小學英語課件模版

英語是印歐語系-日耳曼語族-西日耳曼語支下的語言。下面是小編為大家提供的關于小學英語的課件模版，內容如下：

一、案例背景分析

1.教學內容分析

在五個動詞短語中，do the dishes是五(上)Unit 4要求四會的詞組，read a book, cook dinner在五(上)中學過意思相同的兩個短語read books和cook the meals，并且屬于四會內容。draw pictures , answer the phone 在前幾冊中也出現過,總之，五個動詞短語的前三個對學生來說比較簡單。針對這種情況,我采用由易到難、由舊知識練習新句型的教學策略，以此來降低學生理解及表達的難度。

2.教學目標的確定

本節課是五年級下冊第四單元的第一課時，五年級下冊四、五、六單元的主要內容就是現在進行時，而本節課是學生學習現在進行時的第一節課，因此，對學生接受現在進行時的概念，理解現在進行時的用法顯得尤為重要。 針對本節課的特殊情況，既學生第一次接觸一種新時態：現在進行時，我確定了三個教學目標。

(1)通過具體而典型的情景，體會現在進行時的用法，能夠運用句子What are you doing ? 詢問別人正在做什么，并用 I'm ___ing . 這一陳述句來做答。

(2)初步認識現在分詞的'構成，能夠聽、說、讀、寫五個動詞短語的 ing形式。

(3)通過說唱Let's chant部分的歌謠，鞏固復習 Let's learn 部分的短語和句子。

3.教學重點、難點的確立

(1)本節的重點是掌握五個動詞短語的-ing 形式，理解下一節課的主要句型 What are you doing ? 并能用 I am doing the dishes . 來作答。

(2)難點：a、如何引導學生感知、理解現在進行時所表達的含義。

b、動詞- ing形式的讀音，特別是加 -ing 之后的連讀。這不單是本節課的難點，也是后三個單元的教學難點。培養學生流暢的連讀，它需要一個過程，需要老師多做示范，逐步引導，充分感知。這不是一節課兩節課就能達到的教學目標。

4.教具準備

乒乓球、乒乓球拍、玩具盤子及洗碗布、玩具鍋及鏟子、一本故事書、語文書、數學書、圖畫書、電話、詞卡、四張圖片、記者服、記者證、錄音機和磁帶。

二、教學過程

Step 1：Warm-up, TPR活動

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.復習動詞：(邊做動作邊說)

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

2.復習詞組：

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，老師做動作示范，師生一同演唱。

(設計思路： 在Warm-up 中通過TPR的形式回顧所學的動詞，以舊帶新，同時也為后面的新授、拓展做一簡單的鋪墊，目的就是從一開始就將學生帶入動詞的世界。歌曲《I can help 》中的歌詞動作在課前有所熟悉，所以讓學生邊唱邊做動作，進一步復習有關家務勞動的短語，這也是為后面通過Free talk引出do the dishes, cook dinner兩個短語所做的鋪墊。)

Step 2. Unit 4 What are you doing 的導入及板書。

1.T: Boys and girls. Here’s a ping-pong. Do you like playing ping-pong.(做動作)Please look at me. What am I doing now?(邊托球邊解釋：現在，我正在干什么?)You can ask me: What are you doing?(拿詞卡邊領讀邊板書)

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領讀、板書。)

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

(設計思路：這一環節即是課題的導入也是現在進行時用法的感知，針對本節課的難點，即如何引導學生感知、理解現在進行時所表達的含義。通過play ping-pong這一正在進行的動作，鼓勵學生用What are you doing?來問老師，借此老師教學并板書課題，且初步熟悉其陳述句的表達法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?(師讓一名學生上黑板寫詞組，寫完后老師讓學生稍等，然后自己邊洗盤子邊說:I am doing the dishes now. Please try.)

T: What are you doing?

S: I am doing the dishes.

(板書領讀：do add-ing is pronounced /i□/--- doing.

再次板書：I am=I'm(領讀，拿盤子準備傳)

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

(領讀3-4遍之后開始傳，全體同學一起打著節奏問：What are you doing? 當老師說：Stop時，拿到盤子的同學站起來邊洗盤子邊說:“I am doing the dishes.”)

(設計思路：由Free talk 引出do the dishes ,由學生熟悉的詞組入手，通過傳盤子的游戲集體練習、重點突破主句型 What are you doing ?)

2. cook dinner

T:(與最后一名學生對話)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 老師邊做動作邊啟發鼓勵學生T: You can’t? cook eggs, can you? What about noodles?

T:(邊讓生說cook dinner, 邊做動作)師板書 cook dinner

T: It means: cook the meals.

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

T: I am cooking dinner .I am cooking fish. Mmm-Yummy. (板書-ing. Cook add ing is pronounced cooking畫連讀符號)

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----.(讓兩名學生一組起來匯報)

(設計思路：當盤子傳到最后一名學生，老師問：You can do the dishes . Can you cook dinner?自然引出cook dinner的教學，練習的形式是兩人合作，邊做動作邊練習，在匯報時，老師以故事書作為獎勵,并讓學生坐下來耐心地一頁一頁的讀，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.(把故事書獎勵給學生) Please sit on the chair and read it. (師指正在讀書的學生說)read a book . 板書并領讀。

T:(師蹲下去問)What are you doing?

(引導學生試著加ing,并讀出) Please add-ing and try to read it.

(師畫連字符號)Who can help her? Wonderful. This is for you[發獎品]

T: I have many books here.

(師邊說邊走下去將書分給學生) Please read it! 引導學生用句型來問答

T: (師啟發學生說出具體的書目)You’re reading a Chinese book.

(設計思路：當學生讀到picture book時，老師用實物投影儀展示pictures，并且問學生 Can you draw pictures ?然后老師在黑板上畫畫示范，邊畫邊說：I am drawing pictures .自然將 drawing pictures引出，接著讓學生來畫畫，親身體驗現在正在進行的這一動作)

4.draw pictures

T: You’re reading a picture book. Let’s see. (老師在實物投影上展示，邊翻書邊說：pictures,

beautiful pictures.(板書pictures)Can you draw pictures.(師邊說邊畫，然后板書、領讀。)

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 .

(設計思路：學生邊畫邊說句子,幾位同學畫完之后，老師對畫做簡單的評價，并適當給畫添加一些東西，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.(老師拿起聽筒)

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

(放下電話教學詞組answer the phone )

Practice:

A、做Hide and seek游戲，把電話藏起來，通過一名學生找電話，全班同學用高低聲提示，鞏固這一動詞詞組。當學生找到電話，電話鈴聲再次響起，讓學生試著加ing并讀出。

B、T: Next, practise in pairs. Use your books, like this.(老師把英語課本卷起，作為電話聽筒，并出示下面的對話。)

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 )

(設計思路：老師接電話時說：Hello! It's Miss Lu.自然滲透打電話的日常用語，然后做Hide and seek 游戲，以此來練習這一短語。緊接著讓學生將書卷起做為電話，出示對話提示，小組練習。借助這個短語即可以對前面的四個短語做一階段性總結，又可滲透下節課 Let's talk的內容。)

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. (教師邊做動作邊說)What are you doing?

4.Let’s chant.(投影出示P44的Let’s chant.邊說邊做)

5.Play a guessing game.

一名學生從詞卡中挑出一張出示給全班同學，另一名學生背對這位同學，猜一猜自己正在干什么，全班同學問：What are you doing ?猜的同學邊做動作邊用I'm _ing來回答。

(設計思路：聽錄音之后看板書領讀， 領讀過程中，通過動詞原形與現在分詞的對比，使學生進一步理解現在分詞的構成，緊接著師生分工讀，自然引出Let's chant的內容，在Let's chant之后，我設計了一個猜單詞的游戲，這是一個常規性的游戲，無多少技巧隱含其中，時間夠了就做，不夠就略去，這是機動處理的部分。)

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.(教師邊說邊將卡片發下去。)

1.首先從課前發下去的詞卡 比如 play___ the piano 中挑選動詞詞組且加ing，如并試著讀出，然后將詞組貼在對應的圖畫下面。

2.學生發現問題，即個別單詞的后面畫有四條小橫線，swim_ _ _ _, run_ _ _ _, set_ _ _ _, 老師集中講解問題。

3.小組內練習，利用句型What are you doing? I'm _____ing.充分討論。

4.記者采訪做現場報道。先是老師穿上記者服、戴上記者證訪問學生，然后由學生去采訪。