情景教学法活动设计

情景教学法活动设计 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN五情景教学法的教学活动设计Activity 1:Role playTeaching material:Unit 3 of Grade 4 pressed by PEPThis is the first lesson of this unit.The Importance of Teaching:1.Sentence pattern: Who’s he/she Who’s your bes t friend2.Vocabulary: hair, thin, strong, quietThe Difficulty of Teaching: 1. Pronunciation: fri ends, thin.2. The u se of plural forms of the nounsThe preparation of teaching aids:1.Prepare some pictures with monkey, rabbit,giraff e,cervusnippon;2.Prepare some masks with the name of Amy, Chen Jie, Sarah, Mr.Black;3.The teaching powerpoint of Unit 3 of let’s l earn from section A;4.The audio tape of this content.The procedures of teaching :Step 1:Warm-up/Revision1. Do a puzzle. The rule of this game is that the teacher describe the animal’s characteristi cs, and then students should guess what the tea cher said.e.g:(1).It’s so big. It has a long nose and a short tail.What is it(An elephant)(2).It’s small. It has two long ears.Whatis it(A rabbit)2.Teacher shows some pictures which have monkey and rabbit, and arouses students to read like t his: The monkey has a long tail. The rabbit ha s a short tail.And then show another two pictur es with giraffe and cervusnippon, let students r ead like just now read: It’s tall. It’s short.3.Review some words and speak out the Chinese m eanings: big, small, long, short, tall.Step 2: Presentation1. Teacher shows the mask which is named Chen Jie, and asks students who is she. Students wou ld answer Chen Jie, then teacher continues to describe like she has long hair.(Teacher should d o the actions to help students understand.) Next,teacher shows another mask which is named A my, and ask students who is she? Students would answer Amy, then teacher leads students to des cribe like she has short hair.(also do the acti ons. ).Last, teacher shows the two masks togethe r, and say: Chen Jie and Amy are friends. They are friends.2. Let students watch the masks and read the s entences in the teacher’s prompted.3. Let students point one of their classmates, say this: She has long hair. He has short hair . After this, teacher shows the word card, teac hes students read:long hair, short hair and frie nds.(stick the word card on the blackboard)4. Teacher shows the masks with naming Sarah and Miss White, ask students who is she, and sti cks the masks on the blackboard to the relevant words, encourages students to speak out the se ntences: She has long hair. She has short hair.5. Teacher points two students in the classroom, one is thin, and the other one is strong, fr om this teacher can lead another sentence patter n: She is thin. He is strong. And let students read these two sentences with pointing the two students. And then shows the word card: thin and strong.(teacher needs to remind students the pronounciation of thin)6. Teacher shows the masks which has names of Zhang Peng and Mr.Black, and sticks on the blac kboard, let students read like this:He is strong. He is thin.7. Teacher puts his/her forefinger to the mouth, from this action, students would know that it means teacher wants them to be quiet, then sh ows the word card on the blackboard, lead stude nts to remember this word. Furthermore, put the word card to the mask of Chen Jie, let stude nts speak: She is quiet, and translate in Chine se.8. Teacher leads to the context conversation: Jo hn has a friend. Can you guess who is he besi de describing. Let students look at the PPT.9. Listen to the audio tape, and follow to it and read after that.10. Students answer the question after teacher’s description. Remember the sentence patterns: My friend is thin. She has long hair. She has q uiet.11. Let students imitate the conversation, and g uess it.1. Let’s find out:(1) Teacher shows the words of group one: hair, eyes, ears, nose, mouth.(2) Teacher shows the words of group two: long, short, big, small(3) Teacher shows the words of group three: thi n, strong, quiet, cute, tall, short(4) Let students ask each other: Who’s your be st friend?2. Listen and draw:Teacher describes some students’appearance and characteristics, then students should draw the pi ctures according to teacher’s description. Last, let students show their pictures, choose the b est one to be winner.Step 4: Add-activities: To draw the pictures of their parent s and for them as a gift.Blackboard design: Unit 3 My friendWho is he/she?Who’s your best fri end?Activity 2The teaching material:Unit1 My classroomThe difficulty of teaching: Learn the sentence p attern of What’s in the classroom? And some re lated words like classroom, window, door, picture , board, light.The importance of teaching:1.The pronunciation of window;2.When answer the question”What’s in the classr oom”,notice the pronunciation of the plunral forms o f words.The teaching aids:1.The teaching powerpoint of unit 1;2.The teaching tape of unit 1;3.The word cards;4.A picture of classroom.The teaching procedures:Step1:Warm-up/ Revision1.Teacher plays the radio tape of Chant and fin d,which is from the Section one, and lets stude nts read after that.2.Teacher shows pictures which related to the co ntent of Chant, and asks “What’s in the pictu re”, from this, a new word“picture”can be lead in.3.Review some words:pencil, ruler, bag, book, pen cil-case, sharpener, eraser, crayon, pen.4.Guide students to answer the following question with the above words,“What’s in the bagWhat’s in the pencil-case”After that, teacher can lead to a further exercise, that is, use the plunral form of wo rds.Step2:Presentation1.Teacher shows the picture of classroom and sti cks on the blackboard, ask“This is a classroom. What’s in the classroom”2.Teacher can try to let students answer themsel ves, no matter Chinese or English, and praises them.3.Tell students what will be learned about the content of classroom.4.Let students watch the PPT for the second tim es.5.Let students answer the question while watching the PPT:What’s in the classroom?6.Teacher points at blackboard, light, desk and chair then asks students to say out these words.7.Show the word cards, and let students read and recognize. Meanwhile, teacher can tell students some methods for remembering easyly, like obser ve the first letter and the last letter of a word.8.Let students read after the radio tape.9.Teacher can enlarge the vocabulary on the basi s of studying dialogue: There are many things i n the classroom. What are they?10.Teacher points at some related objects ask st udents to answer:What’s this?11.After learning the new words, teacher can lead to the next part with English:I can do many things in the classroom:Open the door, turn on the light, clean the window, put up the pictu re, clean the board and sweep the floor.(Teacher should slow down the speed, and do the action s for easily understanding.)Step 3: PracticeActivity 1:Find friendsFirst, on the blackboard there are a picture of classroom and word cards.Second, let students stick the word cards on th e related place. Then, ask other students to ju dge whether is right or not. If that is right, read out loudly, if not, correct it.Activity 2:Listen, draw and sayStep 1: Teacher reads a paragraph, and students draw it according to the paragraph.The content is This is my classroom. What’s in the class room? A picture, two boards, two doors, three w indows, six lights, many desks and chairs.Step 2: Let students show their pictures, and s hare each other.Step 3: Let students answer questions based on pictures in pairs.Activity 3:The teaching material: Unit 4 I have a pen pal The importance of teaching:1. Read two e-mails from Let’s read2. Understand some extra knowledge about the Eng lish form of envelope.3. Write and exercise the sentence pattern from this lesson.The difficulty of teaching:1. Understand and recite some sentences: My twin sister Ann likes drawing pictures and making k ites.We look the same, but we don’t like the same things.Tell me something about you.2.Distinguish the form of envelope between Chinese and English.The teaching aids:1. The powerpoint, audio tape, and cartoon mater ials.2. Two envelopes.(Chinese form and English form)3. Some word cards which is learned before.The process of teaching:Step 1: Warm upActivity 1: Let’s sing.First, let students listen to the song. Second, let students try to speak the lyric. Third, show the powerpoint of the lyric, let st udents sing according to the screen.Step 2: ReviewActivity 2: Spell words.Step 1: Teacher shows the powerpoint, which has some different pictures, and changes them quick ly, and tries to let students write down the w ords on the PPT.Step 2: One minute later, let students stop wri ting. This time, show the PPT again, and there is 30 seconds for students to write.Step 3: 30 seconds up, teacher uses the PPT to lead students to correct the answers with PPT. Step 3: PresentationActivity 3: Knowing the internet.Step 1: Teacher asks some questions for students to answer, these question are Do you know wha t is internet Have you searched for the interne t Do you know some websites...Step 2: Let students talk with each other for discussing these question, and teach students how to use it.Activity 4: Reading comprehension.Step 1: Teacher shows some pictures of Dalin, X iaolin; Zhang shu and Zhang RenStep 2: Ask students Do you remember them? Stud ents would answer that they are twins. They look the same. And teacher lead to the text and say today, we are going to know two more twins.Step 3: When students open books, teacher would assign tasks for them: Let’s read the firste-mail, and then answer some questions.Step 4: Students read the first e-mail carefully, after reading, teacher would corr ect their wrong pronounciation. Then, introduce t he main content of the first e-mail.(5)Students read the content with classmates asa group work.Step 4: Let’s playActivity 5: Make sentencesStep 1: Use the PPT to show a group of slide pictures on the screen, and every slide has o ne word.Step 2: Use mouse to connect each slide, and c lick two slides, turn their places.Step 3: Students can make a sentence while watc h the two slides.e.g: (1)hobby what is your(What is your ho bby)(2)like playing writing the I violinand emails(I like playing the violin and writi ng emails)Step 5: Consolidation and extension.1. Ask students to write down an envelope in C hinese.2. Check each other to see whether it is right.3. Let students look at the envelope from book, and ask students to answer what the difference between English form.4. Discuss in groups. Next, report their answers.5. Ask students to try to write an envelope fo r teacher.Step 6: Conclusion1. Let students make a conclusion of the import ant content of this lesson.2. Teacher writes down the important sentences o n the blackboard, and students should copy it o n their exercise book.Activity 4:The teaching material: What would you like?The importance of teaching: Master some sentences and words.The difficulty of teaching: Read some words corr ectly.The teaching aids: Pictures, redio tape, cards, word cards.Step1: Warm-up1.Sing a song2.Listen and do:Teacher releases commends, and st udents do the actions.Step2: Presentation1.Teacher shows the pictures, let students say o ut the name of food and drink. For a extension , teacher point the picture faster than before.2.Teacher and students have a conversation to le ad to the new words3.Teacher does the action and asks student: I’m hungry. Can I have some rice, please? After s tudents understand this sentence, students would take down the related picture to teacher.4.Let students exercise the conversation according to their own pictures:Can I have some rice/fish/beef/soup/noodles/vegetab le,please5.Listen to the tape and read after that.6.Show the word cards, let students read and re cognize.Step3: PracticeActivity1:A game of the food and drink:put pictu res to the different place, when teacher says: Chicken. All the students must find the picture of chicken, repeat the steps until finish all the words.Activity 2:Let students choose the picture of th eir favourite food, and put behind them and ask classmates to guess what kind of food they ma y like.Activity 3: Put the word cards of this unit in floor or table, and let students sit in a ci rcle around the cards so that they can see pic tures. The teacher refers to the card, let the students say the name of food or drink. Let students back to the cards, teachers pull out a picture on his back,then tudents turn to obser vation, named the cards on teacher’s back. Let the students play game for a group of 4 or 5. A student will own a set of CARDS on the table and drew one, the other students guess is pumped card.Activity 4:Role play.Three students for a group, suppose two of them want to buy some food, and the other one is shop assistant.A:Hello.I like ice-cream. Can I have some..., please?B:Sure. Here you are.C:How much?B:4 yuan.A:Here you are, thank you.Activity 5:The topic: A telephone callThe aims of teaching:1.Listen, speaking, reading, writing the new word s: a headache, bad, a cough, got, a fever, a cold...2.Teach students to use the sentence pattern rig ht: What’s wrong with you? I’ve got...The importances and difficulties of teaching:1..Read and write the target words properly.2. Understand and use the sentence pattern: What ’s wrong with you? I’ve got...The teaching aids:1.Some pictures which relative to the new words.2.Prepare the audio tape of the text.The process of teaching.Step 1: Warm up1.Play a game. Let students touch their nose/eye s/head/ear/tooth, and from this, lead to the new words.2. Free talkT: How are you?S: Fine, thank you./Not so good(When students an swered Not so good, teacher would ask What’s t he matter with concern)Teacher writes down the sentence pattern on the blackboardStep 2: Presentation and practice1.performance: Teacher asks students the conversat ion again, but this time, it should do the act ions according the conversation.T: How are you?S: Not so good.T: What’s wrong with you?S: I’ve got a toothache.(Students placed their elbows on the table as showing they are painful)T: I’m sorry to hear that. I hope you get be tter soon.2.Teacher show the picture of toothache and teach them to read.3. Students talk each other while using the sen tence pattern: What’s wrong with you? I’ve got a….I’m sorry to hear that. I hope you get better soon.Step 3: GrammarTeacher writes down these words on blackboard: e arache, backache, headache, stomachache and underl ines the suffix,-ahce. Then teach the suffix detailed.Step 4: Learn to say a rhyme(I’m ill)First, listen to the tape and try to understand the meanings by themselves.Second, read after the tape.Next, teacher explain the details to let student s understand.Last, use the words and sentence pattern which root in the tape.Step 4: Practice1.Teacher shows the pictures, and then students need to answer according to the pictures. For e xample:T: What’s wrong with you?S: I’ve got a stomachache.(Students put their h ands to their stomach)T: I’m sorry to hear that. I hope you get be tter soon.2. Students arrange conversation and play in rol es by themselves.Step 5: Assign homework1. Copy and master the new words and patterns2. Use the sentences to talk freely.1.创设情境的途径初步归纳为以下六种:1.生活展现惰境即把学生带入社会，带入大自然，从生活中选取某一典型场景，作为学生观察的客体，并以教师语言的描绘，鲜明地展现在学生眼前。