下面是小编为大家整理的11篇全英语说课稿，欢迎阅读与收藏。
作者：william
Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts.
Part One Analysis of the Teaching Material
(一) STATUS AND FUNCTION
1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening, speaking, reading and writing. To start listing “Word Bank” and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.
2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.
3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.
(二)ANALYSIS OF THE STUDENTS
The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.
(三)TEACHING AIMS AND DEMANDS
The teaching aim's basis is established according to Junior School English syllabus' provision.
1.Knowledge objects
(1) To make the Ss know how to use the affirmative sentence “This is. . . .” and the negative sentence “This is not….”Everyday expressions for “Apologies”“I'm sorry”“That's all right”.
(2) To study the new words “six, hey, sorry, it’s, that’s”, etc. by learning the dialogue of this lesson.
(3) To finish some exercises.
2.Ability objects
(1) To develop the Ss’ abilities of listening, speaking, reading and writing.
(2) To train the Ss’ ability of working in pairs.
(3) To develop the Ss’ abilities of communication by learning the useful structures.
3.Moral objects
(1) To enable the Ss to be polite and love life.
(2) To enable the Ss to look after their things well.
(四)TEACHING KEY AND DIFFICULT POINTS
The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material's position and function.
1.Key points:
(1).To help the Ss to communicate with each other.
(2).To enable the Ss to study in groups and co-operate skillfully.
(3).To develop the Ss’ interest in English.
2.Difficult points:
(1) How to make dialogues and act them out.
(2) How to write the right whole sentences.
(五) TEACHING AIDS
Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and
中国大学网 《全英语说课稿范例模板》全英语说课稿范例模板
作者：william
Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts.
Part One Analysis of the Teaching Material
(一) STATUS AND FUNCTION
1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening, speaking, reading and writing. To start listing “Word Bank” and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.
2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.
3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.
(二)ANALYSIS OF THE STUDENTS
The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.
(三)TEACHING AIMS AND DEMANDS
The teaching aim's basis is established according to Junior School English syllabus' provision.
1.Knowledge objects
(1) To make the Ss know how to use the affirmative sentence “This is. . . .” and the negative sentence “This is not….”Everyday expressions for “Apologies”“I'm sorry”“That's all right”.
(2) To study the new words “six, hey, sorry, it’s, that’s”, etc. by learning the dialogue of this lesson.
(3) To finish some exercises.
2.Ability objects
(1) To develop the Ss’ abilities of listening, speaking, reading and writing.
(2) To train the Ss’ ability of working in pairs.
(3) To develop the Ss’ abilities of communication by learning the useful structures.
3.Moral objects
(1) To enable the Ss to be polite and love life.
(2) To enable the Ss to look after their things well.
(四)TEACHING KEY AND DIFFICULT POINTS
The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material's position and function.
1.Key points:
(1).To help the Ss to communicate with each other.
(2).To enable the Ss to study in groups and co-operate skillfully.
(3).To develop the Ss’ interest in English.
2.Difficult points:
(1) How to make dialogues and act them out.
(2) How to write the right whole sentences.
(五) TEACHING AIDS
Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.
Part Two The Teaching Methods
1. Communicative teaching method
2. Audio-visual teaching method
3. Task-based” teaching method
As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.
Teaching special features
To use these methods are helpful to develop the Ss’ thought.
Part Three STUDYING WAYS
1.Teach the Ss how to be successful language learners.
2.Let the Ss pass “Observation―Imitation―Practice ” to study language.
3.Teach the Ss how to master dialogues and how to communicate with others.
Teaching special features:
Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.
Part Four Teaching Procedure
I’ll finish this lesson in four steps.(教案 ) First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner.
Step1 Warm-up
1. Free talk between T and Ss .
Such as: Hi, I’m . . . . What’s your name?
This is …. How do you do?
Who is he/she? How are you?
Who can count from 1to 5?
What’s this in English? etc.
2.A game: Ask the Ss to give T some school things. For example:
T: Give me your book.(ruler, box, pen, table, knife, etc.)
T: This is your book. This is not my book. It’s your book. etc.
In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues.
Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.
Step2. Presentation
This course is very important. I’ll mainly talk about this step.
I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A.
First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B.
A: Hi, B. How are you today?
B: I’m fine, thank you. And you?
A: I’m fine, too. Oh, this is my bag.
B: No, this is not your bag. It’s my bag.
A: (Look closely) Oh, I’m sorry.
B: That’s all right.
(At the same time, C is running up and hitting A.)
C: Oh, I’m sorry.
A: That’s OK.
I’ll write the key points on the Bb while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.
Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.
Step3.Practice
First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll give them red stars.
Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability.
Step4.Production
In this step I’ll give the Ss a free space to show their abilities.
Second scene: The Ss are having a picnic. It’s hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats. D and E are talking. F and G are talking. etc.
After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.
Purpose of my designing: “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English.
2.Skill 1 Model 1.
I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines.
Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best.
3.Finish the Ss’ workbook.
Purpose of my designing: To check the knowledge Ss have learned in this lesson.
Step5.Homework:
(1)Recite the words as many as possible after class.
(2)Make a dialogue according to Sample A and write it in the exercise book.
Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.
Blackboard Design
Lesson Six Sample ASix This is my….hey This is not your. . . .sorry It’s my. . . . Picture it’s=it is Oh, I’m sorry.that’s=that is That’s all right/OK.
Background of English teaching in primary school:
It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.
I. Contents:
Today I’m going to talk about unit6, FUN WITH ENGLISH, Book5B. In this unit,we will learn some orders used in the PE lesson and some words about the body parts ,
II. Teaching aims
1. Aims on the knowledge
（1） To enable the Ss to understand and speak the words: left,right,time ,touch.
（2） Phrase:listen carefully,do some exercise,up and down,left and right .put on.touch with,lift up ,do this times …
（3） Make sure that Ss can use these sentences in real situations.
（4） To help Ss to finish the survey.
（5） Let Ss finish the assessment of “Let’s check” in this unit.
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.
III. Key-points of this lesson
（1）To enable Ss to understand and speak the words: left,right,time ,touch. Phrase:listen carefully,do some exercise,up and down,left and right .put on.touch with,lift up ,do this times …
（2）To enable Ss to study in groups and co-operate skillfully.
（3）To develop Ss’ interest in English.
IV. Difficult points
（1） To enable Ss to understand and speak the words: left, right, time ,touch. Phrase:listen carefully,do some exercise,up and down,left and right .put on.touch with,lift up ,do this times
V. Teaching methods
As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method.
VI. Teaching procedures and purposes of my designing.
I’ll finish this lesson in five steps.
英语全英说课稿
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’sare…” 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’sWhere are themy…
It’s They’re…
There’s no …in on ear…
I think the most difficult point of this period is to make sure the students can use the patterns “Where’sWhere are…and There is no …inon ear…” 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 …inon ear…
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.
Today I’m going to talk about lesson 62 of Unit 11, NEW START Primary English, Book
7. This lesson includes three parts: “listen and number”“ask and answer” and “lets write” .
First. Aims on the knowledge
(1) To make students understand and speak: :“Eiffel tower、Disneyland、Big ben、Opera house.and what is his city famous for”
(2) To help Ss to finish the blank. In page 23.
2. Aims on the abilities
(1) To develop Ss’ abilities of listening and speaking.
(2) To develop the Ss’ ability of working in groups..
3. Aims on the emotion
(1) To lead Ss to show the famous building in their hometown,develop their country emotion.
Second. Key-points of this lesson
(1) To help Ss ask and answer the question: What is his city famous for?
(2) To make Ss to study in groups and develop Ss’ interest in English.
3.rd. Difficult points
To help the Ss ask and answer the question “What is his city famous for?” and make sure they can use it..
V. Teaching methods
As we all know: the main instructional aims of learning English in primary school is to improve the abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange(安排、准备) four kinds of activities: singing, guessing game, finishing a survey and having a competition(竞赛). Students should prepare(准备) some school things(学具). VI. Teaching procedures(程序).
I’ll finish this lesson in six steps.
Step 1Step 2. Step 3. Step 4.Step 5. Step 6.
1. chant 听录音,一边拍手一边唱
2. 出示人物图,进行提问:Where is he live / she?
Where does he / she come from? Where does he / she live?
回答出单词即可,复习上一课词汇.
老师:Binbin comes from China. He lives in Beijing.
Do you know what is Beijing famous for?
Beijing is famous for Tian’an man square.
What else do you know about Beijing.
请学生说出北京的一些著名景点
a) 出示各景点卡片,带读正音.
b) 完成Part A Write the number 后订正答案 c) 两人一组利用图片做国家和城市的游戏
…is famous for ……或……is in ……
Tokyo is famous for cherry blossom.
Cherry blossom is in Tokyo.
4．提问:Where does …come from?
Where does he /she live?
What is his /her famous for?
请学生回答,老师出板书,带读.
做问答练习
5．These are Pen’s Pal . Which pen pal do you want to have? 让学生用一张卡片进行练习
● Good morning, my dear judges. I am number_______. I’m glad to interpret my teaching design here.
● My teaching content today 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 (Contents)
Firstly, let’s focus on the analysis of teaching content. The lesson is a new one of Unit .
It includes , ____ and . In section 1, it mainly deals with these key words,
2. 教学对象(talk about the students)
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 (Teaching aims)
So, I set the following aims.
By the end of the lesson, students will be able to read, recognize, and use these words:
And, these sentences:
By the end of the lesson,
①Ss can understand the and get useful information from the through attentive listening / reading.
②Ss are able to talk about
③Ss can use to give suggestions on
④Ss’ abilities of listening and speaking will be developed.
(Affect; Learning strategies; cultural awareness.) In this lesson, the emotional aim is
①to help students cultivate and foster their abilities of working in groups.
②to foster Ss’ consciousness of good-cooperation and proper competition.
③to help Ss cultivate their abilities to analyze and solve problems independently.
④to foster Ss’ initiative and creativeness.
⑤to help Ss to recognize and identify the differences between Chinese and English cultures on
⑥to help Ss know some and comprehend the
①to make sure that Ss can useCorrectly and skillfully. to develop Ss’ interest in English. ②The difficult point is:
The pronunciation of
4.教法学法(Teaching methods)
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;
一般分为:warming up lead inpresentationconsolidationhomework
②板书steps ＋ purpose 说明; ③如有可能,同时完成layout设计;
Next, let’s focus on the teaching procedures. I will finish the lesson in steps.
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.
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, IAnd 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.
(机械上口; 有意义操练; let’s do; 课文对话表演;)
It will cost mins, including
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.
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.
(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.板书再次介绍(Talking about the blackboard design again)
And, this is my layout design.
That’s all for my teaching design. Thank you a lot for listening.
高一英语全册说课稿
高一上Unit one good friends
Teaching aims:
能力目标：Listening: get information and views from the listening material;Speaking: express one’s attitude or views about friends and friendship in appropriate words.Reading: enable the Ss to get the main ideaWriting: write some advice about making friend as an editor知识目标：Talk about friends and friendship; how to make friends; how to maintain friendshipUse the following expressions:
I think so. / I don’t think so. I agree. / I don’t agree.That’s correct.Of course not.Exactly.I’m afraid not.
c.to enable the Ss to control direct speech and indirect speech
d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
3.情感目标:
a. To arose Ss’ interest in learning English;b. To encourage Ss to be active in the activities and make Ss to be confident; c. To develop the ability to cooperate with others.
4.策略目标：
a. To develop Ss’ cognitive strategy: taking notes while listening; b. To develop Ss’ communicative strategies.
5.文化目标：to enable the Ss to get to know different opinions about making friends from different countries.
Teaching steps:Period one
Step1. Warm-up
1. Ss listen to an English song AULD LANG SYNE.
2. Brainstorming: let Ss say some words aboutfriendshipC honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….
Step 2. Talk about your old friends
Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.Self-introduction
Step 3. Make new friends
Ss go around and ask their new friends some information and fill in the following form
NameAge/hobbies/favorite sports, books, …Report to the class: who will probably be your friend why.Step 4. Do a survey
Ss do the survey in the text ,P1
Sep 5. Listening and talking
Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.
When Ss make their conversation, ask them to try to use the following expressions.
I think so. / I don’t think so. I agree. / I don’t agree.
That’s correct. Of course not. Exactly. I’m afraid not.
Step 6. Discussion
Divide Ss four in one group and each group choose a topic to discuss. There are four topics.
Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.
Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?
Topic 3: Does a friend always have to be a person? What else can be your friend? Why?
Topic 4: List some qualities of a person who does not make friend easily.
Step 7. Summary
Ask Ss themselves to summarize what is friendship and what is the most important in making friends.T shows more information about friendship and a poem about friendship.
What is friendship?
3. Tell Ss:make new friends and keep the old; one is silver and the other is gold.
Step 8. Evaluation
Ss finish the following evaluation form. Standard: A, B,C
Contents自评他评1. I’m active in talking with others.2. I’m active in cooperating with others.3.I can express myself fluently, accurately and appropriately.4. I know more about friendship after this lesson..5. Do you think you need to improve yourself in some aspects? Which aspects?Homework:
Look up the new words and expressions in warm-up and pre-reading in a dictionary.Write a short passage about your best friend.
Period two Reading
Step1.Warming up
Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home.
How would you feel? What would you do?
Four students a group discuss with each other for 2 minutes.
Activity2: Play a short part of the moviesSchindler’s List
Step2. Predicting
Students read the title of the passage and observe the pictures and the outline of it to guess:
Who is Anne’s best friend?
What will happen in the passage?
Step3. Skimming
Students skim the passage in 2 minutes to get the main idea :
Who is Anne’s best friend?
When did the story happen?
Step4. Scanning
Students work in pairs to find the information required below:
The Lecture Notes of 《 PEP Primary English 》
Book4 Unit5 B Let’s talk
Ladies and Gentlemen, It’s my great pleasure to be here sharing my lesson with you.
The content of my lesson is《 PEP Primary English 》Book4 Unit5 B Let’s talk, asking the price and inquiring the clothes size.First, let me talk about the teaching material.
Part 1 Teaching Material:
This lesson is about a shopping topic. By study of this unit, the Ss know how to ask the price in English and how to describe the size and price with simple words and sentences. The sentence patterns of this lesson “ What size?” “How much are they?” and“We’ll take them .”are the key and difficult points of this unit.The study of this lesson will help the Ss with daily communication.
Moreover, this lesson completes the transition of the phrase “a pair of… ”to the sentence pattern “A pair of… for …” ,and helps the Ss further consolidate the knowledge of words of clothing appearing in plural form.
Therefore, on studying the teaching material and analyzing the regulation of children’s growing of mind,I put forward the teaching objectives according to English syllabus and new lesson standard.
1.Perception objective:
a）The Ss can hear, read, and use the main sentence patterns “A pair of … for …” “What size?” “How much are they?” “We' ll take them.”
b）The Ss can understand and read the conversation of the lesson.
2.Ability objective:
a）The Ss can use the sentence pattern of inquiring the price, and further develop their language ability of “shopping”;
b）The Ss can use the patterns to express their thoughts in the proper scene.
3.Emotion objective:
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.
As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.
Hello dear teachers and judges, today I’m going to talk about how to teach some words and sentences using clothes as an example .
Part One Analysis of the Teaching Material
I. STATUS AND FUNCTION
From this lesson, the students will learn how to describe other’s clothes. The useful expression_rs and words can be used to describe others more freely and vividly. Therefore this lesson is an important portion of the teaching material.
Such a topic is related to daily life, so it is helpful to raise the learning interests of students and it will also help to improve their spoken English.
II .ANALYSIS OF THE STUDENTS
The Ss in Grade four have learned English for several years, but they still lack some learning strategies and their vocabularies are limited.
III.TEACHING AIMS AND DEMANDS
The teaching aim is established according to the New Curriculum of Primary School English.
1.Knowledge objects
（1） To enable the students to understand and speak five new words and two sentence patterns: wear, shirt, T-shirt, dress, skirt. He’s wearing a… She’s wearing a…
（2） To be able to describe someone else more freely.
（3） To enlarge the Ss’ vocabulary.
2. Ability objects
（1） To develop the Ss’ speaking strategy.
（2）To develop the Ss’ vocabulary strategy. （word guessing etc.）
（3） To encourage the students cooperation amongst in their studies.
3.Moral objects
To arouse the students’ interest of learning English and to have them participate actively in language communication. To stimulate the students’ creativity .
IV.TEACHING KEY AND DIFFICULT POINTS
The teaching key and difficult points are based on the aims and demands.
TEACHING KEY POINTS :
To grasp the five new words and two sentence patterns.
TEACHING DIFFICULTIES
1.Improve Ss’s speaking ability to describe others more freely
2. Develop their lateral thinking through games .
V.TEACHING AIDS
A Computer
PART 2 Teaching Methods
1. Student-centered teaching
2. Task-based learning
3.Communication through learning
PART 3 Studying Ways
Activity-based learning（individual work; pair work; group work; class work）
Problem Analysis
Teaching which appeals to learners’ needs can facilitate learning . It is necessary to investigate why the students were showing less and less interested , and devoting less and less effort. So interviews were held and questionnaires were issued. It is found that:
a. Those poor learners report that , due to their lack of practice. They can’t complete sentences.
b. Some students report that they are afraid of being laughed at by other students.
c. Quite a number of students report that they are afraid of being criticized and thus withdraw from classroom activities.
d. Some students aren’t interested in practicing speaking .
Possible Solutions
Taking the above factors into consideration, the following solutions were proposed:
a. Employing interesting role work to help the students understand and learn new knowledge.
b. Organizing interesting activities to motivate the students to speak more English in the oral lesson. Make the students have to speak so that they would be interested in speaking English .
d. Encouraging the students to speak.
4. Project objective
Part Four Teaching Procedure
Step 1 warm up
to arouse Ss’ interest ,play a “colour song” on the computer, let the students become familiar with the phrase “ Who’s wearing…”
Step 2 Lead-in
To introduce the new words and sentences ,I create a situation here, Sam and Amy are Australian children , they decide to buy some summer clothes because it’s getting hotter in their county. What will they buy?
（purpose: To present the new words and increase students geographical knowledge at the same time）
Step 3 practice
After presentating the new words, the students need some activities to practice them. Students greatly welcome games. They can create a cheerful and light-hearted environment and arouse students’ interest in learning English. Games are considered one of the most effective ways to improve efficiency in language learning. So in this part, I will use a power point I prepared to play some games with the students:
1. Let them try to memorize how many models are wearing a T- shirt/ shirt/ dress/skirt? 2
2. How many models they can introduce by using the sentence in a limit time: He’s wearing a …/She’s wearing a…
3. And the third game is to try to answer some questions according to the shadow pictures.
4. Step 4 extension
（to develop their creativity and speaking ability）
Organize Ss into groups of four and discuss “ how can you help them to find ”the missing person（situation: a little child is lost in a shopping mall and he/she is trying to find his parent）
Step 8 Homework
Design a T-shirt , or some other clothes that you like.
Blackboard Design
Topic sentences and key words are written to help Ss know the main content of this class.
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 puter to help me achieve the aims。
The task-based method， municated method， group cooperate method will be used in this period。
To acplish 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 munication and the environment of munication 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 petition 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 municate 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。
PART 1 Analysis of the Teaching Material
(I)STATUS AND FUNCTION
1。This unit is a revision unit， so it covers all municative language knowledge learned from Unit 7 to Unit 11。
2。This lesson is the first one of Unit 12。 So if the students can learn this lesson well， it will be helpful to make the students learn the rest of this unit。
3。This lesson is a dialogue about keeping fish。 Such topic is related to daily life， so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English。
(II)TEACHING AIMS AND DEMANDS
Knowledge objects
1。 To make the Ss know how to keep fish， birds or any other animal by learning the dialogue of this lesson。
2。 To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions。
Ability objects
3。 To improve students’ listening and speaking ability by reading and practising the dialogue。
4。 To develop students’ municative ability by learning the useful expressions for making suggestions and replying。
Moral objects
5。 To enable the students to love life and animals， protect the nature and environment。
(III)TEACHING KEY POINTS:
1。To make the Ss grasp and understand the way of making suggestions and reply in daily life。
2。To enable the students to use useful expressions for making suggestion and replying in their own dialogues related to the daily life。
(IV)TEACHING DIFFICULTIES:
1。 The usage of the Modal Verbs ，especially usage for making suggestions。
2。 Using the learned phrases and sentence patterns to make suggestions and replying。
(V)TEACHING AIDS:
Multi-media puter; OHP(overhead projector); tape recorder; software: Powerpoint or Authorware
PART 2 Teaching Methods
1>Five Steps Approach。
2>Communicative Approach。
PART 3 Studying Ways
1。 Teach the students how to be successful language learners。
2。 Teach the students how to master dialogues and how to municate with others。
PART 4 Teaching Procedure
Step 1 Revision
Get the students to give some animals’ names they know by asking the students the following question: Can you give us some names of different animals you know? This step is employed to revise the words related the animals。 At the same time draw the students’ attention to the topic about animals。
Step 2 Lead-in
Sign to the students to be quiet and close their books。 Then start a free talk with the students。 Use puter to show some pictures of different pets， such as dogs， cats etc。 Ask the students several questions about raising pets。 These questions are employed to warm up the students and raise the interests of the students to speak English in class on the topics they like and familiar with。
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 puter to help me achieve the aims。
The task-based method， municated method， group cooperate method will be used in this period。
To acplish 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 munication and the environment of munication 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 petition 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 municate 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。
Thank you！