題What did Lingling go yesterday?型New lesson
目標(biāo)知識(shí)與能力能口頭運(yùn)用What did Lingling go yesterday?這類語句詢問過去發(fā)生的事情，并能口頭運(yùn)用Yesterday I went to Sam and Amy’s school.這類語句回答。
過程與方法運(yùn)用所學(xué)語言描述過去所發(fā)生的事情。
情感與態(tài)度通過對(duì)比中國和英國學(xué)生的不同生活，增強(qiáng)學(xué)生的跨文化交際的意識(shí)。
重點(diǎn)區(qū)分一般現(xiàn)在時(shí)態(tài)和一般過去時(shí)態(tài)的運(yùn)用。
難點(diǎn)熟練準(zhǔn)確的用所學(xué)知識(shí)描述自己或者他人的學(xué)校生活。
教法使用情景交際法和任務(wù)型法，使學(xué)生能夠熟練掌握本的單詞和句型。
學(xué)法小組合作競(jìng)賽。
教學(xué)
準(zhǔn)備件、錄音機(jī)、單詞卡片等等
預(yù)習(xí)設(shè)計(jì)復(fù)述Amy的學(xué)校生活，預(yù)習(xí)本節(jié)的單詞和文。
教學(xué)過程施教者調(diào)整
Step Ⅰ: Greetings
T: Hello! How are you?
Ss: I’m fine, thank you.
T: What time did you get up?
Ss: At seven o’clock.
T: What time did you go to school?
Ss: At half past seven.
T: Do you like skip rope?
Ss: Yes, I do.\ No, I don’t.
Step Ⅱ:Warming up
1． Last class we have known something about Amy’s school life. You must find differences between China’s school life and England’s school life. Now please tell me your answer.
T: They start school at 8 o’clock.
Ss: China.
T: They play in the playground before 9 o’clock.
Ss: England.
2 Review Unit 1 simply.
Step Ⅲ:New teaching
1 Lingling went to Amy’s school, and then she wrote a letter to Daming. Do you want to know what did Lingling tell Daming? Let’s learn Unit 2 today.
2 (1)Listen to the tape and underline the new words
(2)Teach and practice the new words in different ways.
3 Listen to the tape again and answer these questions.
Q1: Where did Lingling go yesterday?
Q2: What time do they start school in England? Q3: What do they do in the playground?
Q4: What did Lingling do with the girls?
Q5: What time did the bell ring?
Q6: What did they do then?
4 Learn the A3, let the students read the words, and then teach these pronunciations.
5 Study the song of A4, then divide the class into two groups to sing the song.
Step Ⅴ: Practice
Work in groups to Practice A5,like this:
A: look! What time is it now?
B: It’s 3 o’clock.
A: What do you do at 3 o’clock?
B: I have Music at 3 o’clock.
Step Ⅵ :Homework
Read and repeat the text, tell your friends Amy’s school life.
【板書設(shè)計(jì)】 Module8 School
Unit 1 What time does school start?
New words: bell ring—rang
New sentence: What time do they start school in England?
They start school at 9 o’clock.
What did Amy and Lingling do yesterday?
They skipped rope in the playground.
時(shí)教學(xué)計(jì)劃
主備人：劉麗麗
單元M 9 U1題 Are you feeling sad型新授
教學(xué)
目標(biāo)知識(shí)與能力使學(xué)生能聽說、認(rèn)讀單詞;能了解母及字母組合ts, ds, tr, dr, ch, j, dg 在單詞中常見的讀音;能準(zhǔn)確理解并熟練地運(yùn)用 “Are you feeling sad/ bored/ angry? Feel happy/ sad/ tired/ bored/ hungry”
過程與方法通過活動(dòng)體驗(yàn)，在交流中學(xué)會(huì)詢問和表達(dá)情緒和感受，發(fā)展綜合語言運(yùn)用能力。
情感與態(tài)度在小組交流與合作中培養(yǎng)孩子的互助意識(shí)
重點(diǎn)能準(zhǔn)確理解并熟練地運(yùn)用 “Are you feeling sad/bored/angry?feelhappy/sad/tired/bored/hungry
難點(diǎn)在真實(shí)情景中靈活運(yùn)用新知識(shí)詢問和表達(dá)情緒和感受
教法情景教學(xué)法
學(xué)法合作交流法
教學(xué)
準(zhǔn)備件
預(yù)習(xí)設(shè)計(jì)預(yù)習(xí)文和單詞
教學(xué)過程施教者調(diào)整
Ⅰ. Warm-up
1、Greeting.
2、sing a song, “I get up in the morning.”
3、Free talk——談?wù)撝苣┗顒?dòng)。
師：Tell me, please! What do you usually do at the weekend?
（用簡(jiǎn)筆畫：Do you feel happy/bored/sad/tired?）
板書各種情緒的圖片教學(xué)happy/bored/sad/tired/sad/tired/hungry.
Ⅱ.Pre-task——調(diào)查同學(xué)們今天的情緒狀況。
1、導(dǎo)入：Talk about the feeling now
Q1: How are you feeling now?
Q2: Are you feeling sad/ happy/ bored/ tired/ hungry/ angry?
Q3: What’s the matter?
Q4: Do you want to…？教學(xué)“What’s the matter?”
2、任務(wù)呈現(xiàn)——今天你的心情如何呢？讓我們做個(gè)調(diào)查吧？
Ⅲ.While-task
1、Game：教師引導(dǎo)學(xué)生將“感覺”和“物品圖片”一一對(duì)應(yīng)，貼在黑板上，讓學(xué)生對(duì)號(hào)入座。
如：
FeelingsThings
hotice-cream, fan…
hungrySweater, gloves…
happyEgg, hot dog…
TiredChair, bed…
……
然后同桌兩人一組，互相詢問對(duì)方的心情。
如：A: What’s the matter, Mary? Are you feeling…?
B: Yes. /No. /Nothing.
A: Do you want…?
2、視聽結(jié)合，有聲有色。
①師：“Lingling is feeling sad today. What’s the matter with her? Let’s listen and answer my questions”教師播放文錄音，并進(jìn)行聽法指導(dǎo)，同時(shí)完成堂活動(dòng)用書活動(dòng)1——圈出正確或錯(cuò)誤。
②教師分段播放錄音，訂正練習(xí)，解讀文難點(diǎn)。
Q1: Is Lingling feeling sad?
A: No.
Q2: Does she miss China?
A: No.
Q3: Is she feeling bored?
A: No.
Q4: Is she feeling angry?
A: No.
Q5: Does she want to play chess?
A: No.
Q8: What’s the matter with her?
A: She is going to make a surprise cake for Amy’s birthday?
③教師再次播放錄音，讓學(xué)生跟讀，教師給予適當(dāng)?shù)闹笇?dǎo)。
④完成文活動(dòng)3。
Ⅳ.Post-task
1、完成堂活動(dòng)用書練習(xí)了。
2、四人小組互相詢問并了解今天的情緒和感受及原因，并填寫調(diào)整。
NameFeelingWhat’s the matter?
3、全班統(tǒng)計(jì)今天的情緒狀況。
V. Homework
選做：1、用所學(xué)的詞匯向朋友或者家人描述你的心情。2、 仿照文編寫三組關(guān)于心情的對(duì)話，用英語寫出。9
【板書設(shè)計(jì)】
Unit 1 Are you feeling sad ?
Feel sad bored angry Are you feeling … ?
No
Miss nothing secret what’s the matter ?
Tell surprise nothing
時(shí)教學(xué)計(jì)劃
單元M 9 U2題 I feel happy.型新授
教學(xué)
目標(biāo)知識(shí)與能力能聽懂會(huì)說本語言happy,sad,bored, tired,hungry,grandfather,farm,chess,lost,smell和句型Are you feel happy ?的問答。
過程與方法培養(yǎng)學(xué)生自主學(xué)習(xí)和合作學(xué)習(xí)的能力，以及能積極參加語言交際，并會(huì)用英語思維的能力。
情感與態(tài)度培養(yǎng)學(xué)生關(guān)心他人的品質(zhì)，并勇于表達(dá)自己的內(nèi)心感受，培養(yǎng)學(xué)生的自信心和合作精神，以及用英語交流溝通的能力。
重點(diǎn)能聽懂會(huì)說本語言： happy,sad,bored, tired,hungry,grandfather,farm,chess,lost,smell和句型Are you feel happy ?I feel ……的問答。
難點(diǎn)能夠靈活運(yùn)用本的交際用語進(jìn)行拓展交際。
教法情景教學(xué)法
學(xué)法合作交流法
教學(xué)
準(zhǔn)備件
預(yù)習(xí)設(shè)計(jì)預(yù)習(xí)文和單詞
教學(xué)過程施教者調(diào)整
1、Warming up (1)教師與學(xué)生打招呼，做好前準(zhǔn)備。 Class begins! T:Hello ,boys and girls! S:Hello ,Miss Guo T:How are you ? S:I’m fine .Thank you! 2、Revision T：Are you feeling thirsty? S:…（根據(jù)實(shí)際情況回答） T:Are you feeling angry? S:…（根據(jù)實(shí)際情況回答） 3、New Teaching （1）Let’s listen to a poem, ok? (讓學(xué)生聽讀part4，引學(xué)生進(jìn)入英語環(huán)境中。) ※ 學(xué)生先聽一遍 ※ 然后讓學(xué)生打開書，邊指邊聽 ※ 再跟著老師讀一遍 （2）Well，Are you bored now?I think you should be bored.so now let’s do something very happy and exciting. (3)出示多媒體圖畫（If you are happy）讓學(xué)生看起就很興奮，很高興！然后問：How do you feel?are you feeling happy now? (4)引出新單詞，學(xué)習(xí)新單詞 happy sad tired bored hungry (邊讀邊做相應(yīng)動(dòng)作及表情，開火車表演、個(gè)人上講臺(tái)表演等) （5）Now please look at the screen and guess how do they feel ? ※ 出示多媒體插圖1（今天我?guī)蜖敔斣谵r(nóng)場(chǎng)干了一整天的活，現(xiàn)在感覺很累的情景圖） 讓學(xué)生說：“ I feel …” ※ 出示多媒體插圖2（今天我下國際象棋贏了，現(xiàn)在感覺很高興的情景圖）讓學(xué)生說:“feel …” ※ 出示多媒體插圖3（外面下雨不能出去玩，感覺很無聊）讓學(xué)生說：“ I feel …” ※ 出示多媒體插圖4（昨天我丟了書包，現(xiàn)在還沒找著！我覺得很傷心�。┳寣W(xué)生說：“ I feel …” ※ 出示多媒體插圖5（我可以聞到很香的粉條湯，我覺得很餓�。┳寣W(xué)生說：“I feel …” （6）I want to know your feeling no 學(xué)習(xí)Part2(now point and talk ) A:Today I helped my grandfather on the farm . B:Do you feel tired ? A:Yes ,I do . ※ 拿出卡片問學(xué)生：Do you feel…?Yes,I do.No,I don’t.或者學(xué)生問學(xué)生（同桌問、或走訪問等） ※出示表格 CD-ROM ※ 教師帶讀兩遍 ※ 學(xué)生齊讀一遍 4、Practice ※Now .games time .act and say（播放兔子舞舞曲，學(xué)生隨著音樂傳球，音樂一停，誰拿到球誰表演，表演好的給予獎(jiǎng)勵(lì)） 5、Summary and homework ※再把單詞過一遍，happy sad tired bored hungry（齊讀）請(qǐng)用有關(guān)心情的詞匯造句，或者編一段對(duì)話，并用英語寫下。 6、Say goodbye Class is over ! goodbye boys and girls!
【板書設(shè)計(jì)】 Unit 2 I feel happy
tied grandfather How dothey feel?
Today I helped my grandfather on the farm.
farm game lost Do you feel tired ?
sell Yes ,I do.
時(shí)教學(xué)計(jì)劃
主備人：劉麗麗
單元Modole 10題Unit1 You should look,then cross the road.型新授
知識(shí)與能力學(xué)會(huì)新單詞，掌握新句型
過程與方法情境教學(xué)法，游戲教學(xué)法
情感與態(tài)度幫助學(xué)生學(xué)習(xí)英語的自信心2.培養(yǎng)在實(shí)際情境中運(yùn)用知識(shí)的能力
重點(diǎn)會(huì)聽，讀，寫新的句子；了解新句型
難點(diǎn)會(huì)使用should,shouldn't
教法游戲教學(xué)法，情境教學(xué)法，合作學(xué)習(xí)法
學(xué)法習(xí)得學(xué)習(xí)，任務(wù)型學(xué)習(xí)，小組學(xué)習(xí)
教學(xué)
準(zhǔn)備單詞卡片，錄音機(jī)以及多媒體件
預(yù)習(xí)設(shè)計(jì)讓學(xué)生試著用英語寫簡(jiǎn)單的明信片。
教學(xué)過程施教者調(diào)整
Step 1: Warming up.
1. Talking. 每節(jié)前都有一個(gè)學(xué)生，根據(jù)前幾的內(nèi)容準(zhǔn)備一些問題提問學(xué)生進(jìn)行交談。
2.Sing a song.
3. Chant.
Step 2: 任務(wù)呈現(xiàn)與文導(dǎo)入。
誰最聰明？
A.先呈現(xiàn)單詞卡片should，shouldn't學(xué)生用英語說。 B.教學(xué)生說句型：I should 或 shouldn't
C. 師：What should you do when you cross the road? 生：I should …
老師給說對(duì)的學(xué)生一張小貼紙。
Step 3: Text learning.
Firstly,the students should follow the tape—recorder,then circle the new words in the text.
Secondly,some boys and girls can read some questions,the questions are on the board: X Kb1. C o m
What shouldn't you do when you cross the road ?
What does Tom do when he cross the road?
What do you do when you meet your mother'friend?
Thirdly，the students should follow the tape-recorder again ，sentence by sentence ，then the teacher and the students read together.
Last,Then the students should answer the questions：
You shouldn’t play football.
He should look,then cross the road.
I should say hello.
Step4
Show some pictures on the board(should,shouldn't,in the road,dangerous)use these words to make some sentences.
Step5 Homework：
1．Recite the words and lessons.
2．Make a dialogue with should or shouldn't.
【板書設(shè)計(jì)】 Module10 Unit 1 You should look,then cross the road.
A: You should look,then cross the road. B: Yes ,Mum.
A: You should hold my hand,too. B: Yes ,Mum.
時(shí)教學(xué)計(jì)劃
單元Module10題Unit2 You should eat fruit.型新授
教學(xué)
目標(biāo)知識(shí)與能力句型：You oshould eat fruit.
單詞： should , shouldn't
過程與方法情境教學(xué)法，游戲教學(xué)法
情感與態(tài)度幫助學(xué)生學(xué)習(xí)英語的自信心，培養(yǎng)在實(shí)際情境中運(yùn)用知識(shí)的能力
重點(diǎn)會(huì)聽，讀，寫新的句子；了解新句型
難點(diǎn)會(huì)使用should,shouldn't。
教法游戲教學(xué)法，情境教學(xué)法，合作學(xué)習(xí)法
學(xué)法習(xí)得學(xué)習(xí)，任務(wù)型學(xué)習(xí)，小組學(xué)習(xí)
教學(xué)
準(zhǔn)備單詞卡片，錄音機(jī)以及多媒體件
預(yù)習(xí)設(shè)計(jì)讓學(xué)生練習(xí)用英語向?qū)Ψ酱蛘泻簟?br />教學(xué)過程施教者調(diào)整
Step 1.Warmer
1. Say hello to Ss and review the text of U1.
2. Ask Ss some questions about “Do you have any friends? What do you say when you meet them?What should you do when you cross the road? Show should ,shouldn't, and let Ss ask and answer.
Step 2 Presentation
1 Tell the students that you are going to mime three things you should do. They have to guess what the three things are.
2. Now mime three things you shouldn't do and once again, get the students to guess what you’re doing. Make sure they say complete sentences, e.g. “You should/shoudn't…. ”
3. Now let the students continue the activity in pairs. They should take turns to do the mimes.
Step 3. Practice and learn the Practice 1.
1. Get four students to come to the front of the class.
2. Have each student make up a statement using ‘should’, ‘shouldn't’.
3. Make sentences with ‘he, she, his, and her’.
Examples: T (points to Daming)
Ss: he should clean his room.
T（points to Lingling)
Ss: she shouldn't play with dolls.
4.Acording to the Picture 1 ,make some sentences with should ,shouldn't
Step 4. Listen and say, then chant.
1. Get the students to look at the pictures and describe them . Ask the students if they like doing these activities.
2. Play the tape and let the students listen to the chant, play it again and have the students say the chant at the same time.
Step 5. Homework:
1.Read the chant.
2.Make some sentences with should or shoudn't.
【板書設(shè)計(jì)】 Module 10 Unit 2 You should eat fruit.
You should eat fruit.
You shoun't walk in the road.
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