English teaching design for primary school students
I. teaching material analysis
The general idea of compiling this textbook is to take topic as the key link, communicative function as the main line, and give consideration to language structure, and gradually guide students to complete language tasks with practical purposes in English, that is, topic-function-structure-task. The main features of this textbook are: emphasizing the use of language; Pay attention to ability training; Highlight interest stimulation; Attach importance to two-way communication; Integrate subject content; Attach importance to flexible expansion; Realize the overall design; Provide stereo matching. This unit is divided into three parts: A, B and C, mainly for students to learn words and sentence patterns related to life and study. Unit 1 introduces some places in the school, and Unit 3 introduces students' clothes in various colors. These three units are closely related to students' lives, so this unit is in the same strain as the previous units. The content of this lesson is combined with reality, close to life, and the illustrations are lively, which embodies the concept of "people-oriented" in the textbook and can arouse students' interest in learning. To this end, I divided this unit into eight classes. The following is my teaching design for the first class.
1, emotional goal:
Stimulate students' interest in learning, cultivate students' autonomous learning ability and cultivate students' good study habits in the learning process.
2, cognitive goals:
(1) can understand and speak everyday communication terms, and can skillfully ask and answer questions: What time is it? It's 7 o'clock now, and it's time to go to bed.
(2) Being able to understand and speak words related to life and study;
Breakfast, lunch, dinner, English class, music class, physical education class.
3. Skills objectives:
(1) Learn to express time sentences.
(2) Cultivate students' abilities of observation, memory, thinking, imagination and language use.
The focus of this class is English class. What time is it now? It's 7 o'clock now, and it's time to go to bed.
The difficulty of this lesson is to say time with the words and sentence patterns you have learned.
Second, the analysis of learning situation
Grade three students like games, imitation and curiosity. They like group activities and praise. The designed teaching means and methods are in line with students' reality, and the teaching content can basically face students at all levels. Because students are more active, it may be a little confusing to play games in three groups.
Third, teaching design.
This is a new course. According to the students' situation, in order to implement the above teaching objectives, highlight key points and break through difficulties, I designed the following teaching process:
1, warm-up before class (warm-up)
First, turn on the tape recorder to listen to Let's do, let the students do it while listening, and then sing the English songs Ten Indian Boys and ABC Song, so that the students will be enthusiastic and quickly enter the "role" and immerse themselves in a strong English atmosphere. Let students be prepared psychologically and cognitively to absorb new knowledge. Students are also interested in this form.
2. Introduce new lessons.
After singing the alphabet song, I wrote a letter "C" on the blackboard with my back to the students and asked them to guess what letter it was. Then I changed "C" to "O" and asked the students to guess. Add a few strokes to "O" to make it look like a clock, and finally dial it with a real clock to learn from one point to another, thus dispersing the teaching difficulty.
This not only reviews the letters, but also serves as a link between the past and the future, which naturally leads to the focus of today's teaching. And it is _ _ _ _ points, which reduces the difficulty of teaching.
3. Introduction meeting; exhibition
Draw out the difficult sentence patterns in this lesson, and then draw out the new words and another difficult sentence patterns in this lesson through the cards on the projector. And present it. According to the theory of cognitive psychology and the requirements of communicative approach, we should pay attention to helping students perceive and understand new knowledge and skills when introducing new classes.
4. Drill bit
This step is a new teaching exercise to help students further perceive new materials and achieve initial proficiency. Mainly use mechanical exercises, through imitation, follow-up, grouping, role reading and so on. In imitation, we should follow the acquisition principle of listening first and then speaking, and the principle of practicing individually and then collectively. In order to consolidate new sentence patterns, use cards and other substitute exercises to integrate several new words into conversation exercises, so that students can practice difficult sentence patterns and keywords repeatedly.
Step 5 practice
Through practice, students form a deep impression in the cognitive structure, but this is not the ultimate goal of language teaching. The ultimate goal of language teaching is to cultivate students' application ability. In order to achieve this step, students are required to use what they have learned to communicate, and plan to adopt game activities and task-based teaching mode.
(1) before the task. It is divided into tasks and preparatory activities. In this step, the teacher guides the students or does some demonstration performances. The method of the game is: each group issues more than ten clock cards, which are marked with various times and activities, and at the same time marked with prizes. Ask each student to touch in turn, the rest of the students ask questions, and the touched students answer.
(2) tasks. Complete the task phase. Students use words and sentence patterns in completing tasks, which is a solid performance.
(3) Post-task. Show the completed tasks through game activities. In task-based teaching, under the guidance of teachers, students can achieve the goal of the task and feel successful through perception, experience, participation, practice and cooperation, and adjust their emotions and strategies in the learning process, thus forming a positive learning attitude and promoting the improvement of language practical application ability. In the process of completing the task, I mainly focused on process evaluation and used a variety of evaluation methods.
6, Consolidation (consolidation)
Consolidating this step fully reflects the psychological factors of feedback. Appropriate feedback is conducive to enhancing students' internal drive and improving their interest and confidence in learning. It mainly includes asking students to create situations, using daily words and vocabulary after class, and summarizing by the teacher (this lesson focuses on difficult content, group competition results, and evaluating the content of this lesson).
7. Description of blackboard writing design (omitted)
8, teaching aid configuration (omitted)
9, homework arrangement
English teaching design for primary school students
I. Project Name
Alphabet Song: Hello
Second, the teaching objectives
Through the study of this lesson, we will be able to understand the following aspects of English curriculum standards:
1, students learn 26 English letters, learn to sing English alphabet songs, and lay a good foundation for English learning;
2. Students can learn simple words to greet each other when they meet, and they can communicate in their daily life.
3. Cultivate students' interest in learning English and establish self-confidence;
4. Cultivate students' autonomous learning ability and cooperative spirit;
5. Cultivate students' observation, develop students' thinking, and initially develop students' ability to use language.
6. Flexible use of language to expand curriculum resources.
Third, teaching ideas and methods
1. This teaching activity takes students as the center, interests as the fulcrum, communication as the purpose, real life as the principle, mainly uses situational teaching method, information technology and task-driven classroom teaching mode, takes teachers' inspiration as the main line, takes students' cooperation and competition as the keynote, and applies personal experience and communication throughout, striving to pay attention to students' individual life and cultivate their ability of active inquiry, unity and cooperation and bold practice.
2. Teaching methods: reading guide, media teaching, game teaching, explanation, conversation and competition teaching.
3. Participatory evaluation: encouraging evaluation, evaluation criteria: students' cooperation, communication and listening skills; Test students' mastery of basic greeting words and sentences through activities; By completing the task, test the students' mastery of the language function and structure of this lesson.
Fourth, the teaching content.
1, basic content: master the correct pronunciation of 26 English letters such as A, B, C and D, and can sing alphabet songs.
2, cognitive content: can understand, can talk-how are you? Fine, thank you. Hello! I greet other people.
3, ability requirements: apply what you have learned-how are you? Fine, thank you. Hello! I'm here to greet and communicate.
Verb (abbreviation of verb) Key points and difficulties:
Learn some simple greetings when meeting people and practice questions and answers.
Six, the type of class:
Comprehensive course
Seven, teaching preparation:
Courseware CD-ROM, letter cards, English letter song tapes, prize stickers, masks or headdresses of relevant characters in teaching materials, etc.
Eight, teaching time:
45 minutes
Nine, the teaching process
I. English letters
(a) teaching introduction (5 minutes):
Ask "Do you know how many English letters there are", 26. Write 26 letters on the blackboard and ask, "Do you know these letters? Let's learn them. " The teacher plays English alphabet songs, so that students can listen carefully and stimulate their interest in learning English.
Teach new courses
1, reading guide method (5 minutes): The teacher teaches students how to read one by one according to the alphabetical order listed on the blackboard. After all the 26 letters have been taught, the teacher leads the students to read them several times, which deepens the students' impression and enables them to understand them roughly.
2. Media teaching method (6 minutes): On the basis that students can already read 26 letters, the teacher plays English alphabet songs again, so that students can listen and sing along. After doing this several times, the teacher turned off the tape recorder and asked the students to try to sing together.
3. Game teaching method (4 minutes): This is a game to train students to read letters. The teacher divided the class into several groups and then showed the letter cards one by one. The students raised their hands to answer. The teacher asked the students who raised their hands first to read the letter, and the group that read correctly would receive a reward sticker. Finally, the group that gets the most prizes is the winner, and the teacher gives appropriate praise.
4. Explanation method (10 minutes): Next, enter the teaching of greetings. First of all, the teacher plays the courseware CD related to hello to the students (in the form of animation that primary school students are interested in), so that students can understand what greetings are. After the students know what a greeting is, the teacher begins to explain how to use it in detail, such as saying "hello or hi" to others when they meet, then introducing themselves to use I m, and then teaching the students-"How are you? Fine, thank you. Dialogue. At this time, teachers can take themselves as an example to explain the usage of these greetings to them. First, the teacher asked the students to answer, and then let the students practice by themselves.
5. Talk (5 minutes): The teacher will talk to any student in the classroom.
Hello, I'm She Xiaopei.
Hello, I'm P 1
T: How are you?
Fine, thank you!
Talk to so many students and let them experience the fun of greeting in English.
6. Competition teaching method (6 minutes): The teacher asked the students to practice the dialogue in pairs, and then asked the students to raise their hands and perform on the stage to see which group of students performed well. Good teachers give certain rewards and encouragement.
(3) Summary (2 minutes)
According to the dialogue between the teacher and the class, make a small summary of greetings.
(4) Homework (2 minutes)
Let the students sing English alphabet songs after class and practice greeting in English.
English teaching design for primary school students
Prepare to guide people:
1. Teach the following words: schoolbag, pen, book and pencil. Pick up each item, say the words and ask the students to repeat them. Then point to the object and ask the students to say the words.
2. Walking in the classroom, holding something and saying: What is this? When the students answer: This is a ..., then ask: "What color is it?" (Note that students don't have to ask this question. ) At this time, students should answer: "Yes ..."
For example:
Teacher: What's that?
Student: This is a book.
Teacher: What color is it?
Student: It's red.
Activity 1: Listening finger chart
1. Let the students read books and ask questions in Chinese. Where are the children? Why does Tom have so many questions? Why is Tom afraid?
2. Play the recording and ask the students to point out the corresponding pictures while listening.
3. Explain to the students that the teacher will name the objects in the pictures and they will point out the correct pictures.
For example:
Teacher: This is a cat.
Student: (pointing to a picture of a cat)
Teacher: This is a schoolbag.
Student: (pointing to the picture of the schoolbag)
4. Let the students do the exercises in pairs.
Activity 2: I heard.
1. Read the example sentences or play the recording, pause each sentence and ask the students to repeat the sentences. Do it again.
2. Let the students close their textbooks. Play back the tape, pause after each question and let the students give the answers. Play it again and let them check right and wrong.
Activity 3: Question and Answer of Pointing Diagram
1. Pick up the book, point to the puzzle on the book and say: What is this? Guide the students to answer: "It's A (ten colors)". Give two or three examples.
2. Let the students do the exercises in pairs. Switch roles after six times.
Supplementary suggestions:
Let the students put some pencils, pens and schoolbags of different colors on the desks. Picked up one of them and said, what is this? Guide the students to answer.
2. Give a few more examples, so that students can say the name of the object and the color of the object.
3. Let the students continue to practice in pairs and switch roles after four times.
Teaching skills:
Write the names of the items in the classroom on some double-sided tape or small cards, and then give them to the students to paste or paste them on the corresponding items. If they want to do the same thing at home, tell them to ask their parents for permission. This is a good way to remember words.