在教学工作者实际的教学活动中，可能需要进行说课稿编写工作，说课稿是进行说课准备的文稿，有着至关重要的作用。我们该怎么去写说课稿呢？本文是编辑征途帮大家整理的12篇小学英语全英说课稿的相关内容，希望能够帮助到大家。

小学英语全英说课稿 篇一

Hello, everyone. It is my honor to present my lesson plan here. Today, I’m going to present the third period of the Unit two from this book, NSEFC book3. The type of this lesson is reading for writing. The reading material for today follows the intensive reading and is the second part of the whole story, Come and Eat Here. It mainly talks about that Wang Pengwei and Yong Hui cooperated with each other while running restaurants. As a result, their food becomes healthier. The writing task in the text book is to write an advertisement for a restaurant. This period is important for Ss to consolidate words and expressions newly learnt and compose a passage as a production.

As for Ss, I think they have talked so much about the topic in the former periods such as warming-up, pre-reading and comprehending that their general knowledge for the topic has been fully activated. Also, they have learned the relative words, expression and the first part of the story. These can facilitate the students to comprehend the reading passage. Besides, as the Ss are in grade one for the second semester, they are skillful enough to get the information from reading. They are cooperative to gather information through discussions. However, as Ss learn English as a foreign language, they may compose their writing without proper cohesion and coherence.

Ok, now I’d like to talk something about the theoretical basis of my teaching. Writing actually is a complicated process. Different people have different understandings of writing and have varieties of methods to teach writing. McKenzie and Tompkins promote the process—focused approach. Based on interactive theory, they pay special attention to the steps of writing and believe that writing is an interactive activity between Ss and Ss, between Ss and teachers. The ideas can also be found in New English Curriculum. It stresses that teachers should focus on process of Ss’ learning, let Ss cooperate and feel the sense of success and develop Ss’ comprehensive language competence. The center of the class should be Ss, not the teacher. Task-based-learning and cooperative learning will be highly favored. Therefore, in the lesson, I will adopt a teaching mode-three-stage and seven –step--reading for writing put forward by Professor Luo Xiaojie. The three stages are reading, speaking and writing, and the seven steps are lead-in, pre-reading, while-reading, post-reading, writing preparation, writing draft and writing assessment and revision. So, accordingly, I will have the following rearrangement of teaching material. In order to make the lesson go through naturally, I design some speaking activities after the reading stage. There is a discussion of a balanced menu as the lesson’s transition from reading to writing. It needs particular tone and structure. It is difficult for Ss to complete the task. Therefore the writing task is changed into the introduction of a restaurant. The topic of the reading material is through the whole lesson.

According to the analysis of the teaching material, the learning condition, and the theory of teaching reading, I set the following learning objectives:

Firstly, language skills By the end of the class, students can 1) predict the content according to the title and the picture.2) find out specific information about Wang Pengwei’s and Yong Hui’s restaurants by scanning. 3) write an introduction of a restaurant in proper sentence patterns, using some advanced expressions and connective words.

Secondly, linguistic knowledge Students can 1) use some learned sentence patterns in their composition such as nothing could be better than, etc.2) use the proper adjectives to describe food such as, energy-giving, delicious, etc.

Thirdly, affects Students can 1) be aware that eating healthy food benefits our health a lot. 2) know the importance of a good eating habit.

Fourthly, cultural awareness students can know the differences between Chinese and American eating-habits.

Lastly, Learning strategy students can communicate actively with their partners in working out a balanced menu and in the process of assessment and revision.

In order to achieve the learning objectives, several activities are designed for the seven steps. The teaching procedures are as followed:

In the first step, lead-in, I designed two activities which will cost about 3mins. Activity one is a memory test. I will ask ss to review the first part of the story and come up with the foods served in Wang Pengwei’s and Yong Hui’s restaurants without referring to the textbooks. The second one requires ss to discuss the weakness and strength of WangPengwei’s and Yonghui’s menus. These two activities aim to introduce the topic as well as arouse Ss’ interest. Ss will feel eager to know more about the story. This curiosity also helps ss predict.

The second step is predicting. It needs 2mins. I will ask the ss to read the title and have a quick look at the picture. They will try to guess what will happen to Wang Pengwei and Yong Hui and what will be the result of their competition. Ss will come up with various answers while predicting and their interest to read the passage will be aroused in order to check whether their predictions are right.

The third step is while reading. Ss read quickly to get some specific information about Wang Peng’s and Yong Hui’s restaurants and their menus and have a deeper understanding of the importance of cooperation. It takes altogether 5mins for Ss to scan the passage and answer four questions. And this activity also helps Ss know something about the writing topic, that is, a balanced menu.

Next one, we will talk about step four—post reading. I will need 4mins here. I will ask ss to discuss in groups of four. The situation is: after Wang Pengwei and Yong Hui got married, they opened a new restaurant. Ss need work out a balanced menu for them. They will focus on what food they suggest and the features of the food. I will present two examples for Ss, like raw vegetables contain little fat. Ss can express their ideas about food clearly and finish the task of making a balanced menu through cooperation. What’s more, this activity helps Ss be mentally prepared for the writing task.

With the results of the discussion, we will ask the groups’ representatives to report their menus. I will show Ss a model. It can provide ss an opportunity to practice making sentences with the newly learnt words and expressions in a logical way based on the topic, healthy food. It needs 4mins. This is an activity of the fifth step—preparation for writing. There is another 7min activity in this step, blank filling. I will tell ss that there is a new restaurant near my home. Do you want to know something about it? Then I will provide Ss with a passage. The passage is an introduction of a restaurant. I will ask them to pay attention to the connective words and phrases they are going to fill in. these words and expressions are very important for writing. The activity can let Ss know how to write the introduction of a restaurant. Besides, some connecting devices to make writing coherent and cohesive are introduced such as a result, for example, in my opinion etc..

Finally, Ss have warmed up for the topic, gotten enough information, recalled or learnt many relative words and expressions and now they feel confident and eager to write. The sixth step is writing. 12mins will be given to Ss to write an introduction of a restaurant. They should try to persuade their classmates to have diner there. I will provide a framework to ease the writing. Ss need to write three paragraphs. In Para.1, a general introduction of a restaurant will be composed. In Para.2, Ss need to introduce the food served in the restaurant and the features of these foods. In the last paragraph some sentences will be uttered to attract their classmates to come to the restaurant. Before they start to write, Ss will have some useful words and expressions as reference, making it easier to write. What’s more, I will show three tips to guide ss’ writing, reminding them of paying attention to some aspects such as structure, content, language etc. For example, they should try their best to use the adjectives they’ve learnt in this lesson to describe the food they want to serve to their customers.

As process—oriented writing suggests, the process does not end at the first draft. Ss need assessments and second or more drafts. The final step for today is assessment and revision. I will provide ss the assessment rubrics. They will evaluate each other’s word cording to content language, spelling and handwriting. I will provide some help while they do the job.

After all these steps, I will set the homework. I will ask ss to revise the composition in their exercise-books neatly and correctly. Ss will consider more about composing this writing after they have known what is good and what is bad.

Step 5 Change class to life, learn by themselves. 篇二

Is this the end of the class? I don’t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life.

In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.

Thank you！

小学英语全英说课稿 篇三

Good afternoon, everyone. I’m… from Tian yi School. It’s my great pleasure to stand here.

First I’d like to say something about background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. And it is very important to develop their keen interest in English.

I. Contents:

Today I’m going to talk about

This Unit is mainly about

It’s close to the 5s daily life. In this lesson 5s will learn

II. Teaching aims

According to the contents and the fact of 5s , I made the following teaching aims.

1. Aims of knowledge

(1) To enable 5s to understand and speak the words and phrases.

(2) To enable 5s to grasp the sentences patterns.

2. Aims on the abilities

(1) To develop 5s’ abilities of listening , speaking., reading and writing.

(2)To improve 5s’ abilities of munication and co-operation.

3. Aims of emotion

(1)To arouse the 5s’ interest in English.

(2) To train the 5s spirit of cooperation and consciousness of pletion.

III. Key-points of this lesson

I think the key –points of this lesson is

(1)To enable 5s to read and stand the words and phrases.

(2) To enable 5s to use the sentences patterns

IV. Difficult points

(1) To talk about

V. Teaching methods and aids

Communicative Approach and Task-based Approach will be used in this period.

A tape recorder, CAI will be used , too.

VI. Teaching procedures and purposes of my designing.

To achieve the aims , I designed the following steps.

Step 1. Warm-up and preview

1. Free talk between T and 5s about things in the classroom.

2. Sing the song together: Books and pencils.

3. Do some TPR, for example: Show me your English book. Show me your crayon.

4. Review the numbers by asking: “How many crayons do you have?”

Purpose: It is important to form a better English learning surrounding for the 5s by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step.

Step 2. Presentation

Now I’ll mainly talk about this step.

1. Present the patterns:

Help the 5s understand the meaning with the help of my body language. Then lead the 5s to read the sentence. Make sure they can say it correctly.

And then practice in pairs, in groups

2.Next continue to present the sentences patterns.

Purpose: To present the key structures one by one is much easier for the 5s to learn and grasp the meanings.

3. With the help of the CAI to present the dialogue. Set a situation to help 5s understand

A. Watch and answer

Let 5s watch a cartoon with questions for the general idea.

Q:

B. Read and answer

Let 5s read the dialogue carefully for details, and do T or F questions.

C. Listen and repeat : Let the 5s listen and imitate the dialogue. Pay attention to their pronunciation and intonation.

D. Read and act. Let S read in groups, in pairs, in class, between boys and girls and then act out.

E. Read and plete

Purpose: CAI can provide a real situation for the 5s to understand the dialogue and the relationships between people better.

Step 3. Practice

Play a game: Fun with English

I’ll give 4 tasks.

5s can choose one to finish. If they do well, they can get some stars as a prize. And have a paction.

Task-based teaching method is used here to develop 5s’ ability of munication and also their ability of co-operation will be well trained. Proper petition can arouse the 5s’ interest in English learning.

Step 4.Homework

Purpose: Revision is so important that 5s should speak English as much as they as in class or after class. It is necessary for the 5s to do some extensive exercises after class to consolidate the knowledge they learned

That’s all. Thanks for your listening.

Moral objects 篇四

5. To enable the students to love life and animals, protect the nature and environment.

Step 2 Lead-in 篇五

    Sign to the students to be quiet and close their books. Then start a free talk with the students. Use computer to show some pictures of different pets, such as dogs, cats etc. Ask the students several questions about raising pets. These questions are employed to warm up the students and raise the interests of the students to speak English in class on the topics they like and familiar with.

Good morning, everyone!

Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford English.

Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid. Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss. This Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating characterize. Review the learned language points “Where’s…”and the new language points will be represented in the following units. So this unit forms connecting links with a special meaning in this book.

The content of this period is to use “Where’s\are…” to determine the place. And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:

The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.

The second one: students can listen, read, say and write the following daily expressions: What’s for breakfast?

Have some juice then.

The third one: students can listen, read, say and write the following sentence patterns: Where’s\Where are the\my…

It’s \They’re…

There’s no …in \on \near…

I think the most difficult point of this period is to make sure the students can use the patterns “Where’s\Where are…and There is no …in\on\near…” in their daily life correctly.

And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims.

The task-based method, communicated method, group cooperate method will be used in this period.

To accomplish the aims, I design the following steps:

小学英语全英说课稿 篇六

Part One Analysis of the Teaching Material

(一) STATUS AND FUNCTION

1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening, speaking, reading and writing. To start listing “Word Bank” and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.

2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.

3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.

(二)ANALYSIS OF THE STUDENTS

The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.

(三)TEACHING AIMS AND DEMANDS

The teaching aim's basis is established according to Junior School English syllabus' provision.

1.Knowledge objects

(1) To make the Ss know how to use the affirmative sentence “This is. . . .” and the negative sentence “This is not….”Everyday expressions for “Apologies”“I'm sorry”“That's all right”。

(2) To study the new words “six, hey, sorry, it’s, that’s”, etc. by learning the dialogue of this lesson.

(3) To finish some exercises.

2.Ability objects

(1) To develop the Ss’ abilities of listening, speaking, reading and writing.

(2) To train the Ss’ ability of working in pairs.

(3) To develop the Ss’ abilities of munication by learning the useful structures.

3.Moral objects

(1) To enable the Ss to be polite and love life.

(2) To enable the Ss to look after their things well.

(四)TEACHING KEY AND DIFFICULT POINTS

The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material's position and function.

1.Key points:

(1).To help the Ss to municate with each other.

(2).To enable the Ss to study in groups and co-operate skillfully.

(3).To develop the Ss’ interest in English.

2.Difficult points:

(1) How to make dialogues and act them out.

(2) How to write the right whole sentences.

(五) TEACHING AIDS

Multi-media puter, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.

Part Two The Teaching Methods

1. Communicative teaching method

2. Audio-visual teaching method

3. Task-based” teaching method

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a petition.

Teaching special features

To use these methods are helpful to develop the Ss’ thought.

Part Three STUDYING WAYS

1.Teach the Ss how to be successful language learners.

2.Let the Ss pass "Observation-Imitation-Practice " to study language.

3.Teach the Ss how to master dialogues and how to municate with others.

Teaching special features:

Let the Ss municate with each other and adopt petition methods to develop the Ss’ keen interest in English.

Part Four Teaching Procedure

I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a petition into the class. At last let’s see which group is the winner.

   (V)TEACHING AIDS: 篇七

Multi-media computer; OHP(overhead projector); tape recorder; software: Powerpoint or Authorware

Knowledge  objects 篇八

1. To make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this lesson.

2. To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions.

PART 3 Studying Ways 篇九

1. Teach the students how to be successful language learners.

2. Teach the students how to master dialogues and how to communicate with others.

小学英语全英说课稿 篇十

6A Unit 2 Ben’s birthday 单元归纳

a. listen, read and say1.a new student

2.in ben’s class

in the class 在班上 in class 在课堂上

3.live near…

4.go home together

5.after school / after class / after work

6.visit (1)参观+地点 visit the great wall (2)拜访+人 visit the old man

7.talk about… / talk to sb.

8.a: what date is it (today)? 今天几号？=what is the date today?

b: it is …. / it’s ….

9.在几月 in … / 在几月几号 on…

in june / on june the 1st

10.(1) a: would you like to +v.原形？ b: yes, i would love/like to. =yes, i’d love/like to.

(2) a: would you like sth? b: yes, please. / b: no, thanks.

11.sure = of course

12.a: when is your birthday? b: my birthday is on the sixth of february.

13. have a birthday party

14. as 当作，作为

i would like a yoyo as my birthday present. what would you like as your birthday present?

15.a vcd of japanese cartoons

16.let’s wait and see.

b. look, read and learn1. 12个月份 (月份的首字母应大写)

january / february / march / april / may / june / july / august / september / october / november / december

2. 数词：

(1)基数词：表示个数 one, two, three …. (2)序数词：表示顺序，常加the

基数变序数：

第一、第二、第三特殊要牢记；th从第四上起，fifth, twelfth要把ve该为f加th，eighth 少个t, ninth减去e, 第二十以上整数，y改为ie在加th;要问第几十几，基数+序数别忘记。

first (1st) / second (2nd) / third (3rd)

fourth (4th) / fifth / sixth / seventh / eighth / ninth / tenth / eleventh (11th)/ twelfth / thirteenth …

twenty ---- twentieth (20th)

thirtieth / fortieth / fiftieth / sixtieth / seventieth / eightieth / ninetieth

twenty-one ---- twenty-first (21st) / thirty-eight ---- thirty-eighth (38th)

(3)日期的'表达：

a.月+ the +日(序数词) (美式英语)

一月三日 january (the) third 五月十日 may the tenth

b. the +日(序数词) + of +月 (英式英语)

一月三日 the third of january 五月十日 the tenth of may

c. ask and answer1. a: when’s your birthday? b: my birthday’s on….

2. a: what would you like as a birthday present?

b: i’d like….

d. listen and write1. my birthday is coming.

2. with (介词) 具有，带有

have / eat a cake with lots of grapes

a girl with big eyes 大眼睛姑娘

a table with three legs

3. buy sb. sth. = buy sth. for sb.

buy me a skirt = buy a skirt for me

e. read and match1.the doorbell is ringing.

2.give sb. sth. = give sth. to sb.

give him some cartoons = give some cartoons to him

3.take off 脱下 take off your coat = take your coat off

take it / them off 不能说：take off it /them

put on 穿上 put on your shoes = put your shoes on

put them on

4. take off his costume

5. sing a song to sb.

6.happy birthday to sb.

7.blow out the candles

8.it is time for sth. = it’s time to do sth. 是该……的时候了

it’s time for bed. = it’s time to go to bed.

it’s time for lunch. = it’s time to have lunch.

小学英语全英说课稿 篇十一

The lesson I am going to talk about is fom the teaching mateialBook One ,Unit 8.the thid pat that is used by the kids in Gade One .

一、Analysis of the teaching mateial (说教材)

This is a dialogue that happens in the fuit shop .seveal sentences suound selling and buying the fuit will be leaned .Duing the fist and the second pat in this unit ,the kids have undestood simple instuctions and act accodingly ,and they can say simple wods ,phases o sentences by looking at objects and the pictues .eg: lychee, banana, apple,"What’s this ?It’s an apple."In Unit seven ,we gasped the numbes fom one to ten .The main language points in this unit is to make sentences using the fuit and numbes feely and municate with othes in English in the fuit shop. And pay close attention to the single and plual foms of the nouns .Accoding to the kids’ English level and the coesponding content in the daily life ,I give them some exta extending .To tain thei ability of municate with the othes in English ,I pepae the following design .

Teaching aims (教学目标)

1. knowledge and skill aims :(知识技能目标)

eview the names of the ten diffeent kinds of fuit and ecognize the numbes fom one to ten .

Undestand simple instuctions about the numbes and act accodingly.

Pactice English and municate with othes in the situation.

2. Equip them with the emotion ,attitude and value goals :(情感、态度、价值目标)

Cultivate the spiit of co-opeations in the goup wok

Bing up the good quality of potect and make fiends with the animals .

Teaching impotance :(教学重点)

1. Make sentences using the fuit and the numbes . "Six oanges ,please .’

2. Distinguish the diffeence between the single fom and the plual foms of the nouns ."one apple two apples …"

3. The sentences used when selling and buying the fuit in a fuit shop.

Teaching difficulties :(教学难点)

1. Distinguish the diffeence between the single and the plual foms of the nouns .

2. Tain thei ability of municating with othes in English .

Teaching aids ;(教具准备)

Multimedia , flash cads ,fesh fuit and aangements and decoations of the fuit shop .

Teaching methods :(教学方法)

Task objective teaching method .TP method , pefomance and games methods .

二、Analysis of the leanes :(说学习者)

We ae facing the 5 to 6-yea-old little kids who just gaduated fom the kindegaten ,and they can not tell the diffeence between kindegaten and the pimay school. sometimes they even don’t know how to behave in the class. So ,I think the most impotant thing fo me to do is to attact thei inteests and make them love English and feel confident in this subject .so ,I will play some inteesting games with them ,show them the funny catoon movie and ole the plays in the text o have a petation. we should not only focus on the language point itself ,but also set up the eal cicumstance whee I can encouage them to expess themselves bette .What I ty my best to do is to aouse the kids’ inteests and potect thei enthusiasm.

三、Analysis of the teaching methods (说教法)

says that duing the Foundation Education peiod ,the total goal fo English lesson is to impove the pupils’ ability of pehensive using language .It pomotes task teaching stuctue .Accoding to the little kids’ physical and psychological chaacteistics of keeping cuios ,active and imitating and showing themselves .I adopt the "task –eseach-constuct " teaching methods and oganize the class to focus on the impotance and solve the difficulties .I give the pupils an open and elaxed cicumstance in which they can lean to obseve ,think and discuss .duing this pocedue ,the pupils’ ability of thinking and using language is developed vey well .

四、Analysis of the teaching pocedues .(说教学过程)

1. Wam up .(歌曲热身)

All the class sing English song "Ten little Indian boys " to aouse thei inteests and help them to step into English leaning cicumstance happily.

2. eview the fuit and the numbes those we leaned in the fist and the second pat in this unit .(复习数字和水果)

A. Watch a funny video . and answe the questions .(lean moe fuit and pactice moe sentence pattens eg: stawbey watemelon pineapple chey) ask some questions .

What’s this ?

What colou is it ?

How many bananas ae thee ?

Do you like eating bananas ?

What is you favouite fuit ?

Encouage them to open thei mouth and speak English as much as they can .

B. Play guessing game .to eview the spelling of the wods using the basic ponunciation knowledge .

C. Play a game named "up and down ".emphasis on distinguishing the single and plual foms of the nouns .

3. Guide the pupils to the main teaching points .(引入新课)

To pehensive use the numbes and the fuit that is a needed in a fuit shop .Ask two voluntees to e to the font and choose the ight numbe cads and stick it beside the ight fuit accoding to the othe pupils’ instuctions .The quicke one will be the winne .

Eg: Six oanges ,please .

4. Time to pactice fo all the class (全体同学操练).

The pupils choose the ight cads they have pepaed and put them up above thei heads when they hea the teache’s instuctions and give them to the teaching answeing loudly: "Hee you ae .’

5. Watch a video (观看多媒体，了解本课故事情节)

undestand what’s happening in the stoy ,(This pat is impotant, easonable and effective)and guide them to potect and make fiends with the animals .

Pesent the situation of a fuit shop .the teache will act a shopkeepe and invite a bette pupil to be the custome and finish all the buying steps .

Shopkeepe : Good moning .

Custome : Good moning .

Shopkeepe : Can I help you ?

Custome : Yes ,six oanges ,please .

Shopkeepe : Hee you ae .

Custome : Thank you vey much .

Shopkeepe : You ae wele .

6. Consolidation and Pactice(巩固和练习)

Goup wok : Divide the class into eight goups and evey goup will be decoated into a fuit shop, ask one pupil to be the shopkeepe and the othe membes in this goup will be the customes .Encouage them to buy and sell the fuit with what they leaned in this pat ,I design a eal situation that is mon in ou daily life and the kids will not feel unfotable o unfamilia with it, The teache will go aound the class and supply the help to the unable ones .In such a peace and pleasant situation they like to speak the dialogue they leaned to expess themselves .They can feel the success and bee confident in speaking English .

7. Conclusion (总结)

The teache would lead the class to ead the sentences on the boad and ask some moe difficult questions .Maybe the pupils can not undestand them clealy ,but it doesn’t matte .we just give the pupils moe infomation about the language and give them the bette language cicumstances that can help them in the futue leaning .

8. Homewok : (家庭作业)

Encouage the pupils to design a little fuit shop at home and teach thei family the dialogue in the fuit shop .When they pactice this , they should take photos and show the othe pupils the next day .

In this lesson , what I design (not only the pesentation of the main teaching points ,but also the activities) attact the pupils inteests .They lean and pactice while playing . I think it’s eally a good lesson of high quality.

9.Black design ( 板书设计)

PART 2 Teaching Methods 篇十二

1>Five Steps Approach.

2>Communicative Approach.