unit 1 li ming is back to school 的内容。
重点定为。一mastery words(掌握词汇)：black grade class ….
expressions(表达法) difference between…and from room to room a girl named mary….sentence patterns(句型) 1, has been a teacher for seven years. 2 , one is…the other is… 3,girls wear blouse or shirts.
grammar(语法)一般现在时因学生比较熟习，没有作为本课重点。
二教学思路：本节课由呈现简笔画引入，让学生猜测图中人物的语言。再列出图中人物的对话让学生摸仿，学生使用对话交际然后大量练习。
让学生在机械操练中掌握。为了让学生对本节课的重点内容达到熟练的程度及增强学习的趣味性，笔者又设计了 “我是小记者”活动。 “我是小记者”则是进行提问、回答和书写的练习来巩固词汇、短语和语法知识。
最后，由学生摸仿教师的提问再次根据自己的实际情况进行提问和回答，以加强对本课知识的掌握和运用。
三教学片段： t: boys and girls.
what did you do during the holidays ? s1: i did my homework .
s2: i watched a tv play. t:
h**e you changed over the summer holiday? s9, what about you? s9:
yes, mr/ i’m taller. i often went swimming with my brother. t:
swimming is good exercise in summer. what about others?s10:
i’m thinner but taller. i played football everyday with my i’m sorry to say i’m fatter now. i like watching tv at home in the summer holiday.
(相当一些学生回答时把时态搞错了，教师在他们表达完后，简单的指出。)
step 2: listening and answering:
a) listen to the tape (of the first e-mail) with some questions t: we’ve talked about our school and class. next, let’s listen to li ming’s e-mail then you can know schools in canada are bigger and smaller.
please listen carefully and answer the following three questions:
1) where did li ming write the letter/mail? 2) how many pupils are there in li ming’s class?
play the tape ) t: jenny is in canada. do you think schools in canada is bigger or smaller?
ss: (together) smaller . t:
very good. s12, answer question 1, (li ming wrote the letter) in china.
t: good, s13, how many pupils are there in li ming’s class? do you know “pupils”?
yes, “pupil” means there are fifty pupils in his class. t: right, very good.
b) listen to the tape (of the second e-mail) and answer the following question. (do the same as in section a)who will come from the
step 3: reading and discussing .a)fast reading t:
read the two e-mails fast and silently. then let’s discuss more about them. here are some more questions:
1) who is the e-mail from and to? 2) what can you learn from the two e-mails?3) do you like schools in canada?
4) do you going from room to room for your class? is it good exercise?
5) who is brian in the second mail? how old is he?
b) second reading and further discussing
t: read the text a second time. then we’ll h**e a further discussion in groups of 4 students.
the question for you is: what are the same or different things between the schools in china and canada. i’ll give you 5 minutes to discuss.
then you should report your discuss to our class.(five minutes later, collect the result of their discussion.)t:
group 1, what are the same things between the schools in china and canada? s 15(from group 1): there are classrooms in all the schools.
t: good! anything else?
group 2? s16 (from group 2): there are many teachers.
t: very good! what’s the different things then?
s17(from group 3): schools in china are group 4): every teacher has a different classroom in canada.
s19(from group 5): students in canada go from room to room for their lessons. students in china h**e class in one room.
s20(from group 6): in canada, there are more teachers in their begins at 8:30 in canada, later than in china.
step 4: answering questions
encourage the ss to ask questions about the text, including the meaning or usage of the new words and phrases in this lesson. explain to the students and make notes on the blackboard. (see the explanations in the attached reference materials)
step 5: “let’s do it” section
t: it’s our new school term. it’s our first lesson today.
then let’s talk about the new term. look at the questions in “let’s do it!” and talk more.
3 question you’ll get: what is the same in the new term? what will be different?
what will you do differently?
step 6: homework: 1) write an e-mail to your friend.
2) finish off the exercises in the activity book.
3. class closing
sum up this lesson and end it.
t: today we learned two e-mails. there are some new words and phrases we should remember:
grade, student, class, pupil, cousin; be back, h**e lessons/classes. we also know about the differences between schools in china and canada. please practise writing an e-mail to your friends after class and finish your homework.
that’s all for today.
四教学反思：我认为，英语教学的目的主要是培养学生掌握并运用英语的能力，英语教学应该为学生创设他们喜闻乐见的合适的情境，给予他们充分的时间和空间，让他们成为学习的主人。作为一名英语教师，首先应该激发学生学习英语的兴趣和积极性，增强学生的记忆效率，以达到最终的教学目的。
如果一味地采用传统的英语教学方法讲授语言规则，让学生脱离语言环境去做大量机械、枯燥乏味的知识训练，学生学习兴趣当然不高。因而，在本堂课的中，我设计了两个活动，让学生在情景中练习词语的运用，增强学习的兴趣，锻炼了口语表达能力，对词汇进行了积极的积累。在活动的开展过程中，我发现活动的效能远不如自己所期望的那样。
例如，在活动伊始，我过高的估计学生的听的能力。大多数学生无法在头脑中形成英语句式，有的甚至对原话复述都存在困难。因此，活动的设计以及活动**现的意外状况都需要设计者在之前进行周密思考及在课堂上的变通。
现对如何发挥活动的效能作如下反思：（一）设计与学生实际英语水平相当的活动。由于地处农村、师资和学习起始时间等因素的影响，各校各班的学生的差异相当大。
因此在备课过程中，教师一定要认清学生的英语实际水平。笔者在本活动的开始时，高估了学生听说能力。在及时认识这一不足后，调整了摸仿用词的难度，让学生看了再听，再想，再反应。
虽然活动也延续了下去，但听说的作用似乎不大。笔者在课后与学生的交流中了解，部分学生只是对听到的句子不太明确，在了解学生听的能力这一真实水平，笔者认为在布置写句子时，事先圈定每组所选用的词语。这样保证所有学生能准确地获取信息，听也发挥了它应有的效能。
（二）重视活动中微任务的设计在任务型教学活动中，任务是无处不在的，即大任务中包含小任务，小任务中包含微任务。教师不能单纯的设计大任务，而忽视小任务，微任务的设计。正是由于它们的链接和点缀，任务才更易操作，活动的效能才能更好的发挥。
本堂课**现的一些学生在别人练习时，思想不集中，开小差的情况，正是教师忽略微任务布置的结果，让这些学生感到无事可做。笔者在课后想到，在让个别学生进行练习前，可先把全班学生分组；学生回答时，本组的学生可以补充；其他组的成员可以找错。通过小组竞赛的方式，激起每一位学生的关注。
这样就保证了所有的学生都积极参与到活动中；同时也让学生感受集体荣誉感，增强他们的集体主义精神。（三）加强活动中的即**价评价是英语课程的重要组成部分；科学的评价体系是实现课程目标的重要保障。活动中的即**价，不仅能够活跃课堂气氛，还能激发学生自我完善的积极性，发展学生的各项能力。
在课堂教学中，当一些学习存在困难的学生无法完成学习任务时，教师更应慎重对待。总之，在教学中活动能否真正的发挥好效能，是能否达到预定教学目标的重要条件。本人在今后备课过程中，应反复斟酌学生的生活环境，生活经验，学习兴趣和英语水平，努力调整教学方式，大胆取舍教学内容，力求满足不同类型和不同层次的学生的需求，让每个学生在学习英语的过程中都能感受成功，从而形成积极的学习态度。
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