It is a pineapple Speaking part说课稿

It is a pineapple Speaking part说课稿

　　作为一名辛苦耕耘的教育工作者，通常需要用到说课稿来辅助教学，借助说课稿可以有效提高教学效率。快来参考说课稿是怎么写的吧！以下是小编整理的It is a pineapple Speaking part说课稿，仅供参考，欢迎大家阅读。

　　It is a pineapple (Speaking part)

　　Teaching idea

　　Good morning, dear examiners, it is a great honor for me to be here and share my teaching design. My topic is Fruits. I would like to talk about my teaching design from the following aspects: analysis of teaching material, students, teaching aims, teaching key and difficult points, teaching method, teaching procedures and so on.

　　Ⅰ. Analysis of the teaching material

　　First of all, let’s focus on the teaching procedure. This lesson is lesson 14 chose from unit 3 PEP English book of Grade 4. The topic of the unit is it is a pineapple. The topic of this lesson is about fruits name and students will learn some words about fruits which are common to see and use the sentence structure to communicate with others.

　　Ⅱ. Analysis of the students

　　Secondly, the students are the subject of the course, so I will pay more attention to them. Students in this period are curious and active. They enjoy learn new knowledge which are interesting. And after half of one year English learning, they have a basic English background knowledge and has already mastered some basic English expressions. I will give them more chance to practice their English communicating ability and increase their sense of achievement in English learning.

　　Ⅲ. Analysis of the teaching aims

　　By the analysis of the New Curriculum Standard in English, teaching material and the students in my class, I set the following three teaching aims.

　　The first one is knowledge aims:

　　Students can learn some words about fruits: apple, pineapple, watermelon, orange and banana and can use the words into sentence: what’s this in English? Do you like…?

　　The second one is ability aims:

　　Through activities and games, students can their ability of listening and speaking.

　　The last one is emotional aims:

　　Through working in pairs and groups they will know their classmates better and increase the interests of learning English.

　　Ⅳ. Analysis of the key and difficult points

　　According to the analysis before, I set the key and difficult points as follows:

　　Teaching key points: students can master the words: watermelon, pineapple, apple, banana… what’s this in English? Do you like…?

　　Teaching difficult points:

　　Students can master the usage of the new words and sentences and use it naturally in their daily life.

　　Ⅴ. Analysis of teaching and study methods

　　Now I would like to talk about the teaching methods and studying methods. As to the teaching methods, communicative teaching method and task-based teaching method will be adopted in this lesson. Based on the learning condition of my students, I will arrange some games to attract their attention, such as touch and say, do the match and so on, which can help them learning English in a relatively relaxed atmosphere.

　　Then I will talk about the teaching aids used in this class. They are word card, tape recorder, pictures and the multimedia.

　　Ⅵ. Analysis of the teaching procedures

　　Now what I am going to introduce is the most important part of this lesson: the analysis of the teaching procedures. This lesson will be divided into 4 steps: warming up, presentation and practice, consolidation and summary and homework.

　　Step-1 Warming up:

　　In my warming-up stage, after greeting with the students, I will invite the whole class to sing a song we have learnt together: twinkle twinkle little star. This activity is to attract students’ attention to the class and build an active English learning atmosphere. Students can also review the song they have learnt before.

　　Step-2 Presentation and practice:

　　In presentation stage, there are two activities. In the first activity I will show them two pictures: one is apple and the other is banana. These two fruits are relatively simple for students and many of them pay have already learn those words. So I will directly ask them the question: what’s this in English? And help the students answer with the sentence “it’s a(n) apple/banana”. Then I will show them another picture with pineapple and ask students “what’s this” and tell them the new word pineapple. Use the same way to teach them another two new words kiwifruit and watermelon. After learning the five new words, I will play the game Do the Match to help the students memorize the new words. Students will be invited to the front of the class and connect the word with the picture by using lines.

　　Then I will put these five pictures on the blackboard and ask students the question again: what’s this in English and then give them another question: do you like apple/banana/watermelon/kiwifruit…and lead the students to answer: yes. I like it. Then I will play the game Touch and Say with the students. I will hold two different fruits on my hand and when I say the word apple, they should touch the picture with apple and speak the sentence loudly: I like apple. Use the same way to practice the five words and sentences. These two activities is to help the students master the new words and sentences naturally and lay a good foundation for the next step. In addition, by playing games, students can become more interested in learning English.

　　Step 3: consolidation

　　Then I will talk about the third step of my lesson. It is consolidation. In this stage, students will consolidate what they have learnt by some activities. Firstly, I will play the tape and ask the students to read after the tape and imitate the pronunciation.

　　Then I will ask the students to draw the pictures about the fruits we have learnt and make a dialogue with their partner by using the sentence we learnt today and the picture they drew. About ten minutes later, I will invite some volunteers to the front of the class and show their dialogue. And I will give the one who did a better job a reward.

　　These activities can arouse students’ interest and involve the whole class, which can help them make conversations with the words, phrases and target language they have learnt in the previous steps. Also by making dialogue, their critical thinking and autonomous learning ability can be developed.

　　Step 4 summary and homework:

　　At the end of the class, I will invite a volunteer as little teacher. He (She) will make a summary about what we have learnt today. I will also ask the whole class to look at the blackboard to memorize the knowledge. Then I will give them a task which can consolidate what they have learnt. I will ask the students to find the fruits they have learnt and teach their parents the fruits’ English name.

　　Analysis of the blackboard design:

　　At last, I would like to talk about my teaching design. It is made up of pictures, words and sentences. It can draw the students’ attention easily and help them to master the key points.

　　Ⅶ. Analysis of the blackboard Design

　　VIII.Teaching reflection

　　That is all for my lecture, thanks for your listening.