# Primary English # Introduction An excellent lecture draft reflects not only the ability of teachers, but also the seriousness of teachers' love for their work. Through the lecture draft, teachers can better carry out teaching, and reasonable and scientific planning can make teaching work. The following is the related information of "Three Drafts of English Speaking for Grade Four in Primary School", hoping to help you.
First, an English lecture draft for the fourth grade of a primary school. Speaking textbook
The new edition of Primary School English is written with the system of "topic-function-structure-task", with quality education as the fundamental guiding ideology, focusing on cultivating the ability to use English with students. At the same time, it embodies the essence of cross-cultural education in foreign language teaching and adheres to the principle of interest first. The content of the text is novel, practical, interesting and contemporary. The content of the selected text involves many aspects such as culture, study and daily life. Taking activities and games as the carrier conforms to the age characteristics of students. This unit focuses on the question-and-answer time, and begins to learn some related words and expressions.
Second, the teaching method of speaking
According to the English Curriculum Standard, students' cognitive rules and the guiding ideology of quality-oriented education in the New Edition of Primary School English, I adopt the following teaching methods in this class:
1. Task-based teaching method. Let students learn and use English to complete their learning tasks through consideration, investigation, discussion, communication and cooperation.
2. Situational teaching. Use multimedia (physical objects) to create dining scenes for students and stimulate their curiosity and thirst for knowledge.
3. Game teaching. Induce students to complete the task of this lesson through singing, games and body language inspiration.
third, the method of speaking and learning
The main purpose of educational administration in learning teaching is not to accumulate knowledge but to develop thinking, in order to enable students to form good study habits and effective learning strategies. I divide my classmates into six groups and sit in a semicircle, which makes it convenient for groups to cooperate and help each other learn. In addition, in this class, I instruct students to give students a free space and invent opportunities for exercise through preview investigation, listening and speaking training, language communication training, and teacher-student interaction. Give full play to the leading role of teachers and combine the main role of classmates.
Let's introduce the teaching objectives and teaching process of this course:
1. Teaching objectives (the basis for establishing teaching objectives: stimulate students' interest in learning through listening, speaking, reading, writing, playing, acting, audio-visual and other means, mobilize students' enthusiasm for learning English, and lay a preliminary foundation for further study. )
1. knowledge factors
a, New vocabulary
b, Language Functions
c, To learn the English song
2. ability AIDS
to cultivate students' comprehensive language use ability and exercise students.
3. Moral education
Combine language learning to expand students' innovative thinking, cultivate their inventive personality and exercise their ability to analyze and solve problems.
second, teaching focuses on difficulties (according to the English curriculum norms and the position and role of this course in the teaching materials)
Learn What do we have? We have ... and use the language knowledge flexibly to communicate.
Third, teaching AIDS: multimedia presentations, objects, tape recorders
Fourth, the design intention of courseware
1. Invent a proactive classroom atmosphere, which will be more vivid and intuitive through vivid and colorful pictures, seize the attention of students, expand the scope of classroom activities and highlight the teaching focus; Improve the teaching effect.
2. Create scenarios, guide and explore, and take care of different levels of classmates in collaborative learning, so that all students can develop.
5. Teaching process
1. Warmer:
Let's sing: Appreciate songs. This is the way enables students to listen to cheerful music, look at attractive pictures and do self-edited actions. This can not only concentrate students' attention, but also review old knowledge, and bring relaxation and happiness to the classroom under the influence of this atmosphere.
Look and say: organize language materials for group dialogue. Get up brush (your) TeethWash (your) Face Have (your) BreastShow the pictures separately here and then show them together for students to sort and talk. Through student-student cooperation, group cooperation. Consolidate the development of the learned knowledge in collaboration and lay the foundation for future study.
let's act. Fast food restaurants appear on the screen, and the teacher says "Oh, it's twice o'clock ... ×××, it's time for lunch." The students answer yes, Yes, Let's go. The students act in kind.
2. Introduce a new lesson
Look at the pictures and learn the dialogue
1. Listen and answer this question
What's the time?
S: It's four o'clock.
This group of sentences has appeared in lesson 7 and lesson 9 successively, so it is a review of old knowledge. Here I arrange a train-pulling exercise in pairs, and the students change from passive answers to active questions. In the mutual question and answer, we can achieve self-education.
2. Listen and guess
Put the recording in It's time to… stop and let the students guess what to do. There will be a variety of answers, and of course you will guess go home. Here we should inspire students to imagine and use the existing language knowledge to make bold guesses to stimulate interest in learning. Release the results, it's time to go home. Let's go together. OK. < P > 3. Listen to the tape and practice: mum, I'm hungry. < P > OK, let's have diner. < P > 4. Look at the pictures and learn the words. (The picture shows a dining table filled with food. ) the teacher leads the students to learn rice chicken pork
5. Listen to the tape and learn the sentence: What do we have?
we have ... practice in groups.
pointing to a table of delicious food!
Consolidate new knowledge:
Listen and read the dialogue completely. The purpose of designing this link is to consolidate, review and train. Students make up for their personality differences through group communication and cultivate the learning spirit of unity and cooperation among students.
Extended exercises:
1. Time questionnaire
Time get up brush your teeth have breakfast go to school have lunch go home have diner
2. let's sing
homework
A. Listen to the tape and imitate reading aloud
B. Write a small dialogue
VI. Design a blackboard writing.
An English lecture draft for Grade Four in No.2 Primary School talks about the thinking of teaching design, aimed at experts or authorities, so as to let them know how I teach. The object of the lecture is students, and the purpose is how to make students understand the textbook. The following is the lecture draft of "Unit 3 My friends" in Grade Four English, which I compiled. Welcome to read.
First, talk about textbooks
Hello, teachers! Today, I said that the content of the lesson is the first lesson in Unit 3 My
friends, the fourth grade PEP textbook for primary schools published by People's Education Press. The main content of this lesson is Let's learn. The main content of this lesson is to learn new words:
long hair, short hair, thin, strong, quiet and friends, and can use the sentence pattern My friend has short hair/long hair; My
friend is quiet/strong/thin. This unit focuses on the theme of "friends" so that students can introduce their friends simply in English.
second, talk about teaching objectives and teaching difficulties
1. talk about teaching objectives
the new English curriculum standard points out that the overall goal of English curriculum in the basic education stage is to cultivate students' comprehensive language application ability. Including students' language skills, emotional attitudes, learning strategies and cultural awareness. According to the above requirements, I set the teaching objectives as follows:
(1) Knowledge objectives: students can listen, speak and recognize new words and long hair, short hair, thin, strong, quiet and
friends, and can use the sentence pattern My friend has short hair/long hair; My friend is quiet/strong/thin.
(2) Emotional goal: to cultivate the relationship between students and friends through the study of this lesson, to get along with friends and classmates better, and to cultivate their cooperation ability and spirit.
(3) Skill objective: To enable students to listen, speak and recognize new words and use new sentence patterns.
2. Emphasis and difficulty in teaching
(1) Teaching emphasis: students can listen, speak and recognize new words and long hair, short hair, thin, strong, quiet and friends.
(2) Teaching difficulties: Students will use the sentence pattern My friend has short hair/long hair; My friend is quiet/strong/thin.
3. Preaching feelings and learning feelings
1. Speaking of learning feelings: Students in grade four have a further understanding of English on the basis of grade three, and at this time they have a great interest in English and have a good foundation in listening, speaking and reading. Use this advantage to let students learn more knowledge further. Let them make more friends.
2. Preaching feelings: I am cheerful and generous. Therefore, in my teaching, I will let students study with me in a more active atmosphere with passion.
4. Speaking teaching method and learning method
1. Situational teaching method: I use students' curiosity and curiosity, and use some photos to lead in, so that students can concentrate on their studies.
2. Encouragement method: praise students appropriately in class, so that students' desire for teachers' affirmation can be satisfied, and students can be more actively involved in learning.
V. Talking about the teaching process
1. Greetings: Say "Hello"to boys and girls!
2. Review: Let students review the words learned in the last unit by opening their textbooks, so that students can enter the learning state.
3. lead-in: take out the photos prepared in advance and tell the students that this is the teacher's good friend, and then describe the characteristics of my friend in the photos. Because the main content of this lesson is to learn the new words long hair, short hair, thin, strong and quiet, I will focus on introducing the characteristics of my friend from these aspects. Then let the students participate in introducing their friends, and then ask them how to introduce their friends in English, which will arouse their curiosity and how to introduce their friends in English.
4. Teaching:
(1) Take out the cards prepared in advance and teach students how to introduce their friends' appearance and personality characteristics in English. I will teach them a new word and stick the cards on the blackboard so that students can recall them in time when they can't remember them. In this teaching process, I will divide the students into groups and let them learn and remember in the game.
(2) Then, on the basis that students can listen, speak, recognize and read words, introduce my friends in English, introduce new sentence patterns, and write them on the blackboard to teach students how to introduce their good friends in English.
5. Question: Who can introduce their good friends in English now?
6. Play games: let one student talk about the appearance and personality characteristics of his good friend in class, and let another student guess. If he doesn't guess correctly, he will be punished by singing or other punishments.
7. blackboard design: right above the blackboard is the title of my lesson, at the lower left is my new word, and at the lower right is the new sentence pattern to be taught today.
8. Assigning homework: Let students apply what they have learned today to real life.
VI. Basis of teaching design
In this class, according to the new curriculum standard of primary school English published by People's Education Press, the concept of new curriculum reform and the theories of pedagogy and psychology, combined with the psychological and physiological characteristics of fourth-grade students, I use teaching AIDS photos and cards to let students play games to learn, remember and cultivate their cooperative spirit and ability in a more active atmosphere.
The first part of an English lecture draft for grade four in a third primary school grasps the contents of the textbook, the important and difficult points, and establishes three-dimensional teaching objectives.
The lesson p>Jobs is selected from Unit 7 Lesson 37, the first volume of Grade Four English in Xinqidian Primary School. It is mainly about learning words related to occupation and answering questions about one's occupation and ideal. Occupation is a topic that is often talked about in daily life. After studying extracurricular activities, daily safety and seeking help, this textbook arranges the unit of occupation, with the aim of enabling students to have relevant dialogues more freely through previous studies. In fact, it is not the first time for students to learn about careers. They have learned about it in the unit My Family in the second volume of the third grade, so the learning in this lesson is also a continuation of the previous learning. The first part of the book is to guide students to learn words through family members.
According to the above-mentioned teaching material analysis, combined with the actual situation of this class, I have determined that the teaching focus of this class is to recognize and read new words about occupations; The difficulty in teaching is to summarize the spelling rules of professional words.
In order to better highlight the key points and break through the difficulties, according to the English Curriculum Standard, the following teaching objectives are established:
Knowledge and skills objectives:
1. Being able to understand and speak eight words related to occupation in the situations involved in this lesson.
2. Be able to ask and answer someone's occupation in English.
3. Be able to simply state your ideals.
process and method objectives:
strive to create real life situations, so that students can experience, practice, discuss, cooperate and explore in the scenes related to the topics they have learned, and help students feel the language and develop in activities.