小學(xué)英語課件模版

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小學(xué)英語課件模版

英語是印歐語系-日耳曼語族-西日耳曼語支下的語言。下面是小編為大家提供的關(guān)于小學(xué)英語的課件模版，內(nèi)容如下：

一、案例背景分析

1.教學(xué)內(nèi)容分析

在五個(gè)動詞短語中，do the dishes是五(上)Unit 4要求四會的詞組，read a book, cook dinner在五(上)中學(xué)過意思相同的兩個(gè)短語read books和cook the meals，并且屬于四會內(nèi)容。draw pictures , answer the phone 在前幾冊中也出現(xiàn)過,總之，五個(gè)動詞短語的前三個(gè)對學(xué)生來說比較簡單。針對這種情況,我采用由易到難、由舊知識練習(xí)新句型的教學(xué)策略，以此來降低學(xué)生理解及表達(dá)的難度。

2.教學(xué)目標(biāo)的確定

本節(jié)課是五年級下冊第四單元的第一課時(shí)，五年級下冊四、五、六單元的主要內(nèi)容就是現(xiàn)在進(jìn)行時(shí)，而本節(jié)課是學(xué)生學(xué)習(xí)現(xiàn)在進(jìn)行時(shí)的第一節(jié)課，因此，對學(xué)生接受現(xiàn)在進(jìn)行時(shí)的概念，理解現(xiàn)在進(jìn)行時(shí)的用法顯得尤為重要。針對本節(jié)課的特殊情況，既學(xué)生第一次接觸一種新時(shí)態(tài)：現(xiàn)在進(jìn)行時(shí)，我確定了三個(gè)教學(xué)目標(biāo)。

(1)通過具體而典型的情景，體會現(xiàn)在進(jìn)行時(shí)的用法，能夠運(yùn)用句子What are you doing ? 詢問別人正在做什么，并用 I'm ___ing . 這一陳述句來做答。

(2)初步認(rèn)識現(xiàn)在分詞的'構(gòu)成，能夠聽、說、讀、寫五個(gè)動詞短語的 ing形式。

(3)通過說唱Let's chant部分的歌謠，鞏固復(fù)習(xí) Let's learn 部分的短語和句子。

3.教學(xué)重點(diǎn)、難點(diǎn)的確立

(1)本節(jié)的重點(diǎn)是掌握五個(gè)動詞短語的-ing 形式，理解下一節(jié)課的主要句型 What are you doing ? 并能用 I am doing the dishes . 來作答。

(2)難點(diǎn)：a、如何引導(dǎo)學(xué)生感知、理解現(xiàn)在進(jìn)行時(shí)所表達(dá)的含義。

b、動詞- ing形式的讀音，特別是加 -ing 之后的連讀。這不單是本節(jié)課的難點(diǎn)，也是后三個(gè)單元的教學(xué)難點(diǎn)。培養(yǎng)學(xué)生流暢的連讀，它需要一個(gè)過程，需要老師多做示范，逐步引導(dǎo)，充分感知。這不是一節(jié)課兩節(jié)課就能達(dá)到的教學(xué)目標(biāo)。

4.教具準(zhǔn)備

乒乓球、乒乓球拍、玩具盤子及洗碗布、玩具鍋及鏟子、一本故事書、語文書、數(shù)學(xué)書、圖畫書、電話、詞卡、四張圖片、記者服、記者證、錄音機(jī)和磁帶。

二、教學(xué)過程

Step 1：Warm-up, TPR活動

T: Hello, boys and girls. This class I'll divide you into 4 groups. Group1.2. 3. 4.

T: Before class. Let's warm up. Please follow me. Do as I do.

1.復(fù)習(xí)動詞：(邊做動作邊說)

eat/ drink/read/ write/ draw/ jump/ run/ swim/ fly(T: Wonderful! Let’s go on.)

2.復(fù)習(xí)詞組：

set the table/ sweep the floor/ wash the clothes./do the dishes./cook the meals./clean the bedroom.

3.sing a song: 《I can help》. 投影出示歌詞，老師做動作示范，師生一同演唱。

(設(shè)計(jì)思路：在Warm-up 中通過TPR的形式回顧所學(xué)的動詞，以舊帶新，同時(shí)也為后面的新授、拓展做一簡單的鋪墊，目的就是從一開始就將學(xué)生帶入動詞的世界。歌曲《I can help 》中的歌詞動作在課前有所熟悉，所以讓學(xué)生邊唱邊做動作，進(jìn)一步復(fù)習(xí)有關(guān)家務(wù)勞動的短語，這也是為后面通過Free talk引出do the dishes, cook dinner兩個(gè)短語所做的鋪墊。)

Step 2. Unit 4 What are you doing 的導(dǎo)入及板書。

1.T: Boys and girls. Here’s a ping-pong. Do you like playing ping-pong.(做動作)Please look at me. What am I doing now?(邊托球邊解釋：現(xiàn)在，我正在干什么?)You can ask me: What are you doing?(拿詞卡邊領(lǐng)讀邊板書)

2.Ask me together. (師再次托球回答)I am playing ping-pong.(讓兩生試著托球，師拿詞卡I’m ---ing領(lǐng)讀、板書。)

3.T: From this class .We’ll learn Unit 4. What are doing?

(設(shè)計(jì)思路：這一環(huán)節(jié)即是課題的導(dǎo)入也是現(xiàn)在進(jìn)行時(shí)用法的感知，針對本節(jié)課的難點(diǎn)，即如何引導(dǎo)學(xué)生感知、理解現(xiàn)在進(jìn)行時(shí)所表達(dá)的含義。通過play ping-pong這一正在進(jìn)行的動作，鼓勵(lì)學(xué)生用What are you doing?來問老師，借此老師教學(xué)并板書課題，且初步熟悉其陳述句的表達(dá)法I am ___ing.)

Step 3.Presentation

1.Free talk 引出do the dishes.

T: Hello .What's your name? S1:(回答)

Nice to meet you.

By the way, can you do housework?

What can you do?

Great. You're helpful.

T: Hello. What can you do at home? S2:(回答)

Good boy/girl. You're helpful.

T: Boys and girls ，can you do housework? Ss: Yes.

T: You're helpful .Please guess what I can do at home. Look carefully.(師做動作，生猜。You can use the sentence:“Can you ---”)

T: Yes, I can do the dishes .Who can write the phrases?(師讓一名學(xué)生上黑板寫詞組，寫完后老師讓學(xué)生稍等，然后自己邊洗盤子邊說:I am doing the dishes now. Please try.)

T: What are you doing?

S: I am doing the dishes.

(板書領(lǐng)讀：do add-ing is pronounced /i□/--- doing.

再次板書：I am=I'm(領(lǐng)讀，拿盤子準(zhǔn)備傳)

T: This time, Let's pass the dish one by one, and ask: What are you doing?

(領(lǐng)讀3-4遍之后開始傳，全體同學(xué)一起打著節(jié)奏問：What are you doing? 當(dāng)老師說：Stop時(shí)，拿到盤子的同學(xué)站起來邊洗盤子邊說:“I am doing the dishes.”)

(設(shè)計(jì)思路：由Free talk 引出do the dishes ,由學(xué)生熟悉的詞組入手，通過傳盤子的游戲集體練習(xí)、重點(diǎn)突破主句型 What are you doing ?)

2. cook dinner

T:(與最后一名學(xué)生對話)You can do the dishes . Can you cook dinner?

S: 如果生回答 Yes, I can.老師就用 T: You’re helpful. Please do an action and say.

如果生回答No, I can’t 老師邊做動作邊啟發(fā)鼓勵(lì)學(xué)生T: You can’t? cook eggs, can you? What about noodles?

T:(邊讓生說cook dinner, 邊做動作)師板書 cook dinner

T: It means: cook the meals.

Here’s a pot .Who can ask me with the sentence : (指標(biāo)題)

T: I am cooking dinner .I am cooking fish. Mmm-Yummy. (板書-ing. Cook add ing is pronounced cooking畫連讀符號)

T: Now, please cook something and practise in pairs. You can cook eggs. noodle,. tomatoes, potatoes, green beans and so on.

T: Mm----Yummy. SA. What are you doing?

SA: I’m----.(讓兩名學(xué)生一組起來匯報(bào))

(設(shè)計(jì)思路：當(dāng)盤子傳到最后一名學(xué)生，老師問：You can do the dishes . Can you cook dinner?自然引出cook dinner的教學(xué)，練習(xí)的形式是兩人合作，邊做動作邊練習(xí)，在匯報(bào)時(shí)，老師以故事書作為獎勵(lì),并讓學(xué)生坐下來耐心地一頁一頁的讀，將read a book 引出)

3.read a book. [注意與read books的比較]

T: Wonderful. Please come here. This is for you.(把故事書獎勵(lì)給學(xué)生) Please sit on the chair and read it. (師指正在讀書的學(xué)生說)read a book . 板書并領(lǐng)讀。

T:(師蹲下去問)What are you doing?

(引導(dǎo)學(xué)生試著加ing,并讀出) Please add-ing and try to read it.

(師畫連字符號)Who can help her? Wonderful. This is for you[發(fā)獎品]

T: I have many books here.

(師邊說邊走下去將書分給學(xué)生) Please read it! 引導(dǎo)學(xué)生用句型來問答

T: (師啟發(fā)學(xué)生說出具體的書目)You’re reading a Chinese book.

(設(shè)計(jì)思路：當(dāng)學(xué)生讀到picture book時(shí)，老師用實(shí)物投影儀展示pictures，并且問學(xué)生 Can you draw pictures ?然后老師在黑板上畫畫示范，邊畫邊說：I am drawing pictures .自然將 drawing pictures引出，接著讓學(xué)生來畫畫，親身體驗(yàn)現(xiàn)在正在進(jìn)行的這一動作)

4.draw pictures

T: You’re reading a picture book. Let’s see. (老師在實(shí)物投影上展示，邊翻書邊說：pictures,

beautiful pictures.(板書pictures)Can you draw pictures.(師邊說邊畫，然后板書、領(lǐng)讀。)

T: Can you draw pictures? Let’s finish the picture together. Please draw one thing. You can draw a tree, a path, grass, flowers，an apple and so on .

(設(shè)計(jì)思路：學(xué)生邊畫邊說句子,幾位同學(xué)畫完之后，老師對畫做簡單的評價(jià)，并適當(dāng)給畫添加一些東西，使之更加完美。)

5.answer the phone

T:(電話鈴聲響起)I’m sorry. Please wait a minute. Let me answer the phone.(老師拿起聽筒)

Hello. It’s Miss Lu. I’m having English class. I’m very busy. Bye.

(放下電話教學(xué)詞組answer the phone )

Practice:

A、做Hide and seek游戲，把電話藏起來，通過一名學(xué)生找電話，全班同學(xué)用高低聲提示，鞏固這一動詞詞組。當(dāng)學(xué)生找到電話，電話鈴聲再次響起，讓學(xué)生試著加ing并讀出。

B、T: Next, practise in pairs. Use your books, like this.(老師把英語課本卷起，作為電話聽筒，并出示下面的對話。)

A: Hello.

B: Hi. It's ________ . What are you doing?

A: I'm answering the phone. What are you doing?

B: I'm _________ (drawing pictures /doing the dishes /cooking dinner / reading a book )

(設(shè)計(jì)思路：老師接電話時(shí)說：Hello! It's Miss Lu.自然滲透打電話的日常用語，然后做Hide and seek 游戲，以此來練習(xí)這一短語。緊接著讓學(xué)生將書卷起做為電話，出示對話提示，小組練習(xí)。借助這個(gè)短語即可以對前面的四個(gè)短語做一階段性總結(jié)，又可滲透下節(jié)課 Let's talk的內(nèi)容。)

Step 4 Practise

1.Listen to the tape. Listen, point and repeat.

2.Look at the blackboard and read after me .(do---doing---doing the dishes)

3.T:(師生分工讀)Ss: What are you doing? What are you doing?

T: I’m doing the dishes. (教師邊做動作邊說)What are you doing?

4.Let’s chant.(投影出示P44的Let’s chant.邊說邊做)

5.Play a guessing game.

一名學(xué)生從詞卡中挑出一張出示給全班同學(xué)，另一名學(xué)生背對這位同學(xué)，猜一猜自己正在干什么，全班同學(xué)問：What are you doing ?猜的同學(xué)邊做動作邊用I'm _ing來回答。

(設(shè)計(jì)思路：聽錄音之后看板書領(lǐng)讀，領(lǐng)讀過程中，通過動詞原形與現(xiàn)在分詞的對比，使學(xué)生進(jìn)一步理解現(xiàn)在分詞的構(gòu)成，緊接著師生分工讀，自然引出Let's chant的內(nèi)容，在Let's chant之后，我設(shè)計(jì)了一個(gè)猜單詞的游戲，這是一個(gè)常規(guī)性的游戲，無多少技巧隱含其中，時(shí)間夠了就做，不夠就略去，這是機(jī)動處理的部分。)

Step 5 Consolidation and extension

T: Boys and girls, spring is here.Group1 is going to do housework..Group2 is going to have a picnic . Group3 is going to have a sports meeting. Group4 is staying in the classroom.(教師邊說邊將卡片發(fā)下去。)

1.首先從課前發(fā)下去的詞卡比如 play___ the piano 中挑選動詞詞組且加ing，如并試著讀出，然后將詞組貼在對應(yīng)的圖畫下面。

2.學(xué)生發(fā)現(xiàn)問題，即個(gè)別單詞的后面畫有四條小橫線，swim_ _ _ _, run_ _ _ _, set_ _ _ _, 老師集中講解問題。

3.小組內(nèi)練習(xí)，利用句型What are you doing? I'm _____ing.充分討論。

4.記者采訪做現(xiàn)場報(bào)道。先是老師穿上記者服、戴上記者證訪問學(xué)生，然后由學(xué)生去采訪。