小学英语教学设计
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小学英语教学设计
辽宁师范大学出版社
What can you see in the picture?
辽宁师范大学出版社
2.“”“”
3.“”“”
2.“”“”
辽宁师范大学出版社
Help the Ss to answer: No, there isn’
Teach the words and phrase “”
Ⅲ Practice
Help the Ss to answer with “”“”
Ss: Yes, there are.
小学英语教学设计
【教师简介】管婷婷 龙港区东苑小学英语教师 2005年3月参加工作 曾多次获省市级优质课，示范课；所撰写论文曾获省级，国家级优秀论文，并《我的字母教学法和意群断句教学法》发表于《科学教育家》一书。
【教材版本】小学快乐英语（一年级起点）第七册
【课题名称】Unit1 What a big school! Lesson4
【授课年级】四年级
【授课时间】
【学生分析】四年级的大部分学生对英语有着较浓厚的学习兴趣，但也有少数学生由于遇到困难，学习兴趣会随之减弱。尤其从这学期开始，对学生又提出了新的要求：培养听、说、读、写的技能。所以教师应该面向全体学生，以学生的发展为宗旨，始终把激发学生的学习兴趣放在首位，引导学生端正学习态度，掌握良好的学习方法，培养学生良好的学习习惯
【课标分析】
【教材分析】本节课的会话部分学习的是 “There be”句型的一般疑问句的复数形式 “Are there any…” “Yes, there are./ No, there aren’t.” 在运用过程中，教师要注意学生是否忽略any,并注意区分Are there any 和 Is there
【教学目标】
知识目标：(1) To enable the Ss to understand and speak: teachers’ office, children, canteen
&" Are there any computers in your school? Yes, there are./ No, there aren’t.”
&Make sure that Ss can use these sentences in real situations.(2) To help Ss to understand the text.
能力目标：(1) To develop Ss' abilities of listening and speaking.(2) To train the Ss' ability of working in groups.(3) To foster Ss' abilities of communication and their innovation.
感情态度价值观：(1) To foster Ss' consciousness of good co-operation and proper competition.
【教学重点与难点】“There be”句型的一般疑问句的复数形式 “Are there any…” “Yes, there are./ No, there aren’t.” 在运用过程中，教师要注意学生是否忽略any,并注意区分Are there any 和 Is there
【教学方式】１、以活动为课堂教学的主要形式，设计丰富多彩的教学活动，让学生在乐中学、学中用，从而保证学生英语学习的可持续性发展。
２、通过比一比，说一说等形式，进行大量的语言操练和练习。
３、以探究性学习为主
４、设计有趣课外作业，培养学生良好的复习习惯。
【教学过程】
1.导入设计
a.Let’s chant
There is , there are,
Is there , are there,
Yes, there is .
No, there isn’t.
Yes, there are.
No , there aren’t.
【设计思路】利用小诗的形式既复习了there be 句型的单复数形式，及单数的一般疑问句形式，又引出了新课的知识，复数一般疑问句，使学生对其有了初步的认识
2.新课呈现
a.(Design)There are some computers in my school.
Are there any computers in your school?
&&&&&&& T: Boys and girls, can you find out the differences?
&&&&&&& Ss: yes. …
&&&&&&& T: How to change “there are ” into “are there”?
&&&&&&& Step1. put “Are”in front of the sentence
&&&&&&& Step2. change “some” into “any”
&&&&&&& Step3. change “my” into “your”
&&&&&&& Step4. change “.” into “?”
&&&&&&& T：Who can answer?
&&&&&&& S1: Yes, there are.
&&&&&&& S2: No, there aren’t.
b.Learn the new words. “teachers’office, children, canteen”
1)teachers’教师们的 + office 办公室= 教师办公室
2)child孩子 + ren =children 孩子们
3)can + teen = canteen 餐厅
【设计思路】本课是在第三课的基础上进行学习的，于是采用了陈述句与一般疑问句对比的
&&&&&&&&&&& 形式，让学生去观察总结其变法，使学生从中获得成功的体验。本课的新单词
&&&&&&&&&&& 只有三个，但较长，运用以上方式呈现可以很好的让学生理解其词的含义与变
&&&&&&&&&&& 法
3.操练巩固
a.&Practice
&&&& Eg. There are some computers in my school.
&&&&& à Are there any computers in your school?
1)There are some children in the classroom.
è________________________________________
2)There are some balls on the desk.
è__________________________________________
Eg. Are there any toys &(toy) in your room?
3)Are there any ______ (boy) in your classroom?
4)Are there any ______ (teacher) in the teachers’office?
5)Is there a _________ (bike) in the yard?
b.&&Play the tape to listen the text.then let students to read it , understand it.
【设计思路】通过第一组练习来巩固学生对一般疑问句的掌屋，再通过第二组练习来让学生
&&&&&&&&&&& 明确any后要用名词的复数形式。在此基础上，再突破课文这一大“难题”，
&&&&&&&&&&& 就会容易很多
4.扩展延伸
a.&&&&&&learn “Read and Think”this part is a short dialogue, it’s easy.
b.Let students learn by themselves and answer the questions :
1)Is there a computer in Mr Gao’s office?
2)What does Susan want to do?
【设计思路】让学生自学这一部分不但可以检验学生对新知的掌握程度，更可以很好的培养
&&&&&&&&&&& 他们的阅读能力
5.课后作业
Recite the short chant:
There is , there are,
Is there , are there,
Yes, there is .
No, there isn’t.
Yes, there are.
No, there aren’t.
【设计思路】小诗的内容就是三四课的重点，此项作业不但复习了两课的重点句型及答句，
&&&&&&&&&&& 而且小诗的内容朗朗上口，可激发学生的复习热情，便于记忆
【教学用具】录音机
【教学后记】本课的内容是在第三课Is there这个一般疑问句的基础上进行学习的，所以，
&&&&&&&&&&& 教师主要采取了陈述句与一般疑问句对比的形式，让学生去观察品味其变换方
&&&&&&&&&&& 式，总结其方法，不但使学生真正的成为学习的主人，而且培养了学生掌握学
&&&&&&&&&&& 习方法的能力。使其在成功的体验中去寻找学习的乐趣。（如有不当，指同行
&&&&&&&&&&& 批评指正）
小学英语教学设计
【教师简介】管婷婷 龙港区东苑小学英语教师 2005年3月参加工作 曾多次获省市级优质课，示范课；所撰写论文曾获省级，国家级优秀论文，并《我的字母教学法和意群断句教学法》发表于《科学教育家》一书。
【教材版本】小学快乐英语（一年级起点）第七册
【课题名称】Unit1 What a big school! Lesson5
【授课年级】四年级
【授课时间】
【学生分析】四年级的大部分学生对英语有着较浓厚的学习兴趣，但也有少数学生由于遇到困难，学习兴趣会随之减弱。尤其从这学期开始，对学生又提出了新的要求：培养听、说、读、写的技能。所以教师应该面向全体学生，以学生的发展为宗旨，始终把激发学生的学习兴趣放在首位，引导学生端正学习态度，掌握良好的学习方法，培养学生良好的学习习惯
【课标分析】
【教材分析】本节课的会话部分学习的是询问数量与应答的日常交际用语。学生在运用“How many ...?”句型的时候，如果被询问的物品只有一个，学生就容易在How many后面只用单数名词了，如：How many classes are there in your school?在操练时教师要注意引导，及时纠正。
【教学目标】
知识目标：(1) To enable the Ss to understand and speak: art room, music room, playground
&"How many classes are there in your school? There’re thirty-six." Make sure that Ss can use these sentences in real situations.(2) To help Ss to understand the text.
能力目标：(1) To develop Ss' abilities of listening and speaking.(2) To train the Ss' ability of working in groups.(3) To foster Ss' abilities of communication and their innovation.
感情态度价值观：(1) To foster Ss' consciousness of good co-operation and proper competition.
【教学重点与难点】How many…?，there be句型及运用
【教学方式】１、以活动为课堂教学的主要形式，设计丰富多彩的教学活动，让学生在乐中学、学中用，从而保证学生英语学习的可持续性发展。
２、通过听、说、读、唱、演、讨等形式，进行大量的语言操练和练习。
【教学过程】
1.导入设计
a.Review some subjects : Chinese, math, art, music, science, PE
b.Review the numbers : one … one hundred
【设计思路】复习已学过的科目和数字为新句型的学习做好准备
2.新课呈现
a.Sing an English song &numbers&
b.T: Children, do you love your family?
T: Well, who wants to introduce your family?
Lead out the new drill: How many … are there in your …?
&& Lead out students say : There are …
&& (Design: How many + n.s &plural& are there in/on/under…?)
c.Then stick some pictures on the blackboard ,to practice the new drill:
&& How many … are there in your …? There are …
d.Do the dialogues about our school:
T: How many art rooms are there in your school?
S: There are two art rooms.
T: What a big school! (make students repeat and grasp the meaning)
【设计思路】首先从介绍自已的家庭入手来引出新句，并在操练过程中，带出课文中的知识点，使学习由浅入深的进行，其贴图操练，有趣的画面，更能吸引学生的视线，调动学生的学习热情，从而使学习变成一件简单而快乐的事
3.操练巩固
a. Play the tape to listen the text. Then let students to read it , understand it.
b. Fill in the blanks.
&& Susan: How many ________ are there in your school?
Headmaster: There’re thirty-six.
Susan: Really?
Headmaster: Yes. We ________ two ________ rooms, two _______ rooms, two _______
&&&&&&&&&&& Rooms and a ________ playground.
Susan: What a ______ school! I had a good _______ in your school.
&&&&& &Thanks a lot.
Headmaster: You’re welcome.
&c. Show the ornaments to let students act the text.
【设计思路】将课文放在操练巩固部分，更能加深学生对新知识的理解，升华对新知识的感悟，本环节设计的按课文原文填空，进一步帮助学生掌握课文，为分角色表演课文打下良好的基础
4.扩展延伸
a.Learn “Read and Think”，this part is an interesting riddle, Let students learn by themselves and find out the answer :
(1) How many rabbits are there now?
【设计思路】这部分是一个有趣的智力题，让学生自学，自已找到答案，过程中学生激烈的讨论，真正的达到了新课标所要求的自主学习和探究学习。
5.课后作业
请同学们找出how many , there are 是怎样完美结合的，它的重点是名词要用什么形式
【设计思路】通过本课新句的学习，培养学生的观察与总结能力，通过本次作业，让学生更加理解新句的句子结构
【教学用具】图片，头饰，录音机
【教学后记】本节课采用了丰富的教学手段，化解难点，采用自主学习及探究式的学习方式，为学生的语言学习创造条件，使其积极的思考，讨论，使学生在寻找答案的过程中实践语言，表达观点，改变英语课教师一言堂的局面，真正的以学生为主体（如有不当，指各位同行批评指正）
小学英语教学设计
【教师简介】管婷婷 龙港区东苑小学英语教师 2005年3月参加工作 曾多次获省市级优质课，示范课；所撰写论文曾获省级，国家级优秀论文，并《我的字母教学法和意群断句教学法》发表于《科学教育家》一书。
【教材版本】小学快乐英语（一年级起点）第七册
【课题名称】Unit1 What a big school! Lesson7
【授课年级】四年级
【授课时间】
【学生分析】四年级的大部分学生对英语有着较浓厚的学习兴趣，但也有少数学生由于遇到困难，学习兴趣会随之减弱。尤其从这学期开始，对学生又提出了新的要求：培养听、说、读、写的技能。所以教师应该面向全体学生，以学生的发展为宗旨，始终把激发学生的学习兴趣放在首位，引导学生端正学习态度，掌握良好的学习方法，培养学生良好的学习习惯
【课标分析】
【教材分析】本节课的会话部分学习的是运用现在进行时来询问你正在做什么及我正在做什么的答句。为学生创设真实的语言环境，注意动词现在分词的构与运用。
【教学目标】
知识目标：(1) To enable the Ss to understand and speak: mop, sweep, look for, basin
&"What are you doing? I’m cleaning the window.”
Make sure that Ss can use these sentences in real situations.(2) To help Ss to understand the text.
能力目标：(1) To develop Ss' abilities of listening and speaking.(2) To train the Ss' ability of working in groups.(3) To foster Ss' abilities of communication and their innovation.
感情态度价值观：(1) To foster Ss' consciousness of good co-operation and proper competition.
【教学重点与难点】真实语境中现在进行时的运用及动词现在分词的构成
【教学方式】１、以活动为课堂教学的主要形式，设计丰富多彩的教学活动，让学生在乐中学、学中用，从而保证学生英语学习的可持续性发展。
２、通过听、说、读、唱、访、演、做等形式，进行大量的语言操练和练习。
3、设计全面、高效的课外作业，培养学生良好的书写习惯，做到整洁、规范、正确地书写。
【教学过程】
1.导入设计
a. Sing a song about cleaning.
【设计思路】为本节课学习有关打扫教室的教学情境做好准备
2.新课呈现
a.Look and guess
Teacher does some actions, to let students guess:
Mop, sweep, look for, basin
Learn the new words.
&&& b. T: Today we are going to clean our classroom, can you show us a better classroom?
&&&&&& Ss: Yes.
&&&&&& Show some pictures with the phrases :mopping the floor, sweeping the floor,
&&&&&& Looking for, cleaning the window& and read them.
&&&&&& T: What’s the same during these phrases?
&&&&&& Ss: -ing.
&&&&&& T: Yes, can you add “ing” for the verbs?
&&&&&& Learn the rules to transform the verbs into Present participle
&&&&&& Group 1. sweep& ---sweeping&&&& clean --- cleaning
&&&&&&&&&&&&&&& Look – looking&&&&&&& play --- playing
&&&&&& Group 2. dance --- dancing&&&&& have --- having
&&&&&&&&&&&&&&& Make --- making&&&&&&& take --- taking
&&&&&& Group 3. mop --- mopping&&&&&&& run --- running
&&&&&&&&&&&&&&& Swim --- swimming&&&&& sit --- sitting
b.Teacher gives the tasks to the students.
T: Who can clean the window?
S1: I can.
T: please do!
S1: ( clean the window)
T: What are you doing? (Design)
&T leads the student say: I am cleaning the window. 我正在擦玻璃。(Design the new drill)
I + am + v-ing 译为： 我正在。。。
&&&& d. pracise the new drills.
&&&&&&& Do the dialogue: What are you doing? I am mopping the floor…
&&&& e. then the students start to clean the classroom, choose some students who can’t do the cleaning works to be the reporter to ask others : What are you doing?
And the workers also can ask each other the questions : what are you doing?
【设计思路】本课为学生创设了真实的语言环境，让学生在真实的语境中去学习体会现在进行时，并采用任务型教学法来激发学生的学习兴趣，不但使学生掌握了语言，还培养了学生热爱劳动的情操，并且安排不太会劳动的学生充当小记者去采方他人来练习新句，使其全体学生在真实的环境中去品味语言，理解语言运用语言。再现在分词的总结，使学生的听说读写溶为一体。
3.操练巩固
a.Play the tape to listen the text. Then let students to read it , understand it.
b.Fill the blanks
(1)What are you _______ ? ( do )
(2)I am ________ (clean ) the window?
(3)We are _______ ( mop ) the floor.
(4)I ‘m& _______ ( look ) for the basin.
【设计思路】新课呈现部分已经学习了新单词与新句型，便将课文的学习放在了巩固练习部
&&&&&&&&&&& 分，并针对课文及本课重点来做填空练习，进一步来巩固学习对新知的掌握
4.扩展延伸
a.Learn “Read and Think”. This part is a short story, it’s easy and interesting.
Let students learn by themselves and answer the questions:
(1)What’s mom doing?
(2)Is it a real room?
【设计思路】让学生自学这一部分不但可以检验学生对新知的掌握程度，更可以很好的培养
&&&&&&&&&&& 他们的阅读能力
5.课后作业
Use the new drills to write a short story.
【设计思路】良好的输入是为了更好的输出，利用高效的作业培养学生的写作能力以及书写
&&&&&&&&&&& 能力
【教学用具】图片，词卡
【教学后记】本课的容量很大，既有新句型现在进行时的教学，又有现在分词的变化规律，
&&&&&&&&&&& 既有真实的语言情境，又有课文的理解，但只要我们教师合理有效地安排四十
&&&&&&&&&&& 分钟，我们的英语课堂必定是高效率的，高质量的，不要低估了我们学生的能
&&&&&&&&&&& 力，做为教师要教给学生的仅仅是学习的方式，及引导他们总结出一些规则与
&&&&&&&&&&& 规律。（请同行批评指正）
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& 区
Teacher’s Introduction
Li Henan, as an English teacher for nine years, works in Shiyan Primary school in Long Gang district.
Textbook Edition《Fun with English. Book
beginning with Grade one.
Lesson’s TitleLesson 8
Time of giving lessonMay 7th
Ss Situation Analysis
A .Ss level: Grade four.
B .Ss’ abilities on grammar: They have got touch in the present tense.
Course Standard Analysis
According to the task of “new course standard”, this lesson should stimulate and train the students’ interest after learning the present tense, which may make the students to have the self-confidence, foster their good habits and form the effective study strategy.
Textbook Analysis
Students continue to learn “the present tense” on the base of learning this grammar in last lessons. The present tense plays an important part in the textbook which can make a good preparation for the Ss to learn English well, so they must master this grammar and words proficiently.
Teaching Aims
A: Ss should master “cook, cut, wash, open”.
Ss proficiently use “what is he /she doing? He’s /she’s….
B. Aims on abilities:
a. To develop Ss’ abilities on listening and speaking.
b. To train Ss’ abilities on changing persons.
c. To foster Ss’ abilities on communication and accepting innovation.
C. Aims on emotion:
&&& a. To foster Ss’ consciousness of good cooperation and proper competition.
&&& b. To lead Ss to show their ideas on expression.
Teaching Emphases and Difficulties
A: Ss should master “cook, cut, wash, open”.
B: Ss proficiently use “what is he /she doing? He’s /she’s….
Teaching Methods and Learning Methods
Teaching Methods: Communication, demonstration, performing, heuristic method, scene, task based, using Audiovisual education (ppt.)
Learning Methods: Using five organs together, intensifying memories, circulating memories, summarizing and analyzing.
Teaching Process
A: Chant: what are you doing?
To active the classroom atmosphere and concentrate the student's attention rapidly after 10 minutes rests.&
B: Free talk:
T: What are you doing?
&&&& S1:I’m …(according to their word cards.
&&&& T: Good, tell me: who is he/she?( write down he/she on board).
&&&& Ss: (he/she is )
To strengthen the communication between the teacher and the students and make a good bedding for the new knowledge to be presented.&
Ⅱ. Presentation
A. T: Boys and girls look at me carefully, what am I doing? (Teacher does actions of cooking.)
Ss: (cook)
T: Yes, I’m cooking. (Write down “cook” on the blackboard)
&& Look at this word. C —k(teacher writes down “book, good” on the board to have them try to pronounce “oo”.)
(Teacher has them practice “cook” in teams.)
T: S let’s write “cook” together.
T: who can spell “cook?”
(Teacher leads Ss to do TPR----wash, wash, washing.)
B. (Teacher teaches “wash, open, cut” in the same way.)
C. little quiz:
T: Who can spell these four words, if you spell right, I will give you a sticker.
&& Ss: (turn around to spell the words)
&&&&& (Spell the word after teacher’s covering the words.)
The quiz function: to consolidate the new knowledge and strengthen their memery.&
D: (TPR) T: S let’s do the four actions together.
E: Exercises of new knowledge:
& Teacher has Ss to finish the printed forms which have been handed out to them, then checks the answers.
&& a. fill in the blanks.
&&&& c &&&&k&&&&& wa &&&&&&&&&c &n&&&&&&& n &&&dles&&&
c &t&&&&&&&& br &&&d&&&&& &pen&&&&&&& v &g &t &bles
&& b. adding “ing” behind the verbs.
&&&& eg. cook---(cooking)& open---(&&& )& wash---(&&& )&& cut---(&&& )
A: (present the ppt )
T: What’s this?
Ss: (noodles, bread, vegetables, can)
Teacher teaches vegetables, and can: v-v-ve-d3
B: T: Can you match the words?
&& cook&&&&&&&&&& can
&& open&&&&&&&&&& vegetables
&& wash&&&&&&&&&& bread
&& cut&&&&&&&&&&&& noodles
Ss: (open a can)
T: What ‘s the meaning?
T: Cut what? Wash what? Cook what?
Ss:(cut bread, wash vegetables, cook noodles)
T: Meaning?
T: Who can read as a leader?
T: Let’s read together.
C: (close the CAI)
&& T: Do you remember what we have matched?
&&&& (according their answers, teacher writes down the four phrases on board)
CAI makes the students quite sensitive on the vivid the image objective things which they are glad to accept. PPT takes the real life into the classroom.&
A: look at the screen again,
T: This is my home, he is my son, and what’s he doing?
& (Writes down “what’s ……doing?” on board)
T: Who can read this sentence for me?
Ss: (What’s he doing?)
T: Answer my question, what’s he doing?
Ss: (He’s cutting bread.)
B: T: Look at another picture, what’s he doing?
&& Ss: (he’s cooking noodles.)
&& T: Now, Team A B you ask, team CD you answer.
C: T: Another picture. What’s he doing?
&& Ss: (he’s washing vegetables)
&& T: Team C,D, you ask, team A,B, you answer.
D: T: The last picture, what’s she doing?
&& Ss: (she‘s opening a can.)
&& T: Boys ask, girls answer.
E: T: Look at the board, follow me,
What’s he doing? What’s he doing?
He’s cutting, cutting, cutting.
What’s he doing? What’s he doing?
He’s cooking, cooking, cooking,
What’s she doing? What’s she doing?
She’s washing, washing, washing,
What’s she doing? What’s she doing?
She‘s opening, opening, opening,
Short and vivid rhythm is helpful to the student to consolidate the new knowledge , which also stimulates the interest for the students to learn English.&
A: T: Boys and girls put up your word cards. (Point to the picture)
&&&&& Boy or girl? He or she? Take out a piece of paper write down “he” and “she.”
B: T: According to your word cards, give you 2 minutes to talk about sentences using “What’s he /she doing? He’s/She’s ….
C: T: Stop here, who can have a try?
The task-based dialogue teaching deepens the difficult points, arouses student's enthusiasm and strengthens the understanding of the new knowledge for the students..&
Step 5 Text teaching
A: Listen to the tape.
B: Read following the tape.
C: Answer teacher’s question’s according to the text.
&& What’s Dick doing?
&& What’s Helen doing?
&& What’s that girl doing?
&& What’s David doing?
D: Review the TPR:
Wash, wash washing
Cook, cook cooking
Open, open opening
Cut, cut cutting
E: Read the sentences on board.
F: Sing the song “what’s she doing?” to finish the class.
Ⅲ &Consolidation.
A competition
&&&&& T: Let’s play a competition. I’ll divide you into two groups. You should remember the four words on screen. Who can come here to guess the picture, the other students should ask: “What’s he/she doing”?& I’ll give the guessing student two chances each time.
Games are helpful which may unify the students’ emotion with the teaching process together. Games can also help the students to study and understand the key text contents.&
Ⅳ Extension
& &&&A. Using the following words to fill in the blanks.
vegetables& can &&bread&& noodles &&&&
&&&&& ① Fruits can be made into all kinds of ____.
&&&&& ② Tomatoes and potatoes are ______.
&&&&& ③ You may eat a piece of ______& and a glass of mild as your breakfast.
&&&&& ④ My mother will cook me _____ as my supper.
B. using the right forms of verbs to fill in the blanks.
&① Don’t ______ ( open ) the window, I have a cold.
② My mother ______( cook ) a cake for me tomorrow morning.
③ Look! The girl is ______(wash) the clothes.
④ Can you _____ (cut) the bread for me.
Extension can help the students to strengthen and consolidate the knowledge that they have learned in this lesson.&
Ⅴhomework
A. To recite this lesson to their parents.
B. To do the exercises on activity book.
To consolidate the knowledge and practice the oral English in daily life.&
blackboard design
What’s he/she doing?
cutting bread.
He’s/She’s&&&&& cooking noodles.
washing vegetables
opening a can.
Group 1& &&&&&&&&&&&&&&&&&&&& Group 2
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& &
Teaching Resources and Tools
A. resources and tools for Ss: book, exercises book, printed exercises.
B. resources and tools for teacher: radio, tape, CAI (ppt), words cards.
Teaching’s Looking Back
This lesson achieved the anticipated teaching aims basically from the teaching effect. The students’ abilities on listening, speaking, reading and writing are strengthened, but it also had some insufficiencies. The arrangement of teaching time on consolidation delayed two minutes. The whole instruction teaching form can have many styles in order to stimulate the students’ interest to study English.
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Teacher’s Introduction
Li Henan ,as an English teacher for nine years, works in Shiyan Primary school in Long Gang district.
Textbook EditionFun with English. Book
beginning with Grade one.
Lesson’s TitleLesson 9
Time of giving lessonMay 14th
Ss Situation Analysis
A .Ss level: Grade four.
B .Ss’ abilities on grammar: They have got touch in the present tense.
Course Standard Analysis
The teacher should help the students to master certain English knowledge and some skills of listening, speaking, reading and writing so that the students can form certain ability on comprehensive language utilization..
Textbook Analysis
In last lesson Students have mastered the preliminary knowledge of “the present tense”. In this lesson they will continue to learn the “yes-or-no question” of the present tens.
Teaching Aims
A: Aims on knowledge
a. Ss should master “kick, shuttlecock, try, have a try”.
b. Ss proficiently use “ Is he /she doing kung fu? Yes, he/she is. No, he/she isn’t.”
B. Aims on abilities:
a. To develop Ss’ abilities on listening and speaking.
b. To train Ss’ abilities on using yes-or-no question.
C. Aims on emotion:
a. To foster Ss’ consciousness of building up their bodies.
&&& b. To lead Ss to show their love on sports.
Teaching Emphases and Difficulties
A: Ss should master “kick, shuttlecock, try, have a try”.
B: Ss proficiently use “ Is he /she doing kung fu? Yes, he/she is. No, he/she isn’t.”
Teaching Methods and Learning Methods
A Teaching Methods: Communication, demonstration, performing, heuristic&&&&&&&&&&&&&&&&&&&&&& method, scene, task based.
Learning Methods: Using five organs together, intensifying memories, circulating memories, summarizing and analyzing.
Teaching Process
A: Greeting
T: boys and girls please guess “what am I doing?”
( Teacher does some actions to have the students guess. Such as run, dance, sing, do Taijiquan, wash, cut, open. Students should answer using “-ing”style.)
C: (Teacher leads the students to do the above actions)
Interest is the best teacher. TPR can arouse their enthusiasm on learning English. Using “-ing” style can make a good bedding for learning the present tense. &
Ⅱ.Presentation
A.T: Who can come to the front to do the actions that I will whisper to tell you?
(Teacher whispers to the student who comes to the front “run”)
T: Boys and girls, is he doing kung fu?
( Teacher writes down “ Is he/she doing kung fu?” on the board.)
T: No, he isn’t.
( Teacher writes down the sentence on the board)
&T: Is he running?
T: Yes, he is.
( Teacher writes down the sentence on the board)
&(Teacher asks another two students to do actions and has the other students guess and using “Yes, he/she is. No, he/she isn’t” to answer.)
T: please make sentences with “Is he /she doing...? Yes, he/she is. No, he/she isn’t.
B. &(Teacher shows a shuttlecock to the students)
&T: Look at me, I’m kicking a shuttlecock. What is a shuttlecock?
&Ss: ()Students pronounce shuttlecock in teams, in groups
&T: Who can have a try to kick a shuttlecock?
(Teacher writes down “have a try” on the board.)
&T: (After one students kicking the shuttlecock)
Who can have a try? Another one? Try please?
&& &&(Teacher uses the sentence “have a try” or “try” to have several students to kick the shuttlecock in order to make then understand the meaning of “have a try” or “try” step by step.)
&T: What’s the meaning of “have a try” or “try”?
&&& Ss: ()
The heuristic teaching's essence lies in displaying and arousing student's study enthusiasm which develops student's intelligence and trains the student to analyze the question by themselves.&
Text teaching
A. T: Oh, most of you can kick a shuttlecock well. How about David? Can he kick a shuttlecock? Today we are going to learn lesson 9.(Ss open the books)
B. To listen to the tape to have them listen carefully.
C. To have them read the text according to the characters.
D. To answer teacher’s questions
a. Is the old man doing kung fu?
& (S1:Yes, he is.)
b. Is the old woman doing Taiji?
& (S2: No, she isn’t.)
c. What is that girl doing?
& (S3: She is kicking shuttlecock.)
d. Does Daming have a try to kick the shuttlecock?
& (S4: Yes, he does.)
e. Can he kick well?
& (S5: No, he can’)
f. Where is the shuttlecock?
& (Teacher has them to guess freely)
E. To perform the dialogue.
& (Teacher divides them into some groups and gives them several minutes to read the text. Then teacher gives them chances to perform the dialogue with the help of pictures.)
The classroom is a place for the students to release and exchange their emotion. The harmonious relationship between the teacher and students is the key aspect for them to form the learning skills. &
Ⅲ Consolidation.
T: Look at me, I have some pictures of actions, Look at them carefully then answer my questions.
(Teacher shows them a picture of running)
T: Is he doing kung fu?
Ss: No, he isn’t.
T: Is he running?
Ss: Yes, he is.
(Teacher asks questions in the same way using the pictures of all kinds of actions)
B:& T: Who wants to ask as a teacher?
(Teacher asks several students to ask questions according to the action pictures using the method of the above.)
C: Game: guessing game.
&& (Teacher shows four actions pictures to them to have them remember, then asks one student to come to the front who will not see the four pictures. Teacher puts one picture on his or her head to have him or her guess the actions that they have remembered, the other students should give him or her “yes or no” answers.)
&& eg. (Teacher put the picture of “dancing” on S1’s head)
S1: Boy or girl?
S1: Is she kicking a shuttlecock”
Ss: No, she isn’t.
S1: Is she singing?
Ss: No, she isn’t.
S1: Is she cutting?
Ss: No, she isn’t.
S1: Is she dancing?
Ss: Yes, she is.
In this part, teacher's influential role is to design and propose the students’ active task and organize the students to complete the task using the knowledge that they have learned.&
Ⅳ Extension
&Gives the students 5 minutes to do the following exercises.
A: write the “-ing” style for the following verbs.
&& do---- &&&&&&&&play---& &&&&&&&&kick---& &&&&&&&&sing---& &&&&&&&&see---
walk--- &&&&&&&go---&&&&&&&&&& swim---&&&&&&&&& read---&&&&&&&& take---
B: give “yes-no” answer for the following sentences.
& a. Is she reading in the room?& &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
& b. Is your mother walking to the supermarket?& &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
& c. Is Tom studying ?&& &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
The extra activities is helpful for the students to increase the knowledge and to open their field of vision.&
Ⅴhomework
A: To recite this lesson to their parents.
B: To do the exercises on activity book.
The arrangement of the English homework should be extended out of the class in order to develop the activities on class.
blackboard design
Is he/she doing kung fu?
Yes, he/she is.
No, he/she isn’t.
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& &
Teaching Resources and Tools
A. resources and tools for Ss: book, exercises book, printed exercises.
B. resources and tools for teacher: radio, tape, words cards. pictures of actions
Teaching’s Looking Back
This class has achieved the teaching aims effectively and improved the students’ abilities on listening, speaking, reading and writing.
Disadvantage:
The time of practising the new words is not enough. The communication among students occupied a lot in the course of performing the dialogue.
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Teacher’s Introduction
Li Henan ,as an English teacher for nine years, works in Shiyan Primary school in Long Gang district.
Textbook EditionFun with EnglishBook
beginning with Grade one.
Lesson’s TitleLesson 10
Time of giving lessonMay 21st
Ss Situation Analysis
A .Ss level: Grade four.
B .Ss’ abilities on grammar: They have got touch in the present tense.
Course Standard Analyze
Learning English course is just a process to master the English knowledge and skills gradually by English studying and practical activities.
Textbook Analysis
In this unit, the students have learned “what are you doing? I’m –ing...”. So they have the abilities to accept the person conversion of “ We are –ing... in this lesson.
Teaching Aims
A: Ss should master “group, climb, careful, naughty.”.
Ss proficiently use “what are you doing? We are walking..
B. Aims on abilities:
a. to develop Ss’ abilities on listening, speaking reading and writing.
b. to train Ss’ abilities on expressing what they doing?.
c. to foster Ss’ abilities on communication and challenging themselves..
C. Aims on emotion:
&&& a. to foster Ss’ consciousness of good cooperation and proper competition.
&&& b. to lead Ss to participate in working together.
Teaching Emphases and Difficulties
A: Ss should master “group, climb, careful, naughty.”.
B: Ss proficiently use “what are you doing? We are walking.”
Teaching Methods and Learning Methods
Teaching Methods: Communication, demonstration, performing, heuristic method, scene, task based, using Audiovisual education (ppt)
Learning Methods: Using five organs together, intensifying memories, circulating memories, summarizing and analyzing.
Teaching Process
T: Boys and girls, I have some action cards in my hands. Who can come to the front to draw out one card then answer my question?
S1: (he/she draws out an action card. e.g: playing)
T: what is he doing?
Ss: (He is playing)
T: What are you doing,boy? ( Teacher writes down “ What are you doing?”on the board).
S1: I’m playing.
&( Then to ask several other students to come to the front in the same way.)
What are you doing?
What are you doing? What are you doing? I’m playing, playing. playing.
What are you doing? What are you doing? I’m running running running.
What are you doing? What are you doing? I’m singing singing singing.
What are you doing? What are you doing? I’m dancing dancing dancing.
Games and chants can help the primary school students to learn English in playing and play in learning.
Games and chants can also improve the students’ interest on learning English in class.&
Ⅱ. Presentation
A. T: boys and girls look at this picture.( To show them a picture of climbing) What is the boy doing?
&&&& Is he running?
&& Ss: No, he isn’t.
&& T: So what is he doing?
&& TYes, he is climbing. Following me, please. ［ai］climb.
&& Ss: (［ai］climb.)
&& T: Is “b” here pronounced?
&& Ss: (No).
&& T: So, answer my question again, what is he doing? ( point to the picture)
&& Ss: (He is climbing.)
&& T: If you are climbing the hill, please be careful, right?
&& Ss: (Yes)
&& T: Follow me to read “ careful”.
&& Ss: (careful)
B. T: Boys and girls, I will divide you into two groups. Boys, you are Group 1 Girls, you are Group 2.
&&&& Can you have a try to guess “ group”?
& T You are so bright. Please try to pronounce this word. ( To write down “soup”)
& Ss: ［su:p］
& T: So, “ou”here is pronounced ［u:］
T: Group 1 and Group 2, Let’s have a competition. There will be one student to come to the front who stands for his or her own group. He or she should draw out one action card from my hand. For example: Group 1 if the student in you group who draws out “ walk”, Group 2 , everyone of you should ask “What are you doing, Group 1 ?”& So Group 1, how will you answer?
Group 1: ( We are walking.)
T: You are so clever. ( to write down “We are walking.” on the board.)
&&& ( Teacher leads the students to play the competition several times)
Competition can raise students’ innovative spirit, the competitive spirit and the unity cooperation. It is very useful to help the students to build up the conciousness of working together.&
Step 2 Text teaching
A.T: Today we are going to learn lesson 10. There will be some naughty students in this lesson.
Can you guess “naughty”? ( To have them guess in Chinese.)
TYesyou are right. Let’s listen to the tape. ( To play the tape)
B: To have them read following the tape.
C: Correct F or T according to the text.
Group 1 are walking.
Group 2 are climbing the hill.
Group 3 are playing.
Group 3 are very naughty.
Ⅲ Consolidation.
T: Please take out a piece of paper to write down what you are doing by your imagination. Don’t let the others see what you wrote on the paper. Please use “what are you doing? We are –ing” to make sentences in your groups. ( To give them 3 or 4 minutes to make sentences.)
The teacher not only may provide some useful task to the student but also may design some situation which is close to their life. Thus students’ enthusiasm will be higher and the interest will be thicker.&
Ⅳ Extension
& &Teacher shows the CAI to have the students to do the following exercises.
A. Finish the sentence
1. The boy is playing basketball.否定句：____________________________一般疑问句：_________________________肯定回答：__________________________否定回答：__________________________对“is playing basketball”提问：__________________________2. They are singing in the classroom.否定句：____________________________一般疑问句：_________________________肯定回答：__________________________否定回答：__________________________对“are singing”提问：__________________________
Various extra activities out of class are helpful to protect the students’ curiosity, make them keep independency and improve their innovation.&
Ⅴhomework
A. To recite this lesson to their parents.
B. To do the exercises on activity book.
The majority of activities on class and extra movements out of class need the preparation after class. Therefore the extension of English knowledge needs the good arrangement of the homework.&
blackboard design
What are you doing?
We are walking.
careful&&&&&&&&&&&&&&& &&&&&&&&&&&&&&&&naughty
Group 1&&&&&&&&&&&&&&&&&&&&&&&&& &&&&Group 2
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& &
Teaching Resources and Tools
A. resources and tools for Ss: book, exercises book,
B. resources and tools for teacher: radio, tape, CAI (ppt), words cards.
Teaching’s Looking Back
As teachers we should free our mind, renew our ideas and play an important leading role in teaching. We should also research the teaching methods. At the same we should enhance our speaking level on English and practise our own abilities on adapting changing.
小学英语教学设计
【教师简介】肖宏& 葫芦岛市第三实验小学英语教师
【教材版本】《快乐英语》（BOOK 7）（一年级起点）
【课题名称】Unit 2 What are you doing?& Lesson 11
【授课年级】四年级
【授课时间】
【学生分析】学生活泼好动，乐于参与活动、游戏及表演，所以要采用多种教学手段交替使用，创设情景，尽量利用实物、图片及课件等直观教具进行教学，激发学生求知欲望。学生求胜心理较强，小组活动中，为取得好成绩，部分小组长会安排学困生完成简单的内容，而剥夺他们开口讲、动手写的机会，教师要加以指导，或言语鼓励、或对学困生担当重要角色的小组给以较高的评价等，引导学生真正做到互帮互助。
【课标分析】新课程标准强调课程应从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途经，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。
【教材分析】本课是《快乐英语》（BOOK 7）（一年级起点）Unit 2& Lesson 11本模块以David and his classmates are on camping.为话题，呈现了当主语是第三人称复数时，现在进行时的一般疑问句及其回答。由于现在进行时学生在前几课已经接触到了许多，因此，我对教材做了处理：先引出主要句式，再回到课文所创设的场景，最后联系生活实际。学生先能够询问和回答，而后运用于生活，这样处理比较符合学生的认知特点和语言规律，在学习目标的难易上也有一个梯度。
【教学目标】
1．the aims of knowledge：To study the new words and phrases “fresh, play hide-and-seek, pajamas. Master the main drills “Are they…? Yes, they are. / No, they aren’t.
2．the aims of abilities：To develop the students’ abilities of listening ,speaking ,reading and writing .To train the students’ ability of working in pairs.
3．the aims of emotion：Make the Ss observe everything carefully and train Ss’ consciousness of good co-operation and proper competition.
【教学重点与难点】
1.Master the main drills “Are they…? Yes, they are. / No, they aren’t.
2. How to use main points to make new dialogues and act them out.
【教学方式】
Communicative teaching method, group cooperate method, task-based teaching method,TPR
【教学过程】
Step1.Revision
1.Play a game.
Tell the student to do the actions ,then& the other Ss will say in English. &&e.g. Play football , play table tennis , take pictures, watch TV and so on.
2. Ask and answer
T: Please look at the big screen, add –ing into the verb words.Ss: Writing/ singing/dancing/running… (say quickly one by one)
T(Show PPT to practice present tense’s sentences.)
Ss(According to the PPT to answer the questions.)
【purpose】It is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge for the next step.
Step 2 Presentation
1.Use a big picture to ask “What are they doing?” and Ss can give the answer correctly.The teacher will explain the meaning of the new phrases by gesture.“play hide-and-seek/ do handstands…”
2.T will say the main phrases like this,
&& Basketball, basketball, playing basketball
handsatands, handsatands , doing handstands
&Ping-pong , ping-pong ,playing ping-pong
hide-and-seek, hide-and-seek ,playing hide-and-seek
&& Then tell the Ss clap their hands and do the actions after the T. Let the Ss read by themselves.
3. Show some videos (The Ss are playing on the playground.)& &to introduce the new drills “Are they … ?”Help Ss try to answer “Yes, they are./ No, they aren’t.”
【purpose】To present the key structures one by one is much easier for the Ss to learn and grasp the meaning.
Step 3 Practice and Consolidation
1. A lucky bag.& (There are many pictures in the bag .Ss can choose them , then look at the pictures and say sentences quickly.)
For example :
They’re doing taijiquan. / playing football &/ playing basketball &/ &&&swimming ...
2.Play a guessing game .（This game may be operated by the teacher. It’s also played by students themselves if& possible.）
Ask four students to sit in the front of the class .Try not to let others find what he or she is doing.
Are they doing taijiquan /rowing a boat /playing chess?
Yes, they are. / No, they aren’t.
Help students to finish the guessing game one by one &. Try to make more chances to practice speaking English for students.
【purpose】Proper competition can arouse the Ss’interst in English learning.
3. Use CAI to show the dialogue of this lesson , look and help the Ss understand the meaning of the drill “How fresh the air is！” listen carefully and answer some questions .
Q1: Are the girls kicking shuttlecock? & & & & Q2: Are the boys playing hide-and-seek? & & & & Q3: Are Miss Lin and Liu Gang doing handstands?
4.Read the dialogue in pairs then act it out in different roles.
【purpose】CAI can provide a real situation for the Ss to understand the dialogue.&
5. Summary .
&&&&& Are they playing hide-and-seek?
&&&&& Yes,they are. Yes,they are.
&&&&& Are they doing handstands?
&&&&& No, they aren’t. No, they aren’t.
Step 4& Extension
Make a survey
It’s 10:30 am. What are the people doing now ?Are they…?
Finish the printed form by asking and answering “Are they…? Yes, they are. /& No, they aren’t. ” and tick them in the questionnaire, find out which group finishes faster.
【purpose】Task-based teaching method is used here to develop Ss’ability of communication and also their ability of co-operation will be well trained.
Step 5 Homework
1.Recite the new words and drills.
2.Some Ss can talk about the pictures of Part 1. Some Ss can use the main points to talk about the people in the playground.
【purpose】It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.
【教学用具】a recorder, CAI, cards and a printed form
【教学后记】学生一般喜欢在游戏中完成自己的学习任务，所以我主要采取游戏学习方式来调动大家的学习兴趣，让学生乐于学习。同时学习英语的新思想是创设情景进行学习，我尝试去创设各种与教学相适应的情景去教学，达到较好的效果。学生兴趣很高，达到学以致用的目的。在实践部分设计时，我出示一张表格，鼓励学生用所学的知识去描绘人们的活动，把活动内容记录下来，让他们学会学习，学会生活，更好的容入社会。对不同层次学生布置不同的作业要求，让学生自主选择作业，可以让各类学生都变为热情的参与者、有能力的参与者，符合小学生的心理特点，使学生不再把作业当成负担，能够比较主动地完成作业。
小学英语教学设计
【教师简介】肖宏& 葫芦岛市第三实验小学英语教师
【教材版本】快乐英语（BOOK 7）（一年级起点）
【课题名称】Unit 3 He likes sports. Lesson 13
【授课年级】四年级
【授课时间】
【学生分析】学生处于低年级阶段，教学内容的设计以生动活泼，浅显易懂,学生易于接受和运用为主导思想。同时学生对体育活动及他们喜欢的体育明星都很感兴趣，学习积极性很浓，具有探索的欲望。
【课标分析】根据《小学英语新课程标准》，四年级要达到一级教学目标，结合本课教材，学生应能用英语谈论兴趣、体育运动类的话题。并掌握一般现在时第三人称单数的用法，能在实际生活中灵活运用。
【教材分析】本节课是一节对话课，主要是让学生能够用一般现在时第三人称单数的陈述句形式进行有效的交际。本节课的内容是第三单元的第一课时，所以有必要先从“I like…”入手，再过渡到“He/She likes…这样学生学习时不会感到困难。本课时内容比较贴近学生生活，是学生们比较喜欢的话题之一，所以有利于学生间开展交流。
【教学目标】
1．the aims of knowledge：To study the new words and phrases “fresh, play hide-and-seek, pajamas. Master the main drills “Are they…? Yes, they are. / No, they aren’t.
2．the aims of abilities：To develop the students’ abilities of listening ,speaking ,reading and writing .To train the students ability of working in pairs.
3． the aims of emotion：Make the Ss have successful feeling and achievement .& Train Ss’ conciousness of good co-operation and proper competition. And make them be interest in English study.
【教学重点与难点】
1.Master the main drills “Are they…? Yes, they are. / No, they aren’t.
2.How to use main points to make dialogues and act them out.
【教学方式】
the communicated method , group cooperate method
【教学过程】
Step1.Revision
Chant like this:
Basketball, basketball, basketball , I like basketball.
Football, football , football ,I like football.
Ping-pong , ping-pong ,ping-pong ,I like ping-pong .
Swimming, swimming ,swimming, I like Swimming
Running , Running, Running, I like Running
【purpose】It’s important to for a better English learning surrounding for the Ss by doing some total physical response.
Step 2 Presentation
1.Show the photos. And try to introduce them .
This is _________. (刘翔)
This is_________. (郭晶晶.)
This is __________. (张怡宁)
This is __________.（加内特）
This is _________.（贝克.汉姆）
This is__________. (菲利普斯)
2.Use CAI to show these athletes.& Can you tell me “ what does he /she like?” Such as : This is 刘翔. He likes ______? Help Ss describe their hobbies in English. Master the main drills of this lesson.&&&&&
This is LiuXiang .He likes running.
This is Guojingjing. She likes swimming.
Use “he /she” to say the drills corretly.
【purpose】CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.
Step 3 Practice and Consolidation
1.Draw simple pictures on the Bb. &&&&(diving、shotting、play badmiton、weight lifting )& &&Help Ss fill in the blanks , and then introduce the more famous athletes in different& countries. Tell Ss to describe them .
e.g. This is … He/She comes from… He/She likes…
2.Pairs work
（1）One student will say the name of an athlete, the other Ss will say her or his hobby e.g. This is Deng Ya ping. She likes ______.
（2）One student will do actions like an athlete, and& say some dills like this “She likes diving very much…& Who is she ?”
3.Show a photo of Michael Jordan ,and say “This is Michael Jordan .He’s world-famous .He is a basketball player, and I’m his fan.” Help Ss understand the meaning of the words “player , fan”and the phase “world-famous”.Use CAI to show the dialogue of this lesson , listen carefully and answer some questions .
(1 ) Is Billy’s T-shirt cool? Why?
(2 )Is Billy’s uncle a basketball player?
(3 )Is Jordan famous in the world?
&& If Ss can give the answer correctly, the T will give them some gifts. And explain the meaning of the new word “gift” by gesture.
4.Read the dialogue in groups then act it out in different roles.
【purpose】Use CAI& to help the students understand the dialogue easily and arouse the students interest in English.
5. Summary .
I like basketball.
He likes ...
She likes ...
Step 4& Extension
Find out some atheltes, and talk about by themselves in groups,&& then fill in the blanks.
&【purpose】let the Ss have a chance to practise their listening and spoken ability.
Step 5 Homework
1.Recite the words as many as possible after class.
2.Talk about athletes with your friends.
【purpose】Revision is so important that Ss should speak English as much as they are in class or after class.
【教学用具】a recorder, photos, CAI, cards and a printed form
【教学后记】在教学中构建快乐的学习课堂，以学生发展为本，通过各种活动创设情境，使语言教学变得生动有趣。让游戏把语言知识的学习与语言技能的训练有机地结合在一起，在活动情境中突破难点，帮助学生正确理解新语言的意义，同时达到学以致用的目的。在该课教学中语景的创设，学生积极主动地习得语言是一个亮点。
小学英语教学设计
【教师简介】肖宏& 葫芦岛市第三实验小学英语教师
【教材版本】快乐英语（BOOK 7）（一年级起点）
【课题名称】Unit 3 He likes sports. Lesson 14
【授课年级】四年级
【授课时间】
【学生分析】级学生处于低年级阶段，喜欢直观形象思维，对游戏、竞赛、画画特别感兴趣，因此教学内容的设计以生动活泼，浅显易懂,学生易于接受和运用为主导思想，以表扬为主，鼓励他们大胆说、积极做、努力唱。教学过程中要真正地让学生“动”起来，让课堂“活”起来。
【课标分析】课程标准特别强调要关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，在本课教学中注重学生能力的培养，全面展示生活处处有英语，对英语更充满兴趣。
【教材分析】本节课主要是让学生能够用一般现在时第三人称单数的一般疑问句型 “What does he/ she like? 及其答语He/She likes…形式进行有效的交际。助动词does对于学生来说是一个全新的概念，因此先教学答句再引导学生提问，以降低教学的难度，突破难点。
【教学目标】
1．the aims of knowledge：To study the new words “sport ,spend, hour” and new drill “What does he/she like ?”
2．the aims of abilities：To develop the students’ abilities of listening ,speaking ,reading and writing .To train the students ability of working in pairs.
3．the aims of emotion：To enable the students to talk about their hobbies and co-operate ability .
【教学重点与难点】
& 1、To help the students to use the new drill to communicate with each other .
& 2、To enable the students to study in groups and co-operated skillfully.
& 3、To develop the students interest in English .
4、How to use “What does he /she like ?” to make dialogues and act them out.
【教学方式】
the communicated method , group cooperate method
【教学过程】
Step1.Revision
Sing the song 《Monkey sees , Monkey does 》.The students sing this song and do the actions .
【purpose】It can make the students feel pleased and lead the students into a thick English studying atmosphere .&
Step 2 Presentation
1.Use big screen to show some videos and pictures of Michael Jordan and ask the students “Do you know who’s he ?” The students talk about something of Michael Jordan .
2.Then the teacher ask the students “What does he like ?” and make the students answer “ He likes basketball .” Then practice this drill in groups .
3.Talk about something else of Jordan ,e.g : He also likes badminton , golf and baseball , so he likes sports very much . Teach the students “sport”. Read this word one by one .
4.Ask the students“ what sports do you like ?” The students answer by themselves.
&5.Tell the students my father also likes sports . He spends hours on them every day .Teach the students “spend” and “hour”.Then read the words like this :
Sport ,& sport ,& sport
6.Use big screen to show the video and pictures of Wang Nan , and ask who’s she ?What does she like ? Teach the students this drill..
Step 3 Practice and Consolidation
1.Let’s play a game. Before the game let’s review some sports .e.g .badminton , basketball , football , volleyball , baseball , ping-pong , golf , bowling .Then ask one students come to the front and choose one sport do the action , then the other students guess what does he/she like ? and use this drill to make a dialogue .
【purpose】In this game , the students can grasp the new and gain enough then encouragement and confidence from their success.
2.Draw and ask
Use CAI to show the dialogue of this lesson , listen carefully and answer some questions .
Q1: Is the man fat or thin? & & & & Q2: What sports does Xiao Hui’s father like? & & & & Q3: Where does he play the ball games?
3.Read the dialogue in pairs then act it out in different roles.
【purpose】Use CAI can help the students understand the dialogue easily and arouse the students interest in English.In order to train the Ss’ abilities of listening and choosing informations, tell Ss to listen first,and then answer the questions according to the dialogue.
&&&&&&&&& &&&4.Listen to the music and the students draw their favorite sports . When the music stop ,they must stop . Then use “I like ….” to make a sentence in groups .Then let some students come to the front to say the sentence , the other students should remember what they like . Find two students ask and answer “ What does he/she like ? He/She likes …” If they say right , the students in front of the classroom say “Yes”. If not , he/she say “No, I like …”
5.Summary . Let’s chant like this :
&&&&&&&&&&&&&&&&& What does he like ?
&&&&&&&&&&&&&&&&& He likes badminton .
&&&&&&&&& &&&&&&&&What does she like ?
&&&&&&&&&&&&&&&&& She likes basketball .
&&&& 【purpose】In this step , the students creative ability and co-operate ability will be trained and the students can improve their spoken English .
Step 4& Extension
1.Make a survey.
& &Let Ss interview the guests and their friends. They can ask them sth. about sports. Try to use the main setences. “What sports does …like?& …”.See who can get more information.
3.Sing the theme song of the Olympic Games 《You and me》.
&&&& Tell Ss , we all like sports, so let’s do more exercises after class. We can invite our friends to join us.
Step 5 Homework
1.Use the new drills to ask your parents’& hobbies.
2.Do exercises .
【purpose】I think homework is so important that the students should speak English as much as they can in class or after class.
【教学用具】
Look for some videos and pictures on the net , cards , a tape-recorder and CAI
【教学后记】
1、本节课首先通过一首轻松愉快的歌曲引入课堂，学生边做动作边唱歌，很自然的过渡到英语课堂，同时也创设了一种英语的学习氛围。
&& 2、利用现代化的教学手段创设一定的语言环境。通过上网搜寻关于Michael Jordan 的有关信息，并通过大屏幕进行展示，激发了学生的学习兴趣，提高了他们的学习效率，通过有效的电教手段，有利于学生对所学知识的理解和掌握。
&& 3、在本节课中运用了一些游戏。如在看动作问问题这一环节中，学生通过肢体语言来表达一种体育运动，而其他的同学运用所学的句型“What doe he / she like ?”进行对话练习。又如，在Draw and ask 这一环节中，做到了学科间的整合，开发了学生的创造力和想象力。&&
4、培养了学生的合作精神。通过小组间的练习，同桌之间的练习，加强学生的合作意识，让他们共享有效的资源。学生扮演小记者采访一些同学，询问一下他们的亲朋好友喜欢什么球类运动。培养学生的交际能力和实际语言运用能力。
&& 5、Chant部分的运用，让知识系统的展现在学生面前，更利于学生的理解和掌握。突出了本课的重难点，让学生一目了然。
教学设计Teaching Design
I. 教师简介 Introduction of Teacher
&& 尚义， 来自葫芦岛市第二实验小学，葫芦岛市小学英语兼职教研员，小学中学高级教师。从事英语教学13年。曾荣获过第二届全国小学英语教师基本功大赛优秀课例展示一等奖，辽宁省小学英语教师基本功大赛一等奖，课件制作特等奖等。曾编著国家级丛书，多次荣获过国家级优秀论文。
II.教材版本 The Teaching Material
The teaching material is from Fun with English, Students’Book 7.
III. 课题名称 Lesson 15
IV. 授课年级& Grade 4
V. 授课时间 December 8th,2008
VI．学生分析 Students Analysis
The students in Grade 4 can imitate something well. They are full of curiosity and good at showing themselves. They have innovative spirit. But they are weak in writing. They aren’t good at logic ideation. So we should fasten our attention upon students’ characteristic. Design the teaching procedures carefully. Let students learn English easily.
VII．课标分析
对于四年级学生来说，新的课程标准
VIII．教材分析 Teaching Material Analysis
Last lesson, we’ve learnt the Present Simple Tense. We’ve learnt the word “like” is used in the Present Simple Tense. Today the students will learn the general questions about like. We’ll learn the key sentences: Does your father like…& Yes, he does. No, he doesn’t.
IX．教学目标 Teaching Aims
1. Knowledge aims: To master the new words “ticket, game, stay”
&&&&&&&&&&&&&&&&& To master the general questions “Does he/she like..?
&&&&&&&&&&&&&&&&& Yes, he/she does. No, he/she doesn’t.
2. Ability aims: To improve the students’abilities of listening, speaking, reading, and writing.&
3. Emotion aim: To educate the students to love sports and keep healthy.
4．Important and difficult points: Using singular Of the general questions in the Simple Tense
&X．教学方式 Teaching Methods
&I will adopt situational teaching method. Get the students to study in a relaxed and agreeable atmosphere. The students adopt co-operation learning by groups. They can help each other. It can train their co-operation consciousness. They can lean more knowledge in the groups.
XI．Teaching Aids: tickets, basketball, volleyball, CAI.
XI．教学过程 Teaching Process
Step 1 Warm up and lead into the new lesson
1. Ask and answer in pairs.& What do you like? What does your… like? Then tell the students my favorite sports. Show the students a basketball and a volleyball. Ask if your father likes them.
2. Then ask and answer. Does your father like basketball/volleyball?
【设计思路】此环节采用两人问答的形式对上节课所学的一般现在时态进行复习，然后出示篮球和排球，引出本出课的重点句型，让学生进行操练。
Step 2 Presentation
1. Show the Ss two volleyball tickets.& Lead in the students to guess the meaning of the word “ticket”. Tell them the tickets are for the volleyball game. Then explain game for the students. Ask the students if they can stay at home. Explain the word “stay”for the students. Get the students to spell and recite the words.
【设计思路】此环节采取层层递进的方式引出单词，集中操练，不仅培养了学生的拼写能力，同时也培养了学生听说能力。
2. Show the some questions on the big screen. Then get the students to read them.
a. Does Helen’s father like volleyball?
b. Does He like basketball?
c. Who has got two tickets?
d. Who stays at home?
3. Listen to the tape and get the students to answer the questions. Then read after the tape.
【设计思路】本环节是常规的课文处理方式，设计的问题采用由浅入深的方式，让所用的同学都能理解和回答出问题。
Step 3 Practice and extension
1. Get the students to read the dialogue by groups.
2. Read the dialogue in pairs. Then ask some groups to make the dialogue.
3. Let the Ss look at the big screen. Choose some topics to make the dialogue or make a new by themselves.
a. uncle Wang, uncle Li, football game,&&& b. grandma, grandpa, Beijing opera, theatre, and so on.
【设计思路】此环节的设计采用小组学习的方式进行课文的练习，然后朗读，对话，最后让学生选择不同的话题进行交流，培养了学习自主学习的能力。
Step 4 Consolidation
&&&& Fill in blanks.
&&&& Hellen’s father &&&&&&&&volleyball. But he &&&&&&&like basketball.
He has two volleyball &&&&&&&&tonight. Helen’s and Liu Gang’s father can go to
&&&&&& &The volleyball game. Helen and Liu Gang can &&&&&&&at home and watch an NBA game.
【设计思路】在巩固环节我取用了填空的形式对所学的课文进行复习，起到了很好的复习效果。
Step 5 Homework
1. Read and write the dialogue and recite the dialogue.
2. Have a survey. Does your father/mother/friend like…?
【设计思路】在作业的设计方面我采用比较灵活的方式，既有书面的作业，还有小调查，丰富了学生的作业，使其更有趣味性。
【教学后记】 通过本节课的教学，大部分同学在课堂上已经掌握了所学的知识，还有一小部分同学掌握了本节课的重点、难点部分，在课下，通过小组合作的方式，他们也能够基本上掌握所学的知识。但是也有一部分同学对于助动词在一般现在时态里的应用还有些不明白，所以对于Does的使用还要进一步深入训练，使每个学生都能熟练运用。
教学设计Teaching Design
I. 教师简介 Introduction of Teacher
&& 尚义， 来自葫芦岛市第二实验小学，葫芦岛市小学英语兼职教研员，小学中学高级教师。从事英语教学13年。曾荣获过第二届全国小学英语教师基本功大赛优秀课例展示一等奖，辽宁省小学英语教师基本功大赛一等奖，课件制作特等奖等。曾编著国家级丛书，多次荣获过国家级优秀论文。
II.教材版本 The Teaching Material
The teaching material is from Fun with English, Students’Book 7.
III. 课题名称 Lesson 16
IV. 授课年级& Grade 4
V. 授课时间 December 10th,2008
VI．学生分析 Students Analysis
The students in Grade 4can imitate something well. They are full of curiosity and good at showing themselves. They have innovative spirit. But they are weak in writing. They aren’t good at logic ideation. So we should fasten our attention upon students’ characteristic. Design the teaching procedures carefully. Let students learn English easily.
VII．课标分析
对于四年级学生来说，新的课程标准
VIII．教材分析 Teaching Material Analysis
Last lesson, we’ve learnt the General Question about the Present Simple Tense. Like is used in the General Question of the Present Simple Tense. Today the students will learn Negative Sentence in the Simple Tense. We’ll learn the key sentences: doesn’t like…
IX．教学目标 Teaching Aims
1.Knowledge aims: To master the new words “neighbor, fast food, dumpling”
&&&&&&&&&&&&&&&&& To master negative sentences “doesn’t...?
2. Ability aims: To enable the students to usage the words and sentences in a real situation.& To improve the ability of using English.
3. Emotion aim: To education the students to learn about what they like or dislike.
4. Important point and difficult point: He/She doesn’t like…
X．教学方式 Teaching Methods
&I will adopt situational teaching method. Get the students to study in a relaxed and agreeable atmosphere. The students adopt co-operation learning by groups. They can help each other. It can train their co-operation consciousness. They can lean more knowledge in the groups.
XI．教学用具Teaching Aids&& CAI，pictures
XII．教学过程 Teaching Process
Step 1 Warm up and lead into the new lesson
1.Greeting
2. Ask and answer. One of the students introduce his favorite. The other students ask and answer. S1: I like playing football. S2: Does he like playing football?
S3: Yes, he does…
2.Introduce a new friend named John. The students can ask him some questions.
What does he like? Does he like…
【设计思路】此环节采用问答的形式对所学过的问题进行复习，以约翰为例，让学生向他提出问题，培养了学生的自主学习的能力。
Step 2 Presentation
1. Show some pictures on the big screen. Make sentences with “doesn’t like”.
For example: John doesn’t like…
2. Listen to the tape and find out the things what John doesn’t like.
&& John doesn’t like…
3.Listen to the tape again and explain the new words“Neighbor, fast food, dumplings” for the students.
【设计思路】此环节注注重了第三人称单数的一般现在时的否定句型的操练，同时也训练了学生的听音。
Step 3 Practice and extension
1. Get the students’ to read the text by themselves. And then fill in the form.
2. Show the students a score bill. And then talk about it.
For example: Daming likes Chinese, Math, and PE. He doesn’t like English and Art.
【设计思路】此环节由课文的练习延伸到学生成绩，培养了学生发散思维的能力。
Step 4 Consolidation
&&&& Get the students to retell the text by groups. Then the teacher have a summary abut this lesson.
【设计思路】出示提示词，让学生来复述课文，降低了难度，所以大部分同学都能做到，这是对所学课文的很好巩固方式。
Step 5 Homework
1.Have a survey. Your friend doesn’t like …
2.Retell the text at home.
【教学后记】通过本节课的学习，学生能够掌握所学的单词和重点的句型，能够把这种否定形式运用实际当中。但是，如果把所学的第三人称单数的几种变化形式整合在一起，这对学生来说还是很难。这就需要在平时的教学中不断地加以强化。
教学设计Teaching Design
I. 教师简介 Introduction of Teacher
&& 尚义， 来自葫芦岛市第二实验小学，葫芦岛市小学英语兼职教研员，小学中学高级教师。从事英语教学13年。曾荣获过第二届全国小学英语教师基本功大赛优秀课例展示一等奖，辽宁省小学英语教师基本功大赛一等奖，课件制作特等奖等。曾编著国家级丛书，多次荣获过国家级优秀论文。
II.教材版本 The Teaching Material
The teaching material is from Fun with English, Students’Book 7.
III. 课题名称 Lesson 17
IV. 授课年级& Grade 4
V. 授课时间 December 12th,2008
VI．学生分析 Students Analysis
The students in Grade 4 can imitate something well. They are full of curiosity and good at showing themselves. They have innovative spirit. But they are weak in writing. They aren’t good at logic ideation. So we should fasten our attention upon students’ characteristic. Design the teaching procedures carefully. Let students learn English easily.
VII．课标分析
对于四年级学生来说，新的课程标准
VIII．教材分析 Teaching Material Analysis
Last lesson, we’ve learnt the Present Simple Tense. We’ve learnt the expression of “dislike” in the Present Simple Tense. Today the students will learn the special questions of the Simple tense. We’ll learn the key sentences: How does he/she go to work?
IX．教学目标 Teaching Aims
1.Knowledge aims: To master the new words “work, hospital, go to work, healthy”
&&&&&&&&&&&&&&&&& To master the general questions “How does she/he go to work?
2. Ability aims: To improve the Ss’abilities of speaking and use of English.&
3. Emotion aim: To educate the students to keep healthy.
4．Important and difficult points: How to use the singular expression of the Simple Tense.
X．教学方式 Teaching Methods
&I will adopt situational teaching method. Get the students to study in a relaxed and agreeable atmosphere. The students adopt co-operation learning by groups. They can help each other. It can train their co-operation consciousness. They can lean more knowledge in the groups.
XI.教学用具Teaching Aids： CAI, a photo
XII．教学过程 Teaching Process
Step 1 Warm up and lead into the new lesson
1. Show a photo of Zhang Hong’s mother. Get the students to describe her.
&2. Tell the students we’ll learn about her mother.
【设计思路】此环节我出示张红妈妈的照片，根据这张照片让学生自由发挥，不仅能复习所学的知识，而且锻炼了学生的创造性思维。
Step 2 Presentation
1. First, get the students to read the dialogue and find out the new words.
2. Show the Ss a picture, and ask: Where does the doctor work? And lead into the word hospital, work. Then ask the Ss