5 sample English speaking lesson notes for primary school students

#primary school English# Introduction An excellent lesson script not only reflects the teacher’s ability, but also reflects the teacher’s love and seriousness for the work. Through the lesson script, teachers can better carry out teaching , reasonable and scientific planning makes teaching effective. The following is the relevant information compiled by "5 Sample English Speaking Lessons for Primary School Students". I hope it will help you.

1. Sample English speaking course script for primary school students 1. Speaking teaching materials: The new English curriculum standards point out that the overall goal of English courses at the basic education stage is to cultivate students' comprehensive language use ability. Comprehensive language application ability is based on students' comprehensive literacy in five aspects: language skills, language knowledge, emotional attitude, learning strategies and cultural awareness.

The "New Curriculum Standards" advocates a task-based teaching model, which allows students to participate in and complete real teaching tasks in teaching activities and experience the joy of learning. Therefore, I adopt the "task-inquiry-creation" teaching method to allow students to learn to observe, think, discuss and summarize in an interesting and open language environment, and develop thinking ability, innovative consciousness and various skills in "use". language application ability. The content of the class I mentioned is the first period of Lesson 11. This is a situational dialogue lesson that revolves around the everyday expression "asking for opinions". In the third lesson, students can already use "would you like some...?" to make inquiries. Can understand and speak chicken, pop, milk, a sandwich. The teaching content of this class is to use "What would you like?" to solicit opinions. Based on this arrangement and the students' overall understanding level, from the aspects of knowledge teaching, ability development, etc., I established the teaching objectives of this class as:

1. Knowledge objectives: Can understand and speak I'm hungry. What would you like? Yes, I'd like...

2. Ability goal: understand and speak hamburger, French fries, pizza, and pop.

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

4 The teaching focus of this class is: understand and speak I'm hungry. What would you like? No, I'd like...understand and speak hamburger, French fries, pizza, pop . The difficulty in teaching is to use "What would you like?" to ask for others' opinions and the correct pronunciation of hamburger and French fries.

5 Learning situation analysis: Since students have already learned similar dialogues, I plan to teach new knowledge in the form of dialogues.

6 Teaching aids preparation: tape recorder, cards, multimedia

2. Teaching methods:

Discussion method, lecture method, demonstration method, practice method

3. Teaching procedures:

To achieve the above goals, I designed the teaching process like this:

(1) Warming up

1. Sing some songs.

2. Play a game. Quickly present food pictures and do questions and answers.

(Through singing and question-and-answer forms, it not only attracts students’ attention and mobilizes enthusiasm, but also creates an atmosphere for learning English. At the same time, it also lays the foundation for the teaching of this lesson and builds knowledge Appearance. )

(2) Revision

(The teacher then touches his belly and makes a hungry gesture) and guides the students to say I'm hungry together and have a quick conversation around the pictures presented.

(In the form of dialogue, it arouses students' memories, enables students to skillfully use old knowledge, and at the same time penetrates I'm hungry.)

(3) Presentation

1. Present pictures of some bread and some juice in sequence.

T: Would you like some bread?

S: Yes, please

2. T: I'm thirsty. Guide students to say I'm thirsty.)

T: Would you like some juice?

S: Yes,please.

T: Here you are.

Teach hamburger, French fries, pizza, and pop through the sentence patterns you have already mastered.

(Use old knowledge to learn new words in a communicative context that you are already proficient in. At the same time, accompanied by corresponding pictures, you deepen your understanding of the words and reduce the difficulty. And even if you switch from teacher-student practice to Practice from student to student, from imitation to application, which is in line with students' cognitive rules)

3. (Present the above four newly taught pictures) Make out some dialogues.

(Put the words together. Integrate into conversations with practical significance, fully embody the concept of teaching in communication and applying middle school, and facilitate students' understanding and application in this way)

4. (Please ask a more outstanding person. Students are guided to act like they are thirsty):

S: I'm thirsty. I want to drink.

T: What would you like, please?

S: I'd like some pop, please!

(Teacher makes a hungry gesture):

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

S: What would you like, please?

T: I'd like some French fries, please!

(Add pictures to accompany the words to help understanding; From imitation to practice, repeatedly stimulate students' senses and enhance students' understanding and application of new knowledge)

(4) Practice

1. Listen to the tape and read after the tape. .

2. Act out the dialogue.

(Cultivate students’ good study habits in the process of listening and reading, and let students practice in situations through acting to achieve mastery. Purpose.)

(5) consolidation

1. Make a survey.

2. Who's the best?

(Teachers and students Demonstration performances provide students with an operable model, task-based activities, cooperative learning and evaluation, provide students with equal opportunities to speak English, and encourage students to learn through competition. This not only creates a relaxed, happy and The natural and harmonious classroom atmosphere also promotes the development of social activities. Through the evaluation summary of "Apple Tree", students can realize that the realization of collective goals is inseparable from individual efforts, and stimulate their desire to further pursue success)

2. Teaching objectives of primary school students’ English speaking lesson notes:

1. Knowledge objectives

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

(2) Master sentence patterns: What did you do at the weekend? Where did you go?

2. Skill objectives< /p>

(1) Able to read and understand the gist of the text and answer relevant questions;

(2) Able to use the sentence patterns learned to ask about things done in the past and places visited, and can answer questions.

Teaching focus:

1. Correctly understand the text.

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

Teaching difficulties:

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

Teaching process:

I used a series of teaching activities including listening, speaking, playing, acting and singing throughout the teaching process, specifically designed as warm-up - introduction of new knowledge - interesting exercises ——Five links of text study-expansion and application.

Step 1. Warming up and Revision

1. After the teacher and students greet each other collectively, they answer the question "Where is London? What's the capital of England? Did you watch" TV yesterday?" Communicate with individual students respectively.

2. The teacher plays the courseware to show pictures of the British tourist attractions the British Museum, the London Eye, BigBen and transportation, and leads the students to perform actions while singing the song "London Bridge is falling down".

(Design intention: Teachers cordially shorten the distance between teachers and students through collective greetings and individual greetings. The design questions are related to the content to be learned in this lesson, which pave the way. The vivid song conforms to the students' physical and mental development characteristics and requirements, and effectively arouses students' enthusiasm for learning English. This song deepens students' impression of the knowledge they have learned. In the melody, they will recall what they learned in the previous volume. Several scenic spots in the UK will not feel awkward when learning the content of this lesson)

Step 2 Presentation

1. Teaching new vocabulary

(1). The teacher introduces new vocabulary in this lesson by telling stories.

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

(2) The teacher clicks on the courseware and shows pictures of the British Museum, the London Eye, and Big Ben.

Teach the words the British Museum, the London Eye, Big ben, and describe the London Eye. T: It's a big wheel. It's wonderful.

Introduce and teach the new word wheel, wonderful. T: Daming doesn't understand what the London Eye is.

But Daming will see it because Lingling sent him a postcard .They went there by the bus ride , Lingling like he bus ride best.< /p>

Introduce and teach new words understand, postcard.

At the same time, it also introduces the bus ride and like best

(Design intention: The new vocabulary in this lesson is relatively abstract , and it is difficult. Teachers can make boring vocabulary teaching vivid and natural by telling stories, which can significantly improve students' learning efficiency.)

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

go send like meet visit sent liked met visited went

(Design intention: Use songs to start teaching the past tense content of this lesson, which can create a relaxed learning atmosphere and eliminate students' nervousness , the song "Where did you go?" introduces the key sentence patterns of this lesson and stimulates students' interest. Review the past tense of verbs and pave the way for the following teaching sessions.

)

Step3 Introduction and new teaching

1. Teaching new sentence patterns

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

Click on the courseware to display the calendar. Point to last weekend and ask students, “What did you do at the weekend?” Encourage students to answer the question using the past tense they have learned.

(2) The teacher prepares some pictures of scenic spots and pastes them on the blackboard in the classroom. For example, "the Great Wall, Mt Tai, the Summer Palace." Invite two students to the stage for activities. One student asked "Where did you go?" The other student stood in front of different pictures and answered "I went to the ?"

2. Teaching text

(1) Play the recording, listen to the recording with questions, listen carefully and point your finger at each word you hear, and get a preliminary understanding of the text.

What did they do at the weekend?

Where did they go?

What's the London Eye? 4.Did Linging like the London Eye?

Where did they go?

What's the London Eye?

p>

(2) Play it again and ask students to follow the text sentence by sentence based on the courseware situation to understand the text content.

(3) Group work The whole class reads aloud in different roles: girls play Amy and boys play Darming

(4) With the help of the telephone as a physical teaching aid, ask two students to perform a dialogue . Work in groups and answer questions.

(Design intention: This link uses courseware to create a language environment and real life scenes. Through a large amount of listening and speaking training, it can effectively stimulate students’ thinking and enable them to quickly recall what they have learned in the text. knowledge, after breaking through the difficult sentences and reading aloud, the whole article quickly became catchy, and allowing students to read aloud in different roles in the situation once again stimulated their enthusiasm for learning, and dialogue performances are an effective way for teachers to test students' learning effects. Methods. )

Step 4. Knowledge consolidation and expansion training

Dialogue reference materials appear on the courseware, please have oral communication and presentation with your classmates.

Blackboard design:

Module 3 Unit 1 Where did you go at the weekend?

We went to the British Museum.

What did you do at the weekend?

We visited lots of places.

3. Analysis of sample teaching materials for primary school students’ English speaking lessons

The content of my speaking lesson is How are you? In the first lesson, the first four situations in Let's talk. This class is a dialogue class, which is an important part of the overall teaching of the unit. The key communicative expressions in this lesson are "How are you?" and its responses. This lesson is dialogue teaching. Through Little Bear going out in the morning, he greeted the elders he met and introduced topics, first short and then long. Not only did various answers appear, but he also reviewed the greetings he had learned before. It has educational significance for children to be civilized and polite.

Teaching Objectives

The "English Curriculum Standards" point out: to stimulate and cultivate students' interest in learning English, enable students to build self-confidence, develop good study habits and form effective learning strategies , Developing students' independent learning abilities and cooperative spirit is the basic task of primary school English teaching.

Based on careful analysis of the teaching materials, I determined the teaching objectives of this class as follows based on the students' actual conditions:

1. Knowledge objectives

(1) Enable students to recognize and read words: fine, OK, bird, pig, fox, hen.

(2) Enable students to master the sentence patterns for greeting acquaintances: How are you?

I'm fine. I'm OK.

Thank you. And you?

2. Language skill goals:

Perform in pictures, texts or scenes Simple English communication and performance cultivate students' ability to flexibly use the knowledge they have learned to communicate.

3. Emotional and attitude goals

Through this course, students will be interested in listening and speaking English, reciting songs, playing games, daring to speak, willing to imitate, and establish a positive attitude in encouraging evaluations Self-confidence. Actively participate in cooperation in group activities, thereby realizing the importance of communication in learning English.

4. Cultural awareness goals:

Be able to use English greetings appropriately and understand how acquaintances greet each other when they meet in English-speaking countries. Provide students with daily behavioral courtesy education.

Teaching Key Points and Difficulties

Teaching Key Points: The sentence pattern of greeting when meeting: How are you? and his various answering methods from simple answers to complex answers and rhetorical questions.

Teaching difficulties: (1) The difference in usage of greetings such as How are you? and How do you do? Nice to meet you.

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

Teaching preparation

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

Teaching and learning methods

(1) Group activity learning method

Divide the whole class into 5 groups and name them with words that represent the names of animals in advance. All activities take group activities as the main line, supplemented by pairing or whole-class activities. Students communicate with each other, complete learning tasks together, and feel the fun of learning English and the meaning of communication during cooperation. They also pass the "honor and disgrace" between group members. The relationship with "***" creates a synchronous learning environment.

(2) Situational teaching method

I will prepare a teaching assistant (a foreign teacher). When introducing a new lesson, the teaching assistant will enter the classroom and have a conversation with me until the new lesson is introduced. , and conduct dialogues with students, setting up real and effective scenes to stimulate students' desire to say what they want to say, which is conducive to the improvement of students' expression ability.

(3) Encouragement teaching method

Classroom evaluation is mainly based on encouraging evaluation. In class, teachers appropriately use motivational comments and give small gifts to make students eager to succeed. Psychologically satisfied. This is also one of the simplest and most effective ways to motivate students to actively engage in learning.

4. Sample English Speaking Lesson for Primary School Students This lesson is a lesson on My Family in the second volume of PEP for Primary School English published by the People's Education Press. The teaching purpose of this lesson is: review the names of family members and learn Who’s that man/woman/boy/girl? Sentence patterns and learn to introduce your family. My Family is a content that is closely related to students' actual lives. Especially after learning the names of family members, further mother, grandfather, grandmother, then learn the sentence Who’s that man/woman? Make students more integrated into life situations. Next, I will talk about my teaching design ideas for this class.

1. Give students space to communicate

Primary school students are lively and active. According to the goals set forth in the "New Primary School English Curriculum Standards", one of the very important goals is to stimulate students to learn. By cultivating their interest in English and cultivating their positive attitude towards learning English, they can initially build their self-confidence in learning English and enable them to initially possess the ability to use English for simple daily communication. Therefore, the activity teaching in primary school English classes should be able to directly stimulate primary school students' interest in language learning and enable children's multiple intelligences to be reflected and developed in communicative activities.

Therefore, when designing this class, I have always paid attention to returning the classroom to the children as much as possible, so that students can have more language exchanges with students and students with teachers. For example: during warm-up exercises, conduct daily face-to-face conversations. In the study of sentence patterns, I asked students to introduce each other to each other based on photos of their own families. I strive to create as many communication opportunities for students as possible.

2. Use games to increase students’ interest

The most important thing for primary school students to learn English is to cultivate their interest in learning English. Confucius said: "Those who know are not as good as those who are good at it, and those who are good at it are not as good as those who are happy." Einstein said: "Love is the best teacher." As long as students' interest and enthusiasm are aroused, then this kind of knowledge will be easy for students to accept and remember deeply. Therefore, I arranged two shorter games for this class. For example, Quick Response: Refer to any student in the class and ask Who’s this boy/girl? Let students react quickly to cultivate students' observation ability, quick reaction ability and competitive awareness. And enable them to increase their attention and interests in this strong sense of competition. Another example is the Guessing Game: He’s my father’s father in the form of guessing riddles. Who is he? Let students guess again to increase their interest in class, and achieve the purpose of reviewing each family member by guessing. At the same time, students' thinking ability is cultivated in this process.

3. Connect with reality and close to life

My family itself is a topic closely related to life. Starting from this point, I only teach around life. At the beginning, I introduced my own family and introduced the sentence pattern Who’s that man/woman? , and then let the students practice saying the sentences. I arranged for the tablemates to take out their family photos and ask each other based on the family photos. When the students looked at the photos of their family members, the sense of intimacy and the reality of life came to their hearts. At this time, their desire to communicate in the language they are learning is particularly strong.

4. Infiltrate emotional education

Let students talk about their homes to arouse their love for their homes; it is in this kind of teaching that students' love for their families is infiltrated Education: Home, a happy home, is built by the hard work of our parents, parents and other elders. Therefore, we should love them, respect them and honor them. Home is the eternal harbor for each of us. We love our home and everyone in our family.

In short, when designing this lesson, I tried my best to use listening, speaking, singing, and playing, and through various interesting, practical, relaxed, and lively activities, so that every student can participate. Fully mobilized students' enthusiasm and initiative. Of course, due to my limited level, the various 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 opinions.

5. Sample English speaking lesson script for primary school students 1. Introduction to conversation

1. Foreshadowing, knowledge recall

Think about what English knowledge you have learned so far ?Tell us and compare who has learned more?

2. Exciting, alphabet game: create situations and discover problems

Everyone has learned a lot! Today , we will make a game using some of the letters we have learned. Do you like it?

The teacher sends each student a card with some letters on it. Next, the students listen carefully and read what the teacher reads. Cross out the letters and see what you find? The students at the first table of each group go to the front to see which group has the highest score.

Teacher reading: C, D, I, J, K, M, N, Q, S, U, V, X, Y

Now, tell me please. What do you find?

Student: the words flag, go, zoo, bag, pen.

Teacher: OK! You are very clever.

Students who complete the task will get A small red flower.

Teacher: There is a word here that the students did not find, and that is weather we are learning today.

(Games can bring happiness to primary school students’ English learning, and make boring and mechanical English learning easier. Sentence pattern drills become lively and lively. Therefore, during the teaching process, games should be appropriately introduced into the classroom to educate and entertain. )

2. Use multimedia to learn new words

1. Practice the pronunciation of new words

Before class, students are asked to search for weather-related words. Students improve their ability to search for information by searching for information and cultivate their inquiry abilities. Then they focus on learning six words. After listening to the tape, ask students to read the words and correct their pronunciation.

(The use of audio-visual multimedia can make the classroom more vivid, intuitive, with pictures and texts, so that students can learn in a relaxed and pleasant atmosphere.)

2. Communicative English

Use What' the weather like? to ask questions about the weather in the picture.

(English should be taught as a communicative tool, and also learned as a communicative tool, so that learning and application are unified.)

3. The pictures are connected to the sentences, and the students go to the computer Make the connection before.

3. Strive to be a little weather forecaster

Forecast the weather in various regions.

( Hobbies are the best teachers, and hobbies come from curiosity and experience. It provides practical opportunities for them to participate in performances. This is not only in line with the age characteristics of children who are active and expressive, but also further strengthens their understanding of children. Grasp the knowledge learned. )

4. Learn to sing songs

1. Use body language to teach students the words snoring, bump his head, and make sure the students understand the meaning of the song.

(Body language allows students to establish a direct connection between language, movements, and expressions, so as to gain image perception and achieve good results.)

2. Establish Hyper-connection uses the new standard animation CD to teach singing songs, and adds corresponding movements during the singing. Then there is a competition between groups to see which group can sing better. Red flowers are given to the students who can sing well, and they are encouraged to put the newly learned songs into practice. Sing songs to mom and dad. )

(Primary school students are innocent and lively, and especially like to sing. Corresponding movements during singing will arouse their participation and investment. Learning new words in English songs not only reduces the psychological burden of students, You can also learn new knowledge in a relaxed and pleasant atmosphere)

5. Summary and sublimation

Take sandstorms as an example to educate students on how to care for the surrounding environment and make our sky more beautiful. blue.

6. Class Summary

Reviewing during the activity consolidated the knowledge learned, mastered how to ask questions about the weather, and learned an English song in a pleasant atmosphere, which enhanced learning. Confidence in English.