Teaching Grade: Fourth Grade
Unit 1: Our School
Second Class Period: B Let’s talk, Let’s check
Type of Class: 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 related to this class period more skillfully.
Textbook Analysis:
The main teaching content of this class 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 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 the sentence patterns "Is this the… and Is that the…?" and use them correctly in real situations.
3. Complete the evaluation activities of the Let's check part well.
4. Be able to imagine and design a future school, and apply the learned language when 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 Part A Let's do.
(2) Students chant the rhyme in Part B Let's chant.
(Design Idea: Through singing and performing actions, liven up the classroom atmosphere, let students learn in a relaxed and pleasant environment, make students enter the learning state quickly, and lay a foundation for the new lesson.) (Estimated time: 5 minutes)
2. Preview
The teacher and students have a thematic discussion: What's in our school? Encourage students to use newly learned words to communicate.
(Design Idea: Through teacher-student dialogue and communication, guide students to use new knowledge, give autonomy to students, strengthen students' language expression ability and application ability.) (Estimated time: 5 minutes)
3. Presentation of New Lessons
Let’s talk
After students discuss the facilities of 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, introduce the new lesson.
(1) Students watch the teaching chart or VCD, then answer the comprehension questions raised by the teacher. In the process of question and answer, focus on understanding and practicing the sentence patterns: Is this the…?/Is that…?
(Design Idea: Use multimedia-assisted teaching to create a real learning situation, let students integrate into the scene, and learn new knowledge from form and image.) (Estimated time: 15 minutes)
(2) Paste six picture cards face down on the blackboard, making sure to cover the words on the back of the picture cards. The teacher demonstrates by pointing to a certain picture card and guessing: Is this…?/Is that…? Have students flip it over to answer. Then reorganize the order and have students answer each other. This activity can also be conducted in groups using small cards.
(Design Idea: Use games to let students learn while playing and enjoy learning, train students' mastery of words, consolidate new knowledge.) (Estimated time: 5 minutes)
(3) Students listen to the recording, imitate and follow the reading of the dialogue.
(Design Idea: Through listening training, let students consolidate new knowledge from auditory perception, learn comprehensively from listening, speaking, and reading, enhance students' application ability and language cognitive ability.) (Estimated time: 3 minutes)
(4) Students read the dialogue in roles. Students perform role plays.
(Design Idea: Through the performance of dialogues, let students understand the content of the dialogue from actual situations, deepen the understanding of knowledge.) (Estimated time: 5 minutes)
Let’s check
The teacher plays the recording three times continuously. The first time, let students listen to the recording, the second time, tick the option that matches the recording content, and the third time, check.
(Design Idea: Through playing recordings, train students' listening skills from auditory perception and check the effectiveness of classroom knowledge learning, practice step by step, so that students know how to do listening exercises, how to check, develop good habits.) (Estimated time: 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 parents.
(Design Idea: Through dialogue, apply the new knowledge learned in class to actual communication, which can extend the consolidation of knowledge, enhance the feelings between parents and students, and allow parents to better understand their children's learning status.)
Grade: Fourth Grade
Unit 1: Our School
Third Class 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 studies, students have basically mastered the content of this class period, and they will learn this class more easily.
Textbook Analysis:
The main content of this class period is to let students master four words and be able to use them fluently.
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. Know how to say the relevant rules and regulations of the school in English.
Teaching Strategy:
Use various forms to practice words and combine reading and writing.
Teaching Process:
1. Warm-up
(1) Students sing the song "Our school" in Part C along with the recording.
(2) Invite a group of students to perform the dialogue in Part A Let's talk to review the newly learned sentence patterns.
(Design Idea: Singing first activates students' thinking, then through performance reviews the dialogue of the previous class, paving the way for learning new lessons.) (Estimated time: 5 minutes)
2. Preview
(1) Guide students to review the let's learn part of Unit A in the third volume, consolidate the learning of six words, and ask students to introduce their classrooms using the sentence pattern: What's in the classroom? A board...
(2) Play the recording of Let's do in Unit A of the third volume, guide students to listen and do.
(Design Idea: Through previewing, let students preliminarily contact the content of this class period.) (Estimated time: 5 minutes)
3. Presentation of New Lessons
Let’s chant
Play the rhyme in Part B, guide 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 stimulate students' enthusiasm for learning, secondly let students understand the Chinese meaning of the words in the rhyme during listening, pave the way for learning the following content.) (Estimated time: 3 minutes)
Read and write
(1) After following the singing of 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 relatively easily answer: In the computer room. At this point, the teacher can show the chart and say: This is a computer room.
(Design Idea: Through teacher-student Q&A, introduce the main content of this class period.) (Estimated time: 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 several simple questions to check students' understanding.
(Design Idea: It can make students more proficient in the content of the text, and also exercise students' oral expression ability.) (Estimated time: 5 minutes)
(3) The teacher demonstrates writing four-skilled words and sentences in the four-line grid, and explains the writing standards.
a. The first letter of the first word in a sentence should be capitalized;
b. Add punctuation at the end of the sentence. It should be particularly noted that the full stop in English is a solid dot, while the full stop in Chinese is an empty circle.
c. The word spacing in the sentence is one letter wide.
(Design Idea: Through standardized writing practice, deepen students' impression of words and sentences.) (Estimated time: 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 review the content of this class period, but also liven up the classroom atmosphere, thereby stimulating students' interest in learning.) (Estimated time: 5 minutes)
(5) Game: Listen and judge. Students close their books, the teacher takes down the chart. The teacher says some sentences according to the content of the chart, such as: There are three computers in the room. Ask students to judge right or wrong 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 time: 5 minutes)
Good to know
Combine pictures to let students understand the relevant rules and regulations of the school.
(Design Idea: Through the teaching of this part of the content, let students understand the relevant rules and regulations of the school, thereby educating students to love the school.) (Estimated time: 4 minutes)
4. Homework
Copy the four four-skilled words in the English book with four lines.
Teaching Grade: Fourth Grade
Unit 1: Our School
Second Class 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 will be more interested in how to say other buildings and facilities in the school in English.
Textbook Analysis:
The teaching content of this class period is also several words related to the school and an English story. Mainly let students master the pronunciation of the words and initially understand the new sentence patterns led by "is".
Teaching Objectives:
1. Be able to listen, speak, and recognize the main words of this class period: gym, TV room, art room, computer room, washroom, music room.
2. Be able to complete the game in the Let’s play part.
3. Be able to understand the general idea of the story in Story time and read it along with the recording.
Teaching Strategy:
Use pictures and charts, combined with games to let students master the teaching content of this class period proficiently.
Teaching Process:
1. Warm-up
Teachers and students sing the songs and rhymes of this unit together.
(Design Idea: Let students enter the classroom with a happy mood.) (Estimated time: 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, and then make the correct answer.
(Design Idea: Teacher-student interaction, the teacher explains in English, the students listen in English and say the answer, train students' listening ability and comprehensive application ability of knowledge.) (Estimated time: 2 minutes)
3. Presentation of New Lessons
Let’s learn
(1) Students perform the "Listen and Do" activity in Part A Let's do. After the performance, the teacher asks: Where do we water the flowers? Students answer: In the garden. The teacher asks again: 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, brains, and fully activate them, cultivate students' overall quality.) (Estimated time: 5 minutes)
(2) Show the chart of this unit, teach the remaining five new words.
(Design Idea: Through reading and practicing, looking at pictures, learning new words, transforming abstract words into concrete images, allowing students to better master new knowledge.) (Estimated time: 15 minutes)
(3) Listen to the recording, follow and imitate.
(Design Idea: Listening, speaking, reading, three aspects of training, step by step break through the difficulties of knowledge, master knowledge, consolidate knowledge, let students learn comprehensively and easily.) (Estimated time: 2 minutes)
Let’s play
(1) The teacher posts a framework diagram of the teaching building on the blackboard, and lets two students cooperate on the podium. The teacher says: The washroom is on the second floor. Let students select the word card of the washroom on the podium, and paste 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 rewards the winners, thus stimulating students' interest in learning, cultivating students' strong interest in learning English.) (Estimated time: 5 minutes)
(2) The teacher flips the six picture cards posted on the blackboard and scrambles the order, covering the words with his hand, asking the students: Where is the washroom? Let the students answer, borrowing the sentence pattern: Is this / that the……?
Cooperate on the podium. The teacher says: The washroom is on the second floor. Let students select the word card of the washroom on the podium, and paste 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: Through quick answering, guide students to apply knowledge in real life, comprehensively train students' reaction ability, improve students' knowledge application ability.) (Estimated time: 5 minutes)
Story time
(1) Play the video of this part. After students watch, answer some comprehension questions.
(2) Students first read the text along with the recording, then read in roles.
(Design Idea: Through videos and recordings, let students observe videos and listen to recordings, learn knowledge from animations, make textbooks lively, and make students learn more interesting and engaging.) (Estimated time: 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 talents.)
Teaching Grade: Fourth Grade
Unit 1: Our School
Second Class Period: Blet’s talk, Let’s check
Type of Class: 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 related to this class period more skillfully.
Textbook Analysis:
The main teaching content of this class 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 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 the sentence patterns "Is this the… and Is that the…?" and use them correctly in real situations.
3. Complete the evaluation activities of the Let's check part well.
4. Be able to imagine and design a future school, and apply the learned language when 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 Part A Let's do.
(2) Students chant the rhyme in Part B Let's chant.
(Design Idea: Through singing and performing actions, liven up the classroom atmosphere, let students learn in a relaxed and pleasant environment, make students enter the learning state quickly, and lay a foundation for the new lesson.) (Estimated time: 5 minutes)
2. Preview
The teacher and students have a thematic discussion: What's in our school? Encourage students to use newly learned words to communicate.
(Design Idea: Through teacher-student dialogue and communication, guide students to use new knowledge, give autonomy to students, strengthen students' language expression ability and application ability.) (Estimated time: 5 minutes)
3. Presentation of New Lessons
Let’s talk
After students discuss the facilities of 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, introduce the new lesson.
(1) Students watch the teaching chart or VCD, then answer the comprehension questions raised by the teacher. In the process of question and answer, focus on understanding and practicing the sentence patterns: Is this the…?/Is that…?
(Design Idea: Use multimedia-assisted teaching to create a real learning situation, let students integrate into the scene, and learn new knowledge from form and image.) (Estimated time: 15 minutes)
(2) Paste six picture cards face down on the blackboard, making sure to cover the words on the back of the picture cards. The teacher demonstrates by pointing to a certain picture card and guessing: Is this…?/Is that…? Have students flip it over to answer. Then reorganize the order and have students answer each other. This activity can also be conducted in groups using small cards.
(Design Idea: Use games to let students learn while playing and enjoy learning, train students' mastery of words, consolidate new knowledge.) (Estimated time: 5 minutes)
(3) Students listen to the recording, imitate and follow the reading of the dialogue.
(Design Idea: Through listening training, let students consolidate new knowledge from auditory perception, learn comprehensively from listening, speaking, and reading, enhance students' application ability and language cognitive ability.) (Estimated time: 3 minutes)
(4) Students read the dialogue in roles. Students perform role plays.
(Design Idea: Through the performance of dialogues, let students understand the content of the dialogue from actual situations, deepen the understanding of knowledge.) (Estimated time: 5 minutes)
Let’s check
The teacher plays the recording three times continuously. The first time, let students listen to the recording, the second time, tick the option that matches the recording content, and the third time, check.
(Design Idea: Through playing recordings, train students' listening skills from auditory perception and check the effectiveness of classroom knowledge learning, practice step by step, so that students know how to do listening exercises, how to check, develop good habits.) (Estimated time: 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 parents.
(Design Idea: Through dialogue, apply the new knowledge learned in class to actual communication, which can extend the consolidation of knowledge, enhance the feelings between parents and students, and allow parents to better understand their children's learning status.)
Teaching Grade: Fourth Grade
Unit 1: Our School
Second Class Period: B.Read and write, Pronunciation, Task time
Type of Class: New Lesson
Class Duration: 40 minutes
Student Analysis:
Students are less interested in learning words and pronunciation parts that are boring.
Textbook Analysis:
Continue to learn the general question sentences led by "is", several words and the pronunciation of vowel letter Aa.
Teaching Objectives:
1. Be able to understand and read the dialogues in Read and write and Task time.
2. Be able to flexibly use the newly learned vocabulary and sentence patterns in real situations.
3. Be able to correctly read the words in Pronunciation and analyze the pronunciation rules.
4. Be able to complete the tasks in Task time in a cooperative way in groups.
5. Be able to learn the songs and rhymes of this unit.
6. Be able to understand the story.
Teaching Strategy:
Use competition or contest methods to get students moving, to stimulate their learning interest. In terms of learning words, combine reading and writing.
Teaching Process:
1. Warm-up
(1) Teachers and students sing the songs and rhymes of this unit together, dancing while singing.
(2) Invite students to perform the dialogue in Story time.
(Design Idea: Before learning new knowledge, through playing games, let students review old knowledge in a relaxed environment, improve students' learning interest, let them feel that learning English is a very pleasant thing.) (Estimated time: 5 minutes)
2. Preview
Riddle guessing. According to the characteristics of various rooms, the teacher slowly says some simple English sentences, letting students guess the names of the rooms based on the English sentences said by the teacher.
(Design Idea: From simple English to more difficult English, from easy to difficult, from short to long, gradually overcome the difficulties, let students learn easily, students relax, improve students' desire for knowledge, lay a foundation for the new lesson.) (Estimated time: 3 minutes)
3. Presentation of New Lessons
Read and write
(1) Ask students to observe the scenario map in the Read and write part, leave out the four-skilled words that need to be written, let students think independently, and fill in the dialogue.
(Design Idea: Give autonomy to students, through visual observation, discover knowledge points independently, learn knowledge points, this way, students' memory of knowledge will be deeper, the teacher can also achieve better teaching effects.) (Estimated time: 5 minutes)
(2) Intensify the practice of spelling the word "picture", which can be done in the form of group contests.
(Design Idea: Stimulate students' learning motivation through the competition method, improve learning interest, enhance students' sense of honor.) (Estimated time: 2 minutes)
(3) Practice writing sentence patterns:
The teacher draws grids on the blackboard. 1. Ask students to look first (see the writing requirements clearly)
2. Ask a group of students to write on the blackboard.
3. Correct errors together with the teacher and students.
(Design Idea: Teacher-student interaction, through writing practice, let students better master the correct way to write new words.) (Estimated time: 10 minutes)
(4) Follow the reading of the recording.
(Design Idea: Use the recording tape, let students listen to the recording, follow the reading of the text, train students' listening ability, also make students further consolidate the correct pronunciation and intonation of the text content.) (Estimated time: 2 minutes)
(5) Games. Based on the words, conduct games within the group: letter combination word game, word relay race.
(Design Idea: Through rich and colorful game methods, incorporate knowledge into the game, apply knowledge in actual communication, let students practice new knowledge and consolidate new knowledge in real situations, improve learning effectiveness.) (Estimated time: 8 minutes)
Pronunciation
Listen to the recording together, find the pronunciation rules.
(Design Idea: Teacher-student interaction, teachers and students learn together, find knowledge points together, the teacher gives guidance to students, students learn to summarize knowledge, autonomous learning, have a greater sense of honor and success, improve students' self-confidence.) (Estimated time: 10 minutes)
4. Homework
1. Copy the four-skilled words and sentences of this class period.
(Design Idea: After-class homework is an extension of classroom knowledge, appropriate homework can better consolidate students' knowledge learning and application.)
2. Task time
Let students bring paper and pens, visit the school in groups of four, and record the distribution of school buildings, draw a map, and mark the names of each functional room. After returning to the classroom, display it to the whole class.
(Design Idea: Knowledge comes from life, let students go into life to learn, apply knowledge better in practice, achieve learning for practical use, let them feel the great role of English, thereby improving their learning motivation.)