第4學期教案反思

1、Lesson 29 Dress for the weather 一 教學目標：1.知識目標1) 能聽懂會說單詞： boots, hat, scarf, sweater能聽懂會說句型：I put on myWhat clothes will you wear?2) 技能目標：能在實際情景中靈活運用所學句型，并結合已學知識進行簡單交流3） 情感態(tài)度目標：激發(fā)學生的學習興趣，樹立學習的成就感和自信心，培養(yǎng)學生的合作意識。2.教學重點：能聽懂會說單詞： boots, hat, scarf, sweater能聽懂會說句型： I put on myWhat clothes will you wear?3.

2、教學難點:知識拓展：1) What clothes will you wear? I will wear _ .2) 在實際情景中，初步運用本課的功能句型進行交際4. 教學準備：多媒體課件，新授四個單詞的圖片及實物Step 1: Warming UpT: Good morning , everyone !S: Good morning , Miss Zhang !T: How are you today ?S: I am fine , thanks, and you ?T: I am fine , too.T: Nice to meet you !S: Nice to meet you !（師

3、生進行簡單的日常問候，讓學生的思維快速進入英語課堂）Step 2:Free TalkT: Hows the weather today?S1: Its hot.T: Do you feel cool?(出示一把小扇子給學生扇一扇) Do you like this?S1:Yes.T: Here you are. Are you happy?S1:Yes. I am happy.T: How do you feel?S2: I feel happy.T: How do you feel?（面向全體學生）S: I feel happy.T: If you are happy, lets sing

4、a song.Step 3: Let s sing a song T: If you are happy and you know, follow me ，(帶領學生坐正坐好) If you are happy and you know, follow me， If you are happy and you know, and you really want to show, lets learnStep 4: New classT: Its hot today. I wear a dress. What do you wear?S1:I wear a shirt.S1: What do y

5、ou wear?S2: I wear a shirt.T: Its hot today. We can wear a dress, a shirt, a skirt. But how do you feel?(出示一張冬季雪景圖片)S: I feel cold.(出示第二張圖片，一個小男孩和雪人的圖片，小男孩穿著靴子，雪人帶著圍巾，帽子和手套，此男孩為同事楊老師的兒子)T: Oh, there is a handsome boy. Do you know the boy? S:I dont know. Your son ?T: No, its not my son, its Miss Yang

6、s son. Hello, Miss Yang. How do you feel?Miss Yang :I feel hot.T: But your son feels cold. So he wears boots.1. bootsT: boots(指著圖片領讀)S: boots（找一小組同學指著卡片操練單詞，讓學生把生詞與實物進行快速聯(lián)系記憶）T: Let spell together(教師板書，學生書空)b-o-o-t-s, boots(趣味操練，教師伸出三個手指，學生就讀三遍,以此類推，兩遍，一遍)T: a pair of boots(教師出示兩張單只的靴子卡片，由兩個同學共同操練a

7、pair of boots)T: I wear a pair of boos.(一組同學單個人用兩張單只的靴子卡片進行操練)2. hatT: The boy is wearing boots. What is the snowman wearing?(指著雪人的帽子) He is wearing a hat.T: hat(指著圖片領讀)S: hatT: t ,t, t（指導發(fā)音，摸摸你的小嗓子，聲帶是不震動的）Let spell together(教師板書，學生書空) h-a -t, hat(趣味操練，大小聲，讓學生活動起來，防止學習疲憊)T: a hat. I will wear a hat

8、(加重will的讀音，讓學生去感知這個詞，小組操練)T: I will wear a hat. What clothes will you wear?S1: I will wear a hat. What clothes will you wear?(撞小球式練習)3. scarf(對比雪人圖片)T: The snowman is wearing a hat, a pair of gloves, and whats this? Its a scarf.(教師出示實物進行示范領讀)T: Let spell together(教師板書，學生書空)s-c-a-r-f(趣味操練，教師與學生互動，教師身

9、體向前，學生身體向后，向左向右，向上向下，不同的操練方式，始終使學生保持濃厚的學習興趣)T: I put on my scarf(教師帶上動作示范，學生單個操練)(最后一個學生操練完畢，教師隨機提問，What color is my scarf?S: White.T: White is my favorite color. Whats your favorite color?S: White is my favorite color.T: Let me help you.(幫助學生帶上圍巾) Oh, a beautiful girl. May I take a picture? Smile,

10、three ,two,I forget one thing , you need a sweater.4. sweater(教師出示實物，在學生身上比一比，領讀sweater)T: Let spell together(教師板書，學生書空) s-w-e-a-t-e-r(教師示范板書時，第一遍用白粉筆寫，讓學生上來描一描，第二遍在新的四線三格里寫，教師并提出注意事項,并對學生的板書做出適當評價，如畫個小笑臉鼓勵。)T: Its cold. I put on my boots, hat, scarf, sweater(帶上動作，集體和單個操練相結合)Step 5: Lets play a game

11、（Happy face, sad face）教師出示四張?zhí)鞖饪ㄆ?，cold, hot, warm, cool,由一個同學抽卡片，一個同學猜在相應的天氣所穿的衣服，其他同學一起問，What clothes will you wear?,然后用好happy face, sad face做出相應的判斷）Step 6: Listen to the tapeFirst listen to the tape, then read after the tape, at last read by yourself.(聽錄音，第一遍只是聽，第二遍跟讀，第三遍自己讀)（教師從四大組分別找一個同學讀課文，并分發(fā)一個

12、天氣卡片作為獎勵，為下一環(huán)節(jié)做準備）Step 6: Do the exercisesweathernameWhat clothes will you wear?I will wearIts hot.（warm，cool，cold）（四人一小組完成表格，并由一名同學進行介紹）Step 7: Let s sing a song（改編歌曲）This is the way we wear shorts,on a hot day.This is the way we wear coat,on a cool day.This is the way we wear boots,on a cold day.T

13、his is the way we wear pants,on a hot day.Step 8:Homework1.熟練認讀四個單詞boots, hat, scarf, sweater2.熟練認讀句子：I put on my _.3.能在實際生活情境中運用句型What clothes will you wear? I will wear _ .4.根據(jù)不同的季節(jié)分類整理自己的衣櫥。Lesson 25:Beijing Is Great!教學設計一、教材分析：本課是冀教版小學英語教材第八冊Lesson 25:Beijing Is Great!。本單元將要講述Li Ming、Jenny和Danny

14、到北京旅行的故事。在本課中，Li Ming 計劃去北京旅行并邀請Jenny和Danny一起去,要求學生能就旅行進行對話和用英語介紹北京。二、教學內容：冀教版小學英語第八冊第四單元第25課。三、教學目標： 知識目標1能夠聽、說、讀、寫下列單詞: trip ,hotel，love.2掌握下列句子:a.I love to go on trips.b. I want to go to _.c. I want_ and _to come.能力目標:1、能運用所學句型根據(jù)旅行說幾句話。2、能簡單描述北京。情感目標：使學生體會北京的偉大，增強對北京對祖國的熱愛之情。四、教學重難點：教學重點：能夠聽、說、讀、

15、寫下列單詞: trip , hotel，love.教學難點：句型I want to go to _. I want_ and _to come.的掌握。能夠就旅行展開話題，運用英語介紹北京。五、教具、學具：1.PPT。2.天安門，故宮，旅館,飯店等小圖片。六、學情特征： 四年級學生對英語學習有濃厚興趣，且英語口語表達能力較強，課堂中能靈活運用語言材料，能在虛擬的情景中進行真實的交流，語言流暢，有一定的創(chuàng)造力和感染力。本課的內容不是很多，從話題本身分析，學生比較感興趣，我們要善于抓住學生對去旅游的興趣和熱情，在情境中逐層的、有梯度的呈現(xiàn)新語言知識，進行有效的操練，使學生活學活用。在課堂中，要求我

16、們深入、巧妙的引導，從而使學生在交流中體驗成功。孩子們對北京有一定的了解，對北京也有興趣。七、教學過程: Step 1:Warming up.Sing a song:The trip song.Say hello to the students.T: Hello, boys and girls!S: Hello, Miss Zhang.T:How are you today?S:Im fine ,thanks.And you?T:Im very well,thank you.Hows the weather today?S:Its hot and sunny.Step2:Revision.T:

17、 Look,this is a map of the world.The blue country The green countryThe yellow country is. .The purple countryThe red countryT: This is China.And this is Chinas flag.It has yellow stars. What is the capital city of China?S:Beijing is the capital city of China.T:Beijing has some famous places. What th

18、is is?S:Tiananmen Square.T:This is Tiananmen Square in Beijing.T:Tiananmen Square is very famous. And this is the Palace Museum.This is the Palace Museum in Beijing.Is it new?No,its old,but its beautiful.The Palace Museum is very old and beautiful.(北海公園、長城)Step3:New Lesson.T:Beijing is a big city.It

19、 has big shops,restaurants and hotels.Beijing is great!Today,Well learn“Lesson25:Beijing is great!”T: I want to go to Beijing.Lets go on a trip to Beijing! (教授trip)T:I love trips.Trips are fun!Spell love and write it .I love to go on trips. Ss say the sentence 1by 1.T：If I go on a trip,I want Wang H

20、an to come, Who do you want to come?T:Now I want Wang Han and Chen Lu to come,too.Who do you want to come?T：There are many things in Beijing,some beautiful clothes,such as:T-shirts,jeans,shoes.Where can I buy these things?S:Shop.T:A shop,two shops.it has big shops. We buy things in the shop.T:Im hun

21、gry,I want to eat.Where do I go?S:Restaurant.T:A restaurant,two restaurants.it has restaurants.T: where do we sleep?In a restaurant?In a shop?S:No,in a hotel.T:(教授Hotel)It has hotels. It has big shops,restaurants and hotels.(生操練)Step4:Listen to the tape.Step5:Pair Work.Lets work in pairs.Now Im A,yo

22、u are B.Practise in pairs.Step6:My Trip.Take out your paper and write your trip.Step7:Homework.1.Do the exercise on page57-58.2.Make a travel plan.Step8:Class closing.T:Beijing is great and beautiful!New Beijing,great olympics.I think Beijing will be better.Now class,what do you want to say?S:Beijin

23、g is great!I love Beijing! China is great!I love China!Welcome to Beijing!Welcome to China!T:Goodbye,class!板書設計： Lesson25:Beijing Is Great！ I love to go on trips! This is a hotel.Beijing Is Great 教學反思 一、教材理解： 本課以Beijing為主題，將教材的內容融入真實生活中，創(chuàng)設出在真實的語境鞏固和練習句型“Ilove to go on trips.I want Jenny and Danny to

24、 come,too.”引領學生從生活走進文本，融教學與真實的生活中，給學生提供更廣闊的語言感知和語言實踐的空間。二、目標設定：四年級學生已經(jīng)養(yǎng)成了一定的學習習慣，課堂的積極性較高，能夠積極主動參加課堂活動，小組互動意識強，對新知識的接受能力較快。本課內容貼近學生生活，能夠在教學中聯(lián)系生活實際學習單詞，練習句型，激發(fā)興趣，培養(yǎng)語感。本課目標是讓學生能夠聽說讀寫單詞trip,love, hotel，熟練、自如的運用句型“Ilove to go on trips.I want Jenny and Danny to come,too.”三、設計理念： 在設計本課時，根據(jù)本年級學生的年齡特點，力求創(chuàng)設出

25、比較真實的語言情境，引導學生在其中感受語言，學習語言，運用語言。根據(jù)真實的情境，真實的操練和練習，培養(yǎng)學生的語言組織和運用能力。提高學生的口語能力。四、教學目標：1.知識目標：能夠聽說讀寫trip,love,hotel.能夠熟練運用句型Ilove to go on trips.I want Jenny and Danny to come,too.2.能力目標：通過學生在體驗，參與，實踐語言學習的基礎上，能運用所學句型根據(jù)旅行說幾句話并能簡單描述北京。3.情感目標：使學生體會北京的偉大，增強對北京對祖國的熱愛之情。五、教學重點、難點：單詞：trip,love,hotel.句型Ilove to g

26、o on trips.I want Jenny and Danny to come,too.的熟練運用。六、目標達成： 通過本課的教學，學生基本上能夠聽說讀寫單詞trip,love,hotel能夠運用句型Ilove to go on trips.I want Jenny and Danny to come,too.進行語言操練、小組對話，可以說，基本上完成了既定目標。七、預設與生成： 本課中我預設學生能夠在情境中積極參與，主動大膽表演，積極配合教師完成課堂生成的部分，比如通過相似單詞推測新單詞讀音的教學。八、成功、遺憾： 本課的成功之處是教師能夠創(chuàng)設比較輕松活潑的課堂氛圍，讓學生積極參與樂于參

27、與。遺憾是前松后緊，時間安排不太合理，導致My Trip環(huán)節(jié)展示不夠充分；學生對人名及地名的書寫格式不夠規(guī)范，這與平時練習的較少有關系。以后一定多加強這方面的練習，讓學生能夠在練習中培養(yǎng)能力，從而積極表達。The dog and the Bone教學內容:冀教版一年級起始六年級第12冊：Lesson 12 The dog and the bone教學目標：1. 知識目標：掌握lake, carry兩個新單詞以及動詞的過去式。2. 能力目標：能理解故事的大意并能用英語描述狗和骨頭的故事。3. 情感目標：能明白故事所蘊含的道理，并在實際的生活中加以運用。教學重點：對故事的理解。教學難點：對故事的描

28、述。課前準備：PPt課件教學過程：Step 1: Class opening and review.1. Greeting. T: Hello! Boys ang girls. How are you today? Hows the weather today? Whats the season now?Ss: Its spring.2. Review.T: Spring is coming. The weather is get warmer and warmer. Look,some flowers blown. Who want to pich them?(學生把粘貼的花朵取下來)Wha

29、ts on it?( words)Read it together .Make up some sentences use some “where” words.（設計意圖：通過輕松快樂的對話引出游戲操練11課的內容，為故事的理解做好鋪墊）Step 2: Learn a new story.T: Look, do you know “where is it ?”( Show ppt 1) Ss: A park. T: In this park, there is a dog found a bone ,he wanted to eat the bone by himself. But, Wha

30、t happened ? Lets learn a story: The dog and the bone.(1) .Listen to the story. ( Show ppt 2) (2). Order the pictures about the story.(Show ppt 3) Look, I have some pictures about the story. But, who can help me? Which is the first? ( Ask the students to order them.)(3).Read the story by themselves.

31、 Would you like to describe the pictures?This time,you read it by yourself. Please underline the answers, circle the past form and basic form.(4) Play a game: Who is quickly?( Show ppt 4) Check the post form and basic form.(5)Ask some students to describe the pictures.(Show ppt 513) T:Can you make u

32、p a sentence use one woud in this picturs? S1: A dog fing a bone. T: Yes. A dog find a bone. ( Show ppt 5) A dog found a bone in a city park. (Read it together.) (Write “ the dog, found” on the blackboard)T: He wanted to carry the bone to the forest. ( Show ppt 6)Carry, carry, carry. (Write “ carry”

33、 and “forset” on the blackboard)Look, I have two books.Which is bigger?(出示一大一小兩本書) Ss: This one is bigger than that one.T:XX,come here, please. The big, heavy book is for you. Can you carry it to your desk?S1: Okay. I can carry it to my desk.T: What is xx doing?Ss: XX is carrying the big,heavy book

34、to his desk.T: ( show ppt 7) Look, the city park is far from the forest. How did he get there? Ss: He walked towards the forest. He carried the bone down the road.He carried it around a mountain.T：( Show ppt 8)He carried the bone walked and walked. But he stopped at a lake. (Write “ stopped” and “l(fā)a

35、ke” on the blackboard) (Teach the new words “l(fā)ake”) Lake, lake(Read it noe by one.)Show some words about the same pronunciation. (Show ppt 9)T: The dog stopped at a lake. What did he do next? ( Show ppt 10)S1:He looked at the dog in the water. S2: The dog in the water looked at him.T:Yes. So,he bark

36、ed at the dog in the water. (Write “ barked” on the blackboard)Bark,bark,bark. ( Show ppt 11)( show ppt 12)Try to read these words.T: He barked at the dog in the water. What happened?S1:The bone fell in the lake.T: Yes. So, he lost his bone.(Write “ lost” on the blackboard)T:How did he feel?Ss: He f

37、elt sad. (Write “sad” on the blackboard)（設計意圖：本環(huán)節(jié)通過幻燈片出示圖片，再讓學生從課文中找出描述圖片的句子，鍛煉學生對知識的梳理程度，為描述故事打下基礎。）Step 3: Check for understanding. (1). Listen to the story again. T: Can you understand this story?Ss: Yes.T: Look, some questions for you. Read it together. ( Show ppt 14)Can you try to find the answ

38、ers? Listen carefully. (2) .Read the story by themselves.(3) .Talk about these questions with your parterners.(4) .Check the answers.（設計意圖：通過反復聽故事，回答問題檢查學生對故事的理解程度，尊重學生的認知水平。）Step 4: Retell the story. (1) . The teacher retell the story with the blackboard design. (2) . Listen to the story synopsis.

39、( Show ppt 15) (3) .Read it together. (4) .Try to retell it together. (5) .Practice in paris.(6).Ask 23 students to retell it. (7) .Retell it with a flash.（設計意圖：通過層層操練逐步加大對故事的描述難度，照顧到各個層次的學生，讓每個孩子都有所收獲。）Step 5: Do some exercises on their activiry book. Check the answers. ( Show ppt 16)Step 6: Homewo

40、rk.( Show ppt 17)（設計意圖：分層作業(yè)的設計讓不同層次的學生的學習得到不同程度的提高。）Step 7: Class closing. 附板書： Lesson 12 The Dog and the Bone carry lakethe dog the forest stopped barked lost sad Be happy with the bone you have!教學反思： 本課是冀教版第12冊第12課The dog and the bone一課。由于學生在學這一課之前已經(jīng)在11課學習了關于方位的介詞，所以在設計這一課時我首先考慮了學生對這一部分知識的運用，先設計游戲

41、帶學生復習介詞，同時為理解故事中的介詞做好準備，在這一環(huán)節(jié)，學生們參與的積極性很高，達到了操練的目的。在教學故事時我采取由易到難的方法，先通過錄音讓學生掌握故事的大概意思，再逐步教學新的知識點，待學生對故事有了一定的印象后再通過問題檢查理解程度，教師在此基礎上引導學生看板書復述，全班一起復述，單個學生復述，當學生能獨立復述時，再提升復述難度，讓有能力的孩子看動畫復述，這就照顧到了各個層次學生的不同水平，讓每個孩子都有收獲。整節(jié)課學生對于各個操練的環(huán)節(jié)參與的積極性比較高，大多數(shù)學生練得比較扎實，尤其是復述環(huán)節(jié)，個別孩子發(fā)揮的相當出色。但是由于整節(jié)課內容比較充實，也有的孩子還需課本輔助復述，如果在

42、平時的教學中，時間能夠允許，可以嘗試把本課內容和11課內容稍加整合。Lesson 6 In the Living Room 教學設計 一、教材分析本單元重點講述Li Ming來到加拿大后在Jenny家發(fā)生的事情。本課教學內容是要讓學生了解Jenny家客廳的物品擺放及Jenny家人在客廳中的活動。通過本課學習，要讓學生用自己的語言來談論客廳里的物品，并要求學生運用現(xiàn)在進行時這一時態(tài)來描述人們在living room中的活動。二、教學目標1.知識與技能目標（1）聽、說、讀、寫客廳里的物品TV,chair,couch，以及描述或介紹各個房間及房間里的物品的名稱、顏色、位置等。（2）能夠牢固掌握現(xiàn)在進

43、行時，并將之靈活運用到課文圖片的談論及實際生活中，就家人在家里的活動用現(xiàn)在進行時進行簡單、準確的描述。2.情感及文化目標（1）激發(fā)學生聽英語、說英語、用英語和他人進行交流的興趣，敢于用英語進行表達，并能主動利用語言環(huán)境鼓勵學生根據(jù)所學知識談論自己家客廳的物品及家人，使之能在小組活動中積極參與他人合作，互相幫助，增強學生的團結合作意識。（3）通過學習客廳物品及對家人的描述，教育學生珍惜親情，熱愛家庭，增強學生對家的熱愛及對父母的尊重。三、教學重點、難點1.教學重點（1）掌握客廳里的物品單詞。如：TV, chair, couch（2）掌握動詞短語。如：watch TV, read the news

44、paper, play cards, write a letter,sit in the chair, sit on the couch 。（3）現(xiàn)在進行時的理解、掌握和運用。2. 教學難點（1）變現(xiàn)在分詞的不同方法。如：playing, reading, watching, writing, sitting（2）掌握現(xiàn)在進行時以及能夠熟練運用。四、教學過程（一）Step 1: Warming upA. RevisionT: Where do you live? I live in an apartment. Heres my apartment. How many rooms? Guess

45、what room is it.S1, S2, S3, S4: This is a bedroom/ living room/ kitchen/ bathroom. 通過課件出示房間并說出房間物品的活動來復習本單元的重點詞匯，激發(fā)了學生學習英語的興趣，使學生盡快進入了學習狀態(tài)。（二）Step 2: New Teaching.T: What can you see in the bedroom/kitchen/bathroom?Ss: I can see_ in the bedroom/kitchen/bathroom.T: I want to watch TV. (指黑板)Is this a

46、TV?Ss: No, this isnt a TV. This is a blackboard.T: (指椅子)Is this a TV？Ss: No, this isnt a TV. This is a chair.T: Where is the TV？S1: Heres the TV.T: （出示 Jenny家客廳的圖片課件）What can you find in the living room?S1: This is a _.S2: These are _.S3: I see _.S4: I like _.T: What can you do in the living room?(選

47、擇和本課有關的短語板書) 設計意圖：詢問學生客廳里有什么，順便引出了本課的重點生詞chair, TV和couch，起到了一箭雙雕的雙重作用。通過對Jenny家客廳的反復談論，既突出了趣味性，又給學生提供了獲取成功和自信的機會，使這些詞匯深深印在了學生的腦海里，為下一步的學習提供了良好的心理準備。What can you do in the living room？這是個拓展性很強的問題，這會使學生的語言自然流露，使語言與實際生活緊密聯(lián)系。（三）Step 3: Game教師讓一個學生看動詞短語，然后做動作，其他同學回答What is he/she doing? What are you/they

48、 doing? 和What am I doing?。教師把黑板上的短語變成現(xiàn)在進行時的句子。T: (出示Jenny家客廳的圖片) Ask and answer about the picture.設計意圖：為了突破本課的教學重點現(xiàn)在進行時，教師特別設計了游戲活動look and do the action。一方面調動了學生們的學習熱情，激發(fā)學生的創(chuàng)造性思維，另一方面通過用Whats he/she doing? What are they/you doing? What am I doing? 等不同人稱的提問，講解了各種人稱句式，進行了層次化的語言訓練。（四） Step 4: Consolid

49、ationT: Listen to the tape and answer the question “ Is everyone in the living room quiet?”(學生有目的的去聽課文。)OK, answer the question.(讓學生回答問題。)T: Take out your listening paper, listen and fill the blanks.(主要是針對現(xiàn)在進行分詞的練習)Listen, repeat and check your answers. 設計意圖：引入課文教學，每一遍聽磁帶朗讀都讓學生帶著不同任務有目的的去聽。同時進行了寫的訓練

50、，培養(yǎng)學生在聽錄音時善于抓住關鍵詞的習慣。（五） Step 5: ActivitiesT: Show four pictures and talk about themwith your partner.（六） Step 6: HomeworkT: Talk about your living room with your friends and your family. 設計意圖：語言的形成和發(fā)展，僅憑課本教學是不夠的。結合本課教學內容，讓學生在小組中討論四幅圖片，既是對本課知識的外延，又幫助學生在實際生活中運用語言，培養(yǎng)學生的語言綜合運用能力。真正遵循“為用而學，在用中學，學了就用”的教學

51、原則。Lesson5 Making Supper 教學設計教學目的：1、 知識與技能：本課要求學生能正確聽、說、讀、數(shù)字寫單詞dishes，clean，dirty，wash，dry。2、情感態(tài)度價值觀：通過多樣性的活動，激發(fā)學生學習英語的興趣，調動積極性，使學生在英語課堂中不斷體驗成功，感受樂趣，樹立自信心，促進學生綜合語言運用能力的發(fā)展。 教學重點、難點：本課重點單詞。教具準備：tapes，cards 板書設計： Lesson5 Making Supperdishes，clean，dirty，wash，dry教學過程： Step 1 : Class opening and Review 1)

52、 Greeting 2) ReviewSing “ In the bathroom ”Using the cards to review rooms and objects that go in them . kitchen : stove sink refrigerator bedroom : bed dresser closet bathroom : shower bathtub toilet living-room : TV picture Step 2 Presentation and practice 一、Teach the new words : dishes dirty clea

53、n wash dry 1、Demonstrate the new vocabulary with a basin of water , some dishes detergent , some real dishes ( dirty ) and a towel . Wash and dry the dishes (ask for a volunteer to help you .) as you say phrases . Such as : T : These are dishes . Dishes . (Read it a few times .) These dishes are dir

54、ty . (Read “ dirty ”) Lets wash the dishes in the sink . ( Read “ wash ”) Now Im washing the dishes .(to a volunteer) Please help me wash the dishes .Now the dishes are clean . Look ! Theyre clean . T : Now Im drying the dishes .(to a volunteer ) Please help me dry the dishes .二、Teach the vegetables Do you know some vegetables ? Can you say it in English ?1、The students say then .I write them on the blackboard .2、Practice :1)Ask the students come to front to read .2)Play “ point ”三、Teach the text 教學側記1、Listen to the tape and