There will be an English trial in primary school tomorrow. I have no teaching experience. Are there any good skills and lecture content? Thank you. Urgent online ~ ~ ~

At present, English trial teaching should emphasize the overall understanding of the text, and explain grammar or language points less and more accurately, so as to understand the text as a whole.

The first step, lead-in, should be vivid, novel and to the point.

The second step is to design the steps of understanding, from fast reading to close reading, and fill in the blanks step by step.

The third step is the application of language knowledge, that is, a stage from language input to language output.

Generally, it includes a brief review of the text, and then sublimated to the content related to reality, so as to apply what you have learned. Because language emphasizes application.

It is best to express values and emotions, ending with music and English poetry.

The fourth step is to assign homework.

I have a speech here for your reference, I hope it will help you! Wish you success! ! ! Success!

Unit 2 What time is it now?

B let's talk.

Teaching objectives:

1. Be able to listen, speak and read the main sentence patterns: It's time … and distinguish and use them in the dialogue.

2. Be able to perform the text dialogue skillfully.

3. Educate students to arrange their time reasonably and form a good concept of time.

Teaching focus:

Be able to distinguish and use time correctly ... communicate according to the content provided.

Teaching difficulties:

1. Be able to distinguish and use time correctly ... communicate according to the content provided.

2. Students' understanding of the interjection "Oh dear": a cry expressing surprise and confusion.

Teaching aid preparation:

1, teachers prepare relevant courseware, animation and other media materials;

2. The teacher prepares related word cards and time cards;

3. The teacher prepared a clock;

4. Students prepare a homemade clock.

Teaching steps:

First, warm up

Talk freely:

Look at this. What is this?

Ss: This is a clock.

T: What time is it?

Ss: It's 6:30. Time to get up.

It's 7:05. It's time for school. It's 12:00. It's time for breakfast. )

T: What time is it? You can look at your watch.

Ss: Yes 10:40.

T: It's time for ... Student: It's time for English class.

T: yes. Are you ready?

Ss: Yes, I'm ready.

Second, preview.

Teacher: (Divide the students into two groups) When you see the sentiment, you must stand up and read it in a hurry.

What time is it now? It's half past six. Time to get up.

What time is it now? It's seven o'clock. It's time for breakfast.

T: hurry up! Hurry up!

Third, demonstrate.

We talk about it

I have a friend. Guess it's a boy or a girl?

S 1: a boy.

Yes, you are so smart. Look here, how many pictures can you see?

Ss: I can see three.

Look at the first picture. Where is Mike? Is Mike home?

Ss: No, he isn't.

Where's Mike?

Ss: He is at home.

Look at picture 2. Is Mike at home or at school?

Ss: At home.

T: What about the third picture? Can you see the clock on the wall? What time is it now?

Student: It's eight o'clock.

Students, today we are going to talk about Mike's timetable. Let's watch the video and try to find out the answer.

Students watch the video (t write on the blackboard).

T: done? First, who wants to try?

S 1, S2, S3 answer (t plus score).

Students read the blackboard together.

Students read after the computer and the teacher. Students are divided into two groups. T reads the teacher's sentences and Ss reads the students' sentences. Then students read 4 and try to perform with headgear (if possible, divide into 4 groups)

Fourth, practice

T: It's about Mike's schedule. Do you want to know my schedule?

Ss: Yes.

T use the clock don' say his schedule.

Now it's your turn. Please discuss your schedule with your partner. Some students say their schedules.

T: I want to show you my written schedule. Looking at the screen, I ... What about yours?

Students write it in their exercise books and try to show it in class (let a student check it).

5. game: make sentences.

T: What time is it? Please show me your watch. Tell me what time it is.

Ss: Yes 1 1: 10.

T: Yes, it's time to play games. Now I want two Ss's to come here, one with a word card and the other with a time card. Ask and answer.

Students work in pairs. If they establish the wrong partnership, students must answer "Yes" or "No" and change the time or activity.

Let's find out.

Students, you are very helpful. Thank you. Can you help Sarah and Chen Jie? They are in trouble. Open your books and turn to page 20. (Play the video. )

Explain some new words in Chinese and guide students to think.

Students answer and find out the answer.

Let's check.

Page 23

Consolidation of intransitive verbs and homework

T: boys and girls. Whatever we do, we should be on time. Try to remember that time is life. Time is precious. Homework: Make a schedule and talk to your friends in English.

write on the blackboard

Unit 2 What time is it now?

B let's talk.

It's half past six. Time to get up.

It's seven o five. It's time for school.

It's already eight o'clock. It's time for English class.

Teaching reflection: in this course, I can complete the prescribed teaching plan and enable students to correctly distinguish and use time ... to communicate in dialogue. The initial grouping can adjust students' enthusiasm and make students make good use of their own advantages. In the process of introduction, I let students enter the classroom invisibly and use the clock to create a good real environment. Before the performance, my students developed good study habits and asked them to introduce themselves before the performance. In the process of student union performance, students are allowed to make mistakes, and some students present are required to provide help and answer time, so that they can consciously integrate into the classroom. Students can practice the dialogue by using some simple things. For example, when their mothers "urge" students to go to school, they can supplement some old knowledge they have learned, such as: thank you, mom, oh, my schoolbag is so heavy. Where is my pen? Where are my keys? So as to feel the meaning of alas and hurry.

In the process of practicing with self-made clock, students can not only express their artistic ideas well, but also practice oral English, thus distinguishing the key points and difficulties. In this process, students can further consolidate the expression of time.

There are also some shortcomings in this class. I found that it is necessary to write on the blackboard in the classroom in advance in order to let students have enough time to prepare learning tools. Teachers should design a relaxed atmosphere and try to guide students to express their views in their own language and ask different questions.

Finally, personally, I feel that my student dialogue is not innovative enough, and the expansion and extension are not enough. In the face of this course, my students are extremely calm, and I need to exercise my basic skills well to accept greater challenges. In the face of a disciplined class, should we change the word class? How can we make students consciously participate in classroom performances more attractive?

I think the most important thing in Speak is performance and expansion. Can more students take part in the performance? In view of the fact that individual students don't express themselves loudly enough, I think they can speak normally during the performance, and is it also a form of reform to choose individual middle and lower grade students to repeat the dialogue loudly?