朗文英语Primary English Book10 第10册教案备课

Primary English Teaching Plan
Book Ten
M1U1
Teaching aims:
1. have Ss master the new words “drove \ flute \ player” and important sentences:“My grandpa/grandma was … before.”
What did she/he …
2.使学生能够正确流利的询问职业。
3、教育学生具有平等意识，遵重不同的职业。
Important points: new words and important sentences.
Difficult points: drove-drive-driver的区别运用。
Teaching procedure:
Step 1. warmer
Game:看动作，猜职业。教师做一些具有明显职业特征的动作，问“What am I now ”让学生猜职业。
Step 2. lead-in
教师请学生说一说他们祖父母的职业，注意“was \ were \ is \are”的正确运用。然后说：“lingling的祖父母是什么职业呢？let’s learn from the text!”
Step 3. presentation and practice
(1)listen to the tape and get the main idea.
(2)listen again and under line the new words,phrases and what they don’t understand.
Teacher then write the new words,phrases,important sentences on the blackboard and teach in several ways.
强调drive-drove-driver的拼写、意思及发音
T:“What was lingling’s grandpa/grandma before ”请学生回答。
Practice:
①work in groups ②Activity 3 (work in groups) ③listen and repeat
Step 4. Consolidation
(1)Play the text by roles
(2)AB
Step 5. Extension
调查小组内其他成员的父母、爷爷奶奶是什么职业（运用所学句型）
Step 6. Summary
Step 7. Homework
(1)listen to the tape
(2)Do a survey 调查父母、亲戚、朋友的职业
教学反思（一）
本节课是本学期开始后的第一堂课，学生心思还未完全回到学习上来，给教学造成一定的困难。
一、很多学生上课说话，纪律不是很好，尤其是那些平时爱说话的学生，心思还没有完全收回学校课堂上来。
二、学生对drive.drove.driver三个单词易混淆，读音读错的同学很多。
三、学生在询问职业时，容易把was.is.are混淆，原因还是学生对所学的句型不够熟悉，练习力度应加强。
四、小组合作时，很多学生说话不讨论，致使合作的意义降低。
整体来看，学生对所学内容基本上能掌握。
M1U2
Teaching aims:
1. have Ss master the new words“office.\ parent.”and sentences:
Where did your grandpa/grandma work She/He worked in…
Where do your father / mother work He/she works in…
2.使学生能够运用所学句型谈论职业。
3．教育学生尊重不同的职业。
Important point: new words and important sentences
Difficult point:动词过去式的正确使用。
Teaching procedure:
Step 1 warm-up
Ss show the survey they have made.
Step 2 lead-in
T: Where did your grandma/grandpa work
板书讲解并提问 She / He worked in…
Practice: work in groups with last sentences
Step 3.presentation and practice
(1)listen to the tape and underline what they don’t undershand and find out the new words.phrases
强调office(an office)、 parent的发音
Practice:Read the new words by several ways：individual.by groups.small groups and so on.
(2)listen and repeat
Step 4.consolidation
1.Play the text by roles
2.Activity 2 (work in pairs)
3. Activity 4(work in groups)
4. Activity 3
Step 5.Summary
Step 6.Homework
(1)listen to the tape
(2)write the new words .phrases and sentences
(3)Make sentences with
“What was/is… He/she was/is…
“where did/do… He/she worked/works in… ”
教学反思（二）
本单元上课效果较好，学生基本上能掌握所学知识，学生开始恢复学习状态，但教学中仍存在一定的问题，主要有以下几个方面：
（一）学生对单词parent的发音不够准确。
（二）“an office”学生易粗心说成“a office”
（三）学生由于粗心，易忽略了过去式did和现在式do的正确运用。
在后面的教学中应加强训练学生易产生错误的地方。
（四）学生自主学习有所提高，很多学生能够帮助不会的同学。
M2U1
Teaching aims:
1. have Ss master new words” email. sausage. sandwich. delicious and sentences” What did she have for… she had…
2、使学生能够正确运用所学句型描述饮食。
3、教育学生要尊重不同的饮食文化，要合理膳食。
Important points: new words and sentences
Difficult points:email. sandwich. traditional. says 的发音
Teaching procedure:
Step 1 warm-up and lead-in
Game: Guess the food in my bag..
T: “What’s your favourite Chinese food Do you know any traditional food in England ”
板书traditional并讲读
T: “lingling ate some English traditional food. Let’s have a look!”
Step 2;presentation and practice
(1)listen to the tape and underline the new words.
Practice: Read the new words by groups, indivisual and so on
(2)listen again and find out “What did she have for breakfast/lunch/dinner ”
板书Phrases：have breakfast/lunch/dinner并讲解
Ss find out the answers.
Practice：practice in groups with the important sentences
(3)listen and repeat
Step 3.Consolidation
(1)Ss read the text by roles
(2)Play the text in small groups
(3)Activity 2,3.
(4)AB
Step 4.Extencion Game “街头访问”：四人一组、一人扮记者，三人扮行人，运用所学句型进行问答。
Step 5.Summary
Step 6.Homework
(1)listen to the tape
(2)write the new words, phrases, sentences
(3)Do a survey in class
Breakfast lunch dinner
Dashan… … …
Xiaohua… … …
… … …
… … …
教学反思（三）
　　一、本次课设计了很多食物，学生很感兴趣，自主学习动力增强，小组成员之间能够互相帮助。
　　二、学生对单词email.sandwich.traditional.says的读音有错误。例如，email重音在第一音节上，很多同学把重音放在第二音节上了。say、says的发音不同，有很多学生混了。
　　三、学生对中国传统文化的认识不够，易羡慕外国食物，有些学生偏食。
　　学生对所学句型基本上能正确运用，掌握情况较理想。
M2U2
Teaching aims;
1. have Ss master the new words “usually” and sentence “Breakfast/Lunch/Dinner is usually at…”
2.使学生能够正确运用所学句型描述饮食习惯。
3.教育学生尊重不同的饮食文化。
Important points: new words and phrases
Difficult points: on Friday/on Fridays的区别。
Teaching procedure:
Step 1: Warm-up Review the time: teacher draw six clocks on the board and let the Ss say the time in English.
Step 2: lead-in
Ter: I usually have breakfast at 7:00, have lunch at 12:00,have dinner at 6:00.(板书usually并讲解) What about you What time do you have breakfast/have lunch/have dinner (板书并讲解)What about people in England What time do they have
Practice: work in groups with last sentences
I usually have breakfast/lunch/dinner at…
Step 3: presentation and practice
(1)listen to the tape and underline the new words, phrases and what they don’t understand. 强调usually的用法，family的复数，photo的复数，on Friday 和on Fridays 的区别
(2)listen with “what time do people have … What do they have for … ”
Practice : Activity 2 (work in groups)
(3)listen and repeat
Step 4: consolidation
1.AB 2.Activity 4.3
Step 5: Extention Ask other Ss the time they have breakfast/ lunch/ dinner with the sentence we have learnt this class.
Step 6: Summary
Step 7: Homework
(1)listen and repeat
(2)write the new words, phrases and sentences.
教学反思（四）
本节课主要存在以下问题：
（一）学生对时间的表达法掌握不错，有些英语能力较弱的同学还没有掌握恰当的时间表达法。
（二）很多学生易漏掉usually前的be动词，明显受汉语表达的影响。例如：Lunch is usually at 12:00.
（三）有些学生在变换人称时，易忘记变换动词。例如：do-does的变换,应该多进行这方面的练习。
（四）有些学习成绩较差的学生上课捣乱，影响其他学生的自主互助学习。应对这些学生进行思想教育。
M3U1
Teaching aims
1. have the Ss master the new words(return borrow)and the sentence “Have you got … ”
2. have the Ss have the alility to ask with “Have you got… ” “I’ve got…” “I haven’t got…”
3.教育学生多读书，同时爱护书籍，按时归还图书。
Important points: Have you got …
Difficult point: favourite 的发音。
Teaching procedure:
Step 1: warm-up
Teacher with the Ss sing the song in last Module.
Step 2: lead-in Teacher show the things in her bag and mean while ask the Ss with the sentence “Have you got … ”Then teacher write the sentence on the board .Then have Ss guess what is it in my hand that carried out from the bag with last sentence. Then work in groups.
T: “Have you got Harry Potter videos ”读video. Army和Lingling 正在图书馆里，他们想借什么呢？他们借到了吗？
Step 3: presentation
(1)listen to the tape and underline the new words. phrases and what they don’t understand. Then teacher teach the new words: return.
(2)listen again and think: “Have the library got Harry Potter videos ”
Phrases Sentences
on the computer Have you got the Harry Potter videos
on shelf c Sorry, we haven’t the videos, but we
library card have got the books.
Return the books
In two weeks
(3)listen and repeat 强调favourite的发音
Step 4: consolidation
1.play the text by roles 2.Activity 3 3.AB
Step 5: summary
Step 6: Homework
(1)listen to the tape
(2)write the new works. phrases and make sentences with “Have you got … ”
教学反思（五）
　　本次课很成功，学生表现很积极，教学效果很好，学生掌握很好，但也存在个别问题：
1. favourite\ video 的发音，特别是“v”的发音存在问题，很多学生不咬唇。
2. 其他方面，学生表现较好，小组合作积极，回答问题积极。
3. 有个别学习较差的学生还未能掌握所学知识。
M3U2
Teaching aims
1. have Ss master the new words and important sentence
borrow You can … You can’t …
2.能够正确使用You can/can’t…
3.教育学生遵守纪律，遵守社会公德。
important points: new words and important sentences
Difficult point: library和libraries的发音talk的发音
Teaching Procedure
Step 1: warm-up check the homework
Step 2: lead-in
T: “图书馆是一个公共场所，许多人都会到图书馆看书，借阅资料等。那么，英国的图书馆和我们的图书馆会有哪些不同呢？Let’s learn from the text!”
Step 3: Presentation and practice
(1)listen to the tape and underline the new words and phrases.
Teacher teach the new word “borrow” and find out the phrases with Ss. The teacher teach the phrases.
Practice: Read the new word and phrases by several ways: individual, two by two, in groups and so on.
(2)listen again and repeat
注意libraries和library的发音,talk的发音
Practice: ①Read “libraries,library,talk by several ways”
②Activity 2 work in groups
Step 4:consolidation
(1)Activity 4 work in groups
(2)Activity 3 sing the poem
(3)AB
Step 5: Extention
设想未来的图书馆是什么样子，我们can/can’t…然后与其他同学交流
Step 6: Summary
Step 7: Homework
1.listen to the tape
2.write the new words, phrases and sentences.
3.把英国图书馆介绍给父母听。
教学反思（六）
　　（一）学生能够正确使用You can/can’t…表达思想。
　　（二）但是有些学生发音方面存在问题，例如：
　　library,　libraries的读音可能使学生觉得别扭。
　　talk学生易读成take，易与take混淆。
　　（三）小组合作表现较好。
（四）学生积极回答问题，表现踊跃。
（五）学生因为学习内容简单，本次课自主学习有些涣散。
M4U1
Teaching aims
1. thave the Ss master the new words and sentences.
fine, sent, get, chocolate Did you …
2.正确使用I sent you … . Did you …
3.教育学生尊敬长辈，接受礼物时要表示感谢。
Important points: new words and sentences
Difficult point: send 的用法，maths的读音，read及过去式read的读音
Teaching procedure
Step 1: warm-up
师生一起唱Ｍ３中的poem，活跃气氛。
Step 2: lead-in
老师拿出一个包装好的礼品盒说：“I’ve got a present, My mum sent it to me. Can you guess what is it ”特别强调sent.板书sent,　send并教读，介绍send的用法：send sth to sb/send sb sth.
Ter: Daming的奶奶也寄给了Daming礼物，是什么礼物呢？Let’s look at the text!”
Step 3: Presentation and practice
1.listen to the tape and find “it,them”
找一个学生说一说课文的意思，老师讲解“it”,“them”
2.listen again and underline the phrases and important sentences. First, have Ss find the phrases and important sentences in groups. Then teacher teach them.
老师强调Maths的读音，强调read及过去式read的拼写和发音。
Ｐractice: Read the phrases, sentences by several ways, individual, one by one, two by two, in groups and so on.
3.listen and repeat
Step 4: consolidation
1.play the text by roles
2.Activity 3
3.AB
Step 5: Summary
Step 6: Homework
1.listen to the tape
2.write the new words,phrases,sentences
教学反思（七）
一、学生表现积极，课堂气氛活跃。
二、知识掌握较好，学习效率较高。
三、存在问题
１、read的过去式的发音易混。
２、Maths的发音不准确。
３、有些学生不能很好地区别使用they,them.
４、需要进一步改善教学结构。
四、学生自主学习能力有所提高。
M4U2
Teaching aims:
1. have Ss master new word “season” and sentence “My favourite season is …”
2.使Ss能准确流利地描述季节。
3.培养学生对生活的热爱。
Important points: new word and descrile season.
Difficult point: in/ on the tree leaf-leares
Teaching procedure:
Step 1: warm-up
教师自编一首四季歌与学生一起唱，活跃气氛。
Spring, spring, I love you.
Summer, summer, I love you.
Autumn, autumn, I love you.
Winter, winter, I love you.
Step 2: lead-in
T : spring, summer, autumn, winter, they’re seasons.
板书season, 教读season.
①T : “Do you like spring/summer/autumn/winter ”
My favourite season is spring. What’s your favourite season
板书该问句并提问。然后Ss work in pairs. (My favourite season is …)
②T: “What’s the weather like in spring/ summer/ autumn/winter ”板书并提问，Ss work in pairs.(It’s warm/ hot/ cool/ cold.)
③T : “What can you do in spring/ summer/ autumn/ winter ”
板书并提问，Ss work in pairs.(I can … in …)
Practice : Activity 2
T : Amy, Daming, Lingling, Sam 他们最喜欢什么季节呢？
Step 3：Presentation and practice.
1.listen to the tape with last question.
2.listen again with “What can Amy/ Daming/ Linging/ Sam do in … ”教师提问Ss回答，板书重点短语，强调leaf-leaves,in/ on the tree的不同。
3.listen and repeat
Step 4: consolidation
(1)play the text by roles
(2)AB
(3)Activity 3
(4)Activity 4
Step 5: summary
Step 6: Homework
①listen to the tape
②write new words, phrases,sentences
教学反思（八）
（一）课堂气氛活跃，学生积极参与。
（二）小组合作效果好。
（三）存在问题
1.in the tree, on the tree的区别易混淆。
2.有个别学生不遵守纪律。
3.有个别学生将winter与water的发音相混淆。
M5U1
Teaching aims:
1. have Ss master the new words “broken” and important sentence “This … is …. It’s ….”
2.使学生能够用英语爱护物品。
Important points: new words and important sentences.
Difficult point: 正确运用形容词描述事物。
Teaching procedure:
Step 1: warm-up
Ter展示一些动物图片，请学生说一说这些动物的特征。
Step 2: lead-in
老师拿出自己的新包、旧包，进行描述，然后说：“Lingling also get a bag. What is it like Let’s have a look.”
Step 3: presentation and practice
(1)listen to the tape and underline the new word and what they don’t understand.
New word: broken
Read this word in groups 、individual
(2)listen a third time and find out the adjectives.
板书： heavy-light
Black big green small
Te: “Which bag does Linging like What’s the bag like
Which bag does Mr Smart like What’s the bag like ”
Ss answer
Practice : Ss互相描述自己的物品（work in groups）
(3)listen and repeat
Step 4: consolidation
(1)play the text by roles (2)Activity 3 (3)AB
Step 5: summary
Step 6: Homework
(1)listen to the tape
(2)调查自己家里的东西，包括颜色、大小、长短等等，写下来。
教学反思（九）
本单元上课效果较好，学习内容相对简单，学生能够正确使用形容词描述物品，小组合作积极性很高。但有些学生太兴奋，纪律不好。
M5U2
Teaching aims:
1. have Ss master the new words “carry, back, shoulder, brown. hand” and sentences “Mine is ….My … is …”
2.使学生能够正确使用形容词性物主代词和名词性物主代词描述事物。
3.教育学生爱护物品。
Important points: new words and important sentences,
Difficult point: on, over的区别运用，物主代词的正确使用
Teaching procedure:
Step 1: warm-up
Game:快速反应，复习形容词。老师说出一个形容词，Ss快速说出它的反义词。
Step 2: lead-in
老师拿出几个包，进行对比描述，然后请几个学生到讲台前演示背书包的动作。Ter: “今天的课文中出现了好几种不同的背包方式，让我们学一学如何用英语表达这些方式。”
Step 3: presentation and practice
(1)listen to the tape and underline the new words
板书new words: carry back shoulder brown hand 并讲解领读，然后以齐读、个人读等方式练习这些单词。
（2）listen and underline “My Mine”
T强调物主代词的正确使用。
（3）listen and repeat
Step 4: consolidation
(1)play by roles
(2)Activity 2、4、3
(3)AB
Step 5: Extention
T出示一幅动物园图片，上面有各种各样的动物，具有不同的特征，请学生看图说一说自己喜欢的动物，并描述它们的外形。
Step 6: summary
Step 7: Homework
(1)listen to the tape
(2)write the new words,sentences
(3)观察动物园中的动物，向朋友或家人描述它们的大小、颜色、习性等。
（小结时写）
Is it … I carry it on my back. Carry
This is … . I carry it over my shoulder. Back
I carry it with my hand. Hand
I can’t carry it at all. 说汉意，做动作
教学反思（十）
一、学生表现积极，课堂气氛活跃。
二、知识掌握较好，学习效率较高。
三、学生自主学习能力有所提高。有些学生害怕不敢回答问题，应该多鼓励他们
存在问题：
１、有些学生害怕不敢回答问题，应该多鼓励他们。
２、shouler\brown的发音不准确。
3、需要进一步改善教学结构。
M6U1.
Teaching aims:
1.Have Ss master the words “place/ arile/ build/ solve/ hope” and important sentences “What will we see there We’ll see lots of very big stones. How will we get there By car, it will take three hours.”
2.使学生能够用所学句型谈论将要发生的事件。
3．教育学生保护历史遗迹。
Important points: words and sentence pattern.
Difficult points: 正确使用“What will … ”和“How will … ”
Teaching procedure:
Step 1: warmer
教师运用M5中涉及的形容词自编了一首chant,帮助学生复习和巩固这些单词。
Broken, broken, broken
Nice, nice, nice
Big, heavy and black
Small, light and white
It’s easy for you!
Step 2: lead-in
教师展示一幅动物园场景图，并提问“What will you see in the zoo ”
请学生用“We will see … in the zoo.”进行描述，看看哪个小组的同学说得多。然后教师出示stonehenge的图片，请学生猜一猜这是什么景点，然后板书并教读stonehenge. “Lingling和Amy将要去参观stonehenge, What will they see them Let’s learn from the text!”
Step 3: Presentation and practice
1.Listen to the tape and underline the new words.
Ss提出不会的单词，教师板书并请其他Ss教读这些单词：如place, thousand, circle, top, mystery, solve, build, hope.
然后让学生以齐读、个人读等多种方式练习。
2.Listen again with “What will Lingling and Amy see How will they get there How long will they get there ”
Ss听完后小组合作完成Activity Book 练习1，然后请几个小组回答这些问题，并提出疑问。教师强调“take”为“花费”的意思。
Practice: 两人一组进行对话练习。
3.Listen and repeat
Step 4: consolidation
1.play the text by roles.
2.SB活动2 两人一组练习对话
3.SB活动3 两人一组练习
Step 5: Extension
AB练习3
Step 6: Summary
Step 7: Homework
1.listen to the tape
2.write the new words, phrases and sentences.
3.AB练习4.
教学反思（11）
本节课主要存在以下问题：
（一）学生对所学句型掌握不是很熟练。
（二）很多学生容易读错Stonehenge.
（三）小组合作时有些学生不认真，说话影响其他学生。
应加强练习，多给学生联系的机会。
M6U2
Teaching aims:
1.Have Ss master the words “amazing, thought, helicopter” and sentence “It was amazing.”
2.使学生能够正确运用过去式描述过去发生的事情。
3.鼓励学生通过各种途径开阔眼界，大胆探索。
Important points: words and sentence pattern
Difficult point: 正确使用“Where did they have the picnic Then what did they see What did Mr Smart say What did they do ”进行回答。
Teaching procedure:
Step 1: Warmer
小黑板出示课文中出现的一些动词，请Ss说出这些动词的过去式，帮助学生复习过去式，并为课文学习扫除文字障碍。
Step 2: lead-in
Teacher: “Lingling和Amy参观了stonehenge,Daming走了吗？
没有！Lingling 给Daming介绍了他们参观stonehenge的事，让我们一起来看一看Lingling写给Daming的信吧！”
Step 3: presentation and practice
1.listen to the tape and underline the new words.
请Ss提出不会的单词，教师教学这些单词，如“amazing, heliopter”
2.Listen again with “Where did they have the picnic What did they see What did Mr Smart say What did they do ”
听完后，教师提问这些问题，Ss回答，教师板书教读重点词、句并解答疑问。
Practice:小组合作运用上述句型进行问答练习，然后完成AB练习2。3.listen and repeat
Step 4: consolidation
1.AB练习1
2.SB活动4
3.SB活动3
Step 5: Summary
Step 6: Homework
1.listen to the tape
2.write the words and sentence
3.询问朋友上周末干什么了，写下来。
教学反思（12）
　　1.本次课学生表现不是很好，有些学生心不在焉，可能与学习内容有关。
2. pointed\ helicopter 的发音，特别是“v”的发音存在问题，很多学生不咬唇。
3. 其他方面，学生表现较好，小组合作积极，回答问题积极。
4. 有个别学习较差的学生还未能掌握所学知识。
M7U1
Teaching aims:
1.Have Ss master the words “message, another, click on” and sentence “Click on ‘Email’. Click on ‘Write’. Write your message. Click on ‘Send’.”
2.使学生能够用英语表述如何发送电子邮件。
3.鼓励学生通过多种方式与亲戚朋友联系。
Important points: words and sentence pattern
Difficult point: 流利的用英语表述如何发送电子邮件
Teaching procedure:
Step 1: Warmer
师生齐唱歌曲 If you are happy…，活跃课堂气氛
Step 2: lead-in
T通过电脑出示一个email图片，问：“Do you know what’s this ”学生回答“email”
T: “What’s an email Let’s learn from the text!”
Step 3: presentation and practice
1.listen to the tape and underline the new words.
请Ss提出不会的单词，教师教学这些单词，如“message, another, click”
2.Listen again with “What’s an email ”
听完后，教师提问这个问题，Ss回答，教师板书重点短语from…to…并大屏幕演示：It goes from one computer to another computer.
3. Listen again with “How to send an email ”
小组合作
4. Listen and repeat
Step 4: consolidation
1.role play
2.SB活动2
3.SB活动3
4.AB
Step 5: Summary
Step 6: Homework
1.listen to the tape
2.write the words, phrases and sentence
3.Send an email to the teacher.
教学反思（13）
今天下午第一节，我在南楼六楼上了一节英语课，结果是很出乎预料，想象与现实差距实在太大！
课前我自己做了充分的准备，精心制作了课件，期望通过精彩的课件吸引学生的注意力，激起学生的学习兴趣。但是整堂课感觉学生的心思不是很集中，举手回答问题的同学不是很多，学生表现不是很积极。课后我认真反思，并询问了一些学生，考虑到原因可能有以下几个：
课前未能充分调动好学生的情绪，以至于课堂气氛没有活跃起来。
基础知识未能砸死，给学生练习的机会不够。
学生懒于回答问题，未形成良好的学习习惯。
有些学生学会了认为太简单不屑回答，还有一些学生不敢回答，缺乏自信。
未能充分发挥小组的作用。
学生自主互助的意识和能力不强。
针对以上原因，我将在不断提高自己的教学水平的同时，狠抓学生的懒性，使学生养成良好的学习习惯；同时鼓励学生积极回答问题，参与到学习活动中来；发挥小组的作用，使学生通过自主学习和互帮互助完成学习目标，使学生形成团队精神和合作意识。
M7U2
Teaching aims:
1.Have Ss master the words “busy” and sentence “I will be home at seven o’clock.”
2.使学生能够写英语电子邮件。
3.鼓励学生通过多种方式与亲戚朋友联系。
Important points: words and sentence pattern
Difficult point: later的发音
Teaching procedure:
Step 1: Warmer
复习怎样发送电子邮件，师生边说边做动作。
Step 2: lead-in
T:Tom给爸爸发了一封电子邮件，爸爸也给Tom回了一封电子邮件，让我们来看一看邮件的内容吧！
Step 3: presentation and practice
1.listen to the tape and underline the new words.
请Ss提出不会的单词短语和不明白的地方，教师教学这些单词短语，如“busy、thank you for\at the office”并解答疑难,讲解句型I will be home at… .
2. Listen and repeat
Step 4: consolidation
1.role play
2.SB活动2
3.SB活动3\4
4.AB
Step 5: Summary
Step 6: Homework
1.listen to the tape
2.write the words, phrases and sentence
3.Send an email to your friend.
教学反思（14）
本单元内容很简单，没有很难的地方，学生学习起来很容易。但有些学生在小组合作练习的时候容易出现发音错误，特别是at the office中the的发音和later的读音，老师纠正多次还是有同学读错。其他方面学生表现都不错，小组合作积极，自主互助有提高。
M8U1
Module 8 Unit 1 Will you help me
Greetings:
Good afternoon , girls and boys! How are you
Warmer:
T: First, let’s sing a song . 师生边拍手边齐唱英文歌曲If you are happy…, 活跃课堂气氛。
T: Are you happy I hope you are happy every day!
Lead-in:
T: Before class , please guess what is this ! 教师拿出一个风筝。
Ss: Kite.
T: What animal is it on the kite
Ss: Dragon.
教师板书dragon
找学生个人读、齐读，练习该单词。
T: So it is a Chinese dragon kite !
T: Daming is going to visit his cousin Simon in America. Suppose you are Daming , and you want to make a present for Simon, what will you make
板书：I think I’ll make … . Will you help me 学生用该句型造句
教师在学生说完问句后，及时回答Of course , I will . / No , I won’t. 并板书。
合作1：学生两人一组运用I think I’ll make … . Will you help me Of course , I will . / No , I won’t.进行问答练习。
T: Daming 到底会给Simon带什么礼物呢？Let’s learn from the text !
Presentation and practice:
Step1: Listen to the tape with “ What will Daming take ”
听完录音后教师提问该问题，Ss: Kite.
Step2: Listen again and underline the new words and what they don’t understand.
T: New words
Ss: of course 、cousin 、chopsticks 、windy 、present …
T: What’s the meaning
教师边听学生说边板书 of course 当然
cousin 堂（或标）兄弟姐妹
chopsticks 筷子
windy 有风的，多风的
present 礼物
找学生领读这些单词
Game: guess the missing word教师从单词卡中抽出一个单词卡，让学生猜哪一个单词被抽出来了。
Step3：Listen to the tape with the following questions.
（1） 投影出示问题：
Will Daming take chopsticks
Will it be windy in New York
Will Fanfan help Daming
Will Simon love the kite
（2） 找学生读一读这些问题，并说出意思。
（3）学生带着这些问题听录音
合作2：听完录音后小组合作讨论这些问题。然后教师提问。
Step4：Listen to the tape and repeat 跟读两遍
Consolidation:
Translate the text 学生翻译课文
Role play 分角色朗读 师生、小组分角色朗读
AB P30
Homework:
Listen to the tape and repeat
Write the new words and important sentences.
Do a survey. 调查至少五个同学明天会不会做下列事情，完成下表。注意调查时使用句型Will you …
Name Yes, he / she will. / No, she / he won’t.
Will you play computer games Xiaohua
wear a coat ⅩⅩⅩ
fly a kite ⅩⅩⅩ
read a book ⅩⅩⅩ
eat sandwiches ⅩⅩⅩ
play the violin ⅩⅩⅩ
反思：
本课较简单，学生兴趣很高，特别喜欢guess the missing word游戏和分角色朗读，但有些英语差的学生不认真听讲
M8U2
Teaching aims:
1.Have Ss master the new words“ drew\ piece\ paper\ scissors ” and how to make the kite.
2.使学生能够运用过去式表述如何制作风筝。
3.教育学生热爱生活。
Important points: new words and sentence
Difficult point: 正确运用过去式表述如何制作风筝
Teaching procedure:
Step 1: Warmer
展示几封学生写的电子邮件，让学生用句型“I think I’ll…”互相交流想法，同时复习上节课的主句型。
请学生到井台前介绍自己收集的风筝，告诉学生风筝是中国文化的一部分，以此增强学生的民族自豪感。
Step 2: lead-in
T:了解了这么多风筝的知识，那风筝是怎么制作的呢？让我们一起来跟大明学一学吧！
Step 3: presentation and practice
1.listen to the tape and underline the new words.
请Ss提出不会的单词短语和不明白的地方，教师教学这些单词短语，如“drew\ piece\ paper\ scissors”，让学生通过齐读、小组读、个人读等方式练习。
Game:
猜单词：教师将上述单词短语做成卡片，教师抽出一张，让学生猜。
2. Listen with “How to make a kite ”
Work in groups.
3. Listen and repeat
Step 4: consolidation
1. play in groups
2.SB活动2
3.SB活动3\4
4.AB
Step 5: Summary
Step 6: Homework
1.listen to the tape
2.write the words, phrases and sentence
3.用英语向父母介绍如何制作风筝。.
反思：
本课我认为很简单，上课以后才发现对学生来说并不简单。本来以为学生学完后能够描述出如何制作风筝，通过上课却发现很多学生不能达到这个要求，我高估了学生的能力和自觉性，需要进一步改进教学和了解学生水平。
M9U1
Teaching aims:
1. Have Ss master the words “theatre, men , women” and sentence patterns“ The men wore women’s clothes. We laughed a lot . What did you / he / she do … ”
2. 使学生能够正确使用过去式描述过去发生的事情。
3. 使学生了解不同的文化。
Important points: words and sentence patterns
Difficult point: men 和women 的发音；lots of 和a lot的区别。
Teaching procedure:
Step 1: Warmer
师生齐唱歌曲 If you are happy…，活跃课堂气氛
T: Are you happy now I’m happy too. I hope you are happy every day !
Step 2: lead-in
T: Before class, I will ask you a question: “ What did you do last week ”
S: I … .
Group work 1:
Ask and answer with “ What did you do last week I … .” in groups.
T: We did lots of things last week. Do you know what did Lingling do last week Let’s learn from the text !
Step 3: presentation and practice
1. Listen to the tape and underline the new words.
听完后，请Ss在黑板上写出新单词，教师领读、提问并讲解这些单词：
men 男人（复）－ man
women 女人（复）－ woman
theatre
教师领读－－询问学生汉语意思并板书－－找学生当小老师领读这些单词
教师出示课文中的一些重点单词，通过复习这些单词帮助学生理解课文:
told － tell
wore － ware
actor
funny
show
restaurant
ready
trip
Game : guess the missing words
教师抽出其中一个单词，让学生猜测那个单词被抽出来了
2. Listen again with the following questions:
Where did Lingling go last week
What did she see
What did she do
首先找学生读一读这些问题并说出汉语意思，然后听录音。
Group work 2: 听完后，小组合作找出答案。然后教师提问这些问题：
T: Where did Lingling go last week
S: She went to the Children’s theatre.
板书Children’s theatre领读，并询问汉语意思
T: What did she see
Ss: The men wore women’s clothes. The women wore men’s clothes.
The actors told lots of jokes. We laughed a lot.
教师板书这些重点句子并领读、学生翻译
教师讲解lots of和a lot的区别：lots of ＋n. a lot用于动词后，形容词前
Check: 让学生用重点句描述图片
T: What did she do
S: She went to a restaurant and ate hamburgers and chips.
3. Listen and repeat
Step 4: consolidation
小组合作读课文
Step 5: Summary 引导学生总结出本节课学习了哪些知识
Step 6: Homework
1. Listen to the tape
2. Write the words, phrases and sentence
3. Do a survey. 调查父母或朋友上周末干什么了，记录下来。eg:
What did she / he do last week
father He went to his office.
mother
xiao yong
…