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第二课时教学反思 （执教者：梁韶坚）
本课内容我分别在5班和6班进行了三次的授课。在四5班，我的整个教学过程是：先复习第一课时Vocabulary, Target的内容，然后直接转入到Conversation，教授完Conversation之后，再进入Practice 1的练习，再上升到英语作文的写。课后，我觉得在课堂结构的设置上不太合理，次序有些乱，时间也不太好分配，有讲完一块是一块的味道，整个课堂教学不够连贯，衔接不自如。
后来，通过科组成员的综合评析及自己的思考和调整，以My Hobby作为本节课的主题，在四6班重新调整了教学结构：Revision→Practice 1→Conversation→Practice(检测练习) →Writing→Summary→Homework.
通过这样的教学调整，我发现：1、学生在充分掌握了前面的知识之后，再进行My hobby的英语写作，连中下生都感到能轻松应付。2、教学结构清晰明了、连贯统一，有主题、有目标。3、通过这样的主线，连学生也非常明白自己本节课要掌握什么。4、教学效果非常明显，达到了教学目的。
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Unit 7 I like eating.( the 1st period) 课堂练习
执教者：梁燕珊
一、写出下列动词的现在分词（--ing）
play—
visit—
swim—
二、Look and write.
三、Ask and mark.
make —
ride —
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第三课时教学反思（执教者：何湛峰）
本课例是《开心英语》Unit 7 I like eating 的第三课时Sounds and words。主要学习以sk, sm, sn, st, sp, sw等字母开头的单词．这六个单词分别是：ice skating, smiling, snoring, stopping, spilling, swingin和chant—《Who’s snoring》.
1.重难点。
本课是以|sk|, |sm|, |sn|, |st|, |sp|, |sw|的六个英标的发音以及相关单词的读音，同时六个单词的读音和所涉及到的六个音标也是难点。我觉得熟读了本课的重点词，对chant 有节奏而流畅的朗读起到至关重要的作用。因为本课所要教授的单词开头的两个字母都不一样，让学生并别六个词的发音唯有多让他们听和读。从看图片到听单词，从模仿录音到自己朗读，我也是紧紧围绕本课的重点词展开。
2.拓展。
A. 以sk, sm, sn, st, sp, sw等字母开头的一些单词，在电脑里图片展示是我会把单词板书在黑板上，并划出以上的单词组合。
B. 我会让学生思考我们原来所学的单词当中有哪些是这些字母开头的。如，sk→skirt/ skateboard; sm→small; sn→snowman; st→star; sps→pell, sw→swimning.这样一来既让学生回忆起了以前的过的知识，又巩固了这些单词。
C. 在教会了这些重点单词以后，我会让学生用这些单词造句，听录音圈单词，用这些单词替换chant 里面的关键词。学生读得不亦乐乎。但在读单词的时候应该多让学生模仿和听读，感觉时间有点仓促在操练这个环节的时候。
D.利用绕口令的方式,让学生读并圈出本课所学字母组合的单词来。如，.the girl in red skirt is ice skating．The small boy is smiling.学生能迅速的找出开头两个字母相同的单词来，举手也很踊跃。相对比较简单的练习我会让基础中等偏下的学生来回答，能回答正确也增强了他们的自信心。
3.对学生英语的兴趣的培养。
上好一堂英语课，我觉得一开始要吸引学生的眼球，引起他们的兴趣这很重要。我所设计的是以菲林作为图片展示的背景，复习本单元的一些短语，让学生感觉在放电影一样，新奇的画面马上让他们的注意力集中到屏幕上来。用图片展示新单词，并复习词尾加ing的规则。
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第一课时教学反思（执教者：梁燕珊）
本课选自Friends with English中四年级下册的第七单元的第一课时，这是以交际训练为主的语言实践课，反映了生活中的个人喜好。学习关于一般现在时及8个短语动词。通过数次的教学修改和磨合，最后我选定在四6班上了这节单词教学课，主要内容有：Vocabulary, Target, Song activity and Activity.。教学结束之后，我对整个教学过程进行了反思：
1、复习导入，寻找突破。以What are you doing 结构作为教堂的引子，找出新旧知识的切入点，循序渐进的学习新知识是本节课的成功之处。从学生TPR着手，通过复习动词词组，自然的把What do you like doing 引导出来，从而使学生理解like后面的动词要加“ing”表示某人喜欢干某事。在复习的基础上，利用结构上的相似之处，适时引出本节课的教堂重点，为下一步的教学的重点、难点的突破埋下伏笔。
2、讲练结合，激发兴趣。将新知识与练习有效地结合在一起，边学边练，边练边学。使学生学到新知识后马上能投入使用，增强了英语作为一种语言的工具性。在这一部分中，我能采用多种多样的练习形式，让学生们爱练乐练，学生在这样的过程中，没有感到读的单调，反而把这一过程当成享受。
3、词不离句，句不离景。合理运用多媒体教学手段，创设英语情境，激发学生的学习兴趣，突出重点，突破难点，加深了学生对于对话的理解，促进了学生听、说、读、写能力的培养。我在本节课的教学中以主题为核心，以合作学习、探究性学习为主要学习形式，充分发挥学生的主体作用。真正做到了快节奏、高密度，各环节之间步步递进，环环相扣。让学生在看，听，读的同时，会说，敢说，能灵活的运用所学知识 , 注意引导学生的口语表达能力，使学生的创新能力，合作探究能力得到发展。
4、不足的是本课容量过大。在设计本课时没有照顾到全局，导致部分教学环节有匆匆带过的味道。在今后我将多备学生，更关注学生，关注他们在每一节课的学习过程中投入了多少情感，付出更多，收获更多。
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Unit 7 I like eating（The first period）课堂实录
执教者：梁燕珊
T: Class begins. Good morning.
S: Good morning. Miss Liang.
T：Who want to try？(两个学生擦窗)
T：What are they doing？
S：They’re cleaning the windows .
T： Do you like English？
S：Yes，I do.
T：Let’s sing a song .What's every one doing now？
S：Take out your paper：
Let the students do the exercise
写出下列动词的现在分词（-ing）
play‐ make---
visit‐ ride---
swim‐
让学生讲答案
T：Take out the scooter .
T：I like riding my scooter .
T：Riding my scooter.
S： Riding my scooter.
S：Who want to come here？
T：叫一位学生出来骑滑板车.
T：What do you like doing？
S：I like riding my scooter .
T：What do you like doing？
S：I like riding my scooter .
T：教师板书：
What do you like doing？
I I like riding my scooter .
T：riding my scooter.
S：riding my scooter.
T：What do you like doing？together .
S：What do you like doing？
I like riding my scooter .
T： like 后面的动词一般加ing .
板书：like﹢动﹢ing。
T：教师出示卡片.What do you like doing？
S：I like playing video games.
T： What do you like doing？
S：I like playing video games .
T：出示卡片 visiting my friend .
What do you like doing？
S： I like visiting my friend .
T：Read visiting my friend .
T：Who want to come here
What do you like doing？
S：He like visiting his friend .
T： 教师指着刚刚的男同学问其它同学：What does he like doing？
He like visiting his friend .
T：What do you like doing？
I like visiting my friend .
What does he like doing？
He like visiting his friend .
找一下不同的地方。为什么he前面用does？
S：因为he 是第三人称单数。
S：you是第二人称单数动词不变，he是第三人称单数，一般时态在动词后面加s或es。
T：出示卡片：What does she like doing？
She likes＿＿＿＿＿＿.
T：listening to music
T：What does she like doing？
S：She likes listening to music .
学生读句型。
T：Do you like reading comic books？
S：Yes，I do . ∕No .I don’t .
T：领读Do you like reading comic books？
Yes，I do∕No .I don’t .
T：出示playing cards .
Do you like playing cards？
S：Yes，I do .
Team Four：playing cards .
Boys：playing cards .
Girls：playing cards .
T：Who will try come here？
T：What do you like doing？
S：I like playing cards .
T：指着刚刚的同学：What does he like doing？
S：He likes playing cards.
T：What do you like doing？
Yes，I do . ∕No，I don’t .
Does he like playing cards？
Yes，he does . ∕No . he doesn’t .
比较一下两组句型。
T：出示watching TV
Do you like watching TV？
S：Yes，I do .
T：Do you like watching TV？
S：No，I don’t .
T： Does she like watching TV？
S：Yes，she does . ∕No，she doesn’t .
T：出示卡片。making models
T：Does he like making models？
Yes，he does . ∕No，he doesn’t .
S：Do you like reading comic books？
Yes，I do . ∕No，I don’t .
Reading the new words after the teacher .
T：Read after the tape .
S：What do you like doing？
I like riding my scooter .
S：Do you reading comic books？
Yes，I do .
T：Let’s play a game .
Guess the new words
出示：Do you like＿＿＿＿＿＿＿？
Yes，I do . (No，I don’t )
一个学生出来问：
S1：Do you like visiting my friends？
T：No，I don’t .
S：Do you like playing video games？
Yes，I do .
T：Take out your cards .
Guess the new words in your group .
学生小组活动。
T：Who will try come here？
两个学生表演。
1 S1：Do you like watching TV？
S2：No，I don’t .
S1：Do you like riding your scooter？
S2：No，I don’t .
S1：Do you like playing cards？
S2：Yes, I do.
2 Ask and answer.
T：叫一位学生出来示范。
What does she like doing？
S：She likes watching TV .
学生互相对话。
叫两个学生问答。
S1：What does she like doing？
S2：She likes watching TV.
出示：What do they like doing？
让学生互相问。学生表演。
S1：What do they like doing？
S2：They like playing cards？
出示Does she like watching TV？
Ask your partner .
学生互相问答。学生表演。
S1：Does she like watching TV？
S2：Yes，she does .
出示：What do you like doing？
学生互相问答。
S1：What do you like doing？
S2：I like making models .
T：Take out the paper do the exercise .
T：For example：
A：Gogo likes listening to music .
B：Tony likes＿＿＿＿＿＿
C：Jenny＿＿＿＿＿＿＿
T：What does Tony like doing？
S：Tony likes reading comic books .
T：What does Jenny like doing？
S：Jenny likes playing cards .
S1：Ben likes riding his scooter .
S2：Lisa likes playing video game.
3 Ask and make
Do you like playing cards？ Yes, I do。
Name watching TV playing cards Making models
Me √
Yige ×
学生互相问答，并且用笔记录下来。叫一组学生表演。
My hobby is reading comic books .
My hobby is＿＿＿＿＿＿＿
学生互相问：My hobby is---------.
T：What’s your hobby？
S：I like listening to music .
T：What，s your hobby？
S：My hobby is shopping .
T：What’s your hobby .
S：My hobby is surfing the Internet.
T： What's your hobby？
S：My hobby is dancing .
T：Let’s sing a song .
S：sing a song .
T：Homework：
1． Ask your friends with new target after class .
2． Talk about your hobby .
T：What do you like doing？
S：What do you like doing？
T：I like riding my scooter .
T：Read together.
T：Class is over. Goodbye boys and girls.
S：Goodbye Miss Liang.
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Unit7 I like eating. (2nd period)
执教者：梁韶坚
T: Class begins.
S: Stand up, please!
Ss: Good morning, Mr. Liang!
T: Good morning, class!
S: Sit down, please.
T: Hello! Boys and girls!
Ss: Hello!
T: Do you remember the song “What do you like ” Let’s sing the song.
Play the music by CAI. Let students sing the song together.
T: Very good! What do you like
S: I like surfing the Internet.
T: You like surfing the Internet. Very good! I like surfing the internet, too.
T: What do you like doing
S: I like playing video games.
T: I like playing video games very much.
T: What does he like doing
S: He like playing video games.
T: He like playing video games. Is it Right
Ss: No.
T: likes. Please focus on likes.
Ss: likes.
S: He likes playing video games.
T: Very good!
T: Do you like playing cards
S: Yes, I do.
T: Very good!
T: What does he like doing
S: He likes visiting his friends.
T: Let’s take out your exercise paper. Look at the exercise1. Please watch the screen (CAI).
T: What does she like doing
S: She likes riding her scooter.
Let one student ask, the other one gives the answer.
S: What do they like doing
S: They like making models.
Pair works: Have students make the dialogs in pairs.
T: Times up! Please write down the answers on your exercise paper. After you finished, hold up your hands.
T: Have you finished Let’s check the answers.
S: She likes riding her scooter.
S: They like making models.
S: Yes, she does.
S: I like playing cards.
T: Please look at the practice2. Please answer my questions.
T: Do you like listening to music
S: Yes, I do.
S: What does he like doing
S: He likes reading comic books.
S: Does she like watching TV
S: Yes, she does.
S: Do they like playing cards
S: Yes, they do.
T: Please listen carefully. Then match the photos and sentences.
Play the CAI. Have Ss listen.
T: Who can give the answers
T: Picture1.
S: She likes listening to music.
T: Picture2.
S: I like reading comic books.
T: Picture3.
S: I like watching TV.
T: Picture4.
S: They like playing cards.
T: Please look at me!
Put on the face mask on teacher’s head.
T: I’m Ben. Hello, boys and girls.
Ss: Hello, Ben.
T: I’m Ben. What’s your name
S: My name’s Ge Yige.
T: What do you like doing
S: I like listening to music.
T: Oh! Your hobby’s listening to music. Do you know what Gogo likes doing
Play the conversation on screen. Let Ss watch it.
T: What does Ben like doing
S: He likes painting.
T: My hobby is painting.
Write down this sentence on the blackboard.
T: But what is Gogo’s hobby Let read the conversation. Then find out the answer.
Have Ss read the conversation after the CAI.
Device hole class into two groups. Let Ss read the conversation.
Pair work: Let Ss read it in pairs.
T: Times up! I want ask some pairs to perform the conversation. Please practice in pairs.
T: Who want to perform the conversation
Have two Ss put on the face mask. Then have them perform the conversation.
T: Very good! Who want to try
Let two Ss act again.
T: Well done!
T: Please look at the exercise3. Make the “True or flase” according to the conversation.
Let Ss do this exercise.
T: Times up. Please tell your answers.
S: Ben’s hobby is painting. It’s true.
S: Eating is a hobby. It’s false.
S: Gogo’s hobby is ice skating. It’s true.
S: Gogo can ice skate at the beach. It’s true.
T: Please do the practice4. Choose the right answers to fill in the blanks. Let’s do it.
T: Have you finished Please tell your answers.
Have some students to tell the answers. Check the answers on screen.
T: Please answer my questions.
T: What’s your name
S: My name’s Lu Zhiqing.
T: How old are you
S: I’m ten.
T: What do you like doing
S: I like swimming.
T: Your hobby is swimming, right
S: Yes.
T: Who can ask me about these questions
S: What’s your name
T: My name’s Eddie.
S: How old are you
T: I am thirty-five years old.
S: What do you like doing
T: I like listening to music.
S: What is your hobby
T: My hobby is listening to music.
Show these answers with CAI.
T: Please write down your hobby in exercise paper.
Let Ss write a short passage in the exercise paper.
T: Who want to write down the passage on blackboard
Let one student do it.
T: Let’s read the passage.
Show the well-know saying on screen.
Love is ever the beginning of knowledge as fire is of light.
T: Today we learned the conversation. We know how to describe our hobbies.
T: Homework: ① Recite this conversation.
② Talk about the hobbies with your friends.
T: Class is over!
Ss: Good-bye Mr. Liang!
T: Good-bye class!
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Unit 7 I like eating. (the 2nd period)练习题
一、Listen and match.听录音，连线。
二、Look and say. 看图，回答。
三、True or false.判断对错，对的写“T”，错的写“F”。
( ) 1.Ben’s hobby is painting.
( ) 2.Eating is a hobby.
( ) 3.Gogo’s hobby is ice skating.
( ) 4.Gogo can ice skate at the beach.
四、Look and fill in the blanks. 根据课文内容完成对话。
What are you____________ (doing/going) I’m__________(swimming/painting). I like __________ (running/painting). My hobby is___________(cooking/painting).
What do you like___________ I don’t___________ (know/now).
Do you __________ (like/likes) swimming, dancing________ (or/and) reading Hmm. Eating! I__________ (like/likes) eating! Eating_______ (is/isn’t) a hobby. Oh. I know! My__________ (hobby/hoby) is ice skating! Ice skating! You__________(can/can’t) ice skate at the beach! Yes, I_________ (can/can’t)!
五、Writing. (写作)
My name is _________ .I’m________ years old(岁). I like ___________.
My hobby is ___________.
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Unit 7 I like eating.(the 3rd period)
Sounds and Words课堂练习
1. Read and circle.
1. The girl in a red skirt is ice skating. 2. The small boy is smiling.
3.The snail can’t snore. 4. Please stop at the stopping line.
5. Can you spell the word spilling 6.They’re swinging on the swings.
﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡
2. Listen and write.
______ ！ ______！ ______ ！ ______！
Who’s _______？ Who’s _______？
Gogo！Gogo！ Gogo！Gogo！
___ __ ________！ __ ___ ________！
﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡
﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡﹡
3. Read and circle.
1. The girl in a red skirt is ice skating. 2. The small boy is smiling.
3.The snail can’t snore. 4. Please stop at the stopping line.
5. Can you spell the word spilling 6.They’re swinging on the swings.
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Unit 7 I like eating .( the first period )
执教者：梁燕珊
教学流程图
Teaching Contents:
Vocabulary, target﹠song activity(① Listen and sing) and activity.
Teaching Objectives:
1、Learn the new words,and then Ss can read and write it.
2、掌握 like后面的动词加ing.
3、Song activity(① Listen and sing).
Teaching Key points and Difficult points:
1、Ss can read and write the new words.
2、掌握第三人称单数时do和does的用法。
3、like 后面的动词加ing.
Teaching Methods:
1、词汇教学分析：通过相关内容的听说演唱等活动，创设英语氛围，激发学习兴趣。掌握词汇，为对话教学奠定基础。能够达到听、说、读、写不同层次的要求；初步感知、理解主句型。单词的教学可采用图片、动作、实物、等方式导入教学，听读正音时，采用听录音，跟读，仿读等方式。
2、歌曲的学习采用小组合作的方式去进行，使学生在集体合作中学习。
3、操练的方式有巩固操练、机械性操练等。操练的目的是让学生对所学过的内容熟练上口并能灵活运用。
4、辅助的教学媒体有多媒体课件。
5、预期达到学生通过本节课的学习能掌握好新单词与like后面的动词加ing.
Teaching Procedure:
Step 1 Review
1. Ask some students answer the questions.
2. 写出动词的现在分词（_ing）
(设计意图：通过复习同学们的爱好和给动词加ing，为下列的新授内容作准备。)
3.Sing a song. (设计意图：创设愉快的课堂气氛。)
Step 2 Presentation
1、 T: Today we’re going to learn the new lesson Unit7 I like eating now.(板书课题)
2、 Read the title after T.
3、 Teach “riding my scooter” .
4、 (板书What do you like doing I like riding my scooter.)
5、 (板书 like+动词+ing)
（设计意图：让学生从句型中找出like 后面的动词的变化）
6、 Teach visiting my friend and listing to music
7.Find the different :
1 What do you like doing I like visiting my friend.
2 What does he like doing He likes his friend.
（设计意图：让学生通过区别，知道一般时态，第三人称单数时用does和
动词加s/es.)
8、 Teach reading comic books ,making models and watching TV.
9、板书：Do you like reading coming books Yes, I do./ No, I don’t.
（设计意图：利用卡片和动作教授新单词，直观性强，学生容易接受。）
10.Exercise
①、play a game---Do you like------- Yes, I do.(Guess the new words.)
（设计意图：通过猜单词可以训练学生从口头上对 新单词和新句型有更加深刻的印象。）
②、Let Ss look at the picture, ask and answer.
（设计意图：通过看图问答能加深学生对句子的理解，也能训练到学生的口语表达能力。）
③look and write.
（设计意图：通过看图完成句子，达到综合运用语言的能力。）
11、Ask and mark.
（设计意图：通过调查表去调查，激发学生去探究其他同学的爱好，更深层次的训练学生的口语训练。）
Step 3 Song activity.
（设计意图：让学生进行小组合作，有利于培养学生的集体合作精神。通过歌曲的学习也能很好的调动学生的学习积极性。）
Step 4Summary
Let’s talk about the hobby.
1、 Ask your partner: What’s your hobby
2、 Ask the students: What’s your hobby
（设计意图：激发学生的个性表达，引发学生的思考。）
Step 6 Homework
1、 Ask your friends with new sentences after class.
2、 Talk about your hobby after class.
（设计意图：加强和巩固新学的单词、句型,训练学生英语口头表达能力。）
Layout the Blackboard (板书设计)
Unit 7 I like eating. (1)What do you like doing Do you reading comic books I like riding my scooter. Yes, I do./ No, I don’t. like后面接动词的ing形式。
教学检测内容
1、复习原形变成动词现在分词的形式。
2、根据所给的图意及本节课所学过的句型结构进行完成填空练习。通过这样的练习巩固句型结构I like doing something.
3、通过小组对话的形式填空完成表格，为口语交际提供情景。
教学反思：
本课选自Friends with English中四年级下册的第七单元的第一课时，这是以交际训练为主的语言实践课，反映了生活中的个人喜好。学习关于一般现在时及8个短语动词。通过数次的教学修改和磨合，最后我选定在四6班上了这节单词教学课，主要内容有：Vocabulary, Target, Song activity and Activity.。教学结束之后，我对整个教学过程进行了反思：
1、复习导入，寻找突破。以What are you doing 结构作为教堂的引子，找出新旧知识的切入点，循序渐进的学习新知识是本节课的成功之处。从学生TPR着手，通过复习动词词组，自然的把What do you like doing 引导出来，从而使学生理解like后面的动词要加“ing”表示某人喜欢干某事。在复习的基础上，利用结构上的相似之处，适时引出本节课的教堂重点，为下一步的教学的重点、难点的突破埋下伏笔。
2、讲练结合，激发兴趣。将新知识与练习有效地结合在一起，边学边练，边练边学。使学生学到新知识后马上能投入使用，增强了英语作为一种语言的工具性。在这一部分中，我能采用多种多样的练习形式，让学生们爱练乐练，学生在这样的过程中，没有感到读的单调，反而把这一过程当成享受。
3、词不离句，句不离景。合理运用多媒体教学手段，创设英语情境，激发学生的学习兴趣，突出重点，突破难点，加深了学生对于对话的理解，促进了学生听、说、读、写能力的培养。我在本节课的教学中以主题为核心，以合作学习、探究性学习为主要学习形式，充分发挥学生的主体作用。真正做到了快节奏、高密度，各环节之间步步递进，环环相扣。让学生在看，听，读的同时，会说，敢说，能灵活的运用所学知识 , 注意引导学生的口语表达能力，使学生的创新能力，合作探究能力得到发展。
4、不足的是本课容量过大。在设计本课时没有照顾到全局，导致部分教学环节有匆匆带过的味道。在今后我将多备学生，更关注学生，关注他们在每一节课的学习过程中投入了多少情感，付出更多，收获更多。
教学建议：
在整个教学过程中，学生有了充分的操作，所以到最后的写练习阶段，学生应付自如。但从教学的时间分配上，本人也有一些想法：
1、如巩固教学的前三个游戏环节都是同一内容的不同展示形式，老师在这个过程中，由于安排的形式多了，在每一个环节的操作过程中，显得匆匆而过。如果将三个游戏整合成一个游戏形式。同样用卡片，用猜测游戏的方式即可。在时间上放多一些，可安排3至5分钟。
2、拓展游戏中，形式很好。但老师的表现过于拘谨，将问句包揽了，而没有给学生更多的时间自己提问。
3、站在前台的老师还得注意后面学生的读音，很多学生将playing读成paying。
Sing the song
Revision
Lead in
Presentation
Exercise
Talk about your hobby.
Talk out a scooter and teach
riding my scooter.
Use the things or picture cards teach the new words.
Find the diffent “do” and “does”.
Read the target and use the new words fill in the blanks.
Ss finish the practices.
Ask and answer with Ss, then listen and learn it.
Check it and read together.
Summary and homework.
That’s the end.
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Unit 7 I like eating. (3rd period) 教学设计
执教者：何湛峰
Teaching Location: Sounds and WordsTeaching Objectives: 1. Language and skill Objectives:1) Vocabulary: Be able to listen, read and recognize the words. 2) Target language: Be able to say the chant with the right rhythm and recognize the words with the sounds.2. Moral and Strategy Objectives:1)Be able to transfer the knowledge.2)To have a sense of teamwork.3)To have a feeling of success in leaning English.Teaching Difficult points:To find out the sounds.Teaching key points:To practice more words with the sounds.Teaching Aids: Video, PPT, Word Cards.Teaching Methods:Multiple-media Approach, Activity Approach
Teaching Procedure Teaching aims
Warm up-------- Review the phrases.-------- Free talk or ask and answer.-------- Sing the song. 复习旧知识和活跃课堂气氛，同时为后面的学习作准备。
Presentation------ Ss see a film about ice skating.------ T read the word and Ss follow. Then make the Ss pay attention to the sound [sk]. ------ Read the word in pairs and practice the sound [sk].------ Teach the other words like that.------ Ss read the words “ ice skating, spilling, smiling, snoring, stopping, swinging ” .------Ss listen and read them after T clicks the buttons.------ Then read after the video. 激趣：通过观看花样滑冰的比赛片段引起学生的兴趣。寻趣：让学生练习发音，掌握规律。学趣：让学生在其它几个单词的学习中检验自己总结的规律，体验成功。训练学生的听力。
Practice------ Ss try to read the sentences and circle the words which have the given sounds. Then check it.------ T presents a picture and ask: What’s Gogo doing Then learn the chant.------ T leads the Ss chant it after the video.------ Listen and circle the words you heart.------Listen, read and match. 帮助学生迁移知识。从听、说、读到认，全方位地训练学生，培养学生综合运用语言的能力。让学生感受到学习的成就感。深化学生的知识，同时让学生感知语言的节奏美。
4. Summary.------ The sounds and the words.------ Encourage Ss. 总结知识，并将课堂延伸到课外，让学生巩固知识。
Homework------ Read the words twice on page 40.------ Read the chant three times on page 40. 巩固，强化知识。
Blackboard Writing
Unit 7 I like eating.（3） [sk] [sm] [sn] [st] [sp] [sw]ice skating smiling snoringstopping spilling swinging
教学测试安排
1. Exercise in Writing Book.
2. 通过检查学生的课堂练习了解学生是否能否正确辨认单词。
教学反思
本课例是《开心英语》Unit 7 I like eating 的第三课时Sounds and words。主要学习以sk, sm, sn, st, sp, sw等字母开头的单词．这六个单词分别是：ice skating, smiling, snoring, stopping, spilling, swingin和chant—《Who’s snoring》.
1.重难点。
本课是以|sk|, |sm|, |sn|, |st|, |sp|, |sw|的六个英标的发音以及相关单词的读音，同时六个单词的读音和所涉及到的六个音标也是难点。我觉得熟读了本课的重点词，对chant 有节奏而流畅的朗读起到至关重要的作用。因为本课所要教授的单词开头的两个字母都不一样，让学生并别六个词的发音唯有多让他们听和读。从看图片到听单词，从模仿录音到自己朗读，我也是紧紧围绕本课的重点词展开。
2.拓展。
A. 以sk, sm, sn, st, sp, sw等字母开头的一些单词，在电脑里图片展示是我会把单词板书在黑板上，并划出以上的单词组合。
B. 我会让学生思考我们原来所学的单词当中有哪些是这些字母开头的。如，sk→skirt/ skateboard; sm→small; sn→snowman; st→star; sps→pell, sw→swimning.这样一来既让学生回忆起了以前的过的知识，又巩固了这些单词。
C. 在教会了这些重点单词以后，我会让学生用这些单词造句，听录音圈单词，用这些单词替换chant 里面的关键词。学生读得不亦乐乎。但在读单词的时候应该多让学生模仿和听读，感觉时间有点仓促在操练这个环节的时候。
D.利用绕口令的方式,让学生读并圈出本课所学字母组合的单词来。如，.the girl in red skirt is ice skating．The small boy is smiling.学生能迅速的找出开头两个字母相同的单词来，举手也很踊跃。相对比较简单的练习我会让基础中等偏下的学生来回答，能回答正确也增强了他们的自信心。
3.对学生英语的兴趣的培养。
上好一堂英语课，我觉得一开始要吸引学生的眼球，引起他们的兴趣这很重要。我所设计的是以菲林作为图片展示的背景，复习本单元的一些短语，让学生感觉在放电影一样，新奇的画面马上让他们的注意力集中到屏幕上来。用图片展示新单词，并复习词尾加ing的规则。
教学建议
本节课的教学设计和教学内容是从执教老师所教学生的实际出发的，这学生思维比较活跃，参与课堂活动的意识较强，熟悉执教老师的课堂要求和指令，对其语音教学的方法和活动的方式比较熟悉和适应。对何老师本课一些教学建议：
1.从从看图片到听读单词，从模仿录音到自己朗读，紧紧围绕本课的重点词展开。这个环节上我希望给予学生更多一点的时间让他们去朗读，因为本课的语音单词开头字母发音都不相同，学生在听辨的时候并不太容易。
2.建立合理的课堂评价。让学生回答问题的积极性会更高。当学生回答问题正确时给予适当表扬也是很必要的。比如说：Well done! Did a good job！Excellent!或者竖起大拇指，或者给小小的予物质的奖励等。以口头或肢体的方式表达会让学生感觉老师很亲切。而对于回答问题表现没那么好的学生可以说“Take it easy”、“Try it again”。师生之间的交流会变得融洽和谐。
3.注意纠正个别单词的发音。在检查练习题答案时可以让学生逐个来回答问题。
Step 1 Ss try to read the sentences and circle the words which has the given sounds. Then check it.
Summary
Presentation
Warm-up
Review the phrases.
Free talk or ask and answer.
Sing the song.
Step5 Then read after the video.
Step4 Ss read the words “ ice skating, spilling, smiling, snoring, stopping, swinging ” .
Ss listen and read them after T clicks the buttons.
Step3 Teach the other words like that.
Step2 T read the word and Ss follow. Then make the Ss pay attention to the sound [sk].
Read the word in pairs and practice the sound [sk].
Step1 Ss see a film about ice skating.
Step2 T presents a picture and ask: What’s Gogo doing Then learn the chant.
Step3 T leads the Ss chant it after the video.
Step 4 Listen and circle the words you heart.
Listen, read and match.
The sounds and the words.
Encourage Ss.
Homework
Read the words twice on page 40.
Read the chant three times on page 40.
The end
Practice
第三课时教学设计
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第一课时教学建议（执教者：梁燕珊）
在整个教学过程中，学生有了充分的操作，所以到最后的写练习阶段，学生应付自如。但从教学的时间分配上，本人也有一些想法：
1、如巩固教学的前三个游戏环节都是同一内容的不同展示形式，老师在这个过程中，由于安排的形式多了，在每一个环节的操作过程中，显得匆匆而过。如果将三个游戏整合成一个游戏形式。同样用卡片，用猜测游戏的方式即可。在时间上放多一些，可安排3至5分钟。
2、拓展游戏中，形式很好。但老师的表现过于拘谨，将问句包揽了，而没有给学生更多的时间自己提问。
3、站在前台的老师还得注意后面学生的读音，很多学生将playing读成paying。
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Unit 7 I like eating. (the 3rd period)
(sounds and words)
执教者：何湛峰
T: Class begins.
Ss: Good morning teacher.
T: Good morning boys and girls. Sit down please. Today we’re here to learn unit 7 I like eating.(sounds and words) First, we must review the phrases. Please look at the pictures and say the phrases.(say it together)
Ss: making models
T: making models
Ss: making models
Ss: visiting my friends
T: visiting my friends
Ss: visiting my friends
Ss: listening to music
T: listening to music
Ss: listening to music
Ss: watching TV
T: watching TV
Ss: watching TV
Ss: reading comic books
T: reading comic books
Ss: reading comic books
Ss: riding my scooter
T: riding my scooter
Ss: riding my scooter
Ss: playing cards
T: playing cards
Ss: playing cards
(T shows the word cards, have Ss read the phrases again )
T: Do you like making models
S1: Yes, I do.
T: What does he like
Ss: He likes making models.
T: Do you like listening to music
S2: Yes, I do.
T: What does she like
Ss: She likes listening to music.
T: Now let’s look at the screen. What’s he doing
Ss: He’s making models.
T: He’s making models. Yes or No
Ss: Yes.
T: Does he like making models
Ss: Yes, he does.
T: Yes, he does. Yes or No
Ss: Yes.
T: Very good. Sit down please. Sing the song of unit 7. (Ss sing together)
T: All of you did a good job. Now look at this picture. What’s she doing
S3: She’s ice skating.
T: Read after me. Ice skate. (write down on the board)
Ss read after T several times.(then add -ing to the end)
T: Do you know how to ice skate Let’s see a movie.
Ss watch it and know what is “ice skate”.
T uses the same way to teach the other words.
T:[sk], skating.
Ss: [sk], skating
T: [sm], smiling
Ss: [sm], smiling
T: [sn], snoring
Ss: [sn], snoring
T: [st], stopping
Ss: [st], stopping
T: [sp], spilling
Ss: [sp], spilling
T: [sw], swinging
Ss: [sw], swinging
T: Read them yourselves.
Ss read the words.
T: Now read the word I point.
Ss read the words.
T: Now I want some Ss to come here and point to the words.
T: No.1 smiling.
(Ss point to the word)
T: No.2 spilling.
(Ss point to the word)
……
Ss: (read the sounds and words by the PPT)
Ss: (read the sounds and words by the video)
T: Let’s do some exercises. Circle the words have the given sounds. Read after me. The girl in a red skirt is ice skating.
Ss: The girl in a red skirt is ice skating.
T: The small boy is smiling.
Ss: The small boy is smiling.
T:The snail can’t snore.
Ss:The snail can’t snore.
(Ss do it, then check it)
T:Please stop at the stopping line.
Ss:Please stop at the stopping line.
T:Can you spell the word spilling
Ss:Can you spell the word spilling
T:They’re swinging on the swings.
Ss:They’re swinging on the swings.
(Ss do it, then check it)
T: Read and match.
T: Read after me. (snowman, snail, swimming, skateboard, skirt, spell, small, star)
Ss: (snowman, snail, swimming, skateboard, skirt, spell, small, star)
T: Do it together.
T: Now look at your paper. Exercise 3. listen to me and circle the words you hear.(smiling, spilling, ice skating, snoring, swinging, stopping)
Ss circle them, then check it.
T: look at this picture. Is this Gogo
Ss: Yes.
T: What’s he doing
Ss: He is snoring.
T: Gogo is snoring, Yes
Ss: Yes.
T: Listen to Part 2.
Ss chant.
T: Read the lyrics after me. Who’s snoring.
Ss: Who’s snoring.
T: snoring, snoring.
Ss: snoring, snoring.
T: Gogo, Gogo. Stopping snoring.
Ss: Gogo, Gogo. Stopping snoring.
T:Who’s snoring.
Ss: Who’s snoring.
T: snoring, snoring.
Ss: snoring, snoring.
T: Gogo, Gogo. Stopping snoring.
Ss: Gogo, Gogo. Stopping snoring.
T: Snoring is not a good hobby.(Let’s sing after the video)
Ss chant it again.
T: Put up your hands and chant.(big hands)
Ss chant it
T: Can you use this word swinging to chant.
Ss chant it
T: Now finish exercise 2 according to the chant. (check it together.)
T: Today , we have learn these words.(read after me again.)
T: Stop at the red light, walk when it turns green..
Ss：红灯停，绿灯行。
T: Today’s homework: 1.Read the words twice on page 40. 2.Read the chant three times on page 40.
T: Class is over
Ss: Goodbye teacher.
T: Goodbye.
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执教者：梁韶坚
教学流程：
Teaching Location: Conversation Teaching Objectives: 1. Language and skill Objectives:1) Function: Be able to understand the conversation and talk about their hobbies.2) Target language: a. Be able to understand and use the following expression properly: I like painting. My hobby is painting. b. Be able to understand the useful expression: I don’t know.3) Vocabulary: Be able to master the new words: hobby or ice skating 2. Moral and Strategy Objectives:1)To appreciate oneself and others.2)To have a sense of teamwork.Teaching Difficult points:To have Ss understand “My hobby is painting.”Teaching key points:To have Ss understand the conversation and be able to use the word “hobby” to talk each other.Teaching Aids: CAI face maskTeaching Methods:Task-based Approach, Communicative Approach, Multiple-media Approach
Teaching Procedure Teaching Aims
1. Warm up------ Have Ss sing the song in Unit11 Book1: What do you like 创设愉快的课堂气氛。
Pre-reading------ Have Ss talk about the song: e.g What do you like T : What do you like doing Have Ss to give the answers. --- To talk more and practice using the key drills.------ Have Ss do the practice2 in this Unit.Look at the photos and make the dialogs.------ Have Ss do the practice1 in this Unit.Listen and match. While-reading------ Teacher put on the face mask of “Ben”. T: I am Ben. My hobby is painting. Do you know what is Gogo’s hobby. Can you guess ------ Ss listen to the conversation and find out the answer: Gogo’s hobby is ice skating.------ Ss listen and watch the conversation then discuss in pairs (Show the words): hobby --- S1: My hobby is painting. Gogo’ hobby is ice skating. (With T’s help) ------ Ss open their books and read by themselves. --- Exercise：True of False Ben’s hobby is painting. Eating is a hobby.Gogo’s hobby is ice skating.4. Gogo can ice skate at the beach. --- Have Ss read themselves then do the “Look and fill in the blanks” exercise. ------ Listen and repeat. ( T Encourages Ss to read expressively.) --- Let students perform the conversation. 引出重点句型的用法，为下面的学习作铺垫。让学生猜测，引发学生阅读的兴趣。训练学生的听力。让学生带着任务去听、去看，去思考。通过阅读中不同的任务设置，逐步解决对话中的知识点。通过阅读指导和表演对话的活动深化学生对阅读材料的理解，同时培养学生的协作精神。
Post-reading------ What is your hobby ( Ss talk in groups first)------ Let students write a short passage to introduce their hobby. 设计开放性的问题激发学生的个性表达，达到综合运用语言的目的，初步训练书面表达能力。
Summary------ What do we learn today ------ Well-know saying:Love is ever the beginning of knowledge as fire is of light.知识总是从爱好开始，犹如光总是从火开始一样。 检查所学，让学生体验学习的成就感。让学生认识好的兴趣爱好是学习成功的关键。
Homework------ Recite this conversation.------ Talk about your hobbies with you friends. 让学生在学习了本对话后，把所学的重点句型运用到实际生活。
Layout of Blackboard
Unit Seven I like eating.My hobby is painting. My hobby ____________________________________________
教学测试安排：
1、《学习辅导》Exercise7：Look，fill in the blanks.
2. 通过检查学生的作业了解学生的对阅读材料的理解和对语言的综合运用情况。
教学反思
本课内容我分别在5班和6班进行了三次的授课。在四5班，我的整个教学过程是：先复习第一课时Vocabulary, Target的内容，然后直接转入到Conversation，教授完Conversation之后，再进入Practice 1的练习，再上升到英语作文的写。课后，我觉得在课堂结构的设置上不太合理，次序有些乱，时间也不太好分配，有讲完一块是一块的味道，整个课堂教学不够连贯，衔接不自如。
后来，通过科组成员的综合评析及自己的思考和调整，以My Hobby作为本节课的主题，在四6班重新调整了教学结构：Revision→Practice 1→Conversation→Practice(检测练习) →Writing→Summary→Homework.
通过这样的教学调整，我发现：1、学生在充分掌握了前面的知识之后，再进行My hobby的英语写作，连中下生都感到能轻松应付。2、教学结构清晰明了、连贯统一，有主题、有目标。3、通过这样的主线，连学生也非常明白自己本节课要掌握什么。4、教学效果非常明显，达到了教学目的。
教学建议
本节课的最大的优点是教学设计层次分明、紧扣主题，练习设计以递进形式上升，每一次的笔头练习都有口头练习作为铺垫，是一个非常好的课例。我们也发现了这节存在的一些不足之处：
1、 学生的整体朗诵水平有待进一步的提高，个别学生还是不太敢于开口，教师要加大力度进行引导。
2、 学生写完作文之后，教师没有做好后阶段的评议工作，没给学生提供一个或是小组互评、集体分享、教师评等的评价方式。
3、 教师在进行难点提问时，都叫了一些成绩相对较好的学生，而忽略一些中下生。
4、 如果老师在让学生写作的时候，从一开始就叫一生上台书写，相信也会节省到时间进行评议了。
5、 本节课最缺乏的是集体评价的评台，每一个评价都是由教师的口头评价完成，缺少生生互评、师生互评集体互评等评价方式。
While-reading
Step1 Talk about the song in Unit11 Book1.
Step2 To talk more with “like”.
Step3 To do the practice2 in this Unit.
Step4 To do the practice1 in this Unit.
Step1 Watch the conversation on TV.
While-reading
Post-reading
The end
Homework
Warm-up
Pre-reading
Unit 7 I like eating. (the 2nd period)
Step2 Listen and read the conversation .
Solve: hobby
Step3 Listen and repeat, trying to read expressively.
Perform the dialogs in groups.
Step4 Ss read themselves then do the “True or False” exercise.
Step5 Ss read themselves then do the “Look and fill in the blanks ” exercise.
Step1 Have students talk about their hobby.
Step2 Have students write a short passage.
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7 I like eating.
Conversation
Listen and look.
9
m painting.
What are you doing
I like
What do you
don't
painting.
My
like doing
hobby is
know.
painting.
Do you like
Hmm.Eating!
swimming,dancing
I like eating
Eating isn't
a hobby.
or reading
0h.
3
I know！My hobby
is ice skating！
Ice skating!You
Yes,I can!
can't ice skate
6
at the beach!
Vocabulary
Listen and say.
99
playing video
visiting my
listening to
watching TV
games
fr iend
mus i c
riding my
playing cards
making models
reading comic
scooter
books
Target
Listen and say.
99
What do you l ike
Do you like reading comic books
do ing
Yes,I do
I like riding my
scooter.
Practice 1
Listen,read and match.e 飞y
分
子
A
B
D
I Iike reading comic books.
2
They I ike playing cards.
3
I like watching TV.
She likes listening to music.
Practice 2
Ask and answer.
A What does she I ike
B
What do they I ike doing
do i ng
C Does she I ike watching
0
What do you like doing
TV (共21张PPT)
21世纪教育网精品教学课件
( Sounds and words)
Teacher: Mr. He
................................
................................
Look and say. 看图说短语。
What’s he doing
Does he like making models
What do you like doing
ice skat
e
ing
smil
e
ing
snor
e
ing
swing
ing
spill
ing
stop
p
ing
ice skating
smiling
snoring
stopping
spilling
swinging
Read after the video
1. The girl in a red skirt is ice skating.
2. The small boy is smiling.
3.The snail can’t snore.
Let’s try.
4. Please stop at the stopping line.
5. Can you spell the word spilling
6.They’re swinging on the swings.
Let’s try.
______ ！ ______！
Who’s _______？
Gogo！Gogo！
_____ ________！
______ ！ ______！
Who’s _______？
Gogo！Gogo！
_____ ________！
Snoring
Snoring
Stop
听录音复述Chant
snoring
snoring
Snoring
Snoring
snoring
snoring
Stop
Let’s read, listen and circle.
listening
smiling
stopping
spilling
ice cream
ice skating
snoring
nose
swim
swinging
doing
stopping
Read and match
skirt
skateboard
ice skating
smiling
stopping
small
snowman
snoring
spilling
swimming
swinging
star
snail
spell
Summary
Remember the old saying:
Stop at the red light, walk when it turns green.
红灯停，绿灯行。
Homework
Read the words twice on page 40.
2. Read the chant three times on page 40.登陆21世纪教育 助您教考全无忧
第二课时教学建议（执教者：梁韶坚）
本节课的最大的优点是教学设计层次分明、紧扣主题，练习设计以递进形式上升，每一次的笔头练习都有口头练习作为铺垫，是一个非常好的课例。我们也发现了这节存在的一些不足之处：
1、 学生的整体朗诵水平有待进一步的提高，个别学生还是不太敢于开口，教师要加大力度进行引导。
2、 学生写完作文之后，教师没有做好后阶段的评议工作，没给学生提供一个或是小组互评、集体分享、教师评等的评价方式。
3、 教师在进行难点提问时，都叫了一些成绩相对较好的学生，而忽略一些中下生。
4、 如果老师在让学生写作的时候，从一开始就叫一生上台书写，相信也会节省到时间进行评议了。
5、 本节课最缺乏的是集体评价的评台，每一个评价都是由教师的口头评价完成，缺少生生互评、师生互评集体互评等评价方式。
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第三课时教学建议（执教者：何湛峰）
本节课的最大的优点是教学设计层次分明、紧扣主题，练习设计以递进形式上升，每一次的笔头练习都有口头练习作为铺垫，是一个非常好的课例。我们也发现了这节存在的一些不足之处：
1、 学生的整体朗诵水平有待进一步的提高，个别学生还是不太敢于开口，教师要加大力度进行引导。
2、 学生写完作文之后，教师没有做好后阶段的评议工作，没给学生提供一个或是小组互评、集体分享、教师评等的评价方式。
3、 教师在进行难点提问时，都叫了一些成绩相对较好的学生，而忽略一些中下生。
4、 如果老师在让学生写作的时候，从一开始就叫一生上台书写，相信也会节省到时间进行评议了。
5、 本节课最缺乏的是集体评价的评台，每一个评价都是由教师的口头评价完成，缺少生生互评、师生互评集体互评等评价方式。
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