Sample English Speaking Lesson for the Sixth Grade Primary School Volume 1

#primary school English# The introduction says that the lesson manuscript is a manuscript prepared for teaching. It is different from the lesson plan. The lesson plan only explains how to teach, while the lesson plan focuses on explaining why it should be taught in this way. On the basis of thoroughly understanding the teaching materials, briefly analyzing the content, teaching purposes, teaching key points, and difficulties, teachers follow the principles of overall conception, integration, and comprehensive discussion, write clearly in blocks, and explain the teaching content step by step to further improve the teaching effect. . The following is the relevant information compiled by "Sample English Speaking Lesson for the Sixth Grade Primary School Volume 1". I hope it will help you.

Part 1 of the English speaking lesson script for the sixth grade of primary school. This lesson is the discourse teaching lesson of the sixth unit of the new edition of the first volume of the sixth grade of primary school English. This unit is mainly about learning how to use English to briefly describe the climate characteristics, natural changes, human activities, etc. of China's four seasons. This lesson is the third lesson of this unit. It is learned on the basis that students have already had a preliminary perception of the seasons and can describe spring in simple English. Therefore, the teaching design of this course starts from the review of Lesson 31, using the old method to reduce the learning difficulty, thereby arousing the hope of learning in the students. However, in this lesson, the degree of adjectives, such as hottest, verb phrases, such as plant rice, make a sandcastle, look for shells... and sentences expressing mood, enjoy oneself, etc. are all difficult points for students to learn.

Based on the above analysis of teaching materials and combined with the requirements of the curriculum standards, the teaching objectives of this course are formulated:

1. Knowledge and abilities:

Study and summer Words related to this season, hot, rainy, beach... Learn related weather characteristics It's hot and rainy. Summer is the hottest season. And related human activities plant rice, go to the beach, make a sandcastle... Through these knowledge Local learning allows students to simply describe summer in English, further feel the four seasons, and appreciate the differences in summer.

2. Process and methods:

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

3. Emotions and attitudes:

(1) Students can develop their comprehensive language skills through various activities.

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

In the teaching of this class, I adopt the "hope teaching model". The guidance process of the entire class is from the perspective of students, "arousing hope" for students, helping them to "pursue hope", "igniting hope" with them, and encouraging them to "fly hope". With the help of such a main line of hope, students can consolidate old knowledge, acquire new knowledge, experience success, and build self-confidence. In such a teaching model, when students' hopes are awakened, their potential for independent inquiry and cooperative learning will also be greatly developed, allowing them to experience the joy of participation. Only by letting go of hope can students experience the joy of harvest, thus ensuring the motivation to learn.

Teaching process:

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

1. Flash-read words and start with confidence. In this link, I arranged relatively simple and catchy words and phrases, and adopted the method of reading loudly, standing up, quickly, and in unison.

Design intention: On the one hand, it can quickly warm up, mobilize students' enthusiasm for learning, and increase their self-confidence in learning. On the other hand, recalling the important words and phrases that appeared in Lesson 31 will make full preparations for filling in words and answering questions in the next step.

2. Fill in the blanks in the text and grasp the direction. Carry out word-filling exercises for the text of Lesson 31, in the form of quick pick-up participation.

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

3. Answer the questions and trigger the following. After reviewing Lesson 31, ask questions, then work in pairs, with teachers and friends helping each other to study first, then answer the questions, and proofread on the spot.

Design intention: Starting with simple questions, it is easy to mobilize students' enthusiasm and arouse students' hope of learning. And it is carried out in the form of teacher-friend cooperation, which can also give more students the opportunity to participate and show themselves. In addition, it is also through the setting of these questions that it is introduced into the learning of new lessons.

Step2: Presentation: Exploring and solving doubts, activity construction (pursuing hope)

1. Question guidance, mutual learning. Regarding the change of seasons from spring to summer, the teacher asked several questions, but these questions were asked one by one from easy to difficult.

Whenever a question is raised, the students work in pairs, with teachers and friends helping each other to conduct research and express their own opinions. When there is disagreement, the teacher and students work together to find the answer from the text, and finally Find an answer that everyone agrees on. If they encounter a problem that no one can solve, the teacher will guide the students to find the correct answer and write a summary on the blackboard.

Design intention: Through the setting of problems, students can fully experience the fun of independent inquiry and cooperative learning, let them experience the satisfaction of success and the frustration of failure, and stimulate their fighting spirit.

2. Write a summary on the blackboard and summarize. After each problem is solved by everyone, the teacher will write on the blackboard to sort out and summarize the important and difficult content.

Design intention: Write the important words, phrases and sentences in the answers on the blackboard, so that students can easily identify important and difficult points, easily recognize and read, and understand the text as a whole. It will especially be of great help to some of the slower-thinking children in the class.

3. Record and correct the sound, and practice listening and speaking. Listen to the recording three times during this session. For the first time, let students focus on listening and read along in a low voice. The second time, let students read aloud bravely. The third time, let students follow along emotionally.

Design intention: The process of listening to recordings is actually the process of students imitating pronunciation and intonation, the process of forming a good sense of language, and a self-regulation process, mainly for students' listening and reading. train.

Step 3: Practice: Test feedback and meet the standards in class (ignite hope)

1. Read aloud and show yourself. After listening to the recording, let the students open their mouths and read the text aloud in pairs, with teachers and friends helping each other.

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

2. Listen to the recording again and test yourself. After the reading aloud practice, when listening to the recording again, the difficulty was increased and students were asked to fill in the blanks in the text based on what they had learned in class.

Design intention: After several listening, speaking, and reading exercises, the main focus is on listening and writing exercises, allowing students to discover their own problems in time and help each other correct their mistakes.

3. In-depth testing to prove yourself. By studying the two seasons of spring and summer in China, some people's activities are summarized, so that students can understand the text and complete the exercises in the form of mutual help between teachers and friends.

Design intention: Focus on the content learned, improve the difficulty of practice, and expand from word and sentence practice to perceiving discourse, which is to cultivate the comprehensive language application ability.

Step 4: Additional activities: Expand and improve to reach new heights (release hope)

1. By learning Lesson 33, students can use English to briefly describe the summer in China description.

Design intention: To cultivate students’ comprehensive language expression ability, encourage their confidence in using English expression, and release their hopes.

2. Check the preview assignment "Is summer the same in different countries in the world?"

Design intention: This will allow students to understand summer in different countries around the world and increase their learning of English interest.

Part 2 of the English Speaking Lesson Manual for the Sixth Grade Primary School Volume 1 1. Teaching aims

1. Learn how to use language to express when you hear the unfortunate news of others.

2. Learn the simple future tense.

3. Consolidate the sentence pattern May I...?

4. "Four Meetings" phrases:

after school, sorry, hear, ill in bed

What are you going to do after school?

We are going to see him.

I'm sorry to hear that.

5. "Three Meetings" phrases:

with, bad, sure

May I go to see him with you?

2. Key points and difficult points (Key points and difficult points)

1. Master the use of I'm sorry to hear that. The sentence pattern expresses the reaction when hearing the unfortunate news of others.

2. Master the sentence pattern "Be going to" to express that you are about to do something.

3. Teaching tools (Preparations)

1. Teaching tools: tape recorder, tapes, pictures.

2. Learning tools: word cards.

4. Teaching process (Teaching process)

(1) Review introduction

1. Teachers and students say hello to each other.

2. Review the words about illness and pain learned in previous lessons. After the teacher says the word, the students do the actions. Finally, the teacher reads the words and the students follow.

(2) New Teaching

1. Listen to the recording of the text twice, and ask students to answer questions based on what they heard after listening: What are Helen and Linda going to do after school ? What's wrong with Tom?

2. The first part of the text:

—What are you going to do after school, Linda?

—Tom is ill in bed. We are going to see him.

3. The second part of the text:

—I'm sorry to hear that.

(Three )Consolidation practice

1. Practice phrases: ill in bed, after school, hear. The teacher shows pictures of words and students read the words familiarly.

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

3. Practice I’m sorry to hear that. The teacher can expand this sentence.

I'm sorry to know that./ I'm sorry to see that./…

(4) Homework

1. Listen to the recording and read what you have learned in this lesson