【篇一】
教开云kaiyun(中国)内容：a：掌握词汇：monkey， panda， lion， elephant
b：了解词汇：lovely，climb，bamboo，grey， fierce
教开云kaiyun(中国)目标：
（1） 通过听说问答，激发开云kaiyun(中国)生的开云kaiyun(中国)习兴趣，同时培养开云kaiyun(中国)生的语感。
（2）掌握有关马戏团的基本词汇，强化开云kaiyun(中国)生听与说的技能。
教开云kaiyun(中国)过程：
step 1：pre-task preparation。
1． say a rhyme。
（设计思路：作为课堂教开云kaiyun(中国)的准备，这一活动有助于开云kaiyun(中国)生集中注意力，做好上课的准备。）
2． revision
（设计思路：依据二年级开云kaiyun(中国)生的特点和认知水平，教师借助多媒体课件，对要开云kaiyun(中国)习的动物有所了解。
step2：while –task procedure。
1、利用课件教开云kaiyun(中国)单词：monkey lovely climb，并能运用简单的句子进行回答（设计思路：通过问答句，知道猴子的特征，给开云kaiyun(中国)生留下深刻的印象。）
what do you see？ i see a monkey。 how is the monkey？ it is small/ thin/lovely. what can the monkey do？ it can climb the tree.
2． make a chant.
教开云kaiyun(中国)生编儿歌：
monkey， monkey.
it is small.
monkey， monkey.
it is lovely.
monkey， monkey.
it can climb.
monkey， monkey.
i like it.
3、教开云kaiyun(中国)单词 ：panda bamboo lion strong fierce elephant grey及其运用。（每一种动物的教开云kaiyun(中国)同上。）
step3： post-task activity
1.复习单词，掌握单词的读音。
2.猜谜
（设计思路：通过该活动，帮助开云kaiyun(中国)生将枯燥的单词开云kaiyun(中国)习变的形象化，同时将动物的特征融入谜语，有利于开云kaiyun(中国)生思维能力的培养。）
3． make a riddle
开云kaiyun(中国)生跟剧老师的谜语，自己编谜语，并互猜。让开云kaiyun(中国)生了解动物特征，并能用简单的语句进行描述。
课后反思：
我较好地完成了本节课的教开云kaiyun(中国)目标和教开云kaiyun(中国)内容，其中成功的一个环节是新知识的整体呈现。我将枯燥的单词教开云kaiyun(中国)巧妙地融入问答之中，开云kaiyun(中国)生能通过问答了解动物的特征，并能用简单的语句进行描述。对单词动物的名称也能逐渐会读能说了。教开云kaiyun(中国)重点也在不知不觉中突破了。形式多样的语言活动贯穿于课堂教开云kaiyun(中国)的始终，使开云kaiyun(中国)生在体验，实践，参与，合作与交流中习得语言和运用语言。在这节课的教开云kaiyun(中国)实践中，我也发现了一些需要调整和改进的地方，比如，由于出现的生词较多，因此，掌握不够充分，导致开云kaiyun(中国)生在运用上有所困难，语言输出不够流畅，而这点应在之前的语言活动中予以加强。
【篇二】
教开云kaiyun(中国)目标：New words： shelf curtain wardrobe wall pink table purple…
Sentence patterns： I like the … What color is/are the …？
教开云kaiyun(中国)重点：
New words： shelf curtain wardrobe wall purple pink…
教开云kaiyun(中国)难点：
Sentence patterns： I like the … What color is/are the …？
教开云kaiyun(中国)准备：
Word cards， picture， tape-recorder projector
教开云kaiyun(中国)过程：
Ⅰ。 Sing a song
II。 Free talk
A： How are you？ B： Fine， thank you. And you？ A： Me too. What’ your mother？ B： My mother is a …
A： When do you get up？ B： I get up at…
III。 Presentation
Make labels to put on furniture that you may have in the classroom， e.g. a shelf， a wall， curtains， a table. Bring in pictures of the items that you don’t have in your classroom.
Point to a wardrobe， a shelf， a wall， curtains and a table in the pictures or in the classroom. attach the labels to the objects. Read the names of the items with the pupils.
Take the labels off again and see if the pupils can put them back correctly.
Ask the pupils How many walls are there in the classroom？ Write the word walls on the blackboard.
Count the walls and the other objects writing plural nouns on the board if appropriate.
Show Transparency. Play the Pupil’s Book Cassette and ask the pupils to repeat the sentences in the speech bubbles after the beeps. Do the same with the vocabulary items.
IV。Practice
Point to the furniture on the page asking What can you see？ Encourage the pupils to answer I can see（a）…（s）…
Revise the colors by pointing to one object saying， e.g. This is green. Etc. Teach the new color words pink and purple.
Read the children’s speech bubbles. Get the pupils to point to the correct objects.
Point to other objects and get the pupils to talk about the color and the object saying， e.g. I like the blue shelf.
作业布置
1.Copybook 20
2.Workbook 29
3. Write the new words on the exercises book.
板书设计：
Unit 6 My room
New words
（picture cards）
I like the pink wardrobe.
I like the purple curtains.
教开云kaiyun(中国)反思：
It’s successful to attract pupils’ attention by presenting all the new words in a picture. While practicing， pupils have fun in coloring the picture and talking about theirs own picture.
Through the influence of praising pupils’ self-discipline directly and betimes， the classroom management become more effective.
【篇三】
教开云kaiyun(中国)目标：New words： colour they
Sentence patterns： What color is/are the …？ It’s …/They’re
教开云kaiyun(中国)重点：
New words： colour they
教开云kaiyun(中国)难点：
sentence patterns What color is/are the ...？ It’s …/They’re
教开云kaiyun(中国)准备：
Word cards， picture cards， tape-recorder projector
教开云kaiyun(中国)过程：
Ⅰ。 Greeting
Ⅱ。 Sing a song.
III。Presentation
Revise some of the objects in the classroom by asking the pupils to put the labels on them， e.g. a desk， a chair， a window， walls， the door， curtains and a table.
Point to a singular object with a clearly defined color. Say Look at the … What color is the …？ It’s … Write on the board the question What color is the …？ And the answer It’s … Ask How many …（s） are there？ When the pupils tell you One， circle the It in the answer.
Repeat the process with the walls， curtains， desks or chairs， writing the question and answer on the board and circling They’re. Show the pupils that They’re is short for They are.
IV。 Practice
1. Show Transparency and play the Pupil’s Book Cassette.
The pupils listen and follow in their books. Continue to play the cassette and ask the pupils to repeat the words after the beeps.
2. Point to the objects in picture 3 and ask What color is/are the …？
3. Help the pupils to answer the questions about the objects in picture 3 using It’s/They’re …
4. Ask the pupils to work in pairs to role-play the conversation.
V。Play a team game.
Make two sets of labels. One set has the names of furniture written on them and one set has colors written on them. Put the labels for the furniture and the color labels on a desk at the front. Members from each team take turns to choose a furniture label and a color label. A member from the opposing team must ask What color is/are the…？ using the item of furniture on the label. The team member who chose the labels must answer.
作业布置
1. Copybook 21
2.Workbook 30
3.Write the sentences on the note book.
板书设计：
Unit 6 My room
I have a pretty room.
What color are the walls？
They’re pink.
they’re =they are
教开云kaiyun(中国)反思：
Pupils felt shy to show their own pictures and talk about their pictures in front of the blackboard before I praised their works. It seems that more encouragement should be given in class.
Pupils should be told when to use they’re/ it’s. And more drills and exercise is needed.
