问：Is your name Jack？ 否定回答和肯定回答分别是什么？谢谢。_百度知道
问：Is your name Jack？ 否定回答和肯定回答分别是什么？谢谢。
我有更好的答案
no,it isn't
采纳率：17%
肯定回答：Yes, l'm is
否定回答：No,l'm isn't
否定：No, I am not.肯定：Yes, I am.
it'snt
肯定：yes，it is.否：no，it isnt
其他2条回答
为您推荐：
其他类似问题
烩面的相关知识
换一换
回答问题，赢新手礼包
个人、企业类
违法有害信息,请在下方选择后提交
色情、暴力
我们会通过消息、邮箱等方式尽快将举报结果通知您。 上传我的文档
 下载
 收藏
该文档贡献者很忙，什么也没留下。
 下载此文档
新版新目标Unit6 I am wacthing TV sectionA
下载积分：3000
内容提示：新版新目标Unit6 I am wacthing TV sectionA
文档格式：PPT|
浏览次数：1|
上传日期： 23:04:29|
文档星级：
全文阅读已结束，如果下载本文需要使用
 3000 积分
下载此文档
该用户还上传了这些文档
新版新目标Unit6 I am wacthing TV sectionA
关注微信公众号与《》相关：
- Copyright & 2017 www.xue63.com All Rights Reserved您还可以使用以下方式登录
当前位置：&>&&>& > 小学英语教学设计
小学英语教学设计
小学英语教学设计&?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" />【教师简介】吴靖，龙港区东苑小学英语教师，市级骨干教师。毕业于大连外国语学院英语系,本科学历，学士学位。2004年获全国中小学优秀教师全额奖学金赴英语布莱顿大学学习，于2005年被为龙港区优秀教师;2002年参加首届全国小学教师基本功大赛获二等奖，在省、市、区举办的各项赛事中均获一、二等奖。2008年所著论文《浅谈小学英语自主学习能力培养》荣获全国教师教育教学论文一等奖;2006年参与的省级科研课题已结题，所著论文获省级一等奖。辅导学生参加全国小学生英语竞赛多次获一等奖和二等奖.【教材版本】小学快乐英语（一年级起点）第七册& &辽宁师范大学出版社【课题名称】Unit1 What a big school! Lesson 1【授课年级】小学四年级第一学期【授课时间】一课时【学生分析】四年级是小学低年级向高年级的过渡期，孩子开始从被动的学习主体，向主动的学习主体改变，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。同时四年级学生对身边的事物已有一定的认识,学习积极性很浓,具有探索的欲望.四年级学生的学习动机从直接动机向间接动机开始转化，即使没有直接的奖励，为了得到老师、同学、家长和其他人的肯定性评价，他们也会努力达到较好的学习效果。【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】本节课是一节对话课,主要是让学生能够围绕学校的事物,利用There be句型进行有效的交际.并能根据不同的图片或实例选择正确的短语和句型进行描述.本节课的内容是第一单元的第一课时,学生在学会primary school, street, middle school等单词的基础上,理解There be句型的语法意义,所以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】知识目标:1.能够听、说、读、写单词primary school, street, middle school.2.理解There be句型的语法意义，并能根据图片、实物活用句型。3.能理解Read and think部分的内容，并能根据对话内容选择正确的句型进行描述。能力目标:让学生就自已喜欢的内容进行交际,养成用英语交际的良好习惯;通过谈论自已喜欢的这个话题,培养学生积极参与课堂教学活动,养成乐于完成任务的好习惯。情感态度价值观：培养学生热爱学校,爱护学校一草一木的良好情感和生活态度.【教学重点与难点】1.教学重点是表示客观存在的“有”的There be句型。要求学生能运用该句型正确描述图片内容。2.教学难点是介词短语的正确使用，教师要通过图片或实例向学生直观地展示，帮助学生理解、掌握、运用介词短语。【教学方式】针对小学生爱唱，爱玩，好动的年龄特点，我们要把课堂教学组织得生动、活泼，突出趣味性和现实性，使学生能在轻松愉快的气氛中学习英语。因此我采用了直观演示法、交际法、任务教学法等愉快教学相结合的方法。“兴趣是最好的老师”，因此在课堂教学中，适当地结合愉快教学，能激发学生学习英语的兴趣，进而促进学生由兴趣发展到要学好英语的志趣。通过创设情景，把学生带进仿真的生活环境，鼓励学生多开口，多与教师或同学交流交际，用英语表达自己的思想和感受，达到掌握知识、培养技能的目的。【教学过程】StepⅠWarm-up(1)Sing the song “How are you?” together.(2)Free-talk.T:Hello, boys and girls. Nice to see you. Welcome back to school.【设计思路】以上两个活动既可以营造学习英语的气氛,调动学生学习英语的积极性,拉近师生的距离,又可以为上好本节课打基础。&Step Ⅱ PresentationShow a picture of a school by CAI.T: Look, what a big school!&& What can you see in the picture?1. Help the Ss answer the question with the sentence pattern: “I can see a … in the picture.”Stick the word cards on the blackboard. Such as:(1) S:I can see a tree.T: You can see a tree. It’s a tall tree.(2) Stick the word “tall”on the tree, teach the word “tall”.(3) T: We can see a tall tree in the picture. There is a tall tree in the picture.(4) Write the sentence “There is a tall tree in the picture.”on the blackboard, and read the sentence several times, help the Ss understand the meaning.2. Follow the same procedure to teach the words and phrases: street, primary school, middle school. Rewrite the blackboard writing to: There is a street/ primary school/ middle school in the picture.3. Stick the small pictures of flowers, grass and bird on the main picture. Ask the Ss to make sentences with the pattern: There is a … in the picture.【设计思路】通过创设一种真实的语言环境,让学生能在真实的情景中学习.通过描述图片,可以检查与培养学生运用英语的能力,使学生养成用英语进行思维的好习惯,为进一步学习英语练就扎实的基本功.Step Ⅲ Practice1. Ask the Ss to put their own things under the tree on the blackboard, practice the sentence pattern: There is a … under the tree.2. Pair work: Free talk with the sentence: There is a … in/on/under/near…3. Game: listen and drawDivide the whole class into two or three groups to have a competion.4. Listen to a story.Ask the Ss to find out the sentences with “There is…” and answer the following questions.(1) Does the cat want to play with the bird?(2) What does the cat want to do?5. Act out the dialogue.【设计思路】单词的教学本身是比较枯燥乏味的,小学生生性好动,具有好胜心理,采用比赛的形式,让学生在反复操练中巩固本课的学习重点,从而达到语言学习的运用和交流作用.Step Ⅳ ConsolidationAsk one student to come to the front, put his things at some places, the other students make up sentences according to the real situation.【设计思路】“最佳讲解员”的设计,可以让学生把所学知识运用到实际生活,真正达到"学以致用"的目的。同时它还可以培养学生收集,归纳信息的能力。让他们学会学习,在真实的生活学会运用英语,真正地提高英语口语水平。Step Ⅴ Homework1.&&&& Tell the story to their parents.2.&&&& Make up sentences with “There is…”to describe the classroom.【设计思路】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.【教学用具】多媒体课件,单词卡片，教学挂图，一些铅笔，尺，文具盒等实物【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.例如第一部分,是导入设计部分.通过出示学校的挂图,让学生描述自已学校的情况,拉进学生的距离,激发学生的上课热情.第二部分,是新课呈现部分.通过在挂图上贴单词图片等游戏方式，使学生在一种轻松愉快的环境中学习本课单词primary school, street, middle school与There be句型.第三部分是操练巩固部分.我让同学以小组为单位，将自己的东西放置在某处，练习本课重点句型,学生兴趣很高,达到学以致用的目的.第四部分是实践部分,我找一名同学将物品放在某处，其他同学造句，选出最佳讲解员，让他们学会学习,在真实的生活学会运用英语,真正地提高英语口语水平。&&&&&&&小学英语教学设计【教师简介】吴靖，龙港区东苑小学英语教师，市级骨干教师。毕业于大连外国语学院英语系,本科学历，学士学位。2004年获全国中小学优秀教师全额奖学金赴英语布莱顿大学学习，于2005年被为龙港区优秀教师;2002年参加首届全国小学教师基本功大赛获二等奖，在省、市、区举办的各项赛事中均获一、二等奖。2008年所著论文《浅谈小学英语自主学习能力培养》荣获全国教师教育教学论文一等奖;2006年参与的省级科研课题已结题，所著论文获省级一等奖。辅导学生参加全国小学生英语竞赛多次获一等奖和二等奖.【教材版本】小学快乐英语（一年级起点）第七册& &辽宁师范大学出版社【课题名称】Unit1 What a big school! Lesson 2【授课年级】小学四年级第一学期【授课时间】一课时【学生分析】四年级是小学低年级向高年级的过渡期，孩子开始从被动的学习主体，向主动的学习主体改变，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。同时四年级学生对身边的事物已有一定的认识,学习积极性很浓,具有探索的欲望.四年级学生的学习动机从直接动机向间接动机开始转化，即使没有直接的奖励，为了得到老师、同学、家长和其他人的肯定性评价，他们也会努力达到较好的学习效果。【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】本节课是一节对话课,主要是让学生能够围绕学校的事物,利用There be句型进行有效的交际.并能根据不同的图片或实例选择正确的短语和句型进行描述.本节课的内容是第一单元的第二课,学生在学会headmaste,library,gym等单词的基础上,理解There be句型的复数形式，由于上一课已接触过There be句型，所以在教学这些内容时，教师可以从旧的语言知识逐步过渡到新的语言知识，以便顺利开展本课的教学活动，降低学生学习新知识的焦虑情绪，从而提高教学效率。【教学目标】知识目标:1.能够听、说、读、写单词headmaster, library, gym.2.理解There be句型的复数形式，并能灵活运用。3.能理解Learn tosay部分的对话，能根据创设的情境或实际情况编写类似的对话。4.认识本课音标并掌握例词。能力目标:培养学生在情景中熟练运用句型的能力，灵活运用交际用语和知识的迁移能力。情感态度价值观：培养学生热爱学校,爱护学校一草一木的良好情感和生活态度.【教学重点与难点】1.教学重点是掌握表示客观存在的There be句型的复数形式，要求学生能灵活运用本句型。2.教学难点是学生容易把There are … 与There is …混淆，教师在教学中应强调，当物体的数量多于一个/（件）时，用There are…。【教学方式】本节课最突出的教学方式是运用直观教具进行教学。运用直观教具是一种最常见的教学手段，其特点是形象生动，在本节课中的具体体现是用到了一些文具实物。多媒体辅助教学也是本节课的一个主要特点。非英语国家的学生学习英语所面临的最大问题是没有语言环境，他们难以获得大量而规范的语音输入，难以掌握正确的发音和良好的英语思维。运用多媒体可提供纯正的语音材料，使学生能够接触到最地道的发音。另外，多媒体课件的恰当运用也使课堂更加生动，更能吸引学生的注意力，弥补教学条件的有限性，使整节课达到最佳效果。【教学过程】StepⅠ Warm up(1)Sing the song “There is a hole” together.(2)Game: T puts some things at differents places and asks the Ss to make up sentences with “There is a…”. Such as, “There is a pen on the pencil-box.”【设计思路】以上两个活动既可以营造学习英语的气氛,调动学生学习英语的积极性,拉近师生的距离,又可以复习巩固第一课时所学词汇和句型,为上好本节课打基础。Step Ⅱ Presentation1. Put a pencil on the pencil-box and ask the Ss to make up sentence with “There is…”.2.Put some pencils on the pencil-box and say: “There are two/ three pencils on the pencil-box. (Then use pens, rulers and so on to replace pencils)Write the sentence “There are…” on the blackboard.3. Ask the Ss to make up similar sentences with “There are…”4. Play the tape and ask the Ss to find out the sentences with “There be”.Write the sentence “There are three buildings in our school.” Help the Ss to understand the sentence and read it aloud.5. Listen to the tape again and answer the questions:“Who is the man? What are the three buildings?”Teach the new words “headmaster, library, gym”.6. listen to the tape and read the dialogue.7. Act out the dialogue.【设计思路】通过创设一种真实的语言环境,让学生能在真实的情景中学习.通过造句练习,可以检查与培养学生运用英语的能力,使学生养成用英语进行思维的好习惯,为进一步学习英语练就扎实的基本功.Step Ⅲ Practice1.&&&& Draw a simple picture on the blackboard and ask: What’s in the picture?2.&&&& Ss answer the questions with “There is…” and “There are…”.3.&&&& Ask the Ss to read the words “hill, river”, help them find the pronunciation of the letter “h, r”.4.&&&& Teach the pronunciation of /h/,/r/, correct the wrong pronunciation.5.&&&& Match the words and phonetic symbol.【设计思路】单词的教学本身是比较枯燥乏味的,小学生生性好动,具有好胜心理,采用比赛的形式,让学生在反复操练中巩固本课的学习重点,从而达到语言学习的运用和交流作用.Step Ⅳ Consolidation1. Sum up the differences between “there is” and “there are”.2. Show some words and ask the Ss to make up new sentences with “there are…”.【设计思路】让学生自己总结“there is”和“there are”的用法，他们会记得更深刻,然后给学生提供可以利用的词汇和情境，让学生自己造句，把所学知识运用到实际生活,真正达到"学以致用"的目的。Step Ⅴ Homework1.&&&& Act out the dialogue with their parteners.2.&&&& Write a small composition with “there is…” and “there are…” to describe their rooms.【设计思路】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.【教学用具】多媒体课件,单词卡片，教学挂图，一些铅笔，尺，文具盒等实物【教学后记】本课采用活动课教学形式，通过游戏、歌曲、故事等多种活动，对语言进行了多种外在形式的表现，让学生“玩”英语、唱英语、讲英语，在参与各种活动的过程中加强了对语言多种形式的操练与运用。另外，在教学中，教师特别强调短语、句子的运用，鼓励学生组词造句，把单词放入有交际意义的句子或句群中去进行教学，特别是本课中的对话教学，让学生在一节课后不仅能学到单个的词汇，更重要的是学会在一定的情境中正确地使用这些词汇，为以后在真实的语言环境中运用打下基础。在这节课中，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.例如第一部分,是导入设计部分.通过出示学校的挂图,让学生描述自已学校的情况,拉进学生的距离,激发学生的上课热情.第二部分,是新课呈现部分.通过在挂图上贴单词图片等游戏方式，使学生在一种轻松愉快的环境中学习本课单词headmaster,library,gym与There be句型的复数形式.第三部分是操练巩固部分.我让同学以小组为单位，将自己的东西放置在某处，练习本课重点句型,学生兴趣很高,达到学以致用的目的.第四部分是总结部分,我找几名同学将所学There is…和There are…句型的区别自行总结出来，并用实物及图片进行造句比赛，选出最佳讲解员，让他们学会学习,在真实的生活学会运用英语,真正地提高英语口语水平，而且这些都是他们通过自己的努力做到的，印象会更深刻。&&&&小学英语教学设计【教师简介】吴靖，龙港区东苑小学英语教师，市级骨干教师。毕业于大连外国语学院英语系,本科学历，学士学位。2004年获全国中小学优秀教师全额奖学金赴英语布莱顿大学学习，于2005年被为龙港区优秀教师;2002年参加首届全国小学教师基本功大赛获二等奖，在省、市、区举办的各项赛事中均获一、二等奖。2008年所著论文《浅谈小学英语自主学习能力培养》荣获全国教师教育教学论文一等奖;2006年参与的省级科研课题已结题，所著论文获省级一等奖。辅导学生参加全国小学生英语竞赛多次获一等奖和二等奖.【教材版本】小学快乐英语（一年级起点）第七册& &辽宁师范大学出版社【课题名称】Unit1 What a big school! Lesson 3【授课年级】小学四年级第一学期【授课时间】一课时【学生分析】四年级是小学低年级向高年级的过渡期，孩子开始从被动的学习主体，向主动的学习主体改变，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。同时四年级学生对身边的事物已有一定的认识,学习积极性很浓,具有探索的欲望.四年级学生的学习动机从直接动机向间接动机开始转化，即使没有直接的奖励，为了得到老师、同学、家长和其他人的肯定性评价，他们也会努力达到较好的学习效果。【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】本节课是一节对话课,主要是让学生能够围绕学校的事物,利用There be句型进行有效的交际.并能根据不同的图片或实例选择正确的短语和句型进行描述.本节课的内容是第一单元的第三课时,学生在学会first floor, basketball court, lab, second floor等单词的基础上,理解Is there…? Yes, there is./ No, there isn’t.并能根据图片、实物活用句型。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】知识目标:1. 能够听、说、读、写单词first floor, basketball court, lab, second floor。2. 理解Is there…? Yes, there is./ No, there isn’t.并能根据图片、实物活用句型。3. 能理解Learn to say部分的内容，能根据创设的情境或实际情况编写类似的对话。4．认读音标/dz/，/ts/及其例词。能力目标:让学生就自已喜欢的内容进行交际,养成用英语交际的良好习惯;通过谈论自已喜欢的这个话题,培养学生积极参与课堂教学活动,养成乐于完成任务的好习惯。情感态度价值观：培养学生热爱学校,爱护学校一草一木的良好情感和生活态度.【教学重点与难点】2.&&&& 教学重点是掌握表示客观存在的There be句型的一般疑问句形式，要求学生能正确地运用本句型进行提问。3.&&&& 教学难点是Is there…?的肯定与否定回答，学生易混淆。教师应在学生掌握肯定回答的基础上，再学习否定回答。【教学方式】本节课旨在让学生理解英语作为一种语言，学习它的方法是多种多样的，除了听、说、读、写还有游戏和表演等。游戏和表演在教学中尽可能地将枯燥的语言现象转变为学生乐于接受的、生动有趣的形式，为学生创造丰富的语言交际情景，使学生在玩中学得得心应手、在学中玩得淋漓尽致，从而激发学生学习英语的兴趣，树立自信心，自发养成良好的学习习惯，形成有效的学习策略。【教学过程】StepⅠWarm-up(1)Sing the song “How are you?” together.(2)Free-talk.T(put a bag on the student’s desk): What’s on the desk?Ask the Ss to answer.【设计思路】以上两个活动既可以营造学习英语的气氛,调动学生学习英语的积极性,拉近师生的距离,又可以为上好本节课打基础。StepⅡ Presentation1.T (put a book in the desk): There is a book in the desk. Is there a book in the desk?Ss: Yes.T: Yes, there is.2. Ask some similar questions, let the Ss have more chance to practice.3. Write the sentence pattern on the blackboard, show different pictures to help the Ss to practice the answers.4. Put the book on the desk, ask: Is there a book in the desk?&& Ss: No. && Help the Ss to answer: No, there isn’t.5. Ask some similar questions, let the Ss have more chance to practice.6. Work in pairs. Ask the Ss to ask and answer the questions with “Is there…? Yes, there is./ No, there isn’t.7. T (show a picture of the teaching building): Is there a swimming pool in the building? Yes, there is. It’s on the first floor.& Teach the words and phrase “first, first floor”8. Follow the same procedure to teach the words and phrases: lab, second floor.9. Listen to the tape, and think about the questions.(1) Is there a swimming pool in the school?(2) Where is it?(3) Is there a basketball court?(4) Is there a lab? No, there isn’t.【设计思路】通过创设一种真实的语言环境,让学生能在真实的情景中学习.通过实物与图片,进行句型转换，并做肯定及否定回答，可以检查与培养学生运用英语的能力,使学生养成用英语进行思维的好习惯,为进一步学习英语练就扎实的基本功.Step Ⅲ &Practice1. Listen to the tape and read the text.2. Discuss the questions in groups, ask a group leader to report the answers.3. Act out the dialogue, and elect the best group.4. T (show some pictures): What’s in the picture?&& Help the Ss to answer with “there is…”and “there are…”.5. T: Are there two birds in the picture?&& Ss: Yes, there are.6. Show the word “birds”, help the Ss to find the pronunciation of the letters “ds”.7. Teach the phonetic symbol /dz/, and follow the same procedure to teach /ts/.8. Play a match game.【设计思路】通过让学生表演文本内容，使死的书本知识重新回归到活的现实生活中，增强了学生对知识的感性认识和理解。同时，通过模拟真实的交际情景，更加巩固了学生对知识的掌握和运用；表演文本对话也为下面拓展活动的有效性提供了保障。Step Ⅳ ConsolidationSum up: Today we have visited the Guangming Primary School with Susan and the headmaster, have you learned how to use “Is there…” to ask and answer the questions?【设计思路】孩子们的能力各不相同，也是不可估量的。在这一环节中，通过小组合作，学生们聚在一起动脑筋，使学习能力比较强的孩子们得到一个发挥的机会，也激发了其他孩子们的学习热情，更深入地学习了本课的英语知识。Step Ⅴ Homework1.&&&& Make up a new dialoge about visiting a school with a foreigner.2. Practice the sentence “Is there…? Yes, there is./ No, there isn’t.” with five different words.【设计思路】英语是一门语言，而语言是用来交际的，只有多听多读多说，才能让我们的英语说得更加流利，掌握得更加牢固。【教学用具】多媒体课件,单词卡片，教学挂图，文具用品（如书包，铅笔等）【教学后记】本节课的语音教学内容相对枯燥，但由于在教学设计中加入了竞赛、游戏、智力大比拼等环节，使孩子们一扫乏味的感觉，使得语音学习的难自然降低。整个教学设计从简单到复杂，在简单中融合难的部分，在复杂中结合简单的元素，符合学生学习的规律。例如第一部分,是导入设计部分.通过出示学生的用品,复习上节课所学句型，既巩固了以前所学的知识，又为本节课的教学做了适当的铺垫。第二部分,是新课呈现部分.通过单词大变身等游戏方式，使学生在一种轻松愉快的环境中学习本课单词first floor, basketball court, lab, second floor与There be句型的一般疑问句.第三部分是操练巩固部分.我让同学以小组为单位，将自己的东西放置在某处，练习本课重点句型,学生兴趣很高,达到学以致用的目的.第四部分是用小结的方式,可以直接将所学知识及时归纳与巩固，在本课中又运用真实的情境进行说明，让学生在真实的生活学会运用英语,相信他们的印象一定会更深刻。在课堂中设计了大量语言交流的空间，整个课堂以听说为主，以学生为中心，使学生学习英语有了自信，兴趣也浓了，达到了良性循环的目的。&&&&&&&&&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】要面向全体学生，努力创设自主、合作、探究的学习方式，培养学生的综合能力【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 chantThere 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】要面向全体学生，努力创设自主、合作、探究的学习方式，培养学生的综合能力【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, PEb.&&&& 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?Ss: Yes.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】要面向全体学生，努力创设自主、合作、探究的学习方式，设计灵活有效的任务型教学，创设以人为本的情境教学，培养学生的综合能力【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 guessTeacher does some actions, to let students guess:Mop, sweep, look for, basinLearn 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 --- sittingb.&&&& 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）&&&&&&Lesson 8&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& 葫芦岛市龙港区实验小学 李赫男【Teacher’s Introduction】Li Henan, as an English teacher for nine years, works in &?xml:namespace prefix = st1 ns = "urn:schemas-microsoft-com:office:smarttags" />Shiyan Primary school in Long Gang district. 【Textbook Edition】《Fun with English》. Book Ⅶ beginning with Grade one.【Lesson’s Title】Lesson 8【Time of giving lesson】May 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】A.&&&& Teaching Methods: Communication, demonstration, performing, heuristic method, scene, task based, using Audiovisual education (ppt.)B.&&&&& Learning Methods: Using five organs together, intensifying memories, circulating memories, summarizing and analyzing.【Teaching Process】&Ⅰwarm upA: Chant: what are you doing?&?xml:namespace prefix = v ns = "urn:schemas-microsoft-com:vml" />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. PresentationStep1 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.TPR can hold the students’ attention, attract them to participate in the activity and let them study English in the actual experience. At the same time TPR also can provide the practical life connected to the learning environment.&&&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---(&&& )Step 2 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&&&&&&&&&&&& noodlesSs: (open a can)T: What ‘s the meaning?Ss: (开罐头)T: Cut what? Wash what? Cook what?Ss:(cut bread, wash vegetables, cook noodles)T: Meaning?Ss:(…..)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.&&Step 3A: 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.&&&Step 4A: 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 teachingA: 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 washingCook, cook cookingOpen, open openingCut, cut cuttingE: 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.&&ⅤhomeworkA. 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】Lesson 8What’s he/she doing?cutting bread.He’s/She’s&&&&& cooking noodles.washing vegetablesopening 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.&&Lesson 9&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& 葫芦岛市龙港区实验小学 李赫男【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 Ⅶ beginning with Grade one.【Lesson’s Title】Lesson 9【Time of giving lesson】May 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 knowledgea. 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】C.&&&&& A Teaching Methods: Communication, demonstration, performing, heuristic&&&&&&&&&&&&&&&&&&&&&& method, scene, task based.D.&&&& Learning Methods: Using five organs together, intensifying memories, circulating memories, summarizing and analyzing.【Teaching Process】&Warm upA: GreetingB: Game: 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.PresentationStep1 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.)Ss: (No).T: No, he isn’t. ( Teacher writes down the sentence on the board)&T: Is he running?Ss: (Yes)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: (毽子)（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: (试一试)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.&&&&&Step2 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.A.&&&& 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?Ss: 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.&&ⅤhomeworkA: 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】Lesson 9Is 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】Advantage：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.&&&Lesson 10&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& 葫芦岛市龙港区实验小学 李赫男【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 Ⅶ beginning with Grade one.【Lesson’s Title】Lesson 10【Time of giving lesson】May 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】E.&&&&& Teaching Methods: Communication, demonstration, performing, heuristic method, scene, task based, using Audiovisual education (ppt)F.&&&&& Learning Methods: Using five organs together, intensifying memories, circulating memories, summarizing and analyzing.【Teaching Process】&warm upA: Game: 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.)B:Chant: 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. PresentationStep1 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?&& Ss: (爬山)&& T：Yes, 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, 小心，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”?& Ss: (小组)& 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:］G.&&&& 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 teachingA.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.)Ss: (淘气的)T：Yes，you 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.a.&&&&&& Group 1 are walking.b.&&&&&& Group 2 are climbing the hill.c.&&&&&& Group 3 are playing.d.&&&&&& 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.&&&ⅤhomeworkA. 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】Lesson 10What 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.Revision1.&&&& 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 answerT: 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 Presentation1.&&&& 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 Consolidation1. 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.e.g.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 surveyIt’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 Homework1.&&&& 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