捷进英语1unit6ppt

高一英语必修一unit1课件应该怎么写？课件实质是一种软件，是在一定的学习理论指导下，根据教学目标设计的、反映某种教学策略和教学内容的计算机软件。下面我给大家带来高一英语必修一unit1课件，欢迎大家阅读。

Student’s level: Senior 1, SEFC

Teaching material: Unit 1 Cultural Relics (listening and speaking part)

Teaching aims:

1、To improve students’ listening ability, such as global and detail listening; and the ability to get useful information from the listening material.

2、To improve students’ organization, creation and speaking ability; and urge them to use what they have learnt in daily life.

Teaching methods:

1、Review before listening to stimulate students’ memory and interests ;

2、To do the global, detail and global listening in turns with practices;

3、To stimulate students to discuss which person gave the best evidence, using the information in the formal section;

4、To let the students to judge the truth or lie in their daily life.

Teaching focus: to improve students’ listening and speaking ability;

Teaching aids:

1、video

2、diagram

3、pictures

Teaching Procedure

Ⅰ. Listening

1. Presentation

1.1 Lead in

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

S: Fine, thanks.

T: Look! What’s this?

S: The amber room.

T: Right! It’s the amber room. Last class, we have learnt an article named “in research of the amber room” do you still remember it?

S: Yes.

T: Good! Today we are going to listen to another story about the amber room. Do you want to know?

S: Yes.

1.2 Guessing

T: Ok! Please look at the blackboard, there are three WH-words: who, when and what. When we say the three WH-words what can you think about?

S: Some people’s names

T: Yes. What else?

S: Time words and something will happen.

T: Good! Let’s check your guessing. Before listening, you should keep the three WH-words in your mind and write it down when you hear the answer. Ok?

S: Ok.

2. Listening

2.1 Global Listening

T: but, before listening, I will give you some new words to help you. The first one is Czech Republic, it is a country like the People’s Republic of China, means捷克共和国. The second one is explode. Look at the picture and try to guess the meaning of it. What’s it.

S: Boom.

T: Yes. It’s boom, but when we fire it, it will bang, explode. Now do you know the meaning of it?

S: 爆炸。

T: Yes. Now let’s do our global listening. (Do the global listening)

T: Ok! I think you have got your answer. Who would like to share your answer with us? You please. Who?

S: Jan Hasek

T: Good! Who can tell me when? You please.

S: In April 1945.

T: Excellent. How about the what? You please.

S: He heard something and saw some soldiers.

T: Good. Good!

2.2 Detailed Listening

T: Next, I’d like you to fill in the tables. Let’s look at it. What he heard? Just as what you answer me just now, he must hear something. Right?

S: Right.

T: But what’s it? The second one is what his reflection when he heard something? How about you? Try to guess what you will do when you hear something? Lily?

S: Maybe I’d like to see what it is.

T: Good guessing. Let’s check it latter. The last one is what he saw? Just now you answer me he saw some soldiers. Guess, what the soldiers did? Who would like to share your opinion? You please.

S: Maybe they were doing their commissions.

T: Good guessing. Please keep the three questions in your mind and write down the answers when you hear it. Am I clear?

S: Yes.

(The teacher leads the students do the detail listening and stop in one segment.)

T: Who would like to share your opinion with us? You please the first question.

S: He heard something explode at midnight.

T: Well done! Did you guess correctly? Who’d like to answer the next question? You please.

S: He got up and ran outside.

T: Good job! Who would like to try the last question? You please.

S: They saw some German soldiers were taking wooden boxes from trucks and putting them in the mine.

T: Excellent! Please give her a big hand. You all have really done a very good job.

2.3 Global Listening

T: Now please keep all the questions and answers in your mind. And we will listen to the whole story again that you can have a general review on it.

Ⅱ. Speaking

2.1 Showing directions for discussion

T: Good morning, class!

S: Good morning, teacher!

T: And next, we will do a speaking exercise. What I need you to do first is to use the information in the formal section and to discuss in pairs which person gave the best evidence. Are you clear?

S: Yes!

2.2 Showing the useful expressions

T: Before your discussion, I will give you some useful expressions. The first one is “Do/Don’t you think that…?” The second one is “Are you sure that he/she was telling the truth?” The third one is “What are your reasons for saying that?” And now who can give me more expressions about this discussion? Yes, you please!

S: I think someone is telling the truth because…

T: Very good, thank you very much! Now, I need one more useful expression, who would like to try? You please!

S: Sorry, I don’t agree with you.

2.3 Group discussion

T: Excellent, thank you very much! Next, two students a group, you can begin your discussion. Don’t forget to use the useful expressions here. Five minutes later, I need one of your groups to present your discussion to the class! Clear?

S; yes!

T: Now, ready, go!

(Five minutes later)

2.4 Demonstrating the students’ dialogues

T: OK, the time is up! Who want to show your discussion? Yes, you two please!

S: …

T: Very good! Big hands for them! Next, we have a competition. At the very beginning, I need one of you to tell a short story about yourself. You can tell a lie or tell the truth. And after your story, I need one student to analyze what you have said is a lie or the truth, then to give the reasons. And at the same time I will record everyone’s right judgments, which will determine who is the winner of this competition. Are you clear?

S: Yes!

T: Now, who want to tell a short story? Very good, you please!

S: I was washing my clothes at five o’clock yesterday.

T: Now who can judge what she said is the truth or a lie! Ok, you please!

S: She has told a lie, because I saw her in the library at five o’clock yesterday!

T: Is her judgment right?

S: Yes!

T: OK, very good! Now, who want to tell another short story? Very good, you please!

S: I was playing computer games at eleven o’clock last night.

T: Now who can judge what she said is the truth or a lie! Ok, you please!

S: She has told a lie, because I saw her doing her homework in her dormitory at eleven o’clock last night!

T: Is her judgment right?

S: Yes!

2.5 Summary

T: OK, very good! Now, the competition is over. We can see that the Lisa’s flowers rank the number one. Certainly, she is the winner of this competition. Now, Lisa, congratulations to you! Let’s give big hands for her. After exercise, who can make a conclusion about what we have learnt today? OK, you please!

S: We have learnt how to discuss and judge who is telling the truth or telling a lie.

T: Very good! You really did a very good job today. I think we must stop here. No homework today. Good-bye!

S: Bye!

Teaching objectives:

1. Ability to work:

A. listen: get information and ideas from listening materials;

Talk: express your attitude or attitude toward friends and friends in appropriate words.

C. Read: to get Ss to get the main idea

Write: write some advice about making friends

2. Knowledge target:

Talk about friends and friendship; How to make friends; How to maintain friendships

B. Use the following expressions:

I think so. / I don't think so.

I agree with you. / I don't agree.

This is correct.

Of course not.

Exactly.

I'm afraid not.

The ss can control direct speech and indirect speech

D words: add some cheating in the upset without careless reason list to share feeling think Germany series "outdoor crazy moonlight" is the purpose of bold, believe that indoor intelligence test by teenagers advice editor is used to communication

Add calm to the dog's care and the walk to the dog has a certain purpose, in face to face with the love

3. Project emotional goals:

Cultivate students' interest in learning English;

Encourage students to be proactive in their activities and make students confident.

Develop the ability to cooperate with others.

4. Strategic objectives:

A. Cognitive strategy for developing Ss: taking notes while listening;

B. develop the ss communication strategy.

5. Cultural objective: to make students understand different opinions and make friends from different countries.

Teaching steps:

Cycle is 1

Step 1. Warm up

1. Work Ss listen to an English song, AULD LANG SYNE.

2. Brainstorming: let students introduce some friendly, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible, helpful... .

Step 2. Talk about your old friend

Work in junior high school talk about their old friends, talk about their appearance, personality, hobbies and so on.

2. self-introduction

Step 3. Make new friends

1. The students went around asking for information about their new friends and filling in the following forms

Name age/hobby/favorite sports, books...

2. Report to the class: who will be your friend?

Step 4. Do an investigation

Do an investigation in the text, P1

On September 5. Listening and speaking

Do the bank P41. When the students listen to the tape, ask them to pay attention to the speaker's idea of making friends.

When Ss talks, ask them to try the following expressions.

I think so. / I don't think so. I agree with you. / I don't agree.

This is correct. Of course not. Exactly. I'm afraid not.

Step 6. To discuss

Ss 4 was divided into one group and each group chose a topic for discussion. There are four themes.

Topic 1: why do you need friends? Make a list of reasons why friends are important to you.

Topic 2: there is an old saying, "to have a good friend, you need to be a good friend." "How can you be a good friend?"

Topic 3: is a friend always a person? What else can your friend do? Why is that?

Topic 4: make a list of qualities that are not easy to make friends with.

Step 7. abstracts

Work allows students to sum up what is friendship and what is most important to make friends.

2. T shows more information about friendship and a poem about friendship.

What is friendship?

I want to find out the answer to this question

What is friendship?

When it rains, I think friendship is a small umbrella.

It can give me a clear sky.

When I cry, I think friendship is a white handkerchief.

It can dry my tears.

When I am sad, I think friendship is a warm word.

It can bring me happiness.

When I am in trouble, I think friendship is a powerful hand.

It can help me avoid difficulties.

When I sit in a quiet place, I think friendship is a wonderful feeling.

It cannot be torn and torn, because it is in everyone's heart.

It's from the beginning of our lives to the end.

3. Tell students: make new friends and keep old; One is silver and the other is gold.

Step 8. appraise

Complete the following assessment form. Standard: A, B, C

The content is self-rated

I am very active in talking with people.

2. I actively cooperate with others.

I can express myself fluently, accurately and properly.

4. After this lesson, I learned more about friendship.

5. Do you think you need to improve yourself in some way? What aspects?

Homework:

Find new words and phrases in your warm up and reading dictionary.

2. Write an essay about your best friend.

没有加倍的勤奋，就没有才能，也没有天才。天才其实就是可以持之以恒的人。勤能补拙是良训，一分辛苦一分才，勤奋一直都是学习通向成功的最好捷径。下面是我给大家整理的一些 六年级英语 的知识点，希望对大家有所帮助。

小学六年级英语知识点：语法

1. 表示以前没有某物的句型

There was no + 单数名词或不可数名词 + 过去时间。There was no library in my old school.

There were no + 复数名词 + 过去时间。There were no computers or Internet in my time.

注意： no+ 名词相当于not a / an / any + 名词。 There weren’t any computer rooms at all. There was no gym ,either.

2. 表示不喜欢的句型

I didn’t like + 名词或动名词。如：

Before I didn’t like dogs. Before I didn’t like beef. Before I didn’t like going running.

3. 表示过去不能做或不会做的句型

I couldn’t + 动词原形。 I couldn’t go cycling before. People couldn’t use the Internet in the Tang dynasty.

4. 如何描述某人过去和现在的不同情况

① 外貌和性格：Before, 主语+was / were +形容词. Now，主语+am / is / are +形容词.

Before I wasn’t tall. I was quiet. Now I am tall. I am active.

Before she had short hair. Now she has long hair.

Before he didn’t wear glasses. Now he wears glasses.

②能力方面：Before, 主语+couldn’t +动词原形. Now, 主语+can +动词原形.

Before I couldn’t swim. Now I can swim very well.

③ 爱好 方面：Before, 主语+didn’t like +名词 / 动词ing. Now, 主语+like +名词 /动词ing.

Before he didn’t like reading books. Now he likes reading books.

六年级英语知识点

go boating 去划船

go fishing 去钓鱼

go for a walk 去散步

go home 回家

go on a diet 节食

go out 出去

go shopping 去购物

go sightseeing 去观光

go skating 去溜冰

go skiing 去滑雪

go straight on 直走

go swimming 去 游泳

go to bed 去睡觉

go to school 去上学

go to the cinema 去看电影

go to work 去上班

have a bath 洗澡

have a Chinese lesson 上语文课

have a cold 感冒

have a fever 发烧

have a good time 玩得开心

have a headache 头痛

have a look 看一看

have a picnic 举行野餐活动工

have a rest 休息

have a stomachache 胃痛

have a tooth-ache 牙痛

have a trip 去旅游

have a try 试一试

have been to 到过

小学六年级 英语学习 方法 技巧

“Good beginning is half done”，对于小升初 英语 作文 ，开头是在阅卷老师面前的第一次亮相，它将决定你所写的 文章 在阅卷老师心中所留下的第一印象。我们该怎样一提起笔就让自己成功一半呢?

1. “开门见山”式开头

一般来说，文章的开头应尽量做到“开门见山”，即要用简单明了的语言引出文章的话题，使人一开始就能了解文章要说明的内容。

①. 对于叙事类的文章，可以在开头把人物、时间、事件和环境交代清楚。如“A Trip to Huangshan(黄山之旅)”的开头可以是：Last month, my family went to Huangshan by train. It took us ten hours to get there. What a long and tiring journey! We were tired but the beautiful scenery excited us.

②. 对于论述性的文章，可以在开头处先阐明自己的观点，接着展开进一步的论述。如“The Time and the Money(时间和金钱)” 的开头可以是：Most people say that money is more important than time. But I don’t think so. First, when money is used up, you can earn it back， but……

2. 回忆性开头

在描述事件或游记类的文章中，采用回忆性的开头往往更能吸引人的眼球。这种类型的开头中通常含有描述自己心情或情绪的词汇，如never for get_r(永远无法忘记)、 remember (记得)、unfor gettable_r(难以忘怀的)、 exciting(令人激动的)、surprising(令人惊讶的)、sad (难过的)……如“A Trip to Huangshan(黄山之旅)”的开头还以这样写：I will never forget my first trip to Huangshan. 或It was really an unforgettable experience I had.

3. 疑问性开头

在叙事类或论述性的文章中，都可采用疑问型开头，这样既可以吸引阅卷者的注意又容易抓住中心。如“Planting Trees(种树)”的开头可以是：Have you ever planted trees? Don’t you think planting trees is ……再如“Traveling Abroad( 出国 之旅)”的开头可以是：If you have an opportunity to travel abroad, why not consider Singapore?

4. 倒叙式开头

在有的文章，特别是叙事类的文章中，可以采用倒叙的写作手法，先写出事件的结果，再陈述过程。如“Catching Thieves (捉贼)”的开头可以这样写：I lay in bed in the hospital. I smiled at my friends even though my legs hurt. Do you want to know what happened to me? Let me tell you. It’s a … story.

六年级英语课文知识点相关文章：

★ 六年级下册英语Unit1知识点

★ 六年级英语上册第五单元知识点归纳及复习题

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★ 六年级英语上册第六单元知识点总结

★ 六年级下册英语复习提纲

★ 小学六年级英语学习方法指导与总结

★ 六年级英语语法毕业复习知识点

★ 六年级下册英语Unit4知识点

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Key:Unit 1Ш. Vocabulary 1. rewarding 2. communicate 3. access 4. embarrassing 5. positive6. commitment 7. virtual 8. benefits 9. minimum 10. opportunities Ⅳ. 1. up 2. into 3. from 4. with 5. to 6. up 7. of 8. in 9. for 10. withⅤ.1. G 2. B 3. E 4. I 5. H 6. K 7. M 8.0 9. F 10. CSentence structureⅥ 1. Universities in the east are better equipped, while those in the west are relatively poor.2. Allan Clarke kept talking the price up, while Wilkinson kept knocking it down.3. The husband spent all his money drinking, while his wife saved all hers for the family.4. Some guests spoke pleasantly and behaved politely, while others were insulting and impolite.5. Outwardly Sara was friendly towards all those concerned, while inwardly she was angry.Ⅶ 1. Not only did Mr. Smith learn the Chinese language but he also bridged the gap between his culture and ours.2. Not only did we learn the technology through the online course, but we also learn to communicate with friends in English.3. Not only did we lose all our money, but we also came close to losing our lives.4. Not only do the workers want a pay increase, but they also want reduced working hours.5. Not only is the house expensive, but it is also too far away from my company.TranslationⅧ.1. Not only can students choose when and where to learn for an online course, but they can also take time to think through answers before making a reply.2. She is excited by the idea of online learning while he considers it meaningless and useless.3. Communicating with native English speakers is a very rewarding experience from which we can learn a lot.4. Today, more and more people have access to the Internet through which they look for the information they need.5．He wants her to give up working and stay home to look after the children．She feels，however，that this is too much for her．6．Now that we have finished the course，we shall start doing more revision work．Ⅸ 1. 我永远都不会忘记那位老师，是他告诉我学外语是有趣的、有价值的。如果没有他，我的英语说得不会像现在这样好。 ，2．没有任何其他语言能像英语那样让你感受到多姿多彩的世界文化。有了过硬的英语知识，你就可以体验奇妙的文化之旅。3．写作不仅仅要写老师布置的话题，而且要写自己感兴趣的东西，例如，给朋友写电子邮件。4．远程教学课程是指授课者与学生通过计算机通信技术进行交流的课程。5．英语不但是世界上最有用的语言，也是世界上最易学、易用的语言之一。6．远程教学课程在时间安排上给予学生更多的自由，但与其他课程比，这些课程要求学生有更强的自律能力。ClozeX．1．B 2．A 3．B 4．B 5．C 6．C 7．B 8．A 9．A 10．B11．A 12．A 13．B 14．A 15. BUnit 2Ш. Vocabularyl. appeals 2. identity 3. concern 4, disgusting 5. upset6. influence 7. offensive 8. burst 9. stuff 10. thoroughIV.1. off/down 2. off 3. as 4. on 5. For 6. on/upon 7. to 8. over 9. in 10. ofV. 1. H 2. F 3. D 4. K 5. B 6. C 7. L 8. I 9.O 10. NSentence StructureⅥ.1. Kate saw her brother Bill as she was getting off the school bus. Or: As she was getting off the school bus, Kate saw her brother Bill.2. As she was standing up from her seat, mother dropped the glass to the ground, Or: Mother dropped the glass to the ground as she was standing up from her seat,3. A policeman fired at a thief as the thief was bolting out of the house. Or: As the thief was bolting out of the house, a policeman fired at him.4. As she ran to catch the school bus, Sandy thought of her talk with her mother. Or: Sandy thought of her talk with her mother as she ran to catch the school bus.5. As the teacher entered file classroom, all the students shouted "Happy Birthday" to him. Or: All the students shouted "Happy Birthday" to him as the teacher entered the classroom.Ⅶ 1. She listened to her favorite rock music while singing along with the words.2. She was putting on her jeans while asking me to hand her the sweater.3.He banged on the door while opening it.4. In the bathroom she put on some makeup while looking in the mirror.5.The schoolmaster shot an angry glance at the naughty first grader while talking with his parents.Translation:Ⅷ.1. As she was about to turn off the music, her father burst into her room and shouted at her, "Can't you turn down the music a little bit"2. The owner of the bar kept watching the girl dancing while pretending not to.3. Rock music appealed to Sandy so much that she turned it up, paying no attention to her father's objection. 4. As usual when his parents don't like what he wears, they start bugging him.5. At the meeting they discussed how to keep the lines of communication open between teachers and students.5. It makes my blood boil to think of these young boys and girls who are forced by their parents to beg for money along the streets.Ⅸ 1. 我认为那些在镇上游手好闲，在身上又文身又穿洞的青少年是在表达他们的个性。2．因特网提供了一种更快捷的方式，让我们与全球的新老客户取得联系，并保持沟通渠道畅通无阻。3．父母与自己十多岁的孩子的沟通问题不仅仅在于“代沟”，而且还在于双方都不完全日 的思想。4．当父母与子女间有了这类沟通障碍时，青少年面临的问题可能更大。 5．青少年常常要经历这么一个阶段，在这个阶段，他们觉得父母会让他们没面子，害怕他们达不到自己朋友的标准。 6．比如，青少年希望在外呆到很晚，但是当第二天早上要起床上学时，那又是另一回事了。ClozeX．1-5 BBAAA 6-10 AABCB 11-15 AAACA 16-20 CBAACUnit 3III. Vocabularyl. Inwardly 2. regret 3. occasion 4. complained 5. urged6. coordinate 7. reluctance 8. envy 9. adjust 10. amazedIV.1. in 2. of 3. on 4. on 5. To 6. out 7. to 8. to 9. on 10. aboutV. 1. O 2. J 3. N 4. L 5.I 6. C 7. H 8. E 9. A 10. FSentence StructureⅥ.1. He had his ears pierced even though I told him not to.2. It was an exciting game even though no goals were scored.3. He was treated exactly like all the other workers even though he had just joined the company.4. Even though you disagree with her, she's worth listening to. 5. There was never enough money to support his family even though he was hard-working and did jobs at the same time.Ⅶ 1. After learning some simple Chinese, the American girl was able to communicate with the other students in her class.2. When doing the writing exercise for this course, you should remember that you are writing according to a specific structure, 3. Until finished, the problem was a continuous worry to me.4. While working at the computer, the young man was listening to music over the radio all the5. The grass will grow more quickly if watered regularly.TranslationVIII.1. I have decided to accept the new post, even though the job is not very well paid. 2. The job has been taken to be very simple until (it is) actually started.3.Now that you are planning to move to Canada, you must try to adjust to cold weather in winter.4. He promised to help us to buy the house, but with a little reluctance.5. This is an important meeting. Please see to it that you are not late for it.6. He is an experienced businessman who has engaged in foreign trade for quite a few years.Ⅸ． 1.他决心向那个女孩谈自己的计划，即使他知道她很可能拒绝听。2．一离开那条长长的正街，他就发现自己身处城里十分贫穷的区域。3．听到那首歌，我不禁悲从中来，想起了那些困苦的日子。4．每个想过健康生活的人，都必须在工作和娱乐之间寻求适当的平衡。5．我的第一位老板真让人讨厌，让每个人日子难过似乎是他的乐趣。我干了没多久就走人了。6，你能确保在本周末之前完成这项工作吗伦敦有重要公干，总公司正在考虑派你去。ClozeX.1．A 2．B 3．C 4．B 5．B 6．A 7．B 8．B 9．C 10．A11．C 12．C 13．A 14．B 15．C 16，C 17．C 18．A 19．B 20．A