Lesson Interpretation of PEP Primary English Book4
Unit5 A Let’s learn and Let’s talk
---------By Sharon
Good morning, teachers:
It’s my great pleasure to be here sharing my lesson with you.
This lesson is from PEP Book4 Unit5 part A Let’s learn and Let’s talk.
In Unit 3 of this book, Ss have learned some words about clothes-dress, skirt, shirt etc.
The topic of this unit is about shopping. By learning this unit, the Ss know how to ask price in English and how to describe different kinds of clothes with simple words and sentences. The study of this lesson will help the Ss use simple English in communication and lay the foundation for dialogues in Part B.
Therefore, on studying the teaching material and analyzing the regulation of children’s growing of mind, I put forward the teaching aims according to English syllabus and the National English Curriculum Standard.
1. Aims on the knowledge
(1) The Ss are able to understand, read and write four new words: colorful， pretty， cheap， expensive
(2) The Ss are able to understand, read the main sentence patterns:” How much is it？It’s…yuan”and use these sentences in real situations.
(3) The Ss are able to understand and read the conversation of the lesson. 2. Aims on the abilities
(1)The Ss are able to use the adjectives to describe clothes they like.
(2)The Ss can use the patterns to express their thoughts in the proper daily situation
3. Aims on the affect
(2) Ss can learn to save money, and use the money properly.
Key-points and difficult points
1）The mastery of four new words: colorful，pretty，cheap，expensive 2) The use of the main sentence patterns: How much is it？It’s…yuan in real situations.
Teaching Methods:
Well, how to achieve the teaching objectives better, how to stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods, I’ll talk about my teaching methods below.
According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching.
The former is a “scene — activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss .It emphasizes a dynamic information exchange between the teacher and Ss.
The latter offers the Ss an opportunity to complete the tasks in which Ss us
e language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.
In order to realize the teaching process systematically, properly and efficiently,I divide the teaching process into five steps. Step1 Warm-up
Daily Greeting and Free Talk
In order to provide a relaxing classroom atmosphere, I will ask them a few simple questions such as “How are you？How old are you？”etc. Then I ask a single student: What color is your sweater？ Do you like it？Thus presenting the topic naturally.
It is important to form an English learning environment for the Ss by free talk. It provides situations to review learned knowledge for the next step. And in this step, I always based my designing on the rules that pupils learn the knowledge from the easy to the difficult.
Then I will give six boxes with different colors to six groups. I say,” red, red!” Ss in Red Team stand up and say,” Red! Red! We are red!” In this way, Ss are clear which team they belong to and understand the evaluate assessment rules: If they do a good job in class, they will get money made of paper.
Step2 Presentation and practice
1、Colorful: I present pictures of colorful butterflies, Flowers etc on PPT, and say,” There are so many colors in the world. They are colorful! Butterfly is colorful. Flowers are colorful. What else is colorful?” Ss who answer the question actively will get the paper money in their boxes.
2、Pretty: The last picture of previous step is a colorful dress. “I t is pretty!” 3、I show Ss the chant made by myself:
Look at this/that dress. It is colorful！ It is pretty！ I want this dress！
Ss first read the text loudly and then change the words underline. This is the process of meaningful drilling.
4、 Consolidation of pretty and color
I change the familiar song Marry has a little lamb into Marry has a pretty dress “Look at the picture. Yes, it is a pretty dress! And I want this dress very much. But whose dress is it? Is it mine? No! OK！ Listen to me carefully！ “Marry has a pretty dress, pretty dress, pretty dress Marry has a pretty dress. It’s colorful.” Yes，it’s Mary’s！
I sing the song with actions. And meanwhile I present Ss some clothes and sentences with blanks and ask them to create songs by themselves in groups. They may change the name with their own names or fill words they have learned in the blanks as they like.
After a few minutes, I invite some groups to perform it before the whole class, and give them paper money according to their performance. This is the exact application of Task-based Language Teaching Method 5、expensive and cheap
Mary has a pretty dress. How much is it？ PPT shows: ￥100.
”Wow！It is expensive！” ￥10.
“Oh，it’s cheap”
After Ss read the two words, I design a guessing game for them to relax. Ss choose cheap or expensive and keep saying it while words flashing on PPT. The student who guesses correctly can earn paper money for his team.
Step3 Consolidation and extension
This step is another shining point of this lesson—the use of Total Situational Action Method. According to the principles of situational action method in primary English teaching, we should create daily life situations in classroom to improve their ability of using language and expand the knowledge they have learned, so that Ss can learn in situation and use in situation.
First, I show Ss some pictures of children suffered from 5·12 earthquake with touching background music. Ss can feel the situation deeply and I say,” They are so poor. They do not have money to buy books and pencils. So I want to sell some clothes and earn money.”
Then, I ask a student to play roles with me. The teaching prop is a poster with all kinds of clothes in the front side and prices in the back side. ——Can I help you?
Yes, please. How much is that dress? It is 200 yuan.
Wow! It is expensive. How about 100yuan? Sorry. Miss.
So how much is this T-shirt? It is 30yuan. Oh, it is 30yuan
En, it is cheap. I’ll take it! OK. Here you are!
Here is the money! Bye!
After setting the example to the class, I pick an assistant in each group. The assistant will help me sell the clothes, while the other members buy clothes they like with the paper money the got. Finally, every assistant report the results to me: How much money have you got？ Conclusion: You are so helpful！ These poor children will thank you very much!
Step 4 Homework
In order to let the Ss to review the learned knowledge and say more English after class, I assign the homework as follows: Work in groups: make a dialogue between salesperson and customer. Above is the lecture notes of my lesson. Thank you!
