1、Unit7 A letter to a penfriend 全英文说课稿Hello, everyone, the teaching design Im going to talk about is for Unit7 A letter to a penfriend from Oxford English for primary school, Book 6B. Ill finish this unit in four lessons. This is the first period of Unit7. And it covers three parts(B, C and E). In par
2、t B, the students will learn a new word: writing paper. In part B, well 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 th
3、is 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 omitted, 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 a
4、nd the text book.1. Then Ill 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. (
5、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. Th
6、e 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 pl
7、ay 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 paperNext, Ill talk about my teaching procedures: Ill follow four steps.
8、Step1 Warm-upFirst, Ill 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. Ill ask the students some questions like: What day is it today? Whats the date today? Whats your favourite
9、subject? What do you like doing? Step2 PresentationIll ask the students What do you like doing? The students will say I like Then Ill let them guess “Do you know What do I like doing?” Maybe the students will have many different answers. If they cant guess it, Ill tell them I like reading newspaper.
10、 I think its 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, Ill show Peters picture and list in the screen by CAI and let the stu
11、dents know more about Peter. Ill 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? (Whats his schools name?) What subjects does he study? What are his hobbies?
12、How about his family? Next Ill let the students give a short passage about Peter. Like: Peter comes from England. He lives in London. He studies at St Johns Primary SchoolPurpose: The purpose of the part doesnt only practice the students ability of expressions, but also prepare for the next step.The
13、n Ill 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
14、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. I think the students can remember the new word more deeply by this way. Reading after the tape can check if the students read the word correctly.T: Boys a
15、nd girls, you want to make penfriend with Peter, so you need some writing paper. Look, there is lots of nice writing paper in my hand. (It is time to tell the students the word is an uncountable noun.) Would you like some?S: Maybe the students will say Yes.T: OK. If you want, you can ask me like The
16、n I will lead the students to use the new sentence patterns: Can I have a/an/some/the ? What for? I want to Sure. Here you are.If the students can ask and answer with me, I will give him/her some writing paper as the presents or encouragement.It is a better way to teach the new knowledge, because th
17、e students can understand the meaning of sentence patterns by themselves by the dialogue. The objects(writing paper) can encourage the students join the part.Step3 Production1. Look and say. I will choose P1/2/3/6 and let the students do the pair work.It is to practise the new sentence patterns. But
18、 I dont show the pictures of part C directly, I let the students practise them through the guessing game. If the students guess it right, I will also give them some writing paper as the presents. I think game is a better way to consolidate the new knowledge than just let the students say the dialogu
19、e one by one. If the students guess it, I will give them some writing paper as their presents.2. Write a letter. I will let the students write a letter like Liu Tao to their penfriend Peter. Before writing, Ill let the students read it and understand the meaning of it. And know how to introduce them
20、selves to Peter by a letter. At last, the students write it.The purpose is to improve the students ability of writing and know a new way to communicate with others.Step4 Assignment 1. Write the four pictures in their copybooks.Writing is a good way to check if the students do the exercises correctly.2. Say something about your penfriend Peter to your parents.Let the students speak English in their daily lives.
