a. T: Show the pictures on the blackboard. Play the tape and have the students look and listen.
b. Ss: Listen and underline the new words. Try to read c. T: Explain the new words and the sentences. 了解单词的缩写和完全形式 cm = centimetre km = kilometre
d. 让学生在课文中找出动词的过去式，如，go (went), see (saw), eat (ate), 老师板书将学生分成两组，一组说原形，一组说过去式，展开游戏，看哪组反应快。
e．Do the practice 1 and 2 f. Learn the poem. 4、Practice.
1).Game：Where did I go?
2). Do the exercise 1 and 2 of the student’s book. 5、Summary. 6、Homework:
写出生词和动词的过去式，设计并制作自己的宇宙飞船，并到学校展示给同学。 7、Design:
Module 8单元备课
语言功能：描绘一个人一生的经历。(Describing a person’s life.)
学习任务：Helen Keller became blind and deaf. She couldn’t see and she couldn’t hear. Later
she could read and write. She wrote a book about herself.
运用任务：运用一般过去时来谈论一个人一生的经历。将Helen Keller 的故事讲给别人
听。将自己小时候的故事讲给班上的同学听。小组为单位到互联网上查阅更多的有关于Helen Keller 的故事；采访自己的亲戚或者朋友，将他们的经历写成简历在班上进行展示。将自己小时候能做的事情和不能做的事情进行比较并写成小短文。
模块分析：本模块以一般过去时讲述了美国著名的盲人女作家Helen Keller 的故事，以
及盲文的发明者Louis Braille 的故事。教育学生要坚强勇敢地向命运挑战，有很强的教育意义。Unit 1, 讲述了Helen Keller故事，并让孩子听听，找找，看看，说说她的故事，可用讲故事的活动进行练习，也可以进行一些听力练习和阅读理解的练习，可以要求孩子查阅更多的资料对故事进行充实与整理；Unit 2 听了另一名盲人女发明家的故事，用几个疑问代词进行了听力的理解与问题的回答。可以用听音判断的方式进行巩固练习，也可以用阅读连线的活动进行故事的理解。
课时安排：2课时
Module 8
Unit 1 Why do you have cups on your heads ?
Teaching Objectives:
1. Words and Phrase: born child as later drew letter herself all over world mode
2. Sentences: Helen Keller became blind and deaf. She couldn’t see and she couldn’t hear.
Later she could read and write. She wrote a book about herself. Teaching Properties: Tape-recorder, cards, pictures Teaching Procedures:
A: Song: look up at the spaceship
B: Free talk: What did you do at the weekend? C: New Concepts
一. 把全班分为A，B两队，老师准备一些图片，其中包括蒙眼写字，塞耳听录音的图片，为的是能让学生体验Helen Keller的艰难。一名学生出示图片另一名学生用can/can’t造句 S1: 出示图片
S2：I can \\ can’t….
复习以前学过的单词的同时，并为本节课要学习的could\\couldn’t 做铺垫。
二. 再出示几张自己小时候的照片并介绍
I was born in Huan Ren 1980. Can you guess what I could \\ couldn’t do? Ss: You could\\couldn’t….
同时让学生谈论下自己小时候能做和不能做的事情
三. 出示一张海伦的图片，并让学生根据自己查阅的有关她的一些资料介绍她，并问同学们你们想知道海伦小时候的一些事情吗？今天让我们一起走进MODULE8 UNIT 1，走进海伦，播放CAI。第一遍让学生们边听边划出重点单词，如“born , world, all over…”可以请学生根据上下文猜单词的意思，也可以教师讲解生词，请学生模仿跟读。听第二遍时让学生带两个问题听并试着找出答案。 Q1：What could Helen do? Q2: What couldn’t Helen do?
这两个问题的答案正是本课的重点句，让学生反复操练此句型。 听第三遍录音时让学生跟读，并让学生分组练习对话。
四．Homework: Tell the story of Helen to your friends and parents. 五．Design:
Module 8
Unit 2 Why are you wearing a hat ?
Teaching Objectives:
1.Words: 识别并书写was born
2.Sentences: 学习并能口头运用When was he born?
He was born in 1809.
3.会用这类语句来询问并回答你想知道的人物信息。 4.Grammar: the past tense Teaching Procedures: Step1 Warm-up
A: chant: Humpty Dumpy sat on a wall.
B: Free talk: Talking about one’s experience in the past. C: Let the students describe their young.
让学生描述事先准备好的小时候的照片，以此来复习前课所学的内容，并为新课做好准备。
For example: In this photo, I was 5 years. I could dance.
I couldn’t speak English. Step 2 Presentation
T: Now I will introduce a blind man to you. He was born in France. He
became blind in 1812. He was very famous. Who is he? What is he? What happened to him? Now, let’s listen to the tape. (让学生圈出生词) Step3 Listen again then answer the questions（老师把关键的疑问词写在
黑板上，运用 “对答如流”的游戏回答本课的问题）如： Where -- France
Where -- in 1809 Who -- Louis Braille
Summary
Homework:以采访的形式询问自己某位朋友的经历并写一份简历。 Design
Module 9单元备课
语言功能：询问原因以及回答。(Dealing with misunderstandings)
学习任务：What’s the matter? Why are you laughing? Why are you wearing a raincoat?
Because it’s going to rain.
运用任务：运用What’s the matter？ 来提问，会用表示状态的形容词来回答；找出更多
易混淆的单词，在全班进行汇报，并讨论该如何避免语音错误引起的误会。制作一套易混淆的单词卡片。搜集有关衣服与季节，地点搭配的有关指示，练习用Why ….? Because ….来进行对话游戏。
模块分析：本模块主要学习的是询问原因以及怎样回答，还学习了一些容易混淆的单词。
Unit 1 主要同孩子们的一段对话，引导除本模块的重点句型：What’s the matter? Why are you laughing? 通过听音练习来初步了解，并用一些练习进行了操练，让孩子们找到了知识点。可以通过小组分工，分骄色表演等活动进行练习，同时还可以在学了对话中的容易混淆的单词以后，多查找一些易混淆的单词，进行汇报；Unit 2 通过听力练习，学习了Why…和 Because 的搭配。并通过更多的练习继续巩固和操练。最后用一首相关的歌曲作为结束。
课时安排：2课时
Module 9
Unit 1 Best wishes to you !
Teaching points:
1. Integrated recycling: why and because.
2. Vocabulary and phrases: laugh cup understand mistake baseball cap
lots of
3. Sentences: What’s the matter? Why are you laughing?
It’s easy to make mistakes with English.
4. Looking for the words that their pronunciations are almost the same. Teaching aids: Pictures Tape Recorder Cups Caps Teaching Process:
一. Warming up.
1. Greeting.
2. Sing an English song. And recite the last lesson’s chant. 3. Find out the differences of the words.
The teacher is going to write pairs of words on the board. The teacher is going to say the words and the students have to listen to carefully and decide which words the teacher is saying.
leek-----lick pan----pin tap------tip cup-----cap big------pig head---had
Have the students read the words and, if necessary, the teacher can say and explain each word and have the students repeat them after the teacher.
Go through the words and say one word in each row. The students
should write down the word.
On completion, have the students compare their answers with a partner before the teacher corrects the exercise.
Ask the students if it was difficult to distinguish which words were being said (yes). Ask them if they know why (the vowel sounds were very similar).
The teacher says: