PEP4Unit5BLetstalk

TheLectureNotesof《PEPPrimaryEnglish》Book4Unit5BLet’stalkLadiesandGentlemen,It’smygreatpleasuretobeheresharingmylessonwithyou.Thecontentofmylessonis《PEPPrimaryEnglish》Book4Unit5BLet’stalk,askingthepriceandinquiringtheclothessize.First,letmetalkabouttheteachingmaterial.Part1TeachingMaterial:Thislessonisaboutashoppingtopic.Bystudyofthisunit,theSsknowhowtoaskthepriceinEnglishandhowtodescribethesizeandpricewithsimplewordsandsentences.Thesentencepatternsofthislesson“Whatsize?”“Howmucharethey?”and“We’lltakethem.”arethekeyanddifficultpointsofthisunit.ThestudyofthislessonwillhelptheSswithdailycommunication.Moreover,thislessoncompletesthetransitionofthephrase“apairof…”tothesentencepattern“Apairof…for…”,andhelpstheSsfurtherconsolidatetheknowledgeofwordsofclothingappearinginpluralform.Therefore,onstudyingthetea

chingmaterialandanalyzingtheregulationofchildren’sgrowingofmind,IputforwardtheteachingobjectivesaccordingtoEnglishsyllabusandnewlessonstandard.1.Perceptionobjective:a)TheSscanhear,read,andusethemainsentencepatterns“Apairof…for…”“Whatsize?”“Howmucharethey?”“We'lltakethem.”b)TheSscanunderstandandreadtheconversationofthelesson.2.Abilityobjective:a)TheSscanusethesentencepatternofinquiringtheprice,andfurtherdeveloptheirlanguageabilityof“shopping”;b)TheSscanusethepatternstoexpresstheirthoughtsintheproperscene.3.Emotionobjective:a)Bycompletingthetask,theSsincreasetheirinterestandsetupself-confidenceinlanguagestudy;b)TeachtheSswhatis“love”and“managingmoneymatters”,putthemoraleducationinthelanguagestudy.Next,thekeypointsofthislesson:Firstofall,tostudyandusethesentencepatterns“Whatsize?”“Howmucharethey?”“Apairof…for….”“We'lltakethem

.”ToimprovetheSs’abilitiesin“shopping”;Secondly,teachtheSshowtostudyindependentlyaswellasbycooperation.Difficultpoints:TheSscanusethewordsandpatternstodescribetheclothesintheproperscene,andmakesimpledialoguesofshopping.Well,howtoachievetheteachingobjectivesbetter,tostressthekeypointsandbreakthroughthedifficultpoints?Thekeyishowtomakeuseoftheproperteachingmethods,I’lltalkaboutmyteachingmethodsbelow.Part2TeachingMethods:Accordingtothemodernperceptiontheoriesandsocialintercourseteachingtheories,IadopttheTSAmethodandTBLTmethodinmyteaching,namelyTotalSituationalActionandTask-basedLanguageTeaching.Theformerisa“scene—activity”teachingmethod.ItestablishesarealsceneandtheinteractionbetweentheteacherandtheSs.ItemphasizesadynamicinformationexchangebetweentheteacherandSs.ThelatterofferstheSsanopportunitytocompletethetasksinwhichSsusela

nguagetoachieveaspecificoutcome.Theactivityreflectsreallifeandlearnersfocusonmeaning,theyarefreetouseanylanguagetheywant.Atthesametime,makeuseofthemodernelectricityteachingequipmentsandallkindsofteachingmeans,itcanmobilizetheSs’enthusiasmandcreativityinlearningEnglish.Part3StudyingMethods:LetSsstudyinarelaxedandagreeableatmosphere.Ssunderstandthenewknowledgeincertaindegreethroughthementalprocessofseeing,hearing,saying,observing,imagining,thinkingetc.Andmakepreparationforcompletingthenewstudytask.Afterfeelingandcomprehendingthelanguagepoints,letSsobtaintheknowledgeactivelybyprobestudyandcooperativestudy.Thereby,developtheSs’abilitiesofstudyingandworkingwiththelearninglanguageindependently.Part4TeachingProcess:Inordertorealizetheteachingprocesssystematically,properlyandefficiently,undertheprincipleof“regardSsasthecorpus,theteacherinsp

iresforpredominance”,Idividetheteachingprocessintofivesteps.Step1Warm-up.Singasong:Thecoatinwindow.Soastothepsychologicalcharacteristicsofchildren，singingasongcanmakeSsfeelpleasedandsatisfied,andcanarouseexcitingmotion.Inthisstep,teacherandtheSssinginunisonandperformthesong“Thecoatinwindow.”Thus,reviewthesentencepattern“Howmuchis…?”AndarousetheSs'performancedesire,participationdesire,andleadtheSsintoathickEnglishstudyingatmosphere.Step2Presentationandpractice.1.Design:LookforCinderella.Broadcastapartof“Cinderella”withtheflash,presentingacrystalshoethatCinderellalose,andestablishesasceneofministerslookforthepropersizeeverywhere.Throughtheroleplaying,guidetheSstousethesentencepattern“Whatsizedoyouwear?”“Size….”tomakethequestionandanswer.Thisdesignisanoveltyofmylesson,itleadstheSsintothefairytales.Theyacquirethelanguageunconsc

iouslyandcandocommunicationfreely.2.Leadtotheshoppingtopicnaturallyfromtheunsuitedshoes,anddemonstratethesentencepattern“Howmucharethey?”Withagoodstudenttobetheassistant,Iperformtogoshopping,andguidetheSstomaketheanswer:“Theyare….”Inthiscourse,Sscanunderstandthemaincontentsofthisdialogueandgetthekeypointsbyscenedemonstration.3.Game:Guesstheprice.Frombuyingapairofshoesformyselftobuyingapairformymom,introducethesentencepattern“Apairof…for….”TheCAIpresentsabigcabinetwithvariousshoes,asktheSstoguesstheirprice,andthendisplaythem.Itconsidersthatchildrencankeeptheirattentionsinlimitedtime.Thegamecanavoidthelifelessnessandboredomfromthepuremachinedrills.Itcreatestheconditionsofarelaxedandnaturalatmosphereforchildren’sdrills.Thenachievetheaimofconsolidatinganddeepeningthesentencepattern.4.Present

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thetext.a)Atthistime,Johnandhismomcometotheshoestore.ItreappearstherelevantconversationbybroadcastingtheVCD,letSsknowthetextcontentswithacombinationofaudioandvideo,wordsandpictures,whichcatertothecharacteristicsofprimaryperiodtobecuriousandpursuinginterestandfreshness.b)Aftertheaudio-visualcommences,playthetaperecordercompletelyagain,lettheSsconcentrateonlistening,thenanswermyquestionsaccordingtothedialogue.e.g.:WhatsizedoesJohnwear?Howmuch?Whetherbuyornot,etc.c)Afterbefamiliarwiththetext,lettheSstrytoactoutthedialogue.Bythisstep,itachievedtheteachingaimofunderstandingandtalkingthedialogueofthislesson.Step3Tasktime.Task:Mother’sDay.Tomasterthelanguagecapabilityneedscertainamountofpractice.So,Istilladoptthe“Task-based”teachingmethod,whichisdefinedbystrongpracticalityandexacttask,soastomakebreak-

throughaboutthedifficultpointsofthislesson.Inadvance,Ishallarrangetheclassroomtosomebusinesslocations,suchasclothesstore,shoesstore,fruitstoreetc.Ishalldividetheclassintogroupsandplayroles,andthengivetheSsacertainquantityofspeciecurrency,sothattheymaychooseandbuythegiftsforMother’sDay.Forthisstep,IshallinstructtheSstousethewordsandpatternslearntintheprocessofcompletingcertaintasks.Meanwhile,theymayhavemutualimprovementinexchanginginformationduringthecommunicatingactivities.MostSscantaketheirpartsintheactivities,especiallyfortheSswhohavetroubleinEnglishstudy.Inthegroupactivities,theycanspeakalittleEnglishwithease.Withnodoubt,thiswillencouragethemtospeakEnglish.Infact,itincarnatesakindofdemandofhumanbeing.Suhuomulinsijisays:“Inone’smind,thereisalwaysakindofdeeplyrooteddemand,thatisthehopetofeeloneselfafinderandexplorer.

InSs’spirits,suchdemandisspeciallystrong.”Thisstepalsoleadstotheemotionobjectiveofthislesson,thatistohavemoraleducationinthisstep.Step4Consolidationandextension.Summarizethewholelesson,andarrangethehomework.1.Dothecorrelativeexercisesintheactivitybook.Checkthemasteringofknowledgeofthislesson.2.AskSstointerviewtheirfriendsaskingthepriceandsizeoftheirclothingandmakerecordsoftheinformation.Thiscontentisanextensionofthepreviouslesson,tomeettheneedsofincreasingcommunicatingdemandofsomeSs.Step5BlackboardDesign.ShowontheCAI.(It’sa….)Anyway,theteachingofthislessonaimstodevelopnotonlytheSs'languagetechnicalabilities,butalsothediverseintelligencebyintegratedteachingmethods.Asteachers,tomakeourEnglishclassroomsshinewithvitality,wearelaidwithheavyburden,andwestillhavelongwaytogo.Aboveisthelecturenotesofmylesson.Thankyou

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