Lesson Plan

Nancy

Teaching Objectives:

To identify and describe toys

To talk about things one wants

To request and thank

Teaching procedures

I. Warm up

Teacher prepares two puppets and asks the students to answer:

Good morning。How are you?

I am fine.

Nice to meet you. Nice to meet you, too.

Good bye. See you later.

Then ask two students to wear two puppets and make the conversations by themselves.

II. Review

1. Teacher shows the courseware, ask the students to identify the toys, and then ask them to speak out the sentence: I see boats and bats and cars.

2. After the teacher shows four pictures, then teacher asks the students to read the chants as a class, in groups, or individually.

III. Presentation

1. Teacher prepares the pictures of the toys and writes the price on the card. As teacher shows the card, teacher asks the students some questions:

What are they? Here are the _________.

How much are they? They are ___________.

2. Teacher puts all the cards on the blackboard and sets a situation: Shopping in a toy store. Then teacher wears the card pretending to be the salesperson. Teacher invites the students to be the customer and lead to make a conversation of shopping. Use the following sentences:

A: What do you want?

B: I want the _________, please.

A: They are ______.

Here you are.

B: Thank you.

IV. Practice

Teacher shows the key sentence on the courseware and asks them to repeat it several times. Teacher asks the students to practice in pairs. Invite several groups to be salesperson and customer to buy the toys in the toy shop. Challenge them to see which group can buy the most items. Have each groups tell what they bought.

教学反思

本次我选的课题是新派英语：Unit8----part 7, play store.这堂课的主要目的是让学生在掌握玩具类的单词之后，让小朋友们学会表达英语购物的简单用语。

这堂课的教学流程是：通过小朋友喜欢的娃娃导入日常对话的情景，让学生能把本周学习的超级短对话能组织起来，并能在生活中运用。因此，我在课堂开始让学生们拿手偶互相打招呼，并重点运用：Have a nice day! Have a nice weekend.在这个环节中，老师给学生之前的练习和演示还不够，因此虽然是热身环节，学生在表演时候的运用并不是非常流利和娴熟。应该在这个环节前，插入老师用手偶，并模仿小动物的声音，老师问，学生答，让学生充分熟悉之后，在让学生做代表来运用这学超级短对话。

第二个环节是复习学生所学的玩具类的单词。由于这个单元单词词汇量比较大，又重在运用名词的单复数。因此，在设计课件时，我把每一句话设计在一张图片上面，让学生从复述一句话到复述一篇短文章。在教学过程中，老师一边拍手，一边让学生有节奏的复述chants.

让学生觉得朗朗爽口。这个环节，老师有集体跟读，还有每一组的个人表演，因此，练习还是比较充分，且层次也安排的比较合理。

第三个环节是该堂课的重心。老师事先准备好一些玩具卡片，并在呈现时引导学生说：

What are they? They are _______.

How much are they? They are _______.

学生在开始接触这些卡片时，非常兴奋，也很专注。老师在练习这个环节的时候，大部分是集体的认读，可以插入一些个个体的认读，并引导学生说一些句子，并检测个别后进生对单词的了解情况。而后把所有卡片挂在黑板上，呈现购物情景，并自己带上售货员的拍子，让学生模拟用英语购物。老师简单示范之后，让学生来担任售货员和顾客，分别运用这些句型购物。在练习几轮后，学生的运用和表达都不是很流利。在英语课堂的运用中，底段的小朋友对于语言的表达还是需要老师给予充分的引导，并能在课件或黑板上能呈现关键句型的提示，结合一些日常超级短对话，那么学生的运用会更加精彩。

整堂课的设计还是比较符合低段学生的身心特点，流程也比较清晰。一堂课下来，老师发现学生到最后并没有“热”起来。英语老师对于课堂教学总喜欢跟着优生的步子走，因此，在练习时，引导和示范可以更加充分，课堂的教学目标会更加突出。