最新pep小学英语六年级下册全册教案Word文档下载推荐.docx

1、 How old are you? What does your father do? Whats he like?（对全体学生）Whos your math teacher? Whats she like ?Whos your English teacher ?Whats she like ?Boys and girls ,Do you like chant? Now Lets chant .Lets do ,please stand up. 2.Lets do 师生吟唱做动作Great,you do a good job.Are you happy? I have some picture

2、s ,Do you want to see ?Whats he like?3.课件出示图片复习单词old young tall short srongYou are very clever. I love you, so I want to tell you a sicrit. I have a best friend, he has big eyes ,short hair,he is very tall and strong .He is handsome. Can you guess who is he ?二、新授1、教学Im_cm tall. Shes/hes _cm tall.请上这

3、位同学He is my friend, Is he tall ?Do you know how tall is he?给学生量身高Lets see. Oh, He is_cm tall.板书句子Cm = centimeter Can you tell your classmate, how tall are you? （Im_cm tall板书） Thank you, go back to your seat.对全体学生 How tall are you ? How tall is she/he?找几个同学练习2、教学taller shorter请上一高一矮两个同学You come here

4、to the front. How tall are you?How tall is she/he?Look at them ,Is he tall? Yes ,I think he is taller .Do you know taller ? 板书taller 领读 Look who is taller? Yes _ is taller than_ .板书此句型Who is taller?练习几组指两个同学Yes, he is taller and I think he is shorter.Anderstand me? Who is shorter?板书shorter领读Ok ,Lets

5、 practice with this sentence partten. Use shorter taller.Are you clear?出示鲍喜顺和开伦Look at this picture. Can you make some sentences?3、教学You are shorter than your brother.出示我和我弟弟图片Boys and girls ,Look, can you guess who are they?Yes, He is my brother and this is me .Who can compare my brother and me ?（Y

6、our brother is taller than you.）（You are shorter than your brother.）板书领读Thats all for my brother and me.4、教学older younger出示图片Oh ,there is a beautifull girl. She is my best student . You are my best student too. Can you guess how old is she ?Look, She is 10 years old, Are you right?Look at This woman

7、, guess how old is she ?She is 30 years old.Who is older?板书older 领读 Yes ，the woman is older than the girl. Do you know young ?can you tell me who is younger?（The girl is younger than the woman.）板书younger领读课件出示In my family,my father is 57 ,my mother is 55. I have an aunt ,my aunt is younger than my f

8、ather and older than my mother,can you guess how old is she? Can you say something about your family ? Practice in your groups? 学生练习Who want to say ?5、教学strongerThis time Ill introuduce another man. Look Whats he like ?Who can change strong into this form? Can you write on the blackboard?Oh , you lo

9、ok very strong, he kooks very strong , yes? I think Im strong .But Who is stronger he or I? Lets play a game .If you think he is stronger than me please say “_，stronger”,If you think I am stronger than he say “teacher，stronger”,anderstand me?Do you like this game? Do you want to play this game?Ok ,L

10、ets play ,begain.学生掰手腕Who is stronger?三、巩固练习1、打开书跟读单词Just now ,we learn some new words and some sentence.Lets open your books turn to page4, listen to the tape,read after it.This time read by yourself. Who want to read?2、学生活动自由说话Do you want to use these words make sentence?Ok say some thing with you

11、r classmate.Who want to say ?Boys and girls ,Youre great ,I love you very much. Look here,I give you some homework.Lets remember them. Ok times up .Thats all for this lesson. Please stand up ,face to the teachers, Lets say goodbye .Good bye, boys and girls. 四、作业Have a look at the things and people a

12、round you and describe them. Use “younger older taller shorter stronger”make some sentences.（比一比身边的人和事，用younger older taller shorter stronger写句子我从以下四个方面谈一下教学反思：一 教学中注重激发学生的学习兴趣。开始播放Lets do: tall tall tall make yourself tall 师生一起吟唱并做动作，在优美的节奏中复习有关形容词，又激发了兴趣，还为新课做了铺垫 。在教学Im_cm tall, Shes/Hes_cm tall时，

13、用我有一个秘密I have a sicrit 引入，然后再给学生量身高，教学stronger时师生掰手腕，同学之间互掰手腕，教学older younger时让学生猜人物的年龄等都在吸引着学生调动着他们的学习兴趣，让他们主动学习。二 利用真实的情景，创造交际活动本节课的单词我都融入了句子教学中。在句型教学方面我努里创设真实情景，使学生产生身临其境的教学效果。如教学句子_is taller than_, _is shorter than_时，利用班内2个同学的身高差异来比较，教学Youre shorter than your brother 时利用自己的照片和弟弟的照片来示范，让学生用_is ol

14、der than_, _is younger than_练习前先用我自己家人的照片来示范。教学stronger than 时创设师生掰手腕的情景来呈现。利用这些真实情景教学后，再让他们在这样的情境下练习说。孩子们乐学，乐讲，乐用英语，真正达到使用语言的能力在情景中学，情景中用。三 创设轻松地氛围，主动参与学习在这节课后我安排了一次大活动，充分发挥民主，放开学生想说什么就说什么，想怎样说就怎样说，没有限制只要开口讲英语就好，给学生一个讲英语的好机会。讲授单词时，启发学生找规律自己学习，讲完shorter, taller, older 后，教younger时问 do you know young?

15、先出示young， 在出示younger，使学生对比较级后加er 有所启示。然后讲stronger就问Can you change strong into this form.鼓励学生自己找规律去学习发挥主动性。四 找出不足自我感觉课堂用语说的不够好，对学生的评价有时不到位不及时。没有十分放得开，课堂气氛没有达到预想的效果。有些环节有些活动还没能调动全体学生参与到课堂中。以后会虚心学习，提高自己的教学水平。Unit 2 Whats the matter, Mike? 第一课时教学目标1能够听说读写单词和短语：have a cold, have a toothache, have a fever

16、, hurt, have a headache, have a sore throat.2能够听说读句型：Whats the matter, Mike? I feel sick. I have a fever.并进行关键词的替换操练。3能够理解会并吟唱Lets chant的歌谣。教学重点、难点：1重点是掌握A-Lets learn的四会单词和短语，并询问别人的身体状况。2难点是正确拼写四会单词和短语。教学准备 1、 教师准备本课时所需的单词卡。2、教师准备录音机和录音带。1、 Warm-up（1）播放录音PEP4Unit6歌曲“My father is a doctor.”（2）日常口语对话，

17、复习职业单词。 Whats your father/mother?2、 Presentation and practice（1）教师出示Lets start的教学挂图，说：Look! We have some new friends here. Who are they? Whats the matter with them?帮助学生回答，并引导学生通过观察图片或教师的肢体动作来帮助学生熟悉答句中的新单词和短语。（2）播放Lets chant的录音，重点领读句子：I have a headache. I have the flu.（3）教师出示一支体温表，说：This is a thermom

18、eter. If I have a fever, it will tell me. Lets see Mike. Mike doesnt feel well. He has a fever.指着Lets learn的图片的Mike，教学“have a fever”。让学生看图片，教师做出各种表情，引导学生提问“Whats the matter?”，引出词组have a fever（出示体温计或在额头上捂湿毛巾） have a toothache（作牙疼状） , hurt（在身体某一部位贴一块膏药）, have a sore throat（咳嗽，说话沙哑），have a cold（打喷嚏）, h

19、ave a headache（作头痛状）。注意headache和 toothache的共同之处，帮助学生简单了解构词法。播放录音，让学生跟读单词。（4）教师让学生读单词，叫到的同学，给他图片（have a fever），问他：“Whats the matter, xxx?”引导学生说：I feel sick. I have a fever.解释sick单词。用同样的方法教授句型：Whats the matter, xxx? I .要求学生回答并做出相应的表情。可以让学生两个进行操练。（5）“看病”游戏。将学生分成六大组，每组选一张短语卡片。教师戴上医生的帽子提问：Cold, cold, who

20、 has a cold? 如第一组选中的是have a cold，这组学生就边做动作或表情边吟唱：Cold, cold, I have a cold.用同样的方法进行操练，各组调换卡片继续该活动。（6）“敲敲打打”活动。教师将所学单词或短语写在黑板上，然后把学生分成两大组，每组派一名代表站到黑板前。教师说单词或短语，请学生敲击听到的单词或短语，谁敲得既对又快得一分，最后得分高的组获胜。（7）活动1. 超级对对碰活动目的：通过图和词组对对碰的游戏，学生巩固所学词组的词义并使他们能够掌握这些词组的书写。活动准备：多媒体课件活动过程：屏幕的左边为sore throat/fever/cold/head

21、ache这些词，它们的旁边为少了一个词的词组结构：have a , 右边为每个词组所对应的图片。拖动左边的词把它们配对到对应的词组中。右边的图可以给所填的词以提示。连对了，则会发出欢呼声，给学生以鼓励。3、 Consolidation and extension（1）学生听读P14-16五遍。（2）学生背诵和抄写单词和短语4遍。五、板书设计： Unit 2 Whats the matter, Mike? have a fever hurt have a cold have a toothache have a headache have a sore throat 第二课时一、教学目标与要求1

22、能够掌握四会句子：Whats the matter? My throat is sore. My nose hurts.2能够听懂Lets try部分，并能根据录音内容正确标号。3能够了解音标的音和形，并读出例词，并连线。二、教学重点与难点1围绕话题“看病”展开的句型Whats the matter?以及Pronunciation的部分。2难点是掌握四会句型。三、课前准备1教师准备本课时所需的词卡。2教师准备录音机和录音带。3教师准备本单元的挂图。四、教学过程1、Warm-up（1）播放Lets chant的录音，边唱边表演。（2）拼词比赛，复习上节课单词和短语，教师说单词，每组派一个学生到黑

23、板上来写。看哪个组又快又对就获胜。2、Presentation and practice（1）播放Lets try的录音，学生听音、看图、标号。然后校对答案，教师强调其中的重点句型，即Lets talk部分将学习的主要句型。（2）教师说：Your English is well. I feel very happy. How about you? How do you feel?教师指导学生回答。并让学生询问自己“How do you feel?”同时做出生病的表情，自然呈现句子：I feel sick.教授单词sick.再次引导学生问：教师继续表达，I have a sore throat.

24、同桌操练。（3）传话活动教师将全班分成四组。游戏开始分别向队首轻轻讲两句如：How do you feel? I feel sick.各队依次往下传。队尾的学生把听到的句子大声说出来。看看哪队又快又对。（4）播放Lets talk的录音，提问学生：How does Amy feel? Whats the matter with her?引导学生听完录音后，回答。教师板书四会句子：（5）让学生读Lets play的单词，解释新单词，如broken leg, earache, stomachache, sore nose.学生在有9个格子的纸张上写上这几个单词，然后做Bingo的游戏。（6）教师出

25、示Pronunciation的挂图，带领学生认读音标和例词，指导学生归纳发音规律，帮完成Read and write部分的活动。（7）活动名称：幸运搭档增强学生的表演能力，激发学生学习英语的兴趣提高学生说单词的熟练程度。单词卡片。两人一组。一人面向黑板，一人面向学生并根据看到的图片做出相应的动作。面向黑板的同学根据动作猜出单词或词组。在相同的时间内哪组说出的单词数量最多便被评为最佳搭档。3、Consolidation and extension（1）学生听读P17五遍。（2）学生背诵和抄写句子4遍。（3）学生课外继续做Lets play部分的Bingo游戏。My throat is sore.

26、 My nose hurts.第三课时1能够理解并会朗读Lets read部分的短文，并回答课后问题。2会唱歌曲“The way I feel”。3了解Good to know部分内容。1重点是理解并正确朗读短文。2难点是理解条件状语从句和时间状语从句，并简单回答。（1）播放Lets chant，师生一齐吟唱。（2）教师出示Lets learn的教学挂图，随意指向图中的一个人物，要求学生根据人物特征快速配音，如“I have a cold”。（1）“辨别真假”活动。学生分成两大组，一组说“I have a headache.”同时做头疼或其他动作和表情，另一组来判断，动作和句子意思一致，说：Y

27、es.不一致说：No.（2）教师接着说新句子：I have the flu.同时做打喷嚏，咳嗽，提示学生flu的意思。并问学生：How do you feel if you have the flu? 让学生回答各种症状，如：I have a headache. I have a sore throat. 教师说：If you have the flu, you should go and see the doctor or take some medicine. 教授新单词medicine和短语take some medicine。（3）指导学生阅读短文，用简单明了的图片理出文章的线索，分化

28、篇章难点，帮助学生理解文章大意引导学生边思考边阅读文章。Sore throat see a doctorNose hurt have the flu take some medicine and drink hot waterHave a headache stay in bed（4）Lets sing.教师用简笔画画三张脸来表示happy, sad 和mad. 教师播放录音，学生静听，教师略讲歌词大意，学生跟着学唱歌。（5）Good to know.学生看Zoom的四种表情，再请学生读句子，然后与Zip手举的四种颜色连线，并核对答案。（6）活动名称：哑剧表演巩固新词组，并导入句型“Whats the matter? / Do you have a .” 活动准备