(精品)小学英语课件模版.docx
小学英语课件模版小学英语课件模版英语是印欧语系-日耳曼语族-西日耳曼语支下的语言。下面是我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,dothedishes是五(上)Unit4要求四会的词组,readabook,cookdinner在五(上)中学过意思一样的两个短语readbooks和cookthemeals,并且属于四会内容。drawpictures,answerthephone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讲比拟简单。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.教学目的确实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如今进行时,而本节课是学生学习如今进行时的第一节课,因而,对学生接受如今进行时的概念,理解如今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:如今进行时,我确定了三个教学目的。(1)通过详细而典型的情景,体会如今进行时的用法,能够运用句子Whatareyoudoing?询问别人正在做什么,并用Im_ing.这一陈述句来做答。(2)初步认识如今分词的构成,能够听、讲、读、写五个动词短语的ing形式。(3)通过讲唱Letschant部分的歌谣,稳固温习Letslearn部分的短语和句子。3.教学重点、难点确实立(1)本节的重点是把握五个动词短语的-ing形式,理解下一节课的主要句型Whatareyoudoing?并能用Iamdoingthedishes.来作答。(2)难点:a、怎样引导学生感悟、理解如今进行时所表达的'含义。b、动词-ing形式的读音,十分是加-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,它需要一个经过,需要教师多做示范,逐步引导,充分感悟。这不是一节课两节课就能到达的教学目的。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、教学经过Step1:Warm-up,TPR活动T:Hello,boysandgirls.ThisclassIlldivideyouinto4groups.Group1.2.3.4.T:Beforeclass.Letswarmup.Pleasefollowme.DoasIdo.1.温习动词:(边做动作边讲)eat/drink/read/write/draw/jump/run/swim/fly(T:Wonderful!Letsgoon.)2.温习词组:setthetable/sweepthefloor/washtheclothes./dothedishes./cookthemeals./cleanthebedroom.3.singasong:(Icanhelp).投影出示歌词,教师做动作示范,师生一同演唱。(设计思路:在Warm-up中通过TPR的形式回首所学的动词,以旧带新,同时也为后面的新授、拓展做一简单的铺垫,目的就是从一开场就将学生带入动词的世界。歌曲(Icanhelp)中的歌词动作在课前有所熟悉,所以让学生边唱边做动作,进一步温习有关家务劳动的短语,这也是为后面通过Freetalk引出dothedishes,cookdinner两个短语所做的铺垫。)Step2.Unit4Whatareyoudoing的导入及板书。1.T:Boysandgirls.Heresaping-pong.Doyoulikeplayingping-pong.(做动作)Pleaselookatme.WhatamIdoingnow?(边托球边解释:如今,我正在干什么?)Youcanaskme:Whatareyoudoing?(拿词卡边领读边板书)2.Askmetogether.(师再次托球回答)Iamplayingping-pong.(让两生试着托球,师拿词卡Im-ing领读、板书。)3.T:Fromthisclass.WelllearnUnit4.Whataredoing?(设计思路:这一环节即是课题的导入也是如今进行时用法的感悟,针对本节课的难点,即怎样引导学生感悟、理解如今进行时所表达的含义。通过playping-pong这一正在进行的动作,鼓励学生用Whatareyoudoing?来问教师,借此教师教学并板书课题,且初步熟悉其陈述句的表达法Iam_ing.)Step3.Presentation1.Freetalk引出dothedishes.T:Hello.Whatsyourname?S1:(回答)Nicetomeetyou.Bytheway,canyoudohousework?Whatcanyoudo?Great.Yourehelpful.T:Hello.Whatcanyoudoathome?S2:(回答)Goodboy/girl.Yourehelpful.T:Boysandgirls,canyoudohousework?Ss:Yes.T:Yourehelpful.PleaseguesswhatIcandoathome.Lookcarefully.(师做动作,生猜。Youcanusethesentence:“Canyou-)T:Yes,Icandothedishes.Whocanwritethephrases?(师让一名学生上黑板写词组,写完后教师让学生稍等,然后本人边洗盘子边讲:Iamdoingthedishesnow.Pleasetry.)T:Whatareyoudoing?S:Iamdoingthedishes.(板书领读:doadd-ingispronounced/i/-doing.再次板书:Iam=Im(领读,拿盘子准备传)T:Thistime,Letspassthedishonebyone,andask:Whatareyoudoing?(领读3-4遍之后开场传,全体同学一起打着节拍问:Whatareyoudoing?当教师讲:Stop时,拿到盘子的同学站起来边洗盘子边讲:“Iamdoingthedishes.)(设计思路:由Freetalk引出dothedishes,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Whatareyoudoing?)2.cookdinnerT:(与最后一名学生对话)Youcandothedishes.Canyoucookdinner?S:假如生回答Yes,Ican.教师就用T:Yourehelpful.Pleasedoanactionandsay.假如生回答No,Icant教师边做动作边启发鼓励学生T:Youcant?cookeggs,canyou?Whataboutnoodles?T:(边让生讲cookdinner,边做动作)师板书cookdinnerT:Itmeans:cookthemeals.Heresapot.Whocanaskmewiththesentence:(指标题)T:Iamcookingdinner.Iamcookingfish.Mmm-Yummy.(板书-ing.Cookaddingispronouncedcooking画连读符号)T:Now,pleasecooksomethingandpractiseinpairs.Youcancookeggs.noodle,.tomatoes,potatoes,greenbeansandsoon.T:Mm-Yummy.SA.Whatareyoudoing?SA:Im-.(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,教师问:Youcandothedishes.Canyoucookdinner?自然引出cookdinner的教学,练习的形式是两人合作,边做动作边练习,在汇报时,教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readabook引出)3.readabook.注意与readbooks的比拟T:Wonderful.Pleasecomehere.Thisisforyou.(把故事书奖励给学生)Pleasesitonthechairandreadit.(师指正在读书的学生讲)readabook.板书并领读。T:(师蹲下去问)Whatareyoudoing?(引导学生试着加ing,并读出)Pleaseadd-ingandtrytoreadit.(师画连字符号)Whocanhelpher?Wonderful.Thisisforyou发奖品T:Ihavemanybookshere.(师边讲边走下去将书分给学生)Pleasereadit!引导学生用句型来问答T:(师启发学生讲出详细的书目)YourereadingaChinesebook.(设计思路:当学生读到picturebook时,教师用实物投影仪展示pictures,并且问学生Canyoudrawpictures?然后教师在黑板上画画示范,边画边讲:Iamdrawingpictures.自然将drawingpictures引出,接着让学生来画画,亲身体验如今正在进行的这一动作)4.drawpicturesT:Yourereadingapicturebook.Letssee.(教师在实物投影上展示,边翻书边讲:pictures,beautifulpictures.(板书pictures)Canyoudrawpictures.(师边讲边画,然后板书、领读。)T:Canyoudrawpictures?Letsfinishthepicturetogether.Pleasedrawonething.Youcandrawatree,apath,grass,flowers,anappleandsoon.(设计思路:学生边画边讲句子,几位同学画完之后,教师对画做简单的评价,并适当给画添加一些东西,使之愈加完美。)5.answerthephoneT:(电话铃声响起)Imsorry.Pleasewaitaminute.Letmeanswerthephone.(教师拿起听筒)Hello.ItsMissLu.ImhavingEnglishclass.Imverybusy.Bye.(放下电话教学词组answerthephone)Practice:A、做Hideandseek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,稳固这一动词词组。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,practiseinpairs.Useyourbooks,likethis.(教师把英语课本卷起,作为电话听筒,并出示下面的对话。)A:Hello.B:Hi.Its_.Whatareyoudoing?A:Imansweringthephone.Whatareyoudoing?B:Im_(drawingpictures/doingthedishes/cookingdinner/readingabook)(设计思路:教师接电话时讲:Hello!ItsMissLu.自然浸透打电话的日常用语,然后做Hideandseek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。借助这个短语即能够对前面的四个短语做一阶段性总结,又可浸透下节课Letstalk的内容。)Step4Practise1.Listentothetape.Listen,pointandrepeat.2.Lookattheblackboardandreadafterme.(do-doing-doingthedishes)3.T:(师生分工读)Ss:Whatareyoudoing?Whatareyoudoing?T:Imdoingthedishes.(老师边做动作边讲)Whatareyoudoing?4.Letschant.(投影出示P44的Letschant.边讲边做)5.Playaguessinggame.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,猜一猜本人正在干什么,全班同学问:Whatareyoudoing?猜的同学边做动作边用Im_ing来回答。(设计思路:听录音之后看板书领读,领读经过中,通过动词原形与如今分词的比照,使学生进一步理解如今分词的构成,紧接着师生分工读,自然引出Letschant的内容,在Letschant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。)Step5ConsolidationandextensionT:Boysandgirls,springishere.Group1isgoingtodohousework.Group2isgoingtohaveapicnic.Group3isgoingtohaveasportsmeeting.Group4isstayingintheclassroom.(老师边讲边将卡片发下去。)1.首先从课前发下去的词卡比方play_thepiano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_,教师集中讲解问题。3.小组内练习,利用句型Whatareyoudoing?Im_ing.充分讨论。4.记者采访做现场报道。先是教师穿上记者服、戴上记者证访问学生,然后由学生去采访。【小学英语课件模版】