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小学英语课件模版

课件 时间:2017-10-27 我要投稿
【www.52xueyuwen.com - 课件】

  英语是印欧语系-日耳曼语族-西日耳曼语支下的语言。下面是小编为大家提供的关于小学英语的课件模版,内容如下:

  一、案例背景分析

  1.教学内容分析

  在五个动词短语中,do the dishes是五(上)Unit 4要求四会的词组,read a book, cook dinner在五(上)中学过意思相同的两个短语read books和cook the meals,并且属于四会内容。draw pictures , answer the phone 在前几册中也出现过,总之,五个动词短语的前三个对学生来说比较简单。针对这种情况,我采用由易到难、由旧知识练习新句型的教学策略,以此来降低学生理解及表达的难度。

  2.教学目标的确定

  本节课是五年级下册第四单元的第一课时,五年级下册四、五、六单元的主要内容就是现在进行时,而本节课是学生学习现在进行时的第一节课,因此,对学生接受现在进行时的概念,理解现在进行时的用法显得尤为重要。 针对本节课的特殊情况,既学生第一次接触一种新时态:现在进行时,我确定了三个教学目标。

  (1)通过具体而典型的情景,体会现在进行时的用法,能够运用句子What are you doing ? 询问别人正在做什么,并用 I'm ___ing . 这一陈述句来做答。

  (2)初步认识现在分词的构成,能够听、说、读、写五个动词短语的 ing形式。

  (3)通过说唱Let's chant部分的歌谣,巩固复习 Let's learn 部分的短语和句子。

  3.教学重点、难点的确立

  (1)本节的重点是掌握五个动词短语的-ing 形式,理解下一节课的主要句型 What are you doing ? 并能用 I am doing the dishes . 来作答。

  (2)难点:a、如何引导学生感知、理解现在进行时所表达的含义。

  b、动词- ing形式的读音,特别是加 -ing 之后的连读。这不单是本节课的难点,也是后三个单元的教学难点。培养学生流畅的连读,它需要一个过程,需要老师多做示范,逐步引导,充分感知。这不是一节课两节课就能达到的教学目标。

  4.教具准备

  乒乓球、乒乓球拍、玩具盘子及洗碗布、玩具锅及铲子、一本故事书、语文书、数学书、图画书、电话、词卡、四张图片、记者服、记者证、录音机和磁带。

  二、教学过程

  Step 1:Warm-up, TPR活动

  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.复习动词:(边做动作边说)

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

  2.复习词组:

  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》. 投影出示歌词,老师做动作示范,师生一同演唱。

  (设计思路: 在Warm-up 中通过TPR的形式回顾所学的动词,以旧带新,同时也为后面的新授、拓展做一简单的铺垫,目的就是从一开始就将学生带入动词的世界。歌曲《I can help 》中的歌词动作在课前有所熟悉,所以让学生边唱边做动作,进一步复习有关家务劳动的短语,这也是为后面通过Free talk引出do the dishes, cook dinner两个短语所做的铺垫。)

  Step 2. Unit 4 What are you doing 的导入及板书。

  1.T: Boys and girls. Here’s a ping-pong. Do you like playing ping-pong.(做动作)Please look at me. What am I doing now?(边托球边解释:现在,我正在干什么?)You can ask me: What are you doing?(拿词卡边领读边板书)

  2.Ask me together. (师再次托球回答)I am playing ping-pong.(让两生试着托球,师拿词卡I’m ---ing领读、板书。)

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

  (设计思路:这一环节即是课题的导入也是现在进行时用法的感知,针对本节课的难点,即如何引导学生感知、理解现在进行时所表达的含义。通过play ping-pong这一正在进行的动作,鼓励学生用What are you doing?来问老师,借此老师教学并板书课题,且初步熟悉其陈述句的表达法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.(师做动作,生猜。You can use the sentence:“Can you ---”)

  T: Yes, I can do the dishes .Who can write the phrases?(师让一名学生上黑板写词组,写完后老师让学生稍等,然后自己边洗盘子边说:I am doing the dishes now. Please try.)

  T: What are you doing?

  S: I am doing the dishes.

  (板书领读:do add-ing is pronounced /i□/--- doing.

  再次板书:I am=I'm(领读,拿盘子准备传)

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

  (领读3-4遍之后开始传,全体同学一起打着节奏问:What are you doing? 当老师说:Stop时,拿到盘子的同学站起来边洗盘子边说:“I am doing the dishes.”)

  (设计思路:由Free talk 引出do the dishes ,由学生熟悉的词组入手,通过传盘子的游戏集体练习、重点突破主句型 What are you doing ?)

  2. cook dinner

  T:(与最后一名学生对话)You can do the dishes . Can you cook dinner?

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

  如果生回答No, I can’t 老师边做动作边启发鼓励学生T: You can’t? cook eggs, can you? What about noodles?

  T:(边让生说cook dinner, 边做动作)师板书 cook dinner

  T: It means: cook the meals.

  Here’s a pot .Who can ask me with the sentence : (指标题)

  T: I am cooking dinner .I am cooking fish. Mmm-Yummy. (板书-ing. Cook add ing is pronounced cooking画连读符号)

  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----.(让两名学生一组起来汇报)

  (设计思路:当盘子传到最后一名学生,老师问:You can do the dishes . Can you cook dinner?自然引出cook dinner的教学,练习的形式是两人合作,边做动作边练习,在汇报时,老师以故事书作为奖励,并让学生坐下来耐心地一页一页的读,将read a book 引出)

  3.read a book. [注意与read books的比较]

  T: Wonderful. Please come here. This is for you.(把故事书奖励给学生) Please sit on the chair and read it. (师指正在读书的学生说)read a book . 板书并领读。

  T:(师蹲下去问)What are you doing?

  (引导学生试着加ing,并读出) Please add-ing and try to read it.

  (师画连字符号)Who can help her? Wonderful. This is for you[发奖品]

  T: I have many books here.

  (师边说边走下去将书分给学生) Please read it! 引导学生用句型来问答

  T: (师启发学生说出具体的书目)You’re reading a Chinese book.

  (设计思路:当学生读到picture book时,老师用实物投影仪展示pictures,并且问学生 Can you draw pictures ?然后老师在黑板上画画示范,边画边说:I am drawing pictures .自然将 drawing pictures引出,接着让学生来画画,亲身体验现在正在进行的这一动作)

  4.draw pictures

  T: You’re reading a picture book. Let’s see. (老师在实物投影上展示,边翻书边说:pictures,

  beautiful pictures.(板书pictures)Can you draw pictures.(师边说边画,然后板书、领读。)

  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 .

  (设计思路:学生边画边说句子,几位同学画完之后,老师对画做简单的评价,并适当给画添加一些东西,使之更加完美。)

  5.answer the phone

  T:(电话铃声响起)I’m sorry. Please wait a minute. Let me answer the phone.(老师拿起听筒)

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

  (放下电话教学词组answer the phone )

  Practice:

  A、做Hide and seek游戏,把电话藏起来,通过一名学生找电话,全班同学用高低声提示,巩固这一动词词组。当学生找到电话,电话铃声再次响起,让学生试着加ing并读出。

  B、T: Next, practise in pairs. Use your books, like this.(老师把英语课本卷起,作为电话听筒,并出示下面的对话。)

  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 )

  (设计思路:老师接电话时说:Hello! It's Miss Lu.自然渗透打电话的日常用语,然后做Hide and seek 游戏,以此来练习这一短语。紧接着让学生将书卷起做为电话,出示对话提示,小组练习。借助这个短语即可以对前面的四个短语做一阶段性总结,又可渗透下节课 Let's talk的内容。)

  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:(师生分工读)Ss: What are you doing? What are you doing?

  T: I’m doing the dishes. (教师边做动作边说)What are you doing?

  4.Let’s chant.(投影出示P44的Let’s chant.边说边做)

  5.Play a guessing game.

  一名学生从词卡中挑出一张出示给全班同学,另一名学生背对这位同学,猜一猜自己正在干什么,全班同学问:What are you doing ?猜的同学边做动作边用I'm _ing来回答。

  (设计思路:听录音之后看板书领读, 领读过程中,通过动词原形与现在分词的对比,使学生进一步理解现在分词的构成,紧接着师生分工读,自然引出Let's chant的内容,在Let's chant之后,我设计了一个猜单词的游戏,这是一个常规性的游戏,无多少技巧隐含其中,时间够了就做,不够就略去,这是机动处理的部分。)

  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.(教师边说边将卡片发下去。)

  1.首先从课前发下去的词卡 比如 play___ the piano 中挑选动词词组且加ing,如并试着读出,然后将词组贴在对应的图画下面。

  2.学生发现问题,即个别单词的后面画有四条小横线,swim_ _ _ _, run_ _ _ _, set_ _ _ _, 老师集中讲解问题。

  3.小组内练习,利用句型What are you doing? I'm _____ing.充分讨论。

  4.记者采访做现场报道。先是老师穿上记者服、戴上记者证访问学生,然后由学生去采访。


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