Can I write two pieces for her teaching design

Doing a good job in teaching design is of great significance to English teaching in primary schools. I bring you the teaching design of "Can I write to her" for your reference.

Can I write to her teaching design (1)

Teaching objectives:

1. Skills and knowledge goals

A. Basic requirements

Can basically understand and say the words: He comes from China. Meet.address is great.

Sometimes I can read postcards and dance, but I really like stamps.

Can basically understand and ask questions. What's your hobby? Do you speak English? The language structure of,

And will answer? Collecting/reading/cycling/watching is my hobby.

Yes, I can/no, I can't; I can speak some English.

B. Preliminary requirements

Initial perception of happiness, what do I get? . . Can you be my friend in China? Meaning of.

Mainly perceive the correct pronunciation of vowels.

C. Review and consolidation

Talk about your hobbies. What do you do on weekends?

Talk about what people do on a festival.

2. Use ability objectives

Ask and describe holiday events with the learned language structure.

3. Quality education objectives

Help students define their learning goals and cultivate an independent and cooperative learning style.

Cultivate students to experience the fun of English learning in activities and let them actively cooperate with others in groups.

Help each other and finish the task.

Cultivate students' familiarity with life and understanding and interest in foreign cultures.

Teaching focus:

Please meet me for vocabulary. Speech, dancing, singing, swimming, running and jumping

Nice to meet you; Can you be my friend in China? Did I? .

Teaching difficulties:

Can I write a sentence to your friend? I have two friends.

Task design:

A. Learning tasks

Learn to consolidate vocabulary and satisfy the postcard hobby of address pen pals.

Can you study? Yes/can I not/I can't. What’s your address?

What's your hobby? Did I? The language structure of.

B. using tasks

1: sb unit 1 activity 2

2: AB Unit 1 Exercise 2

Write a letter to your pen pal or friend.

Teaching supplies:

Recorder/tape, word card, toy fruit.

Teaching process:

First, warm up

1 greeting: t? Ss: Good morning, everyone.

Five different groups displayed their slogans and took action.

Ask two students: Imagine that I am your new friend. It's nice to meet you for the first time. When asking the second student: Nice to meet you.

Second, the leadership (Leading)

(1) problem

Do you have any friends? Can you talk about him/her? Can he play basketball?

Can he sing? Can she play the violin?

Yes He can. No, he can't.

I have a pen pal. He is tall and famous. He can play basketball.

The Rockets in the NBA. Guess who he is.

The students answer the teacher's questions.

Can you believe it? Can you play? What can you do?

May I?

(2) leadership

Before listening, I have three questions about unite 1

People are talking about/

Can Laura speak English?

How many friends does Daming have?

Third, present

Listen to the tape (just listen)

(2) Then answer the question. (Who are they? T: solving these problems)

(3) S Open their books and read them (T: Ask some students to repeat these questions)

question

How many people are saying/

Can Laura speak English?

How many friends does Daming have?

(4) Listen to the recording again and read aloud by yourself.

(5) Read aloud to each other, then ask one person to read aloud and read aloud in groups.

(6) Solve students' problems (T: Do you have any questions?

Explanatory grammar

Can you be my pen pal in China? What is meaning?

I have two friends from England.

Subject object adjective possessive pronoun noun possessive pronoun

Me, me, me, my.

You, you, you, you, your

He he he he he he he he he.

She, she, she, she.

They, they, they, they

(7) Teachers explain the text and students practice the key points.

(8) Students practice the questions in pairs.

Four, Drilling and consulting (drilling and consulting)

1. Pass the ball

Listen to the music. When the apple stops, pass it to me. Please stand up.

Pick up the word card. Other students ask him/her if you can sing/swim/run.

Jump fast/high. Then you answer it.

Yes/I can/. No/I can't.

If the student answers: Yes/I can. Let him/her sing/swim (do actions)

2. Competition

T: I need two students standing here. A student picked up a word card.

You ask: can you? . If I nod. Another student replied:

No/I can't. Now you go back to your seat. If so/I can/. You can stay here.

Can you? . ?

Can I write to her teaching design (2)

Teaching objectives:

A. Language knowledge goal: learning goal slogan I can speak some English.

Can I write to her?

You can be my pen pal in China.

B. Language skill goal: Make pen pals as the main line, and let students learn by introducing themselves or describing their friends.

Describe the abilities of yourself or others.

C. Emotional attitude goal: Through making pen friends, let students feel the importance of friendship and strengthen cross-cultural significance.

General education enables students to understand different languages used in different countries.

Teaching focus:

Various expressions of can.

Teaching difficulties:

The theme of "Can" has been repeated many times in the whole set of teaching materials, but its content has gradually expanded and deepened, spiraling up. The teaching content of this module is a comprehensive review and comprehensive reuse of the relevant teaching content in the first five years.

Student analysis:

Students have been exposed to the related expressions of can for many times, but they lack a holistic understanding, and the knowledge state still stays in the chaotic primitive accumulation, and no organized knowledge structure has been formed.

Design concept:

According to English teaching philosophy? Theme-oriented function Structure? Application task system? This lesson takes pen pals as the theme, so that children can learn to use CAN flexibly in a dynamic and real language environment. At the same time, we should pay attention to the induction and summary of knowledge, guide students to sort out what they have learned, and cultivate their ability to discover the essence through phenomena.

Teaching preparation:

Writing paper, envelope, courseware, CD-ROM.

Teaching process:

1. Warm-up (warm-up)

1. Listen and sing this song? America, America?

Songs can not only create an active classroom atmosphere, but also review old knowledge and naturally introduce new lessons. )

2. Greetings: Nice to meet you. (At the same time, courseware happiness leads to the new word happiness. The teacher will also say it's nice to meet you, so that students can understand the meaning of happiness. )

3. Free talk: Talk about your holiday. (Review the last lesson about festivals)

4. Review sentence patterns? Is it okay?

(1) It's getting colder and colder now. We can do some sports.

It? This is good for our health. What can you do? Or what can you do well? If students can provide PPT, let them say sentences about sports? I can run fast. Wait a minute. At the same time, you can also say I can? t？ . . )

(2) Question and answer: What can he/she play/do? (PPT picture)

(3) Memory game: Can I? Can she? Can he? .

May I? t？ Can she? t？ . Can he? t？

(4) Teacher's setting: Amy is ill. Express requirements.

Can I have a drink? Waiting for the sentence indicating the request)

5. The teacher wondered: What rules did you find in the sentence about can?

Students discuss, and the teacher guides the students to summarize several uses of can (projection display). Yes/yes? T is followed by the verb prototype; Can can indicate ability or requirement; There is no change in person and number.

Reviewing this setting can not only activate students' knowledge reserves, but also provide a complete and clear material basis for students to summarize the usage rules of CAN. )

Second, demonstration (introducing new language projects)

Today we will learn more about the use of can?

Do you have any friends? Do you have a pen pal? (The teacher shows the word pen pal by projection) (The teacher introduces his pen pal) Me? I have a pen pal. What's her name? Can she? You want to get a pen pal blackboard writing project. Explain and practice the use of the accusative form of writing letters to someone. Come on, dear, study hard. I will help you find a pen pal.

The teacher introduced English pen pals by taking himself as an example, which not only kept its authenticity, but also stimulated students' strong desire to make pen pals. )

Third, the new teaching (text teaching)

1. In this text, there is an American girl. Her name is Laura. She wants a pen pal from China.

Listen. 1

Who will be Laura? Who is his pen pal in China?

Student: Lingling will be.

2. Listen. 2

Q: How did Daming introduce his friend Lingling to Laura?

Her name is Lingling. She can speak English. She can tell you about China.

What will Lingling say? She can speak some English.

What would you say? What would Laura say? Why?

3. Knowledge and quick response (PPT table provides introduction of country name and language) T: She? It's from England. Suppose she speaks English quickly.

T: her? It comes from Canada. Suppose she speaks English quickly.

Through this quick response, we not only practiced sentence patterns, but also educated students' cultural awareness and language schools.

4. Introduce your friends.

5. Guessing game. Students describe the characters on the screen in an English sentence, and let their peers guess.

6. Listen, repeat and explain the differences. (PPT shows the address and beauty)

7. Practice reading or performing the text. (Work in groups to provide students with wigs and other props)

Verb (abbreviation for verb) production (task completed)

1. Reading comprehension.

T: There are two children from other countries. They want to find a pen pal in China. Jean? Let's take a look at their introduction.

2. Ask and answer some questions about their introduction.

Write a letter according to the above passage and make a pen pal.

Teachers set a specific language environment, so that students can actively try to express their desire to make friends and create opportunities for students to use the language independently, thus achieving the purpose of task-based teaching.

Summary and homework of intransitive verbs (summary and homework)

1. Summarize the students' class and ask them if they have any questions.

Homework

(1) Continue to complete the explanatory letter on self-introduction. (It will be shown in the next class)

I can write two related articles for her instructional design:

1. I often go swimming teaching design and thinking

2. Teaching plan and reflection of the first volume of our school in the third grade