English teaching plan for the sixth grade of primary school 1
This semester, I still continue to teach English in Class 1, 2 and 3 of Grade 6. According to the actual situation of students, the following teaching plan is drawn up: 1. Analysis of learning situation.
The sixth grade students' interest in English learning has declined as a whole, and the polarization is more serious. Therefore, we should do a good job in transforming underachievers this semester. Stimulate students' interest in learning English, cultivate their positive attitude towards learning English, enable them to initially establish their self-confidence in learning English, and cultivate students with a certain sense of language, good pronunciation and intonation, good writing foundation, good study habits, and initially have the ability to make simple daily communication in English. At the same time, cultivate students' observation, memory, thinking, imagination and creativity. Teachers should emphasize the comprehensive use of language, pay attention to the cultivation of students' ability, highlight the stimulation of students' interest in learning, attach importance to the flexible expansion of knowledge, and truly implement the goal of English teaching. On the basis of the fifth grade dialogue, increase the content and difficulty of reading. The changes of personal verbs, yes verbs and the use of action verbs in sentence patterns such as the general present tense, the general future tense and the past tense involved in this book are all difficult for primary school students to master. This part should lay a good foundation for the sixth grade graduation exam.
Two. Textbook analysis
This textbook is English (People's Education Edition), a standard experimental textbook for compulsory education. It is a brand-new set of primary school English textbooks compiled by the English Curriculum Textbook Research and Development Center of Curriculum Textbook Institute and LingoMedia International Group of Canada. This textbook is compiled according to the national English curriculum standards formulated by the Ministry of Education. For students in the sixth grade of primary school. The characteristics of this textbook are: 1. Emphasize the use of language. 2. Focus on capacity-building. Highlight the stimulation of interest 4. Pay attention to two-way communication. Integrate subject content 6. Pay attention to flexible expansion 7. Realize the overall design.
Three. Teaching objectives
1. Can listen, speak, read and write 6 1 words or phrases, 7 groups of sentences and 4 simple sentences. (including length, weight, height, medical treatment, mood, weekend holiday activities, travel, parties, etc.). It is required to use it correctly in real context and read short articles.
2. 1 can be made by hand.
3. Can understand and sing 6 songs.
4. Can understand and sing 6 folk songs.
5. Can complete four self-evaluation activities.
6. Can read six humorous stories.
7. Be able to understand six simple Chinese and Western cultural knowledge.
4. Emphasis and difficulty in teaching materials
Be able to master the words you have learned according to the requirements of the fourth and third meetings.
Can master the sentence patterns learned according to the requirements of the four sessions.
Able to use daily communication language, flexible use of four-way sentence patterns, and carry forward.
Simple communication, bold opening, correct pronunciation.
4. With the help of nonverbal prompts such as pictures, gestures and scenes, you can understand clear words and recordings.
difficulty
1. The changes of person and yes verbs and the use of action verbs in several sentence patterns learned in primary schools, such as the simple past tense and the simple future tense.
2. Flexible use of sentence patterns learned in four meetings: dialogue, writing and reading.
3. The organic combination of teaching content and students' life experience and knowledge level.
Verb (abbreviation of verb) teaching measures
1, with activities as the main form of classroom teaching, design colorful teaching activities for students to use in music schools and study, so as to ensure the sustainable development of students' English learning.
2, through listening, speaking, reading, writing, singing, swimming, acting, painting, doing and other forms, a lot of language practice and practice.
3. Cultivate students' ability to spell pronunciation marks and ensure the quality of students' autonomous learning.
4. Design comprehensive and efficient homework, cultivate students' good writing habits, and write neatly, regularly and correctly.
Measures to transform underachievers:
1, the requirements for underachievers should be moderate, and they should know "big goals, small steps";
2. Let the underachievers succeed;
Let underachievers give full play to their talents.
It is still necessary to make great efforts to urge students to finish their homework after class and do individual counseling after class to minimize poor students. Do a good job of communication with parents and the class teacher. Qi Xin will work together to complete the teaching task of grade six.
Measures to improve outstanding students:
Strengthen the cultivation of top students, explore their potential, design more flexible questions, give excellent students with spare capacity the opportunity to expand their knowledge, actively guide students to think independently, actively explore and seek solutions to problems.
Teaching progress of intransitive verbs
Due to the tight teaching time and many learning contents in this school year, the following arrangements are made for the teaching of this school year:
This textbook consists of six units. There are 6 lessons in each unit, including 5 new lessons, which counts as one unit for two weeks. There are 32 classes of book knowledge, which does not rule out that because the text is difficult and students are slow to accept, it will increase the class hours. There are also various forms of quizzes, colorful English activities, and several evaluations of homework and exams. At the same time, due to holidays, student differences, teaching ability, teachers' further study, examinations and other objective factors. I will make appropriate adjustments to the class hours according to the actual needs and strive to achieve results.
In a word, this is the last year of learning English in the sixth grade of primary school. The purpose of English teaching this semester is to make students love learning, enjoy learning and be good at learning. It lays a foundation for English learning in middle schools. At the same time, teachers make full use of the important method of "situational teaching" to expand teaching forms, cultivate, maintain and develop students' interest in learning English, and improve English teaching effect.
English Teaching Plan II for the Sixth Grade of Primary School
Analysis of students' basic situation
Students who have entered the sixth grade have already had a certain foundation of English learning. A small number of students have developed good English study habits, but a large number of students don't like English classes very much, and their interest in learning is not very high. At the same time, some students still study for the sake of learning, not to mention the interest. On the other hand, students have certain differentiation. Therefore, this semester, I will face all students, take the development of students as the purpose, teach students in accordance with their aptitude and at different levels, always give priority to stimulating students' interest in learning, guide students to correct their learning attitude, master good learning methods and cultivate students' good study habits.
Two. Textbook analysis
This textbook is the first volume of the sixth grade of primary school English published by People's Education Press. The design of this textbook embodies the educational idea of "people-oriented", with various forms and liveliness, which is very suitable for children of this age. The textbook takes topic as the key link, communicative function and language structure as the main line, and gradually guides students to use English to complete practical language tasks. It embodies the idea of communicative teaching and pays attention to the cultivation of students' language application ability. In terms of overall conception, content arrangement, activity design, teaching method selection, etc., it is closely related to students' real life and implements the use of language. Teaching tasks this semester: unit unit1howcanagetthere? unit 2 waystogotoschoolunit 3 myweekendplanrecycle 1 unit 4 ihaveopenpalunit 5 whatdoeshedo？ How do you feel? Recycle 2
Three. Teaching objectives
According to the psychological and physiological characteristics and development needs of primary school students, the purpose of primary school English curriculum is to stimulate students' interest in learning English, cultivate their positive attitude towards learning English, and build their initial self-confidence in English learning; Cultivate students' sense of language and a good foundation of pronunciation and intonation. Grade six students have a certain English foundation, and this semester should achieve the following goals:
1, can master the learned words according to the requirements of the fourth and third sessions.
2. Be able to master the sentence patterns learned according to the requirements of the fourth meeting.
3. Be able to use daily communication language, flexibly use four-meeting sentence patterns, communicate simply, be bold in language and pronounce correctly.
4. With the help of nonverbal prompts such as pictures, gestures and scenes, you can understand clear words and recordings.
5. Further develop good writing habits.
6. Further develop good habits of listening, reading and speaking English.
7, can use the relevant language knowledge and skills to complete the task.
Four. Teaching measures
1, with activities as the main form of classroom teaching, design colorful teaching activities for students to use in music schools and study, so as to ensure the sustainable development of students' English learning.
2, through listening, speaking, reading, writing, singing, swimming, acting, painting, doing and other forms, a lot of language practice and practice.
3. Cultivate students' ability to spell pronunciation marks and ensure the quality of students' autonomous learning.
4. Design comprehensive and efficient homework, cultivate students' good writing habits, and write neatly, regularly and correctly.
5. According to the basic requirements of "preparing, teaching, approving, assisting and taking exams", we should conduct tests after each class to improve students' English scores. English teaching in graduating classes should be carried out in an all-round way, and a detailed review plan should be made after the new class ends to improve the quality of English teaching.
English teaching plan for the sixth grade of primary school 3
First, the analysis of students' situation
Grade six students have been exposed to English for three years and have a certain English foundation. They are lively and active, and have a strong curiosity about new things, a strong thirst for knowledge and a strong desire for expression. However, the sixth-grade students' interest in English learning has declined as a whole, and the polarization is more serious. Therefore, this semester, I will face all students, take the development of students as the purpose, teach students in accordance with their aptitude and at different levels, always give priority to stimulating students' interest in learning, guide students to correct their learning attitude, master good learning methods and cultivate students' good study habits.
Second, teaching material analysis
The design of the new textbook embodies the educational idea of "people-oriented", with diverse and vivid forms, which is very suitable for children of this age. The textbook takes topic as the key link, communicative function and language structure as the main line, and gradually guides students to use English to complete practical language tasks. It embodies the idea of communicative teaching and pays attention to the cultivation of students' language application ability. In terms of overall conception, content arrangement, activity design, teaching method selection, etc., it is closely related to students' real life and implements the communicative function of language and the basic principles of language application. This book is novel, vivid and interesting with colorful cartoon illustrations. In order to strengthen the flexibility of teaching and facilitate teachers' teaching, the whole book is designed and compiled in units. Each book has six study units and two review units, and the whole book 10 page teaching material is beneficial to teachers' rational use and teaching design.
The main features of this textbook are
1, emphasizing the use of language
2. Pay attention to the cultivation of ability
3. Highlight the stimulation of interest
4. Pay attention to two-way communication.
5. Combined with the characteristics of the discipline
6. Pay attention to flexible expansion.
7. Realize the overall design.
8. Provide rich multimedia teaching materials.
The theme of unit 1 is asking for directions. Show vocabulary and sentence patterns through the scene where Wu Yifan and Robyn visit the Science Museum and ask for directions.
The theme of the second unit is traffic mode and traffic rules, which shows the traffic trips of the main characters on their way to school, and presents the core vocabulary and sentence patterns of this unit.
The theme of Unit 3 is the weekend activity plan. Show the core vocabulary and sentence patterns of this unit by showing the words of Chen Jie and Amy and the weekend activities of friends in Zhang Peng.
The theme of Unit 4 is pen pal. Talk about their pen pals through Zhang Peng and Oliver, and present the core vocabulary and sentence patterns in this unit.
The theme of Unit 5 is the occupation and living conditions of the characters. Amy and her friends talk about their parents' occupations in class by showing the campus exhibition board CareerDay, so as to present the core vocabulary and sentence patterns of this unit.
The theme of Unit 6 is to make suggestions on expressing emotions, mental state and emotional counseling. By showing Sarah's brother and sister arguing about popcorn, Sarah's mother asked them what to do when they were angry, presenting the core vocabulary and sentence patterns of this unit.
Third, the teaching objectives
By studying this set of textbooks, students can form a preliminary comprehensive language application ability, promote mental development and improve humanistic quality. Cultivate students with a certain sense of language, good pronunciation, intonation, writing foundation and good study habits, so that students can initially communicate in English. At the same time, cultivate students' abilities of observation, memory, thinking, imagination and creation, introduce Chinese and western cultures appropriately, cultivate students' patriotism and enhance their sense of the world.
1, knowledge target:
(1), master the key vocabulary and sentence structure of this textbook.
(2) Students can understand and answer words, phrases and sentences orally.
(3) Can sing learned English songs and recite learned songs.
(4) Be able to use daily communication language, flexibly use the four-meeting sentence pattern, communicate simply, speak boldly, pronounce correctly and use words according to the occasion.
(5) Be able to understand clear words and recordings with the help of nonverbal prompts such as picture gestures and scenes.
2, ability goal:
(1), cultivate students' ability to communicate in English.
(2) Cultivate students' listening, speaking, reading and writing abilities.
(3) Cultivate students' innovative spirit and practical ability.
(4) Cultivate students' sense of language and lay a good foundation for pronunciation and intonation.
3. Emotional goals
(1), follow the rules of English teaching, integrate ideological education into language teaching, promote the formation of students' good moral character, and strive to lay a language foundation and ideological foundation for students' lifelong development.
(2) Stimulate students' interest in learning English and cultivate their good study habits.
4. Emphasis and difficulty in teaching materials
1, can master the learned words according to the requirements of the fourth and third sessions.
2. Be able to master the sentence patterns learned according to the requirements of the fourth meeting.
3. Be able to use daily communication language, flexibly use four-meeting sentence patterns, communicate simply, be bold in language and pronounce correctly.
4. With the help of nonverbal prompts such as pictures, gestures and scenes, you can understand clear words and recordings.
difficulty
1. The changes of person and yes verbs and the use of action verbs in several sentence patterns learned in primary schools, such as the simple past tense and the simple future tense.
2. Flexible use of sentence patterns learned in four meetings: dialogue, writing and reading.
3. The organic combination of teaching content and students' life experience and knowledge level.
Verb (abbreviation of verb) teaching measures;
1. Take activities as the main form of classroom teaching, and design colorful teaching activities for students to use in music schools and study, so as to ensure the sustainable development of students' English learning.
2. By listening, speaking, reading, writing, singing, swimming, acting, drawing and doing, we practice a lot of languages.
3. Flexible use of teaching materials, according to the students' learning situation, reorganize and arrange the knowledge points of each unit to reduce the difficulty.
4. Pay attention to teaching evaluation, stimulate students' interest in learning, and give full play to the role of non-intellectual factors.
5. Design comprehensive and efficient homework, cultivate students' good writing habits, and write neatly, regularly and correctly.
6. Timely and scientifically reflect on teaching, sum up gains and losses, and make teaching constantly innovative.
7. Ask for advice from experienced teachers with an open mind, study modern education and teaching theories hard, and improve your education and teaching level.
Suggestions of intransitive verbs on teaching methods
(A) Advocating teaching philosophy
Primary school is an important stage in the development of students' English learning ability. Teachers need to understand and master the following basic concepts in the teaching process:
1. The teaching activities in primary schools should be simple and easy to operate. The younger the age, the simpler the activity, which is mainly reflected in the operation process and cognitive requirements;
2. For the lower grades, learning activities should focus on oral activities;
3. The order requirements of listening, speaking, reading and writing in primary schools-students are required to read the words written first, speak the words they are required to read first, and understand the words they are required to say first;
4. Activities that can mobilize multiple senses should be adopted to promote pupils' English learning, such as TPR activities;
5. When designing reading and writing activities, try to choose topics that primary school students have been able to express fluently;
6. When designing classroom activities, we should consider pupils' self-awareness and cooperative awareness as much as possible, so that classroom activities are conducive to the cultivation of pupils' language ability and cooperative awareness;
7. Learning strategy training is equally important for primary school students;
8. Primary school students have begun to form their own learning tendencies and learning styles, and various learning activities help them realize their own tendencies and choices;
9. Happy and relaxed classroom activities help to form a classroom atmosphere that primary school students like.
(B) Suggestions on teaching methods
1. Listening teaching
Let'stry is the "introduction" of dialogue teaching. Its purpose is to activate the relevant knowledge and experience stored in students' brains through listening activities, use the existing knowledge to obtain the information of characters and scenes in the dialogue part, and initially perceive the new language structure from listening input, so as to prepare for formal dialogue learning.
2. Dialogue teaching
The dialogue part is the core content of the unit, and the dialogue learning content of this book consists of two parts: the first part is dialogue, and the second part is communicative activities according to the provided context.
Language communication is carried out in a specific context, and language expression usually depends on the context. Language acquisition can only be achieved in a real context. Therefore, in dialogue teaching, teachers need:
(1) Use the materials provided by the textbook to activate students' existing life and learning experience, and help students to establish the connection between new knowledge and existing knowledge, such as using the illustrations provided by the textbook to carry out brainstorming activities.
(2) Activate the teaching content, create a living language environment, let students understand and use the language in the realistic context, and finally achieve the goal of language acquisition.
(3) On the basis of students' initial understanding of the meaning of the dialogue, provide different levels and forms of exercises. First of all, students can have a preliminary experience of language expression through dialogue role performance activities, so that abstract language knowledge can be visualized and concretized. In the final output activity, communicative pragmatic activities can be designed according to the pragmatic functions of the core sentence patterns in the text, so that students can transform their language knowledge into language competence in the process of language communication.
3. Vocabulary teaching
Vocabulary includes three structural elements: sound, meaning and form. The goal of vocabulary teaching is to help students master the sound, meaning and form of vocabulary, and use the vocabulary they have learned to communicate in communication activities. Teachers should pay attention to the following points in vocabulary teaching:
(1) Use objects, pictures, expressions and actions to teach vocabulary.
(2) Teaching vocabulary in context and discourse.
(3) Provide various forms of pragmatic activities combining listening, speaking, reading and writing with vocabulary.
(4) Using phonetics to teach vocabulary.
(5) Pay attention to the guidance of students' vocabulary learning methods.
4. Reading and writing teaching
The reading and writing section provides a meaningful comprehensive text training activity through paragraphs with pictures. The design of reading and writing typesetting in grade six provides a complete reading and writing teaching process: pre-reading activities-reading activities-post-reading activities, which usually include pre-reading prediction, reading comprehension and post-reading writing activities. It is suggested that teachers should first guide students to discuss pictures, use the existing experience and knowledge to predict the information of the text, establish reading interest, and then enter the text reading to obtain the required information. Finally, according to the text information, the information output activities can be discussed or expressed in paragraphs.
5. Phonetic teaching
The phonetic teaching content of this textbook includes words, sentence stress, linking, loss, sentence intonation, pause and so on. It is also the content that must be mastered in the second-level phonetic knowledge grading goal of English Curriculum Standard. The main goal of phonetic teaching in this book is to let students experience the stress of words and sentences, the intonation of sentences and the pause in sentences through phonetic teaching, explore the pronunciation law through observing examples and examples, and correctly read out the stress of words and sentences, the rise and fall of continuous reading and the corresponding pause in sentences.
This part of teaching can be divided into the following steps:
(1) The teacher reads or plays the recording, and the students follow it;
(2) Students listen to the example sentences read or recorded in the lecture book and experience the pronunciation characteristics of words or example sentences;
(3) Teachers give a brief explanation on the basis of students' preliminary discussion to help students understand the relevant phonetic knowledge and rules;
(4) Teachers provide better examples and examples for students to practice, train students to pronounce correctly, and at the same time consolidate their phonetic knowledge.
examine
This section provides listening-oriented testing activities, and the listening style covers the core sentence patterns and vocabulary of parts A and B. Therefore, this section is not only a test of students' mastery of unit knowledge, but also a good listening training activity. It is suggested that teachers should take this part as a comprehensive language listening activity, and then carry out teaching after completing part B teaching.
7. Grammar summary
This part is the practice of unit grammar and vocabulary classification, which aims to cultivate students' awareness of paying attention to language forms and rules after learning language meaning, and to form the ability to summarize the learned knowledge and language rules in time and finally use the language. This part of the teaching can be divided into two steps: the first step is to let students complete the language practice tasks according to the instructions of the textbook, and the second step is for teachers to guide students to sort out and summarize the key grammar knowledge of the unit.
8. Interesting story teaching
The function of interesting stories in Part C of each unit is not only to bring fun to students, but more importantly, to provide language expansion content for students with strong academic ability, so as to achieve the purpose of hierarchical teaching.
(1) Students with strong understanding and memory ability are required to understand stories, tell stories and perform stories, and they are encouraged to use new languages in stories.
(2) The requirement for middle school students is to understand stories and be able to tell stories with recorded pictures.
(3) For students with weak reception ability, they only need to understand the story and refer to the recording.
Review Unit
The review unit consists of comprehensive listening, speaking, reading and writing activities in different situations, and the activities designed by each text are strung together by a clue to form a relatively complete event. Each activity can be divided into the following three steps.
(1) Review and consolidate the core vocabulary in an interesting way to prepare for the comprehensive training activities in the future.
(2) Listening, speaking, reading and writing activities around the language materials provided by the textbooks. Teachers should pay attention to strengthening the training of students' listening, speaking, reading, skills and strategies, such as prediction before listening and reading.
(3) According to students' mastery, teachers should provide more comprehensive training, especially listening, speaking, reading and writing texts. At the same time, try to use mind map to help students sort out knowledge points and strengthen language knowledge.
10, activity manual
The activity manual is designed according to the idea of formative assessment, which mainly tests students' classroom learning through listening, speaking, reading and writing activities.
1 1. Teaching evaluation
Teaching evaluation is an important part and driving factor of English teaching. Therefore, teachers should pay enough attention to it in the teaching process. The main purpose of English teaching evaluation in primary schools is to stimulate students' interest and enthusiasm in learning. In addition to the teacher's evaluation of students, the evaluation should also include the evaluation among students and the self-evaluation of students.