快樂英語六年級下冊全冊教案（三年級起點）

1、快樂英語第八冊教案全冊教材教學(xué)總目標(biāo)1使學(xué)生獲得一些英語的感性知識，激發(fā)學(xué)習(xí)英語的興趣，掌握基本的英語交際用語，培養(yǎng)學(xué)生初步運用英語進行交際的能力。2培養(yǎng)學(xué)生一定的語感，為學(xué)生打下良好的語音語調(diào)和書寫基礎(chǔ)。3培養(yǎng)學(xué)生學(xué)習(xí)英語的自覺性，使學(xué)生養(yǎng)成良好的學(xué)習(xí)習(xí)慣。 遵循英語教學(xué)規(guī)律，寓思想教育于語言教育之中，促進學(xué)生良好 品德的形成。適時介紹中外文化差異，盡力使學(xué)生感興趣。培養(yǎng)學(xué)生創(chuàng)新精神和實踐能力，努力為學(xué)生的終身發(fā)展奠定語言基礎(chǔ)和思想基礎(chǔ)教學(xué)進度表周次月/日教學(xué)內(nèi)容課時實際進度13月1-6日Lesson 1-Lesson23Lesson 1-Lesson229-13日Lesson 2-Less

2、on33Lesson 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-Less

3、on153Lesson121111-15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第一單元教學(xué)目標(biāo)及分析單元教學(xué)目標(biāo)1學(xué)會并運用會話。2形容詞比較級及最高級的運用。3會唱首英文歌曲并進行表演。4能用所學(xué)內(nèi)容對人物或事物進行描述。5.熟練認(rèn)讀音標(biāo)并嘗試運用音標(biāo)拼讀單詞。單元重點及注意事項本單元重點學(xué)習(xí)一些形容詞及他們的比較

4、級和最高級。教師借助實物等直觀教具，運用多種教學(xué)手段分解難點，以活動為途徑，滲透任務(wù)型學(xué)習(xí)，讓學(xué)生體驗語言，實踐語言，運用語言。同時進行寫作訓(xùn)練，深化鞏固所學(xué)知識。情感策略文化目標(biāo)1. 了解一些西方禮儀，體會西方人的幽默。2. 拓展學(xué)生的文化視野。可以向?qū)W生簡單介紹 harry potter, the biggest animal on the land,單元課時安排12課時period planUnit 1Title: which is bigger?Time1Lesson 1Teaching aims1. Ask the students to read ,say and write th

5、e 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 acti

6、vities 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 m

7、y desk. Guess, what is in it ?T：Yes. It is a book. Look, this is my book. My book is thick.（出示一本厚書）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（拿出剛才的兩本書）：My book is thick. Yours

8、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

9、 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 word

10、s.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

11、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 as

12、k 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 acti

13、vities 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

14、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

15、 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 th

16、e 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 st

17、udents 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 sa

18、y 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

19、: 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 wil

20、l 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 questi

21、on 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

22、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

23、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.Teach

24、ing 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

25、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.G

26、reeting 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 s

27、tudents 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

28、 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

29、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 I'm taller than you.You 're shorter than me. Produce a sentence card, teachers model reading, students follow to read taller, shorter. And

30、guide the student to say: I'm 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

31、, 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 let's go and meet billy's family. (To produce teaching and allow students to read a wall chart

32、 to answer questions) Who is taller, Billy or Mom? Who is oldest / tallest in Billy's 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 o

33、rS: 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跟讀. 3, to understand texts, to answer q

34、uestions. 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?Ti

35、me2Lesson 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 points

36、Understand 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 th

37、e 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 quest

38、ions 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 t

39、ext.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 understa

40、nd 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 d

41、ay-to-day communication, of cause It's 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 stude

42、nts 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, Re

43、view 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 Let's do and chant is just one side summed up the students to practice the sentence patterns,

44、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 O'Neal and Yao Ming of the picture. This is O'neill. This is YaoMing Which is taller o'neil or Yao Ming? But which is stronger O 'n

45、eill or Yao Ming? 2 teaching stronger stronger 3 theory which is stronger o 'neill or Yan Ming? O'neill 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 th

46、e 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

47、, 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 Home

48、work: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 W

49、hich is taller? Which is faster? Three new courses teachingYao Ming is taller than o'neill. 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

50、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?Ti

51、me8Lesson 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 tapeKe

52、y 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. Ho

53、w 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 no