说课稿 小学 四年级 下册 at a farm1.doc

1、At a FarmGood morning! Judges! Im the NO.xx candidate applying for primary school English teacher. Today my topic is “at a farm”.Its my great honor to stand here to present my lesson. Now, Im going to begin my presentation with four aspects: teaching background, the assessment of performance, teachi

2、ng plan and teaching reflection.First, Ill introduce the first part teaching background.The lesson is the third period of unit 6 book 4 in grade 4, PEP. It is a dialogue based on a picture. According to the picture-learning, Ss can grasp the four new words: cat, rabbit, pig and duck. In addition, th

3、e kids can learn to use the sentence pattern “Are they? No, they arent” .Considering the students situation of grade 4, they have a simple cognition of the world, but they have strong curiosity and thirsty for new things and knowledge. During the teaching process, the most important thing is to insp

4、ire their interest of study. So Ill design something interesting to attract their attention to make them learn quickly.After analyzing the Ss situation, I set up three teaching objectives.1. Knowledge and skills objectives. I set two goals:a. 90% of the Ss can grasp the new words about animalsb. 80%

5、 of the Ss can master the sentence pattern “Are they? No, they arent” in their daily life.2. Process and method objectiveThe Ss are able to improve their ability of count numbers through picture.3. Emotion, attitude and value objectiveThis lesson will help the Ss improve enthusiasm of loving and pro

6、tecting animals. According to the above analyzes on students and objectives. The teaching key points and difficult points can be listed as follows: The key points are helping the Ss grasp the four new words: cat, rabbit, pig and duck in four aspects-listening, speaking, reading and writing, learn to

7、 use yes-no question “Are they” to talk about animals or other things. The difficult points are to help the students to grasp how to spell and pronounce the four new words correctly, to write the sentence pattern.Then the second part: the assessment of performance In my teaching process, Ill focus o

8、n formative appraisal. For example, Ill show Ss the hang picture. The Ss will tell me what kind of animal they have seen and the number of each animal. Due to the different levels of students, Ill invite the Ss who are relatively weak in foundation to answer the simple question. If their answers are

9、 right, Ill reward them some candies. If they have trouble in responding, Ill invite other students to help them or give them some tips. Whatever their answers are they will be encouraged and praised. In the whole teaching process, Ill integrate various assessment methods: mutual rating and teachers

10、 assessment to motivate Ss learning activity and create a harmonious class atmosphere.The third part is teaching plan, first is my teaching strategy. As we all known that, a good teaching method requires that the teacher should help Ss develop their ability of learning. For achieving this goal, I wi

11、ll mainly adopt TPR teaching method in this lesson. Ill design a communicating activity. For example, a hang picture will be given to the Ss. Then Ill ask them some questions such as, what can you see in the picture? How many dogs in the picture? etc. And the new words learned in former part will be

12、 used here. In this way, the Ss may start reading with questions.Every student has chance to answer the question. And the question will be set from easy to difficult level, appropriate students will be chosen to deal with them, making sure everyone would gain confidence. No matter right or wrong of

13、their answers, the Ss will be encouraged.Thats all of my teaching strategy. Based on it, my teaching procedures will be divided into 6 steps.Step one: lead in At the beginning of my class, Ill play a song about animal, and then Ill ask them what they have heard. At the same time, Ill show them the a

14、nswer with animal pictures. Before reading the dialogue, the Ss will get to know some new words.Step two: pre-reading After learning the new words, Ill show the Ss a hang picture. Then Ill ask them some questions: What can you see in the picture? How many dogs in the picture? With these questions, t

15、he Ss will start its reading. It can help the students to grasp the key point in the text.Step three: while-reading Teacher explains the meaning of this dialogue. Ss learn to write the new words. And I Ill design a word-spelling game that many letters will be given on the blackboard. Ss try to put t

16、he letters into words, and each letter can be used only once. The students who did well will be rewarded a candy, and the one who did not well will be encouraged. After the game, Ill ask the Ss to fill the blanks in the dialogue. This game can help the students to improve their spelling and thinking

17、 skills.Step four: post-readingIn this step, Ill give Ss some pictures, they may work in pairs to practice the dialogue, one ask, one answer, and then exchange. During the whole process, Ill walk around the class and guidance them timely. This can help the Ss to develop their speaking and communicat

18、ing skillsStep five: summaryAfter class, Ss should master the new words and the sentence pattern in this lesson and can apply them to life.Teacher makes supplements and emphasized the difficult points. Ill encourage students to love and protect our animals.Step six: homework After class, Ss should f

19、inish the exercise of the text. Read the dialogue to their classmates, friends and parents. The last part of my presentation is teaching reflection.This lesson mainly adopts the TPR and task-based method. During the learning process, Ss study interest was inspired. They learned new words and sentence patterns actively, not mechanically. And the students had a happy learning atmosphere.