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 Part B of Unit 2, PEP Primary English, Book
  3. This lesson includes two parts: Let’s talk and let’s practice. In section 1, it mainly deals with the dialogue about “What’s in the schoolbag?” and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many +n.(pl.)+ do you have? And the answer: I have 23 +n.(pl.) II. Teaching aims
  1. Aims on the knowledge (
  1) To enable the Ss to understand and speak: “My schoolbag is heavy. What’s in it? Thank you sooooooo much.” Make sure that Ss can use these sentences in real situations. (
  2) To help Ss to finish the survey. (
  3) 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 help Ss ask and answer the question: What’s in it? (
  2) To enable Ss to study in groups and co-operate skillfully. (
  3) To develop Ss’ interest in English. IV. Difficult points (
  1) To help the Ss ask and answer the question “What’s in it?” and make sure they can use the plural nouns correctly. (
  2) To finish the survey by themselves. 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. 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 four kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things. VI. Teaching procedures and purposes of my designing. I’ll finish this lesson in five steps. Step
  1. Warm-up and preview
  1. Free talk between T and Ss about things in the classroom.
  2. Sing the song together: Books and pencils.
  3. Do some TPR, for example: Show me your English book. Show me your crayon.
  4. Review the numbers by asking: “How many crayons do you have?” Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step. Step
  2. Presentation
Now I’ll mainly talk about this step.
  1. Present the pattern: “My schoolbag is heavy.” “What’s in it?.” (
  1) Show a bag and say: “Look! I have a bag.” Carry it and say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly. (
  2) T: My schoolbag is heavy. Open the bag and say: “What’s in it? What’s in my schoolbag?” Take out a Chinese book. Then do the action again. Let the Ss read the sentence.
  2. Play a guessing game. Divide the whole class into four groups to have a competition. Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning.
  3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking. Girl: My schoolbag is heavy. Boy: What’s in it? Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc. Boy: What will you do? Girl: They are for the poor. Boy: Great! I’ll bring some school things too. The boy comes back home and puts a lot of things into the bag. Then he goes to school again and gives them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says: Thank you soooooooo much.

  4. Mention that we should take care of the poor.
  5. Play the cassette. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. Purpose: CAI can provide a real situation for the Ss to understand the dialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss. Step
  3. Practice Divide Ss into groups of six children. Each one would finish the printed form by asking and answering: How many storybooks do you have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencils erasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3 Purpose: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained. Step
  4. Assessment Help Ss finish “Let’s check” of this unit and workbook. Purpose: To check the knowledge Ss have learned in this period. Step
  5. Add-activity
  1. Let Ss tell each other how many school things they have after class. Tell their parents how many school things they have at home.
  2. Take care of everything they have. Purpose: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned
一、说教材: 今天我上课的内容是 PEP 小学英语 Book3Unit 3 My friends A 部分的了 Let’ s leam 和 Let’s find out。本册在本套教材中起着个“过渡”这样一个作用,由 听说逐渐转向听说读写,逐步渗透书写,对学生提出了新的要求。即四会单词的 加入。而本单元的四会单词又是比较难的一单元,本单元主要围绕“我的朋友” 即如何描述自己身边熟悉的人来展开的。 本节课主要是让学生学习几个描述人物 外貌特征的单词或词组,如:long hair, short hair, thin ,strong, quiet.并且 能结合句子“He has…,She has…,She is… ,He is…”在生活中运用所学语 言。本课教学内容贴近学生生活,比较容易让学生接受,难在单词的灵活运用上 以及个别个别单词的发言,如 quiet,thin,所以我在安排教学时,把单词和句子结 合起来,把单词的运用做作为重点,而不是单纯的认读单词。 二、说教学目标: 英语课程标准为旗帜鲜明的提出“以培养学生的创新精神的实践能力为重点,全 面推进素质教育”。作为一个英语教师,必须明确英语教学的目的的就是培养学 生用语言进行交际的能力。教学的主要任务不是积累知识,而是发展思维。教师 在传授知识的同时,更主要的是设法结合学生的生活实际创造交际活动的情景, 以增强学生学习英语的兴趣,使他们能积极参与言语实践活动。因此,基于以上 观点对知识传授、能力培养、思想教育三者统一的要求在分析教材的基础上我拟 定这节课的教学目标为: 知识目标:
  1、能听、说、认读 friend, 和词组。 long hair short hair, stong, quite, thin 等单词

  2、能听懂、会说 My friend is strong/thin. He has short/long hair/big eyes/small mouth 并能在实际中运用; 能力目标:
  1、培养学生的英语听力和用英语说话的能力。
  2、培养学生的语言创新能力。 情感目标:
  1、培养学生的合作意识和竞争意识。
  2、对学生进行关心朋友,朋友间要互相帮 助的思想教育。 说教学重、难点:重点:描述人物相貌特征的词汇。 难点:quiet 的发音。
三、 说教法、学法: (一) TPR 活动法
用 TPR 活动法生动愉快地让学生适应上课,开始进入状态,同时更是一个对以 前的学习内容的复习,为下面的学习内容做铺垫,为学生展开新内容提供知识基 础,也为课堂气氛增色不少。 (二)词不离句、单词与句子教学相结合:每一个单词或词组出现后作相应的运 用,以及替换练习,这是一种语言的内化和创造过程,使学生更易接受和理解单 词,并有利于单词的运用以及接下来的会话教学。 (三)小组学习法:每四、五人一组,在互动中互相启发产生思维的碰撞,同时 注意保证每个学生都有机会参与学习、而培养学生和伙伴合作的意识和策略,提 高人际交往能力。学生也在独立与合作的交织中调控了自身的学习,变得自信、 自强。 (四)练习法:最后设置一个读短文和写的练习,让小学英语从听说走向听说读 写,为以后的“写”做准备。 (五)竞争教学法:本节课中两大组竟赛描述 My friend. 可以激发他们的积极 性,使他们将注意力高度集中在所学内容上,提高学习效率。 四、说教学过程 本堂课我大体上分为四大块; (一)热身和复习 安排 Let’s do 和 Look and say . 这一过程既是学生复习旧的语言知识,为下一步学习作好铺垫,也是通过 TPR 活动让学生把所有的注意力集中到课堂中来,为英语学习创造了一种良好的氛 围。 (二)新课呈现
  1,运用复习中的旧知引出新知,long hair ,short hair.学生容易接受和理解,并 及时运用。In our class. Who has long hair ?.Who has short hair.?
  2,运用黑板上的人物图形,紧接着教授 strong 和 thin 通过图片中人物的对比 学生比较容易理解,并及时运用。Who is strong? Who is thin? 用学生身 边的人使学生说得亲切,熟悉,更易接受,易于信息的接受和生成。
  3, Let’s chant 及时巩固新学的两组词汇 long hair, short hair ,strong, thin. 并为下一个单词 quiet 创造一个情镜,由大声的朗读转为安静的场景。

  4,quiet 的教学,利用场景让学生明白安静的意思,再分析人物,由场景的安静 转入描述人物的文静。让学生逐个理解,并注意发音。让学生看清教师的口型再 读,突破难点。
  5,听录音,同桌共找,后再跟读 听音共找是比试,以促进其认真听并且积极辩音,又能让学生自觉做到眼、耳、 手、脑共到,跟录音则是让学生接触到有英语本土味道,较纯真的语音,模仿地 道的语言、语调。这对与我们这些没有在大的语言环境中学习语言的学生来说非 常必要,特别是教师本身在这方面有欠缺,更应让学生多听录音。 (三)趣味操练 趣味操练以 My friend 为主线来安排: ①描述教师的朋友 (看图片) 让学生会用一个一个句子描述 friend 的外貌特征。 , ②让学生描述自己的 friend,由一个个句子提升到几个句子或是一小段话。经过 小组讨论,相互交流,合作学习,学会说一段话。 ③再由说一段话过渡到阅读并理解一段话(四年级的学生还比较好动,注意易分 散,爱表现自己。希望得到老师的认可和表扬,而比赛是最能引发学生的兴趣, 发挥学生学习的主动性;使他们的注意力始终集中在课堂上,同时也培养了学生 的合作竞争意识)所以在操练时始终结合分大组“比赛”激励学生来说,大胆的 表述。 (四)巩固和延伸: ①准备了一个写的练习,选用词汇,写全短文〈发挥学生的创新精神,给学生一 个展示自己的舞台, 更是为以后的写作作准备, 真正落实英语教学的听、 说、 读、 写〉。 ②描述自己的家人, 扩大所学词汇运用的方面, 使学生更好的在生活中运用词汇。 这就是我本堂课的全部内容和设计意图,希望各位老师给我多提宝贵的意见。
 

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