PEP小学六年级下册小学英语全套教案.doc

清华大学英语系学生测试使用。专为中小学生英语量身定做。官方网站： 清华大学英语教授研究组提供Unit 1 How tall are you?第一课时一、教学目标与要求：1能够听、说、读、写形容词的比较形式：taller, stronger, older, younger 和 shorter.2能够用句型：Imcm tall. He/ Shes cm tall. 描述自己和他人的身高。3能够用句型 Youre taller than your brother. Im older than you. 进行年龄和身高的比较。4能够听懂教师的指令，按不同年龄、身高排队，并用所学语言进行表述。二、教学重、难点分析1重点是能够听、说、读、写A Lets learn 部分五个形容词的比较级形式；并能用含有比较级的句型替换关键词进行问答。2难点是能够听、说、读、写四会单词；并能根据某一情境使用含有形容词比较级的句型替换关键词进行问答。长度单位cm的完整形式centimeter的发音也是本课的教学难点。三、课前准备1准备主情景图的教学挂图。2准备录音机、本课时的录音带。3准备A Lets learn 的单词卡片。4准备测量身高和体重的工具。四、教学步骤1 GreetingsHello, boys and girls . Happy New Year. And nice to see you again. How are you? Now, after a term, I thin you know much better about your teachers. Whos you music teacher? Whats he/she like?引导学生用学过的形容词thin, short, tall, old, young, funny, strong, kind 来描述这位老师。当问到学生Whos your English teacher?时，根据学生的回答Shes tall.2师出示测身高与体重的量器，提问学生：How tall am I , do you know? Guess? 帮助学生用句型Are you cm tall? 来猜。师用up 和down 帮助学生猜出确切的数字。3师请出猜中自己身高的学生，问： How tall are you?帮助他/她测量身高，引导该学生说：Imcm tall。 然后师说： is taller than me. 或Im taller than来结束该游戏。4板书测量的学生的身高，师尽量用手势帮助学生理解以下句子：A is tall. B is taller than A. C is taller than B. D is taller than C. 然后板书并领读tall-taller 。5师请出三名较强壮的学生模仿健美动作，并做比较说： Youre strong. Hes stronger than you. 并板书领读strong-stronger6师在黑板上列出家人的年龄，介绍说：My mother is 44, My father is 46. He is older than her. My aunt is younger than my father, but she is older than my mother. How old is she? 然后板书oldolder 和 young-younger , 让学生回答问题。7放Lets learn部分的录音，学生听录音跟读。8 Lets play 师贴出4-5个学生图像，描述各人情况，发指令： Line up from younger to older.Line up from shorter to shorter.9Lets chant. 放录音学生跟读。10学生做活动手册的配套练习。反思：第二课时一、教学目标与要求1能够听、说、读、写四会掌握句子：How tall are you? Im 164cm tall. Youre shorter than me. Youre 4cm taller than me. 并能在情景中正确运用。2能够听懂Lets try 部分的录音并选出正确的选项。二、教学重难点重点与难点是四会掌握句型：How tall are you? Im 164cm tall. Youre shorter than me. Youre 4cm taller than me.三、课前准备：1准备录音机和本课时的录音带。2准备测量身高和体重的数据。四、教学步骤1 Warm up2Lets chant.3放Lets try 部分的录音，学生听录音，圈出录音材料所描述的大象。4 师：Im 167cm tall. Youre taller than me. Im shorter than you. How tall are you?该生回答：Im 168cm tall. 师接着说：Oh, youre 1cm taller than me.然后板书这组对话并重点领读最后一个句子。5师：How old are you, then? 生: Im 14. 师补充：Hes 14 years old. Im 28 years old. Im 14 years older than xxx. 再询问几个学生的年龄，并作比较。6学生读Lets talk 部分的对话，师放录音，学生跟读。7学生两人一组朗读对话。8学生做活动手册的配套练习。反思：第三课时一、教学目标与要求1能够听懂、会说Lets read 部分的对话并完成填充句子的练习，特别是能看懂、会朗读句子：I think the little monkey is only 40cm tall. The monkey is shorter but you are funnier.2能学唱本单元歌曲。二、教学重难点1重点是使学生能够充分理解、正确朗读对话。2难点是学生能看懂、会朗读句子: I think the little monkey is only 40cm tall. The monkey is shorter but you are funnier.三、课前准备1准备录音机和本课时录音带。2师准备两张宠物狗的图片。四、教学步骤1 Warm up跟唱本单元Lets chant 的歌谣。学唱本单元歌曲My pets.2 师：The little girl has two pets. What are they? 生: A dog and a cat. T: Yes. I have two pets too. Lets have a look . What are they? S: They are dogs.3 T: Yes, I have a black dog and a brown dog. Are they cute? Which dog is taller? Which dog is stronger?学生看图回答。4 T： The black dog is taller than the brown dog. Its 80cm tall. The brown dog is 55cm tall. And its tail is longer than than the brown dog. Its tail is about 28cm long. But the brown dog is stronger than the black dog. I like the brown dog. Its funny. Its funnier than the black dog. Which dog do you like? 5 师再出示一张小猴的图片，说：Look at the monkey. What do think of it? 帮助学生回答：It is funny, too.师接着问Which one is funnier, the dog or the monkey? 帮助学生表达自己的看法，如：I think the monkey is funnier.6 师引出课文：Ben is watching monkeys at a zoo with his father now. What are the monkeys like? Which monkey does Ben like? ets read the dialogue.7 学生听录音，理解对话，完成填充句子练习。师检查。8 放录音，学生跟读。9 学生做活动手册配套练习。反思：第四课时一、教学目标与要求：1能够听、说、读、写形容词的比较级形式：heavier, longer, thinner, bigger和smaller.2能够灵活准确地运用以上形容词比较描述人物和动物的特征差异。3能够完成Lets play部分的活动并在活动中相应的语言正确表达。4能够理解story time中的故事。二、教学重难点1重点是四会掌握五个形容词的比较形式。2难点是掌握以下形容词比较级的构成方式：heavyheavier, thinthinner, bigbigger.三、课前准备1准备录音机、B Lets learn 和 C Story time 部分的录音带2准备本课的教学挂图和单词卡片。3准备一个汽球，一段弹力皮筋和一组对比明显的人物图片。四、教学步骤1 Warm up放本单元Lets chant 录音，学生和着录音吟唱，师与生对话：T: How tall are you? S: Im 160cm tall. T: Im 168cm tall. Youre shorter than me. Youre 2cm shorter than me.2. 师拿出一个气球，请一名学生帮忙吹，“Please make it big.” 师带领全班学生跟随学生吹气球的节奏喊：Bigger, Bigger, Bigger！呈现该单词。然后师拿着已经吹大的气球，一点一点放出空气，说: Smaller, Smaller, Smaller!呈现并领读这两个单词。3师拿出一段皮筋，一边拉长，一边说：longer, longer, longer! 接着慢慢放松皮筋说：shorter, shorter, shorter!然后呈现并领读这两个单词。4师拿一叠作业本：I have many books. They are heavy. 师一本一本往上加时说：heavier, heavier, heavier! 领读该词，请学生再次确认从heavy 到heavier的词尾变化。5师出示一组有强烈对比效果的图片，教学heavy, thin, thinner.师出示图片说:look , The boy is heavy. He wants to be thinner. So he does exercises everyday and eats less meat. He is thin after three months. He keeps doing exercises. He is thinner after another three months. 然后呈现thinner.6放录音，学生跟读单词。7Lets play8Story time9学生做活动手册本部分的配套练习。反思：第五课时一、教学目标与要求：1能听懂、会说并能书写句型：“How heavy are you? Im 48kg. Im thinner than you and shorter.”并能在情景中正确运用。2能够完成Pair work 中的调查任务。3能够完成Lets try 部分听录音选图片并填充句子的练习。4能够了解Good to know部分的内容。二、教学重、难点分析1. 重点是能够询问、回答有关体重、身高、脚的大小尺寸、头发的长度等问题并能书写相关句型。2. 难点是四会掌握句型以及单位词。三、课前准备1准备录音机和本课时的录音带。2准备一把软尺和一把称。四、教学步骤1Lets sing。2放Lets try的录音，学生听录音，填充句子并选出相应的图片。3师说：The boys pencil is 15cm. How about your pencil? How long is your pencil? 学生测量自己的铅笔并回答。师再举例练习，如: How long is your English book/ Chinese book? 师接着拿着软尺并附与动作说：How long is your leg？ 叫几名学生上台测量，并板书句子： How long is your leg？ 85cm. 师接着继续量脚并说：My feet is 27cm. I wear size 35. How big is your feet? 学生明白后回答。 师板书句子并带读：How big is your feet? I wear size 5师放对话的录音，学生跟读。学生分成两大组练习对话。6学生做活动手册本部分的配套练习。第六课时一、教学目标与要求：1能够听、说、认读Lets read 部分的内容，特别是能听、说、认读单词：squid, lobster, shark, seal, whale 和单位词ton, meter, kg, cm;能听说、认读短语和句子：can dive into the deep cold water/ jump out of water. Each up to 20cm long. 并能正确完成填充句子的练习。2能够正确完成Pronunciation中Read and Match连线的练习。3能够正确完成Lets check 部分听音圈图的练习。二、教学重、难点分析1重点是让学生理解、会读文内容；并能正确理解几个单位词：ton, meter, kg, cm.2难点是本部分语言知识含量大，需要帮助学生充分理解。三、课前准备1准备录音机、本课时录音带四、教学步骤1 Warm up师生共唱Lets sing部分的歌曲。2师放Lets check部分的录音， 学生听录音完成听音圈图的练习。3师：Today, lets get to know two kinds of whales, sperm whales and killer whales. 让学生仔细看图，然后提问：How long are they? How heavy are they? Lets read and answer.4学生四人一组阅读文段回答师提出的问题。5师指着图中的Killer whale的牙齿问：How many teeth do they have, do you know ? How long is each tooth? 学生根据文段的内容回答。师接着问：How many teeth do you have? How long is each tooth?6师再提问：What does a sperm whale eat? What does a killer whale eat? What can they do ?请学生根据课文内容回答问题。7师放lets read的录音，学生跟读，提出不理解的单词或句子，师生一起讨论解决。8学生完成文后填充句子的练习。9师放Pronunciation部分的教学挂图并放录音，第一遍学生静听，感知音标的音与形；第二遍学生跟读。10师请一名学生在挂图上连线做示范，请其他学生仔细看图，辨认词形，试读音标，然后连线。最后学生集体核对答案。11做本课时活动手册配套练习。反思：Unit 2 Whats the matter, Mike?一、教学目标与要求1能够听、说、读、写单词或短语：have a cold, have a toothache, have a fever, hurt, have a headache.2能够听、说、认读短语:have a sore throat.3能够听、说、认读句型：Whats the matter, Mike? I feel sick. I have a fever.并进行关键词的替换练习。4能够理解会并吟唱Lets chant的歌谣。二、教学重难点1重点是掌握A Lets learn部分的四会单词和短语，并会用询问他人身体善、状况的问句和答句替换关键词操练所学新词和短语。2教学难点是正确拼写四会单词、短语和掌握三会单词throat的发音。三、课前准备1准备本课时录音带、录音机。2准备本课时的单词卡片。3准备一支体温表和一顶医生的帽子。四、教学步骤1 Warm up师放四年级上册第六单元的歌曲：My father is a doctor.2师生口语练习What are you?Im a student.Whats your father/mother?Hes / Shes a How are you today?Im fine, thank you. And you?3. T: Im not fine. I feel sick. I have a flu. 师做擦鼻涕的动作。师出示一支体温表,说I have a fever. I have a cold. 呈现图片教学have a fever. 师示范朗读,学生跟读. 让学生触摸他人和自己的前额来判断是否发烧.4.师: I have a fever . I have a headache. And my throat is sore. I have a sore throat. 并教学该短语.5.师课前准备一只漂亮的糖果盒,装有巧克力等糖果,请学生猜: Whats in the box? 学生猜出后,师说:Yes ! Here are some sweets. I like eating sweets. So I often have a toothache. 师做牙痛状, 呈现图片教学该短语.6.呈现ZhangPeng受伤图片, Whats the matter with Zhang Peng ? Does he have a fever? Does he have a headache? Does he have a sore throat? 学生回答NO. 师接着说: Oh, look, Zhang Pens leg hurts. 师出示自己贴着胶布的手说: My hand hurts too. 教学单词hurt.7.师放A Lets learn 部分的录音,学生跟读.8. “看病”游戏 请六个学生上台,每人选一张短语卡片,师戴医生的帽子提问:Cold, cold, Who has a cold? 抽中have a cold 的学生上前一步,做动作并说:Cold, cold , I have a cold. 9.学生做本课时活动手册配套练习.反思：第二课时一、教学目标与要求：1能够听、说、认读主要句型：How do you feel? I feel sick. Whats the matter? My throat is sore. My nose hurts.2能够书写四会句子：Whats the matter? My throat is sore. My nose hurts.3能够听懂Lets try 部分， 并能根据录音内容为五张小图正确标号。4能够了解Pronunciation中的音标音与形；能够读出例词并选择音标与单词、配图正确连线。二、教学重、难点1重点句型：How do you feel? I feel sick. Whats the matter? My throat is sore. My nose hurts.2Pronunciation 部分也是本课时的教学重点。3难点是听、说、读、写熟练掌握四会句型。三、课前准备1准备录音机和本课时的录音带。2准备ets talk 部分的教学挂图。四、教学步骤arm up师放本单元Lets chant 部分的歌谣。学生跟唱。Lets try 师放录音，学生听音、看图、标序号。学生再听录音，跟读一至两遍。师说：Today is sunny. I like the sunny day. So I feel happy. How are you today? Do you feel happy today? (I feel happy./I feel sad.)You do well in your English study. I feel very happy. How about you? How do you feel?问答进行几个回合后，师引导学生询问自己：How do you feel?同时做出生病的表情，自然呈现句子：I feel sick. 师教学新单词sick.并板书句子：I feel sic.师引导学生再问：hats the matter？继续表述：I have a sore throat.等。师放ets talk 部分的录音，提问学生：how does Amy feel? Whats the matter with her?引导学生听录音后模拟my回答问题。师板书：My throat is sore. My nose hurts. 师再放录音，学生跟读。学生分成两组练习朗读对话。pronunciation 板书单词，如home, snow, nose等师生齐读两到三遍，师在相应字母或字母组合下面划线。写出音标。让学生感知音标的音与形，再用类似方式呈现其他音标 学生做本单元Lets talk 部分活动手册的配套练习。反思：第三课时一、教学目标与要求能够理解并会朗读et read 部分的短文，能完成文后回答问题的练习。能够听、说、认读单词和短语：people, know, have the flu, take some medicine等。基本会唱歌曲The way I feel.二、教学重、难点重点是学生能够充分理解正确朗读短文。难点是学生能理解条件状语从句和时间状语从句并能用这两种从句简单问答。三、课前准备准备录音机和本课时的录音带。师准备Lets learn部分的单词卡片。四、教学步骤arm up师放ets chant 部分的录音，师生一齐吟唱。师呈现图片have a fever,问How do you feel , if you have a fever?(生：I feel sick. I have a headache. I have a sore throat. )再呈现have a cold. How do feel if you have a cold? (生：I feel sick. I have a headache. I have a sore throat. My nose hurts.)T: Yes. If you have a fever or have a cold. You might have the flu. 板书该句子并带读。T: Many people get the flu in the winter. Some people feel sick. How do you know when you have the flu?师指导学生阅读短文，提出Answer the questions部分的两个问题让学生新闻记者后口头回答，师在学生阅读过程中走动解答疑难问题。师请学生回答Answer the questions部分的两个问题。再放本部分的录音，学生跟读。学生做活动手册活动的练习。反思：第四课时一、教学目标与要求能够听、说、读、写表情绪的五个单词：tired, angry, excited, happy 和sad. 能够听、说、认读单词bored. 能够听、说、认读句子：How does Amy feel? Shes tired.” 并能进行关键词的替换操练。二、教学重、难点1.重点是使学生熟练掌握五个四会单词，并能替换句型How does he/she feel? He/ Shes中的关键词进行问答。2.难点是学生熟练掌握五个四会单词。三、课前准备准备本课的单词卡片。准备录音机、本课时的录音带和教学挂图。四、教学步骤师准备一根长绳，绳上挂些小夹子，把课前制作的些可组成不同句子的单词卡片夹在夹子上，让学生快看拼句子。谁拼得既对又快可以为本组赢一分。“拼句子”活动结束后获胜的小组会很兴奋，师可指着他们对其他学生说：Look, they are so excited.让学生仔细观察教师的口形、听清发音后跟读。反思：第五课时一、教学目标与要求能够听、说、认读句子：How are you, Liu Yun? You look so happy. Im going on a big trip. I failed the math test. Im sorry to hear that.并能在实际情景中进行运用。能够掌握四会句子：How are you? You look so happy. You look sad today.能够根据Lets try 和Lets check部分的录音选出正确答案。二、教学重、难点重点是使学生四会掌握句型：How are you? You look so happy/sad. 并能、说、认读句子：Im going on a big trip. I failed the math test. Im sorry to hear that.三、课前准备1.准备录音机和本课时的录音带。2.准备本课时的单词卡片。四、教学步骤1Warm up T： How are you today? S: Im fine. T: Im glad to hear that如果学生回答说：Im sad/bored. 师可以说:Im sorry to hear that. Can you tell me why?2师呈现单词卡片复习Lets learn部分的单词。师呈现Lets check中Sarah和Amy的头像，说：How does Sarah feel? S: She is sad. She has a fever. T: How about Amy? S:Amy is sad. T: Sarah is sick. What should Sarah do? P: She can go to the hospital. See a doctor. Take some medicine and drink hot drinks. T: What two things Sarah should not do? Amys dog Spot run away. She is sad. How can you make Amy feel better? (师生共同完成Lets check部分练习。)3.师呈现Lets try 部分的图片，根据图片内容询问学生：How doesfeel?并在人物下方板书：look sad, look tired, look happy, look bored.师放录音，学生看图听音标号，然后跟读两遍。4复习第七册单词卡片have a trip. 引出短语going on a big trip. T: After see a doctor and take some medicine. Sarah is fine now. How is Sarah now? (She is happy.) Yes, Because she is going on a big trip. 带读该短语。T：What about Zip? How does she feel? (She is Sad.) T: Because she failed the math test.并板书，师准备一张成绩很糟的数学试卷，使学生更了解语意。进一步拓展，教学短语a Chinese test, an English test 等。还可以让学生了解Pass the math test/ a Chinese test, an English test等表达法。5师放Lets talk 部分的录音，学生听后回答并且问题：How is Liu Yun? Is she happy? Is she excited? Why?师帮助学生回答：Yes, shes excited. She is going on a big trip. 师领读：She is going on a big trip. 并及时纠正发音。师继续提问：Is Sarah happy today? How does she feel? Why ?请学生听录音6师放本部分录音，学生静听后跟读8 学生听录音，做活动手册本课时配套练习。反思：第六课时一、教学目标与要求1能够听、说、认读Lets read部分，并能回答短文后的问题。2能够理解Story time的故事。二、教学重、难点1重点是能听、说、认读Lets read部分的故事并回答文后问题。2难点是能充分理解并大致讲述Lets read 部分的故事梗概。三、课前准备1准备录音机和本课时的录音带。四、教学步骤1Warm up How are you feeling?Do you like sports?Whats your favourite sport?Do you like football?What class are you in?What class is in?（询问别班的同学）3. T：（呈现图片）Look, This is Zhang Peng. This is John. What class is Zhang Peng/John in? There is a football match between Class 1 and Class 3.Now Zhang Peng has the ball. He kicks it. The ball flies into the goal. (用简笔画出一个龙门)。Which class won the game?How many goals did they get? Who get the first goal?Who got the second goal?How did they get the second goal?4.师放Lets read 的录音，学生听录音，理解课文，完成句子练习。师检查。5.师放录音，学生跟读两遍后全班齐读。6. Good know，师先学生看Zoom的四种表情动作，再请学生读本部分的四个句子，与Zoom的四种表情运用和Zip手举的四种颜色连线。反思：Unit 3 Last Weekend第一课时一、教学目标与要求1能够听、说、认读句型：What did you do last weekend? I visited my grandparents.并能够对其中的动词短语进行替换。2能够听、说、读、写动词短语的过去式: watched TV, washed clothes, cleaned the room, played football, visited grandparents.；并初步了解一般动词过去式的变化规则及其发音规则。二、教学重、难点1重点是掌握Lets learn 部分动词短语的过去式以及就过去时间所做的事情进行简单回答。2难点之一是动词短语过去的拼写，二是动词过去式的发音。三、课前准备1准备本课时的动词短语卡片2师课前制作一些过去式规则变化的动词短语卡片，如：played the piano, climbed mountains等。3准备前一个星期六或星期日的日历。4准备录音机和录音带。四、教学步骤1师课前放本课时Lets chant部分的歌谣。2师生一起吟唱五年级下册第一单元第一页的歌谣：What do you do on the weekend?复习与周末活动相关的动词短语。3师问：What do you usually do on the weekend?帮助学生回忆学生学过的动词短语并引导学生回答。4师: Now I know what you do on the weekend. Guess what I usually do on the weekend?如果学生猜不出，师可适当的做动作提示学生。学生猜出后，教师说：Yes, thats right. I usually clean my room on the w