【正文】 今天學(xué)生是積極主動(dòng)的觀察、感受、想象，因而充分拓展了學(xué)生思維的新奇思路。創(chuàng)新是一個(gè)民族進(jìn)步的靈魂。這種教學(xué)方式能使學(xué)生感到親切、自然，信心百倍的投入到學(xué)習(xí)中。在學(xué)習(xí)了詞匯，集中與單獨(dú)讀過(guò)之后，為了加深大家的記憶，又讓同學(xué)們來(lái)表演每個(gè)單詞。因此，我結(jié)合手勢(shì)，借助于投影，運(yùn)用圖片進(jìn)行直觀教學(xué)。 Posttask activities Workbook page4 Our new song PP ask and answer P use the sentences they have learned before and write simple lyrics 由于歌曲容易上口，學(xué)生興趣較濃，學(xué)起 來(lái)較快。小學(xué)生想象豐富，我鼓勵(lì)他們自己在課后編新的兒歌，學(xué)以至用。針對(duì)學(xué)生英語(yǔ)基礎(chǔ)的差異性，不強(qiáng)求學(xué)生用 What is he doing?I’ m...會(huì)話，適當(dāng)降低要求，可以用 What are you doing?I’ m? 最后學(xué)習(xí)新的兒歌” What are they dong?”并初步學(xué)會(huì)根據(jù)已有的兒歌編出富于自己個(gè)性的兒歌 . 置作業(yè)，鼓勵(lì)創(chuàng)新。因此，我在本課設(shè)計(jì)了do as I do , find the word 二個(gè)游戲。小學(xué)高年級(jí)學(xué)生仍以形象思維為主。 The Second Period Teaching tasks Grammar: Whose…are these/those? Sounds: ck Teaching contents: 1. Whose paints are these /those? They‘re Betty‘s paints. 2. ck Difficult points: whose pens are these? Teaching breach: Using the things to practice the sentence: Whose are these/those? Procedure Contents Method Purpose Pretask preparation Revise : my your hr his Make phrases. Try to say: These/ those are my/ your 復(fù)習(xí)前一教時(shí)的復(fù)數(shù)句，以便引出新句型 Whiletask procedure Are these your/your books? ck c k 1. T ask: Are these your books? Pupils answer. 2. Read the questions. 3. Practice the sentences. 4. Show: Whose books are these? They‘re your/her. 5. Ask and answer. 6. Compare : Whose books are those? Whose book is that? 7. Pair in roles. 1. Listen to the cassette and show the words. 2. Read the words: chick duck thick sock black 3. book look kite cake 4. cock cat cage cream 5. 5. Try to say some words. 在句型的教學(xué)中 ,不單純的教書(shū)上的句型 ,通過(guò)在使用中使學(xué)生學(xué)會(huì)問(wèn)答 ,培養(yǎng)學(xué)生會(huì)話能力 . 在輔音字母的發(fā)音教學(xué)中 ,注重學(xué)生的體會(huì)和單詞的舉例 .在平時(shí)教學(xué)中 ,注重體會(huì) . Posttask activities Workbook page2 Copy the sentences. Grammar book 2 Homework Copy the words and sentences Listen and read. The Third Period Teaching contents Using the present continuous tense to describe an action taking place at the time of speaking Teaching contents What are the children doing? I‘m doing… What‘s he /she doing? He‘s/She‘s… Are you…? Yes/‘m Difficult and main point: Present continuous tense. Teaching breach: Act and try to practise. Procedure Contents Method Purpose Pretask preparation Whose Ask and answer. Whiletask procedure Sleep talk 1. Revise the words: read write draw paint dance sing 2. T. What can you do? 3. P~ P 4. Show the words and repeat. 5. T acts and ask: What am I doing? I‘m 6. Repeat: sleep –sleeping talktalking drawdrawing writewriting e—ing have__having runrunning putputting swimswimming sitsitting 7. T。Module 1 Using my five senses Unit 1 Look! Language skills: Listening: Identify key words in an utterance by recognizing the stress Locate specific information in response to simple questions Speaking: Open an interaction by eliciting a response Maintain an interaction by providing information in response Use appropriate intonation in questions and statements Writing: Develop written texts by adding personal ideas and information to writing Develop written texts by putting words in a logical order to male meaningful phrases or sentences Difficult points: Prepositions: Behind, beside, in, on, under ?Wh‘ question: Where\What\Whose…? Materials: Pictures, recorder, tapes Teaching Times: Five periods The First Period Teaching tasks: Word:: brush do feltpen paint sleep talk think Grammar: these those What have you got? I have got … Whose…are these? Where‘s…? Difficult and main points:These… T hose… Teaching breach: Using the things, pare and try to say. Procedure Contents Method Purpose Pretask preparation 1. Song 2. Daily talk 3. Revision Ps sing together TP PP Whiletask procedure Look and learn Thick/ thin These / those paint brush felt pen What have you got? . show the pictures and learn the words. Paint/ felt pen /paint Make phrases. Brushbrushes Paintpaints Felt penfelt pens 2. Compare two books. Show: thinthick Learn the word. 4. Try to say: 5. . The rubber is thick. The ruler is thin. 6. show the things and show: these/those 7. Compare the opposite. Try to say: These are . Those are . 8. T: What have you got? I‘ve got these . TP Pt PP 通過(guò)用事物來(lái)引出學(xué)習(xí)文具 ,在學(xué)習(xí)使用中掌握單詞 . 在對(duì)事物的比較中引出單詞 ,在對(duì)比和使用中學(xué)會(huì)他的不同含義并靈活運(yùn)用 . Posttask activities Workbook page1 PP ask and answer Listen to the tape and repeat. Read in role. Homework Copy the words and sentences Listen and read. Feedback: 寓學(xué)于樂(lè)讓學(xué)生輕松、快樂(lè)、高效地學(xué)習(xí)地是我們的追求的游戲，是我們的好幫手之一。 What are you doing? P 8. Ask and answer. 9. T: Are you sleeping? Show the question and practice. .這一節(jié)課主要是學(xué)習(xí)現(xiàn)在進(jìn)行時(shí) ,在教學(xué)中 ,注重在體會(huì)中讓學(xué)生了解時(shí)態(tài) ,不注重語(yǔ)法的傳授 . 在現(xiàn)在分詞的朗讀上學(xué)生有困難 ,需要及時(shí)加強(qiáng) . Posttask activities Workbook page2 1. Listen to the cassette and repeat. 2. Read in role. 3. Ask and answer. 4. Do Grammar book. Homework and read. the words and sentences Feedback: ，營(yíng)造氛圍 英語(yǔ)歌曲是提高學(xué)生英語(yǔ)學(xué)習(xí)興趣和學(xué)習(xí)效率的有效方法之一。因此，我結(jié)合手勢(shì)，借助于投影，運(yùn)用圖片進(jìn)行直觀教學(xué)。第一個(gè)旨在集中學(xué)生的注意力，養(yǎng)成靜聽(tīng)、細(xì)看、敢說(shuō)的良好學(xué)習(xí)習(xí)慣；第二個(gè)旨在考驗(yàn)學(xué)生的聽(tīng)力；最后讓學(xué)生在游戲競(jìng)賽中熟練認(rèn)讀動(dòng)詞。小學(xué)生英語(yǔ)聽(tīng)說(shuō)領(lǐng)先，讀寫(xiě)應(yīng)該緊跟。 The Fourth Period Teaching targets: 1. Asking Wh questions to find out the place 2. Using the present continuous tense to describe an action taking place at the time of speaking Teaching contents: 1. Where‘s…?He‘s/She‘s… 2. Where are…?They‘re… Difficult and main point: Pres