Primary English Teaching Design and Teaching Reflection

# Primary School English # Introduction Learning English can help us better understand Chinese. This sentence sounds a bit contradictory, but learning a foreign language can really increase our understanding of our mother tongue. This is because in the process of learning a foreign language, we will constantly compare it with our mother tongue, so that we can look at our mother tongue from a new perspective. The following is the relevant information of "Teaching Design and Teaching Reflection in Primary Schools", hoping to help you.

1. English teaching design for primary schools

Textbook analysis

This unit mainly tells you that Lingling has come to London and is about to start her trip to London. The story itself is very interesting. The article involves the description of the past, which is a further study of the original past tense. Through learning, students can express in spoken English when did you come back? This statement asks for specific information about what happened in the past and can be used to indicate that we came back last Sunday. This kind of sentence answer

Analysis of learning situation

In the fourth book, students have been exposed to the simple past tense and know that if it happens in the past, verbs should use the past tense. However, students don't pay attention to this aspect of grammar knowledge, and they don't remember it with heart at all, because there is no requirement in Chinese, so teachers need to mention it in class so that students can gradually accept it. In addition, I don't know the part of speech, and the part of speech is rarely mentioned in primary school Chinese, so the teacher should focus on reviewing the verbs used, especially the past tense of verbs. I think the main obstacle for students to form knowledge in this class is that they don't remember the past tense of verbs, and the sentence structure of students' past tense is not clear.

Teaching objectives

1, learning objective statement:

When did you come back? We came back last Sunday.

Words: when, come back, go home, though, finish, and, wait, fall.

Phrase: Come on, ice cream.

2. When did it come back orally? This statement asks for specific information about what happened in the past and can be used to indicate that we came back last Sunday. This statement answers.

Can recognize words and phrases when, back, home, with, finish, with, wait, drop, hurry up, ice cream.

Through this lesson, let students realize that English should use the past tense when describing what happened in the past, while Chinese verbs do not change with time.

Teaching emphases and difficulties

1, learning objective statement:

When did you come back? We came back last Sunday.

2. Identify the words when, back, home, with, finish, with, wait, drop, hurry up, ice cream.

Write down this sentence: wait and think.

2. Primary school English teaching design

Theme:

Unit 1 Welcome back to school! the fourth lesson

Teaching focus:

I understood and said, "Where are you from? I come from ... This is my friend ... "

Teaching difficulties: using language and pronunciation of words in situations.

Teaching aid preparation:

1. Students' own headdress

2. Business cards of game characters

3. Auxiliary teaching courseware

4. Music recorded for the game

5. Mr. Black's headdress and clock

Teaching process:

Warm up/review

1. The child exposed his headdress and introduced himself: "My name is Lily. I'm from Canada. "

(Guide other children to use: "Good morning. Lily! " Answer)

2. Students divide into groups and start the dialogue in Part A.. (Different children play different roles in the dialogue, and children can also perform extended performances according to their own situation. )

Introduce a new lesson (demonstration)

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The teacher makes some business cards and draws the national flag on the back of them. ) Listen to music and pass cards. The child with the card went to the front to play the role on the card. Introduce yourself: "I'm Amy." The teacher asked, "Where are you from?" The child replied, "I'm from America."

The child tried to ask, "Where are you from?" The students who get the small cards answer according to the situation.

Question and answer among students: "Where are you from?" "I'm from ..." (according to the headdress made by the child himself)

Ask several groups of people to drive the train and ask questions: "Where are you from?"

4. The teacher shows the clock (setting the time to afternoon): "Good afternoon!" The teacher puts on Mr. Black's headdress (walks up to a student) and says, "Good afternoon! I'm Mr. Black. I'm from China. " According to his own situation, the child replied, "Good afternoon, Mr. Black. I am Xiaodong. I'm from China. "

The teacher asked a group of children. Then ask the students to come to the front and play Mr. Black.

The teacher came to the stage with Mr. Black's headdress and said, "There is a friend in our class. Do you know who she is? The teacher pointed to the classmate who played Amy and said, "This is my friend Amy. "(Guide the whole class to say hello)

Ss: Nice to meet you.

Nice to meet you, too!

Ss: Where are you from?

A: I'm from America.

Ss: Welcome!

6. The teacher plays the courseware "Speak" and the students watch the dialogue. Read, imitate and dub courseware with different roles.

7. Practice the dialogue in groups.

8. Act out the dialogue in groups.

Interesting exercise

1. Listen and sort the cards: shuffle the pictures in the text and let the children listen and put them on the table.

2. Act out the dialogue in Let's Talk.

3. Exchange headdresses (countries and names) in groups and practice the dialogue. Where are you from? I'm from ...) Add-Activity

Introduce good friends, and let the children introduce their good friends to everyone with the sentence patterns they have learned.

3. Reflections on English teaching in primary schools

With the development of the times and the progress of society, English learning and English teaching are paid more and more attention. English has changed from a tool to an idea and knowledge base. Not mastering English is like missing an idea and an important source of knowledge. It can be said that learning English not only adds a pair of eyes, a pair of ears and a tongue, but also adds a brain! Because language is a tool for human beings to think and know the world, mastering a language means mastering a method and habit of observing and knowing the world. Summarize the following thoughts from the dribs and drabs in daily work:

First, "play" does not cultivate students' lasting interest, but depends on the product of language knowledge.

English teaching in primary schools should attach importance to cultivating interest, but singing games alone can't cultivate students' lasting interest. As soon as the novelty passes, the child gets bored. Therefore, singing games should be used as a means for primary school students to learn English language knowledge and skills, rather than to cultivate interest. We can use various means to help primary school students remember more words and learn more language rules during the period of strong memory, create as many opportunities for imitation as possible, and improve students' pronunciation and intonation. In English learning, listening, speaking, reading, writing and translation can complement each other. Really do listening and speaking first, reading and writing to keep up. Without reading or writing, it is difficult to receive high efficiency just by listening and speaking. Imitation alone can not cultivate learning ability, and it is difficult to reduce the learning burden. Therefore, primary school students should still study the language seriously.

Second, the ability to use English requires a corresponding vocabulary.

At present, in English teaching in the lower grades of primary schools, students are not required to master vocabulary, but only to say words according to hints or pictures. Its essence is nothing more than asking students to learn by rote and parrot. Because primary school students have no corresponding pronunciation rules training and are not familiar with the spelling rules of words, the sound, form and meaning of words can not be effectively combined, which leads to the difficulty in memorizing words and becomes the difficulty for primary school students to learn English.

Third, cultivate English interest.

Should English teachers focus on teaching content, syllabus and examination form, or should they shift their teaching focus to the cultivation and control of students' personality, interests and emotions? This is an important principle issue in the transformation of modern educational thought. Facts have proved that those who consider themselves "democratic, open, calm, friendly, considerate, helpful, intelligent, logical and happy" are generally more likely to succeed in English learning than those who are contrary to or very different from the above personality. In addition, in the process of foreign language learning, due to the influence of external factors, learners will be anxious, depressed and irritable. As the organizer of teaching activities, English teachers should attach importance to the cultivation and control of foreign language learners' emotional factors. Especially in the lower grades of primary schools, English teachers should cultivate a sense of closeness to students. In classroom teaching, English teachers should respect students very much, pay attention to motivating students and pay attention to their learning process. In the current "burden reduction" work, English teachers should pay special attention to observing students' psychological feelings in class, be close to students, and let students love English teachers and English classes, thus improving the efficiency of English classroom teaching.

4. Reflections on English teaching in primary schools

Time flies, I have groped for eleven years on this three-foot platform, and gradually have a preliminary understanding of English teaching in primary schools. Through daily lectures and observation activities, I have also summed up some teaching methods suitable for me, but I have also found some problems in my English class: ballads, singing, speaking English collectively or shouting English in a large proportion. This inevitably has the following effects: the rhythm of singing is good, but it should be moderate, otherwise it will affect students' "normal speaking", which is manifested as "singing while talking" in the process of dialogue, losing the charm of the language itself; The slow speed of collective speaking, especially sentences, including the slow pace of teachers' language input, will affect students' ability to receive and understand, which is not conducive to the cultivation of listening ability; In addition, in some classes, we also see that there are many times when we clap our hands. Mechanical exercise is necessary. Clapping your hands in class is very tiring, and your voice is much higher than the language you speak, which causes you to always be in a high decibel state and have a bad feeling of "heartbeat". And I think children should be active and quiet, which is necessary for the brain to accept knowledge and think. And I'm not doing very well in this respect. Always "good!" Praise and encourage students' enthusiasm blindly in class, but fail to point out and correct students' language mistakes in time. Over time, it is not conducive to students' judgment of language right and wrong, thus forming a vague impression and affecting learning effect and communicative expression. Therefore, under the premise of protecting students' enthusiasm, teachers should correct mistakes in time, demonstrate correctly, and reward them lightly and heavily, not too wildly. In short, I should have a forward-looking vision in teaching. I should pay more attention to the guidance of methods and the cultivation of learning strategies. I want to explore deeper ways to stimulate students' interest, strive to improve students' "internal force" and make a transition from simple knowledge to comprehensive ability.

5. Reflections on English teaching in primary schools

Shanghai Oxford English textbook provides us with good listening, speaking, reading and writing training content. By listening, speaking, singing and doing, we should cultivate language sense and interest first, so that students can learn English in happiness and gain a sense of accomplishment in knowledge. Today, after I brought the second round of textbooks for grade one, I have a lot of feelings and reflections to share with you. First, talk about FreeTalk 3 minutes before class, enhance the feelings between teachers and students, and train students' listening and speaking ability.

Before each class begins, I review what I said in the last class through various forms such as teacher's question and answer, student's question and answer, and group question and answer. This method not only effectively reviewed the contents learned in the last class or before, but also paved the way for the newly taught contents, which played a connecting role.

Second, organize teaching in English as much as possible, create various situations and encourage students to talk boldly.

Organizing teaching in English can set off the English classroom atmosphere, enhance students' curiosity and improve their listening and speaking ability. This link is very important, which is a good opportunity for students to practice listening and one of the ways for students to learn imitation. When students don't understand, I use exaggerated movements, expressions or appropriate explanations to immerse students in a strong English atmosphere. Through English communication, students' listening and speaking ability is improved, and students' ability to communicate in English is also cultivated invisibly, and the habit of using English flexibly is cultivated.

Third, play a role, have a dialogue, give full play to students' performance ability and use English flexibly in real situations.

As a language, English should embody its communicative function; I always think that students' application of English is the key, so I give students full space to play freely. Through group cooperation and teacher-student cooperation, they can give full play to their imagination and use what they have learned to write and perform dialogues. In this way, students can use English flexibly in their study and life, and at the same time, their performance ability is also cultivated. When I was reading, my voice and intonation were full of emotion, which showed the personality and characteristics of each character incisively and vividly. At the same time, I also ask students to take out simple props such as homemade headdress during the performance, imitate the pronunciation and intonation in the original soundtrack, and make the students feel immersive, thus deepening their memory of knowledge.