【教育学习文章】快乐英语第六册全册教案3

【范文】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/,/&#59 6;:/,anddirectthestudents’pronunciationonebyone.Listentothetapeandread.4.Recitethepoem.consolidationandextension1.Playagame:what’smissing?Toconsolidatethepronunciationof/ɔ/,/& #596;:/2.Thestudentsdoexercises.Homework:1.Readphoneticsymbolandthepoem.2.Imitatethetext.3.Actthedialogueofshopping.BlackboarddesignLesson10/ɔ/,/ɔ:/dog/dɔg/horse/hɔ:s/fox/fɔ:ks/Lookback Askthestudentssomequestionstorevisethelessonandlett hemtobeactive.periodplanunitTitleTime21Lesson11Teachingaims1.Tograspthenewwords:cheap,expensiveandphrasesturnl eft,turnright.2.Tousethesentencesskillfully:whatsizedoyouwant?Siz e…whatcolordoyouwant?..Howmucharethey?Theyare…3.canactLearntosayskillfully.Teachingtoolstape-recorder,computer,TVkeypoints1.ThetextofLearntosay.2.ThesentenceparrentofaskpriceinTrytouse.Difficultpoints Tousethesentencesofthefavoriteforthingsandinquirepr icecomprehensively.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudentsGreetings:1.T:Hi,boysandgirls.Howareyougoing?whatdayistoday?I t’sabeautifulday,isn’tit?Areyouhappytoday?2.Singthesong“Howmuch”Presentation:a.Trytouse1.T:oh,yourshoesaresobig.whatsizeofyourshoes?Size23? S:yes,theyare./No,theyaren’t.They’resize…Teacheraskmorestudents.Teachsize,categorizepronunciation:time,kite,light,n ight,right,tight,write…2.Pritice:T:whatsizeofyourshoes?S:Size…3.Theteachertakeouttwopairdifferentsizeofshoes,comp aretheirsizeandletstudentsguesstheprice,andthenlead toteachexpensiveandcheap.Thentheteachertakeoutcloth eswithlabel,helpstudentstocomprehendcheapandexpensi ve,leadstudentstosay:”It’scheap/expensive.They’recheap/expensive.4.Practisewiththeirpartner:S1:Howmuchareyourshoes/trousers/socks?S2:They’re…yuan.S1:Ther’resocheap.S2:Howmuchareyours?S1:They’re…yuan.S2:They’retooexpensive.….Learntosay1.T:Lookatthispicture.Davidandhismomareinthesupermark et.They’redoingsomeshopping.Davidwantstheroller-skates.what sizefitsDavid?whatcolordoesDavidlike?2.Studentsanswerthequestionsandlistentothetapeagain.3.Imitatethesoundandtonesometimes.4.Readthetext.consolidationandextension TheteachershowthepicturesinTrytouse,andthestudentsm akesentencesbaseonthepictures.Homework:1.Askthesizeandpriceoftheirparents’clothes,andmakearecord.2.Actcustomerandsalesman.BlackboarddesignLesson11turnleft,turnright,expensive,cheap Howmucharethey?They’re…Lookback Theycanmakeupanewdialoguewiththesentencesofthisless on.Andcanlearnthewordsverywell.periodplan unit Title Time22 Lesson11Teachingaims1.Toreviewandusethesentencepattern“whereis/arethe…?It’s/They’re…Howmuchisit/arethey?It’s/They’re…yuan.”2.canactLearntosayskillfullyandinnovationally.prehendReadandthink,andanswerthequestions.4.Tograspphoneticsymbol/ɔi/／ei／／ai／summarizeandconcludethepronunciationofia,oy.5.Singthesong:Howmuch?Teachingtoolstape-recorder,computer,TVkeypoints1.TocomprehendReadandthink.2.Toaskthestudentstoconcludepronunciationrule,findo utthepronunciationrule.Difficultpoints Usethesentencepatternofshoppingcomprehensively. TeachingprocessTheactivitiesoftheteacher TheactivitiesofthestudentsGreetings:T:Hello,boysandgirls.Goodtoseeyou.Howareyougoing? Singthesong:Howmuch.Revision:T:Hi,whatcolorofyourT-shirt?S:It’s….T:whatsizeofyoursocks?S:They’re…T:Howmuchareyourtrousers?S:They’re…yuan.They’reverycheap.Presentation:c.Readandthink.1.Thestudentsreadthetextwithsimplequestions: where’retheties?2.Afterreading,thestudentsanswerthequestions: DoesDavidbuythetieforhimself? whyhewantstobuyhisdadatie?3.Listentothetapeandreadthetext.4.IntroduceFather’sDay,mother’sDaysimply.d.Listen,matchandread.1.Theteacherconcludetransportationtools:car,bus,taxi, train,plane,bike…2.Listentothetapeagain.Thestudentsconcludethepronunci ationofi,aandoy.Theteachershowthecardof/ɔi/／ei／／ai／,anddirectthestudents’pronunciationonebyone.3.Listentothetapeandread.4.Recitethepoem.consolidationandextension3.Playagame:what’smissing?Toconsolidatethepronunciationof/ɔi/／ei／／ai／4.Thestudentsdoexercises.Homework:3.Readphoneticsymbolandthepoem.4.Imitatethetext.3.Actthedialogueofshopping.BlackboarddesignLesson11/ɔi/／ei／／ai／boy/bɔi/kite／kait／plane／plein／bike／baik／LookbackAfterlearning,Ifoundthatthestudentscanunderstandthe textverywellandanswerthequestionsverycorrectly.。

快乐英语第六册全册教案3

快乐英语第六册全册教案3教学目标•能够听懂并正确朗读本单元的课文•掌握本单元的重要词汇和短语•能够运用所学内容进行简单的口头交流教学准备•教材：快乐英语第六册•课件：课文PPT和练习题PPT•学具：单词卡片、图片卡片•辅助教具：录音机教学过程1. 准备阶段•激发学生学习英语的兴趣，引入本堂课的主题。

引导学生回忆上一个单元的内容，复习相关单词和短语。

然后引入本单元的主题，并激发学生对课文内容的好奇心。

2. 导入新课•通过图片和单词卡片，呈现本单元新词汇和短语。

向学生展示一些图片，让他们猜测图片中的物品，并教授相应的单词。

然后使用单词卡片的形式，复习和教授本单元的重要词汇和短语。

例如： - 教师出示一张水果的图片，并问学生：“What’s this?”，学生回答“An apple.”，然后教师出示单词卡片上的“apple”并教授其发音和意义。

3. 听力训练•播放录音，让学生跟读课文。

播放课文录音，让学生跟读，帮助他们熟悉课文的语音和语调。

4. 课文学习•使用课文PPT，逐句教授课文内容。

通过课文PPT，将课文内容逐句呈现给学生，并解释其中的生词和重点句型。

同时，引导学生跟读课文。

5. 听说训练•进行听说训练，提高学生的听说能力。

制作一些听说练习题，让学生听录音并回答问题或进行简单的对话。

例如： - 播放录音：“What’s your favorite fruit?”，学生回答并写出句子。

6. 合作活动•进行合作活动，培养学生的口头交流能力。

将学生分成小组，让他们根据课文的情境进行角色扮演，模拟真实的交流场景，如购物、问路等。

例如： - 小组活动：学生分角色扮演买水果的场景。

其中一个学生扮演水果店员，其他学生扮演顾客，进行采购。

7. 拓展练习•使用练习题PPT，进行巩固练习。

使用练习题PPT，出题让学生针对本单元的语法、词汇和句型进行巩固练习。

鼓励学生积极参与，加深对所学知识的理解和应用。

8. 作业布置•布置相应的课后作业，巩固所学内容。

快乐英语五年级下册全册教案(三年级起点)

《快乐英语》第六册教案全册教学总目标一、知识目标：1、词汇：本册书中出现的四会单词、短语有137个，其中包括书左下钥匙上的单词和短语。

2、音标：共有48个。

要求能听说读写和拼读。

3、句子：钥匙上的句子要求四会。

4、会话：达到“三会”的要求。

5、阅读理解：能认读、理解对话，并能正确回答文后的问题。

6、兴趣活动：这部分内容是为词汇和语言服务的，活跃课堂气氛，调动学生的学习兴趣，能听懂任务要求，进行语言交流。

会唱教材中的歌曲，会说教材中的儿歌和绕口令。

二、能力目标：本册书的能力目标依据课标中的二级目标和教参的要求，主要要完成听、说、读、写、译、演、唱、音标拼读等项目标，培养学生的这几方面的能力。

听说读写的内容是本册书的钥匙上的所有单词、短语和句子，也包括对音标和音标词的掌握达到四会的要求。

对会话的要求达到三会要求，也包括语音中的句子。

认读、理解Part 4。

演和唱的内容是本册书的会话部分和兴趣活动部分。

三、情感目标：通过本册书的学习，养成良好的生活习惯，培养学生养成独立自主、关心家庭的生活习惯，培养学生如何待人处事，培养学生合理放置自己的生活物品的习惯。

四、文化意识：了解中外生活作息习惯的不同，了解超市的购物程序、标记及日常用语，了解一些中外的风土人情。

五、学习策略：在课堂教学中要有意识地对学生进行学习策略方面的指导，使学生能有一套适合自己的学习英语的策略。

包括学习的计划、目标和方法等。

而最重要的是对学生学习英语的方法的指导。

六、教学重点：四会的音标、单词、短语和句子，三会的会话、句子，音标的拼读，对第四部分的阅读和理解。

七、教学难点：音标的四会和拼读，单词、句子的四会，会话的认读和表演。

八、需要注意的问题：音标的读音一定要教准，学准，打好语音基础，并形成一定的能力。

本册教材的内容很多，一定要合理安排好课堂上的时间，加大练习，每一个知识点都要落实。

一定要注意四会的单词和句子，四会的单词还包括音标词。

《快乐英语》第六册教学进度表第一单元学习计划本册书较以往相比要求掌握的知识较多较难，对部分学生来说有一定的难度。

快乐英语第六册Unit2 Lesson11教学案例

Unit2 Lesson11教学案例一、教材分析本节课是快乐英语第六册Unit 2 Lesson 12，本堂课主要是掌握6个表示食物、蔬菜的单词，学会运用学过的单词和句型对别人进行询问，并在真实的情景中恰当地进行口语交际。

通过课件，为学生提供比课本更生动更丰富的资源，更容易激发学生的学习兴趣，吸引学生的注意力，有助于培养学生观察、推理的能力，激发学生的想象力。

二、教学目标1、知识目标：（1）词汇目标：noodles, rice, hamburger, chicken, vegetables, soup（2）语音目标：I like noodles. What about you? I like rice. And you? I like soup and vegetables, too.2、能力目标：能运用所学有关询问他人喜欢何种食物的句型进行交流。

3、情感目标：培养学生积极学习英语的态度，使学生能团结协作发扬合作精神三、教学重点及难点：I like soup and vegetables, too.句子朗读及单复数运用。

soup和vegetable的认读及I like…句型的问答及运用。

四、教具准备：多媒体课件、卡片、食物、五、教学过程：Step1 Revision /Warm up情境创设猜谜游戏1. T: Look, it`s a rainbow. Oh, it`s beautiful! What color do you like? I like purple.(师举例，引导学生用I like ….回答)S1: I like yellow. -------pears (T: What are they? Ss: pears. T How many pears can you see? S: I can see……T: Do you like pears? Ss: Yes, I do./ No, I don’t.)S2:I like green.------watermelons S3:I like orange.-----oranges T: Look, I like pink. Can you guess? What are they? Ss: peaches. 这一部分，吸引学生的注意力，并通过学生已学的颜色，自然而然地通过猜谜游戏，过渡到学生学过的水果，以及会起到过渡作用的“I like……”句型。

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……。

辽师大版快乐英语五年级下册教案备课(三年级起点)

《快乐英语》第六册教案全册教学总目标一、知识目标：1、词汇：本册书中出现的四会单词、短语有137个，其中包括书左下钥匙上的单词和短语。

2、音标：共有48个。

要求能听说读写和拼读。

3、句子：钥匙上的句子要求四会。

4、会话：达到“三会”的要求。

5、阅读理解：能认读、理解对话，并能正确回答文后的问题。

6、兴趣活动：这部分内容是为词汇和语言服务的，活跃课堂气氛，调动学生的学习兴趣，能听懂任务要求，进行语言交流。

会唱教材中的歌曲，会说教材中的儿歌和绕口令。

二、能力目标：本册书的能力目标依据课标中的二级目标和教参的要求，主要要完成听、说、读、写、译、演、唱、音标拼读等项目标，培养学生的这几方面的能力。

听说读写的内容是本册书的钥匙上的所有单词、短语和句子，也包括对音标和音标词的掌握达到四会的要求。

对会话的要求达到三会要求，也包括语音中的句子。

认读、理解Part 4。

演和唱的内容是本册书的会话部分和兴趣活动部分。

三、情感目标：通过本册书的学习，养成良好的生活习惯，培养学生养成独立自主、关心家庭的生活习惯，培养学生如何待人处事，培养学生合理放置自己的生活物品的习惯。

四、文化意识：了解中外生活作息习惯的不同，了解超市的购物程序、标记及日常用语，了解一些中外的风土人情。

五、学习策略：在课堂教学中要有意识地对学生进行学习策略方面的指导，使学生能有一套适合自己的学习英语的策略。

包括学习的计划、目标和方法等。

而最重要的是对学生学习英语的方法的指导。

六、教学重点：四会的音标、单词、短语和句子，三会的会话、句子，音标的拼读，对第四部分的阅读和理解。

七、教学难点：音标的四会和拼读，单词、句子的四会，会话的认读和表演。

八、需要注意的问题：音标的读音一定要教准，学准，打好语音基础，并形成一定的能力。

本册教材的内容很多，一定要合理安排好课堂上的时间，加大练习，每一个知识点都要落实。

一定要注意四会的单词和句子，四会的单词还包括音标词。

《快乐英语》第六册教学进度表第一单元学习计划本册书较以往相比要求掌握的知识较多较难，对部分学生来说有一定的难度。

小学英语其他版本三年级下册 Unit 3 Let’s have a trip. Lesson 14

小学英语其他版本三年级下册Unit 3 Let’s have a trip. Lesson 14 教案（含反思）Unit 3 Let’s have a trip. Lesson 14 教学设计-辽师大版快乐英语三年级下册教材分析本课是辽师大版快乐英语第六册第三单元的第二课。

第三单元围绕“旅行”为主题展开教学活动。

旅行是现代小学生日常生活中不可缺少的话题，它贴近学生生活，有很强的实用性。

第14课是本单元的第二课，以长途旅行为主讨论去某地的交通方式，根据出行距离选择适当的交通工具并会用英语交流、表达自己的意见。

有了13课近处旅游的基础，同学们比较容易掌握本课的内容，从而表达自己的意见,根据实际情况选择交通工具。

学情分析授课对象是三年级的学生，对英语有一定的学习兴趣，本课与实际生活联系紧密，更容易吸引学生。

三年级是学生形成自信心的关键期。

他们非常在意别人的评价，从而建立并增强自信心。

在英语学习方面，优差差异已日趋显现，在课堂教学中，对优差学生有不同的要求及问题设置。

希望通过各种活动吸引差生的注意力，增强他们的自信心。

优生的英语各方面能力在课堂上有一定的提升，可以敢于说英语，乐于说英语。

教学目标英语课程标准旨在强调培养学生的综合语言运用能力。

根据学生的实际情况，我确定本课的教学目标如下：知识与技能：1.能听、说、读、写holiday、by plane、by car、by ship。

2.学会运用How do we go there 及答句。

3.能在实际生活中灵活运用本课对话。

过程与方法：1.通过我周末开车去超市进入Free talk环节，引导同学们周末经常去哪里及去的方式，使同学们在上课伊始就进入英语情境。

2. 通过我们的假期旅行来创设语言环境，激发学生思考，给学生进行大量的语言输入。

在讲解了本课的交通方式后，同学们通过有道词典来拓展单词，查一查你想知道的交通方式，提高学生的积极性，丰富学生的词汇。

3.通过问答方式操练重点句型，让学生在交流体验中充分感知、理解和运用所学句型。

白春茹Book6 Unit3 Lesson14

《快乐英语》三起Book6 Lesson 14 教案铁岭市清河区第一小学白春茹一、设计说明：1. 话题：How do we go there ? We can go by … .2．课题说明：本案例以一起第六册第三单元14课第一课时为教学内容，以单词、句型、对话教学为出发设计的教学案例3. 课时说明：本案例所需时间为40分钟。

4. 学生情况说明：本案例适合小学一起三年级的学生，以出行方式为话题，以激发学生学兴趣为出发点，对学生进行听、说、读、写等知识与技能方面的训练，以此来培养学生的综合语言运用能力和学生的观察、思维、应用和合作等各方面的能力。

二、教学目标与要求：知识目标：1. 能听、说、读、写：holiday , by plane ,by car ,by ship .2. 学会并运用 How do we go there ? We can go by...能力目标：能根据出行距离选择合适的交通工具，并能用英语正确表达。

情感目标：1. 使学生了解一些旅游知识，能灵活运用所学知识，为自己安排假期旅游计划。

2. 培养学生有礼貌地待人处事，认识合作的重要性。

3. 在听、说、读、写活动中训练学生的逻辑思维和快速反应能力。

通过师生、生生间的提问和回答，激发学生学习英语的积极性和主动性，体现英语的交际功能。

三、教学重点：1. 能正确听说读写介词短语：能正确运用句型 How do we gothere ? 及其答句 We can go by car / plane /ship...2. 能自然流利的用正确语调表达句子；四、教学难点：能根据出行距离选择合适的交通工具，并能用英语正确表达。

五、教学用具：单词卡片、图片、录音机、磁带、多媒体课件、六、教法与学法1. 情境教学法2. 直观任务教学法3. 交际法4. 视听法5. 合作学习法七、教学过程：Step 1 热身、复习1. 问候：Good morning ,boys and girls . Nice to meet you. How are you?2. 每课十问：1）What’s your name ?2）How old are you ?3）What class are you in ?4）Which school are you in ?5）What day is today ?6）What’s the weather like today ?7）What color do you like ?8）What’s 4 and 10 ?9）What’s your favorite class ?10）Are you in Class 2, Grade 3 ?3. 师生同唱英文歌曲“How do you go to school ?”4. 出示on foot/ by bike / by bus/ by train的图片，学生齐读。

快乐英语第六册全册教案4

快乐英语第六册全册教案4教学目标•通过本课学习，学生将能够掌握描述动物特征的词汇，以及使用形容词描述动物的外貌；•学生能够运用所学内容进行口头和书面的表达，谈论他们喜欢的动物。

教学重点•学习并掌握动物特征的词汇；•运用形容词描述动物的外貌；•练习表达喜欢的动物。

教学资源•教材：快乐英语第六册全册教学步骤第一步：导入新知识1.老师向学生展示一些动物的图片，并带领学生一起看图，引导学生用形容词描述动物的外貌特征。

第二步：学习新词汇1.老师向学生介绍一些常见的动物特征词汇，如大、小、长、短、高、矮等。

并带领学生用这些词汇描述不同动物的外貌特征。

第三步：学习新句型1.老师通过示范和练习引导学生学习如何用形容词描述动物的外貌。

例如：This is a big elephant. It has a long trunk.第四步：小组活动1.将学生分成小组，每组选择一只动物，讨论并描述这只动物的外貌特征。

第五步：合作活动1.将学生分成小组，让他们互相询问并回答关于自己喜欢的动物的问题。

第六步：操练和扩展1.将学生分成小组，进行操练练习。

每组选择一只动物，用所学的词汇和句型描述这只动物的外貌特征，并向全班展示。

第七步：总结和回顾1.老师总结本节课学习的重点内容，帮助学生回顾所学的词汇和句型。

教学反思本节课通过图片展示、词汇学习、句型练习以及小组活动，帮助学生掌握了描述动物外貌特征的词汇和句型。

通过合作活动和操练练习，学生得到了实际口语表达的机会。

通过小组展示和回顾总结，学生对所学内容进行了复习和巩固。

整体上，本节课的教学效果良好，学生积极参与，能够熟练运用所学的知识进行表达。

然而，在教学过程中，有些学生对于词汇的掌握程度较低，需要更多的操练机会来提高。

因此，在以后的教学中，需要更加有针对性地进行巩固练习，以确保学生的学习效果。

快乐英语第六册全册教案2-2

快乐英语第六册全册教案2 s: it’s…s: it’s…s: not at all.s:…s: me , too.s: ok.��) practice in pairs and introduce own timetable to the others with the new sentence patterns.��) write the sentence and make some new sentences on the english exercise books and blackboard.��) practice in pairs:s1: when do you… ？s2: i usually…��) open the books and turn to page 7, finish the “make a survey”.students read and answer.discuss david’s timetable above.��) the students listen to the recording and read the dialogue.��) start a role-play reading.��) perform the “learn to say”.��. consolidation and extension:the students talk about their timetables each other.blackboard designlesson 3when do you…i… at…i … early/lat e.look backthe students are good at making the new sentences.they understand the whole text very well.period planunit 1title: what do you do every day?time6lesson 3teaching aims��. consolidate the sentences and the dialogue of this lesson farther.��. understand the contents of “a joke” and answer the questions.��. enable the students to listen, say, read and write thephonetic symbols /ι/, /t/, /d/, /s/, /z/ and sum up the pronunciations of i, s, t, d in words.teaching tools��. the phonetic symbol and word cards.��. a tape-recorder and the text tape.key points��. understand the contents of “a joke” and answer the questions.difficult points��. enable the students to listen, say, read and write thephonetic symbols /ι/, /t/, /d/, /s/, /z/ and sum up the pronunciations of i, s, t, d in words.teaching processthe activities of the teacherthe activities of the students��.warming-up:��. simon says: get up…��. say a chant: i am happy. i’m so glad. i’m not happy. i’m so sad.��. free talk: hello! how are you doing? how do you feel?��.revision:��. look at the verb cards and say quickly: get up, have breakfast, go to school…��.hand on the verb cards, ask and answer one by one: when do you… ？i…��. select eleven students to recite the dialogue.��.presentation:t: oh, boys and girls. do you like jokes? today i have a joke for you. please read.��. a joke��) the students read the joke, then answer the questions below: what time is it now? where is billy?��) and the questions below:what time does the sun go to bed?what time does billy go to bed?。

快乐英语第六册Unit2《Lesson 10》英语教学案例

快乐英语第六册Unit2《Lesson 10》英语教学案例我这节课的教学内容是快乐英语第六册本单元重点学习有关超市购物方面涉及的实物、生活用品、文具用品、服饰、介词短语等，本单元的重点句型不仅要求学生能灵活运用，还要能书写造句。

为了使学生更好地掌握本课的学习内容，我将利用实物联系生活实际来教授，使教学内容更贴近学生的生活，激发学生的学习兴趣，提高学生参与语言活动的积极性。

根据本课重点、难点及新课标对三年级学生英语学习能力的要求，本课的教学目标我定为以下几方面：1、能听、说、读、写单词：notebook,cheap，on sale2、能熟练运用询问价格的句型：How much is it? It’s…yuan.3、能熟练地表演Learn to say 的内容并改编成小对话。

4、培养学生独立自主、关心家庭的生活习惯。

教学重难点：1、 Learn to say的课文及Try to use中询问价格的句型。

2、综合使用购物时用到的表达对物品的喜爱及询问价格的句型。

教师准备：录音机、实物新课标倡导学生是学习和发展的主体，小学三年级的学生在学习英语时有一定难度，因此如何在课堂中吸引学生的注意力，激发他们的好奇心、求知欲及充分激发学生的主动意识和进取精神就成了关键。

所以在教学过程中我联系实际，将练习与游戏相结合，使学生“在玩中学，在学中玩”，营造轻松、活泼的课堂气氛，有张有弛，循序渐进，引导学生积极主动地投入到学习活动中去。

具体步骤如下：一、组织教学复习知识，为新课做铺垫这一环节中主要通过师生对话，TPR活动来完成。

在这一活动中引导学生出示自己的文具并进行拼写练习。

二、创设情境呈现新课，学习本课单词及句型这一环节要完成两部分教学内容（一）Try to useTry to use部分主要学习本课的重点单词及句型，我通过学生文具盒中的文具和教师准备的笔记本引导出本课的句型，并在询问文具价格的过程中渗透本课的四会单词。

【配套K12】快乐英语第六册全册教案1

快乐英语第六册全册教案1第六册教案全册教学总目标一、知识目标：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。

音标：共有48个。

要求能听说读写和拼读。

句子：钥匙上的句子要求四会。

会话：达到“三会”的要求。

阅读理解：能认读、理解对话，并能正确回答文后的问题。

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Part4。

演和唱的内容是本册书的会话部分和兴趣活动部分。

三、情感目标：通过本册书的学习，养成良好的生活习惯，培养学生养成独立自主、关心家庭的生活习惯，培养学生如何待人处事，培养学生合理放置自己的生活物品的习惯。

四、文化意识：了解中外生活作息习惯的不同，了解超市的购物程序、标记及日常用语，了解一些中外的风土人情。

五、学习策略：在课堂教学中要有意识地对学生进行学习策略方面的指导，使学生能有一套适合自己的学习英语的策略。

包括学习的计划、目标和方法等。

而最重要的是对学生学习英语的方法的指导。

六、教学重点：四会的音标、单词、短语和句子，三会的会话、句子，音标的拼读，对第四部分的阅读和理解。

七、教学难点：音标的四会和拼读，单词、句子的四会，会话的认读和表演。

八、需要注意的问题：音标的读音一定要教准，学准，打好语音基础，并形成一定的能力。

本册教材的内容很多，一定要合理安排好课堂上的时间，加大练习，每一个知识点都要落实。

一定要注意四会的单词和句子，四会的单词还包括音标词。

《快乐英语》第六册教学进度表时间课程实际进度2—3.6Lesson1Lesson19—3.13Lesson2,3Lesson2,316—3.20Lesson4Lesson423—3.27Lesson5,6Lesson5,630—4.3Lesson7Lesson76—4.10Lesson8,9Lesson713—4.17Lesson1011Lesson8,920—4.24Lesson12,13Lesson101127—5.8Lesson14,15Lesson12,1311—5.15Lesson16,175.18—5.22Lesson18,195.25—5.29Lesson20,216.2—6.5Lesson22236.8—6.12GeneralRevision6.15—6.19Revision单元学习计划本册书较以往相比要求掌握的知识较多较难，对部分学生来说有一定的难度。

【范文】快乐英语第六册全册教案4

快乐英语第六册全册教案4periodplanunitTitleTime14Lesson7Teachingaims1.Tograspthepronunciationabout/a://∧/2.Toconsolitationthesentencepattern: whatdoyouwanttobuy?Iwant________. Toaskthestudentstounderstandthetext---ReadandthinkTeachingtoolstape-recorder,computer,TVkeypoints1.Tograspthepronunciationabout∕a:∕/∧/2.Toconsolitationthesentencepattern:whatdoyouwanttobuy?Iwant________.Difficultpoints3.Tograspthepronunciationabout∕a:∕/∧/1.Toaskthestudentstounderstandthetext---Readandthink. TeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudentsGreetings:Say“Hello”tothestudents.Revision:Askthestudentssomequestionstorevisethelessonandlett hemtobeactive.Eg:A:whatdoyouwanttobuy?B:Iwant________.Presentation:Tograspthepronunciation:carbustaxiPractice:Iwillhaveamatchtopracticethewords.Ishowthemthesewor dsandaskthemtoreadandwrite.Presentation:1.Askthestudentstolistentothetapeandreadafterit. 2.Askthestudentstotranslatethesentences.3.Askthestudentstoanswerthequestionsaboutthistext. Practice:1.Readthedialogueandanswerthequestionwiththenewsenten cepattern.2.Askthestudentstoactthedialogue.Homework:1.Tospellthenewwords2.Towritethesentenceswiththenewsentencepattern.3.Toreadthetext.BlackboarddesignLessonsevencarbustaxiLookbackTheygraspedthesepronunciationverywell.finishthestor y,andtellthestorytotheirparentsperiodplan unit Title Time15 Lesson8Teachingaims1.Tograspthenewwords:infrontofonbehindunder2.Tograspthenewsentencepattern: whereisthebird?Intheappletree.Teachingtoolstape-recorder,computer,TVkeypoints Tograspthenewwords:infrontof onbehindunderDifficultpoints1.Tograspthenewsentencepattern: whereisthebird?Intheappletree.Difficultpoints:2.Thepronunciationofthewords: infrontofonbehindunderTeachingprocessTheactivitiesoftheteacher TheactivitiesofthestudentsGreetings:Say“Hello”tothestudents.Presentation:3.A:Newwords:infrontofonbehindunder Askthestudentstomakeupsomephraseswiththesesentences ,forexample:“whereisthebird?Intheappletree..”andsoon.B:Newsentences:Askthestudentstoactandanswermyquestion:whereisthebird?Intheappletree.Toteachthemthissentence.AtlastIwillaskthemtoma keupsomesentenceswiththesentencepatterntoanswerthis question.Practice:Iwillaskthemtowritethesentencesaccordingtothepictur esonthebook.Presentation:1.Askthestudentstolistentothetapeandreadafterit.2.Askthestudentstotranslatethesentences. Practice:1.Readthedialogueandanswerthequestionwiththenewsenten cepattern.2.Askthestudentstoactthedialogue.Homework:1.Tospellthenewwords2.Towritethreesentenceswiththenewsentencepattern.3.Toreadthetext.BlackboarddesignLessoneightinfrontofonbehindunderwhereisthebird?Intheappletree.Lookbackthestudentstoread,sayandwritethewordsverywell.periodplan unit Title Time16 Lesson8Teachingaims1.Tograspthepronunciationabout:2.Toconsolitationthesentencepattern:whereisthebird?Intheappletree.3.Toaskthestudentstounderstandthetext---Readandthin kTeachingtoolstape-recorder,computer,TVkeypoints1.Tograspthepronunciationabout2.Toconsolitationthesentencepattern:whereisthebird?IntheappletreeDifficultpoints1.Tograspthepronunciationabout2.Toaskthestudentstounderstandthetext.TeachingprocessTheactivitiesoftheteacher TheactivitiesofthestudentsGreetings:Say“Hello”tothestudents.Revision:Askthestudentssomequestionstorevisethelessonandlett hemtobeactive.Eg:A:whereisthebird?B:_______.Presentation:Tograspthepronunciation:obookschoolPractice:Iwillpracticethewords.Ishowthemthesewordsandaskthem toreadandwriteatlastIwillaskthestudentstosayoutmore wordslikethese.Presentation:1.Askthestudentstolistentothetapeandreadafterit.2.Askthestudentstotranslatethesentences.3.Askthestudentstoanswerthequestionsaboutthistext. Practice:1.Readthedialogueandanswerthequestionwiththenewsent encepattern.2.Askthestudentstoactthedialogue.3.Askthestudentstodotheexercise:complete”lookandsay”Homework:1.Tospellthenewwords2.Towritetwosentenceswiththenewsentencepattern.3.Toreadthetext.BlackboarddesignLessoneightobookschoolLookbackAfterlearning,Ifoundthatthestudentscanunderstandthe textverywellandanswerthequestionsverycorrectly.periodplanunitTitleTime17Lesson9Teachingaims1.Tograspthenewwords:toothpastesoaptoweltoothbrush2.Tograspthenewsentencepattern:whereare_______?Theyare_____.Teachingtoolstape-recorder,computer,TVkeypoints1.Tograspthenewwords:toothpastesoaptoweltoothbrush2.Tograspthenewsentencepattern:whereare_______?Theyare_____Difficultpoints1.Toaskthestudentstograspandusethesentences:whereare_______?Theyare_____.2.Toaskthestudentstodescribesomebody’sactionwithnewsentencespatternsfreelyeachotherandma keupanewdialoguelikethetext.TeachingprocessTheactivitiesoftheteacher TheactivitiesofthestudentsRevision:Askthestudentssomequestionstorevisethesent encepattern.Presentation:A:Newwords:toothpastesoaptoweltoothbrushwhereare_______?Theyare_____. Askthestudentstomakeupsomephraseswiththesewords. B:Newsentences:Askthestudentstoactandanswermyquestion:whereare____ ___?Theyare_____.AtlastIwillaskthemtomakeupadialoguewiththesen tencepattern.Practice:Iwillaskthemtowritethesentencesaccordingtothepictur esonthebook.Presentation:1.Askthestudentstolistentothetapeandreadafterit.2.Askthestudentstotranslatethesentences. Practice:1.Readthedialogueandanswerthequestionwiththenewsent encepattern.2.Askthestudentstoactthedialogue.Homework:1.Tospellthenewwords2.Towritethreesentenceswiththenewsentencepattern.3.Toreadthetext.BlackboarddesignLessonninetoothpastesoaptoweltoothbrushwherearethebird?Theyare_____.Lookback Theycanmakeupanewdialoguewiththesentencesofthisless on.periodplanunitTitleTime18Lesson9Teachingaims1.Tograspthepronunciationaboutlettersir.e2.Toconsolitationthesentencepattern: whereare_______?Theyare_____.Teachingtools1.Tools:tape-recorder,computer,TVkeypoints2.Tograspthepronunciationaboutlettersoroor3.Toaskthestudentstounderstandthetext---Readandthink.Difficultpointswhereare_______?Theyare_____.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudentsGreetings:Say“Hello”tothestudents.Revision:Askthestudentssomequestionstorevisethelessonandlett hemtobeactive.Eg:A:whereare_______?B:Theyare_____.Presentation:Tograspthepronunciation:ir:birdgirle:letterPractice:Ishowthemthesewordsandaskthemtoreadandwrite.Andthen askthestudentstosayoutmorewordslikethese. Presentation:1.Askthestudentstolistentothetapeandreadafterit.2.Askthestudentstotranslatethesentences.3.Askthestudentstoanswerthequestionsaboutthistext.4.Askthemtoknowhowtorespecttheirparents. Practice:1.Readthestoryandanswerthequestionwiththenewsentenc epattern.2.Let’chant.Homework:1.Tospellthenewwords2.Towritethreesentenceswiththenewsentencepattern.3.Torecitethetext.BlackboarddesignLessonnineir:birdgirle:letterLookbackafterlearning,Ifoundthatthestudentscanunderstandthe textverywellandanswerthequestionsverycorrectly.。

【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.。

【K12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.。

【学习实践】快乐英语第六册全册教案4

快乐英语第六册全册教案4periodplanunitTitleTime14Lesson7Teachingaims1.Tograspthepronunciationabout/a://∧/2.Toconsolitationthesentencepattern: whatdoyouwanttobuy?Iwant________. Toaskthestudentstounderstandthetext---ReadandthinkTeachingtoolstape-recorder,computer,TVkeypoints1.Tograspthepronunciationabout∕a:∕/∧/2.Toconsolitationthesentencepattern:whatdoyouwanttobuy?Iwant________.Difficultpoints3.Tograspthepronunciationabout∕a:∕/∧/1.Toaskthestudentstounderstandthetext---Readandthink. TeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudentsGreetings:Say“Hello”tothestudents.Revision:Askthestudentssomequestionstorevisethelessonandlett hemtobeactive.Eg:A:whatdoyouwanttobuy?B:Iwant________.Presentation:Tograspthepronunciation:carbustaxiPractice:Iwillhaveamatchtopracticethewords.Ishowthemthesewor dsandaskthemtoreadandwrite.Presentation:1.Askthestudentstolistentothetapeandreadafterit. 2.Askthestudentstotranslatethesentences.3.Askthestudentstoanswerthequestionsaboutthistext. Practice:1.Readthedialogueandanswerthequestionwiththenewsenten cepattern.2.Askthestudentstoactthedialogue.Homework:1.Tospellthenewwords2.Towritethesentenceswiththenewsentencepattern.3.Toreadthetext.BlackboarddesignLessonsevencarbustaxiLookbackTheygraspedthesepronunciationverywell.finishthestor y,andtellthestorytotheirparentsperiodplan unit Title Time15 Lesson8Teachingaims1.Tograspthenewwords:infrontofonbehindunder2.Tograspthenewsentencepattern: whereisthebird?Intheappletree.Teachingtoolstape-recorder,computer,TVkeypoints Tograspthenewwords:infrontof onbehindunderDifficultpoints1.Tograspthenewsentencepattern: whereisthebird?Intheappletree.Difficultpoints:2.Thepronunciationofthewords: infrontofonbehindunderTeachingprocessTheactivitiesoftheteacher TheactivitiesofthestudentsGreetings:Say“Hello”tothestudents.Presentation:3.A:Newwords:infrontofonbehindunder Askthestudentstomakeupsomephraseswiththesesentences ,forexample:“whereisthebird?Intheappletree..”andsoon.B:Newsentences:Askthestudentstoactandanswermyquestion:whereisthebird?Intheappletree.Toteachthemthissentence.AtlastIwillaskthemtoma keupsomesentenceswiththesentencepatterntoanswerthis question.Practice:Iwillaskthemtowritethesentencesaccordingtothepictur esonthebook.Presentation:1.Askthestudentstolistentothetapeandreadafterit.2.Askthestudentstotranslatethesentences. Practice:1.Readthedialogueandanswerthequestionwiththenewsenten cepattern.2.Askthestudentstoactthedialogue.Homework:1.Tospellthenewwords2.Towritethreesentenceswiththenewsentencepattern.3.Toreadthetext.BlackboarddesignLessoneightinfrontofonbehindunderwhereisthebird?Intheappletree.Lookbackthestudentstoread,sayandwritethewordsverywell.periodplan unit Title Time16 Lesson8Teachingaims1.Tograspthepronunciationabout:2.Toconsolitationthesentencepattern:whereisthebird?Intheappletree.3.Toaskthestudentstounderstandthetext---Readandthin kTeachingtoolstape-recorder,computer,TVkeypoints1.Tograspthepronunciationabout2.Toconsolitationthesentencepattern:whereisthebird?IntheappletreeDifficultpoints1.Tograspthepronunciationabout2.Toaskthestudentstounderstandthetext.TeachingprocessTheactivitiesoftheteacher TheactivitiesofthestudentsGreetings:Say“Hello”tothestudents.Revision:Askthestudentssomequestionstorevisethelessonandlett hemtobeactive.Eg:A:whereisthebird?B:_______.Presentation:Tograspthepronunciation:obookschoolPractice:Iwillpracticethewords.Ishowthemthesewordsandaskthem toreadandwriteatlastIwillaskthestudentstosayoutmore wordslikethese.Presentation:1.Askthestudentstolistentothetapeandreadafterit.2.Askthestudentstotranslatethesentences.3.Askthestudentstoanswerthequestionsaboutthistext. Practice:1.Readthedialogueandanswerthequestionwiththenewsent encepattern.2.Askthestudentstoactthedialogue.3.Askthestudentstodotheexercise:complete”lookandsay”Homework:1.Tospellthenewwords2.Towritetwosentenceswiththenewsentencepattern.3.Toreadthetext.BlackboarddesignLessoneightobookschoolLookbackAfterlearning,Ifoundthatthestudentscanunderstandthe textverywellandanswerthequestionsverycorrectly.periodplanunitTitleTime17Lesson9Teachingaims1.Tograspthenewwords:toothpastesoaptoweltoothbrush2.Tograspthenewsentencepattern:whereare_______?Theyare_____.Teachingtoolstape-recorder,computer,TVkeypoints1.Tograspthenewwords:toothpastesoaptoweltoothbrush2.Tograspthenewsentencepattern:whereare_______?Theyare_____Difficultpoints1.Toaskthestudentstograspandusethesentences:whereare_______?Theyare_____.2.Toaskthestudentstodescribesomebody’sactionwithnewsentencespatternsfreelyeachotherandma keupanewdialoguelikethetext.TeachingprocessTheactivitiesoftheteacher TheactivitiesofthestudentsRevision:Askthestudentssomequestionstorevisethesent encepattern.Presentation:A:Newwords:toothpastesoaptoweltoothbrushwhereare_______?Theyare_____. Askthestudentstomakeupsomephraseswiththesewords. B:Newsentences:Askthestudentstoactandanswermyquestion:whereare____ ___?Theyare_____.AtlastIwillaskthemtomakeupadialoguewiththesen tencepattern.Practice: Iwillaskthemtowritethesentencesaccordingtothepicturesonthebook.Presentation:1.Askthestudentstolistentothetapeandreadafterit.2.Askthestudentstotranslatethesentences. Practice:1.Readthedialogueandanswerthequestionwiththenewsent encepattern.2.Askthestudentstoactthedialogue.Homework:1.Tospellthenewwords2.Towritethreesentenceswiththenewsentencepattern.3.Toreadthetext.BlackboarddesignLessonninetoothpastesoaptoweltoothbrushwherearethebird?Theyare_____.Lookback Theycanmakeupanewdialoguewiththesentencesofthisless on.periodplanunitTitleTime18Lesson9Teachingaims1.Tograspthepronunciationaboutlettersir.e2.Toconsolitationthesentencepattern: whereare_______?Theyare_____.Teachingtools1.Tools:tape-recorder,computer,TVkeypoints2.Tograspthepronunciationaboutlettersoroor3.Toaskthestudentstounderstandthetext---Readandthink.Difficultpointswhereare_______?Theyare_____.TeachingprocessTheactivitiesoftheteacherTheactivitiesofthestudentsGreetings:Say“Hello”tothestudents.Revision:Askthestudentssomequestionstorevisethelessonandlett hemtobeactive.Eg:A:whereare_______?B:Theyare_____.Presentation:Tograspthepronunciation:ir:birdgirle:letterPractice:Ishowthemthesewordsandaskthemtoreadandwrite.Andthen askthestudentstosayoutmorewordslikethese. Presentation:1.Askthestudentstolistentothetapeandreadafterit.2.Askthestudentstotranslatethesentences.3.Askthestudentstoanswerthequestionsaboutthistext.4.Askthemtoknowhowtorespecttheirparents.Practice:1.Readthestoryandanswerthequestionwiththenewsentenc epattern.2.Let’chant.Homework:1.Tospellthenewwords2.Towritethreesentenceswiththenewsentencepattern.3.Torecitethetext.BlackboarddesignLessonnineir:birdgirle:letterLookbackafterlearning,Ifoundthatthestudentscanunderstandthe textverywellandanswerthequestionsverycorrectly.。

快乐英语第六册 lesson 13

Pa行车乘公共汽车
on foot by bike by bus by train
乘火车
连词成句
1.have/ science/ in/ nature/ park/ let’s/ the/the . Let’s have the science class in the nature park. 2. can / we / how / get / there ? How can we get there ? 3. go / let’s / train / by . Let’s go by train .
你能用所学的句型编个小对话吗？
How can we …? Let’s go …
1、学习了四种去某地的方式： on foot , by bike , by bus, by train. 2、学习了句型：如何去某地？
How can we get to … ? 你怎么去…… （地点）？ Let’s go … 我们……（方式）去那儿。
Unit 3 Let’s have a trip lesson 13
任娜
train car bike
plane
ship
bus
on by
foot bike
by
bus
by
train
Where is it ? It’s…
How can we get there ？
Let’s go …
你能圈出你听到的交通工具吗？
Li Ming : Can we go by bike ?
Miss Lin : No. You’re too young .
Xiao Hui : We can go by bus . Students : Good idea ! We can’t wait . Miss Lin : Let ‘s go by train , OK ? Students : Hooray !

快乐英语第六册全册教案2

快乐英语第六册全册教案2教案概述本教案是针对快乐英语第六册的第二个单元而设计的，主要目标是让学生学习和掌握有关家庭成员的词汇，以及学会描述家庭成员之间的关系。

通过有趣的课堂活动和情境对话，激发学生的兴趣，提高他们的口语表达能力。

本教案适用于中级英语学习者，课程时长为45分钟。

教学目标1.学习家庭成员的英文表达，如父亲、母亲、兄弟等。

2.学习描述家庭成员之间关系的词汇，如爱、帮助、一起玩等。

3.能够运用所学知识，用英语进行简单的家庭成员介绍。

4.提高学生的听说能力，培养他们的团队合作精神。

教学准备1.教材：快乐英语第六册教材。

2.多媒体设备：投影仪、电脑。

3.教具：家庭成员的图片卡片、黑板或白板、彩色粉笔或白板笔。

教学步骤步骤一：导入 (5分钟)1.老师向学生问好，引导学生回顾上一节课学到的内容。

2.老师出示家庭成员的图片卡片，让学生快速说出对应的英文单词。

老师可以与学生一起完成这个活动。

步骤二：新知讲解 (10分钟)1.老师通过投影仪展示家庭成员的图片，引导学生学习和记忆这些词汇。

2.老师逐个介绍每个家庭成员，讲解其英文表达方式，然后让学生跟读几遍。

3.老师利用黑板或白板，写出家庭成员的英文单词，并让学生模仿写在自己的笔记本上。

步骤三：情境对话练习 (15分钟)1.老师将学生分成小组，每个小组由4-5名学生组成。

2.老师为每个小组分发一个情境对话卡片，上面写着描述家庭成员关系的词汇。

3.学生们在小组内互相扮演不同的家庭成员，通过对话展示他们之间的关系。

他们可以使用自己的创意，也可以根据卡片上的提示进行对话。

步骤四：展示与分享 (10分钟)1.老师要求每个小组派出一名代表，将他们小组的对话精彩片段展示给全班同学。

2.学生们进行角色扮演，表演情境对话。

3.全班同学观看展示并给予表演者鼓励和赞赏。

步骤五：练习和巩固 (10分钟)1.老师提供一些练习题，让学生巩固掌握的知识。

例如，学生们可以根据图片写出对应的家庭成员英文单词。

快乐英语第六册全册教案3

快乐英语第六册全册教案3 period plan unit 1title what do you do everyday?time7lesson 4teaching aims1. ask the students to read ,say and write the words: clean the classroom, play basketball, sweep the floor, play games. 2. ask them to grasp the new sentencesteachingtoolstape-recorder, computer, tv, word cardskey pointslearn to say and try to use, ask students to use freely.difficult pointsmaster the sentence; what do you do after school..... i play games.teaching processthe activities of the teacher the activities of the students1、sing a song：can you tell me what this is? 2、free talk. hello, boys and girls. how are you ? what’s this/that? can i have a look at your book/ pencil-box (3)presentation: a : new words: clean the classroom, play basketball, sweep the floor, play games b what do you do after school….. i play games. practice: i will ask the students to write the sentences on the book. presentation: 1. ask the students to listen to the tape and read after it. 2. ask the students to translate the sentences. practice: 1. read the dialogue and answerthe question with the new sentence pattern. 2. ask the students to act the dialogue. homework: 1. to spell the new words 2. to write three sentences with the new sentence pattern. 3. to read the textstudents sing the song with the teacher. talk freely. students follow to read several times . students make up some sentences and write it down. students listen to the tape and read after it. students to translate the sentences. act the dialogue. blackboard designlesson 4 clean the classroom, play basketball, sweep the floor, play gameslook backthey pay attention to the words phases and are interested in them.period plan unit 1title what do you do every day?time8lesson 4teaching aims1.to grasp the pronunciation about letter 2. to consolitation the sentence pattern. 3. to ask the students to understand the text --- read and think.teaching toolstape-recorder, computer, tv, word cardskey points1. to grasp the pronunciation about letter 2. to consolitation the sentence pattern. difficult pointsto ask the students to understand the text --- read and thinkteaching processthe activities of the teacherthe activities of the studentsgreeting: say “hello” to thestudents. revision: ask the students some questions to revise the lesson and let them to be active. eg: a: hello,________. what are you doing? b: i’m__________. presentation: to grasp the pronunciation:t i practice: i will have a match to practice the words. i show them these words and ask them to read and write. presentation: 1. ask the students to listen to the tape and read after it. 2. ask the students to translate the sentences. 3. ask the students to answer the questions about this text. practice: homework: 1. to spell the new words 2. to write three sentences with the new sentence pattern.greetings students answer some questions. students practise the pronunciation. students to listen to the tape and read after it. translate the sentences. students answer the questions about this text. 1. read the dialogue and answer the question with the new sentence pattern. 2. ask the students to act the dialogue. blackboard designlesson 4 what about yuan yuanlook backthey grasp the pronunciation about letter and consolidation the sentence pattern. the students understand the text --- read and think. period plan unittitletime9lesson5teaching aims1. ask the students to read ,say and write the words: every day, do homework, read books, every week 2. ask them to grasp the sentences: do you do homework every day? yes, i do. teachingtoolstape-recorder, computer, tv, word cardskey pointslearn to say and try to use, ask students to actout the dialogue difficult pointshow to act out the dialogueteaching processthe activities of the teacher the activities of the students1、greeting ：how are you ?2、free talk. hello, boys and girls. let us talk about “what do you do after school?” 3 presentation: a : new words: every day, do homework, read books, every week b do you do homework after school….. yes, i do .. practice: i will ask the students to write the sentences on the book. presentation: 1. ask the students to listen to the tape and read after it. 2. ask the students to translate the sentences. practice: 1. read the dialogue and answer the question with the new sentence pattern.2. ask the students to act the dialogue. homework: 1. to spell the new words 2. to write three sentences with the new sentence pattern. 3. to readthe textstudents greeting with teacher. studentsdiscuss the topic. students follow to read several times and play games to practice the pronunciation.“open and close the door./low and high voice…” . students make up some sentences and write it down. read the dialogue and answer the question act the dialogue. blackboard designlesson 5 every day, do homework, read books, every week look backperiod plan unittitletime10lesson 5teaching aims1.to grasp the pronunciation about letter a/k/g 2. to ask the students to understand the text --- read and think. and answer the question. teaching toolswords cardskey pointsunderstand and translate the textdifficult pointsmaster the pronunciation very wellteaching processthe activities of the teacher the activities of the studentsⅰ.warming-up: sing a song together; . free talk: hi, children. good to see you. how is it going? ⅱ.revision: ⅲ.presentation: t: look at the picture.what happened? let’s read and answer. ⅰ. read and think ⅰ) i will direct the students to read the text, encourage them to put some questions to me. ⅱ) i will put the easy questions to them: what does david do on weekend? does liugang want to go to the park on theweekend? ⅲ) read the text. i will ask students to answer the questions. ⅱ. listen, match and read ⅰ) i will show the phonetic symbol cards of /k/, /g/, /b/, the students read them one by one. ⅱ) show the phonetic symbol cards of /k/, /g/, /d/ , coach them to pronounce. ⅲ) write the phonetic symbols on the exercise books. ⅳ) show the phonetic symbol words: /k/, /g/, /d/ ,and lead them to read aloud the words. then try to spell the words. ⅴ) broadcast the recording of the rhyme, homework：write the phonetic symbols on the exercise books. students sing and talk freely students make up some new words and read aloud. students read and also answer these questions. students read and write the phoneticsymbols.blackboard designlesson 5 cat cap dad baglook backperiod plan unittitletime11lesson 6teachingaims1.to revise the words of this unit 2. to revise the sentence pattern of this unit 3.to revise the pronunciation of this unit teaching toolstape-recorder, computer, tvkey pointsthe words of this unit and the sentence pattern of this unit difficult pointsthe pronunciation of this unit teaching processtheactivities of the teacher the activities of the studentsgreetings: say hello to the students revision: a: revise the verbs: ask the students to have a dictation b: revise the sentences: ask them to make up a dialogue with the sentence pattern . practice: 1.do exercise three on page 13: listen write and say ask them to read and retell this part. 2. ask them try to do this on page 13 homework: ask their parents to have a dictation with the students. the students do the right action. students write the words .and the sentences. the students do and write this part.blackboard designlesson 6 look backthey have a good dictation to revise the words, phrases and sentences. they can master the words very well.period plantitletime12lesson 6teaching aimsto revise the pronunciation of this unit . to revise the text of this unit teaching toolstape-recorder, computer, tvkey pointsto revise the pronunciation of this unit . to revise the text of this unit difficult pointsthe same to the important pointsteaching processthe activities of the teacher the activities of the studentsgreetings: say “hello” to the students. revision: 1. have a dictation torevise the words, phrases and sentences. 2. to revise the pronunciation of this unit. practice: 1.do exercise 2: play and learn 2.do exercise 4: unit assessment homework: to write something like part one of this lesson blackboard designlesson 6 early to bed, early to rise. makes you heathy and wise.look backi had an exam in this lesson and some students grasped this unit very well. but some are bad so i will give them some help after class.period plan unittitletime13lesson 7teaching aims1.ask the students to read ,say and write the words: milk bread fruit vegetable 2.ask them to grasp the sentences:what do you want to buy ? i want ________. teaching toolstape-recorder, computer, tv key points1. teach them the words: milk bread fruit vegetable 2. teach them the sentences: what do you want to buy ? i want ________. difficult pointsask them to grasp and use these phrases in their daily lives: what do you want to buy ? i want ________. teaching processthe activities of the teacher the activities of the studentsgreetings: say “hello” to the students. revision: ask the students some questions to revise the lesson and let them to be active. presentation: a:1. newwords: milk bread fruit vegetable 2..i will tell them: hi, boys and girls, please look at the picture and guess what are they ? what do you want to buy ? ask the students to look at the picture and teach them the new words, and in this part i will teach them “i want to buy some milk … b: new sen tence : what do you want to buy ? i want ________. when i finish teaching the new words, i will show them a picture and then ask the students a question: “what do you want to buy ?” , let them say: “i want ________.” (write it on the blackboard) and then show them another picture, then i will let them ask each other. at last i will ask them to make up some sentences with the sentence pattern. practice: i will ask the students to write the sentences on the book. presentation: 1. ask the students to listen to the tape and read after it. 2. ask the students to translate the sentences. practice: 1. read the dialogue and answer the question with the new sentence pattern. 2. ask the students to act the dialogue. homework: 1. to spell the new words 2. to write three sentences with the new sentence pattern. 3. to read the text. blackboard designlesson seven milk breadfruit vegetable what do you want to buy ? i want ________. look backthe students understood these sentences and they can use in their daily life.。