第六册教案全册教学总目标

一、知识目标：

1、词汇：本册书中出现的四会单词、短语有137个，其中包括书左下钥匙上的单词和短语。

2、音标：共有48个。要求能听说读写和拼读。

3、句子：钥匙上的句子要求四会。

4、会话：达到“三会”的要求。

5、阅读理解：能认读、理解对话，并能正确回答文后的问题。

6、兴趣活动：这部分内容是为词汇和语言服务的，活跃课堂气氛，调动学生的学习兴趣，能听懂任务要求，进行语言交流。会唱教材中的歌曲，会说教材中的儿歌和绕口令。

二、能力目标：

本册书的能力目标依据课标中的二级目标和教参的要求，主要要完成听、说、读、写、译、演、唱、音标拼读等项目标，培养学生的这几方面的能力。听说读写的内容是本册书的钥匙上的所有单词、短语和句子，也包括对音标和音标词的掌握达到四会的要求。对会话的要求达到三会要求，也包括语音中的句子。认读、理解part 4。演和唱的内容是本册书的会话部分和兴趣活动部分。

三、情感目标：

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

四、文化意识：

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

五、学习策略：

在课堂教学中要有意识地对学生进行学习策略方面的指导，使学生能有一套适合自己的学习英语的策略。包括学习的计划、目标和方法等。而最重要的是对学生学习英语的方法的指导。

六、教学重点：

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

七、教学难点：

音标的四会和拼读，单词、句子的四会，会话的认读和表演。

八、需要注意的问题：

音标的读音一定要教准，学准，打好语音基础，并形成一定的能力。本册教材的内容很多，一定要合理安排好课堂上的时间，加大练习，每一个知识点都要落实。一定要注意四会的单词和句子，四会的单词还包括音标词。

《快乐英语》第六册

教 学 进 度 表

时间

课程

实际进度

3.2—3.6

lesson 1

lesson 1

3.9—3.13

lesson 2, 3

lesson 2, 3

3.16—3.20

lesson 4

lesson 4

3.23—3.27

lesson5, 6

lesson5, 6

3.30—4.3

lesson 7

lesson 7

4.6—4.10

lesson 8, 9

lesson 7

4.13—4.17

lesson 10 11

lesson 8, 9

4.20—4.24

lesson 12, 13

lesson 10 11

4.27—5.8

lesson 14,15

lesson 12, 13

5.11—5.15

lesson 16, 17

5.18—5.22

lesson 18,19

5.25—5.29

lesson20,21

6.2—6.5

lesson22 23

6.8—6.12

general revision

6.15—6.19

revision

第一单元学习计划

本册书较以往相比要求掌握的知识较多较难，对部分学生来说有一定的难度。而本单元的重点是与学生的生活息息相关的作息时间方面的知识。为了能帮助学生克服困难，更好地掌握知识，教师可借助听听做做的活动，训练学生说动词；也可以让学生通过采访回答的活动训练句型；还可以设计任务型活动，让学生在自然的情境中掌握语言。这些句型不仅要求学生能灵活运用，还要进行书写造句，描述自己和他人的作息习惯。大量的动词词组也是本单元的难点，教师不仅要引导学生能熟练地表述自己的作息习惯，还能熟练地询问他人的生活习惯并能书写相关对话和短文。动词词组教学时，教师可以先让学生在感知的基础上理解这些词组，然后采用多种形式的活动、游戏帮助学生练说，直至熟练地口头表达和书面表达。从本册书开始，学生将重点学习音标。音标教学时，教师可通过前几册书的语音基础，出示例词，引导学生在归纳的基础上学习音标。示范发音时，教师一定要指导学生观察老师的唇形，必要时可详细讲解发音部位，逐个教单音节的发音，然后再加上辅音，使清、浊辅音成对地进行比较朗读。音标及音标词要达到三会要求。在讲授音标时，教师应努力培养学生通过音标学习新单词的能力，以提高学生学习的自主性。

period   plan

unit 1

title:what do you do every day?

time

1

lesson 1

teaching aims

ⅰ. enable the students to read, say and write the phrases: get up, eat breakfast, go to school.

ⅱ. ask and answer the sentences: what time is it? it’s…

ⅲ. introduce own habits of work and rest to the others and inquire the others. grasp the sentence “it’s time to…”

ⅳ. enable them to perform the “learn to say” skillfully.

ⅴ. enable the students to understand and sing “let us do morning exercises.”

teaching tools

ⅰ. four verb cards and a teaching wall map.

ⅱ. a clock and the sentence pattern cards: what time is it? it’s… it’s time to…

ⅲ. a tape-recorder and the text tape.

key points

ⅰ. enable the students to read, say and write the phrases: get up, eat breakfast, go to school.

ⅱ. ask and answer the sentences: what time is it? it’s…

ⅲ. perform the “learn to say” skillfully.

difficult points

grasp the sentence pattern “it’s time to…”

teaching   process

the activities of the teacher

the activities of the students

ⅰ.warming-up:

ⅰ. sing the song “how are you?” together.

ⅱ. greetings:

hi, boys and girls. today is the first day of the new term. nice to see you again. welcome back to school. how are you going?

i will lead the students to greet each other.

ⅱ.presentation:

t: today is the first day of the new term. do you have a happy school day life? let’s talk about your day.

ⅰ.try to use

ⅰ) t(show the clock):look, what time is it?

ⅱ) t(show the sentence pattern cards):what time is it? it’s…

ⅲ) i will show some verb cards , stick them on the blackboard.

   t(show the clock): what time is it?

   t: it’s time to…

ⅳ) show the pictures of get up, eat breakfast, watch tv and go to school,

ⅴ) open the book and read aloud.

  ⅵ) according to the pictures that the teacher offered and sentence patterns,

what time is it? it’s … it’s time to…

ⅱ.learn to say

ⅰ) t( show the picture of the dialogue): today is the first day of the new term. let’s see david’s daily life. look at the picture. this is david. look at him. he’s in a hurry. why? let’s listen to the tape, then answer my questions.

ⅱ) t(show the clock): look, what time is it?

   t: but david is in bed. he ’s late for school. he’s in a hurry and forget his slippers. (show the cards and say: late. he’s late. i’m late.)

ⅲ) listen to the recording and read aloud the text.

ⅲ. consolidation and extension:

ⅰ. i will show the picture of try to use, lead the students to adapt the contents of the text.

ⅱ. appreciate the song “let us do morning exercises.”

ⅳ. homework:

make sentences with sentence patterns of this lesson: what time is it? it’s… it’s time to…

sing the song “how are you?” together. and. greetings with teacher.

ss: it’s …

(practice in pairs)

ss: it’s…

students practice the sentence patterns.

the students choose to write the sentence patterns.

what time is it? it’s … it’s time to…

ss: it’s 7:20. it’s time to go to school.

ⅳperform according to the contents of the text.

students do it after class.

blackboard design

lesson  1

                what time is it?

                it’s…

                it’s time to get up/ eat breakfast/ go to school/ watch tv…

look back

students master the words and sentences very well. they can have a good command of the dialogue.

period   plan

unit 1

title:what do you do every day?

time

2

lesson 1

teaching aims

ⅰ. re view and use the phrases: get up, eat breakfast, go to school.

ⅱ. ask and answer skillfully with the sentences: what time is it? it’s… introduce own habits of work and rest to the others and inquire the others with the sentence “it’s time to…”

ⅲ. perform the “learn to say” skillfully and adapt it.

ⅳ. understand the contents of the “read and think” and answer the questions.

ⅴ. enable the students to listen, read, say and write the phonetic symbols /i:/, /p/, /b/ and grasp the pronunciations of “ea, ee, p, b”.

teaching tools

ⅰ. four verb cards and a teaching wall map.

ⅱ. a clock and the sentence pattern cards: what time is it? it’s… it’s time to…

ⅲ. the phonetic symbol and word cards.

ⅳ.a tape-recorder and the text tape.

key points

ⅰ. understand the contents of the “read and think” and answer the questions.

ⅱ. enable the students to listen, read, say and write the phonetic symbols /i:/, /p/, /b/ and grasp the pronunciations of “ea, ee, p, b”.

difficult points

distinguish between “it’s time to…” and “it’s time for…”.

teaching   process

the activities of the teacher

the activities of the students

ⅰ.warming-up:

  hi, boys and girls. good to see you. how are you going?

ⅱ.revision:

ⅰ. i will show a clock and ask the students “what time is it?”

x k b1.c o m ⅲ. i will show the pictures: get up, eat breakfast, go to school. according to the pictures,

ⅳ. write the sentence patterns.

ⅴ. review the text.

ⅲ.presentation:

i will lead the students to discuss.

  do you go to see the movie on sunday?

do your parents go to see the movie with you?

do you have a good time there?

t: but billy is not happy for the movie. do you know why? let’s look at the picture and read the dialogue.

ⅰ.try to use

ⅰ) i will lead the students to read the dialogue, then ask them the easy question: what time is the movie?

   is it early for the movie?

   what’s wrong with dad’s watch?

ⅱ. listen, match and read

  ⅰ) i will show the pictures of bee, pea and beep and broadcast the recording.

   t: do you like this rhyme? let’s listen again.

ⅱ) the students listen to the recording again. then i will show the contents of the rhyme and lead the students to find the rhyme.

ⅲ) i will show the new words and lead the students to sum up the pronunciations of ee, ea.

ⅳ) i will show the phonetic symbol cards of /i:/, /p/, /b/, and coach them to pronounce one by one.

ⅳ. consolidation and extension:

ⅴ. homework:

ⅰ. read aloud the phonetic symbol, the phonetic symbol words and the rhyme.

ⅱ. listen to the recording and read aloud it.

ⅰ. listen and d get up, eat breakfast, go to school, go to bed .

ⅱ. listen to the song: let ’s do morning exercises.

ⅲ. free talk: greetings .

ⅱ. practice in pairs with “what time is it? it’s …”

the students choose to practice the sentence patterns.

ⅵ. perform the “learn to say”.

ⅱ) the students read the text, and try to answer the questions.

is it early for the movie?

what’s wrong with dad’s watch?

ⅲ) listen to the recording and read aloud the text.

ⅳ) perform according to the contents of the text.

ⅱ) the students listen to the recording again

ⅴ) the students listen to the recording and read aloud it.

ⅰ. play the game: what’s missing?

ⅱ. the students write the phonetic symbol and the phonetic symbol words after me.

blackboard design

lesson  1

                             /i:/  /p/  /b/

                     bee /bi:/  beep /bi:p/  pea /pi:/

look back

the students are good at the pronunciation. they understand the dialogue very well.

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