Unit 1 Try your best 第三课时 Grammar-Assessment time（课件）-2026-2027学年译林版(三起) （2025）英语六年级上册

该小学英语课件以一般过去时为核心知识点，通过Free Talk激活学生对过去经历的表达，结合Bobby & Sam卡通故事进行Revision，搭建从旧知到新知的学习支架，帮助学生逐步理解过去时的运用场景。 其亮点在于采用游戏化教学（如Verb Transformation Race）和故事链（蜗牛、刘涛、教师故事），融合语言能力（口语表达与故事讲述）、文化意识（努力精神培育）和学习能力（主动参与策略），通过填空、Pair Work等互动环节提升学生语言运用与思维品质，教师可借助结构化内容高效实施教学，激发学生学习兴趣。

Unit 1 Try your best Grammar time&Wrap-up time&Assessment time Keep trying and reach your goal! 1.7.2013 This is the cover page for Unit 1 "Try your best" for Grade 6 English. The design uses a warm orange gradient to create a lively and energetic atmosphere, suitable for children. Key visual elements like the rocket, mountain, and stars symbolize effort, goals, and adventure, aligning with the theme of "trying your best" and the grammatical focus on the Simple Past Tense. ‹#› Learning Goals 🎯 Grammar Learn simple past tense Speaking Tell past stories Feeling Try your best Let's learn and have fun! 1.7.2013 This slide outlines the three main learning goals for our session: 1. Grammar: We focus on the simple past tense, which is fundamental for talking about past events. We will cover both regular and irregular verbs. 2. Speaking: The goal is practical application. We want students to confidently share their own stories and experiences. 3. Feeling/Mindset: Beyond language skills, we emphasize the psychological aspect—understanding that consistent practice is key, and it's okay to make mistakes. ‹#› Warm-up: Free Talk 💬 What did you do last weekend? ✨ Did you try something new? How did you feel? 🙋 Raise your hand and share! 1.7.2013 This slide is designed to engage students in a free talk session. The goal is to get them comfortable speaking and sharing personal experiences. 1. **Weekend Review**: Ask students to share a specific activity they did over the weekend. Encourage details like who they were with or what made it memorable. 2. **New Experience**: Prompt them to think about trying something new. This could be as simple as a new café or as big as a new sport. Focus on the process. 3. **Inner Feelings**: Connect the activity to emotions. This helps students expand their vocabulary related to feelings. Finally, remind students that this is a low-pressure zone and all contributions are valued. ‹#› Revision: Cartoon Time 🐭 📸 Bobby & Sam Cartoon Last week, Bobby and Sam saw a new poster. First ,he forgot the words, then he remembered them. Q1:What did they see? Q2:Did Bobby remember at first? 1.7.2013 This is a revision page for the cartoon story about Bobby and Sam. 1. Start by asking students to look at the left picture and recall the story. 2. Read the paragraph on the right together, emphasizing the past tense verbs (saw, forgot, remembered). 3. Guide students to discuss the two questions in pairs. 4. Invite some students to share their answers with the class. ‹#› Revision: Story Time 🐭 📸 Bobby & Sam Cartoon Two weeks ago, Su Hai wanted to play Mulan in a school play. Yes!Su Hai acted well.It was great! Q1:What did Su Hai want to do? Q2:Did Su Hai make it at last? 1.7.2013 This is a revision page for the cartoon story about Bobby and Sam. 1. Start by asking students to look at the left picture and recall the story. 2. Read the paragraph on the right together, emphasizing the past tense verbs (saw, forgot, remembered). 3. Guide students to discuss the two questions in pairs. 4. Invite some students to share their answers with the class. ‹#› Simple Past Tense 🕒 Yesterday 📅 I played football yesterday. Last week 📆 We saw a film last week. ...ago ⏳ She finished an hour ago. We talk about things that happened BEFORE. 一般过去时 1.7.2013 This slide introduces the core concept of the Simple Past Tense. 1. **Visual Timeline**: The timeline visually separates 'Now' (present) from 'Past' (before now), helping students grasp the temporal relationship. 2. **Core Definition**: Emphasizes that the tense is used for completed actions or states that are finished and in the past relative to the speaker. 3. **Signal Words**: These are key indicators for students to recognize when to use the simple past. Each card provides a common marker and a brief explanation of its usage context. ‹#› Verb Change Magic ✨ Rule 1: +ed play → played, walk → walked Eg: I played with my friend. Rule 2: +d dance → danced, use → used Eg: She danced beautifully. Rule 3: y → i + ed try → tried, study → studied Eg: He tried his best. Rule 4: Double + ed stop → stopped, plan → planned Eg: We stopped for lunch. 1.7.2013 This slide presents four basic rules for English verb past tense changes in a simplified, visual "magic card" format. 1. Rule 1: Most verbs simply add "-ed" (e.g., play → played). 2. Rule 2: Verbs ending in an unpronounced "e" add only "-d" (e.g., dance → danced). 3. Rule 3: Verbs ending in "consonant + y" change "y" to "i" and add "-ed" (e.g., try → tried). 4. Rule 4: For CVC (consonant-vowel-consonant) stressed syllables, double the final consonant and add "-ed" (e.g., stop → stopped). ‹#› Irregular Verbs - Special Ones! 🎯 is / am → was I was happy. are → were They were excited. see → saw I saw a bird. forget →forgot She forgot her bag. begin → began The class began. go → went We went home. 1.7.2013 This slide introduces some of the most common and special irregular verbs in English. 1. 'is/am' and 'are' are the most fundamental verbs, changing to 'was' and 'were' respectively. 2. 'Begin' changes its vowel sound to become 'began'. 3. 'Forget' and 'see' have unique past forms: 'forgot' and 'saw'. 4. Finally, 'want' and 'climb' are regular verbs (adding -ed) but are often confused with irregular ones, so they are included here for clarity. ‹#› Game: Verb Transformation Race! play dance try see forget begin Bonus Verbs: climb, want, go, eat (Hidden on wheel!) 📜 How to Play? (Game Rules) 1. Spin the Wheel 2. Shout it Out! 3. Score Points 🏆 Score Board Group A ( ) Group B ( ) Group C （ ） 1.7.2013 This is an interactive game slide designed to practice verb past tenses in a fun way. 1. **Visual Hook**: The spinning wheel in the center grabs students' attention and randomizes the verbs to keep the game unpredictable. 2. **Clear Rules**: The three-step rule breakdown (Spin -> Shout -> Score) is easy for students to understand. 3. **Competition**: The scoreboard at the bottom fosters healthy competition among groups, motivating students to respond quickly and accurately. 4. **Verbs Included**: Common irregular and regular verbs are used to cover a range of difficulty levels. ‹#› Read and complete: The Snail and the Tree 🐌 Long ago, there was a snail. It______ (live)under a big tree. One day, it_____ (see)a bird at the top of the tree. What did the snail want to do? lived saw 1.7.2013 This is the story introduction page. The goal is to set the scene and engage the audience with a simple, relatable story. 1. Visuals: Use soft, natural colors and cute icons to create a welcoming garden atmosphere. 2. Story Flow: Start with the setting (garden, tree), introduce the character (snail), and the inciting incident (seeing the bird). 3. Interaction: End with a question to encourage participation and prediction, which is key for keeping young listeners engaged. ‹#› Read and complete: The Snail and the Tree 🐌 The snail ______(want) to climb the tree and see the garden from the top of the tree.But it_________(be)very slow. wanted was What could the snail do? 1.7.2013 This slide focuses on the story development of 'The Snail's Dream'. 1. **Visual Engagement**: The left side uses illustrations to set the scene of the snail starting its journey to climb the tall tree, which helps students visualize the story context. 2. **Grammar Practice**: The right side provides a 'Read and Complete' exercise. The target words 'wanted' and 'climbed' (past tense verbs) are given as prompts. 3. **Interaction**: Encourage students to read the sentences aloud and fill in the blanks. Ask them why the snail is using these actions (showing determination). ‹#› Look, Complete and Say 👀 The snail______to climb the tall tree. It climbed on cloudy days. It climbed on windy days. climb be begin see began 1.7.2013 This slide is designed for a speaking activity. It guides students through a story sequence of a snail climbing a tree. 1. **Under the Tree**: Introduce the setting. Use the sentence "Long ago, there was..." to set the scene. 2. **Climbing Up**: Focus on the snail's goal and effort. Use "The snail wanted to..." to express ambition. 3. **At the Top**: Conclude with the achievement. Use "Finally, the snail..." to show the result. Finally, encourage students to pair up and retell the story using the sentence structures provided. ‹#› Look, Complete and Say 👀 It _______ on rainy days. Finally,the snail _______ at the top of the tree.It_____ many trees and flowers.What a beautiful garden! climbed climb be begin see was saw 1.7.2013 This slide is designed for a speaking activity. It guides students through a story sequence of a snail climbing a tree. 1. **Under the Tree**: Introduce the setting. Use the sentence "Long ago, there was..." to set the scene. 2. **Climbing Up**: Focus on the snail's goal and effort. Use "The snail wanted to..." to express ambition. 3. **At the Top**: Conclude with the achievement. Use "Finally, the snail..." to show the result. Finally, encourage students to pair up and retell the story using the sentence structures provided. ‹#› 🎤 Pair Work: Tell the story with your partner! Long ago,a bird and a snail were in a garden.The snail wanted to see the garden from the top of the tree··· Tip: What was difficult for the snail? What did it do? 1.7.2013 This is the climax of our story. The title "Never Give Up!" sets the tone for the snail's determination. On the left, we visualize the scene: a snail struggling to climb a tree in the pouring rain. The rain is heavy, the path is slippery, but it doesn't turn back. On the right, we complete the sentence: "It rained on rainy days, but the snail didn't stop." This reinforces the past tense 'rained' in context. The interactive Q&A section focuses on the core message: perseverance. Highlighting "It tried its best!" in orange emphasizes that effort and persistence are what matter most, regardless of the outcome. ‹#› Wrap-up time: Read and complete Liu Tao's Play 🐵 One day, Liu Tao wanted to play the Monkey King.He liked the Monkey King very much.But he ______(be)not good at acting. He was worried. 🤔 What did Liu Tao do then? Can you guess? was 1.7.2013 This page tells the beginning of Liu Tao's story. He wants to play the Monkey King but lacks confidence. Engage the audience by asking the interactive question: "What did Liu Tao do then?" Encourage students to brainstorm possible actions. ‹#› Liu Tao Tried His Best 💪 Liu Tao wanted to try his best.He practised every day.He_________(watch)the Monkey King on TV. Then he _______(practise)in front of the mirror.He__________ (remember)all the words and movements. watched practised remembered 1.7.2013 This page focuses on Liu Tao's preparation process. On the left, we see two key scenes: him watching the Monkey King on TV to learn, and him practising in front of the mirror to perfect his act. On the right, we have fill-in-the-blank exercises to reinforce past tense verbs (watched, practised, remembered). The bottom summary emphasizes the theme of effort and dedication. ‹#› Great Show! 🎉 Finally,the play________(begin).Liu Tao acted well.He was very happy.His teachers and friends ________(be)happy for him too. Practice makes perfect! ✨ began were 1.7.2013 This is the happy ending of Liu Tao's story. 1. Fill in the blanks: Finally, the play began (past tense). His teachers and friends were (plural past tense) happy for him too. 2. The phrase "Practice makes perfect" is highlighted at the bottom to emphasize the moral of the story: consistent effort leads to excellence. 3. The visual design uses warm colors and celebratory icons to convey a sense of achievement and joy. ‹#› Teacher's Story: I Tried My Best Too! 👩‍🏫 When I was your age, I was afraid of speaking English. I practised every morning, reading stories to the trees. Finally, I could speak well. And now, I'm YOUR teacher! If I can do it, YOU can too! 1.7.2013 This slide shares a personal story from the teacher's perspective to connect with students emotionally. The goal is to inspire and encourage students who might be struggling with speaking English. Key points to highlight: 1. Vulnerability: Admitting that the teacher was once afraid too makes the teacher more relatable. 2. Persistence: Emphasizing daily practice and small steps. 3. Hope: The transformation from a shy student to a confident teacher serves as a powerful role model. ‹#› Your Turn: Think and Write ✍️ Step 1: Beginning One day, I wanted to... 👣 Step 2: Problem But I was not good at it. 👣 Step 3: Try your best I practised... 👣 Step 4: Ending Finally, I... 👣 Your story is special! 1.7.2013 This slide is a guide for students to structure their narrative writing. It uses a step-by-step approach (Beginning, Problem, Effort, Ending) to help them organize their thoughts logically. 1. **Beginning**: Encourage students to start with a clear desire or goal. What did they want to do? 2. **Problem**: Highlight the conflict or difficulty. This makes the story engaging. 3. **Try Your Best**: Focus on the actions taken. Emphasize effort and determination. 4. **Ending**: Conclude with the outcome and feelings. What was learned? ‹#› Share Your Story! 🎤 I want to share my story about... At first, I felt... But I tried my best. I... Finally, I... Come to the front! Everyone is a super star! ⭐ 1.7.2013 This slide is designed to encourage children to share their personal stories. The layout uses four clear prompts to guide them through structuring their narrative: starting with the topic, their initial feelings, the effort they put in, and the final outcome. The colorful and friendly design, along with emojis and icons, helps create a safe and inviting space for them to express themselves. ‹#› Wrap-up Time 📝 Try Your Best Grammar: Simple past tense Stories: Snail, Liu Tao, Teacher Sentence: I tried my best. Key: Practice makes perfect! 1.7.2013 This is the wrap-up page for our lesson. Let's recap what we've learned today. 1. **Grammar**: We focused on the Simple Past Tense, paying attention to how verbs change their forms. 2. **Stories**: We revisited the stories of the snail, Liu Tao, and our teacher, all of whom demonstrated persistence. 3. **Sentences**: We practiced key sentences like "I tried my best" and "Finally, I..." to express our efforts and outcomes. 4. **Mindset**: The core message is "Try Your Best". Always believe that you can do it if you put in the effort. ‹#› Assessment Time ⭐ I can talk about the past. 😊😊😊 I can tell a try-your-best story. 😊😊😊 I can face difficulties bravely. 😊😊😊 How many stars can you get? 1.7.2013 This slide is designed for self-assessment. It encourages the audience to reflect on their abilities in three key areas: talking about the past, storytelling about effort, and facing difficulties. The smiley face rating system makes the assessment engaging and non-intimidating. The bottom section invites them to tally their scores, fostering a sense of achievement. ‹#› Homework 📚 Tell the snail's story to your parents. Finish the "Think and write" story. Prepare your "try your best" story. ✨ Keep trying, and you will shine! ✨ 1.7.2013 This slide outlines the homework assignments for the lesson. 1. Encourage students to share the snail story with their parents to reinforce the lesson's theme of perseverance. 2. The writing task helps students practice their creative writing skills by imagining the continuation of the story. 3. The class sharing activity builds confidence and allows students to connect the lesson to their personal experiences. End with the motivational quote to leave students feeling inspired. ‹#› $