苏教牛津版四年级上《May I have …？》说课设计

　　Unit1 May I have鈥Γ克悼胃�

　　Good afternoon, everybody. I鈥檓 No.~. Now I鈥檒l say the teaching plans about Unit 1 May I have 鈥Γ� It comes from Book 4A, Primary English of Oxford. By the end of this unit, Ss should be grasp the words about school things. The content is close to Ss鈥� real life. Ss have learned some words about school things in Book 3A. It鈥檚 easy for them to learn the relative knowledge. According to the content, I鈥檒l divide this unit into 3 lessons. Now I鈥檒l talk the first lesson about Part A and Part B.

　　Children in Grade 4 are eager to learn and have keen interests in English. At the same time, they鈥檙e well informed. It鈥檚 good for teaching and learning.

　　At this lesson, I鈥檒l work out the following teaching aims:

　　1. knowledge aims: To enable the Ss to understand the words, such as pencil case, bookmark, notebook The sentences pattern 鈥淢ay I have 鈥Γ� 鈥� 鈥淭his 鈥� is for you.鈥� These are also key points of the lesson..

　　2. Ability aims: Namely listening, speaking, reading and writing skills. To develop Ss鈥� cooperation and communication. These are also the difficult points.

　　3. Emotional aims: Make Ss be ware for their own advantages and disadvantages in learning.

　　During the procedure, I鈥檒l use the courseware, tape recorder, pictures and word cards.

　　Step1: Pre- task preparation

　　Songs can make Ss more relaxed into state. So I鈥檒l prepare a song 鈥淎 pencil鈥� first.

　　Next activity is free talk. Free talk can play an important role here. I鈥檒l arrange to practice the sentence 鈥� What鈥檚 this/that ?鈥� to review the words, such as pencil box, book.（write）

　　The two activities can help Ss to get ready for the class.

　　Step2: In the while-task presentation, I鈥檒l design 5 activities.

　　Activity 1: Guessing games can stir Ss鈥� interests. So I鈥檒l arrange a guessing game about school things that they have learned. I鈥檒l use the projector, show the shadow of the real object, let Ss guess 鈥淲hat鈥檚 this/that?鈥� Through the word 鈥減encil box鈥� raises 鈥減encil case鈥潯� And the same method from 鈥渂ook鈥� to 鈥渂ookmark鈥� and 鈥渘otebook鈥潯� Of course, I鈥檒l help Ss to pay attention the pronunciation. （write: bookmark, notebook, pencil case）

　　Activity 2: Set up situations can help Ss understand more easily. So I鈥檒l set up a situation that I want to write some words, but I can鈥檛 find my pencil. And lead into the sentence 鈥淢ay I have a pencil?鈥� Ss can understand the meaning from my body language. Then teach the sentence鈥� May I have 鈥Γ� Sure. Here you are鈥� （write） Through this sentence raises the word 鈥渃opybook鈥� （write: copybook）

　　Activity 3: Show some copybooks to Ss. Then let Ss to ask for the copybook from me. Use the sentence 鈥淢ay I have 鈥�for 鈥Γ� Set up situation for the dialogue .It鈥檚 good for understand better.

　　Activity 4:Cartoons can provide a real situation for Ss to understand, it can also stir Ss鈥� interests. So I plan to watch a cartoon of the dialogue. After watching, ask Ss to read after the tape recorder. This activity can develop Ss鈥� listening, speaking and writing skills.

　　Activity 5: Dub and act can stir Ss鈥� interests and help them remember easily. So I鈥檒l arrange Ss to dub the dialogue. Then let Ss act the role play with their partners. This activity can develop Ss speaking and reading skills.

　　In order to help Ss to consolidate the knowledge, I鈥檒l design a maze game in the post-task activity. Rules of the game are: like this: There is a map, some points on it. Ss each answer the question to the next level. And at last, they can get a flag at the end of the map. I give the practice paper before the class. There are some exercises ,such as, listening practice, make a dialogue and so on.

　　Part 1: This is the first point. The exercise is like this: Listen to the tape and circle the words that we heard. This activity can develop their listening skill.

　　Part2: The second point is here. The exercise is like this: Make a similar dialogue with the word. Such as: Good morning, Miss Li. Good morning. May I have a bookmark? Sure. Here you are. May I have a bookmark for Su Yang? Yes, here you are. This activity can develop Ss鈥� speaking skill.

　　Part3: When we arrive in the third point, the exercise is like this: Read the dialogue and judge T or

　　F. This activity can develop Ss鈥� writing skill.

　　Use the same method to finish the exercise and at last, we can get the flag. I鈥檒l prepare some flags to Ss. This activity not only can stir Ss鈥� interests , but also can remember the knowledge more easily. .

　　Of course, some Ss can grasp the knowledge well , still some not. Review is important. Ss should practice after class, so I design the following homework:

　　1. Read and copy the new words and sentences for 3 times.

　　2. Listen and read the dialogue for 10times

　　3. Make a similar dialogue .

　　In this lesson, Ss grasp the words in part B, then learn the new pattern in part cby these words. At last, their will grasp the dialogue of part A.

　　That鈥檚 all for my teaching plans. Thank you for listening.