Five Selected Templates for Elementary School English Lesson Plan Samples

In English learning, students should be allowed to read on their own, feel the tone of voice, and be encouraged to add their own emotional actions to perform the dialogues. The following is my compilation of five elementary school English lesson plan examples, I hope to provide you with reference and reference.

Elementary English Teaching Plan

Teaching Materials

The topic of this unit is to talk about the weather conditions and weekend activities.Story time Record Yang Ling's weekend day in the form of a diary, so that the students can further recognize and understand the usage of the general past tense. Teachers can use the vocabulary of Unit 7 At weekends in the student's book to design teaching activities that require students to use the general past tense to describe the activities of the weekend that has just passed.

Learning Objectives

1. Students can understand and listen, speak, read and spell the words and phrases cloudy, rainy, sunny, windy and use the sentence patterns It was sunny / cloudy / windy / rainy.

2. Students can understand and speak the word show and read the words show, sunny, windy, Students can understand, speak and read the words show, interesting, weather, high, honey, ant, bee, cloud, sky, rain

3. Students can perceive the irregularity of the past tense of the verb and its pronunciation

4. Students can perceive the sentence patterns of weather expressions

5. Students can write a diary in English in a certain format. Students can understand and listen to, speak, read and spell the words and phrases: cloudy, rainy, sunny, windy and use the sentence patterns: It was sunny / cloudy / windy / rainy.

Teaching Focus

1. Students can understand and listen to, speak, read and spell the words and phrases: cloudy, rainy, sunny, windy and use the sentence patterns: It was sunny / cloudy / windy / rainy. 2. students can understand, speak and read the words show, interesting, weather, high, honey, ant, bee, cloud, sky, rain,

3. students can perceive the irregular changes of the past tense of verbs and the pronunciation of the verbs

4. students can perceive the sentence patterns of the weather expressions

5. students can perceive the sentence patterns of the weather expressions

6. students can perceive the sentence patterns of the weather expressions

7. students can perceive the sentence patterns of the weather expressions

8.

Step 1 Warm up

Greeting

Free talk

T: Hello, boys and girls.

Would you know something more about me?

Two days ago, I was in the middle of a new year.

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

It's a big and beautiful city. I

Review : was(am's past tense) ago

But now ,I am in Zhangjiagang. It's beautiful, too.

Use two simple sentences to distinguish the difference in tenses

3. Something about you.

Show the three topics of Favourite Food, Favourite Animal, Hobbies

In the topic of Favourite Food, elicit the words dumplings, honey

In the topic of Favourite Animal, elicit the words dumplings, honey. In Favourite Animal,introduce the word parrot and extend it to parrot show

In Hobbies,introduce I like drawing and writing diaries very much.

Teach: diaries diary

T:Look Look at the three topics of Favourite Food.

T:Look ,these are my pictures. Let's look at them.

Teach: sunny cloudy windy rainy

T: These pictures are about the weather.

T: These pictures are about the weather.

Teach: weather

Step 2. Presentation

1. show a picture

T: This is Yang Ling.

She likes drawing and writing diaries ,too.

She likes drawing and writing diaries ,too.

Show the diary header

T: This is a diary of hers. What a day!

What day is it today? Sunday

What date is it today? September (September 20th)

Infiltrate the writing format of English diary

Introduce the topic Unit 2 What a day! T:Let's look at Yang Ling's pictures.

What can you see in the picture?

(1) S:I can see some children in the park.

T:Who are they?

S: Su Hai, Mike, Liu Tao and Yang Ling.

(2) We can see some parrots in the park. can see some parrots in the park.

(3) fly kites

(4) rain

4. Let's talk Show the pictures related to the text and start a discussion

Look and match Teach special change forms of the past tense of the verbs in the process

S: Su Hai, Mike, Liu Tao and Yang Ling. Past tense of verbs

go→went see→saw become→became fly→flew are→were

Then read the sentences in the right orders. (Teach: wet)

5. Read the diary by yourself, then finish the exercise. (T/F)

6. Read the diary

Find the sentences that express the change in weather, then transition to the sentences that express the change in events

Teach the past tense of bring, can in this activity. Past tense could

Step 3. Consolidation

1. Let's read

a. Read after one.

b. Read together.

c. Read one by one.

2. T:What do you think of her day?

Happy? Interesting? Terrible? Bad?

Step 4.

Unit 2 What a day!

It was sunny / cloudy / windy / rainy.

go→ went fly→flew

It is a day when you have a good time. went fly→flew

see→saw are→were

become→became bring→brought

Elementary School English Lesson Plan Sample 2

_Lesson time

Teaching content: Storytime

Teaching Objectives:

To be able to understand, speak and read the words lovely, nine, eight, our, five, six, seven, ten.

2. To be able to perceive how to talk about age in the context of the situation, and to be able to understand, speak and read the sentences in the sentence pattern of daily communication: How old are you? I'm ....... How lovely! How lovely! Here you are.

Teaching Key Points and Difficulties

To be able to perceive how to talk about age in the context, and to be able to understand, speak, and read the sentence-type daily communicative phrases: How old are you? Here you are.

Teaching and learning aids:

Word cards, PPT

Teaching process:

step 1. Greeting and warm up

T: ..., please close the door.

T: ..., please close the door. door.

..., please close the window.

T: Good morning/afternoon, boys and girls.

Ss: Good morning/afternoon, Miss Cui .

T: ..., can you count from one to ten? Students try to say.

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

Ss: Eight. (T teaches eight, and in the same way teaches nine, ten)

Step 2.Presentation and practice .

T: (show the pictures of Mike, Helen, Tim) Look, Helen is Mike's brother. Mike is nine. And how old are you?

Ss: I'm eight/nine/ten . I'm eight/nine/ten .

Teach the new sentence pattern and lead the students to ask and answer.

T: Good. and how old is Helen? Guess! (Guide students to guess Helen's age)

Step 3. Learn to say .

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

T: Yes, and what are they going to do ? Let's have a look.

1. Watch the animation and feel the text as a whole: Do they see toys in the museuml? How do they feel?

Find the sentence: Look!

2. Ask questions and let the students listen to the recording again with the questions: How old is Mike? How old is Helen?

How old is Tim?

Students drill: How old are you ? I'm nine/eight/two.

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

Show picture 3: This is for you. Thank you.

Show picture 4: Here you are. Thank you.

4. Read after the tape.

Read together. Pay attention to the characters' expressions and movements.

Read in roles. Let students read on their own, feel the tone of voice, and encourage students to add their own feelings and actions to perform the dialogues.

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

Act in roles.

Step 4 Consolidation

Make a dialogue.

Guide the students to create a dialogue on the basis of the phrases in the text:

T: Now I'm the shopkeeper at the Toy Museum. Look at the toys .

Ss: How lovely!

T: Hello!

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

Students practice and create dialogues in groups.

Classwork:

Homework:

1. Listen to the recording and read the dialogues.

2. Copy the four words.

3. Remember your home phone number, door number, license plate number

Elementary School English Teaching Plan Sample Three

I. Analysis of Teaching Materials:

This unit is mainly centered on the topic of "friends" to carry out various activities, which involve The daily communication programs are introduced, goodbye and so on. The main focus is on "introducing one's friends". When designing teaching activities, we apply the "task-based" teaching method to support the class with activities. Each of the teaching objectives is seen as the main task of the lesson, carefully designed, skillfully prepared, under the premise of the teacher's demonstration, so that students can summarize their own knowledge of the language, to develop the students' oral expression ability.

Second, the teaching objectives;

1 、Able to listen to, understand, read and say goodbye, my friend, he's, she's.

2 、Able to listen to, understand, read and say the daily communicative phrases Goodbye, ... He's/She's... He's/She's my friend.

3, can correctly understand and read aloud the content of the dialogues, and try to act out the dialogues under the guidance and help of the teacher.

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

3. Teaching key points;

1. Be able to familiarize with the letters learned.

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

3. Be able to apply the learned sentence patterns skillfully.

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

IV. Teaching Preparation

Letter cards, PPT, animation courseware

V. Teaching Process.

Setp1: class opening and revision

Free talk

T: Good morning, class.

Ss: Good morning , Miss Tang.

T: Hello, Are you

Ss: Good morning , Miss Tang.

S1: Yes, I am. /No, I am not. /Yes, you are right.

T: ok, now I have some cards. You should read them quickly and loudly.

(Show the letter cards and review the old knowledge.

(Show the letter cards and review the old knowledge.)

Setp2: Presentation

1、let's enjoy a song

2、there are two person.(Show the character cards) he's Mike. he's Joe. Mike is my friend and Joe is my friend too. So they are my friends.(Show the board, teach the new word friends my friends) Show the word card, consolidate the pronunciation.

3. So today we will learn unit 3 My friends.(引出题目my friends)>

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

T: Yes, she is Yang Ling. (板书she's ....她是........) Repeat the sentence pattern at the same table.

(同理出示Mike图片，教授he's....她是....) Repeat the sentence pattern at the same table. Correct the pronunciation.

We have many friends, we are all friends. For example, she's ... She's my friend.

Pair work

let's introduce your friends

he's ....he's my friend.

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

Setp3: story time

1. Watch and answer

Q1who's Mike's friend?

Q2How does Mike introduce his friend?

2. Listen and underline

3. watch again

Repeat the recording of the story, and organize the students to imitate and follow it while pointing to the corresponding English sentences. The story is not a story that can be read out in English.

4. read in different ways

5. play in roles

Step4: interesting practice

Fill in the blanks according to the text

Step5: homework

try to retell the story

Board Design

Unit 3 My friends

My friends

Friend/friends

He's __x. 's my friend.

She's __x. She's __x.

She's my friend.

Elementary English Lesson Plan Sample 4

The 4th period

Teaching Aims:

1. The students can practice three special sounds.

2. The students like to learn English.

3. The students can listen and find.

Teaching Emphasis:

1.

2. How to listen to the story and do exercise.

Teaching Difficulty

1. How to practice the special sounds.

2. How to listen and do some exercise.

3.

Teaching process:

Step1:

Special sounds.

T: Have the children open the books at page78 and look at the pictures of the drum, the flowers and the frog. Have them try to read them.

S: Look at the pictures and try to read them.

T: Play the tape and have the children listen carefully for the difference between the drum and the frog. Have the children listen carefully for the difference between the sounds /dr/ /fl/ and /fr/.

S: Listen to the tape carefully and find difference.

T: Play the tape again and have the children read after the tape.

S: Listen and repeat.

T: Play the tape again and have the children read after the tape.

S: Listen and repeat.

T: Have the children try to remember some words. Have the children look at the blackboard and read the other words.

S: Look at the blackboard and read the words after the

T: Have the children try to remember some words. Have the children look at the blackboard and read the other words.

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

Step2:

Match the ordinal numbers

T: Have the children open their books at page 32 and look at the prizes and words on top of the page. Have them read the words first.

S: Look at the prizes and read the words.

T: Point to the pictures of the prizes with the words. S: Look at the prizes and read the words.

T: Point to the pictures of the prizes with the race position given and to the ordinal number words. Tell the children that they have to match the words and numbers.

S: Try to match the words and numbers. S: Try to match the words and numbers.

T: Explain that people sometimes use the ordinal numbers instead of their names in writing.

S: Listen and think.

Step3:

Read and label the prizes

T: Have the children look at the pictures at the bottom of the page. Explain the five objects are prizes in a competition.

T: Have the children look at the pictures at the bottom of the page. Explain the five objects are prizes in a competition and they have to read the sentences and then write the ordinal numbers under the corresponding object.

S: Look at the pictures and read the sentences and then write the ordinal numbers under the corresponding object. S: Look at the pictures and read the sentences and write the ordinal numbers.

T: Put the children in pairs to read the sentences and label the objects. p> S: Read the sentences and label the objects.

Step4:

Listen and check

T: Have the children look at the pictures on the top of page 33. Explain that the two children in the pictures is talking about things they did yesterday. Have the children say what they think the child in the picture did yesterday. Yesterday.

S: Look at the pictures and guess.

T: Play the tape and have the children listen to the tape carefully.

S: Listen to the tape.

S: Listen to the tape.

T: Play the tape and have the children listen to the tape carefully.

T: Play the tape again and have the children check what the boy did in the pictures.

S: Listen to the tape and check.

Step5:

Let's find out what the boy did in the pictures.

Let's find out

T: Have the children think about the sports that they usually to do.

S: Try to think. Have the children look at the bottom of the page. Have them read the conversation between the two children. Explain that you want them to interview at least three children for sports they did last week. Explain that you want them to interview at least three children for sports they did last week, and they need to take notes on the lines provided.

S: Read the conversation and interview three children.

S: Read the conversation and interview three children.

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

Homework:

Recite the words.

Post-lesson reflection: students are able to apply what they have learned flexibly to the practical exercises.

All the students are able to apply what they have learned flexibly to the practical exercises and master them well.

Elementary English Lesson Plan Model V

The 5th period

Teaching Aims:

1. The students can read the story and do some exercise.

2.

1. The students can read the story and do some exercise.

2. The students like to learn English.

3. The students can listen and write the words.

Teaching Emphasis:

1.

2. How to listen to the story and do exercise.

Teaching Difficulty

1. How to read the story and do exercise.

2. How to listen and do some exercise.

3.

Teaching process:

Step1:

Review the story.

T: Have the children try to think the story.

S: Try to think. Try to think.

T: Tell the story to the student.

S: Listen and think.

Step2:

Read the story.

T: Have the children open Ask them to predict what is going to happen in this part of the story.

S: Look at the pictures and try to guess.

S: Look at the pictures and try to guess.

T: Have the children read the story .

S: Read the story.

T: Have the children read the story with teacher.

S: Read the story together.

Step3:

Number the pictures.

T: Have the children look at the pictures again and then number the pictures in the order.

S: Read the story again and number the pictures.

S: Read the story again and number the pictures.

S: Read the story together. pictures.

T: Have the children find the sentences about the pictures in the text.

S: Find the sentences.

Step4:

Check the

T: Explain to children that the unfinished sentences all relate to this part of the story. All the information they need to complete the sentences is in the text. complete the sentences is in the text. Have the children read the story and do exercise.

S: Read the story and do exercise.

T: Have the children check the answer in pairs.

S: Correct the answer.

Step5:

Listen and write the words.

T: Explain to the children that they are going to listen to the story and do exercise. that they are going to listen to the story from the chicken's point of view.

S: Look at the pictures.

T: Play the tape and have

T: Play the tape and have the children listen carefully .

S: Listen to the tape carefully.

T: Play the tape again and have the children write the missing words.

S: Listen to the tape and try to

T: Listen to the tape carefully.

T: Play the tape again and have the children write the missing words.

S: Listen to the tape and try to do it.

Tell the story to their parents.

The children read the story and check the answer.