全英文说课稿 快乐英语 book 3 unit3 Where’s my football 三年级英语说课稿

The lecture Notes of 《Fun with English 》

Good morning. Ladies and gentlemen. It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is < Fun with English > Book3 Unit3 Where’s my football. I’ll prepare to say my lesson for six parts.

First of all, I’ll say the teaching material. This is the second lesson of unit 3. So if the students can learn this lesson well.， It will be helpful for the students to learn the rest of this unit. The topic of this lesson is related to their daily life. So it is helpful to improve their spoken English.

Second, the analysis of the students. It is not a long history that English as a subject in our school. The main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening, speaking and their good sense of the English language. The students of Grade four who teem with imagination， like fantasy and are full of curiosity. They are willing to participate in performance, liking playing games, eagering to get others especially the teachers’ affirmation. Primary school English teaching is basic education. Students should work hard to build a solid foundation for their lifelong development

Third, teaching aids

Before studying the teaching material and analyzing the regulation of children’s growing of mind. I put forward the teaching objects according to English syllabus and new lesson standard.

1. Knowledge Objective

The students can use the sentence pattern.: Where’s my…..? It’s in / on/ under/behind…

2. Ability objective

 ① To develop Ss’ abilities of listening, reading and speaking.

  ② To train the Ss’ability of working in groups

  ③ To foster Ss’ abilities of communication and innovation

3. Emotion objective

①To develop Ss’ interest in English

②To foster Ss’ consciouseness of good cooperation and proper competition

Difficult points and key points

The key point is the differences among on , in , under, behind. The difficult point is the students can use the prepositions to express their thoughts in proper sentences.

Fourth,teaching and study methods

In the class , the main roles are students who are the masers of learning activaties. at the same time teachers are the organizers and guiders. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining and thinking. The teaching methods mainly used are The Audio-Lingual Method, task-based method , Communicative Approach and TPR. Communication method:I’ll set up a real situation in this way. The Ss can say in pairs. They can say freely and needen’t worring about making mistakes. Task-based method : that is to say, I’ll let the students finish a task by making a short dialogue and acting it out. To help the students get a better understanding of the key structures.

Fifth, Teaching aids

cards, Courseware

I made full use of network resources . the combination of voice and images make the teaching clearer and convenient. They can show Ss some pictures , some audio files, some visual files.

Sixth, analysis of teaching procedure.

According to the above teaching design, combing with the characteristics of primary school English Teaching, I designed my lesson,

Step一. Warming-up

Firstly, I greet to the students with a simple dialogue in English. After that I sing a song with the students” Where’s Mr Thumb?’

Purpose of my design: In this step, teacher and the Ss sing in unison and perform the song “Where’s Mr Thumb? Thus, review the sentence pattern “where is …?” And arouse the Ss' performance desire, participation desire, and lead the Ss into a thick English studying atmosphere. singing a song can make Ss feel pleased

Step二. Presentation

This course is very important. I’ll mainly talk about this step.

1.       Present the four words: on ; in ; under; behind using the courseware( 此时写板书四个介词。画在房子上)

Let the students look at the screen to learn the words “on. Under, in, behind” at the same time I write them on the blackboard.After that I let the students practise these two words group by group, row by row, line by line, two by two , one by one.

2.       Play a game: Simon says:to practice “On, in, under, behind” The students read the words and do the actions following me. If I say Simon says,  they will not do the action, just say the word.

Purpose of my designing: children can keep their attentions in limited time. The game can avoid the boredom from the pure machine drills. It creates the conditions of a relaxed and natural atmosphere for children’s drills. Then achieve the aim of consolidating and deepening the words. At the same time, the children like learning in playing. It accords with the children's psychological characteristics.

3. do exercises . let the Ss do the exercises check whether they have grasped the learned knowledge

4.Review the words: …. It serve for next step.

Then, I put a pen in my book. I ask the students “ where’s my pen?’

With a student to be assistant. He ‘ll tell me “ it’s in the book. Ss can understand the main contents of this dialogue, Guide the students to use these sentences pattern to make dialogues group by group without repetition. Finding out which group can make the most dialogues.

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