说话人 1

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 5, and this is a 40 minute dialog teaching class. The topic of this unit is my room. In this period, the teaching emphasis will be put on guiding and helping students to use their incentives, 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 these 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 grandparents, 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 their be sentence pattern. The 3rd one is emotional. No. After learning students 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 there be sentence pattern correctly and skillfully. Then let's emphasize to the analysis of talking students. They are my students from class 2, grade 5 in xinhua 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 confidence in English learning.

说话人 1

Well, in order to achieve the teaching objectives successfully, I designed my lesson from these 4 aspects. Firstly, let's come into 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, good corporation 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. I will finish the lesson from these 4 stacks. Step one, warming up and lead in. After a brief greeting, I sing a song with students together to warm them up and stimulate their interest in learning. Like this in front of b, high b between. Once more students can review the Learned knowledge for the next step. After that I set a situation of my room by question, pictures and a complete conversation with the help of ppt to have students understand the description of a room as a whole. In addition, students can understand the plural form of their recent patterns by by the change of flowers, numbers on the sled.

说话人 1

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 Zhang peng's living room. Students return to the textbooks with question who and what can you see? Through picture observation, listening test and the video watching students can make a preliminary observation of Zhang peng's living room. Like this.

说话人 2

What is in the living room?

说话人 1

What's more, 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 Zhang peng's living room. With the help of ppt, students are able to learn about the important and difficult sentence patterns and hidden information by dividing meaning. Groups like this are shampoos. Grandparents, they are grandparents. Jump past. Grandparents have a good. Parents have a garden. Face tower, earth have a garden. Wherever. Where is the garden? Where is the bird in front of me?

说话人 1

Day and year? In addition, I present the incomplete dialogue content to inspire and encourage students to retain the dialogue in rose. It helps students realize the transition from partial understanding to overall mastery in language learning.

说话人 1

Play. Ready. My favorite. Play. Jump. Home, boys, please jump home. Ready, jump. Class. One girl, you play mine. Ready, go. And Sarah is amazing. Play. Ready. No. Let's try to retire this dialogue.

说话人 1

3,2, one. Action. This is a little wow. There are no many people here. Yes, I was very blue. Very well there. Almost one comes here, too. Step 3, practice. Students can learn more hidden information about the dialogue by talking with their partners about the finishing details of Zhang 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 1

This is the living room. There are so many fish. We should love the animals. Nice. Good. 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. These teachers need a lot of good care.

说话人 1

Center. They are here. I can make a flower. They are good 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 soul.

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 yizi this is my。 Study, there is a keyboard, there are 9,2 phones, there is a toy Pikachu, 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 these 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 craptive 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 listen.