pep小学英语六年级下册-全册教案.doc

Unit1 How tall are you第一课时Part A Let s learn / Let s play教学目标：（一）知识目标：1、使学生能听、说、读、写有关比较级的单词older、younger 、shorter、taller 、stronger。2、知道than是比较的意思，than前面要用形容词比较级(v-er)。3、了解cm、kg分别表示长度和重量单位，并知道它们的读音，会回答句型：How tall are you? How heavy are you?（二）能力目标：1、使学生初步掌握比较级的用法及句型。2、使学生知道形容词比较级变化的一般规律。3、使学生能在一定的情境中自觉运用所学新知识。（三）情感目标：培养学生分析观察能力，知道要关爱身边的人，爱父母要从生活中的小事做起。教具准备：图片、卷尺、课件，录音。教学过程1.问候谈话Hello,boys and girls .Im Miss Jin, hello, boys and girls.( Hello,Miss jin.) Im very glad to give you this lesson. Im your new teacher, so I want to know something about you.(对学生A) Hello,whats your name? Nice to meet you?（对学生B）Hi,Whats your name?How old are you? How do you go to shool?（对学生C）Hello, whats your name? Whats the weather like today?（对学生D）Hi, whats your name? How old are you? What does your father do? Whats he like?（对全体学生）Whos your math teacher? Whats she like ?Whos your English teacher ?Whats she like ?Boys and girls ,Do you like chant? Now Lets chant .Lets do ,please stand up. 2.Lets do 师生吟唱做动作Great,you do a good job.Are you happy? I have some pictures ,Do you want to see ?Whats he like?3.课件出示图片复习单词old young tall short srongYou are very clever. I love you, so I want to tell you a sicrit. I have a best friend, he has big eyes ,short hair,he is very tall and strong .He is handsome. Can you guess who is he ?二、新授1、教学Im_cm tall. Shes/hes _cm tall.请上这位同学He is my friend, Is he tall ?Do you know how tall is he?给学生量身高Lets see. Oh, He is_cm tall.板书句子Cm = centimeter Can you tell your classmate, how tall are you? (Im_cm tall板书) Thank you, go back to your seat.对全体学生 How tall are you ? How tall is she/he?找几个同学练习2、教学taller shorter请上一高一矮两个同学You come here to the front. How tall are you?How tall is she/he?Look at them ,Is he tall? Yes ,I think he is taller .Do you know taller ? 板书taller 领读 Look who is taller? Yes _ is taller than_ .板书此句型Who is taller?练习几组指两个同学Yes, he is taller and I think he is shorter.Anderstand me? Who is shorter?板书shorter领读Ok ,Lets practice with this sentence partten. Use shorter taller.Are you clear?出示鲍喜顺和开伦Look at this picture. Can you make some sentences?3、教学You are shorter than your brother.出示我和我弟弟图片Boys and girls ,Look, can you guess who are they?Yes, He is my brother and this is me .Who can compare my brother and me ?(Your brother is taller than you.)(You are shorter than your brother.)板书领读Thats all for my brother and me.4、教学older younger出示图片Oh ,there is a beautiful girl. She is my best student . You are my best student too. Can you guess how old is she ?Look, She is 10 years old, Are you right?Look at This woman, guess how old is she ?She is 30 years old.Who is older?板书older 领读 Yes ，the woman is older than the girl. Do you know young ?can you tell me who is younger?(The girl is younger than the woman.)板书younger领读课件出示In my family,my father is 57 ,my mother is 55. I have an aunt ,my aunt is younger than my father and older than my mother,can you guess how old is she? Can you say something about your family ? Practice in your groups? 学生练习Who want to say ?5、教学strongerThis time Ill introuduce another man. Look Whats he like ?Who can change strong into this form? Can you write on the blackboard?Oh , you look very strong, he kooks very strong , yes? I think Im strong .But Who is stronger he or I? Lets play a game .If you think he is stronger than me please say “_，stronger”,If you think I am stronger than he say “teacher，stronger”,anderstand me?Do you like this game? Do you want to play this game?Ok ,Lets play ,begain.学生掰手腕Who is stronger?三、巩固练习1、打开书跟读单词Just now ,we learn some new words and some sentence.Lets open your books turn to page4, listen to the tape,read after it.This time read by yourself. Who want to read?2、学生活动自由说话Do you want to use these words make sentence?Ok say some thing with your classmate.Who want to say ?Boys and girls ,Youre great ,I love you very much. Look here,I give you some homework.Lets remember them. Ok times up .Thats all for this lesson. Please stand up ,face to the teachers, Lets say goodbye .Good bye, boys and girls. 四、作业Have a look at the things and people around you and describe them. Use “younger older taller shorter stronger”make some sentences.（比一比身边的人和事，用younger older taller shorter stronger写句子我从以下四个方面谈一下教学反思：一 教学中注重激发学生的学习兴趣。开始播放Lets do: tall tall tall make yourself tall 师生一起吟唱并做动作，在优美的节奏中复习有关形容词，又激发了兴趣，还为新课做了铺垫 。在教学Im_cm tall, Shes/Hes_cm tall时，用我有一个秘密I have a sicrit 引入，然后再给学生量身高，教学stronger时师生掰手腕，同学之间互掰手腕，教学older younger时让学生猜人物的年龄等都在吸引着学生调动着他们的学习兴趣，让他们主动学习。二 利用真实的情景，创造交际活动本节课的单词我都融入了句子教学中。在句型教学方面我努里创设真实情景，使学生产生身临其境的教学效果。如教学句子_is taller than_, _is shorter than_时，利用班内2个同学的身高差异来比较，教学Youre shorter than your brother 时利用自己的照片和弟弟的照片来示范，让学生用_is older than_, _is younger than_练习前先用我自己家人的照片来示范。教学stronger than 时创设师生掰手腕的情景来呈现。利用这些真实情景教学后，再让他们在这样的情境下练习说。孩子们乐学，乐讲，乐用英语，真正达到使用语言的能力在情景中学，情景中用。三 创设轻松地氛围，主动参与学习在这节课后我安排了一次大活动，充分发挥民主，放开学生想说什么就说什么，想怎样说就怎样说，没有限制只要开口讲英语就好，给学生一个讲英语的好机会。讲授单词时，启发学生找规律自己学习，讲完shorter, taller, older 后，教younger时问 do you know young?先出示young， 在出示younger，使学生对比较级后加er 有所启示。然后讲stronger就问Can you change strong into this form.鼓励学生自己找规律去学习发挥主动性。四 找出不足自我感觉课堂用语说的不够好，对学生的评价有时不到位不及时。没有十分放得开，课堂气氛没有达到预想的效果。有些环节有些活动还没能调动全体学生参与到课堂中。以后会虚心学习，提高自己的教学水平。Unit 2 Whats the matter, Mike? 第一课时教学目标1能够听说读写单词和短语：have a cold, have a toothache, have a fever, hurt, have a headache, have a sore throat.2能够听说读句型：Whats the matter, Mike? I feel sick. I have a fever.并进行关键词的替换操练。3能够理解会并吟唱Lets chant的歌谣。教学重点、难点：1重点是掌握A-Lets learn的四会单词和短语，并询问别人的身体状况。2难点是正确拼写四会单词和短语。教学准备 1、 教师准备本课时所需的单词卡。2、教师准备录音机和录音带。教学过程1、 Warm-up（1）播放录音PEP4Unit6歌曲“My father is a doctor.”（2）日常口语对话，复习职业单词。 Whats your father/mother?2、 Presentation and practice（1）教师出示Lets start的教学挂图，说：Look! We have some new friends here. Who are they? Whats the matter with them?帮助学生回答，并引导学生通过观察图片或教师的肢体动作来帮助学生熟悉答句中的新单词和短语。（2）播放Lets chant的录音，重点领读句子：I have a headache. I have the flu.（3）教师出示一支体温表，说：This is a thermometer. If I have a fever, it will tell me. Lets see Mike. Mike doesnt feel well. He has a fever.指着Lets learn的图片的Mike，教学“have a fever”。让学生看图片，教师做出各种表情，引导学生提问“Whats the matter?”，引出词组have a fever（出示体温计或在额头上捂湿毛巾） have a toothache（作牙疼状） , hurt（在身体某一部位贴一块膏药）, have a sore throat（咳嗽，说话沙哑），have a cold（打喷嚏）, have a headache（作头痛状）。注意headache和 toothache的共同之处，帮助学生简单了解构词法。播放录音，让学生跟读单词。（4）教师让学生读单词，叫到的同学，给他图片（have a fever），问他：“Whats the matter, xxx?”引导学生说：I feel sick. I have a fever.解释sick单词。用同样的方法教授句型：Whats the matter, xxx? I .要求学生回答并做出相应的表情。可以让学生两个进行操练。（5）“看病”游戏。将学生分成六大组，每组选一张短语卡片。教师戴上医生的帽子提问：Cold, cold, who has a cold? 如第一组选中的是have a cold，这组学生就边做动作或表情边吟唱：Cold, cold, I have a cold.用同样的方法进行操练，各组调换卡片继续该活动。（6）“敲敲打打”活动。教师将所学单词或短语写在黑板上，然后把学生分成两大组，每组派一名代表站到黑板前。教师说单词或短语，请学生敲击听到的单词或短语，谁敲得既对又快得一分，最后得分高的组获胜。（7）活动1.  超级对对碰活动目的：通过图和词组对对碰的游戏，学生巩固所学词组的词义并使他们能够掌握这些词组的书写。活动准备：多媒体课件活动过程：屏幕的左边为sore throat/fever/cold/headache这些词，它们的旁边为少了一个词的词组结构：have a , 右边为每个词组所对应的图片。拖动左边的词把它们配对到对应的词组中。右边的图可以给所填的词以提示。连对了，则会发出欢呼声，给学生以鼓励。3、 Consolidation and extension（1）学生听读P14-16五遍。（2）学生背诵和抄写单词和短语4遍。五、板书设计： Unit 2 Whats the matter, Mike? have a fever hurt have a cold have a toothache have a headache have a sore throat 第二课时一、教学目标与要求1能够掌握四会句子：Whats the matter? My throat is sore. My nose hurts.2能够听懂Lets try部分，并能根据录音内容正确标号。3能够了解音标的音和形，并读出例词，并连线。二、教学重点与难点1围绕话题“看病”展开的句型Whats the matter? My throat is sore. My nose hurts.以及Pronunciation的部分。2难点是掌握四会句型。三、课前准备1教师准备本课时所需的词卡。2教师准备录音机和录音带。3教师准备本单元的挂图。四、教学过程1、Warm-up（1）播放Lets chant的录音，边唱边表演。（2）拼词比赛，复习上节课单词和短语，教师说单词，每组派一个学生到黑板上来写。看哪个组又快又对就获胜。2、Presentation and practice（1）播放Lets try的录音，学生听音、看图、标号。然后校对答案，教师强调其中的重点句型，即Lets talk部分将学习的主要句型。（2）教师说：Your English is well. I feel very happy. How about you? How do you feel?教师指导学生回答。并让学生询问自己“How do you feel?”同时做出生病的表情，自然呈现句子：I feel sick.教授单词sick.再次引导学生问：Whats the matter?教师继续表达，I have a sore throat.同桌操练。（3）传话活动教师将全班分成四组。游戏开始分别向队首轻轻讲两句如：How do you feel? I feel sick.各队依次往下传。队尾的学生把听到的句子大声说出来。看看哪队又快又对。（4）播放Lets talk的录音，提问学生：How does Amy feel? Whats the matter with her?引导学生听完录音后，回答。教师板书四会句子：Whats the matter? My throat is sore. My nose hurts.（5）让学生读Lets play的单词，解释新单词，如broken leg, earache, stomachache, sore nose.学生在有9个格子的纸张上写上这几个单词，然后做Bingo的游戏。（6）教师出示Pronunciation的挂图，带领学生认读音标和例词，指导学生归纳发音规律，帮完成Read and write部分的活动。（7）活动名称：幸运搭档活动目的：增强学生的表演能力，激发学生学习英语的兴趣提高学生说单词的熟练程度。活动准备：单词卡片。活动过程：两人一组。一人面向黑板，一人面向学生并根据看到的图片做出相应的动作。面向黑板的同学根据动作猜出单词或词组。在相同的时间内哪组说出的单词数量最多便被评为最佳搭档。3、Consolidation and extension（1）学生听读P17五遍。（2）学生背诵和抄写句子4遍。（3）学生课外继续做Lets play部分的Bingo游戏。五、板书设计： Unit 2 Whats the matter, Mike?Whats the matter? My throat is sore. My nose hurts. 第三课时一、教学目标与要求1能够理解并会朗读Lets read部分的短文，并回答课后问题。2会唱歌曲“The way I feel”。3了解Good to know部分内容。二、教学重点与难点1重点是理解并正确朗读短文。2难点是理解条件状语从句和时间状语从句，并简单回答。三、课前准备1教师准备本课时所需的词卡。2教师准备录音机和录音带。3教师准备本单元的挂图。四、教学过程1、Warm-up（1）播放Lets chant，师生一齐吟唱。（2）教师出示Lets learn的教学挂图，随意指向图中的一个人物，要求学生根据人物特征快速配音，如“I have a cold”。2、Presentation and practice（1）“辨别真假”活动。学生分成两大组，一组说“I have a headache.”同时做头疼或其他动作和表情，另一组来判断，动作和句子意思一致，说：Yes.不一致说：No.（2）教师接着说新句子：I have the flu.同时做打喷嚏，咳嗽，提示学生flu的意思。并问学生：How do you feel if you have the flu? 让学生回答各种症状，如：I have a headache. I have a sore throat. 教师说：If you have the flu, you should go and see the doctor or take some medicine. 教授新单词medicine和短语take some medicine。（3）指导学生阅读短文，用简单明了的图片理出文章的线索，分化篇章难点，帮助学生理解文章大意引导学生边思考边阅读文章。Sore throat see a doctorNose hurt have the flu take some medicine and drink hot waterHave a headache stay in bed（4）Lets sing.教师用简笔画画三张脸来表示happy, sad 和mad. 教师播放录音，学生静听，教师略讲歌词大意，学生跟着学唱歌。（5）Good to know.学生看Zoom的四种表情，再请学生读句子，然后与Zip手举的四种颜色连线，并核对答案。（6）活动名称：哑剧表演活动目的：巩固新词组，并导入句型“Whats the matter? / Do you have a .” 活动准备：准备一些写有词组的小纸片。活动过程： 把词组写入小纸片，抽到纸片的同学表演动作，其他同学运用“Whats the matter? Do you have a .” 提问，要求表演的同学运用“I feel sick. / I have a”来回答。 （7）看病开处方。一名学生扮演医生，另一名学生扮演病人，医生边询问病情边给病人开处方，增强学生的口头语言表达能力D: Good morning, S: Good morning, doctor.D: Whats your name? S: My name is D: Whats the matter? S: I feel sick.D: Do you have a headache? S: Yes.D: Do you have a fever? S: I dont know. I feel very cold.D: Do you have a sore throat? S: Yes.D: Come to me and say “Aha” S: AhaD: You have a cold. S: Oh. What should I do then?D: Ill give you some medicine. Drink some water and stay at home for three days.处方：Name:  Mike  Age:  12 Sex:  F Symptom（症状）: Have a headache，Sore throat，Nose hurtDiagnosis（诊断）： have a bad coldAdvice （建议） ：take some medicine and drink hot water stay in bed3、Consolidation and extension（1）学生听读P18五遍。（2）表演动作表情给家长看，并用英语介绍。五、板书设计： Unit 2 Whats the matter, Mike?have the flu take some medicine drink hot water stay in bed第四课时一、教学目标与要求1能够听说读写五个情绪单词：tired, angry, excited, happy, sad ,bored.2能够听说读句型：How does Amy feel? Shes tired.并进行关键词的替换操练。3能够完成Task time的任务。二、教学重点与难点重点是使学生熟练掌握五个四会单词，并能替换句型“How does she/he feel? Shes/he tired.进行回答。难点是学生熟练掌握五个四会单词。三、课前准备1教师准备本课时所需的词卡。2教师准备录音机和录音带。3教师准备本单元的挂图。四、教学过程1、 Warm-up（1）教师放歌曲“The way I feel”，学生跟唱。（2）学生朗读A-Lets read，教师提问：How do you feel if you have the flu/a toothache/a headache等，学生做简要回答。2、Presentation and practice（1）播放歌曲 ( If you are happy.)用歌曲来引出新授单词happy的教学。边唱边做动作。教师做出“开心”的样子对学生说：You are happy. I am happy, too. Look at my face. This is a happy face. 然后在黑板上画“happy face”和“sad face”。教师指着sad face问学生：Is it a happy face?以此教学单词sad。教师可让学生同桌之间一人做表情，另一人画脸，再描述如：He/She is happy/sad.用简笔画的形式教授其他单词：excited, tired, angry, bored.（2）教师做出各种表情，请学生猜：Are you happy/tired/bored? 然后两人一组一个做表情另一个猜，以此复习巩固所学的形容词。（3）教师播放B-Lets learn的录音，学生跟读单词。然后出示教学挂图，请学生仔细看图片。教师提问：How does Amy feel? How does John feel? 此活动也可在小组之间进行，鼓励学生人人参与。活动之后，请几组学生来做回答，检测活动的效果。活动名称：Read a feeling book活动目的:文字、图片、声音相结合，通过观看，加深学生对几个表情单词的理解。 活动过程：Feelings are inside of me and my face shows how I feel. these are the ways I feel sometimes: I look like this when I feel happy. When my birthday comes near and when I eat my favourite pizza, I feel very happy. I look like this when I fell sad. When Im sick in bed, and when I cant play football because of rain, I feel very sad. I look like this when I feel proud, when I get a good grade in school, and when I ride the bike without falling, I feel very proud. I look like this when I feel scared, when the light goes suddenly, and when I read stories about ghosts, I feel very scared. I look like this when I feel angry, when my toy gets broken, and when someone says bad words to me, I feel very angry. I feel lots of feelings everyday.（4）Pair work。教师给学生半分钟的时间看Pair work部分的图画，提示学生尽量记住图中的人物及其表情，比一比谁能猜的又快又对。Task time,引导学生仔细看图，猜测每幅图中发生的事，教师适当讲解故事内容，接着领读图中的提示句子。（5）活动名称：What is missing?活动准备: 单词卡片活动目的：提高学生的注意力和观察力，并达到熟练记忆单词的目的活动过程：教师出示几张表情图片，给学生看半分钟。然后随意拿出一张，让学生判断哪一张少了，将缺失的单词报出来并做出相应的表情。（6）活动名称：Look for your friends 活动目的：操练、认读及拼写单词。活动准备：单词和字母卡片活动过程：将全班分成几大组，把所需操练的单词angry, sad, bored等拆分成字母，如grany, das, robde分发给组里成员或班里的同学。当教师或指定同学读到这个单词时，手上持有这个单词的同学必须在最短的时间内按照字母顺序报出该单词，反应最快的同学为胜。3、Consolidation and extension（1）学生听读P19五遍。（2）学生背诵和抄写单词和短语4遍。五、板书设计： Unit 2 Whats the matter, Mike? tired angry excited happy sad bored.第五课时一、教学目标与要求1能够掌握四会句子：How are you? You look so happy. You look sad today.2能够听懂Lets try和Lets check部分，并能根据录音内容正确标号。二、教学重点与难点重点是四会句型：How are you? You look so happy. You look sad today.难点是学生能够陈述产生某种心情的原因。三、课前准备1教师准备本课时所需的词卡。2教师准备录音机和录音带。3教师准备本单元的挂图。四、教学过程1、Warm-up（1）播放If you are happy的歌曲。（2）日常口语对话：T: How are you today?S: Im fine.T: Im glad to hear that如学生回答说：“I am sad/bored.”教师可说：Im sorry to hear that. Can you tell me why? 请学生尝试阐述原因。2、Presentation and practice（1）Lets try.教师播放录音，学生看图，静听并标号。教师略做讲解，校对答案。（2）教师出示Lets start部分的教学挂图，说：Look at the picture. What are they doing? Whats the matter with them? They look so tired. Im sure they have had a hard trip.教学新词trip。教师领读并板书，学生跟读，然后过度到学习短语：a hard trip,a big trip。（3）教师放Lets talk部分的录音，学生听后回答问题：How is Liu Yun? Is she happy? Is she excited? Why? 教师帮助学生回答：Yes, shes excited. She is going on abig trip. 教师继续提问：Is Sarah happy today? How does she feel? Why? 教师帮助学生回答：Shes sad. She failed the math tes