外研版一起六年级上M7u1教学设计1

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小学英语六年级上册《M7U1》教案

Ask the ss to listen andanswer: what’s this? What’s the sheep doing? Teach the word: vegetable,using pictures.
4.show the ss photo3 and ask: what can you see?Then ask them to listen and
2.怎样描述图片
应用
作业
作业练习
1、无字幕的纯听，并能正确地跟读，认读。
2、在重点句型there isa …..
实践应用
同学间能运用目标语言简单的描述图片或者照片。
文化
阅读
How to talk about photos.
学习
重难点
重点：基本能听懂there isa ….并做简单的图片介绍。
难点：养成在日常生活中说简单的英语的习惯。
2.Listen and answer :How does Amy talk about the photo?What’s the horse doing?
3. Learn photo 2. Listen and answer: what’s this? What’s the sheep doing?
2.Think about: what are they talking about?
How do you know?
3.Listen and answer: are they talk about photos?
4.Watch and answer: how many photos are they talking?
4. Play the flash and ask the ss toanswer: how many photos are they talking?Stick the photos on the blackboard.

六年级英语上册-Module-7-Unit-1-I-don’t-believe-it教案-外研版(三

Lesson plan for Module7 Unit1(I don’t belive it!)Background information:Students: Luxun primary school students, Grade 6Lesson duration: 40 minsTeaching materials: Module 7, Unit1 I don’t believe it!English Book 7, Foreign Language Teaching and Research Press Type of the lesson: Listening and speakingTeaching Aims:Knowledge aim: By the end of the class, students will be able to:1. Learn some new words: believe, lucky, bamboo, CD-ROM, copy, and can write the word day.2. Pronounce the word say and says/a: / correctly.3. Understand the new stentences well: Pandas eat for twelve hours a day.Do snakes like music?Ability aim: By the end of the class, students will be able to:1. introduce animal’s features by using the sentence (Pandas eat for twelve hoursa day.) in oral expressions.2. use the sentence (Do snakes like music?) to ask whether their conjecture about animals is right.Emotion aim: Cultivate students’ interest in Chinese eating habit.Learning strategies:1. Individual learning strategy: learn new words with pictures.2. Cooperative learning strategy: work with partner or group members.Focal points:1. Key vocabulary—healthy, orange, drink, fruit, vegetable, beef, carrot, chicken,juice, melon, milk, onion, pork, potato, tomato2. Key structures—have / has gotDifficult points:1. The usage of have / has got.2. The singular, plural,and uncountable form of nouns.Teaching Methods: Bottom-up approach to listeningTeaching model: The 3-stage modelTeaching aids: pictures, recorder, tape, PPT, chalks, blackboard.Teaching ProcedureLead-in(4 mins)Teacher begins the lesson by showing the students pictures of food and asking questions, “Are you hungry now?” “When we are hungry, what can we do?” “When w e are thirsty, what can we do?” to lead in the topic Healthy Food.Step 1. Pre-listening(11mins)1. Write the words food and drink on the blackboard.2. Ask a student “What did you eat yesterday?” in order to classify the food into3 kinds, fruit, vegetable and meat. Blackboard layout as follow,3.Ask students “What’ the food?” students may repeat“Fruit, vegetables andmeat are food.”4. Ask students “What fruit/ vegetables/ meat/ drink do you know?”, and writetheir answers on the blackboard. When talk about juice, explain the expressions of different kinds of juice.(e.g. apple juice)5. Ask students to open their book and finish the three activities(Activity 1,2, 3) individually. Then call back the answers from the whole class as complete sentences.(e.g. Picture 1 is fruit, and in picture 1 there is an apple, a melon and an orange.)Activity 1 Work in pairs. Match the words with the pictures.Answersfood: 1;2;3 drink:4Activity 2 Label the food in the pictures with these words.Answersfruit:1 meat:3 vegetables:2Activity 3 Label the food and drink with these words.Answersa. melonb. applec. oranged. chickene. porkf. beefg. tomato h. potato i. carrot j. onion k. water l. milk m. Juice6. Explain and show the singular, plural, and uncountable form of nouns. Then askstudents to write the plural form near the words on P26, Ativity 1, and then askstudents to read the words on PPT.Step II. While-listening(15mins)1. Do Activity 4①. Teacher ask “Do you know Betty? What Betty and her mother have got?” then play the recording and ask students to focus on the shopping list.②. Play the recording again for them to check. Call back the answers from the wholeclass.③. Ask students work in pairs and make dialogue.(e.g. A: Have they got any apples?B: Yes, they have.)Answersoranges√ beef × onions × apples√ pork carrotsmelons× tomatoes√ milk chicken√ potatoes√ juice2. Do Activity 6①. Ask students to read the four sentences in Activity 6 silently, then one studentto read loudly.②. Play the recording for the students.③. Call back the answers from the whole class.Answers1. juice2. meat3. Yes, they have.4. No, they haven’t.④.Play the conversation again and pause after each phrase, point out the grammarpoint.⑤. Ask students to read these dialogues after the tape individually, and thenputthem into groups of four to practice the dialogue.Step III. Post-listening1.Do Activity 7(10mins)①Play the recording once without stopping.②Play the recording again and stop at the end of each line. Ask the whole classto repeat.③Ask students to practice in pairs.2.Do Activity 8. Choose six words in Activity 4. Work in pairs and makedialogues.①Ask students to choose six words secretly and not tell anyone.②Read the example with the class. Then pair them to make dialogues..③Ask some pairs of them to present the dialogues.Homework: Practice the conversation in Activity 5 and sounds in Activity 7.Blackboard Layout: key words and sentences。

Module7Unit1Idon'tbelieveit!(教学设计)外研版英语六年级上册

Module 7 Unit 1 I don't believe it!教学设计一、教材分析：本单元是外研版小学英语六年级上册的第七个单元，主题为"I don't believe it!"，通过教授关于神话和传说的知识，培养学生的阅读理解能力和口语表达能力。

本单元的教学内容包括词汇、句型和阅读理解。

二、教学目标：1. 能够听懂、认读并正确使用本单元的词汇和句型。

2. 能够运用所学知识描述神话和传说中的人物和事件。

3. 能够通过阅读理解文章内容，并回答相关问题。

4. 培养学生的合作意识和口头表达能力。

三、教学重点和难点：教学重点：词汇和句型的教学，阅读理解能力的培养。

教学难点：理解并运用所学知识描述神话和传说中的人物和事件。

四、学情分析：学生是小学六年级学生，已经具备一定的英语基础，能够简单的进行英语交流。

他们对神话和传说可能有一定的了解，但对其中的细节和词汇掌握较少。

他们喜欢听故事和参与课堂互动，但有时会对阅读理解方面的任务感到困难。

五、教学过程：Step 1: WarmupGreet the students and review the previous lesson briefly. Show pictures of famous characters from myths and legends, such as Zeus, King Arthur, or Medusa.Teacher: "Good morning, everyone! In our last lesson, we talked about different types of stories. Can you remember any of them? Today, we are going to explore a specific type of story called myths and legends. Let's take a look at these pictures. Who can tell me the names of these characters?"Step 2: PresentationIntroduce the new vocabulary words for this unit, such as "myth," "legend," "creature," "hero," "goddess," etc. Teacher: "Now, let's learn some new words related to myths and legends. Look at this picture. This is a creature called a dragon. Can you all say 'dragon' together?"Practice pronunciation and drilling of the new vocabulary words with the students.Teacher: "Great job! Now, let's learn another word. This is a story that has been passed down through generations. It's called a myth. Can you say 'myth'?"Step 3: Listening and SpeakingPlay an audio recording of a short myth or legend, such as the story of Hercules.Teacher: "Listen carefully to the story. Afterward, we will discuss the main characters and events."After playing the recording, ask the students questions about the story to check their prehension.Teacher: "Who was the main character in the story? What did he do?"Conduct a class discussion to encourage students to share their thoughts and interpretations of the story.Divide the class into small groups and ask each group to create a short dialogue based on a myth or legend they know. Teacher: "In your groups, think of a myth or legend you know and create a short dialogue between the characters. Use the new vocabulary words we learned. You can also include gestures or act out the dialogue if you'd like."Step 4: Reading and prehensionProvide students with a reading passage about a famous myth or legend, such as the story of King Arthur and the Sword in the Stone.Teacher: "Now, let's read a passage about a famous myth. Read it silently and underline any unfamiliar words."Read the passage aloud as a class, emphasizing pronunciation and intonation.Ask prehension questions to check their understanding of the passage and encourage critical thinking.Teacher: "What was the name of the sword in the stone? Who was able to pull it out? Why do you think only that person could do it?"Divide the class into pairs and ask them to discuss the questions and share their answers.Step 5: Practice and ApplicationGive students a worksheet with exercises related to the vocabulary and sentence patterns of this unit.Teacher: "Now, let's apply what we've learned. plete the exercises individually or in pairs. Use the vocabulary words we learned."Review the answers as a class and provide feedback, explaining any misconceptions or difficulties.Step 6: Consolidation and ExtensionPlay a game related to myths and legends, such as a charades game where students act out characters from myths and legends.Teacher: "To consolidate our learning, let's play a game called 'Guess the Mythical Character.' I will act out a character from a myth or legend, and you have to guess who it is. You can ask yesor no questions to help you figure it out."Encourage students to use the vocabulary and sentence patterns they have learned in the game.六、板书设计：I don't believe it![Myths and Legends]MythLegendCreatureHeroGoddess七、教学反思：本节课通过引入神话和传说的话题，结合词汇和句型的教学，培养了学生的阅读理解能力和口语表达能力。

《M7U1 He can’t see》教学设计及反思

≪M7U1Hecan,tsee»教学设计及反思七、板书设计M7UlHecanftsee.Thismanisblind.Hecan*tsee.Thisdoghelpshim.Thisgirlisdeaf.Shecan,thear.Thisdoghelpsher.1.astweek,therewasafire.Thisdoghelpedthefirefighters.八、教学反思我这节课的教学重点是He/Shecant句型及can,can't,blind,hear,fireman等几个单词。

我较好地遵循英语新课程标准的理念：以人为本，面向全体学生，以活动为主，采用任务型教学法，让学生通过感知、体验、实践、参与、合作与交流的方式来实现任务目标。

从整体来看,课堂气氛较活跃，在一定程度上调动了学生的学习积极主动性，基本上达到了良好的教学效果。

对于本节课我有以下几点感受：1、教学环节环环相扣.2、运用TPR教学法学习新知，体现层次性。

一开始我用TPR教学法激发学生的学习积极主动性，在热身环节中，通过谈话来活跃课堂气氛，调动学生学习的积极性，让学生能够快速的融入课堂。

3、利用各种手段，提高学习效果。

本课我除了自己设计了一套课件外，还大量使用了图片，使他们对事物很快形成正确的表象。

在教授单词时，我采用直观教学法，让学生同时接受看和说的刺激，在逐步呈现blind,deaf,hearj⅛几个单词的同时，我把知扩充至U了句子Heisblind.Hecan'tsee,Sheisdeaf.Shecan'thear.直接切入重点，这样学生也很容易接受。

当然，本节课也存在一些问题，比如：1、在教学内容重点与次重点的时间安排上有些欠合适。

2、在操练句型巩固知识时，我没有充分利用小组合作的练习方式，没有让学生在合作中对所学知识进行练习。

还有对于根据所学知识让学生在真实情景或类真实情境中利用新词表演对话这一方面，都还有所欠缺。

小学英语外研版六年级上册Module7Unit1教案

Module 7 Unit1 I don’t believe it!教学目标（一）知识目标：1.能识读并运用单词：believe，lucky, bamboo, dangerous, frightened fantastic。

2.能灵活运用一般现在时描述事物。

（二）能力目标：1.学生能够灵活运用本课的功能语句在真实的语境中描述事物。

（三）情感目标：1、学生进一步了解动物的生活习性。

2、让学生懂得保护动物，珍爱生命。

教学重难点：（一）重点：believe, bamboo(重读), dangerous, frightened , fantastic（重读）（二）难点：say –says(读音变化)能熟练运用一般现在时描述事物。

教具准备：PPT , fantastic小贴画，单词卡、简笔画教学过程：Step一、warming up ---guess：1.给学生出示一些描述动物的句子，让学生猜测是哪种动物。

1)They climb trees very fast.They like bananas.What are they?2)They are cute.They are white and black. What are they?3)They have long nose and bid eyes. What are they?2.给学生出示snake和panda的图片及相关句式提示，让学生在原有认知上描述两种动物。

（这两个练习初涉本课主题动物习性，一方面让学生回忆动物相关知识，另一方有利于导入课文教学）T: Pandas can climb trees. Do you believe it?Pandas eat meat. Do you believe it?利用动物习性引导学生使用believe。

引出本课主题 I don’t believe it!Step二、导入课文Daming has got a present from his Grandma. What is it?利用点读笔点读一遍课文，回答问题。

外研版英语六年级上册M7U1 I don't believe it.教学设计

M7U1 I don’t believe it.教材分析：本节课取自外研社六年级上册第七模块第一单元，本模块重点学习研究并会表达动物的习性，通过本单元对两种课文提及的动物以及一种拓展动物的研究为下一单元表达更多动物的喜好、行为打下基础。

学情分析：六年级的学生经过四年英语学习的积累，已经具有了一定的英语学习水平。

本节课会采取多种英语阅读方法如intensive reading, discuss reading和self reading等。

同样的由于此阶段的孩子好奇心和想象力比较强烈，因此需要老师采取不同的课堂呈现形式不断激发学生想象力。

教学目标：知识目标：让学生能够识读关键词：bamboo, come out of, dangerous 等。

学生能够阅读并理解课文。

能力目标：学生能在阅读与表达中提高自己的英语听说读写能力。

锻炼小组的合作意识，学生能够在小组中通过“What do the animals like?”“Where do the animals live in”以及其他方面来表达动物的习性。

情感目标：提高学生的表达力和合作意识。

学生能够通过本节课体会到要保护动物，热爱大自然。

教学重点：学生识记单词短语，熟读并理解课文。

教学难点：如何在课堂教学中生动有效的呈现关键词，如何让学生通过本课中对三种动物的研究。

从而能够对更多动物的习性进行表达。

课型：新授课课时安排：热身及导入：5min阅读前：6min阅读中：10min阅读后:6min能力练习:10min回顾总结：3min教学准备：教具:多媒体课件动物图片学具:话筒教学方法:情景教学法:设置参观动物园中各个动物馆的场景,按顺序参观三个动物馆。

合作学习法:采用小组合作读课文小组合作做采访小组分享等合作方式自然拼读法:通过自然拼读学单词思维导图法:通过思维导图完善知识结构教学过程:1.Warm-up and lead-inPurpose: to make a better English surrounding. Students can grasp the topic easily by answering the questions.The song is finished.T:Morning,everyone,What’s the song about?Ss: Dogs.T:Good, can you guess what do the dogs like?Ss:...T:Can you guess Where do the dogs live in?Ss:...T:Do you have the other questions about dogs?Ss:...T:Wow,but I don’t believe it.2.Text learningIn this part, the learning is divided into 3parts:pandas house, snakes house and the old owl house.Pandas House:Ⅰ. Pre-readingPurpose: In this step, the questions are very easy, so they can arouse students’ interest and help them to grasp the topic about this lesson.。

外研版六年级英语上册教案.doc

外研版六年级英语上册教案外研版六年级英语上册教案Module 1 unit 1 The Great Wall Teaching materials Book 7 Module 1 Unit 1 The Great Wall Teaching aims 1. Be able to master words more, postcards, thousand, kilometers, million. 2. Be able to understand and use Tell me more about It’s a picture of How long/big is it It’s about It’s got 3. Be able to understand conversations and describe different places and things. 4. Be able to love their hometown and our country. 5. Be able to cooperate with each other. Key points To learn to describe things and different places. Difficult points How to describe by using numbers. Teaching aids The multi-Media , word cards , key sentence structures cards, postcards. Teaching steps Step 1 Warming up and lead-in. 1．Warming up T This is the first time I come to Xiamen, Xiamen is really beautiful, people are very good, so I want to make lots of friends here, do you want to be my friend OK , I am Sara. Please say Hello to me. Teacher encourages students by using body language 2．Lead-in T Do you want to be my friends please introduce yourself first S Encourage students try to say My name’s I’m T ask another What’s your hobby.... T Do you want to know more about me Myhobby is collecting postcards. Look, here is my postcards book, they are very beautiful. Show the word ‘postcard’and ‘postcards’. Step 2 Look and say. 1．Presentation ①Showing T Look at the screen. They are all postcards, this is a picture of panda, look at this one, it’s a picture of Introduce the postcards on the screen ②New words and sentences. Are they beautiful Now, let’s play a guessing game. T Take one postcard please guess what it is about It’s a kind of animal, it’s fat and lovely. It has got a what is itdescribe the panda S Guess It’s a T Yes, It’s a picture of a panda Lead to say ‘It’s a picture of’. Tell me more about the panda, ok Show the word ‘more’, and sentence ‘Tell me more’. S Lead the student to say some more about panda, and then give the postcard to him. It is for you T Take another postcard of the Changjiang River It is a river in China, it is very longDescribe the Changjiang River S It’s a picture of Lead to answer with ‘It’s a picture of T Tell me more about The Changjiang River. How long is it . Show the sentence ‘How long is it’Look at the screen, I have some answers here, which one is right Show the word card ‘thousand’and ‘kilometre’. Then lead to say and choose one answer. Check the answer. T The last picture, it is a big city in China, it is in the north, it’s very cold in winter DescribeHarbin S It’s a picture of T Tell me more about Harbin. How big is it Show the sentence ‘How big is it’Show the word card ‘million’. Then lead to say and choose one answer. Check the answer. 2. Dialogue Show a picture of Daming and ask“ Who ‘s that little boy” T Daming is visiting America, he is talking something with his cousin, Simon. What are they talking about Do you want to know Let’s look the questions on the screen and listen to the dialogue, then answer them. Are the postcards beautiful Is the Great Wall Short How long is the Great Wall How big is Beijing How big is New York Then check the answer. Step 3 Pair-work. 1．Orders T Tomorrow I will be free, I want to travel in Xia Men, where should I go Can you help me Do you want to be my guider and tell me more about Xiamen Here are some beautiful postcards, please choose one and describe it, I want to know where the most beautiful it is. OK 2．Work in pairs Ss choose the postcards and describe in small groups. Then write something more about the postcard on the Showing card, then say it out. 3、Share the results Ask some students in each group to be a guider, and introduce their postcards. T I think is the most beautiful place, I want to go, and I can’t wait, let’s go now, ok Say goodbye to other teachers. Blackboard writingThe Great Wall It’s a picture of postcard Tell me more more How long is it It’s about thousand kilometres How big is it It’s got 教后反思英语学习、英语教学越来越受到人们的普遍重视。

外研版(一起)六年级英语上册《Module 7 Unit 1》教学设计设计

外研版（一起）六年级英语上册《Module 7 Unit 1》教学设计教学目标1.能够听懂、理解并口头表达有关运动会的相关词汇、短语和句子。

2.能够运用所学的词汇和短语，口头表达运动员的属性和比赛情况。

3.培养学生的表达能力和听懂能力，增加学生对英语的兴趣和自信心。

教学重点1.运动会的相关词汇和短语。

2.描述运动员属性和比赛情况的句子。

教学难点1.描述比赛情况的复合句子。

2.听懂并理解运动员属性和比赛情况的口语表达。

教学准备1.录音机、PPT、课件。

2.课堂用具：黑板、白板、粉笔或者荧光笔。

3.教学材料：Module 7 Unit 1的教材、练习册以及相关的运动会图片。

教学过程Step 1 队伍组织1.创设英语学习小组，让学生围成一个圈，随着您的带领，大家互相介绍自己并打招呼。

这里可以使用歌曲或是游戏来增加互动的效果。

2.正式开始课堂，让学生根据相关的运动项目喊出自己所喜欢的运动员。

Step 2 学习运动会的相关词汇和短语1.展示相关运动会图片，并让学生逐个发言，用自己的语言对图片进行简要描述。

2.引导学生，通过图片认识相关的运动会项目和器材，并介绍相关的英语单词和短语，如：run fast, jump high, throw far, swim fast等。

Step 3 学习描述运动员属性和比赛情况的短语和句子1.通过图片介绍相关运动员的身体素质和技能，并让学生学习相关的形容词和副词，如：strong, fast, high, far, well等。

2.观看相关的视频资料和图片，让学生学习相关的动词和形容词短语，如：run fast, jump high, throw far等。

3.教授如何用英语描述运动员的比赛情况和表现，并让学生模仿并自己进行练习。

Step 4 训练听力和口语表达1.教授并演示如何用英语描述运动员的表现，让学生进行模仿练习。

2.设计相关的听力练习，在教学录音中加入相关的口语表达，帮助学生进一步学习和练习口语表达和听力技巧。

外研版(一起)六年级英语上册《Module7Unit1》教案设计

外研版（一起）六年级英语上册《Module 7 Unit 1》教案设计一、教学目标1. 知识与技能目标：学生能够理解并运用本课所学的单词和句型，描述和询问过去发生的事情。

2. 过程与方法目标：通过图片、视频等教学资源，激发学生的学习兴趣，提高学生的听说能力和交际能力。

3. 情感态度与价值观目标：培养学生对英语学习的兴趣和自信心，提高学生的跨文化交际意识。

二、教学内容1. 词汇：yesterday, last week, two days ago, got up, went to school, had breakfast, visited, played football, did homework, read books等。

2. 句型： What did you do yesterday? I played football with my friends. When did you visit your grandparents? I visited them last week.三、教学重点与难点1. 教学重点：掌握本课的词汇和句型，能够运用所学知识描述和询问过去发生的事情。

2. 教学难点：正确运用过去时态，区分不同时间状语。

四、教具与学具准备1. 教具：PPT课件、视频、图片、录音机等。

2. 学具：学生用书、练习册、笔记本等。

五、教学过程1. 导入：通过歌曲或游戏，激发学生的学习兴趣，引导学生进入英语学习状态。

2. 新课展示：利用PPT课件、视频等教学资源，呈现本课的词汇和句型，引导学生理解和模仿。

3. 操练：通过角色扮演、小组讨论等形式，让学生运用所学知识进行实际操作，提高学生的听说能力和交际能力。

4. 巩固：通过练习题、游戏等活动，巩固所学知识，检测学生的学习效果。

六、板书设计1. Module 7 Unit 1 What did you do yesterday?2. 词汇：yesterday, last week, two days ago, got up, went to school, had breakfast, visited, played football, did homework, read books等。

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M7U1 He spent about 21 hours in space教学设计
旅顺口区九三小学王敏
I. 教学目标:
1、知识目标：
（1）在课文、句型和交际中学习以下词汇：spent(spend), video, proud, excited；
（2）学习He spent about 21 hours in space.这类叙述过去事情的语句；2、技能目标：
（1）能听说读写本课的单词和课文。

（2）能听懂课文内容，并能回答与课文相关的问题。

（3）能根据图片或实际情况，运用过去式描述本课杨利伟及神州五号的故事；
3、情感目标：体现师生同心、同乐、同行的“乐学—导学”教育模式，培养学生“自主、合作、探究”的精神和乐于竞争，乐于交流,乐于合作的能力。

同时激发学生的爱国主义热情。

Ⅱ.重点、难点:
1、重点词汇：flew, became, spent, proud, be proud of，made, worked.
2、重点句型： In October 2003, ShenzhouV flew into space.
He spent about 21 hours in space.
He wanted to go into space.
Then his dream came true.
3、教学难点：（1）能根据图片或实际情况，运用过去式描述过去发生的故事Ⅲ.Teaching aids: PowerPoint, video,exercise paper.
Ⅳ.Teaching steps：
Step 1: preparation
1. Greetings. T: Pleased to meet you.
2. Let’s sing, little star.
3. Free talk: What did you do last weekend?( 复习动词的过去式,为新授做铺垫)
3. Guessing game: What did she do?
（设计意图：为进一步学习扫除障碍，又能活跃课堂气氛。

）
Step 2: Presentation
1. Ask：What did Shenzhou V do? 播放视频，回顾一下六年前那激动人心的一幕！播放神舟五号升空录像，激发学生的学习动机。

引导学生做出正确回答，并板书ShenzhouV flew into space,学生拼写并齐读。

2. Show the title
T: Do you want to know more about Shenzhou V?
T: Now, let’s learn Module 7 Unit 1 He spent about 21 hours in space.板书课题并齐读。

Step 3：practice
1.Read silently and answer the questions.
学生快速默读回答简单问题，熟悉课文大意。

A. When did ShenzhouV fly into space?
B. What was Yang Liwei’s first words in space?
C. How old is Yang Ningkang?
2. T: what are you interested in?
(设计意图：细读课文, 思考与课文内容联系密切的难度稍大的六个问题检查学生对材料的理解情况。

之后讨论问题，加深对这些问题的理解，并且巩固本课句型In October 2003, ShenzhouV flew into space. He wanted to go into sapce. Then his dream came true. He spent about 21 hours in space.)
1.What happened in October 2003?
In October 2003, ShenzhouV flew into space.
He spent about 21 hours in space.
T： how long did you spend …?
I spent …( he/ she spent…)
2.Where is Yang Liwei from?
T: who is he/she?
Where is he /she from? Where does he /she from?
3.How tall is he?
T: how tall are you?
4.He made a video.
T:the video is exciting. And everyone was excited.(讲解并练习excited and exciting)
5.What is his dream?
When he was a little boy, he wanted to go into space. He worked hard, and then his dream came true.
T: When you were a little boy/ girl, what did you want to be?
6.Who wrote the story?
His son is Yang Ningkang. He wrote a story about his dad. And he was very proud of his dad.
T: what are you proud of?
3、Listen to the tape and repeat. Then read loudly in groups.
(设计意图：训练听力并纠正发音)
Step 4: production
1.Read the text again by themselves.
2.Choose the correctly word to fill in the blanks.
3.Reading comprehension.(文本再构，通过阅读理解，加深对课文的理解)
4. Composition: Last Weekend(与开课时的free talk 呼应，完成本课的教学任务)。

Step 5:Summarize
1.About Shenzhou spaceships.
2.Who is the winner?
Homework:
1.Finish the composition
2.Read the text.。