Good morning, everyone!
Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford English. Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid.
Grade four is the initial stage of English learning, so it stresses on the
emotion of the Ss, creates a well beginning for the Ss.
This Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating characterize. Review the learned language points “Where’s…”and the new language points will be represented in the following units. So this unit forms
connecting links with a special meaning in this book. The content of this period is to use “Where’s\are…” to determine the place.
And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:
The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.
The second one: students can listen, read, say and write the following daily expressions: What’s for breakfast? Have some juice then.
The third one: students can listen, read, say and write the following sentence patterns: Where’s\Where are the\my… It’s \They’re… There’s no …in \on \near…
I think the most difficult point of this period is to make sure the students can use the patterns “Where’s\Where are…and There is no …in\on\near…” in their daily life correctly.
And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims.
The task-based method, communicated method, group cooperate method will be used in this period.
To accomplish the aims, I design the following steps:
Step 1： Songs and the game arousers the emotion.
In order to attract the Ss’ attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game “Simon says”. At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge.
Step 2 Change class to life, happy to say.
The substance of language is communication and the environment of
communication is life. So when I present the sentence pattern “What’s for
breakfast?” I first show a clock to elicit the time for breakfast, teach the sentence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can attract Ss’ attention, encourage Ss to ask Qs with the new knowledge. Most of the Ss have learnt the sentence pattern: Where’s…? so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are…? They’re … Meanwhile stick the sentences on the Bb. After some practice by asking and answering, I present the next language points: There’s
no …in\on\near… Have …then. And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.
Step 3 Listen to the tape and Ss imitate to read and say.
As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after
presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.
Step 4 Ss be the main body, T makes a guider.
In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest. Then I show a carton with no voice, ask Ss to make a dialogue in pairs. There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.
Step 5 Change class to life, learn by themselves.
Is this the end of the class? I don’t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to
communicate with each other in their life.
In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained. That’s all. Thanks a lot for your attention.
● Good morning, my dear judges. I am_______, from____________. I’m glad to interpret my teaching design here.
● The teaching content is Part , of Unit of PEP Primary English, Book . This unit is mainly about
Now, I will explain the lesson from the following aspects.
1.教学内容 (体现教材的整合)
Firstly, let’s focus on the analysis of teaching content.
The lesson is a new one of Unit .
It includes parts: and . In section 1, it mainly deals with these key words, . And, in section 2, it deals with the patterns:
2.教学对象 (根据不同年级的学生，描述其特点)
Secondly, it is about the students.
Our students are in Grade .
They are active and curious, interested in new things.
After learning English for years, they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing them the chances of using language.
They have learnt English for years, and have already known
It is not difficult for them to understand and use the language
3.教学目标 (根据具体内容定目标和要求)
So, I set the following aims.
① The first one is language knowledge.
By the end of the lesson, students will be able to read, recognize, and use these words:
And, these sentences:
② The second one is language skills.
By the end of the lesson,
Ss can understand the
and get useful information from the through attentive listening / reading. Ss are able to talk about
Ss can use
to give suggestions on
Ss’ abilities of listening and speaking will be developed.
③ The third one is emotional aim.
(Affect; Learning strategies; cultural awareness.)
In this lesson, the emotional aim is
to help students cultivate and foster their abilities of working in groups. to foster Ss’ consciousness of good-cooperation and proper competition. to help Ss cultivate their abilities to analyze and solve problems
independently.
to foster Ss’ initiative and creativeness.
to help Ss to recognize and identify the differences between Chinese and English cultures on
to help Ss know some and comprehend the
④ And, the main point of this lesson is:
to make sure that Ss can use
Correctly and skillfully.
to develop Ss’ interest in English.
The difficult point is:
The pronunciation of
4.教法学法
Fourthly, it talks about teaching methods.
In this lesson, I will mainly use “Task-based teaching method”,
“Communicative language teaching method” and “TPR teaching method”, and so on.
5.教学过程
① 具体steps 根据具体内容定;
② 板书steps + purpose 说明;
③ 如有可能，同时完成layout设计;
Step 1
Layout
Next, let’s focus on the teaching procedures.
I will finish the lesson in steps.
Step 1. Greeting and Warming-up
It will cost about mins.
After greeting with the Ss, I will begin the lesson by singing the song together with the Ss.
Purpose:
The purpose of this is to form a better English learning surrounding for the Ss, and, at the same time, it provides situations to review the learnt knowledge for the next step.
Step 2. Presentation
It will cost about mins.
With the help of the PPT, I set a situation of
by
to stimulate the Ss’ interest of the lesson.
By playing the PPT, I
And then,
(板书layout)
The purpose of this is to present the new words and sentences in the situation, which relates to the Ss’ real life experiences, to help the Ss understand the language easily and naturally.
After presenting each new word (by the guessing game), I will impart the knowledge of pronunciation rules in teaching the new words.
It is called Phonics.
It can facilitate the Ss’ abilities to pronounce the words, and help them to remember the spelling of the words.
Step3. Practice
(机械上口; 有意义操练; let’s do; 课文对话表演;)
It will cost mins, including 1 mechanical activity to help Ss to recognize and read the new words and sentences, and 2 activities in the meaningful situations to
make Ss use the new words with sentence structures in , to help Ss use the language in a real situation.淘~课件网 wWw.taoKeJIaN.com
Due to the Ss’ age, I make
The purpose of this is to draw the whole Ss’ attention to the spelling of the words.
It is to help Ss to learn
through a true situation.
Step 4. Development
In this step, I will give Ss a free space to show their abilities.
I will
Then,
Task-based teaching method and Communicative language teaching are used here.
The activity is to develop Ss’ ability of communication, and also, their ability of cooperation will be well developed.
Making a new dialogue is to check if Ss can use
correctly and skillfully.
Step 5. Conclusion
(总结上课内容; 德育渗透; 作业布置;)
In this step, I will guide the Ss to conclude the key words
And sentences
And also, I will
The purpose of this is to stimulate Ss’ interest of learning English and wide their knowledge about communication across cultures.
6.板书设计
And, this is my layout design.
That’s all for my teaching design. Thank you a lot for listening.
Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let’s talk and let’s practice. In section 1, it mainly deals with the dialogue about “What’s in the schoolbag?” and the answers. And in section 2, it provides a real situation for the Ss to practise the pattern: How many
+n.(pl.)+ do you have? And the answer: I have … +n.(pl.) Teaching aims 1. Aims on the knowledge (1) To enable the Ss to understand and speak: “My schoolbag is heavy. What’s in it? Thank you so much.” Make sure that Ss can use these sentences in real situations. (2) To help Ss finish the survey. 2. Aims on the abilities (1) To develop Ss’ abilities of listening and speaking. (2) To train the Ss’ ability of working in groups. (3) To foster Ss’ abilities of communication and their innovation. 3. Aims on the emotion (1) To foster Ss’ consciousness of good co-operation and proper competition. (2) To lead Ss to show their loveliness to the poor. Key points (1) To help Ss ask and answer the question: What’s in it? (2) To enable Ss to study in groups and co-operate skillfully. (3) To develop Ss’ interests in English. Difficult points (1) To help the Ss ask and answer the question “What’s in it?” and make sure they can use the plural nouns correctly.
(2) To finish the survey by themselves. Teaching procedures and purposes of my designing. I’ll finish this lesson in five steps. Step 1. Warm-up and preview 1. Free talk between T and Ss about things in the classroom. 2. Sing the song together: Books and pencils. 3. Do some TPR, for example: Show me your English book. Show me your crayon. 4. Review the numbers by asking: “How many crayons do you have?” Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step. Step 2. Presentation Now I’ll mainly talk about this step. 1. Present the pattern: “My schoolbag is heavy.” “What’s in it?.” (1) Show a bag and say: “Look! I have a bag.” Carry it and say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly. (2) T: My schoolbag is heavy. Open the bag and say: “What’s in it? What’s in my schoolbag?” Take out a Chinese book. Then do the action again. Let the Ss read the sentence. 2. Play a guessing game. Divide the whole class into four groups to have a competition. Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning.
3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking. Girl: My schoolbag is heavy. Boy: What’s in it? Girl: 20
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 study.
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 them.”To improve the Ss’ abilities in “shopping”;
Secondly, teach the Ss how to study independently as well as by
cooperation.
Difficult points:
The Ss can use the words and patterns to describe the clothes in the proper scene, and make simple dialogues of shopping.
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 below. 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 Teaching.
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 Ss.
The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.
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 English.
Part 3 Studying Methods:
Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc. And make preparation for completing the new study task.
After feeling and comprehending the language points, let Ss obtain the knowledge actively by probe study and cooperative study. Thereby, develop the Ss’ abilities of studying and working with the learning language independently.
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 steps.
Step1 Warm-up.
Sing a song: The coat in window.
So as to the psychological characteristics of children，singing a song can make Ss feel pleased and satisfied, and can arouse exciting motion. In this step , teacher and the Ss sing in unison and perform the song “The coat in window.” 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 atmosphere.
Step2 Presentation and practice.
1.Design: Look for Cinderella.
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 everywhere. Through the role playing, guide the Ss to use the sentence pattern “What size do you wear?” “Size … .”to make the question and
answer.This design is a novelty of my lesson,it leads the Ss into the fairy tales. They acquire the language unconsciously and can do communication freely.
2.Lead 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 demonstration.
3.Game:Guess the price.
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 them.
It considers that children can keep their attentions in limited time. 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 drills. Then achieve the aim of consolidating and deepening the sentence pattern.
4.Present the text.
a)At this time, John and his mom come to the shoe store.
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 freshness.
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 dialogue. e.g.:What size does John wear? How much? Whether buy or not, etc.
c)After be familiar with the text, let the Ss try to act out the dialogue. By this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson.
Step3 Task time.
Task:Mother’s Day.
To master the language capability needs certain amount of practice.So,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 lesson.
In advance, I shall arrange the classroom to some business locations, such as clothes store, shoes store, fruit store etc. 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 Day.
For this step, I shall instruct the Ss to use the words and patterns learnt in the
process of completing certain tasks. Meanwhile, they may have mutual
improvement in exchanging information during the communicating activities.
Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English with ease. With no doubt, this will encourage them to speak English.In fact, it incarnates a kind of demand of human
being.Suhuomulinsiji says:
“In one’s mind, there is always a kind of deeply rooted demand, that is the hope to feel oneself a finder and explorer. In Ss’ spirits, such demand is specially strong.”
This step also leads to the emotion objective of this lesson, that is to have moral education in this step.
Step4 Consolidation and extension.
Summarize the whole lesson,and arrange the homework.
1.Do the correlative exercises in the activity book.Check the mastering of knowledge of this lesson.
2.Ask Ss to interview their friends asking the price and size of their clothing and make records of the information.
This content is an extension of the previous lesson, to meet the needs of increasing communicating demand of some Ss.
Step5 Blackboard Design.
Show on the CAI.(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 methods.
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