Unit1Therewasntaclockherebefore..doc

This lesson “There wasnt a clock here before.” is from New Standard English Grade 5 Book one, Module 1 Unit 1.This is a listening and speaking lesson aims at developing students ability in talking about the changes of things and surroundings.Now I would like to share my teaching from the following aspects: Teaching contextTeaching aimsTeaching and learning methodsTeaching proceduresBlackboard designTeaching reflection. Theres no text without context, so my Teaching Context include 2 parts. Part 1. Analysis of the teaching material. The lesson aims at letting students grasp the sentence pattern: “There is(nt)/are(nt)”. “There was(nt)/were(nt)”to talk about the changes of things and surroundings between “before” and “now”. In Grade 3, Module 8 Unit 1“Was he on the second floor?” the students have already learnt the simple past tense of “is, are”, and in Grade 2 and Grade 4, the students have learnt “There is(nt) and There are(nt)”. Since this is a new semester and there are some changes at shool. e.g: their maths teacher has changed, their classroom is changed, and there is a new playground. So the teaching material is actually close related to their real life. Thus, the students are willing to talk and build a sense of confidence in English learning. Part 2: Analysis of the students. The students are now in Grade 5, and theyve already had 4 years of English learning experience, so they have developed some listening and speaking skills and prepared to a further learning of English. However, students at this age lack the ability of comparing, summarizing and autonomous language learning, so some students are afraid to make mistakes and not willing to talk and share their ideas on class. Therefore, it requires the teacher to set up tasks from easy to advanced to guide them.No 2, Teaching Aims, 1.Aims of knowledge. first of all. Vocabulary: Enable all the students read and understand the words: for, different, bench, then. Secondly, target sentence, Enable all the students understand the sentence: There wasnt a clock here before. Enable all the students say the sentence: There wasnt a clock here before. And eventually make new sentences with“There was(nt)/were(nt)before”. comparing with “There is(nt)/ are(nt) now.” 2. Aims of abilities: first of all, Listening. Enable all the students hear and understand “There wasnt a clock here before.” “There is one now” “There werent any benches here before” “There are birds now.” Secondly, Speaking. Enable all the students tell the differences between “is/ are” and “was/were” and eventually make sentences with “ There wasnt a before, but there is one now.” “There were many before, but there arent any now.” etc. Thirdly, Reading. Enable all the students read the dialogue clearly and fluently. The last one ,Writing. Enable students write 1 to 3 sentences to introduce the changes of somewhere, using “There was abefore” and “There isnt a now”. No 3. Aims of Emotion. By learning this lesson, the students has felt and experienced the changes around us, so let the students cherish the good things happen around us and enjoy what we have! Key Points and difficult Points:Key points: No 1, enable the students to master the key words(for, then). No 2, enable the students to mater the target language(There was/wereThere is/are)Difficult points: No 1, enable the students master the correct pronunciation of the key words. No 2, enable the students use “There was/were There is/are” to tell the difference between “before” and “now”.Teaching and Learning Methods: For teaching method, I mainly used the Task-base teaching method and the communicative language teaching method. And for learning method, I used the Discussion method and co-operation method.Teaching Procedures:Warm-up, lead-in, Presentation, Summarize and practice, and then, Extention.Step 1, For Warm up, I asked students to sing a song: Bingo. There was a farmer had a dog, there was fits what we are going to learn today, and songs are always a relaxing way to start class. And the students are happy to sing this song and singing the song intrigued their interest in learning English. Step 2, I lead in the class by asking questions, 1. What did you do yesterday? Who is your maths teacher now? Who was your maths teacher last year? Which grade are you in now? Which grade were you in last year, 2 years ago? The purpose of this is that I want to awaken the students memory of the simple past tense. And the dialogue between the students and me is a real language context, it helps cultivating the students listening and communicative abilities.Step 3, Presentation. First of all, I asked the students to look at the pictures on ppt, which are partly covered. Pointing to the pictures and ask students: Whats this? When was/is it? Then ask students to listen and answer questions: Whose house was it two years ago? Whose house is it now? We dont listen to everything that is said to us, rather we concentrate on the important things, the new information, so in this part, I want to cultivate students ability of concentrating on the essentials. Second, I tell the students the background of the dialogue. Our friend Lingling is in London with Sam and Amy. Listen for the first time and tell: Where are they? What are they talking? After listening, I want the students to get a general idea of this dialogue. Third, I want the students to listen to the dialogue again to answer 2 questions which need detailed information. “What was/ were in the park before?” “What is/ are in the park now? Developing listening skills is one of the key steps to teaching learner to become autonomous. So I tell the students to listen very carefully. And by now ,the students can tell the difference between “There is/are.”and “There was/were”. Fourth, Role-play. I divide the class into 3 groups, one plays Linging, one is Amy and one is Sam. I tell the students to pay attention to the stress and intonation of sentences. Role play is an effective way to retain students interest and focus at this time, when half of the class is passed.Step 4. Practice and ConsolidationAsk students to look at the blackboard, and summarize the connection between “ is/was, are/were”, using the red chalk to make it clearer. Then show 3pairs of pictures. Ask students to watch and make new sentences with the target sentence in this lesson. In this part, I want to check and make sure all the students can tell the difference between “before and now”, and make new sentences.Step 5.ProductionThis is a new semester, and my school just had a big decoration, so in this part, I designed a free talk. I asked students to think what differences they find. And talk in groups of 4 then report to the whole class. In this part, I bring the language context to real life which is close related to the students and they are interested in talking about it.Next one is homework. This is the first period of this lesson, so I give the students an oral practice. “ Find out 3 things at home, which are different from “before” and “now”, then tell your friend about it in English.Next one is blackboard design: On the blackboard, to arouse students interest and attention, I put 2 big word-cards “before” and “now”.