b.
★ Aims on the abilities
1. Let the students can understand the text content, and read the text;
2. Let the students can simply use English on their own day.
★ Aims on the emotion
Students of good health habits: brush your teeth every day.
Part Ⅲ: Key points of this lesson
Students can read, write, say and aurally understand the following vocabulary: after, before, teeth, face, brush, comb.
Part Ⅳ: Difficult points of this lesson
1. Let the students understand the text content, and read the text;
2. Let the students simply use English on their own day.
Part Ⅴ: Teaching methods
During the lesson, I mainly use “Task-based”, “Picture” and “Game” teaching methods. In this lesson, some phrases cards, CAI, a real toothbrush and comb will be needed.
Part Ⅵ: Teaching procedure
I’ll finish this lesson in seven steps:
Step One: Warm up and review
1)Greeting.
2)Listen to a song: “This is the way…”
Demonstrate the words with my own teeth and face, and with a toothbrush (for “brush your teeth”) and a comb (to show the action of combing).
【Purpose: By making use of songs stimulate students interest in learning and lead to the new words.】
Step Two: New concepts
After, before, teeth, face, brush (your teeth), and comb (your hair).
Introduce
To demonstrate “before” and “after”, draw three clocks in a row across the top of the blackboard. Put three different times in the clocks, for example: 6:50, 7:00, and 7:10. Then move under the appropriate clocks as you act out and say phrases such as:
T: I often wash my face at 7:00, brush my teeth at 6:50,and comb my hair at 7:10, so we can say: before breakfast , I brush my teeth; after breakfast I comb my hair.
【Purpose: In order to lead out the vocabulary: comb, comb your hair, brush, brush your teeth.】
Step Three: Teach Part 1
T: What time does Li Ming eat breakfast? Let’s listen and watch the CAI, after that, answer my questions:
① What time does Li Ming eat breakfast?
② Before breakfast what does Li Ming do?
③ After breakfast what does Li Ming do?
【Purpose: In order to help the students consolidate the new words and the sentences.】
Step Four: Make sentences with “before” and “after”
First, review the phrases with the Guessing game.
Then make sentences with “before” and “after”.
【Purpose: It can help the students use the phrases and develop the students’ abilities of cooperation.】
Step Five: Teach Part 2: Jenny’s week
First, listen and watch the story of Jenny’s week.
Then learn it by themselves, and answer the questions.
Questions:
①What does Jenny do before breakfast?
②Why does Jenny brush her teeth?
③What does Jenny do after breakfast?
④What does Jenny do before supper?
Step Six: Order.
–( ) Jenny wakes up.
–( ) Jenny brushes her teeth.
–( ) Jenny eats breakfast.
–( ) Jenny washes her face and hands
–( ) Jenny combs her hair.
–( ) Jenny goes to school
【Purpose: Let the students understand the text content.】
Step Seven: Homework
Look at my day,] then talk with your partner about your week or day, and write down the sentences.
【Purpose: Let the students simply use English on their own day. 】
Writing on the blackboard:
Lesson 10: Always Brush Your Teeth！
brush my teeth wash my face comb my hair
before after
说课反思：
本课是第二单元的第二课，在本课出现了新的时间副词和动词。句型上主要是对第一课出现的How often句型进行复习，本课内容的连贯性很强，并且与学生生活紧密相连。学生比较容易理解，用一个学生的一天的生活来贯穿，使学生更容易理解。培养学生的英语仿写能力，锻练学生英语应用的能力，使学生养成良好的卫生习惯。
由于本课的说课为全英文，这对于我来说是一种新的尝试，也是一种挑战，因此有许多感想和不足之处，现总结如下：
1.语音语调等基本功就好比一个人的外表，老师语言基本功不扎实会直接影响所教学生，学生也会非常不自信。充分利用学校可用资源，与同学、老师经常试着用英语进行交流，不但可使同学们将所学知识及时运用于生活中，还能使老师们在平时忙中偷乐操练英语。
2. 课堂英语教学是师生共同进行的教与学的双边活动,其效果如何在很大程度上取决于英语教师的教学语言技巧。英语和汉语分属两个不同语系，语言句子结构差别很大。汉语中句子动作的时间关系是用副词来表达了，而在英语中主要是用动词的形式变化来表达的；英、汉语序以及其它诸多方面都差异甚大。语言是一种知识更是一种技能和习惯，对于早已习惯了汉语结构的学生来说，假如不把灵活的英语的语言结构练熟，而仅仅把它当作知识去“知晓”，是决不可能在实际交际活动中熟练运用的。因此对英语中典型的句型，短语、语法结构等，应结合句式转换，进行机械操练，使学生熟悉其结构形式，形成条件反射，以便不加思考地运用，达到语感敏锐，反应快捷、脱口而出的效果。
3.问答是对话起点，是基础，不可忽视。进行问答练习时，应注重避免流于机械和单一，应渐次提高问答的要求和难度。可首先结合某个语言结构进行足量的机械问答，然后就一事物进行较快速度提问，要求学生综合运用已学过的语言结构，最后就某一事物或课文进行连续的、逐渐深入的、富有逻辑性的问答练习。