科普版六年级下册-Lesson 5 Revision-ppt课件-(含教案)--(编号：60343).zip

小学英 语时态 什么叫英语时态？ 英语中表示时间的状态就叫时态。 四种时态 一般现在时 现在进行时 将来时 过去时 1.表示事物或人物的特征、状态。如：表示事物或人物的特征、状态。如： The sky is blue.天空是蓝色的。天空是蓝色的。 2.表示经常性或习惯性的动作。如：表示经常性或习惯性的动作。如： I get up at six every day.我每天六点起床。我每天六点起床。 3.表示客观现实。如：表示客观现实。如： The earth goes around the sun. 地球绕着太阳转。地球绕着太阳转。 一般现在时一般现在时 概念概念 一般现在时 时间状语：often经常，never从不 usually通常， always总是， everyday每天， sometimes有时等。 句子结构：1.主语+is/am/are+其他 2.主语（非单三）+动词原形+其他 3.主语（单三）+动词s或es+其他 非单三非单三：I,you,we,they,复数。 单三单三：he,she,it,单个人，单个物。 一般现在时 动词变单三： 1）直接加s，如：come-comes 2)以o,x,s,sh,ch结尾+es,如:do-does, wash-washes，go-goes 3）辅音字母加y结尾，把y改为i，+es，如 ：fly-flies,worry-worries,carry-carries 4）特殊：have-has 一般现在时 1.go-2.get-e- 4.put-5.have-6.see- 7.take-8.do-9.read- 10.know-11.buy-12.say- goes gets comes puts has sees takes doesreads knows buys says 一般现在时 2.He often goes to school at seven . 否定句: 一般疑问句: He doesnt often go to school at seven . Does he often go to school at seven? 肯定回答：Yes,he does. 否定回答：No,he doesnt. 选择题 ()1.Tomisaworker.He_inafactory.His sisters_inahospital. work,workB.works,workC.work,works ()2.Who_Englishbestinyourclass? speakB.speaksC.speaking ()3.Heoften_thewindows. A.iscleaningB.cleanC.cleans ()4.We_musicandoften_to music. like,listenB.likes,listensC.like,arelistening B B C A 填空 1.I_fromChina.(be) 2.JackandTom_myfriends.(be) 3.Yourparents_(read)bookseveryday. 4.LiLeialways_toschoolat 7:30.(come) 5.Youalways_(do)yourhomeworkwell. am are rea dcomes do 6.Thechildoften_(watch)TVinthe evening. 7.WangKaiandWangLi_(have)lunch everyday. 8.Weoften_(play)intheplayground. 9.ChenJiesometimes_(go)tothe parkwithhersister. watches have play goes 10.Heoften_(have)dinnerathome. 11.DamingandTommy_(be)inClassOne. 12.We_(notwatch)TVonMonday. 13.Nick_(notgo)tothezooonSundays. 14.They_(like)theapples. 15.Doyou_(eat)dinnerathome. 16.Theydont_(get)upatfive. has are dont watch doesnt go like eat get 定义定义： 现在进行时表示现在或当前一般时间正在现在进行时表示现在或当前一般时间正在 进行的动作进行的动作 现在进行时现在进行时 标志词标志词 常与常与Listen，Look，now，连用连用 句子结构句子结构:主语主语+be+动词的现在分词动词的现在分词 I am listening now 口诀：我用am，你用are，is用在他她它，单 数名词使用is，复数名词使用are 现在进行时 动词动词ing的变化规律： 1）直接加ing，如：open-opening,clean- cleaning 2）去掉词尾不发音的e，如：take-taking,have- having, 3）重读闭音节的，双写最后的字母，加ing,如 ：put-putting,begin-beginning,swim- swimming,run-running, 现在进行时 study_make_swim_ stop_come_close_ have_run_drive_ wash_beginwatch_ taketalkput studying making swimming stoppingcomingclosing havingrunning driving washing beginning watching takingtalkingputting 现在进行时 1MrZheng(read)abooknow. 2.Therabbits(jump)now. 3.Look!TomandJohn (swim). 4.Mybrother(make)akitein hisroomnow. 5.Look!Thebus(stop). 6.We(have)anEnglishclass now. is reading are jumping are swimming is making is stopping are having 现在进行时 否定形式: 在be动词后面加not 例如：Iam notsinging. Theyarent writing. 一般疑问句及回答： 把be动词放在句首 例如：Am Isinging? Yes,youare./No,youarent. Are theywriting? Yes,theyare./No,theyarent. 现在进行时 1.Theboyisplayingbasketball. 否定句：_ 一般疑问句：_ 肯定回答：_ 否定回答：_ The boy isnt playing basketball. Is the boy playing basketball? Yes,he is. No,he isnt. 一般将来时 定义定义：表示将要发生的事或打算、计划、决定要表示将要发生的事或打算、计划、决定要 做的事情做的事情。 标志词：标志词：常与tomorrow,nextweek/weekend/ month/year,thismorning/afternoon/ evening连用 句子结构句子结构：1.主语主语+be going to+动词原形动词原形 2.主语主语+will+动词原形动词原形 3.主语主语+shall+动词原形动词原形 否定形式：否定形式：把be动词或will后面加not 例如：Jimis not going to playfootball. Jimwill notplayfootball. 一般疑问句：一般疑问句：把be动词或will调到句首， 例如：IsJimgoing toplayfootball? Yes,heis./No,heisnt. WillJimplayfootball? Yes,hewill./No,hewont. will not=wont 填空题 1.We_(visit)theGreatWallnext month. 2.Myfather_(fly)toBeijing tomorrow. 3.Tom_(clean)theroomnextweek. 4._she_(learn)English soon?Yes,shewill. 5._you_(borrow)booksfromthe librarytomorrow? 6.I_(buy)anewonenextSaturday. will visit will fly will clean Will learn Will borrow will buy 过去式 定义：定义：一般过去时表示过去某个时间发生一般过去时表示过去某个时间发生 的动作或存在的状态。常和表示过去的的动作或存在的状态。常和表示过去的 时间状语连用。时间状语连用。 标志词：标志词： 如：如：last week, yesterday，in 2000,last Sunday 句子结构：句子结构：1.主语主语+was/were+其他其他 2.主语主语+动词的过去式动词的过去式+其他其他 动词过去式的规则变化 一般情况，直接加上-ed。如：look-looked。 以不发音的字母e结尾的动词，加-d。如：live -lived。 以重读闭音节结尾，先双写辅音字母，再加- ed。如：stop-stopped 辅音字母+y结尾的动词，先变y为i，再 加-ed。如：study-studied。 动词过去式的不规则变化 am,is-wasare-weredo-didsee-saw say-saidgive-gaveget-gotgo-went come-camehave-hadeat-atetake-took run-ransing-sangput-putmake-made read-readwrite-wrotedraw-drew drink-drankfly-flewride-rodespeak-spoke sweep-sweptswim-swamsit-sat 肯定句：Iwenttothezooyesterday. 一般疑问句：Didyougotothezooyesterday? 肯定回答：Yes,Idid. 否定回答：No,Ididnt. 否定句：Ididntgotothezooyesterday. 肯定句：Theyweregoodfriendsthen. 一般疑问句：Weretheygoodfriendsthen? 肯定回答：Yes,theywere. 否定回答：No,theywerent. 否定句：Theywerentgoodfriendsthen. 选择题 1.Shemadeacake_. AtomorrowBsometimesCyesterdaymorning 2.What_Mikedolastweekend? AdoBdoesCdid 3.I_myroomlastSunday. AcleanedBcleanCamcleaning 4.Ioftenhelpmymother_housework. AdoesBdidCdo 5._you_TVlastnight? ADo,watchBDid,watchCDid,watched C C A C B 用动词的适当形式填空用动词的适当形式填空 1.He_(live)inChinain2001. 2.Thecat_(eat)abirdlastnight. 3.We_(have)apartylastSaturday. 4.Peter_(go)totheparkyesday. 5.Didyou_(see)yoursister? 6.Theydidnt_(drink)water. 7.Mymother_(cook)anicefoodlastweek. 8.Thegirls_(sing)and_(dance)attheparty threedaysago. lived ate had went see drink cooked sangdanced 反身代词 myself(我自己) yourself(你自己) himself(他自己) herself(她自己) itself(它自己) ourselves(我们自己) yourselves(你们自己) themselves(他们/她们/它们自己) 六年级时态复习课教学设计六年级时态复习课教学设计 执教者执教者: :龙门一实小学薛瑞芝龙门一实小学薛瑞芝 一、教学背景：一、教学背景：时态是英语学习中的一个重要内容，广大小学生 在实际运用时会出现混淆的情况小学阶段出现了一般现在时、现在 进行时、一般过去时和一般将来时这四种时态，我将会用两节课对 这四种时态进行复习，第一课时复习一般现在时和现在进行时，本 课时是第二课时，我将会对一般过去时和一般将来时进行复习。 二、教学内容：二、教学内容：复习语法一般过去时和一般将来时。 三、教学目标：三、教学目标： 1、复习一般过去时和一般将来时两种时态并让学生能够能灵活 运用。 2、通过听说读写训练，发展学生综合运用语言的能力,培养学 生参与课堂教学的兴趣和积极性，以及培养他们运用语法知识的交 际能力。 四、教学准备：四、教学准备：多媒体课件 五、教学过程：五、教学过程： StepStep 1 1： WarmWarmupup 1、Greetings Good afternoon, boys and girls. Good afternoon, teacher 2、Daily talk（t-s）(大概) Eg：What did you /he /she do ? What did you /he /she do ? Did you go to What are you going to do What is he/ she going to do Are you going to (设计意图：设计意图：由老师与学生的自由交流，自然地复习了过去时和将来 时的句子，唤醒对这两种时态的记忆,并拉近了师生之间的距离，营 造英语氛围，引导学生乐于用英语开口说话。) 3、Sing a song: What are you going to do? (设计意图：设计意图：利用歌曲复习将来时,为下面的课堂教学做好铺垫，活 跃课堂气氛并激发学生学习兴趣。) Step2:Step2: Presentation/PracticePresentation/Practice 1、Brain storm(PPT 出示动词图片、词组，学生快速朗读一次) A A、过去式的复习、过去式的复习 DaDa XiongXiongs s LastLast WeekWeek DaDa Xiong:Xiong: （crying）I failed the English test. DingDing Dang:Dang: I am sorry to hear that. What did you do last week? DaDa Xiong:Xiong: Oh! I was busy last week. I went to a park by bus last Monday. I took many pictures with my friends last Tuesday. I played football last Wednesday. I walked to grandmas home last Thursday .I watched TV last FridayHa,ha, I was so happy. DingDing Dang:Dang: Oh! You always play. Thats why you failed the English test. (设计意图：设计意图：利用学生熟悉的动画引入过去时，能很好地激发学生的 学习兴趣，并给学生提供了很好的听力和笔试练习，使本来枯燥的 练习课变得生动。) 1 1、回答问题：、回答问题：What did Da Xiong do last Friday?(He watched TV last Friday.) 并板书：He watched TV last Friday. 2 2、看图（、看图（PPTPPT）提问、回答并完成下题）提问、回答并完成下题 （以人机对话的形式让学生提问大雄，然后录音回答，学生根据回（以人机对话的形式让学生提问大雄，然后录音回答，学生根据回 答的内容完成下列短文。）答的内容完成下列短文。） Da Xiong to a park by bus last Monday. He many pictures with his friends last Tuesday. He football last Wednesday. He to grandmas home last Thursday. He TV last Friday. He was happy. 1、写出动词的过去式 T: Da Xiong failed the exam. Why? Is it very difficult? Lets help him. 呈现大雄的试题： 写出下列动词的过去式，并在横线上写出你知道的更多的动词及过 去式： clean ( )climb ( ) wash（ ）watch( ) dance( ) study( ) see ( ) take ( ) swim ( ) fly（ ） I can write more: Check the answers. 检查谁写的动词过去式多(教师检查及学生小 组内检查) 小结动词过去式的四种情况（PPT） (设计意图：设计意图：通过做大雄的试题进行笔试练习，让学生检查自己的学 习情况，试题能帮助学生归类出动词的过去式的几种形式：1、一般 在动词词尾加 ed。2、如果动词以字母 e 结尾，变过去式时直接在 词尾加 d。 3、如果动词是以辅音字母加 y 结尾，变过去式时要变 y 为 i 再加 ed。 4、部分不规则动词的过去式。而且试题设计一条 横线让学生自己写更多的动词及过去式，具有灵活性。) 2、 Lets chant Is, was, are, were. Ready? Go, went, went to a park See, saw, saw elephants Eat, ate, ate good food Read, read, read a book Take, took, took pictures Swim, swam, swam in the sea What did you do last weekend? I ate, ate, ate good food. （设计意图：设计意图： 通过 chant 的形式进一步巩固过去时及短语搭配。 欢快的节奏活跃课堂气氛、调整孩子们疲劳的脑神经，也为知识的 巩固降低了难度。） B B、将来时的复习、将来时的复习 T：If you are Da Xiong, what are you going to do next week? S1:I am going to S2:I am going to T:OK, lets see what is Da Xiong going to do next week? DaDa XiongXiongs s NextNext WeekWeek DingDing Dang:Dang: Da Xiong, there is another test 1 week later. What are you going to do next week? DaDa Xiong:Xiong: What shall I do? Oh, I see. I will study hard next week. Im going to read English with my sister next Monday. Im going to read a book next Tuesday. Im going to do my homework next Wednesday. Im going to Mikes home by bike next Thursday afternoon. Im going to watch TV Friday evening DingDing Dang:Dang: Thats right. 1、1st listen: answer the question: What is Da Xiong going to do next week？并板书:(He is going to study hard next week.) am/is/are going to = will 3、听音，判断对错并改正。 1、Da Xiong will read Chinese next Monday. ( ) 2、He is going to watch TV next Tuesday. ( ) 3、He is going to Mikes home last Thursday. ( ) 4、He is going to watching TV next Friday evening. ( ) (设计意图：设计意图：判断对错的练习再次检查了学生对叮当和大雄之间的对 话的理解程度，更重要的是练习里面渗透了动词时态与时间状语的 搭配一致性问题。) 3、擂台赛： T：Read the dialogue and try to ask some questions. 在规定的时间内阅读对话“DaDa XiongXiongs s NextNext WeekWeek”，并准备好自 己的问题，然后学生分两组进行问答擂台赛。 （设计意图：设计意图：通过擂台赛帮助学生复习更多将来时的句型。而且让 学生来提问,能充分调动学生的主动性,推动学生克服困难主动学习。 学生们有强烈的参与意识，学生们提出充满个性不同的问题,然后再 让学生来回答这些问题,这符合素质教育所期盼的结果,这样比自问 自答更能够拓展学生的发散思维。而且通过竞赛还可以培养学生个 人自信心和集体荣誉感。） C C、过去式与将来时的综合练习、过去式与将来时的综合练习 1、Changing partners（练习下列句型） A、用过去式造陈述句 I ate good food. B、用将来时造陈述句 I am going to C、用 Where , What, How 造过去式或将来时的问句 （设计意图：设计意图：分三步进行“变换伙伴”的活动，让学生在较短的时 间内造出过去式、将来时的句子及两种时态的混合问答，进一步加 强了学生对两种时态的表达练习。） 2、Make a postcard to Da Xiong. T: Design your postcard in your group, and then write sth about your “last weekend” and “next weekend”. (设计意图：设计意图：通过让学生通过小组合作的形式，给大雄设计一份 post card,写出自己上周和下周的活动，从而在笔头上综合检查学 生对过去式和将来时的掌握情况，而且在这个活动中培养学生的合 作精神。） Step4Step4 ： SummarySummary 1、引导学生总结本课的重点（两种时态及句子的主要结构）。 2、根据本课主线人物大雄引导学生教育学生珍惜时间，努力学习， 进行情感教育。 StepStep 5:5: HomeworkHomework Make a book : My Weekends(含过去与将来)教师先展示自己的书 (Say(Say goodbyegoodbye toto DaDa XiongXiong andand DiDi Dang)Dang) 六、板书设计六、板书设计 ReviewReview thethe TenseTense ()() HeHe watchwatcheded TVTV lastlast Friday.Friday. HeHe isis goinggoing toto studystudy hardhard nextnext week.week. amam/ /isis/ /areare goinggoing toto = = willwill 教学反思：教学反思：这节课主要对一般过去时和一般将来时进行复习。本课 时主要通过主线人物大雄和叮当引入并展开练习，使原本枯燥的复 习课变得生动，引起学生的学习兴趣。在整个教学设计过程中，符 合了复习课的要求，没有做题海战术，教师做到精讲、精练。整节 课的教学活动设计能让学生充分地从听、说、读、写进行练习。而 且在教学过程中教师注重培养学生学习的主动性，和培养学生的创 造性思维。在最后教师能通过练习让学生自己进行归类小结，充分 培养了学生归纳的能力。 UnitUnit 5:5: WhatWhat DoesDoes SheShe DoDo (Part(Part B B LetsLets Read)Read) 一一 教材依据教材依据 Pep 小学英语六年级上册第五单元 Part B Lets Read （见课本 P63） 二设计思想二设计思想 新课程标准强调，英语教学要重视对学生实际语言运用能力的培养，倡导 体验、实践、参与、合作与交流的学习方式，学生学习的过程就是学生形成语 言运用能力的过程。本课时设计遵循以上教学理念，根据学生的实际情况，首 先复习以 Brainstorm 法巩固所学 Jobs 词汇，然后自然过渡，突破教学难点、 最后以小组合作的形式进行真实、自然且富有意义的语言交际活动，进一步巩 固所学，促使学生获取、处理和使用信息，用英语与他人交流，提高用英语解 决实际问题的能力 三教学目标：三教学目标： A：知识目标 1.复习与运用本单元有关职业词汇与句型， What does he/she do? Where does she/he work? How does he/she go to work? 并使学生能在真实 情景中灵活运用： 2. 能听、说、认读 Lets read 部分的短文并回答与短文相关的问题，发 展学生的阅读能力。 B：技能目标：能将所学内容用于日常口语交际。 C：情感目标 将本节课的教学内容与学生的生活实际紧密联系，增强学生对英语的兴趣， 培养学生大胆开口说的习惯，增进学生用英语思维的意识。激发和培养学生学 习英语的兴趣。合作精神和竞争意识 四四. . 教学重点：教学重点： 操练巩固本单元及前几册书所学的职业名称和重点句型： What does he/she do? Where does he/she work? How does he/she go to work? 五教学难点：五教学难点： 难点是帮助学生理解短文中的新语言，并能引导学生根据实际情况使用多 样化的表达方式。如：help the bank use their money well, likes helping people, help the tourists find their way. 六教学准备六教学准备: : Cards， PPT 课件 七七、教学过程教学过程 . Warming-upWarming-up 1. Greetings (启发学生用不同感受来回答): T: Good morning, everybody. How are you today? Ss: Im fine. / Just so- so. / Im OK./ Im very well./ Im happy. / Im excited./ Im wonderful./ Im cold. （设计意图：设计意图：改变传统单一回答 Im fine, thank you. And you? 用不同 的回答来拓展学生英语思维能力。） 2. A chant( 见课本主情景图 P56): (T & Ss chant and do actions together) (CAI) （设计意图：设计意图：通过热身活动，拉近师生间的情感距离，消除学生的紧张心理， 活跃课堂气氛，并吸引学生注意力，同时也为本课话题 Jobs 的导入做好铺垫。 ） . RevisionRevision 1. （自然过渡）Questions about the chant: How many kinds of jobs are there in this chant? Can you tell me any more words about jobs? 2. Review the words of jobs: Using brainstorming to let the Ss say out the words of jobs. ( T explains some difficult words，such as “fireman, soldier”) ( CAI) （设计意图：设计意图：用 brainstorming（集思广益）的方法启发学生说出已知的职 业名称，快速复习所学职业名称，提高学生发散思维能力，为阅读课文的理 解与运用做好了词汇的积累。） . TeachingTeaching thethe difficultdifficult points:points: 1. Listening practice: (本班一位学生的录音) T: Now next please listen carefully and try to guess who is he or she? ( 录音内容： Hello, everybody. I have a very happy family. There are three members in my family. They are my father, my mother and I. My father is a policeman. He works in police station. He goes to work by car. My mother is a nurse. She works in a hospital. She goes to work by bus. I am a student in our class. I go to school on foot. Now please guess, who am I? ) T: Can you guess whos this boy? Where is he? What does his father do? Where does he work? How does he go to work? ( 板书重点疑问 词：What? Where? How? ) （设计意图：设计意图：用本班学生的录音提高了学生参与问题思考的积极性，集中学 生注意力，录音内容与新授内容息息相关，同时也起到复习巩固旧句型的作用。 ） 2. 利用重点句型看图问答（CAI）： What does he/she do? （前两图为铺垫） （图一）Miss Chen works in the TV station. She reports news there. She loves her work very much. What does she do? She is a _. （图二）Mr Li works in a car factory. He likes drawing very much. He can design many beautiful cars. What does he do? He is an _. （图三）Ben and Tom like beautiful places. They like traveling very much. What do they do? They are tourists .( 引出单词 tourist ，并教 学) 3. Present the new phrase: (1) Show a picture with 2 tourists in it. Guide the Ss to help them find their way. T：Look, the tourists are in Changan, but they are in trouble now. They have lost their way. They dont know how to get to the Changan Park. Can you help the tourists find their way? （教学并板书） Who can help the tourists find their way? S1: I can help the . First , Then, . (2) T: Great! Thank you! You like helping people.（引入教学并板书） You can be a policeman/policewoman. T: I want to be a policewoman because I like helping people. What about you? Whats your hobby? What subject do you like best? S1: I like math. T: If you like math, you can be an accountant. (3) (CAI) Show the picture of an accountant who is working in a bank and help the Ss understand the phrase “help the bank use the money well.” (板书并教学) T: By the way，who helps your family use the money well? Can you help your family use the money well? Who helps our school use the money well? （拓宽学生思维） （设计意图：设计意图：三个重点句子的导入教学以话题的自然引入为主，环环相扣， 教学新知，消除难点。） . LetsLets Read:Read: T: Youre so smart! Would you like to know three new friends? They have different hobbies and jobs. (Pictures on CAI) 1. 教学课文第一节，出示下列问题： Whos that woman? Whats her hobby? What does she do? Where does she work? How does she go to work?. （让学生带着问题先听本节录音一遍，后回 答问题，再听音模仿，朗读课文。） 2. 教学课文第二节：让学生带着问题先听本节录音一遍，后回答问题，再听第 二遍录音，边听边分小组排出本节句子顺序（每组学生都有该节教学内容的 “句子袋”） 3. 教学课文第三节：让学生带着问题先听本节录音一遍，后回答问题，再做活 动：“beep” activity: 教师快速读课文，故意用 beep 替换句子中的一个单词，学生听后说出 被替换的单词，并试着说整个句子。 Pair work: 学生两人一组做此项活动。