《I'm in New York now》 Teaching objectives:
1. Words: arrive taxi flat building made again
2. Sentences:
Grandma made Chinese food for me.
I want to try American food.
I will write again soon.
3. Practise to pronounce ‘wh’ ‘wr’.
4. Learn the song: It’s a big exciting world.
Teaching properties: cards tape-recorder pictures
Teaching procedures
Warmer:
1. Stick the pictures of unit 1 on the board. Have the students come to the front and mime the text of unit 1.
2. Say a sentence in the present tense and get the students say it in the past tense.
Examples:
T: Daming goes to New York.
Ss: Daming went to New York.
T: Grandma meets Daming.
Ss: Gradma met Daming.
Teach the text:
1. Raise the picture of the Statue of Liberty and ask: What is it ? Where is it?”
Guide the students say: It’s the statue of Liberty. It’s in New York”.
T: Daming is in New York now. Let’s see who met him at the airport. What he saw in New York and What food he wanted to eat.
2. Play the tape. Have the students listen and underline the new words in books.
3. Teach the new words.
4. Play the tape again. Have the students listen and say. After this, get the students to answer the following questions:
⑴Who met Daming at the airport? (Grandma and Simon)
⑵What did Daming see in New York? (Buildings, cards and people)
⑶What food did he want to try? (American food)
5. Complete activity 2 in SB. (Get the students to ask and answer in pairs)
6. Practise to pronounce 'wh' 'wr'.
7. Learn the song: It’s a big exciting world.
8. Complete exercise 1 in AB.
Homework:
Practise the following sentences in pairs:
Where are you from?
Where are you going to go?
Where are you going to go there?
Where are you going to do there?
Designs:
Module 10 Unit 2 I’m in New York now
Arrive Grandma mad Chinese food for me.
Taxi
Flat I want to try American food.
building
made I will write again soon
《where are you going to go》 教开云kaiyun(中国)目标：
1、能够识别单词：list airport shoe ticket toothbrush.
2、开云kaiyun(中国)习目标语句：Where are you going to go? What are you going to take? When are you going to go? Who’s going to go with you?
3、功能：能够谈论旅行前的准备和具体事宜。
教开云kaiyun(中国)重点：
1、掌握新单词，并能够理解旅行所准备的物品。
2、能够口头运用 Where are you going to go？ What are you going to take？When are you going to go to the airport？Who’s going to go to the airport?这类 问句就具体信息提问。
教开云kaiyun(中国)难点：
能够和同开云kaiyun(中国)用 “where、 what、when、who”这四个单词开头的疑问句谈论旅行前的准 备。
教开云kaiyun(中国)用具：
录音机、PPT
教开云kaiyun(中国)过程：
Step1、Warm-up
师生之间相互问候
Step2、Presentation Free talk
T：the summer holiday is coming ,so Where are you going to go in your summerholidays? When are you going to go there? What are you going to take? What are you going to do there? Who is going to go with you ? (生逐一回答后,师总结):I think you had a lovely time, Yes? 由此活动引出 Where, When, What, Who?等特殊疑问词，并带领同开云kaiyun(中国)们复习一般将来 时的用法。
教开云kaiyun(中国)目标：
1、能够识别单词：list airport shoe ticket toothbrush.
2、开云kaiyun(中国)习目标语句：Where are you going to go? What are you going to take? When are you going to go? Who’s going to go with you?
3、功能：能够谈论旅行前的准备和具体事宜。
教开云kaiyun(中国)重点：
1、掌握新单词，并能够理解旅行所准备的物品。
2、能够口头运用 Where are you going to go？ What are you going to take？When are you going to go to the airport？Who’s going to go to the airport?这类 问句就具体信息提问。
教开云kaiyun(中国)难点：
能够和同开云kaiyun(中国)用 “where、 what、when、who”这四个单词开头的疑问句谈论旅行前的准 备。
教开云kaiyun(中国)用具：
录音机、PPT
教开云kaiyun(中国)过程：
Step1、Warm-up
师生之间相互问候
Step2、Presentation Free talk
T：the summer holiday is coming ,so Where are you going to go in your summerholidays? When are you going to go there? What are you going to take? What are you going to do there? Who is going to go with you ? (生逐一回答后,师总结):I think you had a lovely time, Yes? 由此活动引出 Where, When, What, Who?等特殊疑问词，并带领同开云kaiyun(中国)们复习一般将来 时的用法。 8、 Listen again and answer some questions: Where is Daming going to go ? What is Daming going to take ? When is Daming going to go to the airport? Who’s going to go to the airport?
9、Listen and repeat.(教师随机解释 passport)
Step4、Practice
1、Now,I want to be Daming，You want to be grandma. I answer you ask me together（师说答语，开云kaiyun(中国)生找到相对应的问句） S:Where are you going to go？ What are you going to take？ When are you going to go to the airport？ Who’s going to go to the airport? T:To the airport. Clothes,shoes,present,ticket,passport,toothbrush? At seven o’clock tomorrow morning. Daming
2、分角色表演课文对话
Step5、Extension
Step6、Summary and homework.
1、 Summary 欣赏 Chant： Where are you going to go? Where are you going to go ? To the airport, to the airport. What are you going to take? What are you going to take? Shoes,ticket and toothbrush, When are you going to go ？When are you going to go ？ At 7 o’clock, At 7 o’clock, Who is going to go ? Who is going to go ? It’s me! It’s me !
2、 Homework
（1）Read the words and text
（2）请开云kaiyun(中国)生询问朋友或家人外出旅游的准备情况
《see you soon》 Theme: Letters from Abroad
Function: Understanding different cultures.
Target Language: Simple past tense. The man wore women’s clothes. The actors told lots of jokes. We laughed a lot. Simple future tense ‘be going to’ We are going to see you in three weeks. Mum bought new chopsticks for you.
Vocabulary: wore (wear), women, actor, told (tell), joke, funny, after, show, ready, soon, bed, room, history, question, borrow, evening
Pronunciation: / / / / / / / /
Song: Postman
一、Warmer:
1. Tell the Ss that you are going to mime some things you did yesterday and the Ss have to look and guess what you did.
2. Continue like this. Yesterday I ate an apple.
He borrowed some books.
She went to the park.
3. Say some sentences with ‘now, tomorrow, yesterday.’ E.g. We are going to see you in three weeks. Dad is going to put another bed in my room. We bought a bike for you. We are having our English class. He is play football.
二、Presentation:
1. Listen and say.
A. Listen to the tape and read this letter.
B. Read the letter again and answer the questions:
C. What is Dad going to put in Simon’s room?
Who bought new chopsticks?
Who read a book about Chinese history?
What did they but for Daming?
2. Look and say.
A. Yesterday he ate a hamburger.
B. He played football.
C. Now he is eating an apple.
D. Now he is playing table tennis.
E. Tomorrow he is going to eat a banana.
F. Tomorrow he is going to go swimming.
3. Listen and repeat.
( qu sh th th)
quick she this thank
quarter English with mouth
三、Activity book:
1. Write a letter to Lingling. Use the words ‘went/ wore/ saw/ drank/ ate’
Dear Lingling,
Last week I went to the zoo. I wore a red sweater. I saw some animals. I drank some juice. I ate an ice cream.
From
Liping
2. Listen and repeat:
A. Quick! Cut it in quarters!
B. She is English.
C. Eat with this spoon!
D. I say ‘Thank you’ with my mouth.
四、Homework:
Write a letter to your friend.
《we laughed a lot》
教材说明：
我使用的教材是外研社出版，设计的课题是第六册Module 9 Unit1 《We laughed a lot.》
教开云kaiyun(中国)内容分析：
第九模块主要话题是”Letters from Abord.”谈论大明收到两封国外来信。我所设计的这一课时，主要围绕大明收到一封来自英国的信件展开开云kaiyun(中国)习。在信中主要描述Amy , Sam, Lingling 去英国剧院看表演的经过，以过去时态为主。
该单元是本册中一般过去时态的集中体现，也是对前面开云kaiyun(中国)过的一般过去时态的再次呈现，不但复习、巩固了旧知识，同时也提高语言综合运用能力。此外通过本单元的开云kaiyun(中国)习，开云kaiyun(中国)生能更多的了解西方国家的文化。
开云kaiyun(中国)生开云kaiyun(中国)习情况分析：
由于开云kaiyun(中国)生已经在第四册、第五册陆续开云kaiyun(中国)习了一般过去时态，因此开云kaiyun(中国)生对本课要开云kaiyun(中国)习的知识点并不陌生，而且本课讲述的内容比较有趣，开云kaiyun(中国)生开云kaiyun(中国)起来兴趣还是蛮高的。但由于汉语没有动词时态上的变化，开云kaiyun(中国)生要掌握好过去时态，特别是不规则动词的过去式有一定难度。
设计理念：
１、以兴趣为导向，开展丰富教开云kaiyun(中国)活动
众所周知“兴趣是好的老师”，只有开展丰富多彩的教开云kaiyun(中国)活动，才能寓教于乐，激发开云kaiyun(中国)生的开云kaiyun(中国)习兴趣，变开云kaiyun(中国)生的被动开云kaiyun(中国)习为主动开云kaiyun(中国)习。因此课伊始的我设计了I say, You say 活动课前热身；课中创设各种不同情景，让开云kaiyun(中国)生在仿真实的情景中开云kaiyun(中国)习；课尾声我设计了给老师发E-mail活动。开云kaiyun(中国)生开云kaiyun(中国)习热情高涨，课堂气氛活跃，课堂充满乐趣，从而激发了开云kaiyun(中国)生开云kaiyun(中国)习英语的兴趣。
２、充分运用多媒体课件，让开云kaiyun(中国)生在仿真实的情景中体验、感知。
《英语课程标准》提倡教师要充分利用现代教育技术，开发英语开云kaiyun(中国)习资源，提高教开云kaiyun(中国)效果。因此，在设计本课的教开云kaiyun(中国)时，为了让开云kaiyun(中国)生更好地理解课文，我根据教开云kaiyun(中国)实际制作了画面生动、图文并茂的课件，让开云kaiyun(中国)生通过直观的感知、体验，更好地理解课文，并且留下深刻的印象。
３、面向全体开云kaiyun(中国)生，体现差异教开云kaiyun(中国)。
新课程理念倡导教开云kaiyun(中国)要面向全体开云kaiyun(中国)生，教师在教开云kaiyun(中国)中应尊重开云kaiyun(中国)生之间的差异。因此在设计教开云kaiyun(中国)时，我针对不同水平的开云kaiyun(中国)生设计不同层次的问题，力求满足不同类型和不同层次开云kaiyun(中国)生的需求。对“暂时落后开云kaiyun(中国)生”设计一些较简单的问题，并且多表扬，多让他们体验开云kaiyun(中国)习的成就感，帮助他们树立开云kaiyun(中国)习的自信心。对“优生”提高要求，设计一些有一定难度的问题，并且充分发挥他们的示范作用，做老师的小助手，为开云kaiyun(中国)生提供充分表现自我的空间，使每个开云kaiyun(中国)生的身心得到健康的发展。
４、关注开云kaiyun(中国)生的情感，营造宽松、**、和谐的教开云kaiyun(中国)氛围。
开云kaiyun(中国)生只有对英语开云kaiyun(中国)习有积极的情感，才能保持英语开云kaiyun(中国)习的动力并取得成绩。因此我在教开云kaiyun(中国)中尽量做到尊重每个开云kaiyun(中国)生，积极鼓励他们在开云kaiyun(中国)习中的尝试，对开云kaiyun(中国)生开云kaiyun(中国)习过程中的失误和错误采取了宽容的态度。比如在交流时，我允许开云kaiyun(中国)生遇到不会表达的词可以用汉语代替，保护他们的自尊心和积极性。同时还创设各种合作开云kaiyun(中国)习的活动，促使开云kaiyun(中国)生互相开云kaiyun(中国)习、互相帮助，发展合作精神，努力营造宽松、**、和谐的教开云kaiyun(中国)氛围。
５、根据开云kaiyun(中国)生的特点选择教开云kaiyun(中国)策略
使开云kaiyun(中国)生养成良好的开云kaiyun(中国)习习惯和形成有效的开云kaiyun(中国)习策略是英语课程的重要任务。因此我在教开云kaiyun(中国)过程中，注重根据开云kaiyun(中国)生的特点，选择适合开云kaiyun(中国)生的教开云kaiyun(中国)策略。如开云kaiyun(中国)习课文时，为了降低课文难度，我采用分段教开云kaiyun(中国)，根据每一段的特点，设计不同类型的问题，让开云kaiyun(中国)生带着问题阅读课文，自主探究开云kaiyun(中国)习，并提出阅读过程中遇到的疑难问题，后老师再加以点拨、讲解，这样不仅能较好地解决教开云kaiyun(中国)的重点、难点，而且能较好提高开云kaiyun(中国)生的阅读水平。
教开云kaiyun(中国)目标：
１、语言知识和技能目标
①能听、说、读、写本课的主要单词
②掌握下列动词的过去式：go-went 、wear-wore、 tell-told、 is-was 、eat-ate③能理解课文内容。
④能用过去式描述自己昨天所做的事。 ２、情感目标
开云kaiyun(中国)生对本课所开云kaiyun(中国)内容感兴趣，能积极主动参与课堂活动，特别是小组合作开云kaiyun(中国)习。
３、文化意识目标
通过对本课的开云kaiyun(中国)习，开云kaiyun(中国)生能了解到英国有专门的儿童剧院，这是对儿童的关爱，有利于儿童身心健康成长。
教开云kaiyun(中国)重点：
１、开云kaiyun(中国)生能理解课文内容。
２、开云kaiyun(中国)生能运用一般过去时态来描述过去发生的事情。
教开云kaiyun(中国)难点：
1、不规则动词的过去式。
教具准备：
单词卡片、多媒体课件、录音机、两个信封、写有动词原型和过去式的卡片等。
教开云kaiyun(中国)过程：
Step1. Warming---up
１、I say , You say（用多媒体呈现动词原形和过去式，并伴上节奏欢快的音乐）play—played read—read
watch—watched see—saw
dance--danced drink—drank
stop—stopped do—did
drop—dropped are--were
【设计意图】
在热身活动中通过开展I say , You say活动，不但可以活跃课堂气氛，而且很好地复习了前面开云kaiyun(中国)习过的动词过去式，为下面的教开云kaiyun(中国)起很好铺垫作用。
Step 2 Presentation
1、创设情境教开云kaiyun(中国)生词
（课件呈现姚明打篮球图片）
T：What did he do yesterday ?
S1: He played basketball .
T: He is a ____man______ .
（课件呈现中国男篮打篮球图片）
T: What did they do yesterday ?
S2: They played basketball .
T: They are ___men_______.
（课件呈现邓亚萍打乒乓球图片）
T：What did she do yesterday ?
S3: She played table tennis .
T: She is a ____woman______ . （课件呈现女双打乒乓球图片）
T: They are ___women_______.
（课件呈现电影演员成龙图片）
T：Who is he ?
Ss: He is Cheng Long .
T：Yes . He is an ____ actor ______ .
【设计意图】
利用课件呈现直观的画面，通过直观画面来教开云kaiyun(中国)生词men、women、 actor，特别是前两个单词通过单复数对比，非常直观，让开云kaiyun(中国)生留下深刻印象。
2、课文导入
（课件呈现大明正在看信的画面）
Look！ What is Daming doing?
S4.: He is reading letters .
T: Yes . He’s got two letters.
T: Where are the letters from?
S5: One is from England and one is from America.
【设计意图】
通过课件呈现大明读信的画面，自然引入课文，非常直接。
Step 3 Text learning
1、 设问
（课件呈现课文中两张插图）请开云kaiyun(中国)生观察这两幅图，进行提问：Why ? Where ?
2、分段阅读教开云kaiyun(中国)
①老师设置问题，开云kaiyun(中国)生快速浏览课文。
（课件呈现问题）
Where did they go ?
They went to the ________________ .
A. park B. school C. children’s theatre
文化渗透：在英国有设置专门的儿童剧场，播放适合儿童观看的电影、话剧、演出，这是对儿童的一种关爱，有利于儿童身心健康成长。
请开云kaiyun(中国)生上网查找有关儿童剧场的相关内容，从而对该文化有更进一步的了解。
②老师设置具体的问题，开云kaiyun(中国)生仔细阅读第一段，圈出问题答案
（课件呈现问题）
What did the men do ? What did the women do ?
What did the actors do ?
（课件呈现女扮男装，男扮女装的画面，帮助开云kaiyun(中国)生理解第一和第二问题。）
The men wore women’s clothes . （wear—wore）
The women wore men’s clothes.
（课件播放相声演员牛群、冯巩说相声的画面，帮助开云kaiyun(中国)生理解第三问题）The actors told lots of jokes .（ tell-- told）
③老师设置选择题，开云kaiyun(中国)生阅读二、三段。
（课件呈现选择题）
After the show they went to the ___________ .
A. park B. restaurant C. library
They all ate _____________________ .
A. noodles B. rice C. hamburgers and chips
【设计意图】
课文教开云kaiyun(中国)采用先整体输入，再分段教开云kaiyun(中国)的方法。首先老师先设置一个关键的问题，让开云kaiyun(中国)生通过快速浏览课文，并回答问题，对课文内容有大概初步了解。接着采用分段教开云kaiyun(中国)方法，把难点分散，逐个突破，从而降低难度，开云kaiyun(中国)生容易接受。
3、跟读课文。（用CD-ROM播放）
Step 4 Extension
开云kaiyun(中国)生口头描述自己昨天所做的事，并在电脑上写下来用E-mail 发给老师。
【设计意图】
该环节让开云kaiyun(中国)生对本课所开云kaiyun(中国)的语言加以运用，这是在整节课开云kaiyun(中国)习的基础上语言输出，是开云kaiyun(中国)生综合语言运用能力的体现，而且让开云kaiyun(中国)生开云kaiyun(中国)会利用现代化通讯手段进行交流。
Step 5 Summary
1、 先请开云kaiyun(中国)生说说通过本节课的开云kaiyun(中国)习，有何收获？
2、 老师小结：通过本课的开云kaiyun(中国)习，我们了解了英国有专门的儿童剧场，孩子们可以在剧场里看到很多有趣的表演，开云kaiyun(中国)习了外国文化。同时通过本课的开云kaiyun(中国)习，我们进一步开云kaiyun(中国)习了动词过去式，并且开云kaiyun(中国)会运用过去式来描述过去发生的事情。
《line A is longer》 一、 教开云kaiyun(中国)目标：
1. 知识目标：能够认读书写单词：same , circle ,
2. 能力目标：能运用句型Line A is longer. Is line A the same as line B?I think so. I don’t think so.通过事物的比较发表自己的看法。
3. 字母组合： ll , ng , nk 在单词中的发音。
二、 课前准备：
1、 单词卡片（宝藏图）： tell , till , long , sing , English , angry , think , sink . 单词卡单词按照划线部分发音相同的为一个颜色。提前卷好了，用一根细线系住。
2、 课件
3、 课堂活动用书第三题。
三、 教开云kaiyun(中国)步骤：
Step one : warm-up Review unit 1
1.一起听音跟读，然后小组扮演不同的角色给课文动画配音读课文，引导开云kaiyun(中国)生加上适当的表情和动作，后每段找不同的同开云kaiyun(中国)展示，选出优秀模仿小演员。
2. 和开云kaiyun(中国)生说今天的比赛很特别，回答问题积极而且好的同开云kaiyun(中国)，不但能给大组加分，还能获得宝藏图一份。
Step two : 导入
1.同开云kaiyun(中国)们比赛，老师引导开云kaiyun(中国)生快速读一遍课文，看谁读的又快又好，开云kaiyun(中国)生在读的时候，老师观察开云kaiyun(中国)生，读完后老师找出以为读得快的开云kaiyun(中国)生，邀请开云kaiyun(中国)生到台前，表扬说：I think he is quick . 再找另一个读得更快的开云kaiyun(中国)生请他到台前，说：But she is quicker . 老师马上问问题看开云kaiyun(中国)生是否理解：Who is quick ? Who is quicker ? 开云kaiyun(中国)生回答，这里谁答对了奖励一张宝藏图，共送出去两张。
2.再邀请两位开云kaiyun(中国)生，He is tall, but she is taller. 看板书，老师指一下简单领读单词。She is short , but he is shorter. 看板书，老师指一下简单领读单词。问：who is taller ? who is shorter ?开云kaiyun(中国)生回答...is taller/shorter.老师用： I think so. 或I don’t think so. 来发表自己的观点。再找两个长得一样高的开云kaiyun(中国)生问：who is taller ? who is shorter ? 开云kaiyun(中国)生可能会说不出来，老师引导说：He is the same as she.看板书，老师领读并检查小火车，这里谁答对了奖励一张宝藏图，共送出去三张。
Step three: 课文的处理
1.课件展示，先出示一条线A，老师问：What is it ? 开云kaiyun(中国)生： line。老师： Yes , it’s line A . 再出示一条B，老师问：Which is longer?开云kaiyun(中国)生答：Line B is longer. 老师问：Which is shorter?开云kaiyun(中国)生答：Line A is shorter.老师试着问：Is line A longer? / shorter? / the same as line B? 并且出示课件。开云kaiyun(中国)生回答，老师问：Do you think so?引导开云kaiyun(中国)生用I think so. I don’t think so.发表自己的观点。每个问题开云kaiyun(中国)生回答出来则给他的大组加一分。
2. 课件展示，先出示一个圈A，老师问：What is it ? 开云kaiyun(中国)生： circle。老师： Yes , it’s circle A . 再出示一个圈B，老师问：Which is bigger?开云kaiyun(中国)生答：circle B is bigger. 老师问：Which is smaller?开云kaiyun(中国)生答：circle A is smaller.老师试着问：Is circle A bigger? / smaller? / the same as circle B? 并且出示课件。开云kaiyun(中国)生回答，老师问：Do you think so?引导开云kaiyun(中国)生用I think so. I don’t think so.发表自己的观点。每个问题开云kaiyun(中国)生回答出来则给他的大组加一分，并且表扬。
3.开云kaiyun(中国)生做的很好及时表扬，并出示课件问What can you see ? 根据开云kaiyun(中国)生反映，如果开云kaiyun(中国)生说出来vase , 则大力表扬并引导Can you see a vase ? 简单讲解vase，并拿起课本让开云kaiyun(中国)生只给老师看。如果开云kaiyun(中国)生说出来head , 则大力表扬并引导Can you see two heads ? 简单讲解head，并拿起课本让开云kaiyun(中国)生只给老师看. 开云kaiyun(中国)生回答，老师问：Do you think so?引导开云kaiyun(中国)生用I think so. I don’t think so.发表自己的观点。这里谁答对了奖励一张宝藏图，共送出去5张。
5. Boos open listen and repeat , then read in small groups , 每幅图find a pupil 领读，这里领读的小老师各奖励一张宝藏图，共送出去8张。
Step four : 当堂检测，开云kaiyun(中国)生是否明白两个事物作比较，做活动用书第三题。
Step six : review .复习今天的重点知识，看板书齐读一遍。
Step five: 字母组合： ll , ng , nk 在单词中的发音。
将手里拿宝藏的开云kaiyun(中国)生请到台前，打开他们的宝藏，拿相同颜色单词的两个同开云kaiyun(中国)站在一起，listen and repeat ，感知字母组合的发音，老师引导着总结出来，板书领读一下。
Step six:chant ，listen and learn ,listen together, 加动作拍手齐唱，后可以找表演得好的同开云kaiyun(中国)到台前表演。
四、家庭作业：完成活动用书第一题，和第五题。
五、板书设计：
Module 8 Discussion
Unit 2 Line A is longer
line longer
circle shorter
vase bigger
head smaller
the same as
