六年级英语说课稿牛津小学英语6b unit7全英文说课稿

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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 ‘What for?’. 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’ll talk 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’ll talk about my teaching procedures: I’ll follow four steps.
Step1 Warm-up
First, I’ll have 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’ll ask the students ‘What do you like doing?’ The students will say
‘I like…’ Then I’ll let them guess “Do you know ‘What do I like doing?”
Maybe the students will have many different answers. If they can’t guess
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’ll let 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 sentence patterns by themselves by
the dialogue. The objects(writing paper) can encourage the students
join the part.
Step3 Production
六年级英语说课稿牛津小学英语6b unit7全英文说课稿.doc

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