六年级上册英语课件13篇。
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六年级上册英语课件【篇1】
Look at the sign on the _________ _________.
It “ You eat or drink here.”
2. 你昨天做了什么?我和我父母参观了一个农场。我们在那挤牛奶了。那很有趣!
What _________ you do yesterday? I _________ a farm with my _______.
We ______ ________ there. That _______ _______!
3. 我每天放学后看卡通片，但昨天我没有看，我做家庭作业了。
I _________ cartoons _________ school every day 。 But I _________ watch them yesterday， I _________ my homework 。
4. 你想要什么作为生日礼物?我想要一些图画书。
What you like birthday _________ ?
I‘d like some ________ _________.
Last Sunday was my birthday. I h a birthday party at home. All my f_______ came to my home. Jenny gave me a lovely doll as a birthday p _______ 。 Jim dressed up in costumes and I thought he was the Monkey King. I got a skateboard from h______ 。 We s ______ the song “Happy Birthday to You” and then I blew out the ten
c _______ on the cake and made a wish. Do you want to know what my wish was? Haha， that‘s a secret! We had lots of f______ that day!
(一).根据短文内容判断正误，正确的用“T”，错误的用“F”表示。
Long， long ago， there lived a young boy called John. He lived with his mother. One morning the mother went out. Before she left， she said to him： “John， while I’m away ， stay near the door and watch it all the time ! ‘ She said this because there were a lot of thieves (小偷) in their country 。
John sat down next to the door. A few minutes later one of his aunts came. She asked “Where’s your mother?‘’ “She‘s out，” John answered. ’Oh. ‘ said his aunt， ’We‘re going to visit your house. Go and tell your mother.’
His aunt then went away， and John began to think， ‘Mother said，“Watch the door all the time!” and the aunt said，“ Go and tell your mother.”’
He thought and thought， then， at last， he had a nice idea 。 He pulled the door down， put it on his back and went to his mother with it.
( ) 1. His mother asked him to stay near the door all the time and watch it 。
( ) 2. There weren‘t any thieves in his country 。
( ) 3. John’s brother came to visit them that morning 。
( ) 4. John went to look for his mother with the door on his back in the end 。
( ) 5. John is a stupid(愚蠢的) boy 。
(二)，阅读下列短文，选择正确的答案。
A young man is sitting in a bus. An old woman gets on the bus and stands in front of him. The young man stands up. The woman pushes (推) him back into his seat and says， “Don‘t stand up. I don’t want to sit down.”
The bus stops then. The man stands up again. The woman pushes him down and says， “You don‘t have to give me your seat. I like to stand.”
The bus stops again. The man stands up for the third time. The woman tries to push him down again. The man shouts (喊叫) ， “Don’t push me， please. I have to get off the bus!”
( ) 1. The young man is in a bus and the woman is in the bus.
A. sitting， standing B. standing， sitting C. standing， standing
( ) 2. The young man is the old woman.
A. in front of B. behind C. under
( ) 3. The young man stands up for times， but the woman pushes him down.
( ) 4. The young man stands up again and again， because 。
A. He wants to get off the bus. B. He likes standing.
B. He wants to give the seat to the woman.
( ) 5. At last， the young man is very 。
(三)、阅读短文，回答问题。
Mr Black is a teacher of English. He is not a very young man， but he is not old. He knows three languages， and reads and speaks and writes them well. He reads many books and writes some.
It is almost eleven o‘clock by the study clock， but he works late， sometimes till one o’clock in the morning. His big desk is in the middle of the room. On the shelf around the wall there are some books. He teaches students of Grade Six. He works every day except Saturday and Sunday. Those days are holidays.
Questions：
1. What‘s Mr Black’s job?____________________________
2. What grade does he teach? _______________________________
3. Where‘s his big desk?______________________________
4. What time is it by his study clock?__________________________________
5. Does Mr Black work at the weekends?______________________________
听力材料：
五、 听录音，将下列对话或短文补充完整。6‘
Traveling is my hobby， so I went to Qingdao with my mother this summer vocation. Qingdao is a city near the sea. Because this is my first time to see the sea， I felt very excited. The sea is very clean and wide. We caught fish and other things in the sea ，then we cooked and ate them. It was so delicious. In the early morning ，we watched the sunrise. Woo， how beautiful it was!
That was one of my favourite trips. I like it so much.
六年级上册英语课件【篇2】
1.学生能听懂会读本课课文。
2.使学生通过练习复习句子：What time is it? It’s .复习所学过的时间表达法。
1.学生能够模仿课文对话，能练习相互问候的日常用语。
2.培养以旧带新掌握一定的语言技巧的能力，练习该如何表达时间。
以情感培养人，培养学生珍惜时间的好习惯。
2 : 10 two ten or ewo past ten.
4 : 30 four thirty or half past four.
9 : 00 nine o’clock or nine.
5 : 45 five forty-five or a quarter to six.
1) Play a game: “ The number game” to review number , play with numbers up to ten thousand .
2) Review some phrases :
What day is it ? What time is it ?
Step 2 : Presentation and practice
1.引出新课题，教授新单词airport，教读数遍并让学生明白单词的意思。
2.Ask and answer:
1).Who is this?
JennyDannyLi Ming.
2).Where does Jenny live? Canada.
Where does Li Ming live? China.
3)How long is it from September 1 to June 25?
Ss count the months:
January February…June.
Wow!That’sten months.
3.Teaching “ What time is it ? ”
1) 指着自己的手腕处，T: What time is it ? （强调连读is it）
S:“It’s ______”Explain that we use “o’clock” only on the hour.
2) Demonstrate :
T draws a clock on the blackboard.More the hands on the clock as T asks and answer the question . Then get volunteers to answer the question .
3.Practice :
1) Practice in pairs .
2)Ask the volunteers to more the hands on the clock as they ask and answer the question .
4.Teaching “ the text ”
1)When the students listen to the tape , think over the question :
a.Why does LiMing come to Canada (He wants to learn English)
b.When does Li Ming arrive ?
c.What time did Li Ming’s plane arrive ?
d.Who meets him at the airport ?
e.Did he have a good trip ?
2)Read the dialogue and discuss the questions in groups .
3)Ask the students to answer the questions .
4)Read by themselves , then read role-play .
Make up a dialogue about meeting someone at the airport . Use“ What time is it ? It’s .”
5 o’clock ——What time is it?
（一）知识目标：
1、能听、说、读、写单词：room; kitchen; bathroom; living room
2、能用英语简单描述自己的家中的各个房间。
（二）能力目标：
学生能正确运用英语描述家中的房间，能在创设的情境中进行交流，使语言交际与表达能力进一步得到提高。
（三）情感目标：
1、激发学生学习英语的浓厚兴趣，培养学习主动性，感受学英语的乐趣。
2、培养学生要热爱家庭、热爱生活。
能正确运用room; kitchen; bathroom; living room，能准确理解课文内容。
（二）教学难点：
能正确理解两个名词性物主代词mine,yours。
三.教具、学具: Some pictures，vocabulary cards ，audiotape and the tape recorder
简单的说,区别: 客厅主要是用来接待客人的地方，起居室主要是家人一起聊天,看电视的地方。因为咱们现在的条件有限,一般人家是把客厅和起居室没有分开,一个空间,两种功能。
T: Good morning , boys and girls !
S: Good morning , Miss Sun !
S: I’m fine , thank you . And you ?
T: I’m fine , too . Thank you . Where do you live ?
S1: I live in an apartment.
Use vocabulary cards to review the words “ house”, “classroom”, “bathroom” ,“bed”.
Step 3.Key concepts: room, kitchen, bathroom, living room
1.Introduce:
a. Use posters of rooms to demonstrate each word.
b. Point out the word “room” in bathroom, bedroom and living room.
c. Free talket the students introduce their rooms and the things in it.
2.Student book :
a. Play the audiotape as the students follow in their books.
b. 1).T: In our book , there are two new words .“mine and yours ”
T: This is my book . This is mine .
T: This is my coat . This is mine .
T: That is your pencil . That is yours .
T: That is your shirt . That is yours .
T: Do you know the meaning ?
S: Yes . Mine 是我的. Yours 是你的.
2).Ss say sentences freely, they should hold some objects in their hands or point to the objects andmake the others clear about their meaning.
六年级上册英语课件【篇3】
2．巩固数字30－60的拼读。
教学难点：
1．Jj, Gg; Bb, Dd; Ii, Rr; Mm, Nn几组字母在发音上易混淆。
2．B, d; l, j; p, q; u, v在书写时易写错。
3．Sing and read中出现了三个新单词：jet, sugar, X’mas.要让学生做到能认读。
4．Let’s practise中两道加法题的结果出现了55、60，而前面只学到50。
2．有关学习物品的图片或实物。
3．Read and say部分的自制课件。
教学过程：
1．复习第二册教材第65页的Let’s chant。
2．做“抢读字母”的游戏。
这是一个训练学生认读字母的游戏，教师将全班分成若干小组，然后逐个出示字母卡片，
学生们举手抢答，教师让最先举手的学生读出该字母，读对的给该组记10分，最后得分最多的组为优胜。
3．全班报数游戏。教师让全班学生依次起立从1到50报数，教师需要特别点拨一下55和60的发音。
1．教师出示字母课件，让学生说出含有该字母的单词。当出示字母Jj, Ss, Xx时，教师补充并教读三个新单词：jet, sugar, X’mas.
2．放录音让学生感知Sing and read部分的内容，要求学生边听边指。教师可提供图片，帮助学生理解其意。
3．让学生跟着录音学唱。
4．让学生读出5个红色的字母，告诉学生它们是元音字母。让学生记住：元音字母有5个，分别是Aa, Ee, Ii, Oo, Uu.
5．教师利用自制教学课件，让学生把字母按照发音归类。用鼠标操作，把字母分别放进Aa, Ee, Ii, Oo, Uu, Ff ，Rr7个小房子里。
6．师生共同讨论、调整，最后形如Read and say。
7．让学生根据结果说规律，教师总结。
8．做找伙伴的游戏。
教师发给学生们字母卡片，每个学生持一张，然后教师说字母Aa, Ee, Ii, Oo, Uu, Ff, Rr.
凡持有这几个字母的同学到前面来。让其他持有字母的学生按相同音素与其站在一起。当教师问：How many friends are there in your family? Letter A？时，持有H、J、K三张字母卡的学生走到A的身边，四人一起说：Four! A, H, J, K!
9．教师先出示3本书，问学生：Look! How many books ? 学生回答：3！教师再拿起4本书，问学生：How about this one? How many books ? 学生回答：4! 教师把这七本书摞在一起，问学生：What’s 3 plus 4? 引导学生回答出：7！
10．教师可用学生的文具等实物，让学生熟悉这一句型。
11．教师把加法算式卡贴到黑板上，每张卡后都有一张图片。教师让一个学生选择题并读题What’s ___ plus ____? 另一个学生答题，如果答对就把该算式卡后的图片翻过来作为奖品发给他。但这个学生必须说：I’ve got…说对才能拿到奖品。
12．教师最后统计谁得的奖品最多：How many prizes do you have?
这是一个训练学生辨别字母的游戏。教师可将读音易混的字母分别写在板上，如GJOW，等，共准备2～4套，同时将学生分成2～4个小组，每组抽一名学生到前面向全班站好，教师发给每人一套卡片(2～4张为宜)，游戏开始，教师念其中的一个字母，学生应立即找出并高举起该字母，先找对的得2分，后找对的得1分，没找对的不得分，最后得分多的组为优胜。
这是一个训练学生书写字母的游戏，以每一排为一组，将全班分成若干组，教师分别发给每组最后一排的学生一张纸片，上面写有一个字母，只允许这个学生看这个字母，在教师说开始后，最后一排的学生即用手指把纸片上的字母写在前面学生的背上…这样依次进行下去，最后第一排的学生把所传的字母写到黑板上，传得最快最准确的组获胜。
教师在黑板上画一些图形，让学生找出其中所含的字母，例如：
What’s 10 plus 10?
I’ve got …
教案点评：
本课时通过Sing and read，Read and say，Lets practise三部分的活动复习所学的26个字母和数词。整个教学过程都围绕字母和数词展开。本课时明显体现了在以活动为主的课堂教学中学生的主体地位，教师注意引导学生积极参与教学活动，充分发挥学生的主动性和创新性。比如，在Read and say部分，教师通过游戏让学生自己去发现字母的发音规律。Lets practise部分学生通过问答加法题的形式复习文具用品和数词，活跃了教学，使学生在趣味性的活动中获得学习英语的成就感，实现了“学中玩，玩中学”的教学原理。
六年级上册英语课件【篇4】
Unit 3 my weekend plan
第 1 课时
教学要求：
1.学生能够听、说、认读句型：What are you going to do tomorrow? I’m going to have an art lesson.I have to do my homework now.2.学生能够运用句型讨论自己的活动计划：What are you going to do tomorrow? I’m going to 3.学生能够用正确的语音、语调朗读对话，并能进行角色表演 4.学生能够合理计划自己的活动。教学重点：
学生能够听、说、认读句型：What are you going to do tomorrow? I’m going to have an art lesson.I have to do my homework now.教学难点：
能够运用句型讨论自己的活动计划
教学媒体：
Pictures, CAI, 教学过程：
Step One: Warming up and revision
Free talks: What do you often do on the weekend? I often…
What are you going to do this weekend? 如果有学生回答，那么引出本单元的话题 My weekend plan.Step Two: Presentation 1.Let’s try
(1)T: It’s Saturday moring.Sarah in on the phone with Mike.Listen and cirle the right answer.(2)Check the answers.2.New sentence learning(1)What is Sarah going to do?
She is going to…
(2)讲解：be going to 的意识是“打算做什么事情”
(3)I have 5 weekend activities: go ice-skating;wash clothes;draw pictures;make a snowman;go for a picnic.Which activiy do you like? Please answer my question: T:What are you going to do this weekend?
S: I’m going to… 3.Let’s talk
(1)T: Mike is on the phone with Sarah now.Watch the video and answer the questions: a.What is Sarah going to do tomorrow? b.What is Mike going to do tomorrow?(2)Watch it again and fill in the blanks a.Sarah and her classmates are going to _____________ in Renmin Park.b.Mike have to ________now.(3)Read the dialogue after the tape.(4)Let’s act as Mike and Sarah.Step Three: Consolidation and extension 1.情境设计：
It’s Friday, you are talking the weekend plan with your friend.(1)A demo with a student What are you going to do this weekend/tomorrow? I’m going to… What about you?(Let’s …together.)
(2)Practise with the partner(3)Feedback 2.Talk about our classmates weekend plan 根据刚才同学们的反馈信息，进行提问 What is… going to do? What are…going to do? 3.Let’s wrap it up 语法小结
(1)Be going to 表达的意思 “打算要做的事情”(2)Be 动词的用法复习
What ____ Sarah going to do? _____ _____ going to play the piano.What ______ John and Mike going to do? _______ ______ ______ to do homework.Step Four: Assessment and homework 1.Do the exercises on the AB.2.Homework: 板书设计：
Unit 3 My Weekend Plan What are you going to do tomorrow? I’m going to have an art lesson.What ___ _____ going to do? He/She is going to We/They are going to
作业设计：
教学反思：Unit 3 my weekend plan
第 2 课时
教学要求:
1.学生能够听、说、读、写本课核心词组：visit my grandparents,see a film, take a trip, go th the supermarket 2.学生能够运用核心句型What are you going to do today? I’m going to see a film.在真实的情境中进行交流周末计划。
3.学生能够合理安排和计划自己的周末生活。教学重点：
三个四会词组和两个句型。教学难点：
能够合理和科学地安排自己的周末生活 教学媒体 Pictures, CAI, 教学过程：
Step One: warming up and revision 1.Sing a song together: What are you going to do? 2.Free talk: What are you going to do tomorrow?
I’m going to…
Step Two: Presentation and practice 1.Present “ this morning, this afternoon, this evening”
(1)What are you going to do this morning/ this afternoon/ evening? S: I’m going to…
(2)Make the students understand the meaning.(3)Write the words on the board, and spell the words.2.Present “tonight”
(1)I’m going to read a book tonight.What are you going to do tonight?(2)Understand the meaning: 通过日期和实践的选择让他们明白意思。(3)Write the work on the board.3.Ask the sentence What are you going to do _______? I’m going to _______.在课件中给出单词银行，让学生进行句型操练。(1)Read the words or phrases in the word bank.(2)Practice in pairs.(3)Feedback.4.Sarah and Chen are talking about their plan, too.Let’s listen and answer.(1)What is Chen Jie going to do today? She is going to see a film.Choose the picture of “ see a film” Learn to say.Write it on the board.(2)What is she going to do next week? She is going to __________.(take a trip)Choose the right picture of “take a trip” Read it and write it on the board.(3)What is Sarah going to do this afternoon? She is going to ________.(the supermarket)go to the supermarket------be going to the supermarket Spell the word and write it on the board.(4)What is she going to do tomorrow? She is going to visit her grandparents Write the words on the board.5.Read the new words after the tape.Step Three: Cosolidation and extension 1.A task: It’s Saturday morning now.Two girls are asking the plan Let’s help them make a plan.(1)Fill in when and what?(2)Talk about the weekend plan 2.Do the exercises on the AB.What are you going to do? this morning this afternoon this evening tonight tomorrow
板书设计：What are you going to do„„? I’m going to … see a film take a trip go to the supermarket visit grandparents
作业设计：
教学反思：
Unit 3 my weekend plan
第 3 课时
教学要求：
1.学生能够听、说、认读句型：Where are you going? We’re going to„ When are you going? We’re going to„ We’re going to see a film about space travel.2.学生能够运用句型What are you going to do? Where are you going? When are you going?进行某项活动计划的讨论。
教学重点：学生能够用正确的语音、语调朗读对话，并能进行角色表演。学生能够区分并熟练运用句型What are you going to do? Where are you going? When are you going? 教学难点：
能在实际情景中灵活运用以及正确的回答
教学媒体：
Pictures, CAI, 教学过程：
Step One: warming up and revision:Brainstorm 1.Sing a song: What are you going to do? 2.Read the words quickly: tonight, this morning, this evening, this afternoon, see a film 3.Free talks: What are you going to do tonight? I’m going to … Step Two: Presentation 1.Let’s try
(1)listen and answer: John is on his way home.He sees Amy.What is Amy going to do? ________________ Is there ice crea for John? _________________(2)校对检查，课件出示答案。2．Let’s talk(1)承接Let’s try 部分，导入对话学习。
T: What is John going to do next week?(2)Watch and answer 课件出示问题：What is John going to do next week? Watch the video(3)校对答案 He is going to see a film.(4)About the film, Show the students the post of the film讨论关于电影的更多细节 The name of the film : Travel to Mars What time? Tuesday.The price is half.40﹩, Now the half price is 20﹩.(5)Watch it again and answer the other questions? 教师板书到黑板
Where are they going?
When are they going?(6)Read after the tape and imitate it.(7)Practice with the partner.(8)A report about John’s next weekend plan.John’s cousin is going to ______ John next week.They’re going to _________ and see a film about ________ ________.They are going ________ _________.But next Tuesday is better.Because it’s ______ ________ then.Step Three: Extension 1.Talk about “ What? Where? When?” 教师示范填写表格 T: Where are you going this weekend? S: I’m going to…
T: What are you going to do? S: I’m going to
T: When are you going? S: I’m going at…
2.Talk about with your partner and fill in the form.3.Feedback 4.An exercises: choose “where, what , when”
_______ are you going to do?
I’m going to visit my grandparents._______ are you going ?
I’m going on Saturday morning.________ are you going?
I’m going to my grandparents’ home.板书设计：
Unit 3 Part B Let’s talk
Where are you going?
I’m/ We’re…
What are you going to do?
I’m/We’re..When are you going?
I’m/We’re..作业设计：
教学反思：
Unit 3 my weekend plan
第 4 课时
教学要求：
1.学生能够听、说、读、写本课的五个新单词： dictionary, comic book, word book, postcard;2.学生能够掌握并运用句型：Where are we going? To the bookstore.What are you going to buy? I’m going to buy „
3.能够用What are you going to do? Where/when„?进行自由地表达与交流。教学重点：
dictionary的拼写 教学难点：
区分what where when并作自由的交流与运用
教学媒体：
Pictures, CAI, 教学过程：
Step One: warming up and revision 1Sing a song: What are you going to do? 2.Free talks: talk about your weekend plan讨论上一节课填写的周末计划表格 Step Two: Presentation 1.情境导入(1)Questions: After John and his cousin seeing the film, where are they going? Guess!A.bookstore
B.school
C.supermarket(2)Listen and check the answer.They are going to the bookstore.2.Learn the new words(1)present “dictionary”
Show them a thick book, listen to the tape.拆音读：dic—tion—ary 听音填单词。
(2)Present “ comic book”
Show them some comic books.Read after the tape.Spell the words and write them on the board.(3)Present “word book”
Show them a word book: “ Is this a dictionary?” “No, it’s a word book.”
Spell together: w—or—d b-oo-k(4)Present “ postcard”
Show some pictures, can you tell me which one is the postcard? Listen to the tape.Spell the word.3.Practice the words Listen to the tape and read after it.4.Listen and write the words: 任务书写：John is going to buy a ___________.John’s cousin is going to buy a _______, a ________ and a _______ ______ for his sister.1.任务展示：
Today, Zhangpeng sarah and Amy are going to the bookstore.John is the shop assisstant.What are they talking? Listen and answer.What is Zhang peng going to buy? What is Sarah going to buy? 2.任务布置：
Now you are going to the bookstore.What are you going to buy?Let’s perform in the four-student group.3.Feedback.Step Three: Assessment 1.Do exercises on the AB book.2.Homeowork: listen to the tape, copy the new words
板书设计：What are you going to do? Where are you going? When are you going? dictionary
comic book
word bank
postcard
作业设计：
教学反思：
Unit 3 my weekend plan
第5 课时
教学要求：
1.学生能够读懂文章中的日记，并能够完成文中的信息表。
2.学生能够用正确语音语调朗读语篇，并能够知道日记的格式。
3.学生能够更多地了解Mid-autumn Festival的节日特征，以及相关家人团聚的一些节日文化。教学重点：
学生能够理解短文。教学难点：
完成读后的信息表填空，了解节日文化。教学媒体：
Pictures, CAI, Step One: warming up and revision 1.Greetings 2.Free-talks: Where are you going next weekend?
What are you going to do?
When are you going? Step Two: Pre-reading the students some pictures and ask:
What are these holidays?
National Holiday
Spring Festival
Christmas
What do your family do on these holidays?
Give them some hints and choose:
Set fire works
go shopping
get together
buy presents dinner.Step Three: While-reading(1)Show them another picture of “Mid-autumn Festival”
What holiday is it? What do your family do on this holiday?（2）Read and answer.教师This is Wu Yifan’s diary.Let’s read the diary.教师课件呈现以下问题：
What are Wu Yifan’s family going to do? 学生阅读后对问题
His family will get together.讲解will = be going to（2）Read and finish the table.What are Wu Yifan and Robin going to do?
What is Wu’s aunt going to do?
What is Wu’s grandma going to do?
(3)Check the answers
have a big
Step Four: post reading 1.课文朗读（Listen and Read）(1)Have Ss listen to the tape.Tips: 仔细听录音，体会录音中的升降调、重音和意群的停顿。(2)Listen again and read after the tape..Tips: 听录音跟读, 听一听单词：lesson
dinner
tonight
tomorrow
语音指导：单词的重音(3)重点指导 Poem F is for family.A is for autumn.M is for moon.I is for “I”.L is for love.Y is for you.Who can read it beautifully.(4)Read the whole poem in pairs.2.课本个性化书写活动
(1)Discuss with your partner.What are you going to do for Mid-autumn Festival? 先让学生同桌口头交流。
教师将最后一位学生的回答在投影仪下示范书写，然后提出一星和两星要求，请学生个性化书写。(2)Write down your plan.For Mid-Autumn Festival, I’m going to ___________ ___________________.My partner is going to _________________________ ___________________.Step five: homework Listen and read the text.板书设计：Unit 3 What would you like?
B.Read and write
作业设计：
教学反思：
Unit 3 my weekend plan
第6 课时
教学要求：
1.复习一般将来时态的三个核心问句以及回答：What are you going to do? When are you going? Where are you going? 2.巩固一般将来时的句法要点，能够用不同的主语进行be going to的造句以及自由表达。
3.能理解、听懂并讲Story time中的故事。教学重点：一般将来时的语法要点复习。
教学难点：能在实际情景中灵活运用以及正确的回答
教学媒体： Pictures, CAI, Step One: warming up
1.Free talks: What are you going to do? When are you going? Where are you going? Step Two: Wrap it up 1.教师将提到的三个问题写到黑板上，并询问一般将来时的特点。（1）be going to
Review: I am going to/ He/She is going to/ We/They/You are going to… Practice: I _____ going to…
He ____ going to see a film.They ____going to watch TV.(2)时间状语：this morning
this afternoon
this evening
tonight
tomorrow next week 2.How many sentences can you make?（1）Talk about it in pairs.（2）Feedback.3.Do the exercises on the English book(1)Listen and tick.(2)Fill in the blanks: 1.John is going to ____ _____ ____ tomorrow afternoon.2.This evening the boy is going to ______ ______ ______ _______.3.The boy is ______ ______ ______ ______.4.The woman is going to ____ _____ ____.Step Three: Story Time 1.Watch the video and answer the questions: What is Zoom going to do tomorrow? Where are they going to learn? 2.Watch it again and learn some new words(1)disturb me
(2)be afraid of
(3)learn by doing 3.Watch the video and read along 合口读 4.Perform the story.5.What have your learned from the story? A.Go to the swimming pool.B.Learning by doing C.What are you going to do tomorrow? Step Four: Assessment 1.Review Unit 3, and prepare the unit test.2.Prepare to have the oral test.板书设计：Unit 3 What would you like?
What are you going to do?
When are you going?
Where are you going?
I/ We/ He/She/you/They be going to…
作业设计：
教学反思：
六年级上册英语课件【篇5】
今天老师给大家带来了一种美丽的鸟，看图片，这是红嘴鸥。它从五十多张城市候选名片中脱颖而出，当选为了昆明的城市名片。昆明人为什么就如此钟爱红嘴鸥呢？原来红嘴鸥来自遥远的西伯利亚，每年冬天的时候它们就会成群结队地飞往昆明的翠湖，与那里的人们来一场美丽的约会，昆明人足不出户可以享受与海鸥亲近的乐趣。而昆明市也由此成为了我们国家唯一一座红嘴鸥栖息的城市。红嘴鸥应该说就是昆明人的骄傲，其实红嘴鸥的到来和一位老人还有很大的关系，今天我们就来学习《9老人与海鸥》
1、教师课件出示老人与海鸥的塑像，你们看，这是坐落在昆明翠湖公园里老人的塑像，在你的心目中塑像的主人公应该是什么样的人？
塑像里的老人和大家想的不一样，他只是一个普普通通的退休工人，像这样全体市民自发捐款给一个普通市民塑像在我们中国还是破天荒的头一回，那么这位特殊的老人和这群的特别的海鸥之间到底发生什么的故事呢？请大家打开课文，翻到41页，小声自由地快速通读全文。边读边想：课文讲了一个什么故事？学生回答。总结：老人十几年如一日喂养海鸥，与海鸥结下了深厚
教师提问：课文哪一个句子哪一个词点明了老人与海鸥的关系？
课件出示句子：十多年了，一到冬天，老人每天必来，和海鸥就像亲人一样。
2理解老人喂海鸥，感悟老人对海鸥的深情。
请默读课文的1--12自然段，边读边想，从哪些地方可以感受到老人把海鸥当作了亲人，关心照顾？勾画出相关的语句，并在感受最深的地方作批注。
（1）朋友告诉我，这位老人每天步行二十余里，从城郊赶到翠湖，只是为了给海鸥送餐，跟海鸥相伴。
理解20余里。1里等于500米，孩子们算算20余里是多少米？（10000米）而老人用什么交通工具？（步行）是呀，这位老人住在郊区，为了看心爱的海鸥，每天天刚亮，就开始从家出发，整整走了一个上午直到十二点半才赶到翠湖。创设情境。
晨曦微露，老人就早早起床冬天的早晨，凛冽的寒风让人不敢出门的时候老人每天步行二十余里，从城郊赶到
十多年了，无论刮风还是下雨，老人每天都坚持步行二十余里给海鸥送餐，这怎能不让我们感动呢？读句子：十多年了，一到冬天，老人每天必来，和海鸥就像亲人一样。
（2）这是一位怎样的老人？他的背已经驼了，穿一身褪色的过时布衣，背一个褪色的蓝布包，
连装鸟食的大塑料袋也用得褪了色。
孩子们，这段话中你又发现了什么？三个褪色说明了什么？
学生自由回答，可以看出老人生活节俭，舍不得买新衣服、新包和喂鸟食的工具。
（背景音乐）教师介绍：这位老人是昆明化工厂的一位退休工人，每个月只有308块钱收入，老人平时最大的开销就是两毛钱一包的金沙江烟，出门绝不坐公交汽车，因为他舍不得花那5角钱车费，为了节省钱，一碗干饭，一个馒头，一碟咸菜就是他一天的伙食，身体不舒服了也绝不会去医院看病，能挺就挺过去实在不行也只是买一些草药煎着喝，但是这位老人却舍得每天买四块五毛钱一斤的饼干给海鸥吃。老人去世了，人们发现他家里最值钱东西竟然只是6个鸡蛋，而这6个鸡蛋也只是他给海鸥做饼干的配料。
孩子们，老师相信故事的每一个数字一定深深打动了你，想说点什么吗？
教师总结：这就是老人对海鸥无私的爱，这就是老人对海鸥亲人般的关爱。它打动了海鸥，也一定打动了你，让我们带着这份感动再一起读读文章的第2自然段。
（3）还有哪些句子让你感受到老人对海鸥亲人般的关爱呢？出示句子：老人把饼干丁很小心地放在湖边的围栏上，退开一步，撮起嘴向鸥群呼唤。立刻便有一群海鸥应声而来，几下就扫得干干净净。老人顺着栏杆边走边放，海鸥依他的节奏起起落落，排成一片翻飞的白
色，飞成一篇有声有色的乐谱。
从句子中找找老人喂海鸥的动词，你体会到了什么？放 退开 撮起 呼唤 走 放
体会到老人喂海鸥很细心，就像对待自己的儿女。
（4）老人呼唤海鸥，你们知道怎么呼唤的吗？找句子。在海鸥的叫声里，老人抑扬顿挫地唱着什么。侧耳细听原来是亲昵得变了调的地方话--“独脚”“灰头”“红嘴”“老沙”“公主”……
理解“亲昵”，说说平时谁才会亲昵地对你说话？教师模仿老人的呼唤，创设情境，在老人的呼唤里，老沙来了，独脚来了，公主也来了。老人会对他们亲昵地说些什么呢？
独脚受过伤，平时它最受老人的照顾，此刻老人亲昵地对独脚说。。。。。。
公主是名副其实的娇滴滴的公主，爱挑食，此刻老人会亲昵地对公主说。。。。。。
老沙是鸥群里的老大哥，脚上系着环，平时它总是让着弟弟妹妹，此刻老人亲昵地对老沙说。。。。。
教师：孩子们，你们真聪明，通过文字想象画面，领悟其中的真情，老人的声声呼唤，全是为了海鸥，你们说，这怎能不使海鸥们感动呢？于是就有了这样一幅如诗般的美丽画面。课件出示句子：老人 顺着栏杆 边走边放，海鸥 依他的节奏 起起落落，排成 一片翻飞的白色，飞成 一篇有声有色的乐谱。
学生练习朗读，教师示范读。读出诗的的意境美。
教师：然而这美丽动人的画面不就将要消失了（音乐起）十多年了，每日必来的老人，竟然有两天没来，原来老人病了。儿女是老人的心头肉啊，在家里躺了两天后，老人就再也躺不住了。也许他知道自己将不久离开人世。他特意换上唯一的一身新衣服，拖着沉重的步子，走走停停，步行20余里，最后一次去看他心爱的海鸥，与他们做最后的道别。几天后，老人去世了，我们把老人的照片放大，想把老人去世的消息告知人，也告知鸥。就在这时，意想不到的事情发生了，一起读（学生读）
师生合作读13-16自然段。教师引，意想不到的事情又发生了，学生读。。。。。。
更意想不到的事情发生了，学生读。。。。。。。
最意想不到的事情发生了，学生读。。。。。。
教师：海鸥不会说话，可是老师分明听到了他们如泣如诉的话语，原来他们把自己的语言都化作了一个个动作，孩子们找找海鸥的特殊语言。
白色的漩涡中，老沙来了，独脚来了，公主也来了，你们翻飞盘旋是为了什么？你们肃立不动是为了什么？你们都扑过来这是为了什么呀？点名学生说。
当海鸥生病的时候，老人怎么样？当海鸥饿的时候，老人会怎么样？
练习写话：想象你就是鸥群中一员，此刻你想对老人说些什么？
（配乐）因为老人给予了海鸥无私的爱，所以海鸥才会深深地眷恋老人，也深深地感动了昆明的百姓们，1月18日，“海鸥老人”的塑像在翠湖公园揭开了面纱，一位慈祥的老人坐在水边，面带微笑，深情地望着天空，红嘴鸥在他身边飞舞、环绕┄┄让我们牢牢地记住这位喂鸥的------老人，记住这样一群懂得报恩的------海鸥，记住老人与海鸥相依相随、和谐相处的感人画面吧！下课！
[老人与海鸥 教学设计(人教版六年级上册)]
六年级上册英语课件【篇6】
一、教学目标
(一)知识目标
1.学生能听懂会读本课课文。
2.使学生通过练习复习句子：What time is it? It’s ____.复习所学过的时间表达法。
(二)能力目标
1.学生能够模仿课文对话，能练习相互问候的日常用语。
2.培养以旧带新掌握一定的语言技巧的能力，练习该如何表达时间。
(三)情感目标
以情感培养人，培养学生珍惜时间的好习惯。
二、教学重点
掌握what time is it ? It’s_
三、教学难点
学生能够准确的用英语表达时间。
四、教学用具
录音机，磁带
五、教学资源
2 : 10 two ten or ewo past ten.
4 : 30 four thirty or half past four.
9 : 00 nine o’clock or nine.
5 : 45 five forty-five or a quarter to six.
六、教学过程：
Step 1 : Review
1) Play a game: “ The number game” to review number , play with numbers up to ten thousand .
2) Review some phrases :
What day is it ? What time is it ?
Step 2 : Presentation and practice
1.引出新课题，教授新单词airport，教读数遍并让学生明白单词的意思。
2.Ask and answer:
1).Who is this?
JennyDannyLi Ming.
2).Where does Jenny live? Canada.
Where does Li Ming live? China.
3)How long is it from September 1 to June 25?
Ss count the months:
October November December
January February…June.
Wow!That’sten months.
3.Teaching “ What time is it ? ”
1) 指着自己的手腕处，T: What time is it ? (强调连读is it)
S:“It’s ______”Explain that we use “o’clock” only on the hour.
2) Demonstrate :
T draws a clock on the blackboard.More the hands on the clock as T asks and answer the question . Then get volunteers to answer the question .
Eg:
2:40two forty
5:10five ten
9:00nine o’clock
6:37six thirty seven
3.Practice :
1) Practice in pairs .
2)Ask the volunteers to more the hands on the clock as they ask and answer the question .
4.Teaching “ the text ”
1)When the students listen to the tape , think over the question :
a.Why does LiMing come to Canada (He wants to learn English)
b.When does Li Ming arrive ?
c.What time did Li Ming’s plane arrive ?
d.Who meets him at the airport ?
e.Did he have a good trip ?
2)Read the dialogue and discuss the questions in groups .
3)Ask the students to answer the questions .
4)Read by themselves , then read role-play .
Step 3.Homework
Make up a dialogue about meeting someone at the airport . Use“ What time is it ? It’s .”
七、 Blackboard
Lesson 1 At the Airport
5 o’clock ——What time is it?
6 o’clock ——It’s5:25.
六年级上册英语课件【篇7】
一、教学目标与要求
1.能够听、说、认读以下短语：Stopataredlight.Waitatayellowlight.Goatagreenlight.能够听、说、读、写短语和单词：stop，wait，trafficlights，trafficrules。
2.能够了解基本的交通规则，即红灯、黄灯、绿灯的功能;并能听懂英语指令做出相应的动作。
二、教学重、难点分析
1.本课时的教学重点是掌握四会短语和单词：stop，wait，trafficlights，trafficrules。
2.本课时的教学难点是书写短语trafficlight，trafficrule和理解动词stop，wait的含义。
三、课前准备
1.教师准备兔子舞的音乐和录音机、本课时的录音带及教学挂图。
2.教师自制教具模拟红绿灯：即在一块板上挂红黄绿三张圆形纸卡。
3.学生准备本课时的单词卡片。
四、教学步骤和建议
1.热身(Warm-up)
“兔子舞”游戏
教师放兔子舞的音乐，全班学生排成长队，后面学生把手搭在前面学生的肩膀上，随着音乐的指令“Left-Right-Go-Turnaround-Go，g。，go”，队伍开始向前慢慢移动，教师最好也参与游戏。
2.预习(Preview)
(1)师生一起吟唱Let'schant的歌谣。
(2)教师从歌谣中引出问题：“Howd。yougotoschool?”请学生根据实际情况回答，复习A部分主要句型。
3.新课呈现(Presentation)
(1)教师指着教室里的.日光灯说：IlikethelightsbecauseIcanseethingsclearlyatnight.Canweseelightsindifferentcoloursinourcity?Yes!Neonlight，trafficlights.?
(2)教师边画简笔画，边说：“Wehavered，yellow，andgreenligh，trafficlights.，教师板书trafficfights，然后问学生：“Whatdotheymean，doyouknow?，，学生可能会用汉语回答，教师点头表示肯定，再请学生回答：“Whendowestop/wait/go?’’引导学生回答：Westopataredlight...-
(3)教师出示自制红绿灯，请一名学生随意指向不同的颜色，教师示范动作，比如：看见绿灯，教师一边向前走一边说：“Itisagreenlight.Icango.Go-go。go!，，看见黄灯，停住不动但摆动双臂示意要走：“Itisayellowlight.Imustwait.Wait-wait-wait!Icangoinamoment.”看见红灯，提问学生：“Thelightisred。CallIgo?No，no，no!It'sdangerous!Imuststop.Stop-stop-stop!”
(4)教师板书stop，wait，go在相应的交通灯旁。为了帮助学生区别stop与wait，可以适当使用汉语解释词义。
(5)Let'splay
教师请出若干名学生，根据指令做相应的动作，连续做错两次动作的学生将被淘汰，如：教师说redlight，学生停着不动，教师说yellowlight，学生做好走的准备，教师说greenlight，学生往前走。然后换一组学生再做这个游戏，由其中一名学生来发指令。也可让全班学生分成六人一组分别进行小组活动。最后教师小结："Stopataredfight.Waitatayellowlight-GoatagreenlightRedlight.yellowfight，greenlight.Thesearetrafficlights.”教师再指着以上三句话总结说：Thesearetrafficrules.
(6)教师继续提问：“Whatdoesthe‘trafficrule’mean?”板书并解释trafficrule，鼓励学生说出Let'slearn部分的三个句子。然后教师说.Yes.Thesearetraffic.rules.Youmustrememberthetrafficrules.”通过手势帮助学习理解remember的意思。
(7)教师放Let'slearn部分的录音，学生跟读。
(8)教师引导学生以竞赛的形式书写四会单词和短语。可先引导学生利用学生卡片背面的灰体词进行单词描红，学生边描边拼读单词。
4.巩固和延伸(Consolidationandextension)
(1)师生讨论不同的出行方式及其应当遵循的交通规则。下列问题可供参考：
Howdoyougotoschool?
IgotoschoolOnfoot.Canyoutellmeanytrafficrules?Youmustwatchthetraffic1ights.
Igotoschoolbybus.Canyoutellmeanytrafficrules?
Don'truninthebus.
Don'tstickyourheadOrarmsoutOfthewindow.
Igotoschoolbybike.Canyoutellmeanytrafficrules?Don'tgotoofast.
Nevergointothesideways.
(2)学生做BLet'slearn部分活动手册配套练习。
(3)学生背诵并抄写四会词语。
(4)学生画一张从家到学校(或从学校到家)的简单路线图，准备下一他同学进行交流。
六年级上册英语课件【篇8】
PEP六年级英语上册教学设计
Unit 1教学设计 第一课时
一、教学目标：
1．能够听、说、读、写短语：on foot，by bike，by bus，by train。2．能够听、说、认读短语：by plane，by ship，by subway。
3．能用句子“How do you go to school? How do you go to Canada／…?”来替换有关询问别人的出行方式；并能够用句子“I go by…”进行回答。4． 能够听懂、会吟唱Let's chant的歌谣。
二、教学重难点：
本课时的教学重点和难点是掌握四会短语和A Let's learn部分中运用某种交通工具去某地的表达法，并能替换关键词进行问答。
三、教学媒体：
1．教师准备录音机和本课时的录音带。
2．书上几种交通工具的图片及以前学过的几种交通工具的图片:car, boat ,jeep, motorbike,还有脚的图片.四、教学过程： 1．热身(Warm-up)师生自由问答: T:Hello,nice to meet you!Ss: Nice to meet you!T:What's the weather like today? Ss: It's sunny!T:Can you spell “sunny”? Ss: Yes, S-U-N-N-Y ,sunny.T:Good!What's this in English? Ss: A book.T:Yes,It's my book.T:Show me your fingers ,please.Touch your nose, touch your face, touch your head...touch your foot.T:Good!Can you spell “foot”? Ss: Yes ,F-O-O-T, foot.T:Good.This is a big foot.(出示脚的图片)Now, say after me.T:This is my foot.I have a big foot.Do you have a big foot? I can draw a foot.．．． T:Look,one foot ,two......Ss: Two feet.T:Good,two feet.I have two feet.How many feet do you have? How many feet can you see? These are my feet.My feet are big.T:Look!I can draw a picture.2.引入新课:(1)教师在黑板上画一座房子,说:This is my home..再画一所四层的大楼,为我们小学，（它们之间很近）教师画一条路，再画一个闹钟，说：＂look，what time is it？”学生看后说；“It„s nine o‟clock.“"Good, it's time to go to school!My home is near ,I go to school on foot.”教师边说 边做背书包上学的动作,同时脚踏地慢慢往前走,让学生感受句型,教师多说几遍,把句型书写在黑板上,划出词组,让学生跟读,自己体会,让学生根据自己的实际情况来说自己是走路上学,体会on的意思.(2)教师再画一座房子,离学校很远,说:“Now, this is my home ,my home is here.It' s far from my school.I go to school by bike.(教师边说边做骑车的动作)”把此句型写在黑板上,教读,学生体会,并介绍自己是骑车来上学.(3)教师出示自行车的卡片,同时拿出别的交通工具的卡片,放在句型中bike 的上面,进行替换,学生说完整的句子,I go to school by ship.I go to school by bus.I go to school by plane.(4)出示train的图片,问:"What's this in English ?Oh ,it's a train.train.教师带领学生组词造句,巩固此单词.S1:This is a train.S2:I have a train.S3:There is a train.S4:I can see a train.S5:The train is on the desk.S6:How many trains can you see? S7:How many trains do you have? S8:I go to school by train.S9:I like train.S10:Where is my train.(5)以同样的方法教单词subway.(6)教师再带读一遍,把一本书卷成一个话筒,做采访人的样子,问一个程度较好的学生,教师可以帮助学生回答, T:Excuse me, How do you go to school? T and S: I go to school on foot.教师多问几位同学,让学生感受问句.教师书写问句,带领学生读,师生交换读,(多种方式读)(7)学生进行操练,先同桌互练,再在全班表演.(8)教师出示几个国家的国旗(图片)问学生: T:Look,is this Japan? Ss: No ,it's Canada.T:Good,how do you go to Canada? Ss:(教师拿飞机的卡片)I go to Canada by plane.(9)学生反复造句,自由问答.(10)让学生采访老师 S:How do you go to school? T:I go to school on foot.S:How do you go to Canada? T:I go by plane.教师书写此句在黑板上,讲解省略的部分.学生补充完整省略的部分.(11)学生练习.(12)听磁带,跟读,感受语音语调.3.课后作业:(1)听磁带,大声朗读,家长签字.(2)抄写黑体词两行.(3)做活动手册第一页.4.板书设计 Unit 1 Lesson 1 How do you go to school? I go to school on foot.图画 I go to school by bike.I go by plane
六年级上册英语课件【篇9】
外研版新标准小学六年级上英语教学计划
赵俊彩
一、教材分析
本期学生学习的教材为《新标准英语》第7册，全书共10个模块，每个模块有两个单元，每一个模块采取的是故事的形象呈现新知。故事内容生动活泼，贴近学生生活，极具趣味性，有利于激发和保持学生的学习兴趣，符合学生活泼好动、爱表演、喜欢活动和游戏等特点，能使学生在愉快的氛围中参与学习。另外，该教材语音、词汇、句型与对话联系紧密，便于学生及时巩固运用。课本主要培养学生的口语能力，通过听、说、读、写的全面训练，使学生对英语获得感性认识，为进一步学习打下坚实的基础。
二、学情分析
学生学习了三年的英语，对英语已获得一定基础的感性认知,积累了不少常用单词和句型，学习积极性较高，兴趣浓厚。但是由于他们的年纪小，所以在英语词汇、句型的掌握上将不可避免的出现一些问题。另外，还有部分学生认读能力不够强，在记忆四会单词方面有一定的困难。因此，在学习第七册教材时，要根据课程改革的精神，在教给学生知识的同时叫给他们自主学习的方法和技能，注重培养学生对英语的综合运用能力，教学不求快，但求扎实，使全体学生共同进步，以避免学生对英语学习的兴趣和水平产生两极分化的现象。
三、教学目标
1．逐渐形成学习英语的兴趣和爱好，形成在真实环境中使用英语进 1 行活动的积极性。
2．能运用英语在日常生活和课堂情景中与老师和同学进行初步交际，如问候他人，家庭和朋友的简单消息。
3．能参加运用英语组织和开展的日常课堂教学和生活游戏，及其它课内外活动。
4．能听懂简单的指令并作出适当的反应，能读懂简单的配图小故事，进行口头描述，唱一些英语歌曲，背一些小诗和歌谣。
5．养成良好的学习英语的基本方法；形成英语学习的自觉性，和通过英语学习，获得更多知识的求知欲。
6．养成良好的文明行为习惯，掌握基本的英语交际礼貌策略，全面提高综合素质。
7．乐于了解英语国家儿童的兴趣爱好，以及外国人的一般风俗习惯。
四、教学重难点
四能读会说每模块的会话，并运用重点句型交流。能读写四会单词，并完成简单的看图写话。
1．语音、语调的训练和语感的形成。2.独立完成活动手册中所有练习。3.用所学的日常用语进行对话。4.表演教材中的故事和对话。
5.能在家长的帮助下读懂比较简单的英语读物。6.能用英语写出简单句子。7.能写出简单的英语小作文。
五、提高教学质量的措施
1、以活动为课堂教学的主要形式，设计丰富多彩的教学活动，让学生在乐中学、学中用，从而保证学生英语学习的可持续性发展。2．创造良好的学习气氛。在课堂上尽量的使用英语，适当使用汉语。3．合理确定教学要求。不要求学生自由地说出课文所有内容，甚至不要求能自由地朗读课文。4．多表扬多鼓励。
5．利用录音带、多媒体教学课件、挂图等。
6、通过听、说、读、写、唱、，进行大量的语言操练和练习。
7、培养学生拼读音标的能力，确保学生自主学习的质量。
8、设计全面、高效的课外作业，做到整洁、规范、正确地书写。
六、教学进度安排
第一周－第三周： Module 1-Module 2
第四周：国庆节假期
第五周—第六周：Module 3-Module 4 第七周----第八周： Module5-Module6
第九周－第十周：Review Module 1-Module 6 期中复习阶段 第十一周 ： Mid-exam of Module 1-Module 6 迎接期中考试 第十二周—第十三周：Module 7-Module 8 每十四周—第十五周：Module 9-Module 10 第十六周—第十七周：Review Module 7-Module 10
第十八周—第十九周：Review Module 1-Module 10复习迎接期末考试
六年级上册英语课件【篇10】
Pep小学英语六年级上册第五单元说课稿
B Let’s learn Write and discuss 【说教材】 1.教材内容
本课时的教材内容是有关职业的四个单词fisherman，scientist，pilot，coach。和关于工作场所的单词gym，university等。以及询问别人职业的句型Where does he/she work? He/She works ….2.教材的地位
本课时教材是对前几册教材所学有关职业名称词汇的一个扩充和所学句型的拓展。
使学生的词汇量在原来的基础上有一个提高，同时使他们掌握了多种询问职业的问答方式。【说教学目标】
根据教材的内容和要求,我确定了以下教学目标以及教学重难点：
1、知识目标：能够听、说、读、写六个新授单词fisherman，scientist，pilot，coach,gym,university。能听、说、认读句型Where does he/she work? He/She works ….2、能力目标：学会使用句型Where does he/she work? He/She works ….来询问和回答他人职业的职业以及工作场所。
3、情感目标：知道各种职业的特点，并能够了解其劳动的艰辛，尊重各行各业的劳动成果。
4、教学重难点：本课时的教学重点是使学生能够掌握6个四会单词和两个句型。教学难点是正【说教法】 确使用表示地点的短语。1.教法设计
小学英语教学应该把培养学生的学习兴趣、调动学生学习英语的主动性作为教学重点,根据学生的认知规律,我采用了游戏教学法和任务型教学法，让学生通过思考、猜谜、调查、交流和合作等方式学习和使用英语,完成学习任务。2． 学法指导
在学习过程中,从学生的学习兴趣、生活经验和认知水平出发,倡导体验、实践、参与和交流的学习方式,培养学生的英语综合语言运用能力,主动思维,大胆实践,形成自主学习的能力.3.教学手段
根据本课教材的特点,我除了采用常规的教学手段外,同时采用了多媒体现代教学技术,使学生的多种感官共同参与到整个学习过程中,激发学生的学习兴趣,提高课堂教学效率。【说设计】 1.导入设计(1)Guessing game
在热身时用玩职业字谜的方式让学生更快地进入学习状态。同时也起到复习巩固的作用。
(2)利用多媒体课件出示人物职业图片.通过出示更多关于职业的图片，让学生进一步巩固学过的职业单词。
(3)通过对学生的分组，让学生更积极的参与到这堂课中。2.新课呈现
（1）本课四个新授词汇我都用图片导入。其中飞行员与教练将我国著名的飞行员刘洋和乒乓球教练孔令辉引入课中。这样不仅能调动学生的多种感官共同参与到整个学习过程中,激发学生的学习兴趣,还大大地提高了课堂教学效率。同时使学生们在多关注生活，关注名人，激发他们成为这样优秀的人。（2）单词操练时我采用了英译汉以及汉译英和听场景猜职业这两种方法，在进一步巩固这四个新单词之外，不仅集中了学生的注意力，还锻炼了学生们反应能力。
（3）Write and discuss进一步巩固本课重点单词与句型的学习。
（4）Group work:通过学生们对其他职业以及工作地点的讨论，让学生们进一步巩固并且深化本课的学习。并且使学生们了解各行各业劳动的艰辛，尊重他们的劳动成果 3．家庭作业
六年级上册英语课件【篇11】
1.能够理解并会朗读Let’s 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。
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。
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。
(1)播放Let’s chant，师生一齐吟唱。
(2)教师出示Let’s 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”。
(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。
Nose hurt have the flu take some medicine and drink hot water
(4)Let’s 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。
(5)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。
活动目的：巩固新词组，并导入句型“What’s the matter…? / Do you have a ….”
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“What’s 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。
(7)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: What’s your name? S: My name is …
D: What’s the matter? S: I feel sick.
D: Do you have a headache? S: Yes.
D: Do you have a fever? S: I don’t know. I feel very cold.
D: Do you have a sore throat? S: Yes.
D: Come to me and say “Aha” S: Aha…
D: You have a cold. S: Oh. What should I do then?
D: I’ll give you some medicine. Drink some water and stay at home for three days.
处方：
Symptom(症状): Have a headache，Sore throat，Nose hurt
Advice (建议)：take some medicine and drink hot water stay in bed
(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。
五、板书设计：
Unit 2 What’s the matter, Mike?
六年级上册英语课件【篇12】
一. Teaching aims and demands:
Sentence:Can I have some ice-cream? Sure.
1.教育学生学会与别人一起分享的意识，培养学生礼貌待人的品质。
2. 培养学生学习英语的热情。
二.Teaching important points and difficult points:
Sentence:Can I have some ice-cream? Sure.
三、Teachingmethods:
1. Situational Teaching Method.
2. Communication Teaching Method
四.Teaching aids:
1．准备本课的录音磁带，教学挂图和幻灯片。
2．准备巧克力和果冻的实物或图片。
3．自制不同种类和形状的蛋糕图片。
4．准备用纸剪出的心形、星形等。
五.Teaching Steps:
Teacher展示图片，使用单词的图片进行复习，用看图片抢答的形式。
1）T showthe shape cards, ask: What's this? Can you say it in Chinese?
After Ss answer, T asks: Can you say it inEnglish?
S1: Sorry, I don’t know.
2）Reading.
Paste these cards and words on blackboard. Ask Ssto follow.
3）Lookand say: Lisa is going to have a birthday party．Her aunt and uncle are going shopping with her．They want to buy a birthday cake for Lisa．Do you know what kind of cake Lisa likes?
4）Listenand answer.
Ss: Lisa chooses a star-shaped cake or a heart-shaped cake．
T: Yes, clever boy. (OR: Clever girl.)
5）Theyalso get some other things．Whatare they? Can you tell me?
让学生再听一边录音，特别是I'llget some jelly for you．这一句。
T: They also get some jelly．What is jelly? Do you know? 接着展示jelly的.教学卡片，让学生理解这个词的意思。
6）Listenand repeat.
7）Acting.Ss role-playing read texts
Ask Ss to engage in dialogue performancesCompetition. (优胜组奖励贴纸)
2）Dialogues.
Ask Ss to take out home-made cake pictures, markedwith a price tag, simulated cake shop’s scene, shopping activities.
Finish the activity book about the lesson.
5. Additionalactivities/Homework (2′)
1）把数学课上学过的各种形状统计一下，然后把它们全部用英语表达出来，可以通过各种途径获取帮助。
2）Do asurvey：组织学生以小组为单位开展Whatkind of cake would you like? What shape would you like? 的调查，填写调查表：
What kind of cake would you like?
What shape would you like?
八.Blackboarddesign:
Can I have some ice cream?
Sure.
六年级上册英语课件【篇13】
教学目标
1. 能够听、说、认读Let’s read 部分的短文。
2. 能够听懂和读懂Story time部分的对话，并能够给老师讲解出来。
3. 能够了解音标的音和形，并能进行区分。
4. 能够仿照Let’s read 部分的植物日记自己写日记。
教学重难点
重点 ： 掌握Let’s read部分的内容和音标，理解Story time部分的内容。
难点 ： 帮助学生参照Let’s read部分自己写植物日记。
教学过程
Step 1：Warm up
1. Greeting.
2. 活动：春夏秋冬 教学预设：植物的生长离不开季节的变换。要让学生更直观的了解植物的生长顺序，所以我以季节的美丽图片开始，激发学生学习的兴趣。 老师向学生展示春夏秋冬司机的美丽风景图，春天的生意盎然，夏天的阳光明媚，秋天的金风送爽，冬天的银装素裹，并说：Winter is my favourite season. Which is your favourite season？ 老师分别拿出几幅图出来让学生判断分别是哪个季节？
老师总结：In winter， people put the seeds in the soil. In spring， the seeds sprout. In summer， they become big plants. And in fall， the have fruits. 设计意图：用春夏秋冬的变幻帮助学生领会植物一年的生长过程，并为下面总结植物的种植顺序和生长顺序做铺垫。
Step 2：New concepts
1. 活动一：小组活动 教学预设：让学生回答How do you plant a tree？这一问题，有点难度，教师应该首先进行示范。
Let's play.
（1） 老师拿出四张图片，分别印有种子、浇水、发芽、和大树，并依次让学 生描述。用“It is a seed…..”
（2） 老师让学生分组做书上xx页的练习：由4到5人一组进行问答，学生依 次描述Let’s play 部分的图，然后将其总结，如：How do you plant a tree？ 设计意图：采用小组协作的方式共同完成Let’s play部分增强学生的团体合作精神，能更进一步了解植物的有关步骤。
2. 活动二：植树日记 Let’s read 教学预设：学生首次学习植物日记的写作，教师应该带领学生一段一段地学习Let’s read部分，详细讲解日记的格式。
（1） 老师播放幻灯片，展示植树日记。
（2） 老师提出问题让学生回答： On April 15， what does she do？ What happened to the seed on April 21？ What does Liu Yun see on April 29？ Why does she water it everyday？ What happened after one month？
3. 活动三：发音练习 教学预设：教师应该培养学生自己总结发音的能力，当学生碰到新音标不会读的时候，老师就教授新的音标。
（1）老师挂出国际音标图，开始复习以前学过的国际音标，让学生依次读出以前学过的音标。
（2）老师引导学生运用刚学的音标读出语音部分的单词，并让学生体会这些单词发音的不同，指导学生完成连线题。
设计意图：用学过的就音标引出学习，以旧引新，并完善学生的国际音标图，将其作为一个整体来学习和记忆。
Step3： Consolidation and extension Story time
教学预设：故事很有趣味性，但如果只让学生听和理解，那么激不起学生的兴趣，不妨让学生分角色演一演。
（1） 老师带领学生听录音，一起读故事的内容，并适当提问让学生回答，如： What does Zip want to do？
（2） 等学生掌握了短文的大意之后，让学生和老师交换彼此的角色，让学生 当老师，给老师讲解这个小故事的内容，老师最后总结。
Let’s chant.
Seed，seed，we should have the seeds.
Soil，soil， put the seeds into the soil.
Water them， water them，
You can see a sprout，
Water them， water them，
In several days， you can see a plant.
设计意图：让学生当老师来教授，一方面训练学生的口头表达能力和应用能力，另一方面让学生体会当教师工作的辛苦，增进师生的情谊。
Step 4： Homework
1. 按照音标写出下列单词，并翻译出来。
2. 你们小组的植物长的怎么样了？写一篇关于植物的日记。
板书设计： do you plant a tree？
First， dig the soil. Then put the plant in the soil. Water it. Wait for it to grow. 2. [ts] [dz] [tr ] [dr] [α：] shorts towards trough draw [α] pots odds tropic drop.
