说课 | 小学英语《Whose dog is it?》说课稿

Good morning, dear judges, I’m candidate No. 5. Well, It’s my great honor to  have a chance to stand here and interpret my lesson to you all. Today, my topic  is unit 5 Whose dog is it. My whole presentation consists of several aspects,  analysis of teaching material and students, analysis of teaching aims and so  on.

I Analysis of teaching materials

Firstly, I want to say something about my teaching material. This lesson I’m  going to talk about today is from PEP English for primary school, the second  semester of Grade 5, unit 5, section B, let’s talk. In this lesson, students are  going to learn a conversation between Sam and Chen Jie talking about Chen Jie’s  dog. After learning this lesson, their ability of listening and speaking will be  enhanced through listening for different purposes.

II Analysis of students

Then, as for my students, They are primary school students, and they have  learned English for only 2 years, so they have little English background with  limited vocabulary and expressions as well as poor listening and speaking  ability. So in my class, I will provide them more chance and arrange diversified  activities for them to practice themselves.

III Analysis of teaching aims

According to the new curriculum standard and the above analysis, as well as  the syllabus, I set the following three-dimensional teaching aims:

Students would understand the conversation between Sam and Chen Jie talking  about Fido.

Students will pick up some sentences, for example: “where is...?” “Is he  drinking water?” “Can you take him to the park?”

Students could answer the questions more actively in class.

Students can have more interest and confidence in learning and speaking  English well.

Students can cultivate kindness towards the lovely animals.

IV Analysis of teaching key points and difficult points

Thus, accordingly, the key and difficult points of this lesson are that  students should really understand the conversation and pick up the target  knowledge. And students can apply the target knowledge into a practical  situation and enhance the confidence in learning and speaking English, also.

V Analysis of teaching methods and learning methods

In order to achieve teaching aims and breakthrough key and difficult points,  I will adopt some teaching methods, for example, communicative language teaching  approach, task-based language teaching method and so on to march on the  instruction, with the help of PPT, tape recorder and pictures. And I will  encourage my students to work independently and be more active to learn English  better.

VI Analysis of teaching procedures

Step 1 Warming up

Now, let’s come to the most important part the analysis of teaching  procedures. It includes certain steps:

At first, I will give my students a daily greeting, and then I will play a  video of a cute dog, and ask them: “do you love dogs?”. The majority of my  students may tell me: “Yes”, then I will tell them that Chen Jie has a dog also.  Chen Jie and Sam are talking about the dog, do you want to know what they are  talking about? By doing so, students’ curiosity will be aroused. This can help  me lead in my class naturally and smoothly.

Step 2 Pre- listening

In this step, I will show three pictures on PowerPoint asking what the dog is  doing. Then I’ll write the key sentence patterns on the blackboard and explain  them by pictures. Displaying animal pictures is easier to attract students’  attention and to make learning vivid.

Step 3 While listening

Then we will come to the listening part. I will play the tape of let’s talk.  For the first listening, they should find out “what’s the name of the dog?”. It  is very easy, so after listening students may get the answer that his name is  Fido. Then I will play the tape again. This time, they should finish the  exercises on the blackboard:

(1) Fido is in the Kitchen/ Living room/ Bedroom.

(2) Fido is drinking water/ eating/ sleeping.

(3) Can you take him to the hospital/ Zoo/ Park?

After listening, I will invite some volunteers to speak out their answers. I  will praise them for their correct answer and I will remind them they should be  more careful when listening if anyone is incorrect. At last, the tape would be  played for the third time. This time, students are supposed to read after the  tape and pay attention to the pronunciation and intonation. Listening for  different purposes can be helpful for training their listening ability.

Step 4 Post listening

To encourage them to open their mouth and speak English more, I will give  them a chance to communicate and speak English with others. I will send out  diversified pictures of different animals that are doing different things, and  students should describe the picture by using “Is he...? Yes, he is/ No, he  isn’t. Can you take him to the...?”. During this time, I will go into the  students, listen to their talking and encourage them to speak more bravely. I  will give them 6 minutes to finish this task. After that, some volunteers will  be invited to show their group work before the whole class. Some positive  evaluations will be given to them with the purpose to enhance their confidence  in speaking English in front of the public.

Step 5 Summary and homework

At the end of the class, I will invite one student to summarize what we have  learned today together with the teacher. Then I will leave them homework, that  is, they should practice the target conversation with their parents in English  after class, and write down one conversation in their notebook. Homework can be  seemed as the extension of class activities, and can deepen their impression  about the new knowledge.

VIII Analysis of blackboard design

Now, please look at the blackboard. Here is my blackboard design, and I think  it is very concise. Such a delicate blackboard design can help the students to  catch the most important content of the class. That’s all for my presentation.  Thanks for your listening.