六年级快乐英语1课程讲义

快乐英语1课程讲义（1）

The Very Hungry Caterpillar

教学目标：

1. 欣赏故事，了解蝴蝶生长过程，并且学会周一到周日的单词。

2. 了解各种食物的单词。

3. 激发学生对英语绘本阅读的兴趣。

教学重点：了解蝴蝶生长过程，并且学会周一到周日的单词。

教学难点：学会周一到周日的单词。

教学准备：多媒体课件，单词卡片

教学过程：

Step 1 Warm up

1、Greeting: What day is today? What date is today?

2、Sing a song: Seven days a week.

Step 2 Presentation

1、故事导入

Once upon a time, there was a little egg lay on a leaf in the light of the moon. It’s a summer night. It’s hot and quiet. You can hear the sound of the wind, the owl and the leaf.（出示卵的图片，让学生猜猜最后卵会变成什么？）

2、讲解绘本

1）One Sunday morning, cock-a-doodle-do! The warm sun came up, and POP! A caterpillar came out of the egg. It’s very tiny. It climbed, climbed and climbed from morning till night. It didn’t eat anything. It’s so hungry. It’s very hungry. It started to look for some food the next day. （此处引入Sunday的单词，并重点教授，并且教师可扮演毛毛虫做爬行动作，用肢体语言帮助学生理解climb的意思。）

2）The next day is Monday.There were so many fruits in the forest. What can you see? I can see an apple, a pear, a plum, a strawberry, and an orange. On Monday, the caterpillar ate through one apple from morning till night. POP! He came out of the apple. But he was still hungry, very hungry. （教授周一的单词，并板书，请学生用英语回答周一毛毛虫吃了多少食物。）Hi, kids! Where is the caterpillar! It’s gone! Everybody says, “Caterpillar, caterpillar, where are you?” “Caterpillar, caterpillar, here I am!“（教师和学生一起说Chant,一起呼唤毛毛虫，并引导学生们用他们的手指当做毛毛虫，挑选一位学生到台前讲手指放入书的洞中，咬一口，并且发出POP的一声）

3）From Tuesday to Friday, how much foods did the caterpillar eat? Let’s read.

On Tuesday, the caterpillar ate through two pears. But he was still hungry.

On Wednesday, the caterpillar ate through three plums. But he was still hungry.

On Thursday, the caterpillar ate through four strawberries. But he was still hungry.

On Friday, the caterpillar ate through five oranges. But he was still hungry.（引导学生说出各种水果的名字，并重点教授周二到周五的单词。）

4）On Saturday, the caterpillar started to eat some snacks. He ate through one piece of chocolate cake, one ice-cream cone, one pickle, one slice of Swiss cheese, one slice of salami. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. But that night he had a stomachache!（教师引导学生用英语回答：毛毛虫在周六吃的跟前面几天不一样了，有什么不一样？都有哪些食物？并重点教授周六的单词。）

5）He built a small house, called a cocoon, around himself. He stayed inside for more than two weeks. Then he nibbled a hole in the cocoon, pushed his way out and….He was a butterfly, a beautiful butterfly!（教师引导学生通过绘本中的图片猜出最后毛毛虫化茧成什么了？）

3. 欣赏绘本。

教师在让学生们自我欣赏绘本的同时，夸张地跟着故事情节，引导学生说出本故事的单词，如7 days a week, fruits (apple, pear, plum, strawberry, orange, watermelon) and snacks (chocolate cake, ice-cream cone, pickle, cheese, salami, lollipop, cherry pie, sausage, cupcake) 让学生们参与翻页并用他们的手指当做毛毛虫钻入绘本的洞中。

Step 3 Practice

1、引导学生使用句型回答.

Sentence:

1) What day is today? Today is ______.

2) How many ______ are there? There are two pears.

3) What do you want to eat? I want to eat a slice of cheese.

2、角色扮演。

1）请学生们用肢体扮演毛毛虫，例如：手指、手臂、身体等等。

2）带领学生们分小组表演好饿的毛毛虫，在说出英语单词和句子的同时，让孩子们体会从小变大的感觉。

Step 4 Production

1、引导全班的学生说出故事句型：

Sentence:

(1) What day is today? Today is ______.

(2) How many ______ are there? There are two pears.

(3) What do you want to eat? I want to eat a slice of cheese.

2、引导学生们复习英语单词，如：7 days a week, fruits (apple, pear, plum, strawberry, orange, watermelon) and snacks (chocolate cake, ice-cream cone, pickle, cheese, salami, lollipop, cherry pie, sausage, cupcake)

3、延伸品格教育: 用真实照片, 让学生们体会从毛毛虫变成蛹及蝴蝶的生命历程。

Step 5 Summary

1、让学生们与黑板上所有单词和句型说Bye, bye，并擦掉所有的单词和句子。

2、请学生尽量并抢答本节课所学的单词和句子。

Step 6 Homework

和父母家人朋友们用英语介绍下毛毛虫化蛹成蝶的生命历程。

课程讲义2：I have a robot

教学目标：

1. 能正确理解语篇，初步掌握语篇中的生词：caterpillar，beep, roll, blink, giggle

2. 通过阅读，对语篇进行分析并获取有用信息。

3. 能综合已有的语言积累设想未来的机器人。

4. 让学生明白机器人虽然能做很多事情，但它们没有感情，人类才是最聪明的有感情的生物。

教学过程

一、 读前活动（pre-reading activities）

1. Greetings

T: How are you, children?

Ss: I’m fine. And you?

T: I’m so happy to meet you again. Do you like toys? Can you tell me any words about toys? What is your favorite toy? Now Miss Pan will show you a toy. Please guess what it is. (由拼图游戏引出robot一词)

2. free talk

T: Can you tell me what it is?             

Ss:

T: Yes, Do you like robots? Do you have a robot? Is it a new one or an old one?  What color is it? What can your robots do?

（设计意图：由问题引出短文）

二、 读中活动（While-reading activities）

1. Brief introduction (绘本简介)

T: Today Miss Pan will guide you to read a picture book. It’s about a robot. Can you guess the title? 

T：please read the title together.

（设计意图：由猜故事标题，激发学生学习兴趣。）

2. Read and choose整体阅读

T: Please read it quickly, and then choose the main idea.

(设计意图：选择故事大意，检测学生的阅读效果。)

3.Read, find and guess解决生词:

T: Please read it again, and circle the new words. Try to understand the meaning according to the pictures and context.

① Beep: a short, high sound that acts as a signal.

Listen and judge.(听音判断)

② caterpillars: they are round and long like worms, but have six legs. They may be brightly colored.

Is this a caterpillar? / Are they caterpillars?

③ giggle: laugh in a silly or nervous way

In Picture ___, the boy is giggling.

④ roll：make sth turn over and over

____ is rolling.

⑤ blink：close and open the eyes very quickly

please blink your left/right eyes.

We can blink, but can fish blink?

（设计意图：根据图片与上下文，理解生词。）

4. Read and answer(分段细读)

P 2: Read these two sentences with emotion.

P 3: What can my robot say?   ---“beep, beep”

Can your robot say that?  --- Yes. / No.

What can your robot say? --- Fire! Fire!

What can you say?      --- a lot of things.

P4: Can you say“Beep, Beep”?         --Yes, of course.

What can “I” say?                 ---I can say “beep”, too.

Can “I” say more difficult words?    --- Yes, I can.

   What’s the difficult word?           ---“Caterpillar”

   Can you say difficult words like that?  ---

P 5:  Please look, what can my robot do?  ---roll in a circle

Can it stop?

Can “I” roll in a circle?    ---Yes, I can.

P 6: What else can I do?       ---stand on hands.

Compare : Robot can _____. I can ____, too. I can even _____.

(Robot can say “beep”. I can say that, too. I can even say “caterpillar”.

Robot can roll in a circle. I can roll, too. I can even stand on hands.)

T: So my robot can do many things. And I can do, too. I even do more!

（设计意图：教师指导学生细读文本，知晓robot和I能做事情。同时提炼can句型，并进行扩句。）

P 7---P9:

First please listen and point.

Now this time, please read from page 7 to page 9, and then finish the table using tick√or cross ×.

Check the answer.

P10—p12: Please read and match.

T：Can you tell me the differences between my robot and “I”.

（设计意图：通过阅读，分别找出robot与I之间的不同。）

P12:  I can do many things, too.

I can even ______.

（设计意图：突出主题，my robot maybe is clever. But I can feel and I can do more. So I am the best.）

三、读后活动（post-reading activities）

1. retell the story

（设计意图： 根据板书，复述故事，检测学生的阅读效果）

2T: Actually we know robots can do many things. Can you guess what robot can do in the future? Please design and finish the sentence.

T: It’s time for you to show your pictures and sentences.

（设计意图：培养学生创新思维，运用所学知识进行拓展。）

3T：You really did a good job! Now I want to share you a short movie. Please tell me what robot can do now.

( make noodles    swim    play the violin       play football     )

( sing songs      cook    sweep the floor       play chess       )

（设计意图：帮助学生了解更多关于现代的robot的功能， 提高学生学习兴趣，激发学生进一步表达。）

4 T: Do you want this kind of robot? Why or why not.

Robots can do many things, but they can’t feel because they are only machines. I / We can feel and we can do lots of things. So we are the best.

（设计意图:帮助学生认识虽然机器人可以做很多事，但它们没有感觉，人类才是最了不起的。）

板书设计：