【正文】 d language points “Where’s…”and the new language points will be represented in the following this unit forms connecting links with a special meaning in this content of this period is to use “Where’sare…” to determine the according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:The first 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。OHP(overhead projector)。)五、說板書設計。)Step sevenHome work學生自己畫一個Happy Zoo, 根據(jù)自己的圖用現(xiàn)在進行時來描述，并在班級用英語展示。(設計意圖：讓學生熟悉新課文，在朗讀過程中加強對現(xiàn)在進行時的感悟，同時也是根據(jù)學生的接受程度進行分層教學。)Step SixPlaying Video放教學光碟，讓學生跟讀一遍后自己朗讀。在對單數(shù)的句型練習幾次后，改為對復數(shù)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(shù)的現(xiàn)在進行時句型進行區(qū)別和理解。(設計意圖：通過游戲讓學生學習新句型，在反復的操練過程中讓學生對主語為單復數(shù)的現(xiàn)在進行時句型進行區(qū)別和理解。)Step ThreeTeach sentence patternsT：Open your mouth!（很仔細地看著學生的嘴，假裝很驚訝地問）What’s this？（假裝把手伸到學生嘴里拿出一樣東西）Look!It has two big has a long has a small is it?Ss：It’s an : What is the elephant doing?Ss guess.（引導學生說）The elephant is ?:（出示PPT聲音文件）The elephant is many elephants are there?Ss: There is only ，如果主語為復數(shù)的，就可以假裝從孩子嘴里掏出兩個或者更多的小動物。T: Can you spell swimming? 此時會有聰明的學生拼出來swimming。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。：Hey!Listen to you good students? Good students should sit up straight and listen to the teacher can’t sleep in the class, ok?fight: PPT(靜止的打架圖片)T：Are they good friends? No，They fight!E