小學(xué)英語(yǔ)課件模版
英語(yǔ)是印歐語(yǔ)系-日耳曼語(yǔ)族-西日耳曼語(yǔ)支下的語(yǔ)言。下面是小編為大家提供的關(guān)于小學(xué)英語(yǔ)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(dòng)詞短語(yǔ)中，do the dishes是五(上)Unit 4要求四會(huì)的詞組，read a book, cook dinner在五(上)中學(xué)過(guò)意思相同的兩個(gè)短語(yǔ)read books和cook the meals，并且屬于四會(huì)內(nèi)容。draw pictures , answer the phone 在前幾冊(cè)中也出現(xiàn)過(guò),總之，五個(gè)動(dòng)詞短語(yǔ)的前三個(gè)對(duì)學(xué)生來(lái)說(shuō)比較簡(jiǎn)單。針對(duì)這種情況,我采用由易到難、由舊知識(shí)練習(xí)新句型的教學(xué)策略，以此來(lái)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(jí)下冊(cè)第四單元的第一課時(shí)，五年級(jí)下冊(cè)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(duì)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(duì)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(guò)具體而典型的情景，體會(huì)現(xiàn)在進(jìn)行時(shí)的用法，能夠運(yùn)用句子What are you doing ? 詢問(wèn)別人正在做什么，并用 I'm ___ing . 這一陳述句來(lái)做答。
(2)初步認(rèn)識(shí)現(xiàn)在分詞的'構(gòu)成，能夠聽(tīng)、說(shuō)、讀、寫(xiě)五個(gè)動(dòng)詞短語(yǔ)的 ing形式。
(3)通過(guò)說(shuō)唱Let's chant部分的歌謠，鞏固復(fù)習(xí) Let's learn 部分的短語(yǔ)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(dòng)詞短語(yǔ)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(lái)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(dòng)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(guò)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(pán)子及洗碗布、玩具鍋及鏟子、一本故事書(shū)、語(yǔ)文書(shū)、數(shù)學(xué)書(shū)、圖畫(huà)書(shū)、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(guò)程
Step 1：Warm-up, TPR活動(dòng)
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(dòng)詞：(邊做動(dòng)作邊說(shuō))
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(dòng)作示范，師生一同演唱。
(設(shè)計(jì)思路： 在Warm-up 中通過(guò)TPR的形式回顧所學(xué)的動(dòng)詞，以舊帶新，同時(shí)也為后面的新授、拓展做一簡(jiǎn)單的鋪墊，目的就是從一開(kāi)始就將學(xué)生帶入動(dòng)詞的世界。歌曲《I can help 》中的歌詞動(dòng)作在課前有所熟悉，所以讓學(xué)生邊唱邊做動(dòng)作，進(jìn)一步復(fù)習(xí)有關(guān)家務(wù)勞動(dòng)的短語(yǔ)，這也是為后面通過(guò)Free talk引出do the dishes, cook dinner兩個(gè)短語(yǔ)所做的鋪墊。)
Step 2. Unit 4 What are you doing 的導(dǎo)入及板書(shū)。
1.T: Boys and girls. Here’s a ping-pong. Do you like playing ping-pong.(做動(dòng)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(shū))
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(shū)。)
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(duì)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(guò)play ping-pong這一正在進(jìn)行的動(dòng)作，鼓勵(lì)學(xué)生用What are you doing?來(lái)問(wèn)老師，借此老師教學(xué)并板書(shū)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(dòng)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(xiě)詞組，寫(xiě)完后老師讓學(xué)生稍等，然后自己邊洗盤(pán)子邊說(shuō):I am doing the dishes now. Please try.)
T: What are you doing?
S: I am doing the dishes.
(板書(shū)領(lǐng)讀：do add-ing is pronounced /i□/--- doing.
再次板書(shū)：I am=I'm(領(lǐng)讀，拿盤(pán)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(kāi)始傳，全體同學(xué)一起打著節(jié)奏問(wèn)：What are you doing? 當(dāng)老師說(shuō)：Stop時(shí)，拿到盤(pán)子的同學(xué)站起來(lái)邊洗盤(pán)子邊說(shuō):“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(guò)傳盤(pán)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(duì)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(dòng)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(shuō)cook dinner, 邊做動(dòng)作)師板書(shū) 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(shū)-ing. Cook add ing is pronounced cooking畫(huà)連讀符號(hào))
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(lái)匯報(bào))
(設(shè)計(jì)思路：當(dāng)盤(pán)子傳到最后一名學(xué)生，老師問(wèn)：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(dòng)作邊練習(xí)，在匯報(bào)時(shí)，老師以故事書(shū)作為獎(jiǎng)勵(lì),并讓學(xué)生坐下來(lái)耐心地一頁(yè)一頁(yè)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(shū)獎(jiǎng)勵(lì)給學(xué)生) Please sit on the chair and read it. (師指正在讀書(shū)的學(xué)生說(shuō))read a book . 板書(shū)并領(lǐng)讀。
T:(師蹲下去問(wèn))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(huà)連字符號(hào))Who can help her? Wonderful. This is for you[發(fā)獎(jiǎng)品]
T: I have many books here.
(師邊說(shuō)邊走下去將書(shū)分給學(xué)生) Please read it! 引導(dǎo)學(xué)生用句型來(lái)問(wèn)答
T: (師啟發(fā)學(xué)生說(shuō)出具體的書(shū)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(wèn)學(xué)生 Can you draw pictures ?然后老師在黑板上畫(huà)畫(huà)示范，邊畫(huà)邊說(shuō)：I am drawing pictures .自然將 drawing pictures引出，接著讓學(xué)生來(lái)畫(huà)畫(huà)，親身體驗(yàn)現(xiàn)在正在進(jìn)行的這一動(dòng)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(shū)邊說(shuō)：pictures,
beautiful pictures.(板書(shū)pictures)Can you draw pictures.(師邊說(shuō)邊畫(huà)，然后板書(shū)、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(huà)邊說(shuō)句子,幾位同學(xué)畫(huà)完之后，老師對(duì)畫(huà)做簡(jiǎn)單的評(píng)價(jià)，并適當(dāng)給畫(huà)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(tīng)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(lái)，通過(guò)一名學(xué)生找電話，全班同學(xué)用高低聲提示，鞏固這一動(dòng)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(yǔ)課本卷起，作為電話聽(tīng)筒，并出示下面的對(duì)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(shuō)：Hello! It's Miss Lu.自然滲透打電話的日常用語(yǔ)，然后做Hide and seek 游戲，以此來(lái)練習(xí)這一短語(yǔ)。緊接著讓學(xué)生將書(shū)卷起做為電話，出示對(duì)話提示，小組練習(xí)。借助這個(gè)短語(yǔ)即可以對(duì)前面的四個(gè)短語(yǔ)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(dòng)作邊說(shuō))What are you doing?
4.Let’s chant.(投影出示P44的Let’s chant.邊說(shuō)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(duì)這位同學(xué)，猜一猜自己正在干什么，全班同學(xué)問(wèn)：What are you doing ?猜的同學(xué)邊做動(dòng)作邊用I'm _ing來(lái)回答。
(設(shè)計(jì)思路：聽(tīng)錄音之后看板書(shū)領(lǐng)讀， 領(lǐng)讀過(guò)程中，通過(guò)動(dòng)詞原形與現(xiàn)在分詞的對(duì)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(wú)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(dòng)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(shuō)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(dòng)詞詞組且加ing，如并試著讀出，然后將詞組貼在對(duì)應(yīng)的圖畫(huà)下面。
2.學(xué)生發(fā)現(xiàn)問(wèn)題，即個(gè)別單詞的后面畫(huà)有四條小橫線，swim_ _ _ _, run_ _ _ _, set_ _ _ _, 老師集中講解問(wèn)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(chǎng)報(bào)道。先是老師穿上記者服、戴上記者證訪問(wèn)學(xué)生，然后由學(xué)生去采訪。
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