English lesson plan for fourth grade primary school students

When writing lesson plans, we must fully consider the actual needs and the feasibility and operability of the lesson plans. I have collected English lesson plans for the fourth grade of primary school. Welcome to read them.

1. Teaching objectives:

Based on the basic characteristics of the teaching materials and teaching content, the teaching objectives are determined as:

1. Knowledge and skill objectives:

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① Able to listen, speak and read the main words in this lesson: playground, garden, teacher's office, library, canteen.

② Able to use the sentence pattern "Where is the...? It's" on the...floor." to ask or describe the general location of a certain facility or place in the school.

③Understand the instructions for Let's do, and make corresponding actions according to the instructions to consolidate the review of Let's do 's learn some vocabulary.

2. Process method objectives:

By playing the English song "Our school" on page 12 of the textbook, the topic of "School" is naturally introduced, both It activates the classroom atmosphere and promotes students' learning of new knowledge in this lesson;

By showing familiar campus pictures, new words are taught, which is more intuitive, vivid and easy to understand;

By connecting with real life situations, allowing students to talk about how to eat civilized and read in the library will help children develop good living and study habits.

By looking at pictures and connecting words, it not only serves the purpose of review but also exercises students’ keen observation skills;

Through conversation exercises, work with classmates to introduce the school and transfer the language they have learned Apply it to real situations to cultivate students' cooperation ability and comprehensive use of language.

Play the song again at the end, which not only highlights the theme of the lesson, but also helps cultivate children’s beautiful emotions of loving their school.

3. Emotional attitudes and learning strategies:

Through the study of this lesson, students can simply understand the general functions of school facilities and places, and cultivate their interest and love for school expressed in English. beautiful emotions.

Through activities and exercises, we strengthen the interaction between teachers and students and between students and students, cultivate students' ability to get along with others, communicate and cooperate, and develop good study habits.

2. Teaching content

This course mainly includes the Let’s learn part A. It also takes into account the Let’s do part. This lesson is mainly about learning words to describe facilities and activity places. It will also ask or describe the general location of certain facilities and places in the school.

3. Analysis of Academic Situation:

Through the study of My Classroom, the first unit of the previous volume, the fourth grade students of primary school have mastered some simple vocabulary related to school facilities such as: classroom, computer, teacher's desk, etc., they can use the knowledge they have learned to briefly describe familiar things in school, which lays the foundation for learning new lessons. Moreover, they have a strong interest in learning English, strong imitation ability, strong curiosity, and are good at expressing themselves, so I Focus on students as the main body, stimulate students' interest in learning, guide students to actively participate, and focus on cultivating students' perceptual abilities.

4. Analysis of teaching emphasis and difficulties

1. The teaching focus of this class is on listening, speaking, recognizing and reading related words indicating school facilities and activity places: playground, garden, teacher's office, library, canteen and the sentence pattern "Where is the...? It's on the...floor".

2. The teaching difficulty in this lesson is to make students pay attention to the pronunciation of consonant concatenations in the word library and flexibly ask or describe the general location of certain facilities and places in the school.

5. Teaching preparation:

Teaching courseware, recorders, tapes, pictures and other media materials related to the teaching material content.

6. Teaching methods: task-based teaching method, situational teaching method, group cooperative learning, role-based practice

7. Teaching process:

(1) Warm—up

　1. Greetings.

　2.Enjoy the song "Our school" on the page12

　①For the first time, the students listen carefully.

②For the second time, students try to sing follow the tape.

③Play the third time, the teacher and students sing together.

（Design intention: By playing songs, the topic of "school" in this unit is naturally introduced, and at the same time it activates the classroom atmosphere and stimulates students' interest in learning.)

(2) Presentation

1. Play above pictures by the multimedia.

T: Hello, boys and girls. Look! What's this?

Ss: It's our school.

T : Yes, This is school, it's beautiful, I like it very much. Do you like our school?

S1: Yes, I do

S2:…

< p> T: Can you describe our school for me?

Let students describe briefly (can be in Chinese, the teacher can also give appropriate prompts)

S1: Look at…, this is…

S2: There is a big playground...

S3: Beautiful garden...

(Design intention: Ask a few more students to give students a preliminary understanding of the beautiful campus , to further pave the way for the following vocabulary learning)

2. Teaching: library

1) T: Hello, boys and girls, I have a hobby, I like reading very. much, can you tell me where I should go?

Ss: library or library

T: Yes, you are right, Do you know how to express it in English? (show picture)

① Find some students to try to say library

2) The teacher teaches students read this word "library".

① Students read along ② Find some students to read (correct the incorrect pronunciation in time )③Read together

　T: Where is our library? (writing on blackboard)

Guide students to answer: It′s on the...floor. (writing on blackboard)

3) Deskmates say to each other "Where is the library? It's on the...floor"

(Design intention: to practice key sentence patterns and guide students to understand and use the target language.

)

　4) Extension

Combined with daily life, let students talk about what they should pay attention to in the library?

① Let the students speak freely ② The teacher will supplement in a timely manner

(Provide emotional education to the students in a timely manner: in the library, be quiet, do not make loud noises, cherish books, etc., and cultivate

3. Teaching: canteen

1) T: The teacher makes a hungry look, and then says I'm hungry, can you tell me where I should go?

Ss: restaurant or canteen

T: Right, Do you know how to express it in English? (show picture)

① Try it with individual students Say canteen

2) The teacher teaches students to read this word "canteen".

①Students read along ②Find individual classmates to read (correct incorrect pronunciation in time) ③Read together< /p>

　T：Where is our canteen?

　Ss：It′s on the…floor.

　3) Tablemates say to each other “Where is the canteen? It ’s on the…floor”

(Design intention: to practice key sentence patterns and guide students to understand and use the target language.)

　4) Extension

Combined with daily life, let students talk about the impolite behaviors during meals and how to eat in a civilized manner.

① Let the students speak freely ② The teacher adds timely additions

(Provide emotional education to the students at the right time: use dining language politely, eat in a civilized manner, do not waste, I CD, I Glorious. )

4. Teaching: teacher's office

1) The teacher shows above photo

T: Please look at my photo; Are you familiar to this place?

Ss: Yes, we are

T: Good, do you know how to express it in English?

① Find some students and try to say it teacher's office

3) The teacher teaches students to read this word "teacher's office".

① Students read along ② Find individual classmates to read (correct incorrect pronunciation in time) ③ Read together

T: Where is my teacher's office?

Ss: It's on the...floor.

4) Deskmates say to each other "Where is the teacher’s office? It’s on the…floor”

(Design intention: to practice key sentence patterns and guide students to understand and use the target language.

)

5. Teaching: garden

1) T: Spring is coming, many flowers open soon, please look at following picture

T: Can you guess where the place is?

Guide students to answer: This is our “garden”

2) The teacher teaches students read this word “garden”.

① Students read along ② Find individual classmates to read (correct pronunciation incorrectly in time) ③ Read together

(Provide emotional education to students in a timely manner: every plant and tree on campus is alive, and we must cherish them.) < /p>

6. Teaching: playground

1) T: I also like playing basketball, can you tell me where I should go?

Ss: playground or playground

T: You are right; Do you know how to express it in English? (show picture)

① Find individual students Try to say playground

3) The teacher teaches students read this word "playground".

①Students read along ②Find individual classmates to read (correct incorrect pronunciation in time) ③All together Reading

(Design intention: to teach new words by showing pictures, which is more intuitive and vivid, and further deepens students' impression.)

7. Listen to the text recording and imitate it.

　① Listen, point and repeat.

　② Read by yourselves.

　③ Ask several students to read.

　（Design intention : Returning to textbooks, focusing on guiding students to imitate pronunciation and intonation, allowing students to develop the habit of listening and imitating, and lay a good foundation for pronunciation.

)

8. The teacher talks to students in simple English, introducing Let’s do learning. I can do many things: play football/water the flower/eat some noodles/read a book.

　①The teacher makes the corresponding action

　②Students guess in English.

　9.The teacher plays the tape of Let′s do on the page 4.

　①For the first time, the students listen carefully.

　②For the second time, students quietly sing follow the tape.

　③Play the third time, the teacher and students make the corresponding action according to the instruction.

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(Design intention: to review and consolidate the learned vocabulary by playing Let’s do tapes and further deepen the impression)

(3) Add-activities

1. Let students look at above pictures and match right words.

① First complete it by yourself ② Check the answers with your deskmate ③ If you have any questions, discuss in a group

(Design intention: By looking The pictures connect the words, which serves the purpose of review and lays the foundation for the following students to practice conversation.)

2. Let the students look at the picture and make a new dialogue with partner.

① Show the picture and ask students to try to describe it ② Ask and answer each other with your classmates ③ Select the group representative to present in front (praise those who perform well)

(Design intention: This is a reflection of the knowledge learned in the classroom

3. Ask students to complete the following line by using knowledge that we have learned and in the light of. our own school.

① First complete it independently ② Select group representatives to present in front (praise those who perform well)

(Design intention: This is an extension of the knowledge learned in the classroom , achieving the purpose of applying what we have learned. )

(4) Summary and homework

1. Conclusion: Let students take the initiative to tell what they have learned in this class and what they have gained. The summary is simple and clear, allowing students to develop independently and seek knowledge on their own, which promotes students' lively thinking and the development of their talents, making their memory more profound and their knowledge more solid.

2. Homework: ① Read the new words and the phrases four times to your partner. ②Introduce your school to your parents.

(Design intention: to further consolidate all knowledge (5) Let's sing again.

Play the song "Our school" again, the teacher and students stand up, sing together while. beating.

(Design intention: start with music and end with music, which not only highlights the theme of this lesson, but also allows children to feel our beautiful campus in relaxed and happy music, and further sublimates the love for their alma mater. Emotional target)

(6) Blackboard-Design

Unit1 My school

A Let's learn

New words: ? Sentence patterns: ? Summary and Homework:

Playground, garden Where is the… 1. Conclusion

Teacher's office, It′s on the…floor.

Library, canteen 2. Homework

8. Teaching reflection:

This lesson is based on the learning of vocabulary and simple sentence patterns, and introduces a new topic of "school", that is, in this lesson In the teaching of this lesson, students are mainly asked to learn how to describe the school's main facilities and activity places in English. They know the general functions of school facilities and places, and at the same time they can ask or describe the general location of a certain school facility. This course mainly focuses on the basics, focusing on cultivating students' listening and speaking skills, educating children to love school and develop good living and study habits. This lesson mainly has the following features:

1. The introduction of songs activates the classroom atmosphere and stimulates students' interest in learning English.

At the beginning of class, I first play English songs and ask students to sing along, integrating music and English, allowing children to relax and learn in happiness, which not only activates the classroom atmosphere, but also attracts children's attention. It also stimulates students' interest in learning, activates students' thinking, and lays the foundation for the following new knowledge learning.

2. The teaching design has a compact structure, natural transitions, progressive layers, and interlocking links.

In the teaching of this lesson, the English song "Our school" is first played, which naturally leads to the topic of "school" in this unit, which not only promotes students' learning of new words in this lesson, but also It activates the classroom atmosphere and stimulates students' interest in learning. Then, in the presentation of the new lesson, by showing campus pictures, it is both visual and intuitive, and then guides them to speak boldly, and then connects the words by looking at the pictures, which is a review of the vocabulary "playground, garden, teacher's office, library, canteen" The purpose is to lay the foundation for the following students to practice conversation. Finally, they work in groups, use the knowledge they have learned to have conversations, and introduce their own schools, thus leading students to naturally invest in the study of this lesson.

Third, take students as the main body, boldly let go, and let them look at the pictures and speak and act independently.

This class is a vocabulary class that focuses on cultivating children’s listening and speaking skills. Therefore, in the class, first by showing pictures, almost every child in the class has the opportunity to speak, and finally by practicing conversation , through group cooperation to perform, cultivate children's cooperation ability and comprehensive use of language.

4. This lesson uses mostly intuitive teaching aids to deepen children’s impressions.

In this lesson, we mainly guide children to learn by showing pictures and choosing campuses that we are familiar with. For example: when teaching these five vocabulary words, first show the pictures and let the children speak and then correct them. Then the teacher makes full use of looking at pictures to connect words, and then looking at pictures to speak, which is both intuitive and vivid to deepen students' understanding.

Disadvantages: First, when introducing their school in the last teaching session, most students did not finish well and did not know how to say it. Second, when teaching the words "canteen" and "library", students were asked to briefly introduce how to eat civilly and read in the library. Some students were not very active and participated less, which did not achieve the expected results.

Improvement measures: ① Design the last teaching session to introduce your school. If you prepare a school map in advance and let students look at the map and talk, the effect will be better. ② In the future, children’s performance in the classroom should be evaluated and fed back in a timely manner, and more encouragement or appropriate material rewards should be used to enhance their self-confidence and mobilize their enthusiasm for participation.

In short, as long as you think carefully and carefully design before class, pay close attention to each child during class, and reflect and summarize in time after class, more children will definitely fall in love with English.