English teaching should downplay grammar teaching, and this class is more about past tense grammar knowledge. When learning a foreign language, if you don't understand the inherent laws of the language, it will affect students' accurate use of the language for communication. The following is the draft of the sixth grade English handout I compiled, hoping to provide you with reference and reference.

Goforit: a draft of English handout for the sixth grade of primary school.

First, the textbook interpretation:

The central topic of this unit is to talk about past events. This topic is very close to students' real life. In this lesson, students learn and use the past tense of verbs to practice listening, speaking, reading, writing and acting. Dialogues in textbooks include all kinds of simple past tense sentence patterns. The design of related activities and the selection of listening language materials are all for students to practice fully in real and interesting situations.

Second, the basis of teaching design:

Warm-up activities are mainly to stimulate students' interest and enthusiasm. An English song before class creates an atmosphere for learning English. The focus of the "warm-up" part is to talk freely. According to the psychological characteristics of students' curiosity about teachers, teachers and students are designed to ask each other questions, so as to enhance understanding, realize equality between teachers and students, form a harmonious classroom atmosphere, and make students dare to speak and be willing to speak in the next activities about the past.

In the exercise part, a colorful beach map presentation activity 1a was prepared to create a school trip scene. The activities in the picture are familiar and easy to express. This kind of situational exercise further consolidates students' mastery of the past tense of verbs.

Oral practice is divided into three parts. First, guide the students to express their feelings about the school trip. Although this is only a scene, it is enough to leave good memories for students. Second, use the activities in the beach map to draw out the key sentence pattern "Are you ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Third, introduce another sentence pattern "Where there is something ……" In this lesson, with the help of oranges. After full practice, students creatively use school supplies to communicate. Students with outstanding performance should be affirmed and rewarded in kind to encourage them. The practice of these three links is from simple to complex, from easy to difficult, adopting different ways, using physical objects and connecting with practice to cultivate students' oral English ability.

Presentation is to prepare for the following listening section. New words and phrases are presented in many ways, such as objects, pictures and English explanations. The oral part lays a solid foundation for the presentation of dialogue.

Listening practice should be gradual. Listen with questions first, then find out the information you need while listening, and finally form a sense of language through the follow-up reading of different roles. This part is no longer about listening to simple word pronunciations, but more importantly, listening to meaningful dialogues.

Pairwork has designed a cooperative task, which is mainly to systematically practice the learned knowledge and make summary and innovation. At this time, provide a picture in the book for all students to watch. Before speaking, let the students have a general understanding of the names and activities in the picture; Then the teacher demonstrates the dialogue with several students, so that the students can make their tasks clear. Only by giving them enough time to prepare can we achieve good teaching results. At the same time, in the process of preparing for the performance with the deskmate, the students also learned to cooperate with each other and gained a sense of accomplishment and collective honor.

The whole teaching process strives to be interlocking, natural and smooth, comprehensively train students' English ability in all aspects, and cultivate students' ability to express their thoughts and communicate in English.

Unit 6 I am more outgoing than my sister.

first segment

first stage

Chen Dongfang Xinkaidi 1 Middle School

Teaching content:

Comparison between two people

Teaching objectives:

1. About vocabulary:

Students can understand and use the comparative degree of adjectives in this lesson.

2. About communication skills:

Students should be able to talk about personal characteristics and compare people.

3. About English ability:

Let students practice their comprehensive ability of listening, speaking, reading and writing.

Teaching emphases and difficulties:

How to compare people?

Teaching AIDS:

Tape recorder, cassette, picture, colored chalk, simple picture.

Teaching procedures:

I. Warm-up activities:

1. Greetings and free conversation.

2. A self-introduction game.

Ⅱ. Presentation:

1. Draw a boy and a girl on Bb. Ask the students to describe them and present the words in the activity.

2. Tell the students to write down the words on a piece of paper and match each word with the antonym. Check the answers and read the words.

3. Compare the comparative degrees of some adjectives.

Ⅲ. Oral practice:

1. Show photos of Tom and Sam. Present "twins" and dialogue. Then practice the dialogue.

2. Show two more pictures. Help the students describe and compare the twins.

Ⅳ. Listening practice:

1. Listen and number the pictures [1-3]. Check the answers.

2. Listen and find out the names of these two girls. Put them on the photo.

3. Listen and repeat, then role-play the dialogue.

ⅴ. Matching work:

1. Two students read the dialogue template.

2. Teachers and students have one or two dialogues.

3. Students work in pairs. The teacher walks around the classroom and will help the students if they need it.

4. Some students perform in front of Bb.

ⅵ. Conclusion:

1. Divide the class into groups of four. Ss Look at the pictures on P3 1 and discuss three pairs of twins. Write something about them.

2. Share the answer.

The words on the blackboard:

Unit 6 I am more outgoing than my sister.

high

Longer

Tal is more wild.

Thin short hair thinner

Long hair is heavier and heavier.

Calm, short and funny

simple

drawing

& ampn

Bsp Tom's hair is short in Bisam's.

Sam's hair is longer than Tom's.

Tom Bisam, calm down.

Summerbee, Tom is crazier.

Picture 1

Picture 2

Picture 3

practise

practise

twins

Unit 6, come on! )

First, the teaching content analysis:

The central topic of this unit is to talk about personal characteristics and compare people. This is a topic that fits the psychological characteristics of eighth-grade students very well. In this lesson, students are exposed to the comparative degree of adjectives for the first time and practice listening, speaking, reading, acting and writing with these words. The design of relevant dialogues and the selection of listening language materials are closely related to the center of contrast.

Second, the teaching process design:

Review the past and learn the new. Warm-up activities, according to the psychological characteristics of students' curiosity about the teacher's situation, design questions between teachers and students to enhance understanding, achieve equality between teachers and students, form a harmonious classroom atmosphere, and let students dare to speak and be willing to speak. As another part of "warm-up", students introduced their games to each other, which aroused their interest and enthusiasm. At the same time, through the full practice of listening, watching and speaking, I reviewed the words such as height, figure and appearance, which paved the way for the next picture description.

Before presenting new knowledge, draw two stick figures on the blackboard, which are simple and vivid, and then guide the students to make a comparative description and present antonyms. After the students match the antonyms, the next round of comparative description-describing the students in the class and showing the comparative degree of adjectives. Understand the sounds, shapes and meanings of these words by observing and reading after them.

Oral practice is to further consolidate the comparative degree of adjectives just learned. Through the interesting comparison of three pairs of twins, the comparative grade can be used reasonably and effectively in the scene. And inadvertently present the dialogue in the book naturally as an example of oral practice. Students' oral training from imitation to creation lays a solid foundation for later listening.

Listening practice should be gradual, first listen to the order, then listen to the name, and finally listen to the meaning. This part is no longer about listening to simple word pronunciations, but more importantly, listening to meaningful dialogues. Students form a sense of language by looking at pictures, listening, following and reading in different roles.

Pairwork mainly shows what you have learned in real situations. Before speaking, the teacher made a demonstration, the students got ready, and then performed in pairs.

In the conclusion, a cooperative task is designed: students discuss with each other in groups of four, write down the differences between twins, and choose a representative from each group to report. Through such activities, students learn to cooperate with each other and gain a sense of accomplishment and collective honor.

The whole teaching process is closely linked, which comprehensively trains students' listening, speaking, reading and writing, and cultivates students' ability to express their thoughts and practice in English.

English Lecture Notes for Grade Six: National Day

First of all, talk about textbooks.

Today, this lesson is the first lesson of Unit 6 during the National Day holiday. Before that, I had finished teaching Unit 4 in advance, and the students had understood the changes of the past tense of the be verb. Focusing on the topic of National Day holiday, this lesson organically combines daily communication terms, vocabulary and language structure about talking about things you have done in the past. The key point is what did you …? And its reaction, as well as the pronunciation of the regular verb past tense plus the letter ed.

Second, talk about teaching methods and learning methods.

1, implicit grammar teaching

The curriculum standard points out that grammar teaching should be ignored in English teaching, and this class is more about past tense grammar knowledge. When learning a foreign language, if you don't understand the inherent laws of the language, it will affect students' accurate use of the language for communication. Even in primary school, children need some grammar knowledge to help them master the language firmly and correctly. However, the boring explanation and mechanical repetition of grammar easily make the learned language form out of touch with the language context and meaning, and cannot achieve the ultimate goal of grammar teaching to help improve students' communicative competence. How can we avoid too serious and mechanical exercises, which can not only keep children's enthusiasm for learning English, but also enable them to master the "boring" grammar knowledge required by the curriculum?

We should abandon direct and mechanical practice as much as possible, combine with students' real life as much as possible, create various vivid and real scenes, guide students to understand and use language knowledge, and provide children with more opportunities to practice and use the language they have learned in meaningful and interesting situations. In this class, I first asked two students to perform a program to welcome teachers, and then asked them to find ways to get their own gifts. What is she doing now? She is dancing. What did she just do? She danced. Introduce today's new content and let students feel the simple past tense. Then, by introducing my friend and I's visit to the farm on National Day, guide the students to understand and use the simple past tense. The whole class runs through the topic of talking about what everyone did on National Day. Students have something to say, are full of interest, and can communicate more realistically by using the language items they have learned. Students perceive language rules from context, learn skills from context, and sublimate language communication function from context.

This course also designs various activities to promote speaking and using, and guides students to use language knowledge, develop language skills and improve their language use ability by participating in activities. For example, by saying a rhyme, students' sense of English language is cultivated, which adds interest to the classroom, improves students' interest in learning and weakens the difficulty of learning. Play a game: Listen and guess what your classmates did on National Day. Let the students actively participate in the activities and consolidate the language projects they learned today. Do a survey and find out what others did on National Day. Students are curious about other people's situations. This activity closely follows the theme of this lesson, providing children with a more realistic scene of using language, allowing them to unconsciously train the grammar they have learned while playing, encouraging students to obtain and process information, communicating with others in English, and cultivating their ability to solve problems in English.

2. Pay attention to listening training

The goal of English quality education is to cultivate students' preliminary ability to use English, and language skills are the basis of communicative competence. Language skills include listening, speaking, reading and writing. Among them, the unique function of listening plays a vital role in students' mastering and using English. Listening is the most important way for students to acquire language information and language feelings, and it is the basis for improving other skills. Only by listening correctly can they read accurately and speak fluently. Only when students have good listening comprehension ability can they get more accurate information faster and more. Improving students' listening comprehension can't be done in a short time. In our usual teaching, we should pay attention to cultivating students' good habit of listening carefully. For example, when a classmate talks about what he did during the National Day holiday, he immediately asks other students what they did. Check whether he has mastered the language and urge the students to listen carefully in class. At the end of the class, I arranged to listen to a dialogue to answer questions. On the one hand, we can understand students' understanding of what they have learned today, on the other hand, we can prepare for reading pictures after listening and describing them in our own language, from language input to language output.

Model essay for grade six: lesson 19

First of all, talk about textbooks.

I'm talking about lesson 19, Unit 4, Book 4, Grade 6, Nine-year Compulsory Education.

This lesson is mainly about the English expressions of asking what the other person is doing and how to answer. According to the overall goal and the characteristics of the teaching materials put forward by the New Curriculum Standard for Primary School English, I have determined the following teaching goals and difficulties.

1, knowledge target

Students can say and identify the dialogue in reading class and use sentence patterns: What are you doing? I'm making a model ship. Please pass me an egg. Give me two apples.

2. Ability objectives

Guide students to actively use the English they have learned to express and communicate, and the diversity of students can only be reflected and developed in communicative activities.

3. Emotional goals

By integrating language training into various situations, students learn to cooperate with others to complete learning tasks through experience and participation in activities, so as to experience success and cultivate interest in language learning.

4 teaching emphasis and difficulty

Key point: 1) Understand and use sentence patterns flexibly. What are you doing? I am ...

2) Two imperative sentences: Please pass me an egg.

Give me two apples.

Difficulties: the pronunciation of knife, scissors and minutes. There is also a long sentence: let's go to the lake and try it on the water.

5. Preparation of teaching AIDS

Courseware, tape recorders and tapes, scissors, knives, a page, pictures, etc.

Second, talk about teaching methods and learning methods.

Based on the characteristics of this course and the psychological characteristics of sixth-grade students, such as being active, curious, imitative and expressive, I insist on taking situational topics as the core, taking function and structure as the main line, taking task-based activities throughout teaching, and using teaching methods such as intuitive teaching method, situational teaching method and overall body reaction to help students cooperate with each other and experience participation, so as to learn English independently and happily in interesting activities such as audio-visual, reading, singing and playing. Strive to achieve: "classes can stimulate interest, classes contain interest, practice interest, and hide interest."

Third, the teaching procedure.

1, warm up

(1) Greeting teachers and students exchange greetings to help students enter the English learning state naturally.

(2) Singing and dancing: forward, backward, right and left.

Singing and dancing with teachers and students not only enlivens the classroom atmosphere, but also brings the distance between teachers and students closer.

2. Review

Let the students review the dialogue in lesson 18 in pairs to pave the way for the next study.

3. Demonstration and practice

1) What am I doing? I'm making a model ship. Then write and practice on the blackboard and teach you what to do through CAI. I am ... four scenes with pictures. I am watching TV. I am listening to the radio. I'm talking to a friend. I am playing with my doll. Let the students listen, watch and feel. The teacher is demonstrating with body language, and then let the teacher with accurate pronunciation teach them to read.

Continuing to create the scene of origami boat, the teacher said: Who can help me? Please pass me the knife. The new words passed by on the blackboard. Give me two apples. New words and scissors on the blackboard. Then write and practice on the blackboard, and show six pictures in Let's Practice through CAI teaching, so that students can make sentences and deepen their impression of these two imperative sentences.

2) Step 2: Let the students fold paper boats. Create a scene by students folding the boat with paper, and lead to the sentence: Can I help you? Can it run on water? Seeing that the students had folded the boat, the teacher led out: wait a minute. After class, we will go to the lake and have a try on the water. I'll show you. Students create scenes by folding boats with paper, which also stimulates students' interest in learning, makes them have a clear perception of undergraduate teaching tasks, produces rich imagination, and participates in the teaching of this course with strong interest.

4. Listen, point to the picture and follow the dialogue.

Make full use of teaching resources to cultivate students' listening and imitation ability. Carrying out teaching content with teaching materials as the carrier.

5. Practice

1) pairing work

Practice at the same table to show the content of Protestantism, encourage students to communicate in the language they have learned in real life situations, and cultivate students' ability to use English.

Sing a song

What are you doing? I'm turning into a song (the tune is the same as "Two Tigers")

The teacher demonstrates singing first, and then the teachers and students sing together. Using familiar songs to arouse students' enthusiasm can effectively consolidate the teaching content.

6. consolidate.

1), do exercise books. Further consolidate what you have learned.

2) Happy hour. Learn to be careful! Tell students to pay attention to traffic safety.

3) Copy the contents of the four meetings on the blackboard and check the students' writing and writing posture.

Step five. homework

1) Listen and repeat. Review and consolidate what you have learned by listening to tapes at home.

2) Organize new dialogues in groups.