PEP小学英语六年级下册英语教案(全册)

PEP小学英语六年级下册英语教案(全册)（精选14篇）由网友“李四还没睡醒”投稿提供，下面是小编帮大家整理后的PEP小学英语六年级下册英语教案(全册)，希望对大家有所帮助。

篇1：PEP小学英语六年级下册英语教案(全册)

PEP小学英语六年级下册英语教案(全册)

Unit 1 How tall are you? 第一课时 一、教学目标与要求： 1． 能够听、说、读、写形容词的比较形式：taller, stronger,  older, younger 和 shorter. 2． 能够用句型：I’m……cm tall. He/ She’s ……cm tall. 描述自己和他人的身高。 3． 能够用句型 You’re taller than your brother. I’m older than you. 进行年龄和身高的比较。 4． 能够听懂教师的指令，按不同年龄、身高排队，并用所学语言进行表述。   二、教学重、难点分析 1．重点是能够听、说、读、写A Let’s learn 部分五个形容词的比较级形式；并能用含有比较级的 句型替换关键词进行问答。 2．难点是能够听、说、读、写四会单词；并能根据某一情境使用含有形容词比较级的句型替换关键词进行问答。长度单位cm的完整形式centimeter的发音也是本课的教学难点。   三、课前准备 1． 准备主情景图的教学挂图。 2． 准备录音机、本课时的录音带。 3． 准备A Let’s learn 的单词卡片。 4． 准备测量身高和体重的工具。   四、教学步骤 1． Greetings Hello, boys and girls . Happy New Year. And nice to see you again. How are you? Now, after a term, I thin you know much better about your teachers. Who’s you music teacher? What’s he/she like? 引导学生用学过的形容词thin, short, tall, old, young, funny, strong, kind 来描述这位老师。 当问到学生Who’s your English teacher?时，根据学生的回答She’s tall. 2． 师出示测身高与体重的量器，提问学生：How tall am I , do you know? Guess? 帮助学生用句型Are you ……cm tall? 来猜。师用up 和down 帮助学生猜出确切的数字。 3． 师请出猜中自己身高的学生，问： How tall are you?帮助他/她测量身高，引导该学生说：I’m……cm tall。 然后师说： ……is taller than me. 或I’m taller than……来结束该游戏。 4． 板书测量的学生的身高，师尽量用手势帮助学生理解以下句子：A is tall. B is taller than A. C is taller than B. D is taller than C. 然后板书并领读tall-taller 。 5． 师请出三名较强壮的学生模仿健美动作，并做比较说： You’re strong. He’s stronger than you. 并板书领读strong-stronger 6． 师在黑板上列出家人的年龄，介绍说：My mother is 44, My father is 46. He is older than her. My aunt is younger than my father, but she is older than my mother. How old is she? 然后板书old―older 和 young-younger , 让学生回答问题。 7． 放Let’s learn部分的录音，学生听录音跟读。 8． Let’s play 师贴出4-5个学生图像，描述各人情况，发指令： Line up from younger to older. Line up from shorter to shorter. 9．Let’s chant. 放录音学生跟读。 10．学生做活动手册的配套练习。   第二课时 一、 教学目标与要求 1． 能够听、说、读、写四会掌握句子：How tall are you? I’m 164cm tall. You’re shorter than me. You’re 4cm taller than me. 并能在情景中正确运用。 2． 能够听懂Let’s try 部分的录音并选出正确的选项。   二、 教学重难点 重点与难点是四会掌握句型：How tall are you? I’m 164cm tall. You’re shorter than me. You’re 4cm taller than me.   三、 课前准备： 1． 准备录音机和本课时的录音带。 2． 准备测量身高和体重的数据。   四、 教学步骤 1． Warm up 2． Let’s chant. 3． 放Let’s try 部分的录音，学生听录音，圈出录音材料所描述的大象。 4． 师：I’m 167cm tall. You’re taller than me. I’m shorter than you. How tall are you?该生回答：I’m 168cm tall. 师接着说：Oh, you’re 1cm taller than me.然后板书这组对话并重点领读最后一个句子。 5． 师：How old are you, then? 生: I’m 14. 师补充：He’s 14 years old. I’m 28 years old. I’m 14 years older than xxx. 再询问几个学生的年龄，并作比较。 6． 学生年Let’s talk 部分的对话，师放录音，学生跟读。 7． 学生两人一组朗读对话。 8． 学生做活动手册的配套练习。   第三课时 一、教学目标与要求 1．能够听懂、会说Let’s read 部分的对话并完成填充句子的练习，特别是能看懂、会朗读句子：I think the little monkey is only 40cm tall. The monkey is shorter but you are funnier. 2．能学唱本单元歌曲。   二、教学重难点 1． 重点是使学生能够充分理解、正确朗读对话。 2． 难点是学生能看懂、会朗读句子: I think the little monkey is only 40cm tall. The monkey is shorter but you are funnier.   三、课前准备 1． 准备录音机和本课时录音带。 2． 师准备两张宠物狗的图片。 四、教学步骤 1． Warm up 跟唱本单元Let’s chant 的歌谣。 学唱本单元歌曲My pets. 2． 师：The little girl has two pets. What are they? 生: A dog and a cat. T: Yes. I have two pets too. Let’s have a look . What are they? S: They are dogs. 3． T: Yes, I have a black dog and a brown dog. Are they cute? Which dog is taller? Which dog is stronger?学生看图回答。 4． T： The black dog is taller than the brown dog. It’s 80cm tall. The brown dog is 55cm tall. And its tail is longer than than the brown dog. Its tail is about 28cm long. But the brown dog is stronger than the black dog. I like the brown dog. It’s funny. It’s funnier than the black dog. Which dog do you like? 5． 师再出示一张小猴的图片，说：Look at the monkey. What do think of it? 帮助学生回答：It is funny, too.师接着问Which one is funnier, the dog or the monkey? 帮助学生表达自己的看法，如：I think the monkey is funnier. 6． 师引出课文：Ben is watching monkeys at a zoo with his father now. What are the monkeys like? Which monkey does Ben like? et’s read the dialogue. 7． 学生听录音，理解对话，完成填充句子练习。师检查。 8． 放录音，学生跟读。 9． 学生做活动手册配套练习。 第四课时 一、 教学目标与要求： 1． 能够听、说、读、写形容词的比较级形式：heavier, longer, thinner, bigger和smaller. 2． 能够灵活准确地运用以上形容词比较描述人物和动物的特征差异。 3． 能够完成Let’s play部分的活动并在活动中相应的语言正确表达。 4． 能够理解story time中的故事。   二、 教学重难点 1． 重点是四会掌握五个形容词的`比较形式。 2． 难点是掌握以下形容词比较级的构成方式：heavy―heavier, thin―thinner, big―bigger.   三、 课前准备 1． 准备录音机、B Let’s learn 和 C Story time 部分的录音带 2． 准备本课的教学挂图和单词卡片。 3． 准备一个汽球，一段弹力皮筋和一组对比明显的人物图片。   四、 教学步骤 1． Warm up 放本单元Let’s chant 录音，学生和着录音吟唱， 师与生对话：T: How tall are you?   S: I’m 160cm tall.   T: I’m 168cm tall. You’re shorter than me. You’re 2cm shorter than me. 2. 师拿出一个气球，请一名学生帮忙吹，“Please make it big.” 师带领全班学生跟随学生吹气球的节奏喊：Bigger, Bigger, Bigger！呈现该单词。然后师拿着已经吹大的气球，一点一点放出空气，说: Smaller, Smaller, Smaller!呈现并领读这两个单词。 3．师拿出一段皮筋，一边拉长，一边说：longer, longer, longer! 接着慢慢放松皮筋说：shorter, shorter, shorter!然后呈现并领读这两个单词。 4． 师拿一叠作业本：I have many books. They are heavy. 师一本一本往上加时说：heavier, heavier, heavier! 领读该词，请学生再次确认从heavy 到heavier的词尾变化。 5． 师出示一组有强烈对比效果的图片，教学heavy, thin, thinner.师出示图片说:look , The boy is heavy. He wants to be thinner. So he does exercises everyday and eats less meat. He is thin after three months. He keeps doing exercises. He is thinner after another three months. 然后呈现thinner. 6． 放录音，学生跟读单词。 7． Let’s play 8． Story time 9． 学生做活动手册本部分的配套练习。 第五课时 一、教学目标与要求： 1． 能听懂、会说并能书写句型：“How heavy are you? I’m 48kg. I’m thinner than you and shorter.”并能在情景中正确运用。 2． 能够完成Pair work 中的调查任务。 3． 能够完成Let’s try 部分听录音选图片并填充句子的练习。 4． 能够了解Good to know部分的内容。   二、教学重、难点分析 1. 重点是能够询问、回答有关体重、身高、脚的大小尺寸、头发的长度等问题并能书写相关句型。 2. 难点是四会掌握句型以及单位词。   三、课前准备 1．准备录音机和本课时的录音带。 2．准备一把软尺和一把称。   四、教学步骤 1． Let’s sing。 2．放Let’s try的录音，学生听录音，填充句子并选出相应的图片。 3．师说：The boy’s pencil is 15cm. How about your pencil? How long is your pencil? 学生测量自己的铅笔并回答。师再举例练习，如: How long is your English book/ Chinese book?  师接着拿着软尺并附与动作说：How long is your leg？  叫几名学生上台测量，并板书句子：    How long is your leg？ 85cm. 师接着继续量脚并说：My feet is 27cm. I wear size 35. How big is your feet? 学生明白后回答。 师板书句子并带读：How big is your feet? I wear size …… 5． 师放对话的录音，学生跟读。学生分成两大组练习对话。 6． 学生做活动手册本部分的配套练习。     第六课时 一、 教学目标与要求： 1． 能够听、说、认读Let’s read 部分的内容，特别是能听、说、认读单词

篇2：pep小学六年级上册英语教案全册

pep小学六年级上册英语教案全册

pep小学六年级上册英语教案全册 Unit 1 How Do You Go There? 第一课时教学设计   第一课时  一、教学目标与要求  1．能够听、说、读、写短语：on foot，by bike，by bus，by train。  2．能够听、说、认读短语：by plane，by ship，by subway。  3．能用句子“How d0 you go to school? How do you go to Canada／…?”来替换 询问别人的出行方式；并能够用句子“I go by…”进行回答。  4．听懂、会吟唱Lets chant的歌谣。  5． 帮助学生了解交通规则，并在生活中自觉遵守交通规则。  二、教学重点、难点分析  本课时的教学重点和难点是掌握四会短语和A Lets learn部分中运用某种交通工具去某地的表达法，并能替换关键词进行问答。  三、课前准备  1．教师准备Lets start部分和主情景图的教学挂图。  2．教师准备录音机和本课时的录音带。  3．教师准备A Lets learn部分的单词卡片。  四、教学步骤  1．热身(Warm-up)  (1)复习副词：always，usually，often，sometimes，never的读音与词义。  T: When do you get up?/ When do you go to school?...(引导学生用always，usually，often，sometimes回答)  (2)T：Today I go to school on bus. I usually go to school on foot. 教师利用肢体动作帮助学生理解句子意思。 T：What about you? Do you go by bike or by bus? Do you go on foot? Or by car? 师生之间自由会话，引出几种常见的交通方式。 引导学生看本课Let’s start部分的标图并回答问题。  2．预习(Preview)  (1)Lets chant  教师放本课Lets chant部分的录音，唱到on foot时，全班跺跺脚；唱到by Car／bike／bus／plane／train的时候，学生做出相应的动作。然后教师根据歌谣内容随机出示Lets learn部分的单词卡片加深学生印象，全班学生再跟录音边唱边做一遍。  3．新课呈现(Presentation)  Lets learn  (1)教师做动作，自问自答：“How do I go to school? I go to schoolby bike．”并在黑板上写下：by bike。教师再重复刚才的句子并问某一学生： What about you? How do you go to school? 教师帮助学生说出完整的句子：“I go to school by…”并将相应的.短语写在黑板上。  (2)看短语贴卡片游戏  教师依次出示画着不同交通工具的短语卡片，让学生迅速地贴在黑板上的“by”短语旁边，教师领读短语和句子“l go to school by...”  (3)“快速反应”游戏  教师说出某个短语，如：by bike，让学生做相应的动作并说出句子，如：I go to school by bike．  (4)教师拿出刚才学生可能没有提到的交通工具的图片，如：by plane／subway/ ship／boat等，呈现和练习这些短语。然后指着课本上的配图问：“What can you see in the pictures?”注意引导学生理解“地铁”的含义：“Its an underground railway in a city．It travels very fast．”教师领读新学短语。  (5)学生听录音，跟读Lets learn部分的内容。教师注意纠正学生的语音、语调  (6)教师引导学生进行单词的拼读竞赛。可空出单词中的元音字母让学生填写,也可打乱组成单词的字母的顺序，让学生重新排序，组成单词。  (7)Lets play  教师请学生说一些地点，比如：school，Beijing，the US，the moon等；教师鼓励学生大胆想象出行方式和所去地点。然后学生两人结对进行句型操练，一人问“How do you go to Beijing／the USA／the moon?”另一学生给出答案：“I go by train/plane／spaceship．”   4．巩固和延伸(Consolidation and extension)  (1)Main scene  教师引导学生看主情景图，说出其中表现的交通方式。学生多能说出：on footby bike，by subway。如有学生问及小丑骑的独轮车以及幼儿骑的三轮儿童车教师可补充说明那分别是unicycle和tricycle；而自行车bike的另一说法：bicycle，意为两轮车。  (2)学生做Lets learn部分的活动手册配套练习；教师指导学生规范书写。新学伊始，教师非常有必要对学生重申一下书写的要求。  (3)学生背诵并抄写四会单词；   (4)学生预习c Lets sing部分的歌曲。  五、课后反思           第二课时 一、教学目标与要求  1．能听、说、读、写四会掌握句子：“How do you go to school? Usually I go to schoolon foot．Sometimes I go by bike．”并能在情景中正确运用。  2．能够表述自己以何种方式上学并简单陈述原因，如：Usually I go to school by bus  because its fast．  3．能够听董Lets try的录音内容并选出正确选项。掌握Let’s talk and read and write部分的句型。  4．学会调查和统计、分析数据，并能表示出来。  二、教学重、难点分析  1．本课时的教学重点是听、说、读、写句型：How do you go to school? Usually  Sometimes I go by…  2．本课时的教学难点是学生书写四会句子并能简单陈述选择某种交通方式上学的原因。  三、课前准备  1．教师准备录音机和本课时的录音带。  2．教师准备本单元A Lets learn部分的单词卡片。  3．教师课前在黑板上画出空白柱状图，用于统计班内学生上学方式的调查  4．学生每人准备一张卡片，画一个印象最深刻的交通标志。  四、教学步骤和建议  1．热身(Warm-up)  T: “Good morning! How do you go to school today? What about you? Do you go by bus，too?”然后学生复习Lets chant部分的歌谣。  2．预习(Preview)  (1)教师出示单词卡片，提问：“How do you go to school?”学生根据图片内容回答：“I go to school by…”师生会话直到班级里大部分学生能够准确说出图中交通工具的名称以及该句型。然后学生两人一组练习句型：“How do you go to school? I go to school by…”   (2)Lets try   3．新课呈现(Presentation)  Lets talk  (1)教师放课文录音，之前向学生提出问题：“How does Sarah go to school? listen．”学生听后模拟Sarah来回答问题。  (2)学生跟读录音，然后两人一组替换句型中的关键词练习对话。  (3)Group work  T：“How do I go to school，do you know? Ask me，please!”然后教师在黑板上画一辆自行车、一辆公共汽车和一辆计程车的图案，并分别在后面两图旁标当地的价格，如：l yuan，7 yuan，回答说：“Usually I go to school by bike。because its good exercise．Sometimes I go by bus，because its cheap．It costs l yuan. Sometimes I go by taxi，because its fast，but its too expensive．It costs 1o yuan．  教师让学生四人一组，了解同学用何种互方式上学，并鼓励学生简单阐述原因，如：My home is near．Its fast．Its cheap．good exercise．…  (4)Let’ read 学生四人小组阅读，并完成课后练习。  (5)听录音，跟读。教师对学生人有疑问的地方讲解。  4.巩固和延伸(Consolidation and extension)  (1)学生回家调查父母及其他亲戚的上班方式，写一篇小作文。  (2)找出peak/beat/team/deal/pig/big/tin/dish的读音之间的区别。  五、课后反思       第三课时  一、教学目标与要求  1．能够充分理解并正确朗读对话，能完成文后回答问题的练习。  2．能够了解辅音，/p／，/b/，/t/，/d／与元音/i:/，/i/的发音规则.   3．了解Good to know部分的内容，能够辨认常见的交通标志，如：Crossway，No entry，No bikes，Turn right和No left turn。  二、教学重、难点分析  1．本课时的教学重点是学生能够充分理解并正确朗读对话。  2．本课时的教学难点是如何指引他人在不同地点换用不同的交通工具到达某一  三、课前准备  1．教师准备

篇3：pep小学三年级上册英语教案全册

pep小学三年级上册英语教案全册

Unit 1  hello 教学目标 第一课时 1、听懂、会说 Hello./Hi . Goodbye./Bye-Bye. Im ...。 2、通过创设见面打招呼、自我介绍以及道别等情景，让学生学会见面打招呼、自我介绍及道别的日常用语。 3、培养学生乐于开口,敢于开口讲英语的习惯，激发学生想学、乐学英语的兴趣和愿望。 第二课时 1、进一步巩固打招呼、自我介绍及道别用语，能在不同情景中准确运用。 2、能够听说、认读 crayon, pencil, pen, eraser, ruler,并能用英语介绍文具。 3、进一步培养开口能力，初步了解一些课堂用语。 第三课时 1、给每一个学生起英文名字，通过学生自己动手制作英文名卡，进一步激发他们的学习兴趣，从而逐步培养学生运用所学语言独立做事情的能力。 2、学唱英文歌曲 Hello 让学生复习和巩固所学语言。 第四课时 1、初步学习询问对方的姓名及回答的用语Whats your name? My name is...，使学生能听、会说此交际用语。 2、学习另一种表达道别的说法：See you. 3、初步了解欢迎语Welcome! 第五课时 1、学习有关学校及学习用品的词汇：school, bag, book, pencil-case, sharpener通过听听做做的活动，让学生练习并运用所学的词汇。 2、了解一些简单的指示语，要求学生能听懂并按照指令做出相应的动作。 第六课时 1、本课时通过听力练习，检查学生对本课所学内容掌握的情况。 2、通过有节奏、有韵律的歌谣，让学生进一步复习和巩固本单元所学的词汇。 教学建议 第一课时 （1） 教材分析：在本课时主要学习见面打招呼、自我介绍及道别用语Hello./Hi . Goodbye./Bye-Bye. Im ...。为此，教师为学生创设见面打招呼、自我介绍以及道别等情景，使学生了解英语常用用语以及使用环境。教学中，除让学生听懂以上日常用语以外，还应让学生敢说、会说。学生对于打招呼和道别用语Hello./Hi . Goodbye./Bye-Bye. 的发音比较熟悉，而对于自我介绍用语Im ...的发音不容易到位，学习起来较难，教师要适时纠正，切不可挫伤孩子的学习积极性。 （2） 教法建议：通过聊天、讨论还可以让学生了解一些学习英语的作用和意义。可利用教科书开始的蝴蝶页Welcome to English 的彩图，为学生呈现我们生活中已经会说或较熟悉的词汇如 CD, VCD, DVD, OK! Hi! Yeah! Wow! Bye! Cartoon, Mickey等等来激发学生想学英语的兴趣。引导学生自主学习变要我学为我要学。教师在讲授本课的打招呼、自我介绍及道别用语时，可以先给学生播放卡通片，了解所学语言运用的环境。在巩固操练时，教师可采取交谈的方式与学生聊天，用英语和他们打招呼、自我介绍，并告知Hello./Hi是英语中常用的打招呼用语，甚至让学生自己说说这些语言都运用在哪些情景中。教师还可用击鼓传花、角色扮演等游戏来练习。最后教师可引导学生创设生活情景，实现真正的语言交流。 第二课时 （1） 教材分析：本课时主要学习5个有关文具的单词crayon, pencil, pen, eraser, ruler。单词是学生身边常用的物品，学习起来贴近生活，易产生学习兴趣。通过 Show me your...的指令，练习并运用这些单词。 （2） 教法建议：本课时主要学习5个单词crayon, pencil, pen, eraser, ruler， 单词是学生熟悉的文具。根据学生年龄特点，采用活动性教学课件导入和全身动作反应法(Total Physical Response)巩固的方法。活动性教学课件容易吸引学生的注意力，当学生注意力集中于某种事物时记忆力很强，对于学生理解知识的含义和记忆知识都有利。全身动作反应法（TPR）则通过听听做做，刺激大脑皮层，进一步激活记忆，巩固知识。如pencil 一词，教师说英文，下指令 Show me your pencils, please 学生根据所听单词，做出相应的反应。当学生较好掌握单词的基础上，可增加活动的动感性和速度，采用竞赛的形式进行。将学生分为两大组，每组各派一个选手，教师说词，选手跑步，快速到讲台找到所听词的图片，并举区图片大声读出，这样即为胜利，为本组加一分。之后，在换另一名选手进行。 第三课时 （1） 教材分析：本课时在制作英文名卡的基础上学唱英语歌曲Hello，歌词是学生学过的打招呼用语，简单而又活泼，学生在轻松、生动、愉悦的情景中学唱歌曲，即复习巩固了所学语言，又提高了兴趣，使知识、语言、运用三结合。 （2） 教法建议：本课时是给每一个学生起英文名字，促他们感受英语。教学中还通过让学生自己动手制作英文名卡，进一步激发他们的学习兴趣。在教师用英语讲述制作步骤的同时演示制作过程，为学生创设一定的语言环境，教学过程中也逐步培养学生运用所学语言独立做事情的能力。 第四课时 （1）教材分析 本课时是通过情景对话，让学生学习如何用Whats your name?询问对方的姓名并就询问做相应回答。了解别人姓名是认识、了解一个人的第一步，句型的学习有它特别的实际意义。对于刚开始学习英语的学生，彼此了解一下英文名字十分必要，符合学生认知规律。同时学习的另一种表达道别法：See you 也是生活中常用语，同Goodbye 用法相同，且运用广泛。 Welcome! 是表示欢迎的`用语，发音有难度，教师要因势利导，适时鼓励。教师同时可介绍一下英语中有许多单词是一词多意，在不同情景中表示的意义不同。Welcome 还有不必表示感谢的意思，当对方说Thank you. 谢谢的时候，通常可以回答 You are welcome. 表示不用谢或不客气。学生在此简单了解一下即可，教师可在今后多说多用，起到引导、表率的作用。 （2）教法建议 教师可从生活入手，融话语教学于情景表演之中，让学生亲身实践，通过玩游戏来进一步巩固Lets talk 中的会话，同时学习欢迎语Welcome! 教学中，教师要注意全体学生的参与，鼓励所有学生用英语询问对方的姓名并就别人的询问做相应回答。利用上一课时所做得名卡导入新课，通过模仿、跟读的方法学习句型。在初步学习句型之后，利用听录音和做操练等活动巩固句型。最后，在边玩边练的时候，学习欢迎用语Welcome! 第五课时 （1）教材分析 pencil-case, book, sharpener, bag, school, 是本课时主要学习的5个有关学校及学习用品的词汇。教学同时让学生听懂一些简单的指示语Open the pencil-case. Close the book. Show me your sharpener. Carry the bag. 等句子。通过理解Open Close 两个词的含义，扩展练习Open your books. Close your pencil-cases.等。并按照指令做出相应的动作，以便今后在教学中学生能理解、执行。 （2）教法建议 单词pencil-case, book, sharpener, bag, school,是学生身边常接触的内容，学习起来贴近生活，易产生学习兴趣。教学时与第二课时的单词综合在一起练习，通过Show me your…的指令和Lets do 的活动，练习并运用这些单词。教学时可将卡通人物用手偶的形式出现，让学生和这个卡通人物比一比，谁理解的又快又准。教师带上卡通人物的手偶，让一名学生下指令，手偶和学生们进行比赛，教师示范后可让学生亲自戴上手偶，练一练、比一比。 第六课时 （1）教材分析 本课时是对一个单元所学内容较综合的练习，其中包括听力练习和歌谣的学习。歌谣是以I have…句型为主，包括所学文具的单词。通过有节奏、有韵律的歌谣，让学生进一步复习和巩固本单元所学的词汇；通过听力练习，边听边圈，检查学生对本单元所学内容的掌握情况。 （2）教法建议 学习歌谣的目的是活跃学习气氛，感受语音语调，服务语言的学习。因此，先让学生整体感受，教学中可略讲词意，逐步跟唱。 教学设计示例 第一课时教学设计方案 题目：Unit One Hello 教学重点：本部分主要是见面打招呼、自我介绍及道别用语的会话学习，使学生在不同的情景中听懂、会说 Hello./Hi . Goodbye./Bye-Bye. Im ...。 教学难点：自我介绍用语Im …的发音不容易到位，学习起来较难，教师要适时纠正，切不可挫伤孩子的学习积极性。 教具准备： 1教材相关人物的面具或头饰 2为Lets play中的击鼓传花游戏准备相应的道具 3教材相配套的录音带 教学过程： 1． 热身 (Warm-up) （1）先给学生播放卡通片，了解所学语言运用的环境。内容为迪士尼英语中第一课的片段（Magic English----Hello）学生在他们喜爱的卡通节目中了解、学习打招呼用语Hello./Hi ，边看卡通边说英语。学习语言的同时，了解语言所用的环境，兴趣与语境同时创设，学习与兴趣同时存在。[本部分内容根据各校情况可自行改变，用图片来代替，或直接进入下一环节。] （2）通过看卡通片告诉学生卡通一词的发音是由英语单词Cartoon一词的发音直接翻译过来的。在现实生活中，我们还有许多的类似之处，有时我们甚至直接用英语的单词来代表某物如CD, VCD, DVD等等。 （3）由于学生是第一次正式接受英语课的学习，教师可在此基础上采取交谈的方式与学生讨论一下英语的作用以及学习英语的意义。不妨请学生说说他们在现实生活中已经了解的英语单词或日常用语。利用教科书开始的蝴蝶页Welcome to English 彩图中呈现的我们生活中学生已经会说或较熟悉的词汇如 CD, VCD, DVD, OK! Hi! Yeah! Wow! Bye! E-mail, Cartoon等词来激发学生学习兴趣与学习愿望。 2． 呈现新课 (Presentation) （1）在学生初步了解打招呼用语后，教师播放本课的歌曲 Hello的录音，自然引出师生之间的打招呼。 T: Hello, boys and girls. Ss: Hello. （2）教师利用这个机会及时向学生介绍自己Hello, Im …/Hi, Im … （3）教师还可带上Sarah的头饰介绍Hello! Im Sarah. /Hi ! Im Sarah.（教师在示范时，应定要用手势语言辅助学生理解。对于初学者来讲，体态语言和手势语可帮助他们理解和记忆，因此教师要适时利用手势和动作甚至表情来配合教学。） （4）给学生带上Sarah, Chen Jie, Mike, Wu Yifan的面具或头饰，扮演这些人物到讲台前说Hello! Im … （5）听录音，放投影；或通过录像，VCD来展示Lets talk部分的教学内容 3．趣味操练 (Practice) （1）游戏 玩Lets play中的游戏击

篇4：pep小学五年级上册英语教案全册

pep小学五年级上册英语教案全册

教学计划 一、 内容分析：本学期使用教材是《九年义务教育六年制小学教科书英语（第五册）》（PEP  PRIMARY  ENGLISH  STUDENTS’  BOOK 5）,本册教材分为六个单元，两个复习单元。 内容安排 单元 题目 话题 Unit 1 My new teachers Appearance ; character Unit 2 My days of the week ? Subjects ; weekend  activities Unit 3 What’s your favourite food ? Food and drink Recycle 1     Unit 4 What can you do ? Housework Unit 5 My new room ? Room ; furniture Unit 6 In a nature park Nature things Recycle 2     本册教材强调语言的运用，注重能力的培养，突出了兴趣的激发，重视双向交流，融合学科内容，重视灵活扩展，实现整体设计。   二、班级情况分析     三、主要教学目标： 1、  能听、说、读、写92个单词或短语以及13组句子和9个单句。（包括教师、课程、食物、家务劳动、居室家具和自然景物等几个话题）要求能在真实语境中正确运用并呢感读懂简短语篇。 2、  能听、说、认读16个单词。 3、  能学会6个手工制作。 4、  能听懂、会唱8首歌曲。 5、  能听、说、吟唱12首歌谣。 6、  能完成6个自我评价活动。 7、  能听懂6个幽默小故事。 8、  能了解6项简单的中西方文化知识。   四、提高教学质量措施： 1、  融会话教学与情景表演之中 2、  巧用实物、头饰、卡片、chant 等来帮助进行单词教学。 3、  利用读写课等时间对学生进行单词书写的指导。 4、  注意词汇的呈现方式   教 学 进 度 表 周次 起讫日期 教材内容 备注 1 8.31―9.6 Unit 1           国庆节                           元 旦     2 9.7―9.13 3 9.14―9.20 4 9.21―9.27 Unit 2 5 9.28―10.4 6 10.5―10.11 Unit 3   7 10.12―10.18 8 10.19―10.25 9 10.26―11.1 Recycle 1 10 11.2―11.8 Unit 4 11 11.9―11.15 12 11.16―11.22 Unit 5 13 11.23―11.29 14 11.30―12.6 Unit 6 15 12.7―12.13 16 12.14―12.20 Recycle 2 17 12.21―12.27 18 12.28―.1.3 总复习19 1.4―1.10 20 1.11―1.17 21 1.18―1.24       Unit 1  MY NEW TEACHERS   第一课时 教学目标与要求 1、能听、说、认、读，并理解本课的五个新单词：young, heavy, old , funny, kind； 2、能掌握句型：Who’s your…? What’s he /she like? 并能在具体的语境中运用； 3、培养学生热爱、尊敬老师的情感。 教学建议 Ⅰ.Warm-up 1、Show a picture of some classrooms. (采用图片或CAI的形式呈现，根据不同学校的条件 而定) Music room /Art room /Computer room / Lab 2、点击CAI，各个教室出现不同的老师或继续采用图片的形式：将各个教师贴到相应的 教室里。 Who is he/she? He /She ‘s our Music / Art / Computer / Science teacher. 3、根据以前学过的描述人物的形容词，结合呈现的教师自编一个CHANT，营造课堂气 氛，激发学生的积极性，同时也为下面引出新词作铺垫。 Chant: Tall, tall, tall, Computer teacher. is tall.   Short , short ,short , Science teacher. is short.   Thin , thin ,thin , Art teacher. is thin.   Fat , fat ,fat ,Music teacher. is fat.   Funny , funny, funny ,they’re so funny! II. Presentation 1、采用CAI 的形式设计一位转学来校就读的新朋友:Zip让他做一个有趣的动作. T: This is Zip, he is…. S: Funny! T: Yes, he is funny, do you like him ? This term he will be our new classmate. 2、CAI点击Zip，让Zip自己介绍：Hello! I’m Zip .I’m glad to be your new classmate. This is a picture of my former school.(CAI出示主情景图) 3、CAI: Zip介绍自己的老师： (a) Look! This is my math teacher (教师拿出一本数学书解释).He’s tall and thin. T: Who is your Chinese teacher?  Zip假装听不清，教师适时让全班学生一起问他：Who is your Chinese teacher? T：Miss Zhang. What’s she like?  (学生read，教师用态势语帮助学生理解)Can you tell me ? Ss: He’s short and fat! Zip: Yes, he’s short and heavy .  (read 用夸张的的体态语描述)Practice: “heavy”. (出示一些卡通胖人物的图片：Zoom, Zhu Bajie , etc) (b) Ss：(教师启发学生问) Who is your music teacher and who is your art teacher? Zip：Guess ! Ss guess. Ss: What’s he /she like ?(compare)   Zip: She is young and he is old(长着胡须). (read) Practise: T:I ’m old ,you are young. 让学生逐个说：I’m young , you are old. (c) Ss :Who is your computer teacher? Zip：M r Li. T：(出示这位老师和蔼可亲的笑脸)What’s he like? Ss: He’s…(让学生随意描述,之后教师导出kind) 播放常识老师悉心辅导Zip的一个片段，Zip：My Science teacher is kind ,too. T: Let’s see, in our school, who is kind? Am I kind? Practise: My …teacher is kind./ XX is kind.(让学生说说自己的老师和同学) Ⅲ. Practice/Consolidation ●活动设计①：Make a new chant. (CAI) My grandma is old, my mother is young. My father is tall, my little brother’s short. Zoom is heavy, Zip is funny. They are all very kind. And I’m kind, too. 活动目的：综合呈现新学单词，在歌谣中得以巩固，避免机械地朗读。 ●活动设计②: Read and link. (a). Do it on the worksheet. What’s she/he like?         young funny  old  heavy  kind (b). Play it on the computer. (CAI) What’s she/he like?         young funny old heavy kind 活动过程：点击单词，把单词拖到相对应的`图片下。如单词与图片能对应起来，会发出鼓励的掌声; 如不能对应，单词会自动回到原处。另外，也可以放在学校的网站上，让学生课后试一试。 活动目的：字形、字意的巩固; 在游戏中正确判断单词的意思。 ●活动设计③：Listen and write the words. 课上教师发给学生每人一份材料。 young funny old heavy kind 听力材料： Sue: Nice to see you again, Donny. Donny: Nice to see you too, Sue. Sue: Donny, we have a new English teacher. She’s Miss Yang. Donny: Oh, what’s she like? Sue: She’s young and kind. And she’s very funny. Oh, Donny, who’s your English teacher? Donny: Mr. Fang.  Sue: What’s he like? Donny: He’s old and heavy. But he’s very smart. All of us like him very much. Sue: It’s time for class, see you next time. Donny: See you. 活动目的：培养学生听的能力和辨认单词的能力。 ●活动设计④：Look and find. Circle the words.   活动目的：培养学生的观察能力和辨认单词的能力。 ●活动设计⑤：Describe the pictures.（CAI） Ask and answer: Who’s this…? He’s/ She’s… What’s he/she like? He’s/She’s…         活动目的：多媒体呈现一些人物图片，形式可以全班问答，小组问答，个人描述等; 学生可以自由选择。 ●活动设计⑥：Discuss the pictures. 活动目的：学生自由操练，自带家人，朋友，老师等的照片，在真实的情境中，综合运用所学语言，学以致用，进行交际。 ●活动设计⑦：Guessing game! 语言：――Who’s your good friend? ――Guess! ――Boy or girl? ――Boy! ――What’s he like? ――He’s tall and cool. He has two big eyes. He’s eleven.… ――Is he Fei Xiang…？ ――No!/Yeah, you are right. 活动形式：Ss―S;  S―S. 活动目的：在“猜猜看”的游戏情景中运用本节课所学语言，进行交际，达到学以致用的目的。 ●课外活动设计⑧：Describe the picture. 如：Who’s this…? He’s/ She’s…  What’s he/she like? He’s/She’s… (a).Ask and answer. （卡片）         (b).Dice game. 活动规则：这两个活动在具体操作过程中，可以设置一些规则，增强活动的趣味性。 活动目的: 这两个活动都是学生分小组一起玩的，旨在让学生在游戏、活动中巩固、运用所学语言。 ●课外活动设计⑨：Picture identity cards.   活动准备：dice;counters;15-25cards with pictures of various people. 活动规则：If a child lands on a big dot, he or she takes a card , then describes the person on the card. For example, This is a man, He’s our math teacher. He’s tall and heavy. …The child may move his or her counter one dot forward for each correct sentence. 活动目的: 运用所学语言进行描述。 ●课外活动设计⑩：小小调查员 学科教师调查表 受访人班级   姓名 调查员  Subjects Name What’s he/she like? Do you like her/him? Suggestion（建议） Chinese teacher         Math teacher         Science teacher         En

篇5：六年级PEP下册英语教案

【课题】 Lesson 1

【重点】句型What are they?以及其回答They’re… ;

【难点】Are they…?问句的结尾应读升调

【教具准备】

Let’s practise部分的图片

Learn to say的教学课件。

【教学过程】

热身：

1)教师和学生用所学的日常用语打招呼Hello!Hi!Nice to meet you. What’s your name?

How old are you? What is it?

2)学生之间用日常用语打招呼。

导入新知识：

1)教师呈现小鸭子图的一部分(一只小鸭子的头)，问：What’s this?多数学生可以答出:It’s a duck.

2)呈现图的整体：四只鸭子,教师自问自答: What are they? They are ducks.教师带读“What are they?”强调they的发音要咬舌头。

3)引导学生看图用What are they?提问，教师回答：They are ducks.强调ducks中[s]的音。小组进行问答练习。

4)教师将几本书卷起来拿在手中引导学生用What are they?提问，然后找学生回答，教师要适时提醒book-books的演变。

5)教师出示图片：4 ducks、5 desks、3 bikes、3 clocks、 7 books。学生两人一组用What are they?They are…进行问答练习。

6)请尽可能多的同学到前面作展示，教师要及时纠正学生对话中关于名词复数变化的发音。

3、会话教学

1)教师出示Learn to say部分的视频课件,学生观看，了解对话情景。

2)教师提问：Are they ducks? Are they geese? Are they swans?学生回答：Yes，theyare.或No, they aren’t.

3)播放对话跟读课件，学生逐句重复听到的句子。教师适时强调Are they…?读升调。

4)学生之间进行对话练习：一个人扮演儿子，一个人扮演爸爸。

5)请几组学生到前面展示。

4、趣味操练：

1)学生将课前准备的Let’s practise部分的图片排列在桌子上，问：What are they?教师说：They are …学生迅速选出有关内容的图片并举起,比比看,谁的反应快。

2)小组进行以上活动。

请一位同学选择任意一张图片到前面，不让其他同学看到图片内容，提问：What are they?班内其他同学用Theyare…猜猜图片内容。猜对的同学可以到前面来请班里的同学猜自己的卡片。此活动也可以以小组为单位进行。

【板书设计】

Lesson 1

What are they? They’re (Let’s practise部分的图片，下方标有相应的单词,复数变化)

duck + s = ducks cake + s = cakes

Lesson 2教案示例

【课题】Unit One Lesson Two

【重点】What are these / those?及回答They’re… .

【难点】以[p]结尾的名词复数的读音。

【教学过程】

热身、复习：

1)学生两人一组表演对话“In a park”。

2)教师出示第3页Let’s practise中的图片，引导学生用What are they? They are…进行问答练习。

呈现新课：

教师将图片books, bikes, desks, cakes, clocks贴到墙上离学生远的地方指着蛋糕的图片问：What arethose?引导学生回答：They are cakes.

学生两人一组指着墙上的图片用What are those?They are…进行问答练习。

引导学生说出对近处的一些物体提问用What are these?而对远处的一些物体提问用What are those?

会话教学：

1)教师播放教学课件In a fast-food restaurant,学生观看。

2)通过课件引导学生运用What are these/those? They are…学习有关单词hamburgers/hot dogs.

3)小组问答练习：运用What are these/those? They are… (看着课件图)教师要关注学生的单词发音，注意及时纠正。

4)利用本课的对话跟读课件，让学生逐句重复对话的句子。

5)打开教材P4，学生三人一组进行书中的对话练习。

6)请几组学生到前面展示,可用学生自己的姓名,比如是几个好朋友去逛街买食品。

7) Let’s practise.

教师提示：maps, stamps, caps在近处，cups, ships, jeeps在远处。

学生两人一组看上台表演。

引导学生发现以[p]结尾的名词复数形式发音变化规律仍然读[s]。

趣味操练：Bingo游戏

将学生分为4人一组，每组一张Bingo游戏纸;

以组为单位尽快将所学单词：books，cakes，hamburgers，hotdogs，bikes，ducks，swans，geese，maps，stamps，caps，cups，ships，jeeps选任以9个写在Bingo的格中;

每组选一名代表随意说出自己组Bingo格中有的一个词“They are…”

其他组学生画出所听到的单词，看那个组的Bingo多。

篇6：PEP小学三年级英语下册教案全册

PEP小学三年级英语下册教案全册

教学内容：Unit one WELCOME BACK TO SCHOOL（1） 教学目标和要求： 1、Learn the names. 2、Learn to say “I  am from America/Canada/China.” 3、Learn to introduce yourself. 教学重点：Learn to say “I  am from America/Canada/China.” 教学难点：Learn to introduce yourself.   教学用具：word cards/pictures。   教学过程： Step1:  1、Look at the picture: WELCOME BACK TO SCHOOL 2、Say out the English in the pictures Step2:  Learn the names. 1、Look at the people. 2、Learn the names:Amy 3、Look and say.   Step3:  Learn to say : WELCOME BACK TO SCHOOL I  am from America/Canada/China. Step4:  Introduce yourself   Step5:  Summary   Step6: homework 板书设计：   Unit 1 WELCOME BACK TO SCHOOL     I  am from America/Canada/China.   作业布置： 1、Revise the names ； 2、  Say “I  am from America/Canada/China.” 教学后记： 学生对英语的`学习兴趣很浓。     教学内容：Unit one Hello!（2）   教学目标和要求： 1、Learn Part A(Let’s talk Let’s learn). 2、Learn the new words 教学重点：Let’s talk Let’s learn 教学难点：The new words and sentences. 教学用具：Tape/word cards/pictures。   教学过程：   Step1:  Revision 1、Revise the names. 2、I  am from America/Canada/China. Step2:  Learn the sentences of Part A 1、Look at the pictures. 2、Listen to the recording 3、Look at the sentences and read them after the recording 4、Read the sentences together 5、Try to say “watch out” to someone.. Step3:  Let’s play Step4: Learn the new words of Part A 1、Learn the new words. 2、Play a game Listen and do .   .Step5: Summary Step6: homework 板书设计：   Unit 1  WELCOME BACK TO SCHOOL    Watch out! boy or girl! 作业布置： 1、Read the sentences； 2、Read the words 3、Listen to the tape. 教学后记： 对新单词学的较快，并能较快理解新句子。 教学内容：Unit one Unit 1 WELCOME BACK TO SCHOOL  （3）   教学目标和要求： 1、Revision 2、Try to learn the letters: A /B/C. 3、Learn to sing the song :boys and girls 教学重点：Let’s make and Let’s sing 教学难点：Write the name.   教学用具：Tape/word cards/pictures/recorder。   教学过程：   Step1:  Revision 1、Revise the words 2、Let’s do.   Step2:  Let’s say the letters. 1、Learn to say the letters.Aa/Bb/Bc 2Try to write the letters. Aa/Bb/Bc Step3:  Learn to sing 1、Learn to read the words of the song . 2、Listen to the recording 3、Try to sing after recorder 4、Sing the song together   Step4:Summary   Step6:homework 板书设计： Unit 1  welcome back to school    Apple ant /boy bag /coke coffee 作业布置： 1、Listen to the recorder 2、Try to sing the song   教学后记： 对对话的理解较好。 教学内容：Unit one welcome back to school（4）   教学目标和要求： 1、Learn the new words 2、Try to do :Show me…   教学重点：The new words   教学难点：eraser和crayon的发音   教学用具：Tape/word cards/pictures/recorder。   教学过程：   Step1:  Revision   Step2:  Learn the new words 1、The teacher show out sth. 2、The students say the words after the teacher 3、Look and say 4、Play a game :Guessing game   5、Step3: Let’s do 6、Listen to the tape and show out the things   Step4:  Summary   Step6: homework     板书设计： Unit 1  welcome back to school Where are you from? I’m from America. 作业布置： 3、Listen to the recorder 4、Read the words 教学后记：学生对本课掌握得较好，乐于用本文学的句型造句。 教学内容：Unit one welcome back to school!（5） 教学目标和要求： 1、Revise the words 2、Learn the sentences of Part B. 3、Try to ask someone: Where are you from? 教学重点：The new sentences 教学难点：Ask your name 教学用具：Tape/word cards/pictures/recorder。 教学过程：   Step1:  Revision 1、Say out the words 2、Read the words   Step2:  Learn the new words 1、Look at the pictures of Part B 2、Listen to the recorder 3、Ask and answer 4、Read the sentences 5、Pair work 6、Let’s talk.   Step3:  Let’s play 1、Wear the name cards. 2、Make dialogue. Step4:  Summary   Step6: homework   板书设计：    Unit 1 welcome back to school I’m sorry. It’s OK. Come in!     作业布置： 1、Listen to the recorder 2、Read the sentences 教学后记：学生对话较好，能正确理解对话。 教学内容：Unit one welcome back to school（6） 教学目标和要求： 1、Learn the new words 2、  Let’s do 3、  Let’s chant. 教学重点：The new words 教学难点：Ee 的发音 教学用具：Tape/recorder/pictures/things 教学过程： Step1:  Revision 1、Look and say: 2、Ask and answer   Step2:  Learn the new words 1、Look at the pictures 2、Learn the new words 3、Look and say 4、Listen to the tape and read the words after the recording   Step3:  Let’s do 1、Listen to the tape 2、Look at the pictures 3、Listen and do Step4:  Let’s chant 1、Listen to the tape 2、Learn to say “D/E” 3、Listen and do Step5:  Summary and homework   板书设计： Unit 1  welcome back to school I’m sorry. It’s OK. Come in! 作业布置： 1、Listen to the tape 2、Read the words and sentences 教学后记： 学生理解较好。   教学内容：Unit one welcome back to school（7）   教学目标和要求： 1、Try to understand Part  C: story  time 2、To know the culture: Teachers’ Day and learn the song 3、Let’s check   教学重点：Let’s check. The song   教学难点：Story time   教学用具：Tape/recorder/pictures/things   教学过程：   Step1:  Revision 1、The words 2、The sentences   Step2:Finish ‘Let’s check” 1、Listen and chose the right answer. 2、Check your answers.   Step3:  Story time 1、Look at the pictures 2、Try to understand the story 3、Listen to the tape 4、Say after the tape   Step4:  Culture 1、When is the ‘women’s Day? 2、Happy ‘Teacher’s Day!”   Step5:  Let’s sing: Happy ‘Teacher’s Day! 1、Read the song 2、Listen to the tape 3、Sing together   Step6:Summary and homework   板书设计： Unit 1  welcome back to school   Happy women’s Day! Thank you!   作业布置： 1、Listen to the tape 2、Sing the song.   教学后记： 学生的练习反馈情况较上一节课好。   教学内容：Unit Two My family(1)   教学目标和要求： 1、Let’s talk Part A 2、Let’s play Part B   教学重点：The sentences of Part A   教学难点：Who’s that …?Who’s this…?   教学用具：Tape/recorder/pictures/things   教学过程：   Step1:  Revision 1、Say Hello/Hi 2、Revise the names.   Step2:Learn the sentences 1、Look at the pictures 2、Listen to the tape 3、Read the sentences after the recording 4、Read the sentences together 5、Group work 6、Performances   Step3:  Let’s play 1、 Try to introduce someone   3、Step4: Listen and do   Step5:  Summary and homework   板书设计： Unit 2  My family   Father mother man woman 作业布置： 1、Listen to the tape 2、Read the sentences 教学后记： 学生对单词学习较有兴趣，学得较快。         教学内容：Unit Two My family (2)   教学目标和要求： 1、Learn the new words 2、Try to listen and touch   3、教学重点：the new words   教学难点：Let’s do   教学用具：Tape/recorder/pictures/things   教学过程：   Step1:  Revision 1、Greetings 2、Introduce someone   Step2: Learn the new words 1、Look at new pectures. 2、Learn the new words 3、Listen to the tape 4、Read the new words 5、Guessing game   Step3:  Let’s do 1、  Look at the picture 2、  Listen and do   Step4: Summary and homework   板书设计： Unit 2  My family Who’s this man?He’s my father.   作业布置： 1、Listen to the tape 2、Read the words 教学后记： 学生对练习完成得较好。     教学内容：Unit Two Look at me(3)   教学目标和要求： 1、Let’s draw 2、Sing the song 3、

篇7：PEP小学六年级英语教案Unit1

PEP小学六年级英语教案Unit1

Unit1 How Do You Go There? 单元教学目标 1、能力目标   （1）能正确询问并回答乘做某种交通工具去某地，如：How do you go to school? usually I go to school by bike. Sometimes I go on foot. How can I get to Zhongshan Park? You can go by the No.15 bus.   (2)能够描述人们日常出行的方式，并简单陈述理由，如：Usually I go to school by subway. because its fast.   (3)能够辨认一些常见的`交通标志，了解并遵守交通规则，特别是要学会看交通指示灯安全地过马路。   （4）能够了解不同国家交通规则的异同。 2、知识目标   （1）掌握AB部分的Lets chant, Lets talk 中的四会短语和句子。   （2）能够听、说、认读A,B部分Lets learn 的三会单词和Lets talk, Lets read中出现的三会句型。   （3）能够理解并会根据指令操作Lets play, Lets chant,Group work 等部分的内容。   （4）了解音标/  /，/  /，/  /，/  /，/  /，/  /的音和形，能够区分音标/  /，/  /发音不同。 3、情感、策略、文化等有关目标   （1）情感态度：帮助学生了解交通规则，并在生活中自觉遵守交通规则。   （2）学习策略：学会调查和统计、分析数据，并用扇性统计图的形式表示出来。   （3）文化目标：了解中西方交通规则的异同。  The first period Aims and demands   1.Be able to master the four-skills phrases: on foot, by bike, by bus, by train.   2.Be able to listen,read and say: by plane, by ship, by subway.   3. Be able to  use the sentences: How do you go to school? How do you go to Canada/...?   4. Sing Lets chant. The important and difficulty points.   Grasp the four-skills phrases and the sentences of Part A. Tools   Pictures,cards,toys and the tape Teaching steps: Step 1. Warm-up   lets chant. Step 2. Preview   (1) review the words: always, usually ,often, sometimes,never.   (2)Lets chant. Step 3. Presentation.   lets learn   (1)T shows a toy bike: How do I go to school? I go to school by bike. then write by bike . T repeats the sentences to the Ss.   (2)games: Look and put up. be quick.   (3)Show the cards to teach: by plane/by subway/ by ship/ by boat.   (4)Listen and read after the tape.   (5) Have a competition: spell the words.   (6) The Ss write the words.   Lets play Step 4. Consolidation and extension   (1)Look at the main scene, ask and answer in pairs.   (2)Do the activity book.   (3)Copy the words.   (4)Sing Lets sing/ Step5. Summing up and homework How do you go to school? I go to school by bike. Handwriting: The second period Aims and demands  1.Be able to grasp the four-skills sentences: How do you go to school? Usually I go to school on foot. sometimes I go by bike.   2.Be able to describe how to go to school and say the reasons.   3.Understand Lets try. The important and difficult points   1. The important points: the four-skills sentences How do you go to school? Usually /Sometimes I go by...   2.The difficult points: write the four-skills sentences and say the reasons of how to go to school. The tools   Cards and the tape Teaching steps: Step 1. Warm-up   1.Review the sentences of last class.   2. Lets sing. Step 2. Preview   1.Show the cards , ask and answer in pairs.   2. Lets try. Step 3. Presentation   lets talk   1.T: How do I go to school, do you know? Ask me, please! Draw the bike,bus ,taxi on the Bb. Then answer: Usually I go to school by bike,because its good exercise. Sometimes I go by bus, because its cheap. It costs 1 yuan. Sometimes I go by taxi, because its fast, but its too expensive. It costs 10 yuan.   2.Listen to the tape and answer: How does Sarah go to school?   3.Read in pairs.   4.Make the dialogues.   5. Write the four-skills sentences.   Group work Step 4. Consolidation and extension   1.Task time.   2.Do a survey and report like this: My father and Uncle Wang go to work by bus, because its cheap. My mother goes to work on foot, because...   3.Copy the four-skill sentences. Step5. Summing up and homework How do you go to school? Usually I go to school on foot. Sometimes I go by bike. Handwriting: The third period Aims and demands   1.Read the text and finish the exercises of it.   2.Understand the pronunciation: /  /,/  /,/  /,/  /,/  /,/  /.   3.Good to know. The important points   Read and know the text. The difficult points   Tell someone how to go to a place who wants to go The tools   Cards, Paper, headgears and the tape Teaching steps: Step 1. Warm-up   Lets sing. Step 2. Preview   Check the homework. Step 3. Presentation   Lets read   1.Game: The best route.   2.Read the dialogue and find out how Sarah goes to the park, Draw the route on the paper.   3.Show the route and say: First, Sarah can go to Zhang Pengs home by bike. Next, Sarah and Zhang Peng go to the bus stop on foot. Then they can go to the park by bus.   4. Read the text and finish the questions.   5.Read after the tape.   6. Read in pairs.   pronunciation   1.Listen to the tape and read the words.   2.Read and match.   3. Discuss the pronunciations. Step 4. Consolidation and extension.   1.Good to know.   2. Read the text.   3. Finish the exercises of the Activity book. Step5. Summing up and homework Come to my home by bike. We can go to the bus stop on foot. Then we go to the park by bus. Which floor? The fifth floor. Handwriting: The fourth period Aims and demands   1.Be able to listen, say and read the phrases: Stop at a red light. Wait at a yellow light. Go at a green light. Be able to listen, say,write and read: Stop, wait, traffic lights, traffic rules.   2. Know the traffic rules. The important points   Grasp the four-skill phrases and words. The difficult points   Write: traffic light, traffic rule. Know the meaning of stop and wait. The tools   Cards, wall pictures and the tape Teaching steps: Step 1. Warm-up   A game: The rabbits dancing. Step 2. Preview   1.lets chant   2.Ask and answer in pairs. Step 3. Presentation   Lets learn   1.T points to the lights in the classroom and say: I like the lights because i can see things clearly at night. Can we see lights in different colors in our city?   2.Draw and say: We have red, yellow , and green lights. We call them traffic lights.   3.Teach the traffic rules.   4. Lets play.   5. Lets learn.   6. Read after the tape.   7.Have a competition : Write the words and phrases. Step 4. Consolidation and extension   1.Discuss the traffic rules   2. Do the activity book.   3. Copy the words.   4.Draw the route from their home to school Step5. Summing up and homework Look at the traffic lights. Remember the traffic rules. Stop at a red light. Wait at a yellow light. Go at a green light. handwriting. The fifth period Aims and demands   1.Be able to listen, say and write: How can I go to Zhongshan Pard? You can go by the N0.15 bus.   2. Be able to use: Excuse me. Thank you. Youre welcom. The important points   Grasp the four-skill sentences. The difficult points   Use the sentences in the true lives. The tools   A map, cards and the tape Teaching steps: Step 1. Warm-up   1.A game.   2.Deciribe the traffic rules. step 2. Preview   lets try Step 3. Presentation   Lets talk   1.Show the map, ask and answer.   2.Guess: Its a place. You can buy food, drink, fruit, vegetables, school things and clothes there. What is it? (Its a supermarket.)   How can I get there? By bus or by bike?   3.You say I ask   4.Go on studying: Bank, post office, cinema, hospital   5. Look at the map , ask and answer in pairs.   6. Listen to the tape and find out where Jim is going and how he can get there.   7. Check.   8.Make the dialogues by themselves.   Lets try Step 4. Consolidat

篇8：PEP小学六年级英语教案Unit3

PEP小学六年级英语教案Unit3

Unit 3 What Are You Going to Do? 单元教学目标 能力目标 （1）  能够用be going to do 句型交流行事计划，如：What are you going to do this evening? I’m going to the cinema. （2）能够用where,when替换句型What are you going to do ?中的疑问句what 提问并予回答，如；Where are you going? I’m going to the bookstore. When are you going? I am going at 3 o’clock. （3）能够了解他人的行事计划并进行转述，如：He/She is going to…等。 （4）能够以小组讨论的方式完成购书、当小导游、采访等任务，熟练运用be going to do 句型。 （5）能够听懂、会唱歌曲What are you going to do? 知识目标 （1） 能够掌握A,B部分Let’s learn, Let’s talk中的四会单词和句子。 （2） 能够听、说、认读A、B部分Let’s learn ,Let’s talk和Let’s read 中的三会单词和句子。 （3） 能够了解Pronunciation部分音标/  /，/  /，/  /，/  /，/  /，/  /，/  /的音和形，能够读出本部分例词并完成单词、音标、配图的连线练习。 （4） 能够理解并会吟唱Let’s chant部分的歌谣。 （5） 能够了解 Story time,Good to know,Task time 等部分的'内容。   情感、策略、文化等有关目标 （1）情感态度：培养学生合理安排自己的学习与生活的能力，培养学生从小树立远大理想并为之努力的思想意识。 （2）学习策略：关注小组合作与交流，加强自主学习。 （3）文化目标：了解有关文字记载方式的知识。  The first period Aims and demands   1.Be able to listen, say and read : What are you going to do this evening? I’m going go the cinema. Take a trip, go to the cinema, read a magazine. Tomorrow, toningt.   2.Be able to grasp the four-skill phrases: next week, this morning/afternoon/evening.   3.Pair work The important points   Be able to grasp the four-skill phrases, Use the ‘be going to do’ sentence The difficult points   The same as the above. The tools   Cards, wallpictures and the tape. Teaching steps: Step 1. Warm-up   1.Sing ‘What are you going to do?’   2.a daily English. Step2.Preview   1.Look at the timetable ,ask and answer in pairs.   2.What day is it today? What time is it/…. Step 3. Presentation   Let’s start   Let’s learn   1.Suppose we’re free today. What are you going to do?   2.What are you going to do this evening/morning /afternoon/tonight/tomorrow/next week? I’m going to the cinema   I’m going to take a trip/ read a magazine.   3. Act and guess.   4.Read after the tape.   Pair work Step 4. Consolidation and extension.   1.Copy the four-skill phrases.   2.Tell your family or your friend what you are going to do .   3.Sing the song.   4.Do the activity book. Step5. Summing up and homework Take a trip tomorrow Read a magazine  tonight Go to the cinema  this morning/ this afternoon/ evening   Next week   The second period Aims and demands   1.Be able to grasp the four-skill sentences: What are4 you going to do on the weekend? I’m going to visit my grandparents this weekend.   2.Group work.   3.Let’s try.   4.Sing ‘What are you going to do?’ The important points   Use ‘Be going to do’ to talk with the others. The difficult points .  Be able to grasp the four-skill sentences: What are4 you going to do on the weekend? I’m going to visit my grandparents this weekend. The tools   A map,the tape Teaching steps: Step 1. Warm-up   1.Sing the song.   2.Tell the other Ss what you are going to do today. Step 2.Preview   Let’s try. Step 3.Presentation   Let’s sing.   Let’s talk.   1.Show the map: What are you going to do on the weekend/tomorrow morning/ this Sunday? I’m going to the zoo. Is it far? Yes, it is.   2.Play the tape.   3.Read in pairs.   4.Remange the words.   5.Copy the words. Step 4. Consolidation and extension   1.Read the dialogues.   2.Copy the sentences.   3.Make a mark.   4.do the activity book. Step5. Summing up and homework What are you going to do on the weekend? I’m going to visit my grandparents this weekend. Copy the sentences three times after class. Handwriting The third period Aims and demands   1.Read the text and write Liu Yun’s weekend plan.   2.Say your weekend plan. The important points   The use of ‘be going to do’ The difficult points The change of Pre. Words. The tools   The tape Teaching steps: Step 1. Warm-up   1.Sing the song.   2.Show the cards of Unit 2. What are you going to do this morning? I’m going to visit the Great Wall. How do you get there? By train… Step 2. Preview   Tell the Ss what you are going to do on the weekend, then say: A is gong to have a busy weekend. Step 3. Presentation.   Let’s read   1.Ask and answer in pairs.   2.Read the passage and answer the questions: What is Liu Yun going to do on Saturday? What is she going to buy? What is she going to do at home? What is she going to do on Sunday? Who is she going with? What is she going to do in the evening? What is her weekend like?   3.Discuss the questions.   4.Read after the tape.   5.Finish Liu Yun’s Weekend Plan   6.Find friends. Step 4. Consolidation and extension   1.Read the passage.   2.Make a weekend plan of themselves.   3.Do the activity book. Step5. Summing up and homework On Saturday  On Sunday Go to the bookstore  go to the supermarket Buy a new CD and some story-books  visit aunt Read the new books  watch TV The fourth period Aims and demands   1.Be able to listen, say and read: dictionary, post card, newspaper, magazine,comic book, What are you going to do? I’m going to buy an English book in the bookstore. When are you going? This afternoon.   2. Use the sentences fluently. What are you going to buy? I’m going to buy…   3.Let’s chant.   4.the pronunciations: /  /,/  /,/  /,/  /,/  /,/  /. The important points   The four-skill words and phrases. The difficult points   The pronunciation of the three-skill word ‘dictionary’ ,the writing of the four-skill words. The pronunciation of ‘th’ The tools   Books , wall pictures and tape Teaching steps: Step 1. Warm-up   1.Read ‘Let’s read’   2.Ask and answer: What is he going to do on Saturday morning? He is going to… Step 2. Preview   Let’s chant Step 3.Presentation   Let’s learn   1.Go on ‘Let’s chant’. Then ask and answer:   2.T:What books can you buy in the bookstore? Teach and write : English book, math book, music book, science book…   3. Teach: comic book, dictionary, newspaper, post card.   4.Have a match: Spell the words.   Let’s play   Let’s learn   Read after the tape.   Pronunciation. Step 4. Consolidation and extension.   1.Copy the four-skill phrases.   2.Read the pronunciation   3. Let’s chant.   4.Do the activity book. Step5. Summing up and homework What are you going to do? I’m going to buy --- When are you going? This afternoon. Post card  magazine  dictionary  comic book  newspaper The fifth period Aims and demands 1.Be able to listen, say and read ‘wh’ question sentences.   2. Grasp the four-skill sentences: Where are you going this afternoon? I’m going to the bookstore. What are you going to buy? I am going to buy a comic book.   3. Let’s try. The important point   The ‘wh’ question sentences. The difficult point   Use the ‘WH’ question sentences and write the four-skill sentences. The tools   A map, cards, and the tape Teaching steps: Step 1. Warm-up   1.Let’s chant/   2.Have a competition:write the words   3.Show the map , ask and answer. Step 2. Preview   Let’s try Step 3.Presentation   Let’s talk   1. My shopping plan   2.Read after the tape.   3. Read in pairs.   4.Read in groups   5. Copy the four-skill sentences. Step 4. Consolidation and extension.   1. Copy the sentences.   2.

篇9：PEP小学六年级英语教案Unit2

PEP小学六年级英语教案Unit2

Unit 2 Where Is the Science Museum? 单元教学目标 1． 能力目标 （1）能够简单描述城市、城镇或社区内公共设施的大致位置如：Where is the cinema? It’s next to the hospital.等。 (2)能够询问路线并简单回答，如：where is the post office? It’s east of the cinema. Turn left at the cinema, then go straight. It’s on the left. (3)能够了解地图的基本标识，并能用东、南、西、北简单表示行政区的'划分。 （4）能够听懂、会唱歌曲 Where Are You Going? 2． 知识目标 （1） 能够听、说、读、写A、B部分let’s learn中的四会单词和let’s talk 中的四会句子。 （2） 能够掌握AB部分Let’s learn和Let’s talk中的四会单词和句子。 （3） 能够听、说、认读Let’s learn,Let’s talk,Let’s read等部分的白体单词和句子。 （4） 了解story time, Good to know, Task time等部分的内容。 （5） 能够了解pronunciation中音标的音与形，并能正确读出例词。 3． 情感、策略、文化等有关目标 （1）  情感态度：培养学生团结友爱、乐于助人的良好品质，使学生愿意在小组活动中积极与他人合作，互相帮助，共同完成学习任务。 （2）  学习策略：引导学生在学习过程中注重合作学习。 （3）  文化目标：简单了解国外地图的主要标识。 The first period Aims and demands 1. Listen,talk,read and write the words: Hospital/cinema/post office/bookstore. 2. Listen,talk and read the phrase and the sentences: Where is the library? It’s near the post office. 3. Sing the chant. 4. Sing the song. The difficulties   Grasp the words: hospital, cinema, post office, bookstore Importances   Write the words: hospital, cinema, post office, bookstore Tools   Wall pictures, tape,a bear toy Teaching steps: Step 1. Warm-up (1) Sing the song: They Are in the Zoo (2) Show the pictures. T:Where is the trash bin? S1: It’s near the table. ……. Step 2. Preview   Play the game: The bear is in front of me. Step 3. presentation   Let’s learn (1) Guessing (2) Play the game   Let’s chant. Where is the post office? Next to the hospital.   Read:Go straight ahead. Next.   Sing the chant after the tape.   Lets’ start   Read and match   Pair work Step4. consolidation and extension   Do the activity book.   Play: I’m a painter.   Write and recite the important words. Step5. Summing up and homework Say the chant to the parents after school.             The Second Period Aims and demands (1) Listen, talk and read:Where is the cinema/post office…? It’s next to the hospital/cinema… is it far from here? No, it’s not far. (2) Write: Where is the cinema,please? It’s next to the hospital. (3) Check the answer after the tape. (4) Read the pronunciation. (5) Sing the song. Key points   Where is the cinema/post office…? It’s next to the hospital/cinema… Is it far from here? No, it’s not far. Where is the cinema? It’s next to   the hospital. Difficulties   Write the key sentences and read the pronunciation. Tools   Tape,pictures,a policeman hat and a headgear of Liu Yun Teaching steps: Step 1. Warm-up (1)  Play ‘Let’s chant’ (2)  Check the homework. Step 2. Review   Let’s try Step 3. Presentation   Let’s talk (1) Game: imitate a cat (2) Ask and answer in pairs. (3) Game: Bandy the sentences in lowly. (4) Interlock practice. (5) Play the tape. (6) Act out the conversant on. Pronunciation Let’s sing Step4. consolidation and extension   (1)’Good partner’game   (2) do the activity book   (3)write the key sentences. Where is the cinema, please? It’s next to the hospital.   (4)Sing the song .   (5) Write a chant by themselves. Step5. Summing up and homework The ways to ask the ways: 1. Where is the cinema, please? It’s next to the hospital. 2. Is there a cinema near here? Yes, there is. The Third Period Aims and demands   Understand the dialogues of Lets’ read.   Understand the design on the map. Key point   Listen, talk and read the dialogues. Difficulties   Understand the key point Tools   Tape, pictures and headgears. Teaching steps: Step 1. Warm-up   Sing the song. Step 2. Preview   How do you go to school? I usually go to school by bike. Where is   your home? It’s near… Step 3. Presentation.   Let’s read (1) Draw a picture on the Bb. School is over, I want to buy a pair of shoes after school. What are you going to do after school? (2) Draw a map of a street, ask and answer: Where is the …? Is it far from here? It’s next to the… (3) T: This is a bus stop. We can take the No.34bus here.now ,I am at the school . I want to buy a pair of shoes. How can I get to the shoe store? S: You can go by the bus. Then get off at the shoe store. (4) Read the text and ask: What is Mike going to do? What is she going to buy? Where is she going? Where is the shoe store? (5) Play the tape. Good to know Step4 consolidation and extension   Do the exercises of the activity book.   Listen to the tape and read the text. Step5. Summing up and homework What are you going to do after school? I want to buy a pair of shoes. Get off at the cinema. Walk straight for three minutes. On the left/ on the right The Fourth Period Aims and demands(1) Listen, talk and read : south, east, west,north (2)listen, read and write: turn left, turn right,go straight. (3)Listen, talk and read: How can I go to the museum? Go straight for five minutes. Then turn left. (4) Understand the story. Key points   Turn left, turn right, go straight Difficulties   The pronunciation of straight Tools   Cards, pictures and tape Teaching steps: Step 1. warm-up   A game. Step2. Preview (1) Game: S1:I can see a hospital. S2:I can see a hospital and a cinema. (2) The Ss ask in pairs: Where is the…? It’s… Is it far from here? No, it isn’t. (3) Check the writing . Step 3. Pronunciation   Let’s learn   This is my left and this is my right hand. A is on the left. B is on the right. Where is A?   Do the actions.   Simon says.   Teach: west, south,north, east.   Listen and match.   Show a card: I want to get to the museum. Where is the museum? How   can I get to the museum?   Play the tape.   Step4 consolidation and extension (1)  Let’s play. (2)  The Ss write a chant like this: left hand, left hand, show me your left hand. Right foot, right foot, stamp your right foot. (3)  Story time. (4)  Do the exercises. (5)  Write the phrases. Step5. Summing up and homework The third way to ask the ways: How can I get to the museum? Go straight for five minutes. Turn left turn right go straight The Fifth Period Aims and demand (1) use the sentences: It’s east of the cinema. Turn left at the cinema. (2) Grasp: Turn left at the cinema. Then go straight. It’s on the left. (3) Listen to the tape and check the right answer  Key point   Grasp : Turn left at the cinema. Then go straight. It’s on the left. Difficult points   Grasp : Turn left at the cinema. Then go straight. It’s on the left. Tools.   Tape, pictures and headgears Teaching steps: Step 1. warm-up   A game. Step 2. review (1)  Let’s try. (2)  Play again and the Ss read after it. (3)  Check the right route. Step 3. Presentation.   Let’s talk. (1) picture: I want to go to the post office. Where is the post office? The Ss answer: It’s east/south…of… (2) ‘love my country’ (3) Practicing : I want to go to the hospital. Where is it? it’s … How can I get there? (4) Read after the tape. (5) Make a dialogue. (6) Write the sentences. Let’s check. Listen to the tape and check the answer. Step4 consolidation and extension (1)  Group work. (2)  write the sentences. (3)  Read the text to their parents. Step5. Summing up and homework Where is the post office? It’s east of the cinema. Take the No.12 bus.=Go by the No.12 bus. The Six Period Aims and demands   Do ‘Let’s read   Listen ‘FASK TIME’   Describe the route. Key point   Listen, talk and read the sentences.

篇10：pep小学四年级上册英语全册教案

pep小学四年级上册英语全册教案

pep小学四年级上册英语全册教案通册备课 一、教学内容: BOOK  3 本册书共六单元，课本内容共分六部分： Unite 1  My  Classroom Unite 2  My  Schoolbag Unite 3  My  Friends Unite 4  My  Home Unite 5  What Would You Like? Unite 6  Meet My Family! 二、教材分析 为确保良好的教学效果，在教学新内容时要强调听准，辩清，观察，模仿，练习运用。即：  听音――仔细静听; 辩音――辨清发音; 观察――注意观察; 模仿――认真模仿； 练习――积极练习; 运用――实际运用； 课堂练习A----活动手册 它是本套教材教科书的主要组成部分，与课本同步进行。 B----单元练习 每单元课后用一课时巩固前面内容。 录音带，投影片和教学挂图，音标卡片，字母卡片，教学图片。这些辅助材料，均为配合课本的系列辅助材料，不仅可以帮助教师有效的进行教学，而且可以活跃课堂气氛，增加学生学习英语的兴趣。 三、教学目的 1、对于有一年学习基础的学生要求进一步提高，加强儿童对英语的'感性知识，激发他们学习英语的兴趣和培养能力，使学生敢于大胆开口说英语，在理解的基础上表演英语。 2、  打下较好的语音，语调和书写基础。 3、养成良好的书写习惯，根据单词的拼写和发音规则认读和拼写单词。 四、重点难点： 1、“四会”单词的教学。 2、每一课的会话的表演。 3、 四会单词的拼写。 五、教学进度表 周次 日期 主要内容 1   Unit 1 2   Unit 1 3   Unit 1 4   Unit 2 5   Unit 2 6   National Day 7   Exam(unit 1-2) 8   Unit 3 9   Unit 3 10   Recycle 1 11   Unit 4 12   Unit 4 13   Exam(3-4) 14   Unit 5 15   Unit 5 16   Unit 6 17   Unit 6 18   Recycle 2 19   General revision 20   Terminal exam Unit 1单元分析 一、教学内容   1、本单元要求会听，说，认读的单词： window board   light  picture  door  floor classroom   computer  wall  teacher’s desk  fan  what  in  the  we  have  new  go  where 2、本单元要求会听，说的单词和词组：  many  our  seat  near  classmate  clean  have a look  good idea all right  good job 3、帮助学生在掌握单词的基础上造出句子，编出对话，学以致用。 4、培养学生用英语交流的能力，为学生的进一步学习奠定基础。 二、教学要求 1、  能听懂、会说，会用每一课会话。 2、  掌握本单元出现的生词，词组和字母。 3、  会唱本单元的歌曲。 三、教学重点和难点 1、  对于较长的单词如classroom, classmate, computer的掌握以及对于第一次出现的词组和短语如have a look, good job的掌握。  2、  对于礼貌用语“Thank you , Excuse me, After you”的掌握与应用。 3、  描述教室中所有物件，并能据此编出对话。 四、教学时间 本单元共6课时，每周3课时，2周完成。 Lesson 1 1. Teaching Aims Let the students master the words: window, classroom, floor, light, door, board, and picture. When they see the objects, they can recognize and read them and do the action about them. 2. Teaching Aids A bloom, a piece of cloth, a picture  A board-wiper and a tape- recorder. 3. Important points Picture, classroom, window, board, and blackboard 4.Teaching steps (1) Greetings The teacher asks the question : “What day is it today?” The student answers : “Today is Monday.” Then the question “What’s the weather like today?”  (2) New content The teacher reads the words like that the classroom, the windows, the door, the floor, the board and the lights in English one by one. Then the teacher asks students to read after him. He asks:” What’s in the classroom?” Choose several students who knows the answers to answer by using the words they’ve just learned. The teacher shows the cards of the words while the students are answering. Then the teacher points at the card and asks the students to read after her one by one. Group work One student asks the question and the other answers. Then the teacher asks some groups to show the work. Practice The teacher hands the cards of the bloom, the piece of cloth, the picture and the board-wiper to the students and asks them to read after her. Then the students listen to the tape while the teacher is doing the actions: opening the door, turn on the light, Sweep the floor, clean the window, put up the picture and clean the board. Then the teacher does the actions again and asks students to follow. After that, choose several pairs of students to do it like her. During this period the teacher says something about the verbs like open, turn, sweep, clean and put. Listen to the tape and read after it. 5. Homework Ask the student to remember the new words and listen to the tape after class and try to imitate the American accent. Listen to the tape. 6.Teaching notes     Lesson 2 1.Teaching Aims Let the students recognize and read the words and expressions (classmate, seat, and have a look) and use the dialogue freely. 2.Teaching aids A tape-recorder some pictures some cards 4. Teaching steps (1)Greetings Say “Hello” to each other. -What day is it today? -It’s Tuesday today. -What’s the weather like today? -It’s sunny today.  (2) Revision The teacher hands the cards and asks all the students to read them one by one as quickly as they can.  Listen to the music and do the action开门，开灯，擦窗，擦黑板 and ask the students to say them in English. (3) New content. The teacher shows the text sentence on the blackboard using the computer sentence by sentence and ask who can read them.  Let the student who can read them to read and then choose 2 or 3 students to read after him. After that the teacher reads the sentences and let them follow him. Then listen to the tape and follow it. Practice Divide them into some small groups and let them practice in groups and then asks some of them to show the text. Chant Listen to the tape and ask the students to imitate. Then practice the chant in pairs by clapping hands. After that, choose 2 groups to play this game in the front of the classroom. 4.Homework Listen to the tape after class and try to imitate the accent. Read the text smoothly. 5.Teaching notes       Lesson  3 1.Teaching aims   Let the students master the letters A , B , C , D, E . Remember the words and expressions: computer, wall , fan and the teachers desk  2.Teaching aids   a tape-recorder  pictures cards 3.Teaching steps (1)Greetings Says Good morning! to everybody and talk something about the weather and the date. (2) Revision Let the students listen to the tape and follow it sentence by sentence. Then all the students read the text together. Next, ask some ones to read the text. At last, ask some questions and let them answer. (3)New content The teacher asks the students to look at the board while he writes Aa Bb Cc Dd Ee . Then ask the students to practice them on their exercise-books. Then ask some ones to come to the board and write the letters to them. Next, let others see wether there is mistake. “Fill in the blank”. A: The teacher gives the students several letters of a word. B: Let the students guess what the word is. Then ask them to fill in the blanks. Do exercises about the 6 words. 3) Listen to the tape and ask the students to do the students’ book. Then the teacher checks the answers. Bingo  Let the students look at the Bingo in the book and the teacher explains it to them. Then listen to the teacher and cross it. Choose the students who do it very quickly and finally be winner. 4.Homework Let the students to memorize the words. Recite the whole dialogue. 5.Teaching notes         Lesson 4 1. Teaching aims Let the students know the word clean (verb and adj.) and the expressions “Good job, Good idea, All right” and use them freely. Let the students master the sentence “Let’s do… ” and  “Let somebody do… 2. Teaching aids A clean paper, a dirty paper, a table cloth and some pictures. 3. Teaching steps (1)Greetings Say ”Go

篇11：PEP小学英语六年级下册教学计划

一、教材分析

本学期的主要内容为PEP小学英语六年级下册，共有4个教学单元、2个复习单元。每单元分“A、B、C”三个部分，共12页，复习单元为6页。全书配有彩色卡通式插图，设计新颖活泼，生动有趣。教材的设计与编写体现了对传统外语教学思想的继承和发展，教材的编写思路是以话题为纲，以交际功能和语言结构为主线，逐步引导学生运用英语完成有实际意义的语言任务，即：话题－功能－结构－任务。根据学生的实际情况，教师可以有选择地、灵活地安排教学内容，有针对性地设计课堂教学活动。

六年级下册内容安排如下：

单元

题目

话 题

Unit1

How tall are you ?

Height ,length, weight

Unit2

What’s the matter, Mike ?

illness, feelings

Unit3

Last weekend

Weekend activities

Unit4

My holiday

Holiday activities

Recyce1

Let’s take a trip!

trip

Recycle2

A farewell party

party

二、教学目标

教学目的是激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们初步建立学习英语的自信心；培养学生具有一定的语感和良好的语音、语调、书写基础，以及良好的学习习惯；使他们初步具备用英语进行简单日常交流的能力。同时培养学生的观察、记忆、思维、想象和创造能力。适当介绍中西方文化，培养学生的爱国主义精神，增强世界意识，为学生的进一步学习奠定良好的基础。同时，也学会用英语向外国人介绍中华民族的优秀文化传统，真正实现跨文化交际。

1．能听、说、读、写61个单词和短语以及7组句子和4个单句。要求能在真实语境中正确运用并能读懂简短语篇。

2．能完成1个手工制作。

3．能听懂、会唱6首歌曲。

4．能听懂、会吟唱6首歌谣。

5．能完成4个自我评价活动。

6．能理解6个幽默小故事。

7．能了解6项简单的中西方文化知识。

三、教学重难点

教学重点：能听、说、读、写61个单词和短语以及70组句子和4个单句。要求能在真实语境中正确运用并能读懂简短语篇。能完成1个手工制作。能听懂、会唱6首歌曲。能听懂、会吟唱6首歌谣。能完成4个自我评价活动。能理解6个幽默小故事。能了解6项简单的中西方文化知识。

教学难点：激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们初步建立学习英语的自信心；培养学生具有一定的语感和良好的语音、语调、书写基础，以及良好的学习习惯；使他们初步具备用英语进行简单日常交流的能力。同时培养学生的观察、记忆、思维、想象和创造能力。适当介绍中西方文化，培养学生的爱国主义精神，增强世界意识，为学生的进一步学习奠定良好的基础。同时，也学会用英语向外国人介绍中华民族的优秀文化传统，真正实现跨文化交际。

篇12：pep小学英语六年级下册教案

备课内容：六年级下册英语Unit 1 How Tall Are You?

备课科目：英语 备课人：

课时分配：6课时 备课时间：3月3日

单元教材分析 单元学情分析

本课时的教学重难点在于让学生学会用英语的比较级，并能熟练的将其运用于实际生活中，询问身边的人或者事物的年龄、身高、重量以及长度并用比较级的句型来回答。 本课时的主要语言项目是用英语表述自己的身高和体重，通过A部分五个英语词汇的掌握，把新授词汇融入到新句型当中。教材在Let's do部分设计了三位学生的身高比较，让学生通过做动作或实际比较可以很快理解并熟练掌握这些相关内容，达到能实际运用的目的。 六年级的学生对英语学习兴趣整体有所下降，两极分化比较严重。所以本学期应做好后进生的转化工作。教师应该面向全体学生，以学生的发展为宗旨，始终把激发学生的学习兴趣放在首位，注意分层教学，引导学生端正学习态度，掌握良好的学习方法，培养学生良好的学习习惯。

单元教学目标：

知识与技能

1、通过第一单元的学习，学生能对身体或事物的高矮、大小、重轻、长短进行描述和问答。

2、四会(听、说、读、写)掌握的单词有：taller, shorter, older, younger, stronger, thinner, bigger, smaller, longer, heavier等。四会掌握的句子有：How tall are you? I’m 164 cm tall. You’re shorter than me. You’re 4cm taller than me. How heavy are you? I’m 48kg. I’m thinner than you, and shorter.

3、能够运用计量单位kg和m，能根据所给的数据，运用比较词than进行事物或身体的比较或描述。

课时教学设计

课题：Unit 1 (第1课时) 备课人： 上课人：

教学目标：

知识与能力：

1、能听、说、读、写taller、longer、older、younger 、shorter，than单词，发音准确。

2、能听懂问句：how tall are you?i’m1.61meters.能够使用句型：I’m taller, you’re taller than me。

3、能够运用新学的内容完成 “Do a survey and report”任务.

过程与方法：能在课堂的活动中运用所学的语言进行交际。

情感与价值观：

培养学生学习英语的兴趣，树立学生学习英语的信心

让学生养成积极锻炼身体的习惯。

教学重点：

能听、说、认读taller、longer、older、younger 、shorter单词，发音准确。 教学难点：

能读准than并能运用比较级的句型。

教具学具课件准备

录音机、磁带、图片 第几课时：1

探索流程 个性添加(教学反思)

1.1.warm-up(预习)

(1)日常口语练习

T:Good morning, boys and girls .How are you today?

Ss: I’m fine. Thank you. And you?

T:I’m fine, too. Thank you.

2.Play a game.(打开课件，播放人物图片)

T：Look! I’m tall and old .How about you,...?

S1:I’m thin and short .What’s your father like, ..?

S2:My father is strong and tall.

2. Presentation：

(1).Ask and answer in the class.(两名学生在讲台上比较身高)

T: Who is tall? / Who is short?

Ss: A is tall. / B is short.

T:A is taller than B.

(2).Make some sentences.

引导学生用 than和 taller表达身边的同学身高情况.

(3).利用课件呈现其他新授单词(longer、older、younger、shorter)然后根据班级学生的情况分别编一个chant。

(4).听磁带朗读let’s learn中的内容，并跟读三遍。

(5).巩固练习。

a看口型，猜单词。

b.抽卡片猜单词。

(6).Pair work

全班四人一小组，根据实际情况灵活运用今天所学习的五个新但词造句，并且能够拿自己与他人进行比较用英语表述出来。

3、Practice：

(1). Do a survey and report.完成表格

(2).句子接龙游戏。

S1:I’m taller than you. S2: I’m stronger than you

(3).主情境图练习。教师指出dinosaur和smaller的意思。

4、homework(家庭拓展)

(1)调查你的好朋友及家人的具体身高。

(2)读背今天所学习的五个新单词和句型。

(3)听录音，仿读。

板书设计 作业布置

Unit1 how tall are you?

tall----taller、

long----longer、

old----older、 than

young----younger

short----shorter

(1)调查你的好朋友及家人的具体身高。

(2)读背今天所学习的五个新单词和句型

课题： Unit 1 (第二课时) 备课人： 上课人：

教学目标：

知识与能力：

1、能听懂、会说“How tall are you? I’m 1.65meters. I’m taller than this one. How tall is it?”

并能在情景中正确运用。

2、能够知道meter的意思

能够独立完成let’s try的练习

过程与方法：

学生能在合作交流中使用新语言进行沟通

情感与价值观：

培养学生良好的英语学习习惯。

了解基本的计量单位的运用

教学重点：

掌握句型：How tall are you? I’m 1.65meters. I’m taller than this one. How tall is it?”

教学难点：

能在情景中正确运用所学句型并能完成调查表。

教具学具课件准备

录音机及磁带、图片、学生自备一张调查表 第几课时：2

探索流程 个性添加(教学反思)

1. preparation(预习)

1.日常口语练习。

2.复习单词：taller、 longer、 older、 younger 、shorter

2. presentation(新课呈现)

(1)Let’s try

教师播放录音，学生独立完成练习并核对答案

(2)Let’s talk

a.生阅读对话，并解释大意

b.教师范读，学生跟读

c.分组读，个别读回答问题

d.播放录音，学到再次跟读

3.practice(练习)

(1).T: How tall are you? I’m 1.65metres.引导学生回答，并多加练习。

(2).做完后教师出示图片问How tall are you?请学生轮流回答。

(3).把图片出示给学生，让他们加强练习。同桌或小组之间互相练习。

(4).学生两人分角色朗读课文对话。

4.homework(家庭拓展)

(1).做本单元A Let’s talk部分的活动手册配套练习。

(2)听A Let’s talk部分的录音读给同伴、朋友或家长听。

板书设计 作业布置

Unit 1 How tall are you? 2

How tall are you?

I’m 164cm tall.

You’re shorter than me.

You’re 4cm taller than me. 1听A Let’s talk部分的录音读给同伴、朋友或家长听。

2每个学生准备图片两张，会用学过的比较级单词和相关句型进行演练。(学生可以根据各自的情况以个人或小组的形式来练习。

课题： Unit 1 (第3课时) 备课人 上课人：

教学目标：

知识与能力：

1、能听、说、读、写四个形容词的比较级形式heavier、stronger、bigger、thinner和smaller.

2、能准确灵活地运用上述形容词比较级来描述人物和动物的特征差异。

3、能够完成match and say练习并能正确在其中运用。

4、能理解Story Time中故事。

过程与方法：

学生能在小组合作中快乐学习英语

情感与价值观：

让学生了解重量计量单位，了解公斤和千克

让学生能够养成合理饮食习惯，保持身体健康

教学重点：

掌握五个四会形容词的比较级形式。

教学难点：

掌握以下形容词的比较级构词形式heavy---heavier, thin---thinner, big---bigger small---smaller , strong---stronger.

教具学具课件准备

有关卡片，磁带等。 第几课时：3

探索流程 个性添加(教学反思)

1、warm-up(热身)

(1)日常口语练习

(2)复习

2、presentation(新课呈现)

Let’s learn

(1)教师拿出一双大人鞋子一双小孩的鞋子作比较，让一呈现单词bigger和smaller。(板书bigger和smaller)让学生观察bigger不同。

(2)教师用PPT展示两张胖瘦人照片教授单词thinner和heavier(板书thinner和heavier)，让学生观察heavier的不同。

(3)、出示健美教练的照片进而新授单词stronger。(板书stronger)

(4)、教师出示这几个单词卡，让学生比较它们的不同，词卡上最好又不颜色的笔书写比较级的变化。

(5)、放录音跟读单词。

(6)、学生和自己的同伴自己练习，根据他们的实际情况，并让特征明显的同学上台表演。看谁做的又快又好。

practice(练习)

Match and say

教师先示范和一名同学，鼓励学生说出又创意的句子，如：Mike’s fish is bigger than mine.

S1:sarah’s fish is

(2)story time

学生默读后回答，“Who is an excellent goalkeeper?” Why? 让学生说出不理解的句子，一块讨论，扫清阅读障碍。播放部分录音，学生跟读，分组练习，下节课表演。

板书设计 作业布置

Unit 1 How Tall Are You?

heavy---heavier, thin---thinner, big---bigger small---smaller , strong---stronger.

学生做活动手册配套练习。

课题： Unit 1 (第4课时) 备课人： 上课人：

教学目标：

知识与能力：

1、能听，说，读，写短能够听懂对话，并理解对话，完成相应的练习题。

2、能够独立完成let’s try的听力练习

3、了解kilogram的意思

过程与方法：

学生能在角色扮演中体会新语言的意义

情感与价值观：

了解中外尺度单位的不同意义

培养学生合理购物的意识。

教学重点：

Let’s talk 动词过去式的变化规则 教学难点：

能在生活灵活运用对话

教具学具课件准备

有关卡片，磁带等。 第几课时：4

探索流程 个性添加(教学反思)

1、warm-up(热身)

(1)日常口语练习

(2)复习单词及句型

2、presentation(新课呈现)

(1)Let’s try

播放Let’s try录音，并完成相应的练习

(2)生默读let’s talk并圈出不懂单词及句子

(3)听录音，跟读，并回答问题

(4)指名读。分角色读。全班读。

3、practice(练习)

(1)P3的主情景图：

(4)学生两人一组自编对话练习

句型：how heavy are you?

Who is heavier than you?

What size are your shoes?

Whose shoes are bigger?

4、homework(家庭拓展)

(1)抄写let’s talk的对话

(2)听录音模仿对话

(3)预习read and write

板书设计 作业布置

Unit 1 How Tall Are You?

how heavy are you?

Who is heavier than you?

What size are your shoes?

Whose shoes are bigger?

(1)、学生听录音读对话，掌握四会内容。

(2)做配套练习。

课题： Unit 1 (第5课时) 备课人： 上课人：

教学目标：

知识与能力：

能听，说，认读单词countryside，lower，shadow，smarter，become

能够了解read and write 课文的部分大意

过程与方法：

学生能在任务完成的过程中体会新语言的意义

情感与价值观：

树立学生的环境保护意识。

让学生学会选择低碳生活 。

教学重点：

能听懂、会说How heavy are you ?I’m 48 kg.

I’m thinner than you , and shorter . 并能在情景中运用。read and write的对话

教学难点：

read and write的对话

教具学具课件准备

有关卡片，磁带等。

探索流程 个性添加(教学反思)

1、warm-up(热身)

(1)日常口语练习

(2)let’s sing：my small cat

2、presentation(新课呈现)

(1)Look and tick

播放录音，学生完成练习

(2) 用PPT出示日出与日落人影的长短的照片引出课文

(3) 生 个别读，分段读，

(4)听录音跟读。全班读，并要求学生帮助Wu Yifan 回答小鸭子的问题。

3、practice(练习)

完成p9的练习

4、homework(家庭拓展)

(1)听录音朗读read and write

(2)配套练习

(3)预习

板书设计 作业布置

Unit 1 How Tall Are You?

Countryside---乡村

Lower---更低地

Shadow---影子

Smarter---更聪明的

Become---变成

(1)听录音朗读read and write

(2)配套练习

(3)预习

课题： Unit 1 (第6课时) 备课人： 上课人：

知识与能力：

能够完成p9 think and discuss 的练习。

能够完成let’s check，let’s wrap it up的练习。

了解形容词比较级的变化规则。

过程与方法：

学生能在任务合作过程中体会新语言的意义

情感与价值观：

1.培养学生概括与总结的能力。

2.让学生对长度、重量、大小的单位能够加以区分以及表达

教学重点：

形容词比较级的变化规则

教学难点：

形容词比较级的变化规则

教具学具课件准备

有关卡片，磁带等。 第几课时：6

探索流程 个性添加(教学反思)

1、warm-up(热身)

(1)日常口语练习

(2)复习

2、presentation(新课呈现)

(1)let’s check，学生独立完成练习

(2)let’s wrap it up学生独立完成练习=

3、practice(练习)

小结：⒈单音节形容词和部分双音节词，一般在词尾加-er。

2. 以字母e结尾的词，在词尾加-r。

3. 重读闭音节词词尾只有一个辅音字母时，先双写该辅音字母，再加er。

4. 以"辅音字母+y“结尾的双音节词，先把”y“改为”i“，再加-er。

5. 多音节词和部分双音节词，在词前加”more“。

6. 部分形容词和副词的比较级是不规则的，如：good/well-better，bad/badly-worse。

4、homework(家庭拓展)

(1)做配套的练习

(2)听录音，仿读

(3)预习

板书设计 作业布置

Unit 1 How tall are you?

1.length 2.weight 3.teeth 4.tail 5.food 6.skill 7.seals 8.lobsters 9.squid

(1)做本单元活动手册配套练习。

(2)听录音，读给朋友或家长听

单元开始页

备课内容：六年级下册英语Unit 2 Last weekend

备课科目：英语 备课人:

课时分配：6课时 备课时间：203月3日

单元教材分析 单元学情分析

1.本单元主要是使学生学会用过去过去式态表达所做的事情，重点句型是：What did you do last weekend/yesterday? I played football. Did you read books? Yes, I did./No, I didn’t.由于涉及动词过去式的变化规则和读音规则，一般过去式有时学生的学习重难点之一。创设真实情境、组织有意义的任务或活动来展开一般过去式的教学，避免过分强调语法。本单元的内容安排体现了由浅入深、循序渐进的原则，A部分着重学习规则动词的过去式变化，而B部分的重点是不规则动词的过去式变化，如：go―went， read―read等。在教学中，要注意多创设情境，帮助学生内化，达到学以致用。

六年级的学生对英语学习兴趣整体有所下降，两极分化比较严重。所以本学期应做好后进生的转化工作。教师应该面向全体学生，以学生的发展为宗旨，始终把激发学生的学习兴趣放在首位，注意分层教学，引导学生端正学习态度，掌握良好的学习方法，培养学生良好的学习习惯。

单元教学目标：

1)掌握文中的三会、四会单词、词组和句子;

2)听懂、会唱Let’s chant和Let’s sing部分的歌谣及歌曲;

3)掌握音标(不同字母组合发相同音)

4)读懂Let's read部分的文章,并能根据课文内容进行仿写和填空。

课时教学设计

课题：Unit 2(第一课时) 备课人： 上课人：

教学目标：

1. 学习单词weekend, drank, show, anything, else.

2. 全体学生能运用：What did you do? I stayed at home with your grandma. We drank tea in the afternoon and watched TV.

3. 掌握动词过去式的句子。

4. 能朗读课文，并能进行角色表演。

在小组的讨论交流中，培养学生英语的综合运用能力。

教学重点：

重点是掌握A-Let’s learn的四会单词和短语，并询问别人的身体状况。 教学难点：

全体学生能掌握重点单词及句型。

教具学具课件准备

录音机、磁带、图片 第几课时: 1

探索流程 个性添加(教学反思)

Step 1: greeting

T: hello boys and girls.

S: hello MS Wang.

T: good morning/good afternoon class.

S: good morning/good afternoon MS Wang.

T: nice to see you again.

S: nice to see you, too.

Step 2: warmer

Review some words we have studied in last class.

Dialogue practice.

播放Let’s try的录音

Step 3 presentation

(1)生阅读let’s talk的短文并圈出不认识的单词：was drank

(2)师讲解：drink―drank

am. is---was

are----were

(3)教师播放Let’s talk 的课件，并要求学生回答问题：what did mike’s grandpa do last weekend?

(4)教师再次播放Let’s talk 的课件，学生跟读并思考问题：

How was your weekend?

What did you do last weekend?

What are you going to do next weekend?

Step 4 practice

(1)role-play

两人一组练习对话，并请三组上台表演

(2)make a report

向全班讲述自己的上个周末做了哪些事情。

板书设计 作业布置

Unit 2 Last Weekend

What did you do last weekend?

I ……

drink―drank

am. is---was

are----were

(1)学生听读P14-16两遍。

(2)学生背诵和抄写单词和短语4遍。

课题： Unit 2 (第2课时) 备课人： 上课人：

教学目标：

1.能听，说，读，写短语：cleaned my room, washed my clothes , stayed at home, watched TV .

2.能听懂问句：what did you do?并能做出相应的回答。

3能够运用新学的内容完成 “Do a survey and report”任务。

4.掌握动词过去式的句子。

5.在小组的讨论交流中，培养学生英语的综合运用能力。

教学重点：

四个动词短语的读音和拼写 教学难点：

，掌握动词的过去式变化规则及其发音

教具学具课件准备

有关卡片，磁带等。 第几课时：2

探索流程 个性添加(教学反思)

Step 1: greeting

T: hello boys and girls.

S: hello MS Wang.

T: good morning/good afternoon class.

S: good morning/good afternoon MS Wang.

T: nice to see you again.

S: nice to see you, too.

Step 2: warmer

1.日常口语练习

T: Good morning, boys and girls, who can tell me what do you usually do on weekends?

S1:I usually do my homework….

S2:………..

2. warm-up

导入新课

T:OK .How was your weekend?

S3:It was fine….

S4:……..

Step 3 presentation

出示课件并让学生自己观察回答问题。

1.T: How were their weekend?

S1：MIKE cleaned his room and washed his clothes.(师注意物主代词的变换)

S2:ChenJie stayed at home and watched TV.

(1)呈现词组: cleaned my room, washed my clothes , stayed at home, watched TV 强调过去式的发音/d/,/d/,/id//t/.学生跟随教师朗读词组。

(2)呈现句型：What did you do? 师问生答。

(3)生打开课本P15，听录音再次跟读。

Step 4 practice(练习)

(1)卡片识单词：教师出示动词原形词组卡片学生说动词词组的过去式

(2)主情景图问答练习：出示MIKE 微博截图，操练句型what did +主语+do?

主语+动词过去式

(3)Do a survey and report:操练句型―How was your weekend? What did you do?

(4)summary: Last weekend two students washed their clothes…

板书设计 作业布置

Unit 2 Last Weekend

clean-----cleaned my room

wash-----washed my clothes

stay-------stayed at home

watch-----watched TV (1)抄写四会动词词组并做配套练习

(2)询问同学及朋友的周末安排

(3)预习p16

课题： Unit 2 (第3课时) 备课人： 上课人：

教学目标：

1.能够了解let’s talk的大意，并能简单复述对话。

2.能听懂并能完成part B Let’s try.

3.能够了解单词magazine，better，faster的意思。

4.培养学生正确的兴趣爱好.

教学重点：

Let’s talk 动词过去式的变化规则.

w W 教学难点：

能在生活中灵活运用对话.

教具学具课件准备

有关卡片，磁带等。 第几课时：3

探索流程 个性添加(教学反思)

Step 1: greeting

T: hello boys and girls.

S: hello MS Wang.

T: good morning/good afternoon class.

S: good morning/good afternoon MS Wang.

T: nice to see you again.

S: nice to see you, too.

Step 2: warmer

1.日常口语练习

2.播放Let’s try录音，并完成相应的练习

Step 3:presentation

1. 教师展示自己昨天做的事情,和平时周末经常做的事情的图片,引导学生注意时态的区别.

2. 教师对学生说：john and amy正讨论想要去书店，他们要买什么呢?let’s have a look!

3. 播放let’s talk活动的动画或录音，请学生看动画或听录音，教师通过简单的提问帮助学生理解课文大意。

4. What do they want to buy?

5. 教师通过单词卡片，图片，事物，带领学生学习单词及短语，magazine, had a cold, slept, better, faster.通过教师领读，小老师领读，组长检查，熟练掌握单词。

6. 再次播放录音。

7. 思考did john see a film last weekend?/ what did he do?

8. 小组讨论，找出答案，抽生回答。

9. 再次播放录音，跟读，要求生模仿语音语调。

10. 生分角色朗读，男女生读，分组读

板书设计 作业布置

Unit 2 Last Weekend

magazine 杂志

better---good 更好

faster---fast 更快

better 听录音模仿对话

预习p17.

课题： Unit 2 (第4课时) 备课人： 上课人：

教学目标：

能听，说，读，写短语：read a book , saw a film ,had a cold, slept.

能听，说,会读时间短语：last weekend, last night, last Monday, yesterday, the day before yesterday 并能做出相应的替换.

掌握过去式的一般疑问句的形式：Did you like it?Yes，I did并知道关键词替换。

能独立完成Look and talk的练习

教学重点：

能听，说，读，写短语：read a book , saw a film ,had a cold, slept 教学难点：

动词过去式的一般疑问句及其回答。

教具学具课件准备

有关卡片，磁带等。 第几课时：4

探索流程 个性添加(教学反思)

Step 1: greeting

T: hello boys and girls.

S: hello MS Wang.

T: good morning/good afternoon class.

S: good morning/good afternoon MS Wang.

T: nice to see you again.

S: nice to see you, too.

Step 2: warmer

(1)日常口语练习

(2)复习

Step 3: presentation(新课呈现)

(1)PPT出示John的微博截图并提出问题：T: what did John do last Saturday?(板书last Sunday)

S1：He slept.(板书slept)

S2：He read a book(板书read a book)

(2)出示动词卡片，学生朗读，

(3)出示Sarah看电影的图片，学生猜动词词组：see a film，引出saw a film(板书 saw a film).学生跟读

(4)T：Sarah saw a film. Did you like it?(板书Did you like it?)

S1:Yes,I did(板书)

S2:No,I didn’t(板书)

(5)出示John 感冒的图片：have a cold ,引出动词的过去式had a cold(板书had a cold).学生跟读

(6)学生打开课本练习Let’s learn 的对话，教师出示各种时间词并解释：the day before yesterday(后天)

(7)小结：不规则动词过去式：

do---did see---saw read---read

sleep---slept have ----had go---went

step4: practice(练习)

1. Look and talk :操练句型what did Sarah/John/Mike….do yesterday/last Sunday /……? Did he/she have a cold…..? Yes, he/she did ,No, he /she didn’t

2. 小结

板书设计 作业布置

Unit 2 Last Weekend

read a book

last weekend,

saw a film

last night,

had a cold

last Monday, slept yesterday,

the day before yesterday (1) (抄写动词词组及时间短语

(2) 听录音模仿对话

(3) 预习P18

课题： Unit 2 (第5课时) 备课人： 上课人：

教学目标：

1. 能听，说，认读单词hotel，fixed，broken，lamp，loud，enjoy，stay

2. 能够了解read and write 课文的部分大意

3. 了解意见书书写格式

4. 学生能在任务完成的过程中体会新语言的意义

教学重点：

read and write的对话

教学难点：

知道基本的酒店入住礼仪

教具学具课件准备

有关卡片，磁带等。 第几课时：5

探索流程 个性添加(教学反思)

Step 1: greeting

T: hello boys and girls.

S: hello MS Wang.

T: good morning/good afternoon class.

S: good morning/good afternoon MS Wang.

T: nice to see you again.

S: nice to see you, too.

Step 2: warm-up

1(1)日常口语练习

Step 3:presentation

(1)出示PPT： Mrs Boom’s works

made the beds

cooked the food

cleaned the rooms

(2) 出示Mike的建议卡及意见书

(3) 生个别读，分段读，

(4)听录音跟读。全班读，

Step4:practice

完成p19的练习

(1) Read the letter again quickly. find the sentences that describe pictures 1-3.

(2) Circle all the verbs in the text and complete the table.

(3) Read and finish the letter.

板书设计 作业布置

Unit 2 Last Weekend

hotel----旅馆

fixed ----修理

broken----破损的

lamp----台灯

loud----大声的

enjoy----享受

stay----逗留 (1)听录音朗读read and write

(2)预习

课题： Unit 2 (第6课时) 备课人： 上课人：

教学目标：

1. 能够完成Let’s check的练习

2. 能够了解story time的大意

3. 学生能在任务完成过程中体会新语言的意义

4.能够学会合理地安排周末活动

教学重点：

学生在了解故事的基础上，能分角色用自己的语言表演故事。 教学难点：

学生在了解故事的基础上，能分角色用自己的语言表演故事。

教具学具课件准备

有关卡片，磁带等。 第几课时：6

探索流程 个性添加(教学反思)

Step 1: greeting

T: hello boys and girls.

S: hello MS Wang.

T: good morning/good afternoon class.

S: good morning/good afternoon MS Wang.

T: nice to see you again.

S: nice to see you, too.

Step 2: warm-up

(1)日常口语练习

(2)复习

Step 3: presentation

1.Today zip with zoom are talking about weekend. Would you like to see? Ok, let’s go and have a look.

2.整体感知，掌握大意，激发兴趣。

看图，听整个故事，并且问：how was zoom’s

Weekend?通过提出简单, 有针对性的问题来帮助学生理解文章大意，培养他们带着问题阅读，并做记录的好习惯。

3. 逐步理解，解析课文，讲练结合。

(1) 再听故事，学习新单词，并作相应句练习。

(2) 自读课文，完成填空题，帮助学生对课文内容进行梳理。

(3) 小组讨论，完成填空。

4.通篇朗读短文，

(1)学生分角色朗读小故事并表演

(2)复述课文，表演课文。

板书设计 作业布置

Unit 2 Last Weekend

How was your weekend?

It was a busy one.

What did you do on Saturday morning? (1)听磁带，跟读课文。(2)尝试背课文。

单元开始页

备课内容：Unit 3 Where did you go? 备课人：

课时分配：6 classes for each Unit 备课时间： 3月11日

单元教材分析 单元学情分析

1.本单元主要是使学生学会用过去过去式态表达所做的事情，重点句型是：What did you do last weekend/yesterday? I played football. Did you read books? Yes, I did./No, I didn’t.由于涉及动词过去式的变化规则和读音规则，一般过去式有时学生的学习重难点之一。创设真实情境、组织有意义的任务或活动来展开一般过去式的教学，避免过分强调语法。本单元的内容安排体现了由浅入深、循序渐进的原则，A部分着重学习规则动词的过去式变化，而B部分的重点是不规则动词的过去式变化，如：go―went， read―read等。在教学中，要注意多创设情境，帮助学生内化，达到学以致用。

六年级学生性情稳静，理性,逻辑思维突起，有效地调动他们的学习积极性和自我表现意识是本课成功的关键。本课首先以学生的生活实际为出发点, 激发学生的好奇心，吸引他们的注意力;唤起学生的感知,调整学生投入到一种轻松,和协,快乐,高昂的学习状态。

单元教学目标：

1.能力目标

(1)能够对过去某人所做的事情进行问答，如:What did you do yesterday? I visited my grandparents.

(2)能够用一般过去式的一般疑问句形式询问别人过去某个时间所做的事情并作答。如：Did you go fishing last weekend? Yes, I did./ No, I didn’t.

(3)能够对某人过去某天所做的事情进行简单地叙述。

(4)能够唱歌曲At the Zoo

2.知识目标

(1)掌握A、B部分Let's learn 、中的四会单词和句子,掌握一般动词过去式的变化规则，含规则变化和不规则变化。

(2)听说、认读A、B部分Let's learn 、Let's talk中的加粗句子。

(3)能够认读Pronunciation的音标及例词，完成单词音、形、意的连线活动。

(4)能够理解并会说唱Let's chant。

(5)了解Story time 、Good to know、Task time等内容并尝试借助提示表演故事中的部分内容。

3.情感、策略、文化等有关目标

(1)情感态度：热爱生活，关心他人，培养学生合理安排生活的能力。

(2)学习策略：积极运用所学语言进行交流，通过完成不同形式的记忆游戏发展学生的记忆能力。

(3)文化目标：了解一些西方国家图标的意思，培养学生的环保意识。

课时教学设计

课题：Unit3 A Let’s try Let’s talk 备课人： 上课人：

教学目标：

掌握四会句型Where did you go over your holiday? I went to Mt. Tianshan, Xinjiang. 并在实际情境中灵活运用。

教学重点：

掌握四会句型Where did you go over your holiday? I went to Mt. Tianshan, Xinjiang. 并在实际情境中灵活运用。 教学难点：

1.能够听、说、读、写Where did you go over your holiday? I went to…等句型。

2. 如何在现实生活中运用所学单词、词组和句型。

教具学具课件准备：

录音机，磁带，单词卡，挂图。 第几课时：1

探索流程 个性添加(教学反思)

Step 1. Warm- up and revision

1、Enjoy the song: At the zoo

2、Daily oral practice

Good morning. Glad to meet you. How are you? What day is today? What’s the weather like today?

Step 2. Presentation

Let’s talk

设计主情景“我是小小侦探”

1、“谁打扫了教室”

教师用课件动画形式出现一个明亮干净的教室。

出现一个老师和一个学生John。

Look, our classroom. It’s very clean and tidy. But who cleaned it. I don’t know. I want to thank him. Can you help me to find him?

J: I can help you to find him.

John跑了出去，碰到了Sarah，John就问Sarah. J: What did you do last weekend?

Sarah: Hmm! I watched TV.

John跑去问了Wu Yifan.

J: What did you do last weekend?

W：Hmm! I played football.

板书句型：What did you do last weekend? I played football. 学生朗读。

教师头带John的头饰T: Look, John come to our class. He wants to find who cleaned the classroom last weekend.

T: What did you do last weekend?

S1: I …

T: What did you do last weekend?

S2: I …

T: Did you help the teacher clean the classroom?

引导学生回答。

板书help，并朗读。

Step 3. Consolidation

2、Activity 2

3、Activity 3 Make the chant.

4、“找到了”

通过课件展示John和Zoom的对话。

J: What did you do last weekend?

Z: I played football at school.

J: Did you help the teacher clean the classroom?

Z: Yes, I did.

J: Oh, Zoom. You are great!

5、听录音，跟读书本对话。

6、学生一起朗读对话。

板书设计 作业布置

Unit3 Last weekend

What did you do last weekend?

Where did you go over your holiday?

What did you do?

课时教学设计

课题：Unit3 A Let’s learn 备课人： 上课人：

教学目标：

1、能听、说、读、写过去式单词went， rode，hurt和词组 went camping，went fishing;能正确使用动词过去式。

2、能掌握句型Where did you go? What did you do?及其正确的用法。

3、能利用What did you do? Where did you go?询问别人过去做的事情，并能运用于日常生活之中。

教学重点：

教学重点：1、能听、说、读、写过去式单词went， rode，hurt和词组 went camping，went fishing;能正确使用动词过去式。

2、能掌握句型Where did you go? What did you do?及其正确的用法。

3、能利用What did you do? Where did you go?询问别人过去做的事情，并能运用于日常生活之中。 教学难点：

掌握本课的新单词及利用过去式的变化进行描述。

教具学具课件准备：

录音机、磁带、挂图等。 第几课时：2

探索流程 个性添加(教学反思)

Step 1. Warm- up and revision

1、Daily oral practice.

Good morning! Glad to meet you. How are you? What’s the weather like today?

2、HangCman game.

( watch, wash, clean, play, visit)

3.做游戏，Guess, what’s my favourite animal?让学生描述他们喜欢的动物，引导他们这么说:It’s my favourite animal. It’s …cm tall. Its tail is …cm long. It likes to eat…..It can….Guess, what’s this?

Step 2. Presentation

1、教师出示一个日历给大家看，圈出今天的日子是Sunday(weekend)，然后问学生：What’s the date today? What day is it today?

2、教师说：On Sunday (weekend)，I usually wash clothes, clean the room, play football, watch TV and visit grandparents.出示教师所说动作的卡片，学生跟读词组。

3、教师问学生：What do you usually do on Sundays?

4、教师再次出示日历，圈出上个星期天的日子，然后问学生：What was that day? 引导学生回答：It was last Sunday? 板书并带读单词：last。教师：It was last Sunday. It was the last weekend. 板书、解释并朗读词组：last weekend。

5、引出句型：What did you do last weekend?板书句型并朗读。

6、呈现词组：watched TV, washed clothes, cleaned the room, played football and visited grandparents.强调这些过去式的发音。/t/, /t/, /d/, /d/, /id/。

7、Activity one: Bingo!

8、师生问答。(语言内容，媒介)

9、Activity two: 摘苹果游戏

10. 教师领读 Let’s learn部分。

Step 3. Consolidation

Let’s find out.

1、教师通过CAI出示图片，提问：

What did Zoom do last weekend?

板书并认读：do-did, water-watered.

2、教师问几个学生：What did you do?

3、Do a survey。学生之间相互了解，并做好记录。

完成后上台进行解说。

4、填入所缺的单词。

板书设计 作业布置

Unit 3 Last weekend

rode a horse

rode a bike

went camping

hurt my foot

went fishing

A.抄写本课时的四会单词3遍。

B.和他人谈一谈自己上个周末的活动。

课时教学设计

课题：Unit3 B Let’s try Let’s talk 备课人： 上课人：

教学目标：

1、能听、说、读、写过去式单词ate，took，bought，gift和短语took picture;能听说认读单词beach，basket，part，licked，laughed和短语went swimming。

2、掌握四会句型How did you go there?I went there by plane。

教学重点：

1、能听、说、读、写过去式单词ate，took，bought，gift和短语took picture;能听说认读单词beach，basket，part，licked，laughed和短语went swimming。

2、掌握四会句型How did you go there?I went there by plane。

教学重点：1、能听、说、读四会句型How did you go there?I went there by plane

2. 如何在现实生活中运用所学单词、词组和句型。

教具学具课件准备：

1 the teaching pictures

2 the figure pictures

3 some photos

4 radio and tapes

5 word cards and figure cards 第几课时：3

探索流程 个性添加(教学反思)

Step 1. Warm- up and revision

1. Hang-man game

( went to a park, went swimming ,went fishing, went hiking, read books)

2 游戏Bingo

3. Let’s try

Step 2. Presentation

1. chant

(1) 教师用课件呈现chant

(在课件上出现几幅图片NIGHT PARK JUNE等，然后在YES的地方出现一个人)

(2) 学生二人小组说唱书本上的chant

(3) 学生用手头的卡片自编一个chant

2. Let’s talk

(1) Listen and do

(2) Look and answer

(3) Listen and read

Step 3. Consolidation

Activity 1.Let’s find out (见表格2)

Activity 2 The story of Zoom

Activity 3 Guessing

Task-time

1) Pair work

A: What did you do last weekend? / Did you …?

B: I (did)…/ Yes, I did.

2) 在问答过程中完成书中所示的表格.

3) 邀请几组同学到前面汇报调查结果

B.learn

教学难点：1、能听、说、读、写过去式单词ate，took，bought gift和短语took picture等

2、能运用句子How was your summer holiday? What did you do there?对别人在假期里所做的事情展开问答。

教学难点：

1、 掌握四个动词短语过去式的读音和拼写以及句型What did you do over your holiday?的灵活运用。

2、如何在现实生活中运用所学单词、词组和句型。

Step 1. Warm- up and revision

1) Free-talk:

T: What day is today?

A: Today is…

T: What day was yesterday? (强调 yesterday)

B: Yesterday/ It was…

T: What did you do yesterday?

C: I (did)…yesterday. ( 用前几课时已经学的词组)

2) Chain-drill:

C: I (did)…yesterday. What did you do yesterday?

D: I (did)…yesterday. What did you do yesterday?

E, F…( ask the teacher)

T: I went to a park yesterday.

Step 2. Presentation

1) Let’s learn:

继续Chain-drill,由T 引出并出示新授词组:

went hiking.

2) 学生已经了解了go 的过去式后, T 边用

I went ( 这个动词用动作表示)yesterday.表达自己昨天去做什么了,边做动作.让学生帮老师说出: went swimming, went fishing.

3)Ask and answer:

A: T ask and Ss answer.

B: S1 ask and S2 answer.

C: S3 ask and T answer.

由此,T 引出新授词组: read a book.

4) 自编chant. Chant together.见附录

5)Listen to the tape and repeat. Pay attention to the pronunciation of: went, read.

6)Reading in 2 parts: T say the phrase loudly, Ss say it lowly; T say the phrase lowly, Ss say it loudly.

Step 3. Consolidation

通过各种游戏，操练所学词组

Activity 1 找搭档

Activity 2 我是侦察兵

Activity 3 记忆大挑战

Task-time

1) Pair work

A: What did you do last weekend? / Did you …?

B: I (did)…/ Yes, I did.

2) 在问答过程中完成书中所示的表格.

3) 邀请几组同学到前面汇报调查结果

板书设计 作业布置

How did you go there?

I went there by plane。

1.朗读对话。

2.用词组或短句来描述自己爸爸或妈妈上周末的活动情况，并且写下来。

课题：Unit 3 B Let’s learn 备课人： 上课人：

教学目标：

1、能听、说、读、写过去式单词ate，took，bought gift和短语took picture等

2、能运用句子How was your summer holiday? What did you do there?对别人在假期里所做的事情展开问答。

教学重点：

1、能听、说、读、写过去式单词ate，took，bought gift和短语took picture等

2、能运用句子How was your summer holiday? What did you do there?对别人在假期里所做的事情展开问答。 教学难点：

1、 掌握四个动词短语过去式的读音和拼写以及句型What did you do over your holiday?的灵活运用。

2、如何在现实生活中运用所学单词、词组和句型。

教具学具课件准备：

1 the teaching pictures

2 the figure pictures

3 some photos of the teachers

4 radio and tape

5 the word cards and figure cards 第几课时：6

探索流程 个性添加(教学反思)

Step 1. Warm- up and revision

1) Free-talk:

T: What day is today?

A: Today is…

T: What day was yesterday? (强调 yesterday)

B: Yesterday/ It was…

T: What did you do yesterday?

C: I (did)…yesterday. ( 用前几课时已经学的词组)

2) Chain-drill:

C: I (did)…yesterday. What did you do yesterday?

D: I (did)…yesterday. What did you do yesterday?

E, F…( ask the teacher)

T: I went to a park yesterday.

Step 2. Presentation

1) Let’s learn:

继续Chain-drill,由T 引出并出示新授词组:

went hiking.

2) 学生已经了解了go 的过去式后, T 边用

I went ( 这个动词用动作表示)yesterday.表达自己昨天去做什么了,边做动作.让学生帮老师说出: went swimming, went fishing.

3)Ask and answer:

A: T ask and Ss answer.

B: S1 ask and S2 answer.

C: S3 ask and T answer.

由此,T 引出新授词组: read a book.

4) 自编chant. Chant together.见附录

5)Listen to the tape and repeat. Pay attention to the pronunciation of: went, read.

6)Reading in 2 parts: T say the phrase loudly, Ss say it lowly; T say the phrase lowly, Ss say it loudly.

Step 3. Consolidation

通过各种游戏，操练所学词组

Activity 1 找搭档

Activity 2 我是侦察兵

Activity 3 记忆大挑战

Task-time

1) Pair work

A: What did you do last weekend? / Did you …?

B: I (did)…/ Yes, I did.

2) 在问答过程中完成书中所示的表格.

3) 邀请几组同学到前面汇报调查结果

板书设计 作业布置

Unit 3Last weekend

1.听本部分的录音，读给朋友或家长听。

2.活动手册

课时教学设计

课题：Unit 3 B read and write 备课人： 上课人：

教学目标：

1、 能读懂并理解Read and write的内容，并完成其中的任务

2、 学生能够通过看图讨论预测故事的开端和进一步发展来激活相关背景知识或储备词汇

3、 能够通过完成读后活动训练在语篇中捕捉不同信息类型和思考能力

4、 能够在阅读中获取有用的句型口头描述一下自己一天的活动

教学重点：

本课的教学重点是掌握四会词组,并用所学词组和句型进行调查 教学难点：本课的教学难点是灵活运用所学的内容进行交际。

教具学具课件准备：

1 the teaching pictures

2 the figure pictures

3 some photos

4 word cards and figure cards 第几课时：4

探索流程 个性添加(教学反思)

1.阅读前

(1)看一看，说一说。教师要求学生按教材要求与同桌讨论：How did Wu Yifan meet Max? What will happen?完成后可在全班交流，教师把学生们的想法用简单的句子写在黑板上

(2)教师让学生分类，哪些是好的事情?从而引出主题：life is full of good news and bad news。

2.阅读中

(1)第一次阅读：教师要求学生尝试快速阅读文本，捕捉关键信息，给图片排序

(2)第二次阅读：教师要求学生再次阅读文本，概括并写出这一天发生在吴一凡一家的三件好事和两件坏事。

(3)第三次阅读：理解更多细节。

(4)教师放自制的课件，呈现几名学生讲述自己同事经历好事情和坏事情的不寻常的经历

(5)教师引导学生结合自己的实际情况，写出发生在自己身上的一件好事情、坏事情和自己的对策。

3.阅读后

(1)教师补充中国传统故事，塞翁失马，焉知非福。

(2)完成活动手册。

板书设计 作业布置

Unit3Last weekend

1.抄写四会词3遍。

2.课后继续交流同桌的周末或前天的活动信息。

课时教学设计

课题：unit 3 B Let’scheck Story time 备课人： 上课人：

教学目标：

1.能够完成Let’s check

2.能理解story time中故事

教学重点：

1.能够完成Let’s check

2.能理解story time中故事 教学难点：

1.能够完成Let’s check

2.能理解story time中故事

教具学具课件准备：

1 the teaching pictures

2 the figure pictures

3 radio and tape 第几课时：6w W w . x K b 1.c o M

探索流程 个性添加(教学反思)

Step 1 Warm-up.

1.利用词卡，帮助学生复习各个词汇(动词及其过去式)

2. Free Talk:

教师先和较优秀的学生示范，然后让生生合作完成。例如：

(1) What did you do yesterday?

(2) Did you /he / she …?

主要复习本单元的主句型。

出示学习目标

Step 2 Pre-reading.

1.“绕口令”活动。以此介绍： twister, tongue twisters.

板书并教读。

2.教师出示挂图，师生一起用过去式讨论挂图内容。

Step 3 In-reading.

1. General reading.(略读)

让学生快速阅读课文，并回答：

A. Did they read tongue twisters together?

B. Did Mike fly kites?

C. Did the dog jump into the river?

Check the answers.

2. Detailed reading(细读)

让学生仔细阅读课文，完成课后练习题2 Number the sentences.

(可以独立阅读，也可以小组合作。)

校对答案。

3. let’s read(读写)

完成课后练习题1 Finish the sentences.

4. Listen to the tape.首先静听然后跟读。

5. Read aloud. (朗读)同时小组找出短文中不理解的句子进行讨论。

读完之后质疑释疑。

Step 4 Post-reading

1.复述对话

在此环节中，教师要帮助学生找出key words.以降低难度。同时，要教给学生如何找关键词。

2. Story time

(1)让学生先独立阅读。找出不理解、不会读的地方。

(2)共同释疑。

(3)听录音，跟读。

(4)分角色读或表演。(根据学生的程度选择)

Step 5 Progress

做本部分基础训练的练习。

板书设计 作业布置

Unit3Last weekend

A.学生听录音，跟读对话，书写四会句型。

B.利用所学的知识调查朋友的有关活动信息，并记录下来。

单元开始页

备课内容： Unit 4 Then and now 备课人：

课时分配：6课时 备课时间：/3/4

单元教材分析 单元学情分析

本单元以过去和现在为话题，重点学习表示过去的时间状语、学校设施和部分动词及动词短语。 本单元以学生的实际情况出发，通过说唱歌谣、小组合作等形式使学生处于轻松、快乐、趣味十足的学习氛围。

单元教学目标：

1、 听说认读star,easy,race,felt,trip,woke,会听说读写gym,ago,cycling,badminton.

2、 能够熟练运用There be句型描述过去的事情和现在的事情。

3、 能够掌握询问某人的变化的句型。

课时教学设计

课题：Unit 4 A Let's learn 备课人： 上课人：

教学目标：

1、 听说认读单词：dining hall,gym,grass,…years ago,…months ago,last year,last month.

2、 学习句型：There was/were…We didn’t have…及其一般过去时态的具体运用。

3、 学生会根据具体年代判断与之相符的事物。

4、 学唱歌曲《Changes in me》

教学重点：

过去时间状语的运用。 教学难点：

句型There was/were…的具体运用。

教具学具课件准备：PPT 图片 第几课时：period 1

探索流程 个性添加(教学反思)

Learning steps(学习步骤):

Step 1.预习温故(用时5分钟)

1. Go over the phrases of Unit 3: ate fresh food, went swimming, took pictures, bought gifts, rode a horse, rode a bike , went camping, hurt my foot , went fishing

教师说短语的第一个单词，学生说出短语，并造一个句子。如T: took. Ss: Took pictures, I took pictures last weekend. ( 边做动作边说)

2. Free talk.

T: How was your weekend?

Ss: It was fine.

T: Where did you go? 、

Ss: I went to ...

T: How did you go there?

Ss: By ...

T: What did you do there? Ss: I went fishing. / ...

Step 2. 新课内容展示(用时15分钟)

1. 教学单词dining hall, grass, gym, ago.

(1) Show the picture of grass. T: What’s this? Ss: It’s grass. 板书grass并教读。Chant: Grass, grass. Play football on the grass. 以同样的方法教学dining hall, gym. Chant: Dining hall, dining hall. Have lunch in the dinning. Gym, gym. Play basketball in the gym.

(2) 教学单词ago及词组... years ago, ... months ago. 教师先说几个句子让学生感受。T: I went fishing three days ago. I went to Beijing two years ago. 板书并教读ago。 让学生说出... years ago, ... months ago的意思并造句。

2. 出示两张新旧学校图片介绍并板书：There was no gym in my school twenty years ago. Now there’s a new one in our school. 教读。学生学说句子，描述学校以前和现在的样子.如：There was no computer room ten years ago. Now there’s a new one in our school.

3. Play the tape of Let’s learn.学生仿读。

Step 3.合作交流：(用时10分钟)

1. 小组读单词，开火车读单词。

2. 学生灵活运用所学单词句子。

3. 完成Find the mistakes.学生先自己读句子，然后小组合作找出错误的地方。

4. 学唱歌曲《Changes in me》

Step4、达标检测(用时9分钟)

板书设计 作业布置

Unit4 Then and now h

dining hall, gym, grass, ago, ...years ago, ... months ago

There was gym in my school twenty years ago.

Now there’s a new one in our school.

1.抄写并背诵dining hall, gym, grass, years ago, months ago, last year, last month

2.用本课时句子写一个对话。

课时教学设计

课题：Unit4 Then and now 备课人： 上课人：

教学目标：

1. 听说认读单词：star, easy, look up, Internet.

2. 听说读写句子：There was no library in my school. Tell us about your school, please. How do you know that? There were no computers or Internet in my time.

3. 听懂Let’s try,完成Tick or cross.

教学重点：

1.听说读写句子，听说认读单词。

2.理解对话。 教学难点：

1.听说读写句子，听说认读单词。

2.理解对话。

教具学具课件准备：PPT 第几课时：period 2

探索流程 个性添加(教学反思)

Step 1.预习温故(用时5分钟)

1. Go over words of Let’s learn. 教师做动作，学生说单词并造句。教师出示单词卡，全班齐读并拼写单词：dining hall, grass, gym.

2. 用ago造句。 There was a dog in the park five days ago.

Step 2. 新课内容展示(用时15分钟)

1.教学单词star, easy, look up, Internet.

(1)画星星简笔画 T: What’s this? Ss: It’s star. 板书star并教读。T: Can you spell star? Ss: S―T―A―R. T: It is easy. (板书并教读easy.)

(2)出示一个星座图片，T: Do you know its name? Ss: I don’t know. T: We can look it up on the Internet. 板书look up, Internet讲解并教读。

2. (1)出示有图书馆和没有图书馆的学校照片，学生说句子Ss: There was no library in the school. Now there’s a new one. 齐读。

(2)出示有电脑和没有电脑的学校图片。T: There were no computers or Internet in my time. 注意are -- were. 学生反复读该句子。(3) 讲解并教读句子：Tell us about your school, please. How do you know that?

3. 学生听录音，老师教读对话。

4.学生自己读对话，回答问题：What was Grandpa’s school like?

5.学生讲解对话，教师补充答疑。

Step 3.合作交流：(用时10分钟)

1. 教读对话，学生小组练习对话。

2. 学生灵活运用本课时单词和句型自由编对话。

3. Finish Let’s try.

4. Step4、达标检测(用时9分钟)

板书设计 作业布置

Unit 4 Then and now

There was no library in my school.

Tell us about your school, please.

How do you know that?

There were no computers or Internet in my time. 1.抄写本节课的单词和句子各一遍。

2.完成活动手册

3.完成练习册。

课时教学设计

课题：Unit 4 Then and now 备课人： 上课人：

教学目标：

1. 听说读写单词及短语：cycling, ice- skate, badminton，go cycling

2. 能听说认读句子：I didn’t like winter before. I bought it was too cold, and I couldn’t go cycling. How about now? Now I love to ice-skate, so I like winter.

教学重点：

1. 听说读写单词cycling, ice- skate, badminton. 2. 记忆badminton. 教学难点：

1. 听说读写单词cycling, ice- skate, badminton. 2. 记忆badminton.

教具学具课件准备：PPT 第几课时：period 3

探索流程 个性添加(教学反思)

Step 1.预习温故(用时5分钟)

1. Go over the words. dining hall grass gym star easy

2. 谈论学校的今昔对比。T: Tell us about your old school, please.

S1: There were no computers in my old school.

T: How do you know that? S1: Our head teacher told us.

Step 2. 新课内容展示(用时15分钟)

1. 教学单词及词组：cycling, go cycling, ice- skate, play badminton.

(1).出示骑车的图片T: Which sport is it?板书cycling并教读。(2)教师边做骑车的动作边说Go cycling, I can go cycling.。(3)出示羽毛球拍图片T: Do you like badminton? Ss: Yes, I do. / No, I don’t. T: Can you play badminton? 板书并教读badminton，play badminton. I can play badminton.(4)出示滑冰的图片，教学ice-skate. 边做动作边说：Ice-skate, Ice-skate， I can ice-skate.

2. 板书句子：I didn’t like winter before. I thought it was too cold, and I couldn’t go cycling.告诉学生think―thought, can C could.

3.板书句子How about now? Now I love to ice-skate, so I like winter. 请学生说出意思，全班齐读。

4. 播放Let’s learn录音，学生跟读。

Step 3.合作交流：(用时10分钟)

1. 学生开火车读单词，词组。

2. 学生灵活运用所学单词及句子表演对话。

3. Finish Listen, match and say. (1) 听录音，把人物与做的活动连起来。(2)根据连线同桌对话：Before, Allen couldn’t ... Now ...

Step4、达标检测(用时9分钟)

板书设计 作业布置

Unit4 Then and now

cycling, go cycling, ice- skate, badminton, play badminton

I didn’t like winter before.

I thought it was too cold, and I couldn’t go cycling.

think C thought can -- could

How about now? Now I love to ice-skate, so I like winter. Make and write down a new conversation 。

课时教学设计

课题：Unit 4 Then and now 备课人： 上课人：

教学目标：

1. 听说读写句子：Before, I was quiet. Now, I’m very active in class.

I was short, so I couldn’t ride my bike well. Now, I go cycling every day.

2.听说认读单词different, active.

3. 听懂会说本课时的对话.

教学重点：

1.听说读写句子Before, I was quiet. Now, I’m very active in class.

I was short, so I couldn’t ride my bike well. Now, I go cycling every day.

2. different的发音较难。 教学难点：

1.听说读写句子Before, I was quiet. Now, I’m very active in class.

I was short, so I couldn’t ride my bike well. Now, I go cycling every day.

2. different的发音较难。

教具学具课件准备：PPT 第几课时：period 4

探索流程 个性添加(教学反思)

Step 1.预习温故(用时5分钟)

1. Go over: go cycling ice-skate play badminton

教师做动作，学生一起说出短语并造句。Go cycling, I could go cycling.

Ice-skate, I could ice-skate. Play badminton, I could play badminton.

2. 齐读Let’s learn对话并请学生翻译。

Step 2. 新课内容展示(用时15分钟)

1. 教学different.

出示自己小时候的照片，T: Who is she? Guess. T: It is me. At that time, I had short hair and I was fat. Now I am different. All of you are different now.板书different,请学生说出它的意思，并教读。

2. 教学active 和 板书句子：Before, I was quiet. Now, I’m very active in class. 请学生说意思，然后齐读。

3.板书句子：I was short, so I couldn’t ride my bike well. Now, I go cycling every day.请学生说句子的意思，然后齐读句子，最后请学生模仿该句子说自己的变化。如：

I was short, so I couldn’t play basketball well. Now, I play it every day.

4.学生自己读对话，回答问题：How did Mike change?

5. 学生讲解对话，教师答疑。

6.放录音，学生跟读。

Step 3.合作交流：(用时10分钟)

1.学生小组读对话。 2. 分角色朗读对话。 3. Finsh Let’s try.

4. 用P36的句子灵活运用所学单词及句子谈论家人或朋友的变化。

Step4、达标检测(用时9分钟)

板书设计 作业布置

Unit4 Then and now

active different绿Before,

I was quiet. Now,

I’m very active in class.

I was short, so I couldn’t ride my bike well. Now, I go cycling every day. (1)完成活动手册Listen again and write

(2) Write the new words.

课时教学设计

课题：Unit 4 Then and now 备课人： 上课人：

教学目标：

1. 能听,说，认读单词race, nothing, thought ,felt, cheetah, trip, woke, dream。

2.能听懂，会说句子：There are many animals in the race. But suddenly he tripped and fell.3.能听懂，读懂小短文，并能完成相应的练习

教学重点：

重点:能听懂，会说句子：There are many animals in the race. 教学难点：

能听懂，读懂小短文，并能完成相应的练习。

教具学具课件准备：PPT 第几课时：period 5

探索流程 个性添加(教学反思)

Step1 : 预习温故(用时5分钟)

Step 2. 新课内容展示(用时15分钟)

1.出示单词卡片和图画教学单词：race, nothing ,thought, felt, cheetah, trip, woke, dream并板书,教读,学生跟读。

2.S: 学生独立阅读课文，边读边理解。勾出不理解的句子。

3.T:帮助学生理解句子并板书：1.There are many animals in the race.2. But suddenly he tripped and fell.

4. Listen to the passage.

5. Number the picture.

Step 3. 合作交流，师生共建(用时10分钟)

1.领读Read and write 中的句子并纠正读音。2. 抽学生理解课文,并答疑。

3.学生勾出动词的过去式，并写出原型。老师可以板书。

4. Finish exercise:

1. Step 4. 达标检测(用时5分钟)

板书设计 作业布置

Unit 4 Then and now

1.There are many animals in the race

2. But suddenly he tripped and fell. 1. 完成活动手册

2. 用所学句型编对话。

课时教学设计

课题：Unit 4 Then and now 备课人： 上课人：

教学目标：

1.复习本单元的四会单词、词组及句子。

2.能够独立完成Let’s check/Let’s wrap it up部分内容。

3.理解Story time 中的故事。

教学重点：

1.掌握本单元单词和句子。www.xkb1.com/

2.完成相关练习并理解故事。 教学难点：

1.掌握本单元单词和句子。

2.完成相关练习并理解故事。

教具学具课件准备：PPT 第几课时：period 6

探索流程 个性添加(教学反思)

Step1 : 预习温故(用时5分钟)

1.Review the words and phrases and sentences in U.4.(多操练)。

Step 2. 新课内容展示(用时15分钟)

1. 复习四会单词，四会句子，三会单词。(读课本四单元单词和句子)

2.Main scene(多操练)

(1)Ss自己观察主图，自读句子，再教读正音。

(2)Listen to the tape and follow it.

3. Listen to the tape and finish Let’s check.

1)学生观察图片上画的什么?

2)T播放磁带，学生听音为图片标号后讲评订正。

3)T再次播放磁带，Ss cross out the words you didn’t hear,后讲评订正。

4. Let’s wrap it up. Talk about the changes below.

Step 3. 合作交流，师生共建(用时10分钟)

Story time.

1)T: Look ,Zoom and Zip are talking about changes .What are they talking about ?Let’s read.

2)观察主图，让学生阅读故事，了解故事大概,画出不理解的句子。

3)听录音理解并仿读故事。绿色圃中小学

Step 4. 达标检测(用时9分钟)

板书设计 作业布置

Unit 4 Then and now

It was raining. In summer, the tree was green. There was a building before. The cat was on the chair. 抄写并背诵本单元的四会单词及句子并写出汉语意思。

2.完成相关练习。

单元开始页

备课内容：Recycle Mike’s happy days 备课人：

课时分配：3课时 备课时间：2015/3/4

单元教材分析 单元学情分析

本单元是人教PEP版英语六年级下册复习单元。本单元通过Mike幸福的几天生活情况，讨论：1.有关农场的情况，2.Mike和新朋友的学校生活的情况以及对未来的规划等。3.Mike的学校发出了晚会邀请，学生参加送别晚会，并在小故事中感受友情的可贵。 单元的学生通过几个单元的学习，对六年级下册的英语知识点有了大致的了解，利用复习单元，加深学生的印象，提高学生的英语水平。并在情感方面有了更高层次的升华。

单元教学目标：

1. 会给单词归类;

2. 去市场之前会列好清单;

3. 会描述在农场的活动内容，会描述自己的学校生活;

4. 会规划自己的未来，有自己的理想;

5. 会写邀请函，会列举晚会需要的物品。

课时教学设计

课题：Recycle Mike’s happy days 备课人 上课人：

教学目标：

1.会给单词归类;2.去市场之前会列好清单;

3.能介绍新朋友的外貌特征;4.能描述农场生活和活动。

教学重点：

1.会给单词归类;

2.去市场之前会列好清单;

3.能介绍新朋友的外貌特征;

4.能描述农场生活和活动。 教学难点：

1.去市场之前会列好清单;

2.能介绍新朋友的外貌特征。

教具学具课件准备：PPT 第几课时：period 1

探索流程 个性添加(教学反思)

Step 1 Warm-up

1. Greeting.

2. Free talk.

Step 2 Presentation

Day 1: A beautiful farm

Day 2: Farmers’ market

Day 3: Life on the farm

Day 4: Mike’s day on the farm

Step 3 Extension

Step 4 Summary

Step 5 Homework

板书设计 作业布置

Recycle Mike’s happy days

1. Can you name the group of the words? 1. 完成活动手册 read and write.

课时教学设计

课题：Recycle Mike’s happy days 备课人： 上课人：

教学目标：

1. 能看懂Mike学校生活的PPT,复习学科名称，理解Mike对各科的喜好。

2. 能用简单的英语向别人介绍自己的朋友。

3. 能根据文章内容判断正误，找出错误理由。

4. 通过故事的阅读提高英语阅读理解能力和阅读技巧。

教学重点：

1. 能掌握表示各个学科的单词及喜欢和不喜欢该学科的理由。

2. 能理解故事并能流利地朗读故事。 教学难点：

如何在现实生活中运用所学，规划好自己的未来。

教具学具课件准备：PPT 第几课时：period 2

探索流程 个性添加(教学反思)

Step 1 Warm-up

1. Greeting.

2. Free talk.

3.看课表，同桌展开问答练习。

复习句型I like…best.=My favorite…is…/…is my favorite.

Step 2 Presentation

1. Watch the PPT of the story.

2. Read the story and find the mistakes.

3. 要求学生带着问题再次阅读。

4. Look at Bill’s poster.

Step 3 Extension

Design your own poster.

Step 4 Summary

Let the students tell the class what we learnt today.

Step 5 Homework

板书设计 作业布置

Recycle Mike’s happy days

1. Mike’s school life

2. Read and underline the mistakes

3. Read and tick or cross.

Write your own poster.

课时教学设计

课题：Recycle Mike’s happy days 备课人： 上课人：

教学目标：

1. 能看邀请函，并自己设计邀请函。

2. 能恢复别人的邀请函。

3. 能自己合理安排晚会内容。

4. 能为举办晚会筹划各种所需物品。

教学重点：

1. 能掌握邀请函的主要内容，如：时间、地点、人物等。

2. 能自己做好晚会准备工作。

3. 能恢复邀请函。 教学难点：

复习will，be going to 构成的将来时在句中的运用。

教具学具课件准备：PPT 第几课时：period 3

探索流程 个性添加(教学反思)

Step 1 Warm-up

3. Greeting.

4. Free talk.

Step 2 Presentation

1. Day 7:Mike’s surprise

2. Write a reply.

3. Design your own invitation.

4. Day 8: A farewell party

5. Story time

1. 读故事，领略故事大意。

2. 教师点拨难读的单词和句子。

3. 学生分角色朗读故事。

4. 有能力的学生组成小组分角色表演

5. 读课文，让学生体会文章表达的中心思想―友情的重要性。

Step 3 Extension

Step 4 Summary

Let the students tell the class what we learnt today.

Step 5 Homework

板书设计 作业布置

Recycle Mike’s happy days

1. What are they going to do at the party?

2. Group the words. 写一封回复函。

[pep小学英语六年级下册教案]

篇13：pep小学英语六年级下册期末试卷

pep小学英语六年级下册期末试卷内容如下：

听力部分(40%)

一、 听录音，选择你听到的单词、短语或它们的汉语意思。(5☆)

( ) 1. A. younger B. stronger C. longer D. thinner

( ) 2. A.牙疼 B. 头疼 C. 喉咙疼 D. 感冒

( ) 3. A. skiing B. skating C. sick D. swimming

( ) 4. A. 生气的 B. 兴奋的 C.疲劳的 D. 无聊的

( ) 5. A. eat B. ate C. get D. feet

二、听音选择与录音相符的图片(5☆)：

三、听录音，根据录音将下面各图片的顺序重新排列，并将序号填在各图片下的括号里。(5☆)

( ) ( ) ( ) ( ) ( )

四、根据你所听到的内容，判断下列句子的对错。对的在题前的括号内打“√”,错的打“×”。(5☆)

( ) 1.Sarah, Mike and Amy are cousins.

( ) 2.Mike took pictures on his holiday.

( ) 3.Sarah is 10 cm shorter than Mike.

( ) 4.Sarah likes climbing.

( ) 5.Amy is from America.

五、Listen and choose. 听问句，选择正确的答句。(5☆)

( )1. A. I’m 40kg. B. I’m 154cm. C. I’m 12.

( )2. A. She’s fine. B. He has a cold. C. He feels happy.

( )3. A. I cleaned the room. B. I clean the room. C. I am cleaning the room.

( )4. A. I’m going to Hong Kong. B. I’m going there by plane.

C. I’m going to buy a book.

( )5.A.I went to Hainan. B.I will go to Hainan. C. I want to go to Hainan .

六、听录音，填空。(5☆)

1 . Amy is taller and _________ than Sarah .

2 . John is sick. His throat is __________ .

3 . Zhang Peng _______ English book at home last weekend.

4 . Did you ________ the room last weekend?

5 . He _______ ____________on his holiday. .

七、 听录音，找出所听到的句子的汉语意思(5☆)

( )1. A..我的胳膊比你的长

B..我的腿比你的长

C..我的胳膊比你的短。

( )2. A.如果你病了不用急着去看医生

B.如果你病了就要去看医生。

C.如果病了就吃点药。

( )3.A.. 妈妈打算给我买条新裙子我很高兴。

B.妈妈不打算给我买裙子

C..妈妈给我了买条裙子我很高兴

( )4.A..在上午吴一帆打扫了他的房间，踢了足球

B.在下午吴一帆打扫了房间洗了他的衣服。

C..下午，吴一帆将要洗衣服打扫房间，

( )5.A..在星期三，我们打算去唱歌吃美食。

B.在星期三，我们唱歌拍照去了去了。

C..在星期三，我们唱歌跳舞去了。

八、听录音补全对话。(5☆)

Liuyun: Wuyifan ,You look so happy today !

Wuyifan : Yes ,I have a good time on my holiday.

Liuyun: ___________________________on your holiday ?

Wuyifan : I went to Heilongjiang

Liuyun: ___________________________there?

Wuyifan : I went by train.

Liuyun: What did you do there ?

Wuyifan: I _____________________ and _____________________.

Liuyun: ______________________

Liuyun: I go with my parents.

Wuyifan: It seams very nice.

笔试部分 (60%)

九.选出读音不同的一项。(5☆)

( )1. A pain B baby C tail D banana

( )2. A coat B know C boat D look

( )3. A pear B hair C chair D ear

( )4. A work B actor C mirror D doctor

( )5. A minute B hungry C must D thus

十、按要求改写下列单词：(5☆)

1 heavy________(比较级)

2. big_________(比较级)

3 have__________(第三人称单数)

4. bought________(原形)

5.、is_________(过去式)

十一、Read and choose.(读一读，选择正确答案)(5☆)

( )1.---Sam is 160cm tall. Ted is 10cm shorter than him.

---How tall is Ted?

A. 150cm B. 160cm C. 170cm

( )2、My throat __________ sore, my nose __________.

A. is, hurt B. are, hurts C. is hurts

( )3.----_______did you go on your holiday?

----Shanghai.

A. What B. Where C. How

( )4. We _______ books last night.

A. read B. reads C . readed

( )5、Did you went swimming last weekend?

A Yes ,I didn’t B No ,I didn’t C No ,I did

十二、根据句意，用单词的适当形式填空 ：(5☆)

1. He is ________(young) and stronger than me .

2. I ________(buy ) presents on my holiday .

3. What _______ (do) you do last weekend ?

4. She ______ (see) the elephants last Monday .

5. Sarah ______(feel) sad, because she failed her math test.

十三、根据图片所给的提示，完成句子，使对话合理、通顺。(5☆)

1. How did you went to Xinjiang?

2. What did you do on your holiday ?

3. What is the matter with Xao Ming ?

4. Did you read books yesterday ?

5、A:______________________________________?

B: He is excited.

十四、Make sentences. 连词成句(5☆)

1、you, much, am, than, I ,stronger。

________________________________________________________

2、 matter, with ,your ,what’s ,the ,sister?

________________________________________________________

3、 did, last, read, you, weekend, books

________________________________________________________

4、my, I, holiday, elephants, saw, on

________________________________________________________

5、the do you what on weekend do usually?

________________________________________________________

十五、用所给单词填空，把短文补充完整(5☆)

I have a good friend。 Her name is Lily .I am 158cm ,she is 160 cm tall She is than me .

But she is only 13 years old, and I’m 14 years old . She is than me . She collecting

stamps . We often play together . last weekend, we hiking and _____pictures .we had a good time .

十六、根据上下文，从所给的七个句子中选择五个句子，将对话补充完整，并将该选项前面的字母编号写在相应的横线上。(5

☆)

Zip: Hey, Zoom. _________________________?

Zoom: I went to the hospital on the weekend.

Zip: ______________________________?

Zoom: Yes, I was sick.

Zip: ______________________________?

Zoom: I had a fever and my throat is sore.

Zip: You should do sports and make yourself to be stronger.

Zoom: You are right. ________________________________?

Zip: That’s a good idea. But I will go swimming this afternoon.

Zoom: _______________________.

Zip: Sure! Let’s go together.

十七、阅读理解，判断正误。(5☆)

Last weekend we had a birthday for our classmate Zhang Xiaohui. She is younger than me, but I am shorter than

her. And she looks stronger. Of course she is heavier than me. We went to a shop to buy a present for Xiaohui.

What did we buy? We bought a doll for her. Because she told me “ I haven’t got a lovely doll.” When she got

our present she looked excited. She was very happy. We went to the zoo. We saw elephants. We wanted to row a

boat in Daming park, but it was later, we had to go home. We had a good time on that day.

( )1. Xiaohui is taller than me.

( )2. I bought a doll for Xiaohui.

( )3. We went to a shop last month.

( )4. They had a good time on Xiaohui’s birthday.

( )5. We rowed a boat in the park.

十八、阅读填空：(5☆)

I am Sandy. Tomorrow is Saturday. I am going to the Tai Mountains with my good friends. We are going to meet

at 6:00 in the morning. The mountains are far from our home. We are going by bike. We are going to have a

picnic there. Amy my little sister likes flowers. So I’m going to pick some beautiful flowers for her. The

mountains are very beautiful, I take my camera, and I’m going to take some pictures there.

1. What is Sandy going to do on Saturday?

_____________________________________.

2. When is Sandy going to meet with his friends?

_________________________________________

3. Are the mountains near Sandy’s home?

_____________________________________________

4. Who is Amy? What does she like?

______________________________________________.

5. What is Sandy going to do on the mountain?

_________________________________________________

十九、实践活动，根据问句及你的实际情况写答句。(5☆)

1、What’s your hobby? ___________________________________________ .

2、what are you going to do next weekend?

__________________________________________

3、How old are you and how tall are you? ____________________________________________

4、How do you go to school? ____________________________________________

5、What did you do last weekend? ___________________________________________ .

二十、写作：

写一篇小短文，介绍你和你家人五一假期的活动。注意时态，不少于五句话。(5☆)

附听力材料和答案：

听力材料

一.听录音，选择你听到的单词、短语或它们的汉语意思。(5☆)

1.thinner 2.have a cold 3. skiing4.excited5. ate

二、听音选择与录音相符的图片(5☆)：

1. What’s the matter , Xiaohong?

My leg hurts

2. How are you ,Lili ?

I failed my math test,I am sad

3. What did you do last weenkend ,Chen Jie ?

I washed clothes last weekend

4. How heavy is your brother ?

He is 70kg , he is stonger than me

5、What did you do on your holiday, Zhang Peng ?

I climbed mountains on my holiday

三、 听录音，根据录音将下面各图片的顺序重新排列，并将序号填在各图片下的括号里。(5☆)

1.What did you do on yesterday ,Mike?

I played football on the playground yesterday.

2.What’s the matter, Sarah ?

My throat is sore.

3.What did you do in Hang Zhou, Xiao ying?

I rowed boat there.

4.How did you go to BeiJing,WuYifan ?

I went there by train.

5.How do you feel,Liu Yun?

I feel angry , because m y brother broke my pen.

四、根据你所听到的内容，判断下列句子的对错。对的在题前的括号内打“√”,错的打“×”。(5☆)

Sarah, Mike and Amy are cousins. Sarah and Mike come from America. Sarah is 150cm , 45 kg.She likes shopping.

Mike is 160cm ,50 kg.He likes making kites. Amy is from America, too. She is 145 cm and 38 kg.Amy likes

swimming. Last weekend, they went hiking together. They climbed a mountain, flew kites and took pictures on the

mountain.

五、Listen and choose. 听问句，选择正确的答句。(5☆)

1. How old are you ?

2. How does he feel? A. She’s fine.

3.What did you do last weenkend ?

4. How are you going there ?

5. Where are you going ?

六、听录音，填空。

1 . Amy is taller and thinner than Sarah .

2 . John is sick. His throat is sore

3 . Zhang Peng read English book at home last weekend.

4 . Did you cleaned the room last weekend?

5 . He visited his grandparesents his holiday. .

七、 听录音，找出所听到的句子的汉语意思(5☆)

1. A.. My arms are longer than yours

2. B. If you are sick see the doctor

3.A. Mother is going to buy me a new skirt I am happy.

4. B. In the afternoon ,wuyifan washed his clothes and cleaned his room

5. C.. On Wednesday, we sang and danced.

八、听录音补全对话。

Liuyun: Wuyifan ,You look so happy today !

Wuyifan : Yes ,I have a good time on my holiday.

Liuyun: ___Where did you go_____________on your holiday ?

Wuyifan : I went to Hei Longjiang

Liuyun: ___How did you go_____________________there?

Wuyifan : I went by train.

Liuyun: What did you do there ?

Wuyifan: I _went skiing_________ and _visited my uncle_________________.

Liuyun: __Who did you go with_____?

Liuyun: I go with my parents.

Wuyifan: It seams very nice.

答案

听力部分

一.听录音，选择你听到的单词、短语或它们的汉语意思。(5☆)

Keys: D D A B B

二、听音选择与录音相符的图片(5☆)：

Keys: A B A B B

四、 听录音，根据录音将下面各图片的顺序重新排列，并将序号填在各图片下的括号里。(5☆)

Keys: 4 3 5 2 1

四、根据你所听到的内容，判断下列句子的对错。对的在题前的括号内打“√”,错的打“×”。(5☆)x k b1.c om

Keys: 1. √ 2. √3. √4. ×5. √

五、Listen and choose. 听问句，选择正确的答句。(5☆)

Keys: C C A B B

六、听录音，填空。

Keys:1、Thinner 2、Sore 3、Read 4、 cleaned

5、visited his grandparesents

七、 听录音，找出所听到的句子的汉语意思(5☆)

Keys: 1. A 2 B. 3.A. 4. B. 5. C.

八、听录音补全对话。

Keys:

1、Where did you go

2、How did you go

3、went skiing

4、visited my uncle

5、Who did you go with

笔试部分

九.选出读音不同的一项。(5☆)

Keys:

1. D banana

2. D look

3. D ear

4. A work

5. A minute 、

十、按要求改写下列单词：(5☆)

Keys:

1 heavier

2. bigger

3. has

4. buy

5. was

十一、Read and choose.(读一读，选择正确答案)

Keys:

1、C

2、C

3、C

4、A

5、B

十二、根据句意，用单词的适当形式填空

Keys:

1、younger

2、bought

3、did

4、saw

5、feelt.

十三、根据图片所给的提示，完成句子，使对话合理、通顺。(5☆)

Keys:

1、I Went to Xinjiang by plane.

2、I sang and danced

3、He has a headace.

4、No ,I didn’t ,I watched TV.

5、What did mike(he) feel?

十四、Make sentences. 连词成句(5☆)

Keys:

1. I am much stronger than You。

2.What’s the matter with your sister?

3. Did you read books last weekend?

4. I saw elephants on my holiday .

5、What do you usually do on the weekend?

十五、用所给单词填空，把短文补充完整

Keys:

1、taller

2、younger

3、likes

4、went

5、took

十六、根据上下文，从所给的七个句子中选择五个句子，将对话补充完整，并将该选项前面的字母编号写在相应的横线上。

Keys:

1、C

2、D

3、A

4、G

5、B

十七、阅读理解，判断正误。

Keys: T 、 T 、F 、T 、F

十八、阅读填空：

Keys:

1、She is going to the Tai Mountains with her good friends

2、They are going to meet at 6:00 in the morning

3、NO ,They are far.

4、Amy is Sandy’s little sister and she likes flowers.

5、she is going to take some pictures there.

十九、实践活动，根据问句及你的实际情况写答句。

Keys:

1、I like collecting stampsswimming unning…

2、I am going to buy a book ake a trip….

3、I am 160 cm talland 45kg heavy.

4、I go to school on footy bike y bus…

5、I rowed a bouatought presents....

二十、写作：

一篇小短文，介绍你和你家人五一假期的活动。注意时态，不少于五句话：

[pep小学英语六年级下册期末试卷]

篇14：PEP小学六年级英语下册教案

人教版PEP小学六年级英语下册教案

能力目标

（1）能听懂会说认读本单元关于形容词比较级的单词。

（2）能听、说、读、写Let’s learn中黑体部分的内容和Read and write中要求的内容。

（3）能用目标语言完成本单元的任务型活动。

（4）能学说Chant一首和Song一首。

（5）了解ei/ai/oi，p/b,t/d的发音特点，并能试着拼读简单的规则词。

知识目标

（1）能听、说、读、写单词及短语：taller stronger older younger shorter heaiver thinner longer bigger smaller句型：How tall are you ?I’m 164cm.You’re shorter than me. You’re 4cm taller than me .How heavy are you ?I’m 48 kg. I’m thinner than you , and shorter .

（2）能够听、说、读Part A、Part B部分Let’s learn、 Let’s talk中的单词和句子。

（3）了解Story time 、Good to know等部分的内容。

（4）了解字母ei/ai/oi，p/b, t/d在单词中的基本读音。

情感、策略、文化等有关目标

（1） 情感态度：培养和保持学生学习英语的积极态度和学习信心，引导学生养成良好的英语学习习惯。

（2） 学习策略：加强学生英语学习策略的培养，为学生的终身学习奠定基础。

（3） 文化目标：培养学生文化意识，帮助学生养成良好的日常行为习惯。

第一课时

一、教学目标与要求

1、 能够听、说、认读本课时的主要词组：taller stronger older younger shorter。

2、 能认读句型：How tall are you ?I’m 164cm.You’re shorter than me. You’re 4cm taller than me .

二、教学重点与难点

1、重点掌握形容词比较级的构成。

2、难点是对新句型 How tall are you ?I’m 164cm.You’re shorter than me. You’re 4cm taller than me .的理解和运用。

三、课前准备

1、 教师准备本课时所需的六张词卡。

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）教师在黑板上贴上一些人物的图像，让学生分辨Who is tall /strong/old/young/short?，然后让学生回答。

2、 Presentation and practice let’s learn

（1）教师指着比较高的Tom和比较矮的Wuyifan问Who is tall ?S:Tom.T:Tom is taller than Wuyifan ,用动作来示意学生，帮助学生理解。然后出示taller的'单词卡片，示范读taller.

（2）教学单词taller，边说边做动作，学生跟做。开火车合拼单词,小组比赛快速熟练的拼读。帮助学生用tall+er来记忆。简单介绍形容词的比较级第一种情况是在形容词的后面直接加“er”.本课时的几个单词都属于这种变化。

（3）教师用同样的方法教学其他四个四会单词strongerolderyoungershorter

（4）将五张单词卡放在一起请学生认读。男女比赛谁读错或不会读将扣去相应男女组的分数。

（5）教师把一高一矮的学生叫他们站起来，然后说You’re taller than your classmate! 引导学生做出相应的回答：Yes!教师问，How tall are you ?学生答I’m 160cm.学习let’s chant.(听磁带，分句练。)

（6）加强练习、巩固。

3、 Consolidation and extension

（1）做本单元A Let’s learn部分的活动手册配套练习。

（2）抄写所学的四会词组，一个抄两行。

第二课时

一、教学目标与要求

1、 能听懂、会说“How tall are you ?I’m 164cm.You’re shorter than me. You’re 4cm taller than me .并能在情景中运用。

2、 能通过询问调查完成一张timetable.

二、教学重点与难点

1、 本课时的教学重点是：能听懂、会说“How tall are you ?I’m 164cm.You’re shorter than me. You’re 4cm taller than me .并能在情景中运用。

2、 本课时的教学难点是：能通过询问调查完成一张timetable.

三、课前准备

1、 教师准备若干张图片。

2、 教师准备录音机与磁带。

3、 教师准备该课时的教学挂图。

4、 学生准备一张调查表。

四、教学过程

1、 Warm-up

(1)学生听并跟说Let’s chant.（P2）

(2)指名读d taller stronger older younger shorter新学五个单词。

2、 Presentation and practice

Let’s talk

（1）How tall are you ? I’m 164cm tall.引导学生回答。然后完成Let’s start (P2)

（2）做完后教师根据图片问How tall are you？请学生来回答。同样问：How heavy are you?…再请学生问，老师回答后接着说：Who is taller than you ?请比较好的学生回答此问题。教师示范操练问句，教师问学生答，男女生互问，互答。再板书How tall are you ?I’m 164cm.You’re shorter than me. You’re 4cm taller than me .请学生做替换练习。

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