快乐英语五年级下册全册教案(三年级起点).doc

快乐英语第六册教案全册教学总目标一、知识目标：1、词汇：本册书中出现的四会单词、短语有137个，其中包括书左下钥匙上的单词和短语。2、音标：共有48个。要求能听说读写和拼读。3、句子：钥匙上的句子要求四会。4、会话：达到“三会”的要求。5、阅读理解：能认读、理解对话，并能正确回答文后的问题。6、兴趣活动：这部分内容是为词汇和语言服务的，活跃课堂气氛，调动学生的学习兴趣，能听懂任务要求，进行语言交流。会唱教材中的歌曲，会说教材中的儿歌和绕口令。二、能力目标：本册书的能力目标依据课标中的二级目标和教参的要求，主要要完成听、说、读、写、译、演、唱、音标拼读等项目标，培养学生的这几方面的能力。听说读写的内容是本册书的钥匙上的所有单词、短语和句子，也包括对音标和音标词的掌握达到四会的要求。对会话的要求达到三会要求，也包括语音中的句子。认读、理解Part 4。演和唱的内容是本册书的会话部分和兴趣活动部分。三、情感目标：通过本册书的学习，养成良好的生活习惯，培养学生养成独立自主、关心家庭的生活习惯， 培养学生如何待人处事，培养学生合理放置自己的生活物品的习惯。四、文化意识：了解中外生活作息习惯的不同，了解超市的购物程序、标记及日常用语， 了解一些中外的风土人情。五、学习策略：在课堂教学中要有意识地对学生进行学习策略方面的指导，使学生能有一套适合自己的学习英语的策略。包括学习的计划、目标和方法等。而最重要的是对学生学习英语的方法的指导。六、教学重点：四会的音标、单词、短语和句子，三会的会话、句子，音标的拼读，对第四部分的阅读和理解。七、教学难点：音标的四会和拼读，单词、句子的四会，会话的认读和表演。八、需要注意的问题：音标的读音一定要教准，学准，打好语音基础，并形成一定的能力。本册教材的内容很多，一定要合理安排好课堂上的时间，加大练习，每一个知识点都要落实。一定要注意四会的单词和句子，四会的单词还包括音标词。快乐英语第六册教 学 进 度 表时间课程实际进度3.23.6Lesson 1Lesson 13.93.13Lesson 2, 3Lesson 2, 33.163.20Lesson 4Lesson 43.233.27Lesson5, 6Lesson5, 63.304.3Lesson 7Lesson 74.64.10Lesson 8, 9Lesson 74.134.17Lesson 10 11Lesson 8, 94.204.24Lesson 12, 13Lesson 10 114.275.8Lesson 14,15 Lesson 12, 135.115.15Lesson 16, 17 5.185.22Lesson 18,195.255.29Lesson20,216.26.5Lesson22 236.86.12General Revision6.156.19Revision第一单元学习计划本册书较以往相比要求掌握的知识较多较难，对部分学生来说有一定的难度。而本单元的重点是与学生的生活息息相关的作息时间方面的知识。为了能帮助学生克服困难，更好地掌握知识，教师可借助听听做做的活动，训练学生说动词；也可以让学生通过采访回答的活动训练句型；还可以设计任务型活动，让学生在自然的情境中掌握语言。这些句型不仅要求学生能灵活运用，还要进行书写造句，描述自己和他人的作息习惯。大量的动词词组也是本单元的难点，教师不仅要引导学生能熟练地表述自己的作息习惯，还能熟练地询问他人的生活习惯并能书写相关对话和短文。动词词组教学时，教师可以先让学生在感知的基础上理解这些词组，然后采用多种形式的活动、游戏帮助学生练说，直至熟练地口头表达和书面表达。从本册书开始，学生将重点学习音标。音标教学时，教师可通过前几册书的语音基础，出示例词，引导学生在归纳的基础上学习音标。示范发音时，教师一定要指导学生观察老师的唇形，必要时可详细讲解发音部位，逐个教单音节的发音，然后再加上辅音，使清、浊辅音成对地进行比较朗读。音标及音标词要达到三会要求。在讲授音标时，教师应努力培养学生通过音标学习新单词的能力，以提高学生学习的自主性。period planUnit 1Title:what do you do every day?Time1Lesson 1Blackboard designLesson 1 What time is it? Its Its time to get up/ eat breakfast/ go to school/ watch TVLook backStudents master the words and sentences very well. They can have a good command of the dialogue.period planUnit 1Title:what do you do every day?Time2Lesson 1Teaching aims. Review and use the phrases: get up, eat breakfast, go to school. Ask and answer skillfully with the sentences: What time is it? Its Introduce own habits of work and rest to the others and inquire the others with the sentence “Its time to” . Perform the “Learn to say” skillfully and adapt it. Understand the contents of the “Read and think” and answer the questions. Enable the students to listen, read, say and write the phonetic symbols /i:/, /p/, /b/ and Grasp the pronunciations of “ea, ee, p, b”.Teaching tools. Four verb cards and a teaching wall map. A clock and the sentence pattern cards: What time is it? Its Its time to. The phonetic symbol and word cards.A tape-recorder and the text tape.Key points. Understand the contents of the “Read and think” and answer the questions. Enable the students to listen, read, say and write the phonetic symbols /i:/, /p/, /b/ and Grasp the pronunciations of “ea, ee, p, b”.Difficult pointsDistinguish between “Its time to” and “Its time for”.Teaching processThe activities of the teacher The activities of the students.Warming-up: Hi, boys and girls. Good to see you. How are you going?.Revision:. I will show a clock and ask the students “What time is it?” . I will show the pictures: get up, eat breakfast, go to school. According to the pictures,. Write the sentence patterns. Review the text.Presentation:I will lead the students to discuss. Do you go to see the movie on Sunday?Do your parents go to see the movie with you?Do you have a good time there?T: But Billy is not happy for the movie. Do you know why? Lets look at the picture and read the dialogue.Try to use) I will lead the students to read the dialogue, then ask them the easy question: What time is the movie? Is it early for the movie? Whats wrong with Dads watch?. Listen, match and read ) I will show the pictures of bee, pea and beep and broadcast the recording. T: Do you like this rhyme? Lets listen again.) The students listen to the recording again. Then I will show the contents of the rhyme and lead the students to find the rhyme.) I will show the new words and lead the students to sum up the pronunciations of ee, ea.) I will show the phonetic symbol cards of /i:/, /p/, /b/, and coach them to pronounce one by one. Consolidation and extension:. Homework:. Read aloud the phonetic symbol, the phonetic symbol words and the rhyme. Listen to the recording and read aloud it. Listen and do: get up, eat breakfast, go to school, go to bed . Listen to the song: Let s do morning exercises. Free talk: Greetings . Practice in pairs with “What time is it? Its ”the students choose to practice the sentence patterns. Perform the “Learn to say”.) The students read the text, and try to answer the questions. Is it early for the movie?Whats wrong with Dads watch?) Listen to the recording and read aloud the text.) Perform according to the contents of the text.) The students listen to the recording again) The students listen to the recording and read aloud it. Play the game: Whats missing?. The students write the phonetic symbol and the phonetic symbol words after me.Blackboard designLesson 1 /i:/ /p/ /b/ bee /bi:/ beep /bi:p/ pea /pi:/ Look backThe students are good at the pronunciation.They understand the dialogue very well.period planunitTitle:what do you do every day?Time3Lesson 2Teaching aims. Enable the students to read, say and write the phrases: have classes, have lunch, go home, go to bed. . Introduce own time of work and rest to the others: I at. Enable them to perform the “Learn to say” skillfully. Enable them to write own timetable of work and rest in English.Important points:Enable the students to read, say and write the phrases: have classes, have lunch, go home, go to bed. Teaching tools. A cartoon clock. Several cards and pictures with the phrases, time, sentence patterns. Billys timetable. Everyone prepares a piece of paper and several colored pencils.Key pointsGrasp the sentence pattern “I at”Difficult pointsEnable the students to read, say and write the phrases: have classes, have lunch, go home, go to bed. Teaching processThe activities of the teacher The activities of the students.Warming-up:. Simon says: get up, eat breakfast, go to school, watch TV, have classes, have lunch, go home, go to bed. Free talk: Hi, boys and girls. Pleased to see you. How are you?.Revision:. I will show a clock and ask the students “What time is it?” .Presentation:T: Billy is a good boy. He has a good habit in his daily life. Look, this is his timetable. (Show Billys timetable and start to discuss.) Look, this is Billys timetable. Lets take a look. Learn to say) T: This is Billys timetable. Lead the students to look at the pictures and help them understand the meaning of timetable. Then I will guide the students to read the word. ) I will act Billy: Hi, this is my timetable. I get up What about you?) T: What time do you get up? ) Learn to say: have classes, have lunch, go home, go to bed. ) Show the sentence pattern cards and stick them on the blackboard: I at) I will introduce my timetable, . Try to use) I will show the pictures of try to use, the students practice in pairs.) Finish the exercise: Write and talk.) Lead the students to introduce their daily life with the sentence pattern I at. Consolidation and extension:Play a game. Homework:. Listen to the recording and read aloud the text. Plan a timetable. Sing the song “Let us do morning exercises.” together. Listen and do: get up, eat breakfast, go to school, watch TV, have classes, have lunch, go home, go to bed.Free talk:. Practice in pairs with “Its Its time to”Ss: I get up at(Replace with have classes, have lunch, go home, go to bed )then the students start to make their timetables and introduce them to the others. ) The students listen to the recording and read aloud the text.Students introduceStudents play gamesBlackboard designLesson 2 I - at - .Look backThey are interested in the sentences and dialojgue.period planUnit 1 Title:what do you do every day?Time 4Lesson 2Teaching aims. Consolidate the phrases and sentence pattern : I at. Understand the contents of the “Read and think” , know the time difference between China and America, answer the questions. Enable the students to listen, read, say and write the phonetic symbols /, /t/, /d/ and try to use them to learn the new words. Learn to read aloud the rhyme lyrically and find the feet of the rhymeTeaching tools. Everyone prepares a timetable. The verb phrase cards. The phonetic symbol and word cards.A tape-recorder and the text tape.Key points. Understand the contents of the “Read and think” , know the time difference between China and America, answer the questions. Enable the students to listen, read, say and write the phonetic symbols /, /t/, /d/ and try to use them to learn the new words.Difficult pointsEnable the students to listen, read, say and write the phonetic symbols /, /t/, /d/ and try to use them to learn the new words.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 the text. I will put the harder questions to them: Whats the time in Beijing? Whats the time in New York?) Explain the time difference between China and America. Listen, match and read) I will show the phonetic symbol cards of /i:/, /p/, /b/, the students read them one by one. ) Show the phonetic symbol cards of /, /t/, /d/ , coach them to pronounce.) Write the phonetic symbols on the exercise books.) Show the phonetic symbol words: /ti:/, /pg/, /dp/ ,and lead them to read aloud the words. Then try to spell the words.) Broadcast the recording of the rhyme,. Homework:. Copy the phonetic symbols and phonetic symbol words. Read aloud the rhyme lyrically. Sing the song: Let s do morning exercises. Play a game: says: Go to bed. / Students talk freely.Everybody shows own timetable and introduces it each other.This is my timetable. I get up at Ss: No, hes not happy.) The students listen to the recording and read aloud it.the students read after it. Consolidation and extension:Perform the “Read and think”Blackboard designLesson 2 / /t/ /d/ tea /ti:/ pig /pg/ dip /dp/The students are good at the pronunciation. They answer the questions very well.period planUnit 1Title:what do you do every day?Time5Lesson 3Teaching aims. Enable the students to read, say and write the words and phrase: early, late, usually, in the morning. Enable them to estimate somebody elses timetables with the words. Enable the students to inquire somebody elses timetables skillfully: When do you ? I at. Enable them to perform the “Learn to say” skillfully. Finish the “Make a Survey”.Teaching tools. Everyone prepares a timetable. Several cards with the words and sentence patterns.A tape-recorder and the text tape.Key points. Enable the students to read, say and write the words and phrase: early, late, usually, in the morning. Enable them to estimate somebody elses timetables with the words. Enable the students to inquire somebody elses timetables skillfully: When do you ? I atDifficult pointsThe pronunciation of usually.Teaching processThe activities of the teacher The activities of the students.Warming-up:. Sing the song“Let us do morning exercises.”together. Free talk:) T: I get up at 6:30am.What time do you get up?T: What time is it now?T: Oh! Its time to have classes. I must go. Good-bye!) T: Oh! My poor watch. It doesnt work. Excuse me! Can you tell me what time is it now? T: Thank you very much!T: My name is Linda, Im in Class 4, Grade 5.And you?T: Nice to meet you. T: Lets be friends, OK? T: Oh! Its time for my English class. I must hurry. Good-bye!.Presentation:T: Today we are going to learn the lesson 3. Last class everybody made a timetable, me too. Look! This is my timetable: I get up at 6:30am and go to work at 7:30am. Now please take out your timetables. Who can show your timetable?.Try to use) T: What time do you go to bed? What time do you get up?) Show the sentence pattern cards: When do you get up? Distinguish between “When ” and “What time”, explain the meaning ofwhen.) Read the sentence after me and make sentences with the verb phrases.) I will show two clocks and put the questions to the students: T: When do you get up? S1: I get up at T: I get up at 6:00am. I get up early, but you get up late.T: When do you go home? S2: I go home at 4:20. T: I go home at 4:40pm. You go home early, but I go home late. Lead them to understand the meanings of “early” and “late”.) Show the cards: early, late, usually, in the morning. The students read them one by one. Emphasize the pronunciation of usually.Learn to say) T: Just now we were taking about our timetables. Now lets talk about Davids timetable. Lets read the passage first. Then answer the questions: When does David get up? Why?) The students read the text and try to answer the question above.) Finish Davids timetable below.ActivitiesTimeEarly or lateGet upHave classesGo to bedT: Is it the same to us? Oh, its different with us.Show the word: different. Homework:. Read aloud the dialogue. Make sentences with “When do you ? I at I early/late.”Students sing with the teacher.S;I get upS: ItsS: ItsS: Not at all.S:S: Me , too.S: OK.) Practice in pairs and introduce own timetable to the others with the new sentence patterns.) Write the sentence and make some new sentences on the English exercise books and blackboard.) Practice in pairs:S1: When do you ？S2: I usually) Open the books and turn to page 7, finish the “Make a Survey”.Students read and answer.Discuss Davids timetable above.) The students listen to the recording and read the dialogue.) Start a role-play reading.) Perform the “Learn to say”. Consolidation and extension:The students talk about their timetables each other.Blackboard designLesson 3When do youI at I early/late.Look backThe students are good at making the new sentences.They understand the whole text very well.period planUnit 1Title: what do you do every day?Time6Lesson 3Teaching aims. Consolidate the sentences and the dialogue of this lesson farther. . Understand the contents of “A Joke” and answer the questions. Enable the students to listen, say, read and write the phonetic symbols /, /t/, /d/, /s/, /z/ and sum up the pronunciations of i, s, t, d in words. Teaching tools. The phonetic symbol and word cards. A tape-recorder and the text tape.Key points. Understand the contents of “A Joke” and answer the questions.Difficult points. Enable the students to listen, say, read and write the phonetic symbols /, /t/, /d/, /s/, /z/ and sum up the pronunciations of i, s, t, d in words.Teaching processThe activities of the teacher The activities of the students.Warming-up:. Simon says: get up. Say a chant: I am happy. Im so glad. Im not happy. Im so sad. Free talk: Hello! How are you doing? How do you feel?.Revision:. Look at the verb cards and say quickly: get up, have breakfast, go to school .Hand on the verb cards, ask and answer one by one: When do you ？I. Select eleven students to recite the dialogue. .Presentation:T: Oh, boys and girls. Do you like jokes? Today I have a joke for you. Please read. A joke ) The students read the joke, then answer the questions below: What time is it now? Where is Billy?) And the questions below: What time does the sun go to bed?