Unit10 Where did you go on vacation英文说课稿.docx

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1、Unit10 Where did you go on vacation英文说课稿Unit10 Where did you go on vacation? Good morning, ladies and gentlemen. My name is Deng Qianzhen. I am a junior student from School of Foreign Languages of Gannan Normal University. I have learnt the necessities of being a teacher, including knowledge and tea

2、ching skills. Today, I will talk about Unit10 Where did you go on vacation? Go for it Junior English Book. There are six periods to finish this unit. I will talk about the first period with the following ten parts. I. Teaching philosophy: According to the New English Curriculum Criterion, teacher sh

3、ould play as a guider and let the students play a more important role in class. So I design this class with the purpose to let the students be the center of the class. As the students are junior students, so this lesson will be more focused on the students ability of communication such as speaking a

4、nd listening. II. Analysis of the Teaching Materials. The topic of this unit is the continuation of unit 9 as well as about the past events. By using the Simple Past Tense, which is essential in junior English, students will talk about their past. This topic is about their experiences and places the

5、y have visited on their vacations. So it helps bring back their memories and learning motivations. III. Students characteristic Although the Junior 1 has been learning English for almost a year and are having some basic knowledge. Because living in China and the surrounding environment, students are

6、 learning impassively and irregularly. But the Junior 1 has showed themselves very creative, capable and of plasticity as theyre doing so well in what theyre interested in such as games and CAI. IV. Teaching Aims and Demands 1. Knowledge objectives a. To enable the students to read, to spell, to und

7、erstand the vocabulary correctly. b. To help the students ask and answer the new sentence pattern: Where did you go on vacation? 2. Ability objectives. a. To improve the students skills of listening, speaking, reading and writing. b. To encourage the students to communicate with others using the new

8、 sentence pattern. 3. Emotion objectives. a. To train the students to cooperate well in groups and in pairs. b. To be interested in communicating in English. V. Teaching Key points and difficulty 1.Key points a.Key vocabulary New York City camp summer camp museum b.Key structures Where did you go on

9、 vacation? I went to 2.difficulty the use of the new sentence pattern VI. Teaching Methods 1. Task-based method Thats to say Ill let the students finish 1 listening task and make short dialogues along with the actions to help the students get a better understanding of the key structures. 2. Communic

10、ation method Ill set up a dream and ask them to present themselves as reporters. This way, the students can say freely and neednt to worry about making mistakes. VIII. Teaching Aids In this lesson, the CAI, the cassette, a tape recorder will be used. X. Teaching procedure Ill mainly talk about this

11、part. It consists of 5 steps. Step 1 Warming-up and review 1. Make a free talk between teacher and students. What did you do yesterday? And what did your best friend do yesterday? 2. Write down the past tenses of the verbs that I show in CAI. Purpose: this step is in order to review what the student

12、s have learnt in Unit 9. That way, I can lead them into the new lesson smoothly. I thing its usual but practical. Step 2 Presentation 1. Learn the new words and expressions. a. lead-in: ask students some questions: Did you dream last night? What did you dream? Where did I go on vacation in my dream?

13、 b. CAI shows many pictures of my dream, which are also the activities in 1a. c. ask students to read and spell the new phrases. d. do 1a. Match the activities with these pictures (a-g). e. play a guessing game: I will show some jigsaws of each pictures and have the students to guess, I will praise

14、the students who answers more quickly. Purpose: I put the vocabulary learning into a dream in order to prompt them to find it very interesting to learn English. By CAI, students can match the vocabulary with the real things directly and master them easily. Step 3 Listening practice a. tell the stude

15、nts to listen to the tape and number the people (1-5) in the picture. b. play the recorder for the first time, and then check the answers. c. play the recorder again, students imitate the conversation and fill in the blanks. Pay attention to their pronunciation and intonation. Purpose: this is a bas

16、ic and necessary step. Which develops the students skills of listening, reading and writing. Step 4 Pair work a. Teacher-student: where did Jenny go on vacation? She went to amusement park. b. ask the students to practice in pairs as we are in 1c. Then they will come to the platform and click on the

17、 number to choose a picture and act it out randomly. Purpose: “Task-based” teaching method is used here to develop the students ability of communication and their ability of co-operation will be well trained. This step provides guided oral practice using the target language to consolidate the key st

18、ructure and it can develop students skill of speaking and sense of language. Step 5 Production Have students pretend to be reporters to interview anyone they want to ask about their vacation. Purpose: After learning 1a-1c, its time to extend what they learnt just now and give the students a free spa

19、ce to show their abilities, With the real situations, students will feel easy and successful during this part. By way of communication, the students will understand how to use the key structure better and consolidate the knowledge firmly. XI. Homework Do a survey and write a report about the classma

20、tes vacation. Purpose: I think homework is so important that the students can speak English as much as they can in class or after class. I set this step in order to practice students skills of listening, speaking and writing, XII. Blackboard Design Where did you go on vacation? Left: new words and expressions Right: keys of the exercise Middle: structure pattern