Detailed model of English teaching plan for the third grade of primary school

As English teachers in the third grade of primary school, we should take responsibility. The third grade is our first contact with English in our life, so we should lay a good foundation for our students. The following is a detailed model essay of English teaching plan for the third grade of primary school compiled by me for your reference only. Welcome to reading.

Detailed English Teaching Plan for Grade Three in Primary School: Fan's Teaching Objectives

1. Master sentence patterns: How many do you see? I see ... Wow, it's beautiful!

2. Master the composition and pronunciation rules of plural nouns.

3. In the situational dialogue, master the number of nouns and the application of plural.

Teaching focus

Master sentence patterns: How many do you see? I see ... Wow, it's beautiful! And use sentence patterns in the dialogue.

Teaching difficulties

1. The composition of noun plural and its correct pronunciation.

Many uses.

3. Further consolidate the application of the auxiliary verb do in sentences.

Teaching preparation

Teacher: 1- 15 digital word cards, teaching courseware and recording.

Student: Textbooks, stationery.

teaching method

1. Physics demonstration teaching method

Teachers use pictures or students' school supplies to represent numbers. Students read aloud sentences to teachers: How many crayons do you have? How many books do you have? Then the teacher counted in Chinese while speaking English: I have six. Let students study in a relaxed dialogue situation.

2. Game teaching method

Students practice the dialogue with the pictures in the book: How many birds do you see? How many cats do you see? Students answer according to the pictures: I see five. /I saw nine ... experiencing English numbers while counting in English.

teaching process

Step 1: preheating

S (review number1-10)

The teacher raised his right hand and made various gestures to indicate numbers. After the students are optimistic, the teacher immediately puts his hands behind his back and lets the students speak out (from slow to fast). You can also compete in groups to see which group has the highest correct rate and the highest score on the blackboard.

2. The main scene diagram

(1) Teachers use flip charts or courseware to show the main scene diagrams, which leads to the number of topics in this unit.

(2) Teacher's blackboard writing: numbers, fruits, animals and family words.

(3) Students choose keywords that are consistent with the content of this unit.

(4) Play the recording, so that students can basically understand the content of this unit.

Step 2: Demonstration

1. The teacher showed the dialogue scene, but covered the kite part and only showed the scene of two children looking up at the sky. Let the students guess what the two children are looking at, and lead out the word "kite" and the sentence "Look at the kite!"

2. Present a complete picture of the scene, and guide the students to speak according to the picture. At the same time, draw out the numbers eleven and twenty with words representing numbers and colors and read them aloud, paying attention to the pronunciation of twenty.

Play the recording of the dialogue and answer this question: How many kites do you see?

Ask the students to answer: I see 12! The teacher went on to say: Wow, how beautiful! Introduce the word beauty.

5. Play "Let's Talk" and ask the students to follow the text.

6. Students role-play and perform the text.

Step 3: Practice

1. Game: Magic Matchbox

The teacher put some match sticks in the box and shook the box for the students to have a quick look. Then ask other students: How many matches do you see? Students take turns guessing. If they guess right, they can get a match. Finally, the winner is the group that gets more matches.

count

(1) The teacher clarified the rules. Student A asked how many ... Did you see them? The student answered, I know … According to the picture …

(2) Two people have a group dialogue.

3. Complete the comprehensive study exercise test-the second question on page 53 of after-class exercise.

Step 4: Integration

Dialogue with objects or pictures in pairs: How many do you see? I see ...

Step 5: Summarize

Teachers and students review what they have learned in this lesson together:

Sentence pattern: Look at these kites! How many do you see?

Step 6: Homework

1. Ask students about the number of stationery, desks, etc. Use the sentence patterns they have learned.

2. Complete the comprehensive study exercise test-the third question on page 53 of after-class exercise.

blackboard-writing design

Unit 6 How many people are there?

Look at these kites! Wow, it's beautiful!

How many kites do you see? I see 12.

Grammar points and optional exercises related to this lesson

Many usages

Used to guide special questions, meaning "how much, how much", followed by the plural form of countable nouns.

For example: How many girls do you see?

How many girls do you see?

2. Translation from English to Chinese.

（ 1）

It's so beautiful

③ Look.

Five pencils

5] Six boxes.

How many birds are there?

A black cat

Eight beautiful kites

3. Select the related exercises in the whole study practice test.

Teaching reflection

The main teaching contents of this lesson are listening, speaking, knowing, reading words eleven and twenty and how many sentences to use ... Have you seen it? I see … to communicate the number of things I see. First, teachers introduce new words through courseware and teach sentence patterns through pictures. Then present the dialogue through the quiz, let the students imitate the dialogue after reading, and finally consolidate the learned sentence patterns through role-playing and situational performance. It creates a relaxed and lively learning environment and a real and meaningful activity scene for students, and makes them change from passive knowledge learners to active explorers, making them feel the joy brought by success and have a stronger interest in learning.

Pupils are lively and like singing and dancing. Teachers should organize game activities according to these characteristics of primary school students, so that they can fully develop their oral expression and communication skills in a form that they like to see and hear.

Second lesson

Teaching objectives

1. Learn and master the English number11-15, and read it correctly.

2. Be able to skillfully use these English numerals in sentences.

Teaching focus

Master the English spelling and pronunciation of the number11-15.

Teaching difficulties

Read the numbers eleven-fifteen.

Teaching preparation

Teacher: Recordings, courseware, candle diagrams and word cards related to this lesson.

Student: Textbooks.

teaching method

1. intuitive teaching method

Teachers use pictures to show: 1 1 pear, 12 apple, 13 orange, 14 book and 15 schoolbags. Students read and remember these numbers. Then the teacher asked: How many pears do you see? The student replied: I saw 1 1. The teacher then asked: How many apples do you see? Wait a minute. I see ... so that students can firmly grasp the application of how much+ countable noun plural.

2. Children's songs rap teaching method

The teacher plays the music "Let's chant together" and rap with classmates, so that students can experience the fun of English in the music.

teaching process

Step 1: preheating

The teacher plays the recording of "Let's sing ten little candle dances" in Unit 6 A, and asks the students to sing along. In the process of students singing, teachers demonstrate with candles, pictures or objects. The teacher divided the students into a group of 15 and counted them from one to fifteen. In the process of counting, the teacher helps the students to correct their pronunciation and let them understand from eleven to FIFA.

Step 2: Demonstration

1. The teacher asked the students to guess how many candles they had: How many candles do you see? After the students guessed, the teacher posted the pictures on the blackboard, and asked the students to count them out loudly at the same time, teaching them to read the word "eleven".

2. The teacher increases the number of candles on the blackboard in turn and asks the students: How many candles do you see? At the same time, the teacher teaches students twenty, thirteen, fourteen and five.

The teacher posted a balloon on the blackboard with11-15 English words on it, so that students can read the words.

4. The teacher shows the word cards with the number 1- 15, and confuses the order for the students to read.

5. Ask 15 students to choose a word card in front of the podium, and then arrange it in order.

6. The teacher plays this part of the recording and asks the students to repeat the words.

Step 3: Practice

1. Game: Count off

Please invite a small group of students to the stage. First, let the students line up, and then let them count1-15 out loud. Please come to the stage in turn and compare which group lined up quickly, quietly and neatly. The reported figures are loud and accurate.

S hymn

(1) The teacher plays the recording of "Let's chant together" and asks the students to read after it.

Listen to the tape again and practice.

(3) Let the students compose the ballads of the other four items according to the method of "Let's chant".

3. Complete the all-round learning exercise test-the first question on page 54 of after-school exercise.

Step 4: Integration

Game: racket ball.

The students are divided into two groups and sit in their original positions, close their eyes, and the teacher grades the two groups of students. The teacher patted the ball, and the students silently counted how many times the teacher patted it. Suppose the teacher took 14 photos, and then suddenly stopped to ask a student: What's the number? Students should answer: fourteen. If he answers correctly, the group will score, the students will take the teacher's racket and the game will continue. If he answers wrong, let other students correct it. Which group of students scores more points is the winner. The teacher can pause in the middle of the racket. For example, take four shots first, pause, take three more shots, and then ask: What's the number? The student replied: seven. Or four plus three equals seven.

Step 5: Summarize

Teachers and students review what they have learned in this lesson together:

1. Words: eleven, twelve, thirteen, fourteen,

Fifteen.

Part of "schant"

A detailed explanation of the English teaching plan for the third grade of primary school;

Let's learn and sing.

Teaching material analysis:

Let's learn five numerical words in the scene where Sarah and Chen Jie are playing hide-and-seek in the park. Because the sound and meaning of digital words have been solved in the first class, this class should strengthen the recognition and memory of word forms on the basis of consolidating the sound and meaning of words. Let's help students practice one to five by skipping rope. Because the last word of every line in a ballad rhymes, students should be helped to perceive the rhyme on the basis of singing familiar ballads.

Teaching objectives:

1. Capability goal

There are one to five kinds of listening and speaking in life.

2. Knowledge objectives

Listen, say and read the words: one, two, three, four and five.

Cultural attitudes and learning strategies

(1) Learn lucky numbers from different countries.

(2) Pay attention to the relationship between sound, meaning and form of words, and learn words as a whole.

Teaching focus:

Listen, say and read the words: one, two, three, four and five.

Teaching difficulties:

Strengthen the recognition and memory of word forms.

Teaching process:

Step 1 Prepare.

a song

2. Let's do ...

Teachers give instructions and students do actions. Show me one and two. Lifelong instruction, lifelong action, 1-2 student presentation.

The second step is to show

1. Design the scene by yourself and introduce the text.

The teacher showed the scene of Sam's birthday party Students guess the number of gifts Sam received and teach the word 1-5 in turn.

T: Today is Sam's birthday. He got many gifts from his friends. Look, wow, so many gifts. PPT shows five gift boxes. Now let's play a guessing game. Can you guess what presents are in the box? You can choose a box. Which one? Students choose a gift box. What's in the box? Guess. Guess. The teacher opened the box. Oh, some pencils. How many pencils? Draw the corresponding number one, show the picture and read aloud (ascending and descending)-Students follow-Teachers write on the blackboard-Read aloud-Students read aloud (in groups, men and women, driving the train, reading alone ...). The teacher held out a finger and asked the students how many fingers there were. Then do meaning exercises, T: Look, a pencil → I have a display stationery. Students ask each other how many bags/...? I have a bag/... to practice showing.

2. Guess each gift box in turn and draw a teaching picture.

Pay attention to the teaching of number five, teach reading by syllables, emphasize the pronunciation of i-e and V, and pay attention to distinguish between four and five.

3. Listen to pronunciation and overall perception.

The teacher shows the pictures in the textbook. T: Who are they? Sarah and Chen? What are they doing? They are playing a game-hide? Did Chen Jie say anything? Play the recording and feel the whole thing.

Listen and point.

Listen and repeat.

4. Work in groups and read as a whole

(1)T: group work. One person speaks, one refers to the picture, and the other refers to the word. Correct each other and see who did it.

(2) Teachers check students' mastery.

practise

1. Phonetic and semantic training activities

Talking about the numbers in life: the teacher gave some room numbers such as 2 12, 4 1 1, telephone number 1354225 1252, and emergency numbers such as 120 and/kloc-0.

2. Sound, form and meaning training activities

Match sound, form and meaning: the teacher shows five word cards, and the students read the numbers quickly and loudly. Ask the students to discuss the matching word cards and digital cards in groups, and ask them to complete the matching on the blackboard.

Look at the word card. Can you read them? Can you put the card under the correct number? Discuss in groups. Who wants to try?

3. Play the game: Lucky # The teacher writes the number 1 to 5 on the blackboard, and the students read it out, and ask a student to come on stage and tell the teacher his lucky number so that other students can guess.

Students, let's talk about numbers together. (Turning to a student) Tell me your lucky number. Now guess. What is her/his lucky number?

Children's song activities: a. Open the textbook page 59 and look at the picture to lead to skipping activities. Teachers cooperate with actions to teach words to jump. B. listen to the song and write the numbers. Listen to the tape. Teachers and students do actions while singing. Students practice and perform in groups of four.

5. Group activities: small surveys

Teachers show their stationery, and teachers demonstrate their life;

I have many pencils. ....

How many books/pencils are there?

Three/five ...

Ask each other questions. 1-2 groups show them.

produce

Shopping! Go shopping in groups of four. The team leader put stationery, animals and other cards on the table, and the other three people bought gifts. The teacher can demonstrate with several students first.

Sam has a birthday party today. Do you want to go? Let's buy some presents.

A: Hello!

Hello! I want some pencils.

A: Of course. How many/much?

B: Four.

A: Here you are.

Thank you.

A: Hello!

Hello! Please take this bag.

A: Here you are.

C: Thank you. …

2. Group cooperation, 1-2 Group presentation.

progress

1. made headlines. Basic training page 43, question 2.

2. summary. What did you learn today? Guide the students to summarize what they have learned in this lesson.

3. homework.

A. listen and imitate the dialogue.

B. create a new dialogue based on the dialogue.

A detailed explanation of the English teaching plan for the third grade of primary school: Fan Wensan (1) sings.

Before entering the classroom rhythm, let the students sing a song: "Ilike Apples", accompanied by beautiful music, creates a relaxed and pleasant classroom atmosphere and brings the distance between teachers and students closer. Eliminate students' original sense of pressure and nervousness. This link can improve students' learning passion and naturally enter the learning state.

Using the apples in the above songs, teachers can review the sentence patterns they have learned before, such as ilike ... show some common fruits, such as bananas, such as ilikebanana. Also use fruits of different colors to draw out the color names to be learned in this lesson. The teacher has an apple and a banana in his hand and says "banana" respectively. Say it several times to make students understand the meaning of red and yellow. Apples are red and bananas are yellow. The students know that they are learning colors because the teacher emphasizes red and yellow repeatedly. At this time, I will show seven-color rainbow with courseware to attract students' more attention and interest. The scene is like this-"After the rain clears, a beautiful rainbow slowly appears in the sky. Many children are watching this strange sight, and then the English words of red, yellow and blue appear in different colors? "

Secondly, the new funding procedure.

Learn new words: red, yellow, blue, green, orange, purple? Learning words in a certain state will be boring. Learning words under the guidance of courseware will have a good effect. I think students are in a good mood at this time. When they are happy to study, they will have fun and enthusiasm. Therefore, I will grasp this characteristic of students to teach. I designed such a link. When a color is emphasized in the rainbow, I will immediately take out the corresponding color marker and draw something familiar to my classmates on the blackboard. For example, when learning the word red, I will draw a red sun and say, "red, red, it's red." After repeated teaching several times, I can give students the right to draw, let them give full play to their ideas, talk and draw a picture, which can catch students' attention and reflect the happy and active atmosphere in English class. This kind of open teaching cultivates students' observation and reaction ability. Encourage and praise more during the game. This formative evaluation builds students' confidence in learning, stimulates their enthusiasm for learning and enhances their sense of participation in future activities.

On this basis, let the students find the colorful objects in class and say them. Teachers can make a demonstration first, and use sentence patterns: it will become ilikered yellow and daily necessities to practice words and phrases, apply language knowledge to real life, embody the communicative function of language, and develop the ability of comprehensive use of language. Learning News: What color is it? Its color is orange green.

Here, I will use the it I practiced on it? Let the students know what color is. It's just a question about color. The teacher showed a picture prepared in advance (with a beautiful bike on it) and said:

Ihaveanewbike。 "Sign for a bicycle, and then say," It's blue. "Sign for many times to let the students understand what the teacher is saying. In the process of doing or speaking, teachers must observe students' reactions. Students' learning and understanding can be reflected in their performance. Is the color your bike? Students show their photos. Under such a prompt, students can be asked to sit at the same table or discuss in groups, and teachers can patrol and guide. To a certain extent, teachers can give students the right to practice certain knowledge and believe that they will do it.

Third, consolidation exercises In this part, my main design intention is to be able to use colors and train new sentence patterns to achieve consolidation, so I did this:

A. The teacher names several things that students are familiar with, such as fruits and stationery, and asks the students to draw them on the blackboard as quickly as possible, and then asks the students to paint their favorite colors.

A detailed case of English teaching plan for the third grade of primary school: Model essay 4 Teaching content: Unit 1 Welcome back to school (1)

Teaching objectives and requirements:

1, learn the name.

Learn to say "I'm from the United States/Canada/China"

3. Learn to introduce yourself.

Teaching Focus: Learn to say "I'm from the United States/Canada/China."

Teaching difficulty: learn to introduce yourself.

Teaching tools: word cards/pictures.

Teaching process:

Step 1:

1, Look at the picture: Welcome back to school.

2. Say the English in the picture

Step 2: Remember these names.

Look at these people.

2. Learning name: Amy

Look and say.

Step 3: Learn to say:

Welcome back to school.

I come from the United States/Canada/China.

Step 4: Introduce yourself.

Step 5: Summarize

Step 6: Homework

Blackboard design:

Welcome back to school.

I come from the United States/Canada/China.

Task:

1, modify the name;

2. Say, "I'm from the United States/Canada/China."

Postscript of teaching:

The students are very interested in learning English.