小学英语Unit 1 How can I get there? Part A教案设计

这是一份小学英语Unit 1 How can I get there? Part A教案设计，共4页。
Gd mrning, dear judges. I’m the secnd examinee. It’s my great hnr t have this pprtunity t interpret my teaching design here. My tpic is Unit 1 Hw can I get there? Accrding t the New Curriculum Standard, I will interpret my teaching design frm the fllwing parts, such as teaching aims, teaching prcedures and s n.
The analysis f teaching material
The first part in my presentatin is the analysis f teaching material. (Firstly, please allw me t talk abut the analysis f teaching material) This lessn is chsen frm part A Let’s learn f Unit 1 f PEP Primary English, bk 7, and the main tpic f this lessn is t ask and answer the way. After learning this lessn, students will be able t knw hw t help thers find the way. Therefre, this lessn plays an imprtant rle in their studying.
The analysis f students
After analysis f teaching material, let’s mve t the next step: analysis f students. Students are the subject f ur class. Students f this perid are active and curius. They are interested in new things after learning English fr 3 years. They have sme basic English backgrund knwledge, s the teacher shuld attach mre imprtance t the cmmunicatin with them.
The analysis f teaching aims
Accrding t the New Curriculum Standard in English, I set the teaching aims as fllws:
Firstly, knwledge aim: students can understand the basic meaning f sme new wrds, such as crssing, turn left, turn right, g alng and s n.
Secndly, ability aim: students can use sme simple expressins and target language t
cmmunicate in daily life.
Lastly, emtinal aim: students are willing t help thers after class.
The analysis f teaching key pint and difficult pint
Then, I want t put frward the key pint and the difficult pint f this lessn. Students can apply these new wrds and sentences naturally and apprpriately.
The analysis f teaching methds
Nw I want t talk abut the teaching methds. Cmmunicative Apprach, Tasked-based Teaching Methd and TPR Teaching Methd will be adpted in this lessn t active my students.
The analysis f teaching aids
T help students learn better. I will mainly use pictures and tape recrder as teaching aids.
The analysis f teaching prcedure
Next, let’s fcus n the mst imprtant part f this lessn, the analysis f teaching prcedures. It cnsists f the fllwing steps: warming-up, pre-listening, while-listening, pst-listening, summary and hmewrk.
Nw, let’s g t the first step, warming-up. In this step, I will divide students int grups Mnkey 1 and Mnkey 2, the ne wh gets banana first is the winner. Then I will sing a sng named penguin’s Game. After listening, students shuld tell me what they have heard in this sng. Then I will tell students this sng is abut directins. This sng is clsed related t the tpic f this lessn. Besides, It’s very interesting fr students. They wuld be very glad t pay attentin t this lessn.
Then, let’s cme t the secnd step, pre-listening. I will draw a map and sme buildings n the blackbard. Imagine I’m a freigner and get lst. Let students help me find my way. Then I will
shw them sme new wrds such as, turn left, turn right, crssing and g straight thrugh many actins. And a wrd game will be arranged. It’s a bmb game. If I say a wrd, students shuld read after me quickly. But when I read the bm wrd, students shuld be quiet. Thrugh this activity, students will be attracted and knw hw t read and use the new wrds.
Nw let’s talk abut next perid, while-listening. There are 3 activities in this step. The first activity is extensive listening. I’ll ask students t listen t the tape, then find ut the main idea f this cnversatin. The secnd activity is intensive listening. I will ask students t listen t the tape nce again. And try t find the answer, “Where is the Italian restaurant?” The third activity is t read. Students shuld read after the tape and pay attentin t their prnunciatin. Thrugh this sectin, students culd develp the ability f grasp detailed infrmatin and cperatin spirit. They will jin mre class activities actively.
Next step is pst-listening. Sme students will be asked t cme the frnt f the class, and d sme actins. The ther students will guess the meaning f these new wrds. Then I will pick ne place in the map like bkstre. Ask students “Where’ the bkstre?” Students will tell me the way in their wn wrds accrding t the map. Rle play is very attractive fr students. Students wuld like t take part in it very actively. By this, students can imprve their speaking skills and understand hw t use these sentences t cmmunicate with thers.
Nw, let’s mve n t the summary and hmewrk. At the end f the class, I’ll make a summary tgether with students. The purpse f this step is t help students recall what we have learned tday. And deepen their impressin f the key wrds and sentences. The hmewrk is t be a guide. Tell their friends the way t the huse with the target language. Next class, I’ll invite sme students t share it. It can develp their independent learning ability and prvide mre
pprtunities t practice after class. At last, I will attract students attentin and tell students the winner f this class.
The analysis f blackbard design
The last part is my blackbard design. These are the new wrds and phrases. These are key sentences. It’s very clear and simple fr students. And the pictures can attract students attentin.
That’s all fr my presentatin. Thank yu fr yur listening.