Primary school campus theme activity plan 1
I. Guiding ideology
The purpose of offering English courses in primary schools is to cultivate students' positive feelings in learning English, form a preliminary sense of English language, lay a good foundation for their pronunciation and intonation, and finally enable students to have the initial ability to communicate in the English they have learned. In order to meet the needs of society and the times, we should treat English teaching with the concept of student development and the vision of school development.
Successful English teaching depends on a lot of language materials and language practice. However, in years of teaching practice, we feel that the time and space for primary school students to contact and use language is limited. Extracurricular reading is an important aspect of language learning. Reading teaching plays a very important role in foreign language teaching, and reading class has been an important topic in English teaching in China for a long time. Besides, reading is a good way to consolidate and expand vocabulary. However, at present, there are no clear teaching objectives and supporting reading materials in primary school English, so it is of great practical significance and an inevitable trend of the times to offer English extracurricular reading classes in primary schools.
Second, the overall goal
Facing all students and paying attention to quality education. Pay attention to each student's mood, stimulate their interest in learning English, stimulate students' interest in extensive reading, and make students like reading and feel the pleasure of reading. Guide students to pay attention to accumulation, reading feelings and experiences, and cultivate a sense of language. Cultivate students' good reading habits. Enhance students' reading comprehension and analytical appreciation. So that they can develop their comprehensive language use ability and improve their humanistic quality in the learning process.
Third, the purpose of reading.
1. Expand students' vocabulary. Through extracurricular reading, students can master more vocabulary, further improve the level and scope of English reading, make their lives no longer limited to the classroom, and let them experience the joy of learning English.
2. Actively create a scholarly campus, stimulate students' interest in English extracurricular reading, cultivate students' good English reading habits, broaden students' English horizons, and comprehensively improve students' comprehensive English literacy.
3. Introduce the British and American cultural background to help students understand idioms in different cultural backgrounds, improve their interest in learning, broaden their horizons and increase their knowledge.
4. Reading after class can enrich English accomplishment, improve English ability, tap English potential, fully display students' English reading achievements in various forms of English extracurricular activities, establish self-confidence, stimulate motivation, and lay a solid foundation for students' sustainable development.
Fourth, reading target: students in grades three to five.
1. Pay attention to the accumulation of words and phrases, ask students to bring a special notebook, write down the words, phrases or small grammar they have learned, and browse and review frequently to prevent forgetting.
2. Establish an English corner in each class to encourage students to make English tabloids.
Verb (abbreviation for verb) specific goal
Level 1 (Level 3):
1. Understand and read simple stories with pictures.
2. You can exchange simple personal information and express simple feelings.
Level 2 (level 5):
1. Be able to read simple stories or essays with pictures and develop the habit of reading in groups.
2. Can combine the context and understand sentences. Develop the habit of thinking in English, improve reading speed, and be able to answer some complicated questions according to the relevant content of reading materials.
Guidance of intransitive verb method
1. First, provide language experience and attach importance to input.
For the story material presented first, students should be given as many opportunities to feel the language as possible in teaching. In teaching, students can use their eyes, ears, brain and other senses to feel the scene and content of the story through cartoons in teaching materials, dynamic courseware made according to the content of the story, expressive performances of teachers and body language. At the same time, students actively receive all kinds of information, find facts and problems, such as unfamiliar words, and then gradually form the ability to accept facts and summarize stories through overall understanding; The ability to guess and guess unfamiliar words according to the relevant information you feel and solve problems; Gradually develop a positive learning attitude and good language learning habits such as careful observation, careful listening, positive thinking and active discovery.
2. Secondly, we should stick to the story material and emphasize understanding.
The process of understanding should be from the outside to the inside, from easy to difficult, and should be hierarchical. For example, students can be guided to look at the illustrations and the title of the story first and ask them to predict the general idea of the story; Then ask the students to look at the pictures and listen to the tape or the teacher's performance, and ask them to understand the characters in the story and their relationship. Then let the students listen to the recording of the story while watching it, and let them choose which picture shows the plot of this recording. Finally, organize students to look at the pictures and listen to the story recording, and ask them to answer questions about understanding. The ways or activities of understanding stories at different levels should be diversified, and timely evaluation of students' performance will help students establish a sense of accomplishment and self-confidence in learning.
In addition, attention should be paid to the introduction of language knowledge in story teaching to promote students' understanding.
Some new words and sentence structures are bound to appear in the story. We should grasp the opportunity to adopt direct or indirect, centralized or decentralized methods in the appropriate level of understanding activities according to the actual situation, and even introduce them naturally and skillfully through direct translation. However, we should pay attention to discretion in teaching. The main purpose of introducing these linguistic phenomena in the process of understanding is to help and promote students to understand stories more accurately and comprehensively, and they must never interfere with or terminate story understanding activities simply for the purpose of teaching vocabulary and sentence patterns. Of course, we can consciously emphasize new words and new structures by writing on the blackboard and displaying cards to attract students' attention. Further study and practice of these slogans can be designed and arranged later. Students' initial feelings about these new language phenomena in the process of story understanding can pave the way for them to further study, practice, master and use these words and sentence structures.
3. Finally, we should pay attention to imitating performance and strengthen experience.
According to the characteristics of primary school students, we should pay attention to imitation in English learning. Imitation is not mechanical following. Students' imitation activities must be after understanding the content and plot of the story. It is meaningless to follow reading activities without understanding. The main purpose of imitation activities is to enable students to speak English with accurate pronunciation, intonation and emotion. Ask the students to imitate the tape recorder as much as possible. Performance is the initial experience for students to play the role in the story and express their language through cooperative learning such as group activities. According to psychology, acting stories with emotions and accompanying actions can help students internalize the language and improve their language use ability, which has been well confirmed in English teaching practice in senior grades. Of course, for students with good level, we can also try to let them creatively adapt and perform stories, introduce the content of stories as a third party, etc., and gradually cultivate their high-level language expression and application ability.
Seven. safeguard measure
1, creating a reading atmosphere
Establish class English corner and other learning positions. You can collect extra-curricular books on English from students and let them bring them to class to facilitate extra-curricular reading. Make full use of windows, blackboard newspapers, handwritten newspapers and other positions inside and outside the classroom to display classic sentences, students' reading achievements and create a reading atmosphere.
2. Guide reading methods
Help students make extracurricular reading plans, guide extracurricular reading methods, organize students to carry out various reading exchange activities, pay special attention to students who don't like reading, and often guide, encourage, edify and guide them.
Teachers should set an example by themselves, not only be familiar with "required reading", but also expand the scope of reading, read more and read well.
3. Ensure reading time
4. Carry out special activities of extracurricular reading.
(1) Use the freetalk time in English class to let students introduce their own reading stories.
(2) Carry out extracurricular reading handwritten newspaper competitions, comic book competitions, story telling, short plays, reading competitions and other activities.
(3) Evaluate "Story King" and "Little Translation" regularly, and give a small amount of material rewards, such as extracurricular reading materials.
(4) Encourage students to collect English stories and hold reading recommendation meetings regularly.
Primary school campus theme activity plan II
Activity theme: Happy English Story Meeting.
Second, the activity objectives:
Through activities, stimulate students' enthusiasm for learning English, let students express stories in English and encourage students to express themselves boldly.
3. Target: Primary school students in grades 3-6.
Fourth, the competition requirements:
1, the selected content is executed without writing.
2. The script that students participate in the competition is known or interested by students. Comprehensive score from script content, oral expression and action performance.
3. Each English teacher organizes two programs (the program type is determined according to the sixth grade), which can be innovative in performance form, play background music, create a good appreciation situation and obtain good artistic effects.
4. The performance requires clear and accurate voice, rich emotion, expressive expression, decent gfd and infectious.
Verb (abbreviation of verb) Competition procedure: The competition is divided into two groups: junior group (grade three or four) and senior group (grade five or six).
Competition time: The time is tentatively set for the last two classes in the morning of May 3 1 (Friday). The location is in the amphitheatre on the first floor. Competition order: The competition will be held in the order of drawing lots for group programs (junior-senior).
Sixth, the selection method:
The judges are organized by the guidance office, and the average value after removing a point and a lowest point is taken as the final score of the players.
Seven, scoring criteria:
1. Ideality: out of 2, the theme is clear and prominent, the content is positive, and the true feelings are required.
2. Language expression: A perfect score of 4 requires standard spoken language, clear articulation, expressiveness and appeal.
3. Image and demeanor: out of 2 points, full of energy and decent posture.
4. Comprehensive performance: out of 2 points, the judges will evaluate the comprehensive quality according to the players' on-the-spot performance.
5. Time requirement: The performance should end in 5 minutes.
6. The total score shall not exceed 10.
Eight. Awards: First, second and third prizes will be awarded for all grades (grades 3-4 and 5-6) (tutor award: 60 points, 50 points and 40 points, student award: to be determined).
Each group has a first prize: one; Second prize: two; Third prize: three
According to the performance score given by the participating students to the class teacher, grade the class according to each student.
Nine, related matters needing attention:
1. When participating in the competition, the English teacher organizes students to participate in the competition to ensure the safety of students.
2. If you want to bring your own background music, costume props can be customized.
3. Each class should carefully plan and do a good job in the relevant work of this competition.
Primary school campus theme activity program 3
I. Purpose of the activity:
In order to fully implement the English Curriculum Standard for Compulsory Education (20th Edition), deepen the reform of English teaching, further strengthen the teaching of English listening and speaking ability of students in compulsory education in the whole city, and continuously improve the English teaching level, the Municipal Education Bureau has studied and formulated the Guiding Opinions of Linyi Education Bureau on Further Strengthening the Teaching of English Listening and Speaking Ability of Students in Compulsory Education. To this end, our school has specially formulated an implementation plan. According to the activity plan of the implementation plan, in order to stimulate students' interest in learning English, cultivate students' sense of English language, fully mobilize students' enthusiasm for learning English, and provide a stage for students to show their English talents, the _ _ Primary School Oral English Style Competition was held.
Second, the guiding ideology:
Fully implement the English Curriculum Standard for Compulsory Education (Version 20__), conscientiously implement the guidance of Linyi Education Bureau on further strengthening the teaching of students' English listening and speaking ability in compulsory education, further enhance students' interest in learning English, further expand the scope of students' participation in English listening and speaking activities, and further improve students' English listening and speaking ability.
Third, the theme of the activity: "Speak Happy English"
Campaign slogan: everyone speaks English, everyone uses English.
4. Competition object: students from grade three to grade six in the whole school (township/town), limited to 10 students per class.
Verb (abbreviation for verb) activity mode:
Each class (campus) first conducts the preliminary competition according to the competition content setting and scoring standard, and judges the outstanding players to participate in the school (township) finals.
Final time: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Sixth, the final venue:
Seven. Competition forms and procedures:
1, draw lots to decide the order of appearance.
2. The competition is divided into five categories: self-introduction, free communication, oral expression (only for grades 5 and 6), reading skills and talent display, and each category has its own judges.
3. After the contestants enter the examination room, they will compete in turn according to the route and order specified in the contest. The judges and teachers use the scoring table to score, and finally give it to the statistics teacher for statistical analysis.
Eight, reward method:
According to the total score 1 group first prize, 3 second prizes and 2 third prizes.
Individual individual awards: there will be first prize 10, 30 second prizes and 20 third prizes for each individual event.
Total individual prize: 30% of the first prize, 40% of the second prize and 30% of the third prize.
Nine. Scoring criteria and composition of judges
(1) Scoring standard (each item shall be scored as appropriate according to the actual situation):
1, loud and clear.
2. Correct pronunciation and natural intonation. Infectious.
3. The sentences are fluent and have a good sense of language.
4, timbre, sound quality.
5. When rapping, the rhythm is appropriate, the content is skilled, the rap is smooth, and the language sense is good.
6. Typhoon. Skilled, graceful and generous in action performance; Rich expressions and changes in roles; Eye contact has a sense of object
(2) Composition of judges:
Introduce yourself: __X
Free communication: __X
Oral expression: __X
Reading skills: __X
Talent show: __X
Primary school campus theme activity program 4
I. Purpose of the event
The annual "June 1st" International Children's Day is coming. In order to let the children have a colorful, happy and peaceful festival, to give students an opportunity to express themselves, and to show the fruitful achievements of quality education in our school and promote the construction of campus culture, the school decided to hold a grand _ _ anniversary "June 1" literary performance.
Two. List of organizing committees
Team leader:
Deputy team leader:
Team members: class teachers of each class.
Third, the preliminary work content and personnel arrangement
Moderator: Dai Yunxia and Wang Xinhao.
Art program group: Zhang Mei, the head teacher (responsible for the inspection of art festival items, the arrangement of performance sequence, and the urging of Taiwan).
Manuscript group: Liu Yongfa, head teacher of each class (responsible for cross-talk and awards)
Logistics Support Group: Liu Zhenmin (responsible for environmental layout, material procurement, equipment handling and placement, etc. )
Security group: Xue Zhijin, Zhai Yajun, Wang Zhenmin, class teacher, and class teacher (responsible for maintaining the performance order, students' discipline and safety).
Props, costumes and make-up: each class should bring its own.
Judges:
Fourth, the activity time
20__ year x month x day
Verb (short for verb) activity:
1. President Li Meiyu's speech.
2. The teacher's representative spoke
3. Student representatives speak
4. Cultural performances:
First, the program form:
① Song and Dance: solo, chorus, dance, song and dance, etc.
② Quyi: crosstalk, sketch, magic, martial arts, etc.
③ Language category: poetry recitation, etc.
④ Instrumental music: solo, ensemble, etc.
B. Program arrangement: (2-3 programs per class)
In order to reduce the burden on teachers, the head teachers of each class are responsible for the preparation of the "June 1" cultural performance program and make overall arrangements for the programs of this class. Each class is required to prepare 2-3 programs, and the program arrangement of this class will be reported to Zhang Mei before May 25th. The program requires careful selection, healthy ideological content, and certain artistry, which can't be handled, and the performance effect of the program can't be ignored in order to complete the task.
C. program awards:
In this activity, the programs participating in the performance are graded according to the grading standard,
According to the number of people, the prizes are distributed as follows: 1 first prize; 2 second prizes; Three third prizes.
D, program requirements:
1. Types in the program: songs, dances, operas, sketches, cross talks and operas that comprehensively reflect students' cultural life.
2. Program content: The main purpose is to reflect the achievements of students' quality education, show students' healthy and progressive mental outlook, reflect the lively and cheerful festive atmosphere of Children's Day on June 1, fully show their personal style, show the achievements of art education in our school, and show our school's style. Advocate bold innovation, lively and novel.
3. Program requirements: the program types are diversified, the program content is close to life, the clothes are neat, the props are exquisite, and the artistic effects of dance and sound are good.
Activity requirements of intransitive verbs
Each class should organize students' discipline and formulate preventive measures to ensure students' safety.
Primary school campus theme activity plan 5
I. Purpose of the activity:
In order to build a stage to cultivate potential for children and students in our school, enrich our school's cultural life, display talents, stimulate students' feelings of loving learning, life and campus, improve students' comprehensive quality, and let students live a peaceful, happy and progressive "June 1" International Children's Day. Our school will carefully arrange the celebration activities of the "June 1" cultural performance.
Second, the theme of the event: "No one can be left behind"
In order to make children have a happier Children's Day, the theme of our activity is "No one can be left behind". There are two programs in each class, one of which must be a mass program, and all children participate in it, so that every child can gain a happiness in his own festival! A brave man! A kind of confidence!
Third, the time schedule:
Fourth, the organization method:
1, taking the class as a unit, each unit produces 2 programs, and the participating programs are trained by teachers such as the head teacher.
2. In order to ensure the quality of the program, each unit reported the program materials, participants, costumes, props and music to the teacher on May 25th, so as to make unified arrangements in the school.
Verb (abbreviation for verb) Plan requirements and plan suggestions:
1, each program should reflect "essence" and "novelty", and the duration of each program should not exceed 4 minutes.
2. The program forms are mainly songs (solo and chorus), dances (solo and group dances), aerobics, pantomime, textbook dramas, sketches, storytelling, poetry reading, allegro, instrumental music, martial arts, acrobatics and language programs, which are jointly created and arranged by teachers and students.
The theme of this program is to reflect the happiness of Children's Day on June 1st. It should be healthy, up-to-date, distinctive, novel and infectious, and highlight the age characteristics of children's innocence and liveliness.
VI. Work information, matters needing attention and the arrangement of the person in charge are as follows:
1. Judges: Choose two parents as judges in each class, get in touch on May 27th and report to Teacher Zhan Xiaojing. At 7 pm on May 30th, a meeting of parents' judges was held. Person in charge: _ _
2. Logistics: Invite villagers to assist in the security work at the venue, campus and school gate. Person in charge: _ _.
3. Prizes: Before 4:00 pm on May 3 1, the class teacher will distribute prizes, certificates and red flowers. At 4: 00, the excellent team and the team leader took a group photo. Person in charge: _ _.
4. Closing: Clean up the site after the evening of May 3 1 day. Person in charge: _ _ X.
5. Required items and procurement: cosmetics: marlene dietrich; Calligraphy and painting supplies: Huang Jingkuan; Procurement of other activities: _ _
6. Dinner arrangements for the day: there were teachers, boarding students, parents who helped make up, and parents' judges who ate that night. Person in charge: _ _
Seven. Activity flow:
This activity is divided into two parts:
There will be an exhibition of calligraphy, painting, origami, hard pen calligraphy and stick figure at 4: 30 pm on May 3/KLOC-0. At that time, the famous calligrapher of our town will be invited to come to the school for guidance.
At 7: 30 pm on May 3 1 Sunday, a cultural performance was held.
Eight, performance evaluation standards and rules:
1, the initial score of each item is 8.0, and the full score is 10, with one decimal place reserved after the decimal point.
2. Remove the score and the lowest score, calculate the average score of each team, and then add up the average scores of the four items to determine the ranking according to the score. 100 is divided into full marks, with two decimal places reserved, rounded off, and points will be given after the first three programs are performed. )
3. The awards are divided into two groups: the lower grade group (Grade One and Grade Two in kindergarten) and the middle and high grade group (Grade Three to Grade Six) for comprehensive awards.
4. On-the-spot grading: the lower grade group awarded the first prize 1 name, two second prizes, encouragement prize 1 name, first prize 1 name, two second prizes and encouragement prize 1 name.
9. Non-class teacher arrangement: The non-class teacher is responsible for assisting the class teacher, and the life teacher is responsible for changing the students' clothes.
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