UnitAStoryabouttheWrightBrothers教学设计新世纪版五级上册教案
上海新世纪版高二年级第二学期-Unit 1 Words and Their Stories 教案设
Unit 1 Words and Their Stories【教学目标】1．To guide students to get some knowledge about the two proverbs.2．To guide students to learn some key words and expressions in the text.3．To lead students to enjoy the great pleasure learning about the different culture and succeeding in introducing a new thing.【教学重难点】教师帮助学生学会用skimming 和scanning 的技巧理解文章大意和文中细节。
教师帮助学生体会和认识谚语的意义、背景和英美文化差异。
在教学中培养学生介绍事物的口头表达能力和笔头表达能力。
【学情分析】1．本课内容理解不是特别难，但文章第一部分文章结构特别好，适合学生作口语操练。
但学生的口语不好，不见得能够完整复述第一部分的内容。
可以把内容拆分，然后再请某些同学完整复述全部内容。
2．本课文中的重点词汇有部分学生掌握困难，比如：expect sth. of sb., be supposed to do, put value on , have an important part in (doing ) sth.等，需要反复操练。
3．本课文的介绍谚语的说明文写作模式既实用有简单，学生容易模仿掌握，值得练习。
【教学过程】I. Pre-reading Stage (5 minutes)活动设计1：Show some pictures of beavers to help students learn about the animal quickly. 电脑上展示三幅图片，让学生描述beaver 的外表特征，和它的活动特点。
英语：Unit1 《Words and their stories》教案(上海新世纪版S2B)
Unit1 Words and Their Stories一、单元分析( Unit Analysis )（一）单元地位( Unit Position )1．本课谈及了词汇故事和谚语。
教师可围绕这一内容，设计活动让学生参与资源共享，扩充对这方面知识的了解。
这对丰富学生的语言知识，提高英语学习的兴趣都很有帮助。
2．围绕“词语故事”这一主题，让学生通过互相交流共享，训练复述故事的能力。
在此过程中，特别注重一下“Giving Examples” 和“Making Yourself Understood” 这两个语言功能的学习。
3．本课出现的语法—不定式的完成式，学生之前应当已接触过。
通过这一单元，教师应在复习原有不定式的基础上如不定式的进行式等，再重点描述并操练不定式的完成式。
如The expression is said to have come from the name of a hard-working animal --- the beaver. / This phrase seemed to have arrived with the modern paper bag. 对于这一语法现象，教师有必要在课堂教学中加以一定的句型操练，加深学生对不定式的完成式的认识。
（二）单元目标( Unit Target )1．了解一些词汇故事和谚语，并能背出一些常用谚语和习语。
2．训练复述故事的能力。
3．学会“Giving Examples” 和“Making Yourself Understood”两类语言功能。
4．复习巩固以前所学过的动词不定式的各项内容，熟练掌握动词不定式的完成式的应用。
（三）单元重点( Unit Points )1．关键词：◆语言知识类complain, seem, wrap, explore, import, plain, have an important part in, exchange for,put value on, be sure of, be supposed to do / be◆交际功能类常用谚语与俗语Better late than never.A bird in the hand is worth two in the bush.Every little makes.Honesty is the best policy.Habit is second nature.As you sow, so shall you reap.An hour in the morning is worth two in the evening.East, west, home is the best.One is never too old to learn.All work and no play makes Jack a dull boy.…2．功能: 参考课文第13页Useful language1) Giving examples● … i s a good example for us.●Let me cite a few instances: …●… such as …●… for instance …●Let me take … as an example: …●Allow me to cite an example: …●Not only that.2) Making yourself understood●Have you got it?●Do you understand what I mean?●Is that clear to you?●Am I right saying that …?●Did I make everything clear?●Are you with me?●Have I made myself clear?●You got it, didn’t you?3．语法点：本课在复习巩固之前所学过的动词不定式的各项内容基础上，熟练掌握动词不定式的完成式。
高中英语：Unit3 Short stories教案(上海新世纪版S3A)
高中英语：Unit3 Short stories教案（上海新世纪版S3A）一、单元分析（Unit Analysis）（一）单元地位（Unit Position）1．本单元围绕“文学”这一主题，是高二年级第二学Unit 7 “Enjoying the Classics”的延续，使名著更进一步走近中学生的视野。
教师在详解课文之余可通过著名作家生平介绍，小说语言风格特点赏析和读者个人体会等多种形式引导学生在阅读过程中领略经典文学作品的魅力。
2．围绕本课主题“短篇小说”，学生学习如何着手阅读小说，能根据问题提示搜寻相关信息，抓住人物性格特点，概括小说主题，复述小说主要情节，并在此基础上，从主人公，旁白，作者和其他角色的角度来叙述故事。
3．本课语法点继续Module One的虚拟语气学习，主要是虚拟语气中should+动词原形的用法，具体要求掌握重要动词suggest, insist, demand, etc. 的虚拟用法。
4．教师可围绕“短篇小说”这一主题，设计活动让学生进行小组讨论，如：以“My Favorite Short Stories”为题。
并要求学生在讨论过程中练习使用礼貌打断别人说话的用语。
（二）单元目标（Unit Target）1. 能让学生欣赏以简写的或原版的形式出现的英语简单故事。
2. 进一步学习虚拟语气语法现象，掌握重要动词suggest, insist, demand, etc.等的虚拟用法。
3．能区分suggest, insist不同含义下的用法。
4．能从小说三要素的角度赏析英文原版或简写版短篇小说，并能运用不同人称转述，复述主要故事情节。
（三）单元重点（Unit Points）1关键词：◆语言知识类catch sight of; keep bo dy and soul together; beyond one’s means; follow one’s example; serve sb. right; compare with; touch upon.◆交际功能类1）人物性格，气质，神态：talkative, generous, mean, absent-minded; blush2）重要动词：flatter; reassure; fancy; assure2 功能：1)Interrupting others politely in a conversation(参考textbook P.5 Useful Language)●Excuse me.●I am sorry, but I…●Just wait a minute.●Hang on, please.●I hate to interrupt, but I have to tell you now…●Excuse me for my interruption.●Sorry to interrupt, but did I hear you say…?●Speaking of dramas, have you seen Tea House by Lao She?2）Writing a narrative paragraph●narrate or tell fictional or non-fictional experiences from either a first-person or third-personperspective.●Setting, Characters, Plot, Climax, Theme3 语法点：本课出现了宾语从句中的虚拟语气should+动词原形的用法。
高三英语上册 Module 3 Unit 5 Short Stories教学设计1 上海新世纪版
Unit 5 Short Stories1．学习目标在学完本课的内容后，学生应该1）掌握本单元所学的词汇，短语和重点句型2）根据课文内容，回答阅读测试题，从而培养学生解决问题的能力及培养学生的阅读能力。
3）动词ing的基本用法4）培养学生的听说能力及学生了解什么是一本好书。
2．学习难点1）培养学生的听说能力。
2）重点短语和句型的掌握及通过对文章的理解，提高自己的阅读能力。
3）谈论自己对一本书的看法。
4）动词ing的用法。
3．教学安排1）自读课文，通过小组交流解决阅读测试题。
2）解释重点单词与短语，鼓励学生就所学的内容造句3）结合具体的教学情况和教学条件，让学生跟读录音磁带。
4）教师就要点和难点进行讲解：动词ing是作定语表语宾语和主语。
5）将学生分组，让他们就对话中的语言难点进行讨论。
以培养他们的合作意识和自己解决问题的能力。
4．教学步骤Step 1.GreetingsStep 2.RevisionHave a diction of the last period.Ask the ss to retell the passage of the last period.Step 3.Practice about gerundCheck the answers .Step4.Oral Practice1) Listen to the passage and try to have a discussion on a short story .2) Use some language to discuss the short stories .3) 2.Ask the ss to discuss it and then retell the sentences on page76 with their own words.Step5.Fasting reading1)Read the passage quickly and try to answer the questionWhy are great books popular2) Check the answers.Step 6.Careful reading.1)Try to underline the words, expressions and sentences that you don’t understand.2) Finish the questions on Page72 by talking with your partners..3) Check the answers.Step5 Language PointsPart11 Nor does there seem to .. 倒装句I don’t know ,nor do I care .Little did I think that I would lose the gameNot only is he a scientist ,but also he is a painter .2 There be 句型的时态现在完成时 there have been /there has been过去完成时there had been一般现在时there is / are一般过去时there was /were一般将来时there will be /there is going to be /there are going to be过去将来时there would be /there was going to be /there were going to be3 Compare …with1). 表示“把……与……比较”，通常用 compare...with...，但在现代英语中，也可用compare... to...，或者用 compare...and...。
五年级英语上册 Unit 7教案 上海新世纪版
（新世纪版）五年级上册英语教案Unit 7 Story about the Wright Brothers本课的教学内容主要是Grandtheatre 的板块教学。
在新世纪英语教材中，Grandtheatre的教学内容是wonderland（单词板块）和Farmland（句型板块）内容的整合和运用。
教师在这个板块中不仅要教授学生对语言的运用，也要从教学内容中挖掘一些文化和伦理道德现象，对学生进行教育。
一、教材分析：本课的教学内容主要是Grandtheatre 的板块教学。
在新世纪英语教材中，Grandtheatre的教学内容是wonderland（单词板块）和Farmland（句型板块）内容的整合和运用。
教师在这个板块中不仅要教授学生对语言的运用，也要从教学内容中挖掘一些文化和伦理道德现象，对学生进行教育。
本课的课题是Unit 7 A Story about the Wright Brothers, 主要是讲述的是世界上两个伟大的科学家怀特兄弟的成长经历，他们从小就有飞行的梦想，长大后凭着自己对科学探索的满腔热情，通过他们自身的刻苦学习，潜心钻研。
终于在1903年第一架飞机在美国诞生了，虽然离开地面飞行了不到一分钟，但是这对于以后人类飞行史的发展起到决定性的作用。
本课的基本教学目标是通过教学，掌握Grandtheatre中的基本词组，进一步巩固过去时态的应用，能理解Grandtheatre的内容，能回答课后的问题，并能复述故事。
本课的发展要求是能熟练运用课文中的所学的语言知识点对身边的人进行采访，获取他们的故事，最终写成一个小故事。
通过这样的训练可以锻炼学生的口语能力和写作能力。
通过本课的教学，我们要让学生们去热爱科学，尊重为人类社会的进步做出积极贡献的人们，懂得通过今天勤奋的学习，努力实现自己的梦想。
二、教学目的：基本要求：1.学习Grandtheatre, 掌握和应用本课中基本词组，be interested in，have a dream of doing, come true, be interested in，at young age, have a dream of doing, come true, in the year…。
高一英语Unit1 Tales of the unexplained二模块教案 牛津英语
高一英语Unit1 Tales of the unexplained二模块教案牛津英语TaskPeriod 6--9Teaching objectives:1 to teach and instruct students some specific procedures when trying to achieve a goal2 to make students be aware of the appropriate ways of performing each individual procedure and master the skills3 to make sure students have opportunities to combine the skills they have learned with reality4 to aid students to choose and organize the information they have got and help them complete their products5 to enhance students’ overall abilities and improve their integrated skillsImportant and difficult points:Make students learn how to design a questionnaire, how to conduct an interview, how to analyse statistics and how to write a report which includes conclusions and recommendations based on the survey.Teaching procedures:Step 1 RevisionRevise the Present perfect or present perfect continuous tense.Step 2 Lead-inGet the students to know something about the survey. And first show them the rules about a questionnaire.Step 3 Skills building 1Completing a questionnaire and do exercises on Page 12. Teach the students how to design a questionnaire and the exercise on Page 13.Step 4 Skills building 2Make the students how to greet others and make introductions. In Step 2, organize them to conduct an interview using the vocabulary on Page 15.Step 5 Skills building 3Analyzing statisticsanalyzing statistics to draw conclusions.Analyzing statistics to make recommendations.Then ask the students to write a report according to the statistic information.Step 5 ProjectTelling a mysterious story and writing a story about the one of the mysteries.Step 6 HomeworkFinish all the homework in Unit 3.。
牛津上海版九年级下册 Unit 5 A story by MarkTwain教学设计
牛津上海版九年级下册 Unit 5 A story by MarkTwn教学设计一. 教材分析牛津上海版九年级下册Unit 5的主题为“A story by Mark Twn”，主要介绍了美国著名作家马克·吐温的一则短篇故事。
本课通过讲述一位英国人和一位美国人在火车上的对话，引出两人对于一些日常用品的不同称呼，从而让学生在轻松愉快的氛围中学习英语，并了解英美文化差异。
教材内容丰富，插图生动，练习多样，有助于激发学生的学习兴趣。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够听懂并运用一些基本的英语句型。
然而，对于一些地道的表达方式和文化背景知识可能还不够了解。
因此，在教学过程中，教师需要关注学生的个体差异，因材施教，引导他们主动探究，提高他们的语言运用能力。
三. 教学目标1.知识目标：–学生能够听懂、说出一篇关于马克·吐温故事的英文短文。
–学生能够掌握故事中出现的关键词汇和表达方式。
–学生能够了解并欣赏马克·吐温的作品风格。
2.能力目标：–学生能够运用所学知识，进行角色扮演，模拟故事中的对话。
–学生能够通过阅读、讨论，提高自己的阅读理解和批判性思维能力。
3.情感目标：–学生能够培养对马克·吐温作品的兴趣，了解西方文化。
–学生能够在学习过程中，增强团队合作意识，提高人际交往能力。
四. 教学重难点•学生能够听懂、会说故事内容，掌握关键词汇和表达方式。
•学生能够通过阅读，了解马克·吐温的作品风格。
•学生能够运用所学知识，进行角色扮演，模拟故事中的对话。
•学生能够通过阅读、讨论，提高自己的阅读理解和批判性思维能力。
五. 教学方法1.情境教学法：通过设置情境，让学生在真实的语言环境中学习英语，提高他们的语言运用能力。
2.交际法：通过角色扮演、小组讨论等活动，让学生在交流中学习，提高他们的口语表达能力和团队协作能力。
3.任务型教学法：通过完成各种任务，让学生在实践中学习，提高他们的综合语言运用能力。
高中英语 unit1 Tales of the unexplained-reading(2)精品教案 牛津译林版必修2
Unit1 Tales of the unexplained-Reading教案DescriptionThe article is a news story about a boy’s strange disappearance. Though a lot of efforts have been made to investigate the case, it still remains a mystery. How to read a news article is designed and presented. All the activities are involved with checking and enhancing students’ reading abilities. Students are expected to gain an overall understanding of the article and learn to read in different ways according to the type of the article.Suggested teaching procedures●Lead-inAsk students the following questions by having them focus on the title of the article ‘Boy missing, police puzzled’.Does the title arouse your interest when you read it? Can you complete the title? From the title what information can you get? And what else do you want to know?For example:‘boy missing’ ( How / When / Where was the boy missing? )‘police puzzled’ ( For what are they puzzled? / What are the police going to do with the boy’s disappearance and how?)Are you curious about why the writer uses a non-complete sentence as a title? Do you know it’s a feature of a news title? What are the other features of a news title?Can you guess what details may be covered in the following news story?●Reading comprehension1 Before asking students to skim the passage, let them look at the news photographsfirst and describe as much as possible what is happening in the photograph. And then let them find answers to the questions in A.Answers 1 The article is about a missing boy / UFOs and aliens.2 Justin Foster is missing.3 No.2 Ask students to recall the question in Lead-in and ask them if they have got specific answers to “How / When / Where was the boy missing?” The teacher can guide students to pay attention to the first paragraph, as all the relevant information is in the first paragraph. Tell them the first paragraph gives the main topic and most important facts. The followings are all covered.When and where was the boy missing?What caused the boy’s sudden disappe arance?How old was the boy?Why do people show interest in his disappearance?3 Ask students to scan the article again and locate specific information according to C1 and C2. The first three questions in C1 check some background information about Justin while Questions4 and5 check students’ comprehension about aliens. C2 requires students to identify some details to support the main points of the story. Ask students to complete the exercises individually and check them as a class. If there are disagreements, welcome them. The teacher can ask students to distinguish between facts and opinions about Justin Foster.Answers C1 1 He lives in Dover, New Hampshire.2 He plays basketball and baseball.3 He has a sister.4 They were white.5 Mavis Wood has been taken.6 Sam Peterson was in charge of the case.C24 Ask students to self-evaluate how well they understand and comprehend the article with the following exercise. This step is optional and the teacher can conduct it flexibly.The next morning, he was found ___________________.strange object (UFO)5 Have students pay attention to the different features of each paragraph with the following activities.a Ask students to conduct a discussion about how they usually choose whether the news article is worth reading or not and what methods they use in their reading. The following question can be used to begin with the activity first.As is known to all, newspapers play an important part in our daily life. Whenever or wherever you are, you can be informed of the latest news by reading a newspaper. From your own experience, how do you usually select the news you’d like to read, by taking a look at its title or by being attracted by its colourful pictures? Encourage students to express their own opinions and their reasons.b Ask students to tell the differences between the first paragraph of the article and the following paragraphs. The teacher can begin like this:Compared with the following paragraphs, does the first paragraph serve as themost important one in the article?c Ask students to read the Reading strategy of how to read a newspaper article. Tell students both the title and the first paragraph that is called the Lead play a key role in their understanding of a news article .6 Ask students to complete D and E individually. The meanings of the words in D are not difficult for them to identify after students have read through the passage twice. E is a diary written by Kelly. It requires students to understand the letter first and then write down the missing words to make it meaningful. AnswersD 1a 2d 3h 4b 5f 6g 7e 8cE (1)bad (2)favourite (3) aliens (4)creatures (5) nightmare (6) Justin (7) not size ______________ its inside ___________________(8) puzzled (9) witnesses (10) murderedPost-reading activities1 Ask students to retell the story according to the diagram on Page 8. The teachercan write down some key words or phrases on the blackboard or the overhead projector for students to refer to if they are in trouble.2 Ask students to give an ending to the story. Though the police have made effortsto investigate the case, how Justin was missing remained a mystery. Was he really seized by aliens or were there any other reasons? If time doesn’t permit, the teacher can assign this activity as homework. The teacher can begin like this: Al l the people are concerned about Justin’s disappearance. What do you think might have happened to him?Was he in danger? If he were taken away by aliens, how would they treat him?All the endings are acceptable.3 Ask students to turn their attention to the questions in F. Let students do somespeaking practice according to the sample.Resources1 Newspaper articles are often seen as shortened forms of news report that gives full information. The lead----- the first paragraph of a news story plays the most important part in the understanding of the whole story. It is usually a one- or two- sentence summary of the particular event being reported, because so much information are usually put into a small space, and some complex sentences are generally used in the first paragraph. The headline and first paragraph effectively summarize the story’s content.The teacher can encourage students to read English newspapers. There are several advantages of using a newspaper to improve our English. A newspaper is inexpensive, easily obtained and the materials are authentic. Besides, understanding the news stories rely on the students’ knowledge of social and cultural experience. Newspapers mirror our national values, habits and preferences. Newspaper reading is more likethe overall improvement of students’ abilities than being simply informed of new information. Students will find time and efforts devoted to understanding the social and cultural materials rewarding.2 Following are some newspaper activities the teacher can utilize in their teaching:a Encourage students to read the newspaper daily. Ask them what articles they findinteresting and read and discuss those articles with them.b Read newspaper coverage of a major news story and watch the same story presentedon television. Talk about the differences between reading newspapers and watching television news.c Read the newspaper for issues that have some direct effect on students’ families.Locate news stories and opinions in editorials, letters to the editor and editorial columns. Ask students which facts are most important and which opinions are closest to theirs.d Review TV and movie schedules, discussing which shows and movies are appealingand why. Compare reviews with those written by media critics.e Ask students to find persuasive letters to the editor. Identify and discuss theauthor’s style and tone. Encourage stud ents to respond with their own letters to the editor when they encounter ideas with which they disagree.。
九年级英语下册 Unit 5 A story Mark Twain教案 (新版)牛津上海版
Unit 5 A story by Mark Twain1教学目标教学目标：认知目标：提示性框架作文训练1.必考的类型作文：提示内容的罗列，人称，时态定调2.运动项目的头脑风暴。
3.常见的写作结构提示句型。
4.常见的相关句型和结构的时态使用。
5.可能拓展的相关内容。
2. 能力发展目标：(1) 能够就运动项目的问题做出正确回答。
(2) 能够整理并正确使用有关句型。
(3) 能够围绕主题进行连句成篇，最后运用所学的语法知识进行自我修改，确保内容不漏，语法不错，句，段，篇流畅。
情感目标：通过对提示作文的训练，激发学生热爱写作、增强应考能力、争取能考得更好。
2学情分析1. “提示作文”是初中英语课标中的重要类型之一。
初三的学生对于该类型作文有较强的基础，并能根据提示写出相应结构英文。
由于是普通班，加之多次更换教师，学生的基础很差，因此，学生对此类写作的掌握情况必然不牢固，并参差不齐。
2. “提示作文”是“会考”的必考点之一，分值15分，所占比分很大，容易唤起学生对写作的学习兴趣，他们也很想写好这一类作文，有利于他们备考作文打下坚实基础，有利于为图示类作文作进一步的思考和探讨。
3.学生分析 : 初三(5)于初三接手，学生对英语学习有一定的积极性，但基础差，在年级排较后，上学期全区统考平均分接近72分(135分计)，一半学生在合格以下，及格率48%，39分以下学生有一部分。
只有选择由易到难，步步为营的写作方法，才能给学生课堂上的成就感，以此为契机，提高学生的学习积极性和考试成绩。
由于学生起步较低，参差不齐，着眼于基本内容提示的罗列教学，同时对优秀生进行语法与流畅的点拨和自我作文修改的指导。
教学重点：1. 提示性框架作文：帮助学生将提示内容的罗列，确定人称，时态2.进行运动项目的头脑风暴，通过问答，整理出本课常见的相关句型和结构。
3.能够围绕主题进行连句成篇，最后运用所学的语法知识进行自我修改，确保内容不漏，语法不错，句，段，篇流畅。
【K12学习】Unit1Theking’snewclothes教案(新译林版)
Unit1Theking’snewclothes教案（新译林版）课堂教学教案教材章第1节/课第1课时作者李健课题Unit1Theing’sneclothes课型新授课标要求学习目标 1.能听懂、会读、会说:ing,clothes,as,ere,agic,clever,foolish,althrough ,people,shout,beautiful,ear,pointat,laugh.能听懂、会读、会说句型:cleverpeoplecanseetheclothes.Foolishpeoplecan’tseethe.Theingisn’tearinganyclothes.能正确地理解并朗读对话内容，在教师的引导和帮助下尝试表演对话。
让学生体验故事表演的快乐，明白为人要诚实，待人要真诚。
教学重、难点教学重点： 1.单词clothes,foolish,ear,point,laugh,through,agic,clever 的读音故事中人物语气的朗读。
教学难点：1.故事中大量形容词的理解和运用。
学生在了解故事的基础上，复述故事。
教学准备图片、光盘、录音机。
教学过程教师活动学生活动备注Step1．Learningais能听懂、会读、会说:ing,clothes,as,ere,agic,clever,foolish,althrough ,people,shout,beautiful,ear,pointat,laugh.能听懂、会读、会说句型:cleverpeoplecanseetheclothes.Foolishpeoplecan’tseethe.Theingisn’tearinganyclothes.能正确地理解并朗读对话内容，在教师的引导和帮助下尝试表演对话。
让学生体验故事表演的快乐，明白为人要诚实，待人要真诚。
Step2．ar-upFreetalT:eletoschool.Nicetoseeyouagain.ehaveahappys uerholiday.hatdoyouoftendoduringthesuerholiday?hatdidyoudothissuerholiday?从一般现在时引出一般过去时，学生对过去时有初步的了解。
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新世纪版）五年级上册英语教案Unit 7 A Story about the Wright Brothers教育目标：1．科学家的发明创造为人类社会的进步与发展奠定了良好的基础 2．鼓励学生了解宇宙，热爱科学，学会思考与探索知识目标：基础目标：1. Words and expressionstouch feel smell taste sweet sour hot2. Sentence patternsHow does it smell/taste/feel?Language Lab根据课文内容回答Questions and answers中的问题，根据自己的实际情况回答 On your own中的问题。
Music Box 能掌握音标学习掌握辅音音标/l/,/r/,/h/和元音音标/ei/,/ai/,/ i/.并能看音标读出单词，并能看音标读单词。
Disneyland能用正确的语音、语调朗读 Tongue Twister, 节奏基本正确。
Difficult Points1. 能正确理解与运用文中的关键词 : famous, be interested in, grow up, fly into, come true, some day2. 能依据关键词 ,复述莱特兄弟的故事Developing Aims1．能阅读几篇科学家与发明家的故事2 . 能写一篇关于自己的理想的作文 My Dream教学资源：教学投影片、配套磁带、多媒体课件课时安排：课时安排：建议本单元安排 5 教时。
教材处理：如何处理好基础目标和发展目标的关系是置关重要的，只实现基础目标，学生的语言能力得不到发展，难免语言简单，思维呆板。
只实现发展目标，丢了基础目标，难免华而不实，可操作性差。
比较好的方法是依据文本，把握好两者的关系，加大语言的输入量，在师生共同的体验学习中帮助学生提高言语技能，获取自主学习的能力。
老师们可以在掌握与运用关键词： famous, be in terested in ,grow up, fly in to, come true的基础上要求学生复述莱特兄弟的故事，推荐学生阅读几篇科学家与发明家的故事并在此基础上写一篇关于自己的理想的小作文 .教法建议：词汇教学方法：1 •本单元的词汇是八个学生比较熟悉的单词的过去式。
教学可以从课文人物Tom上周末的生活展开。
Last Saturday, Tom got up early .In the morning, he read En glish and did his homework. He had some noodles for his lunch. After lunch, he went to the park with his friends. They flew kites and played ball games there. The weather grew colder in the evening. Tom went home and helped hismother prepare the meal. He made the fruit salad. Mother was so happy about that. After dinner, he watched cartoons and went to bed early.(1) 朗读短文，感受动词过去式在一般过去时中的位置和用法。
(2) 以Rhyme形式给出动词原形与过去式的对比，如 do, did, did my homework; play, played, played ball games等等。
将规则变化与不规则变化进行分类。
⑶将文中的单词挖空，请学生fill in the blanks，通过这种方式检验学生学习的情况。
(4)给出学生更多的动词词组(核心动词为本课的目标单词)，请学生谈谈自己在昨天，或上周都做了什么。
2•设计一些较为巧妙的练习，帮助学生掌握相关内容。
如情景设计：(1) Tom usually plays football with his friend on Sun day after noon, but he did n ' t do tbecause it was rainy outside. He just ________________ at home.(2) My father usually has rice, but yesterday he ______ no odles because it was his birthday.句型教学方法：1. 请学生听录音，跟读，并回答 What did Tom do yesterday?通过学习课文与问答的过程让学生体验在一般过去时中动词的过去式适用于各种人称。
2. 学习课文的同时同时，引入as well的用法(一般用语句尾，可代替too)。
并可以适当配合练习，如用as well替代too。
I like swimmi ng, too. ( I like swimmi ng as well.)We can clea n the room, too. (We can clea n the room as well.)Sue went to the library, too. (Sue went to library as well.)3. 在组内作一个小调查，可以给组内成员不同的任务，如调查的内容可以是What did you doyesterday/ last weeke nd/ last holiday/ 在调查之后请学生及时给予反馈。
4. 教师根据学生的调查提出更为细节的有关 whe n, what, who, where的问题。
比如，学生的反馈中提到 Mary went to the cinema last weekend.老师就可以问 Who did you go with? What film did you watch? Was it interesting?等等，并将特殊疑问句书写在黑板上，请学生跟读，并感受一般过去时特殊疑问句的结构。
并可以请学生继续刚才的调查，提问的内容可以是具体的whe n,what, who, where等o课文教学方法：针对这篇课文语言知识点比较多的特点，用讨论发激发学生在运用语言的过程中习得语言，如What was Bush in terested in whe n he was you ng 并给出一些选项 A. Music B. Art C. sports 并告诉学生 be interested in 的意思是 having or showing attention; like,再请同学们回答 What kind of music does he like? They all like Rock n ' roll. Sali na likescpiok .dW/haa and Hebe both like? They both like _black. What are you interestedin?解决 I am interestedin …随后再来揭示Bush was in terested in sports whe n he was young. Yao Ming is in terested in ___ (videogames, internet, and music, reading books); Jackie Chan is interested in Kongfu. What was his dream at young age? When did his dream come true?提供 Bush graduated from the university in 1975. In 2001, he became the preside nt of US. Bush graduated from the uni versity in 1975. _26 ________________________________________________________________________________ y ears later,he became the preside nt of USA这些知识点的学习强调言语思维的过程，效果比较显着.拓展目标在完成拓展目标时，先复习Grand Theatre中的关键词，并通过造句的方式检测学生的掌握情况，并让学生根据所给的关键词复述课文:famous brothersbe in terested in, at young age, have a dream of, grow up, study hard make a pla ne, fly into the sky, come true,对基础目标的落实也是为发展目标的实现奠定了坚实的基础。
然后可提供拓展语篇 The first flight. 要求学生回答 :How many people watched the firstflight? How far did the first aeroplane fly? How fast did it fly? Did it fly very high? How long did it fly? 通过一组问题帮助学生有目的地去阅读新的语言材料.学生们在课后通过上网、读课外书籍，杂志或电影、电获取了许多关于莱特兄弟的资料，通过交流、分享，学生们提高的不仅是语言能力，还拓宽了知识面，是一种课外与课内的很好整合。
还可以 Introduce some languages of the flight: Happy lading, take off, Make a safe landing, encourage the students to choose their favourite cou ntry to have a sightseei n模拟的飞行与学习飞机起飞、安全着陆和请同学们选择他们飞行的目的地，让学生体验飞行的乐趣。
鼓励学生展开想象讨论什么是最好的了解宇宙的方式和最佳的把人类送入太空的方式，并鼓励他们充分发表自己的观点 ,How does a rocket fly?”通过小组阅读，选择正确的答案，在此基础上请同学讨论 How many countries have sent man to the space?2. Who was the first person in space? Who was the first man to set foot on the moon?5. 背景资料：阅读材料A Story about My BrotherMy brother lived in Guizhou, a western province of China, at his young age. He didn because he didn 't know the importance of knowledge at that time.But when he grew up, he came to Shanghai, a modern city where we live now. He began to study hard. At first, he worked as a worker in a factory. Later, he was interested in computer. He read a lot of books and learnt a lot in his spare time. Now he is working in an IT company. Working in an IT company is his dream and it came true at last. I am very proud of my brother. The first flightNot many people saw this first flight. Only four men and a boy watched it. The aeroplane did not fly very far: only 36.5 meters. It did not fly very high: only3.5 meters. It did not fly very fast: only at 48 kilometers per hour. It did not fly for very long: only for 12 seconds.However, it was the first aeroplane to fly.How does a rocket fly?Scientists wanted to know more about the universe. They thought the best way was to send men to the space. For example, the moon is about 384,000 kilometers away from the earth. A plane cannot fly to the Moon because the air reaches only 240 kilometers away from the earth. But something can fly even when there is no air. That is a rocket.How does a rocket fly? There is gas in the rocket. When the gas is made very hot inside the rocket, it will rush out of the end of the rocket, so it can make the rocket fly up into the sky. Rockets can fly far out into the space. One day rockets may be able to go to any place in space.Our dream came trueUp to now, China is the third country to send a man to space. The first person in space was Yuri Gagarin from the USSR. Mr. Gagarin was sent into spaceon April 12, 1961 aboard Vostok1. Hisflight lasted 108 minutes.Neil Armstrong from the USA was the first man to set foot on the moon. When the Apollo 11 space team landed on the moon, he was the first person to step out of the spaceship,onto the moon on July21, 1969.At 9 am October 15, 2003, the astronaut Yang Lwei flew into the space aboard the manned spacecraft designed and produced by China. Yang Lwei was one of best astronauts among 1,500 astronauts for space flight training. China's first team of astronauts is all able of workingand living in space because they all had five years of hard training. The astronaut Yang Lwei make our dream true. We are so proud of him.。