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 previous lesson, students are already familiar with the content of this class. 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 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: 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 correctly use them in real situations.
3. Be able to successfully complete the evaluation activities in the Let's Check section.
4. Be able to use imagination to design a school for the future and apply the learned language while designing and presenting the work.
Teaching Strategies:
Adopt various forms of reading the text. Praise students frequently to encourage them to boldly read and speak.
Teaching Process:
1. Warm-up
(1) Students perform the content of Let’s do from Section A.
(2) Students chant the rhyme from Section B's Let’s Chant.
(Design Idea: Through singing and performing actions, liven up the classroom atmosphere, allowing students to learn in a relaxed and pleasant environment, quickly entering the learning state, and laying a foundation for new lessons.) (Estimated Time: 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, facilitate communication, guiding students to use new knowledge, handing over autonomy to the students, strengthening their language expression and application abilities.) (Estimated Time: 5 minutes)
3. Presentation of New Material
Let’s Talk
After students discuss the facilities of the school, the teacher shows a photo of the principal 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 teacher's comprehension questions. During 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 through form and imagery.) (Estimated Time: 15 minutes)
(2) Stick six picture cards face down on the blackboard, making sure the words on the back are covered. The teacher first demonstrates by pointing at a card and guessing: Is this…?/Is that…? Then let the students flip it over to answer. Reorganize the order and have students respond among themselves. This activity can also be done in groups with small cards.
(Design Idea: Use games to let students learn while playing, enjoy learning, train their mastery of words, and consolidate new knowledge.) (Estimated Time: 5 minutes)
(3) Students listen to the recording, imitate, and follow along with the dialogue.
(Design Idea: Through listening training, allow students to consolidate new knowledge auditorily, learning from listening, speaking, and reading, enhancing their application ability and language recognition ability.) (Estimated Time: 3 minutes)
(4) Students read the dialogue in roles. Students act out the roles.
(Design Idea: Through acting out the dialogue, allow students to understand the content of the dialogue in real scenarios, deepening their understanding of the knowledge.) (Estimated Time: 5 minutes)
Let’s Check
The teacher plays the recording three times consecutively. First, let the students listen to the recording, secondly, check off the items that match the recording content, and finally review.
(Design Idea: Through playing the recording, train students' listening skills auditorily and check the effectiveness of their learning of classroom knowledge step by step, enabling students to understand how to do listening exercises and how to check, forming good habits.) (Estimated Time: 2 minutes)
4. Homework
(1) Read this class's dialogue 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, which can both extend the consolidation of knowledge and enhance the bond between parents and students, allowing parents to better understand their children's learning situation.)
Teaching 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 prior learning, students have basically mastered the content of this class period, so they will find this class relatively easy.
Textbook Analysis:
This class mainly focuses on mastering four words comprehensively and being 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. Understand how to say the relevant rules and regulations of the school in English.
Teaching Strategies:
Use various forms to practice the words and combine reading and writing.
Teaching Process:
1. Warm-up
(1) Students sing the song "Our School" from Part C along with the recording.
(2) Ask a group of students to perform the dialogue from Part A Let’s talk to review the new sentence patterns.
(Design Idea: Singing first activates students' minds, then reviewing the dialogue from the last class prepares them for the new lesson.) (Estimated Time: 5 minutes)
2. Preview
(1) Guide students to review the Let’s Learn part from Unit 1, Part A of the third volume, reinforcing the six words and asking students to introduce their classroom using the sentence pattern: What’s in the classroom? A board...
(2) Play the recording from Let’s Do, Part A of the first unit of the third volume, guiding students to listen and do.
(Design Idea: Through previewing, let students initially come into contact with the content of this class.) (Estimated Time: 5 minutes)
3. Presentation of New Material
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 for recognition and reading.
(Design Idea: Let students listen to and read rhythmic rhymes, first arousing their enthusiasm for learning, and secondly helping them understand the Chinese meanings of the words in the rhyme while listening, preparing them for the next part.) (Estimated Time: 3 minutes)
Read and Write
(1) After singing along with 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: 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 through teacher-student Q&A.) (Estimated Time: 3 minutes)
(2) After simple communicative answers between teacher and students regarding the content of the chart, the teacher asks students to read the text and designs a few simple questions to check their comprehension.
(Design Idea: This not only makes students more proficient in the text content but also exercises their oral expression ability.) (Estimated Time: 5 minutes)
(3) The teacher demonstrates writing the four comprehensive words and sentences in the four-line grid and explains the writing standards.
a. The first letter of the first word in a sentence must be capitalized.
b. Punctuation marks must be added at the end of a sentence. Note especially that the full stop in English is a solid dot, while in Chinese it is an empty circle.
c. The spacing between words in a sentence should be 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.
(Design Idea: Through performance, review the content of this class, enliven the classroom atmosphere, thereby stimulating students' interest in learning.) (Estimated Time: 5 minutes)
(5) Game: Listen and Judge. Students close their books, and the teacher removes the chart. The teacher says some sentences based on the content of the chart, such as: There are three computers in the room. Please let students judge based on the content of the remembered chart.
(Design Idea: Mainly to practice the content of this class and enliven 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 this part of the teaching, make students understand the relevant rules and regulations of the school, thereby educating them to love the school.) (Estimated Time: 4 minutes)
4. Homework
Copy the four comprehensive words in the four-line grid on an English book.
(Design Idea: Through copying practice, reinforce the memory of words and sentences.)
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 have a stronger interest in how to say other buildings and facilities of the school in English.
Textbook Analysis:
The teaching content of this class includes several words related to school and an English story. Mainly to let students master the pronunciation of the words and preliminarily understand the new sentence pattern led by "is".
Teaching Objectives:
1. Be able to listen, speak, and recognize the main words of this class: 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 read along with the recording.
Teaching Strategies:
Use pictures and charts, combined with games, to let students proficiently master the teaching content of this class.
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 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 the word is and then give the correct answer.
(Design Idea: Teacher-student interaction, the teacher explains in English, the students listen in English and answer, training the students' listening ability and comprehensive application ability of knowledge.) (Estimated Time: 2 minutes)
3. Presentation of New Material
Let’s Learn
(1) Students perform the "Listen and Do" activity from Part A Let’s Do. After performing, 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: Where do we have computer classes? Guiding 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 Time: 5 minutes)
(2) Show the chart of this unit and 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 Time: 15 minutes)
(3) Listen to the recording, follow along, imitate, a good method to improve English proficiency.
(Design Idea: Training in listening, speaking, and reading, breaking through the difficulties of knowledge step by step, mastering and consolidating knowledge, letting students learn comprehensively and easily.) (Estimated Time: 2 minutes)
Let’s Play
(1) The teacher sticks a framework diagram of the teaching building on the blackboard, lets two students cooperate on the podium. The teacher says: The washroom is on the second floor. Let the students select the washroom word card on the podium and stick it in the correct place. The student who is faster 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 competitions, the teacher rewards the winners, thus stimulating students' interest in learning, cultivating their strong interest in learning English.) (Estimated Time: 5 minutes)
(2) The teacher flips the six picture cards stuck on the blackboard and reorders them, covering the words with his hand and asking the students: Where is the washroom? Let the students answer, borrowing the sentence pattern: Is this / that the…?
(Design Idea: Through quick answering, guide students to apply knowledge in real life, comprehensively training students' reaction ability and improving their ability to apply knowledge.) (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, learning knowledge from animations, making the textbook lively, making students learn more interestingly and enthusiastically.) (Estimated Time: 8 minutes)
4. Homework
Students perform the story from 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 their artistic talent.)
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, which are boring contents.
Textbook Analysis:
Continue to learn general questions led by "is", several words, and the pronunciation of the 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 group cooperative manner.
5. Be able to learn the songs and rhymes of this unit.
6. Be able to understand the story.
Teaching Strategies:
Use competition or contest methods to get students moving, stimulating their learning interest. In word learning, 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) Ask students to perform the dialogue from Story Time.
(Design Idea: Before learning new knowledge, use the method of playing games to let students review old knowledge in a relaxed environment, raising their learning interest, making them feel that learning English is very enjoyable.) (Estimated Time: 5 minutes)
2. Preview
Riddle Guessing. Based on the characteristics of each room, the teacher slowly says some simple English sentences, and let students guess the names of the rooms according to the English sentences said by the teacher.
(Design Idea: From simple English to more difficult English, from easy to difficult, from short to long, step by step breaking through the difficulties, making students learn easily, feeling relaxed, increasing their thirst for knowledge, laying a foundation for the new lesson.) (Estimated Time: 3 minutes)
3. Presentation of New Material
Read and Write
(1) Ask students to observe the situation picture in the Read and Write section, leaving out the four comprehensive words that need to be written, letting students think independently and fill in the dialogue.
(Design Idea: Hand over autonomy to students, discovering knowledge points through visual observation, learning knowledge points, so students remember knowledge more deeply, and teachers can better achieve teaching effects.) (Estimated Time: 5 minutes)
(2) Intensive practice spelling the word "picture", which can be done in the form of group competitions.
(Design Idea: Stimulate students' learning motivation through competitions, raise 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 (understand the writing requirements