6A Points for Attention in Lesson 5.6 of Jiangsu Education Edition.

Draft lecture of Oxford Primary School 6A

at Christmas

The content of my class is Unit 9 "Christmas" in the English textbook "6A" of Oxford Primary School. This textbook is the last one to stimulate primary school English learning grades, and it is also the most closely related and direct book for junior high school English textbooks. It is written under the description of the new curriculum standard, mainly to stimulate students' interest in learning English, cultivate their positive English learning attitude, have a certain pronunciation and good intonation foundation, enable them to form the ability to use English for simple daily communication, and lay the foundation for further study.

The main topic of this unit is "Talking about the ownership of things". Through the scene of Jim's Christmas gift, this paper introduces the main learning content, that is, noun possessive pronouns. Through the teaching of this lesson, students are required to use nominal possessive pronouns correctly in specific situations. Nominal possessive pronouns can make the language more concise, and there is no great obstacle for students to understand its meaning, but they are often confused with adjective possessive pronouns when used. In the process of teaching, I explained the difference between the two possessive pronouns in concise language, and more importantly, I created vivid scenes in combination with students' real life to guide students to remember and consolidate in application. Based on the above knowledge, according to the overall goal put forward by the New Curriculum Standard for Primary School English and the characteristics of this textbook, I will determine the teaching of this lesson as follows:

Knowledge goal: 1, able to listen, speak, read and write words. A wallet, a wallet, an amino group.

I can hear and read this word and ask you to answer me.

Can understand, speak and read everyday communication. This is Grandpa trim.

Open the door, please. Who are they? They are from Langpa and Langma.

Can you understand, speak, read and write sentence patterns? Whose are these/theirs? It/they are mine, yours and ours.

Ability goal:

Improve students' ability to communicate in English.

Modal goal: in the successful experience of autonomous learning, further improve students' interest and enthusiasm in learning English.

According to the cognitive rules of primary school students and the differences between English and Chinese, I think the key and difficult point of literature in this course is 1, 3.

Based on the characteristics of this course, I adhere to the theme as the core, function and structure as the main line, and arrange the teaching of this course with task-based activities. I use various teaching methods, such as direct method, situational method, communicative method and whole-body method, to help students learn English independently and happily in interesting activities such as listening, speaking, reading, writing and playing.

In order to meet the above requirements, I designed the following teaching steps:

Step 1: Warm up

1 Sing a song.

At the beginning of the class, asking students to sing an English song can not only attract students' attention, but also create a good English learning atmosphere, a relaxed, harmonious and democratic classroom atmosphere and lay a good foundation for further study.

2. Talk freely.

In a harmonious atmosphere, teachers and students not only review old knowledge, but also create a good atmosphere for learning English, and naturally transition to the teaching of new words.

Step 2: Pronunciation.

1. In this part of the word teaching process, I ask students to bring their own things and adopt an intuitive situational teaching method. First of all, watch and mine are introduced into the dialogue between teachers and students. I combine the word "who/they" with the word "students"? In my teaching, I compiled a children's song to help students avoid the bitter word sentence pattern teaching, which not only highlights the key points, but also highlights the difficulties, so that students can master new knowledge in a relaxed and happy atmosphere. Learn wallets, teapots, combs, yours, ours and hers in the same way. I connect all the new knowledge in series, adhere to the teaching principle of word for word, and say a catchy sentence throughout the pronunciation and intonation training. When learning the word a minorr, I use singing to stimulate students' desire to sing. Let the students remember the reading method in a pleasant atmosphere. At the same time, I can also learn four words and sentence patterns through the camera in this teaching session. For some simple words, I encourage students to guess and spell by themselves, so that students can master some simple pronunciation and spelling rules in their usual classroom training, and at the same time, students can gain a certain sense of accomplishment in their studies.

2. Show the wall chart and say, let the students express the picture content in sentence patterns, and strengthen the key words and sentence patterns in this lesson. In this lesson, students can make a preliminary song "Why is the shirt black" to prepare for the next lesson.

3. The biochemical group talked about their talents and performed their own dialogues. This design can further stimulate students' mastery and flexible use of the four-meeting words and sentence patterns, and also improve students' oral communication ability.

Step 3: Listen, read and speak.

I ask students to listen and look at the pictures for the first time and understand the text as a whole. Which gift is for whom, and for whom every time? Finally, read the text by roles and complete the exercises, so that students can be more familiar with the dialogue in a relaxed atmosphere, further consolidate their knowledge and acquire skills.

Step 4: Homework

I asked the students to copy the words and sentence patterns of this lesson and write a group of dialogues by themselves, which not only further consolidated the use of words and sentence patterns, but also expanded the students' knowledge and improved their oral communication ability.

Finally, my blackboard design, good blackboard design gives people beautiful enjoyment. My blackboard writing may not bring you beautiful enjoyment, but it creates the focus of this lesson.

Xu Yaying Kunshan Shipu Central Primary School

Teaching Content: The Birthday of Unit 2, Lecture 2 of Oxford Primary School English 6A

Teaching objective: 1 Knowledge objective: Can understand, speak, read and write sentence patterns. When is your birthday? My birthday is June. What do you want as a birthday present? I want to/I want

Emotional goal: Learn about the birthdays and favorite gifts of friends and elders through activities, learn to care about friends and family, respect elders and express love in time.

Ability goal: be able to combine the old and new sentence patterns learned for simple communication activities.

Teaching emphasis: be able to understand new sentence patterns and use them flexibly. When is your birthday? It's my birthday. What do you want as a birthday present?

Teaching difficulty: I can accurately express my birthday with my birthday.

Preparation before class: Happy birthday song. Investigate the birthdays of students in the class and the birthday gifts they want. Birthday present. One form for each person. One calendar paper per person.

Teaching process:

A free conversation

Students, what's the date today?

Student: Today is September 15th.

T: Yes, you are right. Now, let's listen.

The teacher plays the English birthday song Happy Birthday. Then ask the students, "Do you know whose birthday it is today?" If students don't know, I will tell them "Today is xxx's birthday" according to the investigation at the beginning of the semester. At this time, the teacher walked up to the students and smiled and confirmed: "Am I right?" Happy birthday xxx "The student must be surprised, and then she said happily," Yes. Thank you, xu teacher. " At this time, the teacher suggested that everyone sing a birthday song to bless her: "Let's sing a birthday song for XXX!" " "all right! "Write on the blackboard while singing: XXX's birthday is on September 5th.

Design intention: Teachers should study teaching materials at the beginning of school and make good preparations for teaching. Through the investigation, we can know the students' birthdays, and we can congratulate them by free conversation in class, which not only makes students feel the teacher's concern, but also allows them to enter a new lesson in surprise and understand the meaning of blackboard writing. Pave the way for the study of new sentence patterns.

Learn new sentence patterns.

1. Do you know my birthday? My birthday is on December 9th. Then the teacher erased xxx and September 15th from the blackboard and changed them to mine, December 9th, which became a new sentence: My birthday is December 9th. Then the teacher asked the students when is your birthday? And write this sentence on the blackboard, just on my birthday.

Design intention: Between such a brush and change and the position and structure of the blackboard, from old knowledge to new knowledge, students can easily understand the meaning of this new sentence and answer that my birthday is coming. This design is too natural, too natural.

So the teacher and several students answered each other, so that the whole class could feel and be familiar with this sentence pattern. Then let the students speak on the basis of understanding and understanding. At this time, the teacher designed two different levels of oral communication activities.

2 T: Do you want to know your deskmate's birthday? Now, ask him or her. Let the students use this sentence pattern to understand the birthday of their deskmate.

Design intention: Use sentence patterns on the basis of students' understanding, so that students can experience, be familiar with and practice through their senses (oral English).

After the students can use this sentence pattern, ask them to be a little reporter, interview the birthdays of the students in the group and complete the form. Students are asked to remember their birthdays, and then the whole class congratulates the students and sings birthday songs together.

Intention: On the basis of preliminary oral English, through interview activities, students can master sentence patterns skillfully in interesting activities, which not only avoids boring mechanical drills, but also enables students to realize the concern and friendship between classmates.

The teacher took out the gift prepared before class, played the birthday song and said, "Look, what is this?"? This is a birthday present. Learn the new word present.

Design intention: Under the visual demonstration of objects and sounds, students immediately understand the meaning of present.

Today, the teacher came up to the students with a gift and said, "XXX, this gift is for you." Guess what's in the box? " Well, what do you want for your birthday? ""I want a bookmark. "So the teacher wrote this sentence on the blackboard. This sentence has been learned before and students can understand it. Then the teacher opened the gift box. This is really a beautiful bookmark. The student said excitedly, "Oh, how wonderful! Thank you, xu teacher. Then the teacher went over to another student and asked, "If today is your birthday, what do you want as a birthday present?" "Write down the sentence I want a bookmark on the blackboard. Through this blackboard writing and the conversation I just had with that student, that student can understand my question and answer "I think …"

Design intention: From singing birthday songs to giving birthday presents, it not only naturally leads to new teaching content, but also runs through classroom teaching, making the whole class seamless and unconventional.

After understanding, lead the students to read skillfully, and then ask them to make an investigation report. Let them use "What do you want as a birthday present?" Do market research for a gift shop, find out the needs of students in the group for birthday gifts, and continue to complete the form.

Design intention: In this link, students can stimulate interest and enthusiasm by simulating social practice activities, master sentence patterns in activities and improve their oral communication ability.

Third, consolidate and improve.

The teacher provided the students with a situation: KFC fast food restaurant is going to introduce preferential policies. Students who have a birthday dinner at KFC can enjoy a 20% discount and give them beautiful small gifts they want. Now, as a market researcher at KFC, please go to a certain school and class to make a survey, learn something about them and make a reservation. Ask the students to edit the dialogue in pairs and design a reservation list.

Such as: S 1: hello!

S2: Hello!

Nice to meet you.

S2: Nice to meet you, too.

S 1: What's your name, please?

S2: I'm Gao Shan.

When is your birthday?

S2: My birthday is October 19th.

What do you want as a birthday present?

S2: I want a mask.

S 1: Welcome to our snake bar (KFC) for its birthday. We will prepare a birthday cake for you and give you a beautiful mask.

S2: Thank you.

Design Intention: Through this interesting activity which is close to students' life, students can comprehensively apply what they have learned, give full play to their potential, and cultivate their innovative consciousness and language ability. Achieve the purpose of applying what you have learned.

Four assignments

Required theme for 1

According to the meaning of the pictures, write down the dialogue between the characters in any two pictures in Unit 2 C with new sentence patterns.

2 optional topics:

Please use new sentence patterns to understand the birthdays of family members and the birthday gifts they want, make a report in the next class, and send birthday wishes on their birthdays to show their concern and respect.

B read extracurricular books and learn about various festivals. When is Teacher's Day?

Intention: Required questions are used to consolidate the key sentence patterns in this lesson and promote the continuous improvement of students' reading and writing ability. The difficulty of choosing a topic is different. Question A is suitable for ordinary students, aiming at consolidating new sentence patterns, allowing students to understand their family's birthdays and needs in English, which can increase their sense of accomplishment, and also make parents realize their concern and respect for their children, which can narrow the distance between parents and children and harmonize the relationship between parents and children. B homework aims to broaden students' horizons, broaden their thinking, enrich their knowledge and improve their high-level interest in learning. Allowing students to choose topics according to their own abilities reflects students' autonomy in learning.

There it is! First teaching time

content of courses

B. Look, read and learn & ampc. Ask and answer.

Second, the teaching objectives

1 Can listen, speak, read and write vocabulary correctly. Just now, a CD player, a diary, a pair of glasses, a mobile phone and headphones.

Can you listen, speak and read? Where is your ...? It's above/inside/near/behind/below … it's not there now. What was there just now is its corresponding plural sentence pattern.

Third, the focus and difficulty of teaching

Guide students to correctly understand the past tense of be verb and express it with relevant sentence patterns.

Preparation before class four

1 preparation of teaching AIDS

Multimedia courseware b recorder and tape, walkman, earphone. The students packed up their school supplies.

2 blackboard preparation: Unit3 it is right there!

Five teaching processes

Play the song "Where is my diary" before class.

[opinion] before class, I consciously played where is my diary? After listening to the song "It's There", students initially perceive the key content of this lesson, and can quickly enter the text scene, and the teaching atmosphere becomes relaxed and happy.

Step 1 greetings

Good morning, class. Nice to see you.

Do some exercises: take out your eraser, put it on your desk, put it in your desk, put it under your book, put it next to your pencil box and put it behind your box.

[Comment] In class, I asked students to act with passwords first, which not only attracted students' attention, but also reviewed the words indicating the direction, laying a good foundation for new teaching.

T: … You look beautiful today.

2 T: Excuse me, what day is it today? What's the date today? (126 October)

T t: 10/October 26th? Oh, my birthday is coming. I will hold a birthday party. Would you like to come to my birthday party?

S: Of course. T: Welcome.

[Comment] In a harmonious atmosphere, I have a friend-like dialogue with students, review old knowledge, and naturally transition to the teaching of new words, which largely depends on the good creation of pre-class scenes.

The second step is demonstration

1 (learn the words was, were,, a CD player, a diary, a pair of glasses, a mobile phone, headphones)

A: I'd like to invite your Chinese teacher, Miss Wang. Let me call her, but where is my mobile phone? It was in my pocket just now, and it was here just now. It's not here now.

T: It was here just now. It's not here now. Students, where is it? It's on the table.

T: oh, yes. It is on the desk. Look, this is my mobile phone. Is it nice?

Look at the phonetic symbols and spell the word a mobile phone.

T: (The teacher holds a mobile phone) Look, how do you say this in English?

This is a mobile phone.

…

B.T. (holding a mobile phone in his hand and putting it in his bag when his classmates aren't looking): … Where's my mobile phone?

Student: You have it. T: Oh, no, it isn't here. S: It was there just now.

T: Yes, it was there just now, but it's gone now.

Learning sentence patterns: T: Where is my mobile phone?

Student: You have it.

T: Oh, no, it's not here.

S: It was there just now.

C.do you know where my mobile phone is?

T: Ah, it's in my bag. Students, I got many birthday presents from my friends. I put them in my schoolbag. Can you guess what's inside? You can ask, "Miss Yang, is there/is there ...?"

Students guess.

T: (Students can't guess, so the teacher reminds me a little) I like listening to music. What's in it? /I like keeping a diary. /I like taking pictures.

Learning words: CD Walkman: This is a walkman with a CD in it.

Headphones: Let the students listen and spell the words. Mobile phone, telephone, earphone.

Diary: Look at the phonetic symbols and spell the words first, and then learn the plural. What is this? (It's a diary. )/How many diaries? (2)/Can I change the "diary"?

Students, now let me take some photos for you and smile. One, two, there, what's wrong. Oh, no movies. This is a roll of film.

Study: A roll of film.

2 learning singular sentence patterns

Where is my walkman? Is it in my bag?

S: No, it isn't.

T: Yes, it's not in the bag. It's not there now. It was there just now.

Multimedia presentation: Not now. It was there just now.

[Comment] Multimedia presents key sentence patterns and sentence patterns, which are red the moment before, highlighting the key points, attracting students' attention and making it easy for students to understand and master.

T: Where is it now?

It's on the table.

B.T.: …, turn around, (show something to other students), where is your pencil box?