全英文冀教版五年级英语下册说课稿

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Lesson26:Jenny Goes Home 说课稿
Good morning, ladies and gentlemen! My name is. I’m from . It’s my great honor to share my lesson plan with all of you here. To make my presentation clear, I’ll explain it in five parts: PART 1. The analysis of teaching material and students PART2. Teaching Aims PART3. Teaching methods PART 4. Teaching aids. PART5. Teaching Procedure Now I’ll introduce step by step.
This lesson is from 《Learning English》Book 6 Unit 4 Lesson26.It’s a grammar teaching. This lesson is the second class in Unit 4. Jenny goes home and recalls what she did in Beijing .To do this; she used irregular past-tense verbs. Before this lesson, the students have learned four regular past-tense verbs. So they have a certain understanding of simple past tense. On this basis, According to the requirement of the new curriculum standard, I think the teaching aims should be
(1)The students can read, write, say and understand the irregular past-tense verbs: went, saw, had, ate and was.
(2)The students can aurally understand and say function sentences “Where did you go? What did you do?”.
(3)The students can describe the past with the irregular past-tense verbs skillfully.
(4)Train the Ss’ ability of active thinking and communication.
In order to achieve the teaching aims, I adopt student-centered teaching methods. Situational method, audio-video method; communicative method and TPR are more suitable to the pupils.
Then teaching aids. I’ll use a computer, paper of exercise and audiotape in the lesson.
The important part in my speaking is teaching procedure.
We know grammar teaching is difficult for teachers and pupils. It’s also important .So in this lesson , I 'll adopt implicit grammar teaching to help the Ss perceive the new grammar in real situation. I divide the teaching procedure into seven steps.
Step1. Greeting
With the greeting, the students will feel the beginning of the lesson. It’s important to form a better English learning surrounding for the Ss. So in warming up and revision, the students will be asked to do some TPR, such as: look，talk on the phone ,play cards, play ping-pong, walk to school. Then ask “What did you do just now?” to review regular past-tense verbs: looked, walked, talked and played. I will use 5 minutes in the two steps.The step provides a situation to review learned knowledge for the next step-- presentation.
Presentation is the key step. But 8 munites is enough.Now I’ll mainly talk about it. First, video Second,Retelling Third. Summary
In order to present the irregular past-tense verbs’ pronunciation, forms and meanings in real language situation. I’ll show a short video that I made. The video is about what my daughter and I did yesterday. After showing, I’ll ask “How was the weather yesterday? Where did we go? What did we do? ” By the asking and answering ,the Ss will learn the five irregular past-tense verbs: went, saw, ate, had , was. At the same time, they will have a better understanding of the irregular past tense verbs and the simple past tense.
To help the Ss strengthen the understanding of the simple past-tense,I’ll ask the students to retell what we did in the video and summarize the irregular past-tense verbs. I think the retelling and summary are necessary for the next step-- practice. Practice another key step. In order to perceive and practice the new grammar, I design the practice in two levels. They all relate to function sentences and irregular past-tense verbs in this lesson. First one is a competition of releasing sentences. It’s mechanical practice. The second is to make dialogues. Before doing this, I will make a model and call my friend on the phone. Then ask the students to practice and show their dialogues. This is meaningful practice. That’s about 12 minutes. By the mechanical and meaningful practice, the students’ ability of active thinking and communication will be trained.
To help the students consolidate the new grammar, we will go back to the text N2. I design three activities to check the students’ understanding of the text.1.The three activities will cost 5 minutes.1. Recall Jenny’s trip, where did Jenny go in Beijing? 2. Guess Jenny’s gift to her mother ，then listen to the tape 3. Read the text silently, answer this question: What did Jenny do in Tian’anmen Square and Wangfujing? The left ten minutes is for consolidation and extension.
So in the consolidation and extension, I’ll connect the language with the life to increase Ss’ ability of comprehensive language using.
There is a writing exercise and oral practice in this part.
1. A story: Little Red Hat
In order to train the Ss’ ability of writing with irregular past-tense verbs and set up the habit of expressing with the simple past tense, I’ll bring a story-- Little Red Hat. Ask the Ss to fill in the blanks with verbs’ correct forms. We know that children love stories. So I think they will be willing to do this.
2. It’s an oral practice. Go back to the life and extend this lesson. Encourage them to choose a nice trip on a holiday .Talk about it with their partners.
Next,homework.Ask the Ss to write some sentences about a trip.With the group communication in the class.I think it’s easy for them to write something about the trip.
What about my blackboard design? That is what I want to show. Thank you for attention. I sincerely hope that all the teachers here will give me some advice.