Model essay on English lecture notes for the sixth grade in primary school

# Elementary English # Introduction lecture notes are prepared for lectures, which are different from teaching plans. The lesson plan only talks about how to teach, and the lecture notes focus on why to teach like this. Teachers should thoroughly understand the teaching materials, analyze the teaching contents, teaching purposes, teaching emphases and difficulties, follow the principles of overall conception, overall combination and comprehensive discussion, write clearly in blocks and explain the teaching contents step by step, so as to further improve the teaching effect. The following is the relevant information of "Model essay on oral English of Grade 6 in primary school", I hope it will help you.

Primary school grade six English book one lecture notes model essay I

This lesson is the text teaching lesson of Unit 6 in the first volume of the sixth grade of primary school English. This unit is mainly to learn how to briefly describe the climate characteristics, natural changes and human activities of four seasons in China in English. This lesson is the third lesson in this unit. Based on students' initial perception of seasons, they can describe spring in simple English. Therefore, the teaching design of this course is to review 3 1 lesson, bring the old with the new, reduce the learning difficulty and arouse students' hope of learning. However, at the adjective level of this lesson, such as the hottest, verb phrases, such as plant rice, making a sandcastle, looking for shells ... and sentences expressing feelings, such as enjoying yourself, are all difficult for students to learn. According to the above analysis of teaching materials and the requirements of curriculum standards, the teaching objectives of this course are formulated:

1, knowledge and ability:

Learn the words related to summer, such as hot, rainy, beach … learn the weather characteristics related to hot and rainy weather. Summer is the hottest exam season. And related human activities, such as planting rice, going to the beach, building sand castles ... By learning this knowledge, students can simply describe summer in English, further feel the four seasons, and realize the difference of summer.

2, process and method:

Be able to master summer-related knowledge in real language environment and colorful activities, and apply it to your real life.

3. Emotions and attitudes:

(1) Students can exercise their comprehensive language use ability through various activities.

(2) Stimulate students to love English learning, life and nature.

In the teaching of this course, I adopt the "Hope Teaching Mode". The guiding process of the whole class is to "arouse hope" for students, help them "pursue hope", "ignite hope" with them and encourage them to "fly hope" from the students' point of view. With the help of such a thread of hope, students can consolidate old knowledge, acquire new knowledge, experience success and build up self-confidence. In this teaching mode, when students' hopes are awakened, their potential of independent inquiry and cooperative learning will be greatly developed, thus realizing the happiness of participation. Only by letting go of hope can students experience the joy of harvest, thus ensuring the motivation of learning.

Teaching process:

Step 1: Warm-up/Review: Create a situation to reveal the goal (arouse hope)

1, flash, start with confidence. In this session, I sorted out simple catchy words and phrases, stood up and read aloud, and synchronized quickly.

Design intention: on the one hand, warm up quickly, stimulate students' enthusiasm for learning and increase their self-confidence in learning. On the other hand, I recalled the important words and phrases that appeared in lesson 3 1, and made full preparations for the next word filling and answering questions.

2. Fill in the blanks in the text and grasp the direction. According to the text of lesson 3 1, the word hollowing practice is carried out in the form of quick solitaire participation.

Design intention: on the one hand, it is to check students' learning and mastery, on the other hand, it is to grasp the general direction of seasonal learning.

3, answer the question, causing the following. After reviewing lesson 3 1, ask questions, then study in pairs, help teachers and friends, and then answer questions and proofread on the spot.

Design intention: Starting with simple questions, it is easy to arouse students' enthusiasm and arouse their hope of learning. And in the form of cooperation between teachers and friends, more students can have the opportunity to participate and show themselves. In addition, it is also through the setting of these questions that they are introduced into the study of new courses.

Step 2: Presentation: Explore the structure of question-solving activities (pursuing hope)

1, question guidance, learn from each other. In view of the change of seasons from spring to summer, the teacher raised some questions, but these questions were raised one by one from easy to difficult. Whenever a question is raised, students study in pairs with the help of teachers and friends and express their opinions. When there are differences, teachers and students look for answers from the text together, and finally find the answers that everyone agrees with. When you meet a problem that everyone can't solve, the teacher will guide the students to find the correct answer and write a summary blackboard.

Design intention: By setting questions, let students fully appreciate the fun of independent inquiry and cooperative learning, let them experience the satisfaction of success and the frustration of failure, and inspire their fighting spirit.

2. Summary on the blackboard, and summary. After each problem is solved by everyone, the teacher writes on the blackboard and sorts out and summarizes the key and difficult contents.

Design intention: Write the important words, phrases and sentences in the answers on the blackboard, so that students can easily find the important and difficult points, read easily and perceive the text as a whole. Especially for some slow-thinking children in the class, it will be of great help.

3, recording and revising, I heard that * * * practice. Listen to the tape three times in this lesson. The first time, let the students listen and repeat in a low voice. The second time, let the students read aloud bravely. The third time, let the students read after it with emotion.

Design intention: The process of listening to the recording is actually a process of students imitating pronunciation and intonation, a process of forming a good sense of language and a process of self-adjustment, which is mainly aimed at the training of students' listening and reading.

Step 3: Practice: Test the feedback and reach the standard in class (ignite hope).

1, read aloud and show yourself. After listening to the tape, let the students open their mouths and read the text aloud in pairs.

Design intention: This is a kind of knowledge consolidation and self-confidence cultivation. Encourage students to dare to show and overcome shyness.

2. Listen and test yourself. After reading aloud, it is more difficult to listen to the tape. Let the students fill in the blanks according to what they have learned in class.

Design intention: After several listening, speaking and reading exercises, mainly focusing on listening and writing exercises, students can find their own problems in time and help each other correct their mistakes.

3, in-depth testing, prove yourself. Through the study of China in spring and summer, sum up some people's activities, so that students can understand the text and complete the exercises in the form of mutual help between teachers and friends.

Design intention: improve the difficulty of practice around what you have learned, from the practice of words and sentences to the perception of discourse, which is to cultivate the comprehensive ability of language use.

Step 4: Additional activities: expanding the summit (flying hope)

1. By learning Lesson 33, students can simply describe the summer in China in English.

Design intention: to cultivate students' comprehensive language expression ability, encourage students to express their confidence in English and let go of their hopes.

2. Check the preview homework "Are summers the same in different countries in the world?"

Design intention: In this way, students can learn about summers in different countries and increase their interest in learning English.

The first volume of primary school sixth grade English lecture notes, model essay II

First, the teaching objectives

1. Learn how to express the unfortunate news of others in words.

2. Learn the simple future tense.

3. Consolidate sentence patterns. I can … ...

4. The words "Sihui":

After school, I'm sorry to hear that I'm sick in bed.

What are you going to do after school?

We're going to see him.

I'm sorry to hear the news.

5. The words "Three Meetings":

Yes, bad, of course

Can I go to see him with you?

Second, the teaching emphasis and difficulty (emphasis and difficulty)

1, master, I am sorry to hear this news. Sentence patterns express the reaction when you hear the unfortunate news of others.

2. master the sentence pattern of are going to express that you want to do something.

Third, teaching tools (preparation)

1, teaching AIDS: tape recorders, audio tapes, pictures.

2. School tools: word cards.

Fourth, the Teaching process (teaching process)

(a) review of imports

1, say hello to teachers and students.

2. Review the words about diseases learned in previous courses. After the teacher says the words, the students do the actions. Finally, the teacher reads the words and the students follow.

(2) Newly awarded

1. Listen to the text twice and ask the students to answer the questions they hear: What are Helen and Linda going to do after school? What happened to Tom?

2. The first part of the text:

Linda, what are you going to do after school?

Tom is ill in bed. We're going to see him.

3. The second part of the text:

I'm sorry to hear that.

(3) Consolidate exercises

1, practice phrase: sick in bed, after school, hear. The teacher shows pictures of words, and the students are familiar with the words.

2. What are you going to do after school? We're going to see him.

I am sorry to hear this news. The teacher can extend this sentence. I'm sorry to know that. /I'm sorry to see that. /…

(4) homework

1. Listen and read the text.