辽师大版快乐英语二年级下册教案
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文档简介
第一课
【教材分析】学生已经学会了26个英文字母，并且已经懂得英文字母的书写要求。从本课起，学生要在原有基础上，学会句子的书写方法，要明确句子的书写要求。因此，从本课开始，教师除了让学生能够“四会”即听说读写句型外，还应布置大量的句子让学生练习抄写。这样，才能使学生尽快实现从汉语拼音书写过渡到英文句子书写的转变，在英语句子书写要求中，对于大小写及标点符号的使用与汉语拼音句子书写不同，教学中要格外注意。
Teaching aims:
Knowledge aims:
Enable the Ss to use the sentence patterns freely in real life: Today we have two new students./I’m from ….
Enable Ss to understand and speak the characters’ names and the countries: Tom, Takuya, Yuan Yuan, Joker, England, Japan, Australia.
Make sure students can listen, speak, read and write the new sentence patterns: I’m Helen./I’m in Class1.
Ability aims:
1. To develop the students’abilities of speaking and listening.
2. To train the students’ ability of working in groups.
Emotion aims:
1. To improve their culture feelings about other countries by learning the flags.
2. To develop the students’interest in English.
Important points and difficult points:
1. Make sure Ss can not only use the sentence pattern “I’m Helen./I’m in Class1.”freely, but also write them correctly.
2. To train Ss express the countries correctly by using the pattern “ I’m from ….”
3.To make Ss understand the differences between student and students.
Teaching aids：
PPT photos recorder tape flags
Teaching methods:
1. Student-centered teaching
2. Task-based learning
3. Communication through learning
Teaching procedure
Step1. Lead in
Make greetings.
T: Hello, children. How about your holiday Do you have a good time
Ss：Yes!
T: Do you miss me？
Ss：Yes!
T: Really (夸张语气)
Ss: Yes!(声音十分响亮)
T: Me too. Nice to see you again, Group1!
G1: Nice to see you, too.
T: How are you, Group 2
G2: I’m fine, thank you.
T: Glad to see you, Group 3!
G3: Glad to see you, too.
T: Good morning, Group 4!
Ss: Good morning, Miss Li.
sing a song: Letter Song
T: Would you like to sing a song with me
Ss: Yes.
T: Thank you . OK. Letter Song.
……
Free talk.
T: Today is our first class. So we’ll learn Lesson…
Ss: One.
T: Great. Lesson One.(板书)
Step 2. Presentation, drills and consolidation
1. Listen, Read and Write
T: Do you remember the old friends about 《Fun With English》 Now let’s visit them.
Who is she
Ss: Linda.
T: Good memory. Who is she
Ss: Yuan Yuan.
T: That’s right. Now look at me.(老师带上头饰扮演Yuan Yuan) I’m Yuan Yuan. I’m in Class 3. I’m from China.
Can you translate them into Chinese
S1: “我是圆圆，我是三班的，我来自于中国。”
T：Wonderful. Give your group 1 mark. We’ve learnt the patterns before. But we don’t know how to write. Today let me introduce how to write the sentences.
开头字母要大写，第一人称单数“I”永远大写。
句末要有标点。英语中句号为“.”即实心点，而汉语则是“。”空心点。
像class 这样的单词，当后面有具体数字表达具体班级的时候要注意class的大写状态，并且数字相当于大写字母，要求数字与class 中的大写字母“C”要写一样大，既高矮一样。
强调单词之间要保持一个小写字母“a”那样大的距离，以保证在辨认上不相混淆。
以四线三格为基本书写格式。
T：Now you can have a try to write the sentences like me. Let me see which group is the most careful.
……
T: Oh, I have to give every group 1 mark. You are all careful. Today we have two new friends. New friends, old friends. Do you understand They are from other countries. Would you like to make friends with them
Ss: Yes.
T: For the distance, we can’t meet them, but they sent e-mails for us. Let’s read together. Base on the passages to answer my question . Is she (图片)from England / Is he (图片)in Class 1
Let me see which group is best
Ss: Yes.
Passage1
Hello, I’m Takuya.(Send a photo.) I’m in Class 1. I’m from Japan. (Send a picture of Japanese flag.) Welcome to Japan.
Passage 2
Hello. My name is Tom. (Send a photo.) I’m from England. (Send a picture of English flag.) I’m in Class2. Welcome to England.
T：Now look at the screen and answer my question: Is she (图片)from England /Is he (图片)in Class 1
S2: No.
T: You’re right. Give your group 1 mark. Follow me.(出示头饰卡片) Tom, I’m Tom. I’m in Class 2. （出示班级卡片）I’m from England. (出示国旗) Takuya, I’m Takuya. (出示头饰) I’m in Class 1. （出示班级卡片） I’m from Japan. (出示国旗) I’m Yuan Yuan. . (出示头饰) I’m in Class 3. （出示班级卡片） I’m from China. (出示国旗)（repeat again）
……
Drills: 让每小组长带上头饰领读
Consolidate the new words and patterns
1. Look at the cards and flags, then read.
2. Let’s have a match. Each group has a set of cards, you should put one’s information together with your group members. Look, which group is the quickest
……
T: Oh, Group 4 is the quickest. Add 1 mark.
3.T: Now shall we play a game
Ss: OK, let’s.
T: Who wants to come here and guess who it is You should face to Ss when I show a picture on your head. You can ask two questions like this: Are you from Japan Are you in Class 2 Other Ss should answer “Yes” or “No”. Clear
Ss: Yes.
……
T: Which group is best
Ss: Group 3.
4.T: I agree with you. OK, give this group 1 mark. Can you introduce the two friends on your notebook like this: I’m Yuan Yuan. I’m in Class 3.
Ss: Yes.
T: Try your best to do it.
……
T: Now who wants to be the new friends, and introduce yourself to every one
S3: I’m Tom. I’m in Class 2. I’m from England.
T: Good. Give your group 1 mark and give you an English flag. Anyone else
S4: I’m Takuya. I’m in Class 1. I’m from Japan.
T: (国名拓展)Good job. Give your group 1 mark and give you a Japanese flag. Now look at the picture. Do you know them
Ss: Kangaroo.
T: Ha ha, you are right. Do you know which country has so many kangaroos
Ss:……
T: Show the Australian flag. 澳大利亚， follow me. Australia. Let’s count One Two.
Games: Count One Two. (The teacher says “one”, the students face to face to read. The teacher says “two”, the students back to back to read.)
……
T: Can you make a sentence with “Australia”
S4: I’m from Australia.
T: I enjoy your pronunciation. Wonderful, give your group 1 mark and give you an Australian flag. Step 3. New text.
Learn to Say
(1). Listen and solve the question
Today there are two new students in Miss Lin’s class. Two students, clear (折图片跟老师读)One student--two students, One student--three students, One student--four students.（加深难度）One new student, two new students.
Ss: One new student, two new students, three new students, four new students.
T: I like your opinion. Now listen again, today there are two new students in Miss Lin’s class. Do you want to know who they are
Ss: Yes.
T: Now listen to the tape, and answer my question: Who are they
Ss: Helen, Takuya.
T: Correct answer.
(2). Follow the tape to read.
T: Now follow the tape to read and answer another question: Where is Helen from
Ss: England.
(3). Practice the text by themselves
Consolidate the text: read and act the text group by group.
Let’s act:
Group work
Learn Let’s act by themselves and circle the difficulties, then solve them together, at last act
【设计思路】由于本节课是开学的第一堂课，所以上课前老师和学生进行问候沟通，问他们假期过的怎么样，紧接着唱字母歌曲，让他们复习上学期的26格英文字母，拉近老师和学生的距离，更重要的是调动课堂气氛，为上好这节课埋下伏笔。由于本节课的句型 “I’m…,I’m in Class….”在以前已经作为三会句型学过，所以在操练的时候适当地把握尺度， 根据创设情景来导入两个人物Tom 和Takuya.他们作为我们的笔友身份出现，通过阅读他们的电子邮件来学习新知，让学生和他们从交朋友做起，介绍人物，创建情感教学。巩固新知时，通过动手让他们把人物和国家还有相对应的班级放在一起，让学生手脑并用，在玩中学，在乐中学。通过猜一猜，让他们更加熟练的掌握人物和国家及班级最终达到教学目标。
Step 4.. Extension:
England /China /Australia /Japan , Yuan Yuan/Tom/ Takuya, Class 1/ Class 2/ Class 3
根据所给信息，给你的两个外国小朋友写封信,介绍自己的名字，和他们问好，告诉他们你自己所在的班级，来自于哪个国家。
【设计思路】由于前面两个人物Tom 和Takuya作为笔友的身份出现，那么我们接下来顺理成章的给他们通过回信来交流情感，而且正好能用上本节课的新知，使情感教学和知识教学相结合。
Step 5．Homework
To write we’ve learnt patterns again: “I’m …./ I’m in Class ….”
Recite Learn to Say.
Read the letter to your parents.
【设计思路】
让学生课后巩固四会句型，背诵课文，让学生掌握课文内容，通过给家长读信树立孩子的自信心!
Teaching ideas and notes：
本堂课以小组合作的方式学习，培养他们的合作意识，教师多元化的评价提高了学生的学习效率。但是应注意课后的巩固，实践证明学生的遗忘速度很快，所以应在下节课前以提问的方式对学生的学习情况进行了解，做到让学生把知识学牢。
第二课
【教材分析】本课是快乐英语第四册的第二课。主要讲授的内容是单词China，Japan，America，England，要求达到三回；四会句型I’m from England，提高英语运用能力，解决实际问题。同时了解异国文化，增强跨文化交流意识。
Teaching aims:
Knowledge aims
Be able to use “This is my new friend” and “Where are you from /I’m from….”
2. Enable the students to listen, say and read “China/ Japan/ America/ England”.
3. Make sure the students can listen、read、speak and write sentence “I ’m from England .”
Ability aims
1. Be able to make short dialogues with the help of the teacher.
2. To train Ss to sing the song “Where Are You from ”
Emotion aims
To enhance cross-cultural awareness, foster patriotic spirit .
Important point and difficult point:
To write “I ’m from…” correctly.
To train Ss to use “Where are you from / I ’m from…” in real life.
The pronunciation of “America”.
Teaching methods:
Situational municative teaching methods. Games approach.
Teaching procedure:
Lead in
Greetings
T :Good morning , everybody.
Ss :Good morning ,teacher.
T :How are you today
Ss :Fine, thank you
Sing a song “Where Are You from ”
【设计思路】活跃课堂气氛，增进师生感情。欢快的英文儿歌把学生们带到了充满快乐气氛的英语课堂，同时也为本课知识目标的学习打下良好的基础。
Presentation ,drills and consoliation
A .dialogue and new words
(1).
T : I have a new friend. Do you want to know him
Ss :Yes.
T : OK. I will introduce to you.. Look .This is my new friend, Fuwa Bei Bei.(拿出头饰)
B :Hello, my lovely friends. Nice to meet you.
Ss :Nice to meet you ,too.
T :Where are you from, Bei Bei
B :I’m from China. A very beautiful country.
T :Oh, Bei Bei is from China. I’m from China, too.S1, where are you from
S1: I’m from China.(Writing on the blackboard)
S2 :
S3:
┊
T :Now, practice writing on your exercise book like this, and pay attention the writing rules.
Ss :...
T : So, we are all from China, we live in a big family and we should love our country, right
Ss :Yes.
T : Very good. Look, this is China.(Show the world map and take out of the card) Read after me: China.
Ss: China (together-- group by group---one by one)
(2).
T: Today ,Bei Bei wants to take us to travel around the world. Are you happy
Ss :Yes.
B : I’m very happy to travel with you , so, let’s go.
Ss : OK.
B: Wu, wu, wu, let’s go, (show the picture)do you know : what’s this
Ss : 富士山
B: Great , do you know which country we’ve arrived I’m sure you can speak in Chinese.
Ss 日本
T: Right! This is Japan (Point to the world map and take out of the card)
Drills: One finger you say Japan , two fingers you say Japan ,Japan ,three fingers you say 日本
T :Good.. Who can speak “我来自日本” in English.(find 4 or 5 students)
T : I’m from Japan,(Writing on the blackboard)I think all of you can say this sentence.
But can you write it correctly .
Ss :Yes.
T: Really Let’s have a try.(教师指导)
You are so clever!
(3).
B :Ha ha! Continue our travel ,OK
Ss : OK.
B :Leave Japan, We will fly to another country. Oh ,we are coming.
Look, this is 白宫. So, the country is …
Ss :美国
T: Right, it’s America (Point to the world map and take out of the card) Read after me America
Ss :America (1.together-- group by group---one by one 2.Game: 扔炸弹, 当老师把 “炸弹”扔向某一名学生时,该名学生前后左右的学生要起立说单词)
T: Can you use America make a sentence
S 1: I’m from America
T ;Good job! Anyone else ( 4 or 5 students)
T: I’m from America. (writing on the blackboard.) please practice on your exercise book
Ss :…
T :Everyone’s hand writing is good.
(4)
B :Wow! There is so big clock. It’s name is Da Benzhong and it’s very famous attraction of England
Ss :Oh. So beautiful.
T :Look, England. (Point to the world map and take out of the card)
Ss :England( left hand, stand up to read ; right hand, sit down to read)
T: Who can speak “英国” in English (4 or 5 students)
Good , Can you write it on the blackboard
Ss: Yes .
T :S3 ,please. others write on your exercise book.
Ss :...
T :Excellent.
(5) Revision
B : We have traveled so many places. Can you Remember them.
Ss :Yes.
B :There are four flags. I show the flag you say the word.
Ss :China, Japan, America, England.
Drill:
T :Good.. Now ,let’s play a game. I will ask a student come here and give him or her a flag, the student should stick the flag on the map ,and other students ask “Where are you from ” the student answer it correctly. Understand
Ss :Yes.
T: Great ,Let’s begin.
(find 5 students)
B. the new text:
T :There are three girls in the park, do you know them
Ss: Yes.
T: What are they talking Let’s listen to the tape and answer my question “Where is Helen from ”
1. Listen to the tape and answer the question.
2.Follow the radio to read.
3.Circle the difficulties and solve them together.
4.Act the text.
C. Let’s act
Tom wants to play with a girl ,do you want to know : Who is she and where is the girl from
1Try to read by themselves.
2.Try to answer the questions.
3.Learn it with your partner.
4.Act it group by group
【设计思路】教师把福娃北北作为新朋友介绍给大家，能激发学生的学习兴趣，接着让北北作为我们的小导游，带领大家环游世界用真实的情境引出本课的单词和句型，过渡自然。同时，多样化的单词操练方式，可以有效的调动学生们的学习积极性。
Extension
Introduce your friend to others
Finish “Let’s play” by yourselves.
Learn the song “Where Are You from ”
【设计思路】根据所学的知识，解决实际问题，提高学生的自主学习能力和开拓创新能力。4.Summarize
T: what have you learnt today
Ss :…
5 Home work
1.Interview with your parents.
2.Write sentence “I’m from England”
【设计思路】英语课外作业是对英语课堂教学的有效延伸，是学生课外学习的重要手段。有趣的互动活动会让学生更好的提高口语水平。必要的书写练习，提高孩子们的书写能力。加深知识点的印象。
【教学用具】
Word cards computer tape the world map
【教学后记】基础教育阶段英语课程的任务是通过各种教学活动，激发和培养学生学习英语的兴趣，养成良好的学习习惯和形成有效的学习策略，培养学生运用英语的能力。本堂课的内容是用“Where are you from ”来询问你来自哪里，并运用“I’m from …”来正确回答。同时要求学生掌握四个国家的单词(China ,England ,America ,Japan)，所以我把句型的学习和单词结合起来，迎合孩子们的喜好，创设、模拟实境，极大地调动了学生的学习主动性。在教学中对于表现好的学生我会给与及时的表扬，从而调动学生参与的积极性，从而巩固英语学习的乐趣。同时我深深感受到教师具有良好的语言素质和教学组织能力以及富有创新精神的重要性：我也感受到创设和谐的朋友式的师生关系的必要性。在新课程标准改革的大潮中，身为一名稚嫩的小学英语教师，我愿虚心的向同行们学习，以新课程标准的理念积极地去探索、大胆地去尝试、勇敢地去实践！
第三课
【教材分析】从本课起，学生开始接触，星期和科目的表达方法。并能够清楚向他人介绍课程表，以及自己喜欢的科目。为了使学生容易的接受这些新知识，教师要结合教学实际，灵活有创造性的使用教材，高效率的完成教学目标。
Teaching aims:
Knowledge aims
Be able to use the sentences “Today is Monday./we have a PE class today/I like PE.” Correctly, and can be flexibility in the use of these languages.
Make sure the students be able to listen, speak and recognize these words: Monday, Tuesday, English, Chinese, PE.
To enable Ss to listen, read , speak and write the sentence “I like PE.”
Ability aims
Be able to expand and show a small dialogue.
To train Ss to speak “chant” fluently and play games.
Emotion aims
Foster student self-confidence, enhance the emotional love of learning.
Important point and difficult point:
Enable Ss to use “We have a/an…” and “I like…” freely.
Teaching methods:
Task –based learning CLT Activity Approach
Teaching procedure:
Lead in
Listen a chant “What’s Your Favorite Class ”.
Free talk.
T: What’s your favorite color
S1: I like …
T: What’s your favorite fruit
S2: I like…
T: What’s your favorite class
S3: I like…
【设计思路】节奏明朗欢快的chant，活跃了课堂气氛，把学生带进了一个轻松愉悦的英语课堂。同时，引出了下面的谈话内容，既可以复习旧知识，也为本课的教学做铺垫。
2 Presentation ,drills and consolidation
a. words and sentences
T: Everybody. Look, I have a bag. Can you guess, what ‘s in my bag
Ss: Pen/ruler….
T: Oh. It’s an English book . Show me your English book, please.
Ss: …
T: Very good. Now follow me, English ↗，English↘.
Ss: English ↗，English↘.(drills)
T: Do you like English
Ss: Yes, I like English.(教师引导)
T: I like English. (writing on the blackboard)
Please write the sentence on your exercise book..
Ss: …
T: Guess again. What’s in my bag
S1: 语文书
T: Oh, you are so clever. It’s a Chinese book. Show me your Chinese book.
Ss: Here here.
T: Great, read after me. Chinese.
Ss: Chinese (drills)
T: Do you like Chinese
S: Yes, I like Chinese.
T: I like Chinese.(writing on the blackboard)
T: Good boy. The last one .What’s in my bag
Ss:…
T: Clever! This is a PE book. Read after me, PE.
Ss: PE.
T: Good . It’s very easy, right
Ss: Right.
T: So, who can write “I like PE” on the blackboard.
Ss: Me! Me! Me!
T: S1, please. Others write on your exercise book.
T: Did a good job.
Game: rapid response
T: I say the word and you take out of the corresponding subjects of textbooks
Ss: …
T: There is a schedule on the blackboard . Look, this is Monday.
Ss: Monday(drills)
T: Can you tell me what class you have on Monday
Ss: We have …
T: Great! This is Monday. The next day is Tuesday.
Ss: Tuesday(drills)
T: What class do you have on Tuesday
Ss: We have…
b. consolidation
出示一张新的课程表，小组合作，自编对话，并表演。
Monday Tuesday
1 Chinese English
2 PE Chinese
3 English PE
eg :
A : What day is today B: Today is Monday.
A: What class do we have B: We have a Chinese class today
A: What’s your favorite class B: I like English..
【设计思路】首先用不同的课本引出三个表示科目的单词(English, PE, English)，直观自然，有利于学生理解。并把单词与I like …句型相结合。接着用课程表引出Monday，Tuesday ,而且与前面的单词相联系，环环相扣。并运用游戏、编对话等方式操练，巩固学习成果。
3.Dialogue
a. Learn to Say
1. Listen to the tape.
2. Follow the tape.
3. Read with your partner.
4. Act the dialogue.
b. Let’s play.
T: I’m a little tired. Let’s have a rest. Do some exercise.
Ss: OK.
T: Everybody, stand up. Turn left/right; Left arm down/Right arm up.
Ss :…
T: Good job.
c. Let’s act.
1. Read the dialogue by themselves.
2. Circle out the difficulties.
3. Resolving difficulties.
4. Listen to the tape and fill in the blank.
Classroom Tuesday English Yeah 9:00
A: Today is________.
We have an _______class today.
B: Great! I like English.
A: Me, too. Oh, it’s________.
Time for our English class .
B: ______! Let’s go to the ______.
A: OK.
【设计思路】因为已有了前面的学习成果， 所以会话部分的学习主要是采取学生自学的方式，通过听录音，跟读，表演小对话，加强学生的口语水平。然后让学生自己找难点，解决难点。最后的听力练习，可以检验学生们的学习效果，又能提高听力水平。
4.Summary:
1. Summarize this course knowledge points.
2. Teacher sums up the performance of students’ today.
【设计思路】总体归纳本课的知识点，帮学生们理清思路，加深印象。在总结知识点的同时，总结学生的表现也是非常重要的，在提供给学生表现自己所知所能的各种各样的机会的同时，通过评价帮助学生自我教育，自我进步，认识自我，建立信心。
5. Homework
改编Let’s act 小对话，并和好朋友练习
【设计思路】开放性的作业，可以发挥学生的创新思维能力，增强学生的语言表达能力。又有利于激发学生兴趣、培养学生之间的协作精神和情感态度。
Teaching aids:
Tape books schedule computer
【教学后记】在课堂上我中非常注重听说能力的培养，课前花五到十分钟的时间进行英语的简短会话，训练学生的快速思维和应答的能力。采用歌谣、游戏、等吸引学生唱唱、跳跳、玩玩、说说，在“玩中学”，在“做中学”。从学生实际出发和教材出发设计相应的教案，课上做到师生互动、生生互动，同时把课堂内的知识点在课外落实、巩固。激励性评价的正确运用，能不断地激发学生学习英语的潜力，其核心是千方百计地促使每个学生都走向成功。作为一名英语教师，不能只通过学生的成绩来评价一个学生，一个学困生在课堂上一个好的表现，如果这个时候老师给了适时的鼓励，说不定会使这个孩子从此改变学习态度。对着整个班的学生，老师能多点微笑，多点表扬，学生会更加热情投入，效果会更好。
Lesson 4
【教材分析】本课是《快乐英语》第四册第一单元中的第4课。本课学习坚持通过活动化教学方式，激发学生求知欲，以学生的发展为宗旨，以提高学生的应用能力为目标，培养学生的学习兴趣，帮助学生树立“我能行”的自信心，在获得良好的语音基础知识和用英语进行简单的日常交流的能力后，加强书写练习，提高书写能力。本课重点要学习的是三会单词Wednesday, Thursday, science, math.四会句型“Today is Wednesday.”并要求学生能够学会并能运用“What day is today ” 句型，能用恰当的答句进行回答。让学生能将所学的内容与学习、生活联系起来，能够学以致用。
Teaching aims
Knowledge aims:
1. Enable the students to grasp the three-skills words: Wednesday, Thursday, science, math.
2. To get the students to grasp the four-skills sentence “Today is Wednesday.”
3. To get the students to ask and answer the question “What day is today ”
Ability aims:
1.To be able to ask and answer the week in English correctly.
2.To train the students' abilities of learning by themselves and working in groups.
Emotion aims:
1.Improve the students’ speaking and listening.
2.Foster the students’ consciousness of their competition .
3.To help the students build their confidence.
Teaching important points and difficult points:
1.To pronounce the words “Wednesday, Thursday and math” correctly .
Teaching methods: Direct teaching method and game teaching.
Teaching aids: subject table, calendar, word cards, English book, Math book, Chinese book, recorder.
Teaching procedures
Step 1.lead in
Ⅰ.Warm up
A. Greetings
T: Good morning, everyone!
Ss: Good morning, Miss Zhu!
...
B. Chant
Teacher and Ss chant together.
Monday, Monday, 星期一，周一Monday把球踢；
Tuesday, Tuesday,星期二，周二Tuesday把活干
Ⅱ.Review
C. Listen and write.
Read the sentences “ I’m Helen.” “ I’m in Class 1.”“ I’m from England.” “I like PE.
Ss write them down by themselves then check their answers.
【设计思路】通过老师和学生的英语对话，使学生转换到英语思维，为上课作准备。利用chant既复习了前一堂课的单词也活跃了课堂气氛，使孩子感兴趣并集中注意力，在课堂的开始就紧紧抓住孩子的好奇心。通过听写句子让学生检查自己在书写方面存在的不足。
Step 2.Presentation,drills and consolidation
New words and new pattern
Presentation
T: What day is today
Ss: Today is Monday
T: Good, you’re right.Oh, what class do you have today
S1: We have a PE class today.
Show the subject table
T: We have a PE class on Wednesday ,too.
Follow me, Wednesday, Look at my mouth, it’s /'wenzdi /.
Ss: Wednesday
T: Wednesday↗Wednesday↘
Ss: Wednesday↗Wednesday↘
Drills:1. Read together ,in lines, etc.
2. Let Ss make word card.
T: What day is today (Show the word card)
Ss: It’s Wednesday.
T: Now guess what’s in my hands
…
T: It’s a calendar, look at it, it’s Monday.
It’s …(翻动日历)
Ss: Tuesday. Wednesday
T: Oh, the Thursday is “Teachers’ Day”. What shall we say to our teachers on Thursday
Ss: Happy Teachers’Day!
T: Oh, you are very polite, look at my mouth [ 'θ :zdi ]
Thursday ↗Thursday↘.
Ss: Thursday ↗Thursday↘.
Drills: 1. Practice reading it in different ways
2. Let Ss make word card.
T: What day is today (Show the word card)
Ss: It’s Thursday.
Consolidate the two words:
1. Listen and show.(Teacher says the words, the student show the word cards.)
2. Point, do and read.(Teacher points to the words, the students read the word and show their fingers. eg. Wednesday. Ss show three fingers.)
3. Practice asking and answering the question(What day is today ) between the teacher and Ss, Then in boys and girls, in teams.
Write down the sentence ‘Today is Wednesday.’ on the exercise books.(一周七天的第一个字母要大写，强调方法略)
T: What’s your favorite class
S2: English! I like English class!
Prepare a math book
T: I like math class, do you like it
Ss: Yes.
T: It’s a math book. Follow me, math /m θ/
Ss: Math↗Math↘
Make word card
Drills:
Say it several times in different ways
Touch the word card and read it.
Let Ss make sentences with “math”(eg.It’s a math book. I like math.)
T: Good job! Look, what’s this (出示地球仪)
Ss:地球仪
T: In the science class, we often use it, yes Follow me, science .Pay attention the pronunciation of science, it’s /'sa ns/,not / 'sens/.
Ss: Science.
T: Science↗Science↘.
Ss: Science↗Science↘
Make word card
Drills:
Practice it in different ways
2. Jump and read it.
Let Ss make sentences with “science”(eg. I like science. Today we have a science class.)
Consolidate the two words: (math, science)
1.Listen and show.(Teacher says the words, the student show the books.)
2.Translate.(Teacher points to the words, the students speak Chinese, Teacher points to the Chinese meaning, Ss speak English.)
Consolidation:
1. Flash the word cards and read them one by one.
2. Play a game in teams.(Draw a subject table, T says “Today is Monday, we have a science class.”Ss put the ‘science’ card on the schedule. )
Consolidate the words and sentences：
1.转转盘
(1)
(2)
Eg. “Today is Monday”, “We have a PE class today”.
2.Do exercise.
Today _____ Monday. A.is B.are
Today is _____. A.Monday B.Monday
_____ is Monday. A.today B.Today
…
【设计思路】通过师生对话复习上节课所学单词及句型，同时自然引出本节课的内容，为新授课顺利进行打下基础。使用日历教具学习新单词，通过以旧带新的方式，利用地球仪及书本导入新内容，利用多种不同的方式操练单词，让孩子的学习不再枯燥单一，同时将本课句型渗透进来，做到词句结合，再利用游戏，转转盘，做练习小组合作的方式完成知识目标，既加深印象,巩固知识，又提高了学生学习英语的热情。
Step 3.Go into the text.
Learn to Say:
T: Look at the picture, who are they He is Li Ming, this is his subject table, let’s listen to the tape and find what class does Li Ming have
1. Listen.
2. Answer the question.(What class does Li Ming have Does Xiao Hui like science )
3. Listen again, let Ss imitate carefully.
4. Follow the tape
5. Read and act the text.
Let’s act
Listen and answer
T writes some questions on the blackboard.(eg.1.Today is Thursday.( ×)2.
We have an English class today. ( √)3.Joker likes English.( √) )
2. Try to read by themselves
3. Read and act it .
【设计思路】通过图片，引出Li Ming的课表，通过问题引出课文内容，使学生有目的的去听录音，同时，听录音跟读使学生纠正语音，熟悉内容，最后表演应用于实际。
Step 4.Extention
Subject table
Monday Tuesday Wednesday Thursday
1 English Math Chinese Math
2 Chinese English science Chinese
3 PE Chinese Math science
4 science PE English PE
Let Ss make a dialogue in teams.
【设计思路】将学生分组，让其通过合作设计新的对话。培养学生主动创新的能力。
Step 5.Homework
1.Write the sentence “Today is Wednesday/Thursday.”
2.和组员一起练习本课对话，自编对话。
【设计思路】课下练习句子，加深印象，巩固知识。通过练习对话，提高口语表达能力。
教学后记:
本节课针对二年级孩子好奇，对英语感兴趣的前提下，在授课上设计了灵活多样的教学形式，结合实物，游戏，竞赛等方式吸引孩子们注意力，让学生参与。在教学过程上从单词到句子的过度，按照听说读写的顺序自然而然的让学生掌握，在导入课文中，通过图片自然导入Xiao Ming的课表，引出课文，通过听音，训练孩子的听力，整堂课围绕教学目标展开;在巩固练习时，采用不同的方式操练，意在吸引孩子注意力，在复习时，利用小组合作激发学生兴趣，提高竞争意识；在拓展中，提供了课程表，让学生自己编对话，提高学生的创新能力。
不足之处：在一些环节的衔接上不是很自然，希望各位老师提出宝贵的意见。
【课题名称】Lesson 5
【教材分析】本课是《快乐英语》第四册第一单元中的第5课。本课学习坚持以学生的发展为宗旨，以提高学生的应用能力为目标，培养学生的学习兴趣和自信心，帮助学生获得良好的语音基础知识和用英语进行简单的日常交流的能力。本课重点要学习的是四会句型“We have a music class today.”三会单词Friday, Saturday, Sunday, violin, piano, music.学会并运用“I forgot my flute. Here is your flute.”句型。能够熟练掌握“Today is Friday./We have a … today.”句型。提醒学生做事要认真仔细，不丢三落四，养成良好的生活、学习习惯。
Teaching aims
Knowledge aims:
1. Get the students to grasp the four-skills sentence “We have a music class today.”
2. Enable the students to grasp the three-skill words: “Friday, Saturday, Sunday, violin, piano, music.”
3. To understand and use the sentences : “I forgot my flute./Here is your flute.” “Today is Friday./We have a … today.”
Ability aims:
1. To cultivate the students ’language sense and get good pronunciation and intonation.
2.To train the students' abilities of learning by themselves and working in groups..
3.Enable the students to sing the song “Days of a week.”
Emotion aims:
1. Let the students know it’s very important to do something carefully. And train Ss to have a good life and study habit.
2. Foster the students’ consciousness of their competition .
Teaching important points and difficult points:
1. The four-skills sentence “We have a music class today.”
2. The three-skill words: “Friday, Saturday, Sunday, violin, piano, music.”
3. The pronunciation of the word “Friday” .
Teaching methods: TPR teaching method, Direct teaching method and game teaching.
Teaching aids: word cards, recorder, PPT, flute.
Teaching procedures
Step 1.lead in
Greetings
T: Hello, boys and girls!
Ss: Hello, Miss Zhu!
T: What day is today
Ss: Today is ...
T: What class do we have
Ss: We have a science class today.
...
B. Revision.
PPT (listen and match.)
Monday Tuesday Wednesday Thursday
PE math English Chinese music science
【设计思路】通过师生英语对话，复习了上堂课的内容，为上课作准备。同时英语连线也使孩子感兴趣并集中注意力，为新授课顺利进行打下基础。
Step 2.Presentation,drills and consolidation
A. Words
PPT
T: Look at the screen, let’s meet our old friends. They’re…
Ss: They’re Monday, Tuesday, Wednesday and Thursday.
T: Ha, ha, you have a good memory. Today there are many new friends come here. Do you want to know them
Ss: Yes.
T: Now let’s look at together. The first one, Friday./ 'fraidi / Look at my mouth, it’s /ai/,not /e/.
Ss: Friday.
T: Friday ↗Friday↘
Ss: Friday ↗Friday↘
Drills: 1.Practice it in different ways.
2.Look at the subject table. Make the sentences.(eg. Today is Friday, we have a science class today.)
T: Good. You’re great. Look at the second friend, it’s Saturday. Follow me, Saturday.
Ss: Saturday.
T: It’s /'s t di / Saturday↗Saturday↘
Ss: Saturday↗Saturday↘
Drills: 1.Get the Ss to read it several times in different ways.
2.Look at the subject table. Make the sentences.(eg. Today is Saturday, we have a PE class today.)
T: You’re very clever. OK, the last friend is coming. It’s Sunday. Follow me, Sunday /'s ndi/
Ss: Sunday
T: Sunday↗ Sunday↘
Ss: Sunday↗ Sunday↘
Drills: 1.Read it in groups, one by one.
2.Look at the subject table. Make the sentences.(eg. Today is Sunday, we have an English class today.)
…
Let the Ss know “Monday=Mon. , Tuesday=Tue. , Wednesday=Wed. , Thursday=Thur. Friday=Fri. Saturday=Sat. Sunday=Sun. ”
Consolidate the three words:
1.Pass the word.(play in groups.)
2.What’s missing
3.Say out neighbours (T:I say a word, Can you say out their neighbours,….)
T: Now let’s play a guessing game. Can you guess, what am I doing
Ss:拉小提琴
T: Yes, I’m playing the violin. Follow me, violin [,va 'l n]
Ss: Violin.
T: Violin↗, violin↘,play the violin.(Clap the hands and do the action)
Ss: Violin↗, violin↘,play the violin.
Drills:1.Read it in groups, in pairs.
2.Read and do the action.
T: Now look, this time what am I doing
Ss:弹钢琴。
T: Yes, I’m playing the piano. Follow me, piano[p ' n u]
Ss: Piano
T: Piano↗, Piano↘,play the piano(Clap the hands and do the action)
Ss: Piano↗, Piano↘,play the piano
Drills:1.Read it in lines, in pairs.
2.Read and do the action.
T：I like music. What about you
S1: I like, too.
S2:…
T: Follow me, music ['mjuz k]
Ss: Music.
T: Music↗ music↘
Ss: Music↗ music↘
Drills:1.Get the Ss to read it in different ways.
2.Make the sentence(eg. Today we have a music class.)
Consolidate the three words:
1.Read the word cards one by one.
2.Listen and guess.(Listen to the music and guess what kind of the instrument.)
3.Listen and do.
Consolidate:
Let the Ss make the subject table. Then practice in groups.
“ What day is today ”“ What class do you have ”
Monday Tuesday Wednesday Thursday Friday
1
2
3
4
5
6
【设计思路】通过让学生交朋友的方式学习单词，并且利用多种不同的方式，便于学生记忆，同时拓展孩子的知识，让他们了解星期的缩略式。通过做动作猜其余的单词。利用制作课表进行练习，让学生学以致用，使学生有成就感，
B. Song
“Days of week” (Listen to the tape)
C. Sentence:
T: Oh, This is not only an English class but also a music class.
Teach to write the sentence“ We have a music class today.” Let students write it in their exercise-books(强调写法略)
【设计思路】通过学习歌曲激发学生的学习热情，活跃了课堂气氛。进一步加深对于一周七天的巩固。
Step 3. New text.
Learn to say:
Presentation (Play a little game: 排列顺序)
1.Show these word cards:
Saturday Thursday Monday Friday Sunday Tuesday
T: Where’s my Wednesday card
Ss: Here.
T: Oh, I didn’t forget my Wednesday card, but today Annie has a problem. Let’s see what happened Listen to the tape and answer the question: what does Annie forget
…
Ss: She forgets her flute.
Show a flute, teach the word [ flu:t ]
Teach the sentence “I forgot my …”“Here is your flute.”
T: So we should have a good life habit. OK
2.Listen again .
3.Follow the tape
4.Read and act the text.
【设计思路】通过玩排列顺序的游戏，老师故意找不到Wednesday的卡片，引导学生说“Here.”利用问题引出课文内容，使学生有目的的去听录音，同时，听录音跟读使学生纠正语音，熟悉内容，同时老师反复教授句子，并渗透要学生要养成认真做事的好习惯。
Let’s act
Listen and answer
T: (叮铃铃叮铃铃)Oh, a phone call. Listen to the tape and answer “What happened ”
2. Try to read by themselves and line the difficulties and solve them with their partners.
“This is …”“Is … in ”, “Hold on, please.”
3. Read and act it .
【设计思路】通过电话铃响，导入课文，让学生掌握打电话的一些日常用语。同时表演对话，提高学生的会话能力。
Step 4.Extention
(利用课件给出一些素材,让学生小组练习打电话的会话)
【设计思路】将学生分组，每组提供相同的拓展语句，让其通过合作设计新的对话。培养学生主动创新的能力。
Step 5.Homework
1.Write the sentence "We have a music class today."
2.Make a schedule and practice how to call the others.
【设计思路】课下练习句子，加深印象，巩固知识。通过练习对话，提高口语表达能力。
教学后记:
本节课内容较多，需要掌握的单词有六个，难度也较高，如何能在短时间内把本课内容都掌握就是个难题，所以我针对单词的内容，分两次学习，首先第一部分让学生以交朋友为由，认识新单词，然后通过各种不同的方式操练，让学生掌握一周七天的说法。第二部分通过做动作，让孩子猜出要学的单词是什么。单词学好后，利用歌曲营造宽松的课堂氛围，并进行巩固练习。本堂课针对二年级孩子活泼好动的特点,在授课上设计了灵活多样的教学形式，结合图片，肢体语言，歌曲，游戏，竞赛等方式吸引孩子们注意力，让学生参与。通过实物，具体生动的展现给学生，激发学生的学习兴趣。整堂课紧紧围绕教学目标展开；在拓展中，提供了多个句子，让学生自己编对话，提高学生的创新能力。
不足之处：在一些环节的衔接上不是很自然，希望各位老师给予批评指正。
第七课
【教材分析】本节课Lesson7是小学二年级的一节英语课。会话部分的主要内容是围绕着情态动词所组成的句子展开的。分别设计了自己能做什么，询问他人能做什么。课文会画奖儿童喜闻乐见的卡通人运用于教学中，创设情境来吸引学生。词汇围绕与能力相关的动词进行目的是让学生能够介绍和表达相应的运用状态。
Teaching aims:
Knowledge aims
Students were able to use “What can you do ” to ask someone and answer it correctly.
Enable them listen, read and say the words “ walk ,write ,read and speak English” and make a correct response.
Be able to understand, listening ,reading, and writing sentence” I can speak English.”
Ability aims:
Be able to perform this lesson of Chant.
To act dialogue and develop students ability to use English.
Emotion aims
To encourage students to study hard and increase their abilities, trying to do a compound talents
Important point and different point
1. Be able to “What can you do ” ask someone and answer it.
The pronunciation of “speak” , “write”.
To write “I can speak English.” correctly.
Teaching method
TPR Directly teaching method Situational Approach
Teaching procedure:
1.Lead in
Greeting
T :Hello, boys and girls.
Ss :Hello ,teacher.
2. Duty report
What day is today
What class do you have today
Do you like Chinese/English
【设计思路】以上活动拉近了师生的距离,营造学习英语的氛围,调动学生学习英语的积极性,同时复习了旧知识。
2.Presentation and drills
new words
T: Can you guess what am I doing
Ss :走路
T :Right. walk (Take a walk every once said)
Read after me walk (Take out of the card)
Ss :Walk
Drill :1.老师做动作，学生说单词；“小老师”做动作，学生说单词。
2.T: Walk ,walk ,take a walk
× × (双臂摆动，呈走路状) Now, follow me.
Ss : Walk ,walk ,take a walk
× × (双臂摆动，呈走路状)
T :Can you walk
Ss :Yes ,I can walk.
T : I can walk(writing on the blackboard)
I can means “我会”,so I can walk means…
Ss : 我会走。
T : Yes！Let’s write this sentence ,OK
Ss :OK.
T :Did a good job! Look, What am I doing
Ss :写字
T :Very good. It’s write.(Take out of the word card) Read after me “write”
Ss :write
Drill: 1.together---group by group---one by one---together
2.T: Write ,write, write a letter.
× × (一只手握住笔，呈写字状) Now, follow me.
Ss : Write ,write, write a letter.
× × (一只手握住笔，呈写字状)
T :Can you write
Ss :Yes. I can write.
T: Tell me what’s the meaning of “I can write”
S2: 我会写。
T: Good. I can write(writing on the blackboard)
Please write it on your exercise book.
Ss :OK.
T: S1, Can you tell me what am I doing
S1: 读书
T :Great! Look at the card. It’s read.
Ss :read.
Drills :1. 读书比赛：每翻一页书，学生要说一次read，看谁说的快。
2.T :Read ,read, read a book..
× × (双手伸展，成书状) Please follow me.
Ss : Read ,read, read a book..
× × (双手伸展，成书状)
T : I’m sure you can speak “我会读书”. Who want to have a try
S1: I can read.（writing on the blackboard）
T :Now. practice writing by yourself.
Ss :
T :clever.
T :Oh, dear. It ‘s 9:00. I ‘m late for school. I must run .
Run ,run have a run.
× × (先做跑步姿势，再伸展双臂) Let’s run together, OK
Ss :OK. Run, run, have a run.
T :Excellent. I ‘m a teacher. I’m an English teacher. So I can speak English.(Writing on the blackboard) Can you speak English
Ss :Yes .I can.
T :Who want to have a try (Ask two or three students)
English---speak English ---I can speak English
Ss : I can speak English (group by group---one by one)
T: It means …
S3 : 我会说英语
T: Wonderful! I can speak English(writing on the black board)
Let ‘s write it together.
Ss :OK
Consolidate words:
1.Chant.
To follow the recording said the chant, and do the action.
Read ,read ,read a book.
Write ,write, write a letter.
Walk ,walk, talk a walk.
Run ,run, have a run.
2. Guessing game.
T : I will divided you into 4 groups. Group 1,2,3,and 4. And then I will find a little teacher come here, do the action. Others guess word, if your group is faster, I will give you an apple. Are you clear
Ss :Yes .
T: Good.. Let’s have a try.
b. dialogue
1. T :I have a good friend. He is Robot . Let’s say “hello “to Robot.
Ss :Hi, Robot.
T :What can you do ,Robot
R: I can read and walk.
Ss :Wow! You can read and walk!
T :What can you do ,S1
Ss :I can walk/write/speak English…(ask 4 or 5 students)
T :Now ,ask your partner “What can you do ”
Ss …
2.T :Open your book ,please. Listen to the tape and follow to read.
3. To encourage students to study hard and increase their abilities, trying to do a compound talents
c. Let’s act
T: Our friend Robot are talking with some children, Let’s listen what are they talking about.
1.Listen to the tape.
2.Read in groups and circle difficulties
3.Listen to recordings, then teacher and students to solve difficulties together.
4.Group performance dialogue, recognize good performance.
【设计思路】二年级学生的自制力有限,注意力高度集中所维持的时间不长,因此此时采用这一游戏可集中学生的注意力,有利于强化和巩固所学的英语单词,同时活跃了课堂氛围.对话活动是英语课堂的重要形式,这个活动的设计为学生创设了操练的机会,让学生在交际过程中运用所学知识,真正做到“在用中学,在学中用”.
3.summarize
1.Teacher and students shared knowledge points summarized in this lesson.
2.Recognition of a good state to learn and actively participate in teaching activities of the group and individual.
【设计思路】师生共同总结本课知识点，有利于培养学生自主学习的能力，巩固学习成果。同时积极的评价，有利于树立孩子们的自信心，提高学习英语的动力。
4.Homework
1.Write sentence “I can speak English”
2.Think about “What can a dog do ”
【设计思路】开放性的作业有利于扩展孩子们的思维，提高学习能力。
Teaching aids:
Word cards tape pictures
【教学后记】小学生一般喜欢在游戏中完成学习任务,所以我主要采取游戏方式来调动大家的学习兴趣,让学生乐于学习.同时本节课借助多种教学手段和不同的教学形式,刺激学生多种感官参与英语学习活动,优化教学过程,提高教学效果. 适当地评价.在教学中对于表现好的学生我会给与及时的表扬,可以是口头上的,也可以是物质上的.学生在得到老师的表扬时会获得成功感,从而调动学生参与的积极性.而对于表现较差的学生我也不会一味地责骂,而是用鼓励的语言激励他们.因此学生在课堂上都乐于开口说英语.作为一名老师,我认为我们不该吝啬我们的表扬!在以后的教学中,我们应多多表扬我们的学生,要让他们感受到学会的乐趣,从而巩固英语学习的乐趣.
第八课
【教材分析】Lesson 8是围绕着情态动词 can 所组成的句子展开的。介绍自己能做什么，询问他人能做什么，本课几个动词非常贴近生活实际，所以学生容易理解词义。课文会话中，将儿童喜闻乐见的卡通机器人运用于教学中，所以我抓住这一媒介，精心设计教学环节，创设情景，层层递进地来吸引学生。
【课标分析】本课程倡导任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。
Teaching aims:
Knowledge aims:
1. To train Ss can write and use the pattern “Can you … / No, I can’t.” in the real life.
2. To enable Ss to listen, read , speak and write four new words: fly, swim, run, jump
3. Make sure Ss can listen, read, speak and write the pattern: What can you do / I can ….
Ability aims:
1. To train the students' abilities of learning by themselves and working in groups.
2. To climate them keep a good hand writing habit.
Emotion aims:
1. To educate Ss to speak English as much as possible.
2. To train Ss interest in English.
Important points and difficult points:
1. To be able to ask and answer with the pattern: Can you … / No, I can’t.
2. To train Ss write the sentences correctly.
3. The pronunciation of the words: fly, jump, can’t
Teaching aids：
PPT cards tape recorder pictures etc.
Teaching methods:
Task-based teaching methods. Situational municative methods. TPR
Teaching procedure:
1.Lead in
Step 1 Warming- up Greetings
T: Good morning, class!
Ss: Good morning, Miss Li.
T: What day is today
Ss: Today is Thursday.
T: Time for our English class. Are you ready
Ss: Yes.
T: Great !Let’s chant ,OK
Ss: OK.
Step 2.Chant
(Read, read, read a book.. write, write, write a letter, walk, walk, take a walk, run, run, have a run.)
Step 3. Lead in Lesson 8
T: (PPT) Look at the screen carefully. Two frogs, two mouths, four eyes, _____ legs.
Would you like to fill in the blank
Ss: Eight.
T: So clever. Today we are going to learn Lesson 8.( write it on the Bb)
【设计思路】自由对话，不仅拉近老师与学生间的距离，更重要的是营造一种语言环境，利用以前所学句型，让学生在轻松的状态下学习英语。达到良好的学习效果。课题的导入通过让学生自己观察，两只青蛙有几条腿，从而导出Lesson 8,而且也激发他们的学习兴趣，可谓一举多得。
2.Presentation ,drills and consolidation
Step 1 New words
T: I have a riddle. Would you like to guess
Ss: Yes.
T: Listen to me carefully. It’s a bird, but it can speak Chinese.
Ss: 鹦鹉。
T: Good job. What can it do Try your best to speak English. But you can speak Chinese.
S1: Speak Chinese.
T: You’re right. Thank you for your answer. Anyone else
S2: Walk.
T: Good answer. Thanks. Anyone else
S3: Run.
T: Oh, you know so much. Thank you. Do you know “run” (教师做动作)You can speak Chinese.
S3: 是跑的意思，老师我还知道鹦鹉能飞。
T: Good boy. Look at me.(show cards) fly, run(边做动作边说) do it together. Fly, run..
Drills: 1. Let’s count fingers.(one finger :read once, two fingers :read twice, three fingers: speak Chinese.)
2. Boys read, girls read. Read together. Line by line. One by one.
T: Show me your fingers. Fly: F-L-Y fly, run: R-U-N run. Once again. Close your eyes, now repeat again.…… Who can have a try
S4: Fly: F-L-Y fly, run: R-U-N run.(板书）
T: Well done. Thank you. Any else
S5: Fly: F-L-Y fly, run: R-U-N run.
T: You’re right. Thanks a lot. Now write them on your notebook and check each other with your desk-mate.
T: Have you finished
Ss: Yes.
T: OK. Look at the Bb, what am I drawing
Ss: Fish.
T：What can it do
Ss: 游
T: Wonderful. (Show a card) Swim, swim, I can swim.(伴有动作) read after me: swim(several times)
Ss: Swim.
Drills:1.blow balloons(不停的说单词,伴有动作.老师一拍手说:stop .学生立即说汉语.)
2. read by groups, read by rows
3. Who can touch and read it.
T: Look at the card, spell it together.
Ss: Swim, S-W-I-M, swim.
T: Once more.
Ss: Swim, S-W-I-M, swim.
T: Use your right hand to write it on your life hand.…… Who can have a try
S6: Swim, S-W-I-M, swim.(板书)
T: Yes, who can spell again like him
S7: Swim, S-W-I-M, swim.
T: That’s right. Write it on your notebook and check each other with your desk-mate.
……
T: Finished
Ss: Yes.
T: Look at me, what do I do
Ss: 跳
T: Yes, follow me, (show a card)jump, jump, I can jump.
Drills: 1. left hand and right hand.( left hand hands up: jump right hand hands up: swim make a fist: keep silence )
2. read half by half, boys read, girls read, one by one
T: Look carefully. Spell it, please.
Ss: Jump, J-U-M-P, jump.(repeat)
T: Now we’re tired. Let’s have a competition. Now, I will divide you into 2 groups , when I say the word in English or Chinese, I point one student to say the first letter of the word, then I will ask other group student say the next letter until the last letter.(中间有接不上的学生就算该组失败)
……
T: Now who can write the word correctly
S8: J-U-M-P, jump.(板书)
T: Correct. Anyone else
S9: J-U-M-P, jump.
T: Yes. That’s right, thank you very much.
【设计思路】新单词的呈现首先由谜语导出鹦鹉会说话，而且会跑和飞，以旧带新。单词的导入都以不同的形式导出，使学生产生好奇感和新鲜感，激发学习兴趣。教师充分利用好形体语言，帮组学生理解这些表示动作的词的意义。由于二年级学生英语积累的单词和句型较少，所以如果遇到不会的话允许学生用汉语来说，鼓励学生大胆说英语，让他们勇于发言，乐于发言，不挫伤他们的自信心。
consolidate the words
Look at the cards ，read them and do the action.
Let’s play. a. Run like a horse!/Swim like a fish./ Fly like a bird./ Jump like a rabbit.
b. Write the new words quickly.(每组分别找出四名学生，按顺序站好，下面的学生读出老师手中的卡片，每组第一名学生尽可能快的写出单词，把粉笔传给下名学生，最后先写完者获胜。)
【设计思路】进一步巩固新授单词，让学生动起来，进行边做边说的练习。在反复地听、说、做的过程中，不断强化学生对单词的理解和记忆。看单词，做动作。单词接龙等游戏的采用，能够更好地体现全身反应教学法，激发学生的学习兴趣。
Step 2 New pattern.
T: OK! Group 1 is winner. But I think you all do best. Now look at the screen. Do you like the cartoon
Ss: Yes. Otaman.
T: Look at me, (做动作) I’m Otaman. I’m Robot. I can read and write. What can you do, S12
S10: I can run.
T: Great. Can you ask other students like this
S11: Yes, what can you do, S13 （板书）
S12: I can Jump.……
Consolidate the pattern.
T: I enjoy your pronunciation. Let’s chant like this, OK (The teacher chant it first. )
What can you do What can you do I can fly. Fly fly fly.
What can you do What can you do I can run. Run run run.
What can you do What can you do I can swim. Swim swim swim.
What can you do What can you do I can jump. Jump jump jump.
T: Now look at the Bb, can you write the sentences like this Try your best to do it.（老师强调书写规则）
……
【设计思路】本课句型的书写对于孩子们来说是比较困难的。因为句子的书写是从本册书开始的，虽然在上个单元中已经学过，但孩子们的基础还不算牢固。在对句型说上进行巩固后，教师仍然要从最基本的书写要求抓起，让学生尽量书写得工整、漂亮。在四线三格中教师板书标准，让学生模仿，从而达到较理想的效果。
3. New text
A. Learn to Say.
Lead in:
T: Now look at the picture. Who would like to introduce them to us
S13: This is Robot, this is Fish, this is Bird.
T: You’re so clever. Do you want to know what are they talking about
Ss: Yes.
T: OK, listen to the tape and then answer my question: Translate the sentence of “ Can you fly ”.
a. listen to the tape and answer the question.
T: Who can answer my question
S14: 你能飞吗？
T: How to answer the question in the dialogue
Let me help you. OK
Ss: OK.
T: No, I can’t. “不，我不能” Follow me: Can you fly / No, I can’t.(read several times.)
Drills: Boys ask, girls answer.(exchange) Group1 ask, Group 2 answer.(exchange)
Practice and act by groups.
Extension:
T: Would you like to answer my another question
Ss: Yes.
T：Can you run
Ss: Yes.
T: You can answer like this: Yes, I can. Repeat again.
Ss: Yes, I can.
T: Can you make a sentence by yourselves
S15: Can you swim / Yes, I can.
T: Clever girl. Anyone else
S16: Can you jump Yes, I can. Can you fly / No, I can’t.
T: Excellent. You can make so many sentences. Give you a mark. Thank you.. Now let’s play a game.
.Play a game. 教师拿出一些小动物的头饰, 问学生谁愿意来扮演这个小动物，发一个笑脸或哭脸给上来表演的小朋友，教师问全班: Can you … 请其他学生来回答: Yes, I can.或 No, I can’t. 再让该学生拿出笑脸或哭脸,看谁猜得对.后面可以让学生来做小老师来提问: Can you …
【设计思路】在学生已经可以会用“No, I can’t.”来回答该句型的基础上，拓展出“Yes, I can.” 句型，使学生可以根据生活实际来进行判断，而且做出正确回答。为下堂课Lesson 9 的学习做好铺垫。
b. Open their books and follow the tape and read after the teacher.
c. Read by themselves. Find out the difficulties and solve them in groups..
d.. Read and act the dialogue
B. Let’s act.
Learn the part by themselves and circle the difficulties, then solve it together, at last read and act it
C. Group work
Make a dialogue with these patterns: What can you do / I can …. Can you …？/Yes, I can.
Can you …？/ No, I can’t.
【设计思路】让学生根据Learn to Say 和拓展句型“Yes, I can.”编演对话，让学生把所学内容灵活运用。使他们在以后的学习和生活中能娴熟的表达自己的观点和看法。
4. Summer-up
T: In fact, we are all Monkey King. We can read and write, we can run and jump, we can swim. We can also do everything. Because we have a clever e on, boys and girls. Class over, thank you very much..
【设计思路】课堂教学在传授语言知识的同时也要注意对方法的渗透。老师简单的总结让学生体会他们的成功，激励他们学好英语。同时也达到情感教学目标。
5. Homework
1. Write the new words and make sure you can spell them by yourselves.
2. Write the new pattern on their notebooks.
3. Recite Learn to Say.
【设计思路】根据学生学的快忘的也快的特点，课后让学生及时巩固所学内容，强化他们的记忆。使学生学英语学的扎实，熟练。
Teaching ideas and notes：
在本课的英语教学中，通过游戏教学法，小组合作教学发及任务型教学法完成本课的教学内容，实现课前制订的教学目标。我围绕学生“能干什么？”展开教学活动，让学生“想做事、有事做、会做事。”“好表现、爱唱、爱演、爱讲、爱动”是小学生的特点，而现行的小学英语教材是以话题为单位的，为学生创编对话提供了很好的载体。创编对话表演要求学生在新学话题的基础上，滚动已学的话题，创编出富有个性的对话，并要求学过游戏教生在表演时配以动作、表情。基于合作的创编对话表演通过借助评价机制。
Lesson 9第一课时
教学目标：
知识目标：
1、学会并运用“Can you... ”询问别人能否做某事，用“Yes,I can.”进行回答。
2、听懂、会说，认读单词sing ,dance以及短语row a boat,fly a kite。
3、能认读会话并应用。
能力目标：
培养学生的语言运用能力。
培养学生的创新能力。
情感态度价值观：
教育学生遇到事情要善于思考，分清敌友，不要轻易相信别人的话，避免上当受骗。
教学重点与难点：
单词kite的发音。
正确理解感叹句，并让学生感知它的语序与中文的不同。
教学方式：讲授式，活动式教学
教学过程：
Step 1.Warm-up
Do some actions.
(Run like a horse!/Swim like a fish!/Fly like a bird!/Jump like a rabbit!)
Free talk
T:What can you do
Ss: I can ....
Step 2.New teaching
a.New words
1.(多媒体出示教师唱歌片段)
T:You can do so many things .I can do something,too.Listen,I can sing a song very well.
(放音，并让学生理解sing的含义)
Teach the new word sing and drill .
T:Can you sing
Ss: Yes ,I can ./No.(教师帮助学生回答)
2.Practise the new sentences.
3.Copy the sentences.
4.Teach dance ,row a boat ,fly a kite using the same methods and practise.
5.Listen and do the actions.
(教师找同学到前面听指令做动作，然后第一名会得到教师的奖励---一件漂亮的衣服，当学生穿上时，教师说How beautiful you are !并做出相应动作让学生理解这句话的含义，然后再两人一组操练此句型。)
6.Make a survey
(教师出示一个表格,让小组长调查本组成员能以及不能做的事情,然后填入表格,最后教师总结)
b.Learn to say
1.(Show the pictures of a crow and a fox to the class .)
T:What’s this
Ss: It’s a crow .
T:What’s this
Ss:It’s a fox..
T:What happened Let’s listen to the tape to find the answer.
2.Listen it again and the Ss repeat.
Practise reading it in pairs.
Act it out.
Step 3.Extention
Look and judge
1.( ) The crow is beautiful.
2.( ) The crow can sing very well.
3.( ) The fox is sly(狡猾的).
Step 4.Homework
Copy the new sentences.
教学后记: 通过本节课的学习,学生们能较好地掌握所学的单词及句型,并能恰当地运用,多媒体的使用也让学生的注意力变得更加集中,学习效果较好,达到教学目标的要求。
Lesson 9 第二课时
教学目标：
知识目标：
复习巩固所学的新单词、短语及句子。
学唱英语歌曲“Row your boat ”。
能力目标：
培养学生的语言应用能力。
提高学生的阅读水平及能力。
情感态度价值观：
通过学习，让学生形成正确的人生观及价值观，并让学生在轻松愉快的环境中学习英语。
教学重点及难点：
学生们能听到教师的指令做出相应的动作。
较好地表演英语歌曲。
教学方式：讲授式，活动式教学
教学过程：
Step 1.Warm-up
Act and guess
Free talk
Chant
Sing ,sing ,I can sing .
Dance ,dance ,I can dance.
Boat ,boat ,row a boat .
Kite ,kite ,fly a kite.
Step 2.New teaching
1.( show the PPT to the class)
Listen guess what animal it is .
Show the words cheep and quack..
Show the pictures of a chick and a duck .
T:What’s this
S: It’s a chick..
T:What’s this
S: It’s a duck .
Help the students match the words.（cheep---chick, quack---duck）
2．Let’s act
a.Listen to the tape and understand the conversation .
b.Listen again and repeat .
(帮助学生理解watch me 的意思)
c.Work in groups.(教师指导)
d.Practice
Fill in the blanks according to the conversation
①.The chick can , and .
②.The duck can , , and .
e.Act it out.
3.Song
a.Listen to the tape.(教师指出单词merrily 的意思，并帮助学生理解其它汉意)
b.Teach the Ss to sing the song and do the actions.
Step 3.Extention
1.Make up their new conversations according to the new contents and act .
2.Do the exercises in the Activity Book.
Step 4. Homework
Sing the song .
教学后记：本节课中英语歌曲的融入为教学提供了一定的帮助，孩子们都喜欢唱唱跳跳的，所以边学英语边玩对孩子们来说无疑是件好事，对教学目标的完成起到了事半功倍的效果，另外学生们对于上节课学到的新知识也有了更进一步的巩固，所以教学效果很好。
Lesson 10 第一课时
教学目标：
知识目标：
学会并运用“I can…/Can you …
听懂、会说并认读短语play football,play ping-pong,play the violin,play the piano。
能力目标：
能恰当地运用所学句型。
培养学生学习英语的理解力和创新能力。
情感态度价值观：
通过学习本课知识，激发学生学习课外知识的兴趣和一些技能，让他们都争做多能的人。
教学重点及难点：
1、学会并运用“I can …/Can you … ”去询问某人是否能做某事，并用“Yes ,I can./No,I can’t.”
回答。
2、书写句子“Can you play the violin /No,I can’t.”
单词violin和piano 的发音。
教学方式：
讲授式和活动式教学
教学过程：
Step 1.Warm-up
Sing and act the song “Row your boat”
Make a conversation with a student,eg:
T :Hello!...
S1:Hello! Miss/Mr…
T :What can you do
S1:I can …
T :Can you …
S1:Yes ,I can.
(然后让学生两人一组仿照对话做练习)
Step 2.New teaching
New words
a.(出示朗朗弹钢琴以及吕思清拉小提琴的图像并介绍)
T:Look! This is Langlang.He can play the piano very well.And this is LuSiqing.He can play the violin very well.They are both famous in the world. Let’s listen to the music.(播放他们演奏的乐曲让学生们欣赏) Oh,how beautiful !
Teach the new words violin ,piano and play the violin ,play the piano.And then practise reading them.
b.Show the sentences “Can you play the violin No,I can’t.”and practise in pairs.
c.Copy the sentences.(教师指导写的比较慢的同学)
d.Show the new words football and ping-pong to the class.(教师边讲单词边用足球和乒乓球做出相应动作)Then show the phrases play football and play ping-pong and practise .
(在操练完短语后，教师要明确the在乐器和球类短语中的使用要求，并让学生认真区分。)
e.Work in groups.(小组中轮流提问并回答)
Can you … Yes,I can./No,I can’t.
Learn to say
Show the sentences to class and let the students listen.
After listening ,ask the Ss to number them.
Listen and repeat.
Study in groups .
Act it out.
Step 3.Extention
Do the exercises in Activity Book.
Listen and do
(每个小组派一句同学到前面，发出指令让其他组成员做动作，做对的得2分，做错的扣1分，看最后是哪个组得分最多就是获胜队并予以奖励。)
Step 4.Homework
Read the conversation carefully.
教学后记：学习完本节课的内容后，同学们对乐器和运动产生了浓厚的兴趣。同时，他们对本节课的知识掌握得也很好，能做到学以致用，达到教学目标的要求。
Lesson 10 第二课时
教学目标：
知识目标：
能理解并掌握对话的内容。
复习巩固上节课所学的单词及句型。
能力目标：
培养学生的听力水平。
培养语言应用的能力。
情感态度价值观：
鼓励学生发展自己的特长，做一个全面发展的人，适应社会发展的需要，并能在适当地环境中展现自己，提高自己。
教学重点及难点：
让学生能运用所学知识改编对话。
能听懂教师的指令并做出相应的动作。
教学方式：
讲授式，活动式教学
教学过程：
Step 1.Warm-up
Greeting each other.
Listen and do the actions.
Free talk
Step 2.New teaching
Show the PPT to the class( party的场景)
T:We’re going to have a party.What can you do,boys and girls
S1:I can …
S2:I can …
S3:I can …
(…)
T:Wonderful!What can Li Ming do Let’s listen.
Listen and repeat ,and then answer the question.
Make a survey.
(教师用Who can … 这个句型进行调查，并让他们进一步了解它的意思并能运用。)
Work in groups and understand .
Teach the students the pronouciation of the word wonderful .
Act the conversation out.
Act the song “Happy New Year” in different forms.(带同学进入party的会场，并让他们用自己所会的才艺如：唱歌，跳舞，弹钢琴，拉小提琴等方式共同演出)
Step 3.Extention
Do the exercises in Activity Book.
Ask the students to say “I can …”and act.
Step 4.Homework
Read the conversation .
教学后记：通过本节课的学习，同学们能对所学的单词及句子进行巩固练习，同时，他们能较好地完成活动用书中的练习，听音做动作的能力也有所提高，整体来说较好地完成了教学目标中要求。
Lesson 11
教材分析：
本册教材以《英语课程标准》为基础。以功能训练为主，突出语言的实践性和交际性，教学内容组中情景对话所选单词句型浅显易懂，贴近日常生活，便于学生在交际实践中学习，能真正做到学以致用，通过多种教学方式，激发学生的学习兴趣，让他们在听听说说、唱唱玩玩、认认读读中，体会英语的无穷乐趣。并养成良好的学习习惯。
课题：Lesson 11
课时；一课时
教学目标：
1、知识与技能：掌握短语 seven birds fivie kite three ships six boats.及句子How many ships can you see
2、过程与方法：通过对话联系 培养学生的口语交际能力及语言运用能力。
3、情感态度与价值观：培养学生小组合作精神。
教学重点：短语 seven birds fivie kite three ships six boats.及句子How many ships can you see
教学难点：熟练运用How many ships can you see 进行问答。
教学方法：情景教学法、，小组活动、师生互动。
教学用具：录音机 磁带 课件 卡片 图片
教学过程：
一、Warm-up
1、师生问候。
2、（出示Lesson11短语卡片）小组活动，然后以小组形式进行演示。
（设计意图：通过小组活动调动了学生学习的积极性，让他们能够在一种轻松愉快的氛围中复习旧知。）
二、Revision and presentation
1、运用接力的方式复习数字1-10
(设计意图：通过游戏比赛的方式，激发了学生的学习兴趣，为下面新知的学习打下了良好的基础。)
通过数字的复习导入今天的新课。
三、New Lesson
A.Listen read and write
1、（出示课件）引出短语 three ships.
2、教师运用句子How many ships can you see I can see… 进行问答。
3、课件出示句子How many ships can you see 教学句子。
4、学生小组活动，运用How many ships can you see I can see three ships. 进行对话练习。
（通过小组活动，极大地调动了学生的学习积极性，对所学的知识，加以巩固练习。熟练
程度）
5、课件出示图片seven birds fivie kite six boats 教学生认读短语。
6、分组运用How many ships can you see I can see…进行对话练习。
7、指导学生在四线格中书写：How many ships can you see
8、发放不同的短语卡片，以小组活动的方式进行练习。
9、表演对话。对表现比较好的小组进行评价。
（通过表演的练习方式，培养了学生的表演力。鼓励学生大胆的参与到教学活动中。）
9、Say a chant:
How many ships can you see
Three three ships.
How many ships can you see
Five five birds
How many ships can you see
Six six boats.
How many ships can you see
Seven seven birds
(通过chant ，极大调动了学生的课堂气氛，使学生的学习热情又一次高涨。)
B. Learn to say.
1、T: (出示图片)Here are tow children. They are playing on the beach. They are very happy.What can they see on the beach Now listen to the tape. Then answer the questions.
2、课件出示问题 .
（1）What can they see
( 2 ) How many birds can they see
3、Play the tape twice. Have them listen and answer the questions.
4、Check their answers.
5、听录音跟读课文。
6、表演课文对话。检验学生的掌握情况。
四、Extension
1、学生自己想象海边的景物。根据Let’s act.的对话内容。创新表演对话
五、Homework：
1、书写句子How many ships can you see
2、练习对话
板书设计：
Lesson 11
How many ships can you see
I can see…
教学后记：
Lesson11,我用一课时来进行教学，第一课时讲授了Listen read and write . Learn to say 和Let’s act.。通过大量课件的运用，学生具体形象的掌握了短语及句子，现代化的教学手段激发了学生的学习兴趣，增强了学生的自信心。同时运用chant的教学方法，激发了学生的学习兴趣。使全体学生主动参与到教学活动中。只有亲自参与才能逐步体会理解所学知识，提高熟练运用英语的能力。培养学生养成小组合作学习的习惯。
课题：Lesson 13
课时；一课时
教学目标：
1、知识与技能：掌握四会单词broom brush mop duster 及句子 Give me a brush, please.
2、过程与方法：通过对话练习，培养学生对句子 Give me a brush, please.的熟练运用能力。
3、情感态度与价值观：通过学习教育学生要乐于助人。
教学重点：四会单词broom brush mop duster 及句子 Give me a brush, please.
教学难点：培养学生对句子 Give me a brush, please.的熟练运用能力。
教学方法：情景教学法、小组活动、师生互动。
教学用具：录音机 磁带 课件 实物 单词卡片。
教学过程：
一、Warm-up
1、师生问候。
2、Free talk
T: What can you see
S1: I can see…
（设计意图：通过自由交谈，很好的复习了就知识，巩固了教学成果，为本节课的教学创设了轻松愉悦的学习氛围。）
二、Revision and presentation
1、运用接力的方式复习数字1-20.
（通过数字的复习导入今天的新课。）
三、New Lesson
A.Listen read and write
1、T: In our classroom, I can see brooms.（出示课件单词） broom。 对单词进行操练。
2、出示句子Give me a broom, please. 讲授句子
3、(出示实物拖布) 讲授单词 mop 练习句子Give me a …,please.
4、（出示课件图片）引出单词 brush duster.。对单词进行层次性操练。
(设计意图：通过一系列的课件教学，使教学内容更简单化，学生对所学的知识一目了然，激发了兴趣，加深了印象。)
5、运用句子Give me a …,please.进行练习。
6、发放单词卡片给每个小组，借助单词以小组活动的方式对句子Give me a …,please.
进行练习。
7、指导学生在四线格中书写Give me a …,please.
8、Say a chant.
Mop mop Give me a mop.
Broom broom Give me a broom.
Brush brush Give me a brush.
Duster duster Give me a duster.
(通过chant ，极大调动了学生的课堂气氛，使学生的学习热情又一次高涨。)
9、听录音，进行跟读练习
B. Learn to say.
1、T : （出示图片）A boy is helping his father mend the car. What can he do
Listen to the tape. then answer the questions
2、Play the tape twice. Have them listen to it and fill in the blanks.
(设计意图：通过听音回答问题，提高了学生的英语听力水平。)
3、运用课件出示问题：
Can I help Yes , _____ me a ______, please.
_____ one
The _____ ______。
4、Check their answers.
5、Play the tape and have them read after it.
6、Act the dialogue out..
四、Extension
1、创设情境。根据Let’s act.的对话内容。创新表演对话。
五、Homework：
1、书写四会单词及句子。
2、Use Give me a …, please. Make more sentences.
板书设计：
Lesson13
Give me a brush, please.
教学后记：
Lesson13,我用一课时来进行教学，本节课讲授了Listen read and write. Learn to say.和Let’s act.。在教学中，我采用现代化的教学手段，富有情趣的教学活动，让学生直观、形象的掌握所学知识，让他们在轻松愉悦的教学氛围中学习掌握词汇及句子。同时通过chant活动活跃课堂气氛，激发学生学习英语的兴趣，充分发挥学生的主观能动性，让学生乐在其中，学在其中。
教材分析：本册书分为三单元，每单元6课，最后一课为复习课。每一课都分为会话部分，词汇部分和兴趣教学部分，通过这三部分内容的学习，旨在使学生能掌握一定的单词量，并能熟练运用一些简单的短语和句子进行交际，同时课文中适当的穿插了歌曲和小活动，目的在于调动孩子的积极性激发爱学英语的热情。
Lesson14第一课时
教学目标：
知识目标：
1.听，说，读，写Part2中的单词：toothbrush,toothpaete,towel,soap,comb.
2.四会短语：Pass me the towel.please!并能替换练习。
3.熟练朗读Part1中的dialogue.
能力目标：
1.培养学生的实际运用Pass me ………..please!的能力。
【教材分析】学生已经学会了26个英文字母，并且已经懂得英文字母的书写要求。从本课起，学生要在原有基础上，学会句子的书写方法，要明确句子的书写要求。因此，从本课开始，教师除了让学生能够“四会”即听说读写句型外，还应布置大量的句子让学生练习抄写。这样，才能使学生尽快实现从汉语拼音书写过渡到英文句子书写的转变，在英语句子书写要求中，对于大小写及标点符号的使用与汉语拼音句子书写不同，教学中要格外注意。
Teaching aims:
Knowledge aims:
Enable the Ss to use the sentence patterns freely in real life: Today we have two new students./I’m from ….
Enable Ss to understand and speak the characters’ names and the countries: Tom, Takuya, Yuan Yuan, Joker, England, Japan, Australia.
Make sure students can listen, speak, read and write the new sentence patterns: I’m Helen./I’m in Class1.
Ability aims:
1. To develop the students’abilities of speaking and listening.
2. To train the students’ ability of working in groups.
Emotion aims:
1. To improve their culture feelings about other countries by learning the flags.
2. To develop the students’interest in English.
Important points and difficult points:
1. Make sure Ss can not only use the sentence pattern “I’m Helen./I’m in Class1.”freely, but also write them correctly.
2. To train Ss express the countries correctly by using the pattern “ I’m from ….”
3.To make Ss understand the differences between student and students.
Teaching aids：
PPT photos recorder tape flags
Teaching methods:
1. Student-centered teaching
2. Task-based learning
3. Communication through learning
Teaching procedure
Step1. Lead in
Make greetings.
T: Hello, children. How about your holiday Do you have a good time
Ss：Yes!
T: Do you miss me？
Ss：Yes!
T: Really (夸张语气)
Ss: Yes!(声音十分响亮)
T: Me too. Nice to see you again, Group1!
G1: Nice to see you, too.
T: How are you, Group 2
G2: I’m fine, thank you.
T: Glad to see you, Group 3!
G3: Glad to see you, too.
T: Good morning, Group 4!
Ss: Good morning, Miss Li.
sing a song: Letter Song
T: Would you like to sing a song with me
Ss: Yes.
T: Thank you . OK. Letter Song.
……
Free talk.
T: Today is our first class. So we’ll learn Lesson…
Ss: One.
T: Great. Lesson One.(板书)
Step 2. Presentation, drills and consolidation
1. Listen, Read and Write
T: Do you remember the old friends about 《Fun With English》 Now let’s visit them.
Who is she
Ss: Linda.
T: Good memory. Who is she
Ss: Yuan Yuan.
T: That’s right. Now look at me.(老师带上头饰扮演Yuan Yuan) I’m Yuan Yuan. I’m in Class 3. I’m from China.
Can you translate them into Chinese
S1: “我是圆圆，我是三班的，我来自于中国。”
T：Wonderful. Give your group 1 mark. We’ve learnt the patterns before. But we don’t know how to write. Today let me introduce how to write the sentences.
开头字母要大写，第一人称单数“I”永远大写。
句末要有标点。英语中句号为“.”即实心点，而汉语则是“。”空心点。
像class 这样的单词，当后面有具体数字表达具体班级的时候要注意class的大写状态，并且数字相当于大写字母，要求数字与class 中的大写字母“C”要写一样大，既高矮一样。
强调单词之间要保持一个小写字母“a”那样大的距离，以保证在辨认上不相混淆。
以四线三格为基本书写格式。
T：Now you can have a try to write the sentences like me. Let me see which group is the most careful.
……
T: Oh, I have to give every group 1 mark. You are all careful. Today we have two new friends. New friends, old friends. Do you understand They are from other countries. Would you like to make friends with them
Ss: Yes.
T: For the distance, we can’t meet them, but they sent e-mails for us. Let’s read together. Base on the passages to answer my question . Is she (图片)from England / Is he (图片)in Class 1
Let me see which group is best
Ss: Yes.
Passage1
Hello, I’m Takuya.(Send a photo.) I’m in Class 1. I’m from Japan. (Send a picture of Japanese flag.) Welcome to Japan.
Passage 2
Hello. My name is Tom. (Send a photo.) I’m from England. (Send a picture of English flag.) I’m in Class2. Welcome to England.
T：Now look at the screen and answer my question: Is she (图片)from England /Is he (图片)in Class 1
S2: No.
T: You’re right. Give your group 1 mark. Follow me.(出示头饰卡片) Tom, I’m Tom. I’m in Class 2. （出示班级卡片）I’m from England. (出示国旗) Takuya, I’m Takuya. (出示头饰) I’m in Class 1. （出示班级卡片） I’m from Japan. (出示国旗) I’m Yuan Yuan. . (出示头饰) I’m in Class 3. （出示班级卡片） I’m from China. (出示国旗)（repeat again）
……
Drills: 让每小组长带上头饰领读
Consolidate the new words and patterns
1. Look at the cards and flags, then read.
2. Let’s have a match. Each group has a set of cards, you should put one’s information together with your group members. Look, which group is the quickest
……
T: Oh, Group 4 is the quickest. Add 1 mark.
3.T: Now shall we play a game
Ss: OK, let’s.
T: Who wants to come here and guess who it is You should face to Ss when I show a picture on your head. You can ask two questions like this: Are you from Japan Are you in Class 2 Other Ss should answer “Yes” or “No”. Clear
Ss: Yes.
……
T: Which group is best
Ss: Group 3.
4.T: I agree with you. OK, give this group 1 mark. Can you introduce the two friends on your notebook like this: I’m Yuan Yuan. I’m in Class 3.
Ss: Yes.
T: Try your best to do it.
……
T: Now who wants to be the new friends, and introduce yourself to every one
S3: I’m Tom. I’m in Class 2. I’m from England.
T: Good. Give your group 1 mark and give you an English flag. Anyone else
S4: I’m Takuya. I’m in Class 1. I’m from Japan.
T: (国名拓展)Good job. Give your group 1 mark and give you a Japanese flag. Now look at the picture. Do you know them
Ss: Kangaroo.
T: Ha ha, you are right. Do you know which country has so many kangaroos
Ss:……
T: Show the Australian flag. 澳大利亚， follow me. Australia. Let’s count One Two.
Games: Count One Two. (The teacher says “one”, the students face to face to read. The teacher says “two”, the students back to back to read.)
……
T: Can you make a sentence with “Australia”
S4: I’m from Australia.
T: I enjoy your pronunciation. Wonderful, give your group 1 mark and give you an Australian flag. Step 3. New text.
Learn to Say
(1). Listen and solve the question
Today there are two new students in Miss Lin’s class. Two students, clear (折图片跟老师读)One student--two students, One student--three students, One student--four students.（加深难度）One new student, two new students.
Ss: One new student, two new students, three new students, four new students.
T: I like your opinion. Now listen again, today there are two new students in Miss Lin’s class. Do you want to know who they are
Ss: Yes.
T: Now listen to the tape, and answer my question: Who are they
Ss: Helen, Takuya.
T: Correct answer.
(2). Follow the tape to read.
T: Now follow the tape to read and answer another question: Where is Helen from
Ss: England.
(3). Practice the text by themselves
Consolidate the text: read and act the text group by group.
Let’s act:
Group work
Learn Let’s act by themselves and circle the difficulties, then solve them together, at last act
【设计思路】由于本节课是开学的第一堂课，所以上课前老师和学生进行问候沟通，问他们假期过的怎么样，紧接着唱字母歌曲，让他们复习上学期的26格英文字母，拉近老师和学生的距离，更重要的是调动课堂气氛，为上好这节课埋下伏笔。由于本节课的句型 “I’m…,I’m in Class….”在以前已经作为三会句型学过，所以在操练的时候适当地把握尺度， 根据创设情景来导入两个人物Tom 和Takuya.他们作为我们的笔友身份出现，通过阅读他们的电子邮件来学习新知，让学生和他们从交朋友做起，介绍人物，创建情感教学。巩固新知时，通过动手让他们把人物和国家还有相对应的班级放在一起，让学生手脑并用，在玩中学，在乐中学。通过猜一猜，让他们更加熟练的掌握人物和国家及班级最终达到教学目标。
Step 4.. Extension:
England /China /Australia /Japan , Yuan Yuan/Tom/ Takuya, Class 1/ Class 2/ Class 3
根据所给信息，给你的两个外国小朋友写封信,介绍自己的名字，和他们问好，告诉他们你自己所在的班级，来自于哪个国家。
【设计思路】由于前面两个人物Tom 和Takuya作为笔友的身份出现，那么我们接下来顺理成章的给他们通过回信来交流情感，而且正好能用上本节课的新知，使情感教学和知识教学相结合。
Step 5．Homework
To write we’ve learnt patterns again: “I’m …./ I’m in Class ….”
Recite Learn to Say.
Read the letter to your parents.
【设计思路】
让学生课后巩固四会句型，背诵课文，让学生掌握课文内容，通过给家长读信树立孩子的自信心!
Teaching ideas and notes：
本堂课以小组合作的方式学习，培养他们的合作意识，教师多元化的评价提高了学生的学习效率。但是应注意课后的巩固，实践证明学生的遗忘速度很快，所以应在下节课前以提问的方式对学生的学习情况进行了解，做到让学生把知识学牢。
第二课
【教材分析】本课是快乐英语第四册的第二课。主要讲授的内容是单词China，Japan，America，England，要求达到三回；四会句型I’m from England，提高英语运用能力，解决实际问题。同时了解异国文化，增强跨文化交流意识。
Teaching aims:
Knowledge aims
Be able to use “This is my new friend” and “Where are you from /I’m from….”
2. Enable the students to listen, say and read “China/ Japan/ America/ England”.
3. Make sure the students can listen、read、speak and write sentence “I ’m from England .”
Ability aims
1. Be able to make short dialogues with the help of the teacher.
2. To train Ss to sing the song “Where Are You from ”
Emotion aims
To enhance cross-cultural awareness, foster patriotic spirit .
Important point and difficult point:
To write “I ’m from…” correctly.
To train Ss to use “Where are you from / I ’m from…” in real life.
The pronunciation of “America”.
Teaching methods:
Situational municative teaching methods. Games approach.
Teaching procedure:
Lead in
Greetings
T :Good morning , everybody.
Ss :Good morning ,teacher.
T :How are you today
Ss :Fine, thank you
Sing a song “Where Are You from ”
【设计思路】活跃课堂气氛，增进师生感情。欢快的英文儿歌把学生们带到了充满快乐气氛的英语课堂，同时也为本课知识目标的学习打下良好的基础。
Presentation ,drills and consoliation
A .dialogue and new words
(1).
T : I have a new friend. Do you want to know him
Ss :Yes.
T : OK. I will introduce to you.. Look .This is my new friend, Fuwa Bei Bei.(拿出头饰)
B :Hello, my lovely friends. Nice to meet you.
Ss :Nice to meet you ,too.
T :Where are you from, Bei Bei
B :I’m from China. A very beautiful country.
T :Oh, Bei Bei is from China. I’m from China, too.S1, where are you from
S1: I’m from China.(Writing on the blackboard)
S2 :
S3:
┊
T :Now, practice writing on your exercise book like this, and pay attention the writing rules.
Ss :...
T : So, we are all from China, we live in a big family and we should love our country, right
Ss :Yes.
T : Very good. Look, this is China.(Show the world map and take out of the card) Read after me: China.
Ss: China (together-- group by group---one by one)
(2).
T: Today ,Bei Bei wants to take us to travel around the world. Are you happy
Ss :Yes.
B : I’m very happy to travel with you , so, let’s go.
Ss : OK.
B: Wu, wu, wu, let’s go, (show the picture)do you know : what’s this
Ss : 富士山
B: Great , do you know which country we’ve arrived I’m sure you can speak in Chinese.
Ss 日本
T: Right! This is Japan (Point to the world map and take out of the card)
Drills: One finger you say Japan , two fingers you say Japan ,Japan ,three fingers you say 日本
T :Good.. Who can speak “我来自日本” in English.(find 4 or 5 students)
T : I’m from Japan,(Writing on the blackboard)I think all of you can say this sentence.
But can you write it correctly .
Ss :Yes.
T: Really Let’s have a try.(教师指导)
You are so clever!
(3).
B :Ha ha! Continue our travel ,OK
Ss : OK.
B :Leave Japan, We will fly to another country. Oh ,we are coming.
Look, this is 白宫. So, the country is …
Ss :美国
T: Right, it’s America (Point to the world map and take out of the card) Read after me America
Ss :America (1.together-- group by group---one by one 2.Game: 扔炸弹, 当老师把 “炸弹”扔向某一名学生时,该名学生前后左右的学生要起立说单词)
T: Can you use America make a sentence
S 1: I’m from America
T ;Good job! Anyone else ( 4 or 5 students)
T: I’m from America. (writing on the blackboard.) please practice on your exercise book
Ss :…
T :Everyone’s hand writing is good.
(4)
B :Wow! There is so big clock. It’s name is Da Benzhong and it’s very famous attraction of England
Ss :Oh. So beautiful.
T :Look, England. (Point to the world map and take out of the card)
Ss :England( left hand, stand up to read ; right hand, sit down to read)
T: Who can speak “英国” in English (4 or 5 students)
Good , Can you write it on the blackboard
Ss: Yes .
T :S3 ,please. others write on your exercise book.
Ss :...
T :Excellent.
(5) Revision
B : We have traveled so many places. Can you Remember them.
Ss :Yes.
B :There are four flags. I show the flag you say the word.
Ss :China, Japan, America, England.
Drill:
T :Good.. Now ,let’s play a game. I will ask a student come here and give him or her a flag, the student should stick the flag on the map ,and other students ask “Where are you from ” the student answer it correctly. Understand
Ss :Yes.
T: Great ,Let’s begin.
(find 5 students)
B. the new text:
T :There are three girls in the park, do you know them
Ss: Yes.
T: What are they talking Let’s listen to the tape and answer my question “Where is Helen from ”
1. Listen to the tape and answer the question.
2.Follow the radio to read.
3.Circle the difficulties and solve them together.
4.Act the text.
C. Let’s act
Tom wants to play with a girl ,do you want to know : Who is she and where is the girl from
1Try to read by themselves.
2.Try to answer the questions.
3.Learn it with your partner.
4.Act it group by group
【设计思路】教师把福娃北北作为新朋友介绍给大家，能激发学生的学习兴趣，接着让北北作为我们的小导游，带领大家环游世界用真实的情境引出本课的单词和句型，过渡自然。同时，多样化的单词操练方式，可以有效的调动学生们的学习积极性。
Extension
Introduce your friend to others
Finish “Let’s play” by yourselves.
Learn the song “Where Are You from ”
【设计思路】根据所学的知识，解决实际问题，提高学生的自主学习能力和开拓创新能力。4.Summarize
T: what have you learnt today
Ss :…
5 Home work
1.Interview with your parents.
2.Write sentence “I’m from England”
【设计思路】英语课外作业是对英语课堂教学的有效延伸，是学生课外学习的重要手段。有趣的互动活动会让学生更好的提高口语水平。必要的书写练习，提高孩子们的书写能力。加深知识点的印象。
【教学用具】
Word cards computer tape the world map
【教学后记】基础教育阶段英语课程的任务是通过各种教学活动，激发和培养学生学习英语的兴趣，养成良好的学习习惯和形成有效的学习策略，培养学生运用英语的能力。本堂课的内容是用“Where are you from ”来询问你来自哪里，并运用“I’m from …”来正确回答。同时要求学生掌握四个国家的单词(China ,England ,America ,Japan)，所以我把句型的学习和单词结合起来，迎合孩子们的喜好，创设、模拟实境，极大地调动了学生的学习主动性。在教学中对于表现好的学生我会给与及时的表扬，从而调动学生参与的积极性，从而巩固英语学习的乐趣。同时我深深感受到教师具有良好的语言素质和教学组织能力以及富有创新精神的重要性：我也感受到创设和谐的朋友式的师生关系的必要性。在新课程标准改革的大潮中，身为一名稚嫩的小学英语教师，我愿虚心的向同行们学习，以新课程标准的理念积极地去探索、大胆地去尝试、勇敢地去实践！
第三课
【教材分析】从本课起，学生开始接触，星期和科目的表达方法。并能够清楚向他人介绍课程表，以及自己喜欢的科目。为了使学生容易的接受这些新知识，教师要结合教学实际，灵活有创造性的使用教材，高效率的完成教学目标。
Teaching aims:
Knowledge aims
Be able to use the sentences “Today is Monday./we have a PE class today/I like PE.” Correctly, and can be flexibility in the use of these languages.
Make sure the students be able to listen, speak and recognize these words: Monday, Tuesday, English, Chinese, PE.
To enable Ss to listen, read , speak and write the sentence “I like PE.”
Ability aims
Be able to expand and show a small dialogue.
To train Ss to speak “chant” fluently and play games.
Emotion aims
Foster student self-confidence, enhance the emotional love of learning.
Important point and difficult point:
Enable Ss to use “We have a/an…” and “I like…” freely.
Teaching methods:
Task –based learning CLT Activity Approach
Teaching procedure:
Lead in
Listen a chant “What’s Your Favorite Class ”.
Free talk.
T: What’s your favorite color
S1: I like …
T: What’s your favorite fruit
S2: I like…
T: What’s your favorite class
S3: I like…
【设计思路】节奏明朗欢快的chant，活跃了课堂气氛，把学生带进了一个轻松愉悦的英语课堂。同时，引出了下面的谈话内容，既可以复习旧知识，也为本课的教学做铺垫。
2 Presentation ,drills and consolidation
a. words and sentences
T: Everybody. Look, I have a bag. Can you guess, what ‘s in my bag
Ss: Pen/ruler….
T: Oh. It’s an English book . Show me your English book, please.
Ss: …
T: Very good. Now follow me, English ↗，English↘.
Ss: English ↗，English↘.(drills)
T: Do you like English
Ss: Yes, I like English.(教师引导)
T: I like English. (writing on the blackboard)
Please write the sentence on your exercise book..
Ss: …
T: Guess again. What’s in my bag
S1: 语文书
T: Oh, you are so clever. It’s a Chinese book. Show me your Chinese book.
Ss: Here here.
T: Great, read after me. Chinese.
Ss: Chinese (drills)
T: Do you like Chinese
S: Yes, I like Chinese.
T: I like Chinese.(writing on the blackboard)
T: Good boy. The last one .What’s in my bag
Ss:…
T: Clever! This is a PE book. Read after me, PE.
Ss: PE.
T: Good . It’s very easy, right
Ss: Right.
T: So, who can write “I like PE” on the blackboard.
Ss: Me! Me! Me!
T: S1, please. Others write on your exercise book.
T: Did a good job.
Game: rapid response
T: I say the word and you take out of the corresponding subjects of textbooks
Ss: …
T: There is a schedule on the blackboard . Look, this is Monday.
Ss: Monday(drills)
T: Can you tell me what class you have on Monday
Ss: We have …
T: Great! This is Monday. The next day is Tuesday.
Ss: Tuesday(drills)
T: What class do you have on Tuesday
Ss: We have…
b. consolidation
出示一张新的课程表，小组合作，自编对话，并表演。
Monday Tuesday
1 Chinese English
2 PE Chinese
3 English PE
eg :
A : What day is today B: Today is Monday.
A: What class do we have B: We have a Chinese class today
A: What’s your favorite class B: I like English..
【设计思路】首先用不同的课本引出三个表示科目的单词(English, PE, English)，直观自然，有利于学生理解。并把单词与I like …句型相结合。接着用课程表引出Monday，Tuesday ,而且与前面的单词相联系，环环相扣。并运用游戏、编对话等方式操练，巩固学习成果。
3.Dialogue
a. Learn to Say
1. Listen to the tape.
2. Follow the tape.
3. Read with your partner.
4. Act the dialogue.
b. Let’s play.
T: I’m a little tired. Let’s have a rest. Do some exercise.
Ss: OK.
T: Everybody, stand up. Turn left/right; Left arm down/Right arm up.
Ss :…
T: Good job.
c. Let’s act.
1. Read the dialogue by themselves.
2. Circle out the difficulties.
3. Resolving difficulties.
4. Listen to the tape and fill in the blank.
Classroom Tuesday English Yeah 9:00
A: Today is________.
We have an _______class today.
B: Great! I like English.
A: Me, too. Oh, it’s________.
Time for our English class .
B: ______! Let’s go to the ______.
A: OK.
【设计思路】因为已有了前面的学习成果， 所以会话部分的学习主要是采取学生自学的方式，通过听录音，跟读，表演小对话，加强学生的口语水平。然后让学生自己找难点，解决难点。最后的听力练习，可以检验学生们的学习效果，又能提高听力水平。
4.Summary:
1. Summarize this course knowledge points.
2. Teacher sums up the performance of students’ today.
【设计思路】总体归纳本课的知识点，帮学生们理清思路，加深印象。在总结知识点的同时，总结学生的表现也是非常重要的，在提供给学生表现自己所知所能的各种各样的机会的同时，通过评价帮助学生自我教育，自我进步，认识自我，建立信心。
5. Homework
改编Let’s act 小对话，并和好朋友练习
【设计思路】开放性的作业，可以发挥学生的创新思维能力，增强学生的语言表达能力。又有利于激发学生兴趣、培养学生之间的协作精神和情感态度。
Teaching aids:
Tape books schedule computer
【教学后记】在课堂上我中非常注重听说能力的培养，课前花五到十分钟的时间进行英语的简短会话，训练学生的快速思维和应答的能力。采用歌谣、游戏、等吸引学生唱唱、跳跳、玩玩、说说，在“玩中学”，在“做中学”。从学生实际出发和教材出发设计相应的教案，课上做到师生互动、生生互动，同时把课堂内的知识点在课外落实、巩固。激励性评价的正确运用，能不断地激发学生学习英语的潜力，其核心是千方百计地促使每个学生都走向成功。作为一名英语教师，不能只通过学生的成绩来评价一个学生，一个学困生在课堂上一个好的表现，如果这个时候老师给了适时的鼓励，说不定会使这个孩子从此改变学习态度。对着整个班的学生，老师能多点微笑，多点表扬，学生会更加热情投入，效果会更好。
Lesson 4
【教材分析】本课是《快乐英语》第四册第一单元中的第4课。本课学习坚持通过活动化教学方式，激发学生求知欲，以学生的发展为宗旨，以提高学生的应用能力为目标，培养学生的学习兴趣，帮助学生树立“我能行”的自信心，在获得良好的语音基础知识和用英语进行简单的日常交流的能力后，加强书写练习，提高书写能力。本课重点要学习的是三会单词Wednesday, Thursday, science, math.四会句型“Today is Wednesday.”并要求学生能够学会并能运用“What day is today ” 句型，能用恰当的答句进行回答。让学生能将所学的内容与学习、生活联系起来，能够学以致用。
Teaching aims
Knowledge aims:
1. Enable the students to grasp the three-skills words: Wednesday, Thursday, science, math.
2. To get the students to grasp the four-skills sentence “Today is Wednesday.”
3. To get the students to ask and answer the question “What day is today ”
Ability aims:
1.To be able to ask and answer the week in English correctly.
2.To train the students' abilities of learning by themselves and working in groups.
Emotion aims:
1.Improve the students’ speaking and listening.
2.Foster the students’ consciousness of their competition .
3.To help the students build their confidence.
Teaching important points and difficult points:
1.To pronounce the words “Wednesday, Thursday and math” correctly .
Teaching methods: Direct teaching method and game teaching.
Teaching aids: subject table, calendar, word cards, English book, Math book, Chinese book, recorder.
Teaching procedures
Step 1.lead in
Ⅰ.Warm up
A. Greetings
T: Good morning, everyone!
Ss: Good morning, Miss Zhu!
...
B. Chant
Teacher and Ss chant together.
Monday, Monday, 星期一，周一Monday把球踢；
Tuesday, Tuesday,星期二，周二Tuesday把活干
Ⅱ.Review
C. Listen and write.
Read the sentences “ I’m Helen.” “ I’m in Class 1.”“ I’m from England.” “I like PE.
Ss write them down by themselves then check their answers.
【设计思路】通过老师和学生的英语对话，使学生转换到英语思维，为上课作准备。利用chant既复习了前一堂课的单词也活跃了课堂气氛，使孩子感兴趣并集中注意力，在课堂的开始就紧紧抓住孩子的好奇心。通过听写句子让学生检查自己在书写方面存在的不足。
Step 2.Presentation,drills and consolidation
New words and new pattern
Presentation
T: What day is today
Ss: Today is Monday
T: Good, you’re right.Oh, what class do you have today
S1: We have a PE class today.
Show the subject table
T: We have a PE class on Wednesday ,too.
Follow me, Wednesday, Look at my mouth, it’s /'wenzdi /.
Ss: Wednesday
T: Wednesday↗Wednesday↘
Ss: Wednesday↗Wednesday↘
Drills:1. Read together ,in lines, etc.
2. Let Ss make word card.
T: What day is today (Show the word card)
Ss: It’s Wednesday.
T: Now guess what’s in my hands
…
T: It’s a calendar, look at it, it’s Monday.
It’s …(翻动日历)
Ss: Tuesday. Wednesday
T: Oh, the Thursday is “Teachers’ Day”. What shall we say to our teachers on Thursday
Ss: Happy Teachers’Day!
T: Oh, you are very polite, look at my mouth [ 'θ :zdi ]
Thursday ↗Thursday↘.
Ss: Thursday ↗Thursday↘.
Drills: 1. Practice reading it in different ways
2. Let Ss make word card.
T: What day is today (Show the word card)
Ss: It’s Thursday.
Consolidate the two words:
1. Listen and show.(Teacher says the words, the student show the word cards.)
2. Point, do and read.(Teacher points to the words, the students read the word and show their fingers. eg. Wednesday. Ss show three fingers.)
3. Practice asking and answering the question(What day is today ) between the teacher and Ss, Then in boys and girls, in teams.
Write down the sentence ‘Today is Wednesday.’ on the exercise books.(一周七天的第一个字母要大写，强调方法略)
T: What’s your favorite class
S2: English! I like English class!
Prepare a math book
T: I like math class, do you like it
Ss: Yes.
T: It’s a math book. Follow me, math /m θ/
Ss: Math↗Math↘
Make word card
Drills:
Say it several times in different ways
Touch the word card and read it.
Let Ss make sentences with “math”(eg.It’s a math book. I like math.)
T: Good job! Look, what’s this (出示地球仪)
Ss:地球仪
T: In the science class, we often use it, yes Follow me, science .Pay attention the pronunciation of science, it’s /'sa ns/,not / 'sens/.
Ss: Science.
T: Science↗Science↘.
Ss: Science↗Science↘
Make word card
Drills:
Practice it in different ways
2. Jump and read it.
Let Ss make sentences with “science”(eg. I like science. Today we have a science class.)
Consolidate the two words: (math, science)
1.Listen and show.(Teacher says the words, the student show the books.)
2.Translate.(Teacher points to the words, the students speak Chinese, Teacher points to the Chinese meaning, Ss speak English.)
Consolidation:
1. Flash the word cards and read them one by one.
2. Play a game in teams.(Draw a subject table, T says “Today is Monday, we have a science class.”Ss put the ‘science’ card on the schedule. )
Consolidate the words and sentences：
1.转转盘
(1)
(2)
Eg. “Today is Monday”, “We have a PE class today”.
2.Do exercise.
Today _____ Monday. A.is B.are
Today is _____. A.Monday B.Monday
_____ is Monday. A.today B.Today
…
【设计思路】通过师生对话复习上节课所学单词及句型，同时自然引出本节课的内容，为新授课顺利进行打下基础。使用日历教具学习新单词，通过以旧带新的方式，利用地球仪及书本导入新内容，利用多种不同的方式操练单词，让孩子的学习不再枯燥单一，同时将本课句型渗透进来，做到词句结合，再利用游戏，转转盘，做练习小组合作的方式完成知识目标，既加深印象,巩固知识，又提高了学生学习英语的热情。
Step 3.Go into the text.
Learn to Say:
T: Look at the picture, who are they He is Li Ming, this is his subject table, let’s listen to the tape and find what class does Li Ming have
1. Listen.
2. Answer the question.(What class does Li Ming have Does Xiao Hui like science )
3. Listen again, let Ss imitate carefully.
4. Follow the tape
5. Read and act the text.
Let’s act
Listen and answer
T writes some questions on the blackboard.(eg.1.Today is Thursday.( ×)2.
We have an English class today. ( √)3.Joker likes English.( √) )
2. Try to read by themselves
3. Read and act it .
【设计思路】通过图片，引出Li Ming的课表，通过问题引出课文内容，使学生有目的的去听录音，同时，听录音跟读使学生纠正语音，熟悉内容，最后表演应用于实际。
Step 4.Extention
Subject table
Monday Tuesday Wednesday Thursday
1 English Math Chinese Math
2 Chinese English science Chinese
3 PE Chinese Math science
4 science PE English PE
Let Ss make a dialogue in teams.
【设计思路】将学生分组，让其通过合作设计新的对话。培养学生主动创新的能力。
Step 5.Homework
1.Write the sentence “Today is Wednesday/Thursday.”
2.和组员一起练习本课对话，自编对话。
【设计思路】课下练习句子，加深印象，巩固知识。通过练习对话，提高口语表达能力。
教学后记:
本节课针对二年级孩子好奇，对英语感兴趣的前提下，在授课上设计了灵活多样的教学形式，结合实物，游戏，竞赛等方式吸引孩子们注意力，让学生参与。在教学过程上从单词到句子的过度，按照听说读写的顺序自然而然的让学生掌握，在导入课文中，通过图片自然导入Xiao Ming的课表，引出课文，通过听音，训练孩子的听力，整堂课围绕教学目标展开;在巩固练习时，采用不同的方式操练，意在吸引孩子注意力，在复习时，利用小组合作激发学生兴趣，提高竞争意识；在拓展中，提供了课程表，让学生自己编对话，提高学生的创新能力。
不足之处：在一些环节的衔接上不是很自然，希望各位老师提出宝贵的意见。
【课题名称】Lesson 5
【教材分析】本课是《快乐英语》第四册第一单元中的第5课。本课学习坚持以学生的发展为宗旨，以提高学生的应用能力为目标，培养学生的学习兴趣和自信心，帮助学生获得良好的语音基础知识和用英语进行简单的日常交流的能力。本课重点要学习的是四会句型“We have a music class today.”三会单词Friday, Saturday, Sunday, violin, piano, music.学会并运用“I forgot my flute. Here is your flute.”句型。能够熟练掌握“Today is Friday./We have a … today.”句型。提醒学生做事要认真仔细，不丢三落四，养成良好的生活、学习习惯。
Teaching aims
Knowledge aims:
1. Get the students to grasp the four-skills sentence “We have a music class today.”
2. Enable the students to grasp the three-skill words: “Friday, Saturday, Sunday, violin, piano, music.”
3. To understand and use the sentences : “I forgot my flute./Here is your flute.” “Today is Friday./We have a … today.”
Ability aims:
1. To cultivate the students ’language sense and get good pronunciation and intonation.
2.To train the students' abilities of learning by themselves and working in groups..
3.Enable the students to sing the song “Days of a week.”
Emotion aims:
1. Let the students know it’s very important to do something carefully. And train Ss to have a good life and study habit.
2. Foster the students’ consciousness of their competition .
Teaching important points and difficult points:
1. The four-skills sentence “We have a music class today.”
2. The three-skill words: “Friday, Saturday, Sunday, violin, piano, music.”
3. The pronunciation of the word “Friday” .
Teaching methods: TPR teaching method, Direct teaching method and game teaching.
Teaching aids: word cards, recorder, PPT, flute.
Teaching procedures
Step 1.lead in
Greetings
T: Hello, boys and girls!
Ss: Hello, Miss Zhu!
T: What day is today
Ss: Today is ...
T: What class do we have
Ss: We have a science class today.
...
B. Revision.
PPT (listen and match.)
Monday Tuesday Wednesday Thursday
PE math English Chinese music science
【设计思路】通过师生英语对话，复习了上堂课的内容，为上课作准备。同时英语连线也使孩子感兴趣并集中注意力，为新授课顺利进行打下基础。
Step 2.Presentation,drills and consolidation
A. Words
PPT
T: Look at the screen, let’s meet our old friends. They’re…
Ss: They’re Monday, Tuesday, Wednesday and Thursday.
T: Ha, ha, you have a good memory. Today there are many new friends come here. Do you want to know them
Ss: Yes.
T: Now let’s look at together. The first one, Friday./ 'fraidi / Look at my mouth, it’s /ai/,not /e/.
Ss: Friday.
T: Friday ↗Friday↘
Ss: Friday ↗Friday↘
Drills: 1.Practice it in different ways.
2.Look at the subject table. Make the sentences.(eg. Today is Friday, we have a science class today.)
T: Good. You’re great. Look at the second friend, it’s Saturday. Follow me, Saturday.
Ss: Saturday.
T: It’s /'s t di / Saturday↗Saturday↘
Ss: Saturday↗Saturday↘
Drills: 1.Get the Ss to read it several times in different ways.
2.Look at the subject table. Make the sentences.(eg. Today is Saturday, we have a PE class today.)
T: You’re very clever. OK, the last friend is coming. It’s Sunday. Follow me, Sunday /'s ndi/
Ss: Sunday
T: Sunday↗ Sunday↘
Ss: Sunday↗ Sunday↘
Drills: 1.Read it in groups, one by one.
2.Look at the subject table. Make the sentences.(eg. Today is Sunday, we have an English class today.)
…
Let the Ss know “Monday=Mon. , Tuesday=Tue. , Wednesday=Wed. , Thursday=Thur. Friday=Fri. Saturday=Sat. Sunday=Sun. ”
Consolidate the three words:
1.Pass the word.(play in groups.)
2.What’s missing
3.Say out neighbours (T:I say a word, Can you say out their neighbours,….)
T: Now let’s play a guessing game. Can you guess, what am I doing
Ss:拉小提琴
T: Yes, I’m playing the violin. Follow me, violin [,va 'l n]
Ss: Violin.
T: Violin↗, violin↘,play the violin.(Clap the hands and do the action)
Ss: Violin↗, violin↘,play the violin.
Drills:1.Read it in groups, in pairs.
2.Read and do the action.
T: Now look, this time what am I doing
Ss:弹钢琴。
T: Yes, I’m playing the piano. Follow me, piano[p ' n u]
Ss: Piano
T: Piano↗, Piano↘,play the piano(Clap the hands and do the action)
Ss: Piano↗, Piano↘,play the piano
Drills:1.Read it in lines, in pairs.
2.Read and do the action.
T：I like music. What about you
S1: I like, too.
S2:…
T: Follow me, music ['mjuz k]
Ss: Music.
T: Music↗ music↘
Ss: Music↗ music↘
Drills:1.Get the Ss to read it in different ways.
2.Make the sentence(eg. Today we have a music class.)
Consolidate the three words:
1.Read the word cards one by one.
2.Listen and guess.(Listen to the music and guess what kind of the instrument.)
3.Listen and do.
Consolidate:
Let the Ss make the subject table. Then practice in groups.
“ What day is today ”“ What class do you have ”
Monday Tuesday Wednesday Thursday Friday
1
2
3
4
5
6
【设计思路】通过让学生交朋友的方式学习单词，并且利用多种不同的方式，便于学生记忆，同时拓展孩子的知识，让他们了解星期的缩略式。通过做动作猜其余的单词。利用制作课表进行练习，让学生学以致用，使学生有成就感，
B. Song
“Days of week” (Listen to the tape)
C. Sentence:
T: Oh, This is not only an English class but also a music class.
Teach to write the sentence“ We have a music class today.” Let students write it in their exercise-books(强调写法略)
【设计思路】通过学习歌曲激发学生的学习热情，活跃了课堂气氛。进一步加深对于一周七天的巩固。
Step 3. New text.
Learn to say:
Presentation (Play a little game: 排列顺序)
1.Show these word cards:
Saturday Thursday Monday Friday Sunday Tuesday
T: Where’s my Wednesday card
Ss: Here.
T: Oh, I didn’t forget my Wednesday card, but today Annie has a problem. Let’s see what happened Listen to the tape and answer the question: what does Annie forget
…
Ss: She forgets her flute.
Show a flute, teach the word [ flu:t ]
Teach the sentence “I forgot my …”“Here is your flute.”
T: So we should have a good life habit. OK
2.Listen again .
3.Follow the tape
4.Read and act the text.
【设计思路】通过玩排列顺序的游戏，老师故意找不到Wednesday的卡片，引导学生说“Here.”利用问题引出课文内容，使学生有目的的去听录音，同时，听录音跟读使学生纠正语音，熟悉内容，同时老师反复教授句子，并渗透要学生要养成认真做事的好习惯。
Let’s act
Listen and answer
T: (叮铃铃叮铃铃)Oh, a phone call. Listen to the tape and answer “What happened ”
2. Try to read by themselves and line the difficulties and solve them with their partners.
“This is …”“Is … in ”, “Hold on, please.”
3. Read and act it .
【设计思路】通过电话铃响，导入课文，让学生掌握打电话的一些日常用语。同时表演对话，提高学生的会话能力。
Step 4.Extention
(利用课件给出一些素材,让学生小组练习打电话的会话)
【设计思路】将学生分组，每组提供相同的拓展语句，让其通过合作设计新的对话。培养学生主动创新的能力。
Step 5.Homework
1.Write the sentence "We have a music class today."
2.Make a schedule and practice how to call the others.
【设计思路】课下练习句子，加深印象，巩固知识。通过练习对话，提高口语表达能力。
教学后记:
本节课内容较多，需要掌握的单词有六个，难度也较高，如何能在短时间内把本课内容都掌握就是个难题，所以我针对单词的内容，分两次学习，首先第一部分让学生以交朋友为由，认识新单词，然后通过各种不同的方式操练，让学生掌握一周七天的说法。第二部分通过做动作，让孩子猜出要学的单词是什么。单词学好后，利用歌曲营造宽松的课堂氛围，并进行巩固练习。本堂课针对二年级孩子活泼好动的特点,在授课上设计了灵活多样的教学形式，结合图片，肢体语言，歌曲，游戏，竞赛等方式吸引孩子们注意力，让学生参与。通过实物，具体生动的展现给学生，激发学生的学习兴趣。整堂课紧紧围绕教学目标展开；在拓展中，提供了多个句子，让学生自己编对话，提高学生的创新能力。
不足之处：在一些环节的衔接上不是很自然，希望各位老师给予批评指正。
第七课
【教材分析】本节课Lesson7是小学二年级的一节英语课。会话部分的主要内容是围绕着情态动词所组成的句子展开的。分别设计了自己能做什么，询问他人能做什么。课文会画奖儿童喜闻乐见的卡通人运用于教学中，创设情境来吸引学生。词汇围绕与能力相关的动词进行目的是让学生能够介绍和表达相应的运用状态。
Teaching aims:
Knowledge aims
Students were able to use “What can you do ” to ask someone and answer it correctly.
Enable them listen, read and say the words “ walk ,write ,read and speak English” and make a correct response.
Be able to understand, listening ,reading, and writing sentence” I can speak English.”
Ability aims:
Be able to perform this lesson of Chant.
To act dialogue and develop students ability to use English.
Emotion aims
To encourage students to study hard and increase their abilities, trying to do a compound talents
Important point and different point
1. Be able to “What can you do ” ask someone and answer it.
The pronunciation of “speak” , “write”.
To write “I can speak English.” correctly.
Teaching method
TPR Directly teaching method Situational Approach
Teaching procedure:
1.Lead in
Greeting
T :Hello, boys and girls.
Ss :Hello ,teacher.
2. Duty report
What day is today
What class do you have today
Do you like Chinese/English
【设计思路】以上活动拉近了师生的距离,营造学习英语的氛围,调动学生学习英语的积极性,同时复习了旧知识。
2.Presentation and drills
new words
T: Can you guess what am I doing
Ss :走路
T :Right. walk (Take a walk every once said)
Read after me walk (Take out of the card)
Ss :Walk
Drill :1.老师做动作，学生说单词；“小老师”做动作，学生说单词。
2.T: Walk ,walk ,take a walk
× × (双臂摆动，呈走路状) Now, follow me.
Ss : Walk ,walk ,take a walk
× × (双臂摆动，呈走路状)
T :Can you walk
Ss :Yes ,I can walk.
T : I can walk(writing on the blackboard)
I can means “我会”,so I can walk means…
Ss : 我会走。
T : Yes！Let’s write this sentence ,OK
Ss :OK.
T :Did a good job! Look, What am I doing
Ss :写字
T :Very good. It’s write.(Take out of the word card) Read after me “write”
Ss :write
Drill: 1.together---group by group---one by one---together
2.T: Write ,write, write a letter.
× × (一只手握住笔，呈写字状) Now, follow me.
Ss : Write ,write, write a letter.
× × (一只手握住笔，呈写字状)
T :Can you write
Ss :Yes. I can write.
T: Tell me what’s the meaning of “I can write”
S2: 我会写。
T: Good. I can write(writing on the blackboard)
Please write it on your exercise book.
Ss :OK.
T: S1, Can you tell me what am I doing
S1: 读书
T :Great! Look at the card. It’s read.
Ss :read.
Drills :1. 读书比赛：每翻一页书，学生要说一次read，看谁说的快。
2.T :Read ,read, read a book..
× × (双手伸展，成书状) Please follow me.
Ss : Read ,read, read a book..
× × (双手伸展，成书状)
T : I’m sure you can speak “我会读书”. Who want to have a try
S1: I can read.（writing on the blackboard）
T :Now. practice writing by yourself.
Ss :
T :clever.
T :Oh, dear. It ‘s 9:00. I ‘m late for school. I must run .
Run ,run have a run.
× × (先做跑步姿势，再伸展双臂) Let’s run together, OK
Ss :OK. Run, run, have a run.
T :Excellent. I ‘m a teacher. I’m an English teacher. So I can speak English.(Writing on the blackboard) Can you speak English
Ss :Yes .I can.
T :Who want to have a try (Ask two or three students)
English---speak English ---I can speak English
Ss : I can speak English (group by group---one by one)
T: It means …
S3 : 我会说英语
T: Wonderful! I can speak English(writing on the black board)
Let ‘s write it together.
Ss :OK
Consolidate words:
1.Chant.
To follow the recording said the chant, and do the action.
Read ,read ,read a book.
Write ,write, write a letter.
Walk ,walk, talk a walk.
Run ,run, have a run.
2. Guessing game.
T : I will divided you into 4 groups. Group 1,2,3,and 4. And then I will find a little teacher come here, do the action. Others guess word, if your group is faster, I will give you an apple. Are you clear
Ss :Yes .
T: Good.. Let’s have a try.
b. dialogue
1. T :I have a good friend. He is Robot . Let’s say “hello “to Robot.
Ss :Hi, Robot.
T :What can you do ,Robot
R: I can read and walk.
Ss :Wow! You can read and walk!
T :What can you do ,S1
Ss :I can walk/write/speak English…(ask 4 or 5 students)
T :Now ,ask your partner “What can you do ”
Ss …
2.T :Open your book ,please. Listen to the tape and follow to read.
3. To encourage students to study hard and increase their abilities, trying to do a compound talents
c. Let’s act
T: Our friend Robot are talking with some children, Let’s listen what are they talking about.
1.Listen to the tape.
2.Read in groups and circle difficulties
3.Listen to recordings, then teacher and students to solve difficulties together.
4.Group performance dialogue, recognize good performance.
【设计思路】二年级学生的自制力有限,注意力高度集中所维持的时间不长,因此此时采用这一游戏可集中学生的注意力,有利于强化和巩固所学的英语单词,同时活跃了课堂氛围.对话活动是英语课堂的重要形式,这个活动的设计为学生创设了操练的机会,让学生在交际过程中运用所学知识,真正做到“在用中学,在学中用”.
3.summarize
1.Teacher and students shared knowledge points summarized in this lesson.
2.Recognition of a good state to learn and actively participate in teaching activities of the group and individual.
【设计思路】师生共同总结本课知识点，有利于培养学生自主学习的能力，巩固学习成果。同时积极的评价，有利于树立孩子们的自信心，提高学习英语的动力。
4.Homework
1.Write sentence “I can speak English”
2.Think about “What can a dog do ”
【设计思路】开放性的作业有利于扩展孩子们的思维，提高学习能力。
Teaching aids:
Word cards tape pictures
【教学后记】小学生一般喜欢在游戏中完成学习任务,所以我主要采取游戏方式来调动大家的学习兴趣,让学生乐于学习.同时本节课借助多种教学手段和不同的教学形式,刺激学生多种感官参与英语学习活动,优化教学过程,提高教学效果. 适当地评价.在教学中对于表现好的学生我会给与及时的表扬,可以是口头上的,也可以是物质上的.学生在得到老师的表扬时会获得成功感,从而调动学生参与的积极性.而对于表现较差的学生我也不会一味地责骂,而是用鼓励的语言激励他们.因此学生在课堂上都乐于开口说英语.作为一名老师,我认为我们不该吝啬我们的表扬!在以后的教学中,我们应多多表扬我们的学生,要让他们感受到学会的乐趣,从而巩固英语学习的乐趣.
第八课
【教材分析】Lesson 8是围绕着情态动词 can 所组成的句子展开的。介绍自己能做什么，询问他人能做什么，本课几个动词非常贴近生活实际，所以学生容易理解词义。课文会话中，将儿童喜闻乐见的卡通机器人运用于教学中，所以我抓住这一媒介，精心设计教学环节，创设情景，层层递进地来吸引学生。
【课标分析】本课程倡导任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。
Teaching aims:
Knowledge aims:
1. To train Ss can write and use the pattern “Can you … / No, I can’t.” in the real life.
2. To enable Ss to listen, read , speak and write four new words: fly, swim, run, jump
3. Make sure Ss can listen, read, speak and write the pattern: What can you do / I can ….
Ability aims:
1. To train the students' abilities of learning by themselves and working in groups.
2. To climate them keep a good hand writing habit.
Emotion aims:
1. To educate Ss to speak English as much as possible.
2. To train Ss interest in English.
Important points and difficult points:
1. To be able to ask and answer with the pattern: Can you … / No, I can’t.
2. To train Ss write the sentences correctly.
3. The pronunciation of the words: fly, jump, can’t
Teaching aids：
PPT cards tape recorder pictures etc.
Teaching methods:
Task-based teaching methods. Situational municative methods. TPR
Teaching procedure:
1.Lead in
Step 1 Warming- up Greetings
T: Good morning, class!
Ss: Good morning, Miss Li.
T: What day is today
Ss: Today is Thursday.
T: Time for our English class. Are you ready
Ss: Yes.
T: Great !Let’s chant ,OK
Ss: OK.
Step 2.Chant
(Read, read, read a book.. write, write, write a letter, walk, walk, take a walk, run, run, have a run.)
Step 3. Lead in Lesson 8
T: (PPT) Look at the screen carefully. Two frogs, two mouths, four eyes, _____ legs.
Would you like to fill in the blank
Ss: Eight.
T: So clever. Today we are going to learn Lesson 8.( write it on the Bb)
【设计思路】自由对话，不仅拉近老师与学生间的距离，更重要的是营造一种语言环境，利用以前所学句型，让学生在轻松的状态下学习英语。达到良好的学习效果。课题的导入通过让学生自己观察，两只青蛙有几条腿，从而导出Lesson 8,而且也激发他们的学习兴趣，可谓一举多得。
2.Presentation ,drills and consolidation
Step 1 New words
T: I have a riddle. Would you like to guess
Ss: Yes.
T: Listen to me carefully. It’s a bird, but it can speak Chinese.
Ss: 鹦鹉。
T: Good job. What can it do Try your best to speak English. But you can speak Chinese.
S1: Speak Chinese.
T: You’re right. Thank you for your answer. Anyone else
S2: Walk.
T: Good answer. Thanks. Anyone else
S3: Run.
T: Oh, you know so much. Thank you. Do you know “run” (教师做动作)You can speak Chinese.
S3: 是跑的意思，老师我还知道鹦鹉能飞。
T: Good boy. Look at me.(show cards) fly, run(边做动作边说) do it together. Fly, run..
Drills: 1. Let’s count fingers.(one finger :read once, two fingers :read twice, three fingers: speak Chinese.)
2. Boys read, girls read. Read together. Line by line. One by one.
T: Show me your fingers. Fly: F-L-Y fly, run: R-U-N run. Once again. Close your eyes, now repeat again.…… Who can have a try
S4: Fly: F-L-Y fly, run: R-U-N run.(板书）
T: Well done. Thank you. Any else
S5: Fly: F-L-Y fly, run: R-U-N run.
T: You’re right. Thanks a lot. Now write them on your notebook and check each other with your desk-mate.
T: Have you finished
Ss: Yes.
T: OK. Look at the Bb, what am I drawing
Ss: Fish.
T：What can it do
Ss: 游
T: Wonderful. (Show a card) Swim, swim, I can swim.(伴有动作) read after me: swim(several times)
Ss: Swim.
Drills:1.blow balloons(不停的说单词,伴有动作.老师一拍手说:stop .学生立即说汉语.)
2. read by groups, read by rows
3. Who can touch and read it.
T: Look at the card, spell it together.
Ss: Swim, S-W-I-M, swim.
T: Once more.
Ss: Swim, S-W-I-M, swim.
T: Use your right hand to write it on your life hand.…… Who can have a try
S6: Swim, S-W-I-M, swim.(板书)
T: Yes, who can spell again like him
S7: Swim, S-W-I-M, swim.
T: That’s right. Write it on your notebook and check each other with your desk-mate.
……
T: Finished
Ss: Yes.
T: Look at me, what do I do
Ss: 跳
T: Yes, follow me, (show a card)jump, jump, I can jump.
Drills: 1. left hand and right hand.( left hand hands up: jump right hand hands up: swim make a fist: keep silence )
2. read half by half, boys read, girls read, one by one
T: Look carefully. Spell it, please.
Ss: Jump, J-U-M-P, jump.(repeat)
T: Now we’re tired. Let’s have a competition. Now, I will divide you into 2 groups , when I say the word in English or Chinese, I point one student to say the first letter of the word, then I will ask other group student say the next letter until the last letter.(中间有接不上的学生就算该组失败)
……
T: Now who can write the word correctly
S8: J-U-M-P, jump.(板书)
T: Correct. Anyone else
S9: J-U-M-P, jump.
T: Yes. That’s right, thank you very much.
【设计思路】新单词的呈现首先由谜语导出鹦鹉会说话，而且会跑和飞，以旧带新。单词的导入都以不同的形式导出，使学生产生好奇感和新鲜感，激发学习兴趣。教师充分利用好形体语言，帮组学生理解这些表示动作的词的意义。由于二年级学生英语积累的单词和句型较少，所以如果遇到不会的话允许学生用汉语来说，鼓励学生大胆说英语，让他们勇于发言，乐于发言，不挫伤他们的自信心。
consolidate the words
Look at the cards ，read them and do the action.
Let’s play. a. Run like a horse!/Swim like a fish./ Fly like a bird./ Jump like a rabbit.
b. Write the new words quickly.(每组分别找出四名学生，按顺序站好，下面的学生读出老师手中的卡片，每组第一名学生尽可能快的写出单词，把粉笔传给下名学生，最后先写完者获胜。)
【设计思路】进一步巩固新授单词，让学生动起来，进行边做边说的练习。在反复地听、说、做的过程中，不断强化学生对单词的理解和记忆。看单词，做动作。单词接龙等游戏的采用，能够更好地体现全身反应教学法，激发学生的学习兴趣。
Step 2 New pattern.
T: OK! Group 1 is winner. But I think you all do best. Now look at the screen. Do you like the cartoon
Ss: Yes. Otaman.
T: Look at me, (做动作) I’m Otaman. I’m Robot. I can read and write. What can you do, S12
S10: I can run.
T: Great. Can you ask other students like this
S11: Yes, what can you do, S13 （板书）
S12: I can Jump.……
Consolidate the pattern.
T: I enjoy your pronunciation. Let’s chant like this, OK (The teacher chant it first. )
What can you do What can you do I can fly. Fly fly fly.
What can you do What can you do I can run. Run run run.
What can you do What can you do I can swim. Swim swim swim.
What can you do What can you do I can jump. Jump jump jump.
T: Now look at the Bb, can you write the sentences like this Try your best to do it.（老师强调书写规则）
……
【设计思路】本课句型的书写对于孩子们来说是比较困难的。因为句子的书写是从本册书开始的，虽然在上个单元中已经学过，但孩子们的基础还不算牢固。在对句型说上进行巩固后，教师仍然要从最基本的书写要求抓起，让学生尽量书写得工整、漂亮。在四线三格中教师板书标准，让学生模仿，从而达到较理想的效果。
3. New text
A. Learn to Say.
Lead in:
T: Now look at the picture. Who would like to introduce them to us
S13: This is Robot, this is Fish, this is Bird.
T: You’re so clever. Do you want to know what are they talking about
Ss: Yes.
T: OK, listen to the tape and then answer my question: Translate the sentence of “ Can you fly ”.
a. listen to the tape and answer the question.
T: Who can answer my question
S14: 你能飞吗？
T: How to answer the question in the dialogue
Let me help you. OK
Ss: OK.
T: No, I can’t. “不，我不能” Follow me: Can you fly / No, I can’t.(read several times.)
Drills: Boys ask, girls answer.(exchange) Group1 ask, Group 2 answer.(exchange)
Practice and act by groups.
Extension:
T: Would you like to answer my another question
Ss: Yes.
T：Can you run
Ss: Yes.
T: You can answer like this: Yes, I can. Repeat again.
Ss: Yes, I can.
T: Can you make a sentence by yourselves
S15: Can you swim / Yes, I can.
T: Clever girl. Anyone else
S16: Can you jump Yes, I can. Can you fly / No, I can’t.
T: Excellent. You can make so many sentences. Give you a mark. Thank you.. Now let’s play a game.
.Play a game. 教师拿出一些小动物的头饰, 问学生谁愿意来扮演这个小动物，发一个笑脸或哭脸给上来表演的小朋友，教师问全班: Can you … 请其他学生来回答: Yes, I can.或 No, I can’t. 再让该学生拿出笑脸或哭脸,看谁猜得对.后面可以让学生来做小老师来提问: Can you …
【设计思路】在学生已经可以会用“No, I can’t.”来回答该句型的基础上，拓展出“Yes, I can.” 句型，使学生可以根据生活实际来进行判断，而且做出正确回答。为下堂课Lesson 9 的学习做好铺垫。
b. Open their books and follow the tape and read after the teacher.
c. Read by themselves. Find out the difficulties and solve them in groups..
d.. Read and act the dialogue
B. Let’s act.
Learn the part by themselves and circle the difficulties, then solve it together, at last read and act it
C. Group work
Make a dialogue with these patterns: What can you do / I can …. Can you …？/Yes, I can.
Can you …？/ No, I can’t.
【设计思路】让学生根据Learn to Say 和拓展句型“Yes, I can.”编演对话，让学生把所学内容灵活运用。使他们在以后的学习和生活中能娴熟的表达自己的观点和看法。
4. Summer-up
T: In fact, we are all Monkey King. We can read and write, we can run and jump, we can swim. We can also do everything. Because we have a clever e on, boys and girls. Class over, thank you very much..
【设计思路】课堂教学在传授语言知识的同时也要注意对方法的渗透。老师简单的总结让学生体会他们的成功，激励他们学好英语。同时也达到情感教学目标。
5. Homework
1. Write the new words and make sure you can spell them by yourselves.
2. Write the new pattern on their notebooks.
3. Recite Learn to Say.
【设计思路】根据学生学的快忘的也快的特点，课后让学生及时巩固所学内容，强化他们的记忆。使学生学英语学的扎实，熟练。
Teaching ideas and notes：
在本课的英语教学中，通过游戏教学法，小组合作教学发及任务型教学法完成本课的教学内容，实现课前制订的教学目标。我围绕学生“能干什么？”展开教学活动，让学生“想做事、有事做、会做事。”“好表现、爱唱、爱演、爱讲、爱动”是小学生的特点，而现行的小学英语教材是以话题为单位的，为学生创编对话提供了很好的载体。创编对话表演要求学生在新学话题的基础上，滚动已学的话题，创编出富有个性的对话，并要求学过游戏教生在表演时配以动作、表情。基于合作的创编对话表演通过借助评价机制。
Lesson 9第一课时
教学目标：
知识目标：
1、学会并运用“Can you... ”询问别人能否做某事，用“Yes,I can.”进行回答。
2、听懂、会说，认读单词sing ,dance以及短语row a boat,fly a kite。
3、能认读会话并应用。
能力目标：
培养学生的语言运用能力。
培养学生的创新能力。
情感态度价值观：
教育学生遇到事情要善于思考，分清敌友，不要轻易相信别人的话，避免上当受骗。
教学重点与难点：
单词kite的发音。
正确理解感叹句，并让学生感知它的语序与中文的不同。
教学方式：讲授式，活动式教学
教学过程：
Step 1.Warm-up
Do some actions.
(Run like a horse!/Swim like a fish!/Fly like a bird!/Jump like a rabbit!)
Free talk
T:What can you do
Ss: I can ....
Step 2.New teaching
a.New words
1.(多媒体出示教师唱歌片段)
T:You can do so many things .I can do something,too.Listen,I can sing a song very well.
(放音，并让学生理解sing的含义)
Teach the new word sing and drill .
T:Can you sing
Ss: Yes ,I can ./No.(教师帮助学生回答)
2.Practise the new sentences.
3.Copy the sentences.
4.Teach dance ,row a boat ,fly a kite using the same methods and practise.
5.Listen and do the actions.
(教师找同学到前面听指令做动作，然后第一名会得到教师的奖励---一件漂亮的衣服，当学生穿上时，教师说How beautiful you are !并做出相应动作让学生理解这句话的含义，然后再两人一组操练此句型。)
6.Make a survey
(教师出示一个表格,让小组长调查本组成员能以及不能做的事情,然后填入表格,最后教师总结)
b.Learn to say
1.(Show the pictures of a crow and a fox to the class .)
T:What’s this
Ss: It’s a crow .
T:What’s this
Ss:It’s a fox..
T:What happened Let’s listen to the tape to find the answer.
2.Listen it again and the Ss repeat.
Practise reading it in pairs.
Act it out.
Step 3.Extention
Look and judge
1.( ) The crow is beautiful.
2.( ) The crow can sing very well.
3.( ) The fox is sly(狡猾的).
Step 4.Homework
Copy the new sentences.
教学后记: 通过本节课的学习,学生们能较好地掌握所学的单词及句型,并能恰当地运用,多媒体的使用也让学生的注意力变得更加集中,学习效果较好,达到教学目标的要求。
Lesson 9 第二课时
教学目标：
知识目标：
复习巩固所学的新单词、短语及句子。
学唱英语歌曲“Row your boat ”。
能力目标：
培养学生的语言应用能力。
提高学生的阅读水平及能力。
情感态度价值观：
通过学习，让学生形成正确的人生观及价值观，并让学生在轻松愉快的环境中学习英语。
教学重点及难点：
学生们能听到教师的指令做出相应的动作。
较好地表演英语歌曲。
教学方式：讲授式，活动式教学
教学过程：
Step 1.Warm-up
Act and guess
Free talk
Chant
Sing ,sing ,I can sing .
Dance ,dance ,I can dance.
Boat ,boat ,row a boat .
Kite ,kite ,fly a kite.
Step 2.New teaching
1.( show the PPT to the class)
Listen guess what animal it is .
Show the words cheep and quack..
Show the pictures of a chick and a duck .
T:What’s this
S: It’s a chick..
T:What’s this
S: It’s a duck .
Help the students match the words.（cheep---chick, quack---duck）
2．Let’s act
a.Listen to the tape and understand the conversation .
b.Listen again and repeat .
(帮助学生理解watch me 的意思)
c.Work in groups.(教师指导)
d.Practice
Fill in the blanks according to the conversation
①.The chick can , and .
②.The duck can , , and .
e.Act it out.
3.Song
a.Listen to the tape.(教师指出单词merrily 的意思，并帮助学生理解其它汉意)
b.Teach the Ss to sing the song and do the actions.
Step 3.Extention
1.Make up their new conversations according to the new contents and act .
2.Do the exercises in the Activity Book.
Step 4. Homework
Sing the song .
教学后记：本节课中英语歌曲的融入为教学提供了一定的帮助，孩子们都喜欢唱唱跳跳的，所以边学英语边玩对孩子们来说无疑是件好事，对教学目标的完成起到了事半功倍的效果，另外学生们对于上节课学到的新知识也有了更进一步的巩固，所以教学效果很好。
Lesson 10 第一课时
教学目标：
知识目标：
学会并运用“I can…/Can you …
听懂、会说并认读短语play football,play ping-pong,play the violin,play the piano。
能力目标：
能恰当地运用所学句型。
培养学生学习英语的理解力和创新能力。
情感态度价值观：
通过学习本课知识，激发学生学习课外知识的兴趣和一些技能，让他们都争做多能的人。
教学重点及难点：
1、学会并运用“I can …/Can you … ”去询问某人是否能做某事，并用“Yes ,I can./No,I can’t.”
回答。
2、书写句子“Can you play the violin /No,I can’t.”
单词violin和piano 的发音。
教学方式：
讲授式和活动式教学
教学过程：
Step 1.Warm-up
Sing and act the song “Row your boat”
Make a conversation with a student,eg:
T :Hello!...
S1:Hello! Miss/Mr…
T :What can you do
S1:I can …
T :Can you …
S1:Yes ,I can.
(然后让学生两人一组仿照对话做练习)
Step 2.New teaching
New words
a.(出示朗朗弹钢琴以及吕思清拉小提琴的图像并介绍)
T:Look! This is Langlang.He can play the piano very well.And this is LuSiqing.He can play the violin very well.They are both famous in the world. Let’s listen to the music.(播放他们演奏的乐曲让学生们欣赏) Oh,how beautiful !
Teach the new words violin ,piano and play the violin ,play the piano.And then practise reading them.
b.Show the sentences “Can you play the violin No,I can’t.”and practise in pairs.
c.Copy the sentences.(教师指导写的比较慢的同学)
d.Show the new words football and ping-pong to the class.(教师边讲单词边用足球和乒乓球做出相应动作)Then show the phrases play football and play ping-pong and practise .
(在操练完短语后，教师要明确the在乐器和球类短语中的使用要求，并让学生认真区分。)
e.Work in groups.(小组中轮流提问并回答)
Can you … Yes,I can./No,I can’t.
Learn to say
Show the sentences to class and let the students listen.
After listening ,ask the Ss to number them.
Listen and repeat.
Study in groups .
Act it out.
Step 3.Extention
Do the exercises in Activity Book.
Listen and do
(每个小组派一句同学到前面，发出指令让其他组成员做动作，做对的得2分，做错的扣1分，看最后是哪个组得分最多就是获胜队并予以奖励。)
Step 4.Homework
Read the conversation carefully.
教学后记：学习完本节课的内容后，同学们对乐器和运动产生了浓厚的兴趣。同时，他们对本节课的知识掌握得也很好，能做到学以致用，达到教学目标的要求。
Lesson 10 第二课时
教学目标：
知识目标：
能理解并掌握对话的内容。
复习巩固上节课所学的单词及句型。
能力目标：
培养学生的听力水平。
培养语言应用的能力。
情感态度价值观：
鼓励学生发展自己的特长，做一个全面发展的人，适应社会发展的需要，并能在适当地环境中展现自己，提高自己。
教学重点及难点：
让学生能运用所学知识改编对话。
能听懂教师的指令并做出相应的动作。
教学方式：
讲授式，活动式教学
教学过程：
Step 1.Warm-up
Greeting each other.
Listen and do the actions.
Free talk
Step 2.New teaching
Show the PPT to the class( party的场景)
T:We’re going to have a party.What can you do,boys and girls
S1:I can …
S2:I can …
S3:I can …
(…)
T:Wonderful!What can Li Ming do Let’s listen.
Listen and repeat ,and then answer the question.
Make a survey.
(教师用Who can … 这个句型进行调查，并让他们进一步了解它的意思并能运用。)
Work in groups and understand .
Teach the students the pronouciation of the word wonderful .
Act the conversation out.
Act the song “Happy New Year” in different forms.(带同学进入party的会场，并让他们用自己所会的才艺如：唱歌，跳舞，弹钢琴，拉小提琴等方式共同演出)
Step 3.Extention
Do the exercises in Activity Book.
Ask the students to say “I can …”and act.
Step 4.Homework
Read the conversation .
教学后记：通过本节课的学习，同学们能对所学的单词及句子进行巩固练习，同时，他们能较好地完成活动用书中的练习，听音做动作的能力也有所提高，整体来说较好地完成了教学目标中要求。
Lesson 11
教材分析：
本册教材以《英语课程标准》为基础。以功能训练为主，突出语言的实践性和交际性，教学内容组中情景对话所选单词句型浅显易懂，贴近日常生活，便于学生在交际实践中学习，能真正做到学以致用，通过多种教学方式，激发学生的学习兴趣，让他们在听听说说、唱唱玩玩、认认读读中，体会英语的无穷乐趣。并养成良好的学习习惯。
课题：Lesson 11
课时；一课时
教学目标：
1、知识与技能：掌握短语 seven birds fivie kite three ships six boats.及句子How many ships can you see
2、过程与方法：通过对话联系 培养学生的口语交际能力及语言运用能力。
3、情感态度与价值观：培养学生小组合作精神。
教学重点：短语 seven birds fivie kite three ships six boats.及句子How many ships can you see
教学难点：熟练运用How many ships can you see 进行问答。
教学方法：情景教学法、，小组活动、师生互动。
教学用具：录音机 磁带 课件 卡片 图片
教学过程：
一、Warm-up
1、师生问候。
2、（出示Lesson11短语卡片）小组活动，然后以小组形式进行演示。
（设计意图：通过小组活动调动了学生学习的积极性，让他们能够在一种轻松愉快的氛围中复习旧知。）
二、Revision and presentation
1、运用接力的方式复习数字1-10
(设计意图：通过游戏比赛的方式，激发了学生的学习兴趣，为下面新知的学习打下了良好的基础。)
通过数字的复习导入今天的新课。
三、New Lesson
A.Listen read and write
1、（出示课件）引出短语 three ships.
2、教师运用句子How many ships can you see I can see… 进行问答。
3、课件出示句子How many ships can you see 教学句子。
4、学生小组活动，运用How many ships can you see I can see three ships. 进行对话练习。
（通过小组活动，极大地调动了学生的学习积极性，对所学的知识，加以巩固练习。熟练
程度）
5、课件出示图片seven birds fivie kite six boats 教学生认读短语。
6、分组运用How many ships can you see I can see…进行对话练习。
7、指导学生在四线格中书写：How many ships can you see
8、发放不同的短语卡片，以小组活动的方式进行练习。
9、表演对话。对表现比较好的小组进行评价。
（通过表演的练习方式，培养了学生的表演力。鼓励学生大胆的参与到教学活动中。）
9、Say a chant:
How many ships can you see
Three three ships.
How many ships can you see
Five five birds
How many ships can you see
Six six boats.
How many ships can you see
Seven seven birds
(通过chant ，极大调动了学生的课堂气氛，使学生的学习热情又一次高涨。)
B. Learn to say.
1、T: (出示图片)Here are tow children. They are playing on the beach. They are very happy.What can they see on the beach Now listen to the tape. Then answer the questions.
2、课件出示问题 .
（1）What can they see
( 2 ) How many birds can they see
3、Play the tape twice. Have them listen and answer the questions.
4、Check their answers.
5、听录音跟读课文。
6、表演课文对话。检验学生的掌握情况。
四、Extension
1、学生自己想象海边的景物。根据Let’s act.的对话内容。创新表演对话
五、Homework：
1、书写句子How many ships can you see
2、练习对话
板书设计：
Lesson 11
How many ships can you see
I can see…
教学后记：
Lesson11,我用一课时来进行教学，第一课时讲授了Listen read and write . Learn to say 和Let’s act.。通过大量课件的运用，学生具体形象的掌握了短语及句子，现代化的教学手段激发了学生的学习兴趣，增强了学生的自信心。同时运用chant的教学方法，激发了学生的学习兴趣。使全体学生主动参与到教学活动中。只有亲自参与才能逐步体会理解所学知识，提高熟练运用英语的能力。培养学生养成小组合作学习的习惯。
课题：Lesson 13
课时；一课时
教学目标：
1、知识与技能：掌握四会单词broom brush mop duster 及句子 Give me a brush, please.
2、过程与方法：通过对话练习，培养学生对句子 Give me a brush, please.的熟练运用能力。
3、情感态度与价值观：通过学习教育学生要乐于助人。
教学重点：四会单词broom brush mop duster 及句子 Give me a brush, please.
教学难点：培养学生对句子 Give me a brush, please.的熟练运用能力。
教学方法：情景教学法、小组活动、师生互动。
教学用具：录音机 磁带 课件 实物 单词卡片。
教学过程：
一、Warm-up
1、师生问候。
2、Free talk
T: What can you see
S1: I can see…
（设计意图：通过自由交谈，很好的复习了就知识，巩固了教学成果，为本节课的教学创设了轻松愉悦的学习氛围。）
二、Revision and presentation
1、运用接力的方式复习数字1-20.
（通过数字的复习导入今天的新课。）
三、New Lesson
A.Listen read and write
1、T: In our classroom, I can see brooms.（出示课件单词） broom。 对单词进行操练。
2、出示句子Give me a broom, please. 讲授句子
3、(出示实物拖布) 讲授单词 mop 练习句子Give me a …,please.
4、（出示课件图片）引出单词 brush duster.。对单词进行层次性操练。
(设计意图：通过一系列的课件教学，使教学内容更简单化，学生对所学的知识一目了然，激发了兴趣，加深了印象。)
5、运用句子Give me a …,please.进行练习。
6、发放单词卡片给每个小组，借助单词以小组活动的方式对句子Give me a …,please.
进行练习。
7、指导学生在四线格中书写Give me a …,please.
8、Say a chant.
Mop mop Give me a mop.
Broom broom Give me a broom.
Brush brush Give me a brush.
Duster duster Give me a duster.
(通过chant ，极大调动了学生的课堂气氛，使学生的学习热情又一次高涨。)
9、听录音，进行跟读练习
B. Learn to say.
1、T : （出示图片）A boy is helping his father mend the car. What can he do
Listen to the tape. then answer the questions
2、Play the tape twice. Have them listen to it and fill in the blanks.
(设计意图：通过听音回答问题，提高了学生的英语听力水平。)
3、运用课件出示问题：
Can I help Yes , _____ me a ______, please.
_____ one
The _____ ______。
4、Check their answers.
5、Play the tape and have them read after it.
6、Act the dialogue out..
四、Extension
1、创设情境。根据Let’s act.的对话内容。创新表演对话。
五、Homework：
1、书写四会单词及句子。
2、Use Give me a …, please. Make more sentences.
板书设计：
Lesson13
Give me a brush, please.
教学后记：
Lesson13,我用一课时来进行教学，本节课讲授了Listen read and write. Learn to say.和Let’s act.。在教学中，我采用现代化的教学手段，富有情趣的教学活动，让学生直观、形象的掌握所学知识，让他们在轻松愉悦的教学氛围中学习掌握词汇及句子。同时通过chant活动活跃课堂气氛，激发学生学习英语的兴趣，充分发挥学生的主观能动性，让学生乐在其中，学在其中。
教材分析：本册书分为三单元，每单元6课，最后一课为复习课。每一课都分为会话部分，词汇部分和兴趣教学部分，通过这三部分内容的学习，旨在使学生能掌握一定的单词量，并能熟练运用一些简单的短语和句子进行交际，同时课文中适当的穿插了歌曲和小活动，目的在于调动孩子的积极性激发爱学英语的热情。
Lesson14第一课时
教学目标：
知识目标：
1.听，说，读，写Part2中的单词：toothbrush,toothpaete,towel,soap,comb.
2.四会短语：Pass me the towel.please!并能替换练习。
3.熟练朗读Part1中的dialogue.
能力目标：
1.培养学生的实际运用Pass me ………..please!的能力。
同课章节目录