教学内容：
本课选自NSE Module 9 unit1描述Lingling周末活动的一封信。学生进一步学习一般过去时态的用法。
教学设计：
随着课程改革的推进，人们越来越关注课堂教学的有效性。英语作为一种交际性语言，其地位众所周知。而阅读是语言学习的重要方面之一，所以阅读既要合理同时又要科学，通过阅读，主体的感知、理解、评价是十分重要和必不可少的。
本案例是Reading（精读课），按照英语新课程标准的要求，这堂课应当是“以任务贯穿读、听、说的活动，让学生通过‘感知－概括－应用’的思维来增长知识，发展能力”。基于此，其教学设计的落脚点有二
1.学生通过阅读学习，有助于提高学生的阅读能力和自主学习能力。
2.通过阅读进行语音处理、单词处理、短语处理和句子处理；通过阅读进行意义建构，在与文本相互作用的过程中，在理解、思辨的过程中培养学生的语言输出能力，即说话能力和写话能力。
Teaching aims：
1.知识目标:
（1）能听、说、读的单词：wore、women、actor、told、joke、funny、af
ter、show、ready
（2）能理解并使用动词的过去式。
（3）能听懂、会读、理解课文并回答相关的问题。
2.技能目标:
（1）能初步掌握在短文中划找信息和新知的阅读方法。
（2）能够用一般过去时态描述过去的经历。
3.情感目标:
（1）培养学生自主学习发现探究、积极与他人合作，增进孩子们的情感交流。
（2）培养学生通过阅读，寻找阅读中带来的快乐，在交流中发展语言的能力。
Teaching important and difficult points：
1.使用动词过去式描述过去发生的事情。
2.听、说、读并正确使用单词：wore、women、actor、told、joke、funny、after、show、ready以及这些单词的呈现。
3.阅读方法与技巧引导和渗透。
Teaching properties：
PPT word cards sentence cards CD-ROM。
Teaching steps：
Step one：Warming up and revision
1.Greeting
2.Shooting game: Please shoot the bubbles by phrases: ate、drank、went、was、saw、did、were、bought、learnt、had、ran、met.（此环节用于活跃气氛并初步复习过去式动词）
3.Review the past tense words. go—went„
Step two：Pre-reading
一、Free talk
1.T：Children！ What did you do last weekend?
2.Group work:Tell partners what they did last weekend?
3.T：Were you happy last weekend？Can you guess what Miss Luo did last week? （教授show funny） Where did I go？
4.引导—I went to the theatre（教theatre ）引导学生从单词表查找新单词theatre，并学会拼读。
T：In the theatre,The show was very funny，We laughed a lot.引出课题
Today we’ll learn M9 Unit1 We laughed a lot.
二、整体感知课文
T:OK！ Last week Lingling was very happy.She laughed a lot.Can you guess where she went? Maybe she went to the„„
听 T：Let’s watch the CD-ROM. Listen and think “where did she go?”
板书并齐读 children’theatre.
Step three: While-reading
一、Reading the first paragraph
设问质疑，推进阅读。精读、默读结合。
1.Q1：Who were in the children’s theatre？
（1）listen and think “Who were in the children’s theatre？”
（2）以旧引新教授men 、women、actor。（a man two men a woman two women）
2.Q2：What did they do？
（1）Repeat and think
What did the men do？----- The men wore women’s clothes
What did the women do？---- The women wore men’s clothes
What did the actors do？--- The actors told lots of jokes（教授joke）
What did the children do？--They laughed a lot
（2）Underline the answers.
（3）词句结合，边教授单词呈现卡片在黑板上。
（4）Repeat the first paragraph and pay attention to the pronun- ciation.
【设计意图】分段阅读，逐层分解，将阅读推向深入。发挥学生自主性学习，探究解决问题的能力。
二、Reading the second paragraph
1.Q3：After the show where did Lingling go ？And what did they eat？
（1）Listen and think.
（2）引导学生从单词表查找新单词restaurant，并学会拼读。
2.T: Do you like eating hamburgers and chips?
T: But be careful ！ Don’t eat too much. It’s not good for you！ If you eat too much ,you will be fatter and fatter.
3.Repeat the second paragraph.
[设计意图] 在课文的教学过程中自然的渗透健康教育。
三、整体感知全文
1.Who wrote this letter? 板书From， Lingling
2.Where did Lingling live？ 板书地址
3.Lingling wrote this letter to „ 板书Dear Daming
4.Where is Daming going to go？（并教ready ）
Daming is ready for a trip to America. He is very happy.引导学生自己查阅trip的发音及意思。
5.默读前两句回答How many letters does Daming have got？ Where were they from？
6.跟读全文。
Step four：Post-reading
1.联系生活，看图说说Tom昨晚做的事情。
2.小组说图，写句子。学生上台展示读出自己写的短文，大家猜是哪副图。
板书设计：
Module 9 Unit 1 We laughed a lot.
Dear Daming 15 Maring street London NW2 England
where
children’s theatre men
actors
children
restaurant
hips
From，
Lingling
Who women What wore women’s clothes wore men’s clothes told lots of jokes laughed a lot ate hamburgers