English Montessori lesson plan 1

I. Teaching objectives and requirements

1, knowledge and ability goals

(1) Students will talk about academic performance.

⑵ Literacy: quite good, good at speaking, trying and fast.

(3) Reading sentences: She is good at …

She is very good at ...

She tried hard ...

She doesn't study hard …

2, emotional attitude goals

Through students' self-evaluation and mutual evaluation, we can find out each student's own advantages, establish self-confidence, and improve the enthusiasm and initiative of learning.

Second, the teaching focus and difficulties

(1) key: master new words, understand new sentence patterns, and understand the text content on this basis. And you can simply use sentence patterns to describe other people's achievements in various subjects.

⑵ Difficulties: the third person singular of try; The difference between quiet and quiet.

Third, preparation before class

The word card of this lesson, vcd.

A) teaching process

Step 1 Warm-up

Review adjectives with cards.

2. Free talk:

S 1: I am very naughty. But I'm smart.

T: is s1naugty in class?

Ss: Yes, he is.

Is he quiet?

Ss: No, he isn't.

Presentation and practice

1. Show me a report card, math score 100.

The student is very good at math.

Write on the blackboard. Help students understand the meaning.

Are you good at math?

S 1: Yes, I am.

S2: No, I'm not.

T: How about Lingling? Is she good at math? Let's watch the video.

Play the video and ask the students to answer the questions.

Is she good at math?

Ss: Yes, she is. She is good at math.

Look at your paper. How is her English? What about her science? Now let's listen to the radio and finish the report.

The teacher gives the students a form and guides them to complete the information in the form through dialogue.

Report: Lingling

Math: Very good.

English: _ _ _ _ _ _

Science: _ _ _ _ _ _

Sports: Run!

Art: _ _ _ _ _ _

China people: Very good.

E)t: How is Lingling's English?

Ss: Very good.

(Help students distinguish the word quiet quite)

Is she good at science?

Ss: No, she isn't.

She studies science hard.

Try it on the blackboard.

G) help students finish the report. Then play the vcd and ask the students to retell the text.

Group activity: Ask some students to retell Lingling's report.

9. Do Exercise 2 on page 24. Look at Sam's report. Repeat Sam's report in pairs.

Consolidate and expand

Ask the students to do the exercises in Unit 2 of the workbook.

First, listen and say the theme.

Second, complete the report.

Third, question and answer.

2. Do a super interview. Visit one of your friends and finish the report. Pay attention to the third person singular. Then report your results. Use key sentence patterns:

She is good at ...

She is very good at ...

She tried hard ...

She doesn't study hard …

summary

1. What did you learn in this class?

Ss: ...

2. Read the key words and sentences together.

homework

Listen and repeat the text five times.

Write two new words and sentences.

Talk to your parents about your friends.

Blackboard design

Module 6 Unit 2 She is very good at English.

She is good at ...

She is very good at ...

She tried hard ...

She doesn't study hard …

English Montessori lesson plans II

First of all, this word:

Bedroom bedroom living room living room; Living room study study kitchen bathroom telephone desk table sofa sofa refrigerator find them.

Secondly, let's spell it:

U-e [ju:] Apologize to the mule manager with a lovely excuse.

u [？ ] Cut us, we are happy, happy, get up, get up, bus, bus, mom, duck.

Third, the grammar points:

The sentence at the beginning of is is a general question, answer yes or no, and then reverse it according to the beginning of the sentence.

Where are the keys? Where are the keys? Are they on the table? Are they on the table?

No, they're not. They are in the door. They are in the door. Grammatical point: the sentence at the beginning of 1 Are is a general question, answer yes or no, and then reverse it according to the beginning of the sentence.

Usage of be

I use am and you use are to connect him, her and it; Is is used for singular nouns and plural nouns.

Change the question, go to the premise, and don't throw away the question mark at the end of the sentence. It is easier to be negative. Don't forget.

You can change your doubts and negatives, don't hesitate, the first sentence should be capitalized.

Sentence pattern: Is she in the living room? Is she in the living room?

Yes, she is. Yes, she is. No, she isn't.

Fourth, the phrase:

1. Location category: in the study; In the kitchen is in the kitchen; In the bathroom;

In your desk, in your desk; In your hand is in your hand; On the table is on the table; Under the table is under the table; On the refrigerator, on the refrigerator; Near the mobile phone is next to the mobile phone; In bed, in bed.

2. Action: Watch TV, watch TV, read books, eat snacks and eat snacks.

Take a nap, take a nap, open the door, open the door and see.

Go to the living room. Watch TV. Go to the living room and watch TV.

Go to the study. Read a book. Read a book in the study.

Go to the kitchen. Have a snack. Go to the kitchen and have a snack.

Go to the bedroom. Take a nap and go to bed in the bedroom.

Take a shower. Take a bath. Go to the bathroom and take a shower.

Verbs (short for verb) answer words and sentences.

Is she in the living room? Is she in the living room?

No, she isn't. /Yes, she is. Yes, she is.

2. Are they near the telephone? Are they by the phone?

No, they're not. /Yes, they are. Yes, they are.

3. Where is the hat? Where is the hat? It's on the bed. It's on the bed.

4. Where are the keys? Where are the keys?

Are they on the table? Are they on the table?

No, they are not. They are in the door. No, they're not. They are on the door.

5. Where are the keys? Where are the keys? They are on the edge. They are on the refrigerator.

6. Please open the door. Please open the door. All right. okay

7. Is she in the study? Is she in the study?

No, she isn't. /Yes, she is. Yes, she is.

8. Do you have it? Do you have it?

Yes, it is! Yes, it is. /no, it isn't.

English Montessori lesson plans 3

Activity preparation:

1, a puppet.

2. A red apple, a green orange, a Huang Xiangjiao and a blue balloon.

3. Red, green, yellow and blue pigments and two coke bottles.

Activity flow:

First, review the color words and lead to the activities.

Say hello to children with puppets, review the words of the last activity and introduce new words.

Teacher: 1, "Hello, hello" Who is greeting the children? (Mary)

2. Show me the red apples. What is this? What is this? What color is the apple? How to say it in English?

Show me the green oranges. What is this? Then what color is this? Say it in English.

4. The child is great and praises himself. (Very, very good)

Second, learn new words.

1, yellow

Mary takes out Huang Xiangjiao. What is this? What color is that? Yellow English is called "yellow". All the children look at bananas and say "yellow" after the teacher. Walk around, let the children say "yellow" while touching the banana, and let the children read the words with different volumes by changing the volume.

2. Blue

Mary shows a blue balloon. What is it? What color is it? Blue is called "blue". All the children looked at the balloon and said "blue" after the teacher. The teacher asked the children to read different volumes of words by blowing balloons according to the size of balloons, and then slowly deflate to read. Ask the class teacher to help blow the balloon, and the teacher will take the children to read. Pay attention to the pause and read clearly.

Step 3 read the words in groups .....................

Activity content: letter y, phrase good night

Second, the activity objectives:

1, learn the letter y through various game forms, and know y, y and zipper y;

Y stands for yellow. Learn the phrase: Good night. Review good morning.

2. Guide children to correctly pronounce letters and words, and cultivate their enthusiasm and interest in English activities.

Third, the activity preparation:

The letter Y, clothes with zippers, three beverage bottles (the caps are painted with yellow pigment) and a small fan (the sun and the moon are on both sides).

Fourth, the activity process:

1, say hello:

(1) Hello, teachers and students.

(2) Guide children to say hello to parents and teachers.

2, warm-up: hands up, hands down.

3. Ordinary classes:

(1) learn the letter y:

Let children close their eyes, show the letter card Y, explain that Y is like a zipper, lead to yy zipper Y, and train children's pronunciation through the game of "zipper repair". Then show the yellow drink, indicating that Y's good friend is yellow, and train Y for yellow through the game "magic".

(2) Learn the phrase good night.

A, finger game: finger magic is very tired, it's time to go to bed. Tell them, "Good night." It's dawn. You must get up and say, "Good morning."

English Montessori Lesson Plan Chapter 4

moving target

1, learn a new word: chocolate; ; Ice cream; Salad; Learn the new sentence "I like to eat ..."

2. Be able to express your favorite food with new English words.

3. Be able to use English confidently and happily.

Activities to be prepared

1, pictures of chocolate, ice cream and fruit salad.

2. A chocolate and an ice cream.

Activity process

1, the teacher introduced the topic: "Children, it's summer. What is your favorite snack? " Guide the children to lead the topic to the new words they have learned today.

2. The teacher went on to introduce: "Then we love ice cream so much. How can we express it in English?"? Let's learn some new English words today. "

3. The teacher shows pictures of ice cream. The teacher pronounces: ice cream; Please read with the children. The teacher should teach the teacher several times, pay attention to the fullness and mouth shape of the child's pronunciation, and find the child's mistakes as soon as possible so that the next game can be practiced.

4. The teacher took out the chocolate and let the children smell the aroma of chocolate to deepen the connection between words and objects. Then normal chocolate pronunciation.

Take out the picture of salad and introduce that salad is a kind of food in western countries. Briefly introduce, let children establish contact and interest, and understand the origin and background of salad. Then demonstrate pronunciation.

The teacher then asked the children to guess: Then we learned the words of these foods, but "I like ice cream and I like chocolate". How do you say this in English? Then the teacher can let the children learn the sentence pattern "I like to eat" by guessing.

7. Divide the children into several groups, such as the one who likes chocolate, and then let each group compete who reads English the loudest and most standard.

English Montessori teaching plan 5

Analysis of learning situation

At the beginning of learning English, students often learn this course with curiosity, and some students learn it with fun ideas. They like to attract others' attention and attach importance to teachers' praise. Some children are active, expressive and imitative, while others are timid. They have good memory and good thinking in images, but they lack rational thinking. A considerable number of students are not clear about the purpose of learning English, lack of understanding of its importance, only superficial understanding, and lack of correct and powerful learning motivation.

After two years' study, they have basically made clear what English learning is all about, and all aspects of English learning are gradually standardized, and they have a preliminary understanding of English writing, word memory, conversation, listening and grammar. Some students become more interested and enthusiastic as they learn. With the passage of time, the content of the course increases and the difficulty increases, so some students may regard this course as a burden, and some students are tired of learning, which tends to be polarized. Therefore, according to students' different levels of mastering English, effective measures should be taken during this period. Combine holistic teaching with hierarchical teaching to complete the teaching task, strengthen the guidance for poor students and improve their English level. Let no student fall behind and improve the teaching quality in an all-round way.

This textbook is divided into two books: a study book and an activity manual. The study book consists of 6 units and 2 review units. Each unit is divided into three parts: "A, B and C", *** 12 pages. Review unit 6. Part A and Part B mainly teach words and dialogues. Teaching new words and phrases in various forms to cultivate students' reading ability; Part C, as an expanding content, mainly reviews and expands the language learned by coloring, drawing, filling out questionnaires and making by hand, and evaluates the learning effect of students through listening activities. The activity manual is used with the study book.

Course teaching purpose

1. Emphasize language use. This textbook embodies the idea of communicative teaching and pays attention to the cultivation of students' language application ability. In the initial stage, the "whole body action response method" is adopted to let students learn while doing, singing and playing.

2. Focus on capacity building. The whole set of teaching materials runs through the theme of "learning to learn", which cultivates students' ability to learn independently and to do things independently by using the language they have learned. For example, let's find/check/match the work/task time. In the activity manual, a column of learning evaluation is specially designed. Guide students to reflect in their study and learn in reflection.

3. Highlight interest stimulation. There are various teaching forms, such as dialogues, ballads, poems, songs, games, tasks and paintings.

4. Pay attention to two-way communication and the introduction of Chinese and western cultures. This book introduces the differences in the order of addressing surnames and first names between China and the West, as well as the main festivals in western countries.

5. Integrate the theme content. (Compatibility with other disciplines)

6. Pay attention to flexible expansion. Fully consider the differences between teachers and students in the school. Part c can choose to study.

7. Realize the overall design.

Contents and objectives

1. Can listen, speak, read and write 92 words or phrases and 13 sentences and 9 simple sentences. It is required to use it correctly in real context and read short articles.

2. Can listen and read 16 words.

3. You can learn six skills.

4. Can understand and sing 8 songs.

5. Can understand and sing 12 folk songs.

6. Can complete six self-evaluation activities.

7. Can read six humorous stories.

8. Be able to understand six simple Chinese and Western cultural knowledge.

English Montessori teaching plan 6

I. Teaching content

Read and say.

Second, the teaching objectives

1. Can listen, say and read the words: "family, things, shopping, needs, Halloween, vases, masks, lanterns, pumpkin lanterns, tomorrow, change."

2. Can listen, speak and read the sentence: "What do you need? We need ... What else do you need? ... please. This is your thing/mask. Here is your change. "

3. Be able to skillfully and flexibly use the learned shopping language in the created situation.

4. Through the understanding of western festivals, we can further understand western culture, so as to understand the differences between Chinese and western cultures.

Third, the focus of teaching

1. Can listen, say and read the words: "family, shopping, shopping, need, change, a pumpkin lantern."

2. Can listen, speak and read the sentence: "What do you need? We need ... What else do you need? ... please. This is your thing/mask. Here is your change. "

3. Gradually cultivate students' reading comprehension ability.

Fourth, teaching difficulties.

1. Pronunciation of pumpkin, lantern and small change.

2. Can listen, speak and read the sentence: "What do you need? We need ... What else do you need?

... please. This is your thing/mask. Here is your change. "

3. Be able to skillfully and flexibly use the shopping terms you have learned.

Five, teaching preparation

1. Teaching aid preparation: multimedia courseware about this lesson, masks, pictures, objects, tape recorders and tapes about Halloween.

2. Preparation of blackboard writing: Write down the title and date.

Sixth, the teaching process.

Step 1. Talk freely.

1. Good morning, class.

S: Good morning, miss.

T: Nice to see you again. Are you happy to see me?

S: …

T: What color do you like?

S: ...

Do you like orange/red/black? …

Step 2 play games

(1) Students, do you like apples?

I have an apple. It's in the water.

Can I eat with my mouth? (group match)

T: This is a famous Halloween game.

Today we will learn a new lesson. Unit 4 Halloween (students repeat words)

(3) Students try to say something about Halloween.

When the students introduce, the teacher can write some words related to Halloween on the blackboard, such as chocolate, candy, black, orange, pumpkin and so on. To pave the way for later study.

The second step, presentation and practice.

1. The teacher summed up the materials collected by the students and said:

Very interesting. Halloween is on October 30th. We will have a party.

But what do we need? (Introduce requirements and teach)

2. Teach some new words and sentences

(1) t: We need to buy something for the Halloween party.

Learn the word things and let the students discuss what they need in groups. )

Student: We need some flowers/candy/masks/pumpkin lanterns.

(Guide the students to answer. When they answer, show pictures of the corresponding items and learn related words:)

(2) Learn in the process of communicating with students: What else do you need?

The third step is to learn the text.

1. Now, class. We have a lot of things. We can have a Halloween party.

Now, the family is going to hold a Halloween party. Let's listen and answer.

The question is:

Q 1: Who are they?

Show them a photo.

This is Ben, his father, mother and brother. This is his family.

Teach "home".

Q2: What do they want to do?

Listen and repeat the sentence: They want to buy something for the Halloween party.

Listen and repeat the first part.

T: What do they need for Halloween party? Listen and fill in the form.

shopping list

How much is the thing?

mother

basis

Stay overnight (short for remain overnight)

Listen and repeat. (The second part of the text p30)

Open your books and read in pairs.

Ben's family is in the shop now, let's continue to listen and then answer the question:

Q: How much are they?

4. Learning: This is your mask. Here is your change.

5. Listen to the tape, read after it, and then read together

6. Try to act out the dialogue.

Step four. merge

1.t: There are many festivals in a year. Here are two festival names. You can choose one. Then hold a party for it. Discuss what we need. Then go to the store to buy things.

Example:

T: Hello, … Let's have a party for the Lantern Festival.

T: What do we need?

T: Let's go shopping.

T: We will go by bus.

Shop assistant: Can I help you?

T & we need ...

What else do you need?

T&S: Please go ahead.

A: Here are your things.

T & amps: How much is it?

A: ... yuan.

T: here you are.

A: Thank you. Here is your change. The courseware shows some important sentence patterns.

2. Students work in groups, and the teacher asks three groups with better activities to report and perform.

Seven, homework design

1. Read the text three times after the tape.

2. Copy some new words and sentences.

3. Make up a dialogue with your friends.

Topic: Lantern Festival or Mid-Autumn Festival?

Eight, blackboard design

Unit 4 Halloween (1)

What do you need? I/we need ...

A: Can I help you? B: Yes. We need …

What else do you need? B: ... Please.

What do you like? I like ...

A: This is yours ... B: How much is it?

A: ... yuan. B: Here you are.

Nine, teaching postscript

English Montessori teaching plan 7

Teaching objectives:

Consolidate the words learned in the last lesson. Students can understand "What's your favorite toy?"

Key points and difficulties:

Students master 9 toy words skillfully through classroom activities such as singing and acting.

Students can understand "What's your favorite toy?"

Teaching preparation:

Teaching wall chart, word card, teaching tape, tape recorder

Teaching process:

A. greetings

B.review the toy words you have learned.

A. guessing games. The teacher puts the object on the lecture table, and then meditates on the one he likes. Let the students guess which one it is. Team Cai's classmates can get the pictures of toys they deserve. The teacher can also ask a student to take out a toy first, and then let the whole class guess the toy.

The teacher asked the students to take out their toys or word cards and play guessing games in pairs or in groups. When doing the above activities, the teacher can not only ask students to review the toy words in the last class, but also use animal toys to review the animal words.

C. look at the pictures and listen to the songs. First, the teacher hangs the combination toy train on the blackboard, and then plays songs. Finally, let the students stick the pictures of toys they sang on the carriage one by one.

D. students listen to the song performance. After playing the recording several times in class, the students perform, and the teacher uses actions to let the students understand go, go, go in the lyrics; Follow me; Come and have a look.

E. Teachers can also let students play while singing. The teacher asked two students to form a locomotive, and the other students dressed up as various toys by wearing toy headdresses or holding pictures of toys. The teacher plays songs, the students sing along, and the locomotive passes through the classroom. When they sing a toy, the students dressed up as toys line up behind the locomotive in turn.

F after the song, ask the students to exchange pictures of headdresses or toys. The teacher plays the song again and asks the students to play the game over and over again. When there are mistakes in singing songs, teachers should correct them in time and read the words that are easy to make mistakes.

G in part b, the teacher asks questions and the students answer their favorite toys.

However, the activities will be conducted in the form of pair work or group work. You can also introduce songs for training.

Summary after class