设计理念：英语课程的学习，不但是让学生在学习英语的过程中，逐步掌握英语知识和技能，提高语言运用能力；更是让学生在学习的过程中感受英语的魅力，开发学生的思维能力，磨砺学生的意志，拓展学生的情操，发展学生的个性。教师在教学过程中要关注每一位学生的情感，激发学生的学习兴趣，因此要渗透新课标理念，优化教学结构。体验生活，合作交流，优化教学，激发兴趣，树立信心，勇于创新。
一、教学目标 （teaching aims）
1、能听懂、会读、会说句型：(three-skilled sentences)
①what are these/those?
they're……
②i'd like some……,please.
how many kilos?
……kilo(s),please.
here you are.
2、能在具体的情景中用所学的对话进行对话。
(can make dialogues with the learned dialogues in the true envirenment)
二、教学重点和难点(teaching emphasis and difficulties)
能够熟练地掌握对话，并能在实际中运用所学对话。(can grasp the dialogues freely and use them in the daily dialogues)
三、教具准备(teaching tools)
多媒体课件(cai)、录音机(taperecorder)、水果(fruits)
现在的英语教学目标强调了学生的兴趣和经验，结合学生实际，贴近他们的生活，重视学生的真实情。
四、教学过程(teaching process)
step1、greetings(good morning/afternoon)
(how are you?/what's your job?……)
step2、warming up(chant)
apples,apples,i like apples.
oranges,oranges,i like oranges.
每节课的开头一开始就要吸引学生的注意力，调动他们的兴趣，这样容易开展紧接着的内容。
step3、presentation
⑴cai(show the students a bridge of fruits,a tiger wants to go through the bridge,but he must speak out the names of the fruits,can you help him)
ask students to speak out the names of fruits."apples,oranges……"
⑵lead out and teach "what are these/those? they are ……"
first,task:what are these/those?
ss:they're……
(cai game:guessing
show ss the half of the fruits pictures,the ss guess out their names,the winner can get a star.)
游戏、竞赛刺激而又有趣，活泼生动的画面能吸引学生的注意力，符合儿童的认知特点，迎合他们的需求，以这样的方式既活跃了气氛，又复习了旧识，为新知识的导入作好充分准备。
step4.new teaching
a.⑴teach sentences:what are these/those?they're……
(teach them during the game)
⑵practice this dialogue
①first read after t,then in pairs/groups/freely.
②act out this dialogue.
⑶game:make dialogues in the limited time.
(cai,show a clock ,and the pictures of fruits,make dialogues according to the picture quickly.the time is a half minute.)
eg:s1:what are these?
s2:they're apples.
s3:what are these?
s4:they're bananas.……
(we can see which group can make more dialogues in the time.)
在教学过程中，充分把握时机，通过多媒体演示加大学生口头练习的密度，将句型熟练操练，通过多种形式避免机械，也符合认知规律。
b.teach"i'd like some……,please.
how many kilos?
……kilo(s),please.
here you are."a .first,through the cai,show us the new dialogue.teach 'kilo'
b .then,teach the dialogue,ss read them after t,and read after the tape recorder.
c .last,practice the dialogue in pairs,groups,and ask two of ss to act out the dialogue in front the blackboard.
学生课堂“以人为本”这一主旋律奏响，课堂由专制走向民主。在每一个新内容引入同时，让学生成为快乐的体验者，培养他们主动参与，积极思考的能力，激发他们的兴趣。
step5.consalidation
make a "supermarket corner of selling fruits",then ask two of ss to act out the dialogues.
what are these/those?
they're……
i'd like some……,please.
how many kilos?
……kilo(s),please.
here you are.
最后这一块的现场场景的布置，更让学生找到现实的感觉，能在超浓的现场氛围中说一说所学的内容，这也就是所谓的“情景教学”，寓教于乐。
step6.homework
read the text after tape recorder four times,and can recite them.
blackboard:
unit4 buying fruit
what are these/those? i'd like some……,please. g1 g2 g3 g4
they're…… how many kilos? ★ ★ ★ ★
……kilo(s),please. ★ ★ ★ ★
here you are. ★ ★
教后记：让学生找到玩中学，学中玩的感觉，更激发了学习英语的兴趣和热情。纵观本堂的教学设计，教师为学生所创设的情境精心别致，贴近生活，符合学生的兴趣需求，并具有一定的开放性。
1、把快乐带进英语课堂，营造愉快的语言氛围。
本课初始，学生就在说说、唱唱中开始了愉快的语言学习。课堂上，学生始终处于一种积极轻松的状态中，在猜猜、找找、玩玩中学习新知识，体验到了英语教学的趣味。
2、开展多种活动，注重语言的操练与应用。
采用多种形式进行活动，激发学生的求知欲；不断变化教学形式，让学生时时产生新鲜、好奇感；以活动为主线，让学生在活动中学，在学习中交际，在交际中创造。
3、巧设情境，寓教于乐。
教师在课堂中除了用实物、图片、音乐等来表达语言意义外，还创设了有意义的情境，让枯燥死板的句型操练在充满浓厚生活趣味的实情实景中得以反复模仿与操练。这种做法使课堂充满“灵气”与“生气”，学生在轻松开心的游戏、情境中“情”“景”交融，以“情”激“趣”，对于所学句型无疑会留下深刻的印象。
