牛津英语说课稿Unit 9 Part A in Book 4 Oxford English
Good morning, everyone!
Today, T’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 Eglish learning, so it stresses on the emotiom of the Ss, creates well beginning for the Ss. This Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating characterize. Review the learned langauge points “ Where’s..” and the new langauge 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 firdge, an egg, bread and a table.
The second one: students can listen, read, say and write the followingdaily expressions: What’s for breakfast?
Have some juice then.
The thrid 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 th eaims.
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’s attention and constrauct an atmosphere o flearning 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 langauge is communication and the environment of communication is life. So when I present the sentence patter “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 th enew knowledge.
Mostof 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 langauge points:
Where are…? They’re… Meanwhile stick the sentences on the Bb.
After some practice by asking and answering, I present the next langauge 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, I makes a quider.
In class, Ss play as a host,a nd 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 vioce, 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 achueve the aim of mastering the learned kwonledge in situation.
Step 5 Change calss 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.
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