Seasons教案ThelectureNotesof《FunwithEnglish》diesandgentlemen.It’smygreatpleasuretobeheresharingmylessonwithyou.Thec ontentofmylessonis<FunwithEnglish>Book3Unit3w here’smyfootball.I’llpreparetosaymylessonforsixparts.Firstofall,I’llsaytheteachingmaterial.Thisisthesecondlessonofuni t3.Soifthestudentscanlearnthislessonwell.，Itwillbehelpfulforthestudentstolearntherestofthisun it.Thetopicofthislessonisrelatedtotheirdailylife.So itishelpfultoimprovetheirspokenEnglish.Second,theanalysisofthestudents.Itisnotalonghistory thatEnglishasasubjectinourschool.Themaininstruction alaimsofteachingEnglishinprimaryschoolistocultivate pupils’basicabilitiesoftheirlistening,speakingandtheirgood senseoftheEnglishlanguage.ThestudentsofGradefourwho teemwithimagination，likefantasyandarefullofcuriosity.Theyarewillingtoparticipateinperformance,likingplayinggames,eageringt ogetothersespeciallytheteachers’affirmation.PrimaryschoolEnglishteachingisbasiceduc ation.Studentsshouldworkhardtobuildasolidfoundation fortheirlifelongdevelopmentThird,teachingaidsBeforestudyingtheteachingmaterialandanalyzingthereg ulationofchildren’sgrowingofmind.Iputforwardtheteachingobjectsaccordi ngtoEnglishsyllabusandnewlessonstandard..knowledgeobjectiveThestudentscanusethesentencepattern.:where’smy…..?It’sin/on/under/behind…2.Abilityobjective①TodevelopSs’abilitiesoflistening,readingandspeaking.②TotraintheSs’abilityofworkingingroups③TofosterSs’abilitiesofcommunicationandinnovation3.Emotionobjective①TodevelopSs’interestinEnglish②TofosterSs’consciousenessofgoodcooperationandpropercompetition DifficultpointsandkeypointsThekeypointisthedifferencesamongon,in,under,behind. Thedifficultpointisthestudentscanusetheprepositions toexpresstheirthoughtsinpropersentences.Fourth,teachingandstudymethodsIntheclass,themainrolesarestudentswhoarethemasersof learningactivaties.atthesametimeteachersaretheorgan izersandguiders.Ssunderstandthenewknowledgeincertai ndegreethroughthementalprocessofseeing,hearing,sayi ng,observing,imaginingandthinking.Theteachingmethod smainlyusedareTheAudio-Lingualmethod,task-basedmeth od,municationmethod: I’llsetuparealsituationinthisway.TheSscansayinpairs.T heycansayfreelyandneeden’tworringaboutmakingmistakes.Task-basedmethod:thatis tosay,I’llletthestudentsfinishataskbymakingashortdialogueandactingitout.Tohelpthestudentsgetabetterunderstandi ngofthekeystructures.Fifth,Teachingaidscards,coursewareImadefulluseofnetworkresources.thecombinationofvoic eandimagesmaketheteachingclearerandconvenient.Theyc anshowSssomepictures,someaudiofiles,somevisualfiles.Sixth,analysisofteachingprocedure.Accordingtotheaboveteachingdesign,combingwiththecha racteristicsofprimaryschoolEnglishTeaching,Idesigne dmylesson,Step一.warming-upFirstly,IgreettothestudentswithasimpledialogueinEng lish.AfterthatIsingasongwiththestudents”where’smrThumb?’Purposeofmydesign:Inthisstep,teacherandtheSssinginu nisonandperformthesong“where’smrThumb?Thus,reviewthesentencepattern“whereis…?”AndarousetheSs'performancedesire,participationdesir e,andleadtheSsintoathickEnglishstudyingatmosphere.s ingingasongcanmakeSsfeelpleasedStep二.PresentationThiscourseisveryimportant.I’llmainlytalkaboutthisstep..Presentthefourwords:on;in;under;behindusingthecours ewareLetthestudentslookatthescreentolearnthewords “on.Under,in,behind”atthesametimeIwritethemontheblackboard.AfterthatIle tthestudentspractisethesetwowordsgroupbygroup,rowby row,linebyline,twobytwo,onebyone.2.Playagame:Simonsays:topractice “on,in,under,behind”Thestudentsreadthewordsanddotheactionsfollowingme.I fIsaySimonsays,theywillnotdotheaction,justsaytheword.Purposeofmydesigning:childrencankeeptheirattentions inlimitedtime.Thegamecanavoidtheboredomfromthepurem achinedrills.Itcreatestheconditionsofarelaxedandnat uralatmosphereforchildren’sdrills.Thenachievetheaimofconsolidatinganddeepenin gthewords.Atthesametime,thechildrenlikelearninginpl aying.Itaccordswiththechildren'spsychologicalcharac teristics.3.doexercises.lettheSsdotheexercisescheckwhetherthe yhavegraspedthelearnedknowledge4.Reviewthewords:….Itservefornextstep.Then,Iputapeninmybook.Iaskthestudents“where’smypen?’withastudenttobeassistant.He‘lltellme“it’sinthebook.Sscanunderstandthemaincontentsofthisdial ogue,Guidethestudentstousethesesentencespatterntoma kedialoguesgroupbygroupwithoutrepetition.Findingout whichgroupcanmakethemostdialogues.Purposeofmydesigning:mostSscantaketheirpartsintheac tivities,especiallyfortheSswhohavetroubleinEnglishstudy.Inthegroupactivities,theycanspeakmuchwithease. withnodoubt,thiswillencouragethemtospeakEnglish.“Task-based”teachingmethodisusedheretodeveloptheSs’abilityofcommunicationandco-operation.Ithinkproperc ompetitioncanarousetheSs’interestinEnglishlearning.IftheSscanfinishthistaskw ell,theywillbenefitalotintheirspokenEnglish.5.learnthetextIplaythetaperecordercompletely.LettheSsconcentrateo nlistening.Then,Iaskthestudentstoreadafterthetape.L ettheSslistenandimitatethedialogue.Payattentiontoth eirpronunciationandintonation.AtlastI’llasktheSstoactitoutwithapartneraccordingtotheSampl e.Thenfindoutwhichgroupactitoutwell.I’llgivethematicker.Purposeofmydesigning:Bythisstep,itachievedtheteachi ngaimofunderstandingandtalkingthedialogueofthisless on.ThisstepisemployedtomaketheSsgetthegeneralideaof thedialogueasawhole.AtthesametimelettheSshaveachanc etopracticetheirlisteningandspokenability.Step三..consolidation.Playagame “magiceyes”.Inthispart,Ishowstudentsapicture.Afte rafewseconds,letthemsaywhattheysawjustnow.Throughva riousactivitiesandgames,studentscangenerateinterest inlearningEnglish.Theymakethestudentsdaredto,happyt oandgoodatspeakingEnglish,andtheyactivelyparticipat eintheexchange,andfosterconfidenceinlearningEnglish Step四。