B优质课教案内容

Teaching design

By 高松平

Teaching content: Part A, let's talk, unit 6 In a Nature Park, PEP primary school English book5

Part1. Analysis of teaching materials

This is Part A, let's talk, unit 6 In a Nature Park, PEP primary school English book5. The topic in this period is to describe scenery by asking questions with the sentence pattern be there. By the end of the lesson, students are not only able to ask with be there but also answer with its affirmative answer and negative answer.

1.Teaching aims

(1) Knowledge aim: Students can know and understand new words: forest, lake, river, go boating and sentence pattern: Is there...? Yes, there is or No, there isn’t.

(2) Ability aim: Students have the ability to use the new sentence pattern with the new words to describe something around by asking and answering.

(3) Emotion aim: After this lesson, students learn to love and observe our nature and protect nature by doing something they can.

2.Teaching key and difficult points

(1) Key point: 4words and sentence pattern

(2) Difficult point: the differences between there be and be there as well as how to make use of them.

Part 2. Analysis of students

Students in Grade5 have been learning English for more than two years thus they have accumulated some basic English knowledge. They are curious about the language and they are willing to learn it while their abstract thinking is not fully mature and their image thinking still occupies an important part in their brains. Therefore, I will take all these factors into my consideration when designing the lesson.

Part3. Teaching and learning methods

1.Teaching methods: TPR teaching method, situational teaching method, interactive teaching method, PSC teaching model

2.Learning methods: participation, cooperation, teamwork, group competition

Part4. Teaching aids

CAI, PPT, Bb, cards

Part5. Teaching procedure

Step1. Warm up and lead in

(1)Daily greetings and sing a song with TPR

【Design purpose: By singing a song with TPR, students could come into the class more actively thus it can lay a quite good foundation for the following whole class teaching.】

(2) Brainstorming

Play a short video which is relative to today’s new topic. Then stop to ask students what they have seen and say them out by using there be, the winner will get a fruit sticker. 【Design purpose: Brainstorming can not only help students review the old words but also arouse their attention for the new teaching content.】

Step2. Presentation

(1)Create a true background by another video to go into a forest. Let ss talk about things they’ve seen and leave a question: if there is a new park near Zhang Peng’s home, do you know what is in it? Let ss ask him. But how to ask? (2)Listen and feel two sentences by CAI, students can recognize the sentence is there...from listening. Teacher writes the sentence on the blackboard and guide ss to answer by cards made before the lesson. Then practice it one by one. (3)Game: play the piano. Ss are pianos and T plays, if T plays softly, they read softly but if T plays hard, ss will read it loudly. Words by words or sentence by sentence.

(4)Game: spy and detective. T finds 4 detectives and points someone to be the spy. Ss all read the sentences but the spy only reads them by lip talking, who finds the spy will get a fruit sticker.

(5)Open books and scan the content on page58. Underline new words: forest, river, lake and go boating.

(6)Teach new words by sound spelling and chanting.

【Design purpose: presentation is the key line in the whole teaching procedure and in this step, students will learn and improve their reading and understanding skills. Compassion and games are usually good ways to deal with words learning. While practicing by activities with group competition comes more effective.】

Step3. Practice

(1)Activity: opposite tune

【Design purpose: In order to encourage students to read actively and skillfully, I adopt the game. At the same time, I can correct and adjust

their pronunciation and intonation.】

(2) Check their predictions about things in the new park. 【Design purpose: Here I have gone over the PSC teaching model – P is for prediction, S is for scanning and C is for checking. 】

(3) Finish the following part: talk with your partner. 【Design purpose: In order to enhance today's new knowledge, it's quite necessary to do some consolidative oral English practice. 】

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teaching, thus by the end of the lesson, students will be able to love and protect our nature.】

Step5. Homework

(1) Draw a park as ss like on a piece of paper.

(2) Describe the park with your partners or parents.

【Design purpose: Homework is a good way to review what we have learned today.】

Part6. Blackboard design

Unit 6 In a Nature Park.

Is there a lake in the forest?

Yes, there is.

Is there a river in the forest?

No, there isn’t.

Words: forest, lake, river, go boating

Part7. Teaching prediction

This is a. PSC teaching model is a strong rope which connects the whole class teaching. Situational and TPR teaching methods are adopted to help. However, they are lack of abstract thinking .In the future I will focus on the problem and try my personal best to be a good teacher.