英语情景教学法的教学活动设计.docx
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英语情景教学法的教学活动设计.docx
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英语情景教学法的教学活动设计
情景教学法的教学活动设计
●Activity 1:
Roleplay
Teaching material:
Unit 3 of Grade 4 pressed by PEP
This is the first lesson of this unit.
The Importance of Teaching:
1.Sentence pattern:
Who’s he/she?
Who’s your best friend?
2.Vocabulary:
hair, thin, strong, quiet
The Difficulty of Teaching:
1. Pronunciation:
friends, thin
.2. The use of plural forms of the nouns
The preparation of teaching aids:
1.Prepare some pictures with monkey, rabbit,giraffe,cervusnippon;
2.Prepare some masks with the name of Amy, Chen Jie, Sarah, Mr.Black;
3.The teaching powerpoint of Unit 3 of let’s learn from section A;
4.The audio tape of this content.
The procedures of teaching :
Step 1:
Warm-up/Revision
1. Do a puzzle. The rule of this game is that the teacher describe the animal’s characteristics, and then students should guess what the teacher said.
e.g:
(1).It’s so big. It has a long nose and a short tail.What is it?
(An elephant)
(2).It’s small. It has two long ears.What is it?
(A rabbit)
2.Teacher shows some pictures which have monkey and rabbit, and arouses students to read like this:
The monkey has a long tail. The rabbit has a short tail.And then show another two pictures with giraffe and cervusnippon, let students read like just now read:
It’s tall. It’s short.
3.Review some words and speak out the Chinese meanings:
big, small, long, short, tall.
Step 2:
Presentation
1. Teacher shows the mask which is named Chen Jie, and asks students who is she. Students would answer Chen Jie, then teacher continues to describe like she has long hair.(Teacher should do the actions to help students understand.)
Next,teacher shows another mask which is named Amy, and ask students who is she?
Students would answer Amy, then teacher leads students to describe like she has short hair.(also do the actions. ).Last, teacher shows the two masks together, and say:
Chen Jie and Amy are friends. They are friends.
2. Let students watch the masks and read the sentences in the teacher’s prompted.
3. Let students point one of their classmates, say this:
She has long hair. He has short hair. After this, teacher shows the word card, teaches students read:
long hair, short hair and friends.(stick the word card on the blackboard)
4. Teacher shows the masks with naming Sarah and Miss White, ask students who is she, and sticks the masks on the blackboard to the relevant words, encourages students to speak out the sentences:
She has long hair. She has short hair.
5. Teacher points two students in the classroom, one is thin, and the other one is strong, from this teacher can lead another sentence pattern:
She is thin. He is strong. And let students read these two sentences with pointing the two students. And then shows the word card:
thin and strong.(teacher needs to remind students the pronounciation of thin)
6. Teacher shows the masks which has names of Zhang Peng and Mr.Black, and sticks on the blackboard, let students read like this:
He is strong. He is thin.
7. Teacher puts his/her forefinger to the mouth, from this action, students would know that it means teacher wants them to be quiet, then shows the word card on the blackboard, lead students to remember this word. Furthermore, put the word card to the mask of Chen Jie, let students speak:
She is quiet, and translate in Chinese.
8. Teacher leads to the context conversation:
John has a friend. Can you guess who is he beside describing. Let students look at the PPT.
9. Listen to the audio tape, and follow to it and read after that.
10. Students answer the question after teacher’s description. Remember the sentence patterns:
My friend is thin. She has long hair. She has quiet.
11. Let students imitate the conversation, and guess it.
Step 3:
Practice
1. Let’s find out:
(1) Teacher shows the words of group one:
hair, eyes, ears, nose, mouth.
(2) Teacher shows the words of group two:
long, short, big, small
(3) Teacher shows the words of group three:
thin, strong, quiet, cute, tall, short
(4) Let students ask each other:
Who’s your best friend?
2. Listen and draw:
Teacher describes some students’ appearance and characteristics, then students should draw the pictures according to teacher’s description. Last, let students show their pictures, choose the best one to be winner.
Step 4:
Add-activities:
To draw the pictures of their parents and for them as a gift.
Blackboard design:
Unit 3 My friend
Who is he/she?
Who’s your best friend?
●Activity 2
The teaching material:
Unit1 My classroom
The difficulty of teaching:
Learn the sentence pattern of What’s in the classroom?
And some related words like classroom, window, door, picture, board, light.
The importance of teaching:
1.The pronunciation of window;
2.When answer the question”What’s in the classroom?
”,notice the pronunciation of the plunral forms of words.
The teaching aids:
1.The teaching powerpoint of unit 1;
2.The teaching tape of unit 1;
3.The word cards;
4.A picture of classroom.
The teaching procedures:
Step1:
Warm-up/ Revision
1.Teacher plays the radio tape of Chant and find,which is from the Section one, and lets students read after that.
2.Teacher shows pictures which related to the content of Chant, and asks “What’s in the picture?
”, from this, a new word“picture” can be lead in.
3.Review some words:
pencil, ruler, bag, book, pencil-case, sharpener, eraser, crayon, pen.
4.Guide students to answer the following question with the above words,“What’s in the bag?
What’s in the pencil-case?
”After that, teacher can lead to a further exercise, that is, use the plunral form of words.
Step2:
Presentation
1.Teacher shows the picture of classroom and sticks on the blackboard, ask“This is a classroom.What’s in the classroom?
”
2.Teacher can try to let students answer themselves, no matter Chinese or English, and praises them.
3.Tell students what will be learned about the content of classroom.
4.Let students watch the PPT for the second times.
5.Let students answer the question while watching the PPT:
What’s in the classroom?
6.Teacher points at blackboard, light, desk and chair then asks students to say out these words.
7.Show the word cards, and let students read and recognize. Meanwhile, teacher can tell students some methods for remembering easyly, like observe the first letter and the last letter of a word.
8.Let students read after the radio tape.
9.Teacher can enlarge the vocabulary on the basis of studying dialogue:
There are many things in the classroom. What are they?
10.Teacher points at some related objects ask students to answer:
What’s this?
11.After learning the new words, teacher can lead to the next part with English:
I can do many things in the classroom:
Open the door, turn on the light, clean the window, put up the picture, clean the board and sweep the floor.(Teacher should slow down the speed, and do the actions for easily understanding.)
Step 3:
Practice
Activity 1:
Find friends
First, on the blackboard there are a picture of classroom and word cards.
Second, let students stick the word cards on the related place. Then, ask other students to judge whether is right or not. If that is right, read out loudly, if not, correct it.
Activity 2:
Listen, draw and say
Step 1:
Teacher reads a paragraph, and students draw it according to the paragraph.The content is This is my classroom. What’s in the classroom?
A picture, two boards, two doors, three windows, six lights, many desks and chairs.
Step 2:
Let students show their pictures, and share each other.
Step 3:
Let students answer questions based on pictures in pairs.
●Activity 3:
The teaching material:
Unit 4 I have a pen pal
The importance of teaching:
1. Read two e-mails from Let’s read
2. Understand some extra knowledge about the English form of envelope.
3. Write and exercise the sentence pattern from this lesson.
The difficulty of teaching:
1. Understand and recite some sentences:
My twin sister Ann likes drawing pictures and making kites.
We look the same, but we don’t like the same things.
Tell me something about you.
2.Distinguish the form of envelope between Chinese and English.
The teaching aids:
1. The powerpoint, audio tape, and cartoon materials.
2. Two envelopes.(Chinese form and English form)
3. Some word cards which is learned before.
The process of teaching:
Step 1:
Warm up
Activity 1:
Let’s sing.
First, let students listen to the song.
Second, let students try to speak the lyric.
Third, show the powerpoint of the lyric, let students sing according to the screen.
Step 2:
Review
Activity 2:
Spell words.
Step 1:
Teacher shows the powerpoint, which has some different pictures, and changes them quickly, and tries to let students write down the words on the PPT.
Step 2:
One minute later, let students stop writing. This time, show the PPT again, and there is 30 seconds for students to write.
Step 3:
30 seconds up, teacher uses the PPT to lead students to correct the answers with PPT.
Step 3:
Presentation
Activity 3:
Knowing the internet.
Step 1:
Teacher asks some questions for students to answer, these question are Do you know what is internet?
Have you searched for the internet?
Do you know some websites?
...
Step 2:
Let students talk with each other for discussing these question, and teach students how to use it.
Activity 4:
Reading comprehension.
Step 1:
Teacher shows some pictures of Dalin, Xiaolin; Zhang shu and Zhang Ren
Step 2:
Ask students Do you remember them?
Students would answer that they are twins. They look the same. And teacher lead to the text and say today, we are going to know two more twins.
Step 3:
When students open books, teacher would assign tasks for them:
Let’s read the first e-mail, and then answer some questions.
Step 4:
Students read the first e-mail carefully, after reading, teacher would correct their wrong pronounciation. Then, introduce the main content of the first e-mail.
(5)Studen
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