兴瑞范文网 http://www.lanyuan.org.cn 2020-02-15 11:25 出处:网络 编辑:


  Hello dea。r teachers and judges, today I’m going to talk about how to。 teach some words and sentences using clothes as an example .

  Pa。rt One Analysis of the Teaching Material


  From this lesson, the students will learn how to describe other’s clothe。s. The useful expressio。n_。rs a。nd words can be used to describe others more freely and vividly. There。fore this l。esson is an important。 portion of the teaching material.

  Such a topic is related t。o daily life, so it。 is helpful to raise the learning interests of students and it will also h。elp to improve their spoken English。.


  The Ss in Grade。 fou。r have learned English for several years, but they still lack some learning strategies and their vocabularie。s are limited.


  The teaching aim is esta。blished 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 s。entence patterns: wea。r, shirt, T-shirt,。 dress, skirt. He’s wearing a… She’s wearing a…

  (2) To be able to describe s。omeone 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 stude。nts cooperat。ion amongst in their studies.

  3.Moral objects

  To arouse the stud。ents’ interest of learning English and to。 h。ave them。 participat。e act。ively in language communication. To stimulate the students’。 creativity .


  The teaching key and difficult points are based on the aims and demands.


  To grasp the five new words and two sentence patterns.


  1.Improve Ss’s speaking ability to describe others more freely

  2. Develop their lateral thinking through games .


  A Compu。ter

  PART 2 Teaching Methods

  1. Student-centered te。aching

  2. Task-based learning

  3. Communica。tion through learning

  PART 3 Studying Ways

  Ac。tivity-based learning(individual work; pair work;。 group work; class work)

  Problem Analysis

  Teaching whic。h appeals to learners’。 needs can facilitate learning . It is necessar。y to investigate why the students were showing less and less interested , and devoting less and less effort. So interviews were held an。d questionnaire。s were issued. It is found that:

  a. T。hose poor learners report that , due to t。heir。 lack of practice. They ca。n’t compl。ete sentences.

  b. Some students report that they are afraid o。f bein。g。 laugh。ed at by other studen。ts.

  c. Qui。te a number of students report that they are afraid of。 being criticized and thus withdraw from classroom activities.

  d. Some students aren’t i。nterest。ed in practicing speaking .

  Possible Solutions

  Taking the above facto。rs into consideration, the。 following solutions were proposed:

  a. Employing i。nteresting role work to help the students understand an。d learn new knowledge.

  b. Organizing interesting acti。vities to m。otivate the students to spea。k。 mor。e English i。n the ora。l lesson. Make the s。tudents ha。ve to speak so that。 they would be intereste。d in speaking English .

  d. Encouraging the students to spe。ak.

  4. Project objective

  Part Four Teaching Procedure

  Step 1 warm up

  t。o arouse Ss’ interest。 ,play a "colour song" on the comput。er, 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 gett。ing hotter in their county. What will they buy?

  (pu。rpose: To present the new words and increase stu。dents geographical knowl。edge at the same time)

  Step 3 practice

  After presentating the new wor。ds, th。e。 students nee。d some activities to practice them. Stude。nts greatly welcome games. They can create a cheerful and light-hearte。d environment and arouse students’ inte。res。t in learning Engli。sh. G。ames。 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 memor。ize how many models are wearing a T-。 shirt/ shirt/ dress/skirt? 2

  2. How ma。ny models they can introduce by using the sentence in a limit time: He’s wearing a …/She’s w。earing a。…

  3. And the th。ird。 game is。 to try。 to answer some questions ac。cor。ding to the shado。w pictures.

  4。.。 Step 4 extension

  (to develop their creativity and speaking ability)

  Organize Ss i。n。to g。roups of four and discuss " how can yo。u help them to find "the missing pe。rson(situation: a little child is lost in a shopping mall and he/she is trying to find his parent)

  Step 8 H。omework

  Design a T-shirt ,。 or some other。 clot。hes that you like.



  1. 教材内。容

  本节教材。重点围绕节日展。开,围绕人们经常如何度过节日展开话题。本课。时要求学生能掌握四个节日National Day, Halloween, Christ。mas, Spring Festival 及句型What do people usually do at …? I… .并能自由交流如何度过假。日。在本课。中did引导的一般疑问句及回答也是新知之一。因为在前面第三单元己出现了be 动词的过去式,所以学生在学习的时候这方面比较。容易掌握。


  本节课所选的教学内容是牛津小学英语6A Unit 6.本单元教学围绕节日展开。在询问节日。这部分,学生已有了前面第三单元的知识铺垫,比较易于深入与扩展。这样。的安排,既体现了教材循序渐进、由难到易的。编排意思,又符合学生的知识水平和认知水平。关于人们如何度过节日这一话题,特别是西方的节日,.则需要学生课后及时收集资料。在实际教学中,本课采用旧话题先教新句型,再用句型引新知的方。式展。开,这样既便于学生。接受掌握,也体现了教学内容之间的连贯性。


  1. 教学目标


  [认知目标] 学生能听、说、读短语。及单词:visit relatives and friends , go t。o parties, dress up in costumes, ware masks , make pumping lanterns, eat lots of delicious food , National Day, Chr。istmas。, Halloween。, Spring Festival , favourite ; 能。运用 When’s … ? What do people usually do at …? Did you…last …? Yes , I did./ No, I didn’t.等进行。口语交际。


  [情。感目标] 通过活动、游戏使学生产生学习英语的兴趣;让学生敢于、乐于开口,积极参与交流。并。让学生在学习的过程中,培养他们的合作意识和竞争意识。

  2. 教学重。难点



  1. 教法设计


  2. 学法指导


  3. 教学手段



  1.热身( Warm up)

  (1)宣布本节课的学习方式:小组竞赛。以座位分成四个参赛小组,按每个同学的课堂表现为本组加星,课末评出WINNER.然后,开始"每课一句",本。节课所教授的句。子是"Lite is long if y。ou kn。ow how to use it.。"

  [设计意图] 学习方式的宣布让学生对本节课充满了兴趣,激起了他们的斗志。和为。本组争星的表现欲。"每课一句"是我在。六年级开始每堂课上设置的一个必备环节。这个环节主要教学生一些妙言警句。这些句子既丰富了学生的词汇量,提高了他们的表达能力,同时也让他们学到了地道的英语表达方式。从而为学。习英语创设一个。良好的氛围。

  2.以旧带新 [lead in ]

  提供话题Birthday,师生自由交流,然后用"How do you spend your birthday?"引出本课的新句。型"What do you do on your birthday?" 进而再导入" Did you … last birthday? "及回答。然后用Colour 话题引出句型My favourite …

  [设计意图] 通过旧知识滚出新知识,是我常用的教学方法之一。以旧带新,学生可以比较轻松地掌握本课的句型。同时把新句型和老话题融合。有助于培养学生的语言思维能力的开放性。

  3.呈现、操练(Presentation, Practice)

  承接Colour话题,引出第一个节日:National Day.利用课件呈现中国国旗。教师引导的话如下:

  T:。My favourite is red . Because Chinese flag is red。 . The main colour in China is red on。 important。 days. I love China , so I like red. I。 like red , because I’m from china. Do you like China?。 Do you like red now?

  S: Yes…

  T: Do。 you know my country’s birthday?

  S: The first of October.

  T: What holiday is on that day?

  S: National Day.

  [设计意图] 找到话题与所授新知的契合点,让学生很自然地从一个话题向另一个话题过渡,从。而开始。了本节课Holiday的话题。同时英语并不是仅仅是一种工具,它是能够表现出情感的。在此由红色引出中国,由中国引出它的生日,简单的几句带有感染力的话就能激发学生的爱国热情。

  接着用在谈论生日时所学的句型让学生谈论一下国庆节,使所学知识处于不断的滚动复习巩固之中。用Guess 猜下一个节日Halloween.猜。出来后,利用谜面锻炼学生。听与说的能力。

  》《Unit 6 Holid。ay说课材料》这篇教育教学文。章来自[大考吧]www.dakao8.com 收集与整理,感谢原作者。



  [设计意图] 在课中关注学生的注意力的放松。高输入量的学习会让学生很快有疲劳的感觉,从而降低学习效率。在此环节,设计了CHANT 和一段了解性文字的阅读,就是给学生创设了一段休息的时间。然后再根据高年级学生的英语阅读能力的培养需要,适时进行一篇短文阅读。

  圣诞节。后进行春节的教学。用一封来自外国朋友的信引出春节。这是一个美国的朋友,她。先介绍了。一下人们如何过圣诞的情况,然后向中国的朋友问了三个有关春节的问题:What holiday is the popular holiday in China? When is。 it ? Wh。at do people do on that day? 教师让学生四人一组讨论。后再反馈回答。

  [设计意。图] 在这儿出现了一封的书写方式,同时很好地导。出了下面的内容,教师给学生提供了广阔的自由想像和发挥的空间,让学生运用所学。的语言进行扩展性练习。

  4. 拓展、巩固(Extension , Consolidat。ion)

  (1) Listen and number

  (2) Say ou。t the holiday


  (3) Try your。 best


  [设计意图]。 检查一节课的教学效果,课外知识的拓展,丰富学生的知识面。选做题的设。置,再次调动起学生的积极性。本来无望获胜的小组,此时又有了一次机会,不甘失败的心理会让他们充分发挥潜能;而本来胜利在。望的小组,此时又有了危机感,让他们不敢掉以轻。心。于是一场比拼实力的竞争又在无形之中展开了。他们不断调动出潜能,能于同学互帮互助,一种为本组争光的。主人翁意识也在不断膨胀。中。从而形成了一个积极的参与氛围。

  5 课后作业(Homework)

  (1。) Look and write

  (2) 用至少五句话介绍一个节日。

  [设计意图] 巩固所学,将课内的学习延伸到课外


  Good morning, everyone!

  Today, I’ll say s。omething about U。nit 9 Pa。rt A in Book 4 of Oxford English.

  Background on the reformat。ion of curriculum, t。his book can connect the life and act, emphasize the in。terest 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, crea。tes a well beginning for the Ss. Th。is Unit has 7 parts, we’。ll learn Pa。rt A mainly, it embodies the repeating characterize. Revi。ew t。he learned language points "。Where’s…"and the new lang。uage points will be repre。sented in the following units. S。o 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 acco。rding to the contents and the fact of the Ss, I establish the following thr。ee teaching aims of this period:

  The first one: students can lis。ten。, rea。d, say and spell the following words: a glass, a fridge, an egg, bread and a table.

  The second。 one: students c。an listen, read, say。 and write t。he 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 t。he most diff。icult point of this period is to make sure the students can use the patterns "Where’。s\Where are…and。 The。re is no …in\on\near…" in their da。ily life correctly.

  And I will use some pictures, words and sentence cards, a tape recorder and th。e multi-media computer to help me achieve the aims.

  The task-。based method, communicated method, group cooperate method wi。ll b。e us。ed in this period.

  To accomplish the aims,。 I design the following s。teps:

  Step 1 Songs and the game arousers the emotion.

  In order to attract the Ss’ a。ttention and constru。ct an atmosphere of learni。ng English, I let the students sing some English songs and pla。y 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.

  St。ep 2 Change。 class to life。, happy to s。ay.

  The substance of language is communication and the environment of communication。 is lif。e. So when I present the sentence pattern "What’s for b。reak。fast?" I first show a clock to elicit the time fo。r breakfast, teach the sentence. Then show m。y own photo of having breakfast, Ss ask and guess. In。 this way I can attra。ct。 Ss’ attention, encourage Ss to ask Qs with the n。ew knowledge.

  Most of the Ss have learnt the sente。nce patte。rn: Where’s…? so I design a task for Ss。 to help Helen find the food and dr。inks for。 breakfast, and teach the new language points: Where are…? They’re。 … Meanwhile st。ic。k。 the sentences on the B。b.

  After some practice by asking and answering, I prese。nt 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 t。he。 Ss do pair works to consolidate them.

  Step 3 Listen to the tape and Ss imitate to read and say.

  As the new r。eformation of curricul。um, emphasized the traditional class attach importance to the mechanical。 tea。ching, neglect the e。xperience and participation, for example。, the five-step method. So in this lesson, after pre。sentation, I ask Ss to listen to the tape with three Qs, rea。d in different roles and in pairs, then try to recite the text.

  Step 4 Ss be the main body,。 T makes a gu。ider.

  In class, Ss play。 as a host, and th。e T makes a。n。 influen。ce 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。 t。o。 make a dialogue in pairs.

  There are lo。ts of。 ways to c。onsolidate 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 fi。nish the blanks. In this w。ay can develop Ss’ good habits and achieve the aim of mastering the learne。d。 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 i。t should be in the life. So I extend t。his class, enco。urage Ss to use the l。earn。ed t。o communicate wi。th each other in their life.

  In a word, the whole period is bas。ed on tasks, which are designed fro。m easy steps t。o ste



没有了 :下一篇


取 消