Teaching Grade: Fourth Grade
Unit 1: Our School
Second Class Period: B Let's Talk, Let's Check
Class Type: New Lesson
Class Duration: 40 minutes
Student Analysis:
Through the study of the previous class period, students are already familiar with the content of this class period. They will be able to use the sentence patterns of this class period more skillfully.
Textbook Analysis:
The main teaching content of this class period is the usage of sentence patterns "Is this...?/Is that...?" and how to use "this" and "that".
Teaching Objectives:
1. Be able to listen, speak, and recognize the main sentence patterns of this class period: Is this the library? Is that the TV room?
2. Be able to identify the different usages of sentence patterns "Is this the... and Is that the...?" and use them correctly in real situations.
3. Be able to complete the evaluation activities of the Let's Check section well.
4. Be able to imagine and design a school for the future, and apply the learned language when designing and presenting the work.
Teaching Strategies:
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 in Part A.
(2) Students chant the rhyme in Part B of Let's Chant.
(Design Idea: Through singing and acting, liven up the classroom atmosphere, allowing students to learn in a relaxed and pleasant environment, making them quickly enter the learning state, laying a foundation for the new lesson.) (Estimated 5 minutes)
2. Preview
The teacher and students conduct a thematic discussion: What’s in our school? Encourage students to converse using newly learned words.
(Design Idea: Through teacher-student dialogue, exchange, guide students to use new knowledge, hand over autonomy to students, strengthen students' language expression ability and application ability.) (Estimated 5 minutes)
3. Presentation of New Lesson
Let’s talk
After students discuss the school facilities, the teacher shows a photo of the principal of the 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? This leads into the new lesson.
(1) Students watch the teaching chart or VCD, then answer 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: Use multimedia-assisted teaching to create a real learning scenario, allowing students to integrate into the scene, learning new knowledge from form and imagery.) (Estimated 15 minutes)
(2) Attach six picture cards face down on the blackboard, covering the words on the back of the cards. The teacher demonstrates by pointing at a card and guessing: Is this …?/ Is that …?
Students flip the card to answer. Then, shuffle the order and have students answer each other. This activity can also be conducted in small groups using small cards.
(Design Idea: Use games to let students learn while playing, enjoy learning, train their mastery of words, consolidate new knowledge.) (Estimated 5 minutes)
(3) Students listen to the recording, imitate, and follow along in reading the dialogue.
(Design Idea: Through listening training, allow students to consolidate new knowledge through auditory means, learning from listening, speaking, and reading, enhancing students' application ability and language cognition ability.) (Estimated 3 minutes)
(4) Students read the dialogue in roles. Students perform role plays.
(Design Idea: Through performing dialogues, 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 continuously. First, let the students listen to the recording, second, tick the item that matches the recording content, third, check.
(Design Idea: Through playing recordings, train students' listening ability and check their learning effect of classroom knowledge from an auditory perspective, step-by-step exercises make students understand how to do listening questions, how to check, forming good habits.) (Estimated 2 minutes)
4. Homework
(1) Read the dialogue of this class period to your parents.
(2) Introduce the school you designed in English to your mom and dad.
(Design Idea: Through dialogue, apply the new knowledge learned in class to actual communication, extending the consolidation of knowledge, enhancing the emotional bond between parents and students, allowing parents to better understand their children's learning status.)
Teaching Grade: Fourth Grade
Unit 1: Our School
Third Class Period: A.Read and write B.Let's chant Good to know
Class Type: New Lesson
Class Duration: 40 minutes
Student Analysis:
Through previous learning, students have basically mastered the content of this class period, making this lesson relatively easier to learn.
Textbook Analysis:
The main content of this class period is for students to 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 content of the rhyme.
3. Understand how to say relevant school rules and regulations in English.
Teaching Strategies:
Use various forms to practice words and combine reading with writing.
Teaching Process:
1. Warm-up
(1) Students sing the song "Our School" from part C along with the recording.
(2) A group of students performs the dialogue from part A of Let's Talk, reviewing the newly learned sentence patterns.
(Design Idea: Singing first activates students' minds, then review the dialogue from the last class 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 Unit 1 from the third book, consolidating the learning of six words and asking students to introduce their own classroom using the sentence pattern: What's in the classroom? A board...
(2) Play the recording of Let’s do from part A of the first unit of the third book, guiding students to listen and do.
(Design Idea: Through previewing, let students initially touch upon the content of this class period.) (Estimated 5 minutes)
3. Presentation of New Lesson
Let’s chant
Play the rhyme from part B, guiding students to associate the school venues library, art room, canteen, gym with the verbs read, draw, eat, play to read.
(Design Idea: Let students listen and read rhythmically strong rhymes, first to arouse students' learning enthusiasm, secondly to let students understand the Chinese meaning of the words in the rhyme during listening, paving the way for learning the following content.) (Estimated 3 minutes)
Read and write
(1) After singing 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 a chart and say: This is a computer room.
(Design Idea: Introduce the main content of this class period through teacher-student Q&A.) (Estimated 3 minutes)
(2) After simple communicative answers between teachers and students about the content of the chart, the teacher asks students to read the text and designs a few simple questions to check students' understanding.
(Design Idea: Not only can it make students more proficient in the text content, but it can also exercise students' oral expression ability.) (Estimated 5 minutes)
(3) The teacher demonstrates the writing of four-skilled words and sentences in the four-line grid and explains the writing norms.
a. The first letter of the first word of a sentence must be capitalized;
b. Add punctuation at the end of the sentence. It should be noted that the full stop in English is a solid dot, while the full stop 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 class period.
(Design Idea: Through performance, not only can it review the content of this class period, but it can 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 removes the chart, according to the content of the chart, the teacher says some sentences, such as: There are three computers in the room. Ask students to judge the correctness based on the content of the remembered chart.
(Design Idea: Mainly to practice the content of this class period and liven up the classroom atmosphere.) (Estimated 5 minutes)
Good to know
Combine pictures to let students understand relevant school rules and regulations.
(Design Idea: Through the teaching of this part, let students understand relevant school rules and regulations, thus educating students to love the school.) (Estimated 4 minutes)
4. Homework
Copy the four four-skilled words in the four-line grid English notebook.
(Design Idea: Through standardized writing practice, deepen students' impression of words and sentences.)