知识目标：
1.全体学生掌握并运用以下词汇：dialects, accents, traditions, typical, changeable, disappear, get rather mad, be pound of, be different from, spend with sb
2.全体学生掌握重点句。
1）after i had spent a week with my english family.
2) but it is not the language that is different and surprising
3) it is very different from what i learned at school.
4)before i came to england, i had thought that fish and chips were eaten everyday.
5)but what is ordinary for all british is that they follow traditions.
6）probably britain has more living signs of its past than many other countries.
能力目标：大多数学生能够了解书信的书写，掌握动词的过去完成时。初步学习动词的被动语态。
情感目标：通过阅读，让学生了解不同国家的文化风俗，拓展学生的文化科学知识，增强自身的能力。
教学过程。分成8步，引入——听力——快速阅读——细读——知识点答疑解释——讨论巩固（复述）——知识建网——作业）
step1:warming up（展示一封刚收到的学生求助的电子邮件，复习书信的格式并导入新课。）
ask students some questions:
s the capital of london?
you often write letters? how often do you write a letter?
you know sth about foreign customs ?
step2: listen to the tape and answer the following two questions.
1. can we often see “london fog” in london now? why?
2 . is what he’s seen quite different from what he’d learned at school?
show some pictures of england.
step3:fast reading （after reading, ask ss answer the following
(1) boris had spent a month with his english family. _
(2) students in his group speak the same dialects __
3) fishes and chips were eaten everyday in london. _
4) he had seen the “london fog
5) people in london h**e always been proud of the ancient buildings. _
step4:careful reading
1. 小组内合作解决短文的汉语意思，找出不懂的地方进行交流。
2.教师适时巡回点拨。
step5: explanation找出学生集中不理解的地方，教师进行拓展解析。
1）stop doingmake sentences)
2) spend ….doing sth翻译)
make sentences
3）重点句解析翻译。
1）after i had spent a week with my english family.
2) but it is not the language that is different and surprising
3) it is very different from what i learned at school.
4)before i came to england, i had thought that fish and chips were eaten everyday.
5)but what is ordinary for all british is that they follow traditions.
6）probably britain has more living signs of its past than many other countries
自主完成后，小组合作，交流学习成果，共同释疑。
step6: retell the text.(教师在投影上打出一些连接提示词，让学生进行小组复述，各组完成后选择其中一名进行复述，达到知识迁移深化的最高目标。)
step 7： summary让学生进行自主建网，通过对文章的学习，让学生归纳文章中的短语，总结本课都学习了哪些重难点，自主合作，其他小组补充。若是有不会的内容可以请教周边优生或向教师发问。
step 8： homework
1． 复习并背过今天所学单词(b)
2． 用英语写一封信。（文章）(b)
3． 上网搜集其他国家的风俗文化，课后小组互相交流心得。(a/b)
4. 复述文章(a)对文章大意进行了解。(b) 把文章进行复述作为今天的写作作业。(a)
作业进行分层布置，a为班级英语中生和优生，b为学困生。分层布置作业，为学生着想，让每一位学生都有收获，从而实现关注每一位学生的发展的思路。
设计思路：近几年中考对阅读理解、阅读表达的考察应该说越来越全面了，因此我在阅读课的教学设计上注意了培养学生掌握有效的策略和技巧，根据不同题目灵活运用；在读的过程中合理安排了读前导入、快速阅读、精读、和复述课文，使学生形成连贯的知识体系，将听说写和读进行有效的结合，提高学生的综合能力。
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