英语六年级上册第六单元课件

时间:2022-11-22 10:49:54 课件 我要投稿

英语六年级上册第六单元课件

  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。

英语六年级上册第六单元课件

  英语六年级上册第六单元课件 1

  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。

  英语六年级上册第六单元课件 2

  教学内容:

  unit 3 part a look, read and say

  教学目标:

  1、学生能听说读单词exciting

  2、学生能听说读写单词excited, sports.

  3、学生能了解一般过去时的意义和基本用法:it was there just now. they were here a moment ago.

  4、学生通过本课的学习,知道要照看好自己的物品。

  重点难点:

  一般过去时态的理解和运用

  教学准备:

  1、多媒体课件

  2、录音机

  教学过程:

  一、free talk

  t: hello, boys and girls. it's a fine day today, isn't?

  s: yes.

  t: what date is it today?

  s: it's …

  t: when's your birthday?

  s: my birthday's on the …of …

  t: my birthday's on the … of … so yesterday was my birthday. i got many presents and i was very excited. understand?

  s: yes.

  t: and i watched a sports meeting on tv with my friends. it's olympic games. when was the beijing olympic game?(课件展示奥运会图片和口号)

  s: it was on the 8th of august.

  二、presentation

  1、sports

  t: do you like olympic games?

  s: yes, i do.

  t: so i think you like sports.

  (课件展示运动的单词和图片,以旧带新读出新单词)

  t:look, the children are having a sports meeting. let's say a chant.

  the students look at the pictures and say the chant together:

  swimming, swimming, they're swimming.

  skating, skating, they're skating.

  skiing, skiing, they're skiing.

  running, running, they're running.

  2、race

  t: look, the men are running, they are having a running race.

  (课件展示图片,学生根据已学单词自己读出新单词race)

  t: look at the pictures and tell me what race is it?

  (课件出示游泳比赛、赛马和赛车的图片,让学生说一说)

  3、exciting

  t: which race do you like watching?

  s: i like watching … races.

  t: why?

  s: because it's …

  t: it's very exciting.(课件出示图片和单词)

  操练新单词,朗读、组词和造句

  4、excited

  t: when you watch the exciting games, how do you feel?

  s: i feel very happy.

  t: me, too. i will feel very excited.

  (课件出示图片和单词,操练新单词,朗读、组词和造句)

  巩固新内容

  课件展示一段学生进行跑步比赛的视频和提示,学生以小组讨论的形式谈论该视频。

  5、was were以及一般过去时的意义。

  根据学生对视频的描述,教师将课件上的be动词一个个改为was, were并示范朗读,同时出现一般过去时的意义并让学生归纳be动词的变化规律。

  6、just now, a moment ago

  t; 如何判断一个句子是否为过去时呢?在一般过去时的句子中常会出现表示过去时间的时间状语,如just now, a moment ago.

  (朗读单词和词组,用其中的新单词moment ago组词造句)

  三、巩固操练

  1、将下列句子改成一般过去时

  2、看一看,比一比,说一说

  四、consolidation

  listen to the tape carefully and answer the questions.

  五、practice in groups

  use the things in the gift boxes and make dialogues.

  英语六年级上册第六单元课件 3

  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。

  英语六年级上册第六单元课件 4

  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.

  英语六年级上册第六单元课件 5

  教学内容:

  《义务教育课程标准实验教科书-牛津小学英语》6B第一单元第四教时

  教学目标:

  1.复习巩固tall, taller, light, lighter, young, younger, old, older, heavy, heavier, twin, minute, child, cute, also, chat.

  2.能正确地听、说、读词汇:centimetre.

  3.复习巩固Who's taller than xxx? Whose school bag is heavier, yours or mine?

  4.进一步掌握形容词的比较级。

  教学重点:

  1.复习巩固tall, taller, light, lighter, young, younger, old, older, heavy, heavier, twin, minute, child, cute, also, chat.

  2.复习巩固Who's …than…? Whose …is heavier, yours or mine?

  3.进一步掌握形容词的比较级。

  教学难点:

  进一步掌握形容词的比较级。

  课前准备:

  1.图片。

  2.制作相关多媒体课件。

  3.相关习题。

  教学过程:

  A. Free talk

  1.以Winter Holiday为话题,引出师生或学生之间的交谈。

  2.在交流过程中,教师引出图片,通过图片复习tall, taller, light, lighter, young, younger, old, older, heavy, heavier, small, smaller, big, bigger, strong, stronger, fat, fatter, thin, thinner等。

  B. Presentation and practice

  1.通过练习复习课文。

  A、朗读课文。

  B、用括号里所给单词的正确形式填空。

  Last Sunday morning, Su Hai _____ (go) for a walk in the park. She met Ben and his cousin Jack. They had a _____ (chat)。 Jack was not the only _____ (children) .He had a brother Jimmy. That's a _____ (cute) dog. Jack was 6 years old. Ben was _____ (old) than him. Ben was also _____ (tall) and _____ (heavy) than him. Ben was as _____ (old) as Su Hai. But he was _____ (strong) than Su Hai. Su Hai had a _____ (twins) sister Su Yang. Su Yang was twenty _____ (minute) _____ (young) than Su Hai.

  (went; chat; child; cute; older; taller; heavier; old; stronger; twin; minutes; younger.)

  2.出示D 部分图片,先请学生就图片自己讨论,运用本单元的句型学生互相问答。

  3.听本课会话录音,让学生理解D部分会话。

  4.根据刚才的录音,教师提问,学生试着回答会话的内容。

  5.再次让学生听会话录音,让学生进一步理解会话。

  6.打开书,让学生独立完成第10页的填空,同时请几位学生到黑板上板书填空的内容。

  7.学生完成后集体进行校对。

  8.集体朗读D部分。

  C. Look, read and judge

  1.请学生说自己在班级的优势运用比较级的句型。

  I'm taller than xxx.

  I'm stronger than xxx.

  2.出示E部分图片,创设情景让学生争当goalkeeper.

  3.让学生看图试着用英语描述图中内容。

  4.教师提问。

  1、Is Ben younger than Wang Bing?

  2、Is Ben shorter than Mike?

  3、Who is stronger, Gao Shan or Mike?

  4、Is the ball Wang Bing's?

  5、Who will be the goalkeeper?

  5.新授centimetre.

  T: Mike is taller than Ben. How tall is Mike?

  S: (He is 165 centimetres.)

  (板书centimetre)教师朗读,学生跟读。

  T: How long is your pencil? / How many centimeters is your pencil?

  学生互问互答进行操练。

  6.让学生打开书第11页,阅读E部分内容然后判断对错。

  7.学生完成后,集体校对后,集体朗读E部分内容。

  D. Consolidation

  1.选择填空。

  ( ) 1.Are you as _____ as your classmate, Xiao Ming?

  A. tall B. taller C. younger

  ( ) 2.______ Saturday morning, they went for a_______

  A. In, walk B. On, walk C. At, walking

  ( ) 3.This cat is _____ than that one.

  A. thin B. thinner C thiner

  ( ) 4. Whose ruler is longer, _____?

  A. yours or his B. your or his C. yours or her

  ( ) 5. --What do your parents do after supper?

  --They take the _____ dog for a walk.

  A. cute B. red C. well

  ( ) 6.--_____ your grandfather 80 years old?

  --Yes, he _____.

  A. Is, does B. Are, is C. Is, is

  (A; B; B; A; A; C.)

  2.用括号里所给单词的正确形式填空。

  1、I'm _____ (tall) than David.

  2、Who's _____ (young), you or your brother?

  3、Which is _____ (long), Chang Jiang River or the Yellow River?

  4、David's bag is _____ (heavy) than _____ (I)。

  (taller; younger; longer; heavier/me.)

  E. Homework

  1.背诵课文。

  2.写出下列单词的比较级形式。

  1、old ______ 2、 young ______3、tall ______ 4、 long ______

  5、 short ______ 6、strong ______ 7、big ______ 8、small______

  9、fat______ 10、thin______ 11、heavy______ 12、light______

  3.对家庭成员进行调查,选择括号里的单词的正确形式,完成下列句子。

  (tall, fat, thin, heavy, old, young, short, light)

  1、My father is ______ than _.

  2、My mother is than .

  3、My sister is than .

  4、My grandmother is as as .

  5、My uncle is _______than .

  6、My aunt is than .

  7、My cousin is than .

  8、My dog is than .

  板书设计:

  Unit 1 Who is younger?

  Who's …than…? centimetre

  Whose …is heavier, yours or mine?

  英语六年级上册第六单元课件 6

  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。

  英语六年级上册第六单元课件 7

  一、教学内容分析

  U12 Did You Know? Additional Words

  二、教学目标

  (一)语言知识目标

  1.拓展学生的课外词汇或词组:receiver, dial tone, , dial the number, speak up, press, refund button, get through.

  2.了解电话的过去与现在:第一部电话的发明者,telephone的由来,及当今的电话发展。

  (二)语言技能目标

  1.能运用所学词汇到句子中去。

  2.能用英语说出打ID电话的过程。

  (三)学习策略目标

  通过网络资料,录像等向学生呈现电话发展历程,吸引学生的注意力,激发其求学的欲望。

  (四)情感态度目标

  1.培养学生从小爱科学的精神。

  2.让学生了解更多的生活常识,从而培养学生热爱生活的态度。

  三、教学重、难点

  准确认读Additional Words。

  四、教学策略

  通过歌曲、谜语,激发学生学习的欲望,并运用多媒体向学生展示电话的发展进程。

  五、教学过程

  (一)热身与复习

  小诗朗诵。(激情引趣。)

  听力训练。(通过练习,强化学生听的能力。)

  听对话三次,根据听到的内容填写表格。

  3.揭示本课学习目标。

  (二)呈现与操练

  方法一:

  1.谜语:老师读出谜语,让大家猜一物品。(适当设疑,引发学生的好奇心。)

  It's our good friend in our life. You can talk on it with each other. It can't talk. When someone wants to talk with you it can sing “ring, ring, ring.” What is it?

  谜底:Telephone

  2.拼读单词Telephone,呈现书本P55 Did You Know?

  The word “telephone” comes from the Greek works: “tele” and “phone”. “Tele” means “from far”. “Phone” means “sound”.老师边拆分单词,比用英文解释,让学生理解当中的意思。为检测效果,可提问个别学生。(学生对此类知识有较浓厚的兴趣,通过理解,运用策略记忆单词,收效较好。)

  3.展示各种电话的图片(可从网上下载)呈现书本P55 Did You Know? C。

  认读单词 mobile, 让学生从图片或实物(老师的电话)中理解其中文意思。

  并作文字介绍:About 58 million people in Britain use around 80 Million telephones and mobiles. Many people prefer the old-fashioned telephone boxes to the modern ones. (通过阅读及观看图片,有利于帮助学生理解这段话的含义。)

  4.通过电脑,呈现第一部电话的图片,并向学生介绍:This is the first telephone. Do you want to know who invented it?接着老师可呈现Alexander Graham Bell 的相片,并询问同学们:Do you know this man?如果个别学生认识的话,可让其用中文先介绍一下他,老师再作介绍。(这对于学生的理解有一定的帮助。)帮助学生理解以下单词或短语:a 28-year-old, black-haired Scotsman, invent

  方法二:

  1. 通过录像,向学生播放拨打ID电话的过程。(让学生先感知,为下面的学习与理解做好铺垫。)

  2. 帮助学生理解和认读课外词汇或词组:receiver, dial tone, , dial the number, speak up, press, refund button, get through.

  (可让学生自主拼读,从而培养其自学能力。)全班齐读单词。

  3. 小组比赛:把单词放进对应的句子中,并帮句子排序。(提高学生理解、运用语言的能力。)读句子。

  (三)拓展与提高

  1.完成活动手册P51,Ex.5,P52,Ex.6

  2. 练习。

  读下面的句子,根据实际情况,判断句子的正误,如正确,在括号内写T,否则写F。

  ( ) (1) In 1997 I was 10 years old. In 2006 I was 12 years old.

  ( ) (2) There were twenty girls and twenty-two boys in my class last term.

  There were forty-two pupils in my class last term.

  ( ) (3) Yesterday I had two oranges in the morning, three in the afternoon and one in the evening. I had four oranges yesterday.

  ( ) (4) Guangzhou has a history of more than 2000 years.

  ( ) (5) Last year the summer term began in September.

  (四)作业布置

  听U12 Did You Know? & Additional Words录音,跟读。

  搜集更多的电话资料,制作手抄报。

  完成拓展阅读P52, 根据提示写出你是如何打电话的。

  六、教学反思

  学生对科学的追求比较旺盛,课堂容易失控,但还是应该提供让学生充分展示的平台,让其在锻炼中获取自信,从而提高各项能力。

  英语六年级上册第六单元课件 8

  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?

  Are you a boy?

  Yes,I am.

  Yes.I am.

  Are you a girl?

  Are you a girl?

  No,I'm not.

  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.

  英语六年级上册第六单元课件 9

  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

  英语六年级上册第六单元课件 10

  教学目标:

  知识目标

  1、能听懂、会说、会读单词:watch, wallet, calculator, teapot, hairdryer, skateboard。

  2、能听懂、会说、会读名词性物主代词mine, yours, his, hers, ours, theirs并让学生感受其用法。

  3、能正确理解并能体验句型

  ①Whose?is it/are they? It's/They're?

  ②Who is it/are they from? It's/They're from?的使用语境。

  技能目标

  引导学生在学习对话的过程中感受如何谈论物品的归属并能正确理解、掌握对话的内容,并能有感情的朗读对话。

  情感目标

  让学生了解西方国家的重要传统节日“圣诞节”,体验西方国家送礼与受礼的风俗习惯,帮助学生拓展文化视野,增强跨文化意识。

  教学重点:

  能听懂、会说、会读本课词汇,初步理解运用本课句型,能正确理解、掌握对话的内容并能流利的朗读对话。

  教学难点:

  单词hairdryer, calculator, skateboard的读音;有感情的朗读对话并适当拓展。

  教学准备:

  多媒体课件,单词、句型和人物卡片,练习纸

  教学过程:

  Step1 、Warming-up.

  1、课前播放歌曲:“We wish you merry Christmas”。

  2、Free talk.

  ①T: Today, here are so many new English teachers in our classroom. Can you introduce yourself to the teachers?

  T: What date is it today?

  T: What holiday(节日)is coming?(Ss: Christmas)

  引出课题并呈现卡片进行教学。(Unit 7 At Christmas)

  T: When's Christmas? (Ss: It's on the 25th of December.)

  ②T: What do you know about Christmas? (Ss:自由介绍!)

  提示学生可以用中文自由介绍。(T:You can speak in Chinese.)

  Father Christmas圣诞老人 stockings长筒袜

  ③T: What do people usually do at Christmas? (Ss: They usually eat delicious food.and give presents to each other.互赠礼物)

  (设计意图:导入简明而直接点题。由于学生对于圣诞节还是有话可说,所以在这一环节还是把更多的话语权交给学生,老师只是辅助性的补充课余知识。)

  Step2、Presentation and Practice

  1、师创设情境导入并教学新授内容:“

  T: We know we can get some presents on Christmas day. And last year, on

  Christmas day, I got a present from my friend Jack. Look, it's a watch.

  So we can say the watch is from Jack. It's for me. It's my watch. It's mine.

  (设计意图:从学生熟悉的手表watch开始导入新句型和名词性物主代词,目的在于让学生能够整体感知名词性物主代词的含义及用法)

  2、Learning the whole text

  Listen and answer(序言)

  T: Now we know I got a Christmas present from my friend at Christmas. And Jim's family got some presents, too. Now let's look at the preface.

  What holiday(节日) was it?

  It was Christmas Day.

  Who are they?

  They are Jim's family.

  Where were they?

  They were in Jim's grandparents' house.

  What were they doing?

  They were opening their presents under the Christmas tree.

  Watch and circle(完整的看一遍课文卡通片,圈出Jim一家的礼物)

  根据学生圈出的礼物,教师进行单词教学:a watch, a teapot and some tea, a wallet, a calculator, a skateboard, a hairdryer.

  教师示范朗读,学生跟读单词。重点指导calculator, skateboard,hairdryer的发音。

  (设计意图:在教学skateboard, teapot, hairdryer时,我借助单个单词和在一起的做法,帮助学生了解复合词,提高记忆的效率。)

  Read and match(快速阅读课文,将对应的人物、礼物进行连线。)

  在学生做完连线以后,运用连线后的图引出句型:Whose...is it/are they? It's/They're...

  (设计意图:对于重点句型的导入是放在进入语后,让学生整体感知名词性物主代词后再渗透句型,这样学生理解起来更容易。)

  Read and fill in the form(细读课文,完成表格内礼物来自于谁,然后根据例句造句)

  重点让学生操练句型:Who is it/are they from? It's/ They're from…

  如:The wallet is from Grandma. It's for Grandpa. It's his.

  The teapot and some tea are from Grandpa. They are for Grandma. They're hers. (注意单复数)

  (设计意图:运用本课所学句型能进行简单的拓展时我们这节课的一个目标。而在课程设计上前后呼应是有必要的。前面提到我去年圣诞节收到Jack的礼物,那么今年我要会送礼物,那么我能送什么,请帮我完成这封信,这样水到渠成。在学生自己拓展前给了例子,并且要求学生根据需求为Jack一家选择礼物)

  Step5、Homework

  1. Read and act the dialogue.

  2. Make a Christmas present for your parents or your friends.

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