深圳版六年级上册英语全套教案免费下载合集

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Topic：Unit 5  Faster, higher and stronger (Part A)    Period：1st
Teaching Aims：
Using ‘better’, ‘best’, ‘more’, ‘most’ to talk about numbers and years.
Important Points & Difficult Points：
1. Learn the names of the sport events and some other new words.
2. Revise the sentence patterns ‘My favourite event is…’ ‘I like …’ etc.
Teaching Aids：
Koko CD-ROM, a computer, a tape-recorder.
Teaching Steps：
I. Warm up
  Greetings and everyday English
II. Revision
  1. Revise the comparative and superlative degrees of adjectives
2. Go over the sports events we learned before.
III. Presentation
  1. Bring in photos of different sports events, e.g. the 60m race, the 60m hurdles, the high jump, the long jump, etc. Put them on the board.
  2. Point to the photo of the high jump and ask the students ‘What is this event?’ The students answer ‘It’s the high jump.’ Revise the words race, high jump, long jump.
  3. Teach the names of events by pointing to the photos of the events one by
one: hurdles, 60m race, 60m hurdles, 800m race
  4. Teach the other new words and expressions by showing the real objects or pictures: hour, minute, second, medals
  5. Tell the class that your favourite event is the 60m race. Explain to them that m is the short form of metre. Ask a student ‘What is your favourite event? Get him/her to answer truthfully, e.g. I like the 60 hurdles/ …
III. Practice
  1. Show Transparency. Point to the pictures on the page. Read aloud or play the tape. Ask the students to repeat the words after you or after the tape.
  2. Tell the class that it is correct to say the Sports Day or Sports Day.
  3. Ask the students to work in groups of three. They should role-play the conversation and continue using the words shown below the pictures.
IV. More to do
    Do a survey of the most popular event in the class. Ask the students to write down their favourite event on a piece of paper. Collect the answers and find out the sports event that most students have chosen.

Homework：
1. Listen, read and recite the new words and expressions and the dialogue.
2. Copy the new words and expressions and the dialogue.

Writing：          Unit 5 Faster, higher and stronger (Part A)
                  What’s your favourite event?
                  I like the …
                  the 60m race        (the) Sports Day
                  the 60m hurdles      team
                  the 800m race        medal
                  the long jump        minute     
                  the high jump        second

Teaching Feedback:


Topic: Unit 5 Faster, higher and stronger (Part B1)   Period：2nd
Teaching Aims：
Using ‘better’, ‘best’, ‘more’, ‘most’ to talk about numbers and years.
Important Points & Difficult Points：
1. Revise the names of events and other new words in Part A.
2. Revise the regular changes of the comparative and superlative of adjectives.
3. Learn the irregular changes of some adjectives.
Teaching Aids：
Koko CD-ROM, a computer, a tape-recorder.
Teaching Steps：
I. Warm up
  Greetings and everyday English

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II. Revision
  1. Have a dictation
Dictate the new words and expressions and some sentences in Part A.
  2. Revise the new words and expressions and the dialogue.
III. Presentation
  1. Ask three students who have participated in the 60m race to tell the class their best time, if they can remember it.
  2. Write their records on the board, e.g. Student A: 8.9 seconds; Student B: 10.3 seconds; Student C: 9.3 seconds. Tell the students Student C is a better runner than Student B. Student A is the best runner of the three. Write the sentences on the board.
  3. Point to the sentences and explain to the students that better is the comparative of good and best is the superlative of good.
  4. Collect information about the school records for different events. Share the information with the class. Ask them to make sentences using good, better, best, runner, jumper, etc.
IV. Practice
  1. Show Koko CD-ROM. The first time, ask the class to listen and follow along in their books. The second time, ask the students to repeat the sentences.
  2. Ask the class to read the conversation again and then look at the sentences below.
  3. Tell the students to fill in the blanks to complete the sentences. Check the answers with the class.
V. More to do
    Find out the class records for different events with the class. Draw a table on the board and put the records in it. Then have the students work in pairs.
    Each pair writes four sentences about the information in the table using the structure…is a better jumper/runner than… …is a better jumper/runner than last year. The best jumper/runner in our class is…. When they finish, each pair reads their sentences to the class in turn.

Homework：
1. Listen, read, recite and write A, B1 from memory.
2. Copy B1 once and make at least four sentences using the structure they learned in B1.



Writing：             Unit 5 Faster, higher and stronger (Part B1)
                   good—better—best    do one’s best
                   Pat is a good jumper.
                   Candy is a better jumper this year than last year.
                  Alice is the best jumper in the school.



Teaching Feedback（教学反思）



Topic: Unit 5 Faster, higher and stronger (Parts B2, B3)  Period: 3rd
Teaching Aims：
Using ‘better’, ‘best’, ‘more’, ‘most’ to talk about numbers and years.
Important Points & Difficult Points：
1. Revise the new words and expressions in A.
2. Revise the irregular changes of comparative and superlative of good and learn the irregular changes of many/much.
Teaching Aids：
Koko CD-ROM, a computer, a tape-recorder.
Teaching Steps：
I. Warm up
  Greetings and a free talk.
II. Revision
1. Revise A and B1 by asking some students to read or recite the conversations.
  2. Ask some questions:
    Who is a good jumper? Who is a better jumper than last year? Who is the best jumper in the school?
III. Presentation (B2)
  1. Revise the ordinal numbers first, second, third and tell the students that they are used to talk about the finishing results or ‘places’ in this unit.
  2. Ask three students to come to the front. Give two, three and four pencils to the three students: Student A, Student B, Student C respectively. Tell the class that A has two pencils. B has more pencils than A. C has the most pencils (of the three).
     Explain that more is the comparative of many and much; most is the superlative of many and much.
  3. Ask the class how many medals their team won on Sports Day last year and which place they were in.
IV. Practice
  1. Show Transparency. Point to the words spoken by Mr Chen. Play the tape.
  2. Ask the students to read the words carefully. Then they fill in the form according to what they read.
  3. Have some students read out their answers for the class to check.
V. Part B3
  1. Read the rubric to the students. Remind them that they should familiarize themselves with the sentences before you play the tape. Play the tape. Ask them to complete the article according to what they hear on the tape.
  2. Ask the students to listen to the tape once more to check their answers.
Homework：
1. Listen to the tape and read aloud and recite B2 and B3 at least 20 minutes.
2. Copy B2, B3 once.
Writing：Unit 5 Faster, higher and stronger (Parts B2, B3)
         good—better—best   many/much—more—most
         the team awards
         Dragon Team is in third place. They won 15 medals.
         Panda Team is in the second place.
They won more medals than Dragon Team.
Lion Team is in the first place. They won the most medals.

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Teaching Feedback:


Topic：Unit 5 Faster, higher and stronger (Parts C, D) Period：4th
Teaching Aims：
Using ‘better’, ‘best’, ‘more’, ‘most’ to talk about numbers and years.
Important Points & Difficult Points：
Continue learning the comparative and superlative degree of the adjectives and using ‘good’, ‘better’, ‘best’ to talk about the speed of the people and animals.
Teaching Aids：
Koko CD-ROM, a computer, a tape-recorder.
Teaching Steps：
I. Warm up
  Greetings and a free talk.
II. Revision
  1. Have a dictation
    Dictate the words and expressions and the main sentences in A, B1, B2 & B3.
  2. Go over A, B1, B2 & B3 by asking the students to read aloud or recite the conversations together or one by one.
III. Part C—Animal records
  1. Ask the students if they know which animal is the fastest on land or in water. Encourage them to guess. Write the possible answers on the board. Let the class read the passage and find out the answers.
  2. Read through the passage with the class.
  3. Introduce kilometer (km) to the class. Remind the students that 1 kilometre is equal to 1000 metres.
  4. Play the tape for the students to listen and say the sentences after the cassette.
IV. Part D
  1. Ask the students to read the passage again and then answer the questions.
  2. Check the answers with the students.
Homework：
1. Listen, read and recite the passage.
2. Copy the new words and expressions and the passage.
Writing：Unit 5 Faster, higher and stronger (Parts C, D)
         fast—faster—fastest    much faster
         good—better—best     many/much—more--most
without   machine   per hour
         cheetah   shark   sailfish
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Topic：Unit 5 Faster, higher and stronger (Parts E, F) Period：5th
Teaching Aims：
Using ‘better’, ‘best’, ‘more’, ‘most’ to talk about numbers and years.
Important Points & Difficult Points：
1. Learn the sounds [l] & [r] and the words.
2. Continue learning the comparative and superlative degree of the adjectives and using ‘good’, ‘better’, ‘best’ to talk about the speed of the people.
Teaching Aids：
Koko CD-ROM, a computer, a tape-recorder.
Teaching Steps：
I. Warm up
   Greetings and everyday English.
II. Revision
  1. Revise A, B1, B2, B3 & C by asking the students to read aloud or recite the words and conversations.
  2. Get some individuals to talk about the Sports Day their finishing results.
III. Part E
  1. Write the symbols for the sounds on board. Write the words on the page under each symbol. Ask the students to tell you other words with the same sounds and add them to the list.
  2. Play the cassette and ask the students to listen to the sounds and the words.
  3. Say the words slowly and clearly. Check that the students are making a distinction between the sounds and pronouncing them correctly.
  4. Point to the pictures and check that the students can say the words without your model.
  5. Play the cassette again. Ask the students to listen to the rhyme and join in with the words of the rhyme the second time.
  6. Play the cassette. Ask them to listen to the words and then write them under the correct symbols.
IV. Part F—Our records
  1. Ask the students to look at the two charts on page 44 and number the results
    from 1—6. Then they write the correct names of the first, second and third places of the two races in the third chart.
  2. Tell the students to look at the chart of the top medal winners at the bottom of the page. Then they complete the sentences below using the information in the chart.
  3. Read the reports on P.45 with the class. Tell the students that they need to complete the reports using the information from Step 1 & Step 2.
  4. Put the students into groups of three. They can do a long jump competition to find out who is the best jumper. They talk about the results following the example in the model conversation.
  5. Ask the students to write some notes abut their group’s results and then write a report using those notes. Gather all the groups’ reports and put them into a book and have it displayed in class.
Homework：
1. Go over Unit 5.
2. Do exercises in F:
  (2). Complete the sentences.  (3). Complete the reports below.
Writing：Unit 5 Faster, higher and stronger (Parts E, F)
         l[l]: long  laps  low  slow  light  large
         r[r]: run  race  rice  rose  right  ruler
         good—better—best   many/much—more--most
Teaching Feedback:

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Topic: Unit 5 Faster, higher and stronger (Parts G, H, J)  Period：6th
Teaching Aims：
Using ‘better’, ‘best’, ‘more’, ‘most’ to talk about numbers and years.
Important Points & Difficult Points：
Continue learning the comparative and superlative degree of the adjectives and using ‘good’, ‘better’, ‘best’ to talk about the speed of the people.
Teaching Aids：
Koko CD-ROM, a computer, a tape-recorder.
Teaching Steps：
I. Warm up
   Greetings and everyday English.
II. Revision
  1. Revise A, B1, B2, B3 & C by asking the students to read aloud or recite the words and conversations.
  2. Get some individuals to talk about the Sports Day their finishing results.
III. Part G—Listen and chant
  1. Play the cassette for the students to listen to the chant.
  2. Play the cassette again and encourage the students to join in with the words.
IV. Part H—Think about it
    Tell the students to look at the three flags on the page. Have them point out the correct Olympic flag. If the students do not know the correct answer. The answer is the third flag.
V. Part J—Progress check
  1. Get the students to look at the pictures and then write the correct phrases on the line below the pictures.
  2. Ask the students to look at the pictures and then fill in the blanks
  3. Check the answers with the whole class.
Homework：
1. 1. Go over Unit 5.
2. Do exercises on page 31 and page34 of Workbook.
3. Pre-review Part I, Further reading.
Writing：Unit 5 Faster, higher and stronger (Parts G, H, J)
         much/ a little longer, do one’s best
         Olympic Games, Olympic flag
Teaching Feedback:


Topic：Unit 5 Faster, higher and stronger (Part I)   Period：7th
Teaching Aims：
Using ‘better’, ‘best’, ‘more’, ‘most’ to talk about numbers and years.
Important Points & Difficult Points：
Continue learning the comparative and superlative degree of the adjectives and using ‘good’, ‘better’, ‘best’ to talk about the speed of the people.
Teaching Aids：
Koko CD-ROM, a computer, a tape-recorder.
Teaching Steps：
I. Warm up
   Greetings and everyday English.
II. Revision
  1. Have a dictation
    Dictate the words, expressions and main sentences in Unit 5.
  2. Revise A, B1, B2, B3, C, E, F & J by asking the students to read aloud or recite the words and conversations.
  3. Get some individuals to talk about the Sports Day their finishing results.
III. Part I—Further reading
  1. Arouse interest in the passage by asking What is the longest race at the Olympics? Tell the students that it is the marathon. Ask them Do you know how long it is?
  2. Tell the students to read to find out more abut the marathon at the Olympics.
  3. Ask the students to circle the correct answers according to what they have read in the passage. Check the answers with the students.
IV. Sum up
    the comparative and superlative degrees of adjectives.
Homework：
1. Go over Unit 5.
2. Read aloud the passage of Part I.
3. Do exercises on page 35 and page36 of Workbook.
Writing：Unit 5 Faster, higher and stronger (Part I)
         marathon  the long race  at the Olympics
         king   gate  Ethiopia   gold medal
         King Edward VII
Teaching Feedback:

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Topic：Unit 5 Faster, higher and stronger (Workbook)  Period：8th
Teaching Aims：
Using ‘better’, ‘best’, ‘more’, ‘most’ to talk about numbers and years.
Important Points & Difficult Points：
Continue learning the comparative and superlative degree of the adjectives and using ‘good’, ‘better’, ‘best’ to talk about the speed of the people.
Teaching Aids：
Koko CD-ROM, a computer, a tape-recorder.
Teaching Steps：
I. Warm up
   Greetings and everyday English.
II. Revision
  1. Revise A, B1, B2, B3, C, E, F, J & I by asking the students to read aloud or recite the words and conversations.
  2. Get some individuals to talk about the Sports Day their finishing results.
III. Workbook
  1. P. 31
    Tell the students to look at the picture and read the words. Then ask them to fill in the blanks using the words in the box.
  2. P. 32
    Ask the students to read the words and listen to the Workbook cassette first. Then ask them to put ticks iin the correct boxes according to what they hear on the tape.
  3. P. 33
    Ask the students to familiarize themselves with the table and read the diary. Then ask them to listen to the WB cassette.
    Ask them to fill in the chart and then complete the diary according to what they hear on the tape.
  4. P. 34
    First, ask the class to look at the first part of the page and listen to the WB cassette. They need to circle the symbols according to what they hear on the tape. Then ask them to look at the second part of the page. Tell them to look at the picture and fill in the blanks.
  5. P. 35
    Ask the class to look at the pictures and read the numbers. Tell them to complete the sentences according to the results of different events.
  6. P. 36
    Ask the class to read the table and the report. Tell them to complete the report according to the information in the table.
  7. P. 37.
    Ask the students to read the profiles of the hurdlers. Tell them to complete the sentences using the information provided in the profiles.
  8. P. 38
    Ask the students to read the text and the questions. Tell them to write short answers to the questions according to what they read in the text.
Homework：
1. Go over Unit 5.
2. Pre-review Unit 6.
Writing：Unit 5 Faster, higher and stronger (Workbook)
                   (Omitted)


Teaching feedback（教学反思）:
In this unit the students learn to use ‘better’, ‘best’, ‘more’, ‘most’ to talk about numbers and years; Learn the names of the sport events and some other new words; Learn the irregular changes of some adjectives. Revise the regular changes of the comparative and superlative of adjectives. The students are very interested in learning about them. However, it is not easy to learning them well. It’s difficult for the students to learn them well and it’s also difficult for the teachers to teach them well.      

Topic： Unit 6  Famous stories (Part A)         Period：1st
Teaching Aims：
1. Using comparatives and superlatives with long adjectives to talk about characters.
2. Using simple past tense to talk about past activities.
3. Express opinions, facts and common observations.
Important Points & Difficult Points：
1.Teach the following new words and expressions: smart, brave, hard-working, funny, Journey to the West, Monkey King.
2. Master the sentence patterns:
Which book do you like? I like this one. She’s smart, brave and hard-working. Monkey King is strong, exciting and funny.
Teaching Aids：
Koko, new word cards and some pictures .
Teaching Steps：
I. Everyday English.
II. Go over some adjectives learned before.
III. Presentation
1. Hold up the Mulan storybook and ask the students Who is this? Prompt them to answer She’s Mulan.
2. Ask the students to describe Mulan in English if possible.
3. Teach the words: smart, brave, hard-working.
4. Talk about other storybooks and the characters they know. Teach the words: Journey to the West, Monkey King, funny, honest, kind.
5. Show Transparency. Play the cassette and point to each of the pictures. Ask the students to repeat after the cassette.
III. Practice
1. Show “Koko”. Talk about what is in each picture..
2. Ask the students to work in groups of four to role-play the dialogue. They should continue it using the word and picture cues at the bottom of the page..
3. Ask the students to work in pairs and role-play the dialogues.
Homework：
1. Copy the new words in part A five times; Copy Part A once.
2. Recite part A.
3. Listen to and read part A five times.
Writing：
              Unit 6  Famous stories (Part A)

             smart                                               funny
Mulan     brave             Monkey King(Journey to the West)     strong
hard-working                       

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exciting


                honest                             famous
Cinderella                       Robin Hood
                kind                              interesting
               
Which book do you like?
I like this one. She’s smart, brave and hard-working.
Monkey King is strong, exciting and funny..
Teaching Feedback:


Topic：Unit 6  Famous stories (Part B1)          Period：2nd
Teaching Aims：
1. Using comparatives and superlatives with long adjectives to talk about characters.
2. Using simple past tense to talk about past activities.
3. Compare personal characteristics
Important Points & Difficult Points：
1. Learn the new words and the comparative and the superlative degrees of the long adjectives.
2. Master the sentence patterns: I like Monkey King best. He is the most interesting character. She is more beautiful than Cinderella.
Teaching Aids：
Koko, new word cards and a computer
Teaching Steps：
I. Warm up
1. Greetings
2. Everyday English
II. Revision
1. Revise A by reading and reciting the dialogue and the expressions.
2. Have a dictation of the words, expressions and the sentence patterns .
III. Presentation
1. Tell the students about my favourite characters and describe them using the adjectives on page 51.
2. Prepare paper strips with different characters’ names, e.g. Mulan, Monkey King, Cinderella, Robin Hood, Zhuge Liang, etc. written on them. Write the words smart, brave, hard-working, honest, kind, famous, interesting, funny, strong, exciting and beautiful on the board. Make sure the students know the meaning of each word.
3. Ask a student to pick a paper strip and ask them to talk about the character using the adjectives on the board without telling the class the name of the character.
4. Ask the class to guess who the character is.
5. Encourage the students to use comparatives and superlatives when talking about the characters. Make sure they use more and –er, -est endings correctly.
IV. Practice
1. Show Koko. Ask the students to repeat the sentences after it.
2. Tell the students to read the notes at the bottom of the page. Ask them to complete the notes according to what they have read in the passage.
V. More to do
Put the students in groups of four. Ask them to tell each other about their favourite characters. They make notes like those in section B1 on a piece of paper. Then collect the notes from all the groups and find out the most popular character in the class.
Homework：
1. Copy the new words five times for each.
2. Copy part B1 once.
3. Listen to and read Part B1 five times.

Writing：
Unit 6  Famous stories (Part B1)

           character                      the most interesting
           laugh                          more beautiful
           still                            more exciting

I like Monkey King best.
He is the most interesting character.
She is more beautiful than Cinderella.


Teaching Feedback:


Topic： Unit 6  Famous stories (PartsB2&B3)     Period：3rd
Teaching Aims：
1. Using comparatives and superlatives with long adjectives to talk about characters.
2. Compare personal characteristics

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Important Points & Difficult Points：
1. Go over the comparatives and superlatives of some long adjectives.
2. Master the new words: Snow White, Simba the Lion King
Teaching Aids：
Koko, new word cards and a computer
Teaching Steps：
I. Questions: Who is the most interesting character for you? Why? Who is the smartest character? Why?
II. Go over the way to form the comparative and the superlative degrees of long adjectives.
III. Presentation
(Part B2)
1. Remind the students that more and most are usually used to form the comparative and superlative forms of an adjective that has three or more syllables.
2. Write the adjectives brave, kind, smart, beautiful, frightening, hard-working on the board. Ask the students to tell me the comparative and superlative forms of these adjectives.
3. Ask the students to think of more adjectives. Revise the comparative and superlative forms of these adjectives. Write the correct words on the board.
4. Show Transparency. Read out the words and ask the students to repeat them after me. Play the cassette.
5. Tell the students to match the characters and the words that describe them.
6. Ask some students to read out the answers for the class to check.
(Part B3)
1. Read the rubric to the students. Ask them to read Koko’s notes and the sentences.
2. Ask the students to circle the correct words according to the information they got from the notes. Use Transparency to check the answers with the class.

Homework：
1. Copy B2 & B3 once.
2.        Recite Part B2.
Writing：
Unit 6  Famous stories(Parts B2 & B3)

        Snow White,                  the most beautiful
Simba the Lion King           the most frightening
the most hard-working
the most interesting
the most exciting
the funniest
the bravest


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Teaching Feedback:


Topic：    Unit 6  Famous stories (Parts C&D)    Period：4th
Teaching Aims：
Using simple past tense to talk about past activities.
Important Points & Difficult Points：
1. New words: Nuwa, goddess, mud, branch, drop, happily, everywhere, build, melt, night, finally.
2. Read the story and answer the questions.
3. Go over the simple past tense.
Teaching Aids：
Koko, new word cards
Teaching Steps：
I. Revision
1. Go over Parts A, B1&B2.
2. Have a dictation.
II. Teach Part C
1. point to the pictures. Ask the students if they know the story of Nuwa mending the sky. Explain that it is Chinese mythology. It is said that Nuwa created animals and human beings. Nuwa also saved human beings by filling the gap in the sky and hence stopped the flood.
2. Play the cassette for the students and ask them to say the sentences after the cassette.
III. Teach Part D
1. Ask the students to read the story again and answer the questions about the story.
2. Check the answers with the students.
Homework：
1. Listen to, read and recite C.
2. Copy “Nuwa, goddess, mud, branch, drop, happily, everywhere, build, melt, night, finally” five times.
3. Copy Part C twice.
Writing：
                 Unit 6  Famous stories(Parts C&D)
     Nuwa,    goddess,    mud,    branch,    drop,    happily,  
everywhere,     build,   melt,    night,    finally
         
  take—took      make—made    have—had    put—put     hit—hit   
become—became  come—came    build—built   fly—flew     is—was  are—were
  
like—liked     want—wanted    work—worked     live—lived   
rain—rained   melt—melted     fix--fixed      

Teaching Feedback: