Five templates for selecting model essays in primary school English teaching plans

In English learning, let students read aloud by themselves, feel the pronunciation and intonation, and encourage students to join their own emotional actions to perform the dialogue. The following are five sample English teaching plans for primary schools that I have compiled, hoping to provide you with reference.

Model of primary school English teaching plan

Interpretation of teaching materials

The topic of this unit is talking about the weather and weekend activities. Story time records a day of Yangling's weekend in the form of a diary, so that students can further understand and understand the usage of the general past tense. Teachers can use the vocabulary of Unit7 At weekends, the first volume of the fifth grade, to design teaching activities for students, and ask students to describe the weekend activities just past in the simple past tense.

learning target

1. Students can understand, listen, say, read and spell words and phrases: cloudy, rainy, sunny and windy, and can use sentence patterns: it's sunny/cloudy/rainy.

2. Students can understand, say and read the words: fun, weather, height, honey, ants, bees, clouds, sky and rain.

3. Students can initially perceive the irregular changes and pronunciations of the past tense of verbs.

4. Students can initially perceive the sentence patterns expressed by the weather.

5. Students can have a certain understanding of the format of English writing diary.

Teaching focus

1. Students can understand, listen, say, read and spell words and phrases: cloudy, rainy, sunny and windy, and can use sentence patterns: it's sunny/cloudy/rainy.

2. Students can initially understand and say and read the words, interesting, weather, high, honey, ants, bees, clouds, sky, rain,

3. Students can initially perceive the irregular changes and pronunciations of the past tense of verbs.

4. Students can initially perceive the sentence patterns expressed by the weather.

Learning guidance process

Step 1 Warm-up

send one's regards to

Free exchange

Hello, class.

Will you know more about me?

Two days ago, I was in Shanghai. Do you know Shanghai?

This is a beautiful big city. I

Review: before was (past tense of am)

But now, I'm in Zhangjiagang. It's also beautiful.

Use two simple sentences to distinguish different tenses.

T: Can you let me know something about you?

Looking at the screen, you can choose a part to tell me something about you.

Show me three topics: favorite food, favorite animals and hobbies.

Introduce the related words in this lesson from the topic of favorite food: jiaozi and honey.

Introduce the related word parrot from the topic of favorite animals and extend it to parrot show.

I like painting and keeping a diary very much.

Teacher: Diary. Diary

Look, these are my photos. Let's look at them.

Teacher: sunny, cloudy, windy and rainy

These pictures are about the weather.

Teacher: The weather

Step two. Briefing session; exhibition

Show a picture

T: This is Yang Ling.

She also likes painting and keeping a diary.

Show me the title of the diary.

This is her diary. What a nice day!

What day is it today? Sunday

What's the date today? September 20th (September 20th)

Infiltrate the writing format of English diary

Leading up to the topic Unit 2 What a beautiful day! Let's look at Yang Ling's photo.

What can you see in this painting?

I can see some children in the park.

T: who are they?

Students: Su Hai, Mike, Tamia Liu and Yang Ling.

We can see some parrots in the park.

(3) Flying kites

It's raining.

4. Let's discuss the pictures related to the text.

In this process, look at the pictures to teach the special forms of verb past tense.

Go → see → see become → become fly → fly is → used to be.

Then read the sentences in the correct order. (teacher: wet)

5. Read the diary by yourself, and then finish the exercise. (true/false)

Step 6 read a diary

Find out the sentences that express weather changes, and then transition to the sentences that change events.

Teach the past tense. The past tense can appear in this activity.

Step three. merge

1. Let's read

A. after reading.

B. read together.

C. read them one by one.

T: What do you think of her day?

Are you happy? Interesting? Terrible? Not good?

Step four. homework

1. Read the text.

2. Retell the diary according to YL's pictures.

Blackboard design:

Unit 2 What a terrible day!

It is sunny/cloudy/windy/rainy.

Go → fly → fly

See → see is → used to be.

Become → become bring → bring.

Model essay ii on primary school English teaching plan

_ class hours

Teaching content: story time

Teaching objectives:

Can initially understand, speak and read the words cute, nine, eight, we, five, six, seven and ten.

2. Can perceive how to talk about age in situations, and can understand, speak and read sentence patterns: How old are you? I'm ... how cute! Here you are.

Teaching emphases and difficulties

Can perceive how to talk about age in situations, and can initially understand, speak and read sentence patterns: How old are you? I'm ... how cute! Here you are.

Prepare teaching AIDS and learning tools:

Word card, PPT

Teaching process:

Step 1. Greetings and warm-up

T: … Please close the door.

Please close the window.

Good morning/afternoon, class.

Student: Good morning/afternoon, Miss Cui.

T: … Can you count from one to ten? Students try to say.

What's this number? (presenting the number 8)

Ss: Eight. (t teaches eight, nine and ten, too)

Step two. Demonstration and practice.

(Showing pictures of Mike, Helen and Tim) Look, Helen is Mike's brother. Mike is nine years old. How old are you?

Student: I am eight/nine/ten years old.

Teach new sentence patterns and guide students to ask and answer questions.

T: good. How old is Helen? Guess! (Guide the students to guess Helen's age)

Step three. Learn to speak.

Show pictures T: This is a museum. Mike and his family are in the museum. What can you see? Ss: toys.

Yes, what are they going to do? Let's have a look.

1. Watch the animation and understand the text as a whole: Did they see the toys in the museum? How do they feel?

Find that sentence: look! How cute!

Ask questions. Let the students listen to the tape again with questions: How old is Mike? How old is Helen?

How old is Tim?

Student exercise: How old are you? I am nine/eight/two years old.

Read the text carefully and find out: What is for Mike/Helen/Tim?

Figure 3: This is for you. Thank you.

Figure 4: Here you are. Thank you.

4. Read after the tape. Read aloud sentence by sentence, pay attention to pronunciation and intonation.

Read it together. Pay attention to the expressions and movements of the characters.

Read by role. Let the students read aloud by themselves, feel the pronunciation and intonation, and encourage them to join their own emotional actions to perform the dialogue.

Repeat. Show the pictures and ask the students to recall the contents of the bubbles.

Act in different roles. Four-person group performance.

consolidate

Make a dialogue.

Guide students to create dialogues on the basis of acquiring text sentences;

T: Now I am the owner of the Toy Museum. Look at these toys.

Ss: How cute!

T: hello! How old are you?

S: This is ...

T: This is for you. /Here you are.

Students practice in groups and create dialogues.

Class assignments:

Homework:

1. Listen and read the dialogue.

2. Copy four words.

Remember your home phone number, house number and license plate number.

Primary school English teaching plan model Wensan

First, teaching material analysis:

This unit mainly carries out various activities around the topic of "friends", involving daily communication items such as introduction and farewell. Among them, "introducing your friends" is the key content. When designing teaching activities, the "task-based" teaching method is adopted to support the classroom with activities. Take each teaching goal as the main task of the class, carefully design and skillfully pave the way. On the premise of teacher's demonstration, let students sum up their own language knowledge and cultivate their oral expression ability.

Second, teaching objectives;

1, can read and say goodbye, my friend, his, hers.

2. Be able to understand, read and speak everyday communication. Goodbye, … he/she is … he/she is my friend.

3. Understand and read the dialogue correctly, and try to perform the dialogue with the help of the teacher.

4. Be able to use the vocabulary and daily communication language learned in this lesson to say goodbye to others and introduce your friends to others.

3. Emphasis and difficulty in teaching;

1, you can be familiar with the letters you have learned.

2. Distinguish the pronunciation of he's/she and its meaning.

3. Be able to skillfully use the sentence patterns you have learned.

4. Be able to apply sentence patterns to real life.

Fourth, teaching preparation.

Letter card, PPT, animation courseware

Fifth, the teaching process.

Setp 1: course start and revision

Free exchange

Good morning, class.

Student: Good morning, Miss Tang.

T: Hello, who are you?

S 1: Yes, I am. /No, I'm not. /Yes, you are right.

Ok, now I have some cards. You should read them quickly and loudly.

Show the letter cards and review the old knowledge. )

Step 2: Demonstration

Let's enjoy a song.

2. There are two people. (shows his ID card) This is Mike. This is Joe. Mike is my friend, and so is Joe. So they are my friends. (Show the blackboard and teach new words, friends, my friends) Show the word cards and consolidate the pronunciation.

So today we will learn Unit 3, my friend.

4. Show PPT, there is a person, but I can't see her clearly. Can you guess who she is? S2: Yang Ling

Yes, she is Yang Ling. (She is on the blackboard ... She is ...) Practice sentence patterns repeatedly at the same table.

In the same way, show Mike's picture and teach his … she is …) deskmate to practice sentence patterns repeatedly. Correct pronunciation.

We have many friends. We are all friends. For example, she is … she is my friend.

Pairing work

Let's introduce your friend.

He's ... He's my friend.

She's ... She's my friend.

Step 3: Story time

1. Observe and answer.

Who is Mike's friend?

How does Mike introduce his friends?

2. Listen and underline

Step 3 watch it again

Repeat the story recording, organize students to imitate and read aloud, and point to the corresponding English sentences at the same time.

4. Read in different ways

5. Play a role

Step 4: Interesting exercises.

Fill in the blanks according to the text.

Step 5: Homework

Try to retell the story

blackboard-writing design

Unit 3 My friend

my friend

friend

He is _ _ X. He is _ _ X.

He is my friend. He is my friend.

She is _ _ X. She is _ _ X.

She is my friend. She is my friend.

On the Model English Teaching Plan for Primary Schools

The fourth stage

Teaching objectives:

1. Students can practice three special sounds.

Students like learning English.

3. Students listen and find.

Teaching focus:

1. How to practice special sounds?

2. How to listen to stories and do exercises.

Teaching difficulty

1. How to practice special sounds?

2. How to listen and do some exercises.

Teaching process:

Step 1:

Special sound.

Ask the students to open the book on page 78 and look at the pictures of drums, flowers and frogs. Let them try to read.

Students look at the pictures and try to read them.

T: Play the tape and let the children listen carefully to the difference between /dr/ /fl/ and /fr/.

Student: Listen to the tape carefully and find out the differences.

Play the tape again and ask the students to read after it.

Student: Listen and repeat.

Let the children try to remember some words. Let the students look at the blackboard and read other words.

Look at the blackboard and read the words after the teacher.

Step two:

Matching ordinal number

Ask the children to open page 32 of the book and look at the prizes and words on this page. Let them read the words first.

Student: Look at the prizes and read the words.

Point out the picture of the prize and the given competition position, and point out the serial number words. Tell the children that they must match words and numbers.

Student: Try to match the words with the numbers.

Explain that people sometimes use ordinal numbers instead of their names when writing.

Student: Listen and think.

Step 3:

Read and mark the prizes.

Show the children the picture at the bottom of this page. Explain that five objects are prizes in the competition. They must read the sentences and write the serial numbers under the corresponding objects.

Look at the pictures, read the sentences and write the serial numbers.

Ask the students to read the sentences in pairs and label the items.

Student: Read the sentences and label the objects.

Step 4:

Listen and check.

Show the children the picture at the top of page 33. Explain that two children in the picture are talking about what they did yesterday. Let the children say what they think the children in the picture did yesterday.

Student: Look at the picture and guess.

Play the tape and ask the students to listen carefully.

Student: Listen to the tape.

Play the tape again and ask the students to check what the boy in the picture did.

Student: Listen and check the answers.

Step five:

Let's find out.

Let the children think about the sports they usually do.

Try to think about it.

Let the children look at the bottom of the page. Let them read the dialogue between two children. Explain to them that you want them to interview at least three children and learn about the sports they did last week. They need to take notes on the online provided.

Student: Read the dialogue and interview three children.

When the children are finished, ask them to read their notes to the class.

Homework:

Recite words.

Reflection after class: Students can flexibly apply what they have learned to practical exercises and master it well.

Model essay five on primary school English teaching plan

Fifth

Teaching objectives:

1. Students can read this story and do some exercises.

Students like learning English.

3. Students can listen and write words.

Teaching focus:

1. How to read this story.

2. How to listen to stories and do exercises.

Teaching difficulty

1. How to read stories and do exercises.

2. How to listen and do some exercises.

Teaching process:

Step 1:

Review this story.

Let the children try to think about the story.

Try to think about it.

Tell the story to the students.

Student: Listen and think.

Step two:

Read this story.

Ask the children to open page 34 of the book and look at the pictures. Ask them to predict what will happen in this part of the story.

Student: Look at the picture and guess.

Let the children read the story.

Student: Read this story.

Let the students read the story with the teacher.

Student: Read stories together.

Step 3:

Number the pictures.

Ask the students to look at the pictures again and number them in order.

Student: Read the story again and number the pictures.

Ask the students to find out the sentences related to the pictures in the text.

Student: Look for sentences.

Step 4:

Check the correct answer.

T: Explain to the children that all the unfinished sentences are related to this part of the story. All the information they need to complete the sentence is in the text. Let the children read stories and do exercises.

Student: Read stories and do exercises.

Ask the students to check their answers in pairs.

Student: Correct the answer.

Step five:

Listen and write the words.

Explain to the children that they will listen to the story from the perspective of chickens.

Student: Look at the pictures.

Play the tape and let the students listen carefully.

Student: Listen to the tape carefully.

Play the tape again and ask the students to write the missing words.

Listen and try to do it.

Read the story and check the answers.

Student: Read the story and correct the answers.

Homework:

Tell the story to their parents.