1、Greetings.
2.（1）Use some photos to teach the words : flying , running , walking , jumping , swimming.
（2）spell the words.
3（1）Use some pictures of the animals to ask like this :
（2）Use the way to ask about the other animals
4.teach the song
5. （1）Write and ask.
（2）Life lies in motion.
Sports can make us healthy and strong
1.Sing the song“What are you doing?”
2.Act like flying.
Act like running.
Act like walking.
Act like jumping.
Act like swimming.
3. Dialogue
T：Which animal?
Ss：The bird.
T：Look at the bird.
What’s it doing?
Help Ss：It’s flying.
The bird is flying.
4.sing the song:Flying , flying.
The bird is flying.
Running , running.
The tiger is running.
Walking , walking.
The elephant is walking.
Jumping , jumping.
The rabbit is jumping.
Swimming , swimming
The fish is swimming.
5.copy the sentences
6. （1）Copy the words.
（2）Do the workbook , Unit5 , Part A .
（3）Make a new dialogue.
Unit5 Look at the monkeys
Look at the tiger! It’s running! running
The rabbit is jumping. jumping
What’s it doing? It’s flying. walking
swimming
flying
在课前热身阶段，我有意识地安排了《What’re you doing》这首欢快歌曲的演唱，以此减轻学生们对上公开课的紧张感。同时这首歌的歌词也起到了承上启下的作用，为新句型做了一定的铺垫。
在呈现部分，我根据学生现有的知识水平，先通过创设“介绍新朋友”这一情景活动逐一呈现重点句型。之后，再组织学生通过有趣的游戏和小组或结对问答进行操练，学生兴趣高涨，促进了句型的内化，吸收并能将之融入对话练习。让学生在创设的真实情境中积极参与，大胆实践，既巩固当前所学的知识，又为下一步将要开展的句型What’s doing? It’s flying. The bird is flying.教学做准备，受到了良好的效果。
当重点句型在这种科学合理的安排下完成之后，我又带领学生回到书本，学习part A，让学生在听，说，读，写的过程中，自觉的组织，运用本节课所学的句型，让新知在运用中巩固。这样，既加深了对词汇，句型的深刻理解和运用，又提高了记忆效果。
最后的Homework我布置学生回去根据今天所学的句型设计一段对话，以此提供给学生更多的操练机会和充分展示的空间，引导他们将学习内容和自己的实际生活相结合，从而达到学以致用的目的，也让他们体验了学习成功的快乐。
在今后的英语教学中，我将继续努力学习，探询更为有效的英语教学方法，研究英语课程标准，设计针对性强的、内容丰富的课堂教学，努力做得更好。