英语情景教学法的教学活动设计

情景教学法的教学活动设计 Activity 1:Role play

Teaching material:Unit 3 of Grade 4 pressed by PEP This is the first lesson of this unit. The Importance of Teaching:

1.Sentence pattern: Who’s he/she? Who’s your best friend? 2.V ocabulary: hair, thin, strong, quiet

The Difficulty of Teaching: 1. Pronunciation: friends, thin .2. The use of plural forms of the nouns The preparation of teaching aids: 1.Prepare

some

pictures

with

monkey,

rabbit,giraffe,cervusnippon;

2.Prepare some masks with the name of Amy, Chen Jie, Sarah, Mr.Bl ack;

3.The teaching powerpoint of Unit 3 of let’s learn from section A;

4.The audio tape of this content. The procedures of teaching : Step 1:Warm-up/Revision

1. Do a puzzle. The rule of this game is that the teacher describe the animal’s characteristics, 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 el ephant)

(2).It’s small. It has two long ears.What is it?(A rabbit) 2.Teacher shows some pictures which have monkey and rabbit, and a rouses students to read like this: The monkey has a long tail. The rab bit has a short tail.And then show another two

pictures with giraffe a nd cervusnippon, let students read like just now read: It’s tall. It’s sh ort.

3.Review some words and speak out the Chinese meanings: big, sma ll, long, short, tall.

Step 2: Presentation

1. Teacher shows the mask which is named Chen Jie, and asks stude nts who is she. Students would answer Chen Jie, then teacher contin ues to describe like she has long hair.(Teacher should do the actions t o help students understand.)

Next,teacher shows another mask which is named Amy, and ask stud ents who is she? Students would answer Amy, then teacher leads stu dents to describe like she has short hair.(also do the actions. ).Last, te acher shows the two masks together, and say: Chen Jie and Amy are friends. They are friends.

2. Let students watch the masks and read the sentences in the teacher ’s prompted.

3. Let students point one of their classmates, say this: She has long h air. He has short hair. After this, teacher shows the word card, teache s students read:long hair, short hair and friends.(stick the word card

on the blackboard)

4. Teacher shows the masks with naming Sarah and Miss White, ask students who is she, and sticks the masks on the blackboard to the rel evant words, encourages students to speak out the sentences: 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, from this teacher can lead another sentence patte rn: She is thin. He is strong. And let students read these two sentence s with pointing the two students. And then shows the word card: thin and strong.(teacher needs to remind

students the pronounciation of t hin)

6. Teacher shows the masks which has names of Zhang Peng and Mr. Black, and sticks on the blac k board, let students read like this:He is str ong. He is thin.

7. Teacher puts his/her forefinger to the mouth, from this action, stud ents would know that it means teacher wants them to be quiet, then s hows the word card on the blackboard, lead students to remember thi s word. Furthermore, put the word card to the mask of Chen Jie, let s tudents speak: She is quiet, and translate in Chinese.

8. Teacher leads to the context conversation: John has a friend. Can y ou guess who is he beside 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. Remem ber the sentence patterns: My friend is thin. She has long hair. She h as quiet.

11. Let students imitate the conversation, and guess it.

1. Let’s find out: nose, mo uth.

(1) Teacher shows the words of group one: hair, eyes, ears, (2) Teacher shows the words of group two: long, short, big, small

(3) Teacher shows the words of group three: thin, strong, quiet, cute, tall, short

(4) Let students ask each other: Who’s your best friend? 2. Listen and draw:

Teacher describes some students’ appearance and characteristics, the n students should draw the pictures according to teacher’s descriptio n. Last, let students show their pictures, choose the best one to be wi nner.

Step 4: Add-activities: To draw the pictures of their parents and for t hem as a gift.

Blackboard design: Unit 3 My friend Who is he/she?

Who’s your best friend? Activity 2

The teaching material:Unit1 My classroom

The difficulty of teaching: Learn the sentence pattern of What’s in th e classroom? And some related words like classroom, window, door, picture, board, light.

The importance of teaching: 1.The pronunciation of window; 2.When 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/ Revision

1.Teacher plays the radio tape of Chant and find,which is from the S ection one, and lets students read after that.

2.Teacher shows pictures which related to the content of Chant, and asks “What’s in the picture?”, from this, a new

answer

the

question”What’s

in

the

classroom?”,notice the pr onunciation of the plunral forms of

word“picture” can be lead in.

3.Review some words:pencil, ruler, bag, book, pencil-case, sharpene r, eraser, crayon, pen.

4.Guide students to answer the following question with the above w ords,“What’s in the bag?What’s in the pencil-case?”After that, teach er can lead to a further exercise, that is, use the plunral form of word s.

Step2:Presentation

1.Teacher shows the picture of classroom and sticks on the blackboar d, ask“This is a classroom.What’s in the classroom?”

2.Teacher can try to let students answer themselves, no matter Chine se 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 times.

5.Let students answer the question while watching the PPT:What’s i n the classroom?

6.Teacher points at blackboard, light, desk and chair then asks studen ts to say out these words.

7.Show the word cards, and let students read and recognize. Meanwh ile, teacher can tell students some methods for remembering easyly, l ike observe 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 basis of studying dialog

ue: There are many things in the classroom. What are they? 10.Teacher points at some related objects ask students to answer:Wh at’s this?

11.After learning the new words, teacher can lead to the next

part wit

h English:I can do many things in the classroom:Open the door, turn on the light, clean the window, put up the picture, clean the board an d sweep the floor.(Teacher should slow down the speed, and do the a ctions for easily understanding.)

Step 3: Practice Activity 1:Find friends

First, on the blackboard there are a picture of classroom and word ca rds.

Second, let students stick the word cards on the related place. Then, ask other students to judge whether is right or not. If that is right, rea d out loudly, if not, correct it.

Activity 2:Listen, draw and say

Step 1: Teacher reads a paragraph, and students draw it according to the paragraph.The content is This is my classroom. What’s in the cla ssroom? A picture, two boards, two doors, three windows, six lights, many desks and chairs.

Step 2: Let students show their pictures, and share 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 read

2. Understand some extra knowledge about the English form of enve lope.

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 dr awing pictures and making kites.

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 materials. 2. Two envelopes.(Chinese form and English form) 3. Some word cards which is learned before. The process of teaching: Step 1: Warm up Activity 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 students sing according t o the screen.

Step 2: Review Activity 2: Spell words.

Step 1: Teacher shows the powerpoint, which has some different pict ures, and changes them quickly, and tries to let students write down t he words on the PPT.

Step 2: One minute later, let students stop writing. This time, show t he PPT again, and there is 30 seconds for students to write.

Step 3: 30 seconds up, teacher uses the PPT to lead students to corre ct the answers with PPT.

Step 3: Presentation

Activity 3: Knowing the internet.

Step 1: Teacher asks some questions for students to answer, these qu estion are Do you know what is internet? Have you searched for the i nternet? Do you know some websites?...

Step 2: Let students talk with each other for discussing these questio n, and teach students how to use it.

Activity 4: Reading comprehension.

Step 1: Teacher shows some pictures of Dalin, Xiaolin; Zhang shu an d Zhang Ren

Step 2: Ask students Do you remember them? Students would answe r that they are twins. They look the same. And teacher lead to the tex t and say today, we are going to know two more twins.

Step 3: When students open books, teacher would assign tasks for th em: Let’s read the first e-mail, and then answer some questions. Step 4: Students read the first e-mail carefully, after reading, teacher would correct their wrong pronounciation. Then, introduce the main content of the first e-mail.

(5)Students read the content with classmates as a group work.

Step 4: Let’s play Activity 5: Make sentences

Step 1: Use the PPT to show a group of slide pictures on the screen, and every slide has one word.

Step 2: Use mouse to connect each slide, and click two slides, turn th eir places.

Step 3: Students can make a sentence while watch the two slides.

e.g: (1)hobby what is your(What is your hobby)

(2)like playing writing the I violin and emails(I like playing the violin and writing emails)

Step 5: Consolidation and extension.

1. Ask students to write down an envelope in Chinese. 2. Check each other to see whether it is right.