Early Childhood English Teaching Design Lesson Plans

4 English Teaching Design Lesson Plans for Young Children

In addition to the preparation of knowledge points for teaching English, it is also necessary to carefully consider designing classroom activities. After experiencing English education for some time, as a teacher you know how to write English lesson plans? Whether you are looking for is ready to write "early childhood English teaching design lesson plan", the following I have collected the relevant material for you to write a reference!

Early Childhood English Teaching Design Lesson Plan Part 1

Language Goal:

Talk about what people are doing.

Teaching Aims:

The present Progressive (Structure: Be + V-ing )

Key Points:

---What's he doing ?

---He's reading.

Difficult points:

Usage of the Present Progressive and the formation of the V-ing form of the verb.

Teaching Methods:

Teach the new sentence patterns by setting up scenarios, dialogues and performances from the beginning to the end.

Teaching Aids:

Pictures, CD-ROMs, VCDs, tape recorders

Teaching Procedures:

Step 1. Warming - up

A. Duty report

Teacher: How are you?

Teacher: How are you, boys and girls?

S s : Fine, thank you.

Teacher: OK, who's on duty today?

(the student who is on duty starts to make a duty report)

(the student who is on duty starts to make a duty report).

(The student who is on duty starts to make a duty report)

B. Ask and answer

(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard. on the blackboard.)

T: Usually, what time do you go to school?

S1: ......

T: When does your father watch TV in the evening?

S2: ......

T: Do you do your homework in the evening?

S3: ......

T: When do you play soccer?

S4: ......

T: what time do you usually eat dinner?

S5: ...

S4: ......

T: What time do you usually eat dinner? ...

(The teacher should encourage the students after questions.)

The teacher asks the students to read these five verbs for several times.

Step 2. Presentation

A. Match the words and the activities.

Ask the students to turn to page 83, and look at the pictures in 1a. pictures in 1a.

Then, the teacher ask questions:

----What's he doing? (Picture 1)

----He's making a

(Help the students answer the question with body language .)

Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)

< p> The Ss read these V-ing words after the teacher.

B. Play the video.

To make the Ss clear what they are learning in this class. Mr. Gong 's words do give the teacher a big hand.

(Write down the title of Unit 14 I'm watching TV on the blackboard and ask the Ss to read it.)

C. Teach the Present Progressive.

1. Introduction

Tell the Ss what the Present Progressive is. (The Present Progressive tense expresses an action that is going on or happening now. It is expressed in the form of Be Verbs + V-ing ---- which is its structural form.)

2. Tell the difference

Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard. Ask the Ss to have a look and find the difference between them. Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then, ask the Ss to read them again.

3. Listen to the tape.

4.

Let the Ss get ready to listen to the tape (paper and ball-point pen).

Check the answer: 2 4 1

4. Activities.

The teacher acts several actions and say : "What am I doing?", help Ss answer: "I'm doing?", help Ss answer: "I'm doing a lot of things".

The teacher acts several actions and say : "What am I doing?", help Ss answer: "I'm opening the door."

(The other actions: look at someone, clean the window)

Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined:

n What am I doing?

n I

n What am I doing?

n I'm looking at him.

n What am I doing?

n I'm cleaning the window. cleaning the window.

5. Pairwork.

Ask and answer questions about what people are doing in the picture.

u What's he doing?

u He's reading.

The Ss can practice different sentences upon the verbs on the blackboard.

6. Guessing game.

The teacher can practice different sentences upon the verbs on the blackboard.

The teacher prepare several pieces of paper and there are different actions on it. Ask a pair of Ss to act it out. (Each pair of Ss choose two pieces of paper and act.)

The teacher prepare several pieces of paper and there are different actions on it. (Each pair of Ss choose two pieces of paper and act.)

(The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progressive

(The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progressive.)

7. Self-assessment.

The teacher prepare for the Ss some listening.

The teacher prepare for the Ss some listening exercises, and play the cassette, let them finish these exercises at once. the Ss to do at once.

<1>--What's Li Lei doing?

-- He_____________. ( read )

<2>--What's his mother doing?

--She_____________. ( write )

<3>--What are they doing?

--They_____________. ( play soccer)

<4>--What are David and Mary doing?

--They_____________. (have dinner)

<5>--What's Jenny doing?

--She______________. ( run )

(In fact, the Ss don't have enough time to finish the exercises, so they can go on and finish these exercises after class.

1. Finish the exercises in the class.

2. Make a conversation and act it out with your partner.

Step 4. The end

T: You are very good. p> T: You are very good today, boys and girls! And thank you for listening. Bye.

Early Childhood English Teaching Design Lesson Plan Part 2

Teaching Objectives:

Knowledge Objectives:

1.

1. bought, taught and thought

2. the story

3. a song

Ability target: 1. past tense

2. where did you do?

3.

Emotional goal: When you play things, you must get good corporation with your players.

教学重点、难点：1. I am throwing the basketball.

2. hitting and throwing

Teaching ability. throwing

Teaching aids and learning aids: some balls and story a tape and pictures

Teaching process:

I. Class opening and review

A. Class opening and review

Review " past tense" and " future tense" verbs with a game. Write three columns of words on the blackboard. Write three columns of words on the blackboard and ask for volunteers to match them correctly. As each student makes a match, he or she says " Yesterday I___de. Yesterday I___de. Today I___. Tomorrow I am going to__.

Introduce

Add "buy" "teach" and "think" to your "today" column. "Ask the students to give you the future tense for each verb and write them under your "tomorrow" column. "Ask the students to give you the future tense for each verb and write them under your "tomorrow" column. Then write "taught" "thought" "bought" in a different order than the other two columns, and ask the students to guess how they match with the present-tense verbs. Point out the similarities in spelling "bought" "taught" "bought" and "bought". Point out the similarities in spelling "bought", "taught", "thought"

Use the student book.

Pause after Number 1 in the student book. Review the story so far. Today Jenny and Li Ming went to the store buy some clothes for Li Ming to the pictures in the student book. In the student book. Who are they talking to?

Note the word "player" in the lesson. A "players " plays something, such as a sport.

Practice

Play "What's wrong?" to practice the new past tense verbs, and other new past tense verbs, and other tenses and verbs.

Play "spelling Bee" to practice spelling any vocabulary in this unit. .

Tech "Oh, what did you do?" in Number 3 of the student book.

Use the activity book

Number 2 in the activity book is a listening exercise. The students listen to each sentence on the audiotape and change it into the past-tense. here Here 's how the audiotape goes:

Board:

Lesson4 Where did you go?

bought taught thought

Where did you do?

What did you do? did you do?

Early Childhood English Teaching Design Lesson Plan Part 3

Teaching Objectives:

Knowledge and Skills Objectives:

1. Students can master the verb phrases about doing housework flexibly and apply them to daily conversations.

2. Master the composition of imperative sentences and their answers.

Emotional Objectives:

1. How to ask others politely to help you do something.

2. To be able to cultivate students' awareness of doing housework on their own initiative and develop good habits of hard work through activities.

Teaching Focus:

1. The correct pronunciation and use of all the verb phrases in this lesson.

2. To be able to apply the imperative sentences formed by verb phrases more skillfully.

Teaching Difficulties:

Every student can master the content taught and do well in being able to listen . Can speak . Can read.

Teaching aids:

1.PPT.

2.Word cards.

3. Small gifts.

Teaching process:

1. daily oral conversation show

T: Hello,boys and girls.How are you today?

S: I am fine,thanks.And you?

T: I am fine,too.

T: I am fine, too.

2. The game "Touch your nose"

3.

T: Class, look at the picture. What is he doing?

Ps:...

T: He is making the bed. (Show the phrase, teach to read, pay attention to make sure that the students read accurately and correctly)

After reading the phrase a few times.

② The following four phrases are the same as above.

③ Teach the reading.

④ Read the phrases together as a group.

⑤ Teach reading using the landmine game.

⑥ The professor holds the cards and each group reads a phrase 3-5 times. Compete to see which group reads accurately and neatly.

⑧ Drill the phrases.

Use the game method of boys PK girls. Draw boys. Two girls each read the phrases and draw smiley faces for the winning side and crying faces for the losing side.

4. Teach sentence patterns

① Show the dialog pictures to help students understand and use the new sentence patterns.

② Teach reading.

③ Drive the students and practice substitution with the words they learn in the lesson.

④T:Class,do you help your mother do housework?Now,I am your mother.I am doing housework.Try to be good and help me.

P1:Mom,can I help you?

T:Good boy!Yes,please make the bed.

P1:OK./All right.

T:Good boy!Thank you.

Each word is pulled into a sentence and drilled.

⑤ The teacher holds the phrase card and asks the students Can I help you?The students answer according to the content of the card.

⑥ Students work in pairs to drill the sentence patterns, then draw some students to show the results of the drills and give each student a small prize as a reward.

5. Summarize the lesson

T: Boys and girls, what did we learn today?

Ps: ...... (guide students to recall what they have learned in this lesson)

Summarize that the phrases learned in this lesson are all related to housework. It reminds students to love labor and be eager to help others!

6. Farewell

End the lesson with a song. Adapt some phrases from Teddy Bear with the phrases you learned today.

Teddy Bear,Teddy Bear,turn around.

Teddy Bear,Teddy Bear,clean the ground.

Teddy Bear,Teddy Bear,set the table. Teddy Bear, Teddy Bear, say "Good bye"!

Early Childhood English Teaching Design Lesson Plan Part 4

Teaching Objectives:

1. To be able to listen to, speak, read, and write the phrases: on foot, by bike, by bus, by train.

2. To be able to listen to, speak, and read the phrases: by plane, by ship, by subway. ship, by subway.

3. Be able to use the sentence "how do you go to school? how do you go to canada/...?" to replace the way of asking others to travel; and be able to answer with the sentence "i go by...".

4. Listen to, understand and sing the song of let's chant.

5. Help the students to understand the traffic rules and follow them consciously in their lives.

Teaching key points:

Master the four phrases and the expression of using some kind of transportation to go to a certain place in the part of a let's learn, and be able to replace the key words for the question and answer.

Preparation before class:

1. Teachers prepare the teaching courseware of let's start part and the main scenario map.

2. The teacher prepares the tape recorder and the tape of this lesson.

3. Teachers prepare the word cards of a let's learn part.

Teaching steps:

I. Warm-up

1. Review the pronunciation and meanings of the adverbs: always, usually, often, sometimes, never.

t: when do you get up? / when do you go to school? ... (Guide students to answer with always, usually, often, sometimes)

2. t: today i go to school by bus. I usually go to school on foot. Teachers use body movements to help students understand the meaning of the sentences.

t: what about you? do you go by bike or by bus? do you go on foot? or by car? Teachers and students can talk freely with each other to introduce some common ways of transportation. Lead the students to look at the labeled pictures in the let's start part of the lesson and answer the questions.

Second, preview (preview)

1, let's chant

Teachers play this lesson let's chant part of the recording, sung on foot, the whole class stomping; sung by car/ bike/ bus/ plane/ train, students make the corresponding action. Then the teacher according to the content of the song randomly show let's learn part of the word cards to deepen the students' impression, the whole class with the recording and sing and do it again.

Third, the new class presents (presentation)

let's learn

1, the teacher does the action, asking and answering: "how do i go to school? i go to school by bike." And write: by bike. Teacher repeats the sentence and asks a student: what about you? how do you go to school? Teacher helps the student to say the complete sentence: "i go to school by..." and write the corresponding phrase on the board. The teacher helps the students to say the complete sentence: "i go to school by..." and writes the corresponding phrase on the blackboard.

2. Look at the phrases and paste the card game

Teachers show the phrase cards with different means of transportation, and let the students quickly paste them on the blackboard next to by phrases, and the teacher will lead the phrases and sentences "l go to school by...".

3. "Quick Reaction" game

Teacher says a certain phrase, such as: by bike, let the students do the corresponding action and say the sentence, such as: i go to school by bike.

4. Teacher takes out the pictures of the means of transportation that the students may not have mentioned just now. Teachers take out pictures of transportation that students may not have mentioned earlier, such as: by plane/subway/ ship/ boat, etc., and present and practice these phrases. Then point to the pictures in the textbook and ask: "what can you see in the pictures?" Pay attention to guide students to understand the meaning of "subway": "it's an underground railway in a city. it travels very fast. It's an underground railway in a city. It travels very fast." Teacher leads the new phrase.

5. Students listen to the recording and read the let's learn part of the content. Teachers pay attention to correct students' voice and intonation.

6. The teacher guides the students to the spelling competition. Can empty out the vowel letters in the words for students to fill in, but also can be disrupted to form the order of the letters of the word, let the students reorder, form the word.

7, let's play

Teachers ask students to say some places, such as: school, beijing, the us, the moon, etc.; teachers encourage students to imagine the way to travel and the place to go. Then students work in pairs to practice the sentence pattern. One asks "how do you go to beijing/ the usa/ the moon?" and the other gives an answer: "i go by train/ plane/ spaceship. "

Fourth, consolidation and extension (consolidation and extension)

1, the teacher guides the students to look at the main scenario map, say the mode of transportation shown in it. Students can say: on foot, by bike, by subway. if students ask about the clown riding a unicycle as well as young children riding a three-wheeled children's car teachers can add that they are unicycle and tricycle; and bicycle bike another way to say: bicycle, meaning two-wheeled vehicles.

2, students do let's learn part of the activity manual supporting exercises; teachers guide students standardized writing. At the beginning of a new school, it is very necessary for teachers to reiterate the requirements of writing to students.

V. HOMEWORK

1, students memorize and copy the four will words;

2, students preview c let's sing part of the song.