Primary school lecture notes

Recommend 6 primary school lecture manuscript templates

As a hard-working educator, you usually need to use lecture manuscripts to assist teaching. Writing lecture manuscripts helps to accumulate teaching experience. Continuously improve the quality of teaching. How should you write a course manuscript? Below are 10 primary school lecture notes that I compiled for you. Welcome to read and collect them.

Primary school lecture notes Part 1

1. Analysis of teaching materials

1. Teaching content

This unit is developed around the theme of "weather". It requires students to master nine adjectives expressing weather conditions, and be able to use five new sentence patterns to inquire, forecast, make statistics and discuss weather conditions. and make sure to dress accordingly. This lesson is the fourth lesson in this unit. In Part A, after learning and mastering four adjectives related to temperature and using them to discuss corresponding clothing, continue to learn five adjectives related to weather conditions: rainy, snowy, sunny, windy, and cloudy. Weather is closely related to people's daily lives, so I encourage students to collect charts representing the weather, master various weather forecast symbols and the forms of activities people engage in under various weather conditions. Through the methods of learning by learning, using in learning, repeated practice, and combining learning and application, while consolidating and enriching the "Explaining the Weather" project, it also promotes the development of students' language skills and prepares for the later stage of English learning in "Asking about the Weather" Lay a solid foundation and provide sufficient knowledge preparation.

2. Teaching objectives

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. Based on the above understanding and analysis of the teaching content and the characteristics of the basic teaching materials, I determined the teaching goals as:

(1) Ability goal: be able to read and understand weather forecasts and express weather conditions in English.

(2) Just the goal: to be able to listen, speak, and recognize the key words of this lesson, windy, sunny, cloudy, rainy, snowy.

(3) Emotional, strategic, cultural and other related goals:

A. Emotional attitude: focus on cultivating students’ desire to learn and encourage students to participate in practical activities.

B Learning strategy: focus on observation and communicative functions.

C Cultural Objective: Understand the weather differences in major cities in the world.

3． Key Points and Difficulties

Based on the above analysis of the teaching content and teaching objectives, as well as the cognitive patterns of primary school students and the differences between English and Chinese languages, I believe that the learning of five adjectives and communicative language is the key point and difficulty of this course; The names and geographical locations of several important cities in the world are also difficult to teach.

4. Teaching methods

Based on the above analysis of teaching materials, I use teaching methods such as situational method, intuitive method, multimedia-assisted method, and whole-body reflection method. Adhere to the topic as the core, function and structure as the main lines, and arrange the teaching of this course with task-based activities. Starting from the English weather forecast, a foreign language atmosphere is created to stimulate students' interest in learning. Students can master knowledge and develop abilities while participating in activities to express weather conditions.

2. Teaching process

1. With students as the main body, review introduction

When the classroom plays the main theme of "people-oriented", the classroom also moves from autocracy to democracy. I reflected on the traditional class type and changed the phenomenon where the teacher plays the leading role in review. I selected several winners based on the students' comprehensive performance in reading and writing within a week. Through the guidance of the teacher, I led the students to conduct purposeful review in the second week of class. . This method is also used in this class. Two students are asked to sing the song "Thunder" first, then make a weather forecast and lead all students to review the words cold, worm, cool, and hot in Part A.

Student A: Goodmorning. Thisistheweatherreport.

Student B showed the word card and read weather.

This method can highlight students’ subjectivity and stimulate their interest.

2. Transform the classroom into life, learn words from sentences

The essence of language is communication, and the environment for communication is life. As Mr. Ye Shengtao said, "Only the language that comes from life is your own language." Therefore, I made the following design:

(1) Use audio-visual education as a means to present materials

Psychological research shows that people will have a deep impression on the materials they come into contact with for the first time, especially vivid objects or scenes. Based on this psychological characteristic, I used multimedia courseware to display dynamic pictures with realistic colors and vivid images, reflecting the five weather conditions of wind, snow, rain, sunny, and cloudy. And continue to use the weather forecast as the main line, read the words in the sentences, and show the corresponding word cards in a timely manner. Students are further guided to use new words to describe different weather phenomena in the cities they have learned, allowing students to learn independently in a series of related but relatively independent contexts, to basically master the five key vocabulary words of this lesson, and to be able to use sentences proficiently. Type It'srainyin... This link fully mobilizes students' enthusiasm and attracts the attention of all students.

(2) Use games as a way to break through difficulties

As emphasized in the new curriculum standards, traditional courses focus on mechanical teaching and ignore experience and participation. During the design process of this course, I tried to improve and designed a variety of games.

A Find friends

Before class, I asked students to watch the weather forecast and make their own small cards with weather forecast symbols. The teacher shows the word card, and the students read it aloud and show the corresponding symbols. The student who responded the fastest led everyone to continue to contact.

B. Memory

After the practice, the teacher shows a world map: Thisisaworldmap. Let’s say the worldweather. From here comes the next memory game. The teacher shows the symbol for students to read together and stick it next to a specific city while repeating slowly: It's raining in London. Students can also read along. After pasting the five word cards, immediately show and read the names of the five cities involved in this lesson, and then let the students paste the names next to the corresponding weather symbols from memory. This activity not only practiced new words, but also allowed students to naturally understand the names and geographical locations of five important cities. Since the goal of this task is clear and students' attention is highly directed, it can achieve twice the result with half the effort in overcoming difficulties.

C I am the best

The teacher points to the word card to read the name of a city and puts it into a sentence: It’s windy in Masco. Practice by substituting other adjectives and cities. It can be changed from a teacher to a single group of students. In order to mobilize students' enthusiasm, various methods such as Workinpairs, ingroups, inrow, interm, Boyssay, Girlssay, etc. are used to practice and consolidate. Based on this group exercise: It’s the worldweather. It’s raining in London. Put on a show and see who is the best. Put students in a state of positive thinking and cultivate students' ability to use English from all aspects and angles.

The activity design here adapts to the psychological characteristics of primary school students who have weak willpower and are easily distracted. Once again focus students' attention and effectively maintain students' interest in learning.

The above two points constitute the second teaching link of this lesson: the presentation of the new lesson.

(3) Use consolidation as a window to expand knowledge

Primary school students are lively and active, so TPR activities will be deeply loved by children. Rhythm and movement can stimulate the cerebral cortex and activate memory, allowing students to naturally learn the language in response to each instruction.

Use the Total Body Response method to take full advantage of TPR activities. For the Let’s do part, I teach in three steps. The first step is for students to listen to the recording quietly, observe the pictures carefully, and understand the sentences; the second part is to imitate the pictures and do the actions. In order to slow down the speed, the teacher can read them; the third step is to listen to the recording and do the actions. For capable students Encourage them to follow along.

3. Turn life into a classroom and learn independently

Where is the end of the classroom? If so, I think it should be in life. Therefore, I use this lesson as an extension and encourage students to use the language they have learned after class to introduce, talk about weather conditions, collect recent weather forecasts and communicate with each other, and follow the spelling of the four words sunny and snowy. This is also the homework for this lesson, and this lesson comes to an end.

3. Study Guide

In this class, I strive to use the curriculum standards as a guide and activities as a method to turn the classroom into life. Integrate and connect all new knowledge through "Weather Report". Adhering to the teaching principle of "words should not be separated from sentences, sentences should not be separated from chapters", so that students can use life as a classroom, gradually improve their comprehensive language use functions, and develop the ability to learn independently. Primary School Narrative Textbook 2

1. Narrative Materials

Rope skipping is a favorite sport among students. It can enhance students’ physical fitness, develop lower limb strength, and combine with upper limb coordination. , which has a very good effect on improving physical fitness such as jumping ability, agility, coordination and spatial judgment. This course formulates teaching content based on students' physiology, psychology and reluctance to admit defeat, and promotes the development of students' body muscles, joints and internal organ functions. Interesting games, competitions and other methods are used in teaching to make the teaching content more interesting. and entertainment, thereby enhancing students' interests and promoting their healthy and happy growth.

2. Talking about learning

Fourth grade students are in the period of youth development. They are rich in imagination, lively and active, have a strong desire for knowledge and expression, and have muscle elasticity. Poor, their bones, muscles and internal organs are not fully developed. Therefore, in the teaching, according to the students' psychological and physiological characteristics and individual differences, flexible arrangements and more praise can effectively stimulate students' teamwork spirit, build students' confidence, and guide them correctly. Weaken and reverse bad psychological tendencies. They have extensive interest in sports activities and strong self-confidence, but their attention is easily diverted and they lack the spirit of cooperation and other bad psychological tendencies. Therefore, "happy sports" is the guiding ideology to highlight the dominant position of students. , promote cooperative inquiry and innovative learning. Therefore, students are given a stage to fully display themselves in teaching, so that students can fully tap their potential and give full play to their initiative. In addition, through teaching competitions, students can participate in self-movements and innovate. , experience the fun of movement and creation.

3. Goals:

1. Sports participation: stimulate students’ interest in participating in sports, make them willing to exercise and good at sports, and lay the foundation for lifelong sports.

2. Motor skills: Students with a score of 85 or above can master more than 5 methods of skipping rope, and be able to use one thing for multiple purposes, and use skipping rope to create more new ways to play.

3. Physical health: Develop students' coordination, upper and lower limb muscle strength, and improve jumping ability.

4. Mental health: Cultivate students' courage to overcome difficulties, not afraid of failure, and have a positive and enterprising spirit.

5. Social adaptation: Cultivate students' awareness of cooperation and innovation, so that they can establish harmonious interpersonal relationships, be willing to cooperate, and enhance collective cohesion.

4. Teaching focus: Combine rocking and jumping, and choose the right time to jump.

Teaching difficulties: coordination of the body and cultivation of cooperative and innovative consciousness.

5. Teaching method

1. Teaching method

Focus on students’ independent inquiry and innovative learning methods, using explanation and demonstration methods, emotional stimulation methods and Teaching is carried out using situational teaching methods to stimulate students' interest in learning and encourage students to actively learn and discuss.

2. Learning methods

Students mainly adopt: trial learning method, independent learning method, observation and imitation method, and group cooperative learning method to cultivate students to think independently, innovate independently, and have the courage to explore and Problem solving skills.

6. Teaching process:

1. The teacher announces the content of this lesson (fancy rope skipping). First, he performs auxiliary movement exercises and moves each joint. The teacher guides the skipping technique for one minute. Testing leads to teaching single and double jumps. The teacher then explains and demonstrates the movements. The students observe, imitate and experience the movements personally. The teacher tours to guide and correct mistakes, helping students with uncoordinated movements to master the essentials of the movements and experience the fun of success. In this link, teachers will also promote and display students who have done well to stimulate the curiosity of other students (who are not well coordinated) and let students point out what is good; students who did not advance will also show that good students help the problems. Where to find out the cause of the problem. When teachers praise and encourage students, they will make progress, but the extent of progress is different.

2. The teacher seizes the opportunity to put forward high requirements, and the two people cooperate to learn the rope skipping technique, stimulate the students' enthusiasm for learning, and lead to the two-person rope skipping teaching. The teacher demonstrates the movements, explains the essentials of the movements, the rhythm of the rope shaking, and the timing of the rope. Wait for key places. When students practice, teachers go deep into students to guide them, discover and observe students who do well, show and speak out their own experiences and feelings, to inspire other students to be competitive and better complete teaching tasks. Teachers should pay attention to each student's Make progress and praise and affirm it in a timely manner.

3. The teacher summarizes the students’ learning situation and uses encouraging words to motivate them. Can they create some other rope skipping movements based on the original rope skipping technique? The teacher prompts the students whether they can use the auxiliary exercises. Combined with rope skipping, students will suddenly become enlightened and their enthusiasm for creation will be much higher. Teachers can observe and give feedback and let good students show off, which is a guide for other students. They can complete the rope skipping teaching techniques at the same time. Teachers can also strike while the iron is hot and provide students with I have some homework or homework after class. Are there any other rope skipping techniques?

4. Relaxation activities

The teacher organizes students to rotate in the opposite direction while still and to change from tall to short with eyes closed to relax. Primary School Storytelling Textbook Part 3

Teaching requirements:

1. Be able to read the text correctly, fluently and emotionally.

2. Learn to write 2 new words.

3. Grasp the key sentences, understand the content of the text, and experience the fearless spirit of the little fish in the face of the strong north wind.

Teaching focus:

Be able to read texts correctly, fluently and emotionally.

Teaching difficulties:

Understand the fearless spirit of the small fish when facing the strong north wind.

Textbook analysis:

This article is a fable and fairy tale. It tells the story of the north wind blowing, the grass withering and yellowing, the sycamore trees falling leaves, the birds hiding, but the small fish are not afraid. Let us see Beifeng's lack of self-awareness, arrogance and Xiaoyu's lack of fear in the face of the strong. The text is equipped with illustrations, which vividly depict the north wind, green grass, parasol trees, birds and fish, which can help students understand the text content.

Teaching content analysis:

When designing the teaching of this text, I paid attention to the three dimensions required by the new curriculum standards.

In order to cultivate students’ knowledge and skills, I designed a game to find friends for new words during teaching, which can not only consolidate Chinese pinyin, but also review the new words required to be learned in this lesson, and strive to learn through play. Consolidate and educate through fun.

In the teaching process and teaching methods, first of all, I paid attention to reading as the foundation, reading as the main line, accumulating in reading, and gaining insights in reading.

Students’ understanding and absorption of texts do not rely solely on rational analysis to solve problems, especially for lower grade children whose abstract thinking ability is still in its infancy. You can use the combination of Chinese characters' shapes, sounds, and meanings to master the pronunciation and shape of the characters through repeated reading, and at the same time understand the meaning of the text very conveniently, and feel its formal beauty and inner beauty.

Reading has levels.

During the first reading, let students read the text freely to gain an overall understanding of the text, read it in a group discussion, and talk about the sentences they most want to read. Then, students look at the pictures and read it paragraph by paragraph to deeply perceive the inner beauty of the article. Finally, students perform roles to sublimate their emotional experience.

Read with goals. In the process of each reading aloud, I set clear goals for students in the form of dialogue so that students can have something to rely on when reading. For example: During the first reading, I asked the students: read the sentence you most want to read and tell it to the classmates in the group. Let students have an emotional experience process while reading, find their favorite sentences, and express them in their own words.

There are many ways to read. In the teaching of this class, I adopted a more reading method. For example, groups can exchange readings with each other, read freely, read individually, read together, read by roles, perform readings, etc., to make students read easily and interestingly.

Precisely because of the adoption of so many levels of clear reading with clear goals, students can gradually understand the emotions and meanings expressed in the text and accumulate them while reading.

Secondly, I focused on the integration of emotional goals and cognitive goals.

Emotional goals and cognitive goals are unified, therefore, the cognitive process and the emotional process are consistent. During the teaching process, I designed various forms of student activities such as reading, acting, watching, and speaking to achieve emotional goals and combine them with cognitive goals.

I focus on stimulating students’ emotions, attitudes, and values.

In the teaching design, we focus on providing students with a broad learning space, giving them absolute freedom, and getting along with teachers like friends. For example: During the teaching process, the questions I raised were all expressed in a conversational or discussion tone, allowing students to be happy to think in a relaxed atmosphere.

The use of a variety of motivational methods, teachers’ praise and words of affirmation fully mobilized students’ enthusiasm for learning.

Teachers define themselves as participants in learning, moving from the unknown to the known with the students. During the teaching process, my student *** and I discussed why the river and the grass were so happy living together, so that the students understood that they should help each other in life and learn from each other's strengths. Primary school lecture notes 4

Teaching purposes

1. Learn to care about others, put yourself in others’ shoes, and understand each other with friends;

2. Be a good friend of classmates When conflicts arise between friends, they can reflect more on their words and deeds and try to be tolerant of others; 3. Learn to cherish friendship and treat friends as equals.

Teaching focus: Learn to care about others, put yourself in others’ shoes, and understand each other with friends; learn to cherish friendship and treat friends as equals.

Teaching hours: 1

Don’t be sad, I am here

1. Introduction

Are you an only child? Do you want your own Do friends understand, trust, and help you? Do you know that understanding, trust, and help are mutual? Friendship is valuable

1. Look at the set of pictures on page 41,

2. Why did my mother fall into this trap? Deep meditation

3. Talk about how it feels to get comfort and help from friends when you are in a bad mood or encounter difficulties

Summary: With happiness* **Enjoy, share the pain together, this is a friend.

Think about where friendship is reflected and share your actual experience.

I am by your side as a friend, when should you be by his side

2. Guide students to pay attention to when others need their care and help, thereby guiding them from life Learn to care about the subtleties and learn to give. Let’s talk about it with actual examples.

Talk: When a friend (), I will ().

Activities

Do you have any troubles? Try talking about it and let everyone share it with you.

Talk about your own troubles and what empathy is.

3. Mental gymnastics.

Activity 1. Look in the mirror

Activity 2. Heart to heart.

Activity 3. If I were you.

4. Be thoughtful and pay attention to the classmates around you after class. Primary school lecture notes Part 5

Hello fellow judges and teachers! The content of my lesson today is the "Badminton Forehand High Serve" technique for level 3 and 6 students. This class is the second class period.

1. Analysis of teaching materials

Badminton is highly interesting and competitive. Primary school students participating in badminton activities can not only get a comprehensive physical exercise, but also cultivate young people's self-confidence and bravery. , decisiveness and other excellent psychological qualities. In badminton, when you serve a forehand high ball, the arc of the ball is not too high, the ball speed is relatively fast, and it is a certain offensive serve. Therefore, learning this technique will have a positive effect on badminton.

2. Analysis of Academic Situation

This course is taught for the sixth grade of primary schools. Primary school students participating in badminton activities can exercise their judgment and thinking skills, improve their reaction, observation skills, speed, and endurance. It has a good training effect on physical fitness such as , jumping, flexibility, coordination and so on. After practice, practitioners can develop good habits of cooperating with others and improve their social adaptability.

3. Teaching objectives

1. Cognitive objectives: Let students understand the correct technical movements of the forehand high-level serve, and know the essentials of serving and the rules of serving.

2. Skill objectives: Under the guidance of teachers, students aged 70-80 can hit the ball to a certain distance and speed with a forehand high, and students aged 30-40 can hit the ball to the backcourt. Designated area.

3. Emotional goals: Cultivate students’ cooperative spirit and social adaptability.

IV. Important and difficult points in teaching this lesson

Focus: Coherence and coordination of movements, emphasizing internal rotation of the wrist

Difficulty: How to use the wrist, waist and abdomen Issues of force exertion and focus switching

5. Teaching and learning methods

Teaching method: explanation and demonstration method, complete method and decomposition method

Learning method: Imitation practice method, group practice method

6. Teaching process

1. The first part is 2 minutes

The first is the conventional teaching content.

The second is queue practice, which aims to cultivate students' correct body posture and reaction speed.

2. The preparation part is 8 minutes

(1) The teacher leads the students to run the figure "8" around the badminton court

(2) Badminton exercises

Step by step and jump up and down 4 times

(3) Special practice

The purpose of chasing and receiving the ball is to review the learning content in the previous section. The basic grip method and forehand long shot are introduced, and the teaching content of this lesson is also introduced.

3. The basic part is 25 minutes

(1) First, introduce. I proceed like this. The teacher demonstrates the two movements and asks the students to tell the similarities and differences between the two movements. The purpose of the difference is to better distinguish between high and low forehand serves.

(2) Explain and demonstrate the action method of serving a forehand high ball, emphasizing the essentials of the action.

(3) The organizational practice is divided into 2 links:

A. Practice without the ball, the purpose is to make students’ movements coherent and coordinated

B. With the ball The purpose of the exercise is to allow students to feel the internal rotation force of the forearm and wrist, and to use the strength of the waist and abdomen to hit the ball at a certain speed and a certain distance.

After one lesson of learning and practicing forehand high and low shots, we return to the game in the preparation part - chasing and receiving the serve. During the game, students can experience the similarities between learning high and long shots and high and low shots. and differences, once again emphasizing the essentials of movements and correcting wrong movements.

In the second part, the students are divided into 4 groups to perform lunges and dribbling, rope skipping, sit-ups and frog jumps respectively. The students are rotated in groups and rotated every 2 minutes. The above four groups of movements are used because the strength of the students' arms, wrists, waist, abdomen and legs is exercised from top to bottom, with the purpose of strengthening the students' physical fitness.

4. Ending phase 5 minutes

First, lead students to do some simple body and hand exercises to relax their body and mind. Next, the class is summarized, equipment is recycled, and teachers and students say goodbye.

This concludes my lecture. Next, I will conduct a simulation of important aspects of the class. Primary school lecture notes Part 6

Dear leaders and teachers:

Hello everyone!

I am very grateful to all the leaders and teachers for giving me this opportunity to learn and improve. The title of my class today is a primary school theme class meeting - "Stay away from junk food and enjoy a healthy life". Next, I will give lectures from seven aspects: design background, activity goals, activity preparation, important and difficult points of the activity, activity methods, activity process, and activity reflection.

1. Activity design background:

Our school does not have a store. School leaders and teachers often educate students not to eat snacks casually and prohibit buying snacks in small stores. Why is it banned repeatedly? Through investigation, we found that many students find that the food at home is not delicious, and the food in the school cafeteria at noon is single, while the food in small shops outside is attractive and cheap. Therefore, the small shops around the school do very good business when school is out! The trash cans on campus and in classrooms have almost become a "world" of various food bags. In order to strengthen students' food safety education and improve students' awareness of food safety self-protection, I designed a class meeting with the theme of "Stay away from junk food and enjoy a healthy life."

2. Activity Goals

In order to mobilize students’ interest in participating in activities, guide students to observe and discuss, and combine the psychological characteristics of primary school students to achieve the purpose of enhancing primary school students’ food safety awareness, I designed The following teaching objectives are set:

1. Through the development and communication of activities, students can learn about junk food and learn to choose and identify when buying food.

2. Through participation in activities, students can understand the dangers of junk food, enhance their confidence in rejecting junk food, and allow students to grow up healthily and safely.

3. Activity preparation: videos, pictures, cases, junk food packaging bags, etc.

4. Heavy and difficult activities:

Focus: Let students learn to identify junk food and realize the dangers of long-term consumption of junk food.

Difficulty: How can primary school students really stay away from junk food and promote good health through activities.

V. Activity Methods

According to the specific content of this lesson and the current psychological characteristics of primary school students, I used the narrative method, classroom discussion method, interactive communication, investigation method, etc. Methods, students mainly use the inquiry method of "independence, cooperation, inquiry" to fully mobilize the enthusiasm of primary school students to participate in activities and achieve the expected educational goals.

6. Activity process:

1. Conversation introduction, on-site investigation

Students, how happy and perfect our lives are. We have parents, relatives, and teachers. , the care and love of friends, it seems that we feel how safe we ??are around. In fact, there are still many unsafe things in our lives, which need to be paid attention to and taken seriously, otherwise they will cause harm to our bodies unknowingly. On-site survey: Students who like to eat snacks, especially spicy strips, chicken feet, instant noodles and other snacks, please raise your hands. At this time, there will be many students raising their hands. Guide the students to know that the theme of this class meeting is related to food, and bring this topic with the students into today's theme class meeting.

Design intention: This link mobilizes the thinking of primary school students and arouses students' thinking. The on-site investigation introduces the theme and also reflects the current thinking characteristics of primary school students.

2. Watch the video and exchange knowledge

First, ask the students to watch the video of the making process of junk food such as junk sausages, and then conduct an on-site investigation to see if the students have bought it in a small store Such snacks? Through the short film, did you know that substances harmful to the human body are added to these junk foods during the production process?

Design intention: Through communication, students will have a preliminary understanding of junk food, which will also lay a certain foundation for primary school students to stay away from junk food in the future.

3. Communicate and discuss, and understand the dangers

Provide junk food, especially "five-cent food" (magician, a tendon, a green onion, spicy skin, Tang monk meat, etc.) production pictures. The teacher explained in a timely manner based on the pictures: These foods come from underground black factories. In order to pursue profits, the boss will do anything to reduce production costs. He only knows how to use color, aroma and taste to seduce us, without caring about the safety and health of the food. The students at this time will definitely be surprised and amazed after listening to the teacher's narration. Then, while showing various junk food packaging bags that students are familiar with, he said: Such low-priced food must not be a good thing, it must be an inferior product. Why? Through observation, communication and discussion, we guide students to realize that most of these junk foods are actually Sanwu products produced by some small workshops, and then focus on inspiring students and discussing and communicating their harm. The teacher uses the screen to show the ingredients and hazards of some junk foods that students like, and gives examples and videos of the hazards of junk food to further explain the hazards of junk food. ;