Teaching Grade: Fourth Grade
Unit 1 Our School
Second Period B Let’s talk Let’s check
Type of Class: New Lesson
Class Duration: 40 minutes
Student Analysis:
Students, through the study of the previous period, are already familiar with the content of this period. They will be able to use the sentence patterns related to this period more skillfully.
Textbook Analysis:
The main teaching content of this period is the usage of the sentence patterns "Is this...?/Is that...?" and how to use 'this' and 'that'.
Teaching Objectives:
1. Be able to listen, speak, and read the main sentence patterns of this period: Is this the library? Is that the TV room?
2. Be able to identify the different usages of the sentence patterns "Is this the... and Is that the...?" and use them correctly in real situations.
3. Be able to complete the evaluation activities in the Let's check section well.
4. Be able to imagine and design a future school, applying the learned language while designing and presenting the work.
Teaching Strategy:
Use various forms to read the text. Praise students more to encourage them to read and speak boldly.
Teaching Process:
1. Warm-up
(1) Students perform the content of Let's do from Section A.
(2) Students chant the rhyme in Let's chant from Section B.
(Design Idea: Through singing and performing actions, liven up the classroom atmosphere, allowing students to learn in a relaxed and pleasant environment, helping them quickly enter the learning state and prepare for the new lesson.) (Estimated 5 minutes)
2. Preview
The teacher and students conduct a theme discussion: What's in our school? Encourage students to converse using newly learned words.
(Design Idea: Through teacher-student dialogue and exchange, guide students to apply new knowledge, giving them autonomy to strengthen their language expression and application abilities.) (Estimated 5 minutes)
3. Presentation of New Lesson
Let’s talk
After students discuss the facilities in the school, the teacher shows a photo of the principal of their school and asks: Who is he? Yes, he is our headmaster. Do you want to be a headmaster? Today Wu Yifan is a headmaster. He has a new school. Do you want to take a look? Thus introducing the new lesson.
(1) Students watch the teaching chart or VCD and then answer comprehension questions posed by the teacher. In the Q&A process, focus on understanding and practicing the sentence patterns: Is this the…?/Is that…?
(Design Idea: Using multimedia-assisted teaching, create a real learning scenario, allowing students to immerse themselves in it, learning new knowledge through form and imagery.) (Estimated 15 minutes)
(2) Place six picture cards face down on the blackboard, covering the words on the back of the cards. The teacher first demonstrates by pointing at a card and guessing: Is this…?/Is that…? Have students flip the card to answer. Then shuffle the order and have students answer among themselves. This activity can also be done in groups using small cards.
(Design Idea: Use games to let students learn while playing, enjoy learning, training their mastery of words, consolidating new knowledge.) (Estimated 5 minutes)
(3) Students listen to the recording, imitate and follow along reading the dialogue.
(Design Idea: Through listening practice, allow students to consolidate new knowledge from an auditory perspective, learning through listening, speaking, and reading, enhancing their application ability and language recognition ability.) (Estimated 3 minutes)
(4) Students read dialogues in roles. Students perform in roles.
(Design Idea: Through performance of the dialogue, let students understand the dialogue content in real scenarios, deepening their understanding of the knowledge.) (Estimated 5 minutes)
Let’s check
The teacher plays the recording three times consecutively. First time let students just listen to the recording, second time circle the item that matches the recording content, third time check.
(Design Idea: Through playing recordings, train students' listening skills from an auditory perspective and check their learning effect of classroom knowledge, step-by-step practice making students understand how to do listening questions, how to check, cultivating good habits.) (Estimated 2 minutes)
4. Homework
(1) Read this period's dialogue to your parents.
(2) Introduce your designed school in English to your parents.
(Design Idea: Through dialogue, apply the new knowledge learned in class in actual communication, extending the consolidation of knowledge, enhancing the affection between parents and students, allowing parents to better understand their children's learning situation.)
Grade: Fourth Grade
Unit 1 Our School
Third Period A.Read and write B.Let’s chant Good to know
Type of Class: New Lesson
Class Duration: 40 minutes
Student Analysis:
Through previous learning, students have basically mastered the content of this period, making this lesson relatively easier to learn.
Textbook Analysis:
The main content of this period is to let students master four words and be able to use them proficiently.
Teaching Objectives:
1. Be able to listen, speak, read, and write the words: board, light, fan, computer.
2. Be able to understand and chant the rhyme.
3. Understand how to say relevant school rules in English.
Teaching Strategy:
Use various forms to practice words, combining reading and writing.
Teaching Process:
1. Warm-up
(1) Students sing the song "Our school" from Section C following the recording.
(2) Ask a group of students to perform the dialogue from Section A Let's talk, reviewing the newly learned sentence patterns.
(Design Idea: Singing first to activate students' minds, then review the previous lesson's dialogue through performance, paving the way for the new lesson.) (Estimated 5 minutes)
2. Preview
(1) Guide students to review the Let's learn part of the first unit of the third book, reinforcing the learning of six words and asking students to introduce their classrooms using the sentence pattern: What's in the classroom? A board…
(2) Play the recording of Let's do from the first unit of the third book, guiding students to listen and do.
(Design Idea: Through previewing, let students initially come into contact with the content of this period.) (Estimated 5 minutes)
3. Presentation of New Lesson
Let’s chant
Play the rhyme from Section B, guiding students to associate the school venues library, art room, canteen, gym with the verbs read, draw, eat, play to recognize and read.
(Design Idea: Let students listen and read rhymes with strong rhythm, first arousing their learning enthusiasm, secondly letting them understand the Chinese meaning of the words in the rhyme while listening, paving the way for learning the subsequent content.) (Estimated 3 minutes)
Read and write
(1) After following the Let's chant, the teacher asks questions about the content of the rhyme: Where do you read? Where do you draw? etc., after students answer, the teacher continues to ask: Where do you have computer classes? Students will easily answer: In the computer room. At this point, the teacher can show the chart and say: This is a computer room.
(Design Idea: Introducing the main content of this period through teacher-student Q&A.) (Estimated 3 minutes)
(2) After simple communicative answers between teachers and students regarding the content of the chart, the teacher asks students to read the text and designs several simple questions to check students' understanding.
(Design Idea: Not only makes students more proficient in the text content, but also exercises their oral expression ability.) (Estimated 5 minutes)
(3) The teacher demonstrates the writing of four-character words and sentences in the four-line grid and explains the writing standards.
a. The first letter of the leading word in a sentence must be capitalized.
b. Punctuation marks should be added at the end of the sentence. It needs to be particularly pointed out that the period in English is a solid dot, whereas the period in Chinese is an empty circle.
c. The spacing between words in a sentence is one letter wide.
(Design Idea: Through standardized writing practice, deepen students' impression of words and sentences.) (Estimated 5 minutes)
(4) Role-playing. Students wear headbands to perform the content of Let's talk, consolidating the new sentence patterns of this period.
(Design Idea: Through performance, not only can the content of this period be reviewed, but also liven up the classroom atmosphere, thereby stimulating students' interest in learning.) (Estimated 5 minutes)
(5) Game: Listen and judge. Students close their books, the teacher takes down the chart. The teacher says some sentences based on the content of the chart, such as: There are three computers in the room. Please students judge the correctness based on the remembered chart content.
(Design Idea: Mainly to practice the content of this period and liven up the classroom atmosphere.) (Estimated 5 minutes)
Good to know
Combine pictures to let students understand the relevant school rules.
(Design Idea: Through the teaching of this part, let students understand the relevant school rules, thus educating students to love the school.) (Estimated 4 minutes)
4. Homework
Copy the four four-character words in the four-line grid English workbook.
Teaching Grade: Fourth Grade
Unit 1 Our School
Second Period B. Let’s learn Let’s play Story time
Type of Class: New Lesson
Class Duration: 40 minutes
Student Analysis:
After studying Part A, students become more interested in how to say other buildings and facilities in the school in English.
Textbook Analysis:
The teaching content of this period includes several words related to the school and an English story. Mainly let students master the pronunciation of the words and preliminarily understand the new sentence patterns led by 'is'.
Teaching Objectives:
1. Be able to listen, speak, and read the main words of this period: gym, TV room, art room, computer room, washroom, music room.
2. Be able to complete the game in the Let’s play section.
3. Be able to understand the general meaning of the story in Story time and follow the recording to read.
Teaching Strategy:
Use pictures and charts, combined with games, to help students proficiently master the teaching content of this period.
Teaching Process:
1. Warm-up
Teacher and students sing the songs and rhymes of this unit together.
(Design Idea: Let students enter the classroom with a pleasant mood.) (Estimated 3 minutes)
2. Preview
The teacher says a sentence, such as: I can see many flowers in it. Where is it? Let students judge what word it is, then make the correct answer.
(Design Idea: Teacher-student interaction, the teacher explains in English, students listen in English and give answers, training students' listening ability and comprehensive application ability of knowledge.) (Estimated 2 minutes)
3. Presentation of New Lesson
Let’s learn
(1) Students perform the "Listen and Do" activity in Section A Let’s do. After the performance, the teacher asks: Where do we water the flowers? Students answer: In the garden. The teacher then asks: Where do we read story-books? Students answer: In the library. Then the teacher continues to ask: Where do we have computer classes? Guide students to say: In the computer room.
(Design Idea: Listen, do, let students move their hands, mouths, and brains, comprehensively developing their overall quality.) (Estimated 5 minutes)
(2) Show the chart of this unit, teach the remaining five new words.
(Design Idea: Through reading and practice, looking at pictures, learning new words, transforming abstract words into specific images, allowing students to better grasp new knowledge.) (Estimated 15 minutes)
(3) Listen to the recording, follow along reading, imitating.
(Design Idea: Listening, speaking, reading, three aspects of training, step-by-step breakthrough of knowledge difficulties, mastering knowledge, consolidating knowledge, letting students learn comprehensively and easily.) (Estimated 2 minutes)
Let’s play
(1) The teacher sticks a framework diagram of the teaching building on the blackboard, having two students cooperate in front of the podium. The teacher says: The washroom is on the second floor. Let students select the word card for the washroom in front of the podium and stick it in the correct place, the faster student is the winner, or the teacher asks: Where’s the library? Students quickly answer: It’s on the first / second floor.
(Design Idea: Each student has a strong competitive psychology, through the competition method, the teacher gives rewards to the winners, thus stimulating students' learning interest, cultivating students' strong interest in learning English.) (Estimated 5 minutes)
(2) The teacher flips over the six picture cards stuck on the blackboard and shuffles their order, covering the words with hands, asking students: Where is the washroom? Let students answer, using the sentence pattern: Is this / that the……?
(Design Idea: Through quick answering form, guide students to apply knowledge in real life, comprehensively training students' response ability, improving students' knowledge application ability.) (Estimated 5 minutes)
Story time
(1) Play the video of this part. After students watch, answer some comprehension questions.
(2) Students first follow the recording to read the text, then read in roles.
(Design Idea: Through videos and recordings, let students observe videos and listen to recordings, learning knowledge from animations, making the textbook lively, making students learn more interestingly and more interested.) (Estimated 8 minutes)
4. Homework
Students perform the story in Story time after class.
(Design Idea: After-class homework can better consolidate knowledge, through interesting performance methods, students can both practice English in practice and cultivate students' artistic talent.)