I. Teaching content 1. Unit review. 2. Learn the pronunciation of consonants C and G and consonant combinations ck and ch. Continue to learn word stress and touch the silent letters k, w, etc. 3. Grammar: Summarize the usage of personal pronouns. Second, the teaching aid recorder; Voice card; Teaching AIDS used in last class, etc. Third, the classroom teaching design 1. Review. The teacher takes out a small plane model (or a small kite) and practices the dialogue with the students. Dialogue imitates lesson 765438 +0. Hey, …, can you help me? S: Of course. What's the matter? T: It's this plane (kite, etc.). What's wrong with it? T: I think it's broken. Can you repair it? Let me see. Yes, I can. (Sorry, yes. Give the model plane to the students and let them have a dialogue. 2. Open your books and have a dialogue in the third part of the text in pairs. Guide the students to use the phrases given on the right correctly. Ask several groups of students to perform in front (use some items to increase the communicative effect). 3. The teacher shows the following phonetic cards [s], [k] and [g] for the students to read. Play the first part of the text and guide the students to summarize the pronunciation of consonants and consonant combinations obtained in this part. Instruct students to do exercise books 1 Continue playing the tape. Students practice word stress and silent letters. Original: English teaching plan for the sixth grade of primary school-please put it away! Lesson 7224. Guide students to review the main points (18). The teacher summarizes personal pronouns and instructs students to list the grammatical items listed at the back of the reference book: personal pronouns. 5. Instruct students to do other exercises in the workbook. 6. Assign homework exercises to read the phonetic symbols and examples of this lesson, and complete the exercises in the workbook. 7. Quiz 1) Dictation requires vocabulary and sentence patterns of four meetings in this unit; 2) Write a dialogue about repairing airplane models (or kites). Fourth, it is difficult to explain personal pronouns. In Unit 6, we learned the usage of personal pronouns. Personal pronouns have two forms: nominative and objective. The nominative case of personal pronouns is the subject in a sentence. 1) I am a student. I am a student. Can you help me? Can you help me? Personal pronoun accusative, as the object in the sentence. Please help her. Please help her. Let me see. let me think. extreme
Teaching purpose and requirements: 1. Learn words and phrases: wake up/make the bed/wave/I'm late. 2. These activities can be described by always/often/usually/never. Teaching methods: games, reading, actions, etc. Content of the first course: Part P6 B of the textbook: 1. Be able to master words & phrases: wake up/make the bed/wave/I'm late. Education background: textbooks, tapes, tape recorders and word cards. Teaching-learning process: steps 1 warm-up activities 1. Greetings .. 2. Let's play: Have a look and guess: What is this? The second step is to show & drill 1. Learn to say: swing T draws a swing on Bb to help Ss understand the meaning. Read the sentences after T 2. Learn to say: wave your arms to help students understand the meaning. Read the words after t and learn to say: get up/make the bed/I'm late. In the same way. Step 3 drill holes. (1) T Show pictures and students say words. ⑵ Show the pictures quickly and let the students say the words. (3) guessing game. 4. Open page 6 of the book, listen and read after it. Step three. Exercise 1. Practice four times. Students play cards. 2. Listen & amp. Step four. Content of the second course in the consolidation period: Part A and Part C of the textbook: 1. Able to understand and tell history. Education background: textbooks, tapes, tape recorders, word cards. Teaching-learning process: steps 1 warm-up activities 1. Greet each other. Sing a song that we learned together last semester. The second step is to show & drill 1. Import. T shows the picture of part a. T said, "This is Katie's day. Listen to the tape. What does she do? " Write the sentences on Bb to help students understand the meaning. Read the sentences after t.2. Students talk about pictures. Step 3 drill holes. (1) Show the pictures and let the students rearrange them. ⑵ Show the pictures and let the students tell stories. (3) guessing game. Open the fifth page of the book, listen to the tape and read after it. Step three. Exercise 1. If the sentence is correct, put a tick; if it is wrong, put a cross. Katie always gets up at six o'clock .. () Katie always looks at her face at 6: 15 in the morning. Katie's family often has breakfast at 6:45 in the morning. Sally always goes to breakfast on time. Katie's father usually waves goodbye to them. 2. Practice in four minutes. 3. A game-competition among groups. Step four. Consolidation 1. Draw your favorite things and talk about them. Content of the third course: textbook P3 D & amp； E teaching purpose and demand: 1. Read and write sentences with the right words: always/often/usually/never. Education background: textbooks, tapes, tape recorders, word cards. Teaching-learning process: steps 1 warm-up activities 1. Greet each other. Sing a song that we learned together last semester. Step 2 Exercise 1. Import. T shows the chart in Part D, and T says, "Look at the chart. Take turns telling each other about Peter's activities. " 2. Work in pairs. Look at the chart. Describe Peter's activities. 3. Write sentences about your activities ... 4. Write sentences on Bb to help students understand the meaning. Read the sentences after t.5. Open page 3 of the book and ask the students to write down the sentences in the book. Look at the picture and write Mrs. Li is a busy housewife. Please look at the chart of her activities below. Then write down the appropriate answers in the blanks. Step four. Merge article 3
First, the analysis of the academic situation This semester, I will teach English in Grade 6 (1), (2) and (3). Children in grade six have a certain foundation in English. They are lively and have a strong curiosity about new things. However, with the increase of English difficulty, some students' interest in learning English has declined, and the polarization is serious. Therefore, this semester, I will face all the students, and always give priority to stimulating students' interest in learning, guiding them to correct their learning attitude, mastering good learning methods and cultivating their good study habits. 2. teaching material analysis The design of this textbook embodies the educational concept of "making friends with English", and the form is lively. Based on the activities of Gogo, a creature from another planet, and his friends Tony and Jenny on earth, it guides students into the wonderful English world, and is closely related to students' real life in terms of overall conception, content arrangement, activity design and teaching methods, which embodies the communicative function of language and the basic principles of language application. Three. Teaching objectives The purpose of primary school English course is to stimulate students' interest in learning English, cultivate their positive attitude towards learning English and build their self-confidence in learning English. Cultivate students' sense of language and a good foundation of pronunciation and intonation. This semester, the sixth grade English should achieve the following goals: 1, and be able to master the words learned according to the requirements of the four meetings and three meetings. 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 and conduct simple communication. 4. Be able to understand simple situational dialogues and recordings. 5. Further develop good writing habits. 6, learn to be simple, imitate writing in about four sentences. 4. Key and difficult points in the textbook: master the words 1, Sihui and Sanhui. 2. Master key sentence patterns. 3. Basic grammar (such as different tenses of verbs; The comparative degree of adjectives, adverbs, etc. 4. Improve the comprehensive ability of listening, speaking, reading and writing. 5. Teaching measures 1. Use situational teaching method in the teaching process to let students actively participate in classroom teaching. 2, through listening, speaking, reading, writing, singing, 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, flexible use of teaching materials, according to the actual situation of students, each unit and each section will be integrated and reorganized to reduce the difficulty. Intransitive verb teaching progress week1-3: unit1-2; 2; Week 4- 6: Unit 3-4; Week 7-9: Unit 5-6; Week 10- 12: Unit7 -8 weeks13-15: unit 9-10: week16-18: unit/.