pep小学英语说课稿

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小学英语优秀说课稿合集

一、说教学内容

今天我说课的内容是人民教育出版社出版的PEPPrimaryEnglishBookIVUnit6AtaFarm.的第一课时,主要学习sheep,

lamb,goat,cow,hor,hen六个新词..

二、说教材

本节课是单词教学。它是在学生初步学习了句型"Howmany……doyouhave?之后进行教学的。通过学习新词,感知句子

Whatarethey?Theyare….Howmany….为下节课的教学打下基础。本课时容量大,但难度不大,并受到学生的喜爱.

三、说教学目标

《英语课程标准》指出：激发和培养学生学习英语的兴趣,使学生树立自信心,养成良好的学习习惯和形成有效的学习策略,发

展学生自主学习的能力和合作精神是小学英语教学的基本任务。在认真分析教材的基础上,我针对学生实际,将本课时的教学

目标及重,难点确定如下:

1、知识目标

〔1使学生能听、说、认、读sheep,lamb,goat,cow,hor,hen等单词。

〔2初步感知："Whatarethey?Theyare….Howmany….Howmany……"等句子,学生能听懂并理解其意思.。

2、能力目标：

<1>能听懂Let’sdo中的指令并做出相应动作.,如Shearasheep.

<2>能区分农场的动物,培养学生灵活运用所学知识进行交流的能力.

3、情感目标

〔1培养学生注意观察、认真模仿的良好习惯和主动竞争的竟识。

〔2激发学生学习英语的兴趣,使学生树立学习英语的自信心。

〔3培养学生的合作交流能力。

四、说教学重点

学习新词sheep,lamb,goat,cow,hor,hen,能正确认读.。

五、说教学难点

1.培养学生合作学习的能力.,同时注意培养学生学习英语的兴趣,树立自信心。

六、说教学准备

教师准备新旧单词卡片、录音机、磁带、流动小红旗、写句子的纸条、挂图。

七、说教法、学法

为了突破这堂课的重、难点,根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛等生理和心理特点,我主要采取了以任务

型教学模式为主,以活动,合作为主线,让学生在教师的指导下,通过感知、体验、实践、参与和合作、游戏感悟等多法并用的

方式组织教学。彻底改变传统的"授—受"的教学模式,促进语言实际运用能力的提高。

八、说教学过程

〔一歌曲导入,激发学生学习的兴趣教育家托尔斯泰说过："成功的教学所必须的不是强制,而是激发学生的兴趣,兴趣是推动

学生学习的强大动力,是学生参与教学活动的基础。激发学生参与学习的兴趣,是新课导入的关键。

Wellbegun,halfdone.精彩的课堂开头,往往给学生带来新意、亲切的感觉,不仅能使学生迅速地兴奋起来,而且还会

使学生把学习当成一种自我需要,自然地进入学习新知的情景。

因此,在热身的时候,首先让学生分角色演唱歌曲："OldMacDonaldhadafarm",这样的导入能很快吸引住学生,同时还渲染

了学生学习英语的良好气氛。

〔二自由会话,促进语言实际运用能力的提高学生在一个平等尊重的氛围中,他们的思维是放松的,敢于说、敢于参与教学。教

师要真心诚意地把学生当成学习的主人,努力提高"导"的艺术,从而在教学中恰到好处地去启发、点拔、尽可能地给学生多一

点思考的时间,多一点活动的余地,多一点表现自己的机会,这样才能使课堂氛围充满活力。因此,我在这个环节与学生进行了

朋友式的会话。It’ready?Hello!you?Nicetomeetyou.?不仅复

习了旧知识,还渲染了学习英语的良好气氛。

〔三呈现新知,合作互动。在小学英语课堂中使学生保持一种积极的紧张感,能够激发他们学习的外部动机,引发他们一系列的

自主活动,促进外部动机向内部动机的转化。

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Today,wearegoingtolearn"Unit6.

AtaFarm.".I’neisbest,they’llgettheflag,OK?Now,Let’sstart.于是我

提出问题Doyoulikeanimals.

引入学习主题,并通过挂图和音乐创设情景Let’remanyanimals自然引入新词的学习。在呈现

新知时,我尤其注意了小学生形象思维优于抽象思维的特点,通过对比,听音,看动作等不同的方式引出新词,给学生以深刻的第

一印象。游戏所带来的乐趣会使每一位参与者保持一种积极的心态。游戏是儿童学习的一种重要途径,也是激发学生学习兴

趣的最佳方法。正如苏霍姆林斯基指出："如果用思考、情感、创造、游戏的光芒来照亮儿童的学习,那么学习对于儿童来

说是可以成为一件有趣的事情"。因此,在操练时,我首先进行了一些机械的练习,如："Listen,pointandrepeat."听音、指

词、跟读,"LookandGuess"看口形、猜单词。

同时,我更注意抓住小学生好动的特点,辅以全身反应法,如模仿动物的叫声,或与之相关的动作〔挤牛奶等有趣的活动,充

分激发学生学习的兴趣。同时在学习生词时感知句型,做到"词不离句,句不离词",重视对学生思维,观察能力的培养,特别是对

学生合作学习能力的培养,让学生们们在师生,生生,小组等不同的合作方式中,学会倾听,学会评价,为学生的终身学习奠定基

础。

〔四课堂总结,及时评价。

通过对知识的小结,帮助学生将本课的信息进行加工、储存,从而明确教学目标、重点和难点；对学生的表现进行总结评价,

以评价促发展,培养小组团队精神,激励学生大胆开口,积极活动,为小组争得荣誉。最后做活动手册,是一个常规练习,其目的在

于全方位地、及时检测学生对本课时掌握的程度。

九、教学总结

这节课不论是新知识的呈现,还是游戏的设计,都能紧紧地抓住学生,吸引学生,让学生积极参与到课堂中来。学生在玩中学,

学中用,提高了课堂实效,培养了学生学习的兴趣。我相信通过这样的教学,充分让学生主体参与、体验感悟、游戏巩固,是一

定能圆满实现课堂教学任务的。

优秀小学英语说课稿范例《Holiday》

说教材：

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NationalDay,Halloween,Christmas,SpringFestival及句型Whatdopeopleusually

doat….?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。

2．教材的地位

本节课所选的教学内容是牛津小学英语6AUnit6。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。

说目标：

1.教学目标

新课程强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合,本着这样的认识,我制定如下教学目标。

[认知目标]学生能听、说、读短语及单词：visitrelativesandfriends,gotoparties,dressupincostumes,waremasks,

makepumpinglanterns,eatlotsofdeliciousfood,NationalDay,Christmas,Halloween,SpringFestival,favourite;能

运用When’s…?Whatdopeopleusuallydoat…?Didyou….last…?Yes,Idid./No,Ididn’t.等进行口语交际。

[能力目标]能用英语交流在假日中的活动,部分同学能用英语流利介绍节日的有关情况。

[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

教学的重点是让学生掌握词组,能运用词组进行交流,初步锻炼学生运用词组描述节日的能力；

难点是让学生认识时态的变化,及意识到词组的不同运用能造就语言的丰富性。

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说教法：

1．教法设计

根据英语这门课本身的特点及六年级学生的兴趣,我通过设计具体形象的情景,以旧带新,不断滚动知识点,以此来分散教学

难点,让学生直观地感知与理解。同时创设数个任务活动,从单词到短语到句子到对话到片断,使学生在师生、生生之间的多

向交流中进行有意义的练习与实践,充分发挥他们的学习主体性,培养他们学习致用的能力。

2.学法指导

引导学生通过比较、观察、猜测的方法逐渐感悟新语言项目的功能,让学生在多层次的练习中体会到学习英语时"运用"

的必要性,鼓励学生积极思维,大胆尝试。

3．教学手段

根据本课的教学内容、教学目标、学生的年龄特征和心理特征,为了更好地激发学生学习兴趣,从而能积极主动参与学

习。教学中运用多媒体课件、图片等教学辅助手段,置抽象的句型于一个个生动的情景、游戏之中,不仅使学习过程自然轻松,

更能较好地启智开思。

说过程：

1．热身〔Warmup

〔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"Liteislongifyouknowhowtouit."

[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[leadin]

提供话题Birthday,师生自由交流,然后用"Howdoyouspendyourbirthday?"引出本课的新句型"Whatdoyoudoon

yourbirthday?"进而再导入"Didyou…lastbirthday?"及回答。然后用Colour话题引出句型Myfavourite….

[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〔Prentation,Practice

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

T:hina,so

ed,becauI’ikeChina?Doyoulikerednow?

S:Yes….

T：Doyouknowmycountry’sbirthday?

S:ThefirstofOctober.

T:Whatholidayisonthatday?

S:NationalDay.

[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。

>>《Unit6Holiday说课材料》这篇教育教学文章来自［大考吧］dakao8收集与整理,感谢原作者。

[设计意图]因为Halloween节日在5A的书上有专门的一单元的介绍,所以虽然它是一个外国的节日,可是学生对它并不陌生。

利用谜面,让学生读一读,说一说,谈一谈。在此环节充分锻炼学生的口语表达能力。

圣诞节的出示用一首轻快明了的CHANT作为引入,同时让学生看一段配上音乐的介绍资料,然后用今天要掌握的句型来问一

问。之后,出现了一个有关圣诞节的小故事,让学生自由阅读,然后完成后面的题目。

[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

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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：WhatholidayisthepopularholidayinChina?Whenisit?Whatdo

peopledoonthatday?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,Consolidation

<1>Listenandnumber

<2>Sayouttheholiday

将一些没有学过的节日收集在一起,让学生猜测出意思,并能说出时间。

<3>Tryyourbest

按自己的能力选做一题,题目要求由难到易,选择不同程度的题所获得的加星也不断增加。

[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>Lookandwrite

<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

n〔说课稿

BackgroundofEnglishteachinginprimaryschool:

ItisnotalonghistorythatEnglishisasasubjectinprimaryschoolinourcountryandthemaininstructional

aimsofteachingEnglishinprimaryschoolistocultivatepupils’basicabilitiesoftheirlisteningandspeakingandtheir

sandgirlsareexpodtoEnglishforthefirsttime,soitisveryimportant

todeveloptheirkeeninterestinEnglish.

ts:

TodayI’mgoingtotalkaboutunit6,FUNWITHENGLISH,unit,wewilllearnsomeordersud

inthePElessonandsomewordsaboutthebodyparts,

ngaims

theknowledge

(1)ToenabletheSstounderstandandspeakthewords:left,right,time,touch.

(2)Phra:listencarefully,dosomeexerci,upanddown,ith,liftup,dothistimes…

(3)MakesurethatSscanuthentencesinrealsituations.

(4)TohelpSstofinishthesurvey.

(5)LetSsfinishtheasssmentof"Let’scheck"inthisunit.

theabilities

(1)TodevelopSs’abilitiesoflisteningandspeaking.

(2)TotraintheSs’abilityofworkingingroups.

(3)TofosterSs’abilitiesofcommunicationandtheirinnovation.

theemotion

(1)TofosterSs’consciousnessofgoodcooperationandpropercompetition.

(2)ToleadSstoshowtheirlovelinesstothepoor.

-pointsofthislesson

<1>ToenableSstounderstandandspeakthewords:left,right,time,:listencarefully,dosome

exerci,upanddown,ith,liftup,dothistimes…

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<2>ToenableSstostudyingroupsandco-operateskillfully.

<3>TodevelopSs’interestinEnglish.

ultpoints

(1)ToenableSstounderstandandspeakthewords:left,right,time,:listencarefully,dosome

exerci,upanddown,ith,liftup,dothistimes

ngmethods

Asweallknow:themaininstructionalaimsoflearningEnglishinprimaryschoolistocultivatepupils’basicabilities

islessonI’llmainlyu"Task-bad"

teachingmethod.

ngproceduresandpurposofmydesigning.

I’llfinishthislessoninfivesteps.

-upandpreview

echanttogether:Head,head,touchmyhead.

Eyes,eyes,touchmyeyes.

No,no,touchmyno.

………

Purpo:ItisimportanttoformabetterEnglishlearningsurroundingfortheSsbysinginganddoingsome

totalphysicalresponandatthesametime,itprovidessituationstoreviewlearnedknowledgeforthenext

step.

tation

NowI’llmainlytalkaboutthisstep.

(1)studentschangethechant:

Head,head,touchmyheadwithmyfingers.

Eyes,eyes,touchmyeyeswithmyfingers.

No,no,touchmynowithmyfingers

……

Inthisction,dentswillfollowme.

Purpo:adtheSstoreadthe

retheycansayitcorrectly.

(2)ignachanttopractithephras:

Turnyourhead,leftandright,upanddown.

Turnyourarms,leftandright,upanddown.

Step3Consolidation

ionisagoodwaytostimulatestudents’hecompetition,

thestudentsaretired,Iteach"lieonyourbackattherighttime.

2AtlastImakeactionaboutemotionalteachingtotellthestudentsthebenefitandtheimportancetodoexerci

haveahealthybody.

3Afteralltheactivities,I’lldividethestudentsinto6groupsandencouragethemtohaveaPElesson.

Step4Homework

coach,theothersbeteammembersandpractitheorders.

Funnyfruit说课材料

IwilltalkaboutPartAofthetextFunnyfruit.

一、materialsanalysis:

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Thisdialogueisclototheactualstudents,thelanguageismorereal,andwepayattentiontothecultivationof

thestudents’abilityaboutthelistening,ssonisaboutthefruitanditstaste,whenSuyang

picismoreinlinewiththestageofthechild'sage,sotheycaneatheclassroom

studentstension,Throughoutthetextarrangementalwaysstrivetokeepstudentsinterestedinlearningaforeign

languageandlearningaforeignlanguageconfidence.

二、teachingpurposandrequirements.

Underthe"primaryEnglishcurriculumstandards"basiceducationcoursinEnglishandtheoverallobjectivesofthe

characteristicsoftext-badcurriculum,theprimarystageagecharacteristics,badcurriculumhasthefollowingaims

andrequirements.

1,cognitivegoals:

A:tobeabletounderstandthebriefclassroominstructionandmakecorrespondingreaction.

B:canbettergraspSentences:howdoesittaste?/smell...

C:tobeabletounderstand,say,readandspellwordsandphrasdurian,grapefruit,andsoon.

2,intellectualdevelopmentgoals.

A:Fromthestart,alotofverbaltraining,languageskillsdevelopintoulanguagecommunicationability.

B:wordscreatescenesstimulatetheirinterestinlearningtostimulatestudentstouEnglishmotivation.

三、thefocusofteachinganddifficult.

Thislessonwillbefocusonthentences:howdoesittaste?/...SoIputSentencegrasphowdoesittaste?/Smell...

ceforwhichtheintegrateduofThislessonisadifficult.

四、thekeytobreakthroughsdifficult

pupilsunderthisage,fortheircharacteristicsandpsychologicalcharacteristics,firstofall,Idocreatescenesfocus

onteaching,ariesofinterestingactivities,oftheabstractconcrete,visualdisplay,Letstudentsbeinapleasantand

efficient,isthetrainingofnewknowledge;ucreativeexercis,stimulatestudentsspeakEnglish,studentsdevelop

lf-confidence,soastoachieveabreakthroughdifficult.

五、abouttheteaching

Tobesaidthatinordertosuccessfullycompletethetaskofteaching,ina40-minuteteachingprocess,Ifocuson

teachingobjectivesheardthattheuofthelaw,communicativeapproach,situationallaw,andothermeans;Photoand

otheraids,tostimulatethechildren'asantatmosphere,agreatdealoflanguageinput,the

speechactivitiesfeelingsgraspknowledge,improvestudentstouEnglishlanguageskills.

六、talkaboutlearning

thoughtsoneducationteachingrequire

fromthetraditionalknowledge-badtoa"people-oriented."Therefore,theteachingofEnglishinprimaryschools

studentsstudyfocusontheenthusiasmandinitiative,todevelopgoodstudyhabitsandenablestudentstofoster

learninglf-confidence,toastudent-centered,andcreatea

democraticandharmoniousatmosphereintheclassroom,studentscanlearnfromtheprocessofpsychological

pressure,positivethinking,theinitiativeintoclassroomactivities,aswellastheirteachingeffectiveness.

七、aprocessthatteaching.

Introductiontalk:Ihaveasimplegreetings,whichcanhelpstudentsadapttoEnglishlanguagen,familiarwith

theteachers,enablestudentstoenterthenaturalstateoflearningEnglish.

tationandpractice:firstbytalkingaboutteacher’sholiday,andthenlearnthewordsaboutsweet,

grapefruit,byallowingstudentstostudybittertasteagain,thuswillbestimulatingtheinterestofstudents.

Then,aspect,welearnthentencestonewtexts,andstudentsthrough

,intothetextstudy,Iletthestudentslisten,read,and

furthercontentsofthetexttofillintheblank,andthengiveachecking.

idationexerci:inthetextofthestudy,badonthecommonconclusionofstudentsandteachers,the

textgivenntencesagaintoreappearandwemakethemtobethedeeperimpression.

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ingpracticeinordertoconsolidatethetextandlearningnewknowledge,Ihavesomecorresponding

dentsbeinarelaxed,democraticatmosphereandthe

knowledgetobetheconsolidationoftheEnglishlanguagetobecommunicativecompetencetemperedimprovethe

communicativeability,pointthecompletecontent

pep小学英语Unit5BLet’stalk说课稿全英文版

TheLectureNotesof《PEPPrimaryEnglish》

Book4Unit5BLet’stalk

LadiesandGentlemen,It’smygreatpleasuretobeheresharingmylessonwithyou.

Thecontentofmylessonis《PEPPrimaryEnglish》Book4Unit5BLet’stalk,askingthepriceandinquiringthe

,letmetalkabouttheteachingmaterial.

Part1TeachingMaterial:

yofthisunit,theSsknowhowtoaskthepriceinEnglishandhowto

tencepatternsofthislesson"Whatsize?""How

mucharethey?"and"We’lltakethem."dyofthislessonwillhelpthe

Sswithdailycommunication.

Moreover,thislessoncompletesthetransitionofthephra"apairof…"tothentencepattern"Apairof…

for…",andhelpstheSsfurtherconsolidatetheknowledgeofwordsofclothingappearinginpluralform.

Therefore,onstudyingtheteachingmaterialandanalyzingtheregulationofchildren’sgrowingofmind,Iputforward

theteachingobjectivesaccordingtoEnglishsyllabusandnewlessonstandard.

tionobjective:

a>TheSscanhear,read,anduthemainntencepatterns"Apairof…for…""Whatsize?""Howmucharethey?"

"We'lltakethem."

b>TheSscanunderstandandreadtheconversationofthelesson.

yobjective:

a>TheSscanuthentencepatternofinquiringtheprice,andfurtherdeveloptheirlanguageabilityof"shopping";

b>TheSscanuthepatternstoexpresstheirthoughtsintheproperscene.

nobjective:

a>Bycompletingthetask,theSsincreatheirinterestandtuplf-confidenceinlanguagestudy;

b>TeachtheSswhatis"love"and"managingmoneymatters",putthemoraleducationinthelanguagestudy.

Next,thekeypointsofthislesson:

Firstofall,tostudyanduthentencepatterns"Whatsize?""Howmucharethey?""Apairof…for….""We'll

takethem."ToimprovetheSs’abilitiesin"shopping";

Secondly,teachtheSshowtostudyindependentlyaswellasbycooperation.

Difficultpoints:

TheSscanuthewordsandpatternstodescribetheclothesintheproperscene,andmakesimpledialoguesof

shopping.

Well,howtoachievetheteachingobjectivesbetter,tostressthekeypointsandbreakthroughthedifficultpoints?

Thekeyishowtomakeuoftheproperteachingmethods,I’lltalkaboutmyteachingmethodsbelow.

Part2TeachingMethods:

Accordingtothemodernperceptiontheoriesandsocialintercourteachingtheories,IadopttheTSAmethodand

TBLTmethodinmyteaching,namelyTotalSituationalActionandTask-badLanguageTeaching.

Theformerisa"scene—activity"blishesarealsceneandtheinteractionbetweenthe

asizesadynamicinformationexchangebetweentheteacherandSs.

ThelatterofferstheSsanopportunitytocompletethetasksinwhichSsulanguagetoachieveaspecific

ivityreflectsreallifeandlearnersfocusonmeaning,theyarefreetouanylanguagetheywant.

Atthesametime,makeuofthemodernelectricityteachingequipmentsandallkindsofteachingmeans,itcan

8/16

mobilizetheSs’enthusiasmandcreativityinlearningEnglish.

Part3StudyingMethods:

rstandthenewknowledgeincertaindegreethrough

thementalprocessofeing,hearing,saying,obrving,imagining,epreparationforcompleting

thenewstudytask.

Afterfeelingandcomprehendingthelanguagepoints,letSsobtaintheknowledgeactivelybyprobestudyand

y,developtheSs’abilitiesofstudyingandworkingwiththelearninglanguageindependently.

Part4TeachingProcess:

Inordertorealizetheteachingprocesssystematically,properlyandefficiently,undertheprincipleof"regardSsas

thecorpus,theteacherinspiresforpredominance",Idividetheteachingprocessintofivesteps.

Step1Warm-up.

Singasong:Thecoatinwindow.

Soastothepsychologicalcharacteristicsofchildren,singingasongcanmakeSsfeelpleadandsatisfied,andcan

step,teacherandtheSssinginunisonandperformthesong"Thecoatinwindow."

Thus,reviewthentencepattern"Howmuchis…?"AndaroutheSs'performancedesire,participationdesire,and

leadtheSsintoathickEnglishstudyingatmosphere.

Step2Prentationandpractice.

:LookforCinderella.

Broadcastapartof"Cinderella"withtheflash,prentingacrystalshoethatCinderellalo,andestablishesascene

htheroleplaying,guidetheSstouthentencepattern

"Whatsizedoyouwear?""Size…."signisanoveltyofmylesson,itleadsthe

quirethelanguageunconsciouslyandcandocommunicationfreely.

theshoppingtopicnaturallyfromtheunsuitedshoes,anddemonstratethentencepattern"How

mucharethey?"

Withagoodstudenttobetheassistant,Iperformtogoshopping,andguidetheSstomaketheanswer:"They

are…."

Inthiscour,Sscanunderstandthemaincontentsofthisdialogueandgetthekeypointsbyscenedemonstration.

:Guesstheprice.

Frombuyingapairofshoesformylftobuyingapairformymom,introducethentencepattern"Apairof…

for…."

TheCAIprentsabigcabinetwithvariousshoes,asktheSstoguesstheirprice,andthendisplaythem.

ecanavoidthelifelessnessand

testheconditionsofarelaxedandnaturalatmosphereforchildren’sdrills.

Thenachievetheaimofconsolidatinganddeepeningthentencepattern.

tthetext.

a>Atthistime,Johnandhismomcometotheshoestore.

ItreappearstherelevantconversationbybroadcastingtheVCD,letSsknowthetextcontentswithacombination

ofaudioandvideo,wordsandpictures,whichcatertothecharacteristicsofprimaryperiodtobecuriousandpursuing

interestandfreshness.

b>Aftertheaudio-visualcommences,playthetaperecordercompletelyagain,lettheSsconcentrateonlistening,

thenanswermyquestionsaccordingtothedialogue.e.g.:WhatsizedoesJohnwear?Howmuch?Whetherbuyornot,

etc.

c>Afterbefamiliarwiththetext,lettheSstrytoactoutthedialogue.

Bythisstep,itachievedtheteachingaimofunderstandingandtalkingthedialogueofthislesson.

Step3Tasktime.

Task:Mother’sDay.

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,Istilladoptthe"Task-bad"teaching

method,whichisdefinedbystrongpracticalityandexacttask,soastomakebreak-throughaboutthedifficultpoints

ofthislesson.

Inadvance,Ishallarrangetheclassroomtosomebusinesslocations,suchasclothesstore,shoesstore,fruitstoreetc.

Ishalldividetheclassintogroupsandplayroles,andthengivetheSsacertainquantityofspeciecurrency,sothatthey

maychooandbuythegiftsforMother’sDay.

Forthisstep,IshallinstructtheSstouthewordsandpatternslearntintheprocessofcompletingcertaintasks.

Meanwhile,theymayhavemutualimprovementinexchanginginformationduringthecommunicatingactivities.

MostSscantaketheirpartsintheactivities,roup

activities,doubt,,it

ulinsijisays:

"Inone’smind,thereisalwaysakindofdeeplyrooteddemand,thatisthehopetofeelonelfafinderand

’spirits,suchdemandisspeciallystrong."

Thisstepalsoleadstotheemotionobjectiveofthislesson,thatistohavemoraleducationinthisstep.

Step4Consolidationandextension.

Summarizethewholelesson,andarrangethehomework.

hemasteringofknowledgeofthislesson.

ointerviewtheirfriendsaskingthepriceandsizeoftheirclothingandmakerecordsoftheinformation.

Thiscontentisanextensionofthepreviouslesson,tomeettheneedsofincreasingcommunicatingdemandof

someSs.

Step5BlackboardDesign.

ShowontheCAI.

Anyway,theteachingofthislessonaimstodevelopnotonlytheSs'languagetechnicalabilities,butalsothe

diverintelligencebyintegratedteachingmethods.

Asteachers,tomakeourEnglishclassroomsshinewithvitality,wearelaidwithheavyburden,andwestillhavelongway

togo.

ou!

英语说课稿

ThelessonIamgoingtotalkaboutisfromtheteachingmaterialBookO

ne,Unit8.thethirdpartthatisudbythekidsinGradeOne.

一、Analysisoftheteachingmaterial<说教材>

lntencessurroundllingandbuyingthefrui

thefirstandthecondpartinthisunit,thekidshaveunderstoodsimpleinstruction

sandactaccordingly,andtheycansaysimplewords,phrasorntencesbylookingatobjectsandthepict

:lychee,banana,apple,"What’sthis?It’sanapple."InUnitven,wegraspedthenumbersfromoneto

nlanguagepointsinthisunitistomakentencesusingthefruitandnumbersfreelyandcomm

cloattentiontothesingleandpluralformsofthe

ingtothekids’Englishlevelandthecorrespondingcontentinthedailylife,Igivethemsome

ntheirabilityofcommunicatewiththeothersinEnglish,Ipreparethefollowingdesign

.

Teachingaims<教学目标>

dgeandskillaims:〔知识技能目标

Reviewthenamesofthetendifferentkindsoffruitandrecognizethenumbersfromonetoten.

Understandsimpleinstructionsaboutthenumbersandactaccordingly.

PracticeEnglishandcommunicatewithothersinthesituation.

hemwiththeemotion,attitudeandvaluegoals:〔情感、态度、价值目标

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Cultivatethespiritofco-operationsinthegroupwork..

Bringupthegoodqualityofprotectandmakefriendswiththeanimals.

Teachingimportance:〔教学重点

ntencesusingthefruitandthenumbers."Sixoranges,plea.’

guishthedifferencebetweenthesingleformandthepluralformsofthenouns."oneappl

e/twoapples…"

tencesudwhenllingandbuyingthefruitinafruitshop.

Teachingdifficulties:〔教学难点

guishthedifferencebetweenthesingleandthepluralformsofthenouns.

heirabilityofcommunicatingwithothersinEnglish.

Teachingaids;〔教具准备

Multimedia,flashcards,freshfruitandarrangementsanddecorationsofthefruitshop.

Teachingmethods:〔教学方法

hod,performanceandgamesmethods.

二、Analysisofthelearners:〔说学习者

Wearefacingthe5to6-year-oldlittlekidswhojustgraduatedfromthekindergarten,andtheycannot

mestheyevendon’tknowhowtobeh

,Ithinkthemostimportantthingformetodoistoattracttheirinterestsandmakethem

,Iwillplaysomeinterestinggameswiththem,showthemt

ldnotonlyfocusonth

elanguagepointitlf,butalsotuptherealcircumstancewhereIcanencouragethemtoexpressthemlv

rymybesttodoistoarouthekids’interestsandprotecttheirenthusiasm。

三、Analysisoftheteachingmethods<说教法>

saysthatduringtheFoundationEducationperiod,thetotalgoalforEng

lishlessonistoimprovethepupils’otestaskteachingstructur

ingtothelittlekids’physicalandpsychologicalcharacteristicsofkeepingcurios,activeandimitating

the"task–rearch—construct"teachingmethodsandorganizetheclassto

hepupilsanopenandrelaxedcircumstanceinwhic

htheycanlearntoobrve,thisprocedure,thepupils’abilityofthinkingandusingl

anguageisdevelopedverywell.

四、Analysisoftheteachingprocedures.<说教学过程>

.〔歌曲热身

AlltheclasssingEnglishsong"TenlittleIndianboys"toaroutheirinterestsandhelpthemtostepinto

Englishlearningcircumstancehappily.

thefruitandthenumbersthowelearnedinthefirstandthecondpartinthisunit.〔复习数字和

水果

werthequestions.

strawberry/watermelon/pineapple/cherry>asksomequestions.

What’sthis?

Whatcolourisit?

Howmanybananasarethere?

Doyoulikeeatingbananas?

Whatisyourfavouritefruit?

EncouragethemtoopentheirmouthandspeakEnglishasmuchastheycan.

ewthespellingofthewordsusingthebasicpronunciationknowledge.

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amenamed"upanddown".emphasisondistinguishingthesingleandpluralformsofthenouns

.

hepupilstothemainteachingpoints.<引入新课>Tocomprehensiveuthenumbersandthefruit

volunteerstocometothefrontandchootherightnumberca

rdsandstickitbesidetherightfruitaccordingtotheotherpupils’ckeronewillbeth

ewinner.

Eg:Sixoranges,plea.

practiceforalltheclass<全体同学操练>.Thepupilschootherightcardstheyhavepreparedand

putthemupabovetheirheadswhentheyheartheteacher’sinstructionsandgivethemtotheteaching

answeringloudly:"Hereyouare.’

video〔观看多媒体,了解本课故事情节,understandwhat’shappeninginthestory,〔Thispartisimporta

nt,reasonableandeffectiveandguidethemtoprotectandmakefriendswiththeanimals.

cherwillactashopkeeperandinviteabetterpupiltobethe

customerandfinishallthebuyingsteps.

Shopkeeper:Goodmorning.

Customer:Goodmorning.

Shopkeeper:CanIhelpyou?

Customer:Yes,sixoranges,plea.

Shopkeeper:Hereyouare.

Customer:Thankyouverymuch.

Shopkeeper:Youarewelcome.

idationandPractice〔巩固和练习

Groupwork:Dividetheclassintoeightgroupsandeverygroupwillbedecoratedintoafruitshop,ask

onepupiltagethem

tobuyandllthefruitwithwhattheylearnedinthispart,Idesignarealsituationthatiscommoninourd

ailylifeandthekidswillnotfeeluncomfortableorunfamiliarwithit,Theteacherwillgoaroundtheclassand

apeaceandpleasantsituationtheyliketospeakthedialogueth

nfeelthesuccessandbecomeconfidentinspeakingEnglish.

sion<总结>

Theteacherwouldleadtheclasstoreadthentencesontheboardandasksomemoredifficultquestio

hepupilscannotunderstandthemclearly,butitdoesn’givethepupilsmore

informationaboutthelanguageandgivethemthebetterlanguagecircumstancesthatcanhelptheminth

efuturelearning.

rk:<家庭作业>

Encouragethepupilstodesignalittlefruitshopathomeandteachtheirfamilythedialogueinthefruitshop

.Whentheypracticethis,theyshouldtakephotosandshowtheotherpupilsthenextday.

Inthislesson,whatIdesign

it’sreallyagoodlessonofhighqu

ality.

Blackdesign<板书设计>

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Unit8Fruit

A:Goodmorning!

B:Goodmorning!

A:CanIhelpyou?

B:Tenbananas,sixorangesandninepears,plea.

A:Hereyouare.

B:Thankyouverymuch.

A:Youarewelcome.

Hello,everyone,theteachingdesignI’mgoingtotalkaboutisforUnit7AlettertoapenfriendfromOxfordEnglishfor

primaryschool,Book6B.I’oversthreeparts

CandE>.InpartB,thestudentswilllearnanewword:B,we’lllearnthentencepatterns,but

thentences‘CanIhavea/an/some/the…?Iwantto…uare.’thestudentshavelearnedbefore,sothe

newntencepatternforthemis‘Whatfor?’.sttoteachthe

matsofthelettercanbeomited,becau

ritetheaddressoftheletterswillbetaughtnextlesson.

Herearetheanalysisofthestudentsandthetextbook.

’lltalkaboutmyteachingaims.

Firstly,knowledgeaims:<1>Toenablethestudentsreadandspellthenewwordsandunderstandthemeaningofthem.

<2>Thestudentsknowhowtouthenewntencepatterns‘CanIhavea/an/some/the…?

Whatfor?Iwantto…uare.’

<3>Thestudentscanwritealettertotheirpenfriend.

Secondly,skillaims.<1>Practithestudents’skillsoflistening,speakingandwriting.

<2>Practithestudents’communicativeskillandcreativity.

ngpoints:

Thekeypointsofthelesson:Thestudentscanreadthewordscorrectly.

Thestudentscanunderstandthemeaningofthenewntencepatternsanduthem.

Thestudentsknowhowtowritealetter.

Thedifficultpointsofthelesson:Thestudentsknowhowtowritealetter.

Toimprovethestudents’abilitiesofspeakingandwriting.

ngapproaches:

alsotask-badlearningandactivity-badteachingwithindividualwork,pairwork,groupworkandclasswork.

ngaids:IwilluCAI,writingpaper

Next,I’lltalkaboutmyteachingprocedures:I’llfollowfoursteps.

Step1Warm-up

First,I’efreetalkingisanimportantwaytoimprovethestudents’ability

itcanprepareforthenextstep.I’llaskthestudentssomequestionslike:Whatdayisittoday?

What’sthedatetoday?What’syourfavouritesubject?Whatdoyoulikedoing?…

Step2Prentation

I’llaskthestudents‘Whatdoyoulikedoing?’Thestudentswillsay‘Ilike…’ThenI’llletthemguess"Doyouknow

‘WhatdoIlikedoing?"can’tguessit,I’lltellthem‘Ilike

it’stomakeapenfriend

anttomakefriendwithhim.’Ithinkmostofthestudentswillsay‘Yes’.Atthesame

time,I’llshowPeter’spictureandlistinthescreenbyCAIandletthestudentsknowmoreaboutPeter.I’llletthe

mple‘PeterlivesinLondon…’Thenletthestudentsanswer

somequestions.‘Wheredoeshecomefrom?Wheredoeshegotoschool?Whatsubjects

doeshestudy?Whatarehishobbies?Howabouthisfamily?…’NextI’llletthestudentsgiveashortpassageaboutPeter.

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Like:iesatStJohn’sPrimarySchool…

Purpo:Thepurpoofthepartdoesn’tonlypracticethestudents’abilityofexpressions,butalsoprepareforthenext

step.

ThenI’llsay‘NowyouknowmuchaboutPeter,doyouwanttomakepenfriendswithhim.’Maybethestudentswillsay

‘Yes.’

T:ouwanttomakeapenfriendwithhim,o?

S:Yes.

T:Beforeyouwritetheletter,whatdoyouneed?

S:Maybethestudentswillsay‘writingpaper.’

T:Atthesametime,studentsreadthewordaftertherecordand

onebyone.

gafterthetapecancheckifthe

studentsreadthewordcorrectly.

T:Boysandgirls,youwanttomakepenfriendwithPeter,,thereislotsofnice

writingpaperinmyhand.Wouldyoulikesome?

S:Maybethestudentswillsay‘Yes’.

T:ant,youcanaskmelike…ThenIwillleadthestudentstouthenewntencepatterns:CanIhave

a/an/some/the…?Whatfor?Iwantto…uare.

Ifthestudentscanaskandanswerwithme,Iwillgivehim/hersomewritingpaperastheprentsorencouragement.

Itisabetterwaytoteachthenewknowledge,becauthestudentscanunderstandthemeaningofntencepatterns

ectscanencouragethestudentsjointhepart.

Step3Production

hooP1/2/3/6andletthestudentsdothepairwork.

n’tshowthepicturesofpartCdirectly,Iletthestudentspractithem

tudentsguessitright,Iwillalsogivethemsomewritingpaperastheprents.

Ithinkgameisabetterwaytoconsolidatethenewknowledgethanjustletthestudentssaythedialogueonebyone.

Ifthestudentsguessit,Iwillgivethemsomewritingpaperastheirprents.

writing,I’llletthe

last,thestudentswriteit.

Thepurpoistoimprovethestudents’abilityofwritingandknowanewwaytocommunicatewithothers.

Step4Assignment

hefourpicturesintheircopybooks.

Writingisagoodwaytocheckifthestudentsdotheexerciscorrectly.

ethingaboutyourpenfriendPetertoyourparents.

LetthestudentsspeakEnglishintheirdailylives.

说课内容：Module8SportsDay

Unit1Whatareyougoingtodo?

Goodmorning,ladiesandgentlemen.I’,mytopicis

"NewStandardEnglishBook3Module8SportsDay,Unit1Whatareyougoingtodo?"

Iwilltalkaboutthefollowingparts:

①theteachingmaterial

②theteachingmethodsandthelearningmethods

③theteachingprocess

④thedesignoftheblackboard

PartOneAnalysisoftheTeachingMaterial

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ITheanalysisoftheNewStandardEnglishBook

First,I’lltalkaboutthebook,NewStandardEnglishBookispublishedbyForeignlanguageteachingandrearch

ndardEnglishBookisfromGrade3toGrade6,it’ssuccessive,thisriesofbooksprovidethelanguage

environment,emphasizetheinterestinteaching,focusonstudentsduringteaching,arouthestudents’interest,

correspondtothetheoryofthelanguageteaching.

IITheanalysisoftheBook3

Next,I’rthestudentsofGrade4,thegeneralteachingaims

are:thestudentscandotheactionswhichtheteacherorders,theycanroleplaythetext,theycansingthesimple

EnglishsongsandtheycanunderstandthesimpleEnglishstories.

IIITheanalysisofthestudents

eyoungandtheyliketosing,danceandtheyliketo

dentshavetakenagreatinterestinEnglish

now.

ⅣTheanalysisofModule8

re10modulesinthisbook,andthentence

structuresinModule7andModule8aresimilar,wecanknowthattheimportanceofthisntencestructureof"be

goingtodosth".Itholdsonefifthofthebook,soteachingthisstructureisthemaintaskofthislesson.

ⅤTheteachingmethodsandthelearningmethods

Theteachingmethods:

①ngofcomputermakestheprentationofthewordsactive,direct

andvivid.

②part,readandactcandeepen

theimpression,thestudentscanlearnthecontentthroughlooking,speakinganddoing.

③thixtensiveexercitoconsolidatetheknowledgethey

learned.

Thelearningmethods:

Wewillutheactivestudyandco-operativestudy.

①Wholeclasswork:Classactivitiestakethefocusawayfromindividualstudentsandgiveallclassmembersthe

chancetopracticeandbeexpodtolanguageinanunthreateningway.

②Groupwork:cherhaslesscontrolandthepaceofeach

orkisatimeforfreerpracticeanditisbettertofeedbackattheendoftheactivity

ratherthanbreakuptheflowoftheconversationbycorrectingstudents.

③Pairwork:Pairwooneofthe

mosteffectivewaysofmaximisingpracticetimeasmanystudentscanbyworkingatthesametime.

ⅥTeachingaims

rethreectionsinthispart.

SectionAisKnowledgeaims:

-phrasaboutsports:runthe100metres,dothelongjump,dothehighjump

ces:WhatareyougoingtodoforSportsDay?I’mgoingto…

SectionBisSkillaims:

ndlearntheverb-phrasaboutsports.

cethentencestructure"begoingto".

eekendplan.

SectionCisMoralaims:

studentslovesports,doexerciactively.

ethestudentstobebrave.

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ethestudentstobeaplannedmanandputideasintoaction.

ⅦTheimportantpoint

-phrasaboutsports

Teachandlearntheverb-phras,getreadyforntencestructureexerci,sothispartistheteachingemphasis.

cestructureof"begoingto"

Thentencestructuredenotes"will,plantodosth."demandthestudentstolisten,readandsay,thispartisthemain

contentofthisclass,soit’sthemostimportantpartofthisunit.

ⅧThedifficultpoint

ndlearntheverb-phras

Thephrasarenewtothem,sothispartisthedifficultpoint.

oftheproninthentencestructure

Whenthepronchanges,weneedtochangeam/is/are,thestudentsoftenmakemistakeshere,sothispartisanother

difficultpoint.

a"runthe100metres"

Thearticleherecan’tbemisd,"metre"shouldbeudaspluralform.

ⅨTheteachingaids

Computer,PPt,picture,chart,radio,tape

①Theusingofcomputermakestheprentationactive,directandvivid.

②Iwillaskthestudentstofillinthechartwiththeirfavouritesportsandtrainthemtoexpresstheirideasandtryto

speakEnglishasmuchastheycan.

③studentstofollowthetape,payattentionto

thepronunciationandtune.

PartTwoTeachingsteps

Ⅰ.WarmingupandRevision

ties:playfootball,playtennis,swim,etc.

Ⅱ.Prentation:

Thiscourisveryimportant.I’llmainlytalkaboutthisstep.

ame,showthepicturesbyPPT,letthestudentssayoutthephras.

Purpoofmydesigning:Idesignthisactivitytoreviewthesportsnameswelearned,andshowthenewphrasbetter.

TheusingofPPTmakestheprentationofthewordsactive,emtoreadthephras,toask

andanswerthequestionswiththewords,tohaveagamebetweenboysandgirls,theactivitiessymbolisingthe

activestudyandcooperativestudy.

ndlearnnewsportsphras,readthemanddotheaction.

Purpoofmydesigning:Inthispart,readandactcandeepentheimpression,letthestudentstoknowcontents

throughlooking,skthestudentstobethelittleteacher,letthemteachthenewwords,

fullybringtheactiveusofthestudentsintoplay.

tteaching.

students"Doyoulikesports?""Today,we’regoingtohaveaSportsDay."Showthetitleofthisclass.

chergivesanexample,suchas"Icandothelongjump.Iamgoingtodothelongjumpon

eyougoingtodo?"Havesomestudentstoanswerlikethis.

etextandplaythetape.

1>Playthetapeforthefirsttime,letthestudentstogainthemainideaofthetext.

2>Playthetapeagain,pauntenceonebyone,askthemtorepeatandtranslateintoChine.

3>Playthetapeforthethirdtime,letthempracticelisteningandspeaking,payattentiontotheirpronunciationand

rethattheyhaveknownthetextclearly,andtheycananswerthequestions.

4>Readthetextbythemlves,oringroups,astaskthemtorecitethetext.

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cethentencestructure

esimplepicturesontheblackboardandshowthemodels"WhatareyougoingtodoforSportsDay?I’m

goingtoplayfootball."

mtouthentencestructureof"begoingto"tomakedialogues.

Purpoofmydesigning:Makedialoguesinpairsoringroups,thispartsymbolisingtheactivestudyandcooperative

study.

ion

mtodescribethepicturesinEnglish.

outthe2012OlympicGames,andaskthemiftheywanttojoinitandwhattheycando,

canaddactivitiestheylike.

Purpoofmydesigning:Idesignthispartbecauitisclotoourreallifeasthe2008OlympicGames,letthe

studentstoexpressthesportstheyliketodoinEnglish,andwhenintroducingtheathelets,wepenetratingthespirit

thatwhenyouareactiveandcouldbearanydifficultiesthenyouwillsuccesd,tocultivatethestudentsthespiritof

sportsandnofhonortoearnthefameforourmotherland.

rk

eekoraweekendplanandputideasintoaction.

hartandasktheclassmateswhattheyaregoingtodoonSportsDay.

Purpoofmydesigning:Todaywehavelearned"Whatareyougoingtodo…?"and"Iamgoingtodo…"SoIaskthe

kthemtomakeachartaboutwhattheyare

homeworkissoimportantthattheSsshould

cessaryfortheSstodosomeextensiveexercisafterclass

toconsolidatetheknowledgetheylearned.

PartThreeBlackboarddesign

Module8SportsDay

Unit1Whatareyougoingtodo?

Newsportsphras

runthe100metres

dothelongjump

dothehighjump

Sentencestructures

WhatareyougoingtodoonSportsDay?

I’mgoingtodo…

Chart

swim

dothelongjump

dothehighjump

playfootball

playbasketball

playping-pong

PartFourTeachingAsssment:

ebackgroundrelativetosports,playgames,dopairwork,utheactivitiestopracticethentence

structure,andunderstandtheimportantpointsanddifficultpointsbetter.

ntheactivitieswhichareclotoreallife,suchasthe2008OlympicGames,thiscanaroutheirlearning

interest.

ctivitiessymbolisingtheactivestudyandcooperativestudy,Ifullybringtheactiveusofthestudentsinto

play.