M8 U2題What did Lingling go yesterday?型New lesson

目標知識與能力能口頭運用What did Lingling go yesterday?這類語句詢問過去發生的事情，并能口頭運用Yesterday I went to Sam and Amy’s school.這類語句回答。
過程與方法運用所學語言描述過去所發生的事情。
情感與態度通過對比中國和英國學生的不同生活，增強學生的跨文化交際的意識。
重點區分一般現在時態和一般過去時態的運用。
難點熟練準確的用所學知識描述自己或者他人的學校生活。
教法使用情景交際法和任務型法，使學生能夠熟練掌握本的單詞和句型。
學法小組合作競賽。
教學
準備件、錄音機、單詞卡片等等
預習設計復述Amy的學校生活，預習本節的單詞和文。
教學過程施教者調整
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.
【板書設計】 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.

時教學計劃

主備人：劉麗麗
單元M 9 U1題 Are you feeling sad型新授
教學
目標知識與能力使學生能聽說、認讀單詞;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;能準確理解并熟練地運用 “Are you feeling sad/ bored/ angry? Feel happy/ sad/ tired/ bored/ hungry”
過程與方法通過活動體驗，在交流中學會詢問和表達情緒和感受，發展綜合語言運用能力。
情感與態度在小組交流與合作中培養孩子的互助意識
重點能準確理解并熟練地運用 “Are you feeling sad/bored/angry?feelhappy/sad/tired/bored/hungry
難點在真實情景中靈活運用新知識詢問和表達情緒和感受
教法情景教學法
學法合作交流法
教學
準備件
預習設計預習文和單詞
教學過程施教者調整
Ⅰ. Warm-up
1、Greeting.
2、sing a song, “I get up in the morning.”
3、Free talk——談論周末活動。
師：Tell me, please! What do you usually do at the weekend?
（用簡筆畫：Do you feel happy/bored/sad/tired?）
板書各種情緒的圖片教學happy/bored/sad/tired/sad/tired/hungry.
Ⅱ.Pre-task——調查同學們今天的情緒狀況。
1、導入：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“What’s the matter?”
2、任務呈現——今天你的心情如何呢？讓我們做個調查吧？
Ⅲ.While-task
1、Game：教師引導學生將“感覺”和“物品圖片”一一對應，貼在黑板上，讓學生對號入座。
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，并進行聽法指導，同時完成堂活動用書活動1——圈出正確或錯誤。
②教師分段播放錄音，訂正練習，解讀文難點。
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，讓學生跟讀，教師給予適當的指導。
④完成文活動3。
Ⅳ.Post-task
1、完成堂活動用書練習了。
2、四人小組互相詢問并了解今天的情緒和感受及原因，并填寫調整。
NameFeelingWhat’s the matter?



3、全班統計今天的情緒狀況。
V. Homework
選做：1、用所學的詞匯向朋友或者家人描述你的心情。2、 仿照文編寫三組關于心情的對話，用英語寫出。9
【板書設計】
Unit 1 Are you feeling sad ?
Feel sad bored angry Are you feeling … ?
No
Miss nothing secret what’s the matter ?
Tell surprise nothing

時教學計劃

單元M 9 U2題 I feel happy.型新授
教學
目標知識與能力能聽懂會說本語言happy,sad,bored, tired,hungry,grandfather,farm,chess,lost,smell和句型Are you feel happy ?的問答。
過程與方法培養學生自主學習和合作學習的能力，以及能積極參加語言交際，并會用英語思維的能力。
情感與態度培養學生關心他人的品質，并勇于表達自己的內心感受，培養學生的自信心和合作精神，以及用英語交流溝通的能力。
重點能聽懂會說本語言： happy,sad,bored, tired,hungry,grandfather,farm,chess,lost,smell和句型Are you feel happy ?I feel ……的問答。
難點能夠靈活運用本的交際用語進行拓展交際。
教法情景教學法
學法合作交流法
教學
準備件
預習設計預習文和單詞

教學過程施教者調整
1、Warming up (1)教師與學生打招呼，做好前準備。 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:…（根據實際情況回答） T:Are you feeling angry? S:…（根據實際情況回答） 3、New Teaching （1）Let’s listen to a poem, ok? (讓學生聽讀part4，引學生進入英語環境中。) ※ 學生先聽一遍 ※ 然后讓學生打開書，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，學習新單詞 happy sad tired bored hungry (邊讀邊做相應動作及表情，開火車表演、個人上講臺表演等) （5）Now please look at the screen and guess how do they feel ? ※ 出示多媒體插圖1（今天我幫爺爺在農場干了一整天的活，現在感覺很累的情景圖） 讓學生說：“ I feel …” ※ 出示多媒體插圖2（今天我下國際象棋贏了，現在感覺很高興的情景圖）讓學生說:“feel …” ※ 出示多媒體插圖3（外面下雨不能出去玩，感覺很無聊）讓學生說：“ I feel …” ※ 出示多媒體插圖4（昨天我丟了書包，現在還沒找著！我覺得很傷心！）讓學生說：“ 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！）讓學生說：“I feel …” （6）I want to know your feeling no 學習Part2(now point and talk ) A:Today I helped my grandfather on the farm . B:Do you feel tired ? A:Yes ,I do . ※ 拿出卡片問學生：Do you feel…?Yes,I do.No,I don’t.或者學生問學生（同桌問、或走訪問等） ※出示表格 CD-ROM ※ 教師帶讀兩遍 ※ 學生齊讀一遍 4、Practice ※Now .games time .act and say（播放兔子舞舞曲，學生隨著音樂傳球，音樂一停，誰拿到球誰表演，表演好的給予獎勵） 5、Summary and homework ※再把單詞過一遍，happy sad tired bored hungry（齊讀）請用有關心情的詞匯造句，或者編一段對話，并用英語寫下。 6、Say goodbye Class is over ! goodbye boys and girls!
【板書設計】 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.
時教學計劃
主備人：劉麗麗
單元Modole 10題Unit1 You should look,then cross the road.型新授

知識與能力學會新單詞，掌握新句型
過程與方法情境教學法，游戲教學法

情感與態度幫助學生學習英語的自信心2.培養在實際情境中運用知識的能力
重點會聽，讀，寫新的句子；了解新句型
難點會使用should,shouldn't
教法游戲教學法，情境教學法，合作學習法
學法習得學習，任務型學習，小組學習
教學
準備單詞卡片，錄音機以及多媒體件
預習設計讓學生試著用英語寫簡單的明信片。
教學過程施教者調整
Step 1: Warming up.
1. Talking. 每節前都有一個學生，根據前幾的內容準備一些問題提問學生進行交談。
2.Sing a song.
3. Chant.
Step 2: 任務呈現與文導入。
誰最聰明？
A.先呈現單詞卡片should，shouldn't學生用英語說。 B.教學生說句型：I should 或 shouldn't
C. 師：What should you do when you cross the road? 生：I should …
老師給說對的學生一張小貼紙。
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.
【板書設計】 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.

時教學計劃

單元Module10題Unit2 You should eat fruit.型新授
教學
目標知識與能力句型：You oshould eat fruit.
單詞： should , shouldn't
過程與方法情境教學法，游戲教學法
情感與態度幫助學生學習英語的自信心，培養在實際情境中運用知識的能力
重點會聽，讀，寫新的句子；了解新句型
難點會使用should,shouldn't。
教法游戲教學法，情境教學法，合作學習法
學法習得學習，任務型學習，小組學習
教學
準備單詞卡片，錄音機以及多媒體件
預習設計讓學生練習用英語向對方打招呼。
教學過程施教者調整
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.
【板書設計】 Module 10 Unit 2 You should eat fruit.
You should eat fruit.
You shoun't walk in the road.