快乐英语六年级下册全册教案（三年级起点）

《快乐英语》六年级

下册教案

全册教材教学总目标

1使学生获得一些英语的感性知识，激发学习英语的兴趣，掌

握基本的英语交际用语,培养学生初步运用英语进行交际的

能力。

2培养学生一定的语感，为学生打下良好的语音语调和书写基

础。

3培养学生学习英语的自觉性，使学生养成良好的学习习惯。

遵循英语教学规律，寓思想教育于语言教育之中，促进学生

良好品德的形成。适时介绍中外文化差异，尽力使学

生感兴趣。培养学生创新精神和实践能力，努力为学生的终身

发展奠定语言基础和思想基础

教学进度表

实际进

周次月/日教学内容课时

度

Lesson

13月1-6日Lesson1-Lesson231-Lesso

成

Lesson

29-13日Lesson2-Lesson332-Lesso

ill

Lesson

316-20日Lesson4-Lesson534-Lesso

n5

Lesson

423-27日Lesson5-Lesson635-Lesso

n6

530-4月3日Lesson7-Lesson83Lesson7

Lesson

64月6-10日Lesson8-Lesson938-Lesso

哂

LessonLesson

713-17日3

10-Lessonll10

LessonLesson

820-24日3

Il-Lessonl211

LessonLessonl

927-30日3

13-Lessonl42

LessonLessonl

105月4-8日3

14-Lessonl52

Lesson

1111-15日3

16~Lessonl7

Lesson

1218-22日3

17-Lessonl8

1325-29日Revision

146月1-5日Revision

158-12日Revision

1615-19日Revision

1722-26日Revision

1829-7月3日Revision

197月6-10日Revision

第一单元教学目标及分析

单元教学1.学会并运用会话。

目标2.形容词比较级及最高级的运用。

3.会唱首英文歌曲并进行表演。

4.能用所学内容对人物或事物进行描述。

5.熟练认读音标并尝试运用音标拼读单词。

单元重点本单元重点学习一些形容词及他们的比较级和

及注意事最高级。

项教师借助实物等直观教具，运用多种教学手段分

解难点，以活动为途径，渗透任务型学习，让学

生体验语言，实践语言，运用语言。同时进行写

作训练，深化巩固所学知识。

情感策略1.了解一些西方礼仪，体会西方人的幽默。

文化目标2.拓展学生的文化视野。可以向学生简单介绍

harrypotter,thebiggestanimalonthe

land,..

单元课时12课时

安排

periodplan

Title:whichisbigger?1

UnitlTime

Lesson1

1.Askthestudentstape-recorder,

Teachintoread,sayandTeachcomputer,

gwritethewords:ingTV,wordcards

aimsthickthinheavy-tool

lights

2.Askthemtograsp

thesentences:my

bookisthick,yours

isthin.

AdjinLearntosayMasterthe

Keyandtrytouse,askDiffiesentence"my...

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

points

Teachingprocess

TheactivitiesoftheTheactivitiesofthe

teacherstudents

1、Singasong：canyouStudentssingthesongwith

tellmewhatthisis?theteacher.

2、Freetalk.

Hello,boysandgirls.

Howareyou?WhafsTalkfreely.

this/that?CanIhavea

lookatyourbook/

pencil-box...

3Presentation:

A:Newwords:thick

thinheavylight

T①：Boysandgirls,look,S®：Abook/A

thereisaboxonmydesk.pencil-box...?

Guess,whatisinit?

T：Yes.Itisabook.Look,

thisismybook.MybookStudentsplaygamesto

isthick.rememberthenewwords.

（出示一本厚书）YourCloseandopenthedoor.

bookisthin.YoursisSimomsays...

thin.

AftercomparisiontoaskStudentsdothe

studentsunderstandthegestures:thin,thick,

meaning.heavy,light.

Studentsfollowtoread

Thesamewayofteachingseveraltimes

<4heavy,lightlistenand

act：teachersaythe

words..Studentsmakeupsome

sentencesandwriteit

T（拿出刚才的两本书）：down.

Mybookisthick.Yours

isthin.

AtlastIwillaskthem

towiththesentence

pattern.T：Whatbookdoesthegirl

Practice:have?

IwillaskthestudentsS：HarryPotter.

towritethesentencesT：Whatbookdoestheboy

onthebook.have?

Presentation:S：Ane-book.

1.Askthestudentsto

listentothetapeand

readafterit.

2.Askthestudentsto

translatethe

sentences.

Practice:

1.Readthedialogueand

answerthequestion

withthenewsentence

pattern.

2.Askthestudentsto

actthedialogue.

Homework:

1.Tospellthenew

words

2.Towritethree

sentenceswiththenew

sentencepattern.

3.Toreadthetext

Blackboarddesign

Lesson1

thickthinheavylight

mybookisthick,yoursisthin.

LookTheylearnthisclassverywell.Andunderstandthe

batextwell.

ck

periodplan

Title:whichisbigger?2

UnitlTime

Lesson1

1.Tograspthetape-recorder,

TeachinpronunciationaboutTeachcomputer,

gletteringTV,wordcards

aims2.Toconsolitationtool

thesentences

pattern:mybookis

thick,yoursisthin.

3.Toaskthe

studentsto

understandthetext

--Readandthink.

1.TograsptheToaskthe

KeypronunciationaboutDiffiestudentsto

pointsletterultunderstandthe

2.Toconsolitationpointstext--Read

thesentenceandthink

pattern.

Teachingprocess

TheactivitiesoftheTheactivitiesofthe

teacherstudents

Greeting:SayGreetings

“Hello”tothe

students.studentsanswersome

Revision:Askthequestions.

studentssomequestions

torevisethelessonand

letthemtobeactive.Studentspractisethe

Eg:A:Hello,_______.pronunciation.

Whatareyoudoing?

B:Vm_________.

Presentation:

Tograspthe

pronunciation:ti

Practice:

Iwillhaveamatchto

practicethewords.I

showthemthesewords

andaskthemtoreadandstudentstolistentothe

write.tapeandreadafterit.

Presentation:

1.Askthestudentstotranslatethesentences.

listentothetapeandstudentsanswerthe

readafterit.questionsaboutthis

2.Askthestudentstotext.

translatethe

sentences.1.Readthedialogueand

3.Askthestudentstoanswerthequestionwith

answerthequestionsthenewsentencepattern.

aboutthistext.2.Askthestudentstoact

Practice:thedialogue.

3.finishthepart5

Homework:

1.Tospellthenew

words

2.Towritethree

sentenceswiththenew

sentencepattern.

Blackboarddesign

Lesson1

Lighterthan

Biggerthan

LookTheygraspedthepronunciationverywellandthey

baallcanrecitethetextinPart5.

ck

periodplan

Title:whichisbigger?1

UnitlTime

Lesson2

1.Askthestudentstape-recorder,

Teachintoread,sayandTeachcomputer,

gwritetheingTV,wordcards

aimswords:bigger,tool

smaller,longer,s

shorter

2.Askthemtograsp

thesentences:my

ropeislongerthan

yours,yoursarmsare

longerthanmine.

1.letthemmastertheAskthemto

KeynewwordsandnewDiffiegraspanduse

pointssentences.ultthesephrasesin

2.learntosaypartpointstheirdaily

1.lives

Teachingprocess

TheactivitiesoftheTheactivitiesofthe

teacherstudents

Greeting:Say

“Hello"totheStudentsGreetingwith

students.theteacher.

Revision:AsktheAndrevisiontogether.

studentssomequestions

torevisethelessonand

letthemtobeactive.

Presentation:Studentsplaygamesto

Anewremember.

words:Openandclosethedoor

bigger,smaller,longeClapthecards

r,shorterDotheoppositegestures.

*

B:Newsentence:

myropeislongerthan

yours,yoursarmsareStudentslearntheNew

longerthanmine.sentences,

WhenIfinishteachingReadaloudandwriteit

thenewwords,teachthedown.

Newsentences:

(writeitonthe

blackboard)Andthen

showthemthemeaning,Studentstrytomakeup

thenIwillletthemtheNewsentencesby

askeachother.themselves.

AtlastIwillaskthem

tomakeupsome

sentenceswiththe

sentencepattern.

Practice:

IwillaskthestudentsStudentslistenreadand

towritethesentencesfindouttheanswers.

onthebook.

Presentation:

1.Askthestudentsto

listentothetapeand

readafterit.Studentsactthe

2.Askthestudentstodialogue.

translatethe

sentences.

Practice:

1.Readthedialogueand

answerthequestion

withthenewsentence

pattern.

2.Askthestudentsto

actthedialogue.

Homework:

1.Tospellthenew

words

2.Towritethree

sentenceswiththenew

sentencepattern.

3.Toreadthetext

Blackboarddesign

Lesson2

bigger,smaller,longer,shorter

Myropeislongerthanyours.Yoursarmsarelongerthan

mine.

Looktheygraspedthesentencesandthenewwordsvery

bawellandtheycanasksomequestionswiththenew

cksentences.

periodplan

Title:whichisbigger?2

UnitlTime

Lesson2

1.Tograspthetape-recorder,

TeachinpronunciationTeachcomputer,TV

g2.Toconsolidatetheingwordcards.

aimssentencepattern.tool

s

UnderstandthepartDothepairwork

Key4(read,guess,andDiffie

pointsmatch)ult

points

Teachingprocess

TheactivitiesoftheTheactivitiesofthe

teacherstudents

Greeting:Say"Hello”Greetingwithteacher

tothestudents.

Revision:AsktheStudentsgoontestand

studentssomecorrettheanswereach

questionstoother.

revisethe

lessonandlet

themtobe

active.

Haveasmall

testabouttheStudentsreadforseveral

newwordsandtimes.

thenewSingalstudentread,other

sentences.follow.

Presentation:

1.TeachershowtheStudentsdothispartby

pronunciationandleadthemselves.

studentstoread.

2.readguessandmatch.

3.pairwork.

Homework:

1.Tospellthenewwords

2.Towritethree

sentenceswiththenew

sentencepattern.

Blackboarddesign

Lesson2

Bookgoodlook

Look

ba

ck

periodplan

Title:whichisbigger?1

UnitlTime

Lesson3

1.Askthestudentstape-recorder,

Teachintoread,sayandTeachcomputer,TV

gwritethewords:ingwordcards

aimstaller,shorter,tool

younger,olders

2.Askthemtograsp

thesentences:Iam

tallerthanyou.you

areolderthanme.

1.letthemmasterActoutthe

KeythenewwordsandDiffiedialogueinpart

pointsnewsentences.ult1.

2.learntosaypartpoints

1.

Teachingprocess

TheactivitiesoftheTheactivitiesofthe

teacherstudents

First,warm-up

1,SinganEnglishsong.

2,Freetalk.

3,guidethestudentsto

studytwocoursesbefore

sentencehadbeentalking

toeachother.

Second,newlesson

teaching

a.Trytouse

1,T(calledonestudentto

cometoUnits):Hi,boysS:Youaretall.

andgirls.Lookatus.WhoT:Whoisshort?

'stall?S:...isshort.

T(thefaceofthestudents

tousegestures

presentation):SoI'm

tallerthanyou.You're

shorterthanme.Produce

asentencecard,teachers

modelreading,students

followtoreadtaller,

shorter.Andguidethe

studenttosay:Pm

shorterthanyou.You*re5,completethebookonTry

tallerthanme.touseinpractice,

2,betweenthepracticeinter-exchangetable.

patternstable.6,thefirstbooktodo

3,thesamelawteachActivity4titlewithFillin

olderandyounger.theforms,thenwrite

4,toproduceteachingsomethingaboutyouand

wallchartstoenableyourfriend.

studentstoplaytherole

ofoneoftofirst-person

toneforpracticepatterns.

b.Learntosay

1,T(askstudentssome

questions):Areyouthe

shortestinyourfamily?

Isyourfathertheoldest

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

Studentstoanswerthe跟读.

abovequestions.3,tounderstandtexts,to

T:Iknowsomethinganswerquestions.

aboutyourfamily.Now4,sub-roleofreadingtexts.

lefsgoandmeetbilly*s

family.(Toproduce

teachingandallow

studentstoreadawall

charttoanswer

questions)Whoistaller,

BillyorMom?Whois

oldest/tallestinBilly's

family?

Three,tostrengthenand

extend

Toallowstudentsin

accordancewiththetext

content,thecreationof

situationaldialogue

corresponding

performance,teachers

canprepareanumberof

animalheaddressor

Blackboarddesign

Lesson3

taller,shorter,younger,older

Iamtallerthanyou.youareolderthanme.

Looktheygraspedthesentencesandthenewwordsvery

bawellandtheycanasksomequestionswiththenew

cksentences

periodplan

Title:whichisbigger?2

UnitlTime

Lesson3

1.Tograspthetape-recorder,

Teachinpronunciation.Teachcomputer,TV

g2.Toconsolitationingwordcards

aimsthesentencetool

pattern:s

3.Toaskthestudents

tounderstandthe

text

1.TograsptheUnderstandread

KeypronunciationDiffieandthink

points2.Understand(readult

andthink)andanswerpoints

thequestions.

Teachingprocess

TheactivitiesoftheTheactivitiesofthe

teacherstudents

Greeting:Say

“Hello"totheStudentsGreetingwith

students.theteacher.

Revision:AsktheAndrevisiontogether.

studentssomequestions

torevisethelessonand

letthemtobeactive.

Eg:A:Hello,________.

Whatisshedoing?

B：Sheis

*Studentsreadby

Presentation:themselves.

Tograspthe

pronunciation:

Practice:

Ishowthemthesewords

andaskthemtoreadand

write.Andthenaskthe

studentstosayoutmore

wordslikethese.Studentslistentothe

tapeandreadafterit.

Presentation:Translatethe

1.Askthestudentstosentences.

listentothetapeandAnswerthequestions

readafterit.aboutthistext.

2.Askthestudentsto

translatethe

sentences.

3.Askthestudentsto

answerthequestions

aboutthistext.

4.Askthemtoknowhow

torespecttheir

parents.3.writesomethingonPage

Practice:7

1.Readthestoryand

answerthequestion

withthenewsentence

pattern.

2.Askthestudentsto

retellthestory.

Homework:

1.Tospellthenewwords

2.Towritethree

sentenceswiththenew

sentencepattern.

3.Torecitethetext.

Blackboarddesign

Lesson3

Letmehelpyou.

Waitaminute.

LookTheyunderstandthetextverywell.

ba

ck

periodplan

Title:whichisbigger?1

UnitlTime

Lesson4

lOnecanunderstand,Textwallcharts,

TeachinwillsayandspelltheTeachWritingcase

gwordsunmooningTaperecorders,

aimsbrighterstrongertooltapetexts

fathers

2canunderstand,

wouldsaytherewould

bereadandwrite

sentenceswhichiser

theer?

3tocorrectuseof

dialogueintermsof

day-to-day

communication,of

causeIt'sTheisthe

estofthethree

Teachingaclassareunderstand,

KeyabletocorrectlyfocusDiffiewouldsaythere

pointsonlistening,speaking,ultwouldberead

readingandwritingpointsandwrite

sentencesWhichis..sentenceswhich

er?Theisertheer

orthe?Theiser?

requirestudentsto

createsituations

graduallylistening,

speaking,readingand

writingnewwords.

Teachingprocess

TheactivitiesoftheTheactivitiesofthe

teacherstudents

Greeting:betweenstudentsgreeting

betweenteachersand

students,Review

teachersandstudentsstudentsanswer

toproducecomparative

Writingcase

presentation:

T:mypencilboxisbiggerStudentsSolitairesentence

thanyours.Yoursisreviewbythestudyof

smallerthanmineknowledge

Second,anewlesson

chanttointroducenew

courses

T:WellLefsdoand

chantisjustoneside

summedupthestudents

topracticethesentenceOnetwothree

patterns,whileusingtheWhichisbigger?

projectorElephantisbigger

MiriamplayedchantWhichIsshorter

content.'Sisshorter

Whichistaller?

Whichisfaster?

Threenewcoursesteaching

ATrytouse

LAccordingtoone

pictureisthanSay

strongerstudytoproduceYaoMingistallerthan

NBAstarsShaquilleo'neill.YaoMingistaller

O'NealandYaoMingof

thepicture.

ThisisO'neiH.Thisis

YaoMingWhichistaller

o'neilorYaoMing?

ButwhichisstrongerO

'neillorYaoMing?

2teachingstronger

stronger

3theorywhichisstronger

ofneillorYanMing?6studentstodiscussTryto

O'neillisstronerusethepicture,andthen

thanYaoMing.O'neillisbookonWritingsentences,

strongercommunicatewitheach

Writingontheotherinspectiontable.

blackboardwhichis

Stronger

4withthelawprofessor

fasterbrighter

5studytheconsolidation

ofsentencewhichiserthe

orthe?Theteacher

explainedthatwhenthe

twosidesspeak

Wellawareoftheobject

thancannotbesaidthanThreerecordings,imitating

thetoneofvoice,

Blearntosay

1toproduceawallchart,5studentsreadthe

referstothesunonthedialogue,please

screenwhatisthein6studentsinpairsfree

English?Teachsunandpractice,performinga

itshomophonedialogue.

son,aprofessorwiththe

Lawmoonearth

2toproducethesun,the

moontheEarthpicture.

Whichisbiggerthesun

ortheearth?Whichis

biggertheearthor

themoon?

4understandthe

dialogue,toexplainThe

sunisthebiggestofthe

three.

Four,tostrengthenand

extend

Onewithelephantcat

monkeystrongerplane

traincarfastercopyingof

textsmade

Homework:

1textrecordinglectures,

readingaloud,

performingadialogue

2makesentenceswith

ligherfastershorter.

Blackboarddesign

Lesson4

sunmoonbrighterstrongerfather

Looktheygraspedthesentencesandthenewwordsvery

bawellandtheycanasksomequestionswiththenew

cksentences

periodplan

Title:whichisbigger?8

UnitlTime

Lesson4

i.ReviewanduseThephonetic

Teachinthephrases:getup,eatTeachsymbolandword

gbreakfast,gotoschool.ingcards.

aimsii.Performthetool.A

“Learntosay”stape-recorder

skillfullyandadaptit.andthetexttape

iv.Understandthe

contentsofthe"Read

andthink“andanswer

thequestions.

Performthe"LearntoUnderstand

Keysay”skillfullyandDiffiethecontentsof

pointsadaptit.ultthe“Readand

pointsthink”and

answerthe

questions.

Teachingprocess

TheactivitiesoftheTheactivitiesofthe

teacherstudents

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

domorningexercises.

Teacherleadthem;ii.Playagame:•,,says:

Gotobed./•••

Studentstalkfreely.

iii.Freetalk:

Hi,children.Goodto

seeyou.Howisitgoing?Everybodyshowsown

II.Revision:timetableandintroducesit

eachother.

Thisismytimetable.Iget

upat

IILPresentation:

T(Showthepictureof

thereadandthink):Look

attheboy.He'scallinghis

uncle.Lookathisuncle.

Ishehappy?Ss:No,he'snothappy.

T:Yes.What

happened?Lefsreadand

answer.

i.Readandthink

i)Iwilldirectthe

studentstoreadthe

text,encouragethemto

putsomequestionsto

me.

ii)Iwillputtheeasy

questionstothem:

WhereisJoe

now?

Whereishis

unclenow?

iii)Readthetext.Iiv)Thestudentslisten

willputthehardertotherecordingandread

questionstothem:aloudit

Whafsthetime

inBeijing?

Whafsthetime

inNewYork?

v)Explainthetime

differencebetweenChina

andAmerica.

ii.Listen,matchand

read

i)Iwillshowthe

phoneticsymbolcards

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

studentsreadthemone

byone.

ii)Showthe

phoneticsymbolcardsof

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

pronounce.IV.Consolidationand

iii)Writetheextension:

phoneticsymbolsonthePerformthe"Readand

exercisebooks.think”

iv)Showthe

phoneticsymbolwords:

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

themtoreadaloudthe

words.Thentrytospell

thewords.

v)Broadcastthe

recordingoftherhyme,

*

*

V.Homework:

i.Copythephonetic

symbolsandphonetic

symbolwords.

ii.Readaloudthe

rhymelyrically.

Blackboarddesign

Lesson4

sunmoonbrighterstrongerfather

Looktheygraspedthepronunciationandthenewwords

baverywellandtheycananswersomequestions.

ck

periodplan

Title9

unitTime

Lesson5

l.Tograspthenewtape-recorder,

Teachinwords:tallest,highest,Teachcomputer,

gcleverestingTV

aims2.Tograspthenewtool

sentencepattern:s

Whoistheoldest

inourclass?

Ithinkbillyisthe

oldest.

TeachthestudentstheLetstudents

Key4esfforms.andexplainDiffieunderstandthe

pointstheusage.ult4esfusageinthe

pointsdailylife.

Teachingprocess

TheactivitiesoftheTheactivitiesofthe

teacherstudents

Greetings:SayhellotothestudentGreetings

thestudents

Revision:Askthethestudentsanswerthe

studentssomequestionsquestions.

accordingtothepicture

torevisethesentence

pattern.

Presentation:Studentsmakeupsome

A:Newwords:sentencesandreaditfor

tallest,highest,cleveresteveryone.

Askthestudentsto

makeupsomesentences

withthesewords,for

example:

Whoistheoldestin

ourclass?Studentsmakeuptheirown

Theteachercorrectdialogue

them.

B:Newsentences:

Askthestudentstoact

andanswermyquestion:

“Whoistheoldestin

ourclass?

Ithinkbillyistheoldest.”

Toteachthemthis

sentence.AtlastIwillaskStudentsfinishthispartand

themtomakeupacorrecttheiranswers.

dialoguewiththe

sentencepattern.

Practice:

IwillaskthemtoStudentsreadandactthe

writethesentencesdialogue.

accordingtothepictures

onthebook.

Presentation:

1.Askthestudentsto

listentothetapeandread

afterit.

2.Askthestudentsto

translatethesentences.

Practice:

1.Readthedialogue

answerthequestionwith

thenewsentence

pattern.

2.Askthestudentstoact

thedialogue.

Homework:

lT.ospellthenewwords

2T.owritethreesentences

withthenewsentence

pattern.

3T.oreadthetext.

Blackboarddesign

Lesson5

Whoistheoldestinourclass?

Ithinkbillyistheoldest.

LookTheymasterthenewwordsveryfreelyandalso

baremembertheirpresenttense.

ck

periodplan

unitTitleTime10

Lesson5

l.Tograspthetape-recorder,

Teachinpronunc