快乐英语六年级下册全册教案（三年级起点）.doc

快乐英语第八册教案全册教材教学总目标1使学生获得一些英语的感性知识，激发学习英语的兴趣，掌握基本的英语交际用语，培养学生初步运用英语进行交际的能力。2培养学生一定的语感，为学生打下良好的语音语调和书写基础。3培养学生学习英语的自觉性，使学生养成良好的学习习惯。 遵循英语教学规律，寓思想教育于语言教育之中，促进学生良好 品德的形成。适时介绍中外文化差异，尽力使学生感兴趣。培养学生创新精神和实践能力，努力为学生的终身发展奠定语言基础和思想基础教学进度表周次月/日教学内容课时实际进度13月1-6日Lesson 1-Lesson23Lesson 1-Lesson229-13日Lesson 2-Lesson33Lesson 2-Lesson3316-20日Lesson 4-Lesson53Lesson 4-Lesson5423-27日Lesson 5-Lesson63Lesson 5-Lesson6530-4月3日Lesson 7-Lesson83Lesson 764月6-10日Lesson 8-Lesson93Lesson 8-Lesson9713-17日Lesson 10-Lesson113Lesson 10820-24日Lesson 11-Lesson123Lesson 11927-30日Lesson 13-Lesson143Lesson12105月4-8日Lesson 14-Lesson153Lesson121111-15日Lesson 16-Lesson1731218-22日Lesson 17-Lesson1831325-29日Revision146月1-5日Revision158-12日Revision1615-19日Revision1722-26日Revision1829-7月3日Revision197月6-10日Revision第一单元教学目标及分析单元教学目标1学会并运用会话。2形容词比较级及最高级的运用。3会唱首英文歌曲并进行表演。4能用所学内容对人物或事物进行描述。5.熟练认读音标并尝试运用音标拼读单词。单元重点及注意事项本单元重点学习一些形容词及他们的比较级和最高级。教师借助实物等直观教具，运用多种教学手段分解难点，以活动为途径，渗透任务型学习，让学生体验语言，实践语言，运用语言。同时进行写作训练，深化巩固所学知识。情感策略文化目标1. 了解一些西方礼仪，体会西方人的幽默。2. 拓展学生的文化视野。可以向学生简单介绍 harry potter, the biggest animal on the land,单元课时安排12课时period planUnit 1Title: which is bigger?Time1Lesson 1Teaching aims1. Ask the students to read ,say and write the words: thick thin heavy light 2. Ask them to grasp the sentences: my book is thick. yours is thin.Teaching toolstape-recorder, computer, TV, word cardsKey pointsAdj in Learn to say and try to use,ask students to use freely.Difficult pointsMaster the sentence“my is,yours is”Teaching processThe activities of the teacher The activities of the students1、Sing a song：can you tell me what this is?2、Free talk.Hello, boys and girls. How are you ? Whats this/that? Can I have a look at your book/ pencil-box3 Presentation: A : New words: thick thin heavy light T：Boys and girls, look, there is a box on my desk. Guess, what is in it ?T：Yes. It is a book. Look, this is my book. My book is thick.（出示一本厚书）Your book is thin. Yours is thin.After comparision to ask students understand the meaning.The same way of teaching “heavy,light listen and act：teacher say the words.T（拿出刚才的两本书）：My book is thick. Yours is thin.At last I will ask them to with the sentence pattern.Practice: I will ask the students to write the sentences on the book.Presentation:1.Ask the students to listen to the tape and read after it.2.Ask the students to translate the sentences.Practice:1.Read the dialogue and answer the question with the new sentence pattern.2.Ask the students to act the dialogue.Homework: 1.To spell the new words 2.To write three sentences with the new sentence pattern.3.To read the textStudents sing the song with the teacher.Talk freely.S：A book / A pencil-box?Students play games to remember the new words.Close and open the door.Simom saysStudents do the gestures:thin, thick, heavy, light.Students follow to read several times. Students make up some sentences and write it down.T：What book does the girl have?S：Harry Potter.T：What book does the boy have?S：An e-book.Blackboard designLesson 1thick thin heavy lightmy book is thick.yours is thin.Look backThey learn this class very well. And understand the text well.period planUnit 1Title:which is bigger?Time2Lesson 1Teaching aims1.To grasp the pronunciation about letter 2.To consolitation the sentence pattern: my book is thick.yours is thin. 3.To ask the students to understand the text - Read and think.Teaching toolstape-recorder, computer, TV, word cardsKey points1.To grasp the pronunciation about letter 2.To consolitation the sentence pattern. Difficult pointsTo ask the students to understand the text - Read and thinkTeaching processThe activities of the teacher The activities of the studentsGreeting: Say “Hello” to the students.Revision: Ask the students some questions to revise the lesson and let them to be active.Eg: A: Hello,_. What are you doing? B: Im _.Presentation: To grasp the pronunciation:t iPractice: I will have a match to practice the words. I show them these words and ask them to read and write.Presentation:1.Ask the students to listen to the tape and read after it.2.Ask the students to translate the sentences.3.Ask the students to answer the questions about this text.Practice:Homework: 1.To spell the new words 2.To write three sentences with the new sentence pattern.Greetingsstudents answer some questions.Students practise the pronunciation.students to listen to the tape and read after it.translate the sentences. students answer the questions about this text.1.Read the dialogue and answer the question with the new sentence pattern.2.Ask the students to act the dialogue.3.finish the part 5Blackboard designLesson 1Lighter thanBigger thanLook backThey grasped the pronunciation very well and they all can recite the text in Part 5.period planUnit 1Title:which is bigger?Time1Lesson 2Teaching aims1. Ask the students to read ,say and write the words :bigger, smaller, longer, shorter 2. Ask them to grasp the sentences: my rope is longer than yours. yours arms are longer than mine.Teaching toolstape-recorder, computer, TV, word cardsKey points1. let them master the new words and new sentences.2. learn to say part 1.Difficult pointsAsk them to grasp and use these phrases in their daily livesTeaching processThe activities of the teacher The activities of the studentsGreeting: Say “Hello” to the students.Revision: Ask the students some questions to revise the lesson and let them to be active.Presentation: A new words : bigger,smaller,longer,shorter .B: New sentence : my rope is longer than yours. yours arms are longer than mine.When I finish teaching the new words, teach the New sentences:(write it on the blackboard) And then show them the meaning. then I will let them ask each other. At last I will ask them to make up some sentences with the sentence pattern.Practice: I will ask the students to write the sentences on the book.Presentation:1.Ask the students to listen to the tape and read after it.2.Ask the students to translate the sentences.Practice:1.Read the dialogue and answer the question with the new sentence pattern.2.Ask the students to act the dialogue.Homework: 1.To spell the new words 2.To write three sentences with the new sentence pattern.3.To read the text Students Greeting with the teacher.And revision together.Students play games to remember.Open and close the doorClap the cardsDo the opposite gestures.Students learn the New sentences,Read aloud and write it down.Students try to make up the New sentences by themselves. Students listen read and find out the answers.Students act the dialogue.Blackboard designLesson 2bigger, smaller, longer, shorterMy rope is longer than yours. Yours arms are longer than mine.Look backthey grasped the sentences and the new words very well and they can ask some questions with the new sentences.period planUnit 1Title:which is bigger?Time2Lesson 2Teaching aims1.To grasp the pronunciation 2.To consolidate the sentence pattern.Teaching toolstape-recorder, computer, TVword cards.Key pointsUnderstand the part 4(read, guess, and match)Difficult pointsDo the pair workTeaching processThe activities of the teacher The activities of the studentsGreeting: Say “Hello” to the students.Revision: Ask the students some questions to revise the lesson and let them to be active. Have a small test about the new words and the new sentences.Presentation:1. Teacher show the pronunciation and lead students to read.2. read guess and match.3. pair work.Homework:1.To spell the new words 2.To write three sentences with the new sentence pattern.Greeting with teacherStudents go on test and corret the answer each other.Students read for several times.Singal student read ,other follow.Students do this part by themselves.Blackboard designLesson 2Book good lookLook backperiod planUnit 1Title:which is bigger?Time1Lesson 3Teaching aims1. Ask the students to read ,say and write the words : taller, shorter, younger, older 2. Ask them to grasp the sentences: I am taller than you. you are older than me. Teaching toolstape-recorder, computer, TVword cardsKey points1. let them master the new words and new sentences.2. learn to say part 1.Difficult pointsAct out the dialogue in part 1.Teaching processThe activities of the teacher The activities of the studentsFirst, warm-up 1, Sing an English song. 2, Free talk. 3, guide the students to study two courses before sentence had been talking to each other. Second, new lesson teaching a.Try to use 1, T (called one student to come to Units): Hi, boys and girls.Look at us.Who s tall? T (the face of the students to use gestures presentation): So Im taller than you.You re shorter than me. Produce a sentence card, teachers model reading, students follow to read taller, shorter. And guide the student to say: Im shorter than you.You re taller than me. 2, between the practice patterns table. 3, the same law teach older and younger. 4, to produce teaching wallcharts to enable students to play the role of one of to first-person tone for practice patterns. b.Learn to say 1, T (ask students some questions): Are you the shortest in your family? Is your father the oldest in your family? . Students to answer the above questions. T: I know something about your family.Now lets go and meet billys family. (To produce teaching and allow students to read a wall chart to answer questions) Who is taller, Billy or Mom? Who is oldest / tallest in Billys family? Three, to strengthen and extend To allow students in accordance with the text content, the creation of situational dialogue corresponding performance, teachers can prepare a number of animal headdress orS: You are tall. T: Who is short? S: . is short. 5, complete the book on Try to use in practice, inter-exchange table.6, the first book to do Activity 4 title with Fill in the forms, then write something about you and your friend.2, text, audio lectures, texts跟读. 3, to understand texts, to answer questions. 4, sub-role of reading texts. Blackboard designLesson 3taller, shorter, younger, olderI am taller than you. you are older than me.Look backthey grasped the sentences and the new words very well and they can ask some questions with the new sentencesperiod planUnit 1Title: which is bigger?Time2Lesson 3Teaching aims1.To grasp the pronunciation .2.To consolitation the sentence pattern: 3.To ask the students to understand the textTeaching toolstape-recorder, computer, TVword cardsKey points1.To grasp the pronunciation2. Understand (read and think) and answer the questions.Difficult pointsUnderstand read and thinkTeaching processThe activities of the teacher The activities of the studentsGreeting: Say “Hello” to the students.Revision: Ask the students some questions to revise the lesson and let them to be active.Eg: A: Hello,_. What is she doing? B: She is _.Presentation: To grasp the pronunciation:Practice: I show them these words and ask them to read and write. And then ask the students to say out more words like these.Presentation:1. Ask the students to listen to the tape and read after it.2. Ask the students to translate the sentences.3. Ask the students to answer the questions about this text.4. Ask them to know how to respect their parents.Practice:1. Read the story and answer the question with the new sentence pattern.2 .Ask the students to retell the story.Homework: 1.To spell the new words 2.To write three sentences with the new sentence pattern.3.To recite the text.Students Greeting with the teacher.And revision together.Students read by themselves.Students listen to the tape and read after it.Translate the sentences.Answer the questions about this text.3.write something on Page 7Blackboard designLesson 3Let me help you.Wait a minute.Look backThey understand the text very well.period planUnit 1Title:which is bigger?Time1Lesson 4Teaching aims1One can understand, will say and spell the word sun moon brighter stronger father 2 can understand, would say there would be read and write sentences which is er the er? 3 to correct use of dialogue in terms of day-to-day communication, of cause Its The is the est of the threeTeaching toolsText wallcharts, Writing case Tape recorders, tape textsKey pointsTeaching a class are able to correctly focus on listening, speaking, reading and writing sentences Which is . er? The or the? The is er? require students to create situations gradually listening, speaking, reading and writing new words.Difficult pointsunderstand, would say there would be read and write sentences which is er the erTeaching processThe activities of the teacher The activities of the studentsGreeting:between teachers and students, Review teachers and students to produce comparative Writing case presentation:T :my pencil box is bigger than yours. Yours is smaller than mine Second, a new lesson chant to introduce new courses T: Well Lets do and chant is just one side summed up the students to practice the sentence patterns, while using the projector Miriam played chant content. A Try to use 1.According to one picture is than Say stronger study to produce NBA stars Shaquille ONeal and Yao Ming of the picture. This is Oneill. This is YaoMing Which is taller oneil or Yao Ming? But which is stronger O neill or Yao Ming? 2 teaching stronger stronger 3 theory which is stronger o neill or Yan Ming? Oneill is stroner than Yao Ming. O neill is stronger Writing on the blackboard which is Stronger 4 with the law professor faster brighter 5 study the consolidation of sentence which is er the or the? The teacher explained that when the two sides speak Well aware of the object than can not be said than B learn to say 1 to produce a wall chart, refers to the sun on the screen what is the in English? Teach sun and its homophone son, a professor with the Law moon earth 2 to produce the sun, the moon the Earth picture. Which is bigger the sun or the earth? Which is bigger the earth or the moon? 4 understand the dialogue, to explain The sun is the biggest of the three. Four, to strengthen and extend One with elephant cat monkey stronger plane train car faster copying of texts made Homework:1 text recording lectures, reading aloud, performing a dialogue 2 make sentences with ligher faster shorter.between students greetingstudents answerStudents Solitaire sentence review by the study of knowledgeOne two three Which is bigger? Elephant is bigger Which I s shorter S is shorter Which is taller? Which is faster? Three new courses teachingYao Ming is taller than oneill. Yao Ming is taller6 students to discuss Try to use the picture, and then book on Writing sentences, communicate with each other inspection table. Three recordings, imitating the tone of voice, 5 students read the dialogue, please 6 students in pairs free practice, performing a dialogue.Blackboard designLesson 4sun moon brighter stronger fatherLook backthey grasped the sentences and the new words very well and they can ask some questions with the new sentencesperiod planUnit 1Title:which is bigger?Time8Lesson 4Teaching aims. Review and use the phrases: get up, eat breakfast, go to school. Perform the “Learn to say” skillfully and adapt it. Understand the contents of the “Read and think” and answer the questions.Teaching toolsThe phonetic symbol and word cards.A tape-recorder and the text tapeKey pointsPerform the “Learn to say” skillfully and adapt it.Difficult pointsUnderstand the contents of the “Read and think” and answer the questions.Teaching processThe activities of the teacher The activities of the students.Warming-up:Teacher lead them;. Free talk: Hi, children. Good to see you. How is it going?.Revision:.Presentation:T (Show the picture of the read and think): Look at the boy. Hes calling his uncle. Look at his uncle. Is he happy?T: Yes. What happened? Lets read and answer. Read and think ) I will direct the students to read the text, encourage them to put some questions to me.) I will put the easy questions to them: Where is Joe now? Where is his uncle now?) Read