四年级上 U1 I like dogs 小学英语说课稿模版

四年级上U1 I like dogs 说课稿 Good morning, teachers. I’m candidate NO.1 applying for primary school English teacher. It’s my great honor to present my lesson here. To make my speech much clearer, I’ll describe my thoughts in 7 parts. Part 1. Analysis of teaching material The selected teaching material is a dialogue taken from Story time, Unit1, Grade4, Compulsory Education textbooks. My topic today is “I like dogs”(板 书 关于书的成语关于读书的排比句社区图书漂流公约怎么写关于读书的小报汉书pdf ). It is related to students’ daily life which can arouse students’interests and help them master language point better. Part 2. Analysis of students As we all know, the students in Grade 4 are very active, curious, interested in new things, fond of games and eager to show themselves. After learning English for 1 year, they have some basic English background knowledge, s o during my class, I’ll create some real situations and games to attract them. Part 3. Teaching Aims Considering the contents of the lesson and the level of students, I design the following aims: Aims on knowledge: By the end of the lesson, students will be able to listen, speak, read the words: like, dog, cat, panda, … and the sentence pattern: When do you …? I usually … at …. Aims on ability: Students will be able to talk about their likes and dislikes with each other by using the target language point. Aims on emotion: Students will be able to know that animals are our friends, we must protect them. And they will learn how to cooperate with others. Part 4. Main point and difficult point According to the teaching aims, the main point of this lesson is to make sure that students can comprehend the text as a whole and master the target language point. The difficult point is the practical use of the sentence pattern in real life and the pronunciation of the words ”animal”“elephant” . Part 5. Teaching Methods In this lesson, I’ll will use two teaching method in my class. One is situation method. I will create a real situation. In this way, students can work in groups. They can speak freely and don’t need to worry about making mistakes. The second one is task-based method. I will teach them to use reading skills to complete different levels of task. Part 6. Teaching Procedures Next, I will focus on the teaching procedures. I will finish this lesson in 5 steps. Step 1. Warm up and lead-in At the beginning of the class, I will play a song “Apple tree”to review the words”cow, pig, chicken, duck” which we’ve learnt in Grade 3 and lead in the new word “animals” Thus, I can activate students’existing background knowledge, draw their attention to the new topic and make preparations for the following teaching. Step 2. Presentation Firstly, I design a guessing game to teach new words, I will imitate the animals’voice and actions, let students guess what animal is it. Secondly, I will let students change the lyric of the song “On the farm”, for example, students can change it into cats on the farm go “miaow, miaow”. The task can pay attention to students' individual differences and stimulate students' imagination. Thirdly, I will create a situation that we are in the zoo, students need to work in pairs to ask and answer their likes and dislikes by using the given sentence pattern:---Do you like…?---Yes, I do./No, I don’t. I like… With the task, students can communicate with each other by using the sentence pattern. Step 3. Practice Firstly, watch and answer Let students watch the cartoon and answer two questions: Q1.What are they talking about, animals, trees or fruit? Q2.Where are they? In this way, students can get a main idea of the text and be interested in the text. Secondly, listen and circle Let students listen to the dialogue then circle the animals which they heard. The task can develop students’ listening ability. Thirdly, read and match Let students read the text and match the information. The left part is the name of the characters, the right part is the animals, students need to match the right information. With the task, students can know more details about the text and develop their self-study ability. Fourthly, let students read the text after the tape sentence by sentence then read it in roles. The task helps students to improve their pronunciation and intonation. Lastly, I ask students to fill in blanks. The task can check if students can really comprehend the text as a whole. Step 4. Production Firstly, role play Let students work in groups and then perform the dialogue. The task aims to consolidate the language points and also improve students’ speaking ability. Secondly, I will create a situation that we are in a fruit shop, let students compose a dialogue with me. For example, I can say: Hello, children. Welcome to my fruit shop. Do you like apples? What about you? And students need to finish the dialogue with their imagination. With the task, students can use the language point in real life. Step 5. Homework 1. Listen and repeat the text three times. 2. Copy the new words three times. 3. Preview the Fun time. Part 7. Blackboard design Ok, so much for my speech. Thank you for your time.