English Teaching Courseware for Grade Six

Good teaching design helps us to give lectures. Teachers, please look at the following English teaching courseware for grade six!

English teaching courseware for grade six 1. Student analysis

The average age of sixth grade students is 12 ~ 13 years old. They have studied English for three years, have a strong interest in English, are creative and can actively participate in classroom activities. Their language has developed to a certain level, and some good learning strategies have been formed in the process of learning.

2. Analysis of teaching content

This is a new lesson, the content of which is the textbook published by People's Education Press, the first volume of Grade 6, Unit 1 How do you go there? The first class. In the third grade, students have learned some vocabulary about transportation, such as bicycles, cars, taxis, buses and so on. , which laid a good foundation for the study of this course. This lesson requires students to master how to ask others about their travel modes in English and answer them. Therefore, I need to provide more real life scenes for students in teaching. I put Let‘s chant in the after-school task, and students will be more interested in rap, a rhythmic ballad, after mastering what they have learned.

3. Teaching objectives

(1) Knowledge objective:

Be able to listen, speak, read and write phrases: walk, ride a bike, take a bus and take a train.

Be able to listen, speak and read phrases: by plane, by boat and by subway.

You can use "How do you get to ...?" Don't use keywords in this sentence, but ask other people about their travel ways, and answer with the sentence "I am passing by …", and use it flexibly in actual situations.

(4) If you can understand and sing, let's chant together.

(2) Ability objectives:

You can ask others how to travel.

② Cultivate students' ability to choose different travel modes.

(3) Emotional goal: to cultivate students' ability to actively use the language they have learned to express and communicate, and to cultivate their lofty ideals.

4. Teaching emphases and difficulties

Be able to listen, speak, read and write phrases: walk, ride a bike, take a bus and take a train.

Be able to listen, speak and read phrases: by plane, by boat and by subway.

5. Teaching strategies:

In this class, I adopted "task interaction" teaching method, interspersed game teaching method and situational communication method. In the whole teaching process, teachers and students can interact and fill their information gaps in the interaction, so that students at all levels can learn something, interspersed with game teaching method, students can not only use language, but also activate the classroom atmosphere, which can stimulate students' enthusiasm for speaking English and attract students' attention. Students have a sense of healthy competition. Based on this, I made a process evaluation column-representing the four groups of Beibei, Jingjing, Huanhuan and Yingying, picking up shells, whose shells are the most winners after class. In order to improve the teaching effect better, I have prepared a tape recorder, a magnetic tape, a homemade word card, a projector and a set of homemade word cards for students.

6. Teaching process:

Step 1: preheating

1, greetings

Good morning, class. How are you today?

Susan: OK. Thank you.

T: I'm glad to hear that.

【 Design Intention 】 Kindness and natural greetings with students at the beginning of school can make students quickly integrate into the atmosphere of English learning and pave the way for the next step of teaching.

Look at our classroom. What's different today?

Student: There are so many teachers today.

Yes, say hello to the teacher.

Because there are many new listening teachers in the classroom, students may feel nervous. Let the students say hello to the teacher boldly, which can relieve their nervous psychology and greatly bring the relationship between teachers and students closer.

Sing a song

Ok, let's sing "If You Are Happy".

[Design Intention] The relaxed and cheerful song melody makes everyone's mood high, and the whole classroom becomes active, which also makes full preparations for the later teaching content.

3. Talk freely

Students, look at these pictures. Do you know what they are? (Show some pictures)

This is a bike. (pointing to a picture)

Students also talk with their own pictures.

【 Design Intention 】 Putting the content of Let‘s start into free talk not only provides students with an opportunity to communicate freely, but also warms up the next teaching. )

Step 2: Prepare before the task

1. When you want to go to some places, what kind of transportation do you choose? The teacher has some good ideas. Please listen carefully and tell me how many modes of transportation the teacher introduced.

(Singing) If you are happy, walk to school, walk;

If you are happy, go to the park by bike;

If you are happy, go to the zoo by bus;

If you are happy, take the train to Beijing, take the train;

If you want to visit the city by subway, take the subway;

If you want to visit the sea by boat, take a boat;

If you want to visit the sky by plane, fly;

If you want to visit the sky by plane, fly.

【 Design Intention 】 The key content is compiled into a well-known song "If You Are Happy", which is combined with courseware and actions to help students understand, greatly reducing the learning difficulty of students and greatly improving their interest in learning.

Answer the teacher's main task: How many modes of transportation did the teacher introduce to you just now?

[Design Intention] By setting simple questions, check whether the students understand the theme of the ballad.

When performing a task

(1) The teacher invites students who can sing this song or are interested in participating to sing this song together. Other students listen carefully again and can sing along with the teacher in a low voice.

【 Design Intention 】 To provide a platform for students of different levels to choose independently and encourage students' confidence in speaking English.

(2) Assign small tasks to each group according to the song content.

Team 1: If you want to go to school, how do you get there?

Team 2: If you want to go to the park, how do you get there?

Team 3: If you want to go to the zoo, how do you get there?

Team 4: If you want to go to Beijing, how will you get there?

(rushing to answer questions)

If you want to visit this city, how do you get there?

2. If you want to see the sea, how do you get there?

3. If you want to visit the sky, how do you get there?

(3) The teacher encourages the whole class to sing this song in combination with their own tasks.

【 Design Intention 】 By setting questions related to the key content of this lesson, let the students learn to learn cooperative learning, find the answers, and let the students sing it again in a targeted way.

(4) Students discuss the learning tasks of each group in groups of four.

【 Design Intention 】 Through teachers and students, students can fill each other's information gaps and enjoy resources, thus solving problems. At the same time, students can learn to discuss problems, improve their awareness of healthy competition and learn to cooperate.

(5) The representatives of each group report the discussion results, and the teacher writes on the blackboard and puts forward the questions at the same time.

Walk, bike, bus, train, plane, boat and subway.

[6] Render the text.

T: There are so many modes of transportation to choose from. Do you know how Mike will go to school? On foot? By bike or by bus? Let's see. The whole class opened their textbooks and read the tapes.

2. Listen to the tape again and ask several students to take turns as primary school teachers.

[Design Intention] Let students follow the recording, contact and imitate the standard pronunciation and intonation, and cultivate their reading ability.

③ Students are free to read in groups of four, and teachers patrol for guidance.

(4) Check the reading situation of individual students and correct mistakes in time.

After the mission

(1) Play the game ①. Listen and post the rules of the game: the three participate in the game. When one student said that I go to school by bus, the other two students immediately found the word and posted it on the blackboard, or two students stood on the platform. The teacher used to tell other students that I went to the park by bike. When other students said this, two students on the stage immediately found that "riding a bike" was posted on the blackboard, and the one who posted it quickly won.

[Design Intention] This game can not only stimulate students' interest, but also help students consolidate their knowledge effectively and give them opportunities to practice listening, speaking and reading.

② supplementary phrases: such as _ _ foot, _ _ bike, _ _ b _ s, _ _ tr _ n, ___ plane, by sh_p, by s_bw_y [design intent], which are freely put forward by students in four groups before class, with one representative from each group. In the semi-finals, students will be impressed by the combination of phrases and letters.

Students, I fly to America. How do you go to Shanghai?

I go to Shanghai by train.

How do you go to Canada?

S2: I'm going to Canada by plane.

The teacher gave two minutes to use the sentence "How do you go …?" "I am passing by ..." is the content of the dialogue, which encourages students to boldly imagine the way to travel and the place to go, and creates a more exciting dialogue.

Let the students act out the dialogue. Teachers should provide help and encouragement to students who have difficulty in vocabulary expression.

[Design Intention] The purpose of learning a language is to use it. This activity allows students to use their imagination boldly and describe a certain way of traveling when you go to a certain place, which shortens the distance between life and classroom teaching.

Let's sing children's songs together

Listen and observe the teacher's movements-rap with the teacher and do the movements at the same time-and encourage the students to rap and perform loudly with the recording.

Play a game: rap solitaire (according to the chant in the textbook, one person asks: How do you go to school? One person replied: Sometimes riding a bike … and so on. Students who make mistakes will be hit by sledgehammers.

[Design intent] Insert a small game to keep students in a good mental state.

(4) Complete the listening exercises of the activity manual.

【 Design intention 】 To further consolidate students' listening, speaking and writing abilities.

(5) Summary (Guide students to summarize the language knowledge of this lesson. )

The fifth step is to assess students' evaluation of teaching links and performance, judge award-winning groups and individuals, and evaluate teachers' performance.

[Design Intention] Evaluation runs through the whole teaching process, so that every student attaches importance to the evaluation process and has a strong sense of cooperation and competition. This evaluation reflects the equal relationship between teachers and students.

homework

(1) (required) Copy the phrases in this lesson:

Walk, ride a bike, take a bus, take a train, take a plane, take a boat, take a subway, one person and two lines.

(2) (Optional) Make up a short story with these seven phrases.