《新標(biāo)準(zhǔn)英語》(一年級起點(diǎn))第九冊英語備課.doc

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2012—2013學(xué)年度 第一學(xué)期電子備課 學(xué)科： 英語 姓名： 楊曉璐 年級： 五年級 青島順興路小學(xué) 2012.9 青島順興路小學(xué)教師電子備課模板 全冊教材分析 全冊教學(xué)總目標(biāo) 本學(xué)期共分11個模塊，內(nèi)含一個復(fù)習(xí)模塊。每個模塊Unit1 1 Listen, point and find...呈現(xiàn)的是語篇，find后的部分就是這個模塊的語言要點(diǎn)；活動2 Listen and say中提煉出的語言就是這一模塊的教學(xué)目標(biāo)。這里所說的（say）不是重復(fù)原來的語句，而是要求學(xué)生在聽了之后，根據(jù)自己的需要說出自己的語句。也就是聽一個或幾個例句，然后說出自己的語句（造句）Practise：為學(xué)生進(jìn)行鞏固練習(xí)提供相關(guān)的圖片，引導(dǎo)學(xué)生進(jìn)行拓展運(yùn)用。Listen and repeat： 提供語言操練活動，也是學(xué)習(xí)語言的關(guān)鍵活動。應(yīng)要求學(xué)生聽英語，然后模仿重復(fù)。首先要求學(xué)生一起模仿重復(fù)，進(jìn)而發(fā)展為每個學(xué)生獨(dú)立模仿重復(fù)。此外該活動所提供的語料也是很好的語篇學(xué)習(xí)材料。 本冊教材具有以下幾個特點(diǎn)：1、注重學(xué)生語言運(yùn)用能力的培養(yǎng)，突出語言的實(shí)踐性和交際性，同時也突出語言的真實(shí)性和實(shí)用性。 2、注重學(xué)生自學(xué)能力和學(xué)習(xí)策略的培養(yǎng)，為學(xué)生的進(jìn)一步學(xué)習(xí)或終身學(xué)習(xí)奠定基礎(chǔ)。 3、注重中外文化的雙向交流，使學(xué)生通過學(xué)習(xí)，培養(yǎng)未來跨文化交際所需要的能力。 4、注重學(xué)生學(xué)習(xí)興趣的培養(yǎng)，以不同方式最大限度的激發(fā)學(xué)生的學(xué)習(xí)動機(jī)。 5、注重融合學(xué)科內(nèi)容，加強(qiáng)學(xué)科之間的整合和滲透，讓學(xué)生通過英語學(xué)習(xí)來獲得其他學(xué)科的知識。 6、注重教材的靈活性和可操作性，以滿足不同層次的學(xué)生的需求。 7、注重教學(xué)資料的配套，為學(xué)生提供良好的英語學(xué)習(xí)環(huán)境，幫助學(xué)生拓展自我發(fā)展的空間。 8、注重中小學(xué)各階段的銜接，以保證各學(xué)段的順利過渡，全面提高中小學(xué)英語教學(xué)的整體質(zhì)量。 9、強(qiáng)調(diào)語言運(yùn)用。讓學(xué)生在有節(jié)奏的歌謠中體驗語言，在活潑優(yōu)美的旋律中感受語言，在輕松愉快的語言活動中輸入語言，讓他們在做中學(xué)，在唱中學(xué)，在玩中學(xué)。 10、注重能力的培養(yǎng)。教材在內(nèi)容安排、活動設(shè)計和學(xué)習(xí)評價上都貫穿“學(xué)會學(xué)習(xí)”的主題。力求用簡單生動、通俗易懂的方式滲透學(xué)習(xí)策略，鼓勵他們能動思考，主動做事，自動調(diào)整學(xué)習(xí)方式，發(fā)掘他們積極求知、努力進(jìn)取的潛能。 11、突出興趣激發(fā)。語言材料真實(shí)地道、活潑有趣，讓學(xué)生易學(xué)樂學(xué)。同時，突出內(nèi)容的思想性、科學(xué)性、系統(tǒng)性、實(shí)有性、啟發(fā)性和創(chuàng)造性；學(xué)生能夠在豐富多彩、筇一動有趣的課堂活動中感知語言，習(xí)得語言。 12、重視雙向交流。讓學(xué)生在了解英語國家文化的同時，學(xué)會用英語向外國人介紹中華民族文化的優(yōu)秀傳統(tǒng)，真正實(shí)現(xiàn)跨文化交際。 13、融合學(xué)科內(nèi)容。在學(xué)習(xí)英語的同時，能夠接觸到自然科學(xué)、社會文化和文學(xué)藝術(shù)等方面的基礎(chǔ)知識，幫助他們認(rèn)識和了解我們賴以生存和發(fā)展的這個世界。 14、重視靈活擴(kuò)展。根據(jù)自己教學(xué)的情況，靈活調(diào)整教學(xué)內(nèi)容和學(xué)習(xí)進(jìn)度，以滿足不同層次學(xué)生的需求，使所有的學(xué)生在語言知識和語言能力上均有所發(fā)展。G、實(shí)現(xiàn)整體設(shè)計。加強(qiáng)了對學(xué)生語言聽說和運(yùn)用能力的培養(yǎng)，同時注重學(xué)生小組合作學(xué)習(xí)能力的培養(yǎng)，從而使學(xué)生逐漸形成一定的自主學(xué)習(xí)的能力。 教學(xué)重點(diǎn)與難點(diǎn) 在本冊中，我們要跟玲玲和smart一家去英國訪問，了解英國的公園、商店、學(xué)校和節(jié)日等。同時，我們要比較系統(tǒng)的學(xué)習(xí)英語語句的重音，因為語句重音對我們學(xué)習(xí)英語很有幫助。課文中呈現(xiàn)了一些新的語法內(nèi)容，但不要求教師講解語法理論，更不要求學(xué)生掌握語法理論，而是要求學(xué)生在理解的基礎(chǔ)上初步學(xué)會運(yùn)用這些語句。 教學(xué)方法與學(xué)法 在閱讀教學(xué)方面的改革： 閱讀序列 ?先讀比課文簡單的語篇，回答yes-no問題 ?再讀比課文簡單的語篇，回答wh問題 ?再讀和課文難度相當(dāng)?shù)恼Z篇，回答yes-no問題 ?再讀和課文難度相當(dāng)?shù)恼Z篇，回答wh問題 ?先讀比課文略難的語篇，回答yes-no問題 ?再讀比課文略難的語篇，回答wh問題 在書寫要求方面的改革： 書寫序列 ?原則： ?從寫單詞完成語句開始逐步發(fā)展到獨(dú)立寫語句 ?不單獨(dú)進(jìn)行無語句的單詞拼寫訓(xùn)練 ?主動的說能較好地遷移為有效的寫 ?先寫句子中的常用名詞，如: ? This is an English book. ? It’s not my book. ? It’s Daming’s book. ?再寫句子中的功能詞，如: ? This is my new book. ? It’s an English book. ? It’s yellow and white. 最后再寫完整的句子 教學(xué)方法方面的改革： 采用“情景教學(xué)法”。 情境教學(xué)是有意識的心理活動和無意識的心理活動的統(tǒng)一，在認(rèn)知方面有啟迪學(xué)生的可暗示性，從而使學(xué)生有意識的和無意識的接受教育輸入。即：如臨其境，觸境生情。如臨其境可以使學(xué)生感知的過程變得容易，觸境生情可以使學(xué)生的認(rèn)知更加牢固。教學(xué)中，創(chuàng)設(shè)情境讓學(xué)生感知語言，在真實(shí)情境中運(yùn)用語言會收到意想不到到的效果。在課堂中我將利用多媒體設(shè)備來突破教學(xué)重點(diǎn)和難點(diǎn)，把文字、聲音、圖像等融為一體，創(chuàng)設(shè)學(xué)生主動參與語言交際活動的情境，讓學(xué)生走入情境、理解情境、表演情境以此突破語言觀。學(xué)生在真實(shí)的情境中更容易進(jìn)入角色，課堂氣氛也異?；钴S。 采用合理有效的評價方式。 激勵是教育最基本的功能，成長在充滿激勵氛圍的孩子，會不斷進(jìn)取。我的評語有：Clever boy/girl. Very good. Well done. Pass. Wonderful…被贊揚(yáng)的同學(xué)看到全班同學(xué)對他拍手喊出這些評語時，都會神采奕奕。我還將采用書后蓋印兒、發(fā)放小禮物等激勵手段。有時，甚至親切的對學(xué)生笑笑，摸摸他們的小腦袋，都是對他們的一種鼓勵。 教 學(xué) 進(jìn) 度 周次 內(nèi)容 課時數(shù) 1 Module 1 Unit1 3 2 Module 1 Unit2、Module 2 Unit1 3 3 Module 2 Unit1 、Unit2 3 4 Module 3 Unit1 3 5 十一放假 6 Module 3 Unit2、Module 4 Unit1 3 7 Module 4 Unit1、Unit2 3 8 Module 5 Unit1 3 9 Module 5 Unit2、Module 6 Unit1 3 10 Module 6 Unit1、 Unit2 3 11 Module 7 Unit1 3 12 Module 7 Unit2、Module 8 Unit1 3 13 Module 8 Unit1 、Unit2 3 14 Module 9 Unit1 3 15 Module 9 Unit2、Module 10 Unit1 3 16 Module 10 Unit1 、Unit2 3 17 Review Module Unit1 3 18 Review Module Unit2 3 19 期末復(fù)習(xí)、檢測 青島順興路小學(xué)教師電子備課模板 課 題 Module 1 Park 課 時 3 教材分析 Amy離開倫敦兩年之后舊地重游，發(fā)現(xiàn)倫敦有不小的變化：公園里新增了秋千，新添了水塘等等。 教學(xué)目標(biāo) （從知識、能力、態(tài)度、情感、價值觀方面入手） 本模塊重點(diǎn)學(xué)習(xí)there be 結(jié)構(gòu)的過去時： There weren’t any …before. There wasn’t a … before! 能夠聽、說的單詞和短語：our 能夠聽、說并認(rèn)讀的單詞和短語：different, playground 能夠聽、說、讀、寫的單詞和短語：year, pond, swing, slide, only 能聽、說、讀、寫的句子： There weren’t any swings here before. There was only a slide. There wasn’t a pond before! There is one now. There are tall trees. 教學(xué)重點(diǎn)與難點(diǎn) 描述過去存在的事物和現(xiàn)在存在事物的不同。 教學(xué)方法與學(xué)法 積極運(yùn)用所學(xué)英語，結(jié)合實(shí)際生活環(huán)境的變化，進(jìn)行表達(dá)和交流。 教師課前準(zhǔn)備（教具、查閱資料） 錄音機(jī)、磁帶、單詞卡、CD-ROM。 學(xué)生課前準(zhǔn)備與預(yù)習(xí) 預(yù)習(xí)課文，了解中國和外國公園以及其他休閑娛樂場所的一些不同 教 學(xué) 過 程 集備 二次備課 第一課時（1） I.Warming up and Revision 1、Greeting 2、Organize pupils to say the chant in book 8 3、Sing a song II.Leading-in 1、Show the pictures of the dialogue 2、Say something about the picture in Chinese. 3、Sam ,lingling and Amy are in the park now.It’s a beautiful park in London.Let’s go and see it. Ok now let’s learn the dialogue. III.Listening & Reading Activities 1、Play the tape. 2、Play the tape. 3、Put the new words on the blackboard, drill the words. 4、Play the tape. 5、Give them some questions: ①How long were they in China? ②Does the park look different now?Why? ③Can they feed the ducks before?Why? 6、Practise the difficulty sentences . IV.Further Development 1、Give them 2 minutes to practise the dialogue in groups. 2、Check the students. 3、Ask them look at Exercise 3 ，then work with a partner. 4、Check the students. 5、Have a test. V.Homework 1、Read and act the dialogue after class. 2、Copy the new words four times. 【特色】 Re-preparation 1There be句型的過去式There was單數(shù)/There were復(fù)數(shù),一般現(xiàn)在式There is (a)/There are,及否定形式There wasn’t/There weren’t和 There isn’t/There aren’t. 2否定句some變any. 第二課時（2） I.Warming up and Revision 1.Greetings. 2.Have a race:(The fastest is the winner.) T:Guess the words.Acorrding to the text, I’m going to say one word from an instruction in the book. You have to listen carefully and say the complete instruction. Example: T:It’s a plant. There are lots of leaves on it. What’s it? T:Right! II.Leading-in T:Open the books ,please. Turn to Page4 Look at the pictures. What are they? T:Very good.What are they different? What can you see? T: Look carefully.It’s not a park. It’s part of a school so it’s called a playground. (Write the word on the board) T:playground. III.Listening & Reading Activities Listen and repeat 1.Play the tape. 2.Play the tape again.This time I’ll pause it after each sentence. Then I want you to repeat it . Let’s begin. 3.I’ll make some sentences about the pictures. You must listen and say Yes if they are correct or No if they’re incorrect. T:There are some small trees. T:There are some little trees.(And so on) 4.T:Well done. Now I’ll talk about our school.Listen carefully and answer Yes or No. T:There is a small playground. T:There is a big playground. T:There are trees. (I continues to make statements about the school and the students respond.) 5.T:Now work in pairs.Talk about our school. Look and say 1.T:Class, I’d like you to look at Activity 2,please. What can you see? 2.T:Let’s play a game. T:There were some small desks before. T: There was a chair before. (The teacher and student continue to describe the pictures.) T:Now work with a partner. Listen and say. Then sing. Play the tape. Game: Find the differences and say T:Class,look at Activity 4,please. Now you have to work in pairs. You must take turns to compare the pictures. Let’s do one example first:Can you find one different between the two pictures. Ⅳ.Practise 1.Do Activity Book V.Homework 1.Recite Part 1. 2.Compitition: “My classroom” Re-preparation To draw a form, let them to fill in the form, then make sentences by looking at the form, after they can use it frequently, take off the form, to make sentences by themselves. 第三課時（3） Ⅰ.Warming up Ⅱ. Revision 1sum up the 4-skill words. year before duck playground tall tree 2sum up the important drills in this lesson.. There wasn’t a pond here before. There weren’t any swings here before. There are tall trees. There were lots of little trees here. 3 sum up the grammar and useful phrases. Ⅲ. Exercises Ⅳ.Reading comprehensions Ⅴ.homework Review this module. Pre-view next module. 3 過去 現(xiàn)在 單數(shù) was is wasn’t isn’t 復(fù)數(shù) were are weren’t aren’t 1There be句型的過去式There was單數(shù)/There were復(fù)數(shù), 一般現(xiàn)在式There is (a)/There are,及否定形式There wasn’t/There weren’t和 There isn’t/There aren’t. 2否定句some變any. 1、Greeting. 2、Say the chant and do the actions. 3、Clap hands and sing the song. 1、The students look and listen. 2、The students look and understand. 3、Read the title loudly and clearly. 1、Listen and point. 2、Listen and underline the new words. 3、Learn the new words in different ways. 4、The students listen and repeat. 5、Answer the questions. 6、The students say the key words and sentences in different ways. 1、The students practise in groups. 2、Act it out. (The best group will get a prize.) 3、The students read the sentences in turns and the other person point to the picture. 4、The students say the sentences as quickly as possible. 5、Finish the Activity book Students’ Activity 1Say‘Hello’with teather . S:It’s a tree. S1:Two pictures of the school. S2:Some little trees. S3: I can see some tall trees.. S4:They are in a park. S:playground 1.Listen to the tape. 2.Listen to the tape and repeat the words. 3.S:No S:Yes. 4.S:No S:Yes. S:Yes. 5.S continue the activity in pairs. S1:There are two classrooms. S2:I can see some small desks and some big desks S3:There are some chairs and blackboards. S1:There are some big desks now. S2:There is a chair now. The students work in pairs and make statements about each picture. 1Listen and sing together. 2.Sing and do the mines at the same time. S1:There were some small houses. Now there are some big houses. (The student work in pairs and take turns to find the differences in the pictures.) Do Activity Book Sing a song or chant. 1.Read and spell the words, then make sentences by the words. 2.read and spell the sentences. 3practise it in oral way. Ⅲ..finish the exercises. Ⅳ.finish the reading materials. 知識拓展 （有機(jī)體現(xiàn)課程二次開發(fā)） 找一找身邊那些發(fā)生了變化的建筑及事物，用本課所學(xué)的句型進(jìn)行描述。 作業(yè)設(shè)計 Copy the key words and key sentences. 板書設(shè)計 There weren’t any swings here before. There was only a slide. There wasn’t a pond before! There is one now. There are tall trees. 教學(xué)反思 青島順興路小學(xué)教師電子備課模板 課 題 Module２Shopping 課 時 3 教材分析 Ms Smart帶領(lǐng)Amy, Lingling和Sam去超市購物，超市有很多東西，他們買了很多物品，孩子們主動幫助Ms Smart拿物品。 教學(xué)目標(biāo) （從知識、能力、態(tài)度、情感、價值觀方面入手） 本模塊重點(diǎn)學(xué)習(xí)用形容詞來形容物品： There are many…以及This one is… 能夠聽、說并認(rèn)讀的單詞和短語：sometimes, country restaurant, supermarket 能夠聽、說、讀、寫的單詞和短語：heavy, lift, sell, clothes , toys , different 能聽、說、讀、寫的句子： There are many sweets. There are many fruits, too. This one is heavy. They sell different things. 教學(xué)重點(diǎn)與難點(diǎn) 學(xué)會用形容詞描述事物。 教學(xué)方法與學(xué)法 結(jié)合已經(jīng)學(xué)過的知識（There is…）學(xué)習(xí)用所學(xué)的形容詞，描述身邊的事物。 教師課前準(zhǔn)備（教具、查閱資料） 錄音機(jī)、磁帶、單詞卡、音標(biāo)卡、CD-ROM。 學(xué)生課前準(zhǔn)備與預(yù)習(xí) 預(yù)習(xí)課文，了解英美國家人們的生活方式 教 學(xué) 過 程 集備 二次備課 第一課時（4） Teacher’s Activity I.Warming up and Revision 1.Greetings. 2.Guessing game:(The fastest is the winner.) T:Acorrding to the text, I’m going to say one word from an instruction in the book. You have to listen carefully and say the complete instruction. Example: T:Wash. T:Cut. II.Leading-in Show Ss some questions Such as Is the pen long or short? Is the blackboard dirty or clean? Encourage Ss to describe the objects with adj.words III.Listening & Reading Activities 1.Play the tape. 2.Showwords:heavy, restaurant,sometimes 3Present the key sentences: There are many fruits.This one is heavy. 4.Play the tape.(twice) IV.Further Development 1.Read the dialogue and talk about the objects in classroom in pairs. V.Homework 1.Describe the objects in your bedroom Re-preparation Phrases practice is good for then to understand. 第二課時（5） I. Warming up and Revision 1. Greet the students 2. Tell the students that I am going to read out sentences about things they do. Ⅱ. Leading-in 1.Play a game about something word what in the supermarket. 2.Tell students we will go shopping by ourselves. ⅢListen and Reading Activities 1.Play the tape-recorder 2.Play the tape-recorder again, Tell them that you are going to find out the question “What do they sell in English supermarkets? 3. Play the tape-recorder 4.Look and say. Get the students to look at the picture. Make them work in pairs. Tell them request. 5.Listen and say. Then say the poem . Divide the class into three groups. Practice each line Play the cassette Ⅳ Further Development 1. Game English supermarket. 2. AB Unit 2 Exercise 1 3. AB Unit 2 Exercise 3 Ⅴ Homework Write a short story “Shopping” Re-preparation Ask them try to recite the text by looking at the given words or useful phrases. 第三課時（6） Ⅰ.Warming up Ⅱ. Revision 1sum up the 4-skill words. heavy, lift, sell, sometimes, restaurant 2sum up the important drills in this lesson.. There are many fruits. This one is heavy. They sell different things. There are restaurants at the supermarket” 3 sum up the grammar and useful phrases. Ⅲ. Exercises Ⅳ.Reading comprehensions Ⅴ.homework Review this module. Preview next module. 4Family-families Come from Be from 3Adj. Big-small Dirty-clean Light-heavy New-old Bad-good Beautiful-ugly Long-short colors 1Say‘Hello’to teacher . S1:Wash the potatoes! S2:Cut the potatoes! S1: The pen is long but old. 1.Listen, point and find heavy 3.Role play the dialogue 4.Listen and follow the tape. 5.Talk about the objects in classroom in pairs 1. Greet the teacher. 2. If the students do the same things they stand up and repeat the sentence. Guess the words. 1. The students just to listen. 2.Listen,line and answer the questions. 3.Listen and repeat. One student points at an object and the other student says what it is along with the colour Draw pictures of the objects and do the activity in the book. Divide part Hear the song Listen and sing. 1. In the imitate supermarket sell and buy by theirselves. 2. Listen and match. 3. Ask and answer. Sing a song or chant. 1Read and spell the words, then make sentences by the words. 2read and spell the sentences. 3practise it in oral way. Ⅲ..finish the exercises. Ⅳ.finish the reading materials. 知識拓展 （有機(jī)體現(xiàn)課程二次開發(fā)） 請學(xué)生以小組為單位，表演超市購物短劇。要求學(xué)生盡可能多地運(yùn)用學(xué)到的購物用語?！皩?dǎo)購員”盡可能多地介紹超市的商品，“顧客”盡可能多地描述所需要的物品都有什么特征。最后大家評出“最佳導(dǎo)購員”和“最佳顧客”。 作業(yè)設(shè)計 Copy the key words and key sentences. 板書設(shè)計 There are many sweets. There are many fruits, too. This one is heavy. They sell different things. 教學(xué)反思 青島順興路小學(xué)教師電子備課模板 課 題 Module 3 English weekend 課 時 3 教材分析 Amy向Lingling介紹了萬圣節(jié)這天人們通常做的事情：孩子們穿著奇異的衣服挨家挨戶要糖果。 教學(xué)目標(biāo) （從知識、能力、態(tài)度、情感、價值觀方面入手） 本模塊主要句型是： What do children do at Halloween? They go to people’s houses. What do the people do? They give them sweets. 能夠聽、說并認(rèn)讀的單詞和短語： Easter, Halloween 能夠聽、說、讀、寫的單詞和短語： spring summer autumn winter festival, house, scare night fun really 能聽、說、讀、寫的句子： It’s an autumn festival. It’s really fun. They go to people’s houses. They scare the people. 教學(xué)重點(diǎn)與難點(diǎn) 介紹某一節(jié)日以及人們在這天所做的事。 教學(xué)方法與學(xué)法 嘗試閱讀與課文主題相關(guān)的英語小故事。 教師課前準(zhǔn)備（教具、查閱資料） 錄音機(jī)、磁帶、單詞卡、音標(biāo)卡、CD-ROM。 學(xué)生課前準(zhǔn)備與預(yù)習(xí) 預(yù)習(xí)課文，了解東西方幾個重要節(jié)日以及慶祝方式的不同 教 學(xué) 過 程 集備 二次備課 第一課時（7） I. Warming-up and Revision Greeting: T: How are you today ? II. Leading-in T: Show students pictures about Chinese traditional new year’s costumes. Then ask questions: Look! What beautiful clothes ! When do you wear them ? T: Show pictures about Halloween ,such as masks, hats and clothes . Then ask questions: Do you like these scary clothes? Then ask student to guess the meaning of scary. T: Do you know when you wear them? III. Listening and reading activities T: Play the cassette for the first time and ask students to listen to the dialogue among Amy ,Sam and lingling. T: Give a short introduction about Halloween to students T: Ask the students to listen to the dialogue for the second. This time ask students underline the new words they don’t know T: explain the new words to students with body language, pictures and so on. Then ask students to write them down. T: Show questions about the lesson ,then ask students to read and translate the questions. T: Ask students to listen and repeat the dialogue sentence by sentence. T:Ask students to listen and repeat the dialogue again, then translate the Key sentence then answer the questions which have been given before about the dialogue. T: ask the students to look at the five pictures on SB Unit1 exercise 2. listen and repeat the dialogue for the third time then number those pictures. IV. Further Development T:Ask students to state the dialogue with the five pictures given on SB Unit1 exercise 2. T:So stusents a form with questions to do a comparision between Halloween and Chiristmas,ask them to discuss in pairs then fill out the form . V. Homework I.Ask students to draw a scary mask and make a suit of halloween costume by themselves ,then dress them up and introduce Halloween to your friends and families. II.Do the pre-study of Module3 Unit2 ,search information about Easter day. purpose Elicit the new word festival Elicit the main topic of the lesson and the word “Halloween”. Practice their listening skill. Make the students to initially understand Halloween. Find out new words so that the obstacles on learning the lesson can be sweep out . Develop their writing ability. Practice their listening and reading skills. Deepen the students’ understanding about the content of the dialogue so that they can answer the questions about the dialogue more easily. Practice their ability of comprehensive oral English expressions. Students can better understand the two important western festivals through this kind of comparision . Train them the habits of pre-study. purpose Elicit the new word festival Elicit the main topic of the lesson and the word “Halloween”. Practice their listening skill. Make the students to initially understand Halloween. Find out new words so that the obstacles on learning the lesson can be sweep out . Develop their writing ability. Practice their listening and reading skills. Deepen the students’ understanding about the content of the dialogue so that they can answer the questions about the dialogue more easily. Practice their ability of comprehensive oral English expressions. Students can better understand the two important western festivals through this kind of comparision . Train them the habits of pre-study. 第二課時（8） I.Warming up and Revision (1) Greetings. (2) Review the sentences: There is … There are … There was… There were… II.Leading-in Show some beautiful pictures. Ask :What is Halloween? What do children wear? Where do children go ? What do the people give? Then the children act and say. Today,we are going to learn about another festival—Easter. III.Listening & Reading Activities (1) Tell the students something about Easter. (2) Now play the cassette and get the students to repeat the sentences. (3) Play it again. (4) Tell the students to close their books. (5) Play the dialogue. Play the first part of each sentence and see if the students can guess the rest. Examples Tape: Look at… Ss: these children’s hats. T:(now play the cassette and check if students guessed correctly) Tape: There are … Ss: Toy chicks and flowers on the hats. T: (now play the cassette and check if students guessed correctly.) Continue like this, getting the students to remember the end of each sentence and then checking if they are correct. IV.Further Development (1) Say the months before learning the poem . (2) On the board write the names of the first 6 months of the year. (3) Tell the students that you are going to