小学英语全英文教案(2)
English is a foreign language. We should realize its speciality and avoid teaching vocabulary out of the real life. For the new words of this lesson, this is how I designed: By talking to the students, I will educe the word “shirt” by the sentences they learnt before: What are you wearing? What’s he(she) wearing? Then the other two words “clerk” and “nurse” by “Who’s he(she)?” Thus I could let them understand the meaning of the new words with deep impression via this kind of dialogue. During dialogue, I’ll use the sentence “Look at him/her.” very frequently. With my gesture, this will make it easier for the students to understand. “Pretty” is another word that the student never know. I’ll also put it in the dialogue.
2. Emphasis on the rearrangement of the teaching material. Arrange the learning process reasonably.
The first item and the third item are closely connected. The content of the third item is the extension and development of the first item, so I schedule the third item to follow the learning of three words when arrange the learning steps. This reflects the educational theme of “People-oriented, teaching material serves the people.” After this rearrangement, the whole teaching process develops gradually and all the steps interact very closely to each other.
3. Emphasis on the main status of the students. Leading them to be self-motivated in learning.
Students are principal part of the learning, center of the whole lesson. All the teaching activities designed by teachers should be student-centered. During reviewing step, I’ll design a teaching game. I’ll disorder the letters of some words that the students learnt and let the students reorganize them and read them out. This kind of reviewing activities will better reflect the teaching theme of student-oriented than simply asking the students to spell out the designated word by the teacher. When learning “Listen and chant”, I will not show the whole chant to the students, but let them look into features of the three people in the picture after telling them my sample sentence, then guide them to describe rough content of the chant, and then read after it.
