湘少版四年级下册-Unit 5 Peter is writing.-ppt课件-(含教案+素材)-省级优课-(编号：d0ee0).zip

1、Unit 5 Peter is writing. A song: Are you sleeping? Who is he? He is cooking. sleeping.He is writing.He is He is reading. He is playing. A bomb game(炸弹弹游戏戏） 规则 （rules): When the teacher reads the words with a bomb, the students should keep silent. (当老师带读 到带 有炸弹的单词时 ，学生应该 保持沉默)。 Practice time Practice

2、 the words with your partners. （与你的同伴练习单词 ）。 Flap fly(拍苍蝇苍蝇 ） Rules(规则 ）： 教师唇语说单词 ，全班说出单词 ，台上的同学快 速找到黑板上相应的单词 并用拍子拍一下，速度 快的一方可加分。） chant Cooking, cooking, he is cooking. Sleeping, sleeping, she is sleeping. Playing, playing, he is playing. Writing, writing, she is writing. Reading, reading, he is re

3、ading. Part A: （1）listen and fill in the blanks. （听后填空） - is cooking in the kitchen. - is sleeping. - is reading. - is writing. - is playing. Peters mum The dog Peters sister Peter The cat Part A : （2）listen and repeat （听并重复） Show time Act out part A in groups. (分组练习 Part A, 我会选择 最好的小组上台表演） A game:

4、冰冻人 Rules: 请八名同学上台，面向同学们站成一横排，音乐响 起，各自不停地、自由地用动作表演学习过 的动词 ，当 音乐停止的那一瞬间，孩子们的动作须定格在那一刻， 直到被其他同学正确表达了方可“解冻”。 What are they doing? Wu Jianjin is running. at home in the zoo at school 复习习大挑战战：新句纷纷呈 Please use “cooking, sleeping ,writing , playing, reading” to make new sentences. 请使用新单词 “cooking, sleeping

5、 ,writing , playing, reading”造句子。 Homework 1、Read and recite part A. 2、Make some new word cards and show them to your parents.教学反思 我执教的是湘少版四年级下 unit 5 Peter is writing.的 Part A 部分。我采用的教学模式是小组合作探究和小组竞 争评价机制。我把全班分为 5 大组，每组有组长和副组长 各一名。在黑板的右下方有 5 辆小火车，分别代表 5 组， 在右上方有一个火车站，表现好的小组就往前进一步。最 先到达火车站的小组是冠军组。这样

6、课堂上学生的纪律， 专注度，兴趣，活动参与度与表现力都是考核标准。这是 学生第一次接触到现在进行时态。上课伊始一首学生边唱 边跳的“Are you sleeping?”歌曲引入现在进行时态的句型。 我所在的学校一个星期只有两节英语课，学生基础普遍薄 弱。所以我选择把 A 部分出现的现在分词作为新授单词， 这样的话，学生容易掌握新句型“He/She/Peter is V-ing.” 我在教授单词后设置了一个炸弹游戏，这样我带读时学生 就会非常认真，也让枯燥的齐读单词多了一份刺激和兴趣。 紧接着难度升级，我设置了拍苍蝇游戏，我唇语说出单词， 全班大声说出单词，挑战的两个学生须认真听迅速反应拍 下正

7、确的单词。这个游戏不再仅仅关注个人，也照顾了全 班。两个游戏充分操练了单词，接下来一首 chant 让新授 单词回到了句子中。学生跟着我边做动作边读 chant。紧接 着带着任务听 Part A 部分，让学生基本熟悉 A 部分的课文 内容。因为有前面环节的铺垫，学生很容易找到问题的答 案。然后学生边听边复述，进一步纠正语音。接着我给学 生几分钟分组分角色表演 A 部分内容。因为有小组评价机 制，每个小组都很认真地练习。我随便选了一两组在台上 表演。接下来我设置了冰冻人游戏环节，这个环节旨在练 习学生自由运用新句型“Sb is V-ing.”的能力。八个学生随 着音乐表演学过的单词，音乐声一停，

8、学生保持在那个动 作上就像被冻住了一样。其他的学生正确表达了他们正在 做的动作后，他们方可获救。通过这个环节，学生差不多 能对新授句型活学活用了。最后也是最精彩的环节就是知 识的拓展延伸。我给学生 3 幅图（at home, at school, in the zoo）也就是 3 个场景。每个小组任选其一进行表演。这个 环节不仅考察学生的英语能力，也考察他们的小组合作及 想象力。每个小组激烈地讨论，我一一到每个小组跟前给 予帮助。结果表演相对于四年级的英语水平很成功。我认 为这节课环环相扣，从单词到句型到篇都完成得很流畅， 学生的兴趣及表现力也被调动起来了，总之是一堂高效课 堂。参与备课教师姓

9、名： 课题 Unit 5 Peter is writing. 教学目标（三 维目标体现） 1.学生能够听、说、认读单词 sleeping，writing，reading, playing, cooking。 2.学生能初步掌握句型：He/She is V-ing. 3.通过游戏及英文歌曲激发学生的学习兴趣，培养学生的英语实际运用能 力。 教学重点 能听懂、会说、认读单词 sleeping，writing，reading, playing, cooking,并 能初步运用句型：He/She is V-ing。 教学难点初步运用句型：He/She is V-ing。 教、学法设计 情景法 、游戏法

10、、合作学习法 教学设计 备课组完整教案（可增加页码）辅导设计 Step 1 Warming up（热身运动）（热身运动） 1.师生问候 2. A song “Are you sleeping?” As students sing , they dance. Step 2 Presentation and drill of new words （单词呈现和操练）（单词呈现和操练） 1、Introduce a new friend to the students. Show five pictures of his to teach five words: sleeping，writing，rea

11、ding, playing, cooking。 Whats he doing? He is cooking. Whats he doing? He is sleeping. Whats he doing? He is writing. Whats he doing? He is reading. Whats he doing? He is playing. 2、games A bomb game: Students read the words after the teacher, but when the teacher reads the word with a bomb, the stu

12、dents must keep silent or the bomb will go up. Flap flies : The teacher mouthtalks the words, and the whole class say the words loudly. Then two competitors find the right words on the blackboard and flap them as fast as possible. The winner can get a prize. 3、a chant Cooking, cooking, he is cooking

13、. Reading, reading, she is reading. Sleeping, sleeping, he is sleeping. Playing, playing, she is playing. Writing, writing, he is writing. Step 3 presentation and drill of Part A（A 部分呈现和操练）部分呈现和操练） 1、Listen and fill in the blanks. - is cooking in the kitchen. - is reading. 2、Listen and repeat. 3、Sho

14、w time Students act out Part A in groups. The best group will be chosen to show it in front of the whole class. Step 4 Consolidation of the sentence pattern “He/ She is V-ing.” Eight students stand in a line in front of the class. When the music starts, the eight students act out the words they have

15、 learned before. When the music ends, they are freezing until they are saved by other students by describing what they are doing. For example: A student: Yigao Xi is playing basketball. The teacher: Is Yigao Xi playing basketball? All students: Yes. He is playing basketball. Step 5 Making up stories

16、 There are three pictures. They are at home, at school, in the zoo. The whole class are divided into five groups. Each group will choose one of the pictures and act it out. Step 5 Revision Students make a new beautiful sentence using the new present participles. Step 6 Homework 1. Recite Part A. 2. Make new word cards and show them to their parents. Step 7 Saying goodbye to the students. The teacher sings a song to the students.