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小学·《How much is it?》说课稿

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小学·《How much is it?》说课稿
Ladies and Gentlemen, It’s my great pleasure to be here sharing my lesson with you. The content
of my lesson is PEP Primary English Book4 Unit5 B Let’s talk, asking the price and inquiring the
clothes size. To make my presentation much clearer, I will describe my thoughts in the following
6 aspects: analysis of teaching material, analysis of students, teaching methods, learning methods,
teaching procedures and blackboard design. First, let me talk about the teaching material.
The first is teaching material analysis.
This lesson is about a shopping topic. By study of this unit, the Ss know how to ask the price in
-14-English and how to describe the size and price with simple words and sentences. The sentence patterns
of this lesson “What size?” “How much are they?” and “We’ll take them.” are the key and difficult
points of this unit. The study of this lesson will help the Ss with daily communication.
Moreover, this lesson completes the transition of the phrase “a pair of… ”to the sentence pattern “A
pair of… for …” ,,and helps the Ss further consolidate the knowledge of words of clothing appearing
in plural form.
Therefore, on studying the teaching material and analyzing the regulation of children’s growing
of mind, I put forward the teaching objectives according to new English lesson standard:
1Knowledge objectives:
a) The Ss can hear, read, and use the main sentence patterns “A pair of … for …” “What size?”
“How much are they?” “We' ll take them.”
b) The Ss can understand and read the conversation of the lesson.
2Ability objectives:
a) The Ss can use the sentence pattern of inquiring the price, and further develop their language
ability of “shopping”;
b) The Ss can use the patterns to express their thoughts in the proper scene.
3Emotional objectives:
a) By completing the task, the Ss increase their interest and set up self-confidence in language
study;
b) Teach the Ss what is “love” and “managing money matters”, put the moral education in the
language study.
Next, the key points of this lesson:
First of all, to study and use the sentence patterns “What size?” “How much are they?”“A pair of
… for ….” “We’ll take them.” To improve the Ss’ abilities in “shopping”; Secondly, teach the Ss how
to study independently as well as by cooperation.
Difficult points:
The Ss can use the words and patterns to describe the clothes in the proper scene, and make
simple dialogues of shopping.
I’ll talk about my teaching methods below.
According to the modern perception theories and social intercourse teaching theories, I adopt
the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based
Language Teaching.
-15-The former is a “scene — activity” teaching method .It establishes a real scene and the interaction
between the teacher and the Ss. It emphasizes a dynamic information exchange between the teacher
and Ss. The latter offers the Ss an opportunity to complete the tasks in which Ss use language to
achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free
to use any language they want.
At the same time, make use of the modern electricity teaching equipment and all kinds of
teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning English.
Let Ss study in a relaxed atmosphere, Ss understand the new knowledge in certain degree
through the mental process of seeing, hearing, saying, observing, imagining, thinking etc. And make
preparation for completing the new study task.
After feeling and comprehending the language points, let Ss obtain the knowledge actively by
probe study and cooperative study. Thereby, develop the Ss’ abilities of studying and working with the
learning language independently.
Next is the most important part teaching procedures.
In order to realize the teaching process systematically, properly and efficiently, under the principle
of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching process into
four steps.
1. Warming-up and leading-in:
In this step, I will let Ss sing a song: The coat in window. So as to the psychological
characteristics of childrensinging a song can make Ss feel pleased and satisfied, and can arouse
exciting motion. In this step, teacher and the Ss sing in unison and perform the song “The coat in
window.” Thus, review the sentence pattern “How much is …?” And arouse the Ss’ performance
desire, participation desire, and lead the Ss into a thick English studying atmosphere.
2. Presentation and practice:
Activity1:
Design: Look for Cinderella.
Broadcast a part of “Cinderella” with the flash, presenting a crystal shoe that Cinderella lose,
and establishes a scene of ministers look for the proper size everywhere. Through the role playing,
guide the Ss to use the sentence pattern “What size do you wear?” “Size … .”to make the question
and answer. This design is a novelty of my lesson; it leads the Ss into the fairy tales. They acquire the
language unconsciously and can do communication freely.
Activity 2:
-16-Lead to the shopping topic naturally from the unsuited shoes, and demonstrate the sentence
pattern “How much are they?” With a good student to be the assistant, I perform to go shopping, and
guide the Ss to make the answer: “They are ….”
In this course, Ss can understand the main contents of this dialogue and get the key points by
scene demonstration.
Activity 3:
Game: Guess the price.
From buying a pair of shoes for myself to buying a pair for my mom, introduce the sentence
pattern “A pair of … for ….” The CAI presents a big cabinet with various shoes, ask the Ss to guess
their price, and then display them. It considers that children can keep their attentions in limited
time. The game can avoid the lifelessness and boredom from the pure machine drills. It creates
the conditions of a relaxed and natural atmosphere for children’s drills. Then achieve the aim of
consolidating and deepening the sentence pattern.
Activity 4:
Present the text.
a) At this time, John and his mom come to the shoe store.
It reappears the relevant conversation by broadcasting the VCD, let Ss know the text contents
with a combination of audio and video, words and pictures, which cater to the characteristics of
primary period to be curious and pursuing interest and freshness.
b) After the audio-visual commences, play the tape recorder completely again, let the Ss
concentrate on listening, then answer my questions according to the dialogue. e.g.: What size does
John wear? How much? Whether buy or not, etc.
c) After be familiar with the text, let the Ss try to act out the dialogue. By this step, it achieved the
teaching aim of understanding and talking the dialogue of this lesson.
3. Consolidation:
Task: Mother’s Day.
To master the language capability needs certain amount of practice. So I still adopt the “Task
based” teaching method, which is defined by strong practicality and exact task, so as to make break
through about the difficult points of this lesson. In advance, I shall arrange the classroom to some
business locations, such as clothes store, shoes store, fruit store etc. I shall divide the class into groups
and play roles, and then give the Ss a certain quantity of specie currency, so that they may choose and
buy the gifts for Mother’s Day.
-17-For this step, I shall instruct the Ss to use the words and patterns learnt in the process of
completing certain tasks. Meanwhile, they may have mutual improvement in exchanging information
during the communicating activities.
Most Ss can take their parts in the activities, especially for the Ss who have trouble in English
study. In the group activities, they can speak a little English with ease. With no doubt, this will
encourage them to speak English. In fact, it incarnates a kind of demand of human being.
This step also leads to the emotion objective of this lesson, that is to have moral education in this
step.
4. Summary and homework:
Summarize the whole lesson, and arrange the homework.
a). Do the correlative exercises in the activity book. Check the mastering of knowledge of this
lesson.
b). Ask Ss to interview their friends asking the price and size of their clothing and make records
of the information.
This content is an extension of the previous lesson, to meet the needs of increasing
communicating demand of some Ss.
The last part is my blackboard design.
Unit 5 How much is it
—What size?
—How much are they?
—A pair of … for ….
—We’ll take them.

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