What would you like read and write 说课稿

B Read and write说课稿

Hello ladies and gentlemen, I’m Han Zhongyan from Kuanglu primary school. I am very glad to stand here and talk about Part B Read and write of Unit3What would you like? PEP Primary English, Book 5A. My practice is divided into four parts: Teaching material analysis, Teaching and learning methods, Teaching procedures and Teaching reflection PartⅠ Teaching material analysis

This unit is about food, the students can learn the sentences such as: My favourite food is…. It is…. This period is the last part of Unit 3. First of all, I’d like to talk about my understanding about this lesson. This is a typical reading and writing class, which is consistently throughout the textbook. It is the important period of cultivating students' ability of reading and writing. The students in grade 5 have already gotten the basic ability to read and write.

This lesson includes two parts: read and write. The first part is about the letters from Wu Yifan and grandpa to Robin. The second part is to finish a letter to Robin. Teaching aims

1. Aims of the knowledge

(1)To enable the Ss understand the letters

(2) To enable the Ss write a letter to Robin about their favourite food

2. Aims of the abilities

To develop the students ’ abilities of reading and writing. 3. Aims of the emotion

To cultivate students to form the habit of healthy diet Important and difficult points 1. My favourite food is …. It is …. 2. I don’t like … but I like ….

Part Ⅱ Teaching and learning methods , teaching aids

According to the above analysis of teaching material, I set the situation method, “Task-based” teaching method, group cooperation teaching method.

Teaching aids: PPT, teaching cards Part Ⅲ Teaching procedures Step1 Warm-up 1. Sing a song

First I will show them the video of the song “what would you like to eat today?” and then let the students sing the song together.

Design intention: Let the Ss be ready to study in a relaxed and agreeable atmosphere. Arouse the Ss’ interest in English learning. 2. Show the teaching aims.

I show them the teaching aims in the beginning of the class through CAI.

Design intention: Make the Ss know the teaching aims before teaching procedure. Step2 Pre-reading 1. Act as Robin

Show the students the picture of a robot, and then tell the students “I’ m Robin now, what’s your favourite food?” the students answered one by one using the sentence “my favourite food is….” Robin will give them the food they ordered from the box.

Design intention: the teacher act as Robin can arouse the students’ interest. Besides, this way can bring in today’s key point directly. 2. Ask and answer

I will be Miss Han again and ask the students to guess my favourite food using the sentence:“Do you like… ?” when they get the wrong answer, I will say:“No, I don’t like ….” when they get the right answer I will say:“Yes, I like ….”

Design intention: all the students are interested in their teachers, so they all want to guess my favourite food actively. In this way, they can practice the key sentence

3. Play a game Positive and negative I tell the students :“when I say I like… they say I don’t like…; when I say I don’t like…they say I like….” After practice, I put the two sentences together“I don’t like…but…is ok. I like… but not….”

Design intention: most students like to play games. It is a good way to let them get what I want them to. Step3 While-reading

1. Skimming after they get my favourite food, I will ask them:“do you know Wuyifan’s favourite food? Ok, let’s turn to page 29 to find out the answers”. Give the students 2 minutes to skim the two notes, and they need to circle the words about the food.

Design intention: to develop their fast reading ability 2. Scanning

Read the two notes for the second time. They have five minutes to answer the questions on the scream. Questions about note one

a. The letter is from ______ to _________ . b. Yifan’s favourite food is _________. c. Yifan’s favourite vegetable is _________ . Questions about note two

a. The letter is from _________ to _________ . b. Grandpa’s favourite food is _________. c. Grandpa doesn’t like _________ .

Design intention: to develop their ability of finding out the details 3. Intensive reading

Read the two notes for five more minutes, this time they have to remember the key words and then fill in the blanks with their book closed. While they’re reading for more details, I hand out the paper they have to write later.

Design intention: to prepare for writing

4. Read loudly read the two notes loudly for several times after the tape Design intention: let the students imitate the tones and pay attention to the pronunciation

5. Finish the task on book

Design intention: let the students to build a healthy diet. Step4 Post-reading 1. “Robin calls”

Show them the CAI:“Robin calls”

Robin tells “This is robin, what would you like to eat? Please write to me, I will cook for you.” 2.Write a letter

Show them the letter I wrote to robin, and let them try to write to robin. They can work in groups, and then I will check their lettles from group to group. Pick out the students to read their letter loudly, and check together. Design intention: to develop their writing ability, and Cultivate the spirit of cooperation and competition. Step5 Homework

1. Write a composition about“My favourite” 2. read “Read and write ” for two times Blackboard writing design Unit3 What would you like? B Read and write My favourite food is… It is…

I don’t like… but I like… Part Ⅳ Teaching reflection

Reading aloud is very important in elementary school stage of learning, through reading aloud, pupils can quickly accept the language translate into their own knowledge. In this lesson, I use all kinds of teaching aids to make a loose, democratic and harmonious atmosphere for Ss. I also pay attention to the Ss’oral practice, because every student participated in reading. Most of the Ss can use the words and the sentences in real situations. But I think I need to do more research on the textbook and learn more from the others.