2. Let students enjoy a song named Do Re Mi and ask them two questions: Have they ever been to concert to listen to the music?What kind of instruments did they see in the concert? The song goes like this:

Doe, a deer, a female deer.

Ray, a drop of golden sun.

Me, a name I call myself.

Far, a long, long way to run.

Sew, a needle pulling thread.

La, a note to follow Sew.

Tea, a drink with jam and bread.

That will bring us back to Do (oh-oh-oh).

Invite students to answer the question. Then tell them that this topic is related to music and concert. Then lead in the topic.

Step 2: Presentation

Draw some stick figures about “piano”, “drums”, “guitar”, and “flute” on the blackboard, and ask students how to speak it in English. Then teach them how to read these new words.

Introduce two sentence structures “What will Nancy play in the concert?” and “She will play the piano.”

Step 3: Practice

1. Play a game: finger show.

Number the words from 1 to 5, and then ask students to read the words according to the fingers that teacher shows to them. When the teacher shows one figure, students should read the first word; when the teacher shows two figures, students should read the second word.

2. Make new sentences according to the new words and sentence structures on the blackboard . Ask students to work with their desk mate in 3minutes.

Step 4: Production

Set up a situation: suppose their school will hold a concert, let students think about what they will play in the concert and work in groups of 4 to share their plans with others. They are given 5 minutes. After that, invite some of the students to share their conversation, and give them encouragements.

Step 5: Summary and Homework

Summary: invite a student to be a little teacher and summarize today’s lesson.

Homework: ask students to design a poster of their favourite instrument and list reasons.

Blackboard design:

Teaching reflection

一、考题回顾

二、考题解析

【教案】

How tall are you?

Teaching aims:

Knowledge aims:

Students can understand the content of the short conversation.

Students can know the form and the usage of comparative degree.

Ability aims:

Students will improve their listening abilities by catching some detailed information after listening the dialogue.

Students will learn to use comparative degree to compare things.

Emotional aim:

Students can be more interested in using English to talk about their weight and height in daily life.

Key and difficult points:

Key point:

To understand the general idea of the conversation.

Difficult point:

How to use comparative degree to talk about weight and height.

Teaching procedures:

Step 1: Warming-up

1. Greetings.

2. Let students enjoy a song named Get tall, tall and ask them to find the main topic of this song. The song goes like this:

I want to be taller.

Then follow along with us.

Up, up, up, up

Tall, tall, tall, tall

Put your arms, stretch, stretch, up, up, up

Get tall, tall, tall

Put your leg out, stretch, stretch out, out

Get tall, tall, tall

Will this actually make me get taller?

After listening, students will find the topic. Then lead in the lesson they are going to learn today, which is about height and weight.

Step 2: Pre-listening

Show students some pictures of different artoon characters such as Doreamon, Donald Duck and so on to teach them some new words: “centimeter”, “kilogram” “heavier” “taller” and new sentence pattern

-How tall are you?

-I’m...centimeters tall.

-How much do you weigh?

-I weigh .... kilograms.

Step 3: While-listening

1. Read the dialogue for students and ask them to find the questions from the listening material.

Then invite one student to share his or her findings. The teacher will write the questions on the blackboard.

2. Play the tape and ask students to answer two questions:

Q1: How tall is Ann?

Q2: How much does Cathy weigh?

Then invite students to share their answers and the teacher will write them on the blackboard.

Step 4: Post-listening

Ask students to do role-play by using the sentence patterns they just learned according to the other two pictures on their books. 5 minutes are given for them to prepare. Then invite some groups to perform.

Step 5: Summary and Homework

Summary: invite a student to be a little teacher and summarize today’s lesson.

Homework: ask students to make a conversation with their friends after class to talk about their height and weight.

Blackboard design:

Teaching reflection

一、考题回顾

二、考题解析

【教案】

The Wheels on the Bus

Teaching aims:

Knowledge aims:

Students can master the rhythm and intonation of the song.

Students can understand the general idea of the song.

Ability aim:

Students are able to sing English songs more fluently with correct rhythm and intonation.

Emotional aim:

Students’ interest of learning English can be fostered.

Students will love and enjoy singing English songs in their daily life.

Key and difficult points:

Key point:

To master the rhythm and intonation of the song.

Difficult point:

How to sing English songs more fluently with correct rhythm and intonation.

Teaching procedures:

Step 1: Warming-up

1. Greetings.

2. Sing a song for students and ask students to sing together with me.

The wheels on the bus go round and round,

Round and round round and round.

The wheels on the bus go round and round,

All through the town.

The people on the bus go up and down,

Up and down up and down.

The people on the bus go up and down.

Then tell them the song of Peppa Pig is The Wheels on the Bus and lead in the topic.

Step 2: Presentation

1. Present the lyrics on the PPT and ask students to read it by themselves and circle the difficult part. Later, invite a student to read it for us.

2. Read the lyrics for students and ask students a question:

“What do you think of my reading and Linda’s reading?”

Tell students we should pay attention to the rhythm of the lyrics and conclude the rules of pronunciation and intonation.

“ In order to make our singing more fluently and lively, we should stop temporarily according to the music and read the last word with falling tone and the others with rising tone in each line ”

Step 3: Practice

1. Imitation

Lead students to read the lyrics of the song after me and pay attention to the shape of my mouth and my gesture.

2. Play the music with the help of multimedia and ask students to sing it together while they are listening.

Step 4: Production

1. Show the lyrics of another English song named you are my sunshine. Ask students to read it with correct rhythm.

2. Play a game called hot potato to invite several students to have a performance in front of the class and give them positive evaluation.

2. Survey

Ask students to do a survey in groups of 4 and ask their group members about their favorite English songs.