说话人 1

Hello, my dear judges. My name is feishen, an English teacher from xinhua yuan primary school in kunming of Yunnan province. It's my great honor to display my teaching design here.

说话人 1

First of all, let's get started from the analysis of teaching material. The content of this lesson is part b. Let's talk of unit 5. There is a big bad in Pep primary English book size. And this is a 40 minute dialogue teaching class. The topic of this unit is my room.

说话人 1

In this period, the teaching emphasis will be put on guiding and helping students to use their incentive patterns to describe indoor objects and location relations based on the cognition of room and its functions. I closely follow the teaching theme and use the way of learning dialogue from discourse and expanding discourse through dialogue to help students form a network of old and new English knowledge. So I set the teaching aims from this 4 aspects under the guidance of the new curriculum standard to develop the student's key competencies of English. The first one is a language knowledge. A by the end of this lesson students will be able to read, recognize and use the words grandparent, friends, their house, flowers, the phrase lots of and the plural form of Derby sentence patterns. The second one is a language skill. A students can understand, speak, act out the dialogue and correctly use the plural form of there be sentence pattern. The 3rd one is emotional after learning student and can truly realize the importance of developing good living habits and generate the true feeling that home is a warm harbor and the home of the soul, the man. And the difficult points of this lesson is to make sure that students can use the plural form of therapy sentence pattern correctly and skillfully.

说话人 1

Then let's emphasize to the analysis of talking students. They are my students from class 2, grade 5 in xinhui yuan primary school. As for their English learning, school has offered English courses since the 3rd grade with 2:3 English courses per week. Most students are equipped with basic language abilities and skills. However, the lack of family English learning atmosphere lead to the decline of students interests and conflict students in English learning.

说话人 1

Well, in order to achieve the teaching objectives successfully, I designed my lesson from this for more aspects. Firstly, let's come in to the part of teaching methods. In order to promote students to have an effective dialogue according to the information gap and communication needs, I mainly use this teaching method, the direct teaching method. Here come operation teaching method, situational approach, tpr teaching method and the task based teaching method.

说话人 1

Now let's focus on the teaching procedure of this class. Class, I will finish the lesson from these 4 stats. Step one, warming up and leading. After a birth greeting, I sing a song with students together. Together to warm them up and stimulate their interest. Interest in learning. Like this. In front of, behind, between. What?

说话人 1

Numbers on the sled. Step 2, presentation. Based on teaching materials, I designed 2 activities to activate students thinking by singing and listening. To promote students based dialogue by q and a activities. Activity one, talk about jumpon's living room. Students return to the textbooks with question, who and what can you see? Through a picture observation, listening test and video watching, students can make a preliminary observation of Zhang peng's living room like this. What is in the living room? What's wrong? They are able to understand the meaning of dialogue by answering questions about its details, like whose pictures are these? Whose plans are this? Activity too. Learn about jumpo's living room. With the help of ppt, students are able to learn about the important and difficult sentence patterns and hiding information by dividing meaning groups, like this. Our trumpet grandparents, they are friends. Grandparent, have a good day. Have a garden. Where is where is the garden in front of you?

说话人 1

Thank you.

说话人 1

In addition, I present the incomplete dialogue content to inspire and encourage students to retain the dialogue. In gross, it helps students realize the transition from partial understanding to overall mastery in language learning.

说话人 1

Jump home, boys, please. Jump home. Ready? Let's mine girl, you play Mark. Ready? Go. Go. And Sarah is amazing. Play. Ready? No. Let's try to retire this. Dino. 3,2, one. Action. Neely. No. One. There are so many different here. Yes, there almost one comes here, too. Step 3, practice.

说话人 1

Students can know more hidden information about the dialogue by talking with their partners about the finishing details of John peng's living room. It's helpful for them to realize the relationship between home layout and good living habits. Except for books.

说话人 2

This is the living room. There are so many fish. We share the lots of animals. Nice. Yes.

说话人 1

Step 4, extension. I provided students with pictures of different rooms like this. The relevant words and sentences Learned in the first 4 units so as to inspire and guide them to communicate in real situation. It's helpful to develop students ability of communication and also their ability of cooperation. Beautiful pictures here are delicious. They are good.

说话人 1

From talking, students can learn we should eat healthy food in kitchen. We should read good books in study. We should keep our bedroom clean in bedroom and we should study hard in classroom. And then they can deeply understand that home is a warm harbor and the home of the snow.

说话人 1

Where let's come into the part of homework design. In order to have students apply what they have Learned in real life situations, I designed a homework with the theme of my room like this, under the guidance of blue 6 recognitive theory, students assignments show that 14 students are able to correctly copy and create the dialogue, 20 students are able to expand the dialogue by contacting new and old knowledge. And the 15 students can create dialogue through knowledge integration and reflect their good living habits and family loving feelings. At the same time, it reflects the real learning effect of students groups with different learning abilities.

说话人 2

hello everyone my name is e 智。

说话人 2

This is my study. There is a keyboard, there are 9,2 songs. There is a toy statue, there is a toy rabbit. I can play drums. In my study, I like the, we should read good books. That's all. Thank you.

说话人 1

Then let's focus on the blackboard design. This is my blackboard design, which consists of pictures, words and students evaluation. With the advancement of my teaching, different items were placed in the pictures at the same time. The keywords and sentence were shown on the right. It will help students understand and master the correct application of the key and difficult points.

说话人 1

Where after class I made a deep reflection from the teaching effects and shortcomings, I achieved this teaching effects. First one, students can effectively achieve the teaching goals in the real teaching situation through their real listening, learning and feeling. Second one, in the process of learning, students have improved their language application ability and thinking ability through autonomous learning and corruptive learning. 3Rd one, students from corresponding emotional values through real learning experiences. In addition, it also shows these shortcomings. First one, the overall teaching concept is not deep enough. Second one, the design of blackboard writing is too complex to be presented completely. 3Rd one, student evaluation does not show sufficient functions. In few of all the shortcomings above, I will improve them through continuously learning, thinking, practice and reflection. Of course, I am looking forward to the guidance from all expert teachers, and I will be very grateful. That's all for my teaching design. Thank you for listening.