四年级英语教学设计第1篇LadiesandGentlemen,It’smygreatpleasuretobeheresharingmylessonwithThecontentofmylessonis《下面是小编为大家整理的四年级英语教学设计9篇,供大家参考。
四年级英语教学设计 第1篇
Ladies and Gentlemen, It’s my great pleasure to be here sharing my lesson with
The content of my lesson is《 PEP Primary English 》Book4 Unit5 B Let’s talk, asking the price and inquiring the clothes , let me talk about the teaching
Part 1 Teaching Material:
This lesson is about a shopping By study of this unit, the Ss know how to ask the price in English and how to describe the size and price with simple words and The sentence patterns of this lesson “ What size?” “How much are they?” and“We’ll take them .”are the key and difficult points of this study of this lesson will help the Ss with daily
Moreover, this lesson completes the transition of the phrase “a pair of… ”to the sentence pattern “A pair of… for …” ,and helps the Ss further consolidate the knowledge of words of clothing appearing in plural
Therefore, on studying the teaching material and analyzing the regulation of children’s growing of mind,I put forward the teaching objectives according to English syllabus and new lesson
objective:
a)The Ss can hear, read, and use the main sentence patterns “A pair of … for …” “What size?” “How much are they?” “We" ll take ”
b)The Ss can understand and read the conversation of the
objective:
a)The Ss can use the sentence pattern of inquiring the price, and further develop their language ability of “shopping”;
b)The Ss can use the patterns to express their thoughts in the proper
objective:
a)By completing the task,the Ss increase their interest and set up self-confidence in language study;
b)Teach the Ss what is “love” and “ managing money matters”, put the moral education in the language
Next,the key points of this lesson:
First of all, to study and use the sentence patterns “What size?”“How much are they ?”“A pair of … for … .” “We" ll take ”To improve the Ss’ abilities in “shopping”;
Secondly, teach the Ss how to study independently as well as by
Difficult points:
The Ss can use the words and patterns to describe the clothes in the proper scene, and make simple dialogues of
Well, how to achieve the teaching objectives better, to stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods, I’ll talk about my teaching methods
Part 2 Teaching Methods:
According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language
The former is a “scene — activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss .It emphasizes a dynamic information exchange between the teacher and
The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific The activity reflects real life and learners focus on meaning, they are free to use any language they
At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning
Part 3 Studying Methods:
Let Ss study in a relaxed and agreeable Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking And make preparation for completing the new study
After feeling and comprehending the language points, let Ss obtain the knowledge actively by probe study and cooperative Thereby, develop the Ss’ abilities of studying and working with the learning language
Part 4 Teaching Process:
In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching process into five
Step1
Sing a song: The coat in
So as to the psychological characteristics of children，singing a song can make Ss feel pleased and satisfied, and can arouse exciting In this step , teacher and the Ss sing in unison and perform the song “The coat in ” Thus,review the sentence pattern “How much is … ?” And arouse the Ss" performance desire, participation desire,and lead the Ss into a thick English studying
Step2 Presentation and
Look for
Broadcast a part of “Cinderella” with the flash, presenting a crystal shoe that Cinderella lose, and establishes a scene of ministers look for the proper size Through the role playing, guide the Ss to use the sentence pattern “What size do you wear?” “Size … .”to make the question and design is a novelty of my lesson,it leads the Ss into the fairy They acquire the language unconsciously and can do communication
to the shopping topic naturally from the unsuited shoes, and demonstrate the sentence pattern “How much are they?”
With a good student to be the assistant, I perform to go shopping, and guide the Ss to make the answer: “They are … .”
In this course, Ss can understand the main contents of this dialogue and get the key points by scene
the
From buying a pair of shoes for myself to buying a pair for my mom, introduce the sentence pattern “A pair of … for … .”
The CAI presents a big cabinet with various shoes, ask the Ss to guess their price, and then display
It considers that children can keep their attentions in limited The game can avoid the lifelessness and boredom from the pure machine drills .It creates the conditions of a relaxed and natural atmosphere for children’s Then achieve the aim of consolidating and deepening the sentence
the
a)At this time, John and his mom come to the shoe
It reappears the relevant conversation by broadcasting the VCD, let Ss know the text contents with a combination of audio and video, words and pictures, which cater to the characteristics of primary period to be curious and pursuing interest and
b)After the audio-visual commences, play the tape recorder completely again, let the Ss concentrate on listening, then answer my questions according to the size does John wear? How much? Whether buy or not,
c)After be familiar with the text, let the Ss try to act out the
By this step, it achieved the teaching aim of understanding and talking the dialogue of this
Step3 Task
Task:Mother’s
To master the language capability needs certain amount of ,I still adopt the “Task-based”teaching method, which is defined by strong practicality and exact task, so as to make break-through about the difficult points of this
In advance, I shall arrange the classroom to some business locations, such as clothes store, shoes store, fruit store I shall divide the class into groups and play roles, and then give the Ss a certain quantity of specie currency, so that they may choose and buy the gifts for Mother’s
For this step, I shall instruct the Ss to use the words and patterns learnt in the process of completing certain Meanwhile, they may have mutual improvement in exchanging information during the communicating
Most Ss can take their parts in the activities, especially for the Ss who have trouble in English In the group activities, they can speak a little English with With no doubt, this will encourage them to speak fact, it incarnates a kind of demand of human says:
“In one’s mind, there is always a kind of deeply rooted demand, that is the hope to feel oneself a finder and In Ss’ spirits, such demand is specially ”
This step also leads to the emotion objective of this lesson, that is to have moral education in this
Step4 Consolidation and
Summarize the whole lesson,and arrange the
the correlative exercises in the activity the mastering of knowledge of this
Ss to interview their friends asking the price and size of their clothing and make records of the
This content is an extension of the previous lesson, to meet the needs of increasing communicating demand of some
Step5 Blackboard
Show on the (It’s a ….)
Anyway, the teaching of this lesson aims to develop not only the Ss" language technical abilities, but also the diverse intelligence by integrated teaching
As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to
四年级英语教学设计 第2篇
学情分析
四年级的学生已有学期的英语学习基础，人部分学生对英语学习充满兴趣，学生好奇心强，此时的学生也正处F由感性认识向理性认识发展的阶段，把握好他们的学习情感与认知趋势，对他们学习英语的“情感、态度、价值观”的培养能收到事半功倍的作用。
教情分析及设计思路
根据学生认知和年龄特点，本节课以Zip摘苹果故事为主线，将四个教学活动以过关的形式呈现，在设计教学活动时，以激发学生英语学习兴趣为指引，充分利用交互式平板.插入视频音额，使整个课堂教学生动起来，计每个学生都能积极参与教学活动。
教学内容
小学英语PEP 2013版四年级下册Unit 4 At the farm Part B Lets learn。
教学目标
1、知识目标:
(1) 能听、说、认读有关动物的单词: horse, hen, cow, sheep。
(2)掌握他们的复数形式。
(3)知道What are these? What are those?"的区别。
2、能力日标:
能准确使用句型: "What are these? What are those? They are ...
3、情感目标:
激发学生爱护动物的情感,
教学重难点
重点:学习单词: horse, hen, cow, sheep.
难点:运用所学的句型对话练习。
教学准备
多媒体课件、单词卡视频音频
教学过程
Stepl: Warming up
1、Greeting, 学生观看视频。
活跃课堂气氛 3分钟
2. Enjoy a song about farm.
Step2: Leading in
1.Revicw the words learned in the last lesson复习单词 tomatoes, potatoes green beans carrots复习上节课单 词导入新课。
2分钟
2.Tell a story about Zip. .
听关于Zip的故事。
Step3 : Presentation and Practice
Lers learn
I)Present the new words through pictures.
2)Teach the new words through the word cards.
3)Practise the new words in different ways.
4)Students read the words according to pictures. 学生根据老师要求学习本节课新词并练习。用图片呈现本节课新词，采用各种互动方式教授单词读法及汉语意思。16分钟
Step3: Consolidation and Extension
1) Let students play a game.
2) Let students choose the animal words.
3)Present the new sentences.
4 )Practise the sentences and the new words through the "role play.
5) Watch a video about animals.
6) The teacher points out that weshould protect animals.
7)Summary,
学生根据所设计的活动做进一步巩固练习及重点句型的口语练习。
利用交互式平板展示捎苹果游戏，和比一比游戏，激发学生英语学习兴趣。
采用小组对话练习发展学生听说能力及综合应用语言的能力。
激发学生爱护动物的情感。
Step4: Homew ork:
Copy the new words.
学生抄写单词。
巩固所学的新词汇。
板书设计
Unit 3At the farm
cow sheep
horse hen
What are these?
What are those?They are -
四年级英语教学设计 第3篇
教学目标:
1.能够正确听、说、读、写四个单词及复数形式: hen-hens,cow-cows, horse-horses, sheep-sheep.
2.能够用正确运用所学单词的单复数形式。如: These/Those are
3.培养学生保护动物的意识。
教学重难点
重点:1.听、说、读、写四个单词及复数形式: hen-hens, cow-cows, horse-horses, sheep-sheep.
2.继续巩固练习句型These/Those are .... Arethese/those...? Yes, they are.
难点: 1.sheep的单复数同形。
2.复数的发音， 尤其horses.
教学过程
Step1 warm-up
1. greetings.
2. Review.
Step2. presentation
1.图片依次教授单词hen-hens, cow-cows, horse-horses,
sheep-sheep.
2.书写单词。
3.呈现课本Let’S learn部分。
4.图片区分these和those.
5.游戏操练单词。
6."呈现课本draw and say部分。学生画自己的farm.
7.展示并介绍自己的farm。
8.总结。
9.布置作业。
四年级英语教学设计 第4篇
Teaching aims Let the students to master : family, parents, uncle, aunt, baby, come, who, basketball player, people, member, only, puppy, gee, look, young brother, sister, father, mother, driver, doctor, farmer, nurse Teaching aids A projector ,a tape recorde, some pictures and photos Teaching steps 1)Greetings Say “Hello” to everybody, talk something about the weather and the sing a song named “ An apple a day makes a doctor away”. 2)Revision Do the exercise on page Ask them to do it in groups and make some Do the exercise “Let’s check” listening to the Then check them in Do the exercise “Let’s find out” to see how many words can they find in the Tell the main idea of the story in English and ask the students to read it by Ask them to circle the difficult words and Choose one or 2 students to come to the front to tell others the meaning of the Then the teacher correct Read the exercise “Good to know” and say sth about 3)Sing a song Learn a new song named “My father is a doctor”by listening to the Homework Let them to remember the new words in this unit and recite the texts in this Teaching notes
四年级英语教学设计 第5篇
闽教版四年级英语上学期Unit6 Weather Lesson 11教学设计教案反思
Ⅰ. Terching concents；
Knowledge target
ⅰ sentence: How is the weather today? / How is the weather in Beijing?
It is a sunny / cloudy /rainy .snowy /day.
ⅱ word: weather . sunny . cloudy . rainy . snowy .
Ability target：培养学生能够在实际情景中运用句子谈论天气
Ⅱ.Teaching Aims；
ⅰ.can read and spell the new words
ⅱ.can use the sentencses to ask the weather and know the answer
Ⅲ.Different points ：能够利用图画来进行天气的英语交流。
Ⅳ.Teaching process：
Lead in
greeting
T:Good morning,boys and grils .
S:Good morning Miss Chen
T:Ok, How are you ?
S:I’m fine.and you ?
T:I’m fine.thank you.
Warming up
T:Frist listen a song ‘rain rain go away ’
(让学生们一边听歌曲一边做动作)
New lesson
T:（用歌曲引出课题）Today .we’ll learn Unit6 weather lesson11 . ok read after me Unit6 weather .（拿出单词卡片，指导读音）
S:Unit6 weather
T:Weather
S:Weather
To you know what is the meaning of weather ?
S1:天气
T:Ok .good. weather means 天气.
通过读father, mother ,brother，尝试weather的读音。
（让学生跟读之后，选组进行单词接龙及‘一触即发’）
（句子呈现）“How is the weather today?”（让学生进行跟读三遍）
T: what is the meaning of this sentencs？
S2：今天是什么天气？
T:那今天是什么天气呢？
S全班：晴天
T：It is a sunny day.(边说边把sunny 的单词卡片展现)
T：sunny （让学生跟读五遍）
游戏：大小声 升降调
T: “How is the weather today?”(跟读，拿出cloudy的单词卡片)
T：cloudy （跟读五遍，纠正读音）
四年级英语教学设计 第6篇
Perid 1
一、教学目标：
1. 能听懂、会说新单词a train ticet,a shire pcet, a pair f scs, hurr；
2. 能听懂、会说本课对话；
3. 能运用“Have u gt…?/D u have …?”询问某人是否有某物，并用“es,I have./N,I dn’t have it.”对该询问做出回应。
二、教学难点：
重点：掌握四会单词。
难点：正确运用句型询问和回答；
理解句子“D u have a ticet?”。
三、教具准备：
几种车票、一张列车员的标牌、单词卡片、教学挂图、教学磁带等。
四、教学步骤
Step 1 Waring up
1.师生问候。
2.表演诵读英语小歌谣。
Step 2. Presentatin and drill
1.指着学生画的简笔画。
T:L,These bring us t places.But Xb1 .cM
4.分角色表演课文内容。
Step 4. Cnslidatin
1.让学生们利用所学内容创设情景进行会话。
2.评价。
3.作业：听磁带，抄单词。
四年级英语教学设计 第7篇
一、教材内容分析
本课时是本单元的第二课时，教学内容为Part A的Let’s learn和Let’s do板块。Let’s learn部分学习的单词是：bedroom, living room, study, kitchen, bathroom。教材通过一幅温馨的家庭居室内部场景图呈现了单词的词形和意义。Let’s do活动用于操练A部分Let’s learn板块的居室名称。通过TPR活动形式增强课堂趣味性，提高学生参与的积极性，强化单词的音—义匹配。
二、学生情况分析
通过上一课时的学习，学生已掌握询问物品或人物位置及回答的对话句式。但是，对于将“位置”的空间设置在家庭居室中是新鲜的。对于家庭居室的名称，如“卧室”、“厨房”、“客厅”、“书房”等词汇，学生仅有中文的概念。若将情景设置在“介绍自己的家庭居室名称”情景下，学生会有迫切希望运用这些英语词汇的学习动力。因此，教师需注重学生的学习主体地位，激发学生的"学习兴趣，引导学生积极参与，注重学生的感知能力培养。
三、教学目标
（一）知识目标
1、学生能够听、说、认读单词：study, bathroom, bedroom, living room, kitchen。
2、能够熟练运用句型Where’s Amy? Is she in the study? Yes, she is.进行询问并作出回答。
3、能够关注某些居室名称的相似构词方法，即词中都有room一词，如：bedroom, living room, bathroom.
（二）技能目标
能够听懂指令并根据指令语做出正确的动作，最后建议教师补充Go to the bathroom. Wash your face. / Take a bath.
（三）情感目标
1、能够树立关爱家人、热爱家庭的观念。
2、能够积极、健康得憧憬自己的家庭生活状况。
四、教学重难点
教学重点：学生能够听、说、认读单词study, bathroom, bedroom, living room, kitchen。
教学难点：掌握单词bathroom和kitchen的发音。
五、教学过程
1. Warm-up/Revision
（1）师生问候
设计意图：师生进行日常交流，复习学过的交际性口语。
（2）Let’s look
教师使用课件展现多幅关于家的图片，让学生理解单词home的意思。
设计意图：教师提供图片，利用学生的洗好，为学生的学习做铺垫，、自然地进入下一个环节的学习。
2. Presentation
（1）单词呈现
教师利用课件依次教授单词study, bathroom, bedroom, living room, kitchen。在每个单词的教授过程中，以一个问题或一个句子作为引导。
（2）Let’s guess①
通过英语猜谜游戏，巩固新单词。
（3）Let’s guess②
教师呈现Zoom快速闪现的课件页面，让学生说出Zoom的位置。
（4）Let’s learn
教师播放Let’s learn的视频，学生跟读。
设计意图：在每个单词的学习过程中，教师不是简简单单的讲授，而是引导学生温故知新，并围绕一个单词的学习进行拓展，培养树立学生将知识融会贯通的学习策略。学生掌握新单词后，通过观看、模仿视频，进一步巩固新知。
3. Practice
（1）Let’s do
教师播放Let’s do视频后，分发标有单词的家居图片，并说明游戏规则：4名学生一组，一名学生发出指示语Go to the …其他学生找出正确的图片；
发出指示语的学生依据Let’s do内容继续陈述表示动作的句子，如Watch TV. Read a book.等，其他同学做出正确动作。
（2）Let’s say
教师布置话题：用学过的句子和单词，描述自己的家。
设计意图：学习的最终目的是为了使用。也是充分体现英语教学“学中用”、“用中学”的教学理念，接下来的描述题对学生的掌握情况进行了检测，让他们在练习中不断巩固这节课的知识。
4. 作业
（1）自己设计房子并用英语写好各个房间的名称。
（2）把家里各个房间的名称用英语介绍给家长或同学。
设计意图：作业简单易完成，让每个学生都能有所收获，体验到学习英语的快乐。
六、板书设计
Unit 4My home
study Go to the … Read a book
kitchen Have a snack.
livingroom Watch TV.
bedroom Have a nap.
bathroom Wash your face. Take a bath
四年级英语教学设计 第8篇
教材分析：
本课是《新标准英语》小学三年级起始用的第三册Module 4 Unit 2 What is Amy doing? 的内容。本课所涉及的语法是正在进行时，而这一时态在上一模块已经有学习过了。在这一模块里是以学习有关于体育运动项目来进行巩固为主的。其中主要是对 “Ｗhat is Amy doing? She is......等句型的学习与操练，通过让学生在听听、说说、做做、玩玩中学习用英语询问对方并讲述自己正在做的事情，进一步提高学生的综合语音运用能力。
学情分析：
四年级（二） 班的学生对于英语的学习是比较感兴趣的，他们的基本功较好，因此对于新知的认识也掌握得较快较好。
这一模块学习的是与正在进行时态有关的内容，而对于正在进行时这一时态学生们在上一模块已经有所认识了。因此， 中上以上水平同学对正在进行时时态的基本用法有了一定的掌握，但中下水平的同学对于语言的表达和知识的运用会有不同程度的困难。而这一模块的重点是让学生们在35分钟内通过对知识的拓展操练和“精讲精练”来突破本节课所要达到的目标。所以为了避免课堂上的枯燥无味，就要想办法制造一些轻松的学习气氛，鼓励学生通过相互提问方式（你来做、我来答。大家做、我来答。我来做、大家答。）等等方式进行比较，提高学生的学习积极性是必要的。
教学目标：
1、知识目标（Knowledges aims）
（1）学习单词 : running jumping （
2）学习如何询问他人正在干什么及其应答。
What are they doing? Theyre playing…… Whats she / he doing? She / He is running……
（3）学习歌曲《Row your boat》
2、能力目标（Abilities aims）
（1）使学生能够运用现在进行时，询问回答并描述他人正在干什么。
（2）通过学习，使学生能听懂会唱英文歌曲《Row your boat》。
3、情感目标
①培养学生相互交流，相互合作学习的良好品德
②指导学生对英语语法结构的认识
③树立信心、战胜学习和生活中的困难。
教学重点：
能运用 What are they doing? Whats he / she doing? 询问别人正在干什么？并根据情况回答Theyre doing sth. 、 He / She is doing sth.
教学难点：
学生能根据实际情景，询问描述正在发生的行为或动作。
教学过程：
一、课前热身，复习旧知。
1、Greetings and then sing a song. 2、Let’s do.
（1） 通过游戏的方式让学生边跟着做边说：“What am I doing? I am swimming .（playing football、 writing a letter、taking pictures）” and so on.
（ 2） Do the actions.
（游戏说明：老师或学生发出指令，让学生做动作。然后利用多媒体课件让学生说出图中的人正在做么的完整句子，For example: He is/She is......）
二、新课呈现与操练。
1、以教师为示范做“看电视”的动作，边做边说：“What am I doing？I am watching TV.”接着让学生一起跟着做动作。在他们逐步清晰明了的情况下师作出提问：“What are you doing?”然后引导学生们作出：“We are/I am watching TV.”的回答。
2、根据以上的形式教师利用实物并配以动作，让学生跟着一起做（football、basketball、table tennis）等等的动作。并在做的基础上还要说出：“I am playing football/ basketball/ table tennis.”等有关课文中的句子。
3、利用上一环节的方式引出本课的新动词（running 、jumping.）然后让学生们熟悉这些新词。
4、学生在掌握了新词后，利用不同的方法（师生这间、生生之间、组与组之间）等来展开如下的对话：“What are they /you doing? Theyre /I am doing sth.
5、认真的听，读本课的录音内容，听完后根据课文的内容回答问题。What is Sam /Amy /Daming /doing?Sam（He） /Amy（She） / Daming is doing sth.此环节可以利用疑问句（Is she /he doing sth?来增加趣味性与一定的难度。
6、Let’s play a game.（巩固环节）
（1）让学生们根据课文中的对话内容来找自己的同伴们进行操练。然后一同上台展示操练的过程。
（2）让S1上台面对台下的同学做动作，再让S2站在S1的前面，然后S2根据下面同学的提问来猜一猜S1到底做了什么动作？
三、Listen to a song and then do the actions.
四、布置作业
（1）完成课本活动3，同桌两人合作，一人描述动作，另一人猜做出这个动作的人。
（2）完成同步训练里的练习。
（3）把学到的新歌唱给父母听。
四年级英语教学设计 第9篇
四年级下册Unit 3 Is This Your Skirt?
第2课时
教学目标：
1、知识与能力目标：能听懂，会说：Is this your skirt? Yes, it is. Is that your T-shirt? No, it isn’t. Whose is it? It’s my T-shirt. 并能在情景中运用。
2、学习策略：注重合作学习，鼓励学生创新。
3、情感目标：教育学生管理好自己的物品，养成良好的生活习惯。
二、教学重难点：
教学重点：让学生熟练掌握“Is this your…? Yes, it is./No, it isn’t.”的用法。
教学难点：名词所有格的正确使用。
三、课前准备：
教师准备卡片，衣服，幻灯片，多个奖励小贴画。
学生准备旧衣服，单词卡片。
四、教学步骤：
Step 1: Warm up.
（1） 师生问候。
（2）分组，教师讲清规则。
（3）认读单词。（复习有关单词）
（4）Let’s sing: My clothes.
（用小组比赛的形式复习单词，既能为后面的新课做铺垫，又能激发学生的学习兴趣，活跃课堂气氛。）
Step 2: Presentation.
（1） Let’s learn.
师：This is my sweater. Is this your sweater/skirt/dress…?
师: Now, please repeat after Sally. (播放 DVD)
师：Can you read this sentence?
学生跟读时出示句子卡片，贴在黑板上。
师: Repeat after Sally.并分组读一读，然后用shirt等单词替换。
师: Repeat after Sally and Sissy. 暂停DVD。让学生跟读，
Pair work:运用学生手中的卡片模仿Sally 和Sissy练习一遍。
运用chant加深主题句印象。
再用学生手中的卡片或衣服创设情境在练习主题句。了解whose和名词所有格。
用whose is it? It’s my baby brother’s.完善chant。并运用chant练习本节课的主要句子。
（2） Let’s play.
师：Do you like playing games? Now, it’s time to play.
Guess: Whose is it?
（突出重点句型，突破难点whose和名词所有格。分解重难点后.让学生根据所学内容编类似的对话，初步运用语言知识。）
（3） Let’s talk.
师：Do you know Mike? Mike is talking with his family. Listen carefully, please. What are they talking about? 播放 DVD。看后回答先提的问题。
跟录音读两遍后。分组扮演朗读。
四人组成小组学习理解对话。（读前提醒有两个问题）
回答问题，检查学生自学情况。
Step 3: Consolidation and extension.
（1）Listen, number and match.
（2）Look at the picture and fill in the blanks.
（3）创设失物认领的情景，让学生现场运用主题句进行对话。
（检查学生运用知识解决实际问题的能力。）
简评
课堂亮点
1. 教学目标明确适当，教学过程清晰有效；
2. 备课充分，设计巧妙；
3. 有真实运用语言的意，Task设计比较合理；
4. 课件、媒体运用充分；
5. 教学活动多样，歌曲导入，拍手，跟唱，chant，小组活动，结对活动，卡片练习 能吸引学生兴趣；
6. 教学环节梯度把握较好，衔接比较自然；
7. 注重情感教育渗透；
8. 体现出一些有效的课堂常规；
细节问题
1. 限时阅读然后回答问题的环节，屏幕文字字体太小，可能有学生看不清；
2. 衣服找失主的task设计新颖，体现学以致用。但考虑成本和日常教学可行性，可能卡片更方便，可以让学生自己画，剪，涂色，教师提供语言支持，然后学生分组交流，同时也可以复习颜色。
3. Hong Tai Lang& Hui Tutu，和Yao Ming的任务也很有趣，能吸引学生，也有提供了有效的信息交流契机。再推进一步，让这个活动更充分，比如让学生分组或pair work形式，指屏幕相互问答，让所有学生参与并有所获。
4. 活动设计可以再开放些，不比拘泥于教材课时内容限制，围绕核心目标展开联想，比如可以利用学生的文具来开展活动。分组，收集小组成员的各种文具book, notebook ,pen ,pencil, ball pen ,ruler, pencil case, eraser等，然后“找主人”，可以滚动复习文具，颜色以及功能句型Where is my…? What color is it? Is it green? Whose… is this? Is this your …? 等表达方式。简便有效。
其他讨论
这里的讨论不是针对这节课的，而是所有九节课都可以参考的。目前小学英语课堂中普遍存在的问题是，仍然强调教师作用，忽视学生能力培养；
强调教学目标预设，忽视课堂目标生成；
强调知识积累和技能操练，忽视能力培养。对教学目标和过程对学生已有经验的关注不够，教学内容和教学活动的生活化操作不够。
对照外语教学专业委员会新近编制的《课堂教学观察表》来看这次恩施老师们的几节课，我把表中需要特别强调的地方单独列出来，供大家今后教学中参考。老师们做的好的地方很多条款这里就略去了，列出来的也不是老师们做得不好，而是相对于其他条款的落实，还有改进空间。
教学内容与学生的生活实际和经验背景有联系；
教学内容使学生对每个学习主题都有一个整体认识；
教学内容能对学生人格塑造、价值观等产生影响；
；
教师能创造性地运用教材；
以促进学生的发展定位教学目标；
教学内容有利于激发学生的学习潜能；
教学内容结合学生；
生活实际与生活经验，将课本知识融入生活；
教学内容及活动符合中国青少年的心理特征和文化传统；
有效地拓展和开发教学资源；
教学内容能够满足不同学生的需求；
教学活动能引起学生深层次的思考；
学生语言操练活动有足够的语言支持；
教学活动易操作；
教学活动能考虑班级人数及环境；
有挑战潜能意识及挑战学生独立思维的教学活动；
能使学生对学习的主题有一个整体的认识，促使所学的知识系统化；
激发学生在学习中讨论及提出问题的意识；
记忆性提问，理解性提问，运用性提问，推理分析提问，评价性提问等；
课堂中的师生互动和生生互动要考虑思维互动、语言互动、情感互动以及信息的互动；
有课堂中的师生互动和生生互动失败的补救措施；
培养学生合作学习的习惯合作不流于形式；
让学生关注自己的学习行为；
学生能提出有意义的问题或能发表个人见解；
培养学生的内部归因；
教师对学生错误后的反应。