Module7Unit2Pandaslovebamboo說(shuō)課稿

英 語(yǔ) 說(shuō) 課 稿新標(biāo)準(zhǔn)英語(yǔ) 三年級(jí)起點(diǎn)第七冊(cè)Module 7 Unit 2 Pandas love bamboo.Ladies and gentlemen, what I d like to present is Module 7 Unit 2 from New Stander English, Book Seven, Grade Six for the first term: Pandas love bamboo.1. First, Id like to say something about the material.This unit is just to let students know something about animals habits. There is no new words and no new sentence structures. So students should do more to develop their learning skills. For example, they can use the correct adjectives to describe their favourite animals in English and the adjectives are learnt before, so it is not difficult for them. 2. Something about the studentsThe learners in Grade Six, they are really interested in learning English, so most of them are active in class. They like singing, doing TPR, and playing games. But their ways of learning are different, some of them are auditory learners, they just learn the language by listening, while others are visual learners, they understand the language by watching, and some others try the language by doing things. So different activities should be designed to meet different students needs.3. Something about the goals According to the new national curriculum nowadays, we, teachers, should not only pay attention to helping students lay a good foundation, but also arouse the students interest in using the language. Therefore I make my teaching plan as the followings:(1) Goals for vocabularies and skills: The important points:A. Teach the new words “gorilla kangaroo giraffe” B. Help students to understand the new words “spot pouch” . Develop students reading and speaking abilities.The difficult points: How to guide the students to describe their favourite animal in different aspects. (2) Goals for emotions: A. Let students have got more opportunities and freedom to do things. B. Motivate students to be active in taking part in different activities. 4. Something about the teaching and learning methods: Id like to use the “task-based” way to let students have got more opportunities and freedom to learn the language by listening, speaking, communicating, guessing, creating, having competitions, playing games and so on. In all, let students do things themselves in English in class.5. Teaching procedures: In order to make the students fulfill the task for this class period, I have designed the following steps.Step One: Warming up A. Say a chant: Run, run like a rabbit. Eat, eat, eat like a mouse (Get ready for the class.)B. Let students to look at a picture , and find out how many animals they could see, then name the animals in English.( Arouse the students interests and review the words.) Step Two: Leading in A competition: Brain Storm. What animals can run flyswim? What animals eat meatgrass? What animals live on landin water?Step Three: Presenting the taskTell the students that their task for today is to get to know how to write something about their favourite animals?（The purpose of presenting the task is to make the students learn what they are going to do, and how they are going to fulfill their task.） Step Four: Practice1. Ask the students whether they know the habits of some animals, such as What animals live in water?, What animals live on land?2. Play the tape recording of the text and ask the students some questions, like ? (Ask the students to pay attention to the use of the verb love, which is followed by an ing-form verb.)3. Word building: A. First ask the students to listen to the sounds made by some animals and ask what animals they are. Then lead in the new word gorilla with the help of the pictures. (To revise the sentence pattern It lives in )B. Ask the students to guess what animal it is by showing them the uncomplete picture of giraffe.(To arause the studentscuriosity and train the studentsability of speaking.)C. Ask the students to guess what animal it is by some parts of the pictures of some animals, learning the new word kangoroo . At the same time to revise the plural forms of some noun, pronouns and verbs.4Ask the students to read some short passages and guess what animals they describe.(To train the students ability of reading comprehension.Pave the road for the students to fulfil the task.)5. First ask the students to try to use what they have learnt to describe the animal panda orally.Then get them to read the passage about the panda and find out the words or phrases whichdescvibe the anaimals features and learn some adjectives. Step five: Telephone Role Play for Consolidation and ImprovementGive more pictures about animals, such as pictures of for the students to talk about to meet the visual learners needs.Step Six: Task FulfillmentWrite a short passage about the students favorite animals .Step Seven: HomeworkRaise the question by asking: Do we need to have some homework?If “Yes”, what kind of homework would you like to have? Of course, different students may give the different answers and then there will be several different kinds of homework for different needs from different students. For example: some students may go to the zoo to take some pictures of their favourite animal and make a label for them, and so on.6. Teaching aids: Multi-functional teaching equipment of Microsoft PowerPoint; chalk; blackboard; picture drawings; tape recorder; 7. The design of the blackboard handwriting:Unit 2 Pandas love bamboo. New words Adjectives Passage .8. The assessment of the teaching and learning:Through the different kinds of learning activities, students have gained something indeed step by step. In class, they have been led by the teacher to speak, to listen to others,