全英文冀教版英语五年级下册说课稿

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冀教版三年级起始版Book 6 Unit 2

Lesson 11: Tian’anmen Square
说课稿

Good morning, ladies and gentlemen! My name is ; I’m from . I will interpret my lesson in five parts:

Part One: Analysis of the Textbook
The lesson I’m going to talk about is Lesson 11 “Tian’anmen Square” in Unit 2, Book Six of Learning English. Unit 2 is about the travel in Beijing of Jenny, Danny, Li Ming and Mrs. Li. Tian’anmen Square is their first destination.
In Lesson 9, we’ve learnt special forms of plural nouns. We’ve learnt the use of adjectives and corresponding adverbs in Lesson 10. Lesson 11 is the combination and consolidation of the two lessons before.
What we are going to focus on in this lesson is to cultivate the students’ learning strategy on vocabulary and reading ability.

Part Two: Analysis of the learners
As we know, the learners in Grade Five are about 11 years old, they have desire to explore knowledge. So, what they’re going to do is to set up a complete knowledge structure about Lesson 9 and Lesson 10 and transfer it into real life. Their curiosity is growing, so they can master the knowledge that they are interested in.

Part Three: Analysis of Teaching Methods
I have three kinds of teaching methods here; they are Learner-centered Teaching Method, Task-based Teaching Method and Situational Teaching Method. For the first one, it gives me the idea that every step I design should be in place of the students, and suit their life experience and their cognitive level. For the second one, the students will master the knowledge step by step by fulfilling different tasks. For the last one, it will make the teaching and learning vivid and concrete.
The students’ interest of learning English will be aroused and kept by brainstorming, playing games, watching video tape and acting.
In my lesson, I am going to act as a teacher, a conductor, a guider, a partner, an instructor and an actress.

Part Four: Analysis of the Teaching Aims
According to the characteristics of the textbook and the students, the teaching aims of this lesson are as following:
1. Language Knowledge and Language Skill:
（1）I will try to enable the students to master these four words and use them freely.
（2）This sentence structure is not written in the reference book, I put it here because it appears in the book for 3 times and it’s very useful for the students to describe what they see in the real life.
(3) How to comfort and help one who hurts himself? This will be a practice of oral English.
2. Emotional Attitude and Values:
（1）Since the theme in Unit 2 is “In Beijing”, we’ll call on our love to Beijing and to our motherland—China.
（2）”Interest is the best teacher.” So this is very important while teaching and learning.
3. Procedure and Methods:
I will deal with this lesson as the passage teaching and learning. During the procedure, the students will improve their reading ability by reading the passage quietly, reading the passage loudly and acting.

Part Five: Analysis of the Teaching Procedure
Step 1: Pre-reading （4’）:
In this step, I will play the song “Welcome to Beijing” while showing some pictures to the students, who are asked to watch carefully and to remember. During the free talk, I will try to arouse the students’ memory about Beijing, such as “Beijing is the capital city of China.” “The Palace Museum is in Beijing.” By this brainstorming, we can create a teaching and learning situation easily and the students will concentrate on what we are going to do.
Step 2: While-reading (28’):
1. First Reading:
I will ask the students to read the books quietly and try to find the answers to questions: What does Danny/Jenny/Li Ming see? They will discover the sentence structure “see sb. doing sth.” by reading and doing this exercise. That is to train the ability of the students to locate the exact information while reading quickly and quietly. Then by filling the blanks, the students will make good use of the adjectives and corresponding adverbs.
Here, I make a list in comparison that can help the students form a complete connection between these two lines. The form of the differences will be obvious in different colors and the students will have a deep impression.
2. Second Reading
The students are going to read books loudly and judge, which I call it “Stand for Yes, Sit for No”. They will feel energetic and excited by doing the body movements, and their understanding about the passage can be checked. These are the key points about this lesson, for example, the use of adjective and corresponding adverbs, the plural nouns. The students will have a deeper understanding about the passage.
About “easy” and “hard”, I will play the flash about Jenny and Danny flying kites and then ask questions, such as “Can Danny fly a kite?” The students like to watch, so they are willing to go back to the textbooks to look for the answers.
While learning these two words, I will help the students to form the learning strategy about vocabulary. They are the pronunciation of “ea” and different pronunciations in different word structures.
As we know, attention of pupils can be diverted in no more than 25 minutes. So it’s time to play a game. (To show an example of the game) It can help the students transfer the knowledge into real life. This will be a climax of the lesson.
During the game, I will pretend to hurt my finger, so it will be very natural to show the bandage and ask someone to help me. I will give them enough input about this kind of communication, for example, playing the video. The students will be eager to imitate the dialogue, cooperate with others and show it in class. I will provide them three situations to choose, or they can pick any situation in real life to practice. While showing, I will encourage them to speak more, of course, they will make some mistakes, it doesn’t matter, and I think they are wonderful as long as they do their best!
3. Third Reading:
The students will read the whole passage after the tape. They can choose to read quietly or loudly if they like. This step will make a complete knowledge structure of the whole lesson in their brain.
Step 3: Post-reading (5’):
To cultivate the ability to question is a habit for me. This is a procedure of thinking from reading and reading from thinking. They can ask the questions about this lesson, for example, “Who hurts his arm?” Others and the teacher will help each other to answer if necessary. And for those who have difficulty in this lesson can ask for help. There will be a good atmosphere of competition and cooperation.
Step 4: Homework (3’):
Homework is a revision and extension. Since we have practiced listening, speaking and reading, writing will be the output after class. Homework about this lesson is: Did you have a trip? Did you take pictures? Please describe one picture you like most and try to use what we have learnt today.
I will give them an example: This is Tangshan Monument Square. On the Square, I see some children playing. They are happy. They are playing happily…
These are their homework that I treasure. You can take a look here. What I want to say is my students are really excellent; they can make good use of what they have learnt in real life..