Model essay on English teaching plan for the third grade of primary school, Volume I
Teaching objectives:
1, skills and knowledge goals
(1) Can understand, speak and read. Good afternoon. What's your name? I am the sentence pattern of 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! Can you use your name? Ask someone's name. Cultivate children's sense of music and beauty through the study of songs, and enhance the' integration' between disciplines.
Teaching focus:
Can understand, speak and read. Good afternoon! What's your name? I'm … 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! I ... "How are you? I'm fine. How are you? I'm fine, too. Thank you. "
Students did well today. Let's play a game together. This activity helps students distinguish the usage of "boy and girl". From slow to fast, instructions can be carried out alternately.
Second, import
All right! Kids, you're doing great. 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's your name? Hello, I'm Mr. Li. What's your name? Puppet 2: Hello, 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's your name? Ss: I'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 and ask the students to repeat it 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 is polite between boys and girls. Example: Teacher: Girls are whispering. Girl: (whispering) Good morning, boys. Teacher: Boys are low. Boy: (whispering) Good morning, girls. Play the same game with "Good afternoon".
5. The song "Good Morning, Sam". Students, today we are going to learn a nice English song. After learning, the quartet will change the lyrics to "Good morning!" Change it to "Good afternoon" and the quartet will perform the adapted songs for everyone and judge the excellent group.
Fourth, summary.
We 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.
Model essay on the first volume of English teaching plan in the third grade of the second primary school
Teaching objectives:
1, knowledge goal: basically understand and say the sentence pattern How are you and its answer. I'm fine, thank you; ; I can basically sing English songs. I'm fine, thanks.
2. Ability goal: be able to communicate and perform graphics or scenes in simple English.
3. Emotional goal: Through this course, students are interested in listening, speaking English, learning to sing, playing games, daring to speak, being willing to imitate, establishing confidence in encouraging evaluation, and actively participating in group activities, thus realizing the importance of communication in learning English.
Teaching focus:
I can basically understand and say the sentence pattern How are you and its answer. I'm fine, thank you; ; I can basically sing English songs. I'm fine, thanks.
Teaching difficulties:
Pay attention to the pronunciation of th in thank/θ/. Teachers should pay attention to emphasizing the position of the tip of the tongue to students.
Breakthrough measures:
Use teamwork, situational method, encouragement, etc. Practice language points; Use the methods of teacher demonstration, student imitation and group competition to consolidate and apply the key contents learned.
Teaching preparation:
Tape recorder, magnetic tape, teddy bear, sentence pattern card, word card.
Teaching process:
First, preview the study plan.
I can read. I can read.
Good morning. How are you? I'm fine, thank you.
2) I know the lyrics. I know them.
Good morning, how are you? Thank you.
(3) I know the meaning of dialogue. I know the meaning of this text.
Second, independent music learning, cooperation and exchange
(1) Warm up
① Teachers and students do TPR together.
Swimming, swimming, swimming is like a fish. The teacher swings the fish with his hands.
Jump, jump, jump like a rabbit. Put your hands on your head.
Fly, fly, fly, fly, fly like a bird, fly with two arms like a bird.
Sit, sit, sit, sit like a dog.
(2) Import
Teachers and students greet each other. Teachers can say hello to boys and girls. The teacher took out a teddy bear and threw it at the students. The teacher talks to the students.
T: Hello, I'm Annie. What's your name?
S: This is ...
Nice to meet you ...
Nice to meet you.
At this time, the students threw the bear out and talked to each other.
(3) Training and guidance
Activity 1: The teacher divided the class into large groups and composed the sentence patterns into nursery rhymes: "Hello to meet you!" " Hello! I'm fine, thank you. "(one group said the first half, clap your hands and say, and the other group said the second half, clap your hands and answer. )
Activity 2: "Happy Circle" The teacher divided the boys and girls into two circles, the inner circle and the outer circle. The teacher played music songs. I'm fine. Thank you. The music stopped and the students walked clockwise. The students standing in the inner circle and the students in the outer circle greet each other.
Activity 3: The teacher's teaching language: Just now, the big family found many eye masks in the "Happy Walking", and the students present greeted him. How are you? Listen carefully and guess who is greeting him. Answer: I'm fine. Thank you for groups 3-4.
(4) Consolidation and expansion
Activity 1:
Teacher's teaching language: Do you remember our four new friends? Student Report: III/Amy/Damig/Lingling (continuing the topic of last class) They were very happy in 1 1 primary school yesterday. How are they at home today? Please call them and say hello. In groups of four, greet each other by phone and perform.
Activity 2: Listen, point and say.
Teacher's teaching language: Sam has two strange friends. Can you guess who they are? Students guess. The teacher told the students that one is a bird and the other is a loyal dog. What will they say to Sam when he gets up in the morning?
Students guess how to use hello/hi/ good morning /how are you, play the tape and give the right student stickers to encourage them.
Activity 3: Wheel of Fortune
The teacher asked the students to make their own turntables in groups of four and make activity books Unit 2 Activity 1. Teachers give feedback on students' activities.
The teacher asked some students to show their games.
(5) Summary
Teachers give feedback to students' activities through physical projectors. The teacher asks the students to sum up what they have learned in this lesson, and then sing the activity song again to end the lesson.
Third, classroom testing.
Fourth, extracurricular expansion.
I met a foreign friend online and used "Hello/Hi, I'm ..."-How are you? I'm fine, thank you. ”。
Blackboard design:
Module 1 Greetings Unit 2 How are you?
Good morning, Sam.
Good morning.
How are you, Sam? ?
I'm fine, thank you.
Model essay on the first volume of English teaching plan in the third grade of the third primary school
Teaching objectives:
1. Function: Use the sentence pattern "Is it a…?" Ask and answer questions about the article.
2. Word: No, it's not (not = not), but, help, kite, dragon.
3. Sentence: It is a ...? Yes, it is. No, it's not.
Key points and difficulties:
1, pronunciation differences between cats and kites
The sentence pattern is that it is a correct use of ...
No, not. Read the negative answer aloud.
Teaching preparation:
Card. Pictures. Magnetic tape. radio
Blackboard design:
Is Unit 1 a monster?
Yes, it is. /no, it isn't.
Teaching process:
Step 1 Greetings
Review and introduce
1, Play Children's Songs-Play Module 7 Unit 2 About "What is this?" Rhyme, clap your hands and read with the students. Tell the students what this is/what that is, and ask questions you don't know at all.
2. Ask and answer-show pictures of schoolbags, balls, books, cats and dogs, and ask the students "What is this" one by one. Finally, put a picture of a cat-shaped kite and a monster. When the students couldn't answer, the teacher deliberately shook his head and said, "I don't know." Guide the students to understand what the teacher said and listen to activity 65438+.
[Design Intention] By reading "What is this?" With music? Rhyme can not only review the sentence patterns of last class, but also enliven the classroom atmosphere. Through the second part of the question and answer, you can review the words in the last lesson and introduce the words in the new lesson.
show
1, word learning-after listening to the recording, the teacher pretended to ask the students for help: "Who can help me?" So I helped on the blackboard. After answering the English name kite monster just now, a student wrote the words on the blackboard and drew a stick figure, and continued to ask, "Did you find other new words?" Write new on the blackboard, then read help first with exaggerated mouth and voice, and swing your hands back and forth on your head, so that students can guess that help means help. For monster, students are required to open their mouths and read in an evil way. A group of students were asked to imitate the word one by one and read it again. For simpler kite and new, ask students to pronounce ai and ju clearly.
2, the game "I am a little model king"-after learning the new words, the teacher first compares the actions or draws pictures to let the students say the words together, then the teacher says the words and the students compare the actions. Finally, invite some students to be "little teachers" and do what the teacher just did.
[Design Intention] This link is mainly about learning new words. I use exaggerated voice and body language to express new words, so that students can have a deeper understanding and impression of the pronunciation and meaning of new words. The following game "I am a little model king" can not only consolidate the words just learned, but also mobilize the classroom atmosphere.
3, sentence learning-draw a part of the cat, dog and dragon with a stick figure, and then use the sentence pattern "Is it a…?" Ask students questions and write down sentence patterns on the blackboard. When guiding and asking students to read sentence patterns, remind them to read tone and interrogative tone, then guide them to answer with Yes, it is and No, it is not, and remind them to read positive and negative tone. Read these sentences with the whole class first, then read them together in groups or boys and girls, and then let individual students read them.
4, the game "I am a little painter"-let several students get up and draw a stick figure of the word they have learned best, and then ask the class: "Is it a…?" Then the students on the stage replied: "Yes, yes" and "No, no".
[Design Intention] This link is mainly about sentence learning. I use half of the stick figure to introduce sentence patterns and attract students' attention. The following game "I am a little painter" can not only consolidate the sentences just learned, but also arouse students' enthusiasm.
practise
Complete Activity 4- Ask students to practice sentence patterns in pairs and complete Activity 4 to complete the dialogue. Finally, three groups of students are invited to show on stage respectively.
[Design Intention] After learning words and sentences, doing exercises in time can deepen the impression and consolidate the learning results.
Step 5: Learn the text
1, look for words with keen eyes-please find words quickly on the basis of what you have just learned and see which group is fast and good.
2. Pointing while listening-When listening to the recording, emphasize that students must point while listening.
Listen and find out the sentence "Is this one?" .
Listen to the tape then answer this question. Where are the two girls? What did they see? What are they afraid of?
5. Read after the tape, try to read after the text, pay attention to the pronunciation and intonation, and try to translate the text by yourself.
[Design Intention] By learning the previous words and sentences, students can easily enter the text and understand the main idea of the text.
consolidate
Blind people touch things-the teacher took out a big bag, which contained a lot of stationery, animal toys and so on. Then let a student touch something blindfolded and use "This is a …?" Ask the whole class, and teachers and students will answer him with "Yes, Yes" or "No, No".
[Design intent] Re-ignite students' enthusiasm for learning with games and consolidate previous sentence patterns.
Seven. abstract
Please summarize the words and sentence patterns learned today according to the blackboard. If there are any omissions, the teacher will add them.
Eight, homework design
1, read the text and review the words and sentences learned today, and try to rehearse the text in the form of group cooperation.
2. Ask students to apply the sentence patterns they learned today and guide them to use them in daily conversations and recess games.