【正文】 hese sentences ,if all the Ss do not know how to read, the teacher should tell them. teacher choose some Ss to try to read these sentences in pairs .If there is something wrong,the teacher should correct it. that ask the students to answer the question:“……is / isn’t good at English / Chinese / maths. ” ,to make sure all the sudents can understand it. and 。） 3. Listen to the tape and number .(完成聽錄音排序 ) Step 5 質(zhì)疑再探 (5 minutes) Do you have any questions? Step 6 運用拓展 (5 minutes) . egg_______ vest________ bed________ desk_________ 背心 ________ 外套 _________母雞 _________ 鋼筆 ________ ,將其序號填在對應的橫線上 . D. not Bb writing design:（板書 設計） Lesson 2 It’ s too short skirt 裙子 coat 外套 shirt 襯衫 It’ s a dress./It’ s short. A:What colour is your dress? B: It’ s red. A:Is it short? B: Yes, it is. 教后反思 教師的教： 學生的學： 第七課時 Lesson 3 Is that a pig ? Teaching topic: Let’s talk. Teaching material analysis:(教材分析 ) 1)To study the new words: on, ship , many, animal ,elephant, where ,there, so , 2)The students can master the pattern: Is that a big pig? No, it isn’t a pig .It’s an elephant. Goal request:(教學目的 ) The students can master the patterns: The students can master the pattern: Is that a big pig? No, it isn’t a pig .It’s an elephant. Key difficulty:(重點難點 ) How to read and write the words: on, ship , many, animal ,elephant, where ,there, so. Teaching times:(教學時間 )1 Teaching metheds:(教學方法 )three doubts three searches Teaching aid study:(教學工具 )cards, tape Teaching process:(教學過程 ) Step 1 設疑自探 (10 minutes) 。 2. A red dress for you. 。 如： This is my dress. It’s red. It’s new. I like it. and write. 看一看，填一填 。 you. 對不起 . 再次見到你很高興 Bb writing design:（板書設計） Lesson I can help you. Chinese English maths I’ m good at Chinese (English / maths ). I can help you. [k] [r] [p] [h] [b] [t] [g] [m] [l] [230。要做到每一堂課的內(nèi)容能保證學困生學會，而對于接受能力強的學生要做到上不封頂 做好每位家 長的思想轉(zhuǎn)化工作， 要想孩子們學好英語，家長的態(tài)度也是非常重要的，現(xiàn)在英語課是主課，希望他們對這門科 目要象對待語文、數(shù)學一樣重視。同時，培養(yǎng)學生的觀察、記憶、思維、想象和創(chuàng)造能力，適當介紹中西文化，培養(yǎng)學生的愛國主義精神，增強世界意識，為學生的進一步學習奠定良好的基礎。如實施建議中對教學和評價都給出了具體的、符合實際的建議，同時評價方式與方法的舉例非常詳盡，不僅例舉了各項技能不同級別的評價方案， 還有對評價方案的評析，對老師們在教學中的評價操作具有很強的指導性。在實踐這一偉大而神圣的工程中請遵循： 育人原則： 千教萬教，教人求真； 千學萬學，學做真人。 2．更符合語言學習的規(guī)律。按照新課標和新教材的理念，積極進行課堂教學模式的改革、探索，優(yōu)化課堂教學過程，重視對學生能力的培養(yǎng)，不斷提高學生的綜合素質(zhì)，使每位學生自信且成功地成長。幫助英語基礎不好的學生， 提升英語基礎好的學生。 教后反思： 教師的教： 學生的學： 第二課時 Lesson 1 I can help you. Teaching topic: Let’s learn 。 Bb writing design:（板書設計） Lesson I can help you. …… is / isn’t good at English / Chinese / maths. 教后反思： 教師的教： 學生的學： 第四課時 Lesson 2 It’ s too short. Teaching topic: Teaching material analysis:(教材分析 ) 1)The students can listen,say, read and write some words correctly. dress ,skirt, like ,vest, let’s= let us , but , short, then , let , us , make , short 反義詞 :long 2)The students can master the patterns:It’ s a dress. It’ s short. Goal request:(教學目的 ) The students can master the pattern: It’ s a dress. It’ s short. Key difficulty:(重點難點 ) How to read and write the words: dress, skirt, like , vest, let’s= let us , but , short, then , let , us , make , short 反義詞 :long Teaching times:(教學時間 )1 Teaching metheds:(教學方法 )three doubts three searches Teaching aid study:(教學工具 )cards, tape Teaching process:(教學過程 ) Step1 設疑自探 (5minutes) the new words on the blackboard. Dress skirt, like ,vest, let’s= let us , but , short, then , let , us , make , short 反義詞 :long T: Please look at the blackboard and talk about how to pronounce the words correctly. to the tape carefully then answer my question. T:Can you tell me the meaning of the text? Ss:Sorry,we do not know. T:Now please talk about the meaning of the text in four,OK? Ss:OK. Step 2 解疑合探 (15 minutes) encourage the Ss to stand up and read the words,if all the Ss do not know how to read, the teacher should tell them. teacher choose some Ss to stand up and explain the meaning of the there is something wrong,the teacher should correct it. teacher read the text. Then let Ss read after the teacher. Then let the Ss read the dialogue,choose a student read the text with me. Step 3 質(zhì)疑再探 (10minutes) T:Can you tell me something about the text？ S1:Can you tell me the other names of the clothes,such as“裙子”“連衣裙” and so on? Step4 運用拓展 (10minutes) 練習。 Listen and choose. Teaching material analysis:(教材分析 ) 1)Go over the words that we study last time. 2)Learn some new names about animals:tiger,rabbit,deer,lion. 3)Sing the “ Old Mac Donald has a farm” song. 4)Make the sentences using the patterns:Is this/that a pig? Yes, it is./ No, it isn’t. 5)Master the Phoic Symbols:[f][∫] [t∫] [ks][i] Goal request:(教學目的 ) 1)Know some words about animals . 2)Make the sentences using the patterns: Is it a pig? Yes,it is./No,it isn’ t. Key difficulty:(重點難點 ) Master the Phoic Symbols:[f] [∫] [t∫] [ks][i].. Teaching times:(教學時間 )1 Teaching methods :(教學方法 )three doubts three searches Teaching aid study:(教學工具 )cards, tape Teaching process:(教學過程 ) Step 1 設疑自探 一 (8 minutes) 1. 復習導入： Is this /that a bear? Yes ,it is ./No ,it isn’t 2. 設疑： Can you make a bear/panda/ rabbit? Let’s Ss learn to make together. Step 2 解疑合探 一 (10 minutes) 。 bear/panda/ rabbit 進行操練： I’m a bear. Are you a panda ? No, I’m a rabbit. ，看誰表演的好。 Let’s read. Teaching material analysis:(教材分析 ) 1)The students can master the patterns:It’ s a dress. It’ s too short. Is it short? Yes, it is./No, it’ s long. 2)Review the Phoi