Lesson 9 I like summer 教案

Instructional design
Title: Billy and Betty
Lesson type: Reading lesson Teaching time: 40 minutes
Overall Design and Guiding Principles
This is a reading lesson which aims to develop students’ ability in talking about giving and receiving. Meanwhile, students’ linguistic and cultural knowledge is expected to be enriched through listening and speaking activities. In this lesson, I mainly employed Task-based Teaching Method, Natural Approach as well as the Communicative Language Teaching Method to create certain scene, ask students to complete relevant tasks, assisting them to learn in a relaxed atmosphere and build confidence towards listening, thus forming the habit of active learning and improving their comprehensive language competence. First of all, use songs and free dialogue to introduce students into the story naturally. Then, show the pictures and key words of the story to deepen the students' impression of the text and prepare for the retelling. In the third part, I mainly use TBLT to help students fully understand the content of the text through retelling, discussion, demonstration and other tasks. Therefore, this section is employed as a reinforcement of students’ comprehensive language competence.
Analysis of students
Primary school students lack the ability of systematic autonomous language learning and some students have no confidence in English learning. Therefore, it requires teachers to set up the tasks from easy to the advanced to guide them. What’s more, Primary school students tend to focus on image thinking because of the absence of the mature, abstract, and logical thinking, thus teachers should design various interesting, funny and relaxing activities to sustain students’ interests and attention.
Teaching Aims
Aims of knowledge: Get to know the main idea of the story. Aims of ability: Know the meaning of the new words and key phrases. Be able to use them via locating information in the book and working in groups. Aims of emotion: Experience and feel in the process of reading. Aims of strategy: Talk about what they know from the story, have a certain amount of language output and share ideas.
Key Points and Difficult Points
Key points: Independent reading under proper reading guidance. Information-locating and analyzing abilities in detailed reading. Difficult points: Story summarizing. Discussing about the real-life problem based on this story
Teaching Methods
1.Task-based Teaching Method 2.The Communicative Language Teaching Method
Teaching Aids
1. Practice form 2. Listening recording.
Teaching Procedure
Step 1：Lead-in: Use the song to import, and then have a free talk with the students. Then show the pictures of the characters in the story to the students, stimulating their interests in the text. Purpose of the design: 1. To catch students’ attentions and arouse their interests. 2. To liven up the lesson and lead in the topic. Step 2: While reading: 1. Listen and say ①Listen to the first two paragraphs, then answer the questions: Why dose Billy like spring What does Billy do in spring Who likes summer What does Betty do in summer ②Ask some of the students to read the first two paragraphs. Purpose of the design: Let the students focus on the comparison of characters and try to get some information of the story. 2. Read and say. ① Show Billy’s picture and let the students guess what does Billy do. Then read the next two paragraphs. After reading, say what Billy and Betty do in autumn, what’s the difference between Billy and Betty in autumn under the guidance of the teacher. ②Lead the students to retell the text they have learned Purpose of the design: To impress students the key words by showing pictures. 3. Self-study and say ① Have a free talk about winter. ② Let the students study the last two paragraphs by themselves and find the answers. How about Billy and Betty in winter Why Purpose of the design: Let the students get more familiar with the story. Step 3: Intensive listening: 1. Listen to the text recording without books. 2. Ask one student to retell the story with teacher. 3. Ask some partners to retell the story. 4. Ask students to think and discuss two questions. What does Betty do in spring What does Billy do in summer Purpose of the design: Let the students to use the target language and express their own opinions. Step 4: Writing and speaking: 1. Show the students a form about Billy and Betty’s day. Let them discuss in groups and fill in the blanks according to the examples. 2. Ask some groups show their forms and introduce what they fill in. 3. Read the story together and think about what did they learn from the story. 4. Let some students share their thoughts. Purpose of the design: On the basis of fully understanding the meaning of the story, apply the knowledge to life situations. Step 5: Homework: Draw a mind map for the form. Purpose of the design: Let students have a preliminary understanding of mind map.
Blackboard design
Billy and Betty