English teachers should create simulated life scenes for students in class and let them experience the language used in the scenes. After a period of English teaching, I might as well write a sixth grade English teaching plan and share it with you. Whether you are looking for or preparing to write an English Teaching Plan for the Sixth Grade of Primary School, I have collected relevant materials for your reference!

English teaching plan for sixth grade in primary school English 1 topic Unit 5 Lesson 25

focus

The third person is the subject, spelling other people's names and asking questions related to others.

You can spell words correctly according to phonetic symbols.

difficulty

The difference between its and its.

Ask questions about others.

process

First, warm-up/review

Everyday spoken dialogue.

Game: Guess who he is. The teacher said, students guess, if the students' level is relatively high, they can also say.

There is a boy. He has short hair and a small nose … who is he?

Students answer with … or his name is ….

Tell me about yourself: introduce yourself, review the content of Unit 4 and prepare for the new lesson.

Second, present a new lesson (presentation)

The teacher shows pictures (kittens and birds)

The teacher asked: Who is she? Who is he? What are their names?

Do you know how to spell their names?

Teachers play supporting courseware in Tengtu educational resources.

Answer the teacher's question just now.

Imitate the text dialogue. The teacher plays the sound and the students read after it.

Practice the dialogue in pairs.

Please come to the front and perform.

Learning words: the teacher reads words and the students try to spell letters.

The teacher reads words.

The students do spelling exercises.

Game: See which group writes fast: Send a small note to each group and write from the beginning: Can you spell the name? Pass this sentence back and see which group writes fast and which group writes well.

Third, fun exercises.

Dubbing the courseware: the teacher plays the courseware, but turns off the sound and the students dub it.

Self-made dialogue: Students voluntarily combine and write a dialogue.

Please come to the front and perform.

Teachers and students evaluate together.

Look at the picture. Practice: Teacher or student demonstrates: I have a bird. Its name is ['PCLi]. Can you spell its name?

Let some students imitate. (Exercise on 5 1 page)

After students understand the teacher's requirements, practice in groups.

Spell the phonetic words and spell the corresponding letters.

Replacement exercise.

Group match: One student in each group, draw a picture for the next group, and draw a classmate. If this classmate speaks well, give the group a point, otherwise don't add it. Finally, let's see which group is taller and which group wins.

The difference between its and its. Teacher's question: Do you know what "it" means?

What about "yes"?

Are these two words the same? (Write it on the blackboard at the same time)

Students can discuss.

Please report the result of the discussion.

The teacher summed it up.

Please try to make sentences with these two words to check whether the students understand them.

Four. Add-Activity

Introduce my good friend: students describe their good friend according to their usual understanding and the self-introduction of their classmates during warm-up, but don't say his name. Please guess who he is.

Spelling: Write the following words according to the phonetic symbols: The teacher gives the phonetic symbols of the following words and asks the students to write the words:

I'm sorry about the weather, water, and the sun. It's a lot of clocks. It's Monday, and it's fourteen more.

Blackboard Design: Lesson 25 Mimi and Polly

Can you spell your name?

This is it.

A dog.

My name is Pan Pan.

The second part of the English teaching plan for the sixth grade of primary school teaching objectives

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

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

3. Can you use sentences? How do you go to school? How do you go to Canada/…? Instead of asking others about their travel patterns; I can answer with "I was passing by ...".

4. Be able to understand and sing ballads.

Emphasis and difficulty in teaching

Analysis of teaching emphasis and difficulty: The teaching emphasis and difficulty of this class is to master the expressions of four phrases and a Let's learn, and be able to answer questions instead of keywords.

teaching process

1. Let's get started.

(1) The teacher said: I go to school by bike/bus today. Usually I go to school by bike/bus. Teachers use body movements to help students understand the meaning of sentences. Then ask the students: What about you? Are you going by bike or by bus? Are you going on foot? Or by car? Free conversation between teachers and students leads to several common modes of transportation.

(2) After the free conversation, the teacher continued: There are many ways to go to a place. Look at the pictures. Do you know what they are? Guide the students to look at the chart "Let's start with this lesson" and answer the questions.

Step 2 preview

(1) Pronunciation and meaning of tob_id_309 1 with frequent adverbs. Please refer to the first unit of the textbook for fifth grade teachers for activities.

(2) The teacher "Let's Sing" plays the recording of this lesson "Let's Sing". Students listen first, and then sing softly after the recording. The teacher plays the tape again and leads the students to sing and act together: when singing on foot, the whole class stomps their feet; When singing by car/bike/bus/plane/train, students hold up their toys. Then the teacher randomly displays the word cards in Let's learn part according to the contents of the ballad to impress the students. The whole class sings and does it after the recording.

3. New lesson demonstration) Let's study.

(1) The teacher took out a toy bike and asked himself: How can I go to school? I go to school by bike. And write on the blackboard: ride a bike. The teacher repeated the sentence just now and asked a student: 0j What about you? How do you go to school? If the students answer, so do I! The teacher will continue to ask the next student until there is a different answer, and the teacher will help the student to say a complete sentence: I will go. . Go to school before … and write the corresponding phrases on the blackboard.

(2) watch the phrase card game. The teacher shows the phrase cards of different means of transportation in turn, so that students can quickly stick them next to the phrase by on the blackboard. The teacher can read the phrase and sentence L times … to go to school.

(3) Quick response' The game teacher says a phrase, such as riding a bike, asking students to do corresponding actions or quickly raising corresponding props (word cards) to say sentences, such as: I ride a bike to school.

(4) Teachers take out pictures of vehicles that students may not have mentioned just now, such as airplanes/subways/ships/boats, and present and practice these phrases. Then he pointed to the picture in the textbook and asked, what can you see in the picture? Pay attention to guiding students, especially rural students, to understand the subway. Meaning: It's the underground railway of the city. It runs fast. The teacher reads new phrases.

(5) Students listen to the tape and read after "Let's learn". Teachers should pay attention to correcting students' pronunciation and intonation.

(6) Teachers guide students to have spelling competitions. You can leave out the vowels in the words for students to fill in, or disturb the alphabetical order of the words, so that students can reorder and form words.

(7) Teachers can also use the gray words on the back of students' cards to guide students to draw words in red. Students can read while drawing and see who can draw fast and well. The teacher asked the students to make simple word cards with a stack of place names, such as: school, Beijing, America, the moon, etc. The other is the mode of transportation, such as boat, bike, train and so on. The teacher encourages! Students boldly imagine the way to travel and the places to go. Then students practice sentence patterns in pairs. Someone asked, how do you go to Beijing/America/the moon? Another student gave the answer: I went by train/plane/spaceship. Teachers should provide timely help to students who have difficulty in vocabulary expression. Teachers can write some particularly creative ideas on the blackboard to encourage them.

4. Merger and expansion (merger and expansion)

(1) The main scene teacher guides the students to look at the main scene map and tells them the mode of transportation. Students can say: walk, ride a bike and take the subway. If a student asks about the unicycle that the clown rides and the tricycle that the child rides, the teacher can add that it is a unicycle and a tricycle respectively; Another way of saying bicycle: bicycle, which means two-wheeled vehicle.

(2) Students do the activity manual exercises in Let's Learn; Teachers instruct students to write in a standardized way. At the beginning of new learning, it is very necessary for teachers to reiterate the requirements of writing to students.

(3) Students recite and copy the four-skill words; Review rap songs. (4) Students preview the songs that C asked us to sing.

The third part of the English teaching plan for the sixth grade of primary school: teaching objectives: knowledge objectives;

1. Players and teams, games

2. Win and lose

Ability goal: 1. Indicative "win" and "lose" after the game.

Step 2 play the spelling bee game

Emotional goal: When you are lost, you won't lose your heart. I tried again and again. You will win in the end.

Teaching emphases and difficulties: 1. Words about games

2. Win and lose

Teaching AIDS and learning tools: a big picture of this lesson and a tape.

Teaching process:

Course start and review

Play "crossword puzzles" to review the occupations that students have mastered in 1, 2 and 7: teacher, clerk, cashier, waitress and bus driver. After students guess these occupations correctly, add "doctor" and "police officer". Students have mastered these words orally at 1 level, but they haven't seen them for a long time. Tell students the translations of these occupations in a low voice and perform them, and help the class guess these occupations through a lot of tips and encouragement. For example, you can draw a blank on the blackboard and then write down the letters slowly with the pronunciation.

More and more occupations.

introduce

Demonstrate a game of "player", "team" and "spelling bee" with six volunteers. Divide the volunteers into two teams, each with three people. Give the players a piece of colored paper, and each team uses the same color.

Demonstrate "win" and "lose" after the game. Pointing at the team, when you say "you won/lost"

Use student books

Pause after the number 1 in the student handbook.

Review the story so far. Li Minghe Jenny has been studying PE. Look at the pictures in the students' books. What are they doing now?

Pay attention to some idioms in this lesson: Bob plays basketball "for fun" and Jenny and Li Ming "jump up and down". Li Ming asks Jenny "What's the score?" What do the students think these phrases mean?

practice

Divide the class into groups. In each group. Some students pretend that they want to learn a game, while others know how to learn the game you play in class.

Make an activity book

end of the course