thereisahorseunderthetree说课稿.

Good morning, ladies and gentleman. Im No.5. Its my great honor to share my teaching ideas with you. Today my topic is (there is a horse under the tree).It contains 6 parts.Part 1.analysis of teaching material-this lesson is from KP primary English, Book 5. It is listening and speaking part-lets talk. This topic is about thingslocation, related to SS daily life. So they are willing to learn it.But in class, we teach Ss, not books. So let me talk about my ss. Ss from grade 5 have learned English for 2years. They have learned some locative preposition, such as in on under. So it is not difficult for them to learn this lesson. To help them learn it better, I offer more chances to practice and lead them to learn step by step.Based on my understanding of the teaching material and Ss, I set the following 3 teaching aims:Knowledge aims: enable Ss to master the target language, such as: in front of .forest. Sentence patterns: what is under the tree? There is a horse under it.Ability aims: improve Ss listening and speaking skills.Emotional aims: form a value to describe the things location.In my opinion, the key point is to help Ss grasp the target language while the difficult points to make use of them in daily communication correctly and skillfully.In order to reach the teaching aims, I use TPR method, situational method, and task-based method.On the other hand, Ss are the real masters in class. Playing games is childrens nature. The teachersmain role is guide Ss to learn by doing and from each other by group work, and more effectively with the help of teaching aids. Such as: tape-recorder, BB, flash cards.Now, lets focus on the most important part: teaching procedures . I explain this from 3 aspects. What to teach, how to teach and why.As we know, a good beginning is half well done. So I try my best to cheer them up. After greeting, sing a song like this. Hello, boys and girls how are you? Stand up, follow me, and sing a song: on in under clap clap clap. The song can not only review what they have learned but also lead them to the topic naturally and happily.For presentation, teach some new words. Like this: I stand in front of a student .ask: where am I? Yeah, I am in front of Lily. They can understand the meaning ofin front of in the real situation. Then show the flash card, ss should read it like this: in front of. (read after me several times, then read it quickly or slowly with my gestures握拳的快慢) Look at the picture, a tree is in front of the house. We can say: there is a tree in front of the house. Play a game-Simon says: there is a book in front of you; there is a pen in front of the book. In this way, Ss can learn by playing and pick up chunks easily. So I teach words and sentence together.After learning new words, it is listening part. Enough input means good output. Listening is a kind of input. There are 3 parts.Pre-listening: Ask Ss turn to page 16 and look at the picture. Who are they? (Wei Gang and Peg) What are they talking about? (the animals location or the car） Listen to the tape and check their guessing.In the while-listening, ask Ss listen for details and answer my questions:What is under the tree? What is behind the house? (Write two questions on the BB)Good learners like to imitate the tape, so in the post listening, ask Ss read after the tape aloud and pay more attention to the pronunciation and intonation.To learn is to use. Practice makes perfect. So in this part I design an interesting activity. I give a model like this: there is a dog in the box, in the box. There is an apple on the desk, on the desk. First, chant it together. Then give them 3 mins to prepare and perform it 2by2. Meanwhile I walk around the classroom, listen or offer some help if needed.ss can use different ways to sing or chant. Ss are imaginative. The more interesting activities the more Ss will get involved in it .so build their imaginative between the dialogue and chant.In order to encourage them open their mouth, I will give each group a star, and a flower for the best.Step 5 homeworkDifferent Ss have different homeworkFor the less fluent Ss, ask them read after the tape aloud again and again.For the more fluent Ss, ask them to draw their bedrooms and describe with sentence patterns “there is or there are.”Step 6 blackboard designWell let us come to the last part, the BB design .the BB will be divided into 3 pa