牛津版五年级上学期-Unit 5 What do they do 阅读课说课稿
根据青海教师考试网整理：英语阅读教学在英语教学中占有举足轻重的位置，撰写教学设计也是近年来教招考试中出现频率较高的考查形式，能够测出考生的对教材的理解、逻辑思维能力、语言功底和表达能力。因此，设计好一堂阅读课是考生在面试中取得成功的第一步。本文以牛津版五年级上学期Unit 5 What do they do?阅读课为例进行教学设计，该教学设计以学生的现实生活为出发点和归宿点，旨在发挥学生的实际语言运用能力。
Good morning/ afternoon! I'm very glad to be here and start the interpretation of my lesson. The unit is What do they do? My lesson will focus on the analysis of the following procedures: teaching materials, students, teaching aims and so on.
I Analysis of teaching materials
First, I'll start with the analysis of teaching materials. The lesson I am going to analyze is from the Oxford University Press Book 5 Unit 5, story time. The topic of this story is about professions. After learning this lesson, students will be able to ask about professions with this sentence pattern "What do/ does sb do?" and answer with the words about jobs, like cook, doctor etc. In the meanwhile, students can also improve their reading and speaking skills.
II Analysis of students
Second, it comes to the analysis of students. My students are in Grade 5, in elementary school. They've learned English for only a few years and have acquired a quite small number of words and sentence patterns. They are active, curious and imaginative, but they are easily bored of unchanged contents and can easily lose attention in class. So, I, as a teacher, will arrange activities to involve them in the class.
III Analysis of teaching aims
Based on the new curriculum standard and the analysis of teaching materials and students, I set the teaching aims in the following:
(1) Knowledge aims:
1. Students will know more words about professions such as doctor, driver, farmer etc.
2. Students will know more sentence patterns about asking and answering professions, for example the sentence: What do/ does sb do?
(2) Ability aims:
1. Students' reading ability can be improved by reading the story.
2. Students' ability to talk about professions can be improved.
(3) Emotional aim:
1. Students will arouse their interest in learning English and have positive attitude in talking about professions with the sentence pattern and words.
IV Analysis of teaching key points and difficult points
In accordance with teaching aims, the key points of this lesson are to enable students to acquire the sentences and words about jobs and enhance their reading and speaking abilities. The difficult points are to ask and answer about jobs and arouse their interest and cultivate students' positive attitudes in learning English.
V Analysis of teaching methods and learning methods
To achieve the teaching aims much easier, I will turn to task-based teaching method, communicative approach, multimedia method and so on.
As to students, I will lead them to study on their own and learn to communicate with people, becoming the real host of the class.
VI Analysis of teaching aids (Optional)
PPT will be turned to as teaching aid in class to better present the teaching contents and catch students' attention.
VII Analysis of teaching procedures
With the preparations done before, the class goes to the most important part-- teaching procedures. It includes several parts: warming up, pre-reading, while-reading, post-reading and homework.
Step 1: Warming-up
The first step is warming-up: I will ask all the students to join me and sing an English song together "Apple round, apple red. Apple juicy apple sweet. Apple apple I love you, Apple sweet I love to eat. Apple trees grow in the farm and their workers on the farm are called farmer". Apple trees grow in the farm and their workers on the farm are called farmer. The study of words in expressing profession starts here.
After this procedure, students will raise their spirits in class and show much stronger interest in learning English. Besides, singing a song in class can lay foundation for further teaching and study.
Step 2: pre-reading
Then it comes to pre-reading. In this section: I will present some pictures about some famous people in different professions and corresponding words on PPT and then invite all the students to read them one by one until most of them can quickly recognize the words' meanings.
The aims of this section are to present jobs in a concrete and vivid manner and on the other hand, attract students' interest, thus bridging students' memory between the jobs and words.
Step 3 While-reading
In such a nice atmosphere, I will mainly use task-based teaching method to start my lesson.
Firstly, I will deliver some assignments to students: students need to read the story for a general idea of this story in 3 mins and then circle jobs we have learned just now and count how many jobs are mentioned in this story. After that, I will invite some students to read the whole story and answer my questions.
In this method, students can obtain a general idea of this story, review the words learned in the former procedure and gradually move into the story for the next period of study. In the meanwhile, students can enhance their ability of general reading and speaking.
Then, we will move the deeper understanding of the story. In the story, four parents actually are mentioned. We will learn what these parents do one by one by way of dividing students into several groups and inviting a representative of each group to describe the concrete information of the jobs. In the process, I allow students to use the words and phrases in the text and also pay attention to the pronunciation of some words uttered by students and correct the wrongs.
In the second period, the purposes are to help students be familiar with the contents of the story and the concrete descriptions of professions, improve their abilities to obtain detailed information in a story and be full of confidence to express themselves.
Step 4 post-reading
Now it should be post-reading. In order to deepen students' memory and understanding of the story in this passage and improve their confidence in speaking English in public places, I will arrange some activities to meet this demand.
First, I will divide the whole class into eight groups and then ask them to play a game called hot potatoes. In the game, I will send orders to students and when they receive the order to stop, they need to choose a representative in their group to describe a job by using the words, phrases and sentences in the story. If the representative cannot finish the task, their partner can give them a hand. But in the process, it is not advisable for students to refer to books.
In this activity, students will enthusiastically be engaged in this game and help each other, thus achieving the goal of improving speaking ability and fostering their cooperative ability in a team.
Step 5 Summary and homework
At the end of the class, I, together with all the students, will make a summary about the words and sentence patterns learned today. After this lesson, students also need to sing the song and read the story loudly for their families.
The purposes are to let students review what they have learned, deepen their memory to these words and sentences and put what they have learned into actual life.
VIII Analysis of blackboard design