The first volume of popular science English teaching plan for the sixth grade of primary school

5 English teaching plan of popular science edition in the first volume of the sixth grade of primary school

English learning should do everything possible to create opportunities for students, let each student speak more and practice more, and cultivate their interest in learning English. After a period of English teaching, I might as well write a sixth grade English teaching plan and share it with you. Whether you are looking for or preparing to write the first volume of English teaching plan for sixth grade primary school, I have collected relevant information below for your reference!

English teaching plan for the sixth grade in primary school Volume I 1. First, the teaching focus:

Verb phrases and their forms: painting, washing dishes, cooking, reading and answering the phone.

The sentence pattern "What are you doing?" And the answer is "I'm washing dishes/…".

Second, the teaching difficulties:

Teachers should demonstrate the pronunciation of the verb phrase ing and gradually guide students to read fluently.

Third, preparation before class:

The teacher prepares various verb phrase cards and pictures.

In this lesson, the teacher prepared tapes of "Let's sing" and "Let's learn".

The teacher prepares pots, shovels, telephones, dishes and other props.

The teacher prepares the courseware needed for this class.

Fourth, the teaching process:

1, preheating (preheating)

Activity 1: oral practice

Teaching reference time: 2-3 minutes.

Teachers communicate what students have learned or the situation at that time every day in order to use the language. It can be a student's self-introduction or a dialogue exercise between students.

For example, my name is ... I1011year old. I like pink and blue. I like eating fish and hamburgers. I can swim and I can speak English.

Step 2 review (review)

Activity 2: Teacher-student communication

Teaching reference time: 2-3 minutes.

Teachers and students exchange what they have learned, mainly using expressive sentence patterns, with the aim of reviewing verb phrases.

The teacher took out pictures of verb phrases and said, Look at these pictures. Then, take out one of the pictures and communicate with the students, for example, I can draw. And do the action of painting. Finally, can you draw? Guide the students to say: Yes, I can. Or me too.

On this basis, the initial infiltration of verb phrases. The teacher went on to say: I can draw. I can draw a fish. Guide the students to say that I can draw a book/a kite/... Finally, the teacher leads us to draw. Emphasize and read the pictures.

Teachers continue to encourage students to express sentences with their abilities, and encourage students to say the verbs and verb phrases they have learned. Q: What can you do? The student replied: I can dance, cook and so on.

3. Demonstration (demonstration of new knowledge)

Activity 3: Vocabulary Learning

Teaching reference time: 5-6 minutes.

The teacher pointed to the verb card and said, I can draw a fish. Now, I am drawing a fish. As he spoke, he drew a fish on the blackboard and stressed that I was drawing a fish now. He emphasized it with colored chalk. Encourage students to draw, saying that I am drawing a fish/a cat/an apple/ ...

The teacher plays the courseware.

The content is the spelling of verb pictures and phrases in this lesson. Every time, draw a picture and its matching phrases in English spelling and pronunciation. The specific sequence is as follows:

Wash dishes, draw pictures, cook, read books and answer the phone.

The teacher showed the action card for washing dishes. After the students listened to the pronunciation, the teacher said, I am washing the dishes. At this time, it can be used as an extension of knowledge to tell students that there are two ways to express washing dishes, that is, I am washing dishes or I am washing dishes.

Continue to play the courseware. Let the students understand and read in the same way: drawing, cooking, reading and answering the phone. Teachers pay attention to the pronunciation of students' verb ing form, and practice it several times if necessary to correct students' pronunciation.

The teacher plays back the content of the courseware, and the students play it again. At the same time, the teacher asked: What are you doing? Encourage students to complete the whole sentence, such as: I am washing dishes. I am reading a book. I'm cooking ... what are you doing in this session? I'm washing dishes. I am reading a book. I'm cooking dinner. …

The teacher plays the recording of Let's learn, and the students read it while listening, striving to achieve "eye to eye, hand to hand, mouth to heart".

Activity 4: Quick Response

Teaching reference time: 3-4 minutes.

The teacher leads the students to play quick response games. The teacher says this part of the verb phrase, such as: washing dishes, let the students say its form: washing dishes.

The teacher puts the five action cards in this part face up on the blackboard, window, door, wall and other places, and then says a word on the cards, such as answering the phone. Students point to the picture quickly, and the students who point to it quickly and accurately win. Teachers can also play games with the letter face of the card.

In the two games, the teacher pays attention to correct students' pronunciation in time, consolidate verb phrases and correct pronunciation at the same time.

Activity 5: relay question and answer

Teaching reference time: 2-3 minutes.

In this part, the teacher shows the ing form of verb phrase cards. The teacher asked, "What are you doing?" Student A looks at the teacher's card, acts and answers "I am ……………………". Then he asked another partner B, "What are you doing?" Answer the questions according to the cards in the teacher's hand. After answering the questions, B goes on to ask C, look at the cards quickly, do the actions in turn and answer the questions. (A, B and C stand for students)

4. Let's play together (interesting sports)

Activity 6: Say rap.

Teaching reference time: 3-4 minutes.

The teacher plays the recording of "Let's Sing Together", and the students listen carefully.

Play it again and encourage the students to read after it.

Students read books by themselves.

Practice rap in groups.

Play rap songs.

Activity 7: Life reappearance

Teaching reference time: 4-5 minutes.

Teachers provide props for students, such as color palette, telephone, plates, etc. The teacher asked: What are you doing? Guide the students to answer while doing the action: I am painting/washing dishes/cooking/answering the phone/reading.

5. Consolidation and extension (expansion activities)

Activity 8: Pass the box.

Teaching reference time: 2-3 minutes.

In order to play the game of "listening to music and passing boxes", the teacher folded up the items of drawing, washing dishes, cooking, answering the phone and reading books and put them in a box. At the beginning of the music, the students handed the boxes in order. As soon as the music stopped, the student who got the box drew an item from the box, and the teacher guided other students to ask: What are you doing? The students who have drawn the entries answer while doing actions according to the phrases in the entries: I am ... The music played by the teacher can be this song "What are you doing in this class? It can be other songs.

Activity 9: Practice.

Teaching reference time: 4-5 minutes.

Do the exercise book P33 in the "Let's Learn" part of this unit.

Teachers guide students to understand the requirements of the topic and guide the operation methods. Listen and match is to connect according to what you hear. Listen and write is to fill in the blanks according to the recorded content.

The teacher plays the recording on page 33 of the activity manual, and the students complete the listening and matching exercises.

Play the recording on page 33 of the activity manual again, and finish the listening and writing exercises. In this link, teachers should pay attention to guiding students to standardize their writing.

English teaching plan for the sixth grade of primary school Volume 1 2. This lesson mainly shows the structure of family rooms, so that students can learn the English names of each room: study, bathroom, bedroom, living room and kitchen. Home is the most familiar place for every student. Students should learn to describe their home simply with what they have learned in this lesson and describe each room in combination with the language they have learned.

The teaching of "Let's do" is expanded by combining the words learned in "Let's learn", so that students can understand the deixis of some related words. Let the students imitate, listen and do activities on the basis of understanding these terms. You can also design a variety of classroom activities to let students master this part of the content and stimulate students' interest in learning English.

Teaching objectives:

1. You can briefly describe your room.

2. Be able to listen, speak and identify the main vocabulary in reading class: study, bathroom, bedroom, living room and kitchen, and use them in daily life.

3. Be able to understand the instructions in "Let's do it" and act accordingly.

Teaching focus:

1. Listen, say and read the words: study, bathroom, living room, bedroom and kitchen.

2. Learn the phrases that indicate instructions.

Teaching difficulties:

Pronunciation of study, bathroom and bedroom.

Teaching methods:

Guiding method, heuristic method and intuitive teaching method

Analysis of learning methods:

Group cooperative learning method discussion learning method autonomous learning method

Teaching process:

1 warm up/review

Teacher guidance

1, sing English children's songs collectively.

2. Review the words learned in the last lesson

2 demonstration

1, show the pictures in the study, point to the books in the study and ask the students: What are they? Teach reading, learning and writing on the blackboard.

The teacher uses actions to help students understand the meaning of words: we are reading in the study.

2. Teach the words bathroom, living room and bedroom in the same way.

The teacher posted the "Let's Learn" wall chart on page 46 on the blackboard and said: This is my home. How many rooms can you see? What are they?

4. The teacher said instructions.

Students answer the question: They are books, reading and studying with the teacher.

Students answer the questions in turn and read the words "bathroom", "living room" and "bedroom" with the teacher.

Students use actions and words to express sentences and say the corresponding rooms.

Listen and repeat what we are going to do.

3 practice

Show practice, practice and expand.

Teaching content and the use of teachers' activity media; Students' activities; The teacher made a logical choice.

Teaching evaluation:

1, student evaluation: complete the questions raised by the teacher in groups, then communicate in groups and evaluate each other within groups.

2. Teachers' evaluation: Teachers make appropriate and correct evaluation of the completion, and give enlightening language and gestures.

Teaching reflection:

Through the study of this lesson, students have basically mastered the new words they have learned, can read and understand the text well, and can apply them to practical situations. Teachers can use a variety of teaching methods to improve students' interest in learning and achieve the expected results.

The first volume of popular science English teaching plan in the sixth grade of primary school 3. Teaching objectives:

1. knowledge goal: be able to learn the words need, any, or; Understand the usage of any, some; Can you use the sentence "We need some table tennis"? Do you have a flexible ball? Do you like this t-shirt or that t-shirt? I like this. Do you like this pair of running shoes or that pair? I want this pair of running shoes.

2. Ability goal: I can use the words and sentences I have learned to shop, improve my comprehensive language ability and solve problems in real life.

3. Emotional goal: let students learn to buy things independently, learn to look at the price and calculate the price.

Emphasis and difficulty in teaching: words that need four skills and sentence patterns that need to be mastered.

Prepare teaching AIDS and learning tools:

1. word cards, sportswear, table tennis, paper money, after-school exercise cards (one for each person).

2. Tape recorder or courseware.

Teaching process:

Course start and review

1. Give students different balls and let them say that I like to play _ _. My favorite sport is _ _. /I like _ _ best.

2.t: what is this/that?

Is this a T-shirt?

Do you like this t-shirt or that t-shirt?

S: I like this one.

What are these/those?

S: They are runners.

T: Do you like this pair of sports shoes or that pair of sports shoes?

I like/want this pair of sneakers.

(Design intention: use existing knowledge to introduce new knowledge and reduce the difficulty of teaching. Or it has been used many times in previous teaching, and students have mastered it, so they don't need to spend more time to deepen students' impression of the usage of this, that, their and their, so as to pave the way for later learning. )

new concept

1. If I want to play table tennis, we need some table tennis. Please say "need". Let the students make sentences with need.

2. Do you have a ball? Please say "any". Make it clear that the usage of some and any is the same as the plural of countable nouns or uncountable nouns, such as: some/anyshort; Some/any soup; Some is used in affirmative sentences and any is used in negative sentences and interrogative sentences.

3. Finish the exercises after class.

4. Listen to the tape two or three times. At the same time, explain the difference between dollars and dollars. Such as: one dollar, two dollars; One yuan, two yuan. Practice asking how much? How much are they?

5. Set up the shop environment, and let the students perform short plays according to the text, in groups of three or four.

6. Report performance.

(Design Intention: This course is a dialogue text teaching, mainly focusing on the setting of environment. In order for students to learn this article in real life, we must first solve the difficulties in the article, that is, new words and some main sentence patterns, and sort out the context. After breaking through the difficulties and sorting out the context, it is not too difficult for students to perform dialogues. )

Class closure

Activity manual

homework

Go to the sporting goods store to buy things in person, and use the language you have learned.

Blackboard design:

Lesson two. At the sporting goods store

We need some table tennis.

Do you have a ball?

Exercise after class:

First, error correction:

These books give some balls to the runners.

Those pencils with soup on their T-shirts.

2. Choose words to fill in the blanks:

1. Do you like _ _ _ _ _ T-shirts or _ _ _ _ _ T-shirts?

2. Do you like _ _ _ _ _ shorts or _ _ _ _ _ shorts?

We need _ _ _ _ _ ping-pong balls. Do you have a _ _ _ _ _ ball?

(Any, some, these, those, this, that)

The sixth grade of primary school, the first volume of popular science English teaching plan 4 teaching objectives:

1. Knowledge goal: be able to learn four words: sports, table tennis, badminton, basketball, football, T-shirt, shorts, runner; Can you use sentences flexibly? What's your favorite sport? My favorite sport is _ _ _ _. /I like _ _ _ best. What are you wearing? I wear _ _ _ _, _ _ and _ _ _ _ to play _ _ _.

2. Ability goal: be able to use the English vocabulary and sentence patterns learned to solve problems encountered in sports.

3. Emotional goal: to cultivate students' ideological quality of loving sports and improve their understanding of sports.

Teaching emphases and difficulties:

Words with four skills and sentence patterns to master.

Prepare teaching AIDS and learning tools:

1. Word card, four-way mantra, after-school practice card (one for each person).

2. Tape recorder or courseware.

Teaching process:

Course start and review

1. Let's guess. If you want to cook dinner/take a bath/watch TV/read a book/buy something/play table tennis. Where are you going?

I go to the kitchen/bathroom/living room/library/shop/gym.

If necessary, take out cards of these words and review them.

(Design intention: The setting of this link not only reviews some verb phrases, but also leads to the venues, gyms and shops mentioned in today's article. )

2. Use the word card. What's your favorite dress? My favorite dress is _ _ _ _.

You can also ask the students directly: It's warm/cool today, what are you wearing?

What's your favorite dress?

(design intent: this link is set to review the vocabulary of clothes and your favorite _ _ _ _? This sentence pattern, with these words and sentence patterns, leads to new clothing words and new sentence patterns. )

new concept

1. What's your favorite sport? Learn the word sports,

Show the word cards, read aloud and spell.

Let the students imitate that my favorite sport is table tennis/badminton.

2. After students are familiar with sentence patterns, they can learn the words basketball and football by using objects and word cards.

3. Bring the sentence patterns in for practice. It can be a cohesion exercise or a group exercise.

Tell the students that you can answer this question with a simpler sentence that I like best.

5. Ask and answer questions in pairs.

6. Let the students say that they play football and basketball according to the existing knowledge.

(Design intention: Use existing knowledge to introduce new knowledge, reduce the difficulty of teaching, and at the same time let students say new sentences themselves. Teachers can guide and consolidate new knowledge through practice. )

7. If you want to play basketball, what do you wear? I wear shorts and a T-shirt. Then introduce the runners, show the word cards and spell the words. Let the students practice saying a sentence with these words.

8. Practice this sentence pattern in pairs.

9. Listen to the tape twice and pay attention to the pronunciation and usage of any and some, some and too.

10. Finish the exercises after class and write the dialogue in pairs.

1 1. Report the physical performance.

(Design intention: When learning the second part, we should mention the usage of "either/or" and "too" and leave the usage of "any" and "some" for the second lesson. The content of the dialogue can be made according to the completed exercise content, can be performed in kind, and can also be applied in real life. )

Class closure

Activity manual

homework

Draw your favorite sport and write your favorite sport.

Blackboard design:

Lesson 65438. Table tennis and basketball

What's your favorite sport?

My favorite sport is _ _ _ _.

I like _ _ _ _ best.

What are you wearing?

I wear _ _ _ _, _ _ and _ _ _ _ to play _ _ _.

Exercise after class:

1. Fill in the words and connect them:

B _ _ DM _ _ NT _ _ nBasketball T-SH _ _ T sneakers

P__ng-p__ng badminton shirt

S _ _ CC _ _ table tennis R _ _ NN _ _ _ shorts

soccer

Two. Fill in the blanks:

1. What's your favorite sport?

My favorite sport is _ _ _ _.

I like _ _ _ _ best.

2. What are you wearing?

I wear _ _ _ _, _ _ and _ _ _ _ to play _ _ _.

Primary school sixth grade popular science English teaching plan Volume 1 5 Teaching purpose (teaching goal)

Students can master words and letters: boy, girl, egg, fan, Ee, Ff.

Students can understand the use of sentence patterns: Are you Kitty? Yes, I am. /No, I'm not.

Importance of teaching (teaching emphasis)

Boys, girls, eggs, fans, Ee, Ff

Teaching difficulties (teaching difficulties)

Are you Katie? Yes, I am. /No, I'm not.

Training education and training points:

Continue to cultivate students' interest in learning English, help students gradually develop good habits of being good at observation and being brave in expression, and guide students to discover English around them.

Teaching method (teaching method)

Game method, group competition method, situational method.

Teaching tools (teaching tools)

multimedia courseware

Teaching procedure (teaching process)

Preparation before task

1. Play music, lead students to read children's songs, and feel that you are …? sentence pattern

Are you a boy?

Are you a boy?

Yes, I am.

Yes I am.

Are you a girl?

Are you a girl?

No I don't.

No I don't.

2. Let each student introduce himself with the sentences they learned in the first class.

S 1: Hello, this is … (name). I am a ... (boy/girl).

While task process

1. Show pictures of listening and speaking, play recordings or multimedia animations, and ask students to follow the dialogue. The sentence pattern on the blackboard is you ... Yes, I am. /No, I'm not. Let the students read after, and then ask questions to help them understand the usage of sentence patterns.

T: And you are ...?

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

2. Play the tape and listen to it. Let the students read after it. Then ask one student to come up and put on an eye mask, and then ask three other students to participate in the game with the teacher. In the game, I keep asking you …?

S 1: Who are you?

S2: Yes, I am. /No, I'm not.

S 1: Who are you?

S3: Yes. I am. /no. I didn't.

3. Listen and guess: a guessing game. Help students practice sentence patterns through games. Who are you? Let the students watch the dialogue in the "Play Games" column first, and then let one student stand on the platform with an eye mask, and another student greets him/her. The blindfolded students can guess who is greeting according to the sound.

S 1: hello! I am a girl/boy.

S2: And you are …?

S 1: No.

S2: And you are …?

S 1: Yes, I am. /no. I am ...

4. Show pictures of kittens, Alice, Joe and Peter. Ask a student to come to the stage, choose a picture of a character and introduce himself. Let the other students guess who he/she is.

Sl: (picks up Katie's card) I'm a girl.

Ss: Are you Alice?

S 1: No. I'm Katie

Post-mission activities

1. Students read, listen and talk in groups of four. Encourage students to play hide-and-seek games like listening and speaking, and invite a group of students to play games.

S 1, S2 and; S3: One, two, three! Come and get me.

S 1: I'm …

S4: And you are ...?

S 1: Yes, I am. /no. I am ...

S2: I am a ...

S4: And you are ...?

S2: Yes. I am. /no. I am ...

S4: You are ...

S3: Yes. I am ...

2. Divide the students into groups of four, give each group four pictures of people, ask each group member to choose one, and then play the role according to the pictures. Ask the students to ask each other about their identities using the sentence pattern "You are ...".

(To S2) Are you Mr ...?

S2: Yes, I am. /No, I'm not. I am ...

Blackboard design:

Are you Katie?

Are you ...?

Yes, I am. /No, I'm not.