小学五年级上册英语说课稿

New Standard English Book FiveModule 3 Unit 2 What did Daming do?Speaker: ______ Self introduction and proceduresGood 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, teachingmaterials, 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 travelexperience 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 in1) Warm up. I will ask students to sing the song “The London Eye” as the beginning of today’s lesson. And then greet my students as usual but ask them if they like traveling.2) Leading in. In this part, I will share my traveling to Beijing with my students and review the new words, phrases and the past tense at the same time.(Presentation the classroom teaching details)The purpose of this stage is to stimulate the students’ interest and to bring a close link between the students’ old knowledge and the new. The design of the first stage in this way is based on the constructivist theory. The constructivist theory believes that learning is a process in which the learners construct meaning based on their own experience and what they have already known. Therefore, in these two steps, I try to engage in the students’ personal experiences and prepare for the reading part.Stage 2 Top-down reading1) First reading for the gist. Here I will ask students to listen to the tape and read the passage quickly and try to find the main idea of the text.2) Second reading for detail information. Here I will ask students to read the passage quickly and try to find out the answers to the questions on Page 12.3) Third reading for comprehensions. Following the tape and read thepassage carefully and underline the words and phrases you don’t understand. And try to solve them by using dictionary and discussing with your partners. In this way, I want to raise their learning strategies of taking notes, using learning tools and cooperation.4) Fourth reading for talking. Here I ask my students to follow to the tape and read the text aloud for twice, pay attention to the pronunciation of “o”in the text. In this way, I improve their pronunciation and make them get familiar to the topic we will talk about in next step.Socio-constructivist theory believes that learning is best achieved through teacher’s scaffolding and students’ peer support. For this reason, I ask the students to read the text for 4 times with the reading activities more and more difficult, from reading for the gist to reading for comprehension, and to talk about their own travel experience. In this way, I set up scaffolding for the students by carrying out a series of activities. Then the students can extend their skills and knowledge to the fullest potential. In this process, teacher’s role, as a guide, can be seen vividly.Stage 3 Production1) Extending reading. Here I prepare an extending reading passage for my students. I can check if my students can apply the reading skills they have learnt and I can do the teaching assessment too.2) Sum up and homework.◆ In this step, I will sum up what we learned in this lesson and repeat the text with my students. With the help with the notes on the blackboard, it won ’t be too difficult.◆ Homework. Choose one to do as your homework.➢ Read the text aloud for 5 minutes.➢ Try to retell the text in your own words.Stage 3 is the last stage to see the effectiveness of this lesson. And according to the national English curriculum, it attaches particular importance to formative assessment, and gives special attention to the development of competence. Therefore, I design extending reading, free talk and retelling as the productive activities to extend their reading skills and learning strategies.VIII Analysis of layout designing. Daming and his fatherwent to the Great wallat theweekendwent there at 10o’clock inthe morningwalkedtook photos ofthemountains BlackboardDesigning :by busfor anhourThank you for listening!。