In 2020, the first volume of senior one English teaching plan template model essay.

In 2020, the first volume of senior one English teaching plan template model essay.

The new English curriculum standard for primary schools requires that teaching plans should be designed reasonably, and task-based teaching activities should be organized in the classroom in a planned way, so that they can carry out learning activities purposefully, thus mobilizing students' enthusiasm and improving their interest in learning. The following is the first volume of English teaching plan compiled by me, hoping to provide you with reference and reference.

English Teaching Plan for Grade One Book One: My Family

1. Can understand, speak and read the words family, father, mother, brother, sister, grandfather, grandmother and me.

2. Can understand, read and say that this is …

3. Be able to learn to use the vocabulary and sentence patterns learned in this lesson to introduce their family members to others.

4. Through the study of this lesson, the infiltration of emotional education can inspire students to have a deeper understanding of "home" and learn to love their parents and honor their elders.

Key points and difficulties:

The pronunciation of 1 Family, father, mother, brother, sister, grandfather, grandmother, etc.

2. Be able to introduce your family members to others by using the vocabulary and sentence patterns learned in this lesson.

Teaching preparation:

Word card, PPT

Teaching process:

Step 1 warm up and. review

1. greetings

Step 2 talk freely

T: Hi/Hello, … Good morning.

Hi/hello, … good morning.

T: And you are ...?

Yes, I am. /No, I'm not.

3. Say hello to the teacher.

1. Go to a teacher, say hello to him/her and introduce yourself.

Hi/hello.

Good morning.

I am ...

Can you introduce your classmates to the teacher?

This is ...

He/she is … (my friend).

3. Quick reaction (quick reaction, say the letters you see)

The second step is demonstration and demonstration. practice

1. Enjoy a song.

Song of the family

Step 2 teach your family

(PPT demonstration, telling the text through the family photo of "There are children at home" and your own photo)

Father, mother, brother, sister, grandfather, grandmother.

(Practice repeatedly and write a good family tree on the blackboard)

3. Magic Ear (Mobile Phone)

Look at the teacher's mouth and say words.

4. My family photo

T: This is my family photo. This is my father. This is my mother. This is me.

Ask the students to take out their family photos and share them with their classmates in the group. Ask three students to report. )

5. Watch the comics of story time

(Mike's letter begins with Mike's letter)

6. Read after the tape. (Follow the text and imitate the pronunciation and intonation)

consolidate

1. Report time

I'm Mike.

(first demonstrate, put on Mike's headdress and perform according to the text wall chart)

Step 2 retell the story

(ppt presents cloze, students say it together)

3. watches and watches. think

Take a look and think again. The public service advertising family aims to let students learn to understand their parents, learn to be grateful, and understand that the connotation of family lies in love, dad, mom, I love you. )

homework

1. Introduce more classmates to your family in English.

Introduce your family to more students in English.

Try to do something for your parents/grandparents.

Do something small for the elders!

The first grade English teaching plan Volume 1 Model essay 2: Mid-Autumn Festival

1 Teaching purpose: Students can give simple instructions with imperative sentences, such as: Look at your hand.

2. Teaching aid: tape recorder

3. Teaching cycle: 1

[1] teacher activities

Ss activity

comment

Pre-mission

1. Use pictures and word cards to review the body parts vocabulary that students have learned.

2. Say "Look at your hands". Explain the meaning of the explanation by imitation. Tell the students to copy me.

3. Repeat step 1 with the other two commands "Wash hands" and "Eat cake".

While- task

1. Let the class listen and act according to your orders. Repeat several times until they can move freely.

2. Say the order at random and ask everyone to act according to it.

3. Play the tape. Let several students act, and the rest judge right or wrong.

4. Play games: "Simon said".

After the mission

1. Divide the class into three groups. Practice giving and carrying out orders and substitute other body parts.

2. Select the group to speak and act out the revised command to the class.

Mime and reproduction.

Learn to say "wash your hands" and "eat a cake".

Listen and act.

Action.

Act and judge.

Play a game.

Understand the meaning of sentences by imitating actions, so that students can understand sentences more intuitively.

Let all students consolidate their knowledge by judging the right and wrong actions.

Model essay on English teaching plan for grade one, volume one, volume three: fruit

Teaching objectives:

1. Listen: Listen and find out the key words.

2. Oral English: Pronunciation correctly.

3. Communication: Use nouns to identify objects.

Teaching emphases and difficulties:

1. Master the pronunciation of new words.

2. Use patterns to solve tasks.

3. Use fruit vocabulary in daily life.

Teaching strategies and methods:

1, task-driven teaching

The new English curriculum standard for primary schools requires that teaching plans should be designed reasonably, and task-based teaching activities should be organized in the classroom in a planned way, so that they can carry out learning activities purposefully, thus mobilizing students' enthusiasm and improving their interest in learning.

2.TPR teaching

TPR teaching makes full use of the lively and active characteristics of primary school students and has the nature of games. It can reduce students' learning burden, cultivate their happy learning mood, improve learning efficiency, and also play a certain role in stimulating students' interest in learning English.

Teaching preparation:

1. Teacher preparation:

Cassette player, cassette, some fruits, words and picture cards.

2. Students prepare:

Real fruit, crayons, some paper, pencils.

Teaching process (steps):

Pre-task preparation:

1. Sing some songs and do some actions. Activate the classroom atmosphere with action songs, arouse students' enthusiasm for learning and review what they have learned before. )

Good morning.

Read, draw and sing.

2. Play games: (Introduce new teaching content with games)

Simon said. (Listen and act)

2) Guess: Feel the fruit and say the words.

3. Introduce fruits:

This is a/a … that is a/a …

4. Today we will learn "Watching and Learning" in Unit 5 (Fruit).

While task process

1. Show objects and teach new words about fruits. )

1) (Put a banana. ) What's this? -This is a banana. This is a banana.

Bananas, bananas, bananas and apples bend and bend.

2) Taste pears. ) What's that? -That's a pear.

Pear, pear is pear. Pears are sweet and fragrant.

Touch the mango. ) This is a mango.

Mango, mango is mango, mango is sweet and sour.

4) (pointing to a peach) That's a peach.

Peaches, peaches are peaches. Peaches are big and fresh.

2. Stick words and picture cards on the blackboard, and then read the words several times.

3. Point to the card, repeat the words in chorus, and then group.

4. Read them one by one.

5. Listen to the tape, read after it, and point to each picture when reading aloud.

6. Rearrange the words and picture cards in random order.

Post-mission activities

1. Play games (divide the class into groups and have a game): (Play games and games in groups to review and consolidate the knowledge learned in this lesson. At the same time, competition mechanism is added to increase the interest of teaching and improve students' sense of competition. )

1) Say some words and ask someone to pick out the correct words and put them on the blackboard.

2) Say the words and point them out.

3) What kind of fruit do you like? Ask a few pupils to answer and choose. )

4) The teacher hides some words and the students guess the words.

5) Which group is the fastest?

Divide the class into six groups. Each group has a fruit name. When I say the name of a fruit, the whole group has to stand up and do the action.

Apple, apple, show me your book. Pear, pear, touch your arm.

Peach, peach, close your eyes. Mango, mango, open your book.

2. Reading rhymes: (Consolidate new knowledge with catchy rhymes and improve students' interest in learning. )

Bananas, bananas, bananas, bananas bend and bend,

Pear, pear, pear is sweet and sweet,

Peaches, peaches, peaches are big and fresh.

Mango, mango is mango, mango is sweet and fragrant.

3. Listen and draw the fruit. Then show me your pictures and put some better pictures on the blackboard. Using the characteristics of primary school students' love of painting, exercise and improve students' listening and painting ability, and show some excellent works at the same time, so that students have a sense of accomplishment. )

Count the stars and see which group is the winner. (Implement evaluation, show the results, feedback the teaching situation in time, let students build up self-confidence and cultivate the spirit of cooperation. )

Homework:

1. Write the words under your picture.

When you see some fruits, say the fruit words in English. ☆ Teaching adjustment ☆.

Teaching reflection:

Theme: Unit 5 Fruit

Second lesson

Content of lesson plan:

First, the teaching instructions:

1. Through the first teaching period, students have learned to name four kinds of fruits and can express what fruits they like to eat. In teaching activities, the enthusiasm of students to participate in activities has been significantly improved.

2. This lesson is to continue learning, and let students express their wishes in some simple sentences, such as SME the ... falling down ... or tasting ... This is a/a ... Ask questions in sentence patterns.

Second, the teaching content:

1) cognitive content:

A) I will hear the words banana, pear, mango and peach.

B) Can read the instructions: smell the melon. Feel the apple. Try some peaches. And can respond.

C.) May I use it? Is this a/an ...? Yes, it is. No, it's not. Ask and answer questions.

2) Capacity requirements:

A) You can combine the learned fruit words with sentence patterns for guidance, such as smelling …, feeling … and tasting …

B) You can express your wishes with sentence patterns learned in your study and life.

C) I can use this is a/an ...? Ask questions about things around you.

3) Emotional attitude:

Experience the joy of learning English in the process of speaking, singing and singing, and at the same time develop a good mood of loving fruit and sharing with others.

Third, the teaching steps:

procedure

1. Preparation before the task

2. Heater

Sing a song

Hello.

Teachers and students greet each other.

Step 3 review

1) Students review words by reading cards.

2) Game: What is missing? Review the learned words by playing "memory games" to stimulate students' interest in learning.

While task process

1. Show some fruits to students.

The teacher repeated it several times.

Let the students listen and act according to your orders. "Smell the bananas." "Drop the pear" and "Try the peach."

4. Listen to the tape several times and repeat it several times.

5. Divide the class into groups of three, and practice acting orders. In each group, one student gives orders and the other students do actions. Then let them change roles.

Choose a group to perform these commands to the class.

Play a game: Who is the fastest student?

Ask every student to act according to your orders. ) Through group activities, listen to the password, do actions, be more familiar with the password, and be able to issue the password. Through the game activities, "Who responds quickly?" Further consolidate the password, so that students can consolidate what they have learned in the game activities.

Teaching: is this a/an…? Yes, it is. No, it's not.

1. Hold up a banana and ask, "Is this a banana?" "Yes, it is."

Repeat it several times in English. Students repeat after reading.

2. Listen to the tape.

Students listen carefully. After getting the positive answer, let the students imitate reading aloud. Listen to the tape and imitate the pronunciation and intonation in the tape.

Post-mission activities

1. Work in pairs

2. Let the students work in pairs. (Provide them with some pictures of fruits) Improve their language skills through dialogue.

3. Group work

4. Use statistics to let students practice their language. Practice sentence patterns through group activities to further improve students' language use ability.

play games

Let students practice their language with plastic or real fruit. Let a student come to the front and ask, "Is this a …?" The whole class should say "Yes, it is" or "No, it isn't". Through game activities, the practice of sentence patterns is further consolidated, so that groups and individuals can be organically combined, and every student can participate in the activities, so that students can always learn languages in a relaxed and happy atmosphere.

distribute

1. Listen to the tape on page 22-23.

2. Read pages 22-23 after the tape.

Tell these words to their families.

Homework ☆ Teaching adjustment ☆

Teaching reflection:

Theme: Unit 5 Fruit

The third category

Content of lesson plan:

I. Teaching content

1. Cognitive content:

1) Learn to express words with peaches, bananas, mangoes and pears.

2) Be able to recognize the words you have learned and match the pictures with the words.

3) Can I use it? Is this an A ...? Yes, it is. No, it's not. Ask and answer questions.

2. Emotional attitude:

You can express what fruit you like to eat.

2. Teaching steps

procedure

1. Prepare the preheater before the task.

Sing a song

Talk: Good morning. What kind of fruit do you like? Why?

Let the students answer the questions.

Hug the child and tell the reason. In the question-and-answer exchange between teachers and students, I finished reviewing the knowledge of the last lesson.

Step 2 review

1) Guess the fruit (apple, pear, banana, mango)

1. Play a guessing game. (Guess the fruit)

It's red and round. Sweet and juicy. What is this?

(Student: Guess ...) (Apple, pearl, orange and lemon) Let the students guess on the basis of listening. Through guessing, students can understand the characteristics and colors of various fruits, which not only trains students' listening comprehension, but also enriches their vocabulary.

2)While-task process

1. imitation

2. Students repeat after reading.

3. Ask students to describe peaches.

3). Competition

Play guessing games. What is this? This is a ... (Students touch the bag and guess) Let the students touch it and guess what fruit is in the bag. Let the students distinguish its shape through vision and touch, stimulate students' interest in learning, and let them review and consolidate words in game activities.

3. Post-mandate activities

1). Create a new rhythm.

1. Listen to the rhyme.

2. Create new rhymes with "peach", "banana" and "pear".

3. Encourage students to act in pairs with new words.

4. Read the word card. (Multimedia)

5. Play a watching game. By creating and performing children's songs, students' creative ability and cooperative spirit are improved, and at the same time, students are provided with opportunities to fully display their talents, and at the same time, words and sentences are reviewed. Consolidate and practice old and new knowledge and further strengthen language training.

Step 4 distribute

1. Listen to the tape on page 24.

2. Read page 24 after the tape.

Show this new poem to their families.

5. Homework ☆ Teaching adjustment ☆