1. English teaching plan for primary school students
First, the teaching objectives
1, knowledge target:
Review the old knowledge: H is birthda.
2, emotional goals:
First, group study, cultivate students' team consciousness and cooperative spirit.
B, exercise the sense of competition through the knowledge contest.
C, students dare to ask questions, dare to ask questions, and students are not ashamed to ask questions. Cultivate students' questioning spirit and modesty.
3, ability goal:
Make animal cards, such as dragons and kites. Students have increased their understanding of knowledge and also exercised their practical ability.
B, actively answer questions, through a series of thinking before and after, boldly play the innovative ability of students on the basis of old knowledge.
Second, the focus of teaching
Is it a doctor? (dr can be replaced by the keywords learned in module 1-7. )
Yes, it is. /N, no.
Students can use this sentence pattern flexibly in their daily life.
Third, teaching difficulties
Pronunciation and spelling of the difficult word dragn, for example, students often misread dragn as /dragɡn/.
Fourth, the preparation of teaching AIDS.
Multimedia, word cards, student works, tape recorders.
Verb (abbreviation of verb) teaching process;
Step 1: Review
A moving train
1, 26 letters.
2. Answer the questions.
The second step: knowledge display, group assistance, classroom test, etc.
Look at the pictures and know the new words. Longlong kite-kite
What is this? This is a book. Is it a pen? No, it's not.
The simulated environment of auxiliary words. I don't know.
3. Introduce new courses. Ask the students to guess the main idea of the text and imitate it in Chinese.
4. Listen and correct the pronunciation.
5. Ask the students to read aloud, find the pronunciation problems of the students and correct them.
6. The teacher explains the important and difficult points of the text, and then guides the reading.
7. Students play the text with homemade kites.
Is the sentence pattern used by the students with the words they have learned dragon?
Yes, it is. /no, it isn't. Performance.
8. In-class test.
9. Homework after class.
2. English teaching plan for primary school students
Theme:
Unit 1 Welcome back to school! the fourth lesson
Teaching focus:
I understood and said, "Where are you from? I come from ... This is my friend ... "
Teaching difficulties: using language and pronunciation of words in situations.
Teaching aid preparation:
1. Students' own headdress
2. Business cards of game characters
3. Auxiliary teaching courseware
4. Music recorded for the game
5. Mr. Black's headdress and clock
Teaching process:
Warm up/review
1. The child exposed his headdress and introduced himself: "My name is Lily. I'm from Canada. "
(Guide other children to use: "Good morning. Lily! " Answer)
2. Students divide into groups and start the dialogue in Part A.. (Different children play different roles in the dialogue, and children can also perform extended performances according to their own situation. )
Introduce a new lesson (demonstration)
65438
The teacher makes some business cards and draws the national flag on the back of them. ) Listen to music and pass cards. The child with the card went to the front to play the role on the card. Introduce yourself: "I'm Amy." The teacher asked, "Where are you from?" The child replied, "I'm from America."
The child tried to ask, "Where are you from?" The students who get the small cards answer according to the situation.
Question and answer among students: "Where are you from?" "I'm from ..." (according to the headdress made by the child himself)
Ask several groups of people to drive the train and ask questions: "Where are you from?"
4. The teacher shows the clock (setting the time to afternoon): "Good afternoon!" The teacher puts on Mr. Black's headdress (walks up to a student) and says, "Good afternoon! I'm Mr. Black. I'm from China. " According to his own situation, the child replied, "Good afternoon, Mr. Black. I am Xiaodong. I'm from China. "
The teacher asked a group of children. Then ask the students to come to the front and play Mr. Black.
The teacher came to the stage with Mr. Black's headdress and said, "There is a friend in our class. Do you know who she is? The teacher pointed to the classmate who played Amy and said, "This is my friend Amy. "(Guide the whole class to say hello)
Ss: Nice to meet you.
Nice to meet you, too!
Ss: Where are you from?
A: I'm from America.
Ss: Welcome!
6. The teacher plays the courseware "Speak" and the students watch the dialogue. Read, imitate and dub courseware with different roles.
7. Practice the dialogue in groups.
8. Act out the dialogue in groups.
Interesting exercise
1. Listen and sort the cards: shuffle the pictures in the text and let the children listen and put them on the table.
2. Act out the dialogue in Let's Talk.
3. Exchange headdresses (countries and names) in groups and practice the dialogue. Where are you from? I'm from ...) Add-Activity
Introduce good friends, and let the children introduce their good friends to everyone with the sentence patterns they have learned.
3. English teaching plan for primary school students
I. teaching material analysis
The textbook I used for this lecture is the standard experimental textbook of compulsory education curriculum, Unit 4 of the first volume of the third grade of primary school. We love animals. This textbook attaches great importance to the cultivation of students' language application ability. From the students' point of view, the most important task of basic education is to learn to learn, develop autonomous learning ability and cultivate innovative ability. This textbook adopts the life reality closely related to students in the aspects of overall conception, content arrangement, activity design and teaching methods, which truly embodies the communicative function of language. At the same time, knowledge and skill goals are integrated in the process of completing tasks, which embodies the overall idea of combining theme-function-structure-task put forward by the new English curriculum standards and lays a good foundation for cultivating students to communicate in English.
1, the teaching content of this course
Let's learn.
This part is mainly about learning common animal vocabulary: cats, dogs, monkeys, ducks, pandas and rabbits.
Let's talk.
Learning sentence pattern
I have one … and it's great! Cool! Wow! Great! Such as exclamations of praise.
Let's do it.
This part requires students to imitate the movements of small animals under the guidance of "acting like A".
2. Teaching objectives of this course: (knowledge objectives, ability objectives, moral education objectives)
Knowledge target
(1) Can you understand me? I have a … that can be used in practical situations.
(2) Be able to listen and read some common animal words.
(3) I can understand and say several commonly used interjections. Cool! Wow! Great! And can be used in practical situations.
(4) can understand simple instructions and imitate animals to make corresponding actions according to the instructions.
Ability goal: improve students' comprehensive ability of listening, speaking, reading and writing.
Moral education goal: to educate students to love and protect small animals.
3. Determination of key points and difficulties
Key points: be able to hear and read common animal words and use the sentence pattern "Look! I have one. "
Difficulties: Because the students are young, it is difficult to correctly use sentence patterns and four words to express sighs in a class, which is particularly confusing. Through the study of this lesson, use the method of natural introduction to help students correctly understand and use key sentence patterns and four interjections.
Second, the teaching material processing
1, introducing "new" with "old"
According to the inherent relationship between old and new knowledge, the knowledge to be learned is deduced from the knowledge already learned, and word teaching is introduced from the daily conversation before class.
2. Improve "Ability" with "Practice"
The formation of students' skills needs to be digested through moderate training. This course designs a variety of game activities, and students improve their ability to master knowledge through games.
3. Integrating dialect teaching into situational performance.
Let students learn to use language in performance, which can highlight the practicality and communication of language. This lesson teaches students to learn the key sentence patterns of this lesson through the teacher's demonstration performance.
Third, the analysis of teaching methods
Through the five-step teaching method of new lesson introduction, new lesson explanation, repeated practice consolidation and feedback practice induction, the teaching content is gradually deepened from shallow to deep, from easy to difficult, from known to unknown by using competitions and game activities that students are interested in. Carry out bilateral activities between teachers and students with teachers as the leading role and students as the main body.
Fourth, teaching methods.
Multimedia-assisted teaching, a modern audio-visual teaching method, runs through the whole teaching process. It increases the intuition and interest, increases the classroom density and improves the teaching effect.
Verb (abbreviation of verb) teaching program
1, new lesson import
(1) Appreciation of English songs: Let students enjoy and sing English songs before class, and let students sing, move, perform and have fun with simple gestures. With music as the background, the songs create a relaxed learning atmosphere and present the vocabulary of individual animals, thus paving the way for what they have learned.
(2) Daily dialogue: In order to stimulate students' interest in learning, attract attention and narrow the distance between teachers and students, first arrange daily English dialogue between teachers and students. Yes, I know. What is this? First ... "Through oral practice, we have completed the preparation of new class teaching and introduced" new "with" old ".
(3) Word teaching: Through colorful courseware demonstration, tell students that I will take them to an interesting place in this class and let them guess where to go according to my' tips'. When the students guessed to go to the big forest, we got on the bus and sang songs all the way to the forest park. Accompanied by beautiful music, the computer plays a panoramic view of the park, giving students an immersive feeling and leading them into the regular classroom.
2, the explanation of the new lesson
This lesson uses multimedia teaching methods to show vivid pictures with vivid colors, and with the sounds of small animals and musical instruments, it is lifelike. With the introduction of small animals as the main content, through the different self-introduction of small animals and unique musical instruments, students can have a good perceptual knowledge of the new knowledge they have learned, and then they can practice it repeatedly and master it comprehensively. Exclamation is to let students suddenly see that the teacher has become a cute little rabbit, and naturally learn four different exclamations. Then, through multimedia display and live recording, we can fully mobilize the enthusiasm of students and attract the attention of all students, so as to achieve the purpose of education and teaching, and cultivate students' ideological quality, emotional quality and English language quality.
3, repeated practice, consolidate the application
(1) In order to arouse students' enthusiasm, we practice and consolidate in many different ways, such as groups of three, groups of two, rows, groups and competitions. Make students in a state of positive thinking, and cultivate students' ability to use English from all directions and angles.
(2)TPR activities. TPR is the abbreviation of total body movement response method. The listening and doing activities of TPR are deeply loved by children. The rhythm and movements can stimulate the cerebral cortex and activate memory. I let the students listen carefully, observe the teacher's actions, guess its meaning, and then follow the recording part to learn the language naturally from the reflection of "acting like A".
4. Feedback exercises
(1) word games
Another climax of this class is the organic combination of games and exercises. A slow-motion game is designed, in which students can say words quickly in their favorite games. Put the animal word cards in a big envelope, and slowly draw out some cards to see which group of students speak quickly and accurately, and make a comparison. Through games, students practice while doing, which greatly stimulates students' interest in learning and consolidates the knowledge they have learned.
(2) Situational performance
It is the nature of primary school students to love acting. I make full use of this feature to let students perform the dialogue "Look! I have a … and choose your own interjection to give students enough time to practice the key sentence patterns in this lesson with their classmates. After the students practice, they perform on behalf of the group in front of the stage, and the teachers and some students serve as judges to evaluate the students who participated in the performance. Let the students really exercise their language use ability through performance.
Step 5 summarize
In this class, in addition to the key contents presented on the blackboard, the knowledge package prepared in advance is passed on to the students who are absorbed in it through beautiful melody and beautiful rhythm. When the music stopped suddenly, the students who got the knowledge package opened the note and answered the questions on the note loudly. Students who answer correctly will get a sticker as a reward. This activity makes every student interested in consolidating new knowledge again and strengthening the understanding and application of this lesson. Finally, I will tell the whole class the results of the big group competition fairly and give correct evaluation and encouragement.
Step 6 show blackboard writing
Unit 4 We Love Animals
Look! I have a … monkey, cat, dog, duck, panda and rabbit.
This course aims at quality education, combines the key points, difficulties and characteristics of English subjects, and uses multimedia-assisted teaching to make students get exercise in seeing, listening and speaking, so as to learn new things in a pleasant and relaxed atmosphere and achieve the initial ability to use English communication.
4. English teaching plan for primary school students
First, teaching objectives.
1, you will hear and read the words baby, happy, windy, sunny, sorry and so on.
2. Know the pronunciation characteristics of consonants plus Y in the above words.
3. Be able to complete the practice of listening and sorting out, looking at pictures and filling in words, and be able to recognize and read. focus
Second, the difficulty.
Master the pronunciation rules of some words with consonants and y.
Third, teaching preparation.
Courseware, pictures, etc.
Fourth, the teaching process.
(1) import.
1, courseware shows making children's songs:
Tall, tall, computer teacher tall, short, short, short, science teacher short, thin, thin, art teacher thin, fat, fat, music teacher fat, funny, funny, funny, they are so funny!
2. Show goals and encourage completion.
(2) Presentation of new curriculum.
1. Teachers use courseware to show five pictures of reading, listening and singing, and guide students to read the words: baby, happiness, windy, sunny and sorry.
2. The teacher plays the word recording, and the students read the words after it. Ask students to evaluate pronunciation. The teacher took the pronunciation again and asked the students to read the words with boys and girls in groups.
3. Students listen to children's songs and read after them. Teacher's brief hint: break down the content and meaning of each sentence of the ballad, read it sentence by sentence, and ask the students to play the children's song again after reading it skillfully, clap their hands with the music rhythm and try to sing the ballad.
(3) practice.
1, students read aloud the recitation in the last activity in groups, and the whole class evaluates and judges the recitation group.
Listen, number and say.
The teacher plays this part of the recording. The students listen and mark it for the first time, listen again for the second time, complete the marking exercise, and repeat it after the third time. The teacher calls the roll and reports the answers, and the whole class corrects them.
(4) Consolidate and expand.
Listen, write and say.
(1) The courseware shows this part of the picture, plays the recording, and asks one person to explain the meaning after reading it. Then, choose the correct word from the nine words in the second activity of the textbook and fill in the underlined part.
(2) Exchange answers at the same table and read three sentences together. The teacher reminded the students to pay attention to pronunciation and intonation.
(3) Choose a sentence from the above and write it out.
2. Copy the words and sentences learned in this lesson into the four-line box in the exercise book.
5. English teaching plan for primary school students
Teaching objectives
1, able to listen, speak, read and write sentence patterns: What did you do last week? I played football.
2. Let's try to finish it.
3. Be able to use key sentence patterns correctly for dialogue and complete the activity "Let's find out the answer".
Teaching focus
1, the teaching focus is sentence patterns: What did you do last week? I played football.
The difficulty is that the question part of this sentence pattern can be used in actual situations.
Teaching difficulties
Students have a preliminary understanding of the general interrogative sentences of verb past tense. Remember the meaning of help.
training/teaching aid
1. The teacher prepares some pictures and each student has an action phrase card.
2. The teacher prepared a teaching wall chart for this class.
teaching process
(1) Warm up
1. Play the recording of ballads on page 7, Unit 1, Volume 2, Grade 5.
2. Teachers and students rap songs with the recording, and do actions with the beat of the content of the songs.
(2) Preview
Free questions and answers between teachers and students.
What did you do last weekend?
S 1: I watched TV. What about you?
S2: I cleaned my room. What about you? ……
(3) Demonstration
Let's try.
The teacher asked: What did Chen Jie do last week? Let's listen to the tape. Listen to the tape and complete "Let's have a try". Teachers and students check the answers together.
2. Listen to the tape and read after it twice.
We talk about it
The teacher said: Now we know what Chen Jie did last week. What did you do last week? Let me guess. The teacher selected several students to ask questions: Did you play football last weekend? Lead the students to answer: Yes, I did. /No, I didn't. Show action pictures and practice.
You ..... Last weekend? Yes, I did. /No, I didn't.
2. Guessing game: Each student has a note with a verb phrase written on it, so that other students can guess: What did he/she do last week? If you can guess correctly, just say: Yes. I did it. Another classmate said: you are great!
3. The teacher explains the dialogue, plays the recording of the text, and the students repeat it twice. Read aloud in groups according to roles and have a group competition.
4. Instruct the students to practice replacement according to the tips in the picture below, and then let the students practice in groups.
5. Read the dialogue in pairs and encourage students to adapt the dialogue according to their own actual situation and perform on stage.
6, making children's songs:
I cleaned the room last weekend.
What did you do? What did you do?
Last weekend, I visited my grandparents
What did you do? What did you do? ……
Let's find out.
Students complete the activity of "Let's Find the Answer" in groups of four, and ask several students to report their findings.
Consolidate and expand
1. Students complete the auxiliary exercises of the activity manual in this class.
2. Students read the dialogue in cooperation.
(5) homework
Copy the key sentences in this lesson.