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外研小学英语五年级下册全英文说课稿 Module 2 Unit 1说课稿
作为一名无私奉献的老师，常常要写一份优秀的说课稿，借助说课稿可以更好地提高教师理论素养和驾驭教材的能力。那么什么样的说课稿才是好的呢？以下是小编精心整理的外研小学英语五年级下册全英文说课稿 Module 2 Unit 1说课稿，供大家参考借鉴，希望可以帮助到有需要的朋友。
外研小学英语五年级下册全英文说课稿 Module 2 Unit 1说课稿 1
First I’m glad to be standing here to share my teaching plan. And I really appreciate this opportunity to exchange ideas with all of you.
Ⅰ. Guiding ideology
New English Curriculum and standards says that, English teaching should take students’ learning interest, experience of life and cognitive level as the starting point, in order to promote the learning style of experiencing, practicing, participating, cooperating and communicating. Correspondingly, task-based teaching method is strongly recommended.
Ⅱ. Analysis of the book
I’m going to talk about Unit 1 of Module 2, Foreign Language Teaching and Research Press Primary English, Book 10. This lesson includes three parts. In section 1, it mainly deals with the dialogue about the e-mail from Lingling, which talks about the dietary habits of English food. The second part of this lesson gives students a chance to practice the sentence structure “What did she have for breakfast/lunch/dinner? She had…”. And in section 3, it provides a real situation for the Students to practice the pattern.
Ⅲ. Analysis of students
Psychologically, students of this age are very imitative, deeply interested in learning English. They have great curiosity and they are eager to show what they know. Therefore, lively teaching materials and flexible teaching methods are needed in this lesson.
Ⅳ. Teaching aims
Based on New English Curriculum and standards and the analysis of the book and the students, I set the teaching aims of this lesson.
1. Aims on the knowledge and the abilities
(1) To enable the students to listen, speak and read the words:
email ,sandwiches, traditional, delicious
(2) To enable the Ss to understand and speak:
What did she have for breakfast/lunch/dinner?
She had….
(3) Make sure that Ss can describe dietary habits in real situations.
2. Procedures and methods
(1) Using a chant to get students’ interest
(2) Doing listening to understand the knowledge
(3) Practicing the dialogue in various ways to practice the sentence structure.
(4) Finishing a task by interviewing in order to make sure they can use the sentence structure in real situation
(5) Doing homework to develop knowledge
3. Aim on the emotion
To lead Students to have a good dietary habit
Ⅴ. Key-point of this lesson
To help Students ask and answer the question:
What did she have for breakfast/lunch/dinner?
She had….
Ⅵ. Difficult point
To help students describe dietary habits in real situations
Ⅶ. Teaching procedures
Now I’ll exchange my idea for teaching procedures.
Step 1. Warming-up
Activity 1.
In order to review the learned knowledge, warm up the class atmosphere and get students’ attention to study, I adopt Happy Teaching Method. Let’s chant together. I will use the computer and overhead projector to make the inputs reasonable and comprehensible. It will also make my teaching lively and interesting.
Step 2. Presentation
Activity 1
Then I’ll lead the way. The students will interact with the teacher by playing a guessing game to understand and speak the words. In this activity, some traditional teaching media such as cards and pictures are used to reflect the reality of teaching.
Activity 2.
After having a general understanding of the words, students will listen to the tape carefully and answer some questions to have a general idea of the dialogue.
Step 3. Practice
In the third step of the teaching procedure, students will practice the dialogue in various ways to internalize English language and cultivate learning strategies of cooperating and learning by themselves. Communicative teaching method is used here to develop students’ ability of using language.
Activity 1
To internalize the language by reading after the tape and group leaders and reading in pairs
Activity 2
To consolidate language by acting out the dialogue
Activity 3
To practice the language by making sentences and communicating in pairs
Students will accomplish the task in groups. They work as a team to communicate in English. This kind of learning method can foster students’ consciousness of good cooperation and proper competition.
Step 4 Production
In this step, I organize students do an interview. In this step, I let everyone take part in the activity. In this relatively real situation, there is a larger space of thinking and imaging for students. Task-based teaching method is used here to develop Students’ ability of communication and their ability of co-operation will be well trained. New English Curriculum and instructional standards says that students are the real master of this lesson. They are English learner and real master. So the teacher should act as a guider, organizer and cooperator. I will let the Students learn in real situations.
Step 5 Assessment
In order to encourage students and show the variability of assessment ways, I put “good, great, super, excellent” in my teaching, and give them assessment according to their performance. According to the self-assessment, assessment among groups and the teacher’s assessment, the first three groups are going to be praised for stickers. For other groups, I will also encourage them orally to feel the happiness of success and have more confidence to learn English.
Step 6 Reflection
To consolidate the learned knowledge and prepare for new one, and gain the learning strategies of cooperating and learning by themselves, I design the homework as follows:
1. Listen and recite the dialogue.
2. Design a list of English dietary
3. Prepare for Unit 2 of Module 2
Step 7 Reflection
This plan is made according to the New English Curriculum and standards. The first successful point is adopting task-based teaching method to develop students’ abilities of applying English in real life and build up their confidence. The second successful point is using traditional teaching media (cards and pictures) to connect with the modern teaching ideas.
I will change my teaching plan according to the students’ performance to achieve the best effects. Thank you!
外研小学英语五年级下册全英文说课稿 Module 2 Unit 1说课稿 2
Lesson Topic: (Based on the actual topic provided in your specific textbook)
Duration: 45 minutes
Objectives: By the end of this lesson, students will be able to:
Understand and use new vocabulary related to the unit theme.
Read and comprehend a short passage or dialogue related to the unit topic.
Engage in simple conversations using target structures and expressions.
Demonstrate understanding through listening, speaking, reading, and writing activities.
Materials:
Flashcards with new vocabulary words
Audio or video materials related to the unit topic
Whiteboard and markers
Handouts for reading, writing, and comprehension exercises
Props or visual aids (optional)
Procedure:
I. Warm-up (5 minutes)
Greeting: Greet the class in English and ask how they are feeling today.
Review previous lesson: Briefly review key vocabulary and concepts from Module 1, Unit 6 to refresh their memory and connect it to the current lesson.
Game or activity: Play a quick vocabulary review game, such as "Word Chain" or "Vocabulary Charades," focusing on related themes from the previous unit.
II. Presentation (15 minutes)
Introduce new vocabulary: Display flashcards with new vocabulary words from Unit 1, Module 2. Pronounce each word clearly and have students repeat after you. Use gestures or realia to help convey meaning.
Contextualize vocabulary: Show an audio or video clip related to the unit topic, highlighting the usage of the new vocabulary words in context. Encourage students to identify and discuss the words they hear.
Model dialogue or read aloud: Present a short dialogue or passage from the textbook that incorporates the new vocabulary and target structures. Emphasize pronunciation, intonation, and stress patterns. Invite students to follow along and repeat after you.
III. Practice (15 minutes)
Pair work: Divide students into pairs and provide them with conversation prompts or role-play scenarios based on the unit topic. Encourage them to use the new vocabulary and target structures in their conversations.
Reading comprehension: Distribute handouts with a short reading passage related to the unit topic. Have students read silently, then answer comprehension questions either individually or in pairs.
Writing task: Ask students to write a brief paragraph using at least five of the new vocabulary words learned in class. They can describe a scene, express an opinion, or narrate a short story based on the unit theme.
IV. Consolidation & Evaluation (10 minutes)
Whole-class feedback: Reconvene the class and invite several pairs to share their role-play conversations or reading responses. Encourage peer feedback and teacher correction where necessary.
Vocabulary quiz: Administer a short oral or written quiz to assess students understanding and retention of the new vocabulary words.
Wrap-up: Summarize the key points covered in the lesson and remind students of any upcoming homework assignments or assessments related to this unit.
Homework:
Review the new vocabulary words learned in class.
Complete any unfinished writing tasks or reading comprehension exercises.
Prepare for a vocabulary quiz or short presentation on the unit topic for the next class.
外研小学英语五年级下册全英文说课稿 Module 2 Unit 1说课稿 3
Lesson Topic:Our Favourite Things
Learning Objectives:
Students will be able to understand and use vocabulary related to hobbies and favorite activities.
Students will be able to describe their own favorite things and ask about others preferences using simple sentences in English.
Students will develop their listening, speaking, reading, and writing skills through interactive activities.
Teaching Materials:
Textbook: Foreign Language Teaching and Research Press (FLTRP) English for Primary School, Grade 5, Module 2 Unit 1
Visual aids (pictures, flashcards of hobbies and favorite things)
Audio recordings for listening exercises
Worksheet for writing practice
Procedure:
Warm-up (5 minutes)
Greet the class and initiate a "Favourite Things" icebreaker. Ask students to share one of their favorite things (e.g., food, color, animal, sport) in English. Encourage them to use the phrase "My favorite thing is..." to model the target language structure.
Presentation (15 minutes)
Introduce the new vocabulary related to hobbies and favorite activities by displaying visual aids or flashcards. Pronounce each word clearly and invite students to repeat after you. Examples: painting, dancing, reading, swimming, playing football, etc.
Play an audio recording from the textbook or create your own dialogue where characters discuss their favorite things. As students listen, they should identify the hobbies mentioned and the sentence structures used to express preferences.
Elicit from students the sentence patterns used to talk about favorites, such as:
"My favorite hobby is..."
"I love..."
"I enjoy..."
Practice (20 minutes)
Pair work: Distribute picture cards of various hobbies to pairs of students. They should take turns describing their cards activity as their favorite thing and asking their partner about their favorite hobby using the target sentence structures. Monitor and provide feedback.
Group discussion: Divide the class into small groups. Each group discusses and lists their members favorite hobbies on a chart paper. Then, they present their findings to the whole class, with one student acting as the spokesperson.
Production (15 minutes)
Writing task: Provide students with a worksheet where they write three sentences about their favorite hobbies or activities, using the target sentence structures learned in class. Encourage them to include reasons why they enjoy these activities.
Gallery walk: Display students written work on the walls or desks. Instruct students to walk around, read their peers sentences, and find at least one person who shares a similar favorite hobby. They can leave a positive comment or sticker on that persons work.
Wrap-up (5 minutes)
Summarize the key points covered in the lesson: new vocabulary related to hobbies, sentence structures to express preferences, and sharing personal favorite things.
Assign homework: Ask students to interview a family member about their favorite hobby and write a short paragraph describing it, using the target language structures learned in class.
Assessment:
Formative assessment: Observe and provide feedback during pair work, group discussion, and gallery walk activities.
Summative assessment: Evaluate students written work on their favorite hobbies, considering their use of target vocabulary and sentence structures.
Extension Activities:
Create a class "Favorite Things" scrapbook where students contribute drawings or photos representing their favorite hobbies along with a brief caption in English.
Organize a "Hobby Show-and-Tell" day where students can bring in items related to their favorite hobbies and give short presentations to the class.
By following this lesson plan, students in Grade 5 will actively engage with the topic of "Our Favourite Things," enhancing their understanding and usage of relevant vocabulary and sentence structures in English while fostering a sense of community through sharing personal preferences and interests.
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