【K12学习】快乐英语第六册全册教案5

快乐英语第六册全册教案2peridplanunitTitle:hatdudeverda?Tie3Lessn2Teahingais ⅰEnablethestudentstread,saandritethephrases:havelass es,havelunh,ghe,gtbedⅱIntrduentiefrandresttthethers:I...at (ⅲ)Enablethetperfrthe“Learntsa”sillfullⅳEnablethetritentietablefrandrestinEnglishIprtantpin ts:Enablethestudentstread,saandritethephrases:havel asses,havelunh,ghe,gtbedTeahingtlsⅰAartnlⅱSeveralardsandpituresiththephrases,tie,sentenepatte rnsⅲBill’stietableⅳEvernepreparesapieefpaperandseverallredpenilsepints Graspthesentenepattern“I…at…”DiffiultpintsEnablethestudentstread,saandritethephr ases:havelasses,havelunh,ghe,gtbedTeahingpressTheativitiesftheteaherTheativitiesfthestudents Ⅰaring-up:ⅲSinsas:getup,eatbreafast,gtshl,athTV,havelasses,havelunh,ghe,gtbedⅳFreetal:Hi,bsandgirlsPleasedtseeuHareu?ⅡRevisin:ⅰIillshalandasthestudents“hattieisit?”ⅢPresentatin:T:BillisagdbHehasagdhabitinhisdaillifeL ,thisishistietableL,thisisBill’stietableLet’staeal ⅰLearntsaⅰ)T:ThisisBill’stietableLeadthestudentstlatthepituresandhelptheund erstandtheeaningftietableThenIillguidethestudentstr eadtherdⅱ)IillatBill:Hi,thisistietableIgetup…hatabutu?ⅲ)T:hattiedugetup?ⅳ)Learntsa:havelasses,havelunh,ghe,gtbed ⅴ)Shthesentenepatternardsandstithentheblabard:I…at…ⅵ)Iillintrduetietable,ⅱTrtuse ⅰ)Iillshthepituresftrtuse,thestudentspratieinpairs ⅱ)Finishtheexerise:riteandtal ⅲ)Leadthestudentstintrduetheirdaillifeiththesenten epatternI…at…Ⅳnslidatinandextensin:PlaagaeⅤHer:ⅰListentthererdingandreadaludthetextⅱPlanatietableⅰSingthesng“Letusdrningexerises”tgetherⅱListenanddgetup,eatbreafast,gtshl,athTV,havelasses, havelunh,ghe,gtbedFreetal:ⅱPratieinpairsith“It’s…It’stiet…”Ss:Igetupat…thenthestudentsstarttaetheirtietablesandintrduethet thethersⅶ)ThestudentslistentthererdingandreadaludthetextSt udentsintrdueStudentsplagaesBlabarddesignLessn 2I-------at-----LbaTheareinterestedinthesentenesanddialgueperidplanUnit1Title:hatdudeverda?Tie4Lessn2Teahingaisⅰnslidatethephrasesandsentenepattern:I...at (ⅱ)Understandthententsfthe“Readandthin”,nthetiedifferenebeteenhinaandAeria,anserthequestinsⅲEnablethestudentstlisten,read,saandritethephnetisbl s/Ι/,/t/,/d/andtrtusethetlearnthenerdsⅳLearntreadaludtherhelriallandfindthefeetftherheTeah ingtlsⅰEvernepreparesatietableⅱTheverbphraseards ⅲThephnetisblandrdardsⅳAtape-rerderandthetexttapeepintsⅰUnderstandthententsfthe“Readandthin”,nthetiedifferenebeteenhinaandAeria, anserthequestinsⅱEnablethestudentstlisten,read,saandritethephnetisbl s/Ι/,/t/,/d/andtrtusethetlearnthenerdsDiffiultpintsEna blethestudentstlisten,read,saandritethephnetisbls/Ι/,/t/,/d/andtrtusethetlearnthenerdsTeahingpressTheativitiesftheteaherTheativitiesfthestudents Ⅰaring-up:Teaherleadthe;ⅲFreetal:Hi,hildrenGdtseeuHisitging?ⅡRevisin:ⅢPresentatin:T:LatthebHe’sallinghisunleLathisunleIshehapp?T:eshathappened?Le t’sreadandanserⅰReadandthinⅰ)Iilldiretthestudentstreadthetext,enuragethetputs equestinsteⅱ)Iillputtheeasquestinstthe:hereisen?hereishisunlen?ⅲ)ReadthetextIillputtheharderquestinstthe: hat’sthetieinBeiing?hat’sthetieinNer?ⅴ)ExplainthetiedifferenebeteenhinaandAeriaⅱListen,athandreadⅰ)Iillshthephnetisblardsf/i:/,/p/,/b/,thestudentsr eadthenebneⅱ)Shthephnetisblardsf/Ι/,/t/,/d/,ahthetprnuneⅲ)ritethephnetisblsntheexerisebs ⅳ)Shthephnetisblrds:/ti:/,/pΙg/,/dΙp/,andleadthetreadaludtherdsThentrtspelltherdsⅴ)Bradastthererdingftherhe,ⅤHer:ⅰpthephnetisblsandphnetisblrdsⅱReadaludtherhelriall ⅰSingthesng:Let’sdrningexerisesⅱPlaagae:…sas:Gtbed/…StudentstalfreelEverbdshsntietableandintrduesiteaht herThisistietableIgetupat…Ss:N,he’snthapp ⅳ)ThestudentslistentthererdingandreadaluditthestudentsreadafteritⅣnslidatinandextensin:Perfrthe “Readandthin”BlabarddesignLessn2/Ι//t//d/tea/ti:/pig/pΙg/dip/dΙp/LbaThestudentsaregdattheprnuniatinTheansertheques tinsverellperidplanUnit1Title:hatdudeverda?TieLessn3Teahingais ⅰEnablethestudentstread,saandritetherdsandphrase:earl,late,usuall,intherningEnablethetestiatesebdelse's tietablesiththerdsⅱEnablethestudentstinquiresebdelse'stietablessillful l:hendu…?I…at…ⅲEnablethetperfrthe“Learntsa”sillfullⅳFinishthe“aeaSurve”TeahingtlsⅰEvernepreparesatietableⅱSeveralardsiththerdsandsentenepatternsⅲAtape-rerderandthetexttapeepintsⅰEnablethestudentstread,saandritetherdsandphrase:ear l,late,usuall,intherningEnablethetestiatesebdelse's tietablesiththerdsⅱEnablethestudentstinquiresebdelse'stietablessillful l:hendu…?I…at…DiffiultpintsTheprnuniatinfusuallTeahingpressTheativitiesftheteaherTheativitiesfthestudents Ⅰaring-up:ⅰSingthesng“Letusdrningexerises”tgether ⅱFreetal:ⅰ)T:Igetupat6:30ahattiedugetup?T:hattieisitn?T:h!I t’stiethavelassesIustgGd-be!ⅱ)T:h!prathItdesn’trExusee!anutellehattieisitn?T:Thanuveruh!T:naeisLi nda,I’inlass4,GradeAndu?T:NieteetuT:Let’sbefriends,?T:h!It’stiefrEnglishlassIusthurrGd-be!ⅡPresentatin:T:Tdaearegingtlearnthelessn3Lastlasseve rbdadeatietable,etL!Thisistietable:Igetupat6:30aand gtrat7:30aNpleasetaeuturtietableshanshurtietable?ⅰTrtuseⅰ)T:hattiedugtbed?hattiedugetup?ⅱ)Shthesentenepatternards:hendugetup?Distinguishbeteen“hen”and “hattie”,explaintheeaningfhen ⅲ)Readthesenteneaftereandaesentenesiththeverbphras esⅵ)Iillshtlsandputthequestinstthestudents: T:hendugetup?S1:Igetupat…T:Igetupat6:00aIgetupearl,butugetuplateT:hendughe?S2:Igheat4:20T:Igheat4:40pugheearl,butIghelateLeadthetunderstandtheeaningsf“earl”and“late”ⅶ)Shtheards:earl,late,usuall,intherningThestudents readthenebneEphasizetheprnuniatinfusuallⅱLearntsa ⅰ)T:ustneeretaingabuturtietablesNlet’stalabutDavid’stietableLet’sreadthepassagefirstThenanserthequestins:hendesDavi dgetup?h?ⅱ)Thestudentsreadthetextandtrtanserthequestinabve ⅲ)FinishDavid’stietablebelAtivitiesTieEarlrlateGetupHavelassesGtbedT:Isitthesaetus?h,it’sdifferentithusShtherd:differentⅣHer:ⅰReadaludthedialgueⅱaesentenesith“hendu…?I…at…I…earl/late”StudentssingiththeteaherS;Igetup……S:It’s…S:It’s…S:NtatallS:…S:e,tS:ⅳ)Pratieinpairsandintrduentietabletthethersiththen esentenepatternsⅴ)ritethesenteneandaesenesentenesntheEnglishexeris ebsandblabardⅷ)Pratieinpairs:S1:hendu…？S2:Iusuall…ⅸ)penthebsandturntpage7,finishthe “aeaSurve”StudentsreadandanserDisussDavid’stietableabveⅳ)Thestudentslistentthererdingandreadthedialgue ⅴ)Startarle-plareadingⅵ)Perfrthe“Learntsa”Ⅲnslidatinandextensin:Thestudentstalabuttheirtietabl eseahtherBlabarddesignLessn3hendu…I…at…I…earl/lateLbaThestudentsaregdataingthenesentenesTheu nderstandthehletextverellperidplanUnit1Title:hatdudeverda?Tie6Lessn3TeahingaisⅰnslidatethesentenesandthedialguefthislessnfartherⅱUnderstandthententsf“Ae”andanserthequestinsⅲEnablethestudentstlisten,sa,readandritethephnetisbl s/Ι/,/t/,/d/,/s/,/z/andsuuptheprnuniatinsfi,s,t,dinrdsTeahingtlsⅰThephnetisblandrdardsⅱAtape-rerderandthetexttapeepintsⅰUnderstandthententsf“Ae”andanserthequestinsDiffiultpintsⅱEnablethestudentstlisten,sa,readandritethephnetisbls/Ι/,/t/,/d/,/s/,/z/andsuuptheprnuniatinsfi,s,t,dinrds TeahingpressTheativitiesftheteaherTheativitiesfthestudentsⅠaring-up:ⅰSinsas:getup...ⅱSaahant:IahappI’sgladI’nthappI’ssadⅲFreetal:Hell!Hareuding?Hdufeel?ⅡRevisin:ⅰLattheverbardsandsaquil:getup,havebreafast,gtshl...ⅱHandntheverbards,asandansernebne:hendu...？I (ⅲ)SeletelevenstudentstreitethedialgueⅢPresentatin:T:h,bsandgirlsDuliees?TdaIhaveaefruPlea sereadⅰAe ⅰ)Thestudentsreadthee,thenanserthequestinsbel: hattieisitn?hereisBill?ⅱ)Andthequestinsbel:hattiedesthesungtbed?hattiedesBillgtbed?hatdesBillsahilehistherasshitgetup?ⅲ)Listentthererdingandreadaludtheebiitatingthererd ingⅳ)Readaludthee,thenIillleadthestudentstdisussthequ estinsbel:Duliethise?h?Duusuallgetuplate?ⅱListen,athandreadⅰ)Shtheldthephnetisblrds,readaludtherhelriall ⅱ)Shtherhefthislessn,stithephnetisblards/i:/,/Ι/,/p/,/b/,//,/g/,/t/,/d/ntheblabardBradastthererdin gfthisrheandfinduttherds’velfthislessnThenputthebeltherelevantrdsⅲ)Iilldenstratetheprnuniatinsf/Ι/,/s/,/z/Plathegae“hat’sissing”frnslidatingtheprnuniatinsShtherds“sit,seat”andasthetguesstheirprnuniatinsThenIillshthephnetisb lsandreadtheⅳ)ritethephnetisblsandrdsⅣnslidatinandextensin:Plaagaefrnslidatingthephnetisb lsⅤHer:ⅰpthephnetisblsandphnetisblrdsⅱTelltheettheirparentsStudentshantiththeteaherStuden tstalfreelStudentstaepartinthisativitStudentsatutth edialgueS1:Hi,Davidhat’stheatter?S2:I’sleepIgetupearlintherningS3:hendugetup?S4:At7:10S:h,it’sntearlIt’slate…ⅳPerfrthe“Learntsa”Thestudentsreadthee,thenanserthequestinsStudentsLis tentthererdingandreadaludtheebiitatingthererdingStu dentspratiereadingandritingBlabarddesignLessn 3/s//z/sit/sΙt/seat/si:t/LbaTheunderstandandanserthequestinverellT hestudentsaregdattheprnuniatinandreadit。

《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。

快乐英语第六册全册教案2 what does billy say while his mother asks him to get up?��) listen to the recording and read aloud the joke by imitating the recording.��) read aloud the joke, then i will lead the students to discuss the questionsbelow: do you like this joke? why? do you usually get up late?��. listen, match and read��) show the old the phonetic symbol words, read aloud the rhyme lyrically.��) show the rhyme of this lesson, stick the phonetic symbol cards /i:/, /ι/, /p/, /b/, /k/, /g/, /t/, /d/ on the blackboard. broadcast the recording of this rhyme and find out the words’ vowel of this lesson. then put them below the relevant words.��) i will demonstrate the pronunciations of /ι/, /s/, /z/. play the game “what’s missing” for consolidating the pronunciations. show the words “sit, seat” and ask them to guess their pronunciations. then i will show the phonetic symbols and read them.��) write the phonetic symbols and words.��. consolidation and extension:play a game for consolidating the phonetic symbols.��. homework:��. copy the phonetic symbols and phonetic symbol words.��. tell the joke to their parents.students chant with the teacher.students talk freely.students take part in this activity.students act out the dialogue.s1: hi, david. what’s the matter?s2: i’m sleepy. i get up early in the morning.s3: when do you get up?s4: at 7: 10.s5: oh, it’s not early. it’s late.…��. perform the “learn to say”.the students read the joke, then answer the questionsstudents listen to the recording and read aloud the joke by imitating the recording.students practice reading and writing.blackboard designlesson 3/s/ / z/sit/sιt/ seat /si:t/look backthey understand and answer the question very well. the students are good at the pronunciation and read it .。

快乐英语第六册全册教案1 the activities of the teacherthe 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?”x k b1.c o m ��. 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? let’s 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?what’s wrong with dad’s 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? let’s listen agai n.��) 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 d 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? it’s …”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?what’s wrong with dad’s 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: what’s missing?��. the students write the phonetic symbol and the phonetic symbol words after me.blackboard designlesson 1/i:/ /p/ /b/。

快乐英语第六册全册教案5periodplanunitTitleTime19Lesson10Teachingaims1.Tograspthenewwords:notebook,pencil-box,earser,rul er.2.Enablethestudentstolister,readandsaythewords:calc ulator,cheapandthephrasesonsale.3.Tograspthenewsentencepattern:Howmuchisit?It’s…Teachingtoolstape-recorder,computer,TVkeypoints1.Askthemtoperformthecontentoflearntosayskillfully.2.Tograsphowtoaskthepriceanduseitskillfully.Difficultpoints Tousethesentencesofthefavoriteforthingsandinquirepr icecomprehensively.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudentsGreetings:T:Hi,boysandgirls.Howareyougoing?whatdayistoday?It’sabeautifulday,isn’tit?Areyouhappytoday? Presentation:a.Trytouse1.T:whosepencil-boxisit?S:It’smypencil-box.Teachnotebook,eraserandrulerinthesamemethod.2.T:yourrulerissobeautiful!Howmuchisit?Twoyuan?S:yes,itis./No,itisn’t.It’soneyuan.3.Theteacheraskthepriceofthenewstationery.4.Theteachertakeoutanotebook,letthestudentsguessits price.She/Hewhogivetherightanswercangetthisnotebook. T:Doyouknowhowmuchisthisnotebook?Soyoucanaskme “Howmuchisit?”S1:Howmuchisit?S2:Howmuchisit?……T:It’sfiveyuan.5.Thestudentstakeouttheirstationeryandasktheteacher S:Howmuchismy…?Guess!T:…yuan?S:yes,itis./No,itisn’t.b.Learntosay1.T:Lookatthispicture.Davidandhisdadareinthesupermark et.They’redoingsomeshopping.whatdoesDavid’sdadwanttobuy?whatdoesDavidwanttobuy?Howmuchistheca lculator?Listentothetapeandfindtheanswers.Herewego.2.Studentsanswerthequestionsandlistentothetapeagain,i mitatethesoundandtonesometimes.3.Explainthemeaningof“cheap”.4.Readthetext.consolidationandextension1.Theteachershowthepictures,andthestudentsmakesentencesbaseonthepictures.2.Thestudentsactcustomerandsalesman. Homework:1.AskthepriceofthethingsinyourfamilyinEnglish.pletetheexercisesontheActivityBook. BlackboarddesignLesson10notebookpencil-boxeraserrulerHowmuchisit?It’s…Lookbackperiodplan unit Title Time20 Lesson10Teachingaims1.Toreviewandusethesentencepattern“Howmuchisit?It’s…”2.canactLearntosayskillfullyandinnovationally.prehendReadandthink,andanswerthequestions.4.Tograspphoneticsymbol/ɔ/,/ɔ:/,summarize andconcludethepronunciationofo.Teachingtoolstape-recorder,computer,TVkeypoints1.TocomprehendReadandthink.2.Toaskthestudentstoconcludepronunciationrule,findoutthepronunciationrule.Difficultpoints1.Theteachingofthediscontentforcommoditypriceandthe partofargy-bargy.2.Thesentencepatternofinquirethepriceofpluralcommod ityTeachingprocessTheactivitiesoftheteacher TheactivitiesofthestudentsGreetings:T:Hello,boysandgirls.Goodtoseeyou.Howareyougoing? Revision:T:Howmuchisyour…?S:It’s…yuan.Presentation:a.Readandthink.Thestudentsreadthetextwithsimplequestions: whereistheboy?whatishedoing?2.Afterreading,thestudentsanswerthequestions: Howmuchisthepencilsharpener? Howmucharethestickers?3.Listentothetapeandreadthetext.4.Explaincheapandexpensive.b.Listen,matchandread.1.Takeoutthepicturesofdog,foxandhorse.Thestudentsenjo ythecontentofthepoem.2.Listentothetapeagain.Thestudentsconcludethepronunci ationofoandoR.Theteachershowthecardof/ɔ/,/&#59 6;:/,anddirectthestudents’pronunciationonebyone.Listentothetapeandread.4.Recitethepoem.consolidationandextension1.Playagame:what’smissing?Toconsolidatethepronunciationof/ɔ/,/& #596;:/2.Thestudentsdoexercises.Homework:1.Readphoneticsymbolandthepoem.2.Imitatethetext.3.Actthedialogueofshopping.BlackboarddesignLesson10/ɔ/,/ɔ:/dog/dɔg/horse/hɔ:s/fox/fɔ:ks/Lookback Askthestudentssomequestionstorevisethelessonandlett hemtobeactive.periodplanunitTitleTime21Lesson11Teachingaims1.Tograspthenewwords:cheap,expensiveandphrasesturnl eft,turnright.2.Tousethesentencesskillfully:whatsizedoyouwant?Siz e…whatcolordoyouwant?..Howmucharethey?Theyare…3.canactLearntosayskillfully.Teachingtoolstape-recorder,computer,TVkeypoints1.ThetextofLearntosay.2.ThesentenceparrentofaskpriceinTrytouse.Difficultpoints Tousethesentencesofthefavoriteforthingsandinquirepr icecomprehensively.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudentsGreetings:1.T:Hi,boysandgirls.Howareyougoing?whatdayistoday?I t’sabeautifulday,isn’tit?Areyouhappytoday?2.Singthesong“Howmuch”Presentation:a.Trytouse1.T:oh,yourshoesaresobig.whatsizeofyourshoes?Size23? S:yes,theyare./No,theyaren’t.They’resize…Teacheraskmorestudents.Teachsize,categorizepronunciation:time,kite,light,n ight,right,tight,write…2.Pritice:T:whatsizeofyourshoes?S:Size…3.Theteachertakeouttwopairdifferentsizeofshoes,comp aretheirsizeandletstudentsguesstheprice,andthenlead toteachexpensiveandcheap.Thentheteachertakeoutcloth eswithlabel,helpstudentstocomprehendcheapandexpensi ve,leadstudentstosay:”It’scheap/expensive.They’recheap/expensive.4.Practisewiththeirpartner:S1:Howmuchareyourshoes/trousers/socks?S2:They’re…yuan.S1:Ther’resocheap.S2:Howmuchareyours?S1:They’re…yuan.S2:They’retooexpensive.….Learntosay1.T:Lookatthispicture.Davidandhismomareinthesupermark et.They’redoingsomeshopping.Davidwantstheroller-skates.what sizefitsDavid?whatcolordoesDavidlike?2.Studentsanswerthequestionsandlistentothetapeagain.3.Imitatethesoundandtonesometimes.4.Readthetext.consolidationandextension TheteachershowthepicturesinTrytouse,andthestudentsm akesentencesbaseonthepictures.Homework:1.Askthesizeandpriceoftheirparents’clothes,andmakearecord.2.Actcustomerandsalesman.BlackboarddesignLesson11turnleft,turnright,expensive,cheap Howmucharethey?They’re…Lookback Theycanmakeupanewdialoguewiththesentencesofthisless on.Andcanlearnthewordsverywell.periodplan unit Title Time22 Lesson11Teachingaims1.Toreviewandusethesentencepattern“whereis/arethe…?It’s/They’re…Howmuchisit/arethey?It’s/They’re…yuan.”2.canactLearntosayskillfullyandinnovationally.prehendReadandthink,andanswerthequestions.4.Tograspphoneticsymbol/ɔi/／ei／／ai／summarizeandconcludethepronunciationofia,oy.5.Singthesong:Howmuch?Teachingtoolstape-recorder,computer,TVkeypoints1.TocomprehendReadandthink.2.Toaskthestudentstoconcludepronunciationrule,findo utthepronunciationrule.Difficultpoints Usethesentencepatternofshoppingcomprehensively. TeachingprocessTheactivitiesoftheteacher TheactivitiesofthestudentsGreetings:T:Hello,boysandgirls.Goodtoseeyou.Howareyougoing? Singthesong:Howmuch.Revision:T:Hi,whatcolorofyourT-shirt?S:It’s….T:whatsizeofyoursocks?S:They’re…T:Howmuchareyourtrousers?S:They’re…yuan.They’reverycheap.Presentation:c.Readandthink.1.Thestudentsreadthetextwithsimplequestions: where’retheties?2.Afterreading,thestudentsanswerthequestions: DoesDavidbuythetieforhimself? whyhewantstobuyhisdadatie?3.Listentothetapeandreadthetext.4.IntroduceFather’sDay,mother’sDaysimply.d.Listen,matchandread.1.Theteacherconcludetransportationtools:car,bus,taxi, train,plane,bike…2.Listentothetapeagain.Thestudentsconcludethepronunci ationofi,aandoy.Theteachershowthecardof/ɔi/／ei／／ai／,anddirectthestudents’pronunciationonebyone.3.Listentothetapeandread.4.Recitethepoem.consolidationandextension3.Playagame:what’smissing?Toconsolidatethepronunciationof/ɔi/／ei／／ai／4.Thestudentsdoexercises.Homework:3.Readphoneticsymbolandthepoem.4.Imitatethetext.3.Actthedialogueofshopping.BlackboarddesignLesson11/ɔi/／ei／／ai／boy/bɔi/kite／kait／plane／plein／bike／baik／LookbackAfterlearning,Ifoundthatthestudentscanunderstandthe textverywellandanswerthequestionsverycorrectly.。

PEP六年级英语下册全册教案人教版小学英语六年级下册全册教案德庆县凤村镇中心小学汤惠琴Unit1Hotallareyou?单元教学目标能力目标能听懂会说认读本单元关于形容词比较级的单词。

能听、说、读、写Let’slearn中黑体部分的内容和Readandrite中要求的内容。

能用目标语言完成本单元的任务型活动。

知识目标：能听、说、读、写单词及短语：tallerstrongerolderyoungershorterheaiverthinnerlong erbiggersaller句型：Hotallareyou?I’164c.you’reshorterthane.you’re4ctallerthane.Hoheavyareyou?I’48g.I’thinnerthanyou,andshorter.能够听、说、读PartA、PartB部分Let’slearn、Let’stal中的单词和句子。

了解Storytie、Goodtono等部分的内容。

单元教学课时安排：六课时课时一、教学目标与要求能够听、说、认读本课时的主要词组：tallerstrongerolderyoungershorter。

能认读句型：Hotallareyou?I’164c.you’reshorterthane.you’re4ctallerthane.二、教学重点与难点重点掌握形容词比较级的构成。

难点是对新句型Hotallareyou?I’164c.you’reshorterthane.you’re4ctallerthane.的理解和运用。

三、课前准备教师准备本课时所需的六张词卡。

教师准备录音机和录音带。

3、教师准备本单元的挂图。

四、教学过程ar-up教师在黑板上贴上一些人物的图像，让学生分辨hoistall/strong/old/young/short?，然后让学生回答。

Presentationandpracticelet’slearn教师指着比较高的To和比较矮的uyifan问hoistall?S:To.T:Toistallerthanuyifan,用动作来示意学生，帮助学生理解。

快乐英语第六册全册教案2 periodplanunitTitle:whatdoyoudoeveryday?Time3Lesson2Teach ingaimsⅰ.Enablethestudentstoread,sayandwritethephrases:ha veclasses,havelunch,gohome,gotobed.ⅱ.Introduceowntimeofworkandresttotheothers:I…at…ⅲ.Enablethemtoperformthe“Learntosay”skillfully.ⅳ.EnablethemtowriteowntimetableofworkandrestinEngl ish.Importantpoints:Enablethestudentstoread,sayandw ritethephrases:haveclasses,havelunch,gohome,gotobed .Teachingtoolsⅰ.Acartoonclock.ⅱ.Severalcardsandpictureswiththephrases,time,sente ncepatterns.ⅲ.Billy’stimetable.ⅳ.Everyonepreparesapieceofpaperandseveralcoloredpe ncils.keypointsGraspthesentencepattern“I…at…”DifficultpointsEnablethestudentstoread,sayandwritet hephrases:haveclasses,havelunch,gohome,gotobed.Teac hingprocessTheactivitiesoftheteacherTheactivitiesofthes tudentsⅠ.warming-up:ⅲ.Simonsays:getup,eatbreakfast,gotoschool,watchTV, haveclasses,havelunch,gohome,gotobed.ⅳ.Freetalk:Hi,boysandgirls.Pleasedtoseeyou.Howarey ou?Ⅱ.Revision:ⅰ.Iwillshowaclockandaskthestudents “whattimeisit?”Ⅲ.Presentation:T:Billyisagoodboy.Hehasagoodhabitin hisdailylife.Look,thisishistimetable.Look,thisisBil ly’stimetable.Let’stakealook.ⅰ.Learntosay ⅰ)T:ThisisBilly’stimetable.Leadthestudentstolookatthepicturesandhel pthemunderstandthemeaningoftimetable.ThenIwillguide thestudentstoreadtheword.ⅱ)IwillactBilly:Hi,thisismytimetable.Igetup…whataboutyou?ⅲ)T:whattimedoyougetup?ⅳ)Learntosay:haveclasses,havelunch,gohome,gotobed.ⅴ)Showthesentencepatterncardsandstickthemontheblac kboard:I…at…ⅵ)Iwillintroducemytimetable,ⅱ.Trytouse ⅰ)Iwillshowthepicturesoftrytouse,thestudentspracti ceinpairs.ⅱ)Finishtheexercise:writeandtalk.ⅲ)Leadthestudentstointroducetheirdailylifewiththes entencepatternI…at…Ⅳ.consolidationandextension:Playagame.Ⅴ.Homework:ⅰ.Listentotherecordingandreadaloudthetext.ⅱ.Planatimetable.ⅰ.Singthesong “Letusdomorningexercises.”together.ⅱ.Listenanddgetup,eatbreakfast,gotoschool,watchTV, haveclasses,havelunch,gohome,gotobed.Freetalk:ⅱ.Practiceinpairswith“It’s…It’stimeto…”Ss:Igetupat…thenthestudentsstarttomaketheirtimetablesandintrodu cethemtotheothers.ⅶ)Thestudentslistentotherecordingandreadaloudthete xt.StudentsintroduceStudentsplaygamesBlackboarddesi gnLesson2I-------at-----.LookbackTheyareinterestedinthesentencesandd ialojgue.periodplanUnit1Title:whatdoyoudoeveryday?Time4Lesson2Teachingaims ⅰ.consolidatethephrasesandsentencepattern:I…at…ⅱ.Understandthecontentsofthe “Readandthink”,knowthetimedifferencebetweenchinaa ndAmerica,answerthequestions.ⅲ.Enablethestudentstolisten,read,sayandwritethepho neticsymbols/Ι/,/t/,/d/andtrytousethemtolearnthenewwords.ⅳ.Learntoreadaloudtherhymelyricallyandfindthefeeto ftherhymeTeachingtoolsⅰ.Everyonepreparesatimetable.ⅱ.Theverbphrasecards.ⅲ.Thephoneticsymbolandwordcards.ⅳ.Atape-recorderandthetexttape.keypoints ⅰ.Understandthecontentsofthe “Readandthink”,knowthetimedifferencebetweenchinaandAmerica,answerthequestions.ⅱ.Enablethestudentstolisten,read,sayandwritethepho neticsymbols/Ι/,/t/,/d/andtrytousethemtolearnthenewwords.Difficul tpointsEnablethestudentstolisten,read,sayandwriteth ephoneticsymbols/Ι/,/t/,/d/andtrytousethemtolearnthenewwords.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthes tudentsⅠ.warming-up:Teacherleadthem;ⅲ.Freetalk:Hi,children.Goodtoseeyou.Howisitgoing?Ⅱ.Revision:Ⅲ.Presentation:T:Lookattheboy.He’scallinghisuncle.Lookathisuncle.Ishehappy?T:yes.wha thappened?Let’sreadandanswer.ⅰ.Readandthink ⅰ)Iwilldirectthestudentstoreadthetext,encouragethe mtoputsomequestionstome.ⅱ)Iwillputtheeasyquestionstothem:whereisjoenow?whereishisunclenow?ⅲ)Readthetext.Iwillputtheharderquestionstothem: what’sthetimeinBeijing?what’sthetimeinNewyork?ⅴ)ExplainthetimedifferencebetweenchinaandAmerica.ⅱ.Listen,matchandread ⅰ)Iwillshowthephoneticsymbolcardsof/i:/,/p/,/b/,th estudentsreadthemonebyone.ⅱ)Showthephoneticsymbolcardsof/Ι/,/t/,/d/,coachthemtopronounce.ⅲ)writethephoneticsymbolsontheexercisebooks.ⅳ)Showthephoneticsymbolwords:/ti:/,/pΙg/,/dΙp/,andleadthemtoreadaloudthewords.Thentrytospellthe words.ⅴ)Broadcasttherecordingoftherhyme,.Ⅴ.Homework:ⅰ.copythephoneticsymbolsandphoneticsymbolwords.ⅱ.Readaloudtherhymelyrically.ⅰ.Singthesong:Let’sdomorningexercises.ⅱ.Playagame:…says:Gotobed./…Studentstalkfreely.Everybodyshowsowntimetableandint roducesiteachother.Thisismytimetable.Igetupat…Ss:No,he’snothappy.ⅳ)Thestudentslistentotherecordingandreadaloudit.th estudentsreadafteritⅣ.consolidationandextension:Performthe “Readandthink”BlackboarddesignLesson2/Ι//t//d/tea/ti:/pig/pΙg/dip/dΙp/LookbackThestudentsaregoodatthepronunciation.They answerthequestionsverywell.periodplanUnit1Title:whatdoyoudoeveryday?Time5Lesson3Teac hingaimsⅰ.Enablethestudentstoread,sayandwritethewordsandph rase:early,late,usually,inthemorning.Enablethemtoes timatesomebodyelse'stimetableswiththewords.ⅱ.Enablethestudentstoinquiresomebodyelse'stimetabl esskillfully:whendoyou…?I…at…ⅲ.Enablethemtoperformthe“Learntosay”skillfully.ⅳ.Finishthe“makeaSurvey”.Teachingtools ⅰ.Everyonepreparesatimetable.ⅱ.Severalcardswiththewordsandsentencepatterns.ⅲ.Atape-recorderandthetexttape.keypoints ⅰ.Enablethestudentstoread,sayandwritethewordsandph rase:early,late,usually,inthemorning.Enablethemtoes timatesomebodyelse'stimetableswiththewords.ⅱ.Enablethestudentstoinquiresomebodyelse'stimetabl esskillfully:whendoyou…?I…at…DifficultpointsThepronunciationofusually.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthes tudentsⅠ.warming-up:ⅰ.Singthesong “Letusdomorningexercises.”together.ⅱ.Freetalk:ⅰ)T:Igetupat6:30am.whattimedoyougetup?T:whattimeis itnow?T:oh!It’stimetohaveclasses.Imustgo.Good-bye!ⅱ)T:oh!mypoorwatch.Itdoesn’twork.Excuseme!canyoutellmewhattimeisitnow?T:Thanky ouverymuch!T:mynameisLinda,I’minclass4,Grade5.Andyou?T:Nicetomeetyou.T:Let’sbefriends,ok?T:oh!It’stimeformyEnglishclass.Imusthurry.Good-bye!Ⅱ.Presentation:T:Todaywearegoingtolearnthelesson3. Lastclasseverybodymadeatimetable,metoo.Look!Thisism ytimetable:Igetupat6:30amandgotoworkat7:30am.Nowple asetakeoutyourtimetables.whocanshowyourtimetable?ⅰ.Trytouseⅰ)T:whattimedoyougotobed?whattimedoyougetup?ⅱ)Showthesentencepatterncards:whendoyougetup?Distinguishbetween“when”and “whattime”,explainthemeaningofwhen.ⅲ)Readthesentenceaftermeandmakesentenceswiththever bphrases.ⅵ)Iwillshowtwoclocksandputthequestionstothestudent s:T:whendoyougetup?S1:Igetupat…T:Igetupat6:00am.Igetupearly,butyougetuplate.T:when doyougohome?S2:Igohomeat4:20.T:Igohomeat4:40pm.yougohomeearly,butIgohomelate.Leadthemtounderstandthemeaningsof“early”and “late”.ⅶ)Showthecards:early,late,usually,inthemorning.The studentsreadthemonebyone.Emphasizethepronunciationo fusually.ⅱ.Learntosay ⅰ)T:justnowweweretakingaboutourtimetables.Nowlet’stalkaboutDavid’stimetable.Let’sreadthepassagefirst.Thenanswerthequestions:whendoe sDavidgetup?why?ⅱ)Thestudentsreadthetextandtrytoanswerthequestiona bove.ⅲ)FinishDavid’stimetablebelow.ActivitiesTimeEarlyorlateGetupHaveclassesGotobedT:Isitthesametous?oh,it’sdifferentwithus.Showtheword:different.Ⅳ.Homework:ⅰ.Readaloudthedialogue.ⅱ.makesentenceswith “whendoyou…?I…at…I…early/late.”Studentssingwiththeteacher.S;Igetup……S:It’s…S:It’s…S:Notatall.S:…S:me,too.S:ok.ⅳ)Practiceinpairsandintroduceowntimetabletotheothe rswiththenewsentencepatterns.ⅴ)writethesentenceandmakesomenewsentencesontheEngl ishexercisebooksandblackboard.ⅷ)Practiceinpairs:S1:whendoyou…？S2:Iusually…ⅸ)openthebooksandturntopage7,finishthe “makeaSurvey”.Studentsreadandanswer.DiscussDavid’stimetableabove.ⅳ)Thestudentslistentotherecordingandreadthedialogu e.ⅴ)Startarole-playreading.ⅵ)Performthe “Learntosay”.Ⅲ.consolidationandextension:Thestudentstalkaboutth eirtimetableseachother.BlackboarddesignLesson3whendoyou…I…at…I…early/late.LookbackThestudentsaregoodatmakingthenew sentences.Theyunderstandthewholetextverywell.periodplanUnit1Title:whatdoyoudoeveryday?Time6Lesson3Teac hingaimsⅰ.consolidatethesentencesandthedialogueofthislesso nfarther.ⅱ.Understandthecontentsof“Ajoke”andanswerthequestions.ⅲ.Enablethestudentstolisten,say,readandwritethepho neticsymbols/Ι/,/t/,/d/,/s/,/z/andsumupthepronunciationsofi,s,t,d inwords.Teachingtoolsⅰ.Thephoneticsymbolandwordcards.ⅱ.Atape-recorderandthetexttape.keypoints ⅰ.Understandthecontentsof“Ajoke”andanswerthequestions.Difficultpointsⅱ.Enablethestudentstolisten,say,readandwritethepho neticsymbols/Ι/,/t/,/d/,/s/,/z/andsumupthepronunciationsofi,s,t,d inwords.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthes tudentsⅠ.warming-up:ⅰ.Simonsays:getup…ⅱ.Sayachant:Iamhappy.I’msoglad.I’mnothappy.I’msosad.ⅲ.Freetalk:Hello!Howareyoudoing?Howdoyoufeel?Ⅱ.Revision:ⅰ.Lookattheverbcardsandsayquickly:getup,havebreakf ast,gotoschool…ⅱ.Handontheverbcards,askandansweronebyone:whendoyo u…？I…ⅲ.Selectelevenstudentstorecitethedialogue.Ⅲ.Presentation:T:oh,boysandgirls.Doyoulikejokes?To dayIhaveajokeforyou.Pleaseread.ⅰ.Ajoke ⅰ)Thestudentsreadthejoke,thenanswerthequestionsbel ow:whattimeisitnow?whereisBilly?ⅱ)Andthequestionsbelow:whattimedoesthesungotobed?whattimedoesBillygotobed?whatdoesBillysaywhilehismotheraskshimtogetup?ⅲ)Listentotherecordingandreadaloudthejokebyimitati ngtherecording.ⅳ)Readaloudthejoke,thenIwillleadthestudentstodiscussthequestionsbelow:Doyoulikethisjoke?why?Doyouusua llygetuplate?ⅱ.Listen,matchandread ⅰ)Showtheoldthephoneticsymbolwords,readaloudtherhy melyrically.ⅱ)Showtherhymeofthislesson,stickthephoneticsymbolc ards/i:/,/Ι/,/p/,/b/,/k/,/g/,/t/,/d/ontheblackboard.Broadcastt herecordingofthisrhymeandfindoutthewords’vowelofthislesson.Thenputthembelowtherelevantwords.ⅲ)Iwilldemonstratethepronunciationsof/Ι/,/s/,/z/.Playthegame“what’smissing”forconsolidatingthepronunciations.Showthewords “sit,seat”andaskthemtoguesstheirpronunciations.ThenIwillshowt hephoneticsymbolsandreadthem.ⅳ)writethephoneticsymbolsandwords.Ⅳ.consolidationandextension:Playagameforconsolidat ingthephoneticsymbols.Ⅴ.Homework:ⅰ.copythephoneticsymbolsandphoneticsymbolwords.ⅱ.Tellthejoketotheirparents.Studentschantwiththete acher.Studentstalkfreely.Studentstakepartinthisacti vity.Studentsactoutthedialogue.S1:Hi,David.what’sthematter?S2:I’msleepy.Igetupearlyinthemorning.S3:whendoyougetup?S4:At7:10.S5:oh,it’snotearly.It’slate.…ⅳ.Performthe “Learntosay”.Thestudentsreadthejoke,thenanswerthe questionsStudentsListentotherecordingandreadaloudth ejokebyimitatingtherecording.Studentspracticereadin gandwriting.BlackboarddesignLesson3/s//z/sit/sΙt/seat/si:t/LookbackTheyunderstandandanswerthequestio nverywell.Thestudentsaregoodatthepronunciationandre adit.。

五年级下册小学英语第六册教案（陕西旅游版）Lesson12Asportseeting你们一定开过运动会吧。

运动会上那激烈的比赛还记得吧。

我们看看这场运动会上都进行什么比赛。

这一课学生要学会说一些有关比赛的句子:Therelayracehasbegun.hatsportareyouin?hichclassi llin?earenecandnecithclass1.学会这些词汇：asportseetinginnecandnecthearathonplayer教学目的：会说会用这些句子：Therelayracehasbegun.hatsportareyouin?hichclassillin?会说会用会写这些单词:asportseetinginnecandnecthearathonplayer了解一般将来时态的构成和意义。

课前准备：教师准备一个运动场上接力赛的。

对话如句型词汇学习中所设计。

准备greenscelerycherriesniceandseat的单词卡片。

．准备更多的体育运动的单词卡片。

如：滑雪，滑旱冰，游泳，跑步，划船比赛，自行车赛等。

教学过程：热身师生对话引出话题:T:Doyouliesports?SS:yes.T:hatisyourfavouritesport?SA:Ilie…best.SB:Ilie…best.Playing…isyhobby.T:Iliesports,too.Playingping-pongisyhobby.IishIcantaepartoftheolypicGaesinBeijing.新课展示播放，熟悉词汇和基本句型：SA:Loo.Therelayracehasbegun.hichclassillin?SB:I’sureourclassillin.SA:hatclassareyouin?SB:I’inclass2.Loo!earenecandnecithclass1.eon,class2!SA:Goodluctoyou!SB:Thans.)asportseeting运动会召开运动会我们说：haveasportseeting)Loo.Thegaeshavebegun.have/hasbegun已经开始begun是begin的过去分词，同助动词have/has连用构成现在完成时态，用来表示某事已经开始了。

快乐英语第六册全册教案2 periodplanunitTitle:whatdoyoudoeveryday?Time3Lesson2Teach ingaimsⅰ.Enablethestudentstoread,sayandwritethephrases:ha veclasses,havelunch,gohome,gotobed.ⅱ.Introduceowntimeofworkandresttotheothers:I…at…ⅲ.Enablethemtoperformthe“Learntosay”skillfully.ⅳ.EnablethemtowriteowntimetableofworkandrestinEngl ish.Importantpoints:Enablethestudentstoread,sayandw ritethephrases:haveclasses,havelunch,gohome,gotobed .Teachingtoolsⅰ.Acartoonclock.ⅱ.Severalcardsandpictureswiththephrases,time,sente ncepatterns.ⅲ.Billy’stimetable.ⅳ.Everyonepreparesapieceofpaperandseveralcoloredpe ncils.keypointsGraspthesentencepattern“I…at…”DifficultpointsEnablethestudentstoread,sayandwritet hephrases:haveclasses,havelunch,gohome,gotobed.Teac hingprocessTheactivitiesoftheteacherTheactivitiesofthes tudentsⅠ.warming-up:ⅲ.Simonsays:getup,eatbreakfast,gotoschool,watchTV, haveclasses,havelunch,gohome,gotobed.ⅳ.Freetalk:Hi,boysandgirls.Pleasedtoseeyou.Howarey ou?Ⅱ.Revision:ⅰ.Iwillshowaclockandaskthestudents “whattimeisit?”Ⅲ.Presentation:T:Billyisagoodboy.Hehasagoodhabitin hisdailylife.Look,thisishistimetable.Look,thisisBil ly’stimetable.Let’stakealook.ⅰ.Learntosay ⅰ)T:ThisisBilly’stimetable.Leadthestudentstolookatthepicturesandhel pthemunderstandthemeaningoftimetable.ThenIwillguide thestudentstoreadtheword.ⅱ)IwillactBilly:Hi,thisismytimetable.Igetup…whataboutyou?ⅲ)T:whattimedoyougetup?ⅳ)Learntosay:haveclasses,havelunch,gohome,gotobed.ⅴ)Showthesentencepatterncardsandstickthemontheblac kboard:I…at…ⅵ)Iwillintroducemytimetable,ⅱ.Trytouse ⅰ)Iwillshowthepicturesoftrytouse,thestudentspracti ceinpairs.ⅱ)Finishtheexercise:writeandtalk.ⅲ)Leadthestudentstointroducetheirdailylifewiththes entencepatternI…at…Ⅳ.consolidationandextension:Playagame.Ⅴ.Homework:ⅰ.Listentotherecordingandreadaloudthetext.ⅱ.Planatimetable.ⅰ.Singthesong “Letusdomorningexercises.”together.ⅱ.Listenanddgetup,eatbreakfast,gotoschool,watchTV, haveclasses,havelunch,gohome,gotobed.Freetalk:ⅱ.Practiceinpairswith“It’s…It’stimeto…”Ss:Igetupat…thenthestudentsstarttomaketheirtimetablesandintrodu cethemtotheothers.ⅶ)Thestudentslistentotherecordingandreadaloudthete xt.StudentsintroduceStudentsplaygamesBlackboarddesi gnLesson2I-------at-----.LookbackTheyareinterestedinthesentencesandd ialojgue.periodplanUnit1Title:whatdoyoudoeveryday?Time4Lesson2Teachingaims ⅰ.consolidatethephrasesandsentencepattern:I…at…ⅱ.Understandthecontentsofthe “Readandthink”,knowthetimedifferencebetweenchinaa ndAmerica,answerthequestions.ⅲ.Enablethestudentstolisten,read,sayandwritethepho neticsymbols/Ι/,/t/,/d/andtrytousethemtolearnthenewwords.ⅳ.Learntoreadaloudtherhymelyricallyandfindthefeeto ftherhymeTeachingtoolsⅰ.Everyonepreparesatimetable.ⅱ.Theverbphrasecards.ⅲ.Thephoneticsymbolandwordcards.ⅳ.Atape-recorderandthetexttape.keypoints ⅰ.Understandthecontentsofthe “Readandthink”,knowthetimedifferencebetweenchinaandAmerica,answerthequestions.ⅱ.Enablethestudentstolisten,read,sayandwritethepho neticsymbols/Ι/,/t/,/d/andtrytousethemtolearnthenewwords.Difficul tpointsEnablethestudentstolisten,read,sayandwriteth ephoneticsymbols/Ι/,/t/,/d/andtrytousethemtolearnthenewwords.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthes tudentsⅠ.warming-up:Teacherleadthem;ⅲ.Freetalk:Hi,children.Goodtoseeyou.Howisitgoing?Ⅱ.Revision:Ⅲ.Presentation:T:Lookattheboy.He’scallinghisuncle.Lookathisuncle.Ishehappy?T:yes.wha thappened?Let’sreadandanswer.ⅰ.Readandthink ⅰ)Iwilldirectthestudentstoreadthetext,encouragethe mtoputsomequestionstome.ⅱ)Iwillputtheeasyquestionstothem:whereisjoenow?whereishisunclenow?ⅲ)Readthetext.Iwillputtheharderquestionstothem: what’sthetimeinBeijing?what’sthetimeinNewyork?ⅴ)ExplainthetimedifferencebetweenchinaandAmerica.ⅱ.Listen,matchandread ⅰ)Iwillshowthephoneticsymbolcardsof/i:/,/p/,/b/,th estudentsreadthemonebyone.ⅱ)Showthephoneticsymbolcardsof/Ι/,/t/,/d/,coachthemtopronounce.ⅲ)writethephoneticsymbolsontheexercisebooks.ⅳ)Showthephoneticsymbolwords:/ti:/,/pΙg/,/dΙp/,andleadthemtoreadaloudthewords.Thentrytospellthe words.ⅴ)Broadcasttherecordingoftherhyme,.Ⅴ.Homework:ⅰ.copythephoneticsymbolsandphoneticsymbolwords.ⅱ.Readaloudtherhymelyrically.ⅰ.Singthesong:Let’sdomorningexercises.ⅱ.Playagame:…says:Gotobed./…Studentstalkfreely.Everybodyshowsowntimetableandint roducesiteachother.Thisismytimetable.Igetupat…Ss:No,he’snothappy.ⅳ)Thestudentslistentotherecordingandreadaloudit.th estudentsreadafteritⅣ.consolidationandextension:Performthe “Readandthink”BlackboarddesignLesson2/Ι//t//d/tea/ti:/pig/pΙg/dip/dΙp/LookbackThestudentsaregoodatthepronunciation.They answerthequestionsverywell.periodplanUnit1Title:whatdoyoudoeveryday?Time5Lesson3Teac hingaimsⅰ.Enablethestudentstoread,sayandwritethewordsandph rase:early,late,usually,inthemorning.Enablethemtoes timatesomebodyelse'stimetableswiththewords.ⅱ.Enablethestudentstoinquiresomebodyelse'stimetabl esskillfully:whendoyou…?I…at…ⅲ.Enablethemtoperformthe“Learntosay”skillfully.ⅳ.Finishthe“makeaSurvey”.Teachingtools ⅰ.Everyonepreparesatimetable.ⅱ.Severalcardswiththewordsandsentencepatterns.ⅲ.Atape-recorderandthetexttape.keypoints ⅰ.Enablethestudentstoread,sayandwritethewordsandph rase:early,late,usually,inthemorning.Enablethemtoes timatesomebodyelse'stimetableswiththewords.ⅱ.Enablethestudentstoinquiresomebodyelse'stimetabl esskillfully:whendoyou…?I…at…DifficultpointsThepronunciationofusually.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthes tudentsⅠ.warming-up:ⅰ.Singthesong “Letusdomorningexercises.”together.ⅱ.Freetalk:ⅰ)T:Igetupat6:30am.whattimedoyougetup?T:whattimeis itnow?T:oh!It’stimetohaveclasses.Imustgo.Good-bye!ⅱ)T:oh!mypoorwatch.Itdoesn’twork.Excuseme!canyoutellmewhattimeisitnow?T:Thanky ouverymuch!T:mynameisLinda,I’minclass4,Grade5.Andyou?T:Nicetomeetyou.T:Let’sbefriends,ok?T:oh!It’stimeformyEnglishclass.Imusthurry.Good-bye!Ⅱ.Presentation:T:Todaywearegoingtolearnthelesson3. Lastclasseverybodymadeatimetable,metoo.Look!Thisism ytimetable:Igetupat6:30amandgotoworkat7:30am.Nowple asetakeoutyourtimetables.whocanshowyourtimetable?ⅰ.Trytouseⅰ)T:whattimedoyougotobed?whattimedoyougetup?ⅱ)Showthesentencepatterncards:whendoyougetup?Distinguishbetween“when”and “whattime”,explainthemeaningofwhen.ⅲ)Readthesentenceaftermeandmakesentenceswiththever bphrases.ⅵ)Iwillshowtwoclocksandputthequestionstothestudent s:T:whendoyougetup?S1:Igetupat…T:Igetupat6:00am.Igetupearly,butyougetuplate.T:when doyougohome?S2:Igohomeat4:20.T:Igohomeat4:40pm.yougohomeearly,butIgohomelate.Leadthemtounderstandthemeaningsof“early”and “late”.ⅶ)Showthecards:early,late,usually,inthemorning.The studentsreadthemonebyone.Emphasizethepronunciationo fusually.ⅱ.Learntosay ⅰ)T:justnowweweretakingaboutourtimetables.Nowlet’stalkaboutDavid’stimetable.Let’sreadthepassagefirst.Thenanswerthequestions:whendoe sDavidgetup?why?ⅱ)Thestudentsreadthetextandtrytoanswerthequestiona bove.ⅲ)FinishDavid’stimetablebelow.ActivitiesTimeEarlyorlateGetupHaveclassesGotobedT:Isitthesametous?oh,it’sdifferentwithus.Showtheword:different.Ⅳ.Homework:ⅰ.Readaloudthedialogue.ⅱ.makesentenceswith “whendoyou…?I…at…I…early/late.”Studentssingwiththeteacher.S;Igetup……S:It’s…S:It’s…S:Notatall.S:…S:me,too.S:ok.ⅳ)Practiceinpairsandintroduceowntimetabletotheothe rswiththenewsentencepatterns.ⅴ)writethesentenceandmakesomenewsentencesontheEngl ishexercisebooksandblackboard.ⅷ)Practiceinpairs:S1:whendoyou…？S2:Iusually…ⅸ)openthebooksandturntopage7,finishthe “makeaSurvey”.Studentsreadandanswer.DiscussDavid’stimetableabove.ⅳ)Thestudentslistentotherecordingandreadthedialogu e.ⅴ)Startarole-playreading.ⅵ)Performthe “Learntosay”.Ⅲ.consolidationandextension:Thestudentstalkaboutth eirtimetableseachother.BlackboarddesignLesson3whendoyou…I…at…I…early/late.LookbackThestudentsaregoodatmakingthenew sentences.Theyunderstandthewholetextverywell.periodplanUnit1Title:whatdoyoudoeveryday?Time6Lesson3Teac hingaimsⅰ.consolidatethesentencesandthedialogueofthislesso nfarther.ⅱ.Understandthecontentsof“Ajoke”andanswerthequestions.ⅲ.Enablethestudentstolisten,say,readandwritethepho neticsymbols/Ι/,/t/,/d/,/s/,/z/andsumupthepronunciationsofi,s,t,d inwords.Teachingtoolsⅰ.Thephoneticsymbolandwordcards.ⅱ.Atape-recorderandthetexttape.keypoints ⅰ.Understandthecontentsof“Ajoke”andanswerthequestions.Difficultpointsⅱ.Enablethestudentstolisten,say,readandwritethepho neticsymbols/Ι/,/t/,/d/,/s/,/z/andsumupthepronunciationsofi,s,t,d inwords.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthes tudentsⅠ.warming-up:ⅰ.Simonsays:getup…ⅱ.Sayachant:Iamhappy.I’msoglad.I’mnothappy.I’msosad.ⅲ.Freetalk:Hello!Howareyoudoing?Howdoyoufeel?Ⅱ.Revision:ⅰ.Lookattheverbcardsandsayquickly:getup,havebreakf ast,gotoschool…ⅱ.Handontheverbcards,askandansweronebyone:whendoyo u…？I…ⅲ.Selectelevenstudentstorecitethedialogue.Ⅲ.Presentation:T:oh,boysandgirls.Doyoulikejokes?To dayIhaveajokeforyou.Pleaseread.ⅰ.Ajoke ⅰ)Thestudentsreadthejoke,thenanswerthequestionsbel ow:whattimeisitnow?whereisBilly?ⅱ)Andthequestionsbelow:whattimedoesthesungotobed?whattimedoesBillygotobed?whatdoesBillysaywhilehismotheraskshimtogetup?ⅲ)Listentotherecordingandreadaloudthejokebyimitati ngtherecording.ⅳ)Readaloudthejoke,thenIwillleadthestudentstodiscussthequestionsbelow:Doyoulikethisjoke?why?Doyouusua llygetuplate?ⅱ.Listen,matchandread ⅰ)Showtheoldthephoneticsymbolwords,readaloudtherhy melyrically.ⅱ)Showtherhymeofthislesson,stickthephoneticsymbolc ards/i:/,/Ι/,/p/,/b/,/k/,/g/,/t/,/d/ontheblackboard.Broadcastt herecordingofthisrhymeandfindoutthewords’vowelofthislesson.Thenputthembelowtherelevantwords.ⅲ)Iwilldemonstratethepronunciationsof/Ι/,/s/,/z/.Playthegame“what’smissing”forconsolidatingthepronunciations.Showthewords “sit,seat”andaskthemtoguesstheirpronunciations.ThenIwillshowt hephoneticsymbolsandreadthem.ⅳ)writethephoneticsymbolsandwords.Ⅳ.consolidationandextension:Playagameforconsolidat ingthephoneticsymbols.Ⅴ.Homework:ⅰ.copythephoneticsymbolsandphoneticsymbolwords.ⅱ.Tellthejoketotheirparents.Studentschantwiththete acher.Studentstalkfreely.Studentstakepartinthisacti vity.Studentsactoutthedialogue.S1:Hi,David.what’sthematter?S2:I’msleepy.Igetupearlyinthemorning.S3:whendoyougetup?S4:At7:10.S5:oh,it’snotearly.It’slate.…ⅳ.Performthe “Learntosay”.Thestudentsreadthejoke,thenanswerthe questionsStudentsListentotherecordingandreadaloudth ejokebyimitatingtherecording.Studentspracticereadin gandwriting.BlackboarddesignLesson3/s//z/sit/sΙt/seat/si:t/LookbackTheyunderstandandanswerthequestio nverywell.Thestudentsaregoodatthepronunciationandre adit.。

快乐英语第六册全册教案3period plan unit 1title what do you do every day? time7lesson 4teaching aims 1. ask the students to read ,say and write the words: clean the classroom, play basketball, sweep the floor, play games. 2. ask them to grasp the new sentences teaching tools tape-recorder, computer, tv, word cards key points learn to say and try to use, ask students to use freely.difficult points master the sentence; what do you do after school….. i play games.teaching process the 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 ? what’s this/that? can i have a look at your book/ pencil-box…3 presentation: a : new words: clean the classroom, play basketball, sweep the floor, play games b what do you do after school (i)play games. 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 translatethe 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 sing the song with the teacher. talk freely. students follow to read several times . students make up some sentences and write it down. students listen to the tape and read after it. students to translate the sentences. act the dialogue. blackboard design lesson 4 clean the classroom, play basketball, sweep the floor, play games look back they pay attention to the words phases and are interested in them.period plan unit 1title what do you do every day?time8lesson 4 teaching aims 1.to grasp the pronunciation about letter 2. to consolitation the sentence pattern. 3. to ask the students to understand the text ---read and think.teaching tools tape-recorder, computer, tv, word cards key points 1. to grasp the pronunciation about letter 2. to consolitation thesentence pattern. difficult points to ask the students to understand the text ---read and think teaching process the activities of the teacher 共5页，当前第1页12345the activities of the students greeting: 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: i’m __________. presentation: to grasp the pronunciation:t i practice: 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.greetings students 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 actthe dialogue. blackboard design lesson 4 what about yuan yuan look back they grasp the pronunciation about letter and consolidation the sentence pattern. the students understand the text ---read and think. period plan unit title time 9lesson 5teaching aims 1. ask the students to read ,say and write the words: every day, do homework, read books, every week 2. ask them to grasp the sentences: do you do homework every day? yes, i do. teaching tools tape-recorder, computer, tv, word cards key points learn to say and try to use, ask students to act out the dialogue difficult points how to act out the dialogue teaching process the activities of the teacher the activities of the students1、greeting ：how are you ? 2、free talk. hello, boys and girls. let us talk about “what do you do after school?” 3 presentation: a : new words: every day, do homework, read books, every week b do you do homework after school….. yes, i do .. practice: i will ask the students to write the sentences on the book. presentation: 1. ask the students to listen to the tape and readafter it. 2. ask the students to translate the sentences. practice: 1. read the dialogue and answer the question with the new sentence pattern. 共5页，当前第2页12345 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 teacher. students discuss the topic. students follow to read several times and play games to practice the pronunciation.“open and close the door./low and high voice…”. students make up some sentences and write it down. read the dialogue and answer the question act the dialogue. blackboard design lesson 5 every day, do homework, read books, every week look back period plan unit title time10lesson 5 teaching aims 1.to grasp the pronunciation about letter a/k/g 2. to ask the students to understand the text --- read and think. and answer the question. teaching tools words cards key points understand and translate the text difficult points master the pronunciation very well teaching process the activities ofthe teacher the activities of the studentsⅰ.warming-up: sing a song together; . free talk: hi, children. good to see you. how is it going? ⅱ.revision: ⅲ.presentation: t: look at the picture.what happened? let’s read and answer. ⅰ. read and think ⅰ) i will direct the students to read the text, encourage them to put some questions to me. ⅱ) i will put the easy questions to them: what does david do on weekend? does liugang want to go to the park on the weekend? ⅲ) read the text. i will ask students to answer the questions. ⅱ. listen, match and read ⅰ) i will show the phonetic symbol cards of /k/, /g/, /b/, the students read them one by one. ⅱ) show the phonetic symbol cards of /k/, /g/, /d/ , coach them to pronounce. ⅲ) write the phonetic symbols on the exercise books. ⅳ) show the phonetic symbol words: /k/, /g/, /d/ ,and lead them to read aloud the words. then try to spell the words. ⅴ) broadcast the recording of the rhyme, homework：write the phonetic symbols on the exercise books. students sing and talk freely students make up some new words and read aloud. students read and also answer these questions.students read and write the phonetic symbols.共5页，当前第3页12345 blackboard design lesson 5 cat cap dad bag look back period plan unit title time11lesson 6 teaching aims 1.to revise the words of this unit 2. to revise the sentence pattern of this unit 3.to revise the pronunciation of this unit teaching tools tape-recorder, computer, tv key points the words of this unit and the sentence pattern of this unit difficult points the pronunciation of this unit teaching process the activities of the teacher the activities of the students greetings: say hello to the students revision: a: revise the verbs: ask the students to have a dictation b: revise the sentences: ask them to make up a dialogue with the sentence pattern . practice: 1.do exercise three on page 13: listen write and say ask them to read and retell this part. 2. ask them try to do this on page 13 homework: ask their parents to have a dictation with the students. the students do the right action. students write the words .and the sentences. the students do and write this part.blackboard design lesson 6look back they have a good dictation to revise the words, phrases and sentences. they can master the words very well.period plan title time12lesson 6teaching aims to revise the pronunciation of this unit . to revise the text of this unit teaching tools tape-recorder, computer, tv key points to revise the pronunciation of this unit . to revise the text of this unit difficult points the same to the important points teaching process the activities of the teacher the activities of the students greetings: say “hello”to the students. revision: 1. have a dictation to revise the words, phrases and sentences. 2. to revise the pronunciation of this unit. practice: 1.do exercise 2: play and learn 2.do exercise 4: unit assessment homework: to write something like part one of this lesson blackboard design lesson 6 early to bed, early to rise. makes you heathy and wise.look back i had an exam in this lesson and some students grasped this unit very well. but some are bad so i will give them some help after class.period plan unit title time13lesson 7teaching aims 1.ask thestudents to read ,say and write the words: milk bread fruit vegetable 2.ask them to grasp the sentences: 共5页，当前第4页12345what do you want to buy ? i want ________. teaching tools tape-recorder, computer, tv key points 1. teach them the words: milk bread fruit vegetable 2. teach them the sentences: what do you want to buy ? i want ________. difficult points ask them to grasp and use these phrases in their daily lives: what do you want to buy ? i want ________. teaching process the activities of the teacher the activities of the students greetings: say “hello”to the students. revision: ask the students some questions to revise the lesson and let them to be active. presentation: a:1. new words: milk bread fruit vegetable 2..i will tell them: hi, boys and girls, please look at the picture and guess what are they ? what do you want to buy ? ask the students to look at the picture and teach them the new words, and in this part i will teach them “i want to buy some milk …b: new sentence : what do you want to buy ? i want ________. when i finish teaching the new words, i will show them a picture and then ask the students aquestion: “what do you want to buy ?”, let them say: “i want ________.”(write it on the blackboard) and then show them another picture, 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. blackboard design lesson seven milk bread fruit vegetable what do you want to buy ? i want ________. look back the students understood these sentences and they can use in their daily life.共5页，当前第5页12345。