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1、-精品范文推荐- 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
2、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L
3、et'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
4、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/
5、run/ swim/ fly(T: Wonderful! Lets 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
6、，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. Heres 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
7、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Im -ing领读、板书。)3.T: From this class .Well 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.P
8、resentation1.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: Yo
9、u'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
10、 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
11、主句型 What are you doing ?)2. cook dinnerT:(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: Youre helpful. Please do an action and say.如果生回答No, I cant 老师边做动作边启发鼓励学生T: You cant? cook eggs, can you? What about noodles?T:(边让生说cook dinner, 边做动作)师板书 cook dinnerT: It means:
12、 cook the meals.Heres 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
13、-Yummy. SA. What are you doing?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，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) Plea
14、se 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)Youre reading a
15、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 picturesT: Youre reading a picture book. Lets see. (老师在实物投影上展示，边翻书边说：pictures,beautiful pictures.(板书pictures)Can you d
16、raw pictures.(师边说边画，然后板书、领读。)T: Can you draw pictures? Lets 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 phoneT:(电话铃声响起)Im sorry. Please wait a minute. Let me an
17、swer the phone.(老师拿起听筒)Hello. Its Miss Lu. Im having English class. Im 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
18、.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
19、一阶段性总结，又可渗透下节课 Let's talk的内容。)Step 4 Practise1.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: Im doing the dishes. (教师边做动作边说)What are you doing?4.Lets chant.(投影出示P44的Lets
20、 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
21、 Consolidation and extensionT: 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。