Three sets of teaching plans for the third grade of primary school English published by People's Education Publishing House

The teaching plan design of # 3 # Introduction is the basic unit of the overall goal of the course-the refinement and decomposition of the horizontal plan, which plays an important role in teaching, is the expression form of the collection of teaching contents and the concrete embodiment of the new curriculum concept. The following is the relevant information, hoping to play a certain reference role in your English teaching, and it is also our most sincere respect.

Tiji

First, the teaching requirements of this textbook curriculum standard: according to the physical and mental characteristics and development needs of primary school students, the purpose of primary school English curriculum is to stimulate students' interest in learning English, cultivate their positive attitude towards English learning, and enable them to establish their initial self-confidence in learning English; Cultivate students' sense of language and good foundation of pronunciation and intonation; Make them have a simple daily English communication ability. At the same time, pay attention to cultivating students' observation, memory, thinking, imagination and creativity. Introduce Chinese and western cultures appropriately, cultivate students' patriotism, enhance world awareness and lay the foundation for further study.

Second, the basic content analysis of teaching materials:

The textbook used this semester is the experimental textbook of compulsory education curriculum standard "pep Primary School English Students' Book 2". This textbook is divided into six units and two review units. Each unit is divided into three parts: ABC. Content arrangement

The idea of compiling this textbook is to focus on the theme and pay attention to communicative function and language structure.

Ok, gradually guide students to complete practical language tasks in English, that is, topic-function-structure-task. Teachers can arrange teaching content selectively and flexibly according to the actual situation of students and design classroom teaching activities in a targeted manner. This textbook emphasizes the use of language, the cultivation of ability, the stimulation of interest, two-way communication, the integration of subject content, flexible expansion and the realization of overall design. (1) Basic knowledge and skill objectives of this textbook:

1) can understand and speak 12 group dialogue, and can communicate simply; 2) Be able to listen and read words (including animals, food, numbers, classmates, family members, numbers, etc.). ) and simply use them;

3) Can listen, play and play games; 4) Ability to listen and conduct TPR activities; 5) Be able to learn small productions in books; 6) can sing English songs in the book; 7) Being able to listen, speak and sing the songs in the book; 8) Can complete 8 formative evaluation activities; 9) Can understand 6 humorous stories;

10) can understand six simple Chinese and western cultural knowledge. Emphasis and difficulty of teaching

1, can master the correct writing method and format of 26 extra letters. 2. Be able to use daily communication language; 3. Flexible use of four-meeting sentence patterns.

4. Communicate simply, speak boldly and pronounce correctly. 5. Be able to understand clear words and recordings with the help of nonverbal cues such as pictures, gestures and scenes. (C) the key to teaching

1. Emphasis on language use This set of teaching materials has absorbed communicative teaching ideas and paid attention to the cultivation of students' language use function. The teaching materials have been carefully selected in terms of overall conception, content arrangement, activity design and teaching methods.

Usage and other aspects are closely related to students' real life, which embodies the communicative function of language.

2. Pay attention to ability training and try to penetrate the learning strategy objectives in a vivid, simple and easy-to-understand way, encourage students to think positively and take the initiative to do things, and automatically adjust their learning methods to explore their potential for active knowledge and hard work.

3. Highlight interest stimulation to stimulate students' learning motivation and interest in content, form, method, illustration and design. The teaching content is closely related to students' life and study practice, and the needs of primary school students are fully considered when choosing the topic.

Third, the analysis of students' basic situation:

There are 47 students in Class Two, Grade Three, which I teach. Through last semester's study, students have a certain understanding of English, and have mastered some daily conversation expressions and a certain vocabulary. However, some students still have some difficulties in learning English, so we should do a good job of transforming underachievers this semester. Teachers should face all students, take students' development as the purpose, always give priority to stimulating students' interest in learning, pay attention to hierarchical teaching, guide students to correct their learning attitude, master good learning methods and cultivate students' good study habits.

Fourth, targeted measures:

The embodiment of primary school students' subjectivity in English dialogue teaching plays a considerable role in the whole English teaching. How to fully embody students' learning subjectivity? In the primary school English textbooks, many simple and vivid dialogues are arranged. According to these dialogues, with a little careful design, students can become the masters of learning and achieve unexpected results.

(1) Establish a harmonious and democratic teaching environment and form a good learning dialogue atmosphere.

By reviewing the learned dialogues related to the dialogues of new professors, we can pave the way for new dialogue teaching and use it to introduce new dialogue teaching. So as to bring forth the old and bring forth the new and lay a good foundation for the new prize. The way of dialogue can be: the teacher talks to the whole class (individual students can also), or students greet the teacher and talk to each other. (2) Student-centered, set the scene and perform the dialogue.

Design scenes for students before the teaching dialogue, create an atmosphere and induce students' language motivation. Let the students talk, and the teacher will guide them a little and connect their sentences into a dialogue. Please read later. Then practice several times, let students perform in the set scene and make full use of props to make students have a real experience. The students below are "spectators" and grade them, and ask the students who grade them to tell us why they grade this score. This can improve students' listening and speaking ability and better reflect students' subjectivity in learning. What did you say?/Sorry? Right? What kind of expression should I wear? How to act better? Whether students are performing or watching performances, they will find the answers they need when grading.

(3) Stimulate students' learning motivation and interest through entertainment and competitions. Among primary school students, even senior students still like playing very much. We can take advantage of the playful nature of primary school students. Design various competitions and games in dialogue teaching. Let the students learn by guessing, playing, singing and jumping. Such as: hiding cards, reading and speaking quickly, listening and pointing quickly, etc. I will be particularly impressed.

(4) Pay attention to the use of gestures in teaching.

Combining some words, phrases and even sentences with gestures or body language allows students to move all over and use their brains, which not only deepens their memory, but also catches their attention. (5) Pay attention to letter teaching.

26 letters are the basis of learning English, and learning them well plays a vital role in students' pronunciation, spelling and memorizing words in the future. Teachers should adopt various lively teaching methods according to the age characteristics of primary school students, so that letter teaching can really get rid of the boring training of listening, speaking, reading and writing.

extreme

First, the guiding ideology is to implement the spirit of "keeping party member's advanced education", take Theory of Three Represents and Scientific Outlook on Development as the guidance, adhere to the principle of taking moral education as the head and teaching as the center, closely focus on the theme of improving the efficiency and quality of running schools, pay close attention to conventional teaching, promote curriculum reform, strengthen educational research, comprehensively promote quality education, persist in teaching and educating people, serve and keep pace with the times, further improve the quality of education, and actively promote the construction of our school.

Second, teaching material analysis:

English (People's Education Edition), a standard experimental textbook for compulsory education curriculum, is a brand-new English textbook for primary and secondary schools, which was jointly compiled by People's Education Publishing House and Lingo. Canadian media international group. This textbook is compiled according to the national English curriculum standards and the basic requirements of English teaching in primary schools formulated by the Ministry of Education.

The general idea of this textbook is to take topic as the key link, communicative function as the main line, and give consideration to language structure, and gradually guide students to complete language tasks with practical purposes in English, that is, topic-function-structure-task.

Three. Analysis of teaching emphases and difficulties;

1, pay attention to the cultivation of students' language use ability, highlight the practicality and communication of language, and also highlight the authenticity and practicality of language.

2. Pay attention to the two-way communication between Chinese and foreign cultures, so that students can cultivate the abilities needed for future cross-cultural communication through learning.

3. Pay attention to the cultivation of students' interest in learning and stimulate students' learning motivation in different ways.

4. Pay attention to the flexibility and operability of teaching materials to meet the needs of students at different levels.

Four, teaching content and objectives:

1, can understand and speak 12 group dialogue, and can communicate simply.

2. Be able to listen, speak and recognize 50 words and listen, say, read and write 26 letters (including classmates, family members, numbers, fruits, directions and animals), and be able to use them simply.

3. Be able to listen and do 6 "TPR" activities.

4. I can sing 8 songs and can listen, speak and sing 7 folk songs.

5. Can complete 8 self-evaluation activities.

6. Can understand 6 humorous stories.

7. Be able to understand 6 simple Chinese and Western cultural knowledge.

Five, teaching methods:

Dialogue teaching (let's talk/show)

The dialogue part of this textbook designs all kinds of real and natural scenes, which appear in the form of cartoons. Its purpose is to disperse teaching difficulties, step by step, and facilitate performance. Children in grade three are characterized by their love of play and expression. Therefore, it is most appropriate to communicate in the form of performances and games, and to learn and use the language. In conversation teaching, we should pay attention to the use of Let‘stalk in situational performances, so that students can practice in performances and use them in communication activities, instead of turning conversation teaching into a boring form of reading with teachers and recording and reading in groups, groups and individuals. In the dialogue performance, the teacher's role is both a director and an actor.

Vocabulary teaching (let Let‘s learn/Let‘s SDO)

The words in the students' books are all classified around the topic, which is helpful to remember and discuss the topic. In vocabulary teaching, we should pay attention to the following points:

1. Use items, headdresses and cards skillfully (let's learn together)

Clever use of objects and cards is not simply repeated reading and follow-up exercises with objects and cards, but advocates "clever use", that is, using games and using objects or cards. Practice has proved that the memory rate of words learned in exciting games is very high. The new word cards can be used to play various games to review and consolidate new words, such as "reading and speaking quickly", "listening and pointing quickly" and "hiding, finding and speaking".

2. Integrating vocabulary into conversation teaching.

1) Try to learn words in the old language and practice the new language with the old words.

2) Use and enrich the games available in teachers' teaching books, and choose one or two game forms according to the needs of the content to enrich classroom teaching.

3) Design lively communication games.

3. Make full use of the advantages of TPR activities (let's SDO)

4. Pay attention to the pronunciation of demonstration teaching words.

In all kinds of interesting activities, teachers should still pay attention to some words that are difficult to pronounce or easy to make mistakes, such as the se pronunciation in the word house, the comparison between horse and house, and some polysyllabic words that are difficult to pronounce, which can be taught through decomposition.

(c) Teaching songs and ballads

There are 8 songs and 7 ballads in the student handbook. In teaching, we should pay attention to the infiltration in each class, and we can enjoy or sing songs and ballads before each class to create an atmosphere of English learning. Flexible use in all teaching links, in addition to warming up and creating a learning atmosphere, can also be flexibly adjusted and applied to the teaching of presenting language or vocabulary. It can also be used to relax and adjust in the teaching process, and can also be used to consolidate language and vocabulary learning. The combination of singing and performance can cultivate artistic quality and enable primary school students to be active and perform well. Teachers should use simple movements in songs and songs during the day, so that students can move, act and be happy when singing.

Interesting story teaching (story time)

The interesting stories in part C of each unit of the students' book not only bring fun to students, but also play an important role in expanding the language and teaching different students at different levels.

1. Students with strong understanding and memory ability are required to understand stories, tell stories and perform stories, and encouraged to use new languages in stories.

For middle school students, they need to understand the story and be able to follow the recording and point to the picture to tell the story.

3. For the students who are slow to accept, they only need to understand the story and refer to the recording.

Stage review teaching (cycle)

1. The first two pages of each unit are a complete continuous dialogue, and the content is edited by the functional dialogue program in the Let‘stalk part of three units. In teaching, headdress can be used for individual, group and collective role performances.

2. Interesting vocabulary review activities

Stage review 1 vocabulary review is conducted in the form of singing ballads. Because of the fast pace, teachers can let students listen to the recording and point out the words and sentences read aloud in the recording with their hands to understand the general idea of the ballad. Then clap your hands and sing after the recording. The review of letters and numbers is conducted in the form of listening practice, and students are also required to point out the corresponding numbers and letters after recording and read them aloud. As an extension of language, this part also has two activities, let's do and let's do, for teachers to choose and use.

Interesting activities of word comment in stage comment 2: 1. Findanddraw, let the students find and draw the fruits that animals like in the pictures; 2. Listen, color and say, and ask the students to color according to the recorded content and read the whole sentence. This part also arranged "Let's do" and "Let's go" as extended contents for teachers to choose and use.

Six, teaching measures:

1, prepare lessons carefully, study textbooks, pay close attention to classroom teaching and master classroom content.

2. Use different body language to assist teaching.

3. Carry out more interesting activities and games in class, so that students can learn English in activities and life.

4. Create an exciting learning atmosphere for students, such as creating an English corner.

5. Ask students to use the English they have learned as much as possible in their spare time.

6. Read more English pictorial, English stories and English books.

7. Communicate with students and conduct oral communication training.

Tizo

First, the analysis of academic situation Through the study of last semester, the students have a certain understanding of English, and have mastered some daily conversation terms and a certain vocabulary. However, some students still have some difficulties in learning English, so they need to strengthen their English learning ability this semester, and at the same time, they should strengthen their oral English expression ability in the classroom this semester.

Second, teaching material analysis

The new edition of primary school English retains the original textbook "Stimulating learning interest; Emphasize the use of language; Highlight the practicality of teaching materials; On the basis of providing a variety of supporting facilities, it has made new breakthroughs in the following aspects, further embodying the development and innovation of teaching materials: 1. Adapt to children's characteristics, adopt action learning method. 2. Introduce project production to realize task-based teaching. 3. Promote cooperative learning and cultivate the spirit of cooperation.

4. Emphasize the truthfulness and naturalness of language and cultivate students' ability to express their true feelings. 5. Pay attention to two-way communication and enhance cultural consciousness. 6. Pay attention to formative evaluation to promote students' development. 7. Realize the overall design and ensure the connection between primary and secondary schools.

Third, the teaching objectives

1. Cultivate students' interest in learning; 2. Cultivate correct writing habits; 3. Be able to read the words you have learned;

4. Be able to communicate in the context with the language you have learned;

5. Cultivate students' active participation and learning attitude. Teaching objectives of letters:

1) Pronunciation of letters in words. 2) The order of letters in the alphabet. 3) Write letters correctly;

4) Distinguish handwritten letters from printed letters; 5) Understand the common letters in life.

Fourth, teaching measures.

1) combination of learning and application. When students learn vocabulary, teachers should infiltrate the communicative language related to the topic, so that students can learn vocabulary and perceive language in communication.

2) Teachers design realistic scenes to help students practice using language in the scenes. Sentence teaching should be combined with word learning.

3) Teachers should design activities based on the principle of "experience, reflection, induction, summary and planning", that is, let students perceive the language in the activities first, then reflect on the perceived language and summarize the language phenomena, and then design new activities to deepen their impressions. Teachers should always combine form, meaning and function when designing activities.

Five, the problems that should be paid attention to in teaching

1) For all students, it provides opportunities for students to learn independently and communicate with each other, as well as space for full expression and self-development, and encourages students to develop comprehensive language skills through experience, practice, discussion, cooperation and inquiry.

2) Pay attention to students' emotions, strive to create a democratic, harmonious, happy and relaxed classroom atmosphere, organically combine English teaching with emotional education, help students experience a sense of collective honor and accomplishment, and cultivate a spirit of cooperation.

3) Strive to create real life scenes and help students feel, learn and use languages in activities.

4) In the teaching process, especially in the primary stage, we should insist on a large number of inputs and a small number of outputs, expand the contact surface and cultural vision, and pay attention to "listening and doing" before "speaking".

5) Pay attention to the evaluation of learning process, so that students can experience progress and success, know themselves and build self-confidence. Pay attention to the diversification of evaluation subjects and evaluation forms.

6) Correctly treat students' mistakes in the learning process. Encourage students to use English boldly and adopt a tolerant attitude towards mistakes and mistakes in the learning process.