牛津英語(yǔ) 5A Unit 9說課稿.doc

5A Unit 9說課稿教學(xué)內(nèi)容：本課為小學(xué)牛津英語(yǔ)5A Unit 9（the second lesson）以培養(yǎng)聽說能力為重點(diǎn)的新授課。 主要的句型為 what shape is the ? Its a /an show us how to下面我就從教學(xué)目的、教法與學(xué)法、教學(xué)過程，等幾個(gè)方面進(jìn)行說課。教學(xué)目的： 分為三個(gè)不同程度的教學(xué)目標(biāo)1 認(rèn)知目標(biāo)使學(xué)生在日常對(duì)話中了解并靈活運(yùn)用此句型what shape is the Its a /an show us how to通過句型的深入使學(xué)生更為熟悉和靈活運(yùn)用語(yǔ)言，使之成為自己的語(yǔ)言。2 情感目標(biāo)通過各種教學(xué)手段，如競(jìng)爭(zhēng)、小組合作，交流激發(fā)他們學(xué)習(xí)英語(yǔ)的興趣和熱情，體驗(yàn)成功的快樂，注重培養(yǎng)積極向上、自信、善于交際的好習(xí)慣。3 能力目標(biāo)通過大量的語(yǔ)言實(shí)踐活動(dòng), 讓英語(yǔ)成為學(xué)生進(jìn)行交際的一種技能,并在交際中培養(yǎng)他們的自信心和口語(yǔ)表達(dá)能力。教學(xué)難點(diǎn)和重點(diǎn)：為突出what shape is the ? Its a /an.show us how to這個(gè)教學(xué)重點(diǎn)，突破此教學(xué)難點(diǎn)，全面落實(shí)本課時(shí)的教學(xué)目標(biāo)，教學(xué)過程要遵循循序漸進(jìn)的原則。努力啟發(fā)學(xué)生，變“教”為“導(dǎo)”。針對(duì)訓(xùn)練的重點(diǎn)句型，設(shè)計(jì)富有操練意義的兩人合作的pairwork和六人合作的小組活動(dòng)，多層次、多梯度的操練，引導(dǎo)學(xué)生善于開口、積極表達(dá)，加強(qiáng)學(xué)生對(duì)英語(yǔ)口語(yǔ)交際能力培養(yǎng)。說教法:結(jié)合本課的句型特點(diǎn)和重點(diǎn)，在本課的教學(xué)中，我主要選用“合作學(xué)習(xí)”和“獨(dú)立學(xué)習(xí)”的教學(xué)方式，采用創(chuàng)設(shè)情境法、和直觀教學(xué)的方法，運(yùn)用“任務(wù)型”教學(xué)途徑，引導(dǎo)學(xué)生學(xué)習(xí),使之成為學(xué)習(xí)的主人。重在為學(xué)生營(yíng)造一個(gè)民主、生動(dòng)、活潑的學(xué)習(xí)環(huán)境，使學(xué)生主動(dòng)參與到自主學(xué)習(xí)過程當(dāng)中，培養(yǎng)學(xué)生的創(chuàng)新意識(shí)和自學(xué)能力。說學(xué)法: 根據(jù)教材和學(xué)生的認(rèn)知水平，使學(xué)生在不斷的參與競(jìng)爭(zhēng)、團(tuán)結(jié)合作的互動(dòng)環(huán)節(jié)中滲透“學(xué)生是學(xué)習(xí)的主人”的意識(shí)，培養(yǎng)學(xué)生自主學(xué)習(xí)的能力和意識(shí)，使學(xué)生學(xué)到的是學(xué)習(xí)的方法而提高的是學(xué)習(xí)的能力。教學(xué)過程：1 課前教師把教室布置成上美術(shù)課的場(chǎng)所，在教室墻上貼上一些各種形狀的物品圖，如長(zhǎng)方形的橡皮擦圖，正方形的手帕圖，圓形的足球圖。2 課上教師扮演美術(shù)老師，說“today were going to have an Art lesson.I am not your English teacher.I am your Art teacher.My name is 指一下墻上的圖說We will learn how to draw the shapes.指著墻上的一個(gè)原形足球圖片，問一位學(xué)生Can you draw the football?在學(xué)生回答Yes,I can.后，用手勢(shì)要求學(xué)生Come to the blackboard and show us how to do it.引出句型Show us how to ，以最為快捷的方式讓學(xué)生學(xué)習(xí)，提高了學(xué)生的學(xué)習(xí)效率。3 待學(xué)生畫完后，讓他們辨認(rèn)其形狀并自問自答，問What shape is the ?It is a/an 進(jìn)行同桌問答。讓學(xué)生在同桌合作中，短時(shí)間內(nèi)學(xué)習(xí)更多容量的知識(shí)。而且，很好的激發(fā)了學(xué)生的合作能力。4 再讓學(xué)生在黑板上畫一些實(shí)物圖，教師用What shape is the ?Its a/an辨認(rèn)其形狀，引出a square,a rectangle等表示形狀的詞匯。要求在畫的活動(dòng)中學(xué)習(xí)moon,sun等生詞。并通過在兩人合作，更大密度的來操練句型，調(diào)動(dòng)了每個(gè)學(xué)生的學(xué)習(xí)積極性，使學(xué)生很自然的在這一情境中訓(xùn)練句式。這是本課的重點(diǎn)也是難點(diǎn)，通過多層次，多梯度，讓學(xué)生掌握的根好。5 本課在注重說的同時(shí)也重視聽，因此，聽力練習(xí)也是本課的重要環(huán)節(jié)。而且，此次聽力練習(xí)得提示非常的有意思，讓學(xué)生在cross的字謎游戲中找，很富有挑戰(zhàn)性，相信學(xué)生很樂意做，真正將動(dòng)手與動(dòng)口結(jié)合在一會(huì)。6出示本部分對(duì)話的教學(xué)圖片，進(jìn)行背景及人物簡(jiǎn)單介紹并播放錄音，整體呈現(xiàn)對(duì)話內(nèi)容。并讓學(xué)生聽完后進(jìn)行概括，不僅鍛煉聽力的能力也培養(yǎng)了學(xué)生語(yǔ)言的概括水平和口語(yǔ)表達(dá)能力。7。進(jìn)行多層次的對(duì)話朗讀練習(xí)，如個(gè)人朗讀，分角色朗讀，示范朗讀。再熟練朗讀的基礎(chǔ)上，讓學(xué)生試著表演，更加激勵(lì)學(xué)生學(xué)習(xí)的興趣，在營(yíng)造的良好的氛圍中培養(yǎng)學(xué)生語(yǔ)感。板書設(shè)計(jì)：Unit nineWhat shape is the ? SunIt is a/an . MoonA squareA rectangleShow us how to ? 5A Unit 9 說課稿 來自費(fèi)爾教育。 點(diǎn)這里回到頂部 5A Unit 9 Shapes說課稿(第17周)一、說教材我說課的內(nèi)容是小學(xué)牛津英語(yǔ)5AUnit9“Shapes”的第一課時(shí)。本節(jié)課的核心內(nèi)容是辨別六種形狀：rectangle triangle circle square diamond star. 主要學(xué)習(xí)句型What shape is the.?Itsa.物品形狀類單詞是第一次接觸，所以單詞讀音的學(xué)習(xí)上有一定困難。但本課所學(xué)習(xí)的形狀十分貼近學(xué)生的生活實(shí)際，有利于學(xué)生興趣的激發(fā)和積極性的調(diào)動(dòng)。二、說教學(xué)目標(biāo)、教學(xué)重點(diǎn)、教學(xué)難點(diǎn)及教學(xué)準(zhǔn)備（一）教學(xué)目標(biāo)英語(yǔ)課程目標(biāo)提出基礎(chǔ)階段英語(yǔ)課程的總體目標(biāo)是培養(yǎng)學(xué)生綜合語(yǔ)言運(yùn)用能力，結(jié)合這一總目標(biāo)和學(xué)生的實(shí)際情況，將本課的教學(xué)目標(biāo)設(shè)計(jì)如下：1知識(shí)目標(biāo)：1、正確聽、說、讀單詞rectangle, triangle, circle, square, diamond, star2、正確聽、說、讀寫單詞shape, star3、正確聽、說、讀寫句型What shape is the?Its a2能力目標(biāo)： 培養(yǎng)學(xué)生一定的動(dòng)手能力和想象創(chuàng)造能力，能用What shape is the?Itsa進(jìn)行口語(yǔ)交際。3情感目標(biāo)：學(xué)會(huì)相互協(xié)作交流完成任務(wù) (二)、教學(xué)重點(diǎn)：1、正確聽、說、讀單詞rectangle, triangle, circle, square,diamond2、正確聽、說、讀寫單詞square, star3、正確聽、說、讀寫句型What shape is the?Its a (三)、教學(xué)難點(diǎn)：1、能比較好地掌握六個(gè)關(guān)于圖形的單詞。2、能用句子What shape is the?Its a進(jìn)行交際，并能自如運(yùn)用。 (四)、課前準(zhǔn)備：1、教具準(zhǔn)備：課件，圖形卡片，剪刀，板書卡片，紙，錄音機(jī)等。2、板書準(zhǔn)備：黑板貼課題。三、說教法、學(xué)法針對(duì)小學(xué)生天真活潑、好唱好動(dòng)、模仿能力強(qiáng)、記憶力好等特點(diǎn)，基于本節(jié)課的教學(xué)任務(wù)特點(diǎn)，我主要采用了愉快游戲法、電化教學(xué)法、真實(shí)運(yùn)用任務(wù)法等進(jìn)行教學(xué)，引導(dǎo)學(xué)生積極思維，激發(fā)他們用英語(yǔ)表達(dá)的欲望，從而逐步掌握英語(yǔ)，學(xué)會(huì)用英語(yǔ)。1愉快游戲法采用游戲方法講授和鞏固知識(shí)，把知識(shí)寓于游戲中，就可以為課堂創(chuàng)造一種適合小學(xué)生身心健康的、輕松愉快的氣氛，有效地防止學(xué)生疲勞和產(chǎn)生厭煩情緒，充分調(diào)動(dòng)學(xué)生的積極性，提高教學(xué)效果。2電化教學(xué)法電化教學(xué)法具有形、聲、光、色等特點(diǎn)，能優(yōu)化教學(xué)過程。小學(xué)階段的兒童對(duì)具體、形象、鮮明的內(nèi)容比較感興趣，符合小學(xué)生的心理規(guī)律，有利于調(diào)動(dòng)學(xué)生學(xué)習(xí)英語(yǔ)的積極性。3任務(wù)教學(xué)法運(yùn)用任務(wù)就是需要學(xué)生通過學(xué)習(xí)來完成運(yùn)用英語(yǔ)的任務(wù)，給學(xué)生一項(xiàng)任務(wù)，學(xué)生需要學(xué)習(xí)如何完成這項(xiàng)任務(wù)以達(dá)到運(yùn)用語(yǔ)言的目的。四、說教學(xué)過程Step 1Greetings:T: Good morning/ afternoon, boys and girls.Ss: Good morning/afternoon, Miss QIN2. Make phases:I say play, you say.I say have , you sayS1: have an English lesson.I say sing ,you say(sing an English song)3. sing an English song: Twinkle Twinkle little starStep 2 Presentation.T: Christmas is coming. He has so many presents. Lets go and have alook.。2.Teach the words: circle, square , diamond , rectangle ,triangle , stara. T: Whats this? S: Its a cake.T: What shape is the cake?(引導(dǎo)學(xué)生回答)S: Its a circle.板書句型,跟讀circle.(呈現(xiàn)幻燈片)T: What shape is the?S: Its aT: Now, my children , look. There are some shapes in my hands. Do you have any shapes? Now, please take out your shapes.(學(xué)生拿出事先給他們準(zhǔn)備的圖形) Good. Oh, we all have manyshapes. Right? Teach shape, shapes, shape shape, I like shapes.b. 同法：a star, a rectangle, a squareC ( Fold the square paper in half and cut: triangle )T: How many triangles are there? Ss: There are two.Teach the word: triangleT: what shape is the ruler ? Ss: Its a triangle.T: what shapes are the rulers ? Ss: Theyre triangles.擴(kuò)充what shapes are the desks ? They are 9. Read the words and sentences together.Step3 Practicea. Christmas is coming. I have so many presents. I want togive someone。(看實(shí)物)Ask and answer in pairs: A: What shape is the.?B: Its ab.(看課件)Ask and answer.（設(shè)計(jì)意圖：在這個(gè)環(huán)節(jié)中，我充分運(yùn)用了游戲、活動(dòng)進(jìn)行了師生互動(dòng)、生生互動(dòng)，同桌練習(xí)，小組活動(dòng)等，激發(fā)了學(xué)生學(xué)習(xí)英語(yǔ)的興趣，提高學(xué)習(xí)的積極性。引導(dǎo)學(xué)生積極思維，激發(fā)他們用英語(yǔ)表達(dá)的欲望。激發(fā)學(xué)生的參與意識(shí)和團(tuán)結(jié)合作的意識(shí)。例如：在教本課形狀時(shí)，我以拼紙、剪紙游戲貫穿，使學(xué)生時(shí)刻感到好奇、新鮮，激發(fā)了學(xué)生的興趣，避免了單教形狀的枯燥無味。再例如：我運(yùn)用了chant的方式操練新單詞、新句型，避免反復(fù)讀的枯燥；中途為了讓學(xué)生放松，緩解長(zhǎng)時(shí)間學(xué)習(xí)的疲勞，我設(shè)計(jì)了與本課聯(lián)系緊密的歌曲Twinkle,Twinkle, little star，給了學(xué)生視覺和聽覺上的沖擊，放松了學(xué)生的心情，又鞏固了新知識(shí)。）3.a. (課件)引出句型What shapes are the?Theyre（提醒學(xué)生注意單復(fù)數(shù)）b.讓學(xué)生看看教室里有沒有各種形狀的物品,找到后用句型What shape is the?ItsaWhat shapes are the?TheyreStep4 ConsolidationThere is a Christmas tree. Do you like shapes? Letschoose.Fill in the blanks.按要求完成句子。（設(shè)計(jì)意圖：在作業(yè)環(huán)節(jié)中運(yùn)用任務(wù)教學(xué)法，將任務(wù)延伸到課外，發(fā)展了學(xué)生的交際能力，同時(shí)也培養(yǎng)了學(xué)生的合作精神。）Step5 Homework:1.抄寫P70單詞四遍。2.看圖寫話P71圖板書設(shè)計(jì)：Unit9 ShapesA: What shape is it?What shape is the B: Its a （設(shè)計(jì)意圖：板書出現(xiàn)的對(duì)話，突出了本節(jié)課的重點(diǎn)難點(diǎn)，亦有利于學(xué)生對(duì)照板書進(jìn)行對(duì)話。）（設(shè)計(jì)意圖：英語(yǔ)本身事一種實(shí)踐性很強(qiáng)的語(yǔ)言。課堂教學(xué)中應(yīng)竭力為學(xué)生提供真實(shí)或逼真得言語(yǔ)交際情景，讓學(xué)生發(fā)揮主動(dòng)性、創(chuàng)造性，學(xué)以致用，學(xué)生在活動(dòng)中通過思考、交流、合作等方式，學(xué)習(xí)和使用英語(yǔ)，完成學(xué)習(xí)任務(wù)。）5Aunit8教學(xué)反思（第16周）在Unit 8 A camping trip第一課時(shí)教學(xué)時(shí)，由于單詞和句型是有關(guān)野營(yíng)的，內(nèi)容學(xué)生非常感興趣，但如果教學(xué)方法呆板，也會(huì)化“神奇”為“平淡”。新課標(biāo)中明確指出：基礎(chǔ)教育階段的英語(yǔ)課程的任務(wù)是激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣,使學(xué)生樹立自信心,養(yǎng)成良好的學(xué)習(xí)習(xí)慣和形成有效的學(xué)習(xí)策略,發(fā)展自主學(xué)習(xí)的能力和合作精神。如何以激發(fā)學(xué)生的興趣為出發(fā)點(diǎn)，把這些單詞自然而又生動(dòng)地逐一引出是成功教學(xué)一關(guān)鍵。 在仔細(xì)分析這些單詞的特點(diǎn)和關(guān)系后，我采用了一些適合小學(xué)生認(rèn)知特點(diǎn)的教學(xué)形式。如問題導(dǎo)入式，由Free talk直接切入正題，層層推進(jìn)，激發(fā)學(xué)生的發(fā)散性思維，新舊知識(shí)結(jié)合，增加了語(yǔ)言的輸入量，又培養(yǎng)了學(xué)生的想象力；又如情景式教學(xué)，當(dāng)教完新句型What does he/she have? He/She has后，通過課件給學(xué)生提供各種圖片及游戲進(jìn)行交流，讓學(xué)生操練到位，他們也不覺得枯燥；再如親身體驗(yàn)式，通過chant 和song形式，讓孩子們感到了新奇與寬松，頓時(shí)興趣倍增，學(xué)習(xí)效果非常好，這一環(huán)節(jié)較好地發(fā)揮了學(xué)生學(xué)習(xí)的主動(dòng)性，杜絕那種呆板式的讀寫。讓學(xué)生在與同伴的交流中運(yùn)用語(yǔ)言，將語(yǔ)言的學(xué)習(xí)最終導(dǎo)向語(yǔ)言的使用。在學(xué)完句型What does he/she have?及其答語(yǔ)后，讓學(xué)生做了一些針對(duì)性的題目，用have 或has 填空，及時(shí)鞏固新句型，也讓學(xué)生在情境中操練運(yùn)用語(yǔ)言。此外利用多媒體，免去了言語(yǔ)的繁瑣，讓學(xué)生能一目了然，讓其了解得更直觀，理解得更透徹。Homework的設(shè)計(jì)有一定的實(shí)踐性，從學(xué)生的實(shí)際興趣出發(fā)，體現(xiàn)了語(yǔ)言的交際性，培養(yǎng)了學(xué)生自主學(xué)習(xí)的能力，讓他們真正成為學(xué)習(xí)的主人。教學(xué)之余，細(xì)細(xì)回味，仍有許多不足之處：如在完成了have, has的練習(xí)后，應(yīng)及時(shí)歸納何時(shí)用have, has，總結(jié)難點(diǎn)，這樣才有利于學(xué)生記憶的加深和鞏固。另外， 學(xué)生操練句型的時(shí)間短了一點(diǎn)，應(yīng)該安排再多一點(diǎn)時(shí)間，這樣在以后的運(yùn)用中就不容易犯錯(cuò)誤了。最后，教師應(yīng)加強(qiáng)對(duì)重點(diǎn)詞和重點(diǎn)句的閱讀。教學(xué)設(shè)計(jì)力求滿足不同類型和不同層次學(xué)生的需求，使每位學(xué)生的身心得到健康的發(fā)展，這樣不會(huì)局限于少部分學(xué)生，也為學(xué)生提供更多自主學(xué)習(xí)和互相交流的機(jī)會(huì)，提供充分表現(xiàn)和自發(fā)展的空間。5A Unit 9 Shapes 教學(xué)反思（第17周）今天我執(zhí)教了牛津英語(yǔ)5AUnit 9中的有關(guān)shapes的單詞教學(xué)，在設(shè)計(jì)時(shí)本課教學(xué)時(shí)我除了思考了整堂課的整體延續(xù)性，單詞呈現(xiàn)和操練的不同方式，還考慮到教學(xué)銜接與過渡，教學(xué)活動(dòng)的設(shè)計(jì)，組織與安排等等。我把教學(xué)融于學(xué)生的生活實(shí)際，教學(xué)中力求面向全體學(xué)生，讓學(xué)生在動(dòng)中學(xué)，在靜中思考，在合作中進(jìn)步，在進(jìn)步中體驗(yàn)英語(yǔ)學(xué)習(xí)的成功與快樂，這是我所力求體現(xiàn)的新標(biāo)準(zhǔn)理念。縱觀我的教學(xué)過程我決得本堂課的特色在于：1單詞呈現(xiàn)方法和操練方法多樣。本課中有八個(gè)單詞的教學(xué)，我各用了幾種不同的呈現(xiàn)方式呈現(xiàn)單詞，在呈現(xiàn)shape的時(shí)侯是由一首兒歌Twinkle,twinkle,little star引出，并由此引出了star和diamond兩個(gè)單詞形狀的教學(xué)。最后用手指制作各種形狀，由此也引出并學(xué)習(xí)了triangel,rectangle,square. 然后利用肢體語(yǔ)言make a triangle 和make triangles 操練單詞，最后利用兩個(gè)triangles 拼出一個(gè)square和rectangle.利用chain work 和升降調(diào)操練單詞。2以情景教學(xué)和任務(wù)性教學(xué)為依托，展開教學(xué)。在本課的教學(xué)中，我事先設(shè)計(jì)了讓學(xué)生用八種不同的形狀自由作畫，拼成一幅極具特色的形狀圖。再由即將到來的圣誕節(jié)為前提，談?wù)摫菊n的教學(xué)重點(diǎn)句型。當(dāng)學(xué)生看到漂亮房子，可愛的機(jī)器人等等圖片時(shí)，顯示出極高的興趣，在與學(xué)生交流的過程中穿插學(xué)習(xí)Can you draw a picture with shapes?What shape is the?How many can you see?Lets make a card for在這個(gè)拼圖介紹活動(dòng)中讓學(xué)生在帶著任務(wù)與同桌合作完成對(duì)話，鞏固和輸出了所學(xué)語(yǔ)言。3學(xué)科與學(xué)科的整合在英語(yǔ)教學(xué)中要注意挖掘與其他學(xué)科的聯(lián)系，增進(jìn)各學(xué)科之間知識(shí)和方法上的聯(lián)系，多方位、多角度、多層次的發(fā)展學(xué)生的知識(shí)技能、情感態(tài)度和創(chuàng)新精神。如在教學(xué)鞏固Shapes的詞匯時(shí)，安排兩個(gè)活動(dòng)：1聽聽畫畫，與美術(shù)教學(xué)相整合，讓學(xué)生根據(jù)自己的生活實(shí)踐，想象畫不同的圖形，培養(yǎng)了學(xué)生的審美情趣和實(shí)踐能力。2看看數(shù)數(shù)，與數(shù)學(xué)教學(xué)相整合，讓學(xué)生通過觀察、思考、討論，培養(yǎng)學(xué)生的觀察能力、思維能力和創(chuàng)新精神。這樣讓學(xué)生切實(shí)體會(huì)到學(xué)習(xí)中處處有英語(yǔ)、時(shí)時(shí)有英語(yǔ)，培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的積極情感態(tài)度。 牛津小學(xué)英語(yǔ)Unit 9說課稿昆山市城北中心小學(xué)校 陳玉蓉我新授的內(nèi)容是牛津英語(yǔ)5AUnit9Shapes的第一課時(shí),這是一節(jié)單詞，句型的教學(xué)課。課中主要要求學(xué)生掌握六種圖形，學(xué)會(huì)運(yùn)用句型What shape is? Its a. Show us how to make a .以及復(fù)習(xí)句型How many are there? There are .進(jìn)行對(duì)話等，根據(jù)這一安排和學(xué)生的整體認(rèn)識(shí)水平，從知識(shí)教學(xué)、能力培養(yǎng)等方面考慮，我對(duì)本節(jié)課的設(shè)計(jì)如下：首先Warming up環(huán)節(jié)，老師與學(xué)生之間親切的交流：Nice to meet you. I like English, what about you? Do you like English songs? 然后由教師的自我介紹I like.來引出圖形。接著我由一張長(zhǎng)方形的藍(lán)色的紙一一把圖形展示出來，由長(zhǎng)方形-正方形-菱形-三角形-五角形-圓形，一一演變，在這其中新授單詞和句型。在教授句型Show us how to make a .句型時(shí)，我讓學(xué)生用手，鉛筆或者橡皮筋來演示圖形，共同互動(dòng)，激發(fā)學(xué)生的興趣。最后，我設(shè)計(jì)了一個(gè)游戲，Lucky shapes. 讓學(xué)生從6個(gè)圖形中任意選擇一個(gè)，并完成其后面的練習(xí)。在這六個(gè)圖形后面，我設(shè)計(jì)了Exercise, Look and say, Look and count, Make a new sentence以及Good luck!等練習(xí)，從多個(gè)方面來鞏固所學(xué)，完成本節(jié)課的教學(xué)任務(wù)。Unit 9 shapesSiyang bilingual experimental school Liu BaolinGood morning, ladies and gentlemen: Glad to see you.Step one. The text and the aimThe text Im going to teach is grade 5 A Unit 9 shapes. In this unit, the main content is learning shapes. This lesson is the first period . part A. this part is showing Miss Li and her students are having an art lesson. And from this art lesson. Students are learning different shapes. According to the students learning skills, I design three teaching aims: the aim of language knowledge, the ability of using language and the aim of skills. First, the aims of language knowledge. The students should master the words: teach, shape, fly, sun, moon. And can read the words: circle, square, rectangle. Also there are some sentences: such as what shape is the ? Its a/an how many circles/squares/rectangles can you see? I can see show us how to second, the ability of using language. the students can say different shapes according to the pictures. When they learned sentences, they should use the sentences to make dialogues. The last aim is to create an art lesson surroundings. Helping the students understand the dialogue. The importance and difficulty is the sentence: what shape is the ? Its a/anStep two. teaching methods and learning methods.First, teacher creates an art lesson atmosphere to let the students learning shapes. The students can enjoy themselves from this art lesson, and also they can learn knowledge from drawing and playing.Second, group learning. The students can learn in their groups. This is a good way to train their cooperation.Third, practice. It is necessary to practice in English learning. The students can remember the sentences quickly from practice.Step 3. teaching proceduresFirst. Teaching aidsCAI, shape pictures, some paper.Second teaching processThere are 9 steps in this lesson.The first step is free talkT: hello, boys and girls. Im new here. Do you know me ? Im Mr Liu. Good morning, everyone.S: good morning, Mr Liu.T: Im very glad to meet you. Im new. So I have some questions to ask you. How many lessons are there, today?S: there are 6.T: good. Lets look at this schedule. What lessons do we have? Oh, we have Chinese, maths, PE, Music and so on. This lesson is Art. Lets have an art lesson. OK?S: OK.From this free talk, I create an art lesson atmosphere. The students are very interested in drawing. So they may feel very happy to have an art lesson.The second step is drawing a robot.Show four pictures: robot, house, ship and car. They are all made of different shapes. Then say to students: the robot is very lovely. Lets draw a robot. OK? S; OK. Then draw a robot on the blackboard. The students draw after the teacher. And the teacher should introduce to students: at first, please draw a square. Then draw a big rectangle under the square. Draw two rectangles under the big rectangle. Draw two rectangles on the sides of the big rectangle. Draw two circles in the square. Draw a small rectangle under the circles. Look , this is a beautiful robot. There are two aims to draw a robot. First, let the students know the shapes we will learn in this lesson. Second, from this robot, I can show the title: today, lets learn shapes. This is the third step.Next, I will teach three shapes: a circle, a square and a rectangle.T: look at my paper. What shape is it?Some students maybe say: its a circle. Then teach other students, using different kinds of methods. Such as all the students read, boys read, girls read. Group read. Read one by one and so on. When I teach the words, the sentences will be showed at the same time. What shape is it? Its a after they learned the sentences. They should practice in pairs.The fifth period: look at the pictures and say the shapes.There are five pictures. Olympic rings, kite, window, sun and the moon. Let the students say the shapes of the picture. This step can help the students to consolidate the contents they have learned.Next step is saying a chant.For example: the sun, the sun, what shape is the sun?Students will answer: a circle, a circle, its a circle.We can say more things in our life , let the students say the chant.Chant can help students learn knowledge., and also it can wake up the students interests.Next step is drawing pictures.T: boys and girls, can you draw any pictures using different shapes?And then find a student who can draw well ask:What can you draw?After the student answered. Said to students: show us how to do it.This is an important sentence in this text, so I will say some times for understanding by students. Then write on the blackboard. Let the students read. When they can read, let students draw pictures, two students draw on the blackboard. After drawing, I will ask other students to introduce it.The 8 step is learning the text.After learning our own art lesson, it becomes very easy to understand this dialogue. I plan two times listeni