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　　说课稿 人教版 英语 小学 四上 Unit 5 What would you like (Section A)

　　说课稿 人教版 英语 五年级 上册 Unit4 what can you do　

　Unit 5 what would you like?

　　(Section A)

　　Good morning/afternoon, judges. I’m the candidate NO.4 applying for primary school English teacher . Today my topic is what would you like?. It’s my great honor to present my lesson here. To make my presentation much clearer, I’ll describe my thoughts in the following 6 aspects: analysis of teaching materials,analysis of students, teaching methods, learning methods, teaching procedures and blackboard design. Now I am going to present them one by one.

　　Part One: Analysis of the Teaching Material

　　First of all, I’d like to give some analysis of the material.

　　This lesson is the first period of section A ,unit 5, PEP for primary English book 4A, the content is about food, which is close to the students' real life, let the students know more about eating culture and habit. Through this course，it will become the bedding of the coming lesson. The main idea is cultivating the students' good habit of eating and polite.

　　Based on the new curriculum standard，the teaching objects are divided into three parts:

　　1. Knowledge objectives

　　Knowledge object is grasping the new words: rice, noodles, bread etc. Meanwhile learning the sentence pattern " Can I have some … ,please? Sure! here you are ", and can use it in the real situation.

　　2. Ability objectives

　　Ability object is fostering ss' observation competence, thinking ability, and self-study ability.

　　3. Emotional objectives

　　Emotional object is arousing students' learning interest, cultivate the students' polite habit and spirit of team cooperation.

　　Based on the analysis of teaching materials, the teaching key points and difficult points are as follows:

　　Teaching key points include the vocabulary and some phrases, such as rice, noodles, bread ,etc. While the teaching difficult points are to grasp the sentence pattern " Can I have some … ,please? Sure! here you are " and using it in the real situation.

　　Part Two: Analysis of the students

　　After the analysis of teaching material, now let me analyze the students. With the growth of age, the students in grade 4 have the subtle mental change, from the active to quiet, dislike projecting themselves. They have one-years study experience, have get in touch with some words and can express the things they can do , which provide the foundation for this lesson . however, their abstract thinking ability level is low and their attention can be scattered easily. All the factors above will be considered into my teaching plan.

　　Part Three: The Teaching Methods

　　According to the students physical and physiological characteristics，I will adopt task-based language teaching method, TPR method and the situational approach to improve the students enthusiasm，design a variety of activities , make the students learn to play and play to learn .

　　Part Four: The Learning Methods

　　Correspondingly , The students will take part in the activities and finish the tasks cooperatively in pairs and in groups. They will use the language in a relax, democracy, and harmonious atmosphere .

　　Teaching Aids

　　In order to finish my teaching, I will use the tape recorder, multimedia, and pictures as the teaching aids .

　　Part Five: Teaching Procedures

　　So much for the teaching methods and learning methods, Now it comes to the most important part —teaching procedures, it including the following 4 steps:

　　Step 1: warm up and lead in

　　I use the VCD to play a song about food, ss will sing after the recorder, let the ss get in touch with some new words and sentence pattern and enter in the next part naturally , meanwhile, the learning atmosphere will be very active.

　　Step 2:presentation

　　Show pictures about various food, ask the students "what can you see?" ss answer the question "I can see…",so that lead in the new words and phrases: rice, noodles, bread,etc. let students read the new words and sentence several times after me until they can read them correctly and fluently.

　　Create a real situation of dinner using the multimedia, show many kinds of food to students, ask them:how should you say if you want to eat something, lead students say “can I have some noodles,please. Sure, here you are.” In the same way practice the sentence pattern for several time and correct their pronunciation.

　　Play the tape , students listen to conversation, read after it, correct their pronunciation.

　　Through this step, students can understand and master the new words, phrases and sentences better. It also can improve their learning interest.

　　Step 4 practice

　　In this step, I will design three activities to consolidate what they learned. Let students learn to play and play to learn.

　　Activity 1 Play a word game："snowball".

　　Divide the whole students into four groups , accumulate the phrases and hold a competition in class ,the fastest group will be the winner. Students can remember these words better.

　　Activity 2 work in pairs.

　　Practice the conversation in pairs. One show food pictures as a waiter or waitress ,the other ask “can I have some…”.In this way ,ss' initiative and enthusiasm can be mobilized and it also can improve their listening and speaking ability .

　　Activity 3 role play

　　divide students into 4 groups, make a new dialogue using the new sentence pattern and the new words, act it out in front of the class, I select the best one and give them some rewards.

　　It can cultivate the ss' communicative ability in English. ss can know the main content of this lesson better, and their self-study ability can be cultivated.

　　Step 5 summary

　　In this step, ss sum up by themselves, they will talk about what they grasped in this lesson and make an assessment on each group. through it ,ss can know the main content of this lesson better, and their independent thinking ability can be cultivated.

　　Step 6 homework

　　Practice the conversation with their parents using the sentence pattern and phrases when they have dinner. it can make students know that English is useful, so that their learning motivation will be more strong.

　　Part Six: Design of the blackboard

　　Finally ,I will talk about my blackboard design ,write the key phrases and sentences on the blackboard, in order to let the students know the important points and remember them more easily

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　　Unit 4 What can you do?

　　吴淑青

　　Good morning ,honorable judges. It’s my great pleasure to be here sharing my lesson. I'm candidate NO.7 applying for primary school English teacher. Today my topic is housework. My presentation mainly contains the following aspects: Analysis of teaching material, analysis of student, assessment of performance and teaching procedure.

　　First of all, I want to introduce the teaching material.

　　Today's lesson is the 4th period of Unit 4, Book 5, PEP. It mainly talks about the housework and some related sentences patterns, like What can you do? Can you make the bed? The content is close to the students’ real life and familiar to them, so they can find interests in learning it. Therefore, learning it well will do a great help not only to the following study of the unit, but also to the whole learning of English.

　　So what’s the real situation of students in Grade 5 ?

　　Based on the observation, students have already learned about 300 words and 30 expressions. The students are very active and good at in memorizing and imitating, but their ability in using the language remains to be improved. In order to overcome the difficulties , I’ll assign some tasks to them.

　　Given the analysis of teaching material and students , the teaching objectives are as follow:

　　A) Knowledge Objectives

　　Students are able to understand and speak the sentence patterns What can you do? Can you make the bed? Yes ,I can.No , I can’t.

　　B) Ability Objectives

　　Students can use the sentence structure in a conversation.

　　That’s to say, to develop the skills of listening and speaking in applying them flexibly into different situations.

　　C) Moral Objectives

　　Students will have the consciousness of communication and caring others.

　　On account of the above analysis,the important point is to use the expressions in a sentence. As to the difficult point is grasping the main idea of the dialogue.The students will also find it hard to communicate with others with a good logic and well-organized language.

　　All right, teaching background has been analyzed above, then I will talk about the assessment of performance. Base on the new curriculum standard, I’ll give formative assessment to students’ performance. Meanwhile, students will have mutual rating in the activities which can give them a good opportunity to practice their individual study.

　　For example, in the Practice part, I’ll arrange students to act out the Read and Write part in groups. The best group can get 5 stars. At the same time, I give them timely praise such as: Excellent! Well done! I’m so proud of you! No matter their performances are good or not,they can be encouraged.

　　As is know to all, teaching plan is the core of a lesson. I’ll divide my teaching plan into 3 parts: Teaching method Teaching aids and Teaching procedure.

　　During this lesson, I’ll mainly use “Task-based” language teaching approach, “Communicative” teaching method and situational approach. I’ll assign some tasks to be accomplished by students themselves-- namely, “learning by using and leaning for using”. So the whole teaching procedure will focus on students’ autonomous learning, cooperative learning and inquiry learning.

　　In my lesson, I’ll use the multimedia computer, power point, a tape recorder and some pictures etc. to make the input comprehensible and reasonable, and also make my teaching lively and interesting.

　　Now, time for me to express my ideas of teaching procedure. It consists of 7 steps.

　　Step1:Warming up

　　I’ll begin my class by playing the tape about Let’s Chant part and ask students repeat after the tape.

　　As we all know, “Well begun, half done.” An English song related to the topic will not only warm the class up at once, but also make good preparation for the lead-in and presentation.

　　Step 2: Leading in

　　To lead in the new lesson, I will show students some phrase cards and ask students: Can you do house work? What can you do?

　　Students could say: Yes, I can. I can wash the clothes. I can set the table. and so on. In this way, students will review what they have learned before and their attention will be attracted immediately.

　　Step 3: Presentation

　　In this part, I’ll arrange students to watch a cartoon about Read and Write Part. Before watching, I will ask two questions:

　　What can robot do? What can’t robot do?

　　Students are going to fill in the blanks after watching. The answers will be written on the blackboard. Then students will repeat the conversation of the cartoon several times.

　　To present the section A by cartoon is much easier for students to learn and grasp the meaning, which could provide students with a real situation with its sound and picture.

　　Step 4: Practice

　　Now, time for students to practice.I design two activities to help students grasp what they have learned better:

　　Activity 1: A train game

　　Students will play the game in teams: The first student in each team is the leader, who begins the game by asking the next member:What can you do?Can you make the bed? The next one is supposed to respond:Yes, I can.I can make the bed. During the game, teacher will walk around the classroom and observe. Stickers will be given to anyone whose respond is the fastest.

　　Activity 2: Role playing

　　Students in groups will firstly have 5 minutes to try to rewrite the dialogue.Then I’ll invite 4 groups to go to the platform and act out their conversation.

　　Task-based teaching method is used here to develop Ss’ ability of communication and their ability of co-operation will be well trained. And I think proper competition can arouse Ss’ interests in English learning.

　　Step 5: Consolidation

　　In task 1, I’ll first let the Ss do a survey of what their classmates’CAN DO or CAN’T DO and they make a report like: I have a friend Tom. Tom can do the dishes and use the computer, he can’t wash the clothes. But Amy can .

　　Then, just as Herbart’s saying goes teaching should always be instructive.

　　So in task 2 , I’ll play a video for Ss about a day of mother Students will see what a mother do during a day and have a brainstorm: what can we do for your mother?

　　All the tasks above are designed for this step to output the language knowledge. If Ss can finish the last task well, Ss will have a better understanding of loving others.

　　Step 6: Summary

　　Students will summarize the knowledge they have learned today, as a teacher, I will make necessary supplements.

　　Step 7: Homework

　　Students are supposed to make a survey: to describe what their family members can do and use the information to make a family album.

　　Homework is a necessary supplement in that students should practice English as much as they can in class and after class, especially their implementing ability should be promoted through individualized homework.

　　Well, here, I want to talk someting about my blackboard design. On the top of the blackboard, I’ll write the title of this Unit. On the left, I’ll write the key words and phrases of this lesson. In the middle, I’ll write the key structure of this lesson. This part is designed for the PK results. This is left for some other things.

　　At last,I want to talk about the my presentation.

　　My bright spot of this lesson lies in：

　　The active implementation of task-based Teaching approach.Tasks are formed basic to tougher, linked with each other.Through all this activities like short play, students can be more cooperative.