1、 a glass, a fridge, an egg, bread and a table. The second one: students can listen, read, say and write the following daily expressions: Whats for breakfast?Have some juice then. The third one: students can listen, read, say and write the following sentence patterns: WheresWhere are themy Its Theyre
2、 Theres no in on near I think the most difficult point of this period is to make sure the students can use the patterns “WheresWhere areand There is no inonnear” in their daily life correctly. And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to hel
3、p 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 Eng
4、lish, 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 envir
5、onment of communication is life. So when I present the sentence pattern “Whats 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
6、the new knowledge. Most of the Ss have learnt the sentence pattern: Wheres? 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? Theyre Meanwhile stick the sentences on the Bb. After some practice by asking and answering, I pre
7、sent the next language points:Theres no inonnear Have then. And I will stick these sentence patterns on the Bb. Finally Ill 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 a
8、ttach 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
9、, 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
10、 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, lear
11、n by themselves. Is this the end of the class? I dont 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 step
12、s 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. Thats all. Thanks a lot for your attention 小学英语 Unit5 B Lets talk说课稿全英文版The Lecture Notes of PEP Primary English Book4 Unit5 B Lets talkLadies a
13、nd Gentlemen, Its my great pleasure to be here sharing my lesson with you. The content of my lesson is PEP Primary English Book4 Unit5 B Lets talk, asking the price and inquiring the clothes size.First, let me talk about the teaching materialPart 1 Teaching Material: This lesson is about a shopping
14、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“Well take them .”are the key and difficult points of this unit.The study of th
15、is 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 teachin
16、g material and analyzing the regulation of childrens 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?” “We ll take them.”b）The Ss
17、 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 comp
18、leting 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?”“
19、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
20、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, Ill talk about my teaching methods below.Part 2 Teaching Methods:According to the modern perception theories an
21、d 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 emphasi
22、zes 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 t
23、ime, 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
24、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
25、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 st
26、eps.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
27、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 Cinderell
28、a 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 acqui
29、re 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 under
