六年级英语说课稿牛津小学英语6bunit7全英文说课稿

Hello, everyone, the teaching design I ’m going to talk about is for Unit7 A letter to a penfriend from Oxford English for primary school,
Book 6B. I ’ll finish this unit in four lessons. This is the first peorid of
Unit7. And it covers three parts(B, C and E). In part B, the students will learn a new word: writing paper. In part B, we’ll learn the sentence patterns, but the sentences ‘Can I have a/an/some/the ? I want to
Sure. Here you are’.the students have learned before, so the new sentence pattern for them is ‘Whatfor ?’.Part E is the most important part in this lesson. It is just to teach the students how to introduce themselves to their penfriend by a letter. The formats of the letter can be omited, because the students have learned it before. How to write the addresses of the letters will be taught next lesson.
Here are the analysis of the students and the text book.
1.Then I ’lltalk about my teaching aims.
Firstly, knowledge aims: (1)To enable the students read and spell the
new words and understand the meaning of them.
(2)The students know how to use the new
sentence patterns‘Can I have a/an/some/the ? What for? I want to Sure. Here you are’.
(3) The students can write a letter to their penfriend.
Secondly, skill aims. (1) Practise the students’skills of listening, speaking
and writing.
(2) Practise the students’communicative skill and creativity.
2.Teaching points:
The key points of the lesson: The students can read the words correctly.
The students can understand the meaning of the new sentence patterns and use them.
The students know how to write a letter.
The difficult points of the lesson: The students know how to write a letter.
To improve the students’abilities of speaking and writing.
3.Teaching approaches: The students must play the principle role in
each class. That is student-center teaching. And also task-based
learning and activity-based teaching with individual work, pair work, group work and class work.
4.Teaching aids: I will use CAI, writing paper
Next, I ’lltalk about my teaching procedures:I ’llfollow four steps.
Step1Warm-up
First, I ’llhave a free talking with the students. Because free talking is an important way to improve the students ’ability of speaking. Of course it can prepare for the next step. I ’ll ask the students some questions like:
What day is it today? What’s the date today? What’s your favourite subject? What do you like doing?
Step2 Presentation
I ’llask the students‘ Whatdo you like doing?’The students will say ‘I like ’Then I ’lllet them guess “Do you know ‘Whatdo I like doing? ”Maybe the students will have many different answers. If they can’tguess it, I ’ll tell them ‘I like reading newspaper. I think it ’s interesting. Yesterday I read a letter from an English boy. He wants to make a penfriend in China. He is as old as you. Do you want to make friend with him.’I think most of the students will say ‘Yes’.At the same time, I ’ll
show Peter’s picture and list in the screen by CAI and let the students know more about Peter.I ’lllet the students say something about Peter by themselves. For example ‘Peter lives in London’Then let the students answer some questions.‘Where does he come from? Where does he go to school? (What’s his school’s name?) What subjects does he study? What are his hobbies? How about his family? ’Next I ’ll let the students give a short passage about Peter. Like: Peter comes from England. He lives in London. He studies at St John’s Primary School
Purpose: The purpose of the part doesn’t only practice the students’ability of expressions, but also prepare for the next step.
Then I ’ll say ‘Now you know much about Peter, do you want to make penfriends with him.’Maybe the students will say ‘Yes.’
T:OK. But if you want to make a penfriend with him, you should write
a letter to him. Yes or no?
S:Yes.
T:Before you write the letter, what do you need?
S:Maybe the students will say‘writing paper.’
T:At the same time, I show the word and its picture in the screen. Let
the students read the word after the record and one by one.
I think the students can remember the new word more deeply by this way. Reading after the tape can check if the students read the word correctly.
T:Boys and girls, you want to make penfriend with Peter, so you need some writing paper. Look, there is lots of nice writing paper in my hand. (It is time to tell the students the word is an uncountable noun.) Would you like some?
S:Maybe the students will say‘Yes’.
T:OK. If you want, you can ask me like Then I will lead the students
to use the new sentence patterns: Can I have a/an/some/the? What for?
I want to Sure. Here you are.
If the students can ask and answer with me, I will give him/her some writing paper as the presents or encouragement.
It is a better way to teach the new knowledge, because the students can understand the meaning of sentencepatterns by themselvesby
the dialogue. The objects(writing paper) can encourage the students join the part.
Step3 Production
1. Look and say. I will choose P1/2/3/6 and let the students do the pair
work.
It is to parctise the new sentence patterns. But I don’tshow the pictures of part C directly, I let the students practise them through the guessing game. If the students guess it right, I will also give them some writing paper as the presents.
I think game is a better way to consolidate the new knowledge than just let the students say the dialogue one by one. If the students guess it, I will give them some writing paper as their presents.
2. Write a letter. I will let the students write a letter like Liu Tao to their
penfriend Peter. Before writing, I ’ll let the students read it and understand the meaning of it. And know how to introduce themselves to Peter by a letter. At last, the students write it.
The purpose is to improve the students’ability of writing and know a new way to communicate with others.
Step4 Assignment
1. Write the four pictures in their copybooks.
Writing is a good way to check if the students do the exercises correctly.
2.Say something about your penfriend Peter to your parents.Let the students speak English in their daily lives.。