牛津小学英语二年级Lesson45说课稿

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牛津小学英语二年级Lesson45说课稿

Lesson45

PART1AnalysisoftheTeachingMaterial

(I)STATUSANDFUNCTION

1.Thisunitisarevisonunit,soitcoversallcommunicativelanguageknowledgelearnedfromUnit7toUnit11.

2.ThislessonisthefirstoneofUnit12.Soifthestudentscanlearnthislessonwell,itwillbehelpfultomakethestudentslearntherestofthisunit.

3.Thislessonisadialogueaboutkeepingfish.Suchtopicisrelatedtodailylife,soitishelpfultoraiselearninginterestsofstudentsanditwillbealsohelpfultoimprovetheirspokenEnglish.

(II)TEACHINGAIMSANDDEMANDS

Knowledgeobjects

1.TomaketheSsknowhowtokeepfish,birdsoranyotheranimalbylearningthedialogueofthislesson.

2.TogiveareinforcedpracticeintheuseoftheModalVerbsandsomeusefulexpressionsformakingsuggestions.

Abilityobjects

3.Toimprovestudents’listeningandspeakingabilitybyreadingandpractisingthedialogue.

4.Todevelopstudents’communicativeabilitybylearningtheusefulexpressionsformakingsuggestionsandreplying.

Moralobjects

5.Toenablethestudentstolovelifeandanimals,protectthenatureandenvironment.

(III)TEACHINGKEYPOINTS:

1.TomaketheSsgraspandunderstandthewayofmakingsuggestionsandreplyindailylife.

2.Toenablethestudentstouseusefulexpressionsformakingsuggestionandreplyingintheirowndialoguesrelatedtothedailylife.

(IV)TEACHINGDIFFICULTIES:

1.TheusageoftheModalVerbs,especiallyusageformakingsuggestions.

2.Usingthelearnedphrasesandsentencepatternstomakesuggestionsandreplying.

(V)TEACHINGAIDS:

Multi-mediacomputer;OHP(overheadprojector);taperecorder;software:PowerpointorAuthorware

PART2TeachingMethods

1>FiveStepsApproach.

2>CommunicativeApproach.

PART3StudyingWays

1.Teachthestudentshowtobesuccessfullanguagelearners.

2.Teachthestudentshowtomasterdialoguesandhowtocommunicatewithothers.

PART4TeachingProcedure

Step1Revision

Getthestudentstogivesomeanimals’namestheyknowbyaskingthestudentsthefollowingquestion:Canyougiveussomenamesofdifferentanimalsyouknow?Thisstepisemployedtorevisethewordsrelatedtheanimals.Atthesametimedrawthestudents’attentiontothetopicaboutanimals.

Step2Lead-in

Signtothestudentstobequietandclosetheirbooks.Thenstartafreetalkwiththestudents.Usecomputertoshowsomepicturesofdifferentpets,suchasdogs,catsetc.Askthestudentsseveralquestionsaboutraisingpets.ThesequestionsareemployedtowarmupthestudentsandraisetheinterestsofthestudentstospeakEnglishinclassonthetopicstheylikeandfamiliarwith.

1.Doyoulikeanimals?

2.Doyoukeepanyanimalsathome?WhatisitorWhatarethey?

3.Canyouexplainhowyoucareforthem?

4.Howdoyoufeedthem?

…

Step3DialoguePresentation

1.Thefirstlistening

Aftertheteacher'sbriefintroductiontothedialogueaboutkeepingfish.Thenaskthestudentstolistentothetapeofthedialoguewiththeirbooksclosed.Afterlisteningtothedialogue,askthestudentstoanswertwosimplequestionsfocusingonthegeneralideaofthedialogue.Thisstepisemployedtomakethestudentgetthegeneralideaofthedialogueasawholeone.Atthesametimeletthestudentshaveachancetopractisetheirlisteningability.

Questions:

1.Wherewillsuchdialoguehappeni

nyouropinion?

2.Whataretheymainlytalkingabout?

2.Secondlistening

Thistimeaskthestudentstolistentothetapecarefullywiththeirbooksopen.Afterlistening,askthestudentssomequestionsfocusingonthedetailsofthedialogue.Inthemeanwhile,dealwithsomelanguagepointsraisedbythestudentsorappearinginthequestions.

Questions:(Showthequestionsandanswersonthescreenusingcomputer)

1.WhatdoesKatewanttodo?

2.WherewouldKatekeepthematfirst?

3.WhatdoesLiQunadvisehertodo?

4.Whatsizetankshouldsheget?

5.WhatshouldKateputinthetank?

6.WhyshouldKateputafewlargerocksinthetanks?

7.WhyshouldKateputsomeunderwaterplansinthetank?

Languagepoints:(Showthemonthescreenusingcomputer)

a.theotherday=afewdaysago

bTheydon'tgetenoughair:

Withabowl,onlyasmallsurfaceareaofthewaterisincontactwiththeair.Sothewaterdoesnotreceiveenoughoxygen.

c30cmby30cmby50cm.

Wedescribetwo-dimensionalandthree-dimensionalmeasurementsusingthewordby.Sothelengthofthetankis50cm,andthewidthandheightboth30cm.

eunderwaterplants:

Theseplantsoxygenatethewaterandkeepitclean.

dForonething=onereason(forputtingplantsinthetank)

Step4.DialogueDrill

1.Inthisstepthestudentsarerequiredtopractisethedialogueinpairsbyreadingthedialoguealoud.Thisstepisemployedtomakethestudentsgrasptheusefulphrasesandsentencespatternformakingsuggestionsandreplyingonthebaseofreadingthedialoguefluently.

2.Letthestudentsfindouttheexpressionsandsentencepatternsformakingsuggestionsandreplyinginthisdialogue,inthemeanwhileshowtheseexpressionsandsentencepatternsonthescreenbycomputeronebyone.Thisstepisempl

oyedtogivethestudentsadeepunderstandingofthoseexpressions.

Step5.Practice(part2)

Infact,thisstepisintendtodealwiththesecondpartofthelesson(part2).Firstshowthewordsandphrasesgivenonthescreen,usingamulti-mediacomputer,thenaskthestudentstomakeshortdialogueswiththeirpartnerstopractisemakingsuggestionsandreplying,usingthephrasesgiveninthetableofPart2.Givethestudents5minutestoprepareit.Askthestudentstopayparticularattentiontosentencestressandintonation.Atlastasksomepairstoacttheirdialogueoutinfrontofthewholeclass.Thisstepisemployedtomakethestudentsgetafurtherunderstandingoftheseexpressions.

Step6.Consolidation(DialogueProduction)

Thisstepgivesthestudents5-8minutestomakeasimilardialogueusingthephrasesandsentencespatternslearnedinthisdialogueandeverydaylifeexperienceaccordingtothegivensituation(showitonthescreenusingamulti-mediacomputer).After5-8minutes,askseveralpairstoacttheirdialogueoutinfrontoftheotherstudents.Atlasttheteachergivesomeadviceonmakingsuchdialogues,inthemeanwhiledealwiththemorallessonswhichthestudentsshouldlearnfromthedialogue(mainlytoldthestudentstolovelifeandanimals,protectthenatureandenvironment).Thisstepisemployedtocreatealanguageenvironmentforstudents’communicationintheclass;andtogivethestudentsachancetopractisetheirspokenEnglishunderaquasi-communicativesituation.Ifthestudentscanfinishthistaskwell,theywillbenefitalotintheirspokenEnglish.

Situation:(showitonthescreenusingcomputer)

Oneofyourclassmateswantstokeepbirds,he/shewantstobuysomebirdsandbuildsabirdcageasbigas4mby2mby2m.he/shewouldliketoaskforyouradvice.Nowyou’dliketoadvisehim/herwhattodo?

Step7.Workbook

Finis

hExx1and3orally,leftEx2aswrittenwork.

Ex.1revisestheObjectClause.Whentransformingthestructures,thestudentsarerequiredtopayattentiontothechangeoftheverbtenses,personalpronounsandwordorder.Afterdoingtheexercisesorallyinclass.

Ex.2isarevisionoftheModalVerbsandsomeusefulexpressions.LettheSsworkinpairsandthenchecktheanswerswiththewholeclass.WritedownthesentencesontheBbfortheSstosee.

Ex.3listspairsofwordswithsomewhatsimilarpronunciationbutdifferentmeaning.GettheSstoreadaloudthewordsandsaywhateachofthemmeans.

Step8Homework

!.DoEx2intheexercisebooks.Thisisusedtomakethestudentshaveafurtherunderstandofthemodalverbs.

2.Writeashortpassageaboutthedialoguelearned.Thisisusedtopractisewritingabilityofthestudents.

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