【正文】 因此，我們要鼓勵(lì)孩子們，讓他們知道“English, I can”. That’s all. Thank you! 9 。第四個(gè)板塊——說教學(xué)板書PEP Book 4 Unit 5 How much is it? B Let’s talk How about this pair? Are they nice? How much are they? They are yuan.第五個(gè)板塊——說教學(xué)評價(jià)綜觀整節(jié)課，為了達(dá)到新課標(biāo)所要求的小學(xué)英語課程的要求， 我主要通過創(chuàng)設(shè)教學(xué)情景進(jìn)行師生互動(dòng)，充分激發(fā)學(xué)生學(xué)習(xí)英語的興趣，培養(yǎng)英語學(xué)習(xí)的積極態(tài)度，把情感、態(tài)度與價(jià)值觀目標(biāo)的實(shí)現(xiàn)融合在知識與能力、過程與方法目標(biāo)實(shí)現(xiàn)的過程之中，努力為學(xué)生進(jìn)一步學(xué)習(xí)英語打下堅(jiān)實(shí)基礎(chǔ)。第五環(huán)節(jié) 課后作業(yè)也是兩部分：①了解家里人的鞋子尺碼并了解市場上不同規(guī)格，不同種類鞋的價(jià)格。②活動(dòng)：“自由市場” 5月14日母親節(jié)快到了，給學(xué)生一定數(shù)目的錢，請他們?yōu)閶寢屬I一樣最需要的禮物，讓學(xué)生學(xué)會理性購買。第四環(huán)節(jié)拓展延伸分兩部分：①完成調(diào)查表格，了解班里同學(xué)鞋子的尺寸大小和價(jià)格。④讀一讀，我們都知道，磁帶是最好的老師，讓學(xué)生跟著磁帶朗讀課文，正確的語音語調(diào)的形成是學(xué)生學(xué)習(xí)英語的基礎(chǔ)，因此教師要有意識地培養(yǎng)學(xué)生的模仿能力。第三環(huán)節(jié) 鞏固操練分五部分：①玩一玩，魯迅說過：“游戲是兒童的天使。第二環(huán)節(jié) 新課呈現(xiàn)分兩部分：① 利用課件，出示不同的鞋子，引出shoes shop。③Free talking：What’s the weather like today? 聊一聊天氣，為后面創(chuàng)設(shè)明天開運(yùn)動(dòng)會，John需要一雙新的運(yùn)動(dòng)鞋的情境埋下伏筆。②Let’s do Put on your sneakers. Run in the park. Put on your sandals. Wiggle your toes. 通過TPR活動(dòng)，讓全班學(xué)生能夠做起來，動(dòng)起來?！薄癢ell begun, half done”良好的開端是成功的一半。第三個(gè)板塊——說教學(xué)程序遵循人類認(rèn)識過程的普遍規(guī)律和學(xué)生認(rèn)識活動(dòng)的主要特點(diǎn)，我把教學(xué)過程分為以下幾個(gè)環(huán)節(jié)：導(dǎo)入設(shè)計(jì)、新課呈現(xiàn)、鞏固操練、拓展延伸以及課后作業(yè)五個(gè)環(huán)節(jié)。努力培養(yǎng)學(xué)生的自學(xué)能力，把學(xué)習(xí)的鑰匙交給學(xué)生，在傳授知識的同時(shí)授以科學(xué)的思維方法。難點(diǎn)是A pair of …for… 中for的含義；What size? size的發(fā)音；We’ll take them. them 的發(fā)音以及理解這句話的含義。并讓學(xué)生在學(xué)習(xí)的過程中，培養(yǎng)他們的合作意識和競爭意識。第二環(huán)節(jié)——說教學(xué)目標(biāo)根據(jù)《英語課程標(biāo)準(zhǔn)》的教學(xué)理念，教材特點(diǎn)以及四年級學(xué)生的實(shí)際情況，將本課時(shí)的教學(xué)目標(biāo)確定如下: [認(rèn)知目標(biāo)] 能夠聽、說、認(rèn)讀本課時(shí)的主要句型：A pair of …for… What size? How much are they? We’ll take them. [能力目標(biāo)] 能夠跟錄音朗讀對話，并能分角色進(jìn)行表演。主要從教材分析、教學(xué)策略、教學(xué)程序 、板書設(shè)計(jì)、教學(xué)評價(jià)等方面作具體的闡述。 2. Take care of everything they have. 1. Let Ss tell each other how many school things they have after class. Tell their parents how many school things they have at home. Purpose: To check the knowledge Ss have learned in this period. Divide Ss into groups of six children. Each one would finish the printed form by asking and answering: How many storybooks do you have? Find out which group finishes faster. Story books picturebooks sharpeners crayons pencils erasers pencilcases rulers Chen Jie 8 24 3 32 26 4 1 3 Purpose: Taskbased teaching method is used here to develop Ss’ ability of munication and also their ability of cooperation will be well trained.Step 4. Assessment Boy: Great! I’ll bring some school things too. Girl: They are for the poor. Girl: 20 storybooks, 32 pencil, 9 rulers, 12 crayons and 30 picturebooks. Etc. Boy: What’s in it? Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper petition can arouse the Ss’ interest in English learning.3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are ing. One girl is carrying a heavy bag on her back. They are talking. Take out a Chinese book. Then do the action again. Let the Ss read the sentence.2. Play a guessing game. Divide the whole class into four groups to have a petition. (1) Show a bag and say: “Look! I have a bag.” Carry it and say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly. Now I’ll mainly talk about this step. 3. Do some TPR, for example: Show me your English book. Show me your