【正文】 the students they are going to start a new lesson(The teacher may say:“All of you done a good job!Next, we are going to start a new 7（專科）汕尾職業(yè)技術(shù)學(xué)院外語系英語教育專業(yè)畢業(yè)設(shè)計lesson about animals.)The teacher present the PPT and play the sound of animals to the students by asking ??what is it or what are they???, then guide the students to learn the new words and sentence teaching, teacher should use the chalks to write down the new words on the that, teacher can check the words by inviting some students to reading the : duringactivity( minutes)After teaching the new words, the teacher tells the students that they are going to play a game called guessing game and explains the rules of the game to the students(The teacher say: “We are going to play a guess game, the game is to guess the animals, I will show you a small part of body of animals through PPT, then, I will play the recorder two times for you to listen the sound of animals, finally you should stand up and say out the name of animals you one, who stand up quickly and answer correctly, will be the winner.”)The teacher presents a small part of animals, for example, when teach the word“pig”, teacher can show the nose of pig, and then play the sound of pig with recorder and asking the question“what is it or what are they”.If student answers right, teacher can prize his or she by saying “your answer is right, very good, please continue.” Then the teacher can show the ears of dog, the tail of monkey, the mouth of duck, etc, to continue the the other hand, teacher can invite some students to show the any part of the animals and play the recorder, and the others to guess what animals it is or what animals they :afteractivity(5 minutes)The teacher makes conclusion about students? performance and the grammar points.(1)The teacher prizes students? excellent performance(2)Guide the students to understand grammar point: the usage of the plural Examples: Sentence1: What are they? Sentence2: They are apples）When we want to ask someone else the things more than two numbers, we can use this sentence pattern: What are…? You can answer: They are…（四）Activity four: matching game materials:Words: tomato, potato, cucumber, onion, carrot, watermelon, pineapple Name: matching game: The game is interesting, whose chief object is to consolidate the words the students are going to teacher applies The Situational Approach to this guessing game at the beginning of the this activity, some PPT and cards about vegetables and fruits, chalks, and blackboard will be the 8（?？疲┥俏猜殬I(yè)技術(shù)學(xué)院外語系英語教育專業(yè)畢業(yè)設(shè)計game, students can enjoy themselves in the course of :Step 1: warm up(1 minute)The teacher asks the students to say a chant to warm up(The teacher say:“boys and girls, before a lesson, let?s say the chant“How much is that colorful dress”together, are you ready? Let?s go”)How much is that colorful dress? Very expensive, very much is that pretty skirt? Very expensive, very expensive How much is this yellow shirt? Very cheap, very ！I want this teacher tells the students they moving to a new lesson and the topic of the lesson.(The teacher may say:“we are going to move to a new lesson about vegetables and fruits, let?s learn it together.”)Step 2：presentation(10 minutes)The teacher shows students the PPT which including the vegetables and fruits one by one, and asks the whole class whether they like to eat it or the teacher teaches the new words one by one.(The teacher may say:“Do you like to eat those vegetables and fruits? Do you know how to speak it in English? Let?s learn it one by one.”)The teacher presents the picture of tomato in puter and guides the students to read it.(The teacher says:“Look!What are they? They are read after me one word two times, tomato, tomato, tomato, tomatoes.”)After finishing teaching the new words, the teacher checks the words students have learned by asking some students read the words and spell it in ，the teacher prizes the students who perform well in 3: gameplaying The teacher tells the students that they are going to play a then gives the instructions of the game to the students, and then divided the students into several groups of four members.(The teacher may say:“We have learned the new words, now we are going to play a matching !There are some cards with pictures on my right hand, and some cards with words on my left hand。因此，在英語教學(xué)中榮音樂與英語一體，能幫助學(xué)生理解對話，表現(xiàn)情景內(nèi)容，創(chuàng)設(shè)有聲語言環(huán)境，使學(xué)生自然投入。不管是在濕地，還是在浮煙山，我在指導(dǎo)學(xué)生觀察美麗的自然風(fēng)光同時，還注意指導(dǎo)學(xué)生觀察方法。怎么讓孩子有話可說，有感可抒呢，選擇圖片是很重要的。除了以上內(nèi)容外，我還千方百計的搜集更多的素材，以調(diào)動學(xué)生的習(xí)作興趣。然后，房旭峰又轉(zhuǎn)向王明，繼續(xù)摸。而在后面的作文評改，只需要做到重點推敲語言文字，實現(xiàn)用詞用句準(zhǔn)確表達(dá)情感。合適的教學(xué)情境讓學(xué)生從感受形象開始，而學(xué)生在感受形象時，觀察的客體和詞語之間就會建立相互的聯(lián)系，此回合使表象的儲存隨之豐富。教學(xué)“toys”一課時, 可用多媒體顯示一個玩具城, 邀請學(xué)生“Let’s go to the Toy’s Town.”學(xué)生非常高興。英語教師在課堂上要積極運(yùn)用各種生動傳神的表情、形象的語言和演示動作來描述事物，力求逼真，幫助學(xué)生理解，逐步培養(yǎng)學(xué)生用英語進(jìn)行思維的能力。情境教學(xué)法通過再現(xiàn)教材內(nèi)容的相關(guān)情境，利用角色效應(yīng)，讓學(xué)生自己琢磨、去嘗試、去發(fā)現(xiàn)，縮短了教材與學(xué)生之間的心理距離?？蛇^去好長時間，還是不退燒。我特別就這個問題對孩子進(jìn)行針對性的指導(dǎo)。，開發(fā)習(xí)作“材”源好的活動能讓兒童的感官回歸到生活狀態(tài)，能豐盈兒童的習(xí)作體驗，為習(xí)作教學(xué)搭建起一個開闊的動感平臺。孩子們少的能寫出兩三張稿紙，多的能寫出四五張稿紙，大多數(shù)孩子也能寫出三四張稿紙。我經(jīng)常帶學(xué)生實地觀察，實地指導(dǎo)，實地寫作。教師將學(xué)生要學(xué)的對話融于其中，會加深學(xué)生對語言的理解，幫助學(xué)生在語言與表達(dá)對象之間建立起聯(lián)系，從而調(diào)動學(xué)習(xí)積極性，使學(xué)生更自覺、更有趣地進(jìn)行英語交際活動。t like)Step2: beforeactivity(6 minutes)The teacher writes down the sentence structures they learned last lesson on the blackboard and tell the students they will do an activity named roleplay Provide a specific situation to the students(Situation: Mary and Lucy and Lily are day, they are going to see a movie, before this, they want to have some foods；therefore, Lily goes to buy the tickets and waits at the cinema, Mary and Lucy go to the MacDonald to buy some foods,.)