新版冀教版六年级英语下全册表册教案24课时

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1、课题Lesson 1 Ping-pong and Basketball教学目标1 知识目标：能四会单词sport，ping-pong，football，basketball，any, some, wear能灵活使用句子Whats your favourite sport? My favoutite sport is _./ I like _ best. What do you wear? I wear _ ,_ and_ to play _.2 能力目标：能运用所学的英语词汇和句式解决体育运动中所遇到的问题。3 情感目标：培养学生热爱运动的思想品质，提高对运动项目的认识。重点难点要求四会的单词

2、和要求掌握的句式。教学过程重点难点解决策略 Class Opening and Review1. Lets guess. If you want to make supper/take a bath/watch TV/read books/buy things/play ping-pong. Where do you go?I go to the kitchen/the bathroom/the livingroom/the library/the store/the gym.有必要的话，拿出这些词的卡片，进行复习一下。(设计意图：这个环节的设置既复习了一些动词性词组，又引出了今天课文中提到的

3、地点体育馆和商店。)2.利用单词卡片Whats your favourite clothes? My favourite clothes is _.也可以直接提问学生：Today is warm/cool,what are you wearing?Whats your favourite clothes?(设计意图：这个环节的设置用来复习服装的词汇，同时复习Whats your favourite _?这个句式，用这些词汇和句式引出新的服装词汇和新句式。) New Concepts1 利用复习二中的句式引出Whats your favourite sport?学习单词sport，出示单词卡片，

4、联系朗读，拼读。并让学生模仿回答My favourite sport is ping-pong/football. 2 学生熟悉句式后，再利用实物和单词卡片学习单词 basketball.3 带入句式进行练习。可以是连接式练习，也可以小组练习。4 告诉学生回答这个问题还可以使用一个更简单的句式I like _ best.5 两人一组做问答练习。 6 让学生根据已有知识说出踢足球，打篮球都用play.(设计意图：利用已有知识引出新知识，减小教学的难度，同时可以放手让学生自己说出新句式，教师加以指导就可以了，通过练习巩固新知。)7 If you want to play basketball, w

5、hat do you wear?学习服装词汇I wear shorts，T-shirt.并引出runners,出示单词卡片，拼读单词，并让学生练习用这些词说一个句子。8 两人一组练习这组句式。9 听录音两遍，注意any和some,either 和too的读音和用法。10.完成课后习题并两人一组自编对话。11.利用实物汇报演出。修改批注练习设计板书设计教学反思课题Lesson 2 At the Sports shop教学目标1.知识目标：能四会单词need, any, or；理解any，some的用法；能灵活使用句子We need some ping-pong balls. Do you hav

6、e any balls? Do you like this T-shirt or that T-shirt? I like this one. Do you like these runners or those runners? I want these runners.2.能力目标：能利用所学的词汇和句子到商店买东西，提高综合语言运用能力,解决实际生活中的问题。3.情感目标：让学生学会独立买东西，学会看价钱和计算价格。重点难点要求四会的单词和要求掌握的句式。教学过程重点难点解决策略Class Opening and Review1 分给学生不同的球，让学生自己说出I like to pla

7、y _. My favourite sport is _./ I like _ best.2 T: Whats this/that?S: Its a T-shirt?T: Do you like this T-shirt or that T-shirt?S: I like this one.T: What are these/those?S: They are runners.T: Do you like these runners or those runners?S: I like/want these runners.(设计意图：利用已有知识引出新知识，减小教学的难度，or在以前的教学中

8、已多次用到，学生都已掌握，不必再多费时间，加深学生对this，that， these，those用法的印象为下面的学习做铺垫。)New Concepts1. If I want to play ping-pong，we need some ping-pong balls.Say “need”,please.让学生利用 need 造句。2. Do you have any balls? Say “any”,please.讲清some和any的用法，都跟可数名词的复数或不可数名词，如：some/any shorts；some/any soup；some用在肯定句中，any用在否定和问句中，举例说明

9、。3. 完成课后习题。4. 听录音两至三遍。同时讲解美元和元的区别。如：one dollar，two dollars；one yuan，two yuan.练习一下如何问多少钱How much is it? How much are they?5. 布置商店的环境，让学生根据课文编短剧，三、四人一组。6. 汇报演出。（设计意图：本课是对话形式的课文教学，主要是环境的设置，要让学生在实际的生活环境中学习本文，首先要解决课文中的重难点，也就是新单词和一些主要句式，理清脉络。突破了重难点，理清了脉络，学生在表演对话时就没有很大的困难了。）Class ClossingActivity bookHomew

10、ork亲自到体育用品商店买一次东西并运用所学语言。修改批注练习设计板书设计课题Lesson 3 lets play教学目标1知识目标：能四会单词basketball, try, heavy, difficult, easy, hand；能灵活使用句子The basketball is heavy. The ping-pong ball is light. Im throwing/catching the basketball. Im hitting the ping-pong ball.2能力目标：能利用所学的词汇和句子表演本课对话并运用于打篮球和乒乓球的活动中。3. 情感目标：培养学生对两种

11、球类运动的喜爱之情。重点难点要求四会的单词和要求掌握的句式。教学过程重点难点解决策略Class Opening and Review1. T:Hello, class! Whats your favourite sports? S:My favourite sport is _.2. T:I want to learn basketball/ping-pong ball. Can you teach me?S:Yes.(设计意图：开头直接提出老师想学打篮球和乒乓球，让学生做小老师教，激发了学生的学习兴趣，增强了学生的自信心。)New Concepts1 教师右手拿篮球并说The basketb

12、all is heavy.左手拿乒乓球并说The ping-pong ball is light.让学生模仿练习。2 利用准备的实物练习heavy 和light.3 教师告诉学生篮筐是net,拿着篮球投篮，边投边说Im throwing the basketball. Say “throw,throwing”,please.学生模仿练习。4 教师没投中就说This is too hard. The basketball is too heavy. 学生模仿练习。5 教师拿着乒乓球投篮，一下就投中了就说This is too easy. The ping-pong ball is light.

13、学生模仿练习。6 然后把篮球传给别的学生并说Im throwing the basketball. Hes catching the basketball. Say “catch,catching”,please. 学生模仿练习。7 教师又拿起乒乓球拍并告诉学生This is a paddle. Im hitting the ping-pong ball. Say “paddle,hit,hitting”,please. 学生模仿练习。8 听录音两至三遍，完成课后习题。9 学生分组编对话。10.汇报演出。(设计意图：这节课的教学可在教室布置环境也可以到操场去上，让学生真正体会篮球和乒乓球运动，

14、激发学习兴趣。在句子中学习单词，做到词不离句，最后过度到对话练习，形成篇章，对学生的综合语言运用能力有了很大的提升。)Class Clossing修改批注练习设计板书设计教学反思课题Lesson 4 did you have fun?三维教学目标知识目标：1.bought, taught ， went and thought 2.the story 3.a song能力目标：1. past tense 2.where did you do? 3.What did you do？情感目标：When you play things, you must get good corporation wi

15、th your players.重点难点要求四会的单词和要求掌握的句式。教学过程重点难点解决策略一. Class opening and review Review “ past tense” and “ future tense” verbs with a game. Write three columns of words on the blackboard and ask for volunteers to match them correctly. As each student makes a match, he or she says “Yesterday I_de. Today

16、I_. Tomorrow I am going to_.IntroduceAdd “buy” “teach” and “think” to your “today” column. Ask the students to give you the future tense for each verb and write them under your “tomorrow” column. Then write “taught” “thought” “bought” in a different order than the other two columns, and ask the stud

17、ents to guess how they match with the present-tense verbs. Point out the similarities in spelling “bought” “taught” “thought”Use the student bookPause after Number 1 in the student book. Review the story so far. Today Jenny and Li Ming went to the store buy some clothes for Li Ming to the pictures i

18、n the student book. Who are they talking to?Note the word “player” in the lesson. A “players” plays something, such as a sport. PracticePlay “Whats wrong?” to practice the new past tense verbs, and other tenses and verbs.Play “spelling Bee” to practice spelling any vocabulary in this unit.Tech “Oh,

19、what did you do?” in Number 3 of the student book.Use the activity bookNumber 2 in the activity book is a listening exercise. The students listen to each sentence on the audiotape and change it into the pasttense. Heres how the audiotape goes:修改批注练习设计板 书设计课题Lesson5 A basketball game教学目标知识目标：1. game,

20、 ask, answer, very, policeman.2win and lost能力目标：1. Demonstrate “win” and “lose” after the game is done2.play a game of “spelling Bee”情感目标：When you get lose, you dont lose your heart. Try it again and again. You will win at last.重点难点1. words about the game教学过程重点难点解决策略Class opening and review Play “Ch

21、arades” to review occupations the students mastered in Levels 1, 2 and 7: teacher, clerk, cashier, waitress and bus driver. After the students have guessed these occupations, add “doctor” and “police officer”. The students mastered these words orally in Level 1, but they havent seen them for a long

22、time. Whisper the translation for these occupations to the students acting them out, and help the class guess the occupations with lots of prompts and encouragement. You can, for example, draw blanks on the blackboard and slowly write in the letters as you soundout more and more of each occupation.I

23、ntroduce Demonstrate “player” “team” “game” with six volunteers and a game of “spelling bee” divide the volunteers into two teams of three. Give player a sheet of coloured paper to hold, the same colour for each team.Demonstrate “win” and “lose” after the game is done. Point to the teams and as you

24、say “You win/lose”Use the student bookPause after Number 1 in the student book. Review the story so far. Li Ming and Jenny have been learning about sports. Look at the pictures in the student book. What are they doing now? Note some of the idiom in this lesson: Bob plays basketball “for fun” Jenny a

25、nd Li Ming “jump up and down” Li Ming asks Jenny “Whats the score?” What do the students think these phrases mean?PracticeDivide the class into small groups. In each group. Some students pretend that they want to learn a game that the other students know how to learn a game that you play in class.Do

26、 the activity book Class closing修改批注练习设计板书设计教学反思课题Lesson 6 a famous football player教学目标1、 学生能听懂和理解这个简单的故事2、 学生能就故事进行提问和回答学生能分角色用自己的语言表演故事重点难点学生能听懂和理解这个简单的故事教学过程重点难点解决策略Story time:Paragraph 1 :Many years ago, there was a boy from a very poor family. He liked to play football very much. But his parent

27、s couldnt buy him a football. The boy used boxes and bottles as his footballs.(Question: Why did the boy use boxes and bottles as his footballs?)Paragraph 2 :One day, a coach saw him. He thought that the boy would be a good player. The coach gave the boy a football as a gift. From then on, the boy p

28、layed football harder!(Question: what did the coach give the boy? Why did the coach give him a football as a gift?)Paragraph 3 :At Christmas time, the boy wanted to do something for the kind coach. He ran to the coachs home and dug a hole in front of his house. The coach asked why. The boy said, “I

29、cant buy you a Christmas gift. But I can dig a hole for your Christmas tree.” The coach was happy. He said, “this is the best Christmas gift.”(Question: when did the boy dig a home? Why did he dig a hole? How did the coach feel?)Paragraph 4 :The coach asked the boy to be a player on his football tea

30、m.in 1958, the 17-year-old boy and his team won the World Cup. He was famous around the world.(Question: How old was the boy when he won the World Cup?)Paragraph 5 :Do you know who the boy is? He is Pele-the world famous football player.修改批注练习设计板书设计课题Again, please.教学目标1.知识目标 重点词汇：any, heavy, light,

31、or, bought, taught, thought, sport, basketball, ping-pong, runners, shorts, T-shirt, game, player, team , catch, throw, hit, need, win, lose 重点句型：What did you do? I/We _.过去时的应用。2.能力目标要求学生能够灵活运用所学知识谈论与运动相关的话题。3.情感态度，价值观：使学生明白体育运动的好处和重要性，鼓励学生积极参加体育运动。运用游戏激发学生学习英语的兴趣，小组、同桌合作学习，形成师生互动、生生互动培养学生合作精神，并对其他学

32、生所说的话给予适当的回应，让每个孩子感知英语的特有的魅力，通过努力，体验成功！重点难点any, heavy, light, or, bought, taught, thoughtsport, basketball, ping-pong, runners, shorts, T-shirt, game, player, team catch, throw, hit, need, win, lose What did you do? I/We _.教学过程重点难点解决策略Step1 Warming-up and revision1学生互相问候，建立氛围。2利用节奏轻快的Chant复习几类sports

33、 ，为下面的授课营造良好的气氛。3. 展示课件大标题，让同学们谈论“Your favourite sport. ”找几名自告奋勇的学生谈论。4.看幻灯片中的表格，小组合作完成。在这一环节中，学生间介绍自己通过调查得出的结果，把单词揉合于句型中，进行语言交流，使整个教学源于生活，又用于生活，让学生学得有趣，学得有用，体验成功。Step2 Practise1.Play a game “Whats missing?”（规则：把词汇卡片竖放在教室前面，告诉学生看1分钟的卡片后闭上眼睛,然后教师移开一张卡片。让学生睁开眼睛，设法指出教师移走了哪张卡片。提问每个学生让其说出移走的卡片的名称，直到猜对正确答

34、案为止。让学生重新看到那张移走的卡片，并把它放回原处。那名猜对正确答案的学生可以在移走另一张卡片，让大家接着猜。）2.Practice 规则：教师出示几个一般现在时的句子，学生把它们变成一般过去时。3.TextStep3 Class closingLets chant.修改批注练习设计板书设计教学反思课题Lesson 7 Always have breakfast!教学目标（一）知识：1. 巩固内容： always, sometimes, usually, never等表示频度副词2. 掌握四会词汇及短语：healthy, strong, weak, weekHow often, have b

35、reakfast, be good for, last week.How often do you _?_ times a _.（二）能力：学生能用所学词汇句型说出有关健康的句子。（三）情感：帮助学生明白早餐的重要性，培养学生关注健康、关心他人的品质。重点难点重点：四会词汇和句型难点：How often did Danny _? _ times a _.句型的理解和运用。教学过程重点难点解决策略Class Opening and Review Greeting.Play a game: Never, NeverKey Conceptshealthy, strong, weak, weekHow

36、 often do you _?_ times a _.Introduce Use puppets to role-play “healthy”, “strong”,” weak”and “sick”.P1: (Sad, coughing.) I feel sick. Sick. Say it, please, class.C: Sick.P2: (Happy, energetic.) I dont feel sick. I feel healthy! Healthy. Say it, please.C: Healthy.P1: I am weak. Look! ( Try to carry

37、a chair, but cant.) This chair is too heavy. I am weak. Weak. Say it, please.C: Weak.P2: Not me. I am strong. (To Puppet 1.) May I help you with that chair? ( Carry it.) There! The chair is heavy, but I am strong. Strong. Say it, please.C: Strong.Show the pictures and introduce these words. Write “h

38、ealthy”, “strong”,” weak”and “sick”on the blackboard. Ask the students try to translate them.DrillAsk the students to say who is strong/ healthy/ weak/ sick.Student book No.1Introduce T: Everyone wants to be strong and healthy. Do you? Lets learn what to do. First, always eat breakfast. Because its

39、good for you! Do you always eat breakfast? Lets look. Here is a chart. This is a week. There are seven days in a week. What are they? (Say Monday, Tuesday)T: When did you eat breakfast last week?Introduce How often did you have breakfast last week? Once/ Twice/ Three times/ a week.Practice:How often

40、 did Danny/ Kim/ Li Ming eat breakfast last week? Class closing:练习设计板书设计课题Lesson 8 Always Brush Your Teeth !教学目标A.知识目标1 Review and use the keywords : before , after , bad, next.2 Students can read ,listen , say and write the vocabulary: teeth ,brush your teeth ,face ,wash your face , comb( your hair

41、 ), be bad for.3. Important sentence : What do you do before / after _?B.能力目标1、学生能够正确运用短语brushteeth , washface ,combhair ,并知道人称的变化。2.能够掌握before ,after 的用法。C. 情感目标 通过学习，学生能对本课内容产生兴趣，主动参与教学活动，认真理解短文内容，并养成讲究卫生的好习惯。重点难点1. after , before , teeth ,face , brush , comb. 2. What do you do before / after _?教学

42、过程重点难点解决策略(一)Class Opening and Review 1.Greeting :Good morning ,class !How are you ?Hows the weather today ?2.Review ：Look at some pictures and actions ,ask several questions How often do you _? What do you do _?3.Sing a song :In the Bathroom .(Review the names about body )(二)New concepts Step 1: In

43、troduce :Show the cards to remember “teeth , face ”T: Do actions to introduce “brush your teeth ” and “comb your hair”T: Look , its 6:30 , I often brush my teeth . Then , I wash my face .T: What do you do ? What are you doing ?Step 2 : Play a game : Guess Review the phrases such as “eat breakfast ,

44、get up , wash hands , wash face , brush teeth , comb hair ”Step3 : Demonstrate: Draw three clocks to show :6:45 7:00 7:157:00 I want to eat breakfast at 7：00. 6:45 Before I eat breakfast , I brush my teeth .7:15 After I eat breakfast , I go to school .T : Lets repeat ,before and after .Can you say s

45、ome sentences with these two words ?Practice in groups . Show Play the audiotape and read the dialogue , check up understanding .Show the exercises : Listen and order ( ) Jenny wakes up . ( ) Jenny brushes her teeth .( ) Jenny eats breakfast .( ) Jenny washes her face and hands .( ) Jenny combs her

46、hair .( ) Jenny goes to school . (三)Class closing Activity Book : No 2 Listen .Answer the questions .修改批注练习设计板书设计课题Lesson 9：eat more vegetables and fruit教学目标1、知识技能：（1）学生能够听、说、读、写短语：how often, twice a week, three times a week, （2）学生能复习掌握并实际做对话：How often do you eat ? I eat _ once/ twice/three times a

47、week.Whats your favourite fruit？ My favourite fruit is 。（3）学生能够联系旧知结合新知掌握课文中的重点单词和句子。2、过程与方法：通过师生、生生间的问答练习、游戏等活动，使学生在轻松、活跃的课堂中获得知识。3、情感态度：通过学习本单元的前三篇课文，学生知道什么是对身体健康有好处的，培养学生养成良好的卫生习惯。教学过程重点难点教学重点：（1）学生能掌握四会单词：bones, muscles ,skin。（2）并且能够运用句型: How often do you eat ? I eat _ once/ twice/three times a

48、week.Whats your favourite fruit？ My favourite fruit is 。教学难点：学生能够理解运用身体健康的句子。重点难点解决策略aGreeting : Good morning ,everyone !.b Review words ：apple , banana , grapes , orange , melon , strawberry with real objects and make dialogue : Whats your favourite fruit？ My favourite fruit is 。c . game : do the a

49、ctivity eg. Wash face ,wash hand ,comb hair ,get up ,eat breakfast （2）New conceptsaDemonstrate : bones, muscles ,skin with some pictures on the computer .Ask the Ss to pay more attention to “s” . Lead the Ss to read these new words several times .b . Introduce the sentences of part 1 on the computer

50、 too. Play the audiotape part 1 as the Ss follow. Then ask the Ss to discribe the pictures . c . Practice : listen to the radio and fill in the blank : These are . For strong , you need to eat foods that are good for you 。 This is a .For strong , you need exercise . This is .Healthy is clean .d game

51、 : Show some pictures of food and let the Ss to divide them : which one is good for you or bad for you .And this food good for you is good food .just like : fish ,fruit ,meat e .Discussion : Ask Ss to make a discuss of what good for your health is .Then show the sentence :A healthy body has healthy

52、bones ,muscles and skin .修改批注练习设计板书设计教学反思课题Lesson 10 Exercise !教学目标1、知识与技能：（1）使学生能听、说、读和写词汇：exercise, minute, hour, exercise. （2）能在日常生活中恰当的使用How often?句型描述自己日常的锻炼状况。2、过程与方法：在完成调查表的过程中，通过师生活动、学生互动等活动，使学生能够描述自己日常的锻炼状况。3、情感与态度：通过学习,培养学生学习英语的持久兴趣和良好的运动习惯。教学过程重点难点词汇：exercise, minute, hour，exercise.句式：How

53、 often?重点难点解决策略一、 Class Opening and Review： 1、Play“ What Time Is It” to review how to say times. 2、Play “Simon Says” to review actions and phrases such as：ride a bike, walk, run, jump, play ping-pong等。二、Key Concepts：1、Introduce： (1) Demonstrate “minute, hour” with a big clock. (2) Demonstrate “exerc

54、ise” with five volunteers. Ask each volunteer (in a whisper ) to perform an action(use the actions recommended for “Simon Says” above.) Ask the class to guess what he or she is doing. Then ask all the volunteers to perform their actions at the same time and lead a dialogue：T: Look! They are exercisi

55、ng!(Point to each volunteer) Riding a bikeis exercise. Playing ping-pong is exercise. Walking is exercise. What else is exercise?(Point to the next volunteer.) _ing is . C: exercise. T: Right! (Point to the final volunteer.) And _ ing is C: exercise. T: Very good!2、Use the Student Book and Audiotape

56、:(1)教科书第一部分 T：Exercise helps make your body healthy and strong.出示问题：What is exercise? How much exercise do you need? 学生边看书边听课文录音，同桌讨论后回答。回答第一题引出动名词短语作主语这一知识点，板书：Riding a bike/Walking to school/Running/Playing ping-pong is exercise. 回答第二题时引出How much 与 How many 的区别，并利用钟表演示使学生能回答: How many minutes are

57、there in an hour?/How many minutes make an hour?(2)教科书第二部分 出示问题：How many minutes dose Danny exercise? How often dose Danny exercise? How many minutes dose Danny walk to school? 听课文录音小组讨论后得出结论：Danny needs to get more exercise. 采取多种方式操练：同桌对话、小记者采访的形式询问同学们的锻炼情况，在活动中复习并巩固句式的运用，深刻领悟锻炼的重要性。3、Practice: Tea

58、ch “Everyone, Everyone, Reach up High” in Number 3 of the student book.(1) Play the audiotape, the students follow words and pictures in their books.(2) Teach line by line, students to repeat.(3) Finally play the audiotape again, students chant along and do the actions.(4) 各组选派一名台前表演。修改批注练习设计板书设计课题L

59、esson 11 Work Hard ！教学目标1. 知识方面：能听、说、读、写和正确运用high、low和homework等单词。2.能力方面：能够在日常生活中灵活运用所学的词汇和句型。重点难点1.使学生听写词汇 homework、high、low、等单词2. 使学生能灵活、运用并练习句型 。教学过程重点难点解决策略Step1 Warming-up and revision 一、Greeting.二、Chant. （内容）Everyone，everyone. reach up high，high、high、high.everyone, everyone.bend low, low、low、l

60、ow.Step2 New Concepts一、出示单词卡high、low把high贴在黑板的高处low贴在低处。让学生在手里随意拿一样东西，听教师的口令练习high、low.然后同桌练习。二、观看幻灯，出示李明写作业的图片，放在屏幕的上方。提问：Is it low? What is he doing?引出homework,进一步提问家庭作业还有那些形式。陆续出示所有图片，问What do they do ? Do they work hard ?引出work hard 让学生说出自己最喜欢的事。问学生： How many minutes do you_? 三、1.Play a game 将全班学生分成几个组，教师设置三个场景分别为学校、体育场、家中。要求学生用本单元所学的知识来编对话。最后用Work hard at (in)_.来概括。然后学生来教室前表演。2.（一）、教师鼓舞学生说：Lets work hard ! Does kim work hard ?出示问题，