小学六年级英语上册unit5英语课件

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目录
第1篇：小学六年级英语上册unit5英语课件第2篇：七年级英语unit5课件第3篇：九年级英语unit5课件第4篇：六年级上册英语课件第5篇：新版六年级英语上册课件第6篇：六年级英语上册课件第7篇：六年级英语上册课件第8篇：人教版六年级上册英语unit5复习资料第9篇：人教版六年级上册英语unit5复习提纲第10篇：人教版六年级上册英语unit5复习提纲第11篇：小学六年级英语上册unit3课件第12篇：必修三英语unit5课件第13篇：必修三unit5英语课件第14篇：仁爱七年级unit5英语课件第15篇：八年级上英语unit5课件

篇1：小学六年级英语上册unit5英语课件

小学六年级英语上册unit5英语课件

一、教学要求

1、四会单词和词组：holiday、last 、early、meet、before、did、taste、pull up、milk 、cook及其中动词的过去式。

2、句型What ( else) did you do….? We / I ….

3、三会单词和词组: farm 、carrot、fun 、camp、National Day

film、cow、pick、wonderful 、volleyball、mountain

4、三会日常交际用语: Did you like the film?

It was a funny cartoon.

We all like it very much.

Were there any fruit trees on the farm?

There were apple trees, orange trees and pear trees.

5、能听读、辨认字母组合igh在单词中的读音

6、会诵读歌谣 Last week

二、单元教材分析

1、本单元主要围绕谈论“过去所做的事情”这个话题展开各项活动。对小学生来说，这一课他们将面临以下难点:

a 正确掌握动词过去式的三种读音;

b正确理解一般过去时的意义;

c 较熟练的运用本单元所学内容。

在教学的呈现环节中，教师要特别注意身边资源的利用，选择真实、自然的情景，得体、流畅的语言帮助学生理解。在操练和运用环节，教师应结合学生的生活实际，创设各种较为真实并生动活泼的情境，培养学生用英语做事情和用英语进行交流的能力。

Unit 5(第1课时)

一、教学内容

B Look read and learn /C Ask and answer / F Do a survey

二、教学目标

1、能听懂、会说、会读、会拼写单词、词组 last 、did、taste、pull up、milk 、cook、及其中动词的过去式。

2、能听懂、会说、会读单词volleyball、farm、cow、carrot、pick

3、正确理解一般过去时的意义，掌握一般过去时的结构，能正确读出规则动词过去式的读音。

4、掌握句型What ( else) did you do ….?和日常交际用语Did you ……?

三、教学重点

1、能听懂、会说、会读、会拼写单词、词组 last 、did、taste、pull up、milk 、cook、及其中动词的过去式。

2、正确理解一般过去时的意义，掌握一般过去时的结构，能正确读出规则动词过去式的读音。

3、掌握句型What ( else) did you do ….?和日常交际用语Did you ……?

四、教学难点

1、规则动词过去式的读音。

2、正确地理解过去时，并学会用过去时描述过去发生的事。

五、教学准备

1、教具准备

1)B部分农场活动的图片及词组。

2)桔子和胡萝卜的实物。

3) 本课时的多媒体课件。

4) 调查表和学生的大头贴

5)板书：写好课题、日期和句型 What do you usually do on Sundays?

What else do you do?

六、教学过程

Step 1 Free talk and revision

1 What date is/was it today/ yesterday/ last Sunday?

2 What do you usually do on Sundays? 事先板书好

What else do you do?

3 Let’s play a game, OK? Listen and act.

Touch your nose. (your mouth, ears, eyes, head)

OK, stop here. You did very well just now.

Step 2 Presentation and practice

1出示单词卡：did (do 的过去式) 快速领读

2 Do you like to drink milk and eat eggs ? 生答(略)

Me, too. And I like to collect eggs and milk cows.

学习词组：collect eggs 、milk cows

3 (出示桔子)Look, what ‘s this? It’s an orange.

4 (出示胡萝卜)And this is a carrot.(跟读)

Please taste them. (出示图片) taste.

Is it nice? 生答(略)

I like to eat carrots and oranges, and I like to pick oranges and pull up carrots.

(出示图片 pull up carrots, pick oranges, taste oranges and carrots ，cook nice food, water flowers)

5 Look and read(看看说说).

Listen, repeat and act(听听、边说边做动作).

6 Where can we do these things? In the city or on the farm? 生答 On the farm. (指课题，领读生词farm)

Step 3 Ask and answer

1Last Sunday my friends and I visited a farm.(课件呈现B部分图)What did we do on the farm? Let me tell you.

We milked cows， picked oranges, cooked nice food ,pulled up carrots , watered trees and flowers ,collected eggs and tasted oranges.

2 领读动词的过去式，要求发音准确

milked picked cooked

pulled up watered

collected tasted

3 Now you are these boys and girls , what did you do last Sunday? Can you tell me?

换板书What did you do last Sunday? What else did you do?

在学生讲的.过程中，发现问题及时纠正

4 Why do we use “ed” here? Let’s watch “knowledge window”.

在英语表达中，过去的“做”和现在的“做”以及平时的“做”都是不一样的。例如：

I watch TV every Sunday. 我每个星期天看电视(一般现在时/动词原形)

I am watching TV now. 我正在看电视。(现在时进行时/动词的进行式)

I watched TV yesterday. 我昨晚看电视的。(一般过去时/动词的过去式)

一般过去时是指过去曾经发生的动作或处于的状态，它可能只限于一次，也可能是过去经常发生的。一般来说，动词的过去式就是在动词的词尾加上-ed. 同学们，你们知道了吗?

5(课件显示C部分图)

Today is Thursday. Mike is telling Gao Shan about what he did last week. Look at Part C. Suppose you’re Gao Shan and Mike. Practice in pairs. (板书句型)

Step 4 Consolidation

1 Boys and girls, I want to do a survey. Can you help me? 生答略

What did you do last week/yesterday/ this morning …?

What else did you do?” 老师先做一次示范，接着四人一组完成调查任务。(调查表略)

2 Do you know farm is a good place for people to spend their holidays now. Would you like to go to a farm with me? Let’s visit “Ali Baba’s Farm” , OK? Try to follow. (学生边看边听边拍手)

七、作业设计

1 Read Part B and C

2 Copy the new words and phrases

3 Write part C

八、板书设计

Unit 5 On the farm ( B, C, F)

Nov.6th Wednesday

What did you do on Sunday? I /We……

What else did you do? I /We……

篇2：七年级英语unit5课件

Language Goal：

Talk about what people are doing.

Teaching Aims：

The present Progressive(结构式：Be+V-ing)

Key Points：

---Is he reading?

---Yes,he is./No,he isn't.

Difficult points：

现在进行时的用法和动词V-ing形式的构成，新目标七年级英语Unit5教案。

Teaching Methods：

由浅入深,设置场景、对话以及表演来教授新句型。

Teaching Aids：

教学图片、教学光盘、VCD机、录音机

Teaching Procedures：

Step1.Warming– up A.Duty report Teacher：How are you,boys and girls?

S s：Fine,thank you.

Teacher：OK,who's on duty today?

(the student who is on duty starts to make aduty report)

B.Ask and answer

(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.)

T：Usually,what time do you go to school?

S1：…

T：When does your father watch TV in the evening?

S2：…

T：Do you do your homework in the evening?

S3：…

T：When do you play soccer?

S4：…

T：what time do you usually eat dinner?

S5：…

(The teacher should encourage the students after questions.)

The teacher ask the students to read these five verbs for several times.

Step 2.Presentation A.Match the words and the activities.

Ask the students to turn to page 83,and look at the pictures in 1a.

Then,the teacher ask questions：

--What's he doing?(Picture 1)

--He's making atelephone call.

(Help the students answer the question with body language.)

Ask and answer just like that,and finish 1a.(Ss can guess the meaning of doing homework,watching TV,cleaning,eating dinner and reading.)

The Ss read these V-ing words after the teacher.

B.Play the video.

To make the Ss clear what they are learning in this class.Mr.Gong's words do give the teacher abig hand.

(Write down the title of Unit 14 I'm watching TV on the blackboard and ask the Ss to read it.)

C.Teach the Present Progressive.

1.Introduction Tell the Ss what the Present Progressive is.(现在进行时表示现在正在进行或发生的动作,它的表现形式为Be Verbs+V-ing--这也即为它的结构式.)

2.Tell the difference Write down the V-ing forms by another lines of go,watch,do,play and eat on the blackboard.Ask the Ss to have alook and find the difference between them.For example：go and going,watch and watching,do and doing,etc.Then,ask the Ss to read them again.

3.Listen to the tape.

Let the Ss get rea dy to listen to the tape(paper and ball-point pen).

Check the answer：2 41 4.Activities.

The teacher acts several actions and say：“What am Idoing?”,help Ss answer：“I'm opening the door.”

(The other actions：look at someone,clean the window)

Write down the three sentences on the blackboard,and ask the Ss to pay attention to the important words underlined：

n What am Idoing?

n I'm opening the door.

n What am Idoing?

I'm looking at him.

n What am Idoing?

n I'm cleaning the window.

5.Pairwork.

Ask and answer questions about what people are doing in the picture.

u What's he doing?

u He's reading.

The Ss can practice different sentences upon the verbs on the blackboard.

6.Guessing game.

The teacher prepare several pieces of paper and there are different actions on it.Ask apair of Ss to act it out.(Each pair of Ss choose two pieces of paper and act.)

(The Ss must like to do it,so the teacher can ask many pairs to do this game and,the Ss can be familiar with the Present Progressive step by step.They can have fun in the classroom during this class,it's the most important.)

7.Self-assessment.

The teacher prepare for the Ss some listening exercises,and play the cassette,let them finish these exercises at once.Then,check the answer.The Ss can understand whether they have learned about the Present Progressive.

8.Do the exercises.

The teacher have the Ss some exercises,and ask the Ss to do at once.

1--What's Li Lei doing?--He_.(read)

2--What's his mother doing?--She_.(write)

3--What are they doing?--They_.(play soccer)

4--What are David and Mary doing?

--They_.(have dinner)

5--What's Jenny doing?--She_.(run)

(In fact,the Ss don't have enough time to finish the exercises,so they can go on and finish these exercises after class.

Step 3.Homework 1.Finish the exercises in the class.

2.Make aconversation and act it out with your partner.

Step 4.The end T：You are very good today,boys and girls！And thank you for listening.Bye.

Unit 5I am watching tv.说课稿

(一)教材的地位及作用

本课是初一新教材第5单元的第一部分，教材内容围绕着描述人现在的活动展开，让学生学会谈论人人们正在干什么，教案《新目标七年级英语Unit5教案》。本课的教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生能通过交换对不同人物活动的描述，促进学生之间和师生之间的情感交流，增进情谊。

(二)教学目标

1、知识目标：

What are you doing?I am watching.

What is he doing?He is doing homework.

Is she reading?No,she is doing her homework.

2、能力目标：

(1)、能抓住人物的主要特征来描述人物的外貌，并根据描述画出人像。

(2)、能概括人物的外貌特征并根据人物特征推理出某一人物。

3、情感目标：

通过描述同学、教师或自己的偶像的外貌，表达自己的看法，使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的爱好，增进情谊。

(三)教学重点及难点

1、掌握并运用描述人物活动和地点的词汇：

watching,doing,eating cleaning,playing,reading,swimming,shopping,pool,school,mall,library 2、掌握并运用简单的英语交际句型：

What are you doing?I am watching.

What is he doing?He is doing homework.

Is she reading?No,she is doing her homework.

(四).教法设计

对本课我主要采取了如下几种教法：

1.听录音。

听音是英语学习的重要方法，也是课堂教学的重要步骤。在听中可以感知，可以模仿。

2.重点解释，个别操练。

在每一堂教学中，学生总会遇到一些难以理解的词、句型、短语、句子或某一语法现象。如本课出现的一般过去时的用法等都需要教师个别解释甚至创设语言情境进行操练和举例，以扫除自由交际过程中的“拦路虎”，为语言的进一步学习奠定基础。

3.指导学生展开情景对话。

在第一部分和第二部分的教学过程中，要想办法使人人开口，使人人都有成功感。通过对话逐步达到对教材内容的全部操练。第三部分问答游戏时，猜中的同学老师给予鼓励，激励更多的同学参与进来

4.学生独立操作。

首先要求学生根据师生示范独立对话，随后叫几组分别站起来表演。这是深化课堂教学的重要举措。

5.我在教学过程中设计了填表和动词填空的练习，以检查学生对本课的掌握情况。在整个教学活动中，我还采用了幻灯片，对顺利开展教学活动起到了很好的'辅助作用。

(五).学法指导：

我所采用的教法有助于学生掌握如下学法：

1.养成听的习惯。

学生要经常听录音，听教师讲英语，听同学们讲英语，这对学好英语大有好处。

2.科学储备大量知识。

学生不掌握丰富的知识就不可能进行很好的语言交流。所以学生必须了解语言规律，掌握丰富的词汇，熟知语法规则，会熟练表达由各个话题而展开的交际内容。要学会在实践中学，在应用中学，这样学来的知识记忆深刻、灵活度大。

3.及时巩固，反复记忆。

凡教师在课堂上所讲到的语言难点，学生应及时整理，再次认识并积极使用。对前面已学过的课文，学生要有安排地经常复习，否则常常是学了新的，忘了旧的。

4.积极操练，重在口头。

在课堂上，学生要积极参与教师设计的每个教学活动，要大胆开口，创造性地说自己想说的话。课后和其他同学及时进行英语交流。只有这样，才能将书本知识变成自己的知识和语言能力；也只有这样，才能实现脱口说英语的目的。

(六)教学设计

在上新课之前先复习动词的ing形式，和上节课的重点句型。通过对重点句型的变形导入新课。安排猜谜游戏帮助学生巩固新知之新知识。然后翻开课本学习2c，这样可以降低学生学习难度，有利于学生更好的掌握新知识。接下来再讲2a和2b，之后是3a和3b.讲解4时，难度再次加大，因为需要学生用自己的语言讲解图片。于是我利用教材所给的图片和问题进行引导，先让学生观察图片，在就图片回答问题。问题有答案之后，要求他们讲述图片，这个难度就大大降低了。最后我在就学生的讲述进行适当的引导和补充。下课前布置作业，结束课堂。在整个教学过

篇3：九年级英语unit5课件

九年级英语unit5课件

九年级英语unit5重点短语与句型归纳

Unit5 Topic1

China attracts millions of tourists from all over the worlh.

【重点短语】

1.It has been+时间段+since从句

It is+时间段+since从句

时间段+has passed+ since 从句

自从……以来已经多长时间了

2.know very little about 对……几乎不了解

3.places of interest 名胜古迹

4.all over the world 全世界

5.a great number of 许多，大量

6.the second longest 第二长

7.the birthplace of ……的发源地

8.fetch sb. sth.= fetch sth. for sb.

为某人取某物

9.in detail 详细的

10.millions of 数百万

11.be worth doing sth. 值得做某事

12.run through 流经

13.lie in 位于……之内

lie on 和……紧挨着，相邻

lie to 隔……相望，不相邻

14.a/the symbol of ……的象征

15.imperial power 帝王权利

16.play an important part/role

扮演重要的角色

17.stretch from…to…

从……延伸到……

18.join…together 把……连接在一起

19.wear away磨损，消耗

20.seperate…from… 把……与……分开

21.bring…into…把……带入，使达到

22.be regarded as 被看做……

23.the home of ……之乡

24.the largest number of 最多数量

25.along/together with… 和……一起

26.begin to do sth. 开始做某事

27.since then 自从那时起

28.be similar to 与……相似

29.the pronunciation of ……的发音

30.the same as 和……一样

31.be famous for 因为……而著名

【重点句型】

1.Chinais a great country with about 5000 years of history.

/Chinais a great country (which/that) has about 5000 years of history.

中国是一个有着五千年历史的国家。

2.It is a book with details aboutChina.

/It is a book (which/that) introducesChinain detail.

这是一本详细介绍中国的书。

3.And some of them are very famous, such as Mount Tai, Mount Huang, Mount Song and Mount Emei.

并且他们中一些非常著名，例如泰山，黄山，嵩山和峨眉山。

4.That correct! 非常正确！

Unit5 Topic2

He is really the pride ofChina.

【重点短语】

1.in the field of 在……领域

2.be born 出生

3.wise sayings 至理名言

4.the importance of ……的重要性

5.receive/get/have a good education

接受好的.教育

6.at the age of 在……岁时

7.travel around 环游

8.search for 搜寻，搜查

9.good rules of behavior 好的行为准则

10.in one’s thirties 在某人三十多岁时

11.the rest of 剩余的

12.pass away 去世

13.set up 建立

14.come to an end 结束

15.be proud of/take pride in 为……感到骄傲

be the pride of 是……的骄傲

16.play an important role/part

扮演一个重要的角色

17.succeed in doing sth. 成功做某事

18.more than half a century earlier than

比……早半个多世纪

19.die of 死于（内因）

die from 死于（外因）

20.sail to 航行到……

21.graduate from 从……毕业

22.as well as 和，又，和……一样好

23.make contributions to 为……作出贡献

24.from then on 从那时起

25.in charge of 主管，负责

26.be honored as 被誉为……

27.the father of ……之父

28.have great influence on 对……有好的影响

29.depend on 依靠，取决于

30.be used for 被用于……

31.at the end of 在……末

32.the method of ……的方法

【重点句型】

1.Could you tell me more about him?

你能告诉我关于他更多的吗？

2.It’s hard to believe.很难相信

3.What a great explorer!多么伟大的探险家！

4.He was a great thinker who had many wise ideas about human nature and behavior.

他是一个对人的本性和行为有很多真知灼见的伟大的思想家。

5.He was also a famous philosopher whose sayings have influenced many people in different countries.

他也是一位著名的哲学家，他的至理名言对不同国家的许多人产生了影响。

6.When I walk along with two others, I may be able to learn from them.

三人行，必有我师。

7.He who learns but does not think is lost, he who thinks but does not learn is in danger.

学而不思则罔，思而不学则殆。

篇4：六年级上册英语课件

六年级上册英语课件

一. Teaching Time:

Date:

Lesson Time:

二.Teaching aims and demands:

(一)1. Four skills: month, January, February, March, April.

2. Three skills: January is the first month of the year.

3. Let's make and talk.

制作相册。要求用以下句式进行交流:It’s January. She is skating. In March, the children plant trees.

4. Let's read and chant.

(二)Teaching Affection

1. To promote Ss’ interest and confidence.

2. To teach the Ss how to say the first month to fourth month of the year.

三.Teaching important points and difficult points:

1. Words: month, January, February, March, April.

2. Sentence: January is the first month of the year.

四.Teaching methods:

1. Communication Teaching Method.

2. Direct Teaching Method.

3. Reading and writing.

4. TPR.

五.Teaching aids:

1.准备教师卡片，图片和录音磁带。

2.教师准备硬纸片;数量相等的1～4月的小纸条，按照学生人数准备每人一套。

3.学生准备几张照片，最好是有1～4月日期的或是能反映出时间的。

六.Lesson type:New Lesson

七.Teaching Steps:

1. Warming-up / Revision (3’)

1)Sing a song: Months of the Year.

2)Review the words : January, February, March, April.

2. Presentation (20 ’)

1)教师提问学生的生日：Whose birthday is in January / February / March/ April? 让生日在1～4月的学生到前边逐个介绍自己的生日，例如：Hi! I'm xx.My birthday is in January.让下面的学生注意听，尽力记住每个人的生日月份(不能用笔记录)。然后学生按任意顺序站成一排，让下面的.学生凭记忆说出他们的生日。从第一个开始，教师说This is .... Start! 学生开始抢答，答对者得一分。看看谁的瞬间记忆好。

2)把数量相等的1～4月的英语单词分别写在纸条上，然后学生抽签得到自己的月份，按照月份分成小组，以月份名称为组名，如January Group;各小组讨论在自己的月份里有哪些节日，学校有哪些活动，周围的人会进行哪些活动。用英语记下来，不会的可以用图画表示。最后向全班介绍展示讨论结果。

3)Just write.

3. Practice (17 ’)

1)教师请学生分成小组完成学生用书第50页的制作讨论活动。鼓励学生联想以前学过的句型来交流，例：Who is this? Where is he / she? Do you like ... ?

2)Let's read and chant

4. Assessment

Finish the activity book about the lesson.

5. Additional activities/Homework

1)Finish the activity book.

2)设计一张1～4月中节日的贺卡。

八. Blackboard design:

篇5：新版六年级英语上册课件

新版六年级英语上册课件

第一课时

A Let’s learn & Make a map and talk

一、教学目标与要求:

1. 能够听、说、读、写：

science museum ， post office， bookstore， cinema ， hospital 。

2. 能够听、说、认读短语：near 在……附近next to 与……相邻

3. 能够听、说、认读句型：“Where is the cinema?”

“ It’s next to the bookstore.” 并进行关键词的替换操练。

二、教学重、难点分析

1、掌握Let's learn部分的四会单词和短语。

2、准确书写四会单词和掌握单词museum的发音。

三、教学步骤和建议

Step1.Preparation

教师放三年级下册第六单元的歌曲“They Are in the Zoo.'’师生齐唱。

Step 2.Presentation

1、单词呈现

(1)“请你猜猜”活动

教师课前在黑板上画一个框，将hospital，post office，bookstore，cinema，science museum，park，library，school等单词卡片反面朝外贴在黑板上作为地图，每张卡片面都写着数字。教师指着其中一张卡片说：“Now I am in Nol. Please{what place it is.Is it a ZOO/school/park…?”教师要注意先出示两个学生的场所，第三次再让学生猜的时候，他们首先会考虑学过的词汇，这时再呈现新词cinema。教师示范朗读，学生跟读。教师带领学生拼读并cinema。

(2)继续做“请你猜猜”活动。教师说：“No.3 is a cinema.We can see a film’ cinema.”接下来教师拿出一封信，说：“1 want to post the letterShall I go to the cinema? Where shall I go? Yes!Post office.”教师继续利用黑板上的卡片让学生猜：“Is it a post office?”并领读post office。教师指着黑板上post office的位置说：“Look at the map.The post office is here.”然后问：“Where is the postoffice in our town?”让学生根据实际情况回答。

(3)同法教授hospital，bookstore，science museum。

(4)整合读五个新单词和句型。

2、听音正音

教师放A部分Let's learn的录音，学生跟读。

教师请学生重点读单词next to和句子“Where is the cinema?”

“ It’s next to the bookstore.”并注意纠正其发音。

3、Pair work

教师请学生先在方框里填上单词或短语，再根据所填写的地图进行描述，如：The post office is near the museum.The cinema is next to the post office.”等。

Step3 .Practice

1、听音贴图。

2、看图快读单词。

3、根据板书呈现的地图，利用句型“Where is the ---?”

“ It’s next to the ----.”自编对话

Step4. Production

“小小设计师”活动

教师先带领学生认读六个表示场所的单词或短语：library，post office，hospital，science museum，cinema，bookstore，接着告诉学生：“现在你们都是城市设计师，请大家设计一张地图，设计之后会有记者来采访。”让学生利用单词卡片设计城市规划图，并在班级里选几名学生充当小记者去采访“设计师”，逐个提问：“Where is the hospital/…?”由“设计师”来回答问题。

Step5.Progress

1、做配套相应的练习。

2、Summary：what have you learned today ?

3、Homework :学生背诵并抄写本课时的`四会单词。

第二课时

A Let’s try &Let’s talk

一、教学目标与要求

1. 能够听、说、认读句子,并能在情景中进行运用。

2. 能够四会掌握句子：“Where is the museum shop?”

“ It’s near the door.”

二、教学重、难点

本课时的教学重点和难点是使学生掌握句型：“Where is the museum shop?” “ It’s near the door.”

三、教学准备：多媒体课件。单词图片

四、教学步骤和建议

Step1.Preparation

1、“寻宝藏”活动。

请学生根据教师的描述猜单词，如果猜对了，他们将会得到“宝藏”。该活动也可以在两人组内进行。

2.Let's try

教师放Let's try时部分的录音，学生做出正确的选择。Wu Yifan and Robin are looking at some robots. Listen and tick.

1. Where are they? A. In the museum. B. In the bookstore.

2. Is Grandpa there? A. Yes, he is B. No, he isn’t

Step 2.Presentation

1、教学I want to buy a postcard .

出示实物postcard，让学生根据发音规律试读，教师领读。接着老师走到一名学生旁边问：I want to buy a postcard

2、教学I want to send it today

买到卡片之后，老师在接着提出I want to send it today

引导学生理解send 含义，教师领读，学生在小组内练读。

3、带着问题听录音

出示两个问题Questions: Where is the museum shop?

_________________________________

Where is post office?

_________________________________________

※ Let’s talk.

Wu Yifan: Robin, where is the museum shop? I want to buy a postcard.

Robin: It’s near the door.

Wu Yifan: Thanks. Where is the post office? I want to send it today.

Robin: I don’t know. I’ll ask. Excuse me, Sir.

Man: Wow! A talking robot! What a great museum!

Robin: Where is the post office?

Man: It’s next to the museum.

Robin: Thanks.

Step3 .Practice

1、听音答题

Questions: Where is the museum shop?

_________________________________

Where is post office?

_________________________________________

2、听音跟读

3、角色朗读：师生、生生、同桌分角色朗读，注意语音语调。

4、角色表演，上台展示。

Step4. Production

Talk about the places in your village.

Is there a …?

Where is it ?

It’s near ext to behind…

Step5.Progress

1、做配套相应的练习。

2、Summary：what have you learned today ?

3、Homework :学生熟读对话并背诵重点句型。

篇6：六年级英语上册课件

(一)一般现在时

1、概念：表示经常性或习惯性发生的动作。

2、标志词：often,usually,sometimes, alaways, every day等

3、主语是第三人称单数he, she, it 时，谓语动词要加s或es，其他人称动词要用原形。

4、主语是第三人称单数时，动词变化规则：

A、一般情况，在动词后面直接加s，如：walk-walks.

B、以sh, ch, o结尾的，在动词后面加es，如：wash-washes,watch-watches, go--goes

C、以辅音加y结尾，将y改为i，再加es，如：study-studies.

(二)现在进行时：

1、概念：表示正在发生的事情或动作。

2、标志词：now, look, listen , it’s……

3、结构：b e(am, is , are)+动词ing

4、动词加的规则如下：

A、一般情况下，在动词后面直接加ing，如：listen-listening

B、以不发音的`e结尾，去e加ing，如：take-taking (make, like, write , come)

C、以重读闭音节(辅音+元音+辅音)结尾的，要双写最后一个字母再加ing，如put-putting, (get, sit, stop , run, swim, set)

但：see-seeing, eat –eating.

(三)一般将来时：

1、概念：表示将要发生的事或打算，计划要做的事。

2、标志词：this weekend, next Monday, tomorrow, in seven years’ time

3、结构：be(am, is , are) going to +动词原形或者 Will+动词原形

如：I am going to take a trip next week.

4、否定句：be+not going to +动词原形或者 Will+not(等于won’t)+动词原形

(四)一般过去时：

1、概念：表示在过去的时间里所发生的事或动作。

2、标志词：last weekend……yesterday, just now, ago.

3、动词变过时的方法：

(1)直接在动词后面加ed, 如：wash-washed.

(2)以e结尾的加d.

(3)以重读闭音节结尾的，要双写最后一个字母，再加ed，如：stop-stopped.

(4)不规则的：

get-got, write-wrote, run-ran, go-went, buy-bought, find-found,

do/does—did come—came have—had swim—swam am/is—was are—were fly---flew make---made sing—sang eat---ate teach—taught read—read see-saw take—took tell—told feel—felt meet—met

五、be动词(包括am, is , are)的用法，I用am，you用are，is 用于她，他，它(she, he, it), 单数用is，复数用are。

六、把陈述句改为一般疑问句的方法：

1、找be动词，把be提到句首，要大写，句末用问号。

2、没be，就找can (will, shall, could, would ,must)，把can提到句首，要大写，句末用问号。

3、没be，也没can，在句子前面加do或does，动词要还原。

七、把陈述句改为否定句的方法：

1、找be动词，在动词后面加not

2、没be，找can(will, shall, should, could,must)，在后面加not

3、没be也没can，在动词前加does或doesn’t，动词要还原

注：有often, usually, sometimes等词，就在often, ususlly, sometimes前面加。

八、在do, does,did, can, let , can’, don’t , doesn’t, to ,must 后面加动词原形。

九、在tell, help, let, teach等动词后面加人称宾格，人称宾格有(me, us, you , him, her, them)

十、在行为动词，be动词，介词后加动词ing，如like, enjoy, go后面都是加动词的ing.

篇7：六年级英语上册课件

1、动词变为动名词的规则：

动词变为动名词，即是动词加ing。一般要遵循以下三条规则：

(1)一般情况下，在动词的后面直接加ing。如：play—playing read—reading do—doing go—going

(2)以不发音的字母e结尾的动词，要去掉不发音的字母e，再加ing。如：write—writing ride—riding make—making dance—dancing

(3)以单元音加单辅音结尾的重读闭音节，要双写最后一个辅音字母，再加ing。如：run—running swim—swimming put—putting sit—sitting

2、关于第三人称单数：

动词变为第三人称单数形式的规则：

(1)在一个句子中，如果主语人称既不是你，也不是我，而是另外的一个人，这时的人称叫做第三人称单数。

(2)在第三人称单词的句子中，动词要使用第三人称单词形式。

(3)动词变为第三人称单数形式，要遵循以下规则：

①一般情况下，在动词的后面直接加s。如：

read--reads make—makes write—writes

②以字母s, x, o , sh , ch结尾的动词，在词尾加es。如：do—does wash—washes teach—teaches go—goes pass—passes

③以y结尾的动词分为两个情况，以元音字母加y结尾的动词，在词尾直接加s。如：play—plays buy--buys

以辅音字母加y结尾的动词，要把y变为i，再加es.如：study--studies

④以f , fe结尾的名词，先把f，fe变为v,再加-es.

⑤特殊变化：have--has

(4)在一个第三人称单数的句子中，只要句子中出现了does或者其否定形式doesn’t.该句子中的其他动词就要使用原形。

(5)第三人称单数的肯定句在变为否定句时，在动词的前面加doesn’t. 动词恢复原形。如：he lives in Beijing.---he doesn’t live in Beijing.

(6) 第三人称单数的陈述句在变为一般疑问句时，用does开头，后面的动词也要变为原形。如：he lives in Beijing.---Does he live in Beijing?

3、注意几个单词的变化：

hobby(复数形式)—hobbies have to(同义词)—must

篇8：人教版六年级上册英语unit5复习资料

选择填空。

( )1 He helps sick people He’s a______.

A. teacher B. doctor C. cleaner

( )2 He writes the TV show _________ my aunt.

A. for B. at C. in

( )3 I’II ______ student. My mother is ______ accountant

A. a;a B. art;an C. a;all

( )4 l can’t live _______ you _____ ever.

A. with; to B. for;for C. with;for

( )5 If you enjoy math，you can be a(n) ________.

A. singer B. dancer C. accountant

阅读短文，选择最恰当的一项。

My aunt works in a zoo. Her job is to look after the animals in the zoo .She feeds(喂)the animals, washes them and cleans their rooms. She loves animals and she likes her job very much. She talks to the animals. And the animals understand her. The animals are always happy when they see my aunt.

Every day, many people come to see the animals in my aunt’s zoo. But some people do not know the zoo rules. They go Near to the dangerous animals like lions or tigers Some people litter. When people do these, my aunt will stop them.

( )1 What does my aunt do every day?

A. She looks after the animals. B. She loves animals.

C. She feeds the animals.

( )2 Can the animals in the zoo talk?

A. Yes, they can. B. No，they can’t. C. Sorry, I don’t know.

( )3 What is“dangerous”in Chinese?(“dangerous”的中文意思是什么?) A.可爱的 B. 干净的 C.危险的

( )4 What’s the rule of the zoo?

A. Don’t litter. B. Don’t talk to the animals.

C. Don’t be far from the dangerous animals.

( )5 My aunt is a_______ worker in the zoo.

A. good B. bad C. lovely

篇9：人教版六年级上册英语unit5复习提纲

重点语法：

1、一些由动词变化而来的职业名词：

teach-teacher clean-cleaner sing-singer dance-dancer

drive-driver write-writer TV report-TV reporter

act-actor act-actress art-artist engine-engineerplay basketball/football/baseball-basketball/football/baseball player

2、提问职业有两种方式： What is your father? 或者What does your father do?

3、a/an的区别，跟元音发音有关。例如：a singer/writer/TV reorteran actor/actress/artist/engineer/accountant

4、What are you going to be ?问的是长大想干什么，注意用“be”. I'm going to be a …记住p61和63有关职业信息的内容

5、记住几个地点： shoe /car/air-conditioner company? 鞋/汽车/空调公司

6、做“对句子划线部分提问”试题时，一般应该遵循三个步骤：

(1)确定与句子划线部分相应的特殊疑问词，并且特殊疑问词代替相应的划线部分。

(2)把特殊疑问词代替划线部分后的句子变成一般疑问句。

(3)最后再把特殊疑问词提到句首。

以上三个基本步骤可以用三个字来概括，即：定，问，提。例如：This is a book.

①This is what. ②Is this what ③What is this ?

注意：句①②只是一种变化过程，不必写入试题中。句③才是试题所要求的形式和结果，必须写到试题上。以上三个步骤是对句子划线部分提问最基本的过程。

然而对不同句子的不同成份提问时，还要注意以下几点：

(1). 如果句子的划线部分是主语，只找出相应的特殊疑问词，用来代替划线部分即可。如：

1)He teaches us English. Who teaches us English?

2)My mother's clothes are over there. Whose clothes are over there?

(2). 如果句子的划线部分是谓语(包括谓语动词)，不论原来的谓语动词是何种形式(时态、语态)，都要将谓语动词变为do的相应的形式：不论原来的谓语动词后面跟的是人、物还是地点，一律用What来代替。如：

1)They are playing football.

①They are doing what. ②Are they doing what? ③What are they doing?

2)They wolf is going to kill that man.

①They wolf is going to do what. ②Is the wolf going to do what?

③What is the wolf going to do?

(3). 如果句子的划线部分是定语，并且在谓语部分，这时，需将特殊疑问词和紧跟其后的名词一起提到句首。如：

1)That is his pen.

①That is whose pen. ②Is that whose pen ③Whose pen is that?

对定语划线部分提问题，如果划线部分是所属关系，特殊疑问词用whose;如果划线部分指具体的“某一个”时特殊疑问词用which;如果划线部分指内容或职业时，特殊疑问词用what;如果划线部分指数量时，特殊疑问词用how many(可数)或how much(不可数)。如：

1) They are the legs of the desk.

①They are whose legs. ②Are they whose legs? ③Whose legs are they?

2)I like red one.

①You like which one. ②Do you like which one? ③Which one do you like?

3)They have five English books.

They have how many English books.

Do they have how many English books?

How many English books do they have?

职业男女的称呼区别：actor-actres salesman-saleswoman salesperson 男女售货员都可以 mailman-mailperson

篇10：人教版六年级上册英语unit5复习提纲

重点句型：

1.What does your mother do? 你妈妈是干什么的?

2.She is a TV reporter. 她是一个电视播音员。

3.Where does she work? 她在哪儿工作?

4.She works in a school. 她在学校工作。

5.How does she go to work? 她怎么去工作?

6.She goes to work by bus. 她乘公交车去工作。

篇11：小学六年级英语上册unit3课件

小学六年级英语上册unit3课件

第一课时

一、教学目标与要求:

1．能够听、说、读、写短语：visit my grandparents,see a film,take a trip,go to the supermarket.

2. 掌握重点句子What are you going to do?I am going to ...进行简单的提问与回答关于计划的相关动作,并在真实场景中运用所学语言进行真实交流和运用。

3.在对话交流中使学生养成用英语交流的习惯,培养良好的语音,语调和语感。

二、教学重点、难点分析:

本课时的教学重点和难点是掌握四会短语和A Let's learn部分中进行简单的提问与回答关于计划的相关动作。

三、教学准备

多媒体课件单词图片

四、教学步骤和建议:

Step1．Preparation

1.Greeting

2.Let’s talk about our life.引用学过句型?，操练交流。

Step2 Presentation

(1)展示本部分的图片?，向学生提出两个问题?，并让学生回答。 Who are they?What are they talking about ？教师组织学生分为3-4人一个小组，尝试着猜想他们在讨论什么，从而引出本节课讨论的有关be going to表示将来时简单计划的话题。 ?

单词呈现

(2）教师展示本节课的短语图片，引领学生学习这些重要的短语，并引导学生利用多种方法记忆短语visit my grandparents,see a film,take a trip,go to the supermarket。

听音正音

(3）听录音，指导学生完成探究学习1中的内容，并指导学生记忆关键词。

Pair work

(4）展示重点句型，并加以操练What are you going to do?I’m going to 组织学生讲所学短语运用到语句中，进行交流练习。

Step3 .Practice

1、听音贴图。

2、看图快读单词。

3、根据板书呈现的单词，利用句型“What are you going to do?I’m going to.自编对话

4、听力小练习，播放教师自编的'录音，指导学生完成探究学习2中的内容。

Step4． Production

Make a plan

(1)根据上部分内容，指导学生加以总结，再次出示重点语句，带学生朗读并翻译，理解其功能用法。 What are you going to do?I’m going to...。

(2)创编对话，指导学生制定一个简单的周末计划，完成任务。

(3)创设情境，小组内互相采访，创编简单的对话，讨论周六日的周末计划，小组内表演。

(4)小组内展示对话。

Step5.Progress

1、做配套相应的练习。

2、Summary：what have you learned today ?

3、Homework :

(1）学生背诵并抄写本课时的四会单词。

(2）制定一个简单的下周计划，运用be going to短语加以交流。

篇12：必修三英语unit5课件

必修三英语unit5课件

I．单元教学目标

技能目标Skill Goals

Talk about the basic information about Canada— location, main cities, customs and cultural diversity.

Learn how to read a traveling report and use maps.

Learn to express directions and positions.

Master the Noun Clause- Appositive clause.

Learn to write a report to express what you hear and see in a place.

II．目标语言

功

能

句

式表示方向的句式

Where is...?

How does one go to...?

In what direction is...?

Is... close to/far from...?

How far is...?

表示位置的句式

It is/lies in the north/south of...

It is/lies to the south/east/northwest of...

It is within...

Kilometers of...

It is/lies on the west/east.

The place is on the border.

You go along the coast.

It is east /west of...

It is far away from...

One goes northward.

词汇1. 四会词汇

Quiz Canadian minister continent baggage chat scenery eastward westward upward surround harbor measure aboard eagle within border slight acre urban topic mix mixture bush maple frost confirm wealthy distance mist misty schoolmate booth downtown approximately dawn buffet broad nearby tradition terrify terrified pleased impress impressive

2. 词组

Prime minister, rather than, settle down, manage to do, catch sight of, have a gift for, in the distance

语法Noun clause as the appositive

III．教材分析与教材重组

1. 教材分析

本单元通过两位女孩李黛玉与刘茜的加拿大之旅，向我们展示了加拿大的一些基本概况，包括它的地理位置、主要城市、风土人情以及它的多元文化。通过学习本单元，让学生对加拿大有了更多的了解，使学生能够用所学的词汇与句式表达方向与位置，并学会条理地写出旅游过程中的所见所闻。

1.1 Warming Up部分通过四组问题激活学生有关旅行和加拿大的知识和经历。本单元阅读是“在旅途中看加拿大”，因此，Warming Up通过五个关于加拿大的问题的测试，目的是激活学生已有的`知识，为介绍加拿大做好准备。

1.2 Pre-reading部分通过四个问题激活学生有关旅行的经历和有关加拿大的知识，使学生产生了解加拿大的兴趣，为阅读做好准备。

1.3 Reading 部分是“在旅途中看加拿大”，沿着从西向东的旅游路线向我们介绍了加拿大的面积、地貌、主要城市、人口、生态环境等。两位女孩在旅途中看到了自然美景及野生动物，文章还介绍了加拿大的自然资源，让学生对加拿大的美丽、富饶、幅员辽阔、地广人稀有了更深的了解。学生可以通过学习课文掌握新的词汇、句型和游记的写法，提高学生的阅读能力。

1.4 Comprehending部分设计了三种题型，前两个题是对Reading部分细节内容的理解，一个是问答题，一个是改错题。最后是在地图上标出两位女孩的旅游路线，相对简单一些。此部分不仅检测学生对细节的把握，还要求学生列举加拿大蕴藏的两种自然资源，而且检测学生根据课文内容进行推理和判断的能力以及读图能力。抓住文中人物的行踪，就能够很好地把握文中的信息。

1.5 Learning about Language部分首先是构词法，培养学生词汇生成能力，旨在通过加上前缀或后缀的方法扩大学生的词汇量。第二部分使用课文中的词汇和信息进行填空和编对话，旨在提高学生活用词汇的能力。语法部分是有关同位语从句的练习。

1.6 Using Language部分综合训练听说读写的能力。通过听力填空及讨论的形式进一步了解有关加拿大的知识——居民和语言。阅读部分继续加拿大之旅，从多伦多到蒙特利尔，介绍了加拿大的旅游景点及风土人情。写作部分要求以报告的形式写旅游见闻，要求学生掌握旅游报告的写作方法。

1.7 Summing Up部分要求学生就内容、词汇和结构三个方面进行归纳，对本单元所学知识进行概括总结。

2. 教材重组

2.1 Reading(I)：从话题内容和功能上分析Warming Up， Pre-reading Reading与Post-reading话题相同，可以整合成一节阅读课。

2.2 Reading(II)：可将Using language中的Reading与Workbook中Reading Task放在同一节课中处理，再上一节阅读课。因为话题都是关于加拿大的城市与风土人情的。

2.3 Listening：可将Using Language中的Listening and Writing, Speaking, Workbook中的Listening(P69) 与Workbook中的Listening Task三个活动整合成一节“听力课”。

2.4 Speaking:把Learning about Language中的Exercise 4 Making up a dialogue(P36)与 Workbook中的Talking (P69) 和 Speaking Task （P74）整合一节“口语课”。

2.5 Learning about language:将Learning about language( P36 Exercise 4除外) 与Workbook中的Using words && expressions （P70）和 Using structures （P71）结合在一起，上一节“语言学习课”。

2.6 Writing 可将Using Language中的Writing(P39) 与Workbook中的Writing Task (P74)整合成一节写作课。

3. 课型设计与课时分配 (经分析教材, 本单元可以用六课时教完)

1st period:Reading (I)

2nd period: Reading (II)

3rd period: Listening

4th period:Speaking

5th period:Learning about Language

6th period:Writing

Ⅳ. 分课时教案

The First Period Reading (I)

Teaching goals教学目标

1. Target language目标语言

a. 重点词汇和短语

rather than, baggage, scenery, eastward, chat, surround, harbor, measure, aboard, have a gift for, within, manage to do, catch sight of, eagle, acre, urban

b. 重点句子

2. Ability goal 能力目标

Learn how to describe the places that Li Daiyu and Liu Qian visit in Canada.

Understand the noun clause used as appositive.

Enable the students to understand the details of the passage about Canada and find the correct answers to the questions in the post-reading.

3. Learning ability goals学能目标

Improve the students’ reading ability - guessing words, searching for information.

Learn the information about Canada.

Master the expressions for describing directions and locations.

Teaching important points 教学重点及难点

a. Find the answers to the questions in post-reading.

Learn the methods of writing a traveling report about.

b. Understand the use of noun clause - appositive clause.

Learn to read the traveling report according to the traveling route.

Teaching methods 教学方法

1． Skimming and scanning;

2． Asking-and-answering activities;

3． Listening method.

Teaching aids 教具准备

A computer, a projector and a tape recorder.

Teaching procedures & ways教学过程与方式

Step 1 Revision

Check the students’ homework.

T: Before we come to the new lesson, let’s check your homework.

The teacher checks the assignment of the last class.

Step 2 Lead-in and Warming Up

Show the students the maple flag and ask them some questions.

T: Do you know which country uses this national flag?

Ss: Canada.

T: Which continent is Canada in?

Ss: It is in North America.

T: How large is it?

Ss: I only know it is the second largest country in the world. I don’t know the exact number.

T: Canada occupies an area of 9, 978, 4670 square kilometers. It is a bit bigger than China. Which country is its neighbor?

Ss: The United States.

篇13：必修三unit5英语课件

I．单元教学目标

技能目标Skill Goals

Talk about the basic information about Canada— location, main cities, customs and cultural diversity.

Learn how to read a traveling report and use maps.

Learn to express directions and positions.

Master the Noun Clause- Appositive clause.

Learn to write a report to express what you hear and see in a place.

II．目标语言

功能句式表示方向的句式

Where is...?

How does one go to...?

In what direction is...?

Is... close to/far from...?

How far is...?

表示位置的句式

It is/lies in the north/south of...

It is/lies to the south/east/northwest of...

It is within...

Kilometers of...

It is/lies on the west/east.

The place is on the border.

You go along the coast.

It is east /west of...

It is far away from...

One goes northward.

词汇1. 四会词汇

2. 词组

Prime minister, rather than, settle down, manage to do, catch sight of, have a gift for, in the distance

语法Noun clause as the appositive

III．教材分析与教材重组

1. 教材分析

本单元通过两位女孩李黛玉与刘茜的加拿大之旅，向我们展示了加拿大的一些基本概况，包括它的地理位置、主要城市、风土人情以及它的多元文化。通过学习本单元，让学生对加拿大有了更多的了解，使学生能够用所学的词汇与句式表达方向与位置，并学会条理地写出旅游过程中的'所见所闻。

1.1 Warming Up部分通过四组问题激活学生有关旅行和加拿大的知识和经历。本单元阅读是“在旅途中看加拿大”，因此，Warming Up通过五个关于加拿大的问题的测试，目的是激活学生已有的知识，为介绍加拿大做好准备。

1.2 Pre-reading部分通过四个问题激活学生有关旅行的经历和有关加拿大的知识，使学生产生了解加拿大的兴趣，为阅读做好准备。

1.7 Summing Up部分要求学生就内容、词汇和结构三个方面进行归纳，对本单元所学知识进行概括总结。

2. 教材重组

2.1 Reading(I)：从话题内容和功能上分析Warming Up， Pre-reading Reading与Post-reading话题相同，可以整合成一节阅读课。

2.2 Reading(II)：可将Using language中的Reading与Workbook中Reading Task放在同一节课中处理，再上一节阅读课。因为话题都是关于加拿大的城市与风土人情的。

2.3 Listening：可将Using Language中的Listening and Writing, Speaking, Workbook中的Listening(P69) 与Workbook中的Listening Task三个活动整合成一节“听力课”。

2.4 Speaking:把Learning about Language中的Exercise 4 Making up a dialogue(P36)与 Workbook中的Talking (P69) 和 Speaking Task （P74）整合一节“口语课”。

2.6 Writing 可将Using Language中的Writing(P39) 与Workbook中的Writing Task (P74)整合成一节写作课。

3. 课型设计与课时分配 (经分析教材, 本单元可以用六课时教完)

1st period:Reading (I)

2nd period: Reading (II)

3rd period: Listening

4th period:Speaking

5th period:Learning about Language

6th period:Writing

Ⅳ. 分课时教案

The First Period Reading (I)

Teaching goals教学目标

1. Target language目标语言

a. 重点词汇和短语

rather than, baggage, scenery, eastward, chat, surround, harbor, measure, aboard, have a gift for, within, manage to do, catch sight of, eagle, acre, urban

b. 重点句子

2. Ability goal 能力目标

Learn how to describe the places that Li Daiyu and Liu Qian visit in Canada.

Understand the noun clause used as appositive.

Enable the students to understand the details of the passage about Canada and find the correct answers to the questions in the post-reading.

3. Learning ability goals学能目标

Improve the students’ reading ability - guessing words, searching for information.

Learn the information about Canada.

Master the expressions for describing directions and locations.

Teaching important points 教学重点及难点

a. Find the answers to the questions in post-reading.

Learn the methods of writing a traveling report about.

b. Understand the use of noun clause - appositive clause.

Learn to read the traveling report according to the traveling route.

Teaching methods 教学方法

1． Skimming and scanning;

2． Asking-and-answering activities;

3． Listening method.

Teaching aids 教具准备

A computer, a projector and a tape recorder.

Teaching procedures & ways教学过程与方式

Step 1 Revision

Check the students’ homework.

T: Before we come to the new lesson, let’s check your homework.

The teacher checks the assignment of the last class.

Step 2 Lead-in and Warming Up

Show the students the maple flag and ask them some questions.

T: Do you know which country uses this national flag?

Ss: Canada.

T: Which continent is Canada in?

Ss: It is in North America.

T: How large is it?

Ss: I only know it is the second largest country in the world. I don’t know the exact number.

T: Canada occupies an area of 9, 978, 4670 square kilometers. It is a bit bigger than China. Which country is its neighbor?

Ss: The United States.

(The teacher shows a map of Canada to the students.)

T: Right. The United State is its neighbor. Canada is a beautiful country.

Step 3 Pre-reading

T: Now I want to ask you a question. Do you like traveling?

Ss: Yes, we like traveling very much. (No, I don’t like traveling. It is tiring.)

T: I know most of us like traveling. Have you ever been abroad?

Ss: No / Yes.

T: Few of us have ever been abroad. Then what is the longest trip you have ever taken?

Sa: Beijing (Shanghai / Hainan / Harbin).

Sb: I have never been out of my hometown.

T: If you get a chance to go abroad, which three countries would you like to visit most? Why?

Sc: I would like to go to French, Australia and Ireland. I think French is full of romantics and there are many beautiful buildings. Australia is famous for its beautiful scenery and people are very friendly. Ireland is also beautiful. I want to walk along the roads of the countryside.

Sd: I think I will travel in china first, because China is my motherland and she is very beautiful. I would also like to go to Canada so that I can see the large and beautiful lakes, and there’s the wonderful snow scenery. I also feel like paying a visit to Australia because there are many sheep and rare animals there.

T: Very good. We love our motherland, but if we want to make our country more beautiful and more developed, we should know more about the other countries. Here are two questions. You may ask your partner for answers and give your answers to him/her.

Show the questions on the screen or on the blackboard.

If you take a trip to Canada, what do you expect to see?

What three words would you use to describe Canada?

The teacher can ask some pairs to tell their ideas in class.

T: Who’d like to tell us your opinions?

Sa: I want to see the mountains and the forests. Canada is beautiful, wide and people are friendly.

Sb: I want to see the big snow and polar bears, three words large, clean and mysterious.

T: Are they right? You can find the answers in the text. Li Daiyu and Liu Qian will take us to visit Canada. Please turn to Page34, read “A Trip on the True North”.

Step 4 Fast reading

Get the students read the passage quickly and carefully. Meanwhile, help the students form a good habit of reading. T: Do you feel puzzled when you read the title? What is “the True North”? Now, read the passage and get the general idea of the passage. Underline the main places mentioned in the text.

Give the Ss five minutes for reading.

Five minutes later.

T: Time is up. Have you finished?

Ss: Yes, we have.

T: The first question is what the passage is mainly about?

Sa: The passage is about a trip of two girls, and it tells us some information about Canada.

T: Right. It mainly tells us the information about Canada. What are the main places mentioned in the text?

Sb: They are the Atlantic coast, Vancouver, Rocky Mountains, Calgary, Thunder Bay, Lake Superior and Toronto.

T: Look at the map on Page33. Draw the traveling route of the two girls on the map.

Give the students one minute to draw the route.

T: You did a good job. Do you have any difficulty in reading? Let’s look at the difficult points together.

The teacher explains some important or difficult points to the students.

Step 5 Reading aloud

Let the students read the passage again and find the details from the passage.

T: Now you read the questions on Page35 first, and then read the text aloud to find the answers to the questions. After a while, answer the questions in complete sentences without looking at your books.

Give the students a few minutes to read and find answers. Then ask some students to give their answers.

篇14：仁爱七年级unit5英语课件

仁爱七年级unit5英语课件

教材分析

(一).本节内容在教材中的地位与作用

本节是单元第一课时，通过观察多张照片，对其中人物所做事情的讨论，锻炼学生的观察能力及表达能力，通过进一步的游戏环节，拓展新的学习内容，体现了英语教育的趣味性和实用性。

(二).教学目标:

知识目标

1．掌握现在进行时的运用和表达的意思，关注人称和动词的搭配。

2．句型What are you doing?I’m doing sth..

What is he/she doing?He/she is doing sth..

Is he/she doing sth.?Yes,he/she is.或No,he/she isn’t.

3.掌握肯定句和一般疑问句的句型转换及其回答。

4.掌握各种描述动作的词组。

能力目标

1.培养学生学以致用的能力，养成良好的`观察能力。

2.培养学生主动参与学习，善于与他人合作学习的能力。

3.提高学生听说读写的能力。

情感目标

培养学生热爱学习，热爱劳动，热爱生活，珍惜生命的积极的人生观。

(三).教学重点、难点

教学重点：What are you doing?I’m doing sth..

What is he/she doing?He/she is doing sth..

Is he/she doing sth.?Yes,he/she is.或No,he/she isn’t.

教学难点：用be doing来表示说话的瞬间正在做某事。

采用让学生动手操作、合作探究、媒体演示的教学方法来突出重点、突破难点。

（四）.教具、学具准备（准备好以下相关的教具、学具）

1.教具:多媒体课件。

2.学具:笔、课堂练习本

教法选择与学法指导

本节课主要是对于正在发生的事情进行讨论，先利用欣赏电影片段吸引学生的注意力，教育学生要热爱生活，再利用观看照片来讨论某一瞬间发生的事情。并在课堂教学中将尽量为学生提供参与活动的场景，用任务型教学法让学生进行小组学习，抓住英语交际的机会，感知体验，大胆实践，使学生自得知识、自寻方法、自觅规律、自悟道理。

教学过程设计

Step 1. warm-up

1.Greeting :

Teacher: Hello, everyone. How are you? Today is a nice day, isn’t it?So what do you want to do? And why?点一个举手的学生回答，再面向全班: I like watching TV at home. Because it’s relaxing. Do you want to watch TV?得到肯定回答后，T：Now let’s go to watch TV.进入幻3，点击右下角的铃铛播放电影《泰坦尼克》结尾片段。看完后，T：Do you know its name? Do you like it? Why?学生回答后，老师显示字幕：Don’t let go. Love your life.

设计目的：通过观看著名的电影片段来吸引学生的注意力，向学生灌输热爱生活珍惜生命的情感教育。

Step2.导入

1、T:I have some photos.展示幻4的照片：Look! This is my life.I’mdoing some things at home.用红外线灯照射每张照片，学生可以通过照片明白句子的意思。老师指着每张照片带读句子(同时做出相应的动作)：I’m watching TV/cleaning/reading/talking on the phone/playing computer games/teaching.认读完最后一张自己上课的照片后，T: what’s my job? ... yes,I’m a teacher.

然后老师设计打电话的场景：hello, thisisMiss Liu. Today is a nice day. I’m watching TV at home. What about you?进行师生间的对话，起示范作用，让学生能仿造使用幻灯片上的句子回答，并对能使用其他动作回答的同学予以奖励。每个be doing形式都用红色标注，提示学生注意。

设计目的：通过展示老师自己的照片吸引学生的注意，输出新知识，用带读和创设情境的对话形式，让学生初步理解并能表达自己正在做某事。

Step 3:教授新课

展示幻5，T：now，let’s look at other photos. Who is in these photos?老师问几个举手的学生：what are you doing?然后让学生仿照进行pairwork活动:Can you ask your friend ‘what are you doing’?并请几组进行演示，每组演示之后，老师问大家：what is…doing?借机转换人称。

设计目的：创情设景，用学生自己的schoollife照片让大家有话可说，并可借机转换人称，转入下一环节。

展示幻6，T：now，we are in a happy apartment. These people are doing some things. Let’s listen to the conversation. Then tell me: What are these people doing?听完录音后，T ask S1:what is Jenny doing? S1: she is watching TV.T点击屏幕检验。T转向S2：Can you ask your friend about Dave and Mary？然后用以上问句依次请几组同学对图中人物内容进行问答。

设计目的：充分挖掘听力材料，利用其锻炼学生们的听说能力，并成功实现转换人称的问答，使学生能了解并掌握如何询问其他人正在做什么及其回答。

Step 4:合作学习

展示幻7，T：now，let’s make a survey in your group. What are your friends doing now? I’ll give you 3 minutes. You can ask 4 friends, and write down on the chart, then make a report.3分钟之后,T: Can you make a report?请每组派一代表汇报，并进行奖励,T可以插入问句：what is … doing ?。

设计目的：通过小组活动培养学生的合作学习能力和认真聆听他人的良好习惯。

Step 5:拓展新知

1、展示幻8，T：Look! Tom is doing something. Do you know, what is Tom doing?Oh, let me guess. Is Tom writing? S: No, he isn’t. T继续猜，直到S说Yes, he is.为止。点击可检验答案。再点击出现下一个人物。重复以上老师猜，学生答的活动。

设计目的：因为此片内容是书上有的，学生知道谜底，所以由老师做示范来猜，学生回答，锻炼学生认真听的习惯。

2、展示幻9，T：Now, It’our fun time. Do you know this cat? What’s his name? S: ... T: yes, he’s Tom.Now,Let’s talk about these pictures. You can ask your friends in your group,what is Tom doing?3 students as a group. And One ask, the others answer .每组发一份图片进行组内讨论。份图片进行组内讨论。3分钟后请几组学生演示，T:You can ask 2 questions.3人一组，一人用红灯照射图片问，另两人答，奖励表现良好的小组。

设计目的：在重温对话what is he doing?的同时，了解各图的内容，为下一环节做铺垫。

3、点击出现幻10和问句Is Tom sleeping?T: Now, What is Tom doing? Is Tom sleeping? (T做睡觉的动作)全班看着图片齐答:Yes, he is.或No, he isn’t.

T:Who wants to guess the next picture?请一个学生上台来背对屏幕玩猜谜游戏：示意全班问他：What is Tom doing?此学生边做动作边猜测：Is Tom drinking?全班齐答Yes,he is.或No,he isn’t.猜到者有奖。

设计目的：在游戏中学，在快乐中锻炼听说能力，避免了枯燥的教与学。

Step 6:语法总结

请一个学生对于此课所学进行总结，老师给予及时的评论，并点击进入幻11展示语法小结：现在进行时态。

设计目的：初一的内容是基础教学，语法在最后有必要呈现出来，让大家知道所学内容的专业术语。让学生自己总结更能加深印象。

篇15：八年级上英语unit5课件

八年级上英语unit5课件

教学目标

一、知识与技能

1、掌握重点词汇和句型。

2、了解电视节目的名称。

3、能用学到的句型陈述自己的'看法。

二、过程与方法

采用目标和直观教学法，调动学生的积极性，引导他们积极参与课堂。

三、情感、态度与价值观

学会谈论流行文化，了解各类电视节目的名称和自己的喜好。

教学重点

1.掌握重点词汇和句型。

2.能运用所学单词、短语及句型询问并谈论自己的看法。

教学难点

如何运用所学单词、短语及句型询问并谈论自己的看法。

教法导航

直观展示法，情境创设法。学法导航

模仿，讨论与交流。教学准备图片，多媒体。

教学过程

Step 1 Greetings

Greet the students as usual

Step 2 Presentation

Ask: Do you like watching TV ? What kind of TV show do you like ? And then show some pictures and talk about TV shows in English

Step 3 Practice1a

Ask one student to read and translate the TV shows and then ask the class to match them with the pictures、Finally ask some students to report their answers

Step 4 Listening

Ask students to read the shows in the box、Make sure they know the meaning of the shows、Play the recording for the students to listen and number the shows 1-4、Play the recording again、Check the answers with the students.

Step 5 Pair work

Let students look at the pictures in the box、Then explain the meaning of each expression to the students、Let students read the conversation after the teacher、Then let students make their own conversation using the shows and expressions in the box、Let some pairs ask and answer about the shows.

Step 6 Listening

2a, Read the shows in the box of 2a、Ask students to remember the information、Play the recording for the students to listen and number the TV shows 1-5、Play the recording again to check the answers.

2b, Let students read the sentences below、Explain some main sentences for the students、Make sure they know what to do、Play the recording for the students to write the correct words in the blanks、Play the recording again to check the answers.

Step 7 Pair work

Let students ask and answer questions about the TV shows in 2a、They can use the information that is true for them、Let students read the conversation after the teacher、Explain some main points for the students、Students act the conversation in pairs、Ask some pairs to act out their conversations.

Step 8 Homework

1、Remember the new words and expressions in this period、2、Role-play the conversation in 2c after class

课堂作业

英汉互译

talk show 2、soap opera 3、sports show 4、sitcom 5、game show 6、talent show 7、news 8、你想看什么？9、你认为谈话节目怎么样？10、我不介意。

参考答案：

1、谈话节目2、肥皂剧3、体育节目4、情景喜剧5、游戏节目6、才艺展示7、新闻8、What do you want to watch? 9、What od you think of talk shows? 10、I don’t mind them、板书设计