2019年六年级英语上第一模块自我评价.doc

2019年六年级英语上第一模块自我评价姓名：-1、 Choose the different one.找出不同类的单词。（ ）1.A.Canada B.Mexico C.New York（ ）2.A.east B.west C.America（ ）3.A.kilometre B.thousand C.hundred（ ）4.A.long B.How C.big（ ）5.A.million B.thousand C.fourteen2 Translate.英汉互译。1. 在东边_ 2.一幅长城的图画片_3. day and night_ 4.six thousand seven hundred_5. 告诉我更多_3 Choose.单项填空。（ ）1.These postcards _great. A.am B.is C.are（ ）2.Its_ animals. A.a B.an C./（ ）3.There are lots of things_. A.see B.to see C.saw（ ）4.Tell me_about Beijing. A.many B.much C.more（ ）5._Is he ? He is a farmer A.Who B.What C.Where4 Match.对话配对。1. How long is the Great Wall? A.There are three people.2. How big is Beijing? B.He is fifty.3. How old is your father? C.Its four yuan.4. How many people are there D.Its got fourteen In your family? million people. 5.How much is the cheese? E.Its about ten thousand li long.5 Fill in the blanks.根据单词的首字母提示，补全句子。1. Daming is v_America.2. Its got eight m_people.3. W_a big map of China.4. Shanghai is in the e_of China.5. Beijing has got about fourteen million p_.6 Make the words into a sentence.连词成句。1. the Great Wall,about,me,tell,more(.)2. are,these,great,postcards(.)3. has,million,people,six,it,got(.)4. is,it,long,how(.)5. America,map, a, what,big,of(!)7 Read and write T or F.阅读短文，判断正（T)误（F)。China is a big country .There are lots of beautiful cities.Beijing is a very old city.Its the capital of China.There are many beautiful old buildings in Beijing,such as the Palace museum(故宫博物院）and the Summer Palace(颐和园）.Shanghai is an exciting city.Its in the east of China.Its got about seventeen million people. Hong Kong (香港）is in the south of China .Hong Kong has got more than six and a half million people.Many tourists(游客）like to visit Hong Kong for shopping and eating Chinese food.( )1.The Palace Museum is in Beijing.( )2.Shanghai has got about seventeen million people.( )3.Hong Kong is in the north of China.( )4.Hong Kong has got six million people.( )5.Many people like to go to Hong Kong for shopping.附送：2019年六年级英语下下册第二单元教案一、教学目标与要求知识与能力：1能够听说读写单词和短语：have a cold, have a toothache, have a fever, hurt, have a headache, have a sore throat.2能够听说读句型：Whats the matter, Mike? I feel sick. I have a fever.并进行关键词的替换操练。3能够理解会并吟唱Lets chant的歌谣。过程与方法：能在活动中恰当运用所学语言进行交际。情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保意识。二、教学重点与难点1重点是掌握A-Lets learn的四会单词和短语，并询问别人的身体状况。2难点是正确拼写四会单词和短语。三、课前准备1、教师准备本课时所需的单词卡。2、教师准备录音机和录音带。3、教师准备本单元的挂图。四、教学过程1、preparation：（1）播放录音PEP4Unit6歌曲“My father is a doctor.”（2）日常口语对话，复习职业单词。2、presentation：（1）教师出示Lets start的教学挂图，说：Look! We have some new friends here. Who are they? Whats the matter with them?帮助学生回答，并引导学生通过观察图片或教师的肢体动作来帮助学生熟悉答句中的新单词和短语。（2）播放Lets chant的录音，重点领读句子：I have a headache. I have the flu.（3）教师出示一支体温表，说：This is a thermometer. If I have a fever, it will tell me. Lets see Mike. Mike doesnt feel well. He has a fever.指着Lets learn的图片的Mike，教学“have a fever”。让学生看图片，教授单词和短语：hurt, have a cold, have a toothache, have a headache, have a sore throat.注意headache和 toothache的共同之处，帮助学生简单了解构词法。播放录音，让学生跟读单词。3、practise：教师让学生读单词，叫到的同学，给他图片（have a fever），问他：“Whats the matter, xxx?”引导学生说：I feel sick. I have a fever.解释sick单词。用同样的方法教授句型：Whats the matter, xxx?要求学生回答并做出相应的表情。可以让学生两个进行操练。4、production： “看病”游戏。将学生分成六大组，每组选一张短语卡片。教师戴上医生的帽子提问：Cold, cold, who has a cold? 如第一组选中的是have a cold，这组学生就边做动作或表情边吟唱：Cold, cold, I have a cold.用同样的方法进行操练，各组调换卡片继续该活动。5、progress：“敲敲打打”活动。 教师将所学单词或短语写在黑板上，然后把学生分成两大组，每组派一名代表站到黑板前。教师说单词或短语，请学生敲击听到的单词或短语，谁敲得既对又快得一分，最后得分高的组获胜。作业设计：（1）学生听读P14-16五遍。（2）学生背诵和抄写单词和短语4遍。板书设计Unit 2 Whats the matter, Mike?have a fever hurt have a coldhave a toothache have a headache have a sore throat教学反思：第二课时一、教学目标与要求知识与能力：1能够掌握四会句子：Whats the matter? My throat is sore. My nose hurts.2能够听懂Lets try部分，并能根据录音内容正确标号。3能够了解音标的音和形，并读出例词，并连线。过程与方法：能在活动中恰当运用所学语言进行交际。情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保意识。二、教学重点与难点1围绕话题“看病”展开的句型Whats the matter? My throat is sore. My nose hurts.以及Pronunciation的部分。2难点是掌握四会句型。三、课前准备1教师准备本课时所需的词卡。2教师准备录音机和录音带。3教师准备本单元的挂图。四、教学过程1、preparation：（1）播放Lets chant的录音，边唱边表演。（2）拼词比赛，复习上节课单词和短语，教师说单词，每组派一个学生到黑板上来写。看哪个组又快又对就获胜。2、presentation：（1）播放Lets try的录音，学生听音、看图、标号。然后校对答案，教师强调其中的重点句型，即Lets talk部分将学习的主要句型。（2）教师说：Your English is well. I feel very happy. How about you? How do you feel?教师指导学生回答。并让学生询问自己“How do you feel?”同时做出生病的表情，自然呈现句子：I feel sick.教授单词sick.再次引导学生问：Whats the matter?教师继续表达，I have a sore throat.同桌操练。（3）传话活动教师将全班分成四组。游戏开始分别向队首轻轻讲两句如：How do you feel? I feel sick.各队依次往下传。队尾的学生把听到的句子大声说出来。看看哪队又快又对。3、practise：播放Lets talk的录音，提问学生：How does Amy feel? Whats the matter with her?引导学生听完录音后，回答。教师板书四会句子：Whats the matter? My throat is sore. My nose hurts.4、production：让学生读Lets play的单词，解释新单词，如broken leg, earache, stomachache, sore nose.学生在有9个格子的纸张上写上这几个单词，然后做Bingo的游戏。5、progress：教师出示Pronunciation的挂图，带领学生认读音标和例词，指导学生归纳发音规律，帮完成Read and write部分的活动。作业设计：（1）学生听读P17五遍。（2）学生背诵和抄写句子4遍。（3）学生课外继续做Lets play部分的Bingo游戏。板书设计：Unit 2 Whats the matter, Mike?Whats the matter?My throat is sore. My nose hurts.教学反思：第三课时教学目标与要求知识与能力：1能够理解并会朗读Lets read部分的短文，并回答课后问题。2会唱歌曲“The way I feel”。3了解Good to know部分内容。过程与方法：能在活动中恰当运用所学语言进行交际。情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保意识。教学重点与难点1重点是理解并正确朗读短文。2难点是理解条件状语从句和时间状语从句，并简单回答。课前准备1教师准备本课时所需的词卡。2教师准备录音机和录音带。3教师准备本单元的挂图。教学过程1、preparation：（1）播放Lets chant，师生一齐吟唱。（2）教师出示Lets learn的教学挂图，随意指向图中的一个人物，要求学生根据人物特征快速配音，如“I have a cold”。2、presentation：（1）“辨别真假”活动。学生分成两大组，一组说“I have a headache.”同时做头疼或其他动作和表情，另一组来判断，动作和句子意思一致，说：Yes.不一致说：No.（2）教师接着说新句子：I have the flu.同时做打喷嚏，咳嗽，提示学生flu的意思。并问学生：How do you feel if you have the flu? 让学生回答各种症状，如：I have a headache. I have a sore throat. 教师说：If you have the flu, you should go and see the doctor or take some medicine. 教授新单词medicine和短语take some medicine。（3）指导学生阅读短文，用简单明了的图片理出文章的线索，分化篇章难点，帮助学生理解文章大意引导学生边思考边阅读文章。Sore throat see a doctorNose hurt have the flu take some medicine and drink hot waterHave a headache stay in bed3、Pre-reading:Lets sing.教师用简笔画画三张脸来表示happy, sad 和mad. 教师播放录音，学生静听，教师略讲歌词大意，学生跟着学唱歌。4、In-reading:Good to know.学生看Zoom的四种表情，再请学生读句子，然后与Zip手举的四种颜色连线，并核对答案。5.After-reading:活动名称：哑剧表演活动目的：巩固新词组，并导入句型“Whats the matter? / Do you have a .” 活动准备：准备一些写有词组的小纸片。活动过程： 把词组写入小纸片，抽到纸片的同学表演动作，其他同学运用“Whats the matter? Do you have a .” 提问，要求表演的同学运用“I feel sick. / I have a”来回答。 看病开处方。一名学生扮演医生，另一名学生扮演病人，医生边询问病情边给病人开处方，增强学生的口头语言表达能力D: Good morning, S: Good morning, doctor.D: Whats your name? S: My name is D: Whats the matter? S: I feel sick.D: Do you have a headache? S: Yes.D: Do you have a fever? S: I dont know. I feel very cold.D: Do you have a sore throat? S: Yes.D: e to me and say “Aha” S: AhaD: You have a cold. S: Oh. What should I do then?D: Ill give you some medicine. Drink some water and stay at home for three days.处方：Name:Mike Age:12 Sex: F Symptom（症状）: Have a headache，Sore throat，Nose hurtDiagnosis（诊断）： have a bad coldAdvice （建议） ：take some medicine and drink hot water stay in bed作业设计：（1）学生听读P18五遍。（2）表演动作表情给家长看，并用英语介绍。板书设计：Unit 2 Whats the matter, Mike?have the flu take some medicinedrink hot water stay in bed教学反思:第四课时一、教学目标与要求知识与能力：1能够听说读写五个情绪单词：tired, angry, excited, happy, sad ,bored.2能够听说读句型：How does Amy feel? Shes tired.并进行关键词的替换操练。3能够完成Task time的任务。过程与方法：能在活动中恰当运用所学语言进行交际。情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保意识。二、教学重点与难点重点是使学生熟练掌握五个四会单词，并能替换句型“How does she/he feel? Shes/he tired.进行回答。难点是学生熟练掌握五个四会单词。三、课前准备1教师准备本课时所需的词卡。2教师准备录音机和录音带。3教师准备本单元的挂图。四、教学过程1、preparation：（1）教师放歌曲“The way I feel”，学生跟唱。（2）学生朗读A-Lets read，教师提问：How do you feel if you have the flu/a toothache/a headache等，学生做简要回答。2、presentation：（1）播放歌曲 ( If you are happy.)用歌曲来引出新授单词happy的教学。边唱边做动作。教师做出“开心”的样子对学生说：You are happy. I am happy, too. Look at my face. This is a happy face. 然后在黑板上画“happy face”和“sad face”。教师指着sad face问学生：Is it a happy face?以此教学单词sad。教师可让学生同桌之间一人做表情，另一人画脸，再描述如：He/She is happy/sad.用简笔画的形式教授其他单词：excited, tired, angry, bored.（2）教师做出各种表情，请学生猜：Are you happy/tired/bored? 然后两人一组一个做表情另一个猜，以此复习巩固所学的形容词。3、practise：教师播放B-Lets learn的录音，学生跟读单词。然后出示教学挂图，请学生仔细看图片。教师提问：How does Amy feel? How does John feel? 此活动也可在小组之间进行，鼓励学生人人参与。活动之后，请几组学生来做回答，检测活动的效果。活动名称：Read a feeling book活动目的:文字、图片、声音相结合，通过观看，加深学生对几个表情单词的理解。 活动过程：Feelings are inside of me and my face shows how I feel. these are the ways I feel sometimes:I look like this when I feel happy. When my birthday es near and when I eat my favourite pizza, I feel very happy.I look like this when I fell sad. When Im sick in bed, and when I cant play football because of rain, I feel very sad.I look like this when I feel proud, when I get a good grade in school, and when I ride the bike without falling, I feel very proud.I look like this when I feel scared, when the light goes suddenly, and when I read stories about ghosts, I feel very scared.I look like this when I feel angry, when my toy gets broken, and when someone says bad words to me, I feel very angry.I feel lots of feelings everyday.4、production：Pair work。教师给学生半分钟的时间看Pair work部分的图画，提示学生尽量记住图中的人物及其表情，比一比谁能猜的又快又对。Task time,引导学生仔细看图，猜测每幅图中发生的事，教师适当讲解故事内容，接着领读图中的提示句子。5、progress：活动名称：What is missing?活动准备: 单词卡片活动目的：提高学生的注意力和观察力，并达到熟练记忆单词的目的活动过程：教师出示几张表情图片，给学生看半分钟。然后随意拿出一张，让学生判断哪一张少了，将缺失的单词报出来并做出相应的表情。活动名称：Look for your friends 活动目的：操练、认读及拼写单词。活动准备：单词和字母卡片活动过程：将全班分成几大组，把所需操练的单词angry, sad, bored等拆分成字母，如grany, das, robde分发给组里成员或班里的同学。当教师或指定同学读到这个单词时，手上持有这个单词的同学必须在最短的时间内按照字母顺序报出该单词，反应最快的同学为胜。作业设计：（1）学生听读P19五遍。（2）学生背诵和抄写单词和短语4遍。板书设计Unit 2 Whats the matter, Mike?tired angry excited happy sad bored教学反思：第五课时一、教学目标与要求知识与能力：1能够掌握四会句子：How are you? You look so happy. You look sad today.2能够听懂Lets try和Lets check部分，并能根据录音内容正确标号。过程与方法：能在活动中恰当运用所学语言进行交际。情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保意识。二、教学重点与难点重点是四会句型：How are you? You look so happy. You look sad today.难点是学生能够陈述产生某种心情的原因。三、课前准备1教师准备本课时所需的词卡。2教师准备录音机和录音带。3教师准备本单元的挂图。四、教学过程1、preparation：（1）播放If you are happy的歌曲。（2）日常口语对话：T: How are you today?S: Im fine.T: Im glad to hear that如学生回答说：“I am sad/bored.”教师可说：Im sorry to hear that. Can you tell me why? 请学生尝试阐述原因。2、presentation：（1）Lets try.教师播放录音，学生看图，静听并标号。教师略做讲解，校对答案。（2）教师出示Lets start部分的教学挂图，说：Look at the picture. What are they doing? Whats the matter with them? They look so tired. Im sure they have had a hard trip.教学新词trip。教师领读并板书，学生跟读，然后过度到学习短语：a hard trip,a big trip。（3）教师放Lets talk部分的录音，学生听后回答问题：How is Liu Yun? Is she happy? Is she excited? Why? 教师帮助学生回答：Yes, shes excited. She is going on a big trip.教师继续提问：Is Sarah happy today? How does she feel? Why? 教师帮助学生回答：Shes sad. She failed the math test.并板书：fail the math test。准备一张很糟的数学试卷，是学生了解语意。进一步教学其他短语a Chinese test, a English test，并让学生了解pass the Chinese test, pass the English test, pass the math test.3、practise：教师请学生扮演Sarah，师生对话如下： T: Hello! Sarah, how are you? You look sad today. Sarah: Yes, I failed the math test.教师接着说：Im sorry to hear that.让学生理解意思。并引申出句子：Im glad to hear that.让学生分角色朗读对话。Lets check.让学生看Sarah的表情，并读两篇对话，选出正确的答案。4、production：活动名称：心理医生活动目的：操练句型“How are you? You look”.学生间自由组合编排对话.通过对话对学生展开情感教学，让学生理解健康的体魄和愉悦的心情的心情是一个人成功的重要因素，使学生形成良好的心理健康状态。活动过程： A: How are you? You look bored today. B: Yes. I failed my math test. A: Im sorry to hear that. Believe yourself. Work hard. You can pass the text next time.5、progress：活动名称：难忘时刻活动目的：围绕照片上的表情展开询问和讨论.操练句型 “How do you feel? How does she/he feel? How are you? You look”活动准备：学生自带日常生活照或家庭成员的照片。活动过程：学生根据带又特殊表情的生活照片，同桌间相互讨论问答或者小组同学间相互询问。 A: How are you? You look so happy. B: Yes. I am in Beijing. I visit the Great Wall. Its very beautiful. How are you? You look bored. A: Yes. I stay at home. Its rainy. I cant play.作业设计：（1）学生听读P20五遍。（2）学生背诵和抄写句子4遍。板书设计Unit 2 Whats the matter, Mike?You look happy.Im going on a big trip.You look sad today.Im sorry to hear教学反思：第六课时一、教学目标与要求知识与能力：1能够听说认读Lets read部分，并能回答短文后的问题。2能够理解story time的故事。3能完成Group work部分的小组活动。过程与方法：能在活动中恰当运用所学语言进行交际。情感与价值观：引导学生关注自然界中与我们共同生活的其他生命，培养环保意识。二、教学重点与难点重点是能听说认读Lets read部分的故事并回答问题。难点是能充分理解并大致讲述Lets read的故事。三、课前准备1教师准备本课时所需的词卡。2教师准备录音机和录音带。3教师准备本单元的挂图。四、教学过程1、preparation：（1）师生共唱歌曲“The way I feel”。（2）日常对话：How are you feeling?Do you like sports/football?Whats your favourite sports?What class are you in?2、presentation：（1）教师出示篮球，教学单词basketball及短语a basketball match，适当扩展a volleyball match, a football match。并让学生熟悉与球赛相关的动词，如：pass the ball, throw the ball, catch the ball等。然后将学生分成两队Team A 和 Team B，进行投球比赛，呈现单词：a ball match, between, goal, win the game.其中betweenand教师站在学生中间，I am between A and B.（2）学生阅读短文，回答问题：Which class won the game?How many goals did they get?Who got the first goal?Who got the second goal?（3）学生自由朗读1-2篇，然后完成短文后的问题，并与同桌互相讨论、交流。教师校对答案。3、Pre-reading:Story time.教师向学生展示story time的教学挂图，指着图中的人物提问：How is Zoom? How is Zip? Why is Zip happy and Zoom unhappy? 播放录音，听录音跟读。4、In-reading:最佳解说员活动过程：全班同学跟读录音，模仿课文中的语音、语调，感受当时比赛的气氛。将全班分成几大组，组员轮流朗读课文，选出朗读最好的同学代表该组参加小组间比赛，后班级中评出最佳解说员。全班分成两大组苹果队和香蕉队，部分学生到台前扮演球员，并给队员们佩带相应的队标志，其余的学生做拉拉队。为了安全起见，用橡皮球或沙包代替足球，活动场地也可转移到操场。5.After-reading:足球技术篇kick-off 开球 corner ball / corner角球 handball 手球 header 头球 penalty kick 点球 own goal 乌龙球 free kick 任意球 pass 传球 short pass 短传 long pass 长传 take a pass 接球 slide tackle 铲球flying header 跳起顶球 shoot 射门 offside 越位 dribbling 盘球，带球 kick-out 踢出界 body check 阻挡 作业设计：（1）学生听读P21五遍。（2）复习第二单元3遍。板书设计Unit 2 Whats the matter, Mike?a football match a ball match, between, goal, win the game教学反思：