5 model essays on primary school students' oral English manuscripts

# Primary School English # Introduction An excellent lecture notes not only reflects the ability of teachers, but also the seriousness of teachers' love for work. Through lectures, teachers can teach better, and reasonable and scientific planning can make teaching work play a role. The following is the relevant information of "5 model essays on primary school students' oral English manuscripts", hoping to help you.

1. Model essay on English lecture notes for primary school students

1. Oral English Textbook: The new English curriculum standard points out that the overall goal of English curriculum in the basic education stage is to cultivate students' comprehensive language use ability. Comprehensive language use ability is based on students' comprehensive literacy in five aspects: language skills, language knowledge, emotional attitude, learning strategies and cultural awareness.

"New Curriculum Standard" advocates task-based teaching mode, that is, let students participate in teaching activities and complete real teaching tasks, and experience the happiness of learning from them. Therefore, I adopt the teaching method of "task-inquiry-creation", so that students can learn to observe, think, discuss and summarize in an interesting and open language environment, and develop their thinking ability, innovative consciousness and various language application abilities through "use". What I'm talking about is the first lesson of lesson 11. This is a situational dialogue class, focusing on the daily expression of "asking for advice" In the third lesson, students can already use "Do you want some?" Accept questions. Can understand and speak chicken, soda, milk and sandwiches. The teaching content of this lesson is "What do you want?" Ask for advice. According to this arrangement and students' overall understanding level, I have established the teaching objectives of this lesson from two aspects: knowledge teaching and ability training:

1, Knowledge Objective: Can you understand me? I'm hungry. What do you want? Yes, I want to ...

2, ability goal: understand and say hamburgers, French fries, pizza, pop.

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

The focus of this lesson is: Can you understand and say that I am hungry? What do you want? No, I want to ... If you understand, you can say hamburgers, French fries, pizza and soda. The difficulty in teaching is to use "What do you want?" Ask others for advice and correct pronunciation of hamburgers and French fries.

Analysis of learning situation: Since all the students have learned similar dialogues, I intend to teach new knowledge in the form of dialogues.

Prepare teaching AIDS: tape recorders, cards and multimedia.

Second, teaching methods:

Discussion, teaching, demonstration and practice

Third, the teaching procedure:

In order to achieve the above goals, I designed such a teaching process:

(1) Warm up

Sing some songs.

2. Play a game. Quickly present food pictures and ask questions.

Singing and asking questions not only attract students' attention and arouse their enthusiasm, but also create an atmosphere for learning English. At the same time, it paved the way for the teaching of this course and constructed the knowledge representation. )

(2) revision

(Then the teacher touches his belly and makes a hungry look.) Guide the students to say that I am hungry together and talk quickly around the pictures presented.

(In the form of dialogue, arouse students' memory, make students skillfully use old knowledge, and at the same time infiltrate me into hunger. )

(3) Demonstration

1. Show some pictures of bread and some juice in turn.

T: Would you like some bread?

Yes, please.

T: I'm thirsty. (The teacher is thirsty, and while doing it, he guides the students to say that I am thirsty. )

T: Would you like some juice?

Yes, please.

T: here you are.

Give hamburgers, French fries and pizza, and pop up a new one through the sentence patterns you master.

Use old knowledge to learn new words in a skilled communicative context, and match them with corresponding pictures to deepen the understanding of words and reduce the difficulty. And even if the teacher-student training turns to live training, from imitation to application, it is in line with the students' cognitive law. )

3. (Show the above four new award-winning pictures) Make up some dialogues.

(Incorporate words into meaningful dialogues, fully embody teaching in communication, and apply the concept of middle school, which is convenient for students to understand and use. )

4. (Ask a prominent student to guide him to thirst):

I'm thirsty. I want to drink.

T: What would you like?

S: Please give me some soda.

(The teacher is hungry):

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

S: What do you want?

T: I want some French fries.

(In the process of speaking, give pictures to help you understand; From imitation to practice, it repeatedly stimulates students' senses and enhances their understanding and application of new knowledge. )

practice

1 Listen and repeat.

Act out the dialogue.

Cultivate students' good study habits in the process of listening and reading, let students practice in the scene, and achieve the purpose of mastering through performance. )

(5) merger

Do a survey.

2. Who is the best?

Teachers' and students' demonstration performances provide students with an operable model. Through cooperative learning and evaluation, students are provided with equal opportunities to speak English, and students are encouraged to learn in competitions, which not only creates a relaxed, pleasant, natural and harmonious classroom atmosphere, but also promotes the development of communication activities. Through the evaluation and summary of The Apple Tree, let students realize that the realization of collective goals can not be separated from individual efforts, and stimulate their desire for further success. )

2. Primary school students' English lecture notes.

Teaching objectives:

1. Knowledge target

(1) Master vocabulary: weekend, place, British Museum, how about it, best, tai, river, hours, minutes, travel, along.

(2) Mastering sentence patterns: What did you do at the weekend? Where have you been?

2. Skills objectives

(1) can read and understand the main idea of the text and answer related questions;

(2) be able to use the sentence patterns you have learned to ask what you have done and where you have been, and answer questions.

Teaching focus:

1, understand the text correctly.

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

Teaching difficulties:

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

Teaching process:

In the whole teaching process, I adopted a series of teaching activities, including listening, speaking, playing, acting and singing, which are specifically designed as five links: warm-up, introduction of new knowledge, interesting practice, text learning and expanding application.

Step 1. Warm up and review

1. Teachers and students collectively exchange greetings and pass on the question "Where is London? What is the capital of England? Did you watch TV yesterday? " Communicate with individual students.

2. The teacher plays the courseware, showing pictures of the British Museum, London Eye, Big Ben and vehicles in Britain, and leads the students to sing the song "London Bridge is collapsing" while doing actions.

(Design Intention: Teachers have cordially brought the distance between teachers and students closer through collective and individual greetings. The problem of design is related to the content to be learned in this class, which plays a foreshadowing role. Vivid songs meet the characteristics and requirements of students' physical and mental development, and effectively mobilize students' enthusiasm for learning English. This song has deepened the students' impression of what they have learned. In the melody, they will recall several scenic spots in Britain they learned in the last book, so they won't feel abrupt when learning the content of this lesson. )

show

1, teaching new vocabulary

(1) The teacher introduced the new vocabulary of this lesson by telling stories.

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

(2) Teachers click on the courseware to show pictures of the British Museum, the London Eye and Big Ben.

Teach the words British Museum, London Eye, Big Ben and describe the London Eye. T: This is a big wheel. That's great.

Introduce and teach the new word wheel, wonderful.t: damning doesn't know what the London Eye is.

But Daming will see it because Lingling sent him a postcard. They go there by bus, and Lingling likes taking buses best.

Introduce and teach new word understanding, postcards.

At the same time, it also leads to bus ride and favorite.

(design intent: the new vocabulary in this lesson is abstract and difficult to understand. By telling stories to show new words, teachers can make boring word teaching vivid and natural, and obviously improve students' learning efficiency. )

2. Sing a song: "Where did you go? Review the past tense of verbs: Teachers examine students' mastery of the past tense of verbs through the connection.

Send like meet visit send like meet visit.

Design intention: Starting the past tense content teaching of this course with ballads can create a relaxed learning atmosphere and eliminate students' nervousness. The song "Where have you been? Draw out the key sentence patterns in this lesson and stimulate students' interest. Review the past tense of verbs to pave the way for later teaching. )

Step 3 Import and New Authorization

1, teach new sentence patterns

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

Click on the courseware to show the calendar. Pointing to last weekend, I asked the students, "What did you do at the weekend?" Encourage students to answer questions in the past tense they have learned.

(2) The teacher prepares some pictures of scenic spots and posts them on the blackboard in the classroom. For example, "Great Wall, Mount Tai, Summer Palace." Two students were invited to perform on stage. One student asked, "Where have you been?" Another student stood in front of a different picture and answered, "Did I go?"

2. Teaching materials

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

What did they do at the weekend?

Where did they go?

What is the London Eye? 4. Does Ling like the London Eye?

(2) Play it again, and ask the students to read it sentence by sentence according to the courseware and understand the content of the text.

(3) Group activities The whole class reads aloud in different roles: girls play Amy and boys play Damien.

(4) Invite two students to have a conversation by telephone. Work in groups and answer questions.

(Design intention: This link uses courseware to create a language environment and real life scenes. Through a lot of listening and speaking training, students' thinking is effectively stimulated and they are reminded of what they have learned in the past. After breaking through the reading of difficult sentences, the whole article will soon become catchy, and letting students play different roles in the situation to read once again stimulates their enthusiasm for learning. Dialogue performance is an effective means for teachers to test students' learning effect. )

Step four. Knowledge consolidation and expansion training

Dialogue reference materials appear on the courseware. Please communicate orally at the same table and show it.

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 many places.

3. Primary school students' English lecture notes.

Textbook analysis

I said the content of the class is how are you? The first class, say the first four scenes in the bar. This class is a dialogue class and an important part of the whole unit teaching. The key communicative language in this lesson is "How are you?" And its answer. This class is dialogue teaching. Bear goes out in the morning, and when he meets his elders, he says hello to them one by one and introduces the topic, which is short first and then long. Not only did various answers appear, but he also reviewed the greetings he had learned before. Being polite to children is instructive.

Teaching objectives

The English Curriculum Standard points out that the basic task of English teaching in primary schools is to stimulate and cultivate students' interest in learning English, establish self-confidence, form good study habits and effective learning strategies, and cultivate students' autonomous learning ability and cooperative spirit.

On the basis of careful analysis of teaching materials, according to the actual situation of students, I have determined the teaching objectives of this lesson as follows:

1, knowledge target

(1) Let the students read the words: OK, OK, bird, pig, fox, hen.

(2) Let the students master the sentence patterns of greeting acquaintances: How are you?

I'm fine. I'm fine.

Thank you. What about you?

2, language skills goals:

Conduct simple English communication and performance with pictures and texts or scenes, and cultivate students' ability to communicate flexibly with what they have learned.

3, emotional attitude goal

Through the study of this lesson, students are interested in English listening and speaking, reciting ballads, playing games, daring to speak, being willing to imitate, and establishing self-confidence in encouragement and evaluation. Actively participate in cooperation in group activities, so as to realize the importance of communication in English learning.

4, cultural awareness goals:

Be able to use English greetings properly and know how to greet acquaintances in English-speaking countries. Conduct daily etiquette education for students.

Emphasis and difficulty in teaching

Teaching Focus: How are you? And his various answers, from simple answers to complex answers and rhetorical questions.

Teaching difficulty: (1) How are you? How are you? Different greetings, such as nice to meet you.

(2) Cultivate students' cooperative learning ability. At the same time, pay attention to cultivate students' interest in learning English and establish self-confidence.

Teaching preparation

The teacher prepares courseware, various animal headdresses, tape recorders, tapes, small red flowers and group evaluation forms.

Teaching law

(1) group activity learning method

Divide the class into five groups and name them in advance with words representing animal names. Class activities are mainly group activities, supplemented by pairing or class activities. Students communicate with each other, accomplish their learning tasks together, feel the fun of learning English and the significance of communication in cooperation, and form a synchronous learning environment through the relationship between group members.

(2) Situational teaching method

I will prepare a teaching assistant (a foreign teacher). When a new class is introduced, teaching assistants will enter the classroom to have a dialogue with students, set up real and effective scenes, stimulate students' desire to speak, which is conducive to the improvement of students' expression ability.

(3) Encourage teaching methods

Classroom evaluation is mainly based on encouraging evaluation. In class, teachers give small gifts with encouraging comments to satisfy students' desire for success. This is also the simplest and most effective way to motivate students to actively participate in learning.

4. Primary school students' English lecture notes.

This lesson is the second volume of People's Education Edition, A Lesson in My Family. The teaching purpose of this lesson is to review the names of family members, learn the sentence patterns of who is that man/woman/boy/girl, and learn to introduce your family. My family This is a content closely related to students' real life. Especially after knowing the family name, who is that man/woman? Let students be more integrated into the situation of life. Next, I will talk about my teaching design ideas for this class. First of all, give students room to communicate.

Pupils are lively and active. According to the goal proposed in the New Curriculum Standard for Primary School English, one of the important goals is to stimulate students' interest in learning English and cultivate their positive attitude towards learning English. It is to initially establish their self-confidence in learning English, so that they can have the ability to make simple daily communication in English. Therefore, the activity teaching in primary school English class should directly stimulate primary school students' interest in learning language, so that children's multiple intelligences can be reflected and developed in communication activities. So when designing this class, I always pay attention to returning the class to the children as much as possible, so that students and teachers can communicate with each other. For example, in the warm-up exercise, have a daily meeting dialogue. In the study of sentence patterns, I asked my classmates at the same table to introduce each other according to their family photos, and so on. I try to create as many communication opportunities as possible for students.

Second, the use of games to improve students' interest

It is very important for primary school students to cultivate their interest in learning English as a language. Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy." Einstein said, "Love is a teacher". Only by arousing students' interest and enthusiasm can students be good at accepting and remembering such knowledge. Therefore, I arranged two short games in this class. For example, quick response means that a student in the class asks who the boy/girl is to respond quickly, thus cultivating students' observation ability, quick response ability and competitive consciousness. And make them pay more attention and interest in this strong sense of competition. Another example is a guessing game: he is my father's father. Who is he? Let the students guess again, improve their interest in class, and review their family members by guessing. At the same time, it also cultivates students' thinking ability in this process.

Third, contact with reality and be close to life.

My family itself is a topic closely related to life. From this perspective, I just teach around life. First of all, I introduced my own family, which led to the sentence pattern of who is that man/woman. Then let the students practice saying sentences. I arranged to take out the family photo of my deskmate and ask each other according to the family photo. Students look at photos of their families, and their sense of intimacy and realism of life come to mind. At this time, their desire to communicate in the language they have learned is particularly strong.

Fourthly, the infiltration of emotional education.

Let students talk about their home and inspire their love for home; It is in this kind of teaching that students' emotional education of loving the family permeates: home and happy home are established by the hard work of our parents and other elders. Therefore, we should love them, respect them and respect them. Home is the eternal harbor for each of us. We love our family and everyone in it.

In short, when I design this course, I try to use listening, speaking, singing and playing. Through all kinds of interesting, practical, relaxed and lively activities, every student is involved, which fully mobilizes the enthusiasm and initiative of students. Of course, due to my limited level, the 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 advice.

5. Pupils' English class notes model essay

I. Introduction to the conversation

1. Maturity, knowledge memory

Think about it, what English knowledge have you learned so far? Tell me, who learned more than one?

2. Stimulation, alphabet game: create situations and find problems.

You have learned a lot! Today, we will play a game with some letters we have learned. Do you like it?

The teacher gave each student a card with some letters on it. Let's listen carefully, cross out the letters the teacher has read and see what you find. Students at the first table of each group come to the front to see which group is taller.

Teachers: C, D, I, J, K, M, N, Q, S, U, V, X, Y.

Now, please tell me. What did you find?

Health: the words flag, go, zoo, schoolbag and pen.

Teacher: OK! You are very clever.

The completed students get a small red flower.

Teacher: There is one word that the students haven't found, and that is the weather we learned today.

Games can bring happiness to primary school students' English learning and make boring and mechanical sentence practice lively. Therefore, in the teaching process, games should be properly introduced into the classroom to entertain and educate. )

2. Use multimedia to learn new words

Practice the pronunciation of new words.

Before class, let the students find out the words related to the weather. Students can improve their ability to search for information and cultivate their ability to explore. Then, focus on six words. Listen to the tape and ask the students to read the words and correct their pronunciation.

The use of audio-visual multimedia can make the classroom more vivid, intuitive and illustrated, so that students can learn in a relaxed and happy atmosphere. )

2. Communicative English

What's the weather like? Ask some questions about the weather in the picture.

English should be taught as a communicative tool as well as learned as a communicative tool, so that learning and application can be unified. )

3. Connect the pictures with the sentences, and the students go to the microcomputer to connect them.

3. Try to be a little weatherman

Forecast the weather in various regions.

Hobbies are teachers, and hobbies come from curiosity and experience. Providing them with practical opportunities to participate in performances not only conforms to the age characteristics of children who are active and good at expressing, but also further strengthens their mastery of what they have learned. )

Step 4 learn to sing

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

Body language enables students to establish a direct connection between language, movements and expressions, thus obtaining image perception and achieving good results. )

2. Establish hyperlinks, use the new standard animation CD to teach and sing songs, and cooperate with the corresponding actions in singing. Then, the group will compete to see which group sings, send small red flowers to the students who sing, and encourage them to listen to the newly learned songs to their parents. )

Pupils are naive and lively, especially like singing. Matching the corresponding movements in singing will stimulate their participation and input. Learning new words in English songs can not only reduce students' psychological burden, but also learn new knowledge in a relaxed and happy atmosphere. )

Verb (abbreviation of verb) summary and sublimation

Take the sandstorm as an example to educate students to care for the surrounding environment and make our sky bluer.

Summary of intransitive verbs course

During the activity, I reviewed and consolidated my knowledge, mastered how to answer the weather, learned an English song in a pleasant atmosphere, and enhanced my confidence in learning English.