牛津小学英语6b unit7 六年级英语说课稿

Hello, everyone, the teaching design I’m going to talk about is for Unit7 A letter to a penfriend from Oxford English for primary school, Book 6B. I’ll finish this unit in four lessons. This is the first peorid of Unit7. And it covers three parts(B, C and E). In part B, the students will learn a new word: writing paper. In part B, we’ll learn the sentence patterns, but the sentences ‘Can I have a/an/some/the …? I want to … Sure. Here you are.’ the students have learned before, so the new sentence pattern for them is ‘What for?’. Part E is the most important part in this lesson. It is just to teach the students how to introduce themselves to their penfriend by a letter. The formats of the letter can be omited, because the students have learned it before. How to write the addresses of the letters will be taught next lesson.

Here are the analysis of the students and the text book.

1.     Then I’ll talk about my teaching aims.

Firstly, knowledge aims: (1)To enable the students read and spell the new words and understand the meaning of them.

                     (2) The students know how to use the new sentence patterns ‘Can I have a/an/some/the …? What for? I want to … Sure. Here you are.’

                     (3) The students can write a letter to their penfriend.

Secondly, skill aims. (1) Practise the students’ skills of listening, speaking and writing.

                   (2) Practise the students’ communicative skill and creativity.

2. Teaching points:

The key points of the lesson: The students can read the words correctly.

                            The students can understand the meaning of the new sentence patterns and use them.

                            The students know how to write a letter.

The difficult points of the lesson: The students know how to write a letter.

                            To improve the students’ abilities of speaking and writing.

3.     Teaching approaches: The students must play the principle role in each class. That is student-center teaching. And also task-based learning and activity-based teaching with individual work, pair work, group work and class work.

4.     Teaching aids: I will use CAI, writing paper

Next, I’ll talk about my teaching procedures: I’ll follow four steps.

Step1  Warm-up

First, I’ll have a free talking with the students. Because free talking is an important way to improve the students’ ability of speaking. Of course it can prepare for the next step. I’ll ask the students some questions like: What day is it today? What’s the date today? What’s your favourite subject? What do you like doing? …

Step2 Presentation

I’ll ask the students ‘What do you like doing?’ The students will say ‘I like…’ Then I’ll let them guess “Do you know ‘What do I like doing?” Maybe the students will have many different answers. If they can’t guess it, I’ll tell them ‘I like reading newspaper. I think it’s interesting. Yesterday I read a letter from an English boy. He wants to make a penfriend in China. He is as old as you. Do you want to make friend with him.’ I think most of the students will say ‘Yes’. At the same time, I’ll show Peter’s picture and list in the screen by CAI and let the students know more about Peter. I’ll let the students say something about Peter by themselves. For example ‘Peter lives in London…’ Then let the students answer some questions. ‘ Where does he come from? Where does he go to school? (What’s his school’s name?) What subjects does he study? What are his hobbies? How about his family? …’ Next I’ll let the students give a short passage about Peter. Like: Peter comes from England. He lives in London. He studies at St John’s Primary School…

Purpose: The purpose of the part doesn’t only practice the students’ ability of expressions, but also prepare for the next step.

Then I’ll say ‘Now you know much about Peter, do you want to make penfriends with him.’ Maybe the students will say ‘Yes.’

T: OK. But if you want to make a penfriend with him, you should write a letter to him. Yes or no?

S: Yes.

T: Before you write the letter, what do you need?

S: Maybe the students will say ‘writing paper.’

T: At the same time, I show the word and its picture in the screen. Let the students read the word after the record and one by one.

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