I. teaching material analysis
The content of this lesson is based on the first lesson of Unit 2, Part B, Book 2 of Primary School English published by People's Education Press. Mainly to learn family vocabulary and use these words to express their family members. The students learned the father, mother, brother, sister, grandfather, grandmother and the sentence patterns in Part A. Who is that woman/man? The way of 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 the basis of this, further integrate the contents of the dialogue.
Two. Teaching objectives
1. Cognitive goal: Who is this boy/girl who can listen and speak correctly? He is mine .../She is mine ...;
Correctly understanding and using the interjections Cool, Great and Wow are really the same as common spoken English?
2. Ability goal: 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;
Get to know other students' families.
Three. Highlights and difficulties of teaching materials
Key point: be familiar with and master sentence patterns. Who is this boy/girl?
Difficulties: Use common spoken English correctly! Really? And brother's pronunciation, really, look.
Four. 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
Teaching process of verbs (abbreviation of verb)
Step 1: Warm up
1. Teachers and students talk about and do what they learned in the previous lesson:
A B C D E F G，
Mom, dad and I,
C D E F G A B，
Singing and dancing under the tree.
2. Daily oral dialogue
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.
Two. . Briefing session; exhibition
1. After the oral conversation, the teacher posted the "family portrait" on the blackboard.
The teacher pointed to the photo and said, this is my father/mother/sister …
Students introduce family photos:
This is my father/mother/sister/brother …
Game 1: Sit in the right position
The teacher shows the word cards, such as dad, and the students quickly find the corresponding photos. Please ask the fastest student to come to the stage and post the photos in the correct position, and say loudly: I'm ... This is my dad. Students with strong expressive ability can make further introductions with the help of teachers, for example, he is from China. He 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? And answer
The teacher pays attention to the pronunciation of this and makes the students feel the difference between this and that.
Who is that woman?
Ss: She is my mother.
Who is that man?
Ss: 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: She 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.
Let's watch TV. (Working like TV)
The students understand the meaning 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 holds an invitation and invites his good friend 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.
Three. . practice
Game 3: Reading practice:
Ask the students to read the words in the genealogy in groups, and the group that reads correctly 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. Playing the game in Let's Practice, the teacher pointed to the figure 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.
Student: Who is that girl?
Student: Guess!
Is she your sister?
No, she's 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.
Four. . evaluate
Content: Let's talk about part of this unit? (Activity Manual, page 10)
Operating steps:
1. Understand the meaning of the picture.
Teachers guess pictures and make dialogues to guide students to understand pictures and meanings.
Let's have a dialogue!
Who is this boy?
He is my ...
Who is this boy/girl? He is my .../She is my ...
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). Add activity
Introduce your family members to your classmates.
Design intention: Let students practice and use English in real situations.
Reflections on the teaching of intransitive verbs
1. The teaching mode focuses on experience and practice. Starting from the psychological and physiological characteristics of students, I let students learn through experience and practice. I designed a game in which they sit in the right place, linking learning English with doing things in English, creating a good language environment and pragmatic environment, so that students can maintain a positive learning attitude in a happy and confident mood, form a sense of language in a lot of language practice, and develop good English learning habits.
2. In language teaching, pay attention to language sense and pronunciation and intonation. In teaching, I pay special attention to the pronunciation of my brother and sister in this class, so that students can listen, imitate and practice the pronunciation of [th] repeatedly. Pay attention to modal particles. Great! Cool! Really? Wow, that's interesting! Emotional color. Especially come on! Let's watch TV. This paper designs a situation for students to train in meaningful context, use sentences in real situations, and really pay attention to language sense and intonation.
3. In terms of emotional attitude, cultivate students' communicative competence. Let students get in touch with English and learn a complete language in an understandable and practical language environment. The development of cognitive ability and language ability must be realized through the active experience, participation, practice, active attempt and creation of learning subjects. Therefore, we must start from students' psychological and physiological characteristics, follow the law of language learning, start with changing students' learning methods, and achieve the purpose of cultivating interest, forming a sense of language and improving communication ability through listening, doing, rap, playing, reading, writing and audio-visual activities.