Three English teaching design case studies
English teaching design case study one
Teaching content:
B Let's Learn Let?s do Find, tick and match
Textbook analysis:
The Let?s learn section presents the six to ten number words to be learned through scenes of friends talking about their ages. The Let's do part is an instruction activity for practicing the numbers 6 to 10. The Find, tick and match sections are exercises designed to consolidate students' mastery of the number words learned in this unit. The look and circle part is to check students' mastery of the number words learned in this unit. The let?s sing part is a number song, which consolidates and applies the number words learned.
Teaching objectives:
1. Ability objectives
(1) Ability to correctly use the English numbers 6 to 10 in actual situations.
(2) Can understand the instructions in Let's do, and can make corresponding actions according to the instructions;
(3) Can correctly complete Find, tick and match and let ?s check part of the exercises.
(4) Can sing the song "Ten Little Candles".
2. Knowledge objectives
(1) Listen, speak, and read the English expressions of words 6-10.
(2) Listen and speak the sentence pattern I?m...years old.
(3) Understand the content of Let's do part.
3. Emotional and cultural objectives
Let students understand some emergency call numbers and their uses.
Teaching focus:
Listening, speaking and reading of the numbers 6 to 10.
Teaching difficulties:
The pronunciation of the words seven and nine.
Teaching process:
Step1 Preparation
1. Review and perceive English number words: Sing the song? Ten Little Candles?.
2. Free talk
T: Hello! How are you? Nice to meet you.
T: How old are you?
< p> 3.T: Last class, we went to Sam?s birthday, Sam has many gifts, Let?s count. The courseware shows a picture of the gifts, count them, the teacher asks questions using How many?, and the students answer. Review the numbers one-five.Step2 Presentation
(1) Vocabulary presentation
1. Present the word as a whole,
Show Let? s learn character diagram, Those are Sam?s friends. They went to the party, Let?s have a look. The courseware shows the character diagram in the textbook and introduces himself.
Hi! I?m Li Li, I?m six years old. Hi, I?m Tom, I?m 7 years old. Hi! I?m Kate, I?m 8 years old. Hi, I?m Lu Yao . I?m 9 years old. I?m Lucy. I?m 10 years old.
T: Do you love them? Let?s make friend with them.
S : OK.
Design intention: overall perception, listening input.
2. Show the Li Li diagram. T: Now, you are Li Li. How old are you? S: I?m six years old. The teacher takes out the vocabulary card six and teaches reading (rising and falling intonation) - students follow and read - the teacher writes on the blackboard? Leads the reading - students Recognition and reading practice (grouping, arranging, driving a train, reading individually?). The teacher wrote a sentence on the blackboard: I?m six years old. And read it. Students read together. The teacher asked and the students answered. T:?How old are you? S:?I?m six years old. Q&A practice.
The teacher took out some pencils, T: I have some pencils, Let?s count. Sentence: ?Show me six?. Have students follow the instructions to perform actions and say ?six?.
3. Let?s meet Tom. Show Tom. Show the courseware, ?I?m Tom. I?m seven years old. The teacher shows the seven word cards. The teacher takes out the word cards and teaches reading (rising and falling tones) - students follow the reading - the teacher writes on the blackboard and leads the reading - students practice reading (grouping, arranging, driving a train, reading individually?). The teacher asked and the students answered. T:?How old are you? S:?I?m seven years old. Question and answer exercise for students.
The teacher took out some pencils, T: I have some pens, Let’s count. S: one, two, six, seven.
The teacher demonstrates through actions or shows courseware to penetrate the sentence: ?Show me seven?. Ask students to follow the instructions and perform actions and say "seven".
4. Let?s meet Kate. Show the picture of Kate and play the courseware: I?m Kate. I?m eight years old. Show the eight word card, and the teacher will take out the word card and teach reading (rising and falling intonation) --Students follow the reading--Teacher writes on the blackboard? Lead reading--Students read and practice (group, arrange, train, read individually?).
Teacher asks classmates? T: ?How old are you? S:? I?m ? years old. Question and answer exercises for students.
5. Let?s meet Lu Yao. Courseware playback: I?m Lu Yao. I?m nine years old. The teacher takes out the word card nine and teaches reading (rising and falling intonation) - students follow and read - -Teacher writes on the blackboard and reads - students read and practice (group, arrange, train, read individually). The teacher wrote a sentence on the blackboard: I?m nine years old. And read it. Students read together. The teacher asked and the students answered. T: ?How old are you? S: ?I?m nine years old. Question and answer exercise.
The teacher demonstrates through actions or shows courseware, and penetrates the sentence: ?Show me nine?. Ask students to follow instructions and perform actions and say "nine".
The teacher took out some crayons, T: I have some crayons, Let?s count. S: one, two, six?nine.
6. The teacher put another crayon. Only crayons, say How many crayons? S: One,? ten. The teacher shows the word card ten to teach reading (rising and falling intonation) - students follow the reading - the teacher writes on the blackboard? Lead reading - students read and practice (group, arrange, Driving a train, reading individually?). The courseware shows Lucy, and students answer T: How old are you?. The teacher wrote a sentence on the blackboard: I?m ten years old.
(2) Listen to the correct pronunciation
(1) Listen and point.
(2) Listen, point and read.
(3) Cooperative learning
Let students memorize words in the form of group cooperation and evaluate in the group. (Read in your groups. One speaks, the others point, then change. Take turns reading words and sentences in the group, other students point to read, and then change.)
Step 3 Practice
Vocabulary practice
1. Sound and meaning training activities: In the Let's do part, the teacher plays the recording of let's do and asks the students to make corresponding actions and say the number words. (For specific operation steps, please refer to Teaching Reference P132.)
2. Form-meaning matching activity: The teacher shuffles the order and shows the word cards from six to ten, and the students discuss in groups and try to read out the words and re-order them. Arrange it well. Invite five students to complete matching pairs on the blackboard.
3. Sound and shape training activities: The teacher shows the number word cards and gestures, and the students read out the numbers and say I?m...years old. Read from 1 to 10 (pay attention to the pronunciation and intonation).
4. Find, tick and match: Students consolidate the number words learned in this unit through the process of finding and talking.
Step4 Production
1. Pragmatic activities: The teacher organizes students into groups to carry out the following activities
Small survey: In the group, investigate the age of each member. Then exchange and display. Before starting the investigation, the teacher should give a simple demonstration for students to imitate. Please refer to the following table
Name (What?s your name?
My name?s...) Age (How old are you?
I? m...years old.) Phone number
Teacher: We have learned some information about your friends. Can you tell me a little bit about yourself? I?m?. I?m?years old.
2. Help students to recognize emergency call numbers such as 120, 110, and 119 in English, and understand their respective uses.
Step5 Progress
1. Express the title in class
(1) Basic training.
(2)look and circle: Check students’ mastery of number words.
2.Summary: T: What have you learned today? Guide students to summarize what they have learned.
3.Homework
(1)Listen to the tape and read the words.
(2)Introduce the English numbers 1-10 to your friends in English Or listen to your family.
English teaching design case reference 2
Prepare to guide:
1. Teach the following words: bag, pen, book and pencil. Pick up each item, say the word and let the students repeat it . Then point to the object and ask students to say the word.
2. While walking in the classroom, hold an object and say: What?s this? When the students answer: It?s a?..., then ask:?what color is it? (Note that students We don’t have to be able to ask this question) At this time, students should answer: ?It?s?
Example:
Teacher: What?s that?
Student: It?s a book.
Teacher: What color is it?
Student: It?s red
Activity 1: Listening to finger pictures< /p>
1. Let students read the book and ask questions in Chinese. For example: Where are the children? Why does Tom have so many questions? Why is Tom afraid?
2. Play the recording and let the students point out the corresponding pictures while listening.
3. Explain to the students that the teacher will name the objects in the picture and they will point to the correct picture.
Example:
Teacher: It?s a cat.
Student: (point to the picture of cat)
Teacher: It?s a bag.
Students: (point to the picture of the school bag)
4. Let students do the exercises in pairs.
Activity 2: Listening and Listening
1. Read the example sentences or play the recording, pause after each sentence and ask students to repeat the sentence. Do it again.
2. Let students close their textbooks. Play the recording again, pausing after each question and allowing students to give their answers. Play it again for them to check if they are right or wrong.
Activity 3: Finger-Picture Questions and Answers
1. Pick up the book, point to a small puzzle piece on it and say: What?s this? Guide students to answer:?It?s a (color Ten items)? Give two or three examples.
2. Let students do the exercises in pairs. After six times the roles are swapped.
Supplementary suggestions:
1. Let students put some pencils, pens and school bags of different colors on the desk. Pick up one of the items and say: What?s this? Guide students to answer.
2. Give a few more examples, so that students’ answers include both the names and colors of the items.
3. Let students continue to practice in pairs and switch roles after four times.
Teaching skills:
Write the names of the items in the classroom on some double-sided tape or small cards, and then give them to the students and ask them to put the double-sided tape or cards on them. Or put it on the corresponding item. If they want to do this at home, tell them they need their parents' permission. This is a good way to memorize words. English teaching design case reference three
Teaching objectives:
1. Knowledge objectives
a. Be able to recognize and read the words pet, turtle, parrot, goldfish, its < /p>
b. Be able to use the sentence pattern What pet do you have? I have ?/ What?s its name? Its name is? for practical communication.
2. Ability goal
Be able to use the content learned in this lesson to communicate simply with others in English on the topic of pets.
3. Emotional attitudes and values ??
Educate students to love small animals. Encourage students to communicate in English and create a harmonious classroom teaching atmosphere.
Teaching focus:
Learn pet-related words and communicative terms, and be able to simply describe your pet.
Teaching difficulties:
1. Words: turtle, parrot, goldfish
2. The different meanings of its and it?s
3. Expression of sentence pattern What?s its name? Its name is?
Teaching strategies:
Multimedia-assisted method, situational method and other teaching methods. Adhere to free talk (talking around the sentence patterns of this unit) as the core, take function and structure as the main line, and arrange the teaching of this lesson with task-based activities.
Learning methods:
Use a variety of methods in the classroom to encourage students to listen more, read more, and speak more, forming independent and exploratory learning. Students can interact and communicate in activities Build up self-confidence, enjoy the joy of learning, obtain relevant knowledge, cultivate students' practical ability to use English, and make them the masters of learning.
Evaluation method:
Focus on praise and motivation, encourage students to express boldly, protect students' self-esteem, improve students' enthusiasm for learning English, and enable every student to enjoy the happiness of success.
Preparation before class:
Multimedia courseware, animal cards
Teaching process:
1. Start warm-up
T: Hello ! Boys and girls !
T: At first let?s Chant OK ?
Chant《Follow Me》
2. Review activation< /p>
T：Some animal friends come to our class.
Who are they?
Game: Guess the animal
cat dog rabbit chicken monkey fish
[Design intention: Review previously learned knowledge through guessing the animal game and activate the classroom atmosphere. ]
3. New knowledge imparted
1. T: They come from Pet Shop. [They come from pet shop]
Guess ? Pet Shop? What? s meaning?
[Design intention: Learn the word pet by guessing the phrase pet shop, and lead to the topic of this lesson. ]
T: So ,?pet? what?s meaning ?
Ss: pet
T: Yes . Do you know ?my pet?what? s meaning?
Ss: My pet
T: Blackboard writing topic
2. T: There are many pets there. Look they are coming.
p>Oh, what?s this?
T:Yes, it?s a turtle.
Practice the pronunciation of the word turtle
3. Study Word parrot
4. Learn the word goldfish
5. Consolidate words through games
[Design intention: The cat and mouse game helps students further consolidate the three newly learned words animal name words.
]
6. T: This is my pet shop.Which one do you like?
[Design intention: The teacher creates a pet shop situation for students to practice the sentence What pet do you have ?I have ?]
7. T: This is my pet .It?s brown .How about your pet ?
(Students practice describing the color of the pet.)
8. What?s its name? Its name is Coco. How about your pet?
(Students practice describing the pet’s name.)
4. Consolidate application< /p>
1. Listen and speak.
2. Read aloud by role
5. Expand and extend
1. Work in pairs. (Cooperation Exercise)
2. Show your pet.
6. Assign homework
P42 C Read and write .
Blackboard design:
Unit5 My Pet
What pet do you have ?
I have a ____________ .
What?s its name ?
Its name is _______ .
?