Teaching plan of English pronunciation course in primary school

How much do you remember about English pronunciation? How do primary school English teachers prepare lessons for English pronunciation? The following are the teaching plans of English pronunciation class in primary schools that I have compiled. Welcome to reading.

Primary school English pronunciation teaching plan 1

First, the design of teaching objectives

1, learning situation analysis

The teaching object of this class is the fourth grade students in primary school.

After nearly two years of English study, the fourth-grade students have a simple basic knowledge of English and the ability of listening, speaking, reading and writing. At the same time, students have a strong interest in English learning, like to express their views, and also have the ability of autonomy, cooperation and inquiry.

2. Teaching content

The teaching content of this lesson is the pronunciation of Unit 1, Unit 2, Part C, Volume II of Primary School English for Grade Four published by People's Education Press. It is a simple phonetic lesson.

The first volume of grade four has learned 26 letters and examples, and students can initially understand the pronunciation of 2 1 consonants in words.

The focus of this lesson is to inspire students to read words carefully and summarize the pronunciation rules of vowel letters aa and ee, so that students can gain a sense of success and improve their autonomous learning ability.

3. Interpretation of curriculum standards

The fourth grade of primary school should meet the first-class standard of English Curriculum Standard for Compulsory Education.

Although there is no clear requirement for pronunciation in the first-level standard of Curriculum Standard, the requirements for pronunciation goals in the second-level requirement for primary school pronunciation teaching are: (1) Knowing that wrong pronunciation will affect communication; (2) Know the pronunciation of letter names; (3) Understand simple spelling rules; (4) Understand word stress.

(5) Clear pronunciation and natural intonation.

4. Teaching objectives

Knowledge goal:

Can understand, speak and read phonetic symbols. 【ei】【？ ] [Me:] [e] And cakes, snakes, grapes, faces, apples, bags, cats, hats, us, me, him, her, eggs, beds, desks, pens and other examples?

Ability goal:

(1) Guide students to actively participate in group activities, promote them to form good habits of thinking, speaking and doing things, and initially form the consciousness of active learning.

(2) Cultivate students' analytical ability.

Emotional goals:

(1) further improve students' enthusiasm and interest in learning English.

(2) Encourage students to actively participate in classroom activities, speak boldly and take the initiative to imitate.

Teaching emphases and difficulties:

Can understand, speak and read phonetic symbols. 【ei】【？ ] [Me:] [e] And cakes, snakes, grapes, faces, apples, bags, cats, hats, us, me, him, her, eggs, beds, desks, pens and other examples?

Teaching aid preparation:

Courseware, word cards, magnets.

Second, the design of teaching mode

The main content of the lecture is the pronunciation of Unit 1, Unit 2, Part C of Primary School English Volume II of People's Education Press, which is a simple phonetic lesson.

The focus of this lesson is to inspire students to summarize the pronunciation rules of vowel letters aa and ee by reading words carefully. They can read 16 examples and four phonetic symbols [ei], [? ], [i:] and [e].

Let students get a sense of success, and then improve their autonomous learning ability.

The course plan is designed as follows:

Step 1, preheating

1, greet each other.

2. Singing? abc？ Song.

Step two, show

1, the teacher asked: How many letters are there in English? How many vowels are there in English? What are they?

2. Show the courseware.

Today we are going to learn the pronunciation rules of vowel letters aa and ee.

What is it made of? aa？ And then what? ee？ What does it sound like? ) Play the courseware or tape and listen to the students.

3. Play courseware or tapes. After reading it, the students answer: What does it do? aa？ Does that sound like these words? Lead the students to answer: aa sounds like [ei] in cakes, grapes, snakes and faces.

Aa sounds like [? ] In the apple, the bag, the cat and the hat.

4. The teacher demonstrated how to read the phonetic symbols [ei] and [? ] and corresponding examples.

5. Check students' reading by driving a train.

Cake, face, name, making plates, holding, snakes, grapes.

6. Teach the pronunciation of the letter ee in the same way.

Ee sounds like [i:] in we, I, she, he.

Ee sounds like [e] in bed, pen, desk egg.

7. Read all the words in the pronunciation of the textbook.

Step three, practice

Games? Looking for the owner?

1, game? Looking for the owner?

The teacher prepares word cards.

Distribute it to different students.

Let the students put the cards in the right place according to the pronunciation rules we have learned.

Today, our children can't find their home after going out to play.

Please help the children find their own owners.

Get it right and add two points. )

2. Read and judge whether the underlined part of each group of words below is pronounced the same.

(1) hat face ()

(2) Cake Apple ()

(3) Desk I ()

(4) Three of us ()

3. Read and find out the words with different pronunciations in the underlined part.

(1) A. We B. Three C. Red

(2) A. Name B. Map C. Cake

He slept with her.

Grapes. a. grapes

Step four, production.

Jean? S reading:

1, me? I am a cat? I am a fat cat? I am a fat black cat? I am a fat black cat with a hat.

2. Good, better and best. Never stop until things get better. Best, best.

The teaching methods are jingle theory and tpr teaching method.

Design intention: The theory of jingle can not only make knowledge simple, vivid and impressive, but also really implement pronunciation teaching through such training.

The fifth step is to summarize.

What did you learn in this class? We learned aa and ee? Pronunciation.

Teaching method is heuristic teaching method.

Design intention: through the summary of knowledge, help students process and store the information of this lesson, so as to clarify the teaching objectives, key points and difficulties; Summarize and evaluate students' performance in order to promote development, cultivate team spirit, encourage students to speak boldly and actively, and win honor for the group.

homework

Do the exercises in the activity book

Teaching method is the theory of jingle teaching method.

Design intention: The theory of jingle can not only make knowledge simple, vivid and impressive, but also really implement pronunciation teaching through such training.

Third, the first teaching link

According to the teaching plan design, the knowledge goal of this lesson is: to be able to understand, speak and read phonetic symbols? 【ei】【？ ] [Me:] [e] And cakes, snakes, grapes, faces, apples, bags, cats, hats, us, me, him, her, eggs, beds, desks, pens and other examples? The goal of ability is to guide students to actively participate in collective activities, promote students to develop good habits of thinking, speaking and doing things, and initially form the consciousness of active learning.

Cultivate students' analytical ability.

The emotional goal is to further improve students' enthusiasm and interest in learning English.

Encourage students to actively participate in classroom activities, speak boldly and imitate actively.

In the process of implementation, this class has played the leading role of teachers and the main role of students.

But a very traditional course, step by step, is crammed from beginning to end.

And the teaching form is very single, are they all adopted? Teachers teach, students follow? This teaching mode.

Directly affect the teaching effect.

I didn't complete the preset teaching procedure, but I designed three activities in practice. I only made one, which was a bit messy.

Nor has it become a preset teaching goal. Only a few students have found out the basic pronunciation rules of vowels aa and ee in words, and read out the examples accurately.

Students' enthusiasm is not fully mobilized and the classroom is not active enough.

Fourth, after-class reflection

English Curriculum Standard for Compulsory Education puts forward that the main goal of primary school English is to stimulate and cultivate students' interest in learning, master certain basic language knowledge and skills, cultivate students' ability to communicate in English initially, and develop students' intelligence and personality.

This shows that the cultivation of students' interest in learning is very important and can not be ignored.

Although I also designed game activities in the consolidation exercise part of this class, it is not very effective and takes too long to really stimulate all students' interest and enthusiasm.

There are two exercises in the consolidation exercise part, which are more difficult to do. Not every student can work it out, so they can't arouse their enthusiasm and interest.

The classroom atmosphere is also very dull, and the teaching effect is naturally greatly reduced.

Therefore, primary school pronunciation teaching must have good teaching methods.

Without good teaching methods, pronunciation learning is as boring as memorizing words. English phonetics teaching in primary schools must proceed from the psychological and physiological characteristics of primary school students, follow the law of language learning, start with changing students' learning methods, and achieve teaching objectives through listening, speaking, doing, speaking, acting, singing, playing, comparing and reading.

Whether phonetic symbol teaching can achieve the expected purpose and ideal effect, and let students learn well, the most critical problem is how to guide and how to teach.

Case 2 of English pronunciation teaching in primary schools

First, the design of teaching objectives

1, learning situation analysis

The teaching object of this class is the fourth grade students in primary school.

After nearly two years of English study, the fourth-grade students have a simple basic knowledge of English and the ability of listening, speaking, reading and writing. At the same time, students have a strong interest in English learning, like to express their views, and also have the ability of autonomy, cooperation and inquiry.

2. Teaching content

The teaching content of this lesson is the pronunciation of Unit 1, Unit 2, Part C, Volume II of Primary School English for Grade Four published by People's Education Press. It is a simple phonetic lesson.

The first volume of grade four has learned 26 letters and examples, and students can initially understand the pronunciation of 2 1 consonants in words.

The focus of this lesson is to inspire students to read words carefully and summarize the pronunciation rules of vowel letters Aa and Ee, so that students can gain a sense of success and improve their autonomous learning ability.

3. Interpretation of curriculum standards

The fourth grade of primary school should meet the first-class standard of English Curriculum Standard for Compulsory Education.

Although there is no clear requirement for pronunciation in the first-level standard of Curriculum Standard, the requirements for pronunciation goals in the second-level requirement for primary school pronunciation teaching are: (1) Knowing that wrong pronunciation will affect communication; (2) Know the pronunciation of letter names; (3) Understand simple spelling rules; (4) Understand word stress.

(5) Clear pronunciation and natural intonation.

4. Teaching objectives