Fujian Education Edition English Lesson Plan for Grade 6 Volume 2

5 English Lesson Plans for Sixth Graders, Volume 2, Fujian Education Edition

When writing lesson plans, experienced teachers generally write more briefly, while new teachers write more detailed ones. The original lesson plan can be adjusted appropriately and necessary according to the specific situation during the course of the class. The teaching effect can be recorded at any time after class and a brief self-analysis can be conducted to help accumulate teaching experience and continuously improve the quality of teaching. The following is the content of the English lesson plan for the sixth grade in the second volume of the Fujian Educational Edition. Thank you for reading. I hope it can help you! The English lesson plan for the sixth grade in the second volume of the Fujian Educational Edition 1

Unit Textbook Analysis Unit Study Sentiment Analysis

1. This unit is mainly to enable students to learn to use the past tense to express what they have done. The key sentence patterns are: What did you do last weekend/yesterday? I played football. Did you read books? Yes, I did./No, I didn't. Due to the changing rules and pronunciation rules of the past tense of verbs, the simple past tense is sometimes one of the most difficult points for students to learn. Create real situations and organize meaningful tasks or activities to teach the past tense tense to avoid overemphasis on grammar. The content arrangement of this unit reflects the principle of starting from the shallower to the deeper and step by step. Part A focuses on learning the past tense changes of regular verbs, while part B focuses on the past tense changes of irregular verbs, such as: go-went, read-read, etc. . In teaching, attention should be paid to creating more situations to help students internalize and apply what they have learned.

Sixth grade students are calm, rational, and have outstanding logical thinking. Effectively mobilizing their enthusiasm for learning and awareness of self-expression is the key to the success of this course. This course first takes the students' real life as the starting point to stimulate students' curiosity and attract their attention; arouse students' perception and adjust students to a relaxed, harmonious, happy and high-spirited learning state.

Unit teaching objectives:

1. Ability objectives

(1) Be able to ask questions about what someone did in the past, such as: What did you do yesterday? I visited my grandparents.

(2) Able to ask others what they did at a certain time in the past and answer them using the past tense form of general questions. For example: Did you go fishing last weekend? Yes, I did./ No, I didn’t.

(3) Be able to briefly describe what someone did on a certain day in the past.

(4) Be able to sing the song "At the Zoo"

2. Knowledge objectives

(1) Master the four words in "Let's learn" in parts A and B and sentences, master the rules of changing the past tense of general verbs, including regular and irregular changes.

(2) Listen, listen, and read the bold sentences in Parts A and B: Let's learn and Let's talk.

(3) Be able to read the phonetic symbols and example words of Pronunciation, and complete the activities of connecting the pronunciation, form and meaning of the word.

(4) Be able to understand and sing Let's chant.

(5) Understand the content of Story time, Good to know, Task time, etc. and try to act out some of the content in the story with the help of prompts.

3. Emotional, strategic, cultural and other related goals

(1) Emotional attitude: love life, care for others, and cultivate students’ ability to reasonably arrange life.

(2) Learning strategies: Actively use the language you have learned to communicate, and develop students’ memory abilities by completing different forms of memory games.

(3) Cultural objectives: Understand the meaning of some Western icons and cultivate students’ environmental awareness. Fujian Education Edition English Lesson Plan for Grade 6 Volume 2 2

Teaching objectives:

Master the four-level sentence pattern Where did you go over your holiday? I went to Mt. Tianshan, Xinjiang. And Use it flexibly in actual situations.

Teaching focus:

Master the four-part sentence pattern Where did you go over your holiday? I went to Mt. Tianshan, Xinjiang. and use it flexibly in actual situations. Teaching difficulties:

1. Be able to listen, speak, read and write sentence patterns such as Where did you go over your holiday? I went to... etc.

2. How to use learned words, phrases and sentence patterns in real life.

Preparation of teaching aids and learning aids:

Recorder, tape, word cards, flip chart. Which lesson period: 1

Exploring the process of adding personality (teaching reflection)

Step 1. Warm-up and revision

1. Enjoy the song: At the zoo

2. Daily oral practice

Good morning. Glad to meet you. How are you? What day is today? What's the weather like today?

Step 2. Presentation

Let's talk

Design the main scenario "I am a little detective"

1. "Who cleaned the classroom"

The teacher uses courseware animation to present a bright and clean classroom.

A teacher and a student John appear.

Look, our classroom. It's very clean and tidy. But who cleaned it. I don't know. I want to thank him. Can you help me to find him?

J: I can help you to find him.

John ran out and met Sarah. John asked Sarah. J: What did you do last weekend?

Sarah: Hmm ! I watched TV.

John ran to ask Wu Yifan.

J: What did you do last weekend?

W: Hmm! I played football .

Blackboard sentence pattern: What did you do last weekend? I played football. Students read aloud.

Teacher’s headband is John’s headband T: Look, John come to our class. He wants to find who cleaned the classroom last weekend.

T: What did you do last weekend?

S1: I …

T: What did you do last weekend?

S2: I …

T: Did you help the teacher clean the classroom?

Guide students to answer.

Write help on the blackboard and read it aloud.

Step 3. Consolidation

2. Activity 2

3. Activity 3 Make the chant.

4. "Found it"

Show the conversation between John and Zoom through courseware.

J： What did you do last weekend?

Z： I played football at school.

J： Did you help the teacher clean the classroom?

Z: Yes, I did.

J: Oh, Zoom. You are great!

5. Listen to the recording and talk to the book.

6. Students read the dialogue together.

Blackboard Design Assignment

Unit3 Last weekend

What did you do last weekend?

Where did you go over your holiday?

What did you do? Fujian Education Edition English Lesson Plan for Grade 6 Volume 2 3

Unit Textbook Analysis Unit Learning Situation Analysis

1. This unit is mainly about using Students learn to use the past tense to express what they have done. The key sentence patterns are: What did you do last weekend/yesterday? I played football. Did you read books? Yes, I did./No, I didn't. Because Involving the changing rules and pronunciation rules of the past tense of verbs, the simple past tense is sometimes one of the most difficult points for students to learn. Create real situations and organize meaningful tasks or activities to teach the past tense tense to avoid overemphasis on grammar. The content arrangement of this unit reflects the principle of starting from the shallower to the deeper and step by step. Part A focuses on learning the past tense changes of regular verbs, while part B focuses on the past tense changes of irregular verbs, such as: go-went, read-read, etc. . In teaching, attention should be paid to creating more situations to help students internalize and apply what they have learned.

The overall interest of sixth-grade students in learning English has declined, and the polarization is serious. Therefore, this semester should do a good job in transforming underachievers. Teachers should face all students, take student development as the purpose, always give top priority to stimulating students' interest in learning, pay attention to layered teaching, guide students to correct their learning attitudes, master good learning methods, and cultivate students' good learning habits.

Unit teaching objectives:

1) Master the words, phrases and sentences of the three and four chapters in the text;

2) Understand and sing Let's chant and ballads and songs in the Let's sing part;

3) Master the phonetic symbols (different letter combinations produce the same sound)

4) Understand the articles in the Let's read part, and be able to follow the text content Copy and fill in the blanks. Fujian Education Edition English Lesson Plan for Grade 6 Volume 2 4

Teaching objectives:

1. Learn the words weekend, drank, show, anything, else.

2. All students can use: What did you do? I stayed at home with your grandma. We drank tea in the afternoon and watched TV.

3. Master sentences with past tense verbs.

4. Able to read texts aloud and perform role performances.

Cultivate students’ comprehensive ability to use English in group discussions and exchanges.

Teaching focus:

The focus is to master the four words and phrases of A-Let’s learn, and to ask about other people’s physical conditions. Teaching difficulties:

All students can master key words and sentence patterns.

Preparation of teaching aids and courseware

Recorder, tape, and picture. Which lesson period: 1

Exploring process and adding personality (teaching reflection)

Step 1: greeting

T: hello boys and girls.

S: hello MS Wang.

T: good morning/good afternoon class.

S: good morning/good afternoon MS Wang.

T: nice to see you again.

S: nice to see you, too.

Step 2: warmer

Review some words we have studied in last class.

Dialogue practice.

Play the recording of Let's try

Step 3 presentation

(1) Students read the text of let's talk and circle the unknown words: was drank

(2) Teacher explains: drink—drank

am. is---was

are----were

(3) The teacher plays the Let's talk courseware and asks students to answer the question: what did mike's grandpa do last weekend?

(4) The teacher plays the Let's talk courseware again, and the students read along and think about the questions:

How was your weekend?

What did you do last weekend?

What are you going to do next weekend?

Step 4 practice

(1)role-play

Practice dialogue in pairs and invite three groups to perform on stage

(2)make a report

Tell the class what you did last weekend.

Blackboard Design Assignment

Unit 2 Last Weekend

What did you do last weekend?

I ……

drink—drank

am. is---was

are----were

(1) Students listen and read P14-16 two all over.

(2) Students recite and copy words and phrases 4 times.

Topic: Unit 2 (Lesson 2) Preparer: Teacher:

Teaching objectives:

1. Be able to listen, speak, read and write phrases : cleaned my room, washed my clothes, stayed at home, watched TV.

2. Can understand the question: what did you do? and can answer accordingly.

3. Be able to use the newly learned content to complete the task of “Do a survey and report”.

4. Master sentences with past tense verbs.

5. Cultivate students’ comprehensive ability to use English in group discussions and exchanges.

Teaching focus:

Difficulties in teaching the pronunciation and spelling of four verb phrases:

Master the rules of past tense changes of verbs and their pronunciation

Preparation of teaching aids and courseware

Relevant cards, tapes, etc. Which class period: 2

Exploring the process of adding personality (teaching reflection)

Step 1: greeting

T: hello boys and girls.

S: hello MS Wang.

T: good morning/good afternoon class.

S: good morning/good afternoon MS Wang.

T: nice to see you again.

S: nice to see you, too.

Step 2: warmer

1. Daily oral practice

T： Good morning, boys and girls, who can tell me what do you usually do on weekends?

S1：I usually do my homework….

S2：…… …..

2. warm-up

Import new lesson

T: OK .How was your weekend?

S3: It was fine….

S4:……..

Step 3 presentation

Show the courseware and let students observe and answer the questions themselves.

1.T: How were their weekend?

S1: MIKE cleaned his room and washed his clothes. (Teacher pay attention to the change of possessive pronouns)

S2: ChenJie stayed at home and watched TV.

(1) Phrases presented: cleaned my room, washed my clothes, stayed at home, watched TV. Emphasis on the pronunciation of the past tense /d/, /d/, /id//t/. Students follow the teacher to read the phrases.

(2) Present sentence pattern: What did you do? Teacher asks and students answer.

(3) Students open textbook P15, listen to the recording and read along again.

Step 4 practice (practice)

(1) Card word recognition: The teacher shows the verb base form card and the students say the past tense of the verb phrase

(2) Main scene picture question and answer exercise: Show MIKE Weibo screenshot and practice the sentence pattern what did subject do?

Subject verb past tense

(3) Do a survey and report: Practice the sentence pattern —How was your weekend? What did you do?

(4)summary: Last weekend two students washed their clothes…

Blackboard design assignment

Unit 2 Last Weekend

clean-----cleaned my room

wash-----washed my clothes

stay------- stayed at home

watch-----watched TV (1) Copy the verb phrases of the Four Meetings and do the matching exercises

(2) Ask classmates and friends about their weekend arrangements

(3) Preview p16 Fujian Education Edition English Lesson Plan for Grade 6 Volume 2 5

Unit 1 How tall are you?

Unit Teaching Objectives

1. Ability objectives

(1) Able to understand, speak and read the words in this unit about the comparative form of adjectives.

(2) Be able to listen, speak, read and write the content in bold in Let’s learn and the content required in Read and write.

(3) Able to complete the task-based activities of this unit in the target language.

(4) Be able to learn to say Chant and Song.

(5) Understand the pronunciation characteristics of ei/ai/oi, p/b, t/d, and be able to try to spell simple regular words.

Knowledge objectives

(1) Able to listen, speak, read and write words and phrases: taller stronger older younger shorter heaiver thinner longer bigger smaller Sentence pattern: How tall are you? I 'm 164cm. You're shorter than me. You're 4cm taller than me. How heavy are you? I'm 48 kg. I'm thinner than you , and shorter .

(2) Able to listen, speak and read the words and sentences in Part A and Part B Let's learn and Let's talk.

(3) Understand the contents of Story time, Good to know, etc.

(4) Understand the basic pronunciation of the letters ei/ai/oi, p/b, t/d in words.

Emotional, strategic, cultural and other related goals

(1) Emotional attitude: Cultivate and maintain students’ positive attitude and learning confidence in learning English, and guide students to develop good English learning habits .

(2) Learning strategies: Strengthen the cultivation of students' English learning strategies and lay the foundation for students' lifelong learning.

(3) Cultural goals: Cultivate students’ cultural awareness and help students develop good daily behavioral habits.

The first lesson

1. Teaching objectives and requirements

1. Be able to listen, speak and recognize the main phrases in this lesson: taller stronger older younger shorter.

2. Be able to recognize and read sentence patterns: How tall are you? I'm 164cm. You're shorter than me. You're 4cm taller than me.

2. Teaching Key Points and Difficulties

1. Focus on mastering the formation of comparative adjectives.

2. The difficulty is to understand and use the new sentence pattern How tall are you? I’m 164cm. You’re shorter than me. You’re 4cm taller than me.

3. Preparation before class

1. The teacher prepares the six word cards required for this lesson.

2. The teacher prepares a recorder and tapes.

3. The teacher prepares a wall chart for this unit.

4. Teaching process

1. Warm-up

(1) The teacher pastes some images of people on the blackboard and asks students to identify Who is tall /strong/old/young/short?, and then ask students to answer.

2. Presentation and practice let's learn

(1) The teacher pointed to the taller Tom and the shorter Wuyifan and asked Who is tall? S: Tom. T: Tom is taller than Wuyifan, use actions to indicate to students and help them understand. Then show the word card of taller and demonstrate reading taller.

(2) Teach the word taller by talking and doing the actions, and the students will follow suit. Drive a train to combine words, and compete in groups to quickly and proficiently spell out words. Help students use taller to memorize. A brief introduction to the comparative form of adjectives. The first case is to add "er" directly after the adjective. Several words in this lesson belong to this change.

(3) The teacher uses the same method to teach the other four four vocabulary words stronger older younger shorter

(4) Put the five word cards together and ask the students to read them. In the men's and women's competition, whoever reads incorrectly or cannot read will have the scores of the corresponding men's and women's groups deducted.

(5) The teacher asked the students, one tall and one short, to stand up, and then said You're taller than your classmate! Guide the students to answer accordingly: Yes! The teacher asked, How tall are you ?The student answered I'm 160cm. Learn let's chant. (Listen to the tape and practice phrasing.)

(6) Strengthen practice and consolidation.

3. Consolidation and extension

(1) Do the accompanying exercises in the activity manual of the A Let’s learn part of this unit.

(2) Copy the Sihui phrases you have learned, two lines each.

The second lesson

1. Teaching objectives and requirements

1. Be able to understand and say "How tall are you ?I'm 164cm.You 're shorter than me. You're 4cm taller than me .and can be used in situations.

2. Be able to complete a timetable through inquiry and investigation.

2. Teaching focus and difficulties

1. The teaching focus of this class is: being able to understand , can say "How tall are you? I'm 164cm. You're shorter than me. You're 4cm taller than me. And be able to use it in situations.

2. Teaching difficulties in this lesson Yes: A timetable can be completed through inquiry.

3. Preparation before class

1. The teacher prepares several pictures

2. The teacher prepares the recorder. and tape.

3. The teacher prepares a teaching flipchart for the class.

4. The students prepare a questionnaire.

4. Teaching process

1. Warm-up

(1) Students listen and say Let's chant. (P2)

(2) Read d by name taller stronger older younger shorter new learning Five words.

2. Presentation and practice Let's talk

(1) How tall are you? I'm 164cm tall. Then guide students to answer Let's start (P2).

(2) After finishing, the teacher asks the students how tall are you according to the picture? Ask the students to answer the same question: How heavy are you?... Then ask the students to ask, and the teacher answers and then says: Who is taller. than you ?Ask the better students to answer this question. The teacher demonstrates the question. The teacher asks the students to answer. The boys and girls then write on the blackboard How tall are you ?I'm 164cm.You're shorter than me. You're 4cm taller than me. Ask students to do substitution exercises.

(3) Show the pictures to students and let them do intensive training. For example: Zhang Peng is stronger than Mike. At the same table or in a group. Practice with each other.

(4) Learn the song "My pets"

3. Consolidation and extension

(1) Do the activities in the A Let's talk section of this unit.

(2) Listen to the recording of A Let's talk and read it to your peers, friends or parents.

(3) A team of two completes Let’s play.