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.
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。
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：squid, lobster, shark, seal, whale 和单位词ton, meter, kg, cm;能听说、认读短语和句子：can dive into the deep cold water/ jump out of water. Each up to 20cm long. 并能正确完成填充句子的练习。
2．能够正确完成Pronunciation中Read and Match连线的练习。
3．能够正确完成Let’s check 部分听音圈图的练习。
二、教学重、难点分析
1．重点是让学生理解、会读文内容；并能正确理解几个单位词：ton, meter, kg, cm.
2．难点是本部分语言知识含量大，需要帮助学生充分理解。
三、课前准备
1.准备录音机、本课时录音带
四、教学步骤
1.Warm up
师生共唱Let’s sing部分的歌曲。
2．师放Let’s check部分的录音， 学生听录音完成听音圈图的练习。
3．师：Today, let’s get to know two kinds of whales, sperm whales and killer whales. 让学生仔细看图，然后提问：How long are they? How heavy are they? Let’s read and answer.
4.学生四人一组阅读文段回答师提出的问题。
5.师指着图中的Killer whale的牙齿问：How many teeth do they have, do you know ? How long is each tooth? 学生根据文段的内容回答。师接着问：How many teeth do you have? How long is each tooth?
6．师再提问：What does a sperm whale eat? What does a killer whale eat? What can they do ?请学生根据课文内容回答问题。
7．师放let’s read的录音，学生跟读，提出不理解的单词或句子，师生一起讨论解决。
8．学生完成文后填充句子的练习。
9．师放Pronunciation部分的教学挂图并放录音，第一遍学生静听，感知音标的音与形；第二遍学生跟读。
10.师请一名学生在挂图上连线做示范，请其他学生仔细看图，辨认词形，试读音标，然后连线。最后学生集体核对答案。
11.做本课时活动手册配套练习。
Unit 2 What’s the matter, Mike?
一、 教学目标与要求
1． 能够听、说、读、写单词或短语：have a cold, have a toothache, have a fever, hurt, have a headache.
2． 能够听、说、认读短语:have a sore throat.
3． 能够听、说、认读句型：What’s the matter, Mike? I feel sick. I have a fever.并进行关键词的替换练习。
4． 能够理解会并吟唱Let’s chant的歌谣。
二、 教学重难点
1． 重点是掌握A Let’s learn部分的四会单词和短语，并会用询问他人身体善、状况的问句和答句替换关键词操练所学新词和短语。
2． 教学难点是正确拼写四会单词、短语和掌握三会单词throat的发音。
三、 课前准备
1． 准备本课时录音带、录音机。
2． 准备本课时的单词卡片。
3． 准备一支体温表和一顶医生的帽子。
四、 教学步骤
1． Warm up
师放四年级上册第六单元的歌曲：My father is a doctor.
2． 师生口语练习
What are you?
I’m a student.
What’s your father/mother?
He’s / She’s a „„
How are you today?
I’m fine, thank you. And you?
3. T: I’m not fine. I feel sick. I have a flu. 师做擦鼻涕的动作。师出示一支体温表,说I have a fever. I have a cold. 呈现图片教学have a fever. 师示范朗读,学生跟读. 让学生触摸他人和自己的前额来判断是否发烧.
4. 师: I have a fever . I have a headache. And my throat is sore. I have a sore throat. 并教学该短语.
5. 师课前准备一只漂亮的糖果盒,装有巧克力等糖果,请学生猜: What’s in the box? 学生猜出后,师说:Yes ! Here are some sweets. I like eating sweets. So I often have a toothache. 师做牙痛状, 呈现图片教学该短语.
6. 呈现ZhangPeng受伤图片, What’s the matter with Zhang Peng ? Does he have a fever? Does he have a headache? Does he have a sore throat? 学生回答NO. 师接着说: Oh, look, Zhang Pen’s leg hurts. 师出示自己贴着胶布的手说: My hand hurts too. 教学单词hurt.
7. 师放A Let’s learn 部分的录音,学生跟读.
8. “看病”游戏
请六个学生上台,每人选一张短语卡片,师戴医生的帽子提问:Cold, cold, Who has a cold? 抽中have a cold的学生上前一步,做动作并说:Cold, cold , I have a cold.
9. 学生做本课时活动手册配套练习.
第二课时
一、教学目标与要求：
1． 能够听、说、认读主要句型：How do you feel? I feel sick. What’s the matter? My throat is sore. My nose hurts.
2． 能够书写四会句子：What’s the matter? My throat is sore. My nose hurts.
3． 能够听懂Let’s try 部分， 并能根据录音内容为五张小图正确标号。
4． 能够了解Pronunciation中的音标音与形；能够读出例词并选择音标与单词、配图正确连线。
二、教学重、难点
1． 重点句型：How do you feel? I feel sick. What’s the matter? My throat is sore. My nose hurts.
2． Pronunciation 部分也是本课时的教学重点。
3． 难点是听、说、读、写熟练掌握四会句型。
三、课前准备
1． 准备录音机和本课时的录音带。
2． 准备Ｌet’s talk 部分的教学挂图。
四、教学步骤
１． Ｗarm up
⑴师放本单元Let’s chant 部分的歌谣。学生跟唱。
⑵Let’s try 师放录音，学生听音、看图、标序号。
⑶学生再听录音，跟读一至两遍。
２． 师说：Today is sunny. I like the sunny day. So I feel happy. How are you today? Do you feel happy today? (I feel happy./I feel sad.)You do well in your English study. I feel very happy. How about you? How do you feel?问答进行几个回合后，师引导学生询问自己：How do you feel?同时做出生病的表情，自然呈现句子：I feel sick. 师教学新单词sick. 并板书句子：I feel sic.
师引导学生再问：Ｗhat’s the matter？继续表述：I have a sore throat.等。
３． 师放Ｌet’s talk 部分的录音，提问学生：how does Amy feel? What’s the matter with her?引导学生听录音后模拟Ａmy回答问题。师板书：My throat is sore. My nose hurts. 师再放录音，学生跟读。
４． 学生分成两组练习朗读对话。
５． pronunciation 板书单词，如home, snow, nose等师生齐读两到三遍，师在相应字母或字母组合下面划线。写出音标。让学生感知音标的音与形，再用类似方式呈现其他音标 ６． 学生做本单元ＡLet’s talk 部分活动手册的配套练习。
第三课时
一、教学目标与要求
１． 能够理解并会朗读Ｌet’ read 部分的短文，能完成文后回答问题的练习。
２． 能够听、说、认读单词和短语：people, know, have the flu, take some medicine等。 ３． 基本会唱歌曲The way I feel.
二、教学重、难点
１． 重点是学生能够充分理解正确朗读短文。
２． 难点是学生能理解条件状语从句和时间状语从句并能用这两种从句简单问答。
三、课前准备
１． 准备录音机和本课时的录音带。
２． 师准备Let’s learn部分的单词卡片。
四、教学步骤
１． Ｗarm up
师放Ｌet’s chant 部分的录音，师生一齐吟唱。
２． 师呈现图片have a fever,问How do you feel , if you have a fever?(生：I feel sick. I have a headache. I have a sore throat. )再呈现have a cold. How do feel if you have a cold? (生：I feel sick. I have a headache. I have a sore throat. My nose hurts.)
T: Yes. If you have a fever or have a cold. You might have the flu. 板书该句子并带读。
T: Many people get the flu in the winter. Some people feel sick. How do you know when you have the flu?
师指导学生阅读短文，提出Answer the questions部分的两个问题让学生新闻记者后口头回答，师在学生阅读过程中走动解答疑难问题。
３．师请学生回答Answer the questions部分的两个问题。再放本部分的录音，学生跟读。 ４．学生做活动手册活动的练习。
第四课时
一、教学目标与要求
１． 能够听、说、读、写表情绪的五个单词：tired, angry, excited, happy 和sad. ２． 能够听、说、认读单词bored.
３． 能够听、说、认读句子：How does Amy feel? She’s tired.” 并能进行关键词的替换操练。
二、教学重、难点
1. 重点是使学生熟练掌握五个四会单词，并能替换句型How does he/she feel? He/ She’s„„中的关键词进行问答。
2. 难点是学生熟练掌握五个四会单词。
三、课前准备
１． 准备本课的单词卡片。
２． 准备录音机、本课时的录音带和教学挂图。
四、教学步骤
１． 师准备一根长绳，绳上挂些小夹子，把课前制作的些可组成不同句子的单词卡片夹在夹子上，让学生快看拼句子。谁拼得既对又快可以为本组赢一分。
２． “拼句子”活动结束后获胜的小组会很兴奋，师可指着他们对其他学生说：Look,
they are so excited.让学生仔细观察教师的口形、听清发音后跟读。
第五课时
一、教学目标与要求
３． 能够听、说、认读句子：How are you, Liu Yun? You look so happy. I’m going on a big trip. I failed the math test. I’m sorry to hear that.并能在实际情景中进行运用。
４． 能够掌握四会句子：How are you? You look so happy. You look sad today. ５． 能够根据Let’s try 和Let’s check部分的录音选出正确答案。
二、教学重、难点
１．重点是使学生四会掌握句型：How are you? You look so happy/sad. 并能、说、认读句子：I’m going on a big trip. I failed the math test. I’m sorry to hear that.
三、课前准备
1. 准备录音机和本课时的录音带。
2. 准备本课时的单词卡片。
四、教学步骤
1．Warm up
T： How are you today?
S: I’m fine.
T: I’m glad to hear that„„如果学生回答说：I’m sad/bored. 师可以说:I’m sorry to hear that. Can you tell me why?
2．师呈现单词卡片复习Let’s learn部分的单词。
师呈现Let’s check中Sarah和Amy的头像，说：How does Sarah feel?
S: She is sad. She has a fever.
T: How about Amy?
S:Amy is sad.
T: Sarah is sick. What should Sarah do?
P: She can go to the hospital. See a doctor. Take some medicine and drink hot drinks. T: What two things Sarah should not do?
Amy’s dog Spot run away. She is sad. How can you make Amy feel better?
(师生共同完成Let’s check部分练习。)
3.师呈现Let’s try 部分的图片，根据图片内容询问学生：How does„„feel?并在人物下方板书：look sad, look tired, look happy, look bored.
师放录音，学生看图听音标号，然后跟读两遍。
4．复习第七册单词卡片have a trip. 引出短语going on a big trip. T: After see a doctor and take some medicine. Sarah is fine now. How is Sarah now? (She is happy.) Yes, Because she is going on a big trip. 带读该短语。T：What about Zip? How does she feel? (She is Sad.) T: Because she failed the math test.并板书，师准备一张成绩很糟的数学试卷，使学生更了解语意。进一步拓展，教学短语a Chinese test, an English test等。还可以让学生了解Pass the math test/ a Chinese test, an English test等表达法。
5．师放Let’s talk 部分的录音，学生听后回答并且问题：How is Liu Yun? Is she happy? Is she excited? Why?师帮助学生回答：Yes, she’s excited. She is going on a big trip. 师领读：She is going on a big trip. 并及时纠正发音。师继续提问：Is Sarah happy today? How does she feel? Why ?请学生听录音
6．师放本部分录音，学生静听后跟读
8． 学生听录音，做活动手册本课时配套练习。
第六课时
一、教学目标与要求
1．能够听、说、认读Let’s read部分，并能回答短文后的问题。
2．能够理解Story time的故事。
二、教学重、难点
1．重点是能听、说、认读Let’s read部分的故事并回答文后问题。
2．难点是能充分理解并大致讲述Let’s read 部分的故事梗概。
三、课前准备
1．准备录音机和本课时的录音带。
四、教学步骤
1．Warm up
How are you feeling?
Do you like sports?
What’s your favourite sport?
Do you like football?
What class are you in?
What class is „„in?（询问别班的同学）
3. T：（呈现图片）Look, This is Zhang Peng. This is John. What class is Zhang Peng/John in? There is a football match between Class 1 and Class 3.Now Zhang Peng has
the ball. He kicks it. The ball flies into the goal. (用简笔画出一个龙门)。Which class won the game?How many goals did they get? Who get the first goal?Who got the second goal?How did they get the second goal?
4. 师放Let’s read 的录音，学生听录音，理解课文，完成句子练习。师检查。
5. 师放录音，学生跟读两遍后全班齐读。
5． Good know，师先学生看Zoom的四种表情动作，再请学生读本部分的四个句子，与Zoom的四种表情运用和Zip手举的四种颜色连线。
6．
7．
Unit 3 Last Weekend
第一课时
一、教学目标与要求
1．能够听、说、认读句型：What did you do last weekend? I visited my grandparents.并能够对其中的动词短语进行替换。
2．能够听、说、读、写动词短语的过去式: watched TV, washed clothes, cleaned the room, played football, visited grandparents.；并初步了解一般动词过去式的变化规则及其发音规则。
二、教学重、难点
1．重点是掌握Let’s learn 部分动词短语的过去式以及就过去时间所做的事情进行简单回答。
2． 难点之一是动词短语过去的拼写，二是动词过去式的发音。
三、课前准备
1． 准备本课时的动词短语卡片
2．师课前制作一些过去式规则变化的动词短语卡片，如：played the piano, climbed mountains等。
3．准备前一个星期六或星期日的日历。
4．准备录音机和录音带。
四、教学步骤
1．师课前放本课时Let’s chant部分的歌谣。
2．师生一起吟唱五年级下册第一单元第一页的歌谣：What do you do on the weekend?复习与周末活动相关的动词短语。
3．师问：What do you usually do on the weekend?帮助学生回忆学生学过的动词短语并引导学生回答。
4．师: Now I know what you do on the weekend. Guess what I usually do on the weekend?如果学生猜不出，师可适当的做动作提示学生。学生猜出后，教师说：Yes, that’s right. I usually
clean my room on the weekend. But I didn’t clean my room last weekend.师拿出一张当天的日历，说：What day is it today?引导学生回答： It’s „„然后师出示上一个周末的日历，说：„„was Saturday/Sunday. It was last weekend. 师板书last weekend.学生跟读。
5．师说：Last weekend, I didn’t clean my room. I was tired but I was very happy. What did I do? Please guess. 学生通过出示不同的短语卡片进行猜测，师先板书相关动词短语：play football ,然后再用不同颜色的粉笔标上过去式的后缀-ed.师带读动词短语的过去式，学生模仿跟读。
师问：What did you do last weekend? 让学生边出示相应的卡片边试着回答。 师用拍手打节奏的形式与学生进行连环问答。
T：What did you do last weekend?
S1: I played football. How about you, S2?
„„
6.Let’s find out 师说：What did Zoom do last weekend? Look at the pictures. 引导学生回答。当学生回答He watched TV.时，师说：Did you watch TV last weekend? Did you„„？并引导学生作出正确的回答。Yes, I did./ No, I didn’t.
7. Let’s try 师问：What did Chen Jie do last weekend ?Let’s listen to the tape.学生听录音完成练习。
8．师生校对答案后，师说：Now we know what Chen Jie did last weekend. Did you clean you room last weekend? Now let’s listen what did Wuyifan and John do last weekend? 放Let’s talk 录音，学生看课文听录音。学生跟读两遍分角色朗读。
9．做活动手册配套练习。
第二课时
一、教学目标与要求
1．能够读懂Let’s read部分的短文，并完成文后的填空和问答练习。
2．能够完成Let’s play中的游戏，通过游戏训练并提高学生的记忆能力。
3．能够认读语音部分的三个双元音音标。
二、教学重、难点
1．重点是读懂Let’s read部分的短文并能模仿短文描述自己上个周末所做的事情。
2．难点是is 的过去式形式was的用法。
三、课前准备
1．准备录音机和本课时的录音带。
2．准备本月的月历一张。
3．准备音标卡片。
四、教学步骤
1. 师生一起齐唱上一课时热身步骤的歌谣。
2．师生对话复习第一课时的对话。
3．师拿出月历指着当的日期说：What’s the date today?引导学生回答：It’s„„师继续问：What day is it today?引导学生回答。然后指着一星期前的日期，问：What day was it March 15th/„„？并有意强调was的发音，带领学生回答：It was Sunday /„„？师板书is 和was，带读，然后指着自己举例说：I am tired today. I was excited last weekend.
询问一学生周末活动，板书生的活动安排，说：S1 was busy last weekend. Wu Yufan had a busy weekend, too. Please read the passage and find out. 学生默读或朗读课文，独立完成短文后的填空的练习。
师问：What did Wu Yifan do last weekend? 师生一起根据板书提示描述Wu Yifan’s Weekend.
师放课文录音，学生看书跟读两遍后齐读。
4．做活动手册的配套练习。
5．Prounciation 师板书 学生总结划线部分的发音。
6．学生打开课本听录音，在节奏中跟读语音例词。学生做Read and match部分，拼一拼， 连一连。公布正确答案，表拼得快，连线正确的学生。
第三课时
一、教学目标与要求
1．能够听、说、读、写短语：went to a park, went swimming, read a book, went fishing, went hiking.
2.能够听、说、认读句子：What did you do yesterday? I went hiking.
3．能够做Let’s play中的游戏并通过这个游戏进一步巩固所学短语和锻炼学生的记忆能力。
二、教学重、难点
1．重点是四会短语的听、说、读、写。
2．难点是掌握不规则动词的过去式形式。
三、课前准备
1．准备本课时的动词短语卡片。
2．准备录音机和本课时的录音带。
四、教学步骤
1．齐读Let’s talk and Let’s read部分的短文。
2．Free talk : T:Yesterday was Sunday. It was weekend. What did you do yesterday? S1: I „„T: Did you read books? Did you „„？ S2: Yes, I did. /No, I didn’t.
3．师放Story time部分的录音，学生一起听。听完后师问：What did Zoom do last weekend? Tell me, please?学生凭记忆回答问题。如有学生提到went to a park 或went fishing，师顺势教学这两个短语。师带读短语，学生跟读。
4．师用歌谣形式比较动词原形与过去式
Every weekend I go fishing.
What do you do?
What do you do?
Last weekend I went fishing.
What did you do?
Every weekend I go hiking.
What do you do?
Last weekend I went hiking.
What did you do?
Every weekend I go swimming.
What do you do?
Last weekend I went swimming.
What did you do?
师最后给出短语read a book, 提醒学生注意其过去式形式及读者音。
师放课文录音，学生跟录音齐读短语。
4．师拿出John的头饰说：What did John do yesterday? Did he go swimming? Did he go fishing? Let’s listen to the tape. 学生看Let’s try部分的图画，听录音完成练习。
5. 学生跟读Let’s talk部分的对话，然后分角色朗读。
6．学生做活动手册配套练习。
第四课时
一、教学目标与要求
1．能够读懂Let’s read 部分的短文，并完成文后的填空和问答练习。
2．能够完成Let’s check 部分的练习。
二、教学重、难点
1．重点是能理解并会朗读Let’s read 部分的短文。
2．难点是一认读一些新语言：如：We read funny tongue twisters together. Sundenly my kite flew into the lake. I was very grateful to him.
三、课前准备
1. 准备录音机和本课时录音带
四、教学步骤
1．师生以地唱的形式吟唱Let’s chant部分的歌谣。
2．师生日常口语对话。
3．“绕口令” 游戏。做完成游戏后师提问：What did we do just now? 帮助学生回答：We read tongue twisters together.
4．师一边做放风筝的动作一边问：What am I doing? 学生回答： You’re flying kites. 师继续说：I like flying kites. Guess what I did last weekend. 学生猜到是fly kites. 引导学生回答： I flew kites. 板书：flew kites. 并带读。 师继续说：Zhang Peng flew kites yesterday. Something happened. What was that? Let’s listen to the tape.
5. 学生听录音独立完成短文后的练习，师生一起校对答案。
6．师放录音，学生完成Let’s check的练习。
7．学生完成活动手册配套练习。
Unit 4 My holiday
第一课时
一、教学目标与要求
１． 能够听、说、读、写以下动词短语：learned Chinese, sang and danced, took pictures, climbed a mountain, ate good food.
２． 能够询问别人在假期里所做的事情并作答。
二、教学重、难点
１． 重点是掌握五个动词短语的过去式形式。
２． 难点是以下六个单词珠读音和拼写：took, learned, sang, danced, ate, climbed.
三、课前准备
１． 准备录音机和相关的录音带。
２． 准备五个动词短语的卡片。
四、教学步骤
1．Warm up
放五年级下册第68面第六单元中的歌谣，学生跟老师边唱边跟老师做相应的动作。
师放第一首歌谣的录音，第一遍学生仔细听，第二遍学生跟录音说唱。2.利用农忙假假期，询问学生：Boys and girls, we had a one week holiday. How was your holiday? Did you have a fun holiday? Where did you go on your holiday? What did you do?
学生作答， 待学生回答后，师板书： My holiday
T:Where did I go, guess?
T: I went to Hebei. What did I do there?
T: I went to KFC. (师拿出KFC食物盒，) I ate good food in KFC.
I climbed a mountains in Hebei. I took pictures. And I sang and danced with my friends. 呈现图片并带读。
3．师出示本部分的教学挂图，介绍说：Mike and John went to Xinjiang together. Mike likes taking pictures. He took many pictures. What else did he do ?手指Mike学中文的图说: He likes China. He learned Chinese.
4．教师放A Let’s learn 部分的录音，学生跟读。
5．快速抢答：全班学生分成四大组。请一名学生上来抽取两张卡片并依次做相应的动作，四个组的学生根据表演者的动作猜；哪个小组首先猜出正确答案就得一分，最后总分最高的小组获胜。
6．学生听录音，做Let’s try 部分的练习。
7．老师提问：What do people in Xinjiang like doing? 引导学生回答：They like singing and dancing.
8．Mike and John went to Xinjiang on their holiday. What did they do there? Let’s listen to them.
9．学生跟读Let’s talk 录音。学生分角色朗读。
10．做活动手册本课时配套练习。
第二课时
一、教学目标与要求
1．能够听懂、会读Let’s read 中信的内容并独立完成信后的书写练习。
2. 能够完成 Let’s find out部分练习。
二、教学重、难点
１． 重点是能读懂let’s read部分的一封信。
２． 难点是能正确认读下列句子：Every day I had fun with my cousins. On Monday we went to a restaurant. Tomorrow I’ll be back home.
三、课前准备
1. 准备录音机及本课时的录音带。
2. 准备A Let’s learn 部分的动词短语卡片和五年级下册第四、五、六单元Let’s learn 部分的单词卡片。
四、教学步骤
１． Warm up
放前一课时学过的歌谣，学生边做动作边跟录音说唱。
２． 日常口语练习：
T: What day is it today?
S: It’s „
T：What are you going to do this weekend?
S: I am going to „
T:I will„ this weekend.
师告诉学生be going to 和will 意思相近，多数情况下可以互换使用。
师让学生用句型I am going to „this weekend. 或I will „this weekend.
3. 师问：What did you do last Saturday?学生回答。指导学生用last组词。
4. 师描述自己一个星期内的活动：On Monday I played football. On Tuesday I played Ping-Pong. On Wednesday I „然后师问学生：What did I do on Monday/Tuesday/„?让学生凭记忆回答。最后师说：I did a lot of thingslast week. Everyday I had fun.板书had 和have,指导学生拼写这两个词。
5. 学生轻声阅读课文，师巡视指导，解惑答疑。
6. 师放Let’s read 放Let’s read 部分的录音，学生仔细听一遍，然后判断下列句子与短文内容是否相符。
7. 师再放一遍录音，学生跟读。师对其中词组：had fun, went to a restaurant,be back做适当的讲解。
8. 师指导学生完成短文后面的练习。
9. 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、写动词词组：bought presents, rowed a boat, saw elephants, went skiing, went ice-skating.
２． 能够听、说、认读句子：What did you do on your holiday? I bought presents. ３． 能够听懂、说唱歌谣Today I went to school.
二、教学重、难点
1. 重点是四会掌握五个动词词组的一般过去式形式。
2. 难点是掌握四会单词bought, rowed 和saw 的读音和拼写。
三、课前准备
１． 准备录音机及相关的录音带。
２． 准备A、B部分Let’s learn的短语卡片。
四、教学步骤
1．Warm up
放歌谣Today I went to school的录音，师生齐唱。
放Let’s read部分的录音，学生跟读。
2．师出示哈尔滨雪景照片说：I like snow. I can ski. 板书ski, 然后出示went skiing的卡片，问: What did I do in winter? 引导学生回答：You went skiing. 师板书:went skiing. 带读单词skiing.学生拼读。
3．师出示went ice-skating的卡片问：What did „do on her/his holiday? Did she/he go skiing?引导学生回答：No, she/He went ice skating.师呈现卡片，学生拼读。
4．师问：When do we go ice-skating? Can we skate in summer?引导学生作答。师继续说：No,we can’t. We can row a boat in summer.师出示rowed a boat 的卡片问:What did „do on his/her holiday? 引导学生回答：He/she rowed a boat. 学生拼写。
5．师出示礼品盒问：What’s this? 引导学生回答：It’s a present.师板书present,带读。师继续说：I bought it yesterday.在present前写bought,领读。请学生比较动词原形和它的过去式，师指导书写。
6．师依次出示几张文具的卡片，提问：What did you buy in the bookstore? 引导学生用I bought„回答。
7．师放B Let’s learn 部分的录音，让学生跟读。
8．师问What’s the weather like in Harbin in winter? 学生回答：It’s cold and snowy. 师继续问：How can you go to Harbin? 引导学生回答：I can to there by bus,by plane or by train.师：That’s right. Sarah went to Harbin on her holiday. How did she go there? Let’s listen.
9．师放Let’s talk 的录音，引导学生回答：she went there by train. 师板书How did you go there? I went there by train.师再放一遍录音，让学生听录音跟读。
10．做活动手册相关练习。
第五课时
一、教学目标与要求
1.读懂Let’s read 部分的短文并完成短文后面的练习。
2.听、说、认读句子: It was a long holiday. We left Beijing on February 1st and got to Harbin on the 2nd. For the last day of the holiday, we relaxed and prepared to go back to work or school.
能够完成Let’s check 部分的练习。
二、教学重、难点
1．重点是听、说、认读句子：It was a long holiday. We left Beijing on F or the last day of the holiday, we relaxed and prepared to go back to work or school.
2. 难点是认读以下单词和短语：relaxed, prepared to „, to back, for the last day of the holiday.
三、课前准备
1. 准备录音机及相关的录音带。
2. 准备本单元A、B部分的单词卡片。
四、教学步骤
１． 师放Let’s sing部分的歌曲录音，学生一起跟唱。
２． 师放Let’s chant部分的歌谣Where did you go on your holiday?学生有节奏地说唱。 ３． 学生听录音跟读B Let’s talk 部分的对话。
４． 师放Let’s read 部分的录音，学生回答问题。并提出不理解的句子，师每件事疑。 ５． 师板书left 和got,告诉left是leave的过去式，got 是get的过去式。
６． 师再放一遍录音，学生听录音跟读短文。
７． 师指导学生完成Let’s check部分的练习。
８． 学生做活动手册配套练习
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.
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。
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：squid, lobster, shark, seal, whale 和单位词ton, meter, kg, cm;能听说、认读短语和句子：can dive into the deep cold water/ jump out of water. Each up to 20cm long. 并能正确完成填充句子的练习。
2．能够正确完成Pronunciation中Read and Match连线的练习。
3．能够正确完成Let’s check 部分听音圈图的练习。
二、教学重、难点分析
1．重点是让学生理解、会读文内容；并能正确理解几个单位词：ton, meter, kg, cm.
2．难点是本部分语言知识含量大，需要帮助学生充分理解。
三、课前准备
1.准备录音机、本课时录音带
四、教学步骤
1.Warm up
师生共唱Let’s sing部分的歌曲。
2．师放Let’s check部分的录音， 学生听录音完成听音圈图的练习。
3．师：Today, let’s get to know two kinds of whales, sperm whales and killer whales. 让学生仔细看图，然后提问：How long are they? How heavy are they? Let’s read and answer.
4.学生四人一组阅读文段回答师提出的问题。
5.师指着图中的Killer whale的牙齿问：How many teeth do they have, do you know ? How long is each tooth? 学生根据文段的内容回答。师接着问：How many teeth do you have? How long is each tooth?
6．师再提问：What does a sperm whale eat? What does a killer whale eat? What can they do ?请学生根据课文内容回答问题。
7．师放let’s read的录音，学生跟读，提出不理解的单词或句子，师生一起讨论解决。
8．学生完成文后填充句子的练习。
9．师放Pronunciation部分的教学挂图并放录音，第一遍学生静听，感知音标的音与形；第二遍学生跟读。
10.师请一名学生在挂图上连线做示范，请其他学生仔细看图，辨认词形，试读音标，然后连线。最后学生集体核对答案。
11.做本课时活动手册配套练习。
Unit 2 What’s the matter, Mike?
一、 教学目标与要求
1． 能够听、说、读、写单词或短语：have a cold, have a toothache, have a fever, hurt, have a headache.
2． 能够听、说、认读短语:have a sore throat.
3． 能够听、说、认读句型：What’s the matter, Mike? I feel sick. I have a fever.并进行关键词的替换练习。
4． 能够理解会并吟唱Let’s chant的歌谣。
二、 教学重难点
1． 重点是掌握A Let’s learn部分的四会单词和短语，并会用询问他人身体善、状况的问句和答句替换关键词操练所学新词和短语。
2． 教学难点是正确拼写四会单词、短语和掌握三会单词throat的发音。
三、 课前准备
1． 准备本课时录音带、录音机。
2． 准备本课时的单词卡片。
3． 准备一支体温表和一顶医生的帽子。
四、 教学步骤
1． Warm up
师放四年级上册第六单元的歌曲：My father is a doctor.
2． 师生口语练习
What are you?
I’m a student.
What’s your father/mother?
He’s / She’s a „„
How are you today?
I’m fine, thank you. And you?
3. T: I’m not fine. I feel sick. I have a flu. 师做擦鼻涕的动作。师出示一支体温表,说I have a fever. I have a cold. 呈现图片教学have a fever. 师示范朗读,学生跟读. 让学生触摸他人和自己的前额来判断是否发烧.
4. 师: I have a fever . I have a headache. And my throat is sore. I have a sore throat. 并教学该短语.
5. 师课前准备一只漂亮的糖果盒,装有巧克力等糖果,请学生猜: What’s in the box? 学生猜出后,师说:Yes ! Here are some sweets. I like eating sweets. So I often have a toothache. 师做牙痛状, 呈现图片教学该短语.
6. 呈现ZhangPeng受伤图片, What’s the matter with Zhang Peng ? Does he have a fever? Does he have a headache? Does he have a sore throat? 学生回答NO. 师接着说: Oh, look, Zhang Pen’s leg hurts. 师出示自己贴着胶布的手说: My hand hurts too. 教学单词hurt.
7. 师放A Let’s learn 部分的录音,学生跟读.
8. “看病”游戏
请六个学生上台,每人选一张短语卡片,师戴医生的帽子提问:Cold, cold, Who has a cold? 抽中have a cold的学生上前一步,做动作并说:Cold, cold , I have a cold.
9. 学生做本课时活动手册配套练习.
第二课时
一、教学目标与要求：
1． 能够听、说、认读主要句型：How do you feel? I feel sick. What’s the matter? My throat is sore. My nose hurts.
2． 能够书写四会句子：What’s the matter? My throat is sore. My nose hurts.
3． 能够听懂Let’s try 部分， 并能根据录音内容为五张小图正确标号。
4． 能够了解Pronunciation中的音标音与形；能够读出例词并选择音标与单词、配图正确连线。
二、教学重、难点
1． 重点句型：How do you feel? I feel sick. What’s the matter? My throat is sore. My nose hurts.
2． Pronunciation 部分也是本课时的教学重点。
3． 难点是听、说、读、写熟练掌握四会句型。
三、课前准备
1． 准备录音机和本课时的录音带。
2． 准备Ｌet’s talk 部分的教学挂图。
四、教学步骤
１． Ｗarm up
⑴师放本单元Let’s chant 部分的歌谣。学生跟唱。
⑵Let’s try 师放录音，学生听音、看图、标序号。
⑶学生再听录音，跟读一至两遍。
２． 师说：Today is sunny. I like the sunny day. So I feel happy. How are you today? Do you feel happy today? (I feel happy./I feel sad.)You do well in your English study. I feel very happy. How about you? How do you feel?问答进行几个回合后，师引导学生询问自己：How do you feel?同时做出生病的表情，自然呈现句子：I feel sick. 师教学新单词sick. 并板书句子：I feel sic.
师引导学生再问：Ｗhat’s the matter？继续表述：I have a sore throat.等。
３． 师放Ｌet’s talk 部分的录音，提问学生：how does Amy feel? What’s the matter with her?引导学生听录音后模拟Ａmy回答问题。师板书：My throat is sore. My nose hurts. 师再放录音，学生跟读。
４． 学生分成两组练习朗读对话。
５． pronunciation 板书单词，如home, snow, nose等师生齐读两到三遍，师在相应字母或字母组合下面划线。写出音标。让学生感知音标的音与形，再用类似方式呈现其他音标 ６． 学生做本单元ＡLet’s talk 部分活动手册的配套练习。
第三课时
一、教学目标与要求
１． 能够理解并会朗读Ｌet’ read 部分的短文，能完成文后回答问题的练习。
２． 能够听、说、认读单词和短语：people, know, have the flu, take some medicine等。 ３． 基本会唱歌曲The way I feel.
二、教学重、难点
１． 重点是学生能够充分理解正确朗读短文。
２． 难点是学生能理解条件状语从句和时间状语从句并能用这两种从句简单问答。
三、课前准备
１． 准备录音机和本课时的录音带。
２． 师准备Let’s learn部分的单词卡片。
四、教学步骤
１． Ｗarm up
师放Ｌet’s chant 部分的录音，师生一齐吟唱。
２． 师呈现图片have a fever,问How do you feel , if you have a fever?(生：I feel sick. I have a headache. I have a sore throat. )再呈现have a cold. How do feel if you have a cold? (生：I feel sick. I have a headache. I have a sore throat. My nose hurts.)
T: Yes. If you have a fever or have a cold. You might have the flu. 板书该句子并带读。
T: Many people get the flu in the winter. Some people feel sick. How do you know when you have the flu?
师指导学生阅读短文，提出Answer the questions部分的两个问题让学生新闻记者后口头回答，师在学生阅读过程中走动解答疑难问题。
３．师请学生回答Answer the questions部分的两个问题。再放本部分的录音，学生跟读。 ４．学生做活动手册活动的练习。
第四课时
一、教学目标与要求
１． 能够听、说、读、写表情绪的五个单词：tired, angry, excited, happy 和sad. ２． 能够听、说、认读单词bored.
３． 能够听、说、认读句子：How does Amy feel? She’s tired.” 并能进行关键词的替换操练。
二、教学重、难点
1. 重点是使学生熟练掌握五个四会单词，并能替换句型How does he/she feel? He/ She’s„„中的关键词进行问答。
2. 难点是学生熟练掌握五个四会单词。
三、课前准备
１． 准备本课的单词卡片。
２． 准备录音机、本课时的录音带和教学挂图。
四、教学步骤
１． 师准备一根长绳，绳上挂些小夹子，把课前制作的些可组成不同句子的单词卡片夹在夹子上，让学生快看拼句子。谁拼得既对又快可以为本组赢一分。
２． “拼句子”活动结束后获胜的小组会很兴奋，师可指着他们对其他学生说：Look,
they are so excited.让学生仔细观察教师的口形、听清发音后跟读。
第五课时
一、教学目标与要求
３． 能够听、说、认读句子：How are you, Liu Yun? You look so happy. I’m going on a big trip. I failed the math test. I’m sorry to hear that.并能在实际情景中进行运用。
４． 能够掌握四会句子：How are you? You look so happy. You look sad today. ５． 能够根据Let’s try 和Let’s check部分的录音选出正确答案。
二、教学重、难点
１．重点是使学生四会掌握句型：How are you? You look so happy/sad. 并能、说、认读句子：I’m going on a big trip. I failed the math test. I’m sorry to hear that.
三、课前准备
1. 准备录音机和本课时的录音带。
2. 准备本课时的单词卡片。
四、教学步骤
1．Warm up
T： How are you today?
S: I’m fine.
T: I’m glad to hear that„„如果学生回答说：I’m sad/bored. 师可以说:I’m sorry to hear that. Can you tell me why?
2．师呈现单词卡片复习Let’s learn部分的单词。
师呈现Let’s check中Sarah和Amy的头像，说：How does Sarah feel?
S: She is sad. She has a fever.
T: How about Amy?
S:Amy is sad.
T: Sarah is sick. What should Sarah do?
P: She can go to the hospital. See a doctor. Take some medicine and drink hot drinks. T: What two things Sarah should not do?
Amy’s dog Spot run away. She is sad. How can you make Amy feel better?
(师生共同完成Let’s check部分练习。)
3.师呈现Let’s try 部分的图片，根据图片内容询问学生：How does„„feel?并在人物下方板书：look sad, look tired, look happy, look bored.
师放录音，学生看图听音标号，然后跟读两遍。
4．复习第七册单词卡片have a trip. 引出短语going on a big trip. T: After see a doctor and take some medicine. Sarah is fine now. How is Sarah now? (She is happy.) Yes, Because she is going on a big trip. 带读该短语。T：What about Zip? How does she feel? (She is Sad.) T: Because she failed the math test.并板书，师准备一张成绩很糟的数学试卷，使学生更了解语意。进一步拓展，教学短语a Chinese test, an English test等。还可以让学生了解Pass the math test/ a Chinese test, an English test等表达法。
5．师放Let’s talk 部分的录音，学生听后回答并且问题：How is Liu Yun? Is she happy? Is she excited? Why?师帮助学生回答：Yes, she’s excited. She is going on a big trip. 师领读：She is going on a big trip. 并及时纠正发音。师继续提问：Is Sarah happy today? How does she feel? Why ?请学生听录音
6．师放本部分录音，学生静听后跟读
8． 学生听录音，做活动手册本课时配套练习。
第六课时
一、教学目标与要求
1．能够听、说、认读Let’s read部分，并能回答短文后的问题。
2．能够理解Story time的故事。
二、教学重、难点
1．重点是能听、说、认读Let’s read部分的故事并回答文后问题。
2．难点是能充分理解并大致讲述Let’s read 部分的故事梗概。
三、课前准备
1．准备录音机和本课时的录音带。
四、教学步骤
1．Warm up
How are you feeling?
Do you like sports?
What’s your favourite sport?
Do you like football?
What class are you in?
What class is „„in?（询问别班的同学）
3. T：（呈现图片）Look, This is Zhang Peng. This is John. What class is Zhang Peng/John in? There is a football match between Class 1 and Class 3.Now Zhang Peng has
the ball. He kicks it. The ball flies into the goal. (用简笔画出一个龙门)。Which class won the game?How many goals did they get? Who get the first goal?Who got the second goal?How did they get the second goal?
4. 师放Let’s read 的录音，学生听录音，理解课文，完成句子练习。师检查。
5. 师放录音，学生跟读两遍后全班齐读。
5． Good know，师先学生看Zoom的四种表情动作，再请学生读本部分的四个句子，与Zoom的四种表情运用和Zip手举的四种颜色连线。
6．
7．
Unit 3 Last Weekend
第一课时
一、教学目标与要求
1．能够听、说、认读句型：What did you do last weekend? I visited my grandparents.并能够对其中的动词短语进行替换。
2．能够听、说、读、写动词短语的过去式: watched TV, washed clothes, cleaned the room, played football, visited grandparents.；并初步了解一般动词过去式的变化规则及其发音规则。
二、教学重、难点
1．重点是掌握Let’s learn 部分动词短语的过去式以及就过去时间所做的事情进行简单回答。
2． 难点之一是动词短语过去的拼写，二是动词过去式的发音。
三、课前准备
1． 准备本课时的动词短语卡片
2．师课前制作一些过去式规则变化的动词短语卡片，如：played the piano, climbed mountains等。
3．准备前一个星期六或星期日的日历。
4．准备录音机和录音带。
四、教学步骤
1．师课前放本课时Let’s chant部分的歌谣。
2．师生一起吟唱五年级下册第一单元第一页的歌谣：What do you do on the weekend?复习与周末活动相关的动词短语。
3．师问：What do you usually do on the weekend?帮助学生回忆学生学过的动词短语并引导学生回答。
4．师: Now I know what you do on the weekend. Guess what I usually do on the weekend?如果学生猜不出，师可适当的做动作提示学生。学生猜出后，教师说：Yes, that’s right. I usually
clean my room on the weekend. But I didn’t clean my room last weekend.师拿出一张当天的日历，说：What day is it today?引导学生回答： It’s „„然后师出示上一个周末的日历，说：„„was Saturday/Sunday. It was last weekend. 师板书last weekend.学生跟读。
5．师说：Last weekend, I didn’t clean my room. I was tired but I was very happy. What did I do? Please guess. 学生通过出示不同的短语卡片进行猜测，师先板书相关动词短语：play football ,然后再用不同颜色的粉笔标上过去式的后缀-ed.师带读动词短语的过去式，学生模仿跟读。
师问：What did you do last weekend? 让学生边出示相应的卡片边试着回答。 师用拍手打节奏的形式与学生进行连环问答。
T：What did you do last weekend?
S1: I played football. How about you, S2?
„„
6.Let’s find out 师说：What did Zoom do last weekend? Look at the pictures. 引导学生回答。当学生回答He watched TV.时，师说：Did you watch TV last weekend? Did you„„？并引导学生作出正确的回答。Yes, I did./ No, I didn’t.
7. Let’s try 师问：What did Chen Jie do last weekend ?Let’s listen to the tape.学生听录音完成练习。
8．师生校对答案后，师说：Now we know what Chen Jie did last weekend. Did you clean you room last weekend? Now let’s listen what did Wuyifan and John do last weekend? 放Let’s talk 录音，学生看课文听录音。学生跟读两遍分角色朗读。
9．做活动手册配套练习。
第二课时
一、教学目标与要求
1．能够读懂Let’s read部分的短文，并完成文后的填空和问答练习。
2．能够完成Let’s play中的游戏，通过游戏训练并提高学生的记忆能力。
3．能够认读语音部分的三个双元音音标。
二、教学重、难点
1．重点是读懂Let’s read部分的短文并能模仿短文描述自己上个周末所做的事情。
2．难点是is 的过去式形式was的用法。
三、课前准备
1．准备录音机和本课时的录音带。
2．准备本月的月历一张。
3．准备音标卡片。
四、教学步骤
1. 师生一起齐唱上一课时热身步骤的歌谣。
2．师生对话复习第一课时的对话。
3．师拿出月历指着当的日期说：What’s the date today?引导学生回答：It’s„„师继续问：What day is it today?引导学生回答。然后指着一星期前的日期，问：What day was it March 15th/„„？并有意强调was的发音，带领学生回答：It was Sunday /„„？师板书is 和was，带读，然后指着自己举例说：I am tired today. I was excited last weekend.
询问一学生周末活动，板书生的活动安排，说：S1 was busy last weekend. Wu Yufan had a busy weekend, too. Please read the passage and find out. 学生默读或朗读课文，独立完成短文后的填空的练习。
师问：What did Wu Yifan do last weekend? 师生一起根据板书提示描述Wu Yifan’s Weekend.
师放课文录音，学生看书跟读两遍后齐读。
4．做活动手册的配套练习。
5．Prounciation 师板书 学生总结划线部分的发音。
6．学生打开课本听录音，在节奏中跟读语音例词。学生做Read and match部分，拼一拼， 连一连。公布正确答案，表拼得快，连线正确的学生。
第三课时
一、教学目标与要求
1．能够听、说、读、写短语：went to a park, went swimming, read a book, went fishing, went hiking.
2.能够听、说、认读句子：What did you do yesterday? I went hiking.
3．能够做Let’s play中的游戏并通过这个游戏进一步巩固所学短语和锻炼学生的记忆能力。
二、教学重、难点
1．重点是四会短语的听、说、读、写。
2．难点是掌握不规则动词的过去式形式。
三、课前准备
1．准备本课时的动词短语卡片。
2．准备录音机和本课时的录音带。
四、教学步骤
1．齐读Let’s talk and Let’s read部分的短文。
2．Free talk : T:Yesterday was Sunday. It was weekend. What did you do yesterday? S1: I „„T: Did you read books? Did you „„？ S2: Yes, I did. /No, I didn’t.
3．师放Story time部分的录音，学生一起听。听完后师问：What did Zoom do last weekend? Tell me, please?学生凭记忆回答问题。如有学生提到went to a park 或went fishing，师顺势教学这两个短语。师带读短语，学生跟读。
4．师用歌谣形式比较动词原形与过去式
Every weekend I go fishing.
What do you do?
What do you do?
Last weekend I went fishing.
What did you do?
Every weekend I go hiking.
What do you do?
Last weekend I went hiking.
What did you do?
Every weekend I go swimming.
What do you do?
Last weekend I went swimming.
What did you do?
师最后给出短语read a book, 提醒学生注意其过去式形式及读者音。
师放课文录音，学生跟录音齐读短语。
4．师拿出John的头饰说：What did John do yesterday? Did he go swimming? Did he go fishing? Let’s listen to the tape. 学生看Let’s try部分的图画，听录音完成练习。
5. 学生跟读Let’s talk部分的对话，然后分角色朗读。
6．学生做活动手册配套练习。
第四课时
一、教学目标与要求
1．能够读懂Let’s read 部分的短文，并完成文后的填空和问答练习。
2．能够完成Let’s check 部分的练习。
二、教学重、难点
1．重点是能理解并会朗读Let’s read 部分的短文。
2．难点是一认读一些新语言：如：We read funny tongue twisters together. Sundenly my kite flew into the lake. I was very grateful to him.
三、课前准备
1. 准备录音机和本课时录音带
四、教学步骤
1．师生以地唱的形式吟唱Let’s chant部分的歌谣。
2．师生日常口语对话。
3．“绕口令” 游戏。做完成游戏后师提问：What did we do just now? 帮助学生回答：We read tongue twisters together.
4．师一边做放风筝的动作一边问：What am I doing? 学生回答： You’re flying kites. 师继续说：I like flying kites. Guess what I did last weekend. 学生猜到是fly kites. 引导学生回答： I flew kites. 板书：flew kites. 并带读。 师继续说：Zhang Peng flew kites yesterday. Something happened. What was that? Let’s listen to the tape.
5. 学生听录音独立完成短文后的练习，师生一起校对答案。
6．师放录音，学生完成Let’s check的练习。
7．学生完成活动手册配套练习。
Unit 4 My holiday
第一课时
一、教学目标与要求
１． 能够听、说、读、写以下动词短语：learned Chinese, sang and danced, took pictures, climbed a mountain, ate good food.
２． 能够询问别人在假期里所做的事情并作答。
二、教学重、难点
１． 重点是掌握五个动词短语的过去式形式。
２． 难点是以下六个单词珠读音和拼写：took, learned, sang, danced, ate, climbed.
三、课前准备
１． 准备录音机和相关的录音带。
２． 准备五个动词短语的卡片。
四、教学步骤
1．Warm up
放五年级下册第68面第六单元中的歌谣，学生跟老师边唱边跟老师做相应的动作。
师放第一首歌谣的录音，第一遍学生仔细听，第二遍学生跟录音说唱。2.利用农忙假假期，询问学生：Boys and girls, we had a one week holiday. How was your holiday? Did you have a fun holiday? Where did you go on your holiday? What did you do?
学生作答， 待学生回答后，师板书： My holiday
T:Where did I go, guess?
T: I went to Hebei. What did I do there?
T: I went to KFC. (师拿出KFC食物盒，) I ate good food in KFC.
I climbed a mountains in Hebei. I took pictures. And I sang and danced with my friends. 呈现图片并带读。
3．师出示本部分的教学挂图，介绍说：Mike and John went to Xinjiang together. Mike likes taking pictures. He took many pictures. What else did he do ?手指Mike学中文的图说: He likes China. He learned Chinese.
4．教师放A Let’s learn 部分的录音，学生跟读。
5．快速抢答：全班学生分成四大组。请一名学生上来抽取两张卡片并依次做相应的动作，四个组的学生根据表演者的动作猜；哪个小组首先猜出正确答案就得一分，最后总分最高的小组获胜。
6．学生听录音，做Let’s try 部分的练习。
7．老师提问：What do people in Xinjiang like doing? 引导学生回答：They like singing and dancing.
8．Mike and John went to Xinjiang on their holiday. What did they do there? Let’s listen to them.
9．学生跟读Let’s talk 录音。学生分角色朗读。
10．做活动手册本课时配套练习。
第二课时
一、教学目标与要求
1．能够听懂、会读Let’s read 中信的内容并独立完成信后的书写练习。
2. 能够完成 Let’s find out部分练习。
二、教学重、难点
１． 重点是能读懂let’s read部分的一封信。
２． 难点是能正确认读下列句子：Every day I had fun with my cousins. On Monday we went to a restaurant. Tomorrow I’ll be back home.
三、课前准备
1. 准备录音机及本课时的录音带。
2. 准备A Let’s learn 部分的动词短语卡片和五年级下册第四、五、六单元Let’s learn 部分的单词卡片。
四、教学步骤
１． Warm up
放前一课时学过的歌谣，学生边做动作边跟录音说唱。
２． 日常口语练习：
T: What day is it today?
S: It’s „
T：What are you going to do this weekend?
S: I am going to „
T:I will„ this weekend.
师告诉学生be going to 和will 意思相近，多数情况下可以互换使用。
师让学生用句型I am going to „this weekend. 或I will „this weekend.
3. 师问：What did you do last Saturday?学生回答。指导学生用last组词。
4. 师描述自己一个星期内的活动：On Monday I played football. On Tuesday I played Ping-Pong. On Wednesday I „然后师问学生：What did I do on Monday/Tuesday/„?让学生凭记忆回答。最后师说：I did a lot of thingslast week. Everyday I had fun.板书had 和have,指导学生拼写这两个词。
5. 学生轻声阅读课文，师巡视指导，解惑答疑。
6. 师放Let’s read 放Let’s read 部分的录音，学生仔细听一遍，然后判断下列句子与短文内容是否相符。
7. 师再放一遍录音，学生跟读。师对其中词组：had fun, went to a restaurant,be back做适当的讲解。
8. 师指导学生完成短文后面的练习。
9. 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、写动词词组：bought presents, rowed a boat, saw elephants, went skiing, went ice-skating.
２． 能够听、说、认读句子：What did you do on your holiday? I bought presents. ３． 能够听懂、说唱歌谣Today I went to school.
二、教学重、难点
1. 重点是四会掌握五个动词词组的一般过去式形式。
2. 难点是掌握四会单词bought, rowed 和saw 的读音和拼写。
三、课前准备
１． 准备录音机及相关的录音带。
２． 准备A、B部分Let’s learn的短语卡片。
四、教学步骤
1．Warm up
放歌谣Today I went to school的录音，师生齐唱。
放Let’s read部分的录音，学生跟读。
2．师出示哈尔滨雪景照片说：I like snow. I can ski. 板书ski, 然后出示went skiing的卡片，问: What did I do in winter? 引导学生回答：You went skiing. 师板书:went skiing. 带读单词skiing.学生拼读。
3．师出示went ice-skating的卡片问：What did „do on her/his holiday? Did she/he go skiing?引导学生回答：No, she/He went ice skating.师呈现卡片，学生拼读。
4．师问：When do we go ice-skating? Can we skate in summer?引导学生作答。师继续说：No,we can’t. We can row a boat in summer.师出示rowed a boat 的卡片问:What did „do on his/her holiday? 引导学生回答：He/she rowed a boat. 学生拼写。
5．师出示礼品盒问：What’s this? 引导学生回答：It’s a present.师板书present,带读。师继续说：I bought it yesterday.在present前写bought,领读。请学生比较动词原形和它的过去式，师指导书写。
6．师依次出示几张文具的卡片，提问：What did you buy in the bookstore? 引导学生用I bought„回答。
7．师放B Let’s learn 部分的录音，让学生跟读。
8．师问What’s the weather like in Harbin in winter? 学生回答：It’s cold and snowy. 师继续问：How can you go to Harbin? 引导学生回答：I can to there by bus,by plane or by train.师：That’s right. Sarah went to Harbin on her holiday. How did she go there? Let’s listen.
9．师放Let’s talk 的录音，引导学生回答：she went there by train. 师板书How did you go there? I went there by train.师再放一遍录音，让学生听录音跟读。
10．做活动手册相关练习。
第五课时
一、教学目标与要求
1.读懂Let’s read 部分的短文并完成短文后面的练习。
2.听、说、认读句子: It was a long holiday. We left Beijing on February 1st and got to Harbin on the 2nd. For the last day of the holiday, we relaxed and prepared to go back to work or school.
能够完成Let’s check 部分的练习。
二、教学重、难点
1．重点是听、说、认读句子：It was a long holiday. We left Beijing on F or the last day of the holiday, we relaxed and prepared to go back to work or school.
2. 难点是认读以下单词和短语：relaxed, prepared to „, to back, for the last day of the holiday.
三、课前准备
1. 准备录音机及相关的录音带。
2. 准备本单元A、B部分的单词卡片。
四、教学步骤
１． 师放Let’s sing部分的歌曲录音，学生一起跟唱。
２． 师放Let’s chant部分的歌谣Where did you go on your holiday?学生有节奏地说唱。 ３． 学生听录音跟读B Let’s talk 部分的对话。
４． 师放Let’s read 部分的录音，学生回答问题。并提出不理解的句子，师每件事疑。 ５． 师板书left 和got,告诉left是leave的过去式，got 是get的过去式。
６． 师再放一遍录音，学生听录音跟读短文。
７． 师指导学生完成Let’s check部分的练习。
８． 学生做活动手册配套练习