Topic: Unit 1: My classroom teaching design scheme in the first class.
Teaching objectives:
1. Can understand and say: What's in the classroom? On the boat, there are two lights, many tables and chairs. And can be used in practical situations.
2. Be able to listen, say and identify the main words in reading class: classroom, window, door, picture, board, light,
3. Be able to understand and follow instructions.
Teaching focus: learning things in the classroom? And related vocabulary: classroom, window, door, picture, board, lamp.
Teaching difficulties:
Pay attention to the pronunciation of the word 1. Window "and don't confuse it with the pronunciation of" V ". Teachers should correct in time in teaching.
2. Answer "What's in the classroom?" Pay attention to the pronunciation of plural words.
Teaching aid preparation:
1. Teaching courseware matched with teaching materials [[Unit 1 Let's learn/A]/a]
2. Teaching tapes matched with teaching materials
3. Word cards made by teachers
4. Big picture with classroom.
Teaching process:
(1) Warm-up and review (warm-up/review)
1. The teacher plays the part of "sing and find" in Unit 1 of Book 1, and the students say after the recording.
2. The teacher showed a picture consistent with chant's content and asked, "What's in the picture?" Let the students answer. The word picture is derived from here.
3. Review words, such as pencils, rulers, schoolbags, books, pencil cases, pencil sharpeners, erasers, crayons and pens.
4. Guide the students to do question-and-answer exercises with the above words, such as: What's in the bag? What's in the pencil box?
After the students answer the questions, the teacher can ask again: How many pencils/pens are there? Ask the students to answer in plural. What's in the pencil box? A ruler, two pencils …
(2) Presenting new lessons (presenting)
1. The teacher posted a big picture of the classroom on the blackboard and said, this is the classroom. What is in the classroom?
2. After the students understand, the teacher can try to let the students answer first, praise the students who can speak English (desks, chairs and pictures have been learned), or let the students answer in Chinese.
Tell the students that we should know the classroom and teach them to read.
4. Let the students watch this part of the teaching courseware twice. [Unit 1 Let's study together /A]
Let the students look at the pictures of the courseware and answer: What's in the classroom? On the basis of reading the courseware twice, test the students' listening and memory ability. Students may not be able to answer all the questions, but they can only speak part of them. Teachers can guide students to answer in different degrees and encourage students to answer completely. If you have difficulties, you can watch this part of the teaching courseware again.
What is in the classroom?
A board, two lamps, many tables and chairs …
When the students only answered the boards, lights, desks and chairs, the teacher further asked: How many? Guide the students to say: a board or a board. Two lights. The teacher can tell the students the word directly.
6. The teacher pointed to the blackboard, lamp, table and chair and asked the students to say words.
7. Show the word cards for students to read. Teachers can tell students some ways to remember words. For example, observe the first letter and the last letter of a word. (Stick the word card on the blackboard)
8. Students follow and imitate the content of "Let's learn". (Use teaching tapes that match the teaching materials)
9. On the basis of students learning dialogues, teachers expand their vocabulary: there are many things in the classroom. What are they?
10. Let the students watch the teaching courseware and learn other words. You can transition from learned words to new words.
1 1. The teacher pointed to something in the classroom and asked the students: What is this? Let the students answer.
12. The teacher shows the word card for the students to read. (and paste the word card on the blackboard)
13. Look at the word cards posted on the blackboard and read the words.
14. Let the students practice in pairs: write dialogues according to the actual situation in class.
15. Students show their exercises. Teachers pay attention to students' use of plural nouns and give timely guidance. When correcting students' mistakes, we should pay attention to ways and means, and don't discourage students from learning. Students who speak well should be praised in time.
16. Teachers and students communicate in English. Let's make a study introduction. I can do many things in the classroom. Open the door, turn on the light, clean the window, post pictures, clean the board and sweep the floor. The teacher speaks as slowly as possible, and makes corresponding actions as he speaks, so that students can understand.
17. The teacher said the phrase first, and then asked the students with strong ability to give instructions instead of the teacher, so that other students could make corresponding actions according to the instructions. It is suggested that more students be involved to stimulate students' interest in learning English.
(3) Fun training (practice)
Game 1:
Play the game "Listen and find". In a group, each student in the group is assigned a word learned in this lesson, and then the teacher reads the word aloud. For example, if the teacher reads door, then each group of students assigned the word must run to the classroom door at once. Then the other students in each group judge right or wrong. By the way, the teacher went on to read the next word and the game continued. Finally, let's compare which team scored the most points and which team won.
Game 2:
Play the game of "finding friends". (At this time, a large classroom picture and word card have been posted on the blackboard. Ask the students to paste the word cards in the corresponding places in the picture. Let other students judge right or wrong after pasting. If you are right, read it out loud; If it is wrong, please let others correct it first.
If possible, this game can also paste word cards directly into the corresponding places in the classroom. Let the students remember the words better.
(4) homework
Listen, draw and say.
1. The teacher gives each student a piece of drawing paper.
2. The teacher said a paragraph and the students drew on the paper according to what they heard.
Listen: This is my classroom. What is in the classroom? A picture, two boards, two doors, three windows, six lamps, many tables and chairs.
3. Ask the students to say what they drew and check the answers.
4. In pairs, look at the pictures and ask questions.
Teaching design scheme of the second class hour
Subject: Unit 1 My Classroom
Teaching objective: 1. Understand, speak and use the sentences we have learned ... in daily life.
2. Understand and say the suggested sentence "Let's go and have a look."
3. Be able to understand, speak and correctly use the words indicating position.
Teaching emphasis: learning sentences We have a new classroom. We have six new lamps; Learn to use near to indicate orientation.
Teaching difficulties: It is a little more difficult for students to express our and my than to understand them. The pronunciation of the word our is not easy for students to pronounce correctly.
Teaching aid preparation:
1. Students should bring one thing, preferably about the English words they have learned.
2. The masks of Amy, Mike and Zhang Peng.
3. Big picture with classroom.
4. Teaching courseware matching the teaching materials. [Unit 1 let's talk /A]
5. Teaching tapes matched with teaching materials.
Teaching process:
(1) Warm-up and review (warm-up/review)
1. Review the learned sentence patterns: This is ... I have ... The teacher said with a plush toy: I have a dog. This is my new dog.
2. Ask students to imitate sentences with things prepared in advance.
When the students can say sentences, the teacher can ask: Where is it? Inspire the students to answer with what they have learned: it is/is/is/is/is/is …
4. Where are the students after answering? Teachers can appropriately add the words near, It's near the… so that students can understand the meaning of near and use it in practical situations.
(2) Presenting new lessons (presenting)
1. The teacher showed Amy and Mike masks and asked: Who is he? Who is she? After the students answered Amy and Mike, the teacher added: Amy and Mike are classmates. Ask the students to guess what their classmates mean. Teach classmates
2. The teacher introduces the new role and shows the situational dialogue: Show the mask This is Zhang Peng, who is Amy and Mike's new classroom. They have a new classroom. Do you want to see it? Ok, let's have a look. The teacher shows a picture of the classroom and sticks it on the blackboard: This is a new classroom. Question: What's in the classroom? Let the students familiarize themselves with the dialogue first. )
3. Let the students watch this part of the teaching courseware with questions. [Unit 1 let's talk /A]
How many lights are there in the classroom?
Is the new classroom big?
Where is Zhang Peng's seat?
4. Ask the students to answer the teacher's questions through audio and video, and the teacher should give necessary help where there are difficulties.
5. Students read and imitate the content of Speak. (Use teaching tapes that match the teaching materials)
Ask the students to explain that we have a new classroom. We have six new lights. Ask the students to say the sentence with "We have …" according to the actual situation. Let the students explain. Let's go and have a look. This sentence can be expressed by action. The teacher told the students that we should go and have a look. It is recommended to look at something farther away.
7. Teachers can ask students where they are sitting in the classroom. Where is your seat? This is ...
8. Look at this part of the teaching courseware again and ask the students to dub it according to the picture content.
9. Let the students act out the dialogue in groups of three. Choose the best performance award. Teachers should pay attention to the accuracy of students' use of me and our words. When students speak, it is best to act out the actions of these two words to avoid confusion.
10. Listen to the recording of Let's Sing. (Use teaching tapes that match the teaching materials)
The teacher shows the pictures of the work and plays the tape to make the students understand the sentences.
Listen and imitate.
(3) Fun exercises (exercises)
Game 1
Play the game of "finding friends". The teacher gave the students 1 minute to get down from their seats and find a classmate with the same thing. After the teacher says stop, let's see who has found a "friend" and let the "friends" who have the same thing say together: We have ... After all the students who have found friends have said it, the teacher will give the students time to find a "friend" and continue the game.
Second field
Play the game of clapping. The teacher plays the recording of "Let's Sing Together". Students in pairs, say ballads after the tape and play clapping games. Clap your hands: two people face to face, work and play, and clap each other with their left hands; Words and games. Two people's right hands high-five each other; Every day in the classroom. Two people open their left and right hands and give each other a high five. Work and play, work and play. We are happy every day. Clap your hands like the first three sentences.
Third field
Play a guessing game. In groups of 4-5 people. One of them was blindfolded, and several other students were discussing what they had. After the discussion, let the blindfolded students guess. Student's guess: Do you have …? Several other students replied: Yes/No, we have ... If you guess right, someone else will continue; If you guess wrong, you don't need to change people to continue the game.
(4) Transfer:
Listen to the tape.
Sing this song.
Learn to sing the apple song.
Teaching design scheme of the third class hour
Subject: Unit 1 My Classroom
Teaching objectives:
1. can read and write case Aa, Bb, Cc, Dd, Ee. Can understand and say the words: beef, doctor, bed.
2. According to the pronunciation of the word, judge the first letter of the word and the vowels it contains.
3. Further cultivate students' good writing habits.
Teaching emphasis: learn to write English letters AA, BB, CC, DD, EE, and learn the words beef, doctor and bed bed.
Teaching difficulties: uppercase C and D, lowercase B and D are easy to be confused; Stroke order of uppercase b and e
Teaching aid preparation:
1. Letter card with letters Aa, Bb, Cc, Dd. It says.
2. A word card with the words in this lesson written on it
3. Teaching tapes matched with teaching materials
4. Self-made courseware (see media materials)
Teaching process:
(1) Warm-up and review (warm-up/review)
1. Teachers play "Chant", and teachers and students * * * say ballads while playing the rhythm with the tape. (Use Unit 6 of Book 2, let's sing children's songs /B)
Ask students to recite the alphabet.
(2) Presenting new lessons (presenting)
1. Play the teaching courseware (letter A)
1) The teacher clicks the hand, apple and ant with the mouse, and asks the students to answer: What is this? As the students answered, it's a hand. This is an apple. This is an ant, showing English words with the mouse. Then ask the students to look at these words and find the same letter Aa. Teachers should pay attention to the use of an before apples and ants when students answer questions.
2) Let the students read and distinguish the case of the letter Aa. Ask the students to say the order of letters and letters Aa. (The second textbook has been learned, and the supporting activity manuals are printed in alphabetical order. ) praise the students' correct answers in time and let them practice in the blank. If the student answers incorrectly, ask him again.