小学二年级英语《Mainly Revision》说课稿 纯英版

小学二年级英语《M a i n l y R e v i s i o n》说课稿纯英版PART1AnalysisoftheTeachingMaterial
(I)STATUSANDFUNCTION
1.Thisunitisarevisonunit,soitcoversallcommunicativelanguage knowledgelearnedfromUnit7toUnit11.
2.ThislessonisthefirstoneofUnit12.Soifthestudentscanlearnth islessonwell,itwillbehelpfultomakethestudentslearntherestof thisunit.
3.Thislessonisadialogueaboutkeepingfish.Suchtopicisrelatedt odailylife,soitishelpfultoraiselearninginterestsofstudentsa nditwillbealsohelpfultoimprovetheirspokenEnglish.
(II)TEACHINGAIMSANDDEMANDS
Knowledgeobjects
1.TomaketheSsknowhowtokeepfish,birdsoranyotheranimalbylearn ingthedialogueofthislesson.
2.TogiveareinforcedpracticeintheuseoftheModalVerbsandsomeus efulexpressionsformakingsuggestions.
Abilityobjects
3.Toimprovestudents’listeni ngandspeakingabilitybyreadingan dpractisingthedialogue.
4.Todevelopstudents’communicativeabilitybylearningtheusefu lexpressionsformakingsuggestionsandreplying.
Moralobjects
5.Toenablethestudentstolovelifeandanimals,protectthenaturea ndenvironment.
(III)TEACHINGKEYPOINTS:
1.TomaketheSsgraspandunderstandthewayofmakingsuggestionsand replyindailylife.
2.Toenablethestudentstouseusefulexpressionsformakingsuggest ionandreplyingintheirowndialoguesrelatedtothedailylife.
(IV)TEACHINGDIFFICULTIES:
1.TheusageoftheModalVerbs,especiallyusageformakingsuggestio ns.
ingthelearnedphrasesandsentencepatternstomakesuggestion sandreplying.
(V)TEACHINGAIDS:
Multi-mediacomputer;OHP(overheadprojector);taperecorder;sof tware:PowerpointorAuthorware
PART2TeachingMethods
1>FiveStepsApproach.
2>CommunicativeApproach.
PART3StudyingWays
1.Teachthestudentshowtobesuccessfullanguagelearners.
2.Teachthestudentshowtomasterdialoguesandhowtocommunicatewi thothers.
PART4TeachingProcedure
Step1Revision
Getthestuden tstogivesomeanimals’namestheyknowbyaskingthest udentsthefollowingquestion:Canyougiveussomenamesofdifferent animalsyouknowThisstepisemployedtorevisethewordsrelatedthea nimals.Atthesametimedrawthestudents’attentiontothetopicabo utanimals.
Step2Lead-in
Signtothestudentstobequietandclosetheirbooks.Thenstartafree ecomputertoshowsomepicturesofdifferen tpets,suchasdogs,catsetc.Askthestudentsseveralquestionsabou traisingpets.Thesequestionsareemployedtowarmupthestudentsan draisetheinterestsofthestudentstospeakEnglishinclassontheto picstheylikeandfamiliarwith.
1.Doyoulikeanimals
2.DoyoukeepanyanimalsathomeWhatisitorWhatarethey
3.Canyouexplainhowyoucareforthem
4.Howdoyoufeedthem
…
Step3DialoguePresentation
1.Thefirstlistening
Aftertheteacher'sbriefintroductiontothedialogueaboutkeeping fish.Thenaskthestudentstolistentothetapeofthedialoguewithth eirbooksclosed.Afterlisteningtothedialogue,askthestudentsto answertwosimplequestionsfocusingonthegeneralideaofthedialog ue.Thisstepisemployedtomakethestudentgetthegeneralideaofthe dialogueasawholeone.Atthesametimeletthestudentshaveachancet opractisetheirlisteningability.
Questions:
1.Wherewillsuchdialoguehappeninyouropinion
2.Whataretheymainlytalkingabout
2.Secondlistening
Thistimeaskthestudentstolistentothetapecarefullywiththeirbo oksopen.Afterlistening,askthestudentssomequestionsfocusingo nthedetailsofthedialogue.Inthemeanwhile,dealwithsomelanguag epointsraisedbythestudentsorappearinginthequestions.
Questions:(Showthequestionsandanswersonthescreenusingcomput er)
1.WhatdoesKatewanttodo
2.WherewouldKatekeepthematfirst
3.WhatdoesLiQunadvisehertodo
4.Whatsizetankshouldsheget
5.WhatshouldKateputinthetank
6.WhyshouldKateputafewlargerocksinthetanks
7.WhyshouldKateputsomeunderwaterplansinthetank
Languagepoints:(Showthemonthescreenusingcomputer)
a.theotherday=afewdaysago
bTheydon'tgetenoughair:
Withabowl,onlyasmallsurfaceareaofthewaterisincontactwiththe air.Sothewaterdoesnotreceiveenoughoxygen.
c30cmby30cmby50cm.
Wedescribetwo-dimensionalandthree-dimensionalmeasurementsus ingthewordby.Sothelengthofthetankis50cm,andthewidthandheigh tboth30cm.
eunderwaterplants:
Theseplantsoxygenatethewaterandkeepitclean.
dForonething=onereason(forputtingplantsinthetank)
Step4.DialogueDrill
1.Inthisstepthestudentsarerequiredtopractisethedialogueinpa irsbyreadingthedialoguealoud.Thisstepisemployedtomakethestu dentsgrasptheusefulphrasesandsentencespatternformakingsugge stionsandreplyingonthebaseofreadingthedialoguefluently.
2.Letthestudentsfindouttheexpressionsandsentencepatternsfor makingsuggestionsandreplyinginthisdialogue,inthemeanwhilesh
owtheseexpressionsandsentencepatternsonthescreenbycomputero nebyone.Thisstepisemployedtogivethestudentsadeepunderstandi ngofthoseexpressions.
Step5.Practice(part2)
Infact,thisstepisintendtodealwiththesecondpartofthelesson(p art2).Firstshowthewordsandphrasesgivenonthescreen,usingamul ti-mediacomputer,thenaskthestudentstomakeshortdialogueswith theirpartnerstopractisemakingsuggestionsandreplying,usingth ephrasesgiveninthetableofPart2.Givethestudents5minutestopre pareit.Askthestudentstopayparticularattentiontosentencestre ssandintonation.Atlastasksomepairstoacttheirdialogueoutinfr ontofthewholeclass.Thisstepisemployedtomakethestudentsgetaf urtherunderstandingoftheseexpressions.
Step6.Consolidation(DialogueProduction)
Thisstepgivesthestudents5-8minutestomakeasimilardialogueusi ngthephrasesandsentencespatternslearnedinthisdialogueandeve rydaylifeexperienceaccordingtothegivensituation(showitonthe screenusingamulti-mediacomputer).After5-8minutes,askseveral pairstoacttheirdialogueoutinfrontoftheotherstudents.Atlastt
heteachergivesomeadviceonmakingsuchdialogues,inthemeanwhile dealwiththemorallessonswhichthestudentsshouldlearnfromthedi alogue(mainlytoldthestudentstolovelifeandanimals,protectthe natureandenvironment).Thisstepisemployedtocreatealanguageen vironmentforstudents’communicationintheclass;andtogivethes tudentsachancetopractisetheirspokenEnglishunderaquasi-commu nicativesituation.Ifthestudentscanfinishthistaskwell,theywi llbenefitalotintheirspokenEnglish.
Situation:(showitonthescreenusingcomputer)
Oneofyourclassmateswantstokeepbirds,he/shewantstobuysomebir dsandbuildsabirdcageasbigas4mby2mby2m.he/shewouldliketoaskf oryouradvice.Nowyou’dliketoadvisehim/herwhattodo Step7.Workbook
FinishExx1and3orally,leftEx2aswrittenwork.
Ex.1revisestheObjectClause.Whentransformingthestructures,th estudentsarerequiredtopayattentiontothechangeoftheverbtense s,personalpronounsandwordorder.Afterdoingtheexercisesorally inclass.
Ex.2isarevisionoftheModalVerbsandsomeusefulexpressions.Lett heSsworkinpairsandthenchecktheanswerswiththewholeclass.Writ edownthesentencesontheBbfortheSstosee.
Ex.3listspairsofwordswithsomewhatsimilarpronunciationbutdif ferentmeaning.GettheSstoreadaloudthewordsandsaywhateachofth emmeans.
Step8Homework
!.DoEx2intheexercisebooks.Thisisusedtomakethestudentsha veafurtherunderstandofthemodalverbs.
2.Writeashortpassageaboutthedialoguelearned.Thisisusedtopra ctisewritingabilityofthestudents.。