【正文】 one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a second one: students can listen, read, say and write the following daily expressions: What’s for breakfast? Have some juice third one: students can listen, read, say and write the following sentence patterns: Where’sWhere are themy… It’s They’re…There’s no …in on near…I think the most difficult point of this period is to make sure the students can use the patterns “Where’sWhere are…and There is no …inonnear…” in their daily life I will use some pictures, words and sentence cards, a tape recorder and the multimedia puter to help me achieve the taskbased method, municated method, group cooperate method will be used in this acplish the aims, I design the following steps: Step 1 Songs and the game arousers the order to attract the Ss’ attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game “Simon says”.At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the 2 Change class to life, happy to substance of language is munication and the environment of munication is when I present the sentence pattern “What’s for breakfast?” I first show a clock to elicit the time for breakfast, teach the show my own photo of having breakfast, Ss ask and this way I can attract Ss’ attention, encourage Ss to ask Qs with the new of the Ss have learnt the sentence pattern: Where’s…? so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are…? They’re … Meanwhile stick the sentences on the some practice by asking and answering, I present the next language points: There’s no …inonnear… Have … I will stick these sentence patterns on the I’ll let the Ss do pair works to consolidate 3 Listen to the tape and Ss imitate to read and the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the fivestep in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the 4 Ss be the main body, T makes a class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their I show a carton with no voice, ask Ss to make a dialogue in are lots of ways to consolidate the new game is a good according to the physiology of Ss, I hold a group petition during the game, ask Ss to finish the this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in 5 Change class to life, learn by this the end of the class? I don’t think there is an end, I think it should be in the I extend this class, encourage Ss to use the learned to municate with each other in their a word, the whole period is based on tasks, which are designed from easy steps to steps that are the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills ’s a lot for your begins，good morning/afternoon boys and you know xxx?It39。本單元只出現(xiàn)陳述句，在下一單元也就是第五單元才開始對疑問句的學習。三、說學法教學目標是教學活動的出發(fā)點和歸宿，根據新課標以及大綱要求，結合以上分析，我確定本課的教學目標如下：（一）、教學目標知識目標（LINGUISTIC FACTORS）：（1）能正確聽、說、讀、詞匯eat/eating, sleep/sleeping, fight/fighting, hop/hopping, swim/swimming, run/running 在此基礎之上，能拼寫以上單詞的部分字母；（2）正確聽、說、讀、句型The elephant is sleeping./The hippo is rabbits are hopping./The turtles are ，能利用已經學過的詞匯進行語言的創(chuàng)造。再換一個學生來搖他，學生A依然不起來。T: Can you spell running? 學生拼出來的一定是runing,此時糾正錯誤，: How many letter “n”s are there?全班同學一起跑，T: What are you doing? We are ：Who can’t run? The chairs/desks/birds can’t :T: Are you a frog?Sa: : How does a frog go to school?Sa: The frog hops to school?T:(深港版教材第二冊第四單元Part E):I’m a frog on a can hop, hop, ’m a puppy in the can run, run, : You are , are the frogs doing?Ss: The frogs are : What else can hop?Ss: The rabbits can , 將其板書出來。在對單數的句型練習幾次后，改為對復數句型的練習，即叫兩個人起來一起扮演小動物，并自己小聲商量做什么動作，然后提問同學What are the ? doing?(設計意圖：通過游戲讓學生練習新句型，在由老師帶領學習逐漸轉向學生自主學習，在反復的操練過程中讓學生對主語為單復數的現(xiàn)在進行時句型進行區(qū)別和理解。)五、說板書設計。（2）激發(fā)學生學習英語的興趣，使學生樹立學習英語的自信心。激發(fā)學生參與學習的興趣，是新課導入的關鍵。在小學英語課堂中使學生保持一種積極的緊張感，能夠激發(fā)他們學習的外部動機，引發(fā)他們一系列的自主活動，促進外部動機向內部動機的轉化。同時在學習生詞時感知句型，做到“詞不離句，句不離詞”，重視對學生思維，觀察能力的培養(yǎng)，特別是對學生合作學習能力的培養(yǎng)，讓學生們們在師生，生生，小組等不同的合作方式中，學會傾聽，學會評價，為學生的終身學習奠定基礎。小學四年級是小學階段強化同學讀寫能力的起始階段，尤其是培養(yǎng)同學書寫的能力的重要時期。讓讀和寫緊密的結合，才干達到事半功倍的效果。B、學習戰(zhàn)略：注重閱讀，書寫能力的培養(yǎng)。（2）以四線格形式出示這四個四會單詞的書寫，要求同學和老師一起空手拼讀，為單詞書寫做下鋪墊；接著進行了一個猜單詞游戲，更加強化了同學對單詞的記憶。在這個過程中，不只可以提高同學的語言運用能力，同時培養(yǎng)了同學的小組合作意識。能力目標:要求學生圍繞體育類的單詞，在一定情景下能運用各種句型來進行交談情感目標:培養(yǎng)學生良好的生活習慣并能積極鍛煉，保持健康讓學生能將奧運會精神運用到生活中和學習中去教學重點、要點教學重點是學生能聽說讀背這些單詞教學難點是云同我們學過的句子來熟練地說說自己或別人喜歡的體育項目二、說教法為學生提供具有生活性，時代性和文化性的教學內容。本課以素質教育為目的，結合教材重點、難點幾英語學科特點。本課是這個單元的第一課，它起到統(tǒng)領全單元的作用并為下一課學習表示方位的知識作了重要鋪墊。對情景進行模仿、創(chuàng)新。合作探究法子曰：三人行，必有我?guī)?。（二）設境激趣通過teacher`s bedroom（初步滲透課文內容）心理學研究表明，學生對學習內容如果發(fā)生興趣，就會產生愉快的情緒和強烈的求知欲，學習就會事半功倍。學生經過自己的探索，主動獲取知識，理解才會最深刻。My bedroom has a…來回答示范，然后請個別學生上臺當Mr Shaw。這樣的設計，創(chuàng)設了特定的情景，角色的體驗中將能產生過強烈的情感體驗，他們在角色交流中相互交流、啟發(fā)溝通、互相糾正，從而提高英語口語能力。