【正文】 但是還需要下節(jié)課繼續(xù)鞏固。 The 2nd per Teaching Aims: 1. The students can retell the story. 2. The students like to learn English. 3. The students can be listening the story. Teaching Emphasis: 1. How to read the story and understand the story. Teaching Difficulty 1. How to read the story. 2. How to retell the story. Teaching process: Step1: Review the story T: Tell the story to the children. S: Listen carefully. Step2: Tell the story T: Have the children look at the bottom of the pages. S: Pay attention to the story. T: Have the children look at the picture and the teacher tell the story. S: Look at the pictures and listen. T: Have the children read the story by themselves and answer some questions. 1. Where were Ann and Ken yesterday? 2. Who visit their house? 3. Where did Mocky sit? 4. What did Mocky eat? 5. Who came into the kitchen? 6. What happened to Mocky? Why? 7. How did Ken help him? 8. Was he still sick? 9. What happened next day? S: Read the story and try to answer the questions. T: Check the answer with the children. Step3: T: Show some words and their past words. Go— went sit— sat eat— ate Do— did am/is— was are— were Have— had Visit— visited look— looked cough— coughed Clean— cleaned Put— put hit— hit S: Read this words after the teacher. Blackboard writing Go— went sit— sat eat— ate Do— did am/is— was are— were Have— had Visit— visited look— looked cough— coughed Clean— cleaned Put— put hit— hit Homework: Tell the story to the parents. 教學(xué)反思： 學(xué)生默寫(xiě)單 詞不好 ， 大部分學(xué)生 單詞的錯(cuò)誤率 相對(duì)比較高 ，應(yīng)加強(qiáng)練習(xí) 。 Teaching Difficulty: 1． 去時(shí)的用法及表達(dá)。 過(guò)程方法： 利用現(xiàn)有的教設(shè)備資源，使學(xué)生可以更加直觀的對(duì)所要學(xué)習(xí)的內(nèi)容有整體了解，并且可以培養(yǎng)學(xué)生良好的發(fā)音習(xí)慣，為以后的學(xué)習(xí)打下基礎(chǔ)。 Teaching Aims: 知識(shí)技能： Listening: 能夠理解本單元的故事。 The 6th per Teaching Aims: 1. The students can read the story. 2. The students like to learn English. 3. The students can be listening and match. Teaching Emphasis: 1. How to read the story and choose the right answer Teaching Difficulty 1. How to read the story. 2. How to answer the questions and write the words Teaching process: Step1: Review the Ann’ s dream T: Have the children try to retell the Ann’ s dream. S: Try to retell. T: Have the children retell the dream together. S: Do it. Step2: T: Have the children try to read Lane’ s dream, and try to write the missing words. S: Read the Lane’ s dream and try to write the missing words. T: Have the children try to read the dream and check the answer. S: Check the answer. Step3: T: Have the children write the Uncle Booky’ s dream. S: Try to write T: Review Ann’ s dream with children. S: Retell the dream. T: Have the children write three sentences about Ann’ s dream. S: Try to do it. Step4: Reflection T: Explain some sentences to the children. S: Open the books and look at the sentences. T: Have the children read the sentences and try to do it. S: Read the sentences and write the answer about this unit. T: Have the children do the group work. S: Group work and finish the reflection. Homework: Review Ann’ s dream. Homework: Have the children write Ann’ s dream. 大部分學(xué)生能掌握做閱讀題的方法，和技巧。 The 3rd per Teaching Aims: 1. The students can tell the story. 2. The students like to learn English. 3. The students can be writing and speaking. Teaching Emphasis: 1. How can use “had, was, were” to make sentences. Teaching Difficulty 1. How to use past tense. 2. How to tell the story.. Teaching process: Step1: Review the story. T: Point to each picture, elicit the story from the children. Point to the first picture and say, “ In this picture, Ann had a?” Elicit from the children Ann had a dream. Repeat with other pictures and highlight the sentences They were on Mars. They were in a spaceship. S: Follow the teacher and retell the story. T: Ask the questions, “ Where were you yesterday?” S: I was at school. I was at home. I had an English class etc. T: write the sentences on the blackboard and let the children read each sentences. S: Read the sentences after the teacher. Step2: Uncle Booky’ s Blackboard T: Tell the children to look at the blackboard on the top of page 6. Model the structures by reading them aloud to the class. S: Listen and think. 困 T: Have the children repeat the structures in a class drill. Use all possible binations. S: Repeat the structures. T: Explain that we use was/were to describe things that happened in the past. Give an example, He was in Shanghai yesterday. He is in Beijing now. S: Make the sentences by themselves. Step3: Touch and say. T: Let the children look at the pictures at the bottom of the page. Let them tell the Mocky’ s dream and that they only to say one sentence for each picture. S: Try to tell the dream. T: Ask some questions, “ Who were in Mocky’ s dream? Where were they? S: Try to answer the questions. T: Point to the picture and elicit descriptions from the children. S: Try to describe the pictures. Step4: Read and write. T: Have the children open the books at page 7. Explain to the children that the letter was written by a girl called Jane. Have them plete the letter. S: Try to plete the letter. T: If the children cannot do it, discuss with your partner. S: Do it and discuss. T: Let the children read the letter together. S: Read the letter. T: Have the children write about Uncle Booky’ s dream. S: Try to write it by them. 困 Step5: Tell the dream. T: Have the children to tell each other their dreams like two children on the book. Put them into pairs and practice. S: Try to tell the dream about them. Step6: Homework: Tell the dream to their parents. Blackboard writing: I was at home. We were at home. I was at school. We were at school. I