First, teaching design

Step 1 Warm-up

hello

2. Sing a finger family song

Do you like singing?

Ss: Yes.

Let the students sing this song together.

Step two. Briefing session; exhibition

Introduce "hat, pen" to students with a hat full of pens.

Hat (new word)

Now, look, what is this?

Ss: A hat.

T: Yes, it's a hat.

(1) Teach the word "hat"

Let the students read the words while touching their hats.

T: There is something in my hat. Can you guess what they are? (deliberately put the pen under the hat)

Student: Pen, pencil, ruler …

(After students' guess)

Oh, where is my pen?

Student: It's under the hat.

2. Teach "Where is my pen? It's under my hat. "

Where is my pen?

It is under my hat.

Where is my pen now?

Student: It's under the hat.

3. Teach "Where is my hat? It's on my hat. "

Teach "it's in my hat" in the same way

Play the radio and let them read after it.

Step 4 study the text

Read the text together. Let the four groups play the train game. Read them one by one.

5. Competition

(1) Play the first game to strengthen their memory of "up and down"

Do you like games?

Ss: Yes.

Now, let's play a game.

(2) Take a rest by doing "up and down" exercise

(3) Play the second game to practice the text

Students, now let's play a louder game. Do you like it?

Ss: Yes.

T: OK, let's get started. Who wants to have a try?

(hide the pen in the student's hat)

Ss: Where is my pen? Where is my pen?

practise

Through the competition, divide the students into four groups to read the text.

The fourth step inspection

Complete two exercises: one is done by teachers and students; The other is done by the students themselves.

summary

What have we learned in this class? What should they master after studying?

homework

Read the text skillfully and try to recite it.

Practice the third part with your parents

Second, the design description

(1) Topic New Standard Primary School English Volume 1 Module 1 Unit 01"Where's my pen?"

(II) Topic The orientation of the teaching content of this course is closely related to students' daily life. The focus of teaching is to master.

Three directional words "up, middle and down"

(3) Class description: This case is the first lesson of Module 10. This module is the last learning content of the whole book. The students in front have already learned stationery and other contents. Therefore, the teaching task of this lesson is how to expand and apply the old knowledge on the basis of learning new knowledge, so as to truly apply what you have learned.

(IV) Analysis of Academic Situation Through the study of the seventh module, students have a good grasp of the text, which provides a favorable foundation for the teaching of this unit. The teaching content of this unit is closely related to students' real life, so the teaching content of this unit is not difficult for students to understand. The key is how to integrate and expand the scattered language points and use them accurately in real life.

Third, detailed case teaching

Project Name: Module 1 Unit 01"Where's my pen?"

Textbook: teaching material analysis.

This lesson is taken from the New Standard English for Primary School Students, including listening, pointing, finding "being, going up and down", listening, speaking and practicing. 1 part, mainly dealing with "where is my pen?" The second part is the generalization of 1. The third part is practice.

Teaching purpose: teaching goal

Knowledge goal: knowledge goal

1. Let students master new words and sentence patterns.

2. Let them understand the texts and use them in practical situations.

Ability goal: ability goal

Cultivate students' ability to distinguish "upper, middle and lower" positions

Emotional goal: emotional goal

Cultivate students' interest in learning English.

Teaching method: teaching method

In this class, I mainly use task-based language teaching method and communicative teaching method. This course mainly adopts task-based teaching and group cooperation teaching, which fully embodies the students' dominant position. Scissors and hammers games and finding things games fully embody the students' dominant position; Reading the text in groups fully embodies the students' sense of cooperation.

Difficulties and emphases: the emphases and difficulties in teaching.

The difficulty is the use of spoken sentences in daily life; The focus is on mastering new words and sentences. The main focus of teaching is to make students use the English sentences they have learned flexibly in their daily life. The difficulty is the learning of words and sentence patterns in the text.

Teaching procedure: teaching process

Step 1 preheating

In this step, I used a song "Finger Family" related to this lesson. This step is used to cultivate students' interest in learning English.

Introduce songs related to this lesson into the classroom to stimulate students' interest in learning.

The second step is demonstration and practice.

1. Play a song that introduces the word "where"

Let them sing the song Finger Family, guess the meaning of the word "where's" and introduce the key word "where's" in this section through the lyrics.

2. Introduce the new word "hat" and the text by showing a hat full of pens and pencils, and let them watch the hat I prepared to master the word "hat". Then let them guess what's in my hat. This process is put forward to review the words we have learned and introduce the text.

Teach the new word "hat" by showing the self-made magic hat to the students. Let the students guess what is in the hat to review the words they have learned about stationery before, so as to combine the old and new knowledge. At the same time, lead out the text of this lesson.

3. Learn the text.

Let the students learn to read this text by listening to the tape and reading after it.

4. Play a game to strengthen their memory of "up, middle and down"

By playing the game of scissors and hammer, we can deepen our study of new words in this lesson.

Step 5 take a break

Do exercises between classes so that students can have a short rest to achieve better learning results.

6. Play loud games to enhance their understanding of the text

Practice the text and strengthen reading by asking students to play games loudly.

practise

Divide the students into four groups and read the text in groups. The winning group will reward them with a star.

The fourth step is physical examination.

Complete two exercises: one is done by teachers and students; The other is done by the students themselves. Exercise 1 is displayed in the form of courseware, which is completed by teachers and students, and is mainly designed for the first part of the text. Exercise 2 is designed in the form of a learning plan, so that students can connect (pictures and sentences). This exercise extends the knowledge to the second part of the text. After the students finish independently, the deskmates check each other, and finally the teachers and students check each other through the courseware.

The fifth step is summary.

What have we learned in this class? What should they master after studying? Summarize the important knowledge learned in this lesson.

Homework after class

Read the text skillfully and try to recite it.

Practice the third part with your parents

Read the text skillfully and recite it hard; Play the game of exercise 3 with your parents.

Blackboard design Blackboard design

I divided the blackboard into two parts. Part of the main points used to write the text; The other part is used to show PPT to students. Divide the blackboard into two parts. Write the text and important words on the left and show the courseware to the students on the right.

Fourth, self-reflection teaching reflection.

The activities carried out by this class are in line with the psychology of first-grade children and suitable for their language learning; Active classroom atmosphere can arouse students' enthusiasm for learning English; Correctly handle the teaching steps.

Looking back on the teaching of this course, I think there is still room for improvement: encouraging students to speak less language and being too strict with students; The game time of consolidating words is too long, which leads to the short time of consolidating sentences; The allocation of classroom time is not reasonable enough; The design of teaching links is not perfect enough to connect flexibly; Try to use English in class to cultivate children's sense of language; The game of driving a train should be changed to English in English class, such as the snowball used by Teacher He Feng in class.