快乐英语第六册教案
【知识学习】快乐英语第六册全册教案6
快乐英语第六册全册教案6 periodplanunitTitleTime23Lesson12Teachingaims1.Tocomprehe ndthenewwords:shoppingcart,basket,cashier,escalator ,shelf,entrance,exit.2.Toaskandanswerthequestionsab outshopping,anduseitskillfullyinreallife.3.Learntos ingthechant.Teachingtoolstape-recorder,computer,TVk eypointsonthefoundationofreviewingthewholeunitwords andsentencepatterns,usethelearnedknowledgeonreading andLittlescholar.DifficultpointsLittlescholarandthe wordsaboutsupermarketshopping.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthes tudentsGreetings:1.T:Hi,boysandgirls.Howareyougoing ?whatdayistoday?It’sabeautifulday,isn’tit?Areyouhappytoday?2.Singachant.Presentation:b.Littlescholar1.Theteachershowsthewordsandsentencepa tternsofthisunit:shoppinglist,milk,bread,fruit,vege table,Ineed…Let’sgotothesupermarket.Look,thisisthemarket.2.Showthep icturesofcashier,escalator,shelf,entranceandexit,an dteachthem.3.Theteachergiveoutthepicturestostudents ,andletthemputthethingsbaseontheneedofcustomers,and thensaythewords.c.Read,writeandsayTheteacherasksquestions:Q1:whatdoyo uwanttobuyinthesupermarket?Q2:where’syourpen?Q3:where’reyourbooks?Q4:Isyourbagexpensive?Q5:Areyourshoesch eap?Q6:Howmucharetwohamburgers?Q7:HowmuchisyourEngl ishbook?Q8:Doyoulikeapplesororanges?Q9:Doyouoftengo shoppingwithyourmom?Q10:canyoumakeashoppinglistfory ourfamily?consolidationandextensionPlayagame:Thelit tlereporterLetsomestudentschoosetheirfavoritequesti ons,thentheyactareporter,andaskthefavoritestudentsw homustanswerthequestions.Homework:1.on-thespotinves tigationinasupermarket,lookatiftheyhavethethingsthe ylearned,andtheirposition.2.Gotoasupermarketwiththe family,writethelistofprice,andobservethelayoutofthe supermarket.BlackboarddesignLesson12shoppingcart basketcashierescalatorshelfentranceexitLookbackAskthestudentssomequestionstorevisethel essonandletthemtobeactive.periodethesent encepatterncomprehensively“whatdoyouwant?”“where’s…It’snextto…”“Howmuchisit/arethey?”2.Tograspthecomprehensivetext.etheknowledgeofth isunittocarryonfreedialogueskillfully.4.Tofinishthe exercisesofthisunitcorrectly.Teachingtoolstape-reco rder,computer,TVkeypointsRead,writeandsay.Difficult pointsRead,writeandsay.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthes tudentsGreetings:T:Hello,boysandgirls.Goodtoseeyou. Howareyougoing?Revision:1.Reviewthewholewordsofthisunit.2.Reviewthethreesentencepattern:a.whatdoyouwanttobuy?Iwant…b.whereis/arethe…?It’s/They’re…c.Howmuchis/arethe…?It’s/They’re…yuan.Socheap.Tooexpensive.Presentation:Readandthink .1.Listentothetapewiththesequestions:e.whatdoesthebabywant?f.Theorangejuiceortheapplejuice?g.Howmucharethethingsinall?2.Listenandreadthetext.3.Dictatetheimportantsentencepattern.4.maketwosentencesbaseontheimportantsentencepatterndi fferently.consolidationandextension5.Listentothetape,andmarkouttheprice.2.Finishtheexerc ises.Homework:5.Finishtheexercisesofactivitybook.6.Listentothetape,finishtheexercises.3.Actthedialogue comprehensivelyandinnovatively.Blackboarddesign Lesson12whatdoyouwanttobuy?Iwant…whereis/arethe…?It’s/They’re…Howmuchis/arethe…?It’s/They’re…yuan.Socheap.Tooexpensive.LookbackIhadanexaminthisl essonandsomestudentsgraspedthisunitverywell.Butsome arebadsoIwillgivethemsomehelpafterclass.Unit3Let’shaveatripUnitoverviewAbilityaim1.InviteothersinEng lish,askingthewayinEnglish,expresstransportationmod esinEnglish.2.Readthefollowingsphoneticalphabets:/& #601;u/,/au/,/m/,/n/,/ŋ/,/іə/,/eә/trytousethemtolearnnewwords.3.Expresshowt ogoout,andimprovetheabilityofuseEnglishlanguage.4.c ansingthesong“Howdoyougotoschool”andactoutit.knowledgeaim.Listen,speak,read,writethefollowings:bybus,byb ike,byboat,onfoot,byship,bytrain,byplane,bysubway,s outh,north,east,west,square,theGreatwall,station,ai rport,cinema,bank,postoffice,hospital,bookstore.2.canlisten,speak,readandwriterelevantprepositionph rasesandsomeplacenames,alsousethemintherealsituatio n.3.canlisten,speakandusethefollowings:Howdowegothere?onfoot?No,it’stoofar.canwegobybike?No,youcan’t.you’retooyoung.Let’sgobybus.Great!Ican’twait.wecanalsogobyboat.Igotoschoolonfoot.canyoutel lmethewayto…?4.canlisten,speak,readandwritephoneticalphabetsandf ollowings.5.canunderstandthecontentofthepartsof“Readandthink”and“Let’ssing”.Emotionaim .Understanddifferenceofworkandresthabitbetweenc hineseandforeignlife.2.Understandsomecustomsinchinaandabroad.3.Teachstudentsthewaytheytreatpeople.Studentsofanal ysis:ThestudentsofgradefivehaveEnglishfoundationfor morethantwoyears,itisveryimportanttostimulatetheint cationmustbefun.TheEnglishteachingofprimar yschoolshouldproceedwithvariousinterestsofchildren' s,bymeansofvariousactivities,carryontrainingandcultivationofth eintegrationcapabilityinlistening,saying,singingand playing.periodplanunitTitleTime25Lesson13Teachingaims1.Enablethes tudentstoread,sayandwritethephrases:bybus/bike/boat ,onfoot.2.Askthemtograspthesentences:Howdowegothere?canwego…by…?yes,youcan.No,youcan’t.3.Askthemtoperformthecontentofthepartof “learntosay”skillfully.4.Enablethestudentstounderstandandsing “Howdowegotoschool?”TeachingtoolsTape-recorderandtexttapes.keypoints1.T eachthemthephrases:bybus/bike/boat,onfoot.2.Askthem toperformthecontentoflearntosayskillfullyDifficultp ointsAskthestudentstograspthesentences:Howdowegothere?canwego…by…?yes,youcan.No,youcan't.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthes tudentswarming-up1.Singthesong“Howareyoutogether?”2.Freetalk:Goodmorningboysandgirls.Howareyou?3.Lead sstudentstogreeteachother,talkinsentencepatternprev iouslylearned.PresentationT:wegotoschooleveryday.Bu thowdowegotoschool?Todaywewilltalkabouthowwegoout.P ractice1.Trytouse:1)Showthestudentsthesentencepatte rncardsattheblackboard,andreadthesentencesloudly.2) Showthepicturesofbybus,bybike,onfootasahinttothestu dents,thestudentspracticethesentencepattern.3)T:wecangotoschoolbybus,bybike,onfoot.canwegotoschoolbybo at?S:No.4)Showthepictures,thestudentspracticecollec tively.5)Theteacherusesthepicturesasahint,thestuden tspractiseintheformofhalfaclass,group.6)openthebook andreadaloud,replacetheexerciseamongthedeskmates.7) Regardsgroupastheunit,thegroupleaderask,theotherstu dentsanswer,introducethetrafficwaythattheygotoschoo l,thegroupleaderfinishesstatistics.8)Accordingtothe picturesthattheteacherofferedandsentencepattern,the studentsselecttowritethesentencepattern.2.Learntosa y:1)T:It'sasunnyday.missLinandherstudentsaregoingto haveatrip.wherearetheygoing?Doyouknow?S:Theyaregoin gtothenaturepark.T:you'reright.Howdotheygothere?Guess,please2)Thestudentslookatandthepictures,quest ionafterlisteningtotherecorder.T:Howdotheygotothena turepark?Dotheygothereonfootorbybike?S:TheygotherebybusT:why ?S:Theparkistoofarandthey'retooyoungT:Verygood.Let' sreadthetext.3)Listentotherecordingandreadaloudthet ext.4)Startarole-piaytoreadaloud.5)Startperformingaccordingtothetextcontent.consolidationandextension1 .Theteachershowsthepictureoftrytouse,leadthestudent stoadaptthetextcontent.2.Appreciatethesongof “howdoyougotoschool?”Homework1.makesentenceswithsentencepatternofthislesson:Howdow egoto…?canwegoto…theby…?yes,Ican.No,Ican't.2.Finishtheexercisesinthebookof “after-schoolactivities”.Blackboarddesignlesson13 onfootbybusIgotoschoolonfoot.byboatbybikeLookbackThestudentsunderstoodthesesentencesan dtheycanuseintheirdailylife.periodplanunitTitleTime26Lesson13Teachingaims1.Recognizet hepronunciationskillfully.2.consolidatetheprepositi onphrasesandsentencepattern:Howdowego…?canwego…by…?3.Enablethestudentstoreadandunderstandtheconte ntofReadandThinkpart.4.LearnstosingHowdowegotoschoo l?Teachingtools1.Aphoneticsymbolcardandrelevantword scards2.Recorderandtexttapes3.Ateachingwallmapkeypo ints1.Recognizeandreadthepronunciation/əu/,/au /.2.ReadandunderstandthecontentofReadandThinkpart.D ifficultpointsThevowelletter’spronunciationinthewords.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthes tudentswarmup1.Theteachersandstudentssing “Howdoyougotoschool?”together2.Greetseachother3.Utilizesthepicturetorevi ewthesentencepatternofthefirstlesson.4.Askthestuden tstoreadthesentencepatternwhileperforming.Presentat ion1.Listenmatchandread1)T:Nowboysandgirls,Ihaveani cepicture.Doyouliketohavealook?2)Disarrangewordsandphoneticsymbolwords,askthemfindamatch,andseewhohasa bestmemoryandfastestresponse.3)Guidethemtoreadaloud andunderstandsentences,thegoatisrowingaboatwithjoe. Themouseisblowingaflower.2.ReadandThink1)Instructth estudentslookatthepicturesonthebook,familiarwiththe situationoftalking.2)Readaloudandunderstandthewords :polar,bear,superidea,NorthPole3)Listentotherecordi ng,understandthecontentoftalking,answerthequestions .4)Followandread,readaloudcollectively.5)Startarole -playtoreadthetextaloud.3.Let’ssing1)Readthelyricsaloudaccordingtorhythm.2)Listen totherecordingandsingwiththesong.3)Singwithactionsc onsolidationandextension1)Replacelyricsandsing “Howdoyougotothepark”.2)Imitatetheformof “learntosay”,combinewithsentencepatternof “trytouse”andcompiledialog.Homework1.copywordsandrelevantphon eticsymbolwords.2.Finishtheexercisesinthebookof “after-schoolactivities”.3.Practicesingingthesong .Blackboarddesignlesson13/əu/goatboatpolarbear/au/mousesuperideanorthpoleLookbackThestudentsunderstoodthesesentence sandtheycanuseintheirdailylife.periodplanunitTitleTime27Lesson14Teachingaims1.Enablethes tudentstoread,sayandwritetheprepositionphrases:bysh ip,bytrain,byplane,bysubway.2.Askthemtomasterthesen tencepatternofhowdoyougoto…?anditsanswerofwegother eby…,cancommunicateinoralorwrittenforminlanguageenvironm ent.3.Askthemtounderstand,readandspeakdailyexpressionsincommunication:I’dliketogotoshanghai.Thatistooexpensive.Thatistootir ed.4.Enablethestudentstoreadessays,performtheconten tofLearntosay.Teachingtools1.Thepictureoftransporta tionvehiclesandwordcardsinvolvedin“Trytouse”,andfourscenerypictures.2.Tapeofsoundth atismadebytransportationvehicleswhilegoing.3.Tape-r ecorderandtexttapes4.Thesentencepatterncard:Howdoyo ugoto?wegothereby…keypoints1.Askthemtolisten,speak,readandwritethepre positionphrasesandsentencepatterninthepartoftrytous e.2.Enablethestudentstousethesentencepatternof “howdoyougoto…?”correctly,anditsanswersentencesof “wegothereby…”DifficultpointsThestudentscanunderstandthecontentto thedialogueof“Learntosay”,canreadaloudandperformandtalksmoothl y.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthes tudentswarming-up1.Singthesong“Howdoyougotoschooltogether?”2.Freetalk:Theteachersandstudentsgreeteachother.3.P layagameonebyone.PresentationShowthepicturesofship, train,plane,subway.Familiarizethestudentswiththetra ethepatternof“whatisthis?whatcanyousee?”tostudywords.Practice1.Trytouse:1)T:Nowboysandgirls,Let'scloseoureyesandhav eatrip.Doyouknowwherewewillgo?wearegoingtoabeautifulcitywherearewenow?thenplaythewavesoundwiththerecorder,lettheman swer“weareintheship”.Teachersay “wegotoyantaibyship”.2)Showthesentencepatterncard sof“Howdoyougoto?”andinquirethestudents “Howdoyougotoyantai”.Thenshowtheanswercardtoletst udentsanswer.3)Stickpictureofyantaiandwordofshipont heblankspaceofthesentencepattern,instructthestudent storeadsentencesaloud.4)Teach“bytrain,byplane,bysubway”inthesameway.Showthepreparedscenerypictureslistenth evehiclessoundtostudythewords.Practicethesentencepa tternof“Howdoyougoto?wegothereby…”.5)openthebook,listen totherecordingofthepartof‘Trytouse”,thenreadafterthem.6)makeandwritesenten cesaccordingtothepicturesandthepatterns.2.Learntosa y1)Showthetextwallmapandintroducethebackgroundofthe dialogue.2)Lookatpicturesandlistentodialogue,unders tandthecontentofthedialogue.3)Letthestudentsreadaft erit,readaloudcollectively,roleplaytoread.consolida tionandextension1.Letthestudentsactoutthedialogueac cordingtothetext,thencompileandactoutit.2.Playagame :Dividethewholeclassintothreemajorgroups,agroupwrit etheplacetogo,agroupwritewaysofgoaround,anothergrou preadaloud.Homework1.copytheprepositionphraseinthep artof“Tryto2.makesentenceswiththesentencepatternsofthis lesson.3.Finishtheexercisesinthebookof“after-schoolactivities”.Blackboarddesignlesson14 byplanebytrainHowdoyougoto…?byshipbysubwaywegothereby…LookbackTheycanmakeupanewdialoguewiththesentencesof thislesson.。
快乐英语第六册全册教案2
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。
快乐英语第六册全册教案2-3
快乐英语第六册全册教案2difficult pointsthe pronunciation of usually.teaching processthe activities of the teacherthe activities of the students��.warming-up:��. sing the song“let us do morning exercises.”together.��. free talk:��) t: i get up at 6:30am.what time do you get up?t: what time is it now?t: oh! it’s time to have classes. i must go. good-bye!��) t: oh! my poor watch. it doesn’t work. excuse me! can you tell me what time is it now?t: thank you very much!t: my name is linda, i’m in class 4, grade 5.and you?t: nice to meet you.t: let’s be friends, ok?t: oh! it’s time for my english class. i must hurry. good-bye!��.presentation:t: today we are going to learn the lesson 3. last class everybody made a timetable, me too. look! this is my timetable: i get up at 6:30am and go to work at 7:30am. now please take out your timetables. who can show your timetable?��.try to use��) t: what time do you go to bed?what time do you get up?��) show the sentence pattern cards: when do you get up?distinguish between “when ” and “what time”, explain the meaning ofwhen.��) read the sentence after me and make sentences with the verb phrases.��) i will show two clocks and put the questions to the students: t: when do you get up?s1: i get up at…t: i get up at 6:00am. i get up early, but you get up late.t: when do you go home?s2: i go home at 4:20.t: i go home at 4:40pm. you go home early, but i go home late.lead them to under stand the meanings of “early” and “late”.��) show the cards: early, late, usually, in the morning. the students read them one by one. emphasize the pronunciation of usually.��.learn to say��) t: just now we were taking about our timetables. now let’s talk about david’s timetable. let’s read the passage first. then answer the questions: when does david get up? why?��) the students read the text and try to answer the question above.��) finish david’s timetable below.activitiestimeearly or lateget uphave classesgo to bedt: is it the same to us? oh, it’s different with us.show the word: different.��. homework:��. read aloud the dialogue.��. make sentences with “when do you… ? i… at… i …early/late.”students sing with the teacher.s;i get up……。
快乐英语第六册全册教案7
快乐英语第六册全册教案7period planunitTitle Time28Lesson 14Teaching aims1. Recognize the pronunciation skillfully.2. Enable the students to read and understand the content of Read and Think part.4. Ask them to master daily expressions in communication. Finish the survey.Teaching tools1. phonetic symbol cards and relevant words cards2. recorder and text tapes3. a form of the surveyKey pointsThe pronunciation of the letter m , n, ng.Difficult pointsFinish the survey.Teaching processThe activities of the teacherThe activities of the studentsWarm up1. The teachers and students sing 鈥淗ow do you go to school?鈥?together.2. Free talk3. Ask the students to read the sentence pattern while performing.Presentation1. A survey1) T: Now boys and girls, David and his parents are going to Beijing by train. How about you and your friend? Let鈥檚look at this table.2) Ask and answerT: Where are you going? S: Yantai.T: How do you go there? S: By ship.Fill in the survey.3) Show the sentence pattern Where are you going? How do you go there? Then read them.4) Ask the students to interview their friends and finish the survey.5) Report the interview results.2. Listen match and read1) Look at the pictures and find the relevant three words.2) Show the phonetic symbol words cards and read after the tape.3) Disarrange words and phonetic symbol words, ask them find a match.4) Guide them to read aloud and understand sentences, The monkeys are touching the moon in the water at night.5) Show the other words include m,n,ng.3. Read and Think1) Read the essay.2) Understand the words and sentences: like traveling, near Canada, the blue whales,I want to鈥?3) Listen to the recording, understand the content of talking, answer the questions.4) Follow and read, read aloud collectively.Consolidation and extension1) Sing a sing 鈥淗ow do you go to the park鈥?2) Have a reading contest .Homework1. Make conversations with Where are you going? How do you go there?2. Finish the exercises in the book of 鈥渁fter-school activities鈥?3. Read Part 3 and Part 4 .Blackboard designlesson14/m/ moon like traveling/n/ night near Canada/艐/ monkey the blue whalesLook backThey can grasp the pronunciation of this lesson and they understand they should be careful when they do something through the joke of Part 4.period planunitTitleTime29Lesson 15Teaching aims1. Enable the students to read, say and write the phrases: north / south / east, west.2. Ask them to master the sentence pattern of 鈥淲here鈥檚鈥︹€?and its answer of 鈥淚n the f China鈥? can communicate in oral or written form in language environment.3. Ask them to understand, read and speak daily expressions in communication: I鈥檓looking up Beijing map. It鈥檚in the center of Beijing. Clever! Super boy!4. Enable the students to understand and master the content of 鈥淟earn to say鈥? read and act out the content of this dialogue.Teaching tools1. A slide of map of China, slide of map of Beijing according to the content of 鈥淟earn to say鈥?and projector.2. Some pictures of buildings and scenery that represent the city.3. Some cards: include preposition phrases 鈥渋n the f 鈥︹€? 鈥渘orth, south, east, west鈥? and sentence pattern 鈥淲here鈥檚鈥?鈥?4. Tape-recorder and tapes for the part of 鈥渓earn to say鈥?5. Recoding familiar music with distinctive local characteristics.6. Some city pictures, familiarize the students with map of China and Chinese folk music.Key pointsIn the part of 鈥淭ry to use鈥? four direction words, preposition phrases 鈥渋n the f 鈥︹€? sentence pattern 鈥淲here鈥檚鈥?鈥?and its answer sentences.Difficult pointsThe students can understand and use 鈥渘orth, south, east, west, center鈥? can read aloud the dialogue smoothly, master and act out the dialogue.Teaching processThe activities of the teacherThe activities of the studentsWarming-up1. teacher and students sing the different lyrics together with the tune of 鈥淗ow do you go to school鈥?2. Teacher and students greet each other and free talk.3. Review and act out the content of 鈥淟earn to say鈥? make several conversations and perform them.T: Everyone likes to have a trip and our country has many beautiful cities. Where would you like ot go? Beijing, Shanghai or Xi鈥檃n? I think Beijing will be your first choice. (use body language and city pictures to help students understand and answer the question.)Practicea. Try to use:1. T: Where鈥檚Beijing, do you know?Show map of China, let students mark the position of Beijing, then introduce the word 鈥渘orth鈥?and preposition phrases 鈥渋n the north of China. Stick word cards and phrase cards on blackboard, point at the cards and lead the reading several times.2. Show the sentences card 鈥淲here鈥檚Beijing?鈥? stick it in front of 鈥渋n the north of China鈥? practice the sentence in the form of half of the class and groups.3. Show pictures of Shenzhen, Shanghai and Xi鈥檃n, teach the words: 鈥渟outh, east, west鈥? replace the word 鈥渘orth鈥?according to their positions in the map, practice the sentence.4. Reinforce words game: teacher say the direction, then students point at the right direction, let students go on the stage to say directions.5. Open the book, ask students read aloud the phrase and sentences in the part of 鈥淭ry to use鈥? do pattern drill with the substitutes.6. Game: guess the place names. Firstly teacher and a student give a demonstration.T: (Show picture of Huangguoshu Waterfall, let a student go on the stage): Where鈥檚it?S: It鈥檚in Guizhou.T: Where鈥檚Guizhou?S: In the south of China.(hint to the student that he marks the position in the map)Encourage the students take pictures; go on the stage, the other students guess and mark the position in the map.7. make sentences on notebook.b. Learn to say: xk 1. T(show wall map): We have enjoyed so many beautiful views. Let鈥檚go to see David. What is he doing now? Look at this picture, please. David and his father are talking. Listen carefully. What are they talking about?2. Listen to the recording twice and understand the content of dialogue.3. T: What are they talking about? S: Beijing.4. Show slide of Beijing, lead students talk about positions of some scenic spots and buildings in Beijing, deepen their understanding.5. Students listen to the recording and read after the dialogue.6. Start a role-play reading between teacher and students.Consolidation and extension1. Ask students act out the dialogue based on reading the text fluently.2. Game: listen to music, guess place names.Play the music with distinctive local characteristics, students guess place names according to the music, enforce their understanding about the sentence pattern.Homework1. Copy the words learned in this text.2. Make sentences with sentence pattern of this lesson.3. Finish the exercises in the book of 鈥渁fter-school activities鈥?4. Practice and act out the dialogue.Blackboard designlesson15north south east westwhere鈥檚鈥? In the 鈥?of ChinaLook backThey can spell the new words.To write three sentences with the new sentence pattern.period planunitTitleTime30Lesson 15Teaching aims1. Enable students to grasp the sounds of letter combinations 鈥渆er, ear鈥?2. Two Phonetic Alphabets and three followings, to learn how to use Phonetic Alphabet to study English words.3. Understand the part of 鈥淎joke鈥?4. Learn to master important sentences.Teaching tools1. Two phonetic symbol cards and some followings cards.2. Recorder and text tapes3. A teaching wall map for the part of 鈥淟et鈥檚find out鈥?Key pointsGrasp three words: Listen, match and read. Find the difference of letter combinations 鈥渆er, ear鈥?by read words repeatedly, and grasp some pronunciation ways and patterns.Difficult pointsAsk students to make good full use of important sentences. Understand 鈥淎joke 鈥? let students act out it personally.Teaching processThe activities of the teacherThe activities of the students Warm up1. Sing a song: How do we go to鈥?2. Greet each other, talk freely.T: Good morning? How are you? Ss: Fine, thank you.T: How do you go to school?S: On foot.T: Where鈥檚Beijing?S: It鈥檚in the north of China.3. Review the part of 鈥淟earn to say鈥?in the form of performance.4. Show pictures, ask the students to practice the sentence patterns of the part of 鈥淭ry to use鈥?PresentationT: You鈥檙e all excellent. Now let鈥檚learn something new.(show pictures of listen, match and read)Practicea. Listen match and read1. Look at pictures and listen to the tape.2. Show cards of bear, pear and deer, let them read after teacher.3. Decompose the sounds of the words and read them, and enable students to notice the sounds of letter combinations 鈥渆er, ear鈥?4. Let them answer the sounds of 鈥渆er, ear鈥? then introduce two Phonetic Alphabets.5. Show followings cards and let students read them, ask the students find corresponding words.6. Look at pictures and read sentence: the deer and the bear want to share the big pear.b. A joke1. Listen to the tape and try to understand the content of this part.2. Teacher explain 鈥?I have no sense of directions鈥?and understand its humor.3. Read after the tape and understand the pronunciation and intonation.4. Ask students to read the text by themselves naturally and fluently.5. Role play this dialogue.c. Let鈥檚find out1. T: The little bear鈥檚father has showed us how to look up the map. I think you鈥檙e more clever than the little bear. Here鈥檚 a map, can you look up in this map?(show pictures for this part)2. Lead students to look at the pictures, demonstrate question and answer.T: Where鈥檚the toy shop? S: It鈥檚in the south.3. Practice in pairs.4. Check on exercises of every group.Where鈥檚the school? It鈥檚in the west.Where鈥檚the cinema? It鈥檚in the east.Where鈥檚the supermarket? It鈥檚in the north.Where鈥檚the park? It鈥檚in the center.Consolidation and extensionGame: a two-man comic showFour students for one group, two act in the front, the other two speak, then the good group are awarded 鈥渢acit cooperation鈥?Homework1. To draw a local map.2. Read Part3 and Part 4 skillfully.3. Finish the exercises in the book of 鈥渁fter-school activities鈥?Blackboard designLesson15/褨蓹/ deer I have no sense of directions./e訖/ pear bearLook backStudents can spell the new words. To write three sentences with the new sentence pattern.period planunitTitleTime31Lesson 16 Teaching aims Teaching tools Key pointsDifficult pointsTeaching processThe activities of the teacher The activities of the studentsBlackboard designLook backperiod plan unitTitleTime32Lesson16 Teaching aimsTeaching toolsKey pointsDifficult pointsTeaching processThe activities of the teacher The activities of the studentsBlackboard design Look backperiod planunitTitleTime33Lesson17 Teaching aims Teaching tools Key points Difficult pointsTeaching processThe activities of the teacher The activities of the studentsBlackboard designLook backperiod plan unitTitleTime34Lesson17 Teaching aims Teaching tools Key pointsDifficult pointsTeaching processThe activities of the teacher The activities of the studentsBlackboard design。
【学习实践】快乐英语第六册全册教案5
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/,/; 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.。
【配套K12】快乐英语第六册全册教案2
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6
快乐英语第六册全册教案6快乐英语第六册全册教案6快乐英语第六册全册教案6发布时间：2017-05-05period plan unittitletime23lesson 12teaching aims1.to comprehend the new words: shopping cart, basket, cashier, escalator, shelf, entrance, exit. 2.to ask and answer the questions about shopping, and use it skillfully in real life. 3. learn to sing the chant. teaching toolstape-recorder, computer, tv key pointson the foundation of reviewing the whole unit words and sentence patterns, use the learned knowledge on reading and little scholar.difficult pointslittle scholar and the words about supermarket shopping. teaching processthe activities of the teacher the activities of the studentsgreetings: 1.t: hi, boys and girls. how are you going? what day is today? it’s a beautiful day, isn’t it? are you happy today? 2.sing a chant. presentation: b. little scholar 1. the teacher shows the words and sentence patterns of this unit: shopping list, milk, bread, fruit, vegetable, i need…let’s go to the supermarket. look, this is the market. 2. show the pictures of cashier, escalator, shelf, entrance and exit, and teach them. 3. the teacher give out the pictures to students, and let them put thethings base on the need of customers, and then say the words.c. read, write and say the teacher asks questions: q1: what do you want to buy in the supermarket? q2: where’s your pen? q3: where’re your books? q4: is your bag expensive? q5:are your shoes cheap? q6: how much are two hamburgers? q7: how much is your english book? q8: do you like apples or oranges? q9: do you often go shopping with your mom? q10: can you make a shopping list for your family? consolidation and extension play a game: the little reporter let some students choose their favorite questions, then they act a reporter, and ask the favorite students who must answer the questions. homework: 1.on-the spot investigation in a supermarket, look at if they have the things they learned, and their position. 2.go to a supermarket with the family, write the list of price, and observe the layout of the supermarket. blackboard designlesson 12 shopping cart basket cashier escalator shelf entrance exit look backask the students some questions to revise the lesson and let them to be active. period plan unittitletime24lesson 12teaching e the sentence pattern comprehensively “what do you want?”“where’s …it’s next to…”“how much is it/are they?”。
【知识学习】快乐英语第六册全册教案2
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7(标准版)
快乐英语第六册全册教案7period plan unittitle time28lesson 14teaching aims1. recognize the pronunciation skillfully. 2. enable the students to read and understand the content of read and think part. 4. ask them to master daily expressions in communication. finish the survey. teaching tools1. phonetic symbol cards and relevant words cards 2. recorder and text tapes 3. a form of the survey key pointsthe pronunciation of the letter m , n, ng. difficult pointsfinish the survey. teaching processthe activities of the teacher the activities of the studentswarm up 1. the teachers and students sing “how do you go to school?” together. 2. free talk 3. ask the students to read the sentence pattern while performing. presentation 1. a survey 1) t: now boys and girls, david and his parents are going to beijing by train. how about you and your friend? let’s look at this table. 2) ask and answer t: where are you going? s: yantai. t: how do you go there? s: by ship. fill in the survey. 3) show the sentence pattern where are you going? how do you go there? then read them. 4) ask the students to interview their friends and finish the survey. 5) report the interview results. 2. listen match and read 1) look at the pictures and find the relevant three words. 2) show the phonetic symbol words cards and read after the tape. 3)disarrange words and phonetic symbol words, ask them find a match. 4) guide them to read aloud and understand sentences, the monkeys are touching the moon in the water at night. 5) show the other words include m,n,ng. 3. read and think 1) read the essay. 2) understand the words and sentences: like traveling, near canada, the blue whales, i want to… 3) listen to the recording, understand the content of talking, answer the questions. 4) follow and read, read aloud collectively.c onsolidation and extension 1) sing a sing “how do you go to the park”. 2) have a reading contest . homework 1. make conversations with where are you going? how do you go there?2. finish the exercises in the book of “after-school activities”.3. read part 3 and part 4 . blackboard designlesson14 /m/ moon like traveling /n/ night near canada /ŋ/ monkey the blue whales look backthey can grasp the pronunciation of this lesson and they understand they should be careful when they do something through the joke of part4.period plan unittitletime29lesson 15teaching aims1. enable the students to read, say and write the phrases: north / south / east, west. 2. ask them to master the sentence pattern of “where’s …” and its answer of “in the …of china”, can communicate in oral or written form in language environment.3. ask them to understand, read and speak daily expressions in communication: i’m looking up beijing map. it’s in the center of beijing. clever! super boy!4. enable the students to understand and maste r the content of “learn to say”, read and act out the content of this dialogue. teaching tools1. a slide of map of china, slide of map of beijing according to the content of “learn to say” and projector. 2. some pictures of buildings and scenery that represent the city. 3. some cards: include preposition phrases “in the …of …”, “north, south, east, west”, and sentence pattern “where’s …?” 4. tape-recorder and tapes for the part of “learn to say”.5. recoding familiar music with distinctive local characteristics.6. some city pictures, familiarize the students with map of china and chinese folk music. key pointsin the part of “try to use”: four direction words, preposition phrases “in the …of …”, sentence pattern “where’s …?” and its answer sentences. difficu lt pointsthe students can understand and use “north, south, east, west, center”, can read aloud the dialogue smoothly, master and act out the dialogue. teaching processthe activities of the teacher the activities of the studentswarming-up 1. teacher and students sing the different lyrics together with the tune of “how do you go to school”.2. teacher and students greet each other and free talk.3. review and act out the content of “learn to say”, make several conversations and perform them. t: everyone likes to have a trip and our country has many beautiful cities. where would you like ot go? beijing, shanghai or xi’an? i think beijing will be your first choice. (use body language and city pictures to help students understand and answer the question.) practice a. try to use: 1. t: where’s beijing, do you know? show map of china, let students mark the position of beijing, then introduce the word “north” and preposition phrases “in the north of china. stick word cards and phrase cards on blackboard, point at the cards and lead the reading several times. 2. show the sentences card “where’s beijing?”, stick it in front of “in the north of china”, practice the sentence in the form of half of the class and groups. 3. show pictures of shenzhen, shanghai and xi’an, teach the words: “south, east, west”, replace the word “north” according to their positions in the map, practice the sentence.4. reinforce words game: teacher say the direction, then students point at the right direction, let students go on the stage to say directions.5. open the book, ask students read aloud the phrase and sentences in the part of “try to use”, do pattern drill with the substitutes.6.game: guess the place names. firstly teacher and a student give a demonstration. t: (show picture of huangguoshu waterfall, let a student go on the stage): where’s it? s: it’s in guizhou. t: where’s guizhou? s: in the south of china. (hint to the student that he marks the position in the map) encourage the students take pictures; go on the stage, the other students guess and mark the position in the map. 7. make sentences on notebook. b. learn to say: xk 1. t(show wall map): we have enjoyed so many beautiful views. let’s go to see david. what is he doing now? look at this picture, please. david and his father are talking. listen carefully. what are they talking about? 2. listen to the recording twice and understand the content of dialogue. 3. t: what are they talking about? s: beijing. 4. show slide of beijing, lead students talk about positions of some scenic spots and buildings in beijing, deepen their understanding. 5. students listen to the recording and read after the dialogue. 6. start a role-play reading between teacher and students. consolidation and extension 1. ask students act out the dialogue based on reading the text fluently.2. game: listen to music, guess place names. play the music with distinctive local characteristics, students guess place names according to the music, enforce their understanding aboutthe sentence pattern. homework 1. copy the words learned in this text. 2. make sentences with sentence pattern of this lesson.3. finish the exercises in the book of “after-school activities”.4. practice and act out the dialogue.blackboard designlesson15 north south east west where’s …? in the … of china look backthey can spell the new words.to write three sentences with the new sentence pattern.period plan unittitletime30lesson 15teaching aims1. enable students to grasp the sounds of letter combinations “eer, ear”. 2. two phonetic alphabets and three followings, to learn how to use phonetic alphabet to study english words. 3. understand the part of “a joke”. 4. learn to master important sentences. teaching tools1. two phonetic symbol cards and some followings cards. 2. recorder and text tapes 3. a teaching wall map for the part of “let’s find out”. key pointsgrasp three words: listen, match and read. find the difference of letter combinations “eer, ear” by read words repeatedly, and grasp some pronunciation ways and patterns. difficult pointsask students to make good full use of important sentences. understand “a joke”, let students act out it personally. teaching processthe activities of the teacher the activities of the studentswarm up 1. sing a song: how do we go to…? 2.greet each other, talk freely. t: good morning? how are you? ss: fine, thank you. t: how do you go to school? s: on foot. t: where’s beijing? s: it’s in the north of china. 3. review the part of “learn to say” in the form of performance. 4. show pictures, ask the students to practice the sentence patterns of the part of “try to use”. presentation t: you’re all excellent. now let’s learn something new.(show pictures of listen, match and read) practice a. listen match and read 1. look at pictures and listen to the tape. 2. show cards of bear, pear and deer, let them read after teacher. 3. decompose the sounds of the words and read them, and enable students to notice the sounds of letter combinations “eer, ear”. 4. let them answer the sounds of “eer, ear”, then int roduce two phonetic alphabets. 5. show followings cards and let students read them, ask the students find corresponding words. 6. look at pictures and read sentence: the deer and the bear want to share the big pear. b. a joke 1. listen to the tape and try to understand the content of this part. 2. teacher explain “ i have no sense of directions” and understand its humor. 3. read after the tape and understand the pronunciation and intonation. 4. ask students to read the text by themselves naturally and fluently.5. role play this dialogue. c. let’s find out 1. t: the littlebear’s father has showed us how to look up the map. i think you’re more clever than the little bear. here’s a map, can you look up in this map?(show pictures for this part) 2. lead students to look at the pictures, demonstrate question and answer. t: where’s the toy shop? s: it’s in the south. 3. practice in pairs. 4. check on exercises of every group. where’s the school? it’s in the west. where’s the cinema? it’s in the east. where’s the supermarket? it’s in the north. where’s the park? it’s in the center. consolidation and extension game: a two-man comic show four students for one group, two act in the front, the other two speak, then the good group are awarded “tacit cooperation”. homework 1. to draw a local map. 2. read part3 and part 4 skillfully. 3. finish the exercises in the book of “after-school activities”. blackboard design lesson15 /іə/ deer i have no sense of directions. /eә/ pear bear look backstudents can spell the new words. to write three sentences with the new sentence pattern.period plan unittitletime31lesson 16teaching aimsteaching toolskey pointsdifficult pointsteaching processthe activities of the teacher the activities of the studentsblackboard designlook backperiod plan unittitletime32lesson16teaching aimsteaching toolskeypointsdifficult pointsteaching processthe activities of the teacher the activities of the studentsblackboard designlook backperiod plan unittitletime33lesson17teaching aimsteaching toolskey pointsdifficult pointsteaching processthe activities of the teacher the activities of the studentsblackboard designlook backperiod plan unittitletime34lesson17teaching aimsteaching toolskey pointsdifficult pointsteaching processthe activities of the teacher the activities of the studentsblackboard design。
快乐英语第六册全册上课学习上课学习教案6
快乐英语第六册全册教案6 periodplanunitTitleTime23Lesson12Teachingaims1.Tocomprehe ndthenewwords:shoppingcart,basket,cashier,escalator ,shelf,entrance,exit.2.Toaskandanswerthequestionsab outshopping,anduseitskillfullyinreallife.3.Learntos ingthechant.Teachingtoolstape-recorder,computer,TVk eypointsonthefoundationofreviewingthewholeunitwords andsentencepatterns,usethelearnedknowledgeonreading andLittlescholar.DifficultpointsLittlescholarandthe wordsaboutsupermarketshopping.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthes tudentsGreetings:1.T:Hi,boysandgirls.Howareyougoing ?whatdayistoday?It’sabeautifulday,isn’tit?Areyouhappytoday?2.Singachant.Presentation:b.Littlescholar1.Theteachershowsthewordsandsentencepa tternsofthisunit:shoppinglist,milk,bread,fruit,vege table,Ineed…Let’sgotothesupermarket.Look,thisisthemarket.2.Showthep icturesofcashier,escalator,shelf,entranceandexit,an dteachthem.3.Theteachergiveoutthepicturestostudents ,andletthemputthethingsbaseontheneedofcustomers,and thensaythewords.c.Read,writeandsayTheteacherasksquestions:Q1:whatdoyo uwanttobuyinthesupermarket?Q2:where’syourpen?Q3:where’reyourbooks?Q4:Isyourbagexpensive?Q5:Areyourshoesch eap?Q6:Howmucharetwohamburgers?Q7:HowmuchisyourEngl ishbook?Q8:Doyoulikeapplesororanges?Q9:Doyouoftengo shoppingwithyourmom?Q10:canyoumakeashoppinglistfory ourfamily?consolidationandextensionPlayagame:Thelit tlereporterLetsomestudentschoosetheirfavoritequesti ons,thentheyactareporter,andaskthefavoritestudentsw homustanswerthequestions.Homework:1.on-thespotinves tigationinasupermarket,lookatiftheyhavethethingsthe ylearned,andtheirposition.2.Gotoasupermarketwiththe family,writethelistofprice,andobservethelayoutofthe supermarket.BlackboarddesignLesson12shoppingcart basketcashierescalatorshelfentranceexitLookbackAskthestudentssomequestionstorevisethel essonandletthemtobeactive.periodethesent encepatterncomprehensively“whatdoyouwant?”“where’s…It’snextto…”“Howmuchisit/arethey?”2.Tograspthecomprehensivetext.etheknowledgeofth isunittocarryonfreedialogueskillfully.4.Tofinishthe exercisesofthisunitcorrectly.Teachingtoolstape-reco rder,computer,TVkeypointsRead,writeandsay.Difficult pointsRead,writeandsay.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthes tudentsGreetings:T:Hello,boysandgirls.Goodtoseeyou. Howareyougoing?Revision:1.Reviewthewholewordsofthisunit.2.Reviewthethreesentencepattern:a.whatdoyouwanttobuy?Iwant…b.whereis/arethe…?It’s/They’re…c.Howmuchis/arethe…?It’s/They’re…yuan.Socheap.Tooexpensive.Presentation:Readandthink .1.Listentothetapewiththesequestions:e.whatdoesthebabywant?f.Theorangejuiceortheapplejuice?g.Howmucharethethingsinall?2.Listenandreadthetext.3.Dictatetheimportantsentencepattern.4.maketwosentencesbaseontheimportantsentencepatterndi fferently.consolidationandextension5.Listentothetape,andmarkouttheprice.2.Finishtheexerc ises.Homework:5.Finishtheexercisesofactivitybook.6.Listentothetape,finishtheexercises.3.Actthedialogue comprehensivelyandinnovatively.Blackboarddesign Lesson12whatdoyouwanttobuy?Iwant…whereis/arethe…?It’s/They’re…Howmuchis/arethe…?It’s/They’re…yuan.Socheap.Tooexpensive.LookbackIhadanexaminthisl essonandsomestudentsgraspedthisunitverywell.Butsome arebadsoIwillgivethemsomehelpafterclass.Unit3Let’shaveatripUnitoverviewAbilityaim1.InviteothersinEng lish,askingthewayinEnglish,expresstransportationmod esinEnglish.2.Readthefollowingsphoneticalphabets:/& #601;u/,/au/,/m/,/n/,/ŋ/,/іə/,/eә/trytousethemtolearnnewwords.3.Expresshowt ogoout,andimprovetheabilityofuseEnglishlanguage.4.c ansingthesong“Howdoyougotoschool”andactoutit.knowledgeaim.Listen,speak,read,writethefollowings:bybus,byb ike,byboat,onfoot,byship,bytrain,byplane,bysubway,s outh,north,east,west,square,theGreatwall,station,ai rport,cinema,bank,postoffice,hospital,bookstore.2.canlisten,speak,readandwriterelevantprepositionph rasesandsomeplacenames,alsousethemintherealsituatio n.3.canlisten,speakandusethefollowings:Howdowegothere?onfoot?No,it’stoofar.canwegobybike?No,youcan’t.you’retooyoung.Let’sgobybus.Great!Ican’twait.wecanalsogobyboat.Igotoschoolonfoot.canyoutel lmethewayto…?4.canlisten,speak,readandwritephoneticalphabetsandf ollowings.5.canunderstandthecontentofthepartsof“Readandthink”and“Let’ssing”.Emotionaim .Understanddifferenceofworkandresthabitbetweenc hineseandforeignlife.2.Understandsomecustomsinchinaandabroad.3.Teachstudentsthewaytheytreatpeople.Studentsofanal ysis:ThestudentsofgradefivehaveEnglishfoundationfor morethantwoyears,itisveryimportanttostimulatetheint cationmustbefun.TheEnglishteachingofprimar yschoolshouldproceedwithvariousinterestsofchildren' s,bymeansofvariousactivities,carryontrainingandcultivationofth eintegrationcapabilityinlistening,saying,singingand playing.periodplanunitTitleTime25Lesson13Teachingaims1.Enablethes tudentstoread,sayandwritethephrases:bybus/bike/boat ,onfoot.2.Askthemtograspthesentences:Howdowegothere?canwego…by…?yes,youcan.No,youcan’t.3.Askthemtoperformthecontentofthepartof “learntosay”skillfully.4.Enablethestudentstounderstandandsing “Howdowegotoschool?”TeachingtoolsTape-recorderandtexttapes.keypoints1.T eachthemthephrases:bybus/bike/boat,onfoot.2.Askthem toperformthecontentoflearntosayskillfullyDifficultp ointsAskthestudentstograspthesentences:Howdowegothere?canwego…by…?yes,youcan.No,youcan't.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthes tudentswarming-up1.Singthesong“Howareyoutogether?”2.Freetalk:Goodmorningboysandgirls.Howareyou?3.Lead sstudentstogreeteachother,talkinsentencepatternprev iouslylearned.PresentationT:wegotoschooleveryday.Bu thowdowegotoschool?Todaywewilltalkabouthowwegoout.P ractice1.Trytouse:1)Showthestudentsthesentencepatte rncardsattheblackboard,andreadthesentencesloudly.2) Showthepicturesofbybus,bybike,onfootasahinttothestu dents,thestudentspracticethesentencepattern.3)T:wecangotoschoolbybus,bybike,onfoot.canwegotoschoolbybo at?S:No.4)Showthepictures,thestudentspracticecollec tively.5)Theteacherusesthepicturesasahint,thestuden tspractiseintheformofhalfaclass,group.6)openthebook andreadaloud,replacetheexerciseamongthedeskmates.7) Regardsgroupastheunit,thegroupleaderask,theotherstu dentsanswer,introducethetrafficwaythattheygotoschoo l,thegroupleaderfinishesstatistics.8)Accordingtothe picturesthattheteacherofferedandsentencepattern,the studentsselecttowritethesentencepattern.2.Learntosa y:1)T:It'sasunnyday.missLinandherstudentsaregoingto haveatrip.wherearetheygoing?Doyouknow?S:Theyaregoin gtothenaturepark.T:you'reright.Howdotheygothere?Guess,please2)Thestudentslookatandthepictures,quest ionafterlisteningtotherecorder.T:Howdotheygotothena turepark?Dotheygothereonfootorbybike?S:TheygotherebybusT:why ?S:Theparkistoofarandthey'retooyoungT:Verygood.Let' sreadthetext.3)Listentotherecordingandreadaloudthet ext.4)Startarole-piaytoreadaloud.5)Startperformingaccordingtothetextcontent.consolidationandextension1 .Theteachershowsthepictureoftrytouse,leadthestudent stoadaptthetextcontent.2.Appreciatethesongof “howdoyougotoschool?”Homework1.makesentenceswithsentencepatternofthislesson:Howdow egoto…?canwegoto…theby…?yes,Ican.No,Ican't.2.Finishtheexercisesinthebookof “after-schoolactivities”.Blackboarddesignlesson13 onfootbybusIgotoschoolonfoot.byboatbybikeLookbackThestudentsunderstoodthesesentencesan dtheycanuseintheirdailylife.periodplanunitTitleTime26Lesson13Teachingaims1.Recognizet hepronunciationskillfully.2.consolidatetheprepositi onphrasesandsentencepattern:Howdowego…?canwego…by…?3.Enablethestudentstoreadandunderstandtheconte ntofReadandThinkpart.4.LearnstosingHowdowegotoschoo l?Teachingtools1.Aphoneticsymbolcardandrelevantword scards2.Recorderandtexttapes3.Ateachingwallmapkeypo ints1.Recognizeandreadthepronunciation/əu/,/au /.2.ReadandunderstandthecontentofReadandThinkpart.D ifficultpointsThevowelletter’spronunciationinthewords.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthes tudentswarmup1.Theteachersandstudentssing “Howdoyougotoschool?”together2.Greetseachother3.Utilizesthepicturetorevi ewthesentencepatternofthefirstlesson.4.Askthestuden tstoreadthesentencepatternwhileperforming.Presentat ion1.Listenmatchandread1)T:Nowboysandgirls,Ihaveani cepicture.Doyouliketohavealook?2)Disarrangewordsandphoneticsymbolwords,askthemfindamatch,andseewhohasa bestmemoryandfastestresponse.3)Guidethemtoreadaloud andunderstandsentences,thegoatisrowingaboatwithjoe. Themouseisblowingaflower.2.ReadandThink1)Instructth estudentslookatthepicturesonthebook,familiarwiththe situationoftalking.2)Readaloudandunderstandthewords :polar,bear,superidea,NorthPole3)Listentotherecordi ng,understandthecontentoftalking,answerthequestions .4)Followandread,readaloudcollectively.5)Startarole -playtoreadthetextaloud.3.Let’ssing1)Readthelyricsaloudaccordingtorhythm.2)Listen totherecordingandsingwiththesong.3)Singwithactionsc onsolidationandextension1)Replacelyricsandsing “Howdoyougotothepark”.2)Imitatetheformof “learntosay”,combinewithsentencepatternof “trytouse”andcompiledialog.Homework1.copywordsandrelevantphon eticsymbolwords.2.Finishtheexercisesinthebookof “after-schoolactivities”.3.Practicesingingthesong .Blackboarddesignlesson13/əu/goatboatpolarbear/au/mousesuperideanorthpoleLookbackThestudentsunderstoodthesesentence sandtheycanuseintheirdailylife.periodplanunitTitleTime27Lesson14Teachingaims1.Enablethes tudentstoread,sayandwritetheprepositionphrases:bysh ip,bytrain,byplane,bysubway.2.Askthemtomasterthesen tencepatternofhowdoyougoto…?anditsanswerofwegother eby…,cancommunicateinoralorwrittenforminlanguageenvironm ent.3.Askthemtounderstand,readandspeakdailyexpressionsincommunication:I’dliketogotoshanghai.Thatistooexpensive.Thatistootir ed.4.Enablethestudentstoreadessays,performtheconten tofLearntosay.Teachingtools1.Thepictureoftransporta tionvehiclesandwordcardsinvolvedin“Trytouse”,andfourscenerypictures.2.Tapeofsoundth atismadebytransportationvehicleswhilegoing.3.Tape-r ecorderandtexttapes4.Thesentencepatterncard:Howdoyo ugoto?wegothereby…keypoints1.Askthemtolisten,speak,readandwritethepre positionphrasesandsentencepatterninthepartoftrytous e.2.Enablethestudentstousethesentencepatternof “howdoyougoto…?”correctly,anditsanswersentencesof “wegothereby…”DifficultpointsThestudentscanunderstandthecontentto thedialogueof“Learntosay”,canreadaloudandperformandtalksmoothl y.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthes tudentswarming-up1.Singthesong“Howdoyougotoschooltogether?”2.Freetalk:Theteachersandstudentsgreeteachother.3.P layagameonebyone.PresentationShowthepicturesofship, train,plane,subway.Familiarizethestudentswiththetra ethepatternof“whatisthis?whatcanyousee?”tostudywords.Practice1.Trytouse:1)T:Nowboysandgirls,Let'scloseoureyesandhav eatrip.Doyouknowwherewewillgo?wearegoingtoabeautifulcitywherearewenow?thenplaythewavesoundwiththerecorder,lettheman swer“weareintheship”.Teachersay “wegotoyantaibyship”.2)Showthesentencepatterncard sof“Howdoyougoto?”andinquirethestudents “Howdoyougotoyantai”.Thenshowtheanswercardtoletst udentsanswer.3)Stickpictureofyantaiandwordofshipont heblankspaceofthesentencepattern,instructthestudent storeadsentencesaloud.4)Teach“bytrain,byplane,bysubway”inthesameway.Showthepreparedscenerypictureslistenth evehiclessoundtostudythewords.Practicethesentencepa tternof“Howdoyougoto?wegothereby…”.5)openthebook,listen totherecordingofthepartof‘Trytouse”,thenreadafterthem.6)makeandwritesenten cesaccordingtothepicturesandthepatterns.2.Learntosa y1)Showthetextwallmapandintroducethebackgroundofthe dialogue.2)Lookatpicturesandlistentodialogue,unders tandthecontentofthedialogue.3)Letthestudentsreadaft erit,readaloudcollectively,roleplaytoread.consolida tionandextension1.Letthestudentsactoutthedialogueac cordingtothetext,thencompileandactoutit.2.Playagame :Dividethewholeclassintothreemajorgroups,agroupwrit etheplacetogo,agroupwritewaysofgoaround,anothergrou preadaloud.Homework1.copytheprepositionphraseinthep artof“Tryto2.makesentenceswiththesentencepatternsofthis lesson.3.Finishtheexercisesinthebookof“after-schoolactivities”.Blackboarddesignlesson14 byplanebytrainHowdoyougoto…?byshipbysubwaywegothereby…LookbackTheycanmakeupanewdialoguewiththesentencesof thislesson.。
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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。