The case design of English teaching in the next semester draws lessons from a teaching content;
Let's talk, okay? S drama
Teaching material analysis:
Jean? Through Sam's birthday party scene, s talk lets students perceive the core sentence patterns. How old are you? Me? m？ . Years old. Happy birthday! Semantic and pragmatic scenarios of.
Teaching objectives:
1. Capability goal
(1) can understand the main idea of the conversation.
(2) Can read the dialogue with correct pronunciation and intonation.
(3) How old are you to be able to use the main sentence patterns you have learned in actual situations? Me? m？ Years old. Ask the age and answer.
(4) Happy birthday! Express birthday wishes to others.
2. Knowledge objectives
(1) Understand and say sentences. How old are you? Me? m？ . Happy birthday!
(2) Listen and say the word six, brother.
3. Cultural goals
(1) Infiltration: What should I say when I receive gifts and blessings from others? Thank you?
(2) Remind students that in western countries, adults generally don't talk about age, which belongs to personal privacy.
Teaching focus:
Understand and say Happy Birthday! How old are you? Me? m？ .
Teaching difficulties:
(1) How old are you? How are you? And the flexible use of what you have learned.
(2) the pronunciation of the word brother.
Teaching process:
Step 1 Prepare
1. Free communication
T: hello! How are you? Nice to meet you.
2. Hymns
T: first of all, let? Sing a song. Page 59
Design intention: Children's songs related to numbers can not only enliven the classroom atmosphere, but also review numbers.
3. Create a situation.
(Playing birthday music) T: Listen, what? What happened? Show me the birthday slide. Oh, here? This is a birthday party. Look, so many presents. What are they? Jean? Let's have a look. Jean? S count. How many/much? With the help of courseware, draw out six, and teach with the help of cards.
Design intention: create a situation as soon as possible, review the old knowledge in the birthday party, bring the old with the new and solve the new words.
Wow, so many gifts. We also have many presents today. There are some gifts on your desk in each group. If you do well, you can get a gift.
The second step is demonstration
1. Look at the picture and predict.
T: it? This is a beautiful birthday party. Do you know whose birthday party this is? Jean? Let's go and have a look. Look, who are they?
Student: John Sarah Sam
2. Listen and answer the questions and teach your brother.
Now, they are talking about birthdays. Please guess: whose birthday is today?
Student: John? Is Sarah here? Is Sam here? s
T: let? S listen and choose: whose birthday is let'? Sam? south
Yes, today is Sam? My brother. Sam, is that Sarah? My brother. Draw out your brothers and teach them with cards.
3. Listen to the first recording and learn to be born happily.
T: Is it Sam today? My birthday. John is coming. What did John say? Jean? S listen and choose. Take out happy birthday! It is also a group teaching, boys and girls, chanting.
T: Is it Sam today? My birthday. Jean? S sings:? Happy birthday, happy birthday, happy birthday to you! ? (Play the recording. Thank you. ) Look, today is zoom? My birthday. Jean? S said? Happy birthday? ! (Play the recording. Thank you. ) Look, it? s zip？ My birthday. Jean? S said? Happy birthday? ! (Play the recording. Thank you. )
Students, please say thank you when you receive gifts or blessings. Now, each group can get a gift. Ss: Thank you!
4. Listen to the second recording and learn the sentence patterns? How old are you? Me? I am six years old. ?
T: Is it Sam today? birthday He has many talents. Look, a big birthday cake. Candles for Sam. But how many candles are there? So, John asked Sam? How old are you?
T: Now, let's? S listen and choose.
Cause me? I am six years old. And practice by reading in groups, asking questions and so on.
T: Now, let's? Let's ask Sam? How old are you? Show me how old you are. Teach and show you, okay? For comparison.
T: (group question and answer) This group, you ask. This group, you answer.
T: At Sam's? His birthday party, his friends are coming. Look, Li Li is coming. Jean? S ask Li Li? How old are you?
How old are you, Li Li? Infiltrate 89 according to the students' answers.
Now, who can tell me? How old are you? s:？ .
Design intention: Enter the text, take Sam's birthday as the main line, and answer the questions step by step by listening, thus solving the key and difficult problems in teaching. When practicing sentence patterns, it is a progressive process from mechanical practice to meaning practice. Because students will use eight or nine when answering their age, so do some infiltration to reduce the difficulty.
5. Listen to the tape and imitate reading
T: Now, let's? Let's listen to the tape. Listen and imitate. Pay attention to your pronunciation and intonation
6. Role reading
T: let? Let's read in roles. First of all, me? M ... and you are? ....
Act out the dialogue in the group.
Which group can show us?
practise
Jean? S play (cooperation, answer the questions according to the contents of the drawn card. )
T: Sam and his friends are very happy. Now, they are playing games with cards. Look, I have some cards, too. Teachers and students demonstrate games.
Please play this game with your partner.
Who can show us?
Design intention: practice the main sentence patterns through a question and answer activity.
The fourth step is production
1. Attend Sam's birthday party.
T: Sam? His birthday party is so interesting. Do you want to go? Now, please take your present to Sam's birthday party. The teacher wears a headdress and demonstrates with the students. ) Now, me? I'm Sam. Welcome to my birthday party! W W W W x K b 1。 chief operating officer
A: Hello! B: Hello!
How are you? B: Me? I'm fine. Thank you.
Happy birthday! Wow ... Thank you!
How old are you? B: Me? I am six years old. How old are you?
A: Me? m？ Years old. Goodbye. B: Good-bye.
Please practice in groups like this.
Which group can show us?
2. Emotional infiltration
T: may I ask? How old are you? Same to you. But can you? Don't ask me? How old are you? It? It's a secret. Can you? Uncle, don't ask your aunt? How old are you? That's right. For them? How old are you? It? It's a secret.
Design intention: Set up a task-based activity to attend a birthday party. Let the students use the sentence patterns they have learned in actual situations.
progress
1. Test: Listen and number.
Open your exercise book and turn to page 46. No. 1
Correct the answer.
2. Summary: T: Today is Sam? My birthday. We are very happy. What did you learn today at the birthday party?
3. Summary evaluation: Let? Let's count your gifts.
4. Homework
(1) Listen and repeat the dialogue.
(2) Ask your friends: How old are you?
Next semester's English teaching case design draws lessons from two questions Unit 6B.
New funding for course types
Teaching objectives
1, do a listening problem and let's chec test the students' listening level.
2. Learn to sing songs. Let's sing together.
Textbook analysis
This lesson mainly asks students to do listening questions and introduce the words and phrases that appear in the listening questions. This part is more difficult, but what doesn't appear in class will generally appear in this listening problem, so students should understand. Students learn to sing a ballad and let them join the action. The lyrics of this song are difficult to sing, especially the sentences in the ballad. Let the students imitate singing according to the pronunciation in the tape recorder. Students can preview in advance and let Han Shanshan and Liu Junya lead the singing.
Student analysis
The words and phrases in Let' chec are difficult and important for students to master and understand, and the specific meanings of several words in the listening part need to be re-infiltrated and understood. Students are also more enthusiastic about learning to sing folk songs. I do actions for students. This lesson takes some forms of activities for these words, so that students can learn ballads in a relaxed environment and improve their interest and enthusiasm in learning English.
Teaching preparation
Teacher: tape recorder, magnetic tape.
Student: Textbooks.
blackboard-writing design
Unit 6 Happy Birth A
Close the doctor!
Fuck the plastic!
Eat a cae.
Say it again.
teaching process
I. Preheating
1, learn to sing and let's sing.
Happy birthday to you.
Happy birthday to you.
Happy birthday to you.
Happy birthday to you.
This is a TPR activity to warm up before class. The teacher sings with the students.
Design intent
Let's sing. Stimulate students' interest, do it before each class, and students will learn knowledge imperceptibly.
2. Greetings from teachers and students:
How are you?
I'm fine, thank you.
T: where are you?
I come from China.
T: How's the weather today?
S: Good.
The design intention is to review the old knowledge, consolidate the memory, and let the students review the old knowledge by rolling.
Second, the sense of existence.
1, play part b Let's d, let the students listen to the instructions and act accordingly.
The design intention is to review and consolidate animal vocabulary in the form of Let' d activities, and try to make students remember it with rhythmic music, which is impressive.
2. Play a game, let a student write a letter on the platform empty-handed, and divide the students into two groups. Whoever says the letter first will get a small prize.
The design intention is to let students practice in a competitive way, stimulate their enthusiasm, cultivate their spirit of collective unity and cooperation, and let them study in a relaxed environment.
3. Learn to sing Let's chant. This ballad taught the children to sing. Say it again. Let the students understand and say this sentence as much as possible.
Let the students learn to sing this ballad in the form of a competition.
Designing intention songs can improve students' interest in learning English, and the form of competition can attract students and arouse their enthusiasm for learning.
Hall.
Listen to the tape three times and sing along.
New People's Education Press Grade Three English Volume Two Excellent Teaching Plan II
Teaching emphasis: students learn to greet each other in the morning (good morning) and introduce the characters' expressions. .
Difficulties in teaching: What kind of character language is this? The pronunciation of a sentence is difficult, and the mouth shape and pronunciation are not easy to reach the designated position. Teachers should give appropriate hints and never blindly correct pronunciation, thus dampening children's enthusiasm for learning.
Teaching aid preparation:
1, headdresses of Cheng Jie, Mike, Wu Yifan, Sarah, Zip and Zoom.
2. Is it for rent? S play has prepared dolls or headdresses for cartoon characters such as kittens and Mickey.
3. Teaching courseware [Unit 2 Let? s talk/A]
4. Teaching tapes matched with teaching materials
The teacher prepared a puppet.
Teaching process:
1, warm-up and review (warm-up/review)
(1) The teacher plays the song Hello in Unit 1, and the teachers and students sing it together. Teachers demonstrate greetings to students with body language while singing, and encourage students to wear headdresses of characters in songs while singing.
(2) Teachers and students greet each other with the greetings they have learned. Hello/hi, what? What's your name?
Hello/hi, me? m？
(3) Let the students use their English names and leave their seats freely to greet others and ask their names. At this time, students can wear English business cards on their chests. You can also wear some other headdresses, play different roles, practice greeting and introduce yourself. )
2, present a new lesson (Presentation)
(1) The teacher introduced himself and his friends' names in the form of puppets.
Show the two opposite scenes of this unit in front of the students. Teachers can reproduce this content) naturally form a greeting atmosphere.
(2) The teacher told the students that there are many greetings in English, except Hello/Hi, which can be in the morning or in the morning. At the same time, the teacher shows a picture of the morning, or draws a rising sun in Ran Ran on the blackboard, and marks the time at 7: 30 and good morning beside it. Write good morning on the blackboard next to the pattern. Then the teacher greets the students with English names of different identities. Use hello/hi, a. and good morning, a. at the same time (a stands for name).
(Let the students know that these two methods are greetings, but the difference is that you can use Good morning in the morning or in the morning, and you can use Hello/Hi in all time periods. )
(3) Teachers and students watch this part of the teaching courseware together. Unit 2 Let? s talk/A]
(4) Look at this part of the courseware again, and the teacher will guide the students to further understand the content of the courseware, ask questions in Chinese and English, and guide the students to practice answering this question.
T: who? What is this? Who is this?
T: This is John. This is John.
T: where are they going? Where are they going?
T: to school. Go to school. (t stands for teacher)
(5) Students play different roles to practice Let? Let's talk/a.
(The teacher greets the students: T: Good morning. Me? M Miss Wang/Sir? What? What's your name? Student A: My name? s？ At this time, the teacher shook hands with the students and said, Nice to meet you. Encourage students to answer S: Nice to meet you, too. )
(6) Teachers introduce cartoon characters Katie and Mickey and communicate with them. You can also use headdress or stick figure to let students know briefly the appellation words such as miss, Mrs. and Mr.
Good morning, class.
Good morning, Miss Wang.
T: This is Katie.
Hi, Katie.
K: Nice to meet you.
Nice to meet you, too.
Krishnamurti: Jean? Let's go to school. Okay？
S: OK!
Emphasize letting at this time? Let's go to school. This is Katie. Remind students to let? Let's go to school. Anyway, let unit 1, part b? At the s do event? School? I've learned it. Teachers pay attention to the connection and combination of old and new knowledge, from? School? Import to Let? Let's go to school. Understanding of a sentence? Shall we go to school together? . This is Katie. This is a way of introducing people. The pronunciation of this sentence is difficult, and the mouth shape and pronunciation are not easy to reach the designated position. Teachers should give appropriate hints and never blindly correct pronunciation, thus dampening children's enthusiasm for learning. Write this on the blackboard next to the stick figure? )
(7) Students follow and imitate Let? The content of the conversation. (Use teaching tapes that match the teaching materials)
(8) Look at this part of the teaching courseware again, divide the students into groups, and play the characters or other roles in the dialogue for actual communication. Teachers can encourage students to say Miss, Mrs, Mr (at this time, students can use headdresses of characters in textbooks or dolls or headdresses of other cartoon characters). Game activities.
(9) Students demonstrate exercises. At this time, the teacher can give some small stickers to encourage and praise the students' display, especially using multiple words or using Miss, Mrs, Mr? Practice group. It is used to further cultivate students' habit of speaking and using English, and form a strong interest in learning.
3. Interesting exercises
(1) game 1:
Play? Deliver the package? Games. First, divide the class into two groups. Teachers can beat drums rhythmically, and two groups of students start handing flowers at the same time. When the teacher's drum stops, one student in each group gets flowers. At this time, the classmate who got the flowers first introduced himself and said hello, me? m？ /Hi, me? m？ /Good morning, me? m？ Then introduce a friend and say this is? Students who have not been introduced say hello to everyone. This game can also be played with music instead of drumming. When music stops, students can stand up and introduce themselves and others. )
(2) The second game:
Play? Listen to the voice, guess friends? Games. The teacher asked some students to wear masks or headdresses of Cheng Jie, Mike, Wu Yifan, Sarah, Zip and Zoom, as well as dolls or headdresses of cartoon characters such as Kitty and Mickey in the morning. Other students who didn't go to the podium closed their eyes and waited for the students above to say hello to everyone. Then guess who he or she is. Suppose this is Cheng Jie/Mike/Wu Yifan/Sarah /zip/zoom/kitty? The correct student wins a point for the group.
4. Classroom assessment can be handled flexibly and set as needed.
Do the first part of Unit 2 in the activity manual.
(1) Look at the picture and talk about what the students are doing and saying.
(2) Let the students listen to the tape and do exercises.
(3) Play the recording again. Under the guidance of the teacher, let the students read aloud sentence by sentence and check the answers with each other. Finally, evaluate yourself by coloring the flowers.
5. Add-Activity
Game: Go to the corner
Methods: (1) The teacher invited 6-8 students to come up.
(2) Let each of them choose a headdress or mask to wear and tell the person wearing the mask. This is?
(3) The teacher randomly assigns a corner to each role. For example, pointing to one corner and saying: Sarah, pointing to another corner and saying: Zip, pointing to the other two corners and saying: Mike Zoom.
(4) After hearing the teacher's instructions, students go to the same place as their own names. The students sitting in the seat said, is this Zoom/ Sarah/ Zip/ Mike?
(5) Students in the corner should greet everyone and say: Good morning! Nice to meet you.
(6) Teachers can constantly change the position of roles, and students can continue to play games.
Blackboard design:
Unit 2 Look at me
Show a picture of the morning on the blackboard, or draw a rising sun on the blackboard, and mark the words 7: 30 and good morning next to it.
Write sentences introducing people on the other side of the blackboard.
?