What's your name? English lesson plan
Teaching objectives:
1, skills and knowledge goals
(1) Can understand, speak and read good afternoon. What? What's your name? Me? The sentence pattern of m x x
(2) Can understand, speak and read your name, afternoon and other words.
2, the ability to use the goal
Be able to greet others correctly at different time periods. Good morning: Good morning! Afternoon: Good afternoon! What can I use? What's your name? Ask someone's name. Cultivate children's sense of music and beauty through the study of songs, and enhance the integration of disciplines.
Teaching focus:
Can understand, speak and read. Good afternoon! What? What's your name? Me? m？ And your name, good afternoon.
Teaching difficulties:
Pronunciation of /m/ in the name and /n/ in the afternoon.
Teaching process:
First, warm up
1. Practice the dialogue between teachers and students and between students with the greetings you have learned. ? Good morning! Me? m？ How are you? I ... I'm fine. How are you? Me? I'm fine, too. Thank you. ?
Students did well today. Let's play a game together. Activities help students distinguish? Boys and girls? The usage of. From slow to fast, instructions can be carried out alternately.
Second, import
All right! What about you, boys and girls? I did a good job. Look! The teacher takes a puppet in each hand and performs a dialogue by tone sandhi, which leads to the focus of this lesson: What? What's your name? Hand puppet 1: Hi, me? I'm Mr. Li. What? What's your name? Puppet 2: Hello, me? I'm Sam.
Third, text teaching.
1. Students, now I'm Miss Li, not Miss Liu, and the teacher's voice is getting louder. The teacher put Miss Li's headdress on her head and talked to the students: Miss Li: Hello! Good morning. Ss: Good morning. Mr. Li: What? What's your name? Ss: Me? m x x。
2. Play the tape and ask the students to listen to the tape and point to the picture. Play the dialogue again. Ask the students to talk at 2? 3 times; The teacher corrected the students' pronunciation.
3. Ask the students to read the dialogue in groups and conduct spot checks on individual students.
Everyone should greet the boys and girls in the class with polite language. This game is to see who speaks the best polite language between boys and girls. Example: Teacher: Girls are whispering. Girl: (whispering) Good morning, boys. Teacher: Boys are low. Boy: (whispering) Good morning, girls. Good afternoon? Play the same game.
5. songs? Good morning, Sam? . Students, today we are going to learn a nice English song. After learning, can the quartet change the lyrics? Good morning! ? Change to? Good afternoon? . The quartet will perform the adapted songs for everyone and judge the excellent groups.
Fourth, summary.
we? I learned a very nice new song and did some interesting exercises.
Verb (short for verb) homework
Sing a new song to your parents and listen to the tape twice.
Reflections on the Teaching of What's Your Name (1)
The goal of classroom effectiveness has not been successfully achieved. What can only a few children use? What's your name? My name? s？ These two sentence patterns. When preparing lessons, I didn't fully consider the actual level of third-grade students mastering English. what do you think? What's your name? My name? s？ It's simple. It shouldn't be difficult for children to learn, but it is very difficult for some children who haven't learned English before and don't have a good grasp of pinyin. Some teachers who don't teach English after class think it's my name? s？ My mouth is full, let alone a third-grade child. It is true that the m in the word my should be pronounced /m/ and the m in the word name should be pronounced /m/, so many students in the class say my mame.
In the process of teaching, I also let students master the two expressions of introducing names in previous lessons and this lesson: me? m？ What's my name? s？ I didn't expect a classmate to mix the two together. What did I ask? What's your name? The answer is me? M names? Some students missed it? Just say my name?
In the first half of the class, students are very interested in learning because of the presentation of pictures. It may be because the practice is mechanical and the practice method is single, so some students are not enthusiastic in the second half of the class, and their attention gradually begins to be scattered, and the classroom discipline is not good. Some students began to make small moves, talking with bricks and not listening carefully. So when I ask something, What's your name? What's the answer? What's your name? In other words, some students don't know what I mean at all, so they should not correct their mistakes, but answer him my name. Ms. Zhu. So that he can answer my name correctly according to my answer just now? s？ .
Design activities are not very rich, only group competitions, deskmate performances and role reading activities. Students' interest stays in pictures, so practice something with pictures. What's your name? What's my name? s？ Almost all students can ask and answer questions, but when they use their own names to ask and answer questions, many students can't. It shows that their interest is not high, which is also in line with the characteristics of primary school students. Therefore, in the future, we should prepare lessons from the actual level and characteristics of students, and try our best to design some activities that conform to the teaching content and characteristics of students, so as to attract students' attention and improve classroom efficiency.
Reflections on the Teaching of What's Your Name (Ⅱ)
1. In the teaching process, students are still in the afterheat of holidays, so it is easy to be distracted in class. There is no need to worry about this phenomenon. When teaching new content, don't rush to instill it in students, but step by step, slow down and let students accept and digest it slowly, so as to give students a good learning environment and let them devote themselves to learning as soon as possible.
2. What are students interested in? Name? It is easy to accept learning, but because of the different names in China and the West, students are a little confused and they are not satisfied with it. Nancy. And then what? David? Pronunciation is also a difficulty. Therefore, I try my best to give every child a chance to pronounce, and correct the wrong students in time, solve the problems in class, and leave more time for the children after class, so that they can understand that learning, especially English language learning, is very simple.
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