English teaching plan template for grade six

Five English Teaching Plan Templates for Grade Six

As a sixth-grade English teacher, I usually need to use lesson plans to assist teaching, which can make teaching more scientific. So how to write the template of the sixth grade English teaching plan? The following is the template of the sixth grade English teaching plan I compiled for you. I hope you like it!

The Language Function of 1 in the English Teaching Plan Template for Grade Six;

Talk about (a place),

Learning tasks:

Learning goal statement: Do you want to go to Guilin? "And you can use yes, I do. No, thank you for answering the question.

Analysis of learning situation:

The teaching object of this course is the sixth-grade students, whose English knowledge has accumulated to a certain extent, and their English listening, speaking, reading and writing skills have a certain foundation, and they have the ability to do things in English initially. In addition, students' communication ability in cooperative learning and practical tasks has also been greatly improved. When teaching new language points, we should try our best to connect with real life and create a vivid language environment so that students can better understand the text in the context. At the same time, cooperation and interaction among students are strengthened through group cooperative learning, students are encouraged to use the language they have learned in real situations through task-driving, and students' positive emotional attitude and autonomous learning ability are cultivated in the process of bold practice and active participation.

Teaching aid preparation:

1. Presentation document

2. Teaching cards, place pictures

Teaching objectives:

1. Grasp the knowledge goal and use sentence patterns to learn "Do you want to …?" "Yes, I do. /No, I don't. "and" I think ... ";

2. Ability objectives

(1) Cultivate students' comprehensive language use ability through learning.

(2) Learn to ask others' wishes and express your own.

3. Emotional Objectives Through study, we can learn that China is vast, rich in resources, beautiful and rich, thus inspiring students' patriotic enthusiasm.

Teaching focus:

Do you want to master and use this sentence pattern? Ask other people's wishes. Master, I want to ... express your wishes.

Learning method:

1. Learn and use the sentence pattern of "Xiang" through multimedia courseware and cards.

Design your own travel plan and send an email to your pen pal.

Teaching process:

First, warm up.

send one's regards to

Good morning, boys and girls.

Nice to meet you.

Who's on duty today?

What is the weather like today? Close the distance with students and create an English learning atmosphere. )

Second, import

Role reading.

Read the text of module 9 Unit 1 in groups and roles to create an English learning atmosphere, review old knowledge and pave the way for introducing new knowledge.

Multimedia presents a beautiful picture of the motherland.

Teacher's Description: Beijing is very beautiful and famous. Do you like it?

I want to go to Beijing. Do you want to go to Beijing? Repeat, let the students say, and gradually master "thinking". The card says "think".

Multimedia presents more pictures of the motherland, and guides students to describe themselves with sentence patterns. You want to go ... I want to ... (Pursuing victory and introducing new lessons)

Let's listen to the tape and see how they arrange their holiday life.

Third, demonstration and practice

1. Play a recording, ask the students to close their textbooks and listen to the tape then answer the following questions.

Where are they going?

How many people are there in the story?

2. Play the recording for the third time and present the original recording with multimedia. Design the following questions for students to answer.

Where does the boy want to go? Why?

Where does this girl want to go? Why?

Where does dad want to go? Why?

Where does mom want to go? Why?

Present the beautiful scenery of our motherland on the multimedia courseware and guide the students to use SA: "I want to go …

Sb: "Do you want to go ...?"

Sa: "Yes, I want to go ..."

"No, I don't want to go ..."

Sentence patterns say where you want to go.

Fourth, consolidate and extend.

1 .. Take four people as a group and investigate the travel plans of the members of this group. Write down the places they want to go on holiday on a piece of paper and use do you want to go? Yes, I know. No, I won't answer the question. Choose a good combination to show in front of the class.

2. Divide the students into two groups and distribute the copied and enlarged game cards to the students. Student A uses "Do you want to …?" Sentence patterns ask student B. Student B should decide whether to answer "Yes, I do." Or "no, I don't." Depending on whether the card is marked with a hook or fork.

3. Learn the rhyme of this lesson.

Verb (abbreviation of verb) abstract

Summarize the language items learned in this lesson.

Sixth, homework

Write an email to your pen pal, tell her (him) your travel plan and ask her (him) her wishes. Pay attention to the knowledge learned in this section.

Design intention: Practice "I want to go ..." and learn about China's charming cities and foreign scenery through these pictures. Let students love life and study.

Grade six English teaching plan template 2 teaching material analysis:

This unit is a part of students' consolidation exercises after learning the general habits of animals. The text further deepens students' understanding of the last unit from listening and speaking, and sublimates it, so that students can replace some information with the core sentence patterns and situational content of this module.

Analysis of learning situation:

After learning Unit 1, students have been able to master some expressions about animal preferences. According to the physical and mental characteristics of sixth-grade students, they will show great interest in some mysteries of the animal world, which plays a vital role in the teaching of this course.

Teaching objectives:

(A) knowledge objectives

1, can accurately use "like" and "love".

2. Master sentence patterns: They love ... What are they/what are they? Do ... like ...

(2) Ability goal

1, cultivate students' cooperative ability.

2. Cultivate students' listening and learn to understand the different meanings of words in the scene.

(3) Emotional goals

1. Stimulate students' curiosity and thirst for knowledge about the animal world.

2. Cultivate students to show their abilities boldly.

Teaching focus:

Can use sentence patterns accurately: they love ..., what are they/what are they? Do ... like ...

Teaching difficulties:

Cultivate students' listening ability and learn to understand the different meanings of words in the situation.

Teaching process:

First, warm up

1, play the song "Old McDonald's has a zoo"

2. What is your favorite animal?

3. Show pictures of animals and ask their names.

Second, demonstrate.

1, the teacher dressed as city zoo, showed some pictures of "water, bamboo, fish, sun, rain" and distributed food to the animals.

2. Play the panda and guide the students to distinguish between "like" and "love".

3. Show weather pictures and guide students to use "like" and "love" according to their love for the weather.

Third, practice.

1. Listen to the activity 1 and complete the form of animal characteristics and preferences.

2. Write a riddle according to the table.

Fourth, integration.

1. Play the tape and let the students know the intonation.

2. Guide students to design a group of dialogues about animal habits and show them in an accurate tone.

Verb (abbreviation of verb) abstract

Guide the students to sort out the content of this module and introduce it.

Blackboard design:

Module 7 Unit 2 Pandas like bamboo.

Snakes like the sun

What are they? Elephants like water.

They are ... pandas like bamboo.

Dogs play with children.

Cats like fish.

Bears sleep in winter.

English Teaching Plan Template for Grade Six Part III: Warm-up/Review

1. Organize students to sing English songs, Happy Teachers' Day and Poems. Who is he? Who is she?

At the beginning of teaching, in order to help students quickly enter the learning state, singing an English song can enliven the classroom atmosphere and review knowledge.

2. Questions and answers between teachers and students, and between students. )

Second, conversation practice and teaching methods

1. Listen to the dialogue in this lesson and record it as a whole (recording the auxiliary teaching material)

2. Then ask the students to imitate the recording and read after it.

Finally, let two students at the same table practice in groups.

The teacher asked some questions about the text and asked each student to answer them. From the answers, the teacher can know whether the students have understood the text.

How many people?

Who's that boy over there?

Is he American?

Who's that girl?

5. Ask and answer questions among students

Ask the students to ask questions to other students in front of the classroom. The scope of the question is: who is he/she?

Who is this boy/girl/woman/man?

Who's that/this?

Is he/she at home?

Ask and answer questions among students. You can ask your group members or your good friends to encourage students to find the answers according to their student numbers. You can use your own photos or borrow others' photos when asking questions. )

5. Dialogue performance

Ask the students to find the one they think is the best from the five dialogues they have learned, and form a group around the seats to prepare the dialogue performance.

Dialogue performance (groups 3-4)

Third, pronunciation and spelling practice

1. The teacher wrote the letter Oo on the blackboard, marked it with the pronunciation [EU], and then said to the class: Please read it.

Review other phonetic symbols in this way.

2. Games: Phonetic symbols and word pairs

Preparation: 36 self-made game cards (which can also be modified with old cards), half, each with an English word; The other half of the cards, each with an international phonetic symbol suitable for these words. For example: a blue, a [blu:].

Operation: at the beginning, wash the cards evenly and buckle them on the table one by one, with their backs up. Everyone turned to look at two cards. Whoever turns to the word and matches IPA will take out two cards and put them beside him. He has the right to look at them. Until all the cards are turned over and taken away. Whoever gets more cards is the winner.

Note: If the two sheets opened by students do not match, they must still be merged in the original place. So when you play this game, you must concentrate and try to remember the contents of the turned cards, so that you can find the right one in time when it's your turn to turn over again.

There are three or four people in a group, and there is no point in operating with more people.

The range of words is the vocabulary of lesson 2 (reading and listening).

Teachers should prepare more sets of such cards, or mobilize students to prepare cards in advance.

The teacher should do this exercise with one of the groups and then paste the words on the blackboard.

3. Listen to the recording twice (recording is supported)

Practice reading these words in groups (or groups that have just played games)

Read the pronunciation of the two letters on the blackboard twice.

Fourth, interest activities

1. Play the guessing game: The purpose is to review who is this/that? Is that/is that …

Who is he/she? She/he is …

2. Between teachers and students, between students: Is the purpose to review him/her at home? No, he/she is not at home.

5. Practice (practice the content of lesson 12 in class practice)

In the order of recording, mark the corresponding serial number in brackets after each group of words.

According to the recording, fill in the missing words in the blanks of each sentence.

Homework: Read aloud and copy the sentences of this unit summarized in the classroom exercise.

The sixth grade English teaching plan template 4 teaching purpose:

1, knowledge and skills: This course requires students to listen, speak, read and write correctly: refrigerator, stove, sink, cooking and making.

2. Emotion, attitude and values: through games, performances and other activities, stimulate and cultivate students' interest in learning English, mobilize their enthusiasm and enhance their confidence in learning English.

Teaching emphasis and difficulty: This lesson focuses on words and sentences, and can use sentences correctly.

Preparation of teaching AIDS: tapes and cards

Blackboard Design: Lesson 3: Making Breakfast

Refrigerator, stove, sink, cooking, making

Teaching process:

Steps 1 class opening and review

1, play "What time is it?" Say it several times in a review way.

2. Use an exercise to review "Bathroom, Kitchen, Living Room and Bedroom"

show

Teach new words "reformer, stove and sink"

1, use questions and answers to demonstrate these words:

T: what is cold? Hold up your refrigerator vocabulary card. ) Is the refrigerator cold?

T: Is it cold? (Holding up the card of the stove)

T: yes! The stove is hot. Please say it.

What has water? Is there any water in the stove?

T: Is there any water in the sink?

T: very good. There is water in the sink.

2. Play "Simon says" to practice new words.

Please come to the front and read aloud.

Second, teach making and cooking.

We learned the vocabulary of the kitchen. Now let's make breakfast.

Let the students make sentences with "make"

2. Explain "cooking"

T: What do you want to cook now? Read it several times.

(Explain that "cook" always implies heating food. When you use the stove, you always cook.

Teaching sidelights

S 1: I want to cook.

S2: I want to cook.

Third, study dialogue.

1, demonstrate the dialogue.

T: good morning.

T: What would you like for breakfast?

Let's fry eggs on the stove. Please put some plates on the table.

T: Breakfast is ready now. This is yours. This is mine.

Listen and think about these questions.

What do Jenny and Li Ming want for breakfast?

What is Mr Smith cooking?

(3) Where is the juice?

Where shall we wash the dishes?

What do you mean by "mine" and "yours"

3. Let the students read the dialogue and discuss the questions.

Ask them to answer questions.

5. Role-play dialogue.

consolidate

1, make a dialogue.

Divide the class into groups. Let each group make up a dialogue about a meal in the kitchen. Encourage students to have fun and use the vocabulary in this unit as much as possible.

2. Ask them to demonstrate.

summary

Today we learned a conversation about cooking in the kitchen. Please tell your parents the names of the kitchen items.

Template of English Teaching Plan for Grade 6 I. Objectives and Requirements

1. Master the new language points in the text:

Go to school, plan weekends, concerts,

2. Master and use sentence patterns:

What are you going to do? I'm going ...

3. Can understand and correctly use the telephone to express …? Yes, go ahead.

4. Be able to correctly understand and master the content of the dialogue, initially master the method of making plans, and have some feelings.

Read the dialogue aloud.

5. Cultivate students' sensitivity to tenses, so as to further understand and perceive the general future tense.

2. Emphasis and difficulty in teaching

1. Key points: Be able to understand, speak and read the vocabulary of this lesson, understand and use the sentence patterns of this lesson, correctly understand and master the dialogue content, and read the dialogue fluently.

2. Difficulties: the pronunciation of the word plan plan, concert; Read the dialogue aloud with emotion and unfold it appropriately.

Three. Teaching preparation:

Multimedia courseware, phrase and sentence cards

Fourth, the main blackboard design

Unit 6 Planning the Weekend

Who A: What are you going to do?

Do what? B: I'm going with.

Make a plan. Who do you want to join us with?

Yes, I'd be happy to. /Yes, I do.

while

There are school plans for the weekend at the concert.

Teaching process of verbs (abbreviation of verb)

Step 1. warm up

1. exchange greetings.

2. Free communication

What's your favorite subject?

Do you have any hobbies? Wait a minute.

Step two. Presentation (before reading)

1. The courseware shows the April calendar.

A.what day is it today? What's the date today?

B.what did you do last weekend? Did you have a good time? (The courseware shows the date of last weekend)

C. Because we don't have to go to school on weekends, we are free and we can do many things we want to do. But where are you these days? (The courseware shows the working day in April) On busy days, we have a school.

D. what are you going to do this weekend? (The courseware shows the date of this weekend)

E. according to the students' answers, you can draw the conclusion that ... your plans for the weekend.

F. Do you want to know what I'm going to do this weekend? You can ask me.

Ss: What are you going to do this weekend?

I'm going to fly kites in the park with my friends this Sunday.

So if we want to decide what to do this weekend, we can make a plan first. But how to make a plan?

According to the courseware, I will fly kites in the park with my daughter this Sunday. Help students organize;

who

what to do

Make plans with who?

where

while

According to the basic steps of making the plan, the above sentences appear in the following table on the courseware.