5 model essays on primary school students' oral English manuscripts

# Primary School English # Introduction An excellent lecture not only reflects the ability of teachers, but also reflects the seriousness of teachers' love for work. Through the lecture draft, teachers can carry out teaching better, and reasonable and scientific planning can make teaching work fruitful. The following is the relevant information of "Five Model Papers on Primary School Students' English Speech", hoping to help you.

1. Model essay on English lecture notes for primary school students

1. Spoken Language Textbook: The New English Curriculum Standard points out that the overall goal of English curriculum in the basic education stage is to cultivate students' comprehensive language use ability. Comprehensive language use ability is based on students' comprehensive literacy in five aspects: language skills, language knowledge, emotional attitude, learning strategies and cultural awareness.

"New Curriculum Standard" advocates task-based teaching mode, that is, let students participate in and complete real teaching tasks in teaching activities, and experience the happiness of learning from them. Therefore, I adopt the teaching method of "task-inquiry-creation" to let students learn to observe, think, discuss and summarize in an interesting and open language environment, and develop their thinking ability, innovative consciousness and various language application abilities through "use". The content of the course I am talking about is the first lesson of the eleventh lesson. This is a situational dialogue class, focusing on the daily expression of "asking for advice" In the third class, students can already use "Do you want some?". . . . . . ？” Accept the inquiry. Can understand and speak chicken, soda, milk and sandwiches. The teaching content of this lesson is "What do you like?" Ask for advice According to this arrangement and the overall understanding level of students, I have established the teaching objectives of this lesson from two aspects: knowledge teaching and ability training:

1, knowledge goal: You can understand and say that I am hungry. What do you want? Yes, I think ...

2, ability goal: understand and say hamburgers, French fries, pizza, soda.

3. Emotional goal: to be able to use the learned sentence patterns for dialogue performance and oral communication, to stimulate students' interest in learning English and to cultivate students' English learning ability.

The focus of this lesson is: Can you understand and say that I am hungry? What do you want? No, I think ... if you understand, you can say hamburgers, French fries, pizza and soda. The difficulty in teaching is to use "What do you want to eat?" Ask others for the correct pronunciation of hamburgers and French fries.

Analysis of learning situation: As all students have learned similar dialogues, I intend to teach new knowledge in the form of dialogues.

Prepare teaching AIDS: tape recorders, cards and multimedia.

Second, teaching methods:

Discussion, teaching, demonstration and practice

Third, the teaching procedure:

In order to achieve the above goals, I designed such a teaching process:

(1) Warm up

Sing some songs.

2. Play a game. Show food pictures quickly and ask questions.

By singing and asking questions, it not only attracts students' attention and stimulates their enthusiasm, but also creates an atmosphere for learning English. At the same time, it paves the way for the teaching of this course and constructs the knowledge representation. )

(2) Revision

(Then the teacher touches his belly and makes a hungry look) Guide the students to say that I am hungry together and talk quickly around the pictures presented.

In the form of dialogue, arouse students' memory, make students skillfully use old knowledge, and at the same time infiltrate me into hunger. )

(3) Demonstration

1. Show some pictures of bread and some juice in turn.

Would you like some bread?

Yes, please.

T: I'm thirsty. The teacher is thirsty, so guide the students to say that I am thirsty while doing it. )

T: Would you like some juice?

Yes, please.

T: here you are.

Make a new one for hamburgers, French fries and pizza through the sentence patterns you have mastered.

Using old knowledge, learning new words in a skilled communication context, accompanied by corresponding pictures, deepens the understanding of words and reduces the difficulty. And even if the training of teachers and students turns to live training, from imitation to application, this is in line with the cognitive law of students. )

3. (Show the above four new award-winning pictures) Make up some dialogues.

Integrating words into meaningful dialogues, fully embodying teaching in communication and applying the concept of middle school are convenient for students to understand and use. )

Ask an outstanding student to guide him to thirst;

I'm thirsty. I want to drink.

T: What would you like?

Please give me some soda.

(The teacher is hungry):

T: I'm hungry. I want to eat.

S: What do you want?

T: I want some French fries, please.

(In the process of speaking, give pictures to help you understand; From imitation to practice, it repeatedly stimulates students' senses and enhances students' understanding and application of new knowledge. )

practice

1 Listen and repeat.

Act out the dialogue.

Cultivate students' good study habits in the process of listening and reading, let students practice in the scene, and achieve the purpose of mastering through performance. )

⑤ Consolidation

1, do an investigation.

2. Who is the best?

Teachers' and students' demonstration performances provide an operable model for students. Through cooperative learning and evaluation, students are provided with equal opportunities to speak English, and students are encouraged to study in competitions, which not only creates a relaxed, pleasant, natural and harmonious classroom atmosphere, but also promotes the development of communicative activities. Through the evaluation and summary of "Apple Tree", let students realize that the realization of collective goals can not be separated from individual efforts, and stimulate their desire for further success. )

2. Primary school students' English lecture notes.

Teaching objectives:

1. Knowledge target

(1) Master vocabulary: weekend, place, British Museum, how, best, also, river, hour, minute, travel, along.

(2) Mastering sentence patterns: What did you do at the weekend? Where have you been?

2. Skills objectives

(1) can read and understand the main idea of the text and answer related questions;

(2) Be able to use the sentence patterns you have learned to ask what you have done and where you have been, and answer questions.

Teaching focus:

1, understand the text correctly.

2. Ask questions in the past tense and describe what happened last weekend.

Teaching difficulties:

The past tense of general interrogative sentences guided by what and where.

Teaching process:

In the whole teaching process, I have adopted a series of teaching activities, including listening, speaking, playing, acting and singing, which are specifically designed as five links: warm-up, introduction of new knowledge, interesting practice, text learning and expanding application.

Step 1. Warm up and review

1. Teachers and students collectively greet each other and pass on the question "Where is London? What is the capital of England? Did you watch TV yesterday? " Communicate with individual students.

2. Teachers play courseware to show pictures of the British Museum, London Eye, Big Ben and transportation in Britain, and lead students to sing the song "London Bridge is collapsing" while doing actions.

(Design Intention: Teachers have affectionately narrowed the distance between teachers and students through collective and individual greetings. The design problem is related to the content to be studied in this class, which plays a foreshadowing role. Vivid songs meet the characteristics and requirements of students' physical and mental development, and effectively mobilize students' enthusiasm for learning English. This song has deepened the students' impression of what they have learned. In the melody, they will recall several scenic spots about Britain they learned in the last book, so they won't feel abrupt when learning the content of this lesson. )

show

1, teaching new vocabulary

The teacher introduced the new vocabulary in this lesson by telling stories.

Lingling, Amy and Sam visited some places in London last weekend. Do you want to know where they all went?

(2) Teachers click on the courseware to show pictures of the British Museum, the London Eye and Big Ben.

Teach the words British Museum, London Eye, Big Ben and describe the London Eye. T: This is a big wheel. That's great.

Introduce and teach the new word wheel, wonderful.t: I don't know what the London Eye is.

But Daming will see it because Lingling sent him a postcard. They go there by bus, and Lingling likes taking buses best.

Introduce and teach new word understanding, postcards.

At the same time, it also leads to the bus ride and favorite.

(Design intention: The new vocabulary in this lesson is abstract and difficult. By telling stories to show new words, teachers can make boring word teaching vivid and natural, and obviously improve students' learning efficiency. )

2. Sing a song: "Where did you go? Review the past tense of verbs: The teacher examines the students' mastery of the past tense of verbs through the connection.

Send like meet visit send like meet visit.

Design intention: Starting the past tense content teaching of this course with ballads can create a relaxed learning atmosphere and eliminate students' nervousness. The song "Where have you been? Draw out the key sentence patterns in this lesson and stimulate students' interest. Review the past tense of verbs to prepare for the later teaching. )

Step 3 Import and New Authorization

1, teach new sentence patterns

(1) The teacher leads the students to answer "What do you usually do on weekends?" Ask the students to list the activities they usually do on weekends.

Click on the courseware and display the calendar. Pointing to last weekend, I asked the students, "What did you do at the weekend?" Encourage students to answer questions in the past tense they have learned.

(2) Teachers prepare some pictures of scenic spots and stick them on the blackboard in the classroom. For example, "Great Wall, Mount Tai, Summer Palace." Two students were invited to perform on stage. One student asked, "Where have you been?" Another student stood in front of a different picture and answered, "Did I go?"

2. Teaching texts

(1) Play the recording, listen to the recording with questions, listen carefully and point out every word you hear, and get a preliminary feeling of the text.

What did they do at the weekend?

Where did they go?

What is the London Eye? 4. Does Ling like the London Eye?

(2) Play it again, and ask the students to read it sentence by sentence according to the courseware and understand the content of the text.

(3) Group activities The whole class reads aloud in different roles: the girl plays Amy and the boy plays Damien.

(4) Invite two students to have a conversation by telephone. Work in groups and answer questions.

(Design intention: This link uses courseware to create a language environment and real life scenes. Through a lot of listening and speaking training, students' thinking is effectively stimulated and they are reminded of what they have learned in the past. After breaking through the difficult sentences, the whole article will soon become catchy, and letting students read in different roles has once again stimulated their enthusiasm for learning. Dialogue performance is an effective means for teachers to test students' learning effect. )

Step four. Knowledge consolidation and expansion training

Dialogue reference materials appear on the courseware. Please have oral communication and show at the same table.

Blackboard design:

Module 3 Unit 65438 Where did you go at the weekend?

We went to the British Museum.

What did you do at the weekend?

We visited many places.

3. Primary school students' English lecture notes.

Textbook analysis

I said the content of the class is how are you? In the first class, let's talk about the first four scenes. This class is a dialogue class and an important part of the whole unit teaching. The key communicative language in this class is "How are you?" And its answer. This class is dialogue teaching. When the bear goes out in the morning, he says hello to his elders one by one, and introduces the topic, which is short first and then long. Not only did various answers appear, but he also reviewed the greetings he had learned before. Being polite to children is instructive.

Teaching objectives

English Curriculum Standards points out that the basic task of English teaching in primary schools is to stimulate and cultivate students' interest in learning English, build their self-confidence, form good study habits and effective learning strategies, and cultivate students' autonomous learning ability and cooperative spirit.

On the basis of careful analysis of teaching materials, according to the actual situation of students, I have determined the teaching objectives of this lesson as follows:

1, knowledge target

(1) Let the students read the words: OK, OK, bird, pig, fox, hen.

(2) Let the students master the sentence patterns of greeting acquaintances: How are you?

I'm fine. I'm fine.

Thank you. What about you?

2, language skills goals:

Conduct simple English communication and performance with pictures and texts or scenes, and cultivate students' ability to communicate flexibly with what they have learned.

3, emotional attitude goal

Through the study of this lesson, students are interested in English listening and speaking, reciting ballads, playing games, daring to speak and being willing to imitate, and have established self-confidence in encouraging evaluation. Actively participate in cooperation in group activities, so as to realize the importance of communication in learning English.

4, cultural awareness goals:

Be able to use English greetings properly and know how to greet acquaintances in English-speaking countries. Conduct daily etiquette education for students.

Emphasis and difficulty of teaching

Teaching Focus: How are you? And his various answers range from simple answers to complex answers and rhetorical questions.

Teaching difficulty: (1) How are you? How are you? Differences in the usage of greetings such as "Nice to meet you".

(2) Cultivate students' cooperative learning ability. At the same time, pay attention to cultivating students' interest in learning English and establishing self-confidence.

Teaching preparation

Teachers prepare courseware, various animal headdresses, tape recorders, tapes, small red flowers and group evaluation forms.

Teaching law

(1) group activity learning method

Divide the class into five groups and name them with words that represent animal names in advance. Class activities are mainly group activities, supplemented by pairing or class activities. Students communicate with each other, accomplish their learning tasks together, feel the fun of learning English and the significance of communication in cooperation, and form a synchronous learning environment through the relationship between group members.

② Situational teaching method

I will prepare a teaching assistant (foreign teacher). In the introduction of new classes, teaching assistants will walk into the classroom to have a dialogue with students and set up real and effective scenes to stimulate students' wishes, which is conducive to the improvement of students' expression ability.

③ Encourage teaching methods.

Classroom evaluation is mainly based on encouraging evaluation. In class, teachers use encouraging comments and give small gifts appropriately to satisfy students' desire for success. This is also the simplest and most effective way to motivate students to actively participate in learning.

4. Primary school students' English lecture notes.

This lesson is a lesson in my family, the second volume of People's Education Edition. The teaching purpose of this lesson is to review the names of family members, learn the sentence patterns of who is that man/woman/boy/girl, and learn to introduce your family. My family This is a content closely related to students' real life. Especially after learning the names of family members, who is that man/woman? Make students more integrated into the life situation. Next, I will talk about my teaching design ideas for this class. First of all, give students room to communicate.

Pupils are lively and active. According to the new curriculum standards for primary school English, one of the most important goals is to stimulate students' interest in learning English and cultivate their positive attitude towards learning English. This is to initially build their self-confidence in learning English and enable them to have simple daily communication in English. Therefore, the activity teaching in primary school English class should directly stimulate primary school students' interest in learning language, so that children's multiple intelligences can be reflected and developed in communication activities. Therefore, when designing this class, I always pay attention to returning the class to the children as much as possible, so that students and teachers can communicate with each other. For example, in the warm-up exercise, have a daily meeting dialogue. In the study of sentence patterns, I ask students at the same table to introduce each other according to their family photos, and so on. I try to create as many communication opportunities as possible for students.

Second, the use of games to improve students' interest

It is very important for primary school students to cultivate their interest in learning English as a language. Confucius said: "Those who know are not as good as those who are good, and those who are good are not as good as those who are happy." Einstein said, "Love is a teacher". Only by arousing students' interest and enthusiasm can students be good at accepting and remembering such knowledge. Therefore, I arranged two short games in this class. For example, quick response means that a student in the class asks who the boy/girl is and asks for quick response, so as to cultivate students' observation ability, quick response ability and competitive consciousness. And make them pay more attention and interest in this strong sense of competition. Another example is a guessing game: he is my father's father. Who is he? Let the students guess again, improve the class interest, and review the family members by guessing. At the same time, it also cultivates students' thinking ability in this process.

Third, contact with reality and be close to life.

My family itself is a topic closely related to life. From this perspective, I only carry out teaching around life. First of all, I introduced my own family, which led to the sentence pattern "Who is that man/woman?" Then let the students practice saying sentences. I arranged to take out the family photos of my deskmate and ask each other according to the family photos. Students look at photos of their family members, and their intimacy and realism of life come to mind. At this time, their desire to communicate in the language they have learned is particularly strong.

Fourthly, the infiltration of emotional education.

Let students talk about their home and inspire their love for home; It is in this kind of teaching that students' emotional education of loving the family permeates: home and happy home are established by the hard work of our parents and other elders. Therefore, we should love them, respect them and respect them. Home is the eternal harbor for each of us. We love home and everyone at home.

In short, when I design this course, I use listening, speaking, singing and playing as much as possible. Through various interesting, practical, relaxed and lively activities, every student participated in them, which fully mobilized the enthusiasm and initiative of students. Of course, due to my limited level, the links are not coherent enough, and the scope of activities is not the widest. There are still many shortcomings here and there. I hope teachers and experts will give more advice.

5. Pupils' English class notes model essay

I. Introduction to the conversation

1. Maturity, knowledge memory

Think about it, what English knowledge have you learned so far? Tell me, who has learned more than one course?

2. Exciting alphabet games: creating situations and finding problems.

You've learned a lot! Today, we will play a game with some letters we have learned. Do you like it?

The teacher gave each student a card with some letters on it. Let's listen carefully and cross out the letters the teacher has read and see what you find. Students at the first table of each group come to the front to see which group is taller.

Teachers: C, D, I, J, K, M, N, Q, S, U, V, X, Y.

Now please tell me. What did you find?

Health: words such as national flag, go, zoo, schoolbag and pen.

Teacher: OK! You are very clever.

The completed students get a small red flower.

Teacher: There is one word that the students haven't found, and that is the weather we are studying today.

Games can bring happiness to primary school students' English learning and make boring and mechanical sentence practice lively. Therefore, in the teaching process, games should be properly introduced into the classroom to entertain and educate. )

2. Use multimedia to learn new words

Practice the pronunciation of new words.

Before class, let the students find out the words related to the weather. Students can improve their ability to search information and cultivate their exploration ability. Then, focus on six words. Listen to the tape and ask the students to read the words and correct their pronunciation.

The use of audio-visual multimedia can make the classroom more vivid, intuitive and illustrated, so that students can learn in a relaxed and happy atmosphere. )

2. Communicative English

How about using the weather? Ask questions about the weather in the picture.

English should be taught as a communication tool and studied as a communication tool, so as to realize the unity of learning and application. )

3. Connect the pictures and sentences, and the students connect them on the microcomputer.

3. Strive to be a small weatherman

Forecast the weather in various regions.

Hobbies are teachers, and hobbies come from curiosity and experience, which provides them with practical opportunities to participate in performances, which not only conforms to the age characteristics of children's active and expressive ability, but also further strengthens their mastery of what they have learned. )

Step 4 learn to sing

1. Use body language to teach new words "snore" and "bump your head" and make sure that students understand the meaning of the song.

Body language enables students to establish a direct connection between language, movements and expressions, thus obtaining image perception and achieving good results. )

2. Establish hyperlinks, use the new standard animation CD to teach songs, and match the corresponding actions in singing. Then, the group will compete to see which group sings, send small red flowers to the students who sing, and encourage them to sing the newly learned songs to their parents. )

Pupils are naive and lively, especially like singing. Matching the corresponding movements in singing will stimulate their participation and involvement. Learning new words in English songs will not only reduce students' psychological burden, but also learn new knowledge in a relaxed and happy atmosphere. )

Verb (abbreviation of verb) summary and sublimation

Take the sandstorm as an example to educate students to care for the surrounding environment and make our sky bluer.

Summary of intransitive verbs course

During the activity, I reviewed and consolidated my knowledge, mastered how to ask and answer the weather, and learned an English song in a pleasant atmosphere, which enhanced my confidence in learning English.