2016-12-27 发布者：钟年年 浏览数( -)
Good morning, my dear judges! It’s really my great honor to stand here to present my teaching plan to you. Today I’m going to talk about the part A “Let’s learn” of Unit 3 “What would you like” in PEP Primary English Book 5.
Honestly speaking, when I saw this topic, it reminds me of my first English teaching experience. At that time, I just let the students read the texts over and over again, and the students gradually lost their interest in learning English. I felt very upset. Then I asked experienced teachers for help. They told me when we start a new lesson, we should read the text at least three times and try to analyze the teaching materials from 3 perspectives.
So today I’d like to analyze this teaching material from these 3 perspectives. First, the author’s point of view. What’s the purpose of the author? The author took “What would you like?” as the theme of the teaching material and aims to teach the students to use sentences “what would you like to eat/drink?” in the real situation by presenting the conversation between Sarah’s parents and the conversation between Sarah and her father. And what’s the underlying value of the teaching material? This lesson aims to cultivate students' consciousness of having a healthy diet.
Second, I will transform my role to analyze the teaching material from the perspective of students. I will try to think about what the students feel like when they learn about this material? Students are quite familiar with the scene of ordering dishes. In addition, students have learned some phrases and sentences about food and drinks from unit 5 "Dinner’s Ready" in Boo4, such as milk，chicken，What would you like? All of these will lay a good foundation for them to learn about this lesson.
Third, I will return to the role of teacher to analyze this teaching material. As an English teacher, how should I build bridges among author, students and teaching material? Goethe once said that “where there is no interest, there is no memory.” So how to stimulate students’ interests is the most important thing that I have to think about. According to the perception theories and social intercourse teaching theories, I will adopt the situational teaching method and task-based teaching method in teaching this lesson. Meanwhile, singing a song, role play and other interesting activities will also be used to ensure that students can enjoy themselves in the class.
Based on the above analysis, and in accordance with the New English Curriculum Standards, I will set up my teaching aims of this class period as follows: Firstly, students will master the sentences: “What would you like to eat/drink?” and make corresponding answers. Secondly, students will be able to flexibly use sentences “what would you like to drink/ eat and I’d like …” in real situations. Finally, I hope through this lesson students will have consciousness of having a healthy diet. As to the important and difficult point I think the important point is to “make sure that Ss can understand and flexibly use the sentences: “What would you like to eat/drink? I'd like… ”. And the correct pronunciation of “thirsty” will be the difficult point. In order to highlight the key point and break through the difficulties, I’m going to use pictures, multi-media and reward stickers to stimulate Ss’ interests.
My dear judges, you may be quite curious about how would I arrange my teaching activities. Now, I would like to talk about the specific arrangement of each step. I will divide my teaching process into 6 steps.
In warming up, I will try my best to create a relaxing atmosphere to shorten distance with students. So first I will ask students to sing a song together. [Now, everybody, stand up, please. Let’s sing. What would you like? ~ I’d like some fish. ~ I’d like some beef. ~put it on my dish. Great，sit down please.]
In step2 presentation, I will design 3 activities. Activity 1: free talk.【look! There are a lot of delicious food and drinks. If your birthday is coming, what would you like? And what would you like to eat or drink? And can you ask me what would I like to eat or drink?】With the help of some actions of eating and drinking, students will easily understand these phrases and key patterns.
Activity2:ask and answer. I will ask students 2 questions. What would Sarah’s father like to eat? And what would Sarah like to drink? And In order to break through the difficult point “thirsty". I will do some actions and show some pictures to help the students to guess the meaning of it. And I will correct the students’ pronunciation. I will present some words, such as “this, three, the” and divide the syllables to lead students to understand that the “th” makes the sound like “th” [θ].
Activity 3: Imitation game. I will play the animation again and ask students to imitate the pronunciation and intonation. By creating the open situation which is closely related to students’ real life experience, students can understand and grasp the new words and phrases more easily and naturally.
Afterwards we will move into the step of practice which is the most important part of this class period. I will design three activities. Activity 1 is the role play. I will divide all the students into different groups and ask students to form groups freely and act out the dialogue. The best actor will get a small sticker as a reward. Activity2: let’s listen. Students will be asked to listen to the conversation again and finish the exercise of “let’s try”. Activity3: Do a survey. I will divide the whole class into four groups and assign each group a survey form. Students of each group will be required to use the words and sentences they have learned to make a dialogue to ask their partners “what would he/she like to eat/drink”. Then they should complete the survey of the text book in accordance with their partner’s answers. In order to help student communicate with each other better, I will show them some main sentences on the screen. All these activities are not mechanical practice. As we all know, students in primary school enjoy acting and love to play games, by designing diversified activities and games, I can successfully help students grasp the key words and sentence patterns correctly and skillfully. At the same time, Ss’ abilities of communication and cooperation can also be trained.
In the step of extension, I will design a game of Best waiter. The group will be asked to take out the envelope that I have prepared before class. In the envelope, there are 4 menus and a service tag. Every student will take turns to play the waiter and customer. The best waiter of each group will be selected. Of course, he or she will get a small sticker as a reward. In this process, students will be encouraged to apply what they have learned into the real situation.
Step5: summary. I will summarize the key phrases and sentences on the blackboard and the result of assessment will also be given. At the same time, I’ll show two menus on screen and ask students to discuss which menu is healthier so as to cultivate students’ consciousness of having a healthy diet.
As to the homework, I will ask students to discuss and share their diet in English on QQ. Through this homework, students can set up an open learning platform by themselves, thus consolidating and effectively using language in the real situation after school.
In this class, I used free talk to attract their attention. I designed varieties of games to arouse their interest. ss can not only master new knowledge happily, but also reschedule their time reasonably and live a healthy life.
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