English teaching plan template for the sixth grade of primary school [3]

# Primary English # Introduction Teaching Plan is a practical teaching document designed and arranged by teachers according to the curriculum standards, syllabus and teaching materials requirements and the actual situation of students, taking class hours or topics as units, in order to carry out teaching activities smoothly and effectively. Teaching plan includes brief analysis of teaching materials and students' analysis, teaching purpose, important and difficult points, teaching preparation, teaching process and exercise design.

Teaching content: a let's try, let's talk about c, let's sum up the first lesson. Teaching objective: 1. Can understand the dialogue with the teacher with the help of pictures. 2. Be able to read the text with correct pronunciation and intonation and perform role-playing. 3. Be able to use the sentence pattern "Where ...? Ask for directions and help students learn to use the phrase "near, beside and behind" to express their direction. Realize simple communication. 3. Teaching Emphasis and Difficulties: Emphasis: Be able to understand the dialogue and read aloud with correct pronunciation and intonation. Difficulty: Can you use the sentence pattern "Where …" in some cases? It's near/beside/behind ... "Ask for directions and help students learn to use the phrase" near, beside and behind "to express their position. Realize simple communication. Fourth, teaching methods: situation creation method, game teaching method and cooperative inquiry method. V. Teaching process: 1. Warm-up (warm-up and preview presentation) Free question and answer between teachers and students: T: Hello, nice to meet you! Ss: Nice to meet you, too! T: How's the weather today? Ss: The sun is shining! T: great! How do you say this in English? Ss: A book. Yes, this is my book. Where can we buy this book? SS: Bookstore. 2. Demonstration and Practice (1) The teacher drew a house and a robot on the blackboard, pointed to the robot and said, who is that? The student replied: It's Robin. Then he pointed to the house and said, where can we find Robin? The student replied: In the museum. The teachers expressed their amazement: what a great museum! (2) The teacher showed a postcard and said, "It's a postcard. Robin wants to send a postcard. Where should he go? (3) The teacher shows the map and asks the students, "Where is the post office?" Show the words: beside, near and behind. The teacher uses three examples to understand the side, the neighborhood and the back with pictures. (4) After students understand the three locative prepositions, practice in groups and describe the location of the venue with locative prepositions on the way. (5) Let's try the teacher asking the students to read the listening questions, then listen to the tape and finish the content independently. (6) The teacher plays the dialogue and asks the students to listen to the tape and answer this question, then read the dialogue aloud. (7) Students practice at the same table and then perform in class. 3. Consolidate and extend (1) The teacher shows the map of Lanzhou and asks the students to describe the location according to the map. (2) Summarize according to the students' descriptions, and ask the students to tell us which locative prepositions we have learned. The teacher helps the students sum up. Then make sentences in groups. 4. Summary 5. How to get to the blackboard design unit 1? Where ...? It's beside/near/behind ...

The second teaching goal (1) language goal 1. Vocabulary: (1) Can understand, speak and read new words together, ride, grandparents. (2) You can use the phrase family outing, doing things together, watching movies, shopping, walking, watching flowers and so on to make sentences. 2. Sentence pattern: (1) What shall we do? Ask others about their activity plans. We will ... I will ... can be used to answer this question. (2) Application target 1. Be able to talk about upcoming activities. 2. Can understand and speak the dialogue in Part A. 3. Can understand, speak and read the phrases in Part B. Key points (1) Can understand, speak and read new words together, ride, grandparents. (2) You can use the phrase family outing, doing things together, watching movies, shopping, walking, watching flowers and so on to make sentences. (3) What are we going to do? Ask others about their activity plans. We will ... I will ... can be used to answer this question. The difficulty (1) is to make sentences with the phrases in part B. (2) the pronunciation of the film. O sound/u:/; The pronunciation of /v/ should guide students to observe the mouth shape and imitate it carefully. Prepare word cards for review, audio for teaching, and some half-opened cardboard for teaching.

Teaching material analysis: This lesson-"What's your hobby?" It is the first lesson of Unit 3 in the new edition of the sixth grade of primary school. This class is mainly to cultivate students' oral English ability and the ability to use language. The main learning content is the words and dialogue patterns about hobbies in the text. In this class, I used a variety of teaching AIDS, such as word cards, objects, multimedia and so on. Make students practice oral English in a vivid, vivid and harmonious classroom atmosphere, and cultivate students' spirit of independent learning and self-innovation. Second, the teaching goal: 1, can listen, speak and read sentences: What is your hobby? I like/like/am interested in ... What are his/her hobbies? He/she likes/likes/is interested in ... 2. Be able to correctly distinguish the singular forms of the first person and the third person and express them correctly. 3. Be able to listen, say and read the verb phrase ing: collect toy cars, picture cards, candy paper, stamps, play football, basketball, volleyball and table tennis. 4. Cultivate students' extensive interests and display their individuality. Third, the focus and difficulty of teaching: master sentence patterns What is your hobby? What is his/her hobby? Fourth, preparation before class: word cards, courseware, teaching AIDS. 5. Teaching process design: Step 1. Preheating 1. Explain the evaluation method. Divide the class into five groups with the words in this lesson. The teacher explained to the whole class: I hope you will actively ask questions and answer them. Then you will get a star for your group. Which group is the winner? Come on! Let's sing. (Design intention: Teachers and students can chant together to enliven the classroom atmosphere, create a strong English learning environment, and lay the foundation for the next step of teaching. ) the second step. Preview 1. T: (The teacher points to the picture in his hand) Everyone has a club. I also have many clubs. Let me tell you something about my hobbies. 2. Click on the courseware (photos of my hobbies) and introduce my hobbies to my classmates one by one. On the blackboard: I like ... I like ... I am interested in ... 3. Teachers and students watch the courseware. T: They are my clubs. Show the club word card, emphasize the club, slow down and read with the students. What's your hobby? Draw out the topic of this lesson and teach the word hobby at the same time. Show word cards, emphasize pronunciation, and consolidate hobbies with high and low voices. ) the third step. Statement and Practice (1): Input and output of the first person in sentence patterns. Q&A between teachers and students T: Hello, boy. I like cooking. What's your hobby? S 1: I like ... T: Hi, girl. I like reading. What's your hobby? S2:...2. Ask and answer questions in pairs. 3. check the dialogue (reward five stars) 4. Learn the new phrases in this lesson. T: You know this is my hobby. But I have an interesting hobby. T: look. Look at my candy paper. S: Wow. How nice! T: I like candy paper. Show word cards and learn new words candy paper. And put it on the blackboard) T: I like candy paper. So I like collecting candy paper. Read the sentences from the back to the front. 5. Training exercise:-What's your hobby? -I like collecting candy paper. 6. Two groups of students show it. The last student asked the teacher, who answered and introduced the new words. T: I like collecting candy paper. I'm interested in collecting picture cards. Show the physical picture card and its word card, and practice speaking the picture card loudly and loudly. ) 7. Consolidate new words through questions and answers between teachers and students. Do you like collecting picture cards? S 1: Yes. T: me too. We all like to collect picture cards. Students, now let's play a guessing game. Close your eyes. Listen carefully. (The teacher tore off two pieces of candy paper and held it in her hand. ) Guess what's in my hand? Student: ..... (Design intention: use the guessing game that students never tire of playing, consolidate the two newly learned words and lead to two other new words, toy cars and stamps) 9. Stick the new word cards on the blackboard and read them together. Hi, class. They are interested clubs. Let's read together. Step four. Demonstration and practice. (2) Input and output of the third person in sentence patterns. 1. A boxing match. T: Boys and girls. Look at this box. There are many clubs on it. What are they? 2. Show the courseware and let's sing together. Step five. Do a survey at your home for homework. What is your father's hobby? What is your mother's hobby? 6. Blackboard design What is your hobby? What's your hobby? What's your hobby? I like it … he likes it, I like it … he likes it, I am interested … he is interested … she likes it, she likes it, she is interested …