小学五年级上册英语说课稿

New Standard English Book Five

Module 3 Unit 2 What did Daming do?

Speaker: ______ Self introduction and procedures

Good afternoon, dear judges. My name is _______. I am contestant NO. 32. I am from _______. Today I am going to talk about: New Standard English, Book Five Module 3 Unit 2 What did Damming do?

I will divide the content into 8 parts: analysis of learners, teaching

materials, teaching aims, teaching focus, teaching methods, learning strategies guidance, teaching procedures, and layout designing.

I Analysis of learners.

The students are the fifth-year students of primary school in Nanning.

They have learnt English for more than 2 years. And they have learnt the past tense and some reading skills before this lesson. They are active and curious in learning English. Because of the difficulties they meet in learning English, they are also afraid of English which is difficult for them.

II Analysis of teaching materials.

There are mainly two parts in this lesson: reading and talking. The reading part mainly focuses on raising student s’reading skills and learning strategies. And the talking part mainly asks students to apply what have learnt to talk about their own experience. It’s the most difficult part for them.

III Analysis of teaching aims.

With the analysis upon, I design my teaching aims for this lesson from three parts.

◆Knowledge aims:

Review the past tense and pronounce “o” in different words.

◆Ability aims:

➢Students can catch the general idea by listening to the text and reading it by skimming.

➢Students can catch the detail information by scanning the text, and then answer the detail questions.

➢Students can fully understand the text by using the dictionary and discussing with their partners.

➢Students can talk their own travel experience in groups.

➢Students can finish the extending reading exercise with the reading skills they have learnt.

➢Students can repeat the text with the help of the notes on the blackboard.

◆Emotional aims:

Students can share the joy of traveling.

IV Analysis of teaching focus.

Because this is a reading lesson, so I focus on guiding students to understand the text by using the reading skills and learning strategies.

And it maybe difficult for some students to describe their own travel

experience and retell the text.

V Analysis of teaching methods.

In order to fulfill my teaching aims, I would first build some scaffolding for my students by review the new words, phrases and the past tense, so that we can finish our reading task easily by their interactions. After the reading task, I will focus on the development of student’s communicative competence. In this lesson, I will use the top-down method in reading and Communicative approach in reading activities. And computer, over head projector, blackboard, and record player will be used in my class as teaching aids.

VI Analysis of learning strategies guidance.

There is no end for learning. In this lesson, I want to raise my students’learning strategies. It maybe a little difficult for the fifth-year students to retell a text, but it’s helpful for their life long English learning.

VII Analysis of teaching procedures.

Here are the teaching procedures. The first stage is leading in, I will use about 7 minutes to finish this part. The second stage is top-down reading. It’s the main part of this lesson, and 20 minutes will be used in this session. And the third stage is production. 10 minutes will used in this part.

Stage 1 Warming up and leading in