六年级英语上册课件(经典十篇)

【#实用文# #六年级英语上册课件(经典十篇)#】在教学工作者实际的教学活动中，时常需要编写课件，无论哪种类型的课件，都是教学内容与教学处理策略两大类信息的有机结合。那么课件应该怎么写才合适呢？下面是小编为大家收集的英语六年级上册第六单元课件，供大家参考借鉴，希望可以帮助到有需要的朋友。

六年级英语上册课件篇1

教学课题：

译林版《牛津小学英语》6A第五单元PartA（Listen，read and say）

教材分析：

本课是江苏译林版牛津英语6A Unit5的中第一教时的内容，这是学生初次接触过去时，只要求学生能在教学过程中，掌握其时态结构和过去分词的构成，并能对自己在过去做的一些事情进行描述。由于之前已经学过一般现在时，所以在制定教学步骤的过程中，通过和一般现在时进行比照，来掌握一般过去式的结构。

教学方法：

我将采用情景法、游戏教学法、直观演示法、交际法等教学方法，以学生为主体，以过去式话题为核心，以语言功能为主线，以任务型活动为媒介，从学生的学习兴趣、生活经验和认知水平出发，使学生通过感知、体验、实践、参与、合作与交流的方式实现任务目标，使课堂活起来，让学生动起来，从而达成上述的知识与技能目标。

教学目标：

1. 能正确的听、说、读、写词汇holiday, last, early, meet, before

能正确的听，说，读词汇 fun, National Day, a film, wonderful

2. 能正确的听、说、句型Ｗhat （else） did you do?？We/I?

3. 能正确地运用对话中的日常交际用语和三会句型 Did you like the film?

It was a funny cartoon. We all liked it very much.. Were there any fruit trees on the farm? There were apple trees, orange trees and pear trees.

4. 能正确地理解、掌握对话内容，并能朗读、初步表演对话。

5. 能运用本课所学语言谈论过去所做的事情。

教学重点：

能正确地理解、掌握对话内容，并能朗读、初步表演对话。

教学难点：

能比较流畅的朗读对话，并能在掌握对话的基础上运用本课所学语言谈论过去所做的事情。

课前准备：

1.教具准备

a.单词，句型卡片。

b.练习题纸。（每人一张）

c.设计并制作多媒体教学课件，准备多媒体教学的设施。

2.板书准备

预先写好课题Unit 5 On the farm

教学过程：

Step 1 Greeting and warming-up

1. T-Ss greet.（师生问好，活跃课堂，拉近师生距离）

2. T: Look at this man, what’s his job?

Ss: He is a farmer.

T: His name is Macdonald. He has a beautiful farm.

Before class, let’s listen to a song, it’s about Macdonald and his farm.

Step 2 Presentation and practice

1. Teach: National Day ,holiday, last

T: What day/date is it today?

出示CAI指名回答 These seven days is this week.（CAI出示 this week）

These seven days was last week.（ CAI出示 last week）

T: What date was it? 指名回答

T: Yes. It was the first of October.

And it was the National Day. （CAI出示National Day领读）

When National Day comes ,we usually have a long holiday . I had a wonderful holiday.

2 .T：Do you want to know what I did this National Day holiday?

You can ask me what did you do?

指名几个学生提问，可提醒学生看黑板上早已贴好的句子。再次要求学生一起提问，师回答。

3.活动： washed clothes, played computer games, watched a funny cartoon, went to my father’s farm.

幻灯片呈现，让学生了解老师的活动

T:OK, boys and girls. Do you want to go to the farm?

Ss: Yes. CAI 出示农场里人们干活的场景

T：OK，here we are. Now we’re on the farm.

What can we do on the farm？Can you guess? 指名回答 CAI 出示

S1:Milk cows.

T：Great. I can’t milk cows. Can you teach me? 示意学生动作。

教师边动作边带领学生朗读milk cows 同时出示词组贴到黑板上

T：What can we do?指名学生回答

S2：?

T：Good. Collect eggs. （CAI出示）师带领学生边做动作读词组。同时出示词组贴到黑板上

T：What else can we do?指名回答 S3：?

T：Right. Water flowers. 带领学生读短语。

T：What else can we water? It’s big and green.

Ss：Water trees.

T: Good. 出示词组 water trees 带领学生朗读，并将词组贴到黑板上。

T：What else can we water? It’s on the ground. 指名回答

Ss: Water grass. 看CAI, T :What are these? They’re carrots. 领读carrot 出示单词图片 pull up carrots

T: Let’s pull up carrots.师带领学生做动作读词组，并将词组贴到黑板上。

T：What else can we do？

S4:?

T：Boys and girls, let’s pick oranges. Boys ,you’re tall and strong, please stand up and pick oranges.

师带领男学生们做动作读词组，并将词组贴到黑板上。出示一篮子橘子。

T：What are these? Ss：They’re oranges.

T: Do you want to taste my oranges?问几组学生，Do you want to taste my oranges?

给学生分发橘子出示 taste oranges 单词图片 Let’s learn how to read it.带领学生读/ei/，/ei/,taste.

Step 3 Listen, read and say

1 .T: Helen was on the farm last week. What did she do last week? Let’s ask her together, OK? CAI 出示问题，引导学生提问，What did you do last week? CAI 出示答案。

T: What did she do last week? Ss: She visited a farm?。

T: Yes, Helen visited a farm with her family on Monday and Tuesday.

Do you want to visit a farm? 出示词组 visit a farm 领读数遍，并将词组贴到黑板上。

T：Helen visited a farm. Here ed is pronounced /id/,领读 visited，将ed贴到黑板上visit后面。

2. T：What did Helen do on Monday? Who can ask? CAI出示，指名学生提问。

T: What did Helen do on Monday? 引导学生一起回答，She watered trees. 拿出ed/d/,领读短语数遍。并将后缀贴到黑板原词组后面。

T: What else did Helen do? Let me ask her. 师问What else did you do on Monday, Helen?，please listen ！ CAI出示答案。

3. T: What else did she do? Together answer.

Ss: She pulled up carrots. 师出示ed/d/,领读单词，并将后缀贴到原来单词后面。

T: Helen visited a farm on Monday. She pulled up carrots and watered trees. 贴图Mon. How about Tuesday? Can you ask her? Boys have a try. 要求男生齐问。CAI出示答案。

4. T: What did she do on Tuesday?

Ss: She milked cows. 出示 ed/t/ 领读该词组，并将ed贴到原单词后面。

5. T: What else did she do on Tuesday?

Ss: She collected eggs.

T: Here ed is pronounced /t/,/d/ or/id/?Which one? 引导学生一起复述，Helen visited a farm. On Monday she watered trees and pulled up carrots.

T: How about Tuesday?

Ss: he milked cows and collected eggs.

6. T: Helen did a lot of things on a farm.

What else did she do on the farm? Let’s watch the cartoon. 出示CAI，

T: What else did Helen do on the farm? 再次出示CAI，提醒学生看屏幕。

Ss: She picked oranges. 师拿出ed，

T：Who can add ed for us?指名，stick for us.领读picked oranges

T: She picked oranges and tasted them.师做动作表明品尝。Which one？指名回答。

Here ed is pronounced /id/ ,who can add for us?指名加后缀。

7. T：Were there any fruits on the farm?

Ss：Yes.

T: Were there any apple/pear/banana trees on the farm? 学生齐答。引导学生齐说

Ss: There were apple trees, orange trees and pear trees.

T: Nancy wants to go to the farm. So I think the farm is wonderful.（举例wonderful一词，领读）

8. T: Helen did a lot of things on the farm.

She had a wonderful holiday.

But her friend Nancy also had a good time, what did she do last week?

Let’s listen, read and choose. CAI出示，学生听。

提供问题，what did Nancy do last week? OK, you can choose. CAI出示选项。师读三条选项。指名学生回答。

出示 watch a film.词组领读。 Here ed is pronounced /t/.指名读音素。并将单词卡片贴到黑板上。

9. T: Nancy watched a film with her family.

Did she like the film?

Did her family like the film?

Yes, they all like the film very much.

T: Let’s enjoy the whole cartoon.播放整篇课文录音。

Do you like the cartoon? Ss: Yes.

T: It’s interesting. CAI出示课文前言。

T：Please read the narration and try to answer the questions. Read by yourself. 学生自读前言。

T：Attention please. OK, show time. Is the first day of school after the holiday today? 指名回答，带领学生读体现该答案的原句。

10. T: Take out your books and turn to P38,let’s read after the tape, please try to imitate it.跟录音读。

跟读过程中教授 fun 出示单词卡片贴到黑板上出示CAI，Here are five sentences for you. Read and judge, whether they’re true or false.要求学生拿出课前发的判断题，学生自己答题。

T: Let’s check the answer. 集体校对。提醒学生看黑板。

11. T：Look at the screen. Here’re five pictures from the dialogue. I’d like to read it. I want to be Helen. Who wants to be Nancy? 指名一个学生与师示范朗读。

T：Choose one picture which you like and practise it with your partner. 学生选择一幅图操练指名学生朗读。

Step 4 Retell the dialogue

根据黑板上的短语，指名要求学生复述课文。（通过复述课文，检查并培养了学生的理解能力和口语表达能力，调动了学生的理解，促进课堂学习效率。）

Step 5 Do a report

T: I had a good time this National Day holiday.

Please look at the screen.（CAI）学生看视频表格，师描述自己的国庆节假期。

T: According to the things what I did, complete the passage. Please take out the paper and write down the words. 学生自己根据表格完成短文。

校对，指名一个学生朗读短文。

（让学生用自己的语言来叙述自己的故事，给学生提供拉真实的情景去使用语言，以活动促说，以活动促用，充分体现了任务型教学理念，发展了学生的语言技能，提高了学生应运用语言的能力）

Step 6 Assign homework

1. Listen to the tape and read after it.

2. Copy the new words and phrases for three times.

3. Finish the story about your holiday

六年级英语上册课件篇2

一、教学目标

1.学生看图听录音，能把听到的内容填写在指定的单元格内。学生通过问话，调查班里同学的心情如何以及原因。

2.学生通过已经掌握的单词和知识写出一连串与所给词有联系的单词或词组。

3.学生通过阅读文字的活动，理解文章的内容。在理解文章的内容之后，能正确地完成练习题。

4.学生把在45课中所调查人的情况汇总并写在书中的横线上。

二、教学重点和难点

重点：复习检测本单元所学的基本词汇和交际用语。

难点：1文段。 2 对话活动的开展。

三、教学手段

挂图、录音机、卡片

四、教学方法

情境教学法、听说法、翻译法、语言交际法

五、教学步骤：

Step 1: Listen and write

1.T: Look at the two children, who are they? Look at the table, what questions are in it?

2.听录音，填写表格

（1）听第一遍录音，试着听懂录音的大致内容。

（2）听第二遍录音，重点听出表格中所缺部分的内容，听后把答案填写在书上。

（3）听第三遍录音，订正答案。

Step 2: Let's talk

1.自己先读书中的对话。

2.找同学来进行朗读并翻译。

3.示范： A: How are you? B: I am ________. A: Why? B: I am ________ because ________________.

4. 同桌两人一组进行对话活动。

5.表演：找两组同学在前面进行对话。

Step 3: Make a cluster diagram and then talk in groups:

1.审清题目的要求：写出与中间所给的单词相关联的单词或词组。

2.举例： Feelings T: What's meaning? 我们要写的单词都应该是与感情有关的，也就是感情的一种。如，sad 。读一读自己写的单词或词组，小组成员一起来判断写得是否正确。（老师来回巡视，进行指导）

Step 4 Let's read

1.自己阅读短文并完成练习。（5分钟）注意方法：围绕练习的问题进行阅读。

2.听录音，找同学一句接一句地翻译。

3.订正答案。

Step 5 Let's write

1.说一说：在45课中所调查人的情况，注意语言的连贯和通顺，叙述要有条理。

2.找一个同学说一说他的调查情况。

3.把所调查人的情况汇总并写在书中的横线上。

4.老师批改。

六年级英语上册课件篇3

一、教学内容:

六上Project 1 A、B部分

二、教学目标：

1.知识目标

(1)在语境中对U1-U4的知识进行复习和运用。

(2)复习并学习部分动词过去式的不规则变化形式。

2.技能目标

指导学生运用学习策略，自主归纳学习。

3.情感目标

通过本单元学习，激发学生对英语学科的好奇心以及学习兴趣。

三、教学重点:

复习并学习部分动词过去式的不规则变化形式。

四、教学难点:

复习并学习部分动词过去式的不规则变化形式。

五、教学准备:

课件，练习纸三张,板书

六、教学过程:

Step 1 Greetings

Free talk

1. Topic: travelling

2. Show the students a map of the world.

If you have a lot of money and a long holiday, where do you want to go?

[设计意图]教学一开始通过让学生自由设想要去的地方，让学生有话可说也愿意说，并未下文旅行话题做铺垫。

Step 2 Presentation and practice

Today，I’ll take you on a trip.

The first stop: Denmark

1.大致了解丹麦的地理位置

Do you know anything about Denmark? For example, big or small?

Where is the country?

2.了解丹麦童话家安徒生及他的作品尤其是皇帝的新装

Do you know any people from Denmark?引出Anderson

Do you know his stories? PPT呈现他的童话作品并引出“The Emperor’s New Clothes”

It was written by him. In our book, it is called “The king’s new clothes”

PPT呈现U1 Learning tip: recite the text

因此要求学生以故事的形式复习U1 Story time

Tips: 1. Prepare to tell the story in group of 4.

2.Tell the story picture by picture. Each one in your group tells about one picture.

Ss四人小组合作/上台讲故事

引出皇帝新装加强版故事Here’s another story “ The Emperor’s New Clothes”

新故事共四段，从易到难。每位学生自己选择合适自己的一段，完成后可帮助他人。

Check the answers.从易到难校对新故事。

在讲述新故事内容时指导学生：Note the past forms of these verbs. Mark the new past forms.

并板书板书每段中出现的新动词过去式

第二段：give-gave begin-began

第三段：put-put praise-praised(用英语解释该词的意思) forget-forgot

由此引出学习策略1 How to learn better about past forms：Collect the past forms of verbs while reading. Make a portable word book for yourself. Learn more from a grammar book.

[设计意图]设计旅行这一话题，引出第一站丹麦并由此引出童话作家安徒生及他的代表作品，让学生扩充课外知识的同时巩固U1皇帝新装的课文内容，之后呈现加强版的故事，让学生自主选择难易完成故事复习并学习部分动词过去式，并适时传授学生学好动词过去分词的策略。

The second stop: The UK

了解教师的英国旅行经历

a. Ask and answer :Guess what I did there?

可以让学生用Did you …?或特殊疑问句提问老师。

b. Question time

出示老师在伦敦某一天的照片让学生利用What …? Where…? Who…? When…? How…?结合图片信息小组合作完成五个问题。教师指正问题后请学生猜测问题的答案，老师评价。

c. Show the answers

老师通过日记中诗歌的形式出示刚才图片的答案。要求学生先试着完成诗歌并朗诵，老师点评但不否定他们的答案。最后出示老师自己的诗歌。

并出示一些是诗歌中的新的动词过去式：wake-woke meet-met ride-rode

sit-sat teach-taught feel-felt think-thought tell-told

按照规律整理动词过去式，并对比朗读，加深印象。

与此同时指导学习策略2。

The third stop: Hong kong

Do you know the history of Hong Kong?

用已学的动词过去式，试着说说香港的过去和现在。

For example: ...but now….

Step 3 Homework

1.复习U2-4课文

2. 整理学到的动词过去式

3.准备旅行照片，预先查找照片上的地名如何用英语表达，准备下节课制作holiday album。

六年级英语上册课件篇4

教学目标：

知识与能力：

1、能听、说、读、写taller、longer、older、younger 、shorter，than单词，发音准确。

2、能听懂问句：how tall are you?i'm1.61meters.能够使用句型：I'm taller, you're taller than me。

3、能够运用新学的内容完成 “Do a survey and report”任务.

过程与方法：

能在课堂的活动中运用所学的语言进行交际。

情感与价值观：

培养学生学习英语的兴趣，树立学生学习英语的信心

让学生养成积极锻炼身体的习惯。

教学重点：

能听、说、认读taller、longer、older、younger 、shorter单词，发音准确。教学难点：

能读准than并能运用比较级的句型。

教具学具课件准备：

录音机、磁带、图片

1.warm-up(预习)

(1)日常口语练习

T:Good morning, boys and girls .How are you today?

Ss: I'm fine. Thank you. And you?

T:I'm fine, too. Thank you.

2.Play a game.(打开课件，播放人物图片)

T：Look! I'm tall and old .How about you,...?

S1:I'm thin and short .What's your father like, ..?

S2:My father is strong and tall.

2. Presentation：

(1).Ask and answer in the class.(两名学生在讲台上比较身高)

T: Who is tall? / Who is short?

Ss: A is tall. / B is short.

T:A is taller than B.

(2).Make some sentences.

引导学生用 than和 taller表达身边的同学身高情况.

(3).利用课件呈现其他新授单词(longer、older、younger、shorter)然后根据班级学生的情况分别编一个chant。

(4).听磁带朗读let's learn中的内容，并跟读三遍。

(5).巩固练习。

a看口型，猜单词。

b.抽卡片猜单词。

(6).Pair work

全班四人一小组，根据实际情况灵活运用今天所学习的五个新但词造句，并且能够拿自己与他人进行比较用英语表述出来。

3、Practice：

(1). Do a survey and report.完成表格

(2).句子接龙游戏。

S1:I'm taller than you. S2: I'm stronger than you

(3).主情境图练习。教师指出dinosaur和smaller的意思。

4、homework(家庭拓展)

(1)调查你的好朋友及家人的具体身高。

(2)读背今天所学习的五个新单词和句型。

(3)听录音，仿读。

板书设计

Unit1 how tall are you?

tall----taller、

long----longer、

old----older、 than

young----younger

short----shorter

作业布置

(1)调查你的好朋友及家人的具体身高。

(2)读背今天所学习的五个新单词和句型

六年级英语上册课件篇5

教学目标：

1.能够听、说、认读句子He is afraid. He is stuck in the mud. He is worried. They are strong.They pull Robin out of the mud. Everyone is happy.

2.能够正确听说认读单词和短语wait, afraid, worry, stuck in, pull out of等。

3.会正确拼读有失去爆破的.单词。

4.能听懂Let's check的内容，并提取正确信息完成题目。

教学重点：

1.能够听、说、认读句子He is afraid. He is stuck in the mud. He is worried. They are strong.They pull Robin out of the mud. Everyone is happy.

2.能够正确听说认读单词和短语wait, afraid, worry, stuck in, pull out of等。

教学难点：

会正确拼读有失去爆破的单词。

教学准备：

PPT 录音

板书设计：

Unit 6 How do you feel?

B Read and write&Let's check&Pronunciation

He is afraid.

He is stuck in the mud. He is worried.

They are strong.They pull Robin out of the mud.

Everyone is happy.

教学过程：

一、课前热身(Warm-up)

1. Free talk

T: Good morning, boys and girls.

Ss: Good morning, teacher.

T: How do you feel today?

Ss: I am … thanks.

T: Nice to see you.

Ss: Nice to see you, too.

2. 教师播放歌曲“If you're happy, clap your hands”的录音，全班学生跟着录音唱歌曲，活跃课堂气氛。

A PPT出示各种表情

T：How does he/she feel?

S: He/She is …

T: What should he/she do?

S: He/She should …

二、新课呈现(Presentation)

1. 表情复习

PPT出示表情，请孩子一起说出He/She is …

并表演各种表情

2. Draw the faces for each word on P62.

幻灯展示学生作品。

3. 听录音，回答老师的问题

a. What's the weather like?

b. Who are they?

c. Are they happy?

4.学生自主阅读短文完成P63填空。

The ant is _________. Robin is stuck and ___.

The ant are strong. They_________.

Now everyone ______________.

5.听录音，画出关键句，并跟读。完成NUMBER THE PICTURES.

6.学生小组合作把短文改写成对话形式

Robin:

Ant:

7. 请学生展示对话

三、巩固延伸(Consolidation & Extension)

1. 课堂练习

2. 练习册第六课时听力

四、课堂小结(Summary)

师生一起总结本节课学习的词汇和句型。

五、布置作业(Homework)

1. 听录音，跟读B. Let's learn&Let's talk部分内容。

2. 和自己的搭档一起做角色扮演。

六年级英语上册课件篇6

一、教学目标

情绪的单词：feel, sad, angry, happy, worried, afraid。

能完成本页的看图完成句子的活动

二、教学重点

1. 能够听、说、读、写有关情绪的单词：feel, sad, angry, happy, worried, afraid。

2. 能够正确使用上述单词描述自己或他人的情绪

三、教学难点

Let's wrap it up板块

四、教学过程

【自主学习】

1.Greeting

2.引用学过句型，How does he she feel ?操练交流。引出People have different feelings .

教师利用挂图呈现A Let's learn 板块第一幅插图，提问学生：Who is she? What is it? What are they doing? How does Sarah feel? Why?引导学生谈论图片，引出并教授描述Sarah和小猫不同的情绪单词：angry，afraid.

【合作探究】

1、教师利用视频呈现不同动物的表情和动作，引出观点:Animals have feelings .

2、教师播放小狗puppy 的视频，整体呈现并教授描述情绪和心理状态的词汇，如：angry，afraid等，教师提问学生：what is puppy doing ?how does it feel ? What will it do ? 要求学生将小狗的情绪和动作进行匹配。

3、教师呈现A；Let ‘s learn 板块的挂图，与学生谈论图片：not only the dog ,but also the cat has feelings,too .chen jie has a pet cat ,what are they doing ? How does sarah feel ?how does the cat feel ? Why ? 要求学生观察图片，猜测Sarah和宠物猫的情绪，并进行简单的描述。

【展示交流】

1、记忆游戏

教师出示四幅编好号的图片。教师描述图片，学生迅速找出对应的图片并报出号码。也可以变成教师报数，学生说出对应的单词或句子。

2 学生制作本课的单词卡片，每张写有一个表达情心理状态的单词，最好是大写字母，如： sad, worried, happy.学生四人一组，学生A快速展示一张卡片再放下，其他三名学生说出所见单词。首先，说出的得一分，然后到学生B展示卡片，以此类推，得分最多者获胜。

六年级英语上册课件篇7

一、教学内容

1.围绕“Thomas Edison”的故事进行阅读。

2.进行文化知识渗透。

二、教学目标

1.能够正确理解故事。

2.根据线索简单复述故事。

三、教学重点

1.词汇：do experiments, build a science lab, pull, a bad earache, inbention, a machine for showing movies, phonograph, lifetime.

2. 通过阅读文章继续巩固本单元的汇总点词汇和交际用语。

四、教学难点

1.课文中生词以及部分句子的理解。

2. 叙述爱迪生的生平。

五、教学手段

1.教学录音磁带

2.教师自制课件

3.教学挂图

六、教学方法

情境教学法、听说法、翻译法、语言交际法

七、教学步骤

1.Go over the lessons :

A: look at the chart and remember something about Helen.

T: Who is she?When was she born?Where was she from?What did she do?What happened to her When she was …years old?Why is she famous?

B: Teacher says something about Edison and ask the students to guess the name. (He was American. He was a famous inventor. He invented the light bulb. Who is he?)

2. Reading Activities:

1) Pre-reading:

A: Go over the words: is-was; are-were; try-tried; do-did; say-said; leave-left; give-gave; buy-bought; make-made.

B: Listen to the tape first.

2)While-reading

A: T: When was he born? What happened when he was 910152284 years old?

B: finish the blanks.

3）Post-reading

A: Reading in groups B: retell the story

C: discuss the story

D: 老师想学生介绍一些Edison 的一些名言。（P85）

3.Homework

1)Listen to the tape and read or retell the story.

2)try to introduce some famous people.

六年级英语上册课件篇8

第一课时

一、教学目标

知识目标

1、能听懂.会说.会读和会拼: blackboard bookcase music computer sometimes near songbook

2、能听懂.会说.会读: our classroom watch TV lots of

3、能听懂.会说.会读和会写句型: There is/are ...in/on/near...

能力目标

1、能用There be句型介绍某一场所。

2、提高学生的阅读能力。

情感目标

让学生了解贫困地区的教室等，珍惜我们所拥有的生活。

二、教学重难点

1、能听懂.会说.会读和会拼: blackboard bookcase music computer sometimes near songbook

2、能听懂.会说.会读: our classroom watch TV lots of

3、能听懂.会说.会读和会写句型: There is/are ...in/on/near...

4、能用自己的话介绍某一场所。

三、教学方法

直观情景

四、教学工具

PPT

五、教学过程

Step1 Warm-up

1、Greetings

2、Free talk

T:What's your job? T: What's my job?

T:Do you want to know more about me?(引出bright)

Step 2 Presentation

1、 T:What's in my study?

以书房图为中心，讲授生词near，lots of, sometimes, songbook.

2、总结There be

3、Have a rest引出句型What's in the classroom

Step 3 Practice

What's in the classroom?

There is/are...

Step 4 Presentation

1、Watch a cartoon and answer questions

2、跟录音读课文

Step5 Practice Read in roles

Step 6 Consolidation

1、To be a guide

2.show some pictures

Step 7 Homework

1. Read the passage fluently.

2、 Introduce your bedroom to your classmates.

第二课时

Teaching Aims(教学目标)

学生可以掌握单词及字母：boy,girl,egg,fan,Ee,Ff

学生可理解使用句型：Are you Kitty? Yes，I am./No,I am not.

Teaching Importances(教学重点)

boy,girl,egg,fan,Ee,Ff

Teaching Difficulties(教学难点)

Are you Kitty? Yes，I am./No,I am not.

Cultivation Education Training Points(养成教育训练点)：

继续培养学生对英语的学习兴趣，帮助学生逐步养成善于观察、勇于表现的好习惯,引导学生发现身边的英语。

Teaching Methods(教学方法)

游戏法，小组竞赛法,情境法

Teaching Tools(教学用具)

多媒体课件

Teaching Procedures(教学过程)

Pre—task preparations

1、播放音乐，带领学生朗读儿歌，感受Are you …?句型。

Are you a boy?

Yes，I am.

Yes.I am.

Are you a girl?

No，I'm not.

2、请个别学生用课时一学过的句子介绍自己。

S1：Hi，I'm…(name).I'm a… (boy/girl).

While-task procedures

1、出示Listen and say的图片,播放录音或多媒体动画，让学生跟读对话。板书句型Are you …? Yes，I am./No，I'm not.让学生跟读，然后通过提问帮助学生理解该句型的用法。

T: Are you…?

S1：Yes，I am./No，I'm not.

2、再次播放Listen and say的录音，让学生跟读。然后请一个学生上来戴上眼罩，再请另外三个学生和教师一起参与游戏，在游戏中不断重复问Are you…?

S1：Are you…?

S2：Yes，I am./No，I'm not.

S1：Are you…?

S3：Yes.I am./No.I'm not.

3、Listen and guess：猜谜游戏。通过游戏帮助学生操练句型Are you…?先让学生看Play a game栏目的对话，然后请一个学生蒙上眼罩，站在讲台上，另一个学生与他/她打招呼，蒙眼罩的学生根据声音猜猜是谁在打招呼。

S1：Hello! I'm a girl/boy.

S2：Are you…?

S1：No.

S2：Are you…?

S1：Yes，I am./No.I'm…

4、出示Kitty, Alice，Joe，Peter的图片，每次请一位学生上来选择一张人物图片并扮演人物作自我介绍，请其他学生猜猜他/她是谁。21cnjy.com

Sl：(pick the card of Kitty)I'm a girl.

Ss：Are you Alice?

S1：No.I'm Kitty.

Post-task activities

1、学生四人一组分角色朗读Listen and say的对话。鼓励学生仿照Listen and say的内容玩捉迷藏游戏，邀请一组学生上来玩游戏。

S1，S2&S3：One，two，three! Come and catch me.

S1：I'm a…

S4：Are you…?

S1：Yes，I am./No.I'm…

S2：I'm a…

S4：Are you…?

S2：Yes。I am./No.I'm…

S4：You're…

S3：Yes.I'm…

2、把学生分为四人一组，发给每个小组四张人物图片，请每个组员挑选一张，然后根据图片扮演角色。要求学生用Are you…?句型互相询问对方的身份。

S1：(to S2)Are you Mr…?

S2：Yes，I am./No，I'm not.I'm…

Blackboard Design(板书设计)：

Unit3 Are you Kitty?

Are you…?

Yes，I am./No，I'm not.

六年级英语上册课件篇9

教学目标：

1、能听、说、读、写过去式单词went，rode，hurt和词组went camping，went fishing;能正确使用动词过去式。

2、能掌握句型Where did you go? What did you do?及其正确的用法。

3、能利用What did you do? Where did you go?询问别人过去做的事情，并能运用于日常生活之中。

教学重点：

1、能听、说、读、写过去式单词went，rode，hurt和词组went camping，went fishing;能正确使用动词过去式。

2、能掌握句型Where did you go? What did you do?及其正确的用法。

3、能利用What did you do? Where did you go?询问别人过去做的事情，并能运用于日常生活之中。

教学难点：

掌握本课的新单词及利用过去式的变化进行描述。

教具学具课件准备：

录音机、磁带、挂图等。

第几课时：2

探索流程个性添加(教学反思)

Step 1. Warm- up and revision

1、Daily oral practice.

Good morning! Glad to meet you. How are you? What’s the weather like today?

2、Hang–man game.

( watch, wash, clean, play, visit)

3.做游戏，Guess, what’s my favourite animal?让学生描述他们喜欢的动物，引导他们这么说:It’s my favourite animal. It’s …cm tall. Its tail is …cm long. It likes to eat…..It can….Guess, what’s this?

Step 2. Presentation

1、教师出示一个日历给大家看，圈出今天的.日子是Sunday(weekend)，然后问学生：What’s the date today? What day is it today?

2、教师说：On Sunday (weekend)，I usually wash clothes, clean the room, play football, watch TV and visit grandparents.出示教师所说动作的卡片，学生跟读词组。

3、教师问学生：What do you usually do on Sundays?

4、教师再次出示日历，圈出上个星期天的日子，然后问学生：What was that day? 引导学生回答：It was last Sunday? 板书并带读单词：last。教师：It was last Sunday. It was the last weekend.板书、解释并朗读词组：last weekend。

5、引出句型：What did you do last weekend?板书句型并朗读。

6、呈现词组：watched TV, washed clothes, cleaned the room, played football and visited grandparents.强调这些过去式的发音。/t/, /t/, /d/, /d/, /id/。

7、Activity one: Bingo!

8、师生问答。(语言内容，媒介)

9、Activity two:摘苹果游戏

10.教师领读Let’s learn部分。

Step 3. Consolidation

Let’s find out.

1、教师通过CAI出示图片，提问：

What did Zoom do last weekend?

板书并认读：do-did, water-watered.

2、教师问几个学生：What did you do?

3、Do a survey。学生之间相互了解，并做好记录。

完成后上台进行解说。

4、填入所缺的单词。

板书设计作业布置

Unit 3 Last weekend

rode a horse

rode a bike

went camping

hurt my foot

went fishing

A.抄写本课时的四会单词3遍。

B.和他人谈一谈自己上个周末的活动。

六年级英语上册课件篇10

教学目标：

1、能听、说、读、写过去式单词ate，took，bought，gift和短语took picture;能听说认读单词beach，basket，part，licked，laughed和短语went swimming。

2、掌握四会句型How did you go there?I went there by plane。

教学重点：

1、能听、说、读、写过去式单词ate，took，bought，gift和短语took picture;能听说认读单词beach，basket，part，licked，laughed和短语went swimming。

2、掌握四会句型How did you go there?I went there by plane。

教学重点：

1、能听、说、读四会句型How did you go there?I went there by plane

2.如何在现实生活中运用所学单词、词组和句型。

教具学具课件准备：

1 the teaching pictures

2 the figure pictures

3 some photos

4 radio and tapes

5 word cards and figure cards第几课时：3

探索流程个性添加(教学反思)

Step 1. Warm- up and revision

1. Hang-man game

( went to a park, went swimming ,went fishing, went hiking, read books)

2游戏Bingo

3. Let’s try

Step 2. Presentation

1. chant

(1)教师用课件呈现chant

(在课件上出现几幅图片NIGHT PARK JUNE等，然后在YES的地方出现一个人)

(2)学生二人小组说唱书本上的chant

(3)学生用手头的卡片自编一个chant

2. Let’s talk

(1) Listen and do

(2) Look and answer

(3) Listen and read

Step 3. Consolidation

Activity 1.Let’s find out (见表格2)

Activity 2 The story of Zoom

Activity 3 Guessing

Task-time

1) Pair work

A: What did you do last weekend? / Did you …?

B: I (did)…/ Yes, I did.

2)在问答过程中完成书中所示的表格.

3)邀请几组同学到前面汇报调查结果

B.learn

教学难点：

1、能听、说、读、写过去式单词ate，took，bought gift和短语took picture等

2、能运用句子How was your summer holiday? What did you do there?对别人在假期里所做的事情展开问答。

教学难点：

1、掌握四个动词短语过去式的读音和拼写以及句型What did you do over your holiday?的'灵活运用。

2、如何在现实生活中运用所学单词、词组和句型。

Step 1. Warm- up and revision

1) Free-talk:

T: What day is today?

A: Today is…

T: What day was yesterday? (强调yesterday)

B: Yesterday/ It was…

T: What did you do yesterday?

C: I (did)…yesterday. (用前几课时已经学的词组)

2) Chain-drill:

C: I (did)…yesterday. What did you do yesterday?

D: I (did)…yesterday. What did you do yesterday?

E, F…( ask the teacher)

T: I went to a park yesterday.

Step 2. Presentation

1) Let’s learn:

继续Chain-drill,由T引出并出示新授词组:

went hiking.

2)学生已经了解了go的过去式后, T边用I went (这个动词用动作表示)yesterday.表达自己昨天去做什么了,边做动作.让学生帮老师说出: went swimming, went fishing.

3)Ask and answer:

A: T ask and Ss answer.

B: S1 ask and S2 answer.

C: S3 ask and T answer.

由此,T引出新授词组: read a book.

4)自编chant. Chant together.见附录

5)Listen to the tape and repeat. Pay attention to the pronunciation of: went, read.

6)Reading in 2 parts: T say the phrase loudly, Ss say it lowly; T say the phrase lowly, Ss say it loudly.

Step 3. Consolidation

通过各种游戏，操练所学词组

Activity 1找搭档

Activity 2我是侦察兵

Activity 3记忆大挑战

Task-time

1) Pair work

A: What did you do last weekend? / Did you …?

B: I (did)…/ Yes, I did.

2)在问答过程中完成书中所示的表格.

3)邀请几组同学到前面汇报调查结果