My family English teaching plan: preparation before class
Teaching material analysis:
The content of this lesson is mainly to learn words about family and use these words to express their family members. Students are learning father, mother, brother, sister, grandmother, grandmother and sentence patterns. Who is that woman/man? The expression.
There is a certain basis for addressing and inquiring about family members; In this class, you can learn new sentence patterns. Who is this boy/girl? On this basis, further integrate the dialogue content.
Teaching objectives:
1. Cognitive goal: Can you listen and speak Who correctly? Who is this boy/girl? What? My .../her? My ...; Correctly understanding and using the interjections Cool, Great and Wow are really the same as common spoken English?
2. Ability goal: Who should be used correctly? Who is this boy/girl? This sentence pattern asks questions and can answer them correctly; Introduce your family members fluently.
3. Emotional attitude goal: improve students' communication and cooperation performance ability; Know other students' families.
Difficulties and key points:
Be familiar with and master sentence patterns. Who is this boy/girl?
Correct use of common spoken English Come on! Really? And brother's pronunciation, really, look.
Preparation before class:
1. Audio tapes, pictures, headdresses and teaching wall charts related to this lesson.
2. A self-drawn family photo, students should bring their own photos.
3. Four invitations
4.CAI courseware
My Family English Teaching Plan: Teaching Process
First, warm up
Hello, how are you?
How old are you?
Where are you from?
Nice to meet you.
Design intention: create a relaxed and pleasant teaching atmosphere, grasp students' attention and attract students to participate in activities. Dialogue and greetings with students can not only shorten the distance between teachers and students, but also cultivate students' communicative competence.
Second, demonstrate.
1. After the oral conversation, the teacher posted it on the blackboard? Family photo? The teacher pointed to the picture and said, is this my father/mother/sister? Students introduce family photos: Is this my father/mother/sister/brother?
Game 1: Sit in the right position. The teacher shows the word card, such as dad. The students quickly found the corresponding photos. Please ask the fastest student to come to the stage and post the photos in the right position, and say loudly, Me? m？ This is my dad. Students with strong expressive ability can make further introductions with the help of teachers, such as: What? It's from China. What? She is a teacher.
Design intention: Through the game activities, let students have a pleasant experience from the beginning, let them forget that they are learning a foreign language, and actively absorb the language used in the activities with unconscious attention.
1. Who is this boy/girl? Answer the teacher and pay attention to the pronunciation of this. Let the students feel the difference between this and that.
Ss: She is my mother.
Who's that guy? Student: He is my father.
Introduce new sentence patterns and feel the difference between this and that.
Who is this boy? (Pay attention to the pronunciation and intonation of the question)
Ss: He is my brother. Who is this girl?
Ss: Her? This is my sister. Students follow. Who is this boy/girl? After that, boys and girls asked and answered each other and showed their achievements.
Design intention: Use the function of pictures to introduce new knowledge.
Taking sentences as a unit is conducive to cultivating students' ability to use foreign languages directly. Imitating the language practice of reading aloud is helpful to cultivate students' language training skills and language habits.
2. Sentence patterns Come on! Let's watch TV. The TV frame drawn by the teacher with chalk outside the frame.
T: come on! (Gestures) Boys and girls. Jean? Watch TV. (Make a TV appearance) Students understand what it means, and the teacher pays attention to the pronunciation of watch. Guide the students to say the corresponding answers.
Ss: Good! Great! Wonderful! (Focus on guiding greatness! )
Game 2: Dating a student with an invitation list and inviting his good friends to watch TV together.
His good friend just needs to answer well! Great! Wonderful! One of them can watch TV programs with him. Ask students to perform in place.
S: Come on! XXX。 Let's watch TV. Ss: Great!
Design intention: Integrate the pictures again and introduce new sentence patterns by using the situation. Cultivate students' ability to express invitations to friends in English and develop their communicative competence.
Third, practice.
Game 3: Reading exercise: Ask students to read the words in the genealogy in groups, and the most correct group is the winning group.
Game 4: Guess who he is? Ask the students to draw any role (family or friend) on the blackboard. The teacher reminded the students to draw the most prominent features of the characters.
Play Let? In the game practiced by S, the teacher pointed to the character in the picture and asked: Is she/he your mother/father/brother/sister? Ask several times repeatedly, remind students to make simple answers with yes and no, and pay attention to the pronunciation of the words brother and sister.
Example: Ss: Who? Who's that girl?
Student: Guess! Is she your sister?
No, what about her? This is my mother.
Play the tape. Listen to the tape, look at the wall chart and understand the dialogue.
Pay attention to the teaching of modal particles, such as: great! Cool! Really? Wow, that's interesting! Then the students work in groups of four, practice the dialogue and act it out.
Fourth, evaluation
Content: this unit is allowed? The conversation part?
operation sequence/order
1. Understanding pictures and meanings Teachers guide students to understand pictures and meanings by guessing pictures and making dialogues.
T: let? Let's have a dialogue!
A: Who? Who is this boy?
B: Him? Mine? Who is it? Who is this boy/girl?
What? My .../her? Mine?
2. Explain the requirements of the topic and guide the operation method. Ask students to give corresponding icon numbers according to the recording content and recording order.
Play the tape and instruct the students to mark the numbers.
Verb (short for verb) adds an activity.
Introduce your family members' design intentions to your classmates.
Let students practice and use English in a real environment.
Reflection on my family teaching
The key and difficult point of this lesson is who is he/she? He/she is mine ... My Family is closely related to students' real life. It mainly uses the names of family members such as father, mother, sister and brother to communicate. In teaching, in order to embody the student-oriented teaching concept and integrate students into the story situation, I pay attention to guiding students to actively participate in various activities, develop their abilities in all aspects, and cultivate their language communication ability and thinking development ability. Several highlights
First, the game begins and the situation is introduced.
The new teaching course starts with games, which enlivens the classroom and concentrates the students' attention.
Second, adopt picture import to cultivate interest.
It is very important for primary school students to cultivate their interest in learning English as a language. Only by stimulating students' interest and arousing their enthusiasm can students accept and remember. Through vivid pictures, it not only naturally introduces teaching, but also provides a good entrance to accurately transform words into corresponding CIA situations. With the family photo as the background, the teacher shows the family members that the students are already familiar with one by one, and reviews them in the process? Who is it? Who is he/she? What? She/she? Mine? . ? This structure has laid a good foundation for the follow-up teaching, further clarified the meaning of words and consolidated the existing knowledge structure of students. And interspersed with the introduction of genealogy, which paved the way for the subsequent expansion and made the whole class more unified and complete.
Thirdly, as a teacher, I always give demonstrations and give them key words before students speak.
Let the students grasp the main points, make clear the requirements, let the students feel that they have something to say, and make less detours when they say it.
Fourth, in the process of speaking? Student-student interaction and cooperative learning? Can let students learn from each other.
At the same time, let others know more about you, let you know more about others, enhance the friendship between classmates and cultivate feelings. ? Teacher-student interaction also increases mutual understanding between teachers and students, promotes more exchanges between teachers and students, and cultivates feelings between teachers and students.
Classroom practice also proves that this design has the following problems:
1, students will introduce? Who is it? Who is he/she? With what? He/she is my ... ? The structures of these two sentences are confused.
2. The previous exercises are not very consistent with today's content, which makes students feel at a loss in the next new teaching activities. Present family members such as father, mother and me, and practice consolidating sentence patterns at the same time. Then introduce brothers and sisters, and help students clarify the relationship between family members through genealogy, so that students can use the above words correctly. However, it is a bit difficult to organize students to recite the above characters here.
In short, I try to use listening, speaking, singing and playing in classroom teaching. Through all kinds of interesting, practical, relaxed and lively activities, let every student participate, mobilize the enthusiasm and initiative of students as much as possible, let students talk about their families and inspire their love for home. It is in this kind of teaching that students' emotional education of loving their families is infiltrated. Home is what we love, and we love everyone at home.
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