說(shuō)課稿 小學(xué) 四年級(jí) 下冊(cè) at a farm2

1、At a FarmGood morning/afternoon, dear judges,Im the candidate NO. applying for the primary/(junior/senior) middle school English teacher. Today my topic is “At a Farm”.Im so honored to be here to present my lesson. In order to make it much clear, Ill express my thoughts in the following four aspects

2、, which are teaching background, assessment of performance, teaching plan and teaching reflection. Now Ill present them one by one.The first part of my presentation is teaching background. This lesson “At a Farm” is the first period of unit 6, book 4 in grade 4, PEP. It mainly introduces some new wo

3、rds and phrases about animals like cow, hen, hold a lamb and some sentence patterns about asking animals like “what are they?” “They are goats.” Students will increase their knowledge about animal types and be able to use the sentence pattern “ what+be+prnoun” to ask the identity of other things.The

4、 students in grade 4 are very active whose attention can be distracted easily. So in this lesson, Ill present several colorful pictures on animals in my teaching process, aiming to attract the students attention. In addition, the students in grade 4 have a strong desire to show off themselves. There

5、fore Ill give some records of animals sounds to the students who will guess what animal it is. After learning the analysis of students, I set up the following three objectives.First of all, knowledge and skill objectives:1. 80% students can grasp the words: hen, cow, goat, lamb.2. All the students c

6、an know the new phrases: feed the hens, milk a cow, hold a lamb.3. Master the sentence patterns: What are they? They areNext, process and method objectives:Students can improve their ability of asking things identity in their daily life through performance.Last, emotion, attitude and value objective

7、s:This lesson will help cultivate students awareness of loving and protecting animals.Based on the teaching syllabus, I list the teaching key points and difficult points as follow:First are the key points:1. Master the key vocabulary: hen, cow, goat, lamb2. Master the interrogative sentence pattern

8、“What are they?” and know how to answer it “They are ”Second are the difficult points: Know how to pronounce the word “l(fā)amb”. Master the expression of sheeps plural form which is different from other nouns, like goats.What I have said above is the first part of my presentation, namely teaching backg

9、round. Next well come to my second part: Assessment of Performance.In the class, Ill mainly adopt formative assessment. Giving timely and effective feedback and evaluation to students performance. Ill organize role-playing in my teaching process. For example, some active students with good foundatio

10、n will come to the front to act as the farms worker as well as expressing what they do in English. Whatever their performances are, they will be encouraged. If Im satisfied with their performances, Ill reward them a piece of bear sticker. If students feel a bit difficult in performances, Ill give th

11、em some hints for assist.Ill integrate various assessment methods: mutual rating and teachers assessment, to motivate students learning activity and to create an active class atmosphere.After leaning the assessment of performance, lets come to the third part of my presentation, namely the teaching p

12、lan. First are the teaching strategies:In this lesson, Ill mainly adopt Total Physical Response (TPR) Method. Attracting students attention to the class as well as arousing their enthusiasm of learning English. Ill design some TPR activities, like guessing the words through listening to the records

13、in my presentation part, playing snowball game and train game in my practice part and role-playing in my consolidation part. Students will accomplish these activities through self-learning. In addition, Ill also adopt Situational method in my teaching process.Ill make use of multi-media to reduce st

14、rangeness of todays topic: present some pictures of animals, accompanying with some records of animals sound, and a short video of a cartoon-“Orsons Farm”.Based on the teaching strategies above, I divide my teaching process into the following six steps which are lead-in, presentation, practice, cons

15、olidation, summary and homework.Step 1 Lead-in:In this part, Ill adopt audio-visual lead-in and question lead-in.A short video of a cartoon-“Orsons Farm” will be showed to the students through multi-media. The students will watch this video with two questions: “How many kinds of animals are there in

16、 the video?”, “Where do they live in the video?”After students watching this video, they will tell me that there are five kinds of animals appeared in the video and the place where they lived is a farm. Then Ill lead the students in todays topic “At a Farm”.The step of lead-in will attract the stude

17、nts attention to the class quickly as well as connecting their daily life to todays topic “At a Farm”.Step 2 Presentation:Firstly, Ill give some records of animals sound to the students who will guess what animal it is. Then Ill show them the correspondent pictures of these animals, including hen, c

18、ow, goat and lamb. Ill point at one picture, saying “this is a hen” for a few times, the other new words are introduced in the same way. Then Ill show each picture to the students. Some shy and quiet students will need to speak out the animals name and to perform it on the platform while some active

19、 students will need to write the animals name on the blackboard. Ill encourage them to do as best as they can. Whether they do well or not, they would be inspired and directed. For example, some students may have a problem in pronouncing the word “l(fā)amb” and Ill correct them timely.Secondly, in order

20、 to arouse the students interest in learning English. Ill imitate some behaviors happened at a farm to the students, such as feed the hens, milk a cow and hold a lamb and tell these phrases to the students who will have an intuitive feeling to these phrases.Thirdly, the students will listen to the r

21、ecords about the sentence patterns “what are they?”, “they are”for several times. Then Ill show a picture to the students and ask them “what are they?”. The students will answer me by using the new words learned just now-“they are hens.”T: what are they?Ss: they are cows.T: what are they?Ss: they ar

22、e sheep.Here Ill correct the students wrong expression of sheeps plural form which is sheep not sheeps.This part not only highlights the key points which is learning the new words, phrases and sentence patterns in this lesson, but also breaks through the difficult points, namely solving the students

23、 difficulty in lambs pronunciation and sheeps plural form.Step 3: Practice:In order to make the students master the key vocabulary and sentence patterns in this lesson, I design the following 2 activities: Activity 1: snowball game/ Lets chantFour students will stand in a row on the platform each ti

24、me to practice the following chant:“ hen, hen, feed the hens; cow, cow, milk a cow;lamb, lamb, hold a lamb”The way to chant:S1: hen, hen, feed the hensS2: hen, hen, feed the hens; cow, cow, milk a cow;Students will imitate the animals while they are chanting and theyll play three rounds. The group w

25、hich is the fastest with the highest accuracy will be rewarded a little animal toy. The less performed group will also be encouraged. After participating in this activity, students can improve their ability of imitating, memorizing, listening and speaking.Activity 2: train gameA team of students wil

26、l practice the following sentence patterns each time and they will play four rounds:“What are they?They are”The way to practice:S1: What are they?S2: They are hens. What are they?S3: They are goats. What are they?Each member of the best team judged by the remaining students in the class will have a

27、surprise gift in next class. And Ill also encourage other teams that performed not so well. This activity will increase the students quick response ability.Step 4 Consolidation:In this step, I design the following task-role-playing to consolidate this lesson.The students can image that they are at a

28、 farm which is lack of workers that needs them to help feed and take care of these animals. According to the features of different kinds of animals, the students need to act as farm workers to speak in English and perform what they do to animals at the farm to accomplish this task.The students will

29、be divided into six groups. They will share their ideas within their own groups. During that process, Ill walk around the whole class and give them guidance timely. After that, each group will choose a representative to perform it on the platform. The remaining students are serving as the judges. Th

30、e best group will gain a piece of bear sticker. The less performed groups will also be encouraged and inspired.The purpose of this task is to improve the students communication and cooperation skills.Step 5 Summary:Students summarize the key vocabulary and sentence patterns they have learned in this lesson. Teacher makes supplements and emphasizes that animals are their close friends, it is important to observe other animals in their daily life and try to express it in English.This checks the students weak points and increases their awareness of loving and protecting animals.S