小学英语课件模版

时候：2021-03-30 15:30:03 课件

小学英语课件模版

　　英语是印欧语系-日耳曼语族-西日耳曼语支下的说话。上面是小编为大师供给的对于小学英语的课件模版，内容以下：

小学英语课件模版

　　一、案例背景阐发

　　1.讲授内容阐发

　　在五个动词短语中，do the dishes是五(上)Unit 4请求四会的词组，read a book, cook dinner在五(上)中学过意义不异的两个短语read books和cook the meals，并且属于四会内容。draw pictures , answer the phone 在前几册中也呈现过,总之，五个动词短语的前三个对先生来讲比拟简略。针对这类环境,我接纳由易到难、由旧常识操练新句型的讲授战略，以此来下降先生懂得及抒发的难度。

　　2.讲授方针简直定

　　本节课是五年级下册第四单位的第一课时，五年级下册四、五、六单位的首要内容便是此刻停止时，而本节课是先生进修此刻停止时的第一节课，是以，对先生接管此刻停止时的观点，懂得此刻停止时的用法显得尤其首要。针对本节课的出格环境，既先生第一次打仗一种新时态：此刻停止时，我肯定了三个讲授方针。

　　(1)经由进程详细而典范的情形，体味此刻停止时的用法，可以或许应用句子What are you doing ? 扣问别人正在做甚么，并用 I'm ___ing . 这一陈说句来做答。

　　(2)开端熟习此刻分词的'组成，可以或许听、说、读、写五个动词短语的 ing情势。

　　(3)经由进程说唱Let's chant局部的歌谣，稳固温习 Let's learn 局部的短语和句子。

　　3.讲授重点、难点简直立

　　(1)本节的重点是把握五个动词短语的-ing 情势，懂得下一节课的首要句型 What are you doing ? 并能用 I am doing the dishes . 来作答。

　　(2)难点：a、若何指导先生感知、懂得此刻停止时所抒发的寄义。

　　b、动词- ing情势的读音，出格是加 -ing 以后的连读。这不但是本节课的难点，也是后三个单位的讲授难点。培育先生流利的连读，它须要一个进程，须要教员多做树模，慢慢指导，充实感知。这不是一节课两节课就可以到达的讲授方针。

　　4.教具筹办

　　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、丹青书、德律风、词卡、四张图片、记者服、记者证、灌音机和磁带。

　　二、讲授进程

　　Step 1：Warm-up, TPR勾当

　　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.温习动词：(边做举措边说)

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

　　2.温习词组：

　　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，教员做举措树模，师生一路演唱。

　　(设想思绪：在Warm-up 中经由进程TPR的情势回首所学的动词，以旧带新，同时也为前面的新授、拓展做一简略的铺垫，目标便是从一路头就将先生带入动词的天下。歌曲《I can help 》中的歌词举措在课前有所熟习，以是让先生边唱边做举措，进一步温习有关家务休息的短语，这也是为前面经由进程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.(做举措)Please look at me. What am I doing now?(边托球边诠释：此刻，我正在干甚么?)You can ask me: What are you doing?(拿词卡边领读边板书)

　　2.Ask me together. (师再次托球回覆)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?

　　(设想思绪：这一关键便是课题的导入也是此刻停止时用法的感知，针对本节课的难点，即若何指导先生感知、懂得此刻停止时所抒发的寄义。经由进程play ping-pong这一正在停止的举措，鼓动勉励先生用What are you doing?来问教员，借此教员讲授并板书课题，且开端熟习其陈说句的抒发法I am ___ing.)

　　Step 3.Presentation

　　1.Free talk 引出do the dishes.

　　T: Hello .What's your name? S1:(回覆)

　　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:(回覆)

　　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.(师做举措，生猜。You can use the sentence:“Can you ---”)

　　T: Yes, I can do the dishes .Who can write the phrases?(师让一位先生上黑板写词组，写完后教员让先生稍等，而后本身边洗盘子边说: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，拿盘子筹办传)

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

　　(领读3-4遍以后起头传，全部同窗一路打着节拍问：What are you doing? 当教员说：Stop时，拿到盘子的同窗站起来边洗盘子边说:“I am doing the dishes.”)

　　(设想思绪：由Free talk 引出do the dishes ,由先生熟习的词组动手，经由进程传盘子的游戏个人操练、重点冲破主句型 What are you doing ?)

　　2. cook dinner

　　T:(与最初一位先生对话)You can do the dishes . Can you cook dinner?

　　S: 若是生回覆 Yes, I can.教员就用 T: You’re helpful. Please do an action and say.

　　若是生回覆No, I can’t 教员边做举措边开导鼓动勉励先生T: You can’t? cook eggs, can you? What about noodles?

　　T:(边让生说cook dinner, 边做举措)师板书 cook dinner

　　T: It means: cook the meals.

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

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

　　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----.(让两名先生一组起来报告请示)

　　(设想思绪：当盘子传到最初一位先生，教员问：You can do the dishes . Can you cook dinner?天然引出cook dinner的讲授，操练的情势是两人协作，边做举措边操练，在报告请示时，教员以故事书作为嘉奖,并让先生坐下来耐烦地一页一页的读，将read a book 引出)

　　3.read a book. [注重与read books的比拟]

　　T: Wonderful. Please come here. This is for you.(把故事书嘉奖给先生) Please sit on the chair and read it. (师斧正在念书的先生说)read a book . 板书并领读。

　　T:(师蹲下去问)What are you doing?

　　(指导先生试着加ing,并读出) Please add-ing and try to read it.

　　(师画连字标记)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先生) Please read it! 指导先生用句型来问答

　　T: (师开导先生说出详细的书目)You’re reading a Chinese book.

　　(设想思绪：当先生读到picture book时，教员用什物投影仪展现pictures，并且问先生 Can you draw pictures ?而后教员在黑板上画画树模，边画边说：I am drawing pictures .天然将 drawing pictures引出，接着让先生来画画，切身休会此刻正在停止的这一举措)

　　4.draw pictures

　　T: You’re reading a picture book. Let’s see. (教员在什物投影上展现，边翻书边说：pictures,

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

　　(设想思绪：先生边画边说句子,几位同窗画完以后，教员对画做简略的评估，并恰当给画增加一些工具，使之加倍完善。)

　　5.answer the phone

　　T:(德律风铃声响起)I’m sorry. Please wait a minute. Let me answer the phone.(教员拿起听筒)

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

　　(放下德律风讲授词组answer the phone )

　　Practice:

　　A、做Hide and seek游戏，把德律风藏起来，经由进程一位先生找德律风，全班同窗用凹凸声提醒，稳固这一动词词组。当先生找到德律风，德律风铃声再次响起，让先生试着加ing并读出。

　　B、T: Next, practise in pairs. Use your books, like this.(教员把英语讲义卷起，作为德律风听筒，并出示上面的对话。)

　　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 )

　　(设想思绪：教员接德律风时说：Hello! It's Miss Lu.天然渗入打德律风的平经常使用语，而后做Hide and seek 游戏，以此来操练这一短语。紧接着让先生将书卷起做为德律风，出示对话提醒，小组操练。借助这个短语便可以对前面的四个短语做一阶段性总结，又可渗入下节课 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:(师生合作读)Ss: What are you doing? What are you doing?

　　T: I’m doing the dishes. (教员边做举措边说)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.

　　一位先生从词卡中挑出一张出示给全班同窗，另外一位先生背对这位同窗，猜一猜本身正在干甚么，全班同窗问：What are you doing ?猜的同窗边做举措边用I'm _ing来回覆。

　　(设想思绪：听灌音以后看板书领读，领读进程中，经由进程动词真相与此刻分词的对照，使先生进一步懂得此刻分词的组成，紧接着师生合作读，天然引出Let's chant的内容，在Let's chant以后，我设想了一个猜单词的游戏，这是一个惯例性的游戏，无几多技能隐含此中，时候够了就做，不够就略去，这是灵活处置的局部。)

　　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.(教员边说边将卡片发下去。)

　　1.起首从课前发下去的词卡比方 play___ the piano 中遴选动词词组且加ing，如并试着读出，而后将词组贴在对应的丹青上面。

　　2.先生发明题目，即个体单词的前面画有四条小横线，swim_ _ _ _, run_ _ _ _, set_ _ _ _, 教员集合讲授题目。

　　3.小组内操练，操纵句型What are you doing? I'm _____ing.充实会商。

　　4.记者采访做现场报道。先是教员穿上记者服、戴上记者证拜候先生，而后由先生去采访。

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