辽师大版快乐英语四年级下册教案备课
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教学设计
III. 课题名称 Lesson 1
V. 授课时间
VI．学生分析 Students Analysis
The students in Grade 4 have studied English for 4 years. They are full of curiosity and good at showing themselves. They are naughty. But they don’t like writing. So we should attract their attentions. And it is very important to be interested in English for them.
VIII．教材分析 Teaching Material Analysis
本节课的内容是第一单元的第一课时，教学重点主要是围绕What is wrong with you 句型对他人的健康状况进行询问，并能够根据实际情况回答。课文时以对话的形式呈现出来的，很利于学生去理解和运用。
IX．教学目标 Teaching Aims
教学目标：
Knowledge aims: They can talk something about illness.
Ability aims: Educate their abilities of speaking and listening.
Foster their abilities of communication.
Emotion aims: Foster their consciousness of good co-operation and proper competition.
教学重点与难点：
Important points: The new words and new sentences
Difficult points: How to use the new sentences.
X．教学方式 Teaching Methods
I will use situational teaching method. Get the students to study in a relaxed atmosphere. The students adopt co-operation learning by groups. They can help each other.
XI．Teaching aids: CAI and cards.
Ⅻ. 教学过程：
Step1 warm-up
1) Sing a happy English song.
2) Have a free talk with students.
【设计思路】上课伊始，以歌曲开始，营造了一个浓重的英语学习氛围，调动了学生们学习英语的积极性。
Step2：Presentation
Show a picture to the students and ask them to guess what happened.
(一个女孩躺在床上)
The teacher asks ：“what is wrong with her ”
Some students guess, she is ill.
She has a cold.
She has a headache.
She feels cold.
...
So lead to the new words and phrases：feel headache have a cold
And ask them to help her.
T: If you are her friend, what will you do
You can answer me in Chinese.
S: 我会打110
S：我会带这个女孩去医院。
S：我会请医生。
T：Yes. We can phone the doctor.(同时大屏幕出现两个图片，一个人在给医生打电话)
lead to the new words：doctor phone
Read them for several times.
然后指着班级一名同学，问what is wrong with you
Lead to the new sentences, and then practice in groups.
【设计思路】本环节为学生创设了一种自然并且贴近生活的的语言环境，让学生们在老师的指引下层层深入的进入了新知识的教授，运用情景教学法，让本来繁琐的英语词汇和句型教学变得较容易和易于使用。
Step 3 New lesson
1 Have them listen to the tape carefully.
2 Listen to the tape again and then answer the questions:
What is wrong with Linda
3 Listen and repeat.
4 Practise in pairs.
5 Teach the new lesson.
Let’s go and see a doctor.
May be you have a cold.
对一些重点并且学生比较不容易理解的句子进行讲解
【设计思路】本环节主要让学生们进行全方位的感知，先是听，然后是读，最后是理解。课文的教学才是英语学习的根本。
Step 4 Practice
Give them several minutes. Practice in groups. Then act out the dialogue. To the high level students, they can make up a new story.
【设计思路】此环节的设计,为了让学生们理解书本知识并且又能高于书本知识，不仅能应用对话还能创设新的对话以此来拓展学生们的思维，从而达到英语学习的真正目的，培养学生学习英语的兴趣并且能运用到日常生活中。
Step 5 Homework
1 Practice the new words and sentences.
2 Finish the exercise book.
3 Make a similar dialogue.
【设计思路】作业设计既注重了基础又有一定的拓展，也在素质教育和传统教育相结合的今天让学生们发散思维的同时进行知识的巩固。
教学用具：多媒体课件,单词卡片
【教学后记】所谓“亲其师，信其道”，作为教师我们上课的真正目的就是为了培养学生，
所以方法变得尤为重要，怎么才能很得当，吸引孩子们的注意力，针对四年级的学生特点，
我设计了本课，既不缺乏趣味性又能让孩子们学到真知识，拓展思维方式，让学习英语变
成一件快乐的事情，快乐学英语。
III. 课题名称 Lesson 2
V. 授课时间
VIII．教材分析 Teaching Material Analysis
本节课的内容是第一单元的第二课时，教学重点主要是围绕How do you feel 展开的
对话教学，进行健康情况的咨询以及去医院看病医生和病人之间的对话。
IX．教学目标 Teaching Aims
教学目标：
Knowledge aims: They can ask and answer something about feeling sick.
Ability aims: Educate their abilities of speaking and listening.
Foster their abilities of communication.
Emotion aims: Foster their consciousness of good co-operation and proper competition.
教学重点与难点：
Important points: The new words and new sentences
Difficult points: How to use the new sentences.
X．教学方式 Teaching Methods
I will use situational teaching method. Get the students to study in a relaxed atmosphere. The students adopt co-operation learning by groups. They can help each other.
XI．Teaching aids: CAI and cards.
Ⅻ 教学过程：
Step1 warm-up
Have a free talk with students.
【设计思路】本环节的设计是为了在新课开始的时候让学生们在轻松的谈话氛围中感受英语教学，活跃了学生们的思维，为以下的新课教学创设一个英语的学习环境。
Step2：Presentation
Show a chant to the students.
Doctor, doctor,
get here quickly.
My lovely dog
is sick, sick, sick.
He has got a runny nose.
He has got a fever.
He has got tears
So doctor, please.
Get here quickly.
(并且以图片的方式辅助这个chant)
And lead to the new words: sick runny nose have a fever tear
The teacher goes on talking about this story, then the doctor is coming and take some pills.
Lead to the new words: pill
Read them for several times.
Then play a game.( Show pictures to them and then answer)
The teacher ask:“ How do you feel ”
S: He feels happy..
And then show other pictures to the students and ask them to practice.
【设计思路】本环节的设计结合了轻松的韵律诗，让繁琐的单词教学变得简单，以游戏为载体让学生们轻松学习重点句型。
Step 3 New lesson
1 Have them listen to the tape carefully.
2 Listen to the tape again and then answer the questions:
How does Linda feel
Can she go to school
3 Listen and repeat.
4 Practise in pairs.
5 Teach the new lesson.
I am afraid you can’t.
Let me see.
对一些常用的知识点和重点进行点拨。
【设计思路】本环节的设计是本课的重中之重，课文的教学本来就相对来讲比较乏味，学生们比较不爱学，所以如何能在讲解课文的同时又带给学生兴趣就变得尤为重要，我采取的是比赛和游戏的形式来回答课文中的问题，以此来激发学生兴趣。
Step 4 Practice
Give them several minutes. Practice in groups. Then act out the dialogue. To the high level students, they can make up a new story.
【设计思路】此环节的设计,注重的是培养学生综合语言运用能力，让学生们在英语对话中学会课文，并且还能生成新的对话模式，无形中提高了运用英语的能力，而达到英语学习的真正目的。
Step 5 Homework
Finish the exercise book.
Make a similar dialogue.
【设计思路】作业的设计是对本课知识的巩固及对下一课知识的预习，所以我采取口语和笔试相结合的形式来巩固知识，达到多方位学习英语，提高英语的目的。
【教学后记】根据新课标的指导思想，强调课程要从学生的学习兴趣，生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力。我在本课中设计每个环节的时候都从学生的兴趣出发，从听说读写多方面进行训练，力求让学生全方位的发展。
课题名称：Lesson 3
教材分析：本节课的内容是第一单元的第三课时，学生在学习的时候不会感到陌生和困难。教学重点主要是让学生能够围绕How are you feeling 句型对他人的健康状况进行询问，并能够根据自己的实际情况进行有效的交际。本节课是一节对话课，对话内容比较贴近学生生活，是学生们比较喜欢的话题。
教学目标：
Knowledge aims: To enable the students to understand and speak : How are you feeling Make sure that they can use them in real situations.
Ability aims: To develop the students’ abilities of listening and speaking.
To train students’abilities of working in groups.
Emotion aims: To foster their consciousness of good co-operation and proper competition.
重点、难点：
Important points: The new words and the main sentence pattern.
Difficult points: 1 The pronunciation of “square”.
2 They can talk about healthy in daily life.
教学方式：TPR， singing， game
教学环节：
Step1: Warm up/Revision
1 Have a free talk with students.
2 Sing a song together: How are you today
【设计思路】上课伊始，用Free talk 营造了一个英语学习氛围，使同学们做了一个英语学习的热身运动。英文歌曲调动了学生们学习英语的积极性。
Step2：Presentation
1 Listen to a song with students (Merry Christmas).Then tell them: The Christmas is coming! How are you feeling
Present the new sentence pattern: How are you feeling
Practice the sentence pattern for several times.
2 Give the students different situations by using computer. Have the students practice in pairs with the new sentence pattern.
e.g. A How are you feeling
B I’m feeling happy.
A: How is he feeling
B: He is feeling hungry.
Practice in pairs first, then show it during whole class.
3 Show a picture of Jack .Tell students: Look at Jack. He is feeling bad. Because he is ill.
Present the new word: ill.
Read it for several times.
Go on talking with students, to present the new phrases:
much better not much better all right
Have the students understand the meaning of the phrases. Then order the phrases.
4 Show a picture of square. Teach them the new word: square. Tell students to pay attention to the pronunciation of it.
【设计思路】本环节为学生创设了一种真实的语言环境，结合实际生活，自然的导入新知，学生在真实的语言环境中学习，使所学内容内化为自身的知识。情景的创设分散了难点，层层递进，为后面课文的学习及活动的开展做了很好的铺垫。
Step 3 New lesson
1 Show students 3 pictures by using computer. Have them listen to the tape carefully . Then order the pictures.
2 Listen to the tape again and then answer the questions:
What do you think of Linda
How is Linda feeling
3 Listen again and repeat.
4 Practise in pairs.
【设计思路】课文教学是重中之重，通过以上活动设计目地在于训练学生的听说能力和模仿能力。
Step 4 Practice
1 Give them several minutes. Practice in groups. Then act out the dialogue. To the high level students, they can make up a new dialogue.
2 Offer the students some situations:
e.g. 1 Your father has got a headache.
2 Linda is not happy.
3 You are in the hospital.
Have the students choose one of them. Make dialogues in groups. Practice first , then act out the dialogues.
【设计思路】此环节的设计，让学生通过本课句型的学习，学会用英语去做事情,真正的把所学内容内化为自身的知识，让学生体会到学了会说，说了会用，有成功的体验。教师表扬做得好的同学，利用及时性评价的方法鼓励学生。
Step 5 Homework
1 Practice the new words and sentences.
2 Write down the dialogue they have made in class.
【设计思路】这样的作业设计既注重了基础又注重了拓展，奠定了同学们的英语基础知识，同时拓展了同学们的运用英语的能力。
教学用具：多媒体课件,单词卡片，教学挂图，实物
教学后记：在认真学习和贯彻“新英语课程标准”的基础上，我设计了这堂课。教师与学生共同分享彼此的情感、体验与观念，从而达到了共识、共享与共进。
1 多媒体贯穿始终，通过生动的画面、美妙的音乐创设教学情景，使学生在理解、体验中学会表达。
2 学生喜爱的活动贯穿始终，使学生在活动中感知英语、体验学习英语的快乐。
3 合作式教学贯穿始终，学生在参与小组活动的过程中，学会发挥团队的精神、培养集体合作意识。
4 课堂评价贯穿始终，注重过程评价，给予阳光评价，欣赏赞赏每一位孩子的成功。给学生带来更大的学习热情。
课题名称：Lesson 4
教材分析：本节课的内容是第一单元的第四课时，教学重点是在第三课时How are you feeling 的基础上，用What’s the matter with you 的句型对他人的状况进行询问。本课教学，关键在于创设轻松、愉快的课堂教学氛围和真实自然的语言环境，使孩子们能够在自然状态下，快乐的学英语。
教学目标：
Knowledge aims: They can listen ,speak ,read and write: sad ,matter ,worry and happy.
They can use the sentence pattern: What’s the matter with you I can’t find my….
Ability aims:
To develop the Ss’ abilities on listening and speaking.
To train their abilities on using the sentence pattern.
Emotion aims: To foster students’consciousness of helping each other.
重点、难点：
Important points: The new words and sentence pattern.
Difficult points: Ss proficiently use : What’s the matter with you
I can’t find my ….
教学方式：TPR ,singing ,game
教学环节：
Step1 Warm up
1 Greeting.
2 Sing an English song.
3 Do oral practice.
(1) Find a little teacher.
(2) Ask and answer some questions.
【设计思路】小老师活动，类似值日生报告。让每个学生有展示自己外语才华的机会，内容形式不限。 小老师说之后其他同学提3—5个问题，可以锻炼学生的应变能力，培养学生的表达能力。同时班里的其他同学练习了听力。
Step 2 Presentation
1 Draw pictures on the blackboard about different feelings: sad, happy, worry. To present the new words: happy, sad, worry.
Read the new words for several times.
2 Chant with the new words.
3 Give students some pictures by using computer. Have the students practice in pairs:
A: How is he / she feeling
B: He/ She is feeling sad/ happy/ thirsty/ worry….
4 Talk with students:
T: How are you feeling
S: I’m feeling worry.
T: What’s the matter with you
S: I can’t find my favorite book.
To present the sentence pattern: What’s the matter with you I can’t find my ….
5 Practice the sentence pattern in pairs.
6 Ask students to check their own objects and then tell others: What can’t they find
Then make a dialogue in pairs.
e.g. A: You look sad, what’s the matter with you
B: I can’t find my….
A: Let me help you.
【设计思路】新知识的导入设计合理，有层次，动、静结合。考虑到了学习的重点及难点，有效地分散了重、难点，使学生的学习过程降低了难度。根据学生开口说的情况及时给予评价，树立学生学习的自信心，激发学生学习的热情和求知欲。
Step3 New lesson
1 Listen to the tape carefully , then answer teacher’s question:
A What’s the matter with Annie
B Who helped her
C Where did Zhang Hong find the book
D Is Annie happy now
2 Listen to the tape again and repeat.
3 Practice in pairs.
【设计思路】课文是每堂课相对枯燥却必不可少、至关重要的环节。在进行课文教学时，应鼓励学生尽量模仿磁带中的语音语调，及时纠正学生的发音，并对学生的表现进行评价。
Step 4 Practice
1 Act out the dialogue.
2 Make a survey in groups. Use the following sentences:
How are you feeling today
What’s the matter with you
Let me help you.
Write down , then communicate in class.
【设计思路】这是本节课为学生设计的最后一个综合性环节，它所涵盖的范围较广，给了学生自由发挥的空间，把对语言的创造性使用和组织语言的主动权全部交给了学生，是提高学生综合表达能力的一个话题。学生参与教学活动的广度、密度和深度都加大了，学生主体地位也因此得到充分体现。
Step 5 Homework
1: To recite this lesson to their parents.
2: To do the exercises on activity book.
【设计思路】把孩子们在课堂上消化不了的知识留到课后，培养学生们自主学习的能力。
【教学用具】多媒体课件,单词卡片，教学挂图，实物
【教学后记】本节课从激发学生学习英语的兴趣和激发学生学会主动学习着手，设计了学习者喜闻乐见的教学活动，使学生在玩中学并且会用英语进行交际，思想教育也在活动中得以渗透。
本节课注重了真实情景的设计，让学习者的交际能力在完成教师交待的任务中得到提高。让学习者在贴近生活的活动中学会关爱同伴、合作学习。
在教学活动的实施中，教师的评价应贯穿整个教学过程。这样师生在整个教学过程中通过师生共同评价每项活动的完成情况，不断调整教学，使教学评价起到促进教学的作用。
【课题名称】How are you feeling Lesson 5
【授课时间】一课时
【教材分析】这是一节询问感受的对话课，单词不多但可承载的句子很重，是夯实基础会话的不可多得的好课。
【教学目标】
知识目标:
1.能听、说、读、写单词 worried,sunshine,excited,fun。
2.能听、说、读、写句子 I feel worried。
3.能理解对话内容，并用所学知识表达自己的心情。
能力目标: 增强学生的口语交际能力，尤其是用熟悉的词来表达心情的对话能力。
情感目标：培养学生关心他人，乐观向上的优秀品格。
【教学重点与难点】
1.教学重点: 本课新出现的表达心情的形容词worried,excited,fun
2.教学难点: 句子 I’m so… 并根据此句子造新的句子
【教学方式】情境教学，分组教学，游戏教学。
【教学用具】多媒体课件、录音机等
【教学过程】
StepⅠ Warm-up
(1)Sing the song “If you are happy” together.
(2)Free-talk:（以开火车的方式进行师生对话）
T: How are you Are you happy What’s wrong with you …
【设计思路】英文歌曲是孩子们的最爱，活泼的曲调会激发学生们学习英语的兴趣。对话练习过渡自然，将会引出本课的重点。
StepⅡ Lead in and Presentation
（1）T: Show a picture of “sad, happy”: Look, I’m sad.\ Look, I’m happy. At the same time, change faces as more as possible.
（2）T: Show the picture of excited, and be excited, then ask and answer: Look , how am I feeling now Oh, I’m so excited. We can go hiking.
Then teach the sentences: I’m so excited. We can go hiking.
【设计思路】图片是最直观的展示新知识的方法，通过图片和解释创设情境，加快孩子们的理解过程。
（3）Read the new words in different ways . Ask the Ss to say something which can make them excited.
S1: I’m so excited, I’m going to the cinema tomorrow.
S2: I’m so excited, I’m going to go fishing…
【设计思路】对新单词及时巩固，加深印象。
（4）Learn the new word “worried” in the same way.
（5）CAI show the words “worried, sad, happy, excited, angry ”,encourage the students to practise more ,they can make new dialogues in groups.
【设计思路】小组练习，给每个孩子充分的空间，给胆怯的孩子开口讲英语的勇气。
（6）Let the Ss listen to the new dialogue of SB, help them to break through the important and difficult points. Read the dialogue in groups.
【设计思路】听力练习，锻炼学生听的能力。
Step Ⅲ Practise
1. Play a game “Listen and draw ”.Let the Ss listen to some sentences which includes different feelings, then ask the Ss to draw faces.
2. Act out the dialogue.
【设计思路】游戏是孩子们的最爱，利用听音画脸的游戏环节，进一步巩固新知，让孩子们在轻松的氛围中快乐的学习。对话练习模仿磁带中的发音，提高了口语能力。
Step Ⅳ Consolidation
CAI出示不同的情境
学校明天将去动物园游玩，但今晚下雨了。
明天有唱歌比赛，但今天练习时却把CD摔坏了。
Let the students choose one scene to make dialogues in pairs.
【设计思路】设计不同的情境，让孩子们有选择的进行练习，在真实的情景中对话，达到了练习口语、提高用英语交流的能力的目的。
Step Ⅴ Homework
Write and remember the new word.
Draw faces and introduce them with the new sentence pattern.
【设计思路】作业是针对课堂内容的课后练习，这里有的学生会有惰性而不去完成，我根据孩子们活泼好动的特点，设计了动手画的作业，调动孩子们的积极性，让他们不觉得作业是负担，从而进一步巩固新知，夯实基础教学。
【教学后记】
本课的教学重点是表达心情的单词和句型。我用夸张的表情图片来介绍新单词，吸引了孩子们的眼球，使学生易于理解和掌握。课堂教学循序渐进，讲解和练习交替，并不断创设情境，让学生在掌握新知识后马上应用到实际中去，为学生创设了良好的语言环境。游戏环节充分调动了孩子们的积极性，是被动学习变为主动参与，发挥了学生的主观能动性。整个教学过程清晰流畅，基本完成了教学任务。
【课题名称】Which is bigger Lesson 7
【授课时间】一课时
【教材分析】本课是为讲解形容词比较级做的一节铺垫课，出现了许多反义词，对于四年级的学生来说，反义词并不陌生，关键是能将其熟练地应用到实际生活中去，还需要大量的练习。
【教学目标】
知识目标:
1.能听、说、读、写单词 old,thick, thin, light, heavy。
2.分清并能运用几组反义词：tall-short, thick-thin, light-heavy, long-short, young-old, big-small, old-new。
3.掌握句型 This book is thick. That book is thin.
能力目标: 通过本科的学习，学生能用一些反义词来描述身边的事物，增强语言交际的能力。
情感目标：通过观察描述身边的事物，使学生更加热爱生活。
【教学重点与难点】
1.教学重点: Learn to say的课文及Try to use部分的短语和句子。要求学生在创设的情境中逐步听、说、读、写所有四会单词，并能在句型中灵活的交替使用。
2.教学难点: 能正确使用反义词，在理解课文的基础上跟读、表演，并根据教师创设的情境进行对话。
【教学方式】情境教学，分组教学
【教学用具】CAI，tape-recorder,word-cards,some books and bags…
【教学过程】
StepⅠ Warm-up
(1)Sing the song “Nice to see you again” together.
(2)Free-talk:
T: Hello, boys and girls.
Ss: Hello, Sandy.
T: How are you
Ss: Fine, thank you, and you
T: I’m fine, too. Look, the blackboard is big and I am small. You’re small, too.
Today, we will learn some interesting words such as big and small.
【设计思路】英文歌曲是孩子们的最爱，活泼的曲调会激发学生们学习英语的兴趣。对话练习过渡自然，将会引出本课的重点。
StepⅡ Lead in and Presentation
（1）T: Show two books to the students, one is thick, the other is thin. Then teach the two words. Let the Ss read the new words in line, in low and loud voice.
（2）Practise the words by saying a chant “Thick, thick, thick, this book is thick. Thin, thin, thin, this book is thin.
【设计思路】通过孩子们熟悉的书本创设情境，加快孩子们的理解过程，使其更容易接受和掌握新单词。
Draw two ants on the blackboard, and on their backs are two pieces of cake.
Ask the Ss to act the two ants, and encourage them to say: My cake is… your cake is…
【设计思路】利用孩子们喜爱的简笔画和表演的方式对新单词及时巩固，加深印象。
（4）Learn the new word “heavy” and “light” buy using two bags.
T(在学生的书包中找出一轻一重两个书包。提着较重的书包并作很吃力的表情)：This bag is heavy. (说heavy时速度放慢，并重度)然后轻松的提起较小的书包：This bag is light.板书并示范“heavy” 和“light”的发音。
带领学生齐读单词。鼓励学生用“heavy” 和“light”对身边的事物进行比较。
【设计思路】再一次运用情景教学法，使新单词轻松易懂，及时练习，学以致用。
（5）Teach the new words “young and old” by using the same methods.
（6）CAI show the words “thick and thin, heavy and light, young and old”, encourage the students to make more sentences in groups.
【设计思路】小组练习，给每个孩子充分的空间，给胆怯的孩子开口讲英语的勇气。
（7）Let the Ss listen to the new dialogue of SB, help them to break through the important and difficult points. Read the dialogue in groups.
【设计思路】听力练习，锻炼学生听的能力,熟悉并理解课文，同事跟读，纠正发音。
Step Ⅲ Practise
1. CAI show some pictures ,the Ss should some to make new dialogues.
2. Act out the dialogue.
【设计思路】多媒体课件以其鲜明简易的方式吸引了孩子们的注意力，使其主动参与其中，从而达到多说多练的目的。
Step Ⅳ Consolidation
CAI show lots of words, let the Ss pick up the opposite ones. They can do it in groups.
【设计思路】本课的难点是反义词教学，在课的最后做大量的找反义词训练，让学生分组去找，看谁找得多，激发了学生的积极性，同时也达到了巩固难点的目的。
Step Ⅴ Homework
Find more opposite words, read write and remember them, then share the words with the classmates next class.
【设计思路】作业简单清晰，是孩子们感到轻松不厌烦。下节课的作业展示会吸引孩子们去努力完成。
【教学后记】
1.这节课的单词量比较大，我通过创设情境，利用孩子们熟悉的事物引出单词，过渡自然，使孩子们乐于接受。2.简笔画和课件比较能吸引孩子们，激发其学习的主观能动性。3.通过多种方式，进行多角度的练习，给学生们广阔的空间让他们描述自己喜欢的事物，巩固新知、突破难点，顺利完成了教学任务。4.对话练习的展示涉及面不够广泛，应不断创新教学方法，吸引更多的孩子参加。
课题名称 Lesson 8
授课年级：Grade 4
授课时间：
教材分析：本课是《快乐英语》（BOOK8）（一年级起点）Unit 2 Lesson 8 以即将去动物园为话题。以动物园里的动物之间相比较，展开对形容词比较级的学习。因此，我索性创设在动物园里的情境，学习新单词和对话。这样处理比较符合学生的认知特点和语言规律，在学习目标的难易上也有一个梯度。
教学目标：
1．the aims of knowledge：To study the new words “longer ,bigger ,taller ,camel ,heavier . Master the main drills “The deer’s neck is long. The giraffe’s neck is longer.
2．the aims of abilities：To develop the students’ abilities of listening ,speaking ,reading and writing .To train the students’ ability of working in pairs.
3．the aims of emotion：Make the Ss observe everything carefully and train Ss’ consciousness of good co-operation and proper competition.
教学重点与难点:
教学重点:The new words: longer ,bigger ,taller ,camel ,heavier The deer’s neck is long. The giraffe’s neck is longer.
教学难点 :They can talk about the animals with the new sentences.
教学方式：TPR, talk , game and sing.
教学过程:
Step Ⅰ Warm-up 导入设计
1. First greetings
T:Good morning,everyone.
Ss:Good morning,Mr/Miss…
T:Glad to meet you.
Ss:Glad to meet you, too.
2. Sing a song : Monkey sees,monkey does.
设计思路：让学生带着积极性投入到课堂学习中去，他们就会学得更轻松，更迅速。师生齐唱一首歌曲，既消除了学生课前的紧张感，又振奋了学生的精神，同时也为新课做了很好的铺垫。
Step Ⅱ Lead in and presentation 新课呈现
T: Dear children,do you like animals We’ll go to the zoo today,OK
Ss:OK! Really
T: Let’s go to the zoo in the book.
Ss: Oh…
2.(Show the pictures of the deer and the giraffe on the computer . Point to the deer’s neck): Look! The deer’s neck is long. (Then point to the giraffe.)The giraffe’s neck is longer.
Teacher draw a line on the blackboard . Say : This line is long. Then draw a longer line . Say : This one is longer.
Teach other new words like this.
3.Teacher shows the picture .T: Look at the teacher and the student. Can you say who is tall and who is short Let students discuss and answer.
4.Listen to the tape and think about the questions:
(1)How many animals did they see What are they
(2)Which animals is bigger, the hippo or the elephant
5.Follow the recorder read the dialogue .
6.Practice the dialogue in pairs.
Practice for a few minutes and read the dialogue in pairs. To the high level’s students,they can act out the dialogues or make up a new dialogue.
设计思路 :学生对小动物都很感兴趣，通过对比，导出形容词比较级的单词，大大调动了学生们的积极性。有利于发展学生的英语思维能力并调动了他们的学习主动性。
Step Ⅲ Practice and consolidation 操练巩固
A game: Let’s compare
(Ask some two students stand in line . And let students say who is taller and shorter… )
设计思路:游戏活动既活跃了课堂气氛，又巩固练习了新单词，一举两得。
Step 4 : Widen the students’abilities 拓展延伸
Fill in the blanks.
Liu Ying is ____ than Zhang Fang.(高)
My ruler is _____ than Li Ming’s .(长)
The pig is _____ than the monkey .(重)
Her cake is _____ than my cake. (大)
This book is ____ than that one . (厚)
设计思路: 在巩固环节我取用了填空的形式对所学的课文进行复习，起到了很好的复习效果。
Step 5: Homework 课后作业
（1.）Write new words and phrase。
（2.）Make a new dialogue.
设计思路 :这种创编性的作业既可以让学生更好地巩固新知，又是学生自我欣赏，自我提高的过程。
教学用具 :a tape recorder, CAI, word cards ,pictures
教学后记 : 本节课目标是帮助学生掌握有关形容词比较级的单词。通过创设动物园的情境活跃了气氛，调动了情绪。圆满的完成了教学任务。总而言之，我充分利用课堂四十分钟，学生活动开展的非常有序，注意反馈调控，始终关注学生的发展状况，努力挖掘学生知识资源，真正做到了认识领域中掌握英语，情感领域中激励情意，智育领域中发展智力。
课题名称 Lesson 9
授课年级：Grade 4
教材分析：本课是《快乐英语》（BOOK8）（一年级起点）Unit 2 Lesson9以跳绳为话题。以跳绳的长短作比较，展开对形容词比较级的进一步学习。因此，我以你喜欢干什么为话题展开对本课的学习。以学生的兴趣爱好开始，这样更能调动学生的积极性，教学效果更好。
教学目标：
1．the aims of knowledge：To study the new words “skipping-rope, skip, rope, shorter. Master the main drills “My rope is longer than your rope.
2．the aims of abilities：To develop the students’ abilities of listening ,speaking ,reading and writing .To train the students’ ability of working in pairs.
3．the aims of emotion：Make the Ss observe everything carefully and train Ss’ consciousness of good co-operation and proper competition.
教学重点与难点:
教学重点:The new words: skipping-rope, skip,rope, shorter .My rope is longer than your rope.
教学难点 :They can read and act the dialogue freely.
教学方式：Communicative teaching method, group cooperate method, task-based teaching method,TPR
教学过程:
Step Ⅰ Warm-up 导入设计
1. First greetings
T: Good morning , everyone.
Ss: Good morning ,Mr/Miss…
T: How’s the weather today
Ss:It’s fine/windy/sunny…
2. Sing a song .
设计思路：以上两个活动既可以营造学习英语的气氛,调动学生学习英语的积极性,拉近师生的距离,又可以为上好本节课打基础。
Step Ⅱ Review
Free talk.
T: Look ! This is my pencil. It is long. And that is my eraser. It is small.
S1:This is my pencil. It is short . And that is my eraser. It is big.
T: My pencil is longer than your pencil.
S2:Your eraser is smaller than my eraser.
Say the last lesson’s chant.
设计思路：通过师生间的自由交谈，复习上节课所学知识。为学习本课做铺垫。
Step Ⅲ Lead in and presentation 新课呈现
1.T: Dear children, what do you like
Ss:I like …
T: Do you like skipping-rope.
Ss: Yes.
(Teacher and the students have a skipping-rope match. Teacher’s rope is short. And the students’rope is long. The students are the winner.)
2.T: My rope is shorter than your rope .(Write ‘than’and read it) Teach ‘skip,rope’. Teacher shows some ropes and says ‘Here are some skipping-ropes. Let’s skip rope,OK ’Compare two ropes. T: Your rope is longer than my rope. Let students compare the two ropes in group.
3.Teacher shows the picture and some questions.
4.Listen to the tape and think about the questions:
(1)Who can skip well
(2)Which rope is longer
⑶ Why David can’t skip well
5.Follow the recorder read the dialogue .
6.Practice the dialogue in pairs.
Practice for a few minutes and read the dialogue in pairs. To the high level’s students,they can act out the dialogues or make up a new dialogue.
设计思路 : 通过交谈及比较使同学们加深对形容词比较级的具体印象。有利于理解掌握对话的内容。
Step Ⅳ Practice and consolidation 操练巩固
完成下列句子。
⑴ I am ____ ____ him .(我比他强壮。)
⑵ My skirt is ____ _____ my ____ . (我的裙子比我妹妹的裙子长。)
⑶ Jim is _____ ____ Lin Feng. (吉姆比林枫高。)
⑷ Can you see _____ ？(我哥哥的自行车)
⑸ Do you know _____ ？ (那位女士的名字)
⑹ Those are ____ . (教师的房间)
⑺ ___________ (露西和莉莉的父亲是) Mr King .
设计思路:游戏活动既活跃了课堂气氛，又巩固练习了新单词，一举两得。
Step 4 : Widen the students’abilities 拓展延伸
Pair Work
Eg: My hair is longer than your hair.
longer shorter bigger smaller
fingers eyes
arms nose
legs face
hair hands
设计思路: 在巩固环节我采用小组调查比较的形式对所学知识进行复习，同时它还可以培养学生收集,归纳信息的能力。 让他们学会学习,在真实的生活学会运用英语,真正地提高英语口语水平。
Step 5: Homework 课后作业
Using the structure of ‘… is …-er than…’make five sentences.
设计思路:课后作业是对本课所学知识的巩固，通过造句能够加深学生对本课比较级句型的进一步理解和应用。
教学用具：多媒体课件,跳绳，教学挂图，录音机
教学后记：这堂课的施教情况来看，我深深感觉到教师具备了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；同时，我也感觉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，我愿虚心地向同行们学习，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！
【课题名称】Unit 2 Which is bigger Lesson 10
【授课年级】四年级
【教学目标】
1．The aims of knowledge：
To study the new words and sentences:
“bright,brighter,earth,smaller”
”Which is …-er,the…or the… ”
”The …is the …-est of the three.”
2. The aims of abilities：
To develop the students’abilities of listening,speaking,reading and writing .
To train the students’ ability of working in pairs.
3．The aims of emotion：
Make the Ss to love life fervently,protect our earth.
【教学重点与难点】
Master the main drills ”Which is …-er,the…or the… ”
”The …is the …-est of the three.”
How to use main points to make new dialogues and act them out.
【教学方式】
Compare teaching method, group cooperate method, task-based teaching method
【教学过程】
Step1 warm-up
Review:My…is\are…than yours. Your… is\are…than mine.
The teacher show a pencil-box,compare with Ss’.
(My pencil-box is bigger than yours. Yours is smaller than mine.)
【purpose】It is necessary to provide situations to review learned knowledge for the next step.
Step 2 Presentation
Look at the chant on the computer:
One,two,three.
Which is bigger (show the picture of an elephant and a cat)
Elephant is bigger.(“Cat is smaller.” T say it three times.)
Which is shorter (show two different rulers)
Which is taller (show the picture of YaoMing and the teacher)
Which is faster (Show the picture of LiuXiang and the teacher)
T:Look, I have a lot of photos of sports stars. Do you know them
【purpose】To present the key structures one by one is much easier for the Ss to learn and grasp the meaning.
Step 3 New teaching
1.Show a picture of sun,moon,earth.Point to the sun,then ask:”What’s this in English ”Teach the new word “earth”.
【purpose】Picture can provide a real situation for the Ss to understand the word
2.Which is bigger,the sun or the earth Which is bigger, the earth or the moon
Stick the pictures on the blackboard: the moon【purpose】Compare directly.
Show the text picture.T:What are they talking about Do you know Guess and say.
Listen to the tape then imitate and repeat.
【purpose】This way can help the Ss to grasp the correct pronunciation.
Understand the meaning of “The sun is the biggest of the three.”
【purpose】Breakthrough the main points.
Ask Ss to read the dialog.Act it out.
Step 4 Practice and consolidation
Make dialogs with “elephant,cat,monkey,----stronger”,
“plane,train,car,---faster”etc.
Do exercises on activity book.
【purpose】Practice makes perfect,do more practices make Ss remember the knowledge in their brain and can use it easily.
Step 5 Homework
Listen to the tape, read and act the text.
Make sentences with “brighter,smaller.”
教学后记：本节课我充分发挥了学生们的自主性，把课堂交给了学生们，使学生们真正地成为了课堂的主人。激发了学生学习的兴趣。使课堂成为了快乐的学习海洋。整堂课学生们的兴趣浓厚，积极地参与到教学当中来，使教学效果良好。
【课题名称】Unit 2 Which is bigger Lesson 11
【教材分析】本课是《快乐英语》（BOOK 8 ）（一年级起点）Unit 2 Lesson 11. 第二单元以形容词、副词的比较级和最高级为主要内容，而Lesson 11则是此基础上的延伸。它主要讲述的是多音节词的比较级用法，因此要把它和普通词的用法区分开来。LOGO的设计既可以调动学生的学习热情，又可以引出其它的多音节词（beautiful），要好好利用。
【教学目标】
1．The aims of knowledge：
the new words and sentences:
“logo,Olympic Games, interesting, design”
”My picture is more interesting than that one.”
2. The aims of abilities：
To develop the students’abilities of listening,speaking,reading and writing .
To train the students’ ability of working in pairs.
3．The aims of emotion：
Cultivate Ss’ love in our country. Train their creation of new things.
【教学重点与难点】
The meaning of “interesting, design and logo.”
多音节词语比较级的运用。
【教学过程】
Step1 warm-up
Greetings.
Good morning , today is sunny. It’s brighter than yesterday. It’s brighter.
Shall we sing a song first
Sing a song “My hair is longer.”
Use eyes, nose instead of hair, feet
设计意图：天气导入，自然衔接上一课的内容。歌曲可以活跃课堂气氛，还可以练习—er，的使用，尤其是身体部位，学生不但能唱还能动，让其身心愉快。
Step 2 Presentation
Show “Dancing Beijing” to the students. Let them guess “ What’s it ” “What are they ”
Answers:1.the logo of the 2008 Olympic Games in China.
2.the logo of the 2008 Olympic Games
3. the logo of “百事可乐“
4．the logo of “NIKE“。
设计意图：通过学生熟悉的图片，让学生轻易的明白“LOGO”的意思，省缺解释的麻烦。为后面学生自己设计LOGO提供样本和素材，为无趣的课堂注入生活元素，让学生感觉亲近，乐于参与。
Step 3 New teaching
They are beautiful, aren’t they Can you design yourselves Draw a new one .
Design——— new things
设计意图：学生自己动手操作，感受创作的美好，在讲解图片时，可以锻炼他们多种文化的融合能力，训练语言思维能力。
More interesting, more beautiful.
My picture is more interesting than that one.
My picture is more beautiful than Billy’s.
设计意图：可以通过查音节或是元音字母的方式让学生确定什么样的词语用MORE。
Listen to the tape,then repeat.
Again and again , let students act it out.
设计意图：整体感知，理解文章大意，锻炼学生听、说、读的能力。
Step 4 Practice and consolidation
Make sentences: Mickey mouse---------mouse.
Play computer games------watching TV
Do exercises on activity book.
设计意图：接近学生生活实际的事物进行对比练习，让学生再次理解运用所知识，做到学有所用，学以致用。
Step 5 Homework
Design a logo for our class. Explain why you draw it.
设计意图：不是一般的抄写，而是充满趣味的作图，让学生乐于接受。通过自己的努力还可以为班级贡献一份力量，体现主人翁精神。
教学后记：本节课我采用了丰富的教学手段，采用自主学习及探究式的学习方式，真正的以学生为主体，激发了学生学习的兴趣，在教学过程中，我注重过程评价，对于孩子们的回答给予肯定，欣赏每一位孩子的成功，使他们产生自信，使学生们更加喜欢学习英语！
Teaching plan
Fun with English. Book 8
(Beginning with Grade one)
Lesson 13
【Teacher’s Introduction】
WANG Gui-mei, graduated from the Chaoyang Teachers College in1995. From teaching 10 years, I have always persisted: "Externally, I am a teacher, I abide by the behavior of teachers; internally, I am a teacher, I abide by the teaching and educating; right school, I was staff, I abide by due diligence."
【Textbook Edition】《Fun with English》. Book VIII beginning with Grade one.
【Lesson’s Title】Lesson 13
【Time of giving lesson】May 15th
【Students level】Grade four.
【Ss Situation Analysis】
Contact with students from one grade English pleasure, systems, and solid. Therefore, students in the basic syntax and listening, speaking, reading and writing in the language of a certain basis. And before a unit has been exposed to relatively level. This lesson also lay the foundation for the most advanced. Knowledge ripe. However, in teaching the course should make every effort to mobilize the enthusiasm of the students, in a pleasant context, knowledge transfer to their students.
【Course Standard Analysis】
Interest is the first teacher to learn, especially for children, teenagers. To stimulate students interest in learning English, and develop their positive attitude towards learning English, in the happiness in foster their sense of language, in culture and foster their interest in language learning for the future and lay a good foundation. .
【Textbook Analysis】
Students master the comparative basis, to continue to learn the most advanced. The way text is presented outing campaign, recording a clear and lively feature of the child mind.
【Teaching Aims】
Knowledge aims:
To learn the words “ vacation, large, leader, clever, warm-hearted.”
To learn the drills “ Liu Gang is the cleverest in our class.”
Ability aims:
Can understand the syntax of the highest significance of the adjective, the adjective will be the highest level of attention to rules, and pronunciation.
Emotion aims:
To develop students sense of competition, the spirit of cooperation.
【Teaching Emphases and Difficulties】The most advanced composition and application.
【Teaching Methods and Learning Methods】cards, radio ,games, TPR
【Teaching Process】
Ⅰwarm up
Sing a song. “ My hair is longer.”
A:
B: Free talk:
T: Who is taller than you in our class
S1:I’m taller than tom.
T: Whose ruler is longer, the red one or the green one
S: The red one is longer than the green one.
……
(Do more such practice. At the same time, the teacher show the adjective on the blackboard.)
Ⅱ. Presentation
Step1 word teaching
T: (Show a box ) What is this
S: It’s a box.
T: Very good. It’s a large box. (Write “large” on the blackboard and learn it.)
T: What’s in the box, guess
S: …… .
T: It’s money. And we are going to have a vocation.. (Write “vocation” on the blackboard and learn it.)
T:Now let’s choose a warm-hearted leader in our class. (Write “warm-hearted and leader” on the blackboard and learn it.)
T:Who can be our leader
S:…… .
T: Yes, xxx is warm-hearted and clever. (Write “clever” on the blackboard and learn it.)
S: Now, let’s have a quiz..
T: Find the missing letters .
To learn the story in the form of words, lively and able to mobilize the enthusiasm of the students. Word quiz, students can increase self-confidence.
Step 2 grammer teaching
T: Show two boxes and describe “this box is large than that one.” Then show another one and describe “This one is the largest of the three.” (say the sentence again and write “the tallest” on the blackboard)
T:The teacher ask some students to stand up and say “xx is the tallest in our class. xx is the fattest in our class. then ask the students to imitate and make more sentences.
S: …… .
T: show all the adjective words on the blackboard and encourage the students to make more sentences.
S: …… .
T: You are very good today.We have learnt a new grammer “”. Please try to find the differences between comparatives and superlatives. –
S: In the comparative study, we added the adjective "er", the highest level of learning, we added the adjective "est".
S: Adjective most advanced front of "the", but there is no comparative in front of "the".
T: Excellent. You are right. Can you tell me the situation for comparatives and the situation for superlatives
S: …… .
T: Adjective most advanced front of "the", but there is no comparative in front of "the".
Focus on learning grammar, a large number of to-life exercises, so that students are abundant in nature in the abstract syntax easily learn and further develop their interest in the English language.
Step 3
T: Now let summarize most advanced composition
S:…… .
T: you are clever. Now let’s have a summery about The most advanced composition。Look at the screen.
Direct plus "est" eg.taller
Direct plus "st" eg. Finer
Pairs to write plus "est" eg. Bigger
Consonant plus y at the end, change y to i add "ed" heavy---heavier
Irregular changes. eg. Good \ well ----- better bad ---- worse little ---- less
Rule-induction system so that students at a glance, is conducive to memory.
Step 4Text teaching
T: Now, our friend Linda is selecting a best leader. Listen and find:
What are they goingto have
Who will be their leader
Why can Liu Gang be their leader
T: Who can answer the questions
S: …… .
T: Please find the adjective words in the lesson and make them to comparatives and superlatives。
S:…… .
The design of this part of the consolidation of this lesson knowledge, to enhance students listening, speaking, reading and writing ability of training
Ⅲ Consolidation.
Now, let’s play a game. Four will be one group. One gives a adjective, one gives its ---. One gives its --, the last one will make one sentence with the word.
Students as young, curious, this part of the students created the opportunity for an exchange of information. Allow students to use what they have learned to communicate in sentences, for language practice. And interest to the students achieved the expected results.
ⅣHomework
In the family compared to his father and mother to complete the comparative exercise.
【blackboard design】
【Teaching Resources and Tools】
A. resources and tools for Ss: book, exercises book.
B. resources and tools for teacher: radio, tape, CAI (ppt),
【Teaching’s Looking Back】
The lesson as a whole class activities are designed to sound and orderly, that is, the completion of the teaching content, there is the use of students living around so that they have more to say, greatly arouse their enthusiasm. The presentation of the word is a complete little story is a vivid word boring. Grammar learning of students into the dominant position on the play of their dominant position.
Play activities from simple to difficult, so that all the students to be involved.
Lesson 14
【Teacher’s Introduction】
WANG Gui-mei, graduated from the Chaoyang Teachers College in1995. From teaching 10 years, I have always persisted: "Externally, I am a teacher, I abide by the behavior of teachers; internally, I am a teacher, I abide by the teaching and educating; right school, I was staff, I abide by due【Textbook Edition】《Fun with English》. Book Ⅷ beginning with Grade one.
【Lesson’s Title】Lesson 14
【Time of giving lesson】May 19th
【Students level】Grade four.
【Ss Situation Analysis】
Contact with students from one grade English pleasure, systems, and solid. Therefore, students in the basic syntax and listening, speaking, reading and writing in the language of a certain basis. And before a unit has been exposed to relatively level. This lesson also lay the foundation for the most advanced. Knowledge ripe. However, in teaching the course should make every effort to mobilize the enthusiasm of the students, in a pleasant context, knowledge transfer to their students.
【Course Standard Analysis】
Interest is the first teacher to learn, especially for children, teenagers. To stimulate students interest in learning English, and develop their positive attitude towards learning English, in the happiness in foster their sense of language, in culture and foster their interest in language learning for the future and lay a good foundation. .
【Textbook Analysis】
Students master the comparative basis, to continue to learn the most advanced. The way text is presented outing campaign, recording a clear and lively feature of the child mind.
【Teaching Aims】
A: Aims on knowledge
1. To learn the words city, tower, travei, by sea.
2. to master the Comparison of multi-syllable adjectives and the most senior-level variation
B. Aims on abilities:
1. To expand practice to develop the capacity of students in daily oral communication according to what they have learned
C. Aims on emotion:
1. To train the students’ love of nature, Love for his hometown, and the quality of loving the motherland
【Teaching Emphases and Difficulties】
1. To master Multi-syllable adjectives's reading and application
2. To master multi-syllable adjectives compare the changes of the most advanced
【Teaching Methods and Learning Methods】
cards, radio ,games, picture , TPR
【Teaching Process】
Warm up
A: Greeting
B: chant
T: Let’s make a chant just like “ good, better, best. Fat, fatter, fattest. …”
Ⅱ.Presentation
Step1
(Show a picture of Shang Hai and ask the students to introduceit. )
T: This is a picture of Shang Hai. Who want to describe it
S: It’s very big.
S: It’s very beautiful.
S: …… .
T: Yes, and it’s the biggest city in China. (learn the word “city”.)
T: Show a picture of beijing, and ask the students “Which city is more beautiful, Beijing ang Shanghai ” ( say the sentence slowly again and again and arouse the students to answer .)
S: …… .
T: Show many parts of two beautiful pictures and ask the students to discuss. Encourage them to say “ I think xxx is more beautiful than xxx. ”
S: …… .
The use of images to mobilize the enthusiasm of the students to discuss their favorite topics to enable them to focus attention and get straight to the new grammar lesson throwing them so that they dared to challenge.
Step2
T: “Let’s divide into eight groups. Group one will travel to Beijing. Group two will …. .” please discuss again how to get there and what is more beautiful and more famous.
S: (Later) Students reported the results of their group.
T: I want to go to Hai Nai by sea, because I like the blue sea. ( learn the phrase “by sea”)
In the form of discussions involve the class. Each group is given a fixed topic, to enable them to talk, there is a comprehensive training of the text content. In the course of discussion, training in their spoken language.
Step3
T: Who wants to Shanghai
S: I do.
T: Do you know the most famous tower in Shanghai ( show the picture of tower and learn it.)
T: “ Shanghai has the most famous Tvtower in China.” Write “the most famous” on the blackboard.
Ask the students to repeat the sentence more and more.
T: Show three or more pictures and say “ I think xxx is the most beautiful city . I think xxx is the most famous city in China.”
( Free talk)
The students can imitate the sentences I have given to make new sentences.
Step4
The lesson of teaching.
T: Look at a map of China and listen to the tape. Anser the question: “ What are they talking about ”
S: …… 。
T: What’s the most famous in Shanghai
S: …… .
Then ask the students to read the lesson loudly. Make a dialogue like it and act it in the class.
Lessons to learn be able to practice in front of sub-word grammar combine the knowledge of what they have learned to do a consolidation of the dialogue to prepare the training of their reading and writing ability.
Ⅲ Consolidation.
T: Show many food with the word “ delicious”. Show some places of interest with “ famous”. Show flowers with the words “beautiful”. Ask the students to practise the new grammer: Comparison of multi-syllable adjectives and the most senior-level
Ⅳhomework
Themselves to find out what kind of adjectives in front of Canada more and the most
【blackboard design】
【Teaching Resources and Tools】
【Teaching Resources and Tools】
A. resources and tools for Ss: book, cards, picture.s.
B. resources and tools for teacher: radio, tape, CAI (ppt), pictures.
【Teaching’s Looking Back】
The lesson I bold in the form of a direct in-depth topic, for grammar instruction. However, in form and from shallow to deep layers of depth, interlocking, the best the whole class to a climax. Formally, I used the discussion, free speech and other forms, the real one did the student, the classroom over to the students
III. 课题名称 Lesson 15
VIII．教材分析 Teaching Material Analysis
Last lesson, we've learnt the Comparative Degree and the Super Degree of more syllables. How to change the forms of the adjectives Today the students will learn the Comparative Degree and the Super Degree of simple syllable. We'll learn the key sentences: Is it the tallest TV tower in China
IX．教学目标 Teaching Aims
1. Knowledge aims: To master the new words "tallest, busiest, branch,longest"
To master the general questions "Is it the tallest TV tower in China
2. Ability aims: To improve the students'abilities of listening, speaking, reading, and writing.
3. Emotion aim: To educate the students to love the rivers and mountain in our country.
4．Important and difficult points: the Form of the Super Degree.
X．教学方式 Teaching Methods
I will adopt situational teaching method. Get the students to study in a relaxed and agreeable atmosphere. The students adopt co-operation learning by groups. They can help each other. It can train their co-operation consciousness. They can lean more knowledge in the groups.
XI．Teaching Aids: cards, reorder, CAI.
XI．教学过程 Teaching Process
Step 1 Warm up and lead into the new lesson
1. Show the Ss some adjectives ,then get the Ss to change them into the Comparative Degree. For example, big- bigger small-smaller tall-taller
2. Ask three of the Ss to come to the front and compare: Who's taller Who's the tallest
【设计思路】此环节采用卡片形式对上节课所学的比较级进行复习，然后三名学生进行对比，引出形容词的最高级。
Step 2 Presentation
1. Tell the students Who is the tallest Then teach the word: tallest
2. Show the students a worker. Tell them they are very busy. Point to the busiest one. Then teach the word: busiest. Show three rulers to the Ss. Teach the word:longest. Then put the words into the pattarn. Is it/he the … in…
【设计思路】此环节采取层层递进的方式引出单词，集中操练，不仅培养了学生的拼写能力，同时也培养了学生听说能力。
2. Show the some questions on the big screen. Then get the students to read them.
a. Is it the tallest TV tower in China
b. Is Shanghai the biggest and busiest city in China
3. Listen to the tape and get the students to answer the questions. Then read after the tape.
【设计思路】本环节是常规的课文处理方式，设计的问题采用由浅入深的方式，让所用的同学都能理解和回答出问题。
Step 3 Practice and extension
1. Get the students to read the dialogue by groups.
2. Read the dialogue in pairs. Then ask some groups to make the dialogue.
3. Let the Ss look at the big screen. Choose some topics to make the dialogue or make a new by themselves..
a. three toys b. a photo of the family
【设计思路】此环节的设计采用小组学习的方式进行课文的练习，然后朗读，对话，最后让学生选择不同的话题进行交流，培养了学习自主学习的能力。
Step 4 Consolidation
Fill in blanks.
Shanghai TV tower is the in China. Shanghai is the and city in China. Yangtze River is the river in China. The Huangpu River is a .
【设计思路】在巩固环节我取用了填空的形式对所学的课文进行复习，起到了很好的复习效果。
Step 5 Homework
1. Read and write the dialogue and recite the dialogue.
2. Have a survey. Who is the tallest in your class
【设计思路】在作业的设计方面我采用比较灵活的方式，既有书面的作业，还有小调查，丰富了学生的作业，使其更有趣味性。
【教学后记】 通过本节课的教学，大部分同学在课堂上已经掌握了所学的知识，还有一小部分同学掌握了本节课的重点、难点部分，在课下，通过小组合作的方式，他们也能够基本上掌握所学的知识。但是也有一部分同学对于最高级的构成形式掌握的不是太牢，所以对于the的使用还要进一步深入训练，使每个学生都能熟练运用。
III. 课题名称 Lesson 16
VIII．教材分析 Teaching Material Analysis
Last lesson, we've learnt the Super Dgree of the adjectives. Now today the students will learn the Super Dgree further. We'll learn the key sentences: It's the most expensive.
IX．教学目标 Teaching Aims
1.Knowledge aims: To master the new words "stamp,latest,earliest,newspaper"
To master negative sentences "It's the earliest….It's the most….
2. Ability aims: To enable the students to usage the words and sentences in a real situation. To improve the ability of using English.
3. Emotion aim: To learn about the culture of the Chinese stamps.
4. Important point and difficult point: It's the…
X．教学方式 Teaching Methods
I will adopt situational teaching method. Get the students to study in a relaxed and agreeable atmosphere. The students adopt co-operation learning by groups. They can help each other. It can train their co-operation consciousness. They can lean more knowledge in the groups.
XI．教学用具Teaching Aids CAI，pictures
XII．教学过程 Teaching Process
Step 1 Warm up and lead into the new lesson
1. Have a cometition . Who's faster
Get the students to say out the Super Degree quickly.
2. Give the Ss some stamps. Then teach the word: stamp. Show a Monkey Stamp to the students. Tell them it is the earliest stamp.
【设计思路】此环节采用竞赛形式对所学过的最高级进行复习，然后以邮票例，引出单词。
Step 2 Presentation
1. Show three stamps to the studens and then according the time, teach the words: latest, earliest.
2. According to the words, let the students make some sentences. Just like It's the earliest Monkey Stamp.
3.Listen to the tape and fill in blanks.
There is a show. This is the Monkey Stamp. It was published in 2004. And this the Monkey stamp. It's the Monkey Stamp.
【设计思路】此环节注注重了对新授单词的操练，同时也训练了学生的听音，以有对课文的理解。
4．Read the dialogue by themselves. Then Explain for the students. be published…
It's the most..
Step 3 Practice and extension
1. Get the students' to read the text by themselves. Then read it in pairs.
2. Look at the form below, and talk about it. Which is the most expensive
Bike (20.00 yuan) TV set (1200.00yuan) Car (16,000 yuan)
2.Look this form and talk about it. Which is the hottest
Shanghai 16 degrees
Dalian 10 degrees
Sanya 26 degrees
【设计思路】此环节由课文的练习延伸到现实生活中去，培养了学生发散思维的能力。
Step 4 Consolidation
Change the words into the Comparative Degree and Super Dgree.
late
early
expensive
beautiful
【设计思路】让学生进行比较级与最高级的转换，这是对所学知识的很好巩固方式。
Step 5 Homework
1. Have a survey. Which is the most …
2. Retell the text at home.
【教学后记】通过本节课的学习，学生能够掌握所学的单词和重点的句型，但是有的学生还不能把比较级和最高级形式运用实际当中。这就需要在平时的教学中不断地加以强化。
III. 课题名称 Lesson 17
VIII．教材分析 Teaching Material Analysis
Last lesson, we've learnt the Super Degree of the adjectives.And put it into the special questions. "Which is the biggest
IX．教学目标 Teaching Aims
1.Knowledge aims: To master the new words "close, closest, far, farthest"
To master the special questions "Which is the biggest
2. Ability aims: To improve the Ss'abilities of speaking and use of English.
3. Emotion aim: To educate the students to master the knowledge of space.
4．Important and difficult points: How to use the special question about Super Degree
X．教学方式 Teaching Methods
I will adopt situational teaching method. Get the students to study in a relaxed and agreeable atmosphere. The students adopt co-operation learning by groups. They can help each other. It can train their co-operation consciousness. They can lean more knowledge in the groups.
XI.教学用具Teaching Aids： CAI, a photo
XII．教学过程 Teaching Process
Step 1 Warm up and lead into the new lesson
1. Change the words into the Comparative Degree and Super Degree. Then say out the sentences.
Late early tall long
Expensive beautiful
【设计思路】此环节不仅巩固了单词，而且学生也能对所学的句子进行复习。
Step 2 Presentation
1. Ask on the students to come to the front. Then ask him to step on. Teach them the new word: close, close to me
2. Ask another two Ss to come to the front. Then get the students to answer: Which is the closest to me Which is the farthest to me
3.Lead the students to answer the questions.
【设计思路】此环节的单词教学采用情境演的方法，形象直观，让学生都能轻松的掌握这些单词。同时把单词放进句子中教学，避免了学习的枯燥性。
4．Listen to the tape and answer the questions.
a) Which is the closest to the sun
b) Which is the farthest to the sun
c)Which is the biggest
5.Get the Ss to read the dialogue and explain the important sentences for the Ss
How +adj+主+谓 How big the apple is ! How beautiful the present is!
Then get the Ss to make some sentences like this.
Step 3 Practise
1. Get the Ss to read the dialogue again and then read the dialogue in pairs.
2. Play a game. Choose nine of the students to stand around me. I can be a sun. And the students will be the stars. If I point to them. They will say I'm closer to the sun.
【设计思路】通过小游戏来训练学生所学的句型，使学生在愉悦中学会句子，并且了练习句型。
Step 4 Consolidation
Fill in blanks.
It's the most famous building in our country.Look it's the solar system. Mercury is the to the sun and Neptune is the . So it's the .
Jupiter is the . Mercury is the .
【设计思路】以填空形式进行巩固，不仅能复习所学的单词，而且也巩固对课文的理解。
Step 5 Homework
1. Read the dialogue and recite the dialogue.
【教学后记】 本节课的教学任务比较重，所以在学习的过程中我重视对单词的讲解，然后逐渐推进到重要的句子，并且训练到位，这样学生能很好地掌握本节课的重点与难点。同时采用CAI, 小游戏等形式吸引学生的注意力，激发学习性趣。但是还有一小部分同学对形容词最高级掌握不是很好，英语综合运用能力不是很强。有待于进一步学习和巩固。
In order to active the classroom atmosphere, to seize the attention of students to enable students to reproduce the songs in the comparative.
To revise the comparative degree and make a good bedding for the new knowledge to be presented.
Lesson 13
Adjective words: comparatives superlatives
… … ……
… … …
Ask the students do it one by one, in order to Active classroom atmosphere, mobilize the enthusiasm of the students. As well as grammar review lesson.
This is a simple to learn, but also to enable students to find a basis that is active in the classroom atmosphere, but also increase their self-confidence. The most advanced multi-syllable solved easily.
More multi-syllable adjectives exercises to consolidate the students have learned a new word to expand further activating their morale, and re-recognition and affirmation of self-confidence
Lesson 14
Picture1 Picture2 picture3
Beautiful delicous famous
III. 课题名称 Lesson 1
V. 授课时间
VI．学生分析 Students Analysis
The students in Grade 4 have studied English for 4 years. They are full of curiosity and good at showing themselves. They are naughty. But they don’t like writing. So we should attract their attentions. And it is very important to be interested in English for them.
VIII．教材分析 Teaching Material Analysis
本节课的内容是第一单元的第一课时，教学重点主要是围绕What is wrong with you 句型对他人的健康状况进行询问，并能够根据实际情况回答。课文时以对话的形式呈现出来的，很利于学生去理解和运用。
IX．教学目标 Teaching Aims
教学目标：
Knowledge aims: They can talk something about illness.
Ability aims: Educate their abilities of speaking and listening.
Foster their abilities of communication.
Emotion aims: Foster their consciousness of good co-operation and proper competition.
教学重点与难点：
Important points: The new words and new sentences
Difficult points: How to use the new sentences.
X．教学方式 Teaching Methods
I will use situational teaching method. Get the students to study in a relaxed atmosphere. The students adopt co-operation learning by groups. They can help each other.
XI．Teaching aids: CAI and cards.
Ⅻ. 教学过程：
Step1 warm-up
1) Sing a happy English song.
2) Have a free talk with students.
【设计思路】上课伊始，以歌曲开始，营造了一个浓重的英语学习氛围，调动了学生们学习英语的积极性。
Step2：Presentation
Show a picture to the students and ask them to guess what happened.
(一个女孩躺在床上)
The teacher asks ：“what is wrong with her ”
Some students guess, she is ill.
She has a cold.
She has a headache.
She feels cold.
...
So lead to the new words and phrases：feel headache have a cold
And ask them to help her.
T: If you are her friend, what will you do
You can answer me in Chinese.
S: 我会打110
S：我会带这个女孩去医院。
S：我会请医生。
T：Yes. We can phone the doctor.(同时大屏幕出现两个图片，一个人在给医生打电话)
lead to the new words：doctor phone
Read them for several times.
然后指着班级一名同学，问what is wrong with you
Lead to the new sentences, and then practice in groups.
【设计思路】本环节为学生创设了一种自然并且贴近生活的的语言环境，让学生们在老师的指引下层层深入的进入了新知识的教授，运用情景教学法，让本来繁琐的英语词汇和句型教学变得较容易和易于使用。
Step 3 New lesson
1 Have them listen to the tape carefully.
2 Listen to the tape again and then answer the questions:
What is wrong with Linda
3 Listen and repeat.
4 Practise in pairs.
5 Teach the new lesson.
Let’s go and see a doctor.
May be you have a cold.
对一些重点并且学生比较不容易理解的句子进行讲解
【设计思路】本环节主要让学生们进行全方位的感知，先是听，然后是读，最后是理解。课文的教学才是英语学习的根本。
Step 4 Practice
Give them several minutes. Practice in groups. Then act out the dialogue. To the high level students, they can make up a new story.
【设计思路】此环节的设计,为了让学生们理解书本知识并且又能高于书本知识，不仅能应用对话还能创设新的对话以此来拓展学生们的思维，从而达到英语学习的真正目的，培养学生学习英语的兴趣并且能运用到日常生活中。
Step 5 Homework
1 Practice the new words and sentences.
2 Finish the exercise book.
3 Make a similar dialogue.
【设计思路】作业设计既注重了基础又有一定的拓展，也在素质教育和传统教育相结合的今天让学生们发散思维的同时进行知识的巩固。
教学用具：多媒体课件,单词卡片
【教学后记】所谓“亲其师，信其道”，作为教师我们上课的真正目的就是为了培养学生，
所以方法变得尤为重要，怎么才能很得当，吸引孩子们的注意力，针对四年级的学生特点，
我设计了本课，既不缺乏趣味性又能让孩子们学到真知识，拓展思维方式，让学习英语变
成一件快乐的事情，快乐学英语。
III. 课题名称 Lesson 2
V. 授课时间
VIII．教材分析 Teaching Material Analysis
本节课的内容是第一单元的第二课时，教学重点主要是围绕How do you feel 展开的
对话教学，进行健康情况的咨询以及去医院看病医生和病人之间的对话。
IX．教学目标 Teaching Aims
教学目标：
Knowledge aims: They can ask and answer something about feeling sick.
Ability aims: Educate their abilities of speaking and listening.
Foster their abilities of communication.
Emotion aims: Foster their consciousness of good co-operation and proper competition.
教学重点与难点：
Important points: The new words and new sentences
Difficult points: How to use the new sentences.
X．教学方式 Teaching Methods
I will use situational teaching method. Get the students to study in a relaxed atmosphere. The students adopt co-operation learning by groups. They can help each other.
XI．Teaching aids: CAI and cards.
Ⅻ 教学过程：
Step1 warm-up
Have a free talk with students.
【设计思路】本环节的设计是为了在新课开始的时候让学生们在轻松的谈话氛围中感受英语教学，活跃了学生们的思维，为以下的新课教学创设一个英语的学习环境。
Step2：Presentation
Show a chant to the students.
Doctor, doctor,
get here quickly.
My lovely dog
is sick, sick, sick.
He has got a runny nose.
He has got a fever.
He has got tears
So doctor, please.
Get here quickly.
(并且以图片的方式辅助这个chant)
And lead to the new words: sick runny nose have a fever tear
The teacher goes on talking about this story, then the doctor is coming and take some pills.
Lead to the new words: pill
Read them for several times.
Then play a game.( Show pictures to them and then answer)
The teacher ask:“ How do you feel ”
S: He feels happy..
And then show other pictures to the students and ask them to practice.
【设计思路】本环节的设计结合了轻松的韵律诗，让繁琐的单词教学变得简单，以游戏为载体让学生们轻松学习重点句型。
Step 3 New lesson
1 Have them listen to the tape carefully.
2 Listen to the tape again and then answer the questions:
How does Linda feel
Can she go to school
3 Listen and repeat.
4 Practise in pairs.
5 Teach the new lesson.
I am afraid you can’t.
Let me see.
对一些常用的知识点和重点进行点拨。
【设计思路】本环节的设计是本课的重中之重，课文的教学本来就相对来讲比较乏味，学生们比较不爱学，所以如何能在讲解课文的同时又带给学生兴趣就变得尤为重要，我采取的是比赛和游戏的形式来回答课文中的问题，以此来激发学生兴趣。
Step 4 Practice
Give them several minutes. Practice in groups. Then act out the dialogue. To the high level students, they can make up a new story.
【设计思路】此环节的设计,注重的是培养学生综合语言运用能力，让学生们在英语对话中学会课文，并且还能生成新的对话模式，无形中提高了运用英语的能力，而达到英语学习的真正目的。
Step 5 Homework
Finish the exercise book.
Make a similar dialogue.
【设计思路】作业的设计是对本课知识的巩固及对下一课知识的预习，所以我采取口语和笔试相结合的形式来巩固知识，达到多方位学习英语，提高英语的目的。
【教学后记】根据新课标的指导思想，强调课程要从学生的学习兴趣，生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力。我在本课中设计每个环节的时候都从学生的兴趣出发，从听说读写多方面进行训练，力求让学生全方位的发展。
课题名称：Lesson 3
教材分析：本节课的内容是第一单元的第三课时，学生在学习的时候不会感到陌生和困难。教学重点主要是让学生能够围绕How are you feeling 句型对他人的健康状况进行询问，并能够根据自己的实际情况进行有效的交际。本节课是一节对话课，对话内容比较贴近学生生活，是学生们比较喜欢的话题。
教学目标：
Knowledge aims: To enable the students to understand and speak : How are you feeling Make sure that they can use them in real situations.
Ability aims: To develop the students’ abilities of listening and speaking.
To train students’abilities of working in groups.
Emotion aims: To foster their consciousness of good co-operation and proper competition.
重点、难点：
Important points: The new words and the main sentence pattern.
Difficult points: 1 The pronunciation of “square”.
2 They can talk about healthy in daily life.
教学方式：TPR， singing， game
教学环节：
Step1: Warm up/Revision
1 Have a free talk with students.
2 Sing a song together: How are you today
【设计思路】上课伊始，用Free talk 营造了一个英语学习氛围，使同学们做了一个英语学习的热身运动。英文歌曲调动了学生们学习英语的积极性。
Step2：Presentation
1 Listen to a song with students (Merry Christmas).Then tell them: The Christmas is coming! How are you feeling
Present the new sentence pattern: How are you feeling
Practice the sentence pattern for several times.
2 Give the students different situations by using computer. Have the students practice in pairs with the new sentence pattern.
e.g. A How are you feeling
B I’m feeling happy.
A: How is he feeling
B: He is feeling hungry.
Practice in pairs first, then show it during whole class.
3 Show a picture of Jack .Tell students: Look at Jack. He is feeling bad. Because he is ill.
Present the new word: ill.
Read it for several times.
Go on talking with students, to present the new phrases:
much better not much better all right
Have the students understand the meaning of the phrases. Then order the phrases.
4 Show a picture of square. Teach them the new word: square. Tell students to pay attention to the pronunciation of it.
【设计思路】本环节为学生创设了一种真实的语言环境，结合实际生活，自然的导入新知，学生在真实的语言环境中学习，使所学内容内化为自身的知识。情景的创设分散了难点，层层递进，为后面课文的学习及活动的开展做了很好的铺垫。
Step 3 New lesson
1 Show students 3 pictures by using computer. Have them listen to the tape carefully . Then order the pictures.
2 Listen to the tape again and then answer the questions:
What do you think of Linda
How is Linda feeling
3 Listen again and repeat.
4 Practise in pairs.
【设计思路】课文教学是重中之重，通过以上活动设计目地在于训练学生的听说能力和模仿能力。
Step 4 Practice
1 Give them several minutes. Practice in groups. Then act out the dialogue. To the high level students, they can make up a new dialogue.
2 Offer the students some situations:
e.g. 1 Your father has got a headache.
2 Linda is not happy.
3 You are in the hospital.
Have the students choose one of them. Make dialogues in groups. Practice first , then act out the dialogues.
【设计思路】此环节的设计，让学生通过本课句型的学习，学会用英语去做事情,真正的把所学内容内化为自身的知识，让学生体会到学了会说，说了会用，有成功的体验。教师表扬做得好的同学，利用及时性评价的方法鼓励学生。
Step 5 Homework
1 Practice the new words and sentences.
2 Write down the dialogue they have made in class.
【设计思路】这样的作业设计既注重了基础又注重了拓展，奠定了同学们的英语基础知识，同时拓展了同学们的运用英语的能力。
教学用具：多媒体课件,单词卡片，教学挂图，实物
教学后记：在认真学习和贯彻“新英语课程标准”的基础上，我设计了这堂课。教师与学生共同分享彼此的情感、体验与观念，从而达到了共识、共享与共进。
1 多媒体贯穿始终，通过生动的画面、美妙的音乐创设教学情景，使学生在理解、体验中学会表达。
2 学生喜爱的活动贯穿始终，使学生在活动中感知英语、体验学习英语的快乐。
3 合作式教学贯穿始终，学生在参与小组活动的过程中，学会发挥团队的精神、培养集体合作意识。
4 课堂评价贯穿始终，注重过程评价，给予阳光评价，欣赏赞赏每一位孩子的成功。给学生带来更大的学习热情。
课题名称：Lesson 4
教材分析：本节课的内容是第一单元的第四课时，教学重点是在第三课时How are you feeling 的基础上，用What’s the matter with you 的句型对他人的状况进行询问。本课教学，关键在于创设轻松、愉快的课堂教学氛围和真实自然的语言环境，使孩子们能够在自然状态下，快乐的学英语。
教学目标：
Knowledge aims: They can listen ,speak ,read and write: sad ,matter ,worry and happy.
They can use the sentence pattern: What’s the matter with you I can’t find my….
Ability aims:
To develop the Ss’ abilities on listening and speaking.
To train their abilities on using the sentence pattern.
Emotion aims: To foster students’consciousness of helping each other.
重点、难点：
Important points: The new words and sentence pattern.
Difficult points: Ss proficiently use : What’s the matter with you
I can’t find my ….
教学方式：TPR ,singing ,game
教学环节：
Step1 Warm up
1 Greeting.
2 Sing an English song.
3 Do oral practice.
(1) Find a little teacher.
(2) Ask and answer some questions.
【设计思路】小老师活动，类似值日生报告。让每个学生有展示自己外语才华的机会，内容形式不限。 小老师说之后其他同学提3—5个问题，可以锻炼学生的应变能力，培养学生的表达能力。同时班里的其他同学练习了听力。
Step 2 Presentation
1 Draw pictures on the blackboard about different feelings: sad, happy, worry. To present the new words: happy, sad, worry.
Read the new words for several times.
2 Chant with the new words.
3 Give students some pictures by using computer. Have the students practice in pairs:
A: How is he / she feeling
B: He/ She is feeling sad/ happy/ thirsty/ worry….
4 Talk with students:
T: How are you feeling
S: I’m feeling worry.
T: What’s the matter with you
S: I can’t find my favorite book.
To present the sentence pattern: What’s the matter with you I can’t find my ….
5 Practice the sentence pattern in pairs.
6 Ask students to check their own objects and then tell others: What can’t they find
Then make a dialogue in pairs.
e.g. A: You look sad, what’s the matter with you
B: I can’t find my….
A: Let me help you.
【设计思路】新知识的导入设计合理，有层次，动、静结合。考虑到了学习的重点及难点，有效地分散了重、难点，使学生的学习过程降低了难度。根据学生开口说的情况及时给予评价，树立学生学习的自信心，激发学生学习的热情和求知欲。
Step3 New lesson
1 Listen to the tape carefully , then answer teacher’s question:
A What’s the matter with Annie
B Who helped her
C Where did Zhang Hong find the book
D Is Annie happy now
2 Listen to the tape again and repeat.
3 Practice in pairs.
【设计思路】课文是每堂课相对枯燥却必不可少、至关重要的环节。在进行课文教学时，应鼓励学生尽量模仿磁带中的语音语调，及时纠正学生的发音，并对学生的表现进行评价。
Step 4 Practice
1 Act out the dialogue.
2 Make a survey in groups. Use the following sentences:
How are you feeling today
What’s the matter with you
Let me help you.
Write down , then communicate in class.
【设计思路】这是本节课为学生设计的最后一个综合性环节，它所涵盖的范围较广，给了学生自由发挥的空间，把对语言的创造性使用和组织语言的主动权全部交给了学生，是提高学生综合表达能力的一个话题。学生参与教学活动的广度、密度和深度都加大了，学生主体地位也因此得到充分体现。
Step 5 Homework
1: To recite this lesson to their parents.
2: To do the exercises on activity book.
【设计思路】把孩子们在课堂上消化不了的知识留到课后，培养学生们自主学习的能力。
【教学用具】多媒体课件,单词卡片，教学挂图，实物
【教学后记】本节课从激发学生学习英语的兴趣和激发学生学会主动学习着手，设计了学习者喜闻乐见的教学活动，使学生在玩中学并且会用英语进行交际，思想教育也在活动中得以渗透。
本节课注重了真实情景的设计，让学习者的交际能力在完成教师交待的任务中得到提高。让学习者在贴近生活的活动中学会关爱同伴、合作学习。
在教学活动的实施中，教师的评价应贯穿整个教学过程。这样师生在整个教学过程中通过师生共同评价每项活动的完成情况，不断调整教学，使教学评价起到促进教学的作用。
【课题名称】How are you feeling Lesson 5
【授课时间】一课时
【教材分析】这是一节询问感受的对话课，单词不多但可承载的句子很重，是夯实基础会话的不可多得的好课。
【教学目标】
知识目标:
1.能听、说、读、写单词 worried,sunshine,excited,fun。
2.能听、说、读、写句子 I feel worried。
3.能理解对话内容，并用所学知识表达自己的心情。
能力目标: 增强学生的口语交际能力，尤其是用熟悉的词来表达心情的对话能力。
情感目标：培养学生关心他人，乐观向上的优秀品格。
【教学重点与难点】
1.教学重点: 本课新出现的表达心情的形容词worried,excited,fun
2.教学难点: 句子 I’m so… 并根据此句子造新的句子
【教学方式】情境教学，分组教学，游戏教学。
【教学用具】多媒体课件、录音机等
【教学过程】
StepⅠ Warm-up
(1)Sing the song “If you are happy” together.
(2)Free-talk:（以开火车的方式进行师生对话）
T: How are you Are you happy What’s wrong with you …
【设计思路】英文歌曲是孩子们的最爱，活泼的曲调会激发学生们学习英语的兴趣。对话练习过渡自然，将会引出本课的重点。
StepⅡ Lead in and Presentation
（1）T: Show a picture of “sad, happy”: Look, I’m sad.\ Look, I’m happy. At the same time, change faces as more as possible.
（2）T: Show the picture of excited, and be excited, then ask and answer: Look , how am I feeling now Oh, I’m so excited. We can go hiking.
Then teach the sentences: I’m so excited. We can go hiking.
【设计思路】图片是最直观的展示新知识的方法，通过图片和解释创设情境，加快孩子们的理解过程。
（3）Read the new words in different ways . Ask the Ss to say something which can make them excited.
S1: I’m so excited, I’m going to the cinema tomorrow.
S2: I’m so excited, I’m going to go fishing…
【设计思路】对新单词及时巩固，加深印象。
（4）Learn the new word “worried” in the same way.
（5）CAI show the words “worried, sad, happy, excited, angry ”,encourage the students to practise more ,they can make new dialogues in groups.
【设计思路】小组练习，给每个孩子充分的空间，给胆怯的孩子开口讲英语的勇气。
（6）Let the Ss listen to the new dialogue of SB, help them to break through the important and difficult points. Read the dialogue in groups.
【设计思路】听力练习，锻炼学生听的能力。
Step Ⅲ Practise
1. Play a game “Listen and draw ”.Let the Ss listen to some sentences which includes different feelings, then ask the Ss to draw faces.
2. Act out the dialogue.
【设计思路】游戏是孩子们的最爱，利用听音画脸的游戏环节，进一步巩固新知，让孩子们在轻松的氛围中快乐的学习。对话练习模仿磁带中的发音，提高了口语能力。
Step Ⅳ Consolidation
CAI出示不同的情境
学校明天将去动物园游玩，但今晚下雨了。
明天有唱歌比赛，但今天练习时却把CD摔坏了。
Let the students choose one scene to make dialogues in pairs.
【设计思路】设计不同的情境，让孩子们有选择的进行练习，在真实的情景中对话，达到了练习口语、提高用英语交流的能力的目的。
Step Ⅴ Homework
Write and remember the new word.
Draw faces and introduce them with the new sentence pattern.
【设计思路】作业是针对课堂内容的课后练习，这里有的学生会有惰性而不去完成，我根据孩子们活泼好动的特点，设计了动手画的作业，调动孩子们的积极性，让他们不觉得作业是负担，从而进一步巩固新知，夯实基础教学。
【教学后记】
本课的教学重点是表达心情的单词和句型。我用夸张的表情图片来介绍新单词，吸引了孩子们的眼球，使学生易于理解和掌握。课堂教学循序渐进，讲解和练习交替，并不断创设情境，让学生在掌握新知识后马上应用到实际中去，为学生创设了良好的语言环境。游戏环节充分调动了孩子们的积极性，是被动学习变为主动参与，发挥了学生的主观能动性。整个教学过程清晰流畅，基本完成了教学任务。
【课题名称】Which is bigger Lesson 7
【授课时间】一课时
【教材分析】本课是为讲解形容词比较级做的一节铺垫课，出现了许多反义词，对于四年级的学生来说，反义词并不陌生，关键是能将其熟练地应用到实际生活中去，还需要大量的练习。
【教学目标】
知识目标:
1.能听、说、读、写单词 old,thick, thin, light, heavy。
2.分清并能运用几组反义词：tall-short, thick-thin, light-heavy, long-short, young-old, big-small, old-new。
3.掌握句型 This book is thick. That book is thin.
能力目标: 通过本科的学习，学生能用一些反义词来描述身边的事物，增强语言交际的能力。
情感目标：通过观察描述身边的事物，使学生更加热爱生活。
【教学重点与难点】
1.教学重点: Learn to say的课文及Try to use部分的短语和句子。要求学生在创设的情境中逐步听、说、读、写所有四会单词，并能在句型中灵活的交替使用。
2.教学难点: 能正确使用反义词，在理解课文的基础上跟读、表演，并根据教师创设的情境进行对话。
【教学方式】情境教学，分组教学
【教学用具】CAI，tape-recorder,word-cards,some books and bags…
【教学过程】
StepⅠ Warm-up
(1)Sing the song “Nice to see you again” together.
(2)Free-talk:
T: Hello, boys and girls.
Ss: Hello, Sandy.
T: How are you
Ss: Fine, thank you, and you
T: I’m fine, too. Look, the blackboard is big and I am small. You’re small, too.
Today, we will learn some interesting words such as big and small.
【设计思路】英文歌曲是孩子们的最爱，活泼的曲调会激发学生们学习英语的兴趣。对话练习过渡自然，将会引出本课的重点。
StepⅡ Lead in and Presentation
（1）T: Show two books to the students, one is thick, the other is thin. Then teach the two words. Let the Ss read the new words in line, in low and loud voice.
（2）Practise the words by saying a chant “Thick, thick, thick, this book is thick. Thin, thin, thin, this book is thin.
【设计思路】通过孩子们熟悉的书本创设情境，加快孩子们的理解过程，使其更容易接受和掌握新单词。
Draw two ants on the blackboard, and on their backs are two pieces of cake.
Ask the Ss to act the two ants, and encourage them to say: My cake is… your cake is…
【设计思路】利用孩子们喜爱的简笔画和表演的方式对新单词及时巩固，加深印象。
（4）Learn the new word “heavy” and “light” buy using two bags.
T(在学生的书包中找出一轻一重两个书包。提着较重的书包并作很吃力的表情)：This bag is heavy. (说heavy时速度放慢，并重度)然后轻松的提起较小的书包：This bag is light.板书并示范“heavy” 和“light”的发音。
带领学生齐读单词。鼓励学生用“heavy” 和“light”对身边的事物进行比较。
【设计思路】再一次运用情景教学法，使新单词轻松易懂，及时练习，学以致用。
（5）Teach the new words “young and old” by using the same methods.
（6）CAI show the words “thick and thin, heavy and light, young and old”, encourage the students to make more sentences in groups.
【设计思路】小组练习，给每个孩子充分的空间，给胆怯的孩子开口讲英语的勇气。
（7）Let the Ss listen to the new dialogue of SB, help them to break through the important and difficult points. Read the dialogue in groups.
【设计思路】听力练习，锻炼学生听的能力,熟悉并理解课文，同事跟读，纠正发音。
Step Ⅲ Practise
1. CAI show some pictures ,the Ss should some to make new dialogues.
2. Act out the dialogue.
【设计思路】多媒体课件以其鲜明简易的方式吸引了孩子们的注意力，使其主动参与其中，从而达到多说多练的目的。
Step Ⅳ Consolidation
CAI show lots of words, let the Ss pick up the opposite ones. They can do it in groups.
【设计思路】本课的难点是反义词教学，在课的最后做大量的找反义词训练，让学生分组去找，看谁找得多，激发了学生的积极性，同时也达到了巩固难点的目的。
Step Ⅴ Homework
Find more opposite words, read write and remember them, then share the words with the classmates next class.
【设计思路】作业简单清晰，是孩子们感到轻松不厌烦。下节课的作业展示会吸引孩子们去努力完成。
【教学后记】
1.这节课的单词量比较大，我通过创设情境，利用孩子们熟悉的事物引出单词，过渡自然，使孩子们乐于接受。2.简笔画和课件比较能吸引孩子们，激发其学习的主观能动性。3.通过多种方式，进行多角度的练习，给学生们广阔的空间让他们描述自己喜欢的事物，巩固新知、突破难点，顺利完成了教学任务。4.对话练习的展示涉及面不够广泛，应不断创新教学方法，吸引更多的孩子参加。
课题名称 Lesson 8
授课年级：Grade 4
授课时间：
教材分析：本课是《快乐英语》（BOOK8）（一年级起点）Unit 2 Lesson 8 以即将去动物园为话题。以动物园里的动物之间相比较，展开对形容词比较级的学习。因此，我索性创设在动物园里的情境，学习新单词和对话。这样处理比较符合学生的认知特点和语言规律，在学习目标的难易上也有一个梯度。
教学目标：
1．the aims of knowledge：To study the new words “longer ,bigger ,taller ,camel ,heavier . Master the main drills “The deer’s neck is long. The giraffe’s neck is longer.
2．the aims of abilities：To develop the students’ abilities of listening ,speaking ,reading and writing .To train the students’ ability of working in pairs.
3．the aims of emotion：Make the Ss observe everything carefully and train Ss’ consciousness of good co-operation and proper competition.
教学重点与难点:
教学重点:The new words: longer ,bigger ,taller ,camel ,heavier The deer’s neck is long. The giraffe’s neck is longer.
教学难点 :They can talk about the animals with the new sentences.
教学方式：TPR, talk , game and sing.
教学过程:
Step Ⅰ Warm-up 导入设计
1. First greetings
T:Good morning,everyone.
Ss:Good morning,Mr/Miss…
T:Glad to meet you.
Ss:Glad to meet you, too.
2. Sing a song : Monkey sees,monkey does.
设计思路：让学生带着积极性投入到课堂学习中去，他们就会学得更轻松，更迅速。师生齐唱一首歌曲，既消除了学生课前的紧张感，又振奋了学生的精神，同时也为新课做了很好的铺垫。
Step Ⅱ Lead in and presentation 新课呈现
T: Dear children,do you like animals We’ll go to the zoo today,OK
Ss:OK! Really
T: Let’s go to the zoo in the book.
Ss: Oh…
2.(Show the pictures of the deer and the giraffe on the computer . Point to the deer’s neck): Look! The deer’s neck is long. (Then point to the giraffe.)The giraffe’s neck is longer.
Teacher draw a line on the blackboard . Say : This line is long. Then draw a longer line . Say : This one is longer.
Teach other new words like this.
3.Teacher shows the picture .T: Look at the teacher and the student. Can you say who is tall and who is short Let students discuss and answer.
4.Listen to the tape and think about the questions:
(1)How many animals did they see What are they
(2)Which animals is bigger, the hippo or the elephant
5.Follow the recorder read the dialogue .
6.Practice the dialogue in pairs.
Practice for a few minutes and read the dialogue in pairs. To the high level’s students,they can act out the dialogues or make up a new dialogue.
设计思路 :学生对小动物都很感兴趣，通过对比，导出形容词比较级的单词，大大调动了学生们的积极性。有利于发展学生的英语思维能力并调动了他们的学习主动性。
Step Ⅲ Practice and consolidation 操练巩固
A game: Let’s compare
(Ask some two students stand in line . And let students say who is taller and shorter… )
设计思路:游戏活动既活跃了课堂气氛，又巩固练习了新单词，一举两得。
Step 4 : Widen the students’abilities 拓展延伸
Fill in the blanks.
Liu Ying is ____ than Zhang Fang.(高)
My ruler is _____ than Li Ming’s .(长)
The pig is _____ than the monkey .(重)
Her cake is _____ than my cake. (大)
This book is ____ than that one . (厚)
设计思路: 在巩固环节我取用了填空的形式对所学的课文进行复习，起到了很好的复习效果。
Step 5: Homework 课后作业
（1.）Write new words and phrase。
（2.）Make a new dialogue.
设计思路 :这种创编性的作业既可以让学生更好地巩固新知，又是学生自我欣赏，自我提高的过程。
教学用具 :a tape recorder, CAI, word cards ,pictures
教学后记 : 本节课目标是帮助学生掌握有关形容词比较级的单词。通过创设动物园的情境活跃了气氛，调动了情绪。圆满的完成了教学任务。总而言之，我充分利用课堂四十分钟，学生活动开展的非常有序，注意反馈调控，始终关注学生的发展状况，努力挖掘学生知识资源，真正做到了认识领域中掌握英语，情感领域中激励情意，智育领域中发展智力。
课题名称 Lesson 9
授课年级：Grade 4
教材分析：本课是《快乐英语》（BOOK8）（一年级起点）Unit 2 Lesson9以跳绳为话题。以跳绳的长短作比较，展开对形容词比较级的进一步学习。因此，我以你喜欢干什么为话题展开对本课的学习。以学生的兴趣爱好开始，这样更能调动学生的积极性，教学效果更好。
教学目标：
1．the aims of knowledge：To study the new words “skipping-rope, skip, rope, shorter. Master the main drills “My rope is longer than your rope.
2．the aims of abilities：To develop the students’ abilities of listening ,speaking ,reading and writing .To train the students’ ability of working in pairs.
3．the aims of emotion：Make the Ss observe everything carefully and train Ss’ consciousness of good co-operation and proper competition.
教学重点与难点:
教学重点:The new words: skipping-rope, skip,rope, shorter .My rope is longer than your rope.
教学难点 :They can read and act the dialogue freely.
教学方式：Communicative teaching method, group cooperate method, task-based teaching method,TPR
教学过程:
Step Ⅰ Warm-up 导入设计
1. First greetings
T: Good morning , everyone.
Ss: Good morning ,Mr/Miss…
T: How’s the weather today
Ss:It’s fine/windy/sunny…
2. Sing a song .
设计思路：以上两个活动既可以营造学习英语的气氛,调动学生学习英语的积极性,拉近师生的距离,又可以为上好本节课打基础。
Step Ⅱ Review
Free talk.
T: Look ! This is my pencil. It is long. And that is my eraser. It is small.
S1:This is my pencil. It is short . And that is my eraser. It is big.
T: My pencil is longer than your pencil.
S2:Your eraser is smaller than my eraser.
Say the last lesson’s chant.
设计思路：通过师生间的自由交谈，复习上节课所学知识。为学习本课做铺垫。
Step Ⅲ Lead in and presentation 新课呈现
1.T: Dear children, what do you like
Ss:I like …
T: Do you like skipping-rope.
Ss: Yes.
(Teacher and the students have a skipping-rope match. Teacher’s rope is short. And the students’rope is long. The students are the winner.)
2.T: My rope is shorter than your rope .(Write ‘than’and read it) Teach ‘skip,rope’. Teacher shows some ropes and says ‘Here are some skipping-ropes. Let’s skip rope,OK ’Compare two ropes. T: Your rope is longer than my rope. Let students compare the two ropes in group.
3.Teacher shows the picture and some questions.
4.Listen to the tape and think about the questions:
(1)Who can skip well
(2)Which rope is longer
⑶ Why David can’t skip well
5.Follow the recorder read the dialogue .
6.Practice the dialogue in pairs.
Practice for a few minutes and read the dialogue in pairs. To the high level’s students,they can act out the dialogues or make up a new dialogue.
设计思路 : 通过交谈及比较使同学们加深对形容词比较级的具体印象。有利于理解掌握对话的内容。
Step Ⅳ Practice and consolidation 操练巩固
完成下列句子。
⑴ I am ____ ____ him .(我比他强壮。)
⑵ My skirt is ____ _____ my ____ . (我的裙子比我妹妹的裙子长。)
⑶ Jim is _____ ____ Lin Feng. (吉姆比林枫高。)
⑷ Can you see _____ ？(我哥哥的自行车)
⑸ Do you know _____ ？ (那位女士的名字)
⑹ Those are ____ . (教师的房间)
⑺ ___________ (露西和莉莉的父亲是) Mr King .
设计思路:游戏活动既活跃了课堂气氛，又巩固练习了新单词，一举两得。
Step 4 : Widen the students’abilities 拓展延伸
Pair Work
Eg: My hair is longer than your hair.
longer shorter bigger smaller
fingers eyes
arms nose
legs face
hair hands
设计思路: 在巩固环节我采用小组调查比较的形式对所学知识进行复习，同时它还可以培养学生收集,归纳信息的能力。 让他们学会学习,在真实的生活学会运用英语,真正地提高英语口语水平。
Step 5: Homework 课后作业
Using the structure of ‘… is …-er than…’make five sentences.
设计思路:课后作业是对本课所学知识的巩固，通过造句能够加深学生对本课比较级句型的进一步理解和应用。
教学用具：多媒体课件,跳绳，教学挂图，录音机
教学后记：这堂课的施教情况来看，我深深感觉到教师具备了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；同时，我也感觉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，我愿虚心地向同行们学习，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！
【课题名称】Unit 2 Which is bigger Lesson 10
【授课年级】四年级
【教学目标】
1．The aims of knowledge：
To study the new words and sentences:
“bright,brighter,earth,smaller”
”Which is …-er,the…or the… ”
”The …is the …-est of the three.”
2. The aims of abilities：
To develop the students’abilities of listening,speaking,reading and writing .
To train the students’ ability of working in pairs.
3．The aims of emotion：
Make the Ss to love life fervently,protect our earth.
【教学重点与难点】
Master the main drills ”Which is …-er,the…or the… ”
”The …is the …-est of the three.”
How to use main points to make new dialogues and act them out.
【教学方式】
Compare teaching method, group cooperate method, task-based teaching method
【教学过程】
Step1 warm-up
Review:My…is\are…than yours. Your… is\are…than mine.
The teacher show a pencil-box,compare with Ss’.
(My pencil-box is bigger than yours. Yours is smaller than mine.)
【purpose】It is necessary to provide situations to review learned knowledge for the next step.
Step 2 Presentation
Look at the chant on the computer:
One,two,three.
Which is bigger (show the picture of an elephant and a cat)
Elephant is bigger.(“Cat is smaller.” T say it three times.)
Which is shorter (show two different rulers)
Which is taller (show the picture of YaoMing and the teacher)
Which is faster (Show the picture of LiuXiang and the teacher)
T:Look, I have a lot of photos of sports stars. Do you know them
【purpose】To present the key structures one by one is much easier for the Ss to learn and grasp the meaning.
Step 3 New teaching
1.Show a picture of sun,moon,earth.Point to the sun,then ask:”What’s this in English ”Teach the new word “earth”.
【purpose】Picture can provide a real situation for the Ss to understand the word
2.Which is bigger,the sun or the earth Which is bigger, the earth or the moon
Stick the pictures on the blackboard: the moon
Show the text picture.T:What are they talking about Do you know Guess and say.
Listen to the tape then imitate and repeat.
【purpose】This way can help the Ss to grasp the correct pronunciation.
Understand the meaning of “The sun is the biggest of the three.”
【purpose】Breakthrough the main points.
Ask Ss to read the dialog.Act it out.
Step 4 Practice and consolidation
Make dialogs with “elephant,cat,monkey,----stronger”,
“plane,train,car,---faster”etc.
Do exercises on activity book.
【purpose】Practice makes perfect,do more practices make Ss remember the knowledge in their brain and can use it easily.
Step 5 Homework
Listen to the tape, read and act the text.
Make sentences with “brighter,smaller.”
教学后记：本节课我充分发挥了学生们的自主性，把课堂交给了学生们，使学生们真正地成为了课堂的主人。激发了学生学习的兴趣。使课堂成为了快乐的学习海洋。整堂课学生们的兴趣浓厚，积极地参与到教学当中来，使教学效果良好。
【课题名称】Unit 2 Which is bigger Lesson 11
【教材分析】本课是《快乐英语》（BOOK 8 ）（一年级起点）Unit 2 Lesson 11. 第二单元以形容词、副词的比较级和最高级为主要内容，而Lesson 11则是此基础上的延伸。它主要讲述的是多音节词的比较级用法，因此要把它和普通词的用法区分开来。LOGO的设计既可以调动学生的学习热情，又可以引出其它的多音节词（beautiful），要好好利用。
【教学目标】
1．The aims of knowledge：
the new words and sentences:
“logo,Olympic Games, interesting, design”
”My picture is more interesting than that one.”
2. The aims of abilities：
To develop the students’abilities of listening,speaking,reading and writing .
To train the students’ ability of working in pairs.
3．The aims of emotion：
Cultivate Ss’ love in our country. Train their creation of new things.
【教学重点与难点】
The meaning of “interesting, design and logo.”
多音节词语比较级的运用。
【教学过程】
Step1 warm-up
Greetings.
Good morning , today is sunny. It’s brighter than yesterday. It’s brighter.
Shall we sing a song first
Sing a song “My hair is longer.”
Use eyes, nose instead of hair, feet
设计意图：天气导入，自然衔接上一课的内容。歌曲可以活跃课堂气氛，还可以练习—er，的使用，尤其是身体部位，学生不但能唱还能动，让其身心愉快。
Step 2 Presentation
Show “Dancing Beijing” to the students. Let them guess “ What’s it ” “What are they ”
Answers:1.the logo of the 2008 Olympic Games in China.
2.the logo of the 2008 Olympic Games
3. the logo of “百事可乐“
4．the logo of “NIKE“。
设计意图：通过学生熟悉的图片，让学生轻易的明白“LOGO”的意思，省缺解释的麻烦。为后面学生自己设计LOGO提供样本和素材，为无趣的课堂注入生活元素，让学生感觉亲近，乐于参与。
Step 3 New teaching
They are beautiful, aren’t they Can you design yourselves Draw a new one .
Design——— new things
设计意图：学生自己动手操作，感受创作的美好，在讲解图片时，可以锻炼他们多种文化的融合能力，训练语言思维能力。
More interesting, more beautiful.
My picture is more interesting than that one.
My picture is more beautiful than Billy’s.
设计意图：可以通过查音节或是元音字母的方式让学生确定什么样的词语用MORE。
Listen to the tape,then repeat.
Again and again , let students act it out.
设计意图：整体感知，理解文章大意，锻炼学生听、说、读的能力。
Step 4 Practice and consolidation
Make sentences: Mickey mouse---------mouse.
Play computer games------watching TV
Do exercises on activity book.
设计意图：接近学生生活实际的事物进行对比练习，让学生再次理解运用所知识，做到学有所用，学以致用。
Step 5 Homework
Design a logo for our class. Explain why you draw it.
设计意图：不是一般的抄写，而是充满趣味的作图，让学生乐于接受。通过自己的努力还可以为班级贡献一份力量，体现主人翁精神。
教学后记：本节课我采用了丰富的教学手段，采用自主学习及探究式的学习方式，真正的以学生为主体，激发了学生学习的兴趣，在教学过程中，我注重过程评价，对于孩子们的回答给予肯定，欣赏每一位孩子的成功，使他们产生自信，使学生们更加喜欢学习英语！
Teaching plan
Fun with English. Book 8
(Beginning with Grade one)
Lesson 13
【Teacher’s Introduction】
WANG Gui-mei, graduated from the Chaoyang Teachers College in1995. From teaching 10 years, I have always persisted: "Externally, I am a teacher, I abide by the behavior of teachers; internally, I am a teacher, I abide by the teaching and educating; right school, I was staff, I abide by due diligence."
【Textbook Edition】《Fun with English》. Book VIII beginning with Grade one.
【Lesson’s Title】Lesson 13
【Time of giving lesson】May 15th
【Students level】Grade four.
【Ss Situation Analysis】
Contact with students from one grade English pleasure, systems, and solid. Therefore, students in the basic syntax and listening, speaking, reading and writing in the language of a certain basis. And before a unit has been exposed to relatively level. This lesson also lay the foundation for the most advanced. Knowledge ripe. However, in teaching the course should make every effort to mobilize the enthusiasm of the students, in a pleasant context, knowledge transfer to their students.
【Course Standard Analysis】
Interest is the first teacher to learn, especially for children, teenagers. To stimulate students interest in learning English, and develop their positive attitude towards learning English, in the happiness in foster their sense of language, in culture and foster their interest in language learning for the future and lay a good foundation. .
【Textbook Analysis】
Students master the comparative basis, to continue to learn the most advanced. The way text is presented outing campaign, recording a clear and lively feature of the child mind.
【Teaching Aims】
Knowledge aims:
To learn the words “ vacation, large, leader, clever, warm-hearted.”
To learn the drills “ Liu Gang is the cleverest in our class.”
Ability aims:
Can understand the syntax of the highest significance of the adjective, the adjective will be the highest level of attention to rules, and pronunciation.
Emotion aims:
To develop students sense of competition, the spirit of cooperation.
【Teaching Emphases and Difficulties】The most advanced composition and application.
【Teaching Methods and Learning Methods】cards, radio ,games, TPR
【Teaching Process】
Ⅰwarm up
Sing a song. “ My hair is longer.”
A:
B: Free talk:
T: Who is taller than you in our class
S1:I’m taller than tom.
T: Whose ruler is longer, the red one or the green one
S: The red one is longer than the green one.
……
(Do more such practice. At the same time, the teacher show the adjective on the blackboard.)
Ⅱ. Presentation
Step1 word teaching
T: (Show a box ) What is this
S: It’s a box.
T: Very good. It’s a large box. (Write “large” on the blackboard and learn it.)
T: What’s in the box, guess
S: …… .
T: It’s money. And we are going to have a vocation.. (Write “vocation” on the blackboard and learn it.)
T:Now let’s choose a warm-hearted leader in our class. (Write “warm-hearted and leader” on the blackboard and learn it.)
T:Who can be our leader
S:…… .
T: Yes, xxx is warm-hearted and clever. (Write “clever” on the blackboard and learn it.)
S: Now, let’s have a quiz..
T: Find the missing letters .
To learn the story in the form of words, lively and able to mobilize the enthusiasm of the students. Word quiz, students can increase self-confidence.
Step 2 grammer teaching
T: Show two boxes and describe “this box is large than that one.” Then show another one and describe “This one is the largest of the three.” (say the sentence again and write “the tallest” on the blackboard)
T:The teacher ask some students to stand up and say “xx is the tallest in our class. xx is the fattest in our class. then ask the students to imitate and make more sentences.
S: …… .
T: show all the adjective words on the blackboard and encourage the students to make more sentences.
S: …… .
T: You are very good today.We have learnt a new grammer “”. Please try to find the differences between comparatives and superlatives. –
S: In the comparative study, we added the adjective "er", the highest level of learning, we added the adjective "est".
S: Adjective most advanced front of "the", but there is no comparative in front of "the".
T: Excellent. You are right. Can you tell me the situation for comparatives and the situation for superlatives
S: …… .
T: Adjective most advanced front of "the", but there is no comparative in front of "the".
Focus on learning grammar, a large number of to-life exercises, so that students are abundant in nature in the abstract syntax easily learn and further develop their interest in the English language.
Step 3
T: Now let summarize most advanced composition
S:…… .
T: you are clever. Now let’s have a summery about The most advanced composition。Look at the screen.
Direct plus "est" eg.taller
Direct plus "st" eg. Finer
Pairs to write plus "est" eg. Bigger
Consonant plus y at the end, change y to i add "ed" heavy---heavier
Irregular changes. eg. Good \ well ----- better bad ---- worse little ---- less
Rule-induction system so that students at a glance, is conducive to memory.
Step 4Text teaching
T: Now, our friend Linda is selecting a best leader. Listen and find:
What are they goingto have
Who will be their leader
Why can Liu Gang be their leader
T: Who can answer the questions
S: …… .
T: Please find the adjective words in the lesson and make them to comparatives and superlatives。
S:…… .
The design of this part of the consolidation of this lesson knowledge, to enhance students listening, speaking, reading and writing ability of training
Ⅲ Consolidation.
Now, let’s play a game. Four will be one group. One gives a adjective, one gives its ---. One gives its --, the last one will make one sentence with the word.
Students as young, curious, this part of the students created the opportunity for an exchange of information. Allow students to use what they have learned to communicate in sentences, for language practice. And interest to the students achieved the expected results.
ⅣHomework
In the family compared to his father and mother to complete the comparative exercise.
【blackboard design】
【Teaching Resources and Tools】
A. resources and tools for Ss: book, exercises book.
B. resources and tools for teacher: radio, tape, CAI (ppt),
【Teaching’s Looking Back】
The lesson as a whole class activities are designed to sound and orderly, that is, the completion of the teaching content, there is the use of students living around so that they have more to say, greatly arouse their enthusiasm. The presentation of the word is a complete little story is a vivid word boring. Grammar learning of students into the dominant position on the play of their dominant position.
Play activities from simple to difficult, so that all the students to be involved.
Lesson 14
【Teacher’s Introduction】
WANG Gui-mei, graduated from the Chaoyang Teachers College in1995. From teaching 10 years, I have always persisted: "Externally, I am a teacher, I abide by the behavior of teachers; internally, I am a teacher, I abide by the teaching and educating; right school, I was staff, I abide by due【Textbook Edition】《Fun with English》. Book Ⅷ beginning with Grade one.
【Lesson’s Title】Lesson 14
【Time of giving lesson】May 19th
【Students level】Grade four.
【Ss Situation Analysis】
Contact with students from one grade English pleasure, systems, and solid. Therefore, students in the basic syntax and listening, speaking, reading and writing in the language of a certain basis. And before a unit has been exposed to relatively level. This lesson also lay the foundation for the most advanced. Knowledge ripe. However, in teaching the course should make every effort to mobilize the enthusiasm of the students, in a pleasant context, knowledge transfer to their students.
【Course Standard Analysis】
Interest is the first teacher to learn, especially for children, teenagers. To stimulate students interest in learning English, and develop their positive attitude towards learning English, in the happiness in foster their sense of language, in culture and foster their interest in language learning for the future and lay a good foundation. .
【Textbook Analysis】
Students master the comparative basis, to continue to learn the most advanced. The way text is presented outing campaign, recording a clear and lively feature of the child mind.
【Teaching Aims】
A: Aims on knowledge
1. To learn the words city, tower, travei, by sea.
2. to master the Comparison of multi-syllable adjectives and the most senior-level variation
B. Aims on abilities:
1. To expand practice to develop the capacity of students in daily oral communication according to what they have learned
C. Aims on emotion:
1. To train the students’ love of nature, Love for his hometown, and the quality of loving the motherland
【Teaching Emphases and Difficulties】
1. To master Multi-syllable adjectives's reading and application
2. To master multi-syllable adjectives compare the changes of the most advanced
【Teaching Methods and Learning Methods】
cards, radio ,games, picture , TPR
【Teaching Process】
Warm up
A: Greeting
B: chant
T: Let’s make a chant just like “ good, better, best. Fat, fatter, fattest. …”
Ⅱ.Presentation
Step1
(Show a picture of Shang Hai and ask the students to introduceit. )
T: This is a picture of Shang Hai. Who want to describe it
S: It’s very big.
S: It’s very beautiful.
S: …… .
T: Yes, and it’s the biggest city in China. (learn the word “city”.)
T: Show a picture of beijing, and ask the students “Which city is more beautiful, Beijing ang Shanghai ” ( say the sentence slowly again and again and arouse the students to answer .)
S: …… .
T: Show many parts of two beautiful pictures and ask the students to discuss. Encourage them to say “ I think xxx is more beautiful than xxx. ”
S: …… .
The use of images to mobilize the enthusiasm of the students to discuss their favorite topics to enable them to focus attention and get straight to the new grammar lesson throwing them so that they dared to challenge.
Step2
T: “Let’s divide into eight groups. Group one will travel to Beijing. Group two will …. .” please discuss again how to get there and what is more beautiful and more famous.
S: (Later) Students reported the results of their group.
T: I want to go to Hai Nai by sea, because I like the blue sea. ( learn the phrase “by sea”)
In the form of discussions involve the class. Each group is given a fixed topic, to enable them to talk, there is a comprehensive training of the text content. In the course of discussion, training in their spoken language.
Step3
T: Who wants to Shanghai
S: I do.
T: Do you know the most famous tower in Shanghai ( show the picture of tower and learn it.)
T: “ Shanghai has the most famous Tvtower in China.” Write “the most famous” on the blackboard.
Ask the students to repeat the sentence more and more.
T: Show three or more pictures and say “ I think xxx is the most beautiful city . I think xxx is the most famous city in China.”
( Free talk)
The students can imitate the sentences I have given to make new sentences.
Step4
The lesson of teaching.
T: Look at a map of China and listen to the tape. Anser the question: “ What are they talking about ”
S: …… 。
T: What’s the most famous in Shanghai
S: …… .
Then ask the students to read the lesson loudly. Make a dialogue like it and act it in the class.
Lessons to learn be able to practice in front of sub-word grammar combine the knowledge of what they have learned to do a consolidation of the dialogue to prepare the training of their reading and writing ability.
Ⅲ Consolidation.
T: Show many food with the word “ delicious”. Show some places of interest with “ famous”. Show flowers with the words “beautiful”. Ask the students to practise the new grammer: Comparison of multi-syllable adjectives and the most senior-level
Ⅳhomework
Themselves to find out what kind of adjectives in front of Canada more and the most
【blackboard design】
【Teaching Resources and Tools】
【Teaching Resources and Tools】
A. resources and tools for Ss: book, cards, picture.s.
B. resources and tools for teacher: radio, tape, CAI (ppt), pictures.
【Teaching’s Looking Back】
The lesson I bold in the form of a direct in-depth topic, for grammar instruction. However, in form and from shallow to deep layers of depth, interlocking, the best the whole class to a climax. Formally, I used the discussion, free speech and other forms, the real one did the student, the classroom over to the students
III. 课题名称 Lesson 15
VIII．教材分析 Teaching Material Analysis
Last lesson, we've learnt the Comparative Degree and the Super Degree of more syllables. How to change the forms of the adjectives Today the students will learn the Comparative Degree and the Super Degree of simple syllable. We'll learn the key sentences: Is it the tallest TV tower in China
IX．教学目标 Teaching Aims
1. Knowledge aims: To master the new words "tallest, busiest, branch,longest"
To master the general questions "Is it the tallest TV tower in China
2. Ability aims: To improve the students'abilities of listening, speaking, reading, and writing.
3. Emotion aim: To educate the students to love the rivers and mountain in our country.
4．Important and difficult points: the Form of the Super Degree.
X．教学方式 Teaching Methods
I will adopt situational teaching method. Get the students to study in a relaxed and agreeable atmosphere. The students adopt co-operation learning by groups. They can help each other. It can train their co-operation consciousness. They can lean more knowledge in the groups.
XI．Teaching Aids: cards, reorder, CAI.
XI．教学过程 Teaching Process
Step 1 Warm up and lead into the new lesson
1. Show the Ss some adjectives ,then get the Ss to change them into the Comparative Degree. For example, big- bigger small-smaller tall-taller
2. Ask three of the Ss to come to the front and compare: Who's taller Who's the tallest
【设计思路】此环节采用卡片形式对上节课所学的比较级进行复习，然后三名学生进行对比，引出形容词的最高级。
Step 2 Presentation
1. Tell the students Who is the tallest Then teach the word: tallest
2. Show the students a worker. Tell them they are very busy. Point to the busiest one. Then teach the word: busiest. Show three rulers to the Ss. Teach the word:longest. Then put the words into the pattarn. Is it/he the … in…
【设计思路】此环节采取层层递进的方式引出单词，集中操练，不仅培养了学生的拼写能力，同时也培养了学生听说能力。
2. Show the some questions on the big screen. Then get the students to read them.
a. Is it the tallest TV tower in China
b. Is Shanghai the biggest and busiest city in China
3. Listen to the tape and get the students to answer the questions. Then read after the tape.
【设计思路】本环节是常规的课文处理方式，设计的问题采用由浅入深的方式，让所用的同学都能理解和回答出问题。
Step 3 Practice and extension
1. Get the students to read the dialogue by groups.
2. Read the dialogue in pairs. Then ask some groups to make the dialogue.
3. Let the Ss look at the big screen. Choose some topics to make the dialogue or make a new by themselves..
a. three toys b. a photo of the family
【设计思路】此环节的设计采用小组学习的方式进行课文的练习，然后朗读，对话，最后让学生选择不同的话题进行交流，培养了学习自主学习的能力。
Step 4 Consolidation
Fill in blanks.
Shanghai TV tower is the in China. Shanghai is the and city in China. Yangtze River is the river in China. The Huangpu River is a .
【设计思路】在巩固环节我取用了填空的形式对所学的课文进行复习，起到了很好的复习效果。
Step 5 Homework
1. Read and write the dialogue and recite the dialogue.
2. Have a survey. Who is the tallest in your class
【设计思路】在作业的设计方面我采用比较灵活的方式，既有书面的作业，还有小调查，丰富了学生的作业，使其更有趣味性。
【教学后记】 通过本节课的教学，大部分同学在课堂上已经掌握了所学的知识，还有一小部分同学掌握了本节课的重点、难点部分，在课下，通过小组合作的方式，他们也能够基本上掌握所学的知识。但是也有一部分同学对于最高级的构成形式掌握的不是太牢，所以对于the的使用还要进一步深入训练，使每个学生都能熟练运用。
III. 课题名称 Lesson 16
VIII．教材分析 Teaching Material Analysis
Last lesson, we've learnt the Super Dgree of the adjectives. Now today the students will learn the Super Dgree further. We'll learn the key sentences: It's the most expensive.
IX．教学目标 Teaching Aims
1.Knowledge aims: To master the new words "stamp,latest,earliest,newspaper"
To master negative sentences "It's the earliest….It's the most….
2. Ability aims: To enable the students to usage the words and sentences in a real situation. To improve the ability of using English.
3. Emotion aim: To learn about the culture of the Chinese stamps.
4. Important point and difficult point: It's the…
X．教学方式 Teaching Methods
I will adopt situational teaching method. Get the students to study in a relaxed and agreeable atmosphere. The students adopt co-operation learning by groups. They can help each other. It can train their co-operation consciousness. They can lean more knowledge in the groups.
XI．教学用具Teaching Aids CAI，pictures
XII．教学过程 Teaching Process
Step 1 Warm up and lead into the new lesson
1. Have a cometition . Who's faster
Get the students to say out the Super Degree quickly.
2. Give the Ss some stamps. Then teach the word: stamp. Show a Monkey Stamp to the students. Tell them it is the earliest stamp.
【设计思路】此环节采用竞赛形式对所学过的最高级进行复习，然后以邮票例，引出单词。
Step 2 Presentation
1. Show three stamps to the studens and then according the time, teach the words: latest, earliest.
2. According to the words, let the students make some sentences. Just like It's the earliest Monkey Stamp.
3.Listen to the tape and fill in blanks.
There is a show. This is the Monkey Stamp. It was published in 2004. And this the Monkey stamp. It's the Monkey Stamp.
【设计思路】此环节注注重了对新授单词的操练，同时也训练了学生的听音，以有对课文的理解。
4．Read the dialogue by themselves. Then Explain for the students. be published…
It's the most..
Step 3 Practice and extension
1. Get the students' to read the text by themselves. Then read it in pairs.
2. Look at the form below, and talk about it. Which is the most expensive
Bike (20.00 yuan) TV set (1200.00yuan) Car (16,000 yuan)
2.Look this form and talk about it. Which is the hottest
Shanghai 16 degrees
Dalian 10 degrees
Sanya 26 degrees
【设计思路】此环节由课文的练习延伸到现实生活中去，培养了学生发散思维的能力。
Step 4 Consolidation
Change the words into the Comparative Degree and Super Dgree.
late
early
expensive
beautiful
【设计思路】让学生进行比较级与最高级的转换，这是对所学知识的很好巩固方式。
Step 5 Homework
1. Have a survey. Which is the most …
2. Retell the text at home.
【教学后记】通过本节课的学习，学生能够掌握所学的单词和重点的句型，但是有的学生还不能把比较级和最高级形式运用实际当中。这就需要在平时的教学中不断地加以强化。
III. 课题名称 Lesson 17
VIII．教材分析 Teaching Material Analysis
Last lesson, we've learnt the Super Degree of the adjectives.And put it into the special questions. "Which is the biggest
IX．教学目标 Teaching Aims
1.Knowledge aims: To master the new words "close, closest, far, farthest"
To master the special questions "Which is the biggest
2. Ability aims: To improve the Ss'abilities of speaking and use of English.
3. Emotion aim: To educate the students to master the knowledge of space.
4．Important and difficult points: How to use the special question about Super Degree
X．教学方式 Teaching Methods
I will adopt situational teaching method. Get the students to study in a relaxed and agreeable atmosphere. The students adopt co-operation learning by groups. They can help each other. It can train their co-operation consciousness. They can lean more knowledge in the groups.
XI.教学用具Teaching Aids： CAI, a photo
XII．教学过程 Teaching Process
Step 1 Warm up and lead into the new lesson
1. Change the words into the Comparative Degree and Super Degree. Then say out the sentences.
Late early tall long
Expensive beautiful
【设计思路】此环节不仅巩固了单词，而且学生也能对所学的句子进行复习。
Step 2 Presentation
1. Ask on the students to come to the front. Then ask him to step on. Teach them the new word: close, close to me
2. Ask another two Ss to come to the front. Then get the students to answer: Which is the closest to me Which is the farthest to me
3.Lead the students to answer the questions.
【设计思路】此环节的单词教学采用情境演的方法，形象直观，让学生都能轻松的掌握这些单词。同时把单词放进句子中教学，避免了学习的枯燥性。
4．Listen to the tape and answer the questions.
a) Which is the closest to the sun
b) Which is the farthest to the sun
c)Which is the biggest
5.Get the Ss to read the dialogue and explain the important sentences for the Ss
How +adj+主+谓 How big the apple is ! How beautiful the present is!
Then get the Ss to make some sentences like this.
Step 3 Practise
1. Get the Ss to read the dialogue again and then read the dialogue in pairs.
2. Play a game. Choose nine of the students to stand around me. I can be a sun. And the students will be the stars. If I point to them. They will say I'm closer to the sun.
【设计思路】通过小游戏来训练学生所学的句型，使学生在愉悦中学会句子，并且了练习句型。
Step 4 Consolidation
Fill in blanks.
It's the most famous building in our country.Look it's the solar system. Mercury is the to the sun and Neptune is the . So it's the .
Jupiter is the . Mercury is the .
【设计思路】以填空形式进行巩固，不仅能复习所学的单词，而且也巩固对课文的理解。
Step 5 Homework
1. Read the dialogue and recite the dialogue.
【教学后记】 本节课的教学任务比较重，所以在学习的过程中我重视对单词的讲解，然后逐渐推进到重要的句子，并且训练到位，这样学生能很好地掌握本节课的重点与难点。同时采用CAI, 小游戏等形式吸引学生的注意力，激发学习性趣。但是还有一小部分同学对形容词最高级掌握不是很好，英语综合运用能力不是很强。有待于进一步学习和巩固。
In order to active the classroom atmosphere, to seize the attention of students to enable students to reproduce the songs in the comparative.
To revise the comparative degree and make a good bedding for the new knowledge to be presented.
Lesson 13
Adjective words: comparatives superlatives
… … ……
… … …
Ask the students do it one by one, in order to Active classroom atmosphere, mobilize the enthusiasm of the students. As well as grammar review lesson.
This is a simple to learn, but also to enable students to find a basis that is active in the classroom atmosphere, but also increase their self-confidence. The most advanced multi-syllable solved easily.
More multi-syllable adjectives exercises to consolidate the students have learned a new word to expand further activating their morale, and re-recognition and affirmation of self-confidence
Lesson 14
Picture1 Picture2 picture3
Beautiful delicous famous
同课章节目录