快樂英語六年級下冊全冊教案（三年級起點）

《快樂英語》六年級

下冊教案

全冊教材教學總目標

1使學生獲得一些英語的感性知識，激發(fā)學習英語的興趣，掌

握基本的英語交際用語,培養(yǎng)學生初步運用英語進行交際的

能力。

2培養(yǎng)學生一定的語感，為學生打下良好的語音語調(diào)和書寫基

礎(chǔ)。

3培養(yǎng)學生學習英語的自覺性，使學生養(yǎng)成良好的學習習慣。

遵循英語教學規(guī)律，寓思想教育于語言教育之中，促進學生

良好品德的形成。適時介紹中外文化差異，盡力使學

生感興趣。培養(yǎng)學生創(chuàng)新精神和實踐能力，努力為學生的終身

發(fā)展奠定語言基礎(chǔ)和思想基礎(chǔ)

教學進度表

實際進

周次月/日教學內(nèi)容課時

度

Lesson

13月1-6日Lesson1-Lesson231-Lesso

成

Lesson

29-13日Lesson2-Lesson332-Lesso

ill

Lesson

316-20日Lesson4-Lesson534-Lesso

n5

Lesson

423-27日Lesson5-Lesson635-Lesso

n6

530-4月3日Lesson7-Lesson83Lesson7

Lesson

64月6-10日Lesson8-Lesson938-Lesso

哂

LessonLesson

713-17日3

10-Lessonll10

LessonLesson

820-24日3

Il-Lessonl211

LessonLessonl

927-30日3

13-Lessonl42

LessonLessonl

105月4-8日3

14-Lessonl52

Lesson

1111-15日3

16~Lessonl7

Lesson

1218-22日3

17-Lessonl8

1325-29日Revision

146月1-5日Revision

158-12日Revision

1615-19日Revision

1722-26日Revision

1829-7月3日Revision

197月6-10日Revision

第一單元教學目標及分析

單元教學1.學會并運用會話。

目標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.能用所學內(nèi)容對人物或事物進行描述。

5.熟練認讀音標并嘗試運用音標拼讀單詞。

單元重點本單元重點學習一些形容詞及他們的比較級和

及注意事最高級。

項教師借助實物等直觀教具，運用多種教學手段分

解難點，以活動為途徑，滲透任務(wù)型學習，讓學

生體驗語言，實踐語言，運用語言。同時進行寫

作訓練，深化鞏固所學知識。

情感策略1.了解一些西方禮儀，體會西方人的幽默。

文化目標2.拓展學生的文化視野?？梢韵?qū)W生簡單介紹

harrypotter,thebiggestanimalonthe

land,..

單元課時12課時

安排

periodplan

Title:whichisbigger?1

UnitlTime

Lesson1

1.Askthestudentstape-recorder,

Teachintoread,sayandTeachcomputer,

gwritethewords:ingTV,wordcards

aimsthickthinheavy-tool

lights

2.Askthemtograsp

thesentences:my

bookisthick,yours

isthin.

AdjinLearntosayMasterthe

Keyandtrytouse,askDiffiesentence"my...

pointsstudentstousefreely.ultis...,yoursis...”

points

Teachingprocess

TheactivitiesoftheTheactivitiesofthe

teacherstudents

1、Singasong：canyouStudentssingthesongwith

tellmewhatthisis?theteacher.

2、Freetalk.

Hello,boysandgirls.

Howareyou?WhafsTalkfreely.

this/that?CanIhavea

lookatyourbook/

pencil-box...

3Presentation:

A:Newwords:thick

thinheavylight

T①：Boysandgirls,look,S?：Abook/A

thereisaboxonmydesk.pencil-box...?

Guess,whatisinit?

T：Yes.Itisabook.Look,

thisismybook.MybookStudentsplaygamesto

isthick.rememberthenewwords.

（出示一本厚書）YourCloseandopenthedoor.

bookisthin.YoursisSimomsays...

thin.

AftercomparisiontoaskStudentsdothe

studentsunderstandthegestures:thin,thick,

meaning.heavy,light.

Studentsfollowtoread

Thesamewayofteachingseveraltimes

<4heavy,lightlistenand

act：teachersaythe

words..Studentsmakeupsome

sentencesandwriteit

T（拿出剛才的兩本書）：down.

Mybookisthick.Yours

isthin.

AtlastIwillaskthem

towiththesentence

pattern.T：Whatbookdoesthegirl

Practice:have?

IwillaskthestudentsS：HarryPotter.

towritethesentencesT：Whatbookdoestheboy

onthebook.have?

Presentation:S：Ane-book.

1.Askthestudentsto

listentothetapeand

readafterit.

2.Askthestudentsto

translatethe

sentences.

Practice:

1.Readthedialogueand

answerthequestion

withthenewsentence

pattern.

2.Askthestudentsto

actthedialogue.

Homework:

1.Tospellthenew

words

2.Towritethree

sentenceswiththenew

sentencepattern.

3.Toreadthetext

Blackboarddesign

Lesson1

thickthinheavylight

mybookisthick,yoursisthin.

LookTheylearnthisclassverywell.Andunderstandthe

batextwell.

ck

periodplan

Title:whichisbigger?2

UnitlTime

Lesson1

1.Tograspthetape-recorder,

TeachinpronunciationaboutTeachcomputer,

gletteringTV,wordcards

aims2.Toconsolitationtool

thesentences

pattern:mybookis

thick,yoursisthin.

3.Toaskthe

studentsto

understandthetext

--Readandthink.

1.TograsptheToaskthe

KeypronunciationaboutDiffiestudentsto

pointsletterultunderstandthe

2.Toconsolitationpointstext--Read

thesentenceandthink

pattern.

Teachingprocess

TheactivitiesoftheTheactivitiesofthe

teacherstudents

Greeting:SayGreetings

“Hello”tothe

students.studentsanswersome

Revision:Askthequestions.

studentssomequestions

torevisethelessonand

letthemtobeactive.Studentspractisethe

Eg:A:Hello,_______.pronunciation.

Whatareyoudoing?

B:Vm_________.

Presentation:

Tograspthe

pronunciation:ti

Practice:

Iwillhaveamatchto

practicethewords.I

showthemthesewords

andaskthemtoreadandstudentstolistentothe

write.tapeandreadafterit.

Presentation:

1.Askthestudentstotranslatethesentences.

listentothetapeandstudentsanswerthe

readafterit.questionsaboutthis

2.Askthestudentstotext.

translatethe

sentences.1.Readthedialogueand

3.Askthestudentstoanswerthequestionwith

answerthequestionsthenewsentencepattern.

aboutthistext.2.Askthestudentstoact

Practice:thedialogue.

3.finishthepart5

Homework:

1.Tospellthenew

words

2.Towritethree

sentenceswiththenew

sentencepattern.

Blackboarddesign

Lesson1

Lighterthan

Biggerthan

LookTheygraspedthepronunciationverywellandthey

baallcanrecitethetextinPart5.

ck

periodplan

Title:whichisbigger?1

UnitlTime

Lesson2

1.Askthestudentstape-recorder,

Teachintoread,sayandTeachcomputer,

gwritetheingTV,wordcards

aimswords:bigger,tool

smaller,longer,s

shorter

2.Askthemtograsp

thesentences:my

ropeislongerthan

yours,yoursarmsare

longerthanmine.

1.letthemmastertheAskthemto

KeynewwordsandnewDiffiegraspanduse

pointssentences.ultthesephrasesin

2.learntosaypartpointstheirdaily

1.lives

Teachingprocess

TheactivitiesoftheTheactivitiesofthe

teacherstudents

Greeting:Say

“Hello"totheStudentsGreetingwith

students.theteacher.

Revision:AsktheAndrevisiontogether.

studentssomequestions

torevisethelessonand

letthemtobeactive.

Presentation:Studentsplaygamesto

Anewremember.

words:Openandclosethedoor

bigger,smaller,longeClapthecards

r,shorterDotheoppositegestures.

*

B:Newsentence:

myropeislongerthan

yours,yoursarmsareStudentslearntheNew

longerthanmine.sentences,

WhenIfinishteachingReadaloudandwriteit

thenewwords,teachthedown.

Newsentences:

(writeitonthe

blackboard)Andthen

showthemthemeaning,Studentstrytomakeup

thenIwillletthemtheNewsentencesby

askeachother.themselves.

AtlastIwillaskthem

tomakeupsome

sentenceswiththe

sentencepattern.

Practice:

IwillaskthestudentsStudentslistenreadand

towritethesentencesfindouttheanswers.

onthebook.

Presentation:

1.Askthestudentsto

listentothetapeand

readafterit.Studentsactthe

2.Askthestudentstodialogue.

translatethe

sentences.

Practice:

1.Readthedialogueand

answerthequestion

withthenewsentence

pattern.

2.Askthestudentsto

actthedialogue.

Homework:

1.Tospellthenew

words

2.Towritethree

sentenceswiththenew

sentencepattern.

3.Toreadthetext

Blackboarddesign

Lesson2

bigger,smaller,longer,shorter

Myropeislongerthanyours.Yoursarmsarelongerthan

mine.

Looktheygraspedthesentencesandthenewwordsvery

bawellandtheycanasksomequestionswiththenew

cksentences.

periodplan

Title:whichisbigger?2

UnitlTime

Lesson2

1.Tograspthetape-recorder,

TeachinpronunciationTeachcomputer,TV

g2.Toconsolidatetheingwordcards.

aimssentencepattern.tool

s

UnderstandthepartDothepairwork

Key4(read,guess,andDiffie

pointsmatch)ult

points

Teachingprocess

TheactivitiesoftheTheactivitiesofthe

teacherstudents

Greeting:Say"Hello”Greetingwithteacher

tothestudents.

Revision:AsktheStudentsgoontestand

studentssomecorrettheanswereach

questionstoother.

revisethe

lessonandlet

themtobe

active.

Haveasmall

testabouttheStudentsreadforseveral

newwordsandtimes.

thenewSingalstudentread,other

sentences.follow.

Presentation:

1.TeachershowtheStudentsdothispartby

pronunciationandleadthemselves.

studentstoread.

2.readguessandmatch.

3.pairwork.

Homework:

1.Tospellthenewwords

2.Towritethree

sentenceswiththenew

sentencepattern.

Blackboarddesign

Lesson2

Bookgoodlook

Look

ba

ck

periodplan

Title:whichisbigger?1

UnitlTime

Lesson3

1.Askthestudentstape-recorder,

Teachintoread,sayandTeachcomputer,TV

gwritethewords:ingwordcards

aimstaller,shorter,tool

younger,olders

2.Askthemtograsp

thesentences:Iam

tallerthanyou.you

areolderthanme.

1.letthemmasterActoutthe

KeythenewwordsandDiffiedialogueinpart

pointsnewsentences.ult1.

2.learntosaypartpoints

1.

Teachingprocess

TheactivitiesoftheTheactivitiesofthe

teacherstudents

First,warm-up

1,SinganEnglishsong.

2,Freetalk.

3,guidethestudentsto

studytwocoursesbefore

sentencehadbeentalking

toeachother.

Second,newlesson

teaching

a.Trytouse

1,T(calledonestudentto

cometoUnits):Hi,boysS:Youaretall.

andgirls.Lookatus.WhoT:Whoisshort?

'stall?S:...isshort.

T(thefaceofthestudents

tousegestures

presentation):SoI'm

tallerthanyou.You're

shorterthanme.Produce

asentencecard,teachers

modelreading,students

followtoreadtaller,

shorter.Andguidethe

studenttosay:Pm

shorterthanyou.You*re5,completethebookonTry

tallerthanme.touseinpractice,

2,betweenthepracticeinter-exchangetable.

patternstable.6,thefirstbooktodo

3,thesamelawteachActivity4titlewithFillin

olderandyounger.theforms,thenwrite

4,toproduceteachingsomethingaboutyouand

wallchartstoenableyourfriend.

studentstoplaytherole

ofoneoftofirst-person

toneforpracticepatterns.

b.Learntosay

1,T(askstudentssome

questions):Areyouthe

shortestinyourfamily?

Isyourfathertheoldest

inyourfamily?...2,text,audiolectures,texts

Studentstoanswerthe跟讀.

abovequestions.3,tounderstandtexts,to

T:Iknowsomethinganswerquestions.

aboutyourfamily.Now4,sub-roleofreadingtexts.

lefsgoandmeetbilly*s

family.(Toproduce

teachingandallow

studentstoreadawall

charttoanswer

questions)Whoistaller,

BillyorMom?Whois

oldest/tallestinBilly's

family?

Three,tostrengthenand

extend

Toallowstudentsin

accordancewiththetext

content,thecreationof

situationaldialogue

corresponding

performance,teachers

canprepareanumberof

animalheaddressor

Blackboarddesign

Lesson3

taller,shorter,younger,older

Iamtallerthanyou.youareolderthanme.

Looktheygraspedthesentencesandthenewwordsvery

bawellandtheycanasksomequestionswiththenew

cksentences

periodplan

Title:whichisbigger?2

UnitlTime

Lesson3

1.Tograspthetape-recorder,

Teachinpronunciation.Teachcomputer,TV

g2.Toconsolitationingwordcards

aimsthesentencetool

pattern:s

3.Toaskthestudents

tounderstandthe

text

1.TograsptheUnderstandread

KeypronunciationDiffieandthink

points2.Understand(readult

andthink)andanswerpoints

thequestions.

Teachingprocess

TheactivitiesoftheTheactivitiesofthe

teacherstudents

Greeting:Say

“Hello"totheStudentsGreetingwith

students.theteacher.

Revision:AsktheAndrevisiontogether.

studentssomequestions

torevisethelessonand

letthemtobeactive.

Eg:A:Hello,________.

Whatisshedoing?

B：Sheis

*Studentsreadby

Presentation:themselves.

Tograspthe

pronunciation:

Practice:

Ishowthemthesewords

andaskthemtoreadand

write.Andthenaskthe

studentstosayoutmore

wordslikethese.Studentslistentothe

tapeandreadafterit.

Presentation:Translatethe

1.Askthestudentstosentences.

listentothetapeandAnswerthequestions

readafterit.aboutthistext.

2.Askthestudentsto

translatethe

sentences.

3.Askthestudentsto

answerthequestions

aboutthistext.

4.Askthemtoknowhow

torespecttheir

parents.3.writesomethingonPage

Practice:7

1.Readthestoryand

answerthequestion

withthenewsentence

pattern.

2.Askthestudentsto

retellthestory.

Homework:

1.Tospellthenewwords

2.Towritethree

sentenceswiththenew

sentencepattern.

3.Torecitethetext.

Blackboarddesign

Lesson3

Letmehelpyou.

Waitaminute.

LookTheyunderstandthetextverywell.

ba

ck

periodplan

Title:whichisbigger?1

UnitlTime

Lesson4

lOnecanunderstand,Textwallcharts,

TeachinwillsayandspelltheTeachWritingcase

gwordsunmooningTaperecorders,

aimsbrighterstrongertooltapetexts

fathers

2canunderstand,

wouldsaytherewould

bereadandwrite

sentenceswhichiser

theer?

3tocorrectuseof

dialogueintermsof

day-to-day

communication,of

causeIt'sTheisthe

estofthethree

Teachingaclassareunderstand,

KeyabletocorrectlyfocusDiffiewouldsaythere

pointsonlistening,speaking,ultwouldberead

readingandwritingpointsandwrite

sentencesWhichis..sentenceswhich

er?Theisertheer

orthe?Theiser?

requirestudentsto

createsituations

graduallylistening,

speaking,readingand

writingnewwords.

Teachingprocess

TheactivitiesoftheTheactivitiesofthe

teacherstudents

Greeting:betweenstudentsgreeting

betweenteachersand

students,Review

teachersandstudentsstudentsanswer

toproducecomparative

Writingcase

presentation:

T:mypencilboxisbiggerStudentsSolitairesentence

thanyours.Yoursisreviewbythestudyof

smallerthanmineknowledge

Second,anewlesson

chanttointroducenew

courses

T:WellLefsdoand

chantisjustoneside

summedupthestudents

topracticethesentenceOnetwothree

patterns,whileusingtheWhichisbigger?

projectorElephantisbigger

MiriamplayedchantWhichIsshorter

content.'Sisshorter

Whichistaller?

Whichisfaster?

Threenewcoursesteaching

ATrytouse

LAccordingtoone

pictureisthanSay

strongerstudytoproduceYaoMingistallerthan

NBAstarsShaquilleo'neill.YaoMingistaller

O'NealandYaoMingof

thepicture.

ThisisO'neiH.Thisis

YaoMingWhichistaller

o'neilorYaoMing?

ButwhichisstrongerO

'neillorYaoMing?

2teachingstronger

stronger

3theorywhichisstronger

ofneillorYanMing?6studentstodiscussTryto

O'neillisstronerusethepicture,andthen

thanYaoMing.O'neillisbookonWritingsentences,

strongercommunicatewitheach

Writingontheotherinspectiontable.

blackboardwhichis

Stronger

4withthelawprofessor

fasterbrighter

5studytheconsolidation

ofsentencewhichiserthe

orthe?Theteacher

explainedthatwhenthe

twosidesspeak

Wellawareoftheobject

thancannotbesaidthanThreerecordings,imitating

thetoneofvoice,

Blearntosay

1toproduceawallchart,5studentsreadthe

referstothesunonthedialogue,please

screenwhatisthein6studentsinpairsfree

English?Teachsunandpractice,performinga

itshomophonedialogue.

son,aprofessorwiththe

Lawmoonearth

2toproducethesun,the

moontheEarthpicture.

Whichisbiggerthesun

ortheearth?Whichis

biggertheearthor

themoon?

4understandthe

dialogue,toexplainThe

sunisthebiggestofthe

three.

Four,tostrengthenand

extend

Onewithelephantcat

monkeystrongerplane

traincarfastercopyingof

textsmade

Homework:

1textrecordinglectures,

readingaloud,

performingadialogue

2makesentenceswith

ligherfastershorter.

Blackboarddesign

Lesson4

sunmoonbrighterstrongerfather

Looktheygraspedthesentencesandthenewwordsvery

bawellandtheycanasksomequestionswiththenew

cksentences

periodplan

Title:whichisbigger?8

UnitlTime

Lesson4

i.ReviewanduseThephonetic

Teachinthephrases:getup,eatTeachsymbolandword

gbreakfast,gotoschool.ingcards.

aimsii.Performthetool.A

“Learntosay”stape-recorder

skillfullyandadaptit.andthetexttape

iv.Understandthe

contentsofthe"Read

andthink“andanswer

thequestions.

Performthe"LearntoUnderstand

Keysay”skillfullyandDiffiethecontentsof

pointsadaptit.ultthe“Readand

pointsthink”and

answerthe

questions.

Teachingprocess

TheactivitiesoftheTheactivitiesofthe

teacherstudents

I.Warming-up:i.Singthesong:Let's

domorningexercises.

Teacherleadthem;ii.Playagame:?,,says:

Gotobed./???

Studentstalkfreely.

iii.Freetalk:

Hi,children.Goodto

seeyou.Howisitgoing?Everybodyshowsown

II.Revision:timetableandintroducesit

eachother.

Thisismytimetable.Iget

upat

IILPresentation:

T(Showthepictureof

thereadandthink):Look

attheboy.He'scallinghis

uncle.Lookathisuncle.

Ishehappy?Ss:No,he'snothappy.

T:Yes.What

happened?Lefsreadand

answer.

i.Readandthink

i)Iwilldirectthe

studentstoreadthe

text,encouragethemto

putsomequestionsto

me.

ii)Iwillputtheeasy

questionstothem:

WhereisJoe

now?

Whereishis

unclenow?

iii)Readthetext.Iiv)Thestudentslisten

willputthehardertotherecordingandread

questionstothem:aloudit

Whafsthetime

inBeijing?

Whafsthetime

inNewYork?

v)Explainthetime

differencebetweenChina

andAmerica.

ii.Listen,matchand

read

i)Iwillshowthe

phoneticsymbolcards

of/i:/,/p/,/b/,the

studentsreadthemone

byone.

ii)Showthe

phoneticsymbolcardsof

/I/,/t/,/d/,coachthemtothestudentsreadafterit

pronounce.IV.Consolidationand

iii)Writetheextension:

phoneticsymbolsonthePerformthe"Readand

exercisebooks.think”

iv)Showthe

phoneticsymbolwords:

/ti:/,/pig/,/dip/,andlead

themtoreadaloudthe

words.Thentrytospell

thewords.

v)Broadcastthe

recordingoftherhyme,

*

*

V.Homework:

i.Copythephonetic

symbolsandphonetic

symbolwords.

ii.Readaloudthe

rhymelyrically.

Blackboarddesign

Lesson4

sunmoonbrighterstrongerfather

Looktheygraspedthepronunciationandthenewwords

baverywellandtheycananswersomequestions.

ck

periodplan

Title9

unitTime

Lesson5

l.Tograspthenewtape-recorder,

Teachinwords:tallest,highest,Teachcomputer,

gcleverestingTV

aims2.Tograspthenewtool

sentencepattern:s

Whoistheoldest

inourclass?

Ithinkbillyisthe

oldest.

TeachthestudentstheLetstudents

Key4esfforms.andexplainDiffieunderstandthe

pointstheusage.ult4esfusageinthe

pointsdailylife.

Teachingprocess

TheactivitiesoftheTheactivitiesofthe

teacherstudents

Greetings:SayhellotothestudentGreetings

thestudents

Revision:Askthethestudentsanswerthe

studentssomequestionsquestions.

accordingtothepicture

torevisethesentence

pattern.

Presentation:Studentsmakeupsome

A:Newwords:sentencesandreaditfor

tallest,highest,cleveresteveryone.

Askthestudentsto

makeupsomesentences

withthesewords,for

example:

Whoistheoldestin

ourclass?Studentsmakeuptheirown

Theteachercorrectdialogue

them.

B:Newsentences:

Askthestudentstoact

andanswermyquestion:

“Whoistheoldestin

ourclass?

Ithinkbillyistheoldest.”

Toteachthemthis

sentence.AtlastIwillaskStudentsfinishthispartand

themtomakeupacorrecttheiranswers.

dialoguewiththe

sentencepattern.

Practice:

IwillaskthemtoStudentsreadandactthe

writethesentencesdialogue.

accordingtothepictures

onthebook.

Presentation:

1.Askthestudentsto

listentothetapeandread

afterit.

2.Askthestudentsto

translatethesentences.

Practice:

1.Readthedialogue

answerthequestionwith

thenewsentence

pattern.

2.Askthestudentstoact

thedialogue.

Homework:

lT.ospellthenewwords

2T.owritethreesentences

withthenewsentence

pattern.

3T.oreadthetext.

Blackboarddesign

Lesson5

Whoistheoldestinourclass?

Ithinkbillyistheoldest.

LookTheymasterthenewwordsveryfreelyandalso

baremembertheirpresenttense.

ck

periodplan

unitTitleTime10

Lesson5

l.Tograspthetape-recorder,

Teachinpronunc