Hebei Education Edition Volume V Lesson 26: LiMing Favourite Clothes

December 10, 2010
Ji taught version of the fifth book Lesson 26: LiMing Favourite Clothes
Instructional Design:
teaching objectives :
knowledge:
1, to the right listening, speaking, reading, writing and oral use of the following words: this, that, these, those
2, able to introduce others to their favorite things, and in life in a flexible manner:
I like_____. I don like_______.
ability: to enable students through the experience of the four word sentences, panel discussions, performances and other situational activities, develop their self-awareness and cooperative learning to solve problems, students practice and innovation to promote the development, so that students develop language skills.
attitudes and values: to enable students to self-experience the joy of learning English, active use of the four words to communicate.
teaching points : This lesson four pronouns this, that, these, those.
teaching difficult : the use of lesson four words.
teaching aids : recorder, cards, all kinds of clothes.
teaching process:
a, Class opening and review
1, Greeting:
T: Hi, boys and girls.
Cc: Hi, Miss Lu!
T: Today your clothes are very beautiful!
Let see what are they wearing?
Now let sing
(from the song to introduce this lesson focus, to stimulate student interest, so that students initially feel today the content of this lesson to learn, and students in a relaxed atmosphere in the classroom into the learning state.)
T: Very good! Now, Please tell us, what are you wearing?

T: What are you wearing?
S1: I wearing ___ ___ ___.
T: What are you wearing?
< br /> S2: I wearing ___ ___ ___.
(This link is used to review previously learned about the clothes of the term, and have selected some of the terms written on the blackboard, but this practice is not confined to one or two students, according to the student actual and time to properly carry out several sets of exercises and more)
2, Concepts
teacher demonstration with two scarves to enable students to understand this that these those initial four words and I like_____. I don like_______.
If a teacher: I like this scarf, I don like that scarf.

1. this that these those
A. the word clothing on both sides of the card posted on the board and teachers introduce students to discover similarities and differences between four words, and writing on the blackboard: this this that that (singular)
these these those who (plural)
(design intent: the reason why Chinese on board to write is to make it easier for students to understand the word of the four similarities and differences between.)
B. Read words with gestures lead teachers and pay attention to distinguish the pronunciation of these words.
(design intent: The card demonstrate these confusing word, image, easy to understand; receive reading words with gestures, intuitive, clear, students willing to participate)
2. I like_____. I don like_______.
A. Teachers refer to a few cards from his recent presentation:
I like this ______. I like these______.
I don like this______. I don like these______.
B. Far away from his teacher refers to several card shows:
I like that_______. I like those________.
I don like these_______. I don like those_______. < br />
writing on the blackboard as follows:
I like _____ this this / that one (singular)
I don like____ these these / those who (plural)
C. Students came to the front, with clothing words to express their preferences.
performance and practice
1. Random that any object within the class, to practice.
2. Teachers and students demonstrate first, then life and life dialogue.
Do you like this / that / these / those ____?
Yes, I like. / No, I don like. I like___.
< br /> (design intent: to practice using the physical side, the students more easily understand the words and sentences, but also to enable students to understand the practical application of the language.)
students, life and dialogue, reflecting the equal dialogue between teachers and students, and allow students to understand the communicative language.
T: You are very good! Doyou want to know what clothes LiMing likes?
Please listen to the tape carefully. I l play twice.
< br /> First time, please listen.
Second time, answer my questions.
Questions: What clothes does LiMing like? Why?
(put the training the students to listen to the recording the first pass, but the second time on the basis of listening to the recording but also to answer questions, that is training students the ability to listen and speak.)
Cc: __________________.
T: “Too big” it means too much, “too small” it means too, “just right” it means just, just right.
(in the interpretation of these three the meaning of words can also be used when the expression, movement and intuitive so that children can see their meaning)
T: Too big, too small a set of antonyms. How many words are there in this lesson? Like this? Cc: new-old, small-big, this-that, these-those. (This session is to get students to remember words have more ways to improve their memory word the ability.)
T: Ok, there is a race, let begin! Do action!
(to do this part of the action is the second part of the chant of the content to make this game as a teaching warm-up before the second part of the chant. students loved this form, participation is high.)
T: Ok, listen to the tape, and read after it.
(in the teaching of this part, put the record twice, the first pass listened to do the movements; listened the second time that doing the action.)
3 , the creation of scenarios, application practices.
allow the panel to discuss the creation of a scene preparation before travel, free to play, to say they want to bring the like or do not like the clothes, and then to perform.
(design intent: this time is the students themselves, students are free to show their talent to help students practice the language of the application.)
T: Ok , this lesson is over. I very happy! Are you happy?
Cc: Yes, we are happy!
T: Homework:
please you and your friends prepare for the creation of a tourist scene dialogue, and use four words we learned today.
T: Class is over! Bye!
writing on the blackboard:
Lesson 26: LiMing Favourite Clothes
I like _____ this this / that one (singular)
I don like____ these these / those who (plural)
reflection:

instructional design than the second last time, I feel heavy and difficult to break the link with a little progress. But not achieved very good results. Than the first part of teaching is simple and clear, and some level of clear and bright. For students to practice session, I no longer based on teacher-based, but focused on the student body, student-oriented, fully mobilize the enthusiasm and initiative of students. In the learning process, so that they fully feel the masters of learning. I was teaching this, that, these and those, omit the near and far part. Because I think in the first teaching, I focus on the content of near and far in these two words a little off key elements of this lesson. In the first teaching, I did not put words on the sentence to allow students to apply the knowledge learned in practice. In the second of teaching, I will practice sentence on a very important position. Sentence of teaching, application and practice of students I have done to prepare adequately. The students practice, including my words and sentences in the presentation is not only limited to physical limitations in some of the items, but rather to enable students to diverge their thinking, they can think of and use of learned something. And in the teaching content, I take into account both the level of all students, but also take care of some of the higher ability students, as they developed a number of exercises and applications. Fight so that each student will be able to eat, but also allows individual students to eat.
the pronunciation of words and voice of knowledge, in teaching the word of the process, I will talk about random to the students.
In short, this teaching is than the first run made progress, but there will always be desired in teaching in the future, to more fully consider the full , for the most complete teaching process to teach knowledge.