1:Where is the hospital ,please? S2:Go straight anesd. S1:Thank you. S2:You're welcome. (
  2)Read the three dialogues.(跟读对话 Let's talk 及以上的两个对话) (
  3)Act the story.(故事表演) ①师生示范表演"刘云去电影院"这个对话. 教师戴上交警的帽子扮演交警,另外一名学生扮演刘云表演该对话. ②学生分小组练习以上三个对话. 在学生表演对话时,教师要鼓励学生大胆改编对话,替换对话中的地点及人物,设计好对话的 背景,对大部分学生而言,表演时旁白可由教师担任,学生只需表演对话部分,以降低难度,而对 于程度好的学生则要求他们自己完成旁白,但是可以采用中英结合的方式表达.
  4.拓展延伸 Help the deaf mute find the way.(帮助聋哑人指路) ① 三人示范表演.
A 生扮演一位聋哑人,在纸上写出问句(写),如 Where is the hospital?去向 B 生问路(读),B 生也 不知道,再去问 C 生(说),C 生告知路线(说),由 B 生将路线写在纸上(写),交给聋哑人帮助他顺 利找到 hospital(看) ② 三或四人小组准备表演. 这个巩固性表演融听 说 读 写于一体,而且与 let's talk 的内容紧密结合,效果不错.
  5.课后作业 (
  1)完成活动手册相应的练习. (
  2)根据情景:Our foreign teacher Emily loses her way to school after the film.She needs help.编对 话,要求先写下来,下节课进行表演. 说评价: 本节课充分调动对学生实际语言运用能力的培养.课堂教学设计从学生的学习兴趣 生活经 验和认知水平出发,设计了一系列听 说 读 写的单独练习和混合练习,练习的设计遵循从易 到难,由听说到读写的规律,如制作平面图听对话,找出对话人所在地点和,表演等等的活动. 通过这一系列的练习活动,旨在培养学生的综合语言运用能力. 本课时采用任务型语言教学,以完成任务为目的,让学生通过实际活动学习语言,实现语言学 习与语言运用的统一.在巩固操练环节中,教师提供设计贴近学生实际的教学活动,如帮助聋 哑人指路和帮助外教回学校. 小学英语教学课堂实录 小学英语教学课堂实录
小学英语教学课堂实录 EEC 教材 Lesson 9(Book I) 一, 歌曲导入: T: Let's sing a song. The song's name is 《One little finger》. [评:教学热身是英语课堂 TPR 教学方法的重要形式之一,教师采用歌曲来缓解学生的紧张 情绪,建立轻松和协民主的课堂氛围,为进一步的学习奠定了良好的基础.] 二, 师生问候: T: Class begins! Hello, everyone! Ss: Hello, Miss Cai! T: How are you today? Ss: We're fine, thank you. T: What's the weather like today? Ss: It's fine. [评:简单的问候,可以帮助学生适应英语语感,使学生很自然地进入英语学习状态.] 三, 新授知识: T: A lovely today, isn't it? I have a good news for you. We're going to visit the zoo. Are you happy? Ss: Yes! T: Today we'll learn a lesson about the zoo. Please tell me. Which lesson shall we learn? Ss: Lesson9
T: OK! Now, let's count from one to nine! (教师同时书写板书 Lesson
  9.) [评: 在学生原有知识的基础上, 以数字引入, 使课题的出示别具特色, 自然而不失趣味性. ] T: Well, who can tell me what you can find in the zoo? Ss: Monkeys, tigers, and hippos… . T: Oh, we'll see so many animals. That's great! Now, please look here. We'll meet many animal friends today. What's this?(出示动物头饰) T: Do you have a monkey? S: No, I don't. T: Oh, Don't worry. This monkey is for you! (S1 带上头饰) (以下 lion, hippo, tiger, panda, elephant, dog, goat 同上) T: Now, we have so many animals, they are our best friends! But look there, there is another friend. She's waiting to meet us. Who's she?(指向长颈鹿玩偶) Ss: Changjinglu. T: Yes, it's a Changjinglu, but in English it's a giraffe. Now, please say after me, "giraffe"! T: Look there, I have a beautiful picture, what's this?(贴出长颈鹿图) Ss: Giraffe. T: Yes, but how to spell it?(出示单词卡) Ss: "g-i-r-a-f-f-e " T: Let's sing a song, make a giraffe in the air.(师生同唱并拼写,教师指图) T: What's this? Ss: It's a giraffe. [评:运用头饰这一简单的教具,将学生喜爱的动物请到了课堂上来,使学生产生了浓厚的 兴趣,使抽象化的词汇学习具体化,易化了词汇这一教学难点.] T: We met so many animal friends. And would you like to go to the zoo with Tutu? Are you ready? Let's go! OK? T and Ss: One, Two, Three, go.(师生同看多媒体投影) [评:从英语学科的实际特点出发,教者运用电脑多媒体再现课文内容,使学生有如身临其 境,培养了学生的观察能力和语言应用能力.] T: What did Jack say? Ss: "Look there!" T: Yes, Jack 说"看那儿",in English we should say, "Look there." T: Now, look at me please. Look there! It's a monkey. Look there! It's a hippo. Do you understand? Please say after me. (教师手指教室内戴头饰的学生) T: Now, let's sing a song 《One little finger 》, but this time please sing that like me.(师生共同
唱并手指相应的动物头饰) . T:Now please point to an animal, ask and answer in pairs. (学生分组练习) T:Well, please look at me please. Look there!(指向猴子) It's a monkey. I like monkeys(拿 出心形单词卡)Do you understand? What does it mean in Chinese? Ss:Xihuan. T: Yes. Please follow me. I like monkeys. (板书: like monkeys) T: OH. Now look there. There is a "s ", but why? (拿出单数卡)There is a monkey. Only one! So there's no "s". (拿出复数卡) Wow, there are so many monkeys, then, we must add an "s" (利 用多张卡片领学生练习这区分单词的单复数) T: Now, every one make a sentence like me, please. Ss: I like monkeys. I like elephants… T: Well, please listen to me carefully. Do you like monkeys? If you like, you can say, "Yes, I do."(师生练习句型) T: Let's play a game. I'll ask you "Do you like …?" If you like it, please stand up. [评: 这部分内容是教学的难点, 教师通过 TPR 教学法最大限度地引发学生积极学习的兴趣, 使句型的操练这有一枯燥的演练形式兴趣化.] T: Your pronunciations are fine. Now let's listen to the tape and read after it. (Listen and speak) [评:在英语教学中,原声语音的模仿是必不可少的步骤,有利于培养学生优美的语感,为 英语的终身学习打下良好的基础.] T: Ok, good job! But I'd like to know which is your favorite animal, so let's ask each other. (由学 生进行调查练习) [评:采用采访形式,设计得情趣盎然,生动活泼,突出了教师的主导地位,同时学生的主 体作用也得到了更大限度的发挥,学生争先恐后参与活动,成为活动的主人,他们在轻松, 民主的氛围中得到了知识的巩固,得到了英语语言交际能力的锻炼,提高了交际性能力,从 而达到了良好的教学反馈.] T: We all like the animals, but the zoo isn't really the animals hometown. Where is their real hometown? S: 大自然. T: Yes! Let's look at the animal in nature. OK?(观看多媒体影片) T: Do you like animals? Ss: Yes! T: The earth belongs to both animals and human beings. We should live peacefully together. We should try to give them a better living environment, and protect them from being hurt. Do you think so?
Ss: Yes! T: OK! Let's begin from now on! T: The time is up. Good-bye everyone! [评:结束语知识性与思想性融为一体,既强调了本课知识的重点,又对学生进行了思想教 育,使学生对所学内容有了一个更高层次的认识,使英语教学的目的得以充分的发挥.] 评析: 教者从学生的认知规律入手,由浅入深,由易到难,降低了英语语言学习的难度.同时,充 分利用头饰,卡片,图片,多媒体教学软件等直观教学手段,调动了学生多种感观投入到语 言学习中来.教者还利用 TPR,歌曲,歌谣等活泼有趣的形式,增加了课堂教学的感染力, 并采用实地应用语言的调查活动,提高了教学效果,达到了良好的教学反馈. HOME 全国小学英语课堂教学优秀案例一等奖(课堂实录) 安徽 王磊 一,Warm?up 1,Have a great T: Hello! Boys and girls, I'm glad to meet you here. At first I'll introduce myself. My first name is Wang, so you can call me Mr . Ss: Wang. T: Ok. Now please show me a hand and say hello to Mr Wang. Hello! Boys and girls. Ss: Hello, Mr Wang.(手放在耳朵边上,做努力听清楚学生回答的样子,让学生明白应该响 亮回答) T: Hello! Boys and girls. Ss: Hello, Mr Wang. (手放在耳朵边上,做努力听清楚学生回答的样子,让学生明白应该响 亮回答) T: Good! 2, Do the actions. T: Ok, now, this time, look at me. I will stand here and do the actions. Please say it after and let's see who is the first. Ok? Ss: Ok! T do the actions and Ss say it after. Ss: Get up. T: You are first. One point. Ok! Ss: Brush teeth. T: You're number
  1. Ok. And this one. Ss: Wash face. T: And this one. Ss: Have breakfast. T: And this one Ss: Rollerblade. T: Yes, right. rollerblade. I like sports. Ss: Play basketball. T: Play basketball. Ss: Sing a song.
T: And this one. Oh. Ss: Play computer games. T: Yes, you did a good job. It's right. Now, I will play the computer. 二,Presentation 1,Learn new phrase T: Ok! Wow! It's a wonderful picture. Is it nice? Ss: Yes. T; Is it clean? Ss: Yes. T: It's my home. It's really tidy and clean. Why? Because me. I'm very hard working. I'm very hard working.(老师边系围裙边说) Every day, I make the bed. Please wait for me. Ok. It's so hard to?ok.(老师做出围裙很难系的样子, 让学生理解 hard 的意思) Let's go. I empty the trash, look, I'm good. I cook meals. Look, the chair is so heavy, but I'm strong , I can move the chair. Now please look at here. (teacher write " I can" on the blackboard) I can .Ok, now, this one ,look , sweep the floor. (teacher write " I can sweep the floor" on the blackboard)I can sweep the floor. Ok, good, please read after me. I can sweep the floor. Ss: I can sweep the floor. T: I can sweep the floor. Ss: I can sweep the floor. T: What's this? (T shows his hand and ask) Ss: Hand. T: It's not hand. It can change the voice. It's magic. Look, if I put my hand down , you say lowly, lowly, lowly; if I put my hand up, up, up, up, up, up, you read louder, louder, louder. Understand? Ss: yes. T: Ok. I can sweep the floor.(老师用手势表示,让学生由低到高,再由高到低读这个句子 10 遍) T: Good. Ok. Look here. Ok, I can sweep the floor. Who can sweep the floor? You please. S1: I can sweep the floor. T: You are helpful at home. This is for you. But put it down. Don't look at it. Ok, look at this. Ok ? Now , who can wash the dishes? Ok, you. S2: I can wash the dishes. T: Do remember. There is it?(示意学生用话筒回答) S2:I can wash the dish. T: Good, dishes. Ok, now, dishes. S2: Dishes. T: ok, now, this is for you. And this one. Set the table, set the table, who can set the table? You please. S3: I can set the tale. T: I can set the tale .Ok, now, here you are. And this one. You needn't , you needn't, needn't .Ok, here, who can make the bed?(手放在耳朵边上,引导学生说出 Let me try,激活课堂氛围) Ss: Let me try.(小声) T: You please. S4: I can make the bed. T: I can make the bed. Ok, this is for you..
S4: Thank you. T: And this one. Wash clothes, wash clothes. Ss: Let me try. Let me try.(大声) T: please. S5: I can wash clothes. T: Ok, now, here you are. S5: Thank you! T: Oh, just now I cook meals. Ok, you please. S6: I can cook meals. T: Now, here you are. Ok ! this one, this one, water the flowers. Ss: Let me try. Let me try. Let me try. Let me try. Let me try. Let me try.(更大声) T: Ok, there, you please. That boy. S7: I can water the flowers. T: Good, only one, only one. Ok. Ss: Let me try. S8: I can empty the try. T: Trash. S8: Trash. T: Ok, show me a hand and read after me. Trash. S8: Trash. T: Trash. S8: Trash. T: Trash, trash, trash S8: Trash, trash, trash T: Ok, oh, I have no card now. Get them back. 2,Guessing T: Now, you can look at it. S1: Yes. T: Can you sweep the floor? S1: No, I can't. T: Can you wash clothes? S1: No, I can't. T: Can you cook meals? S1: No, I can't. T: Oh, my gold, can you water the flowers? S1: No, I can't. T: Can you make the bed? S1; Yes, I can. T: Yeah, I got it. Ok, yes, make the bed. Where are my cards? Ok, put, put down. Ok, there. Can you make the bed? No, there. Can you water the flowers? S2: No, I can't. T: Oh, can you? I'm sorry, who can help me? I forgot it. Help me? Ok, you please. S3: Can you sweep the floor? T: Once more.
S3: Can you sweep the floor? S2: No, I can't. S3: Can you water the flowers? S2: No, I can't. T: And who can ? one point. Ok, you please. S4: Can you cook meals? S2: Yes, I can. T: Do this. S4: yeah!(做胜利的手势) T: And here. Can you ask her? You ask her. S5: Can you wash clothes? S6: No, I can't. 3,Learn new sentence T: Ok, please listen to me. Can you wash the clothes? Every one look at here. (teacher write "Can you wash the clothes?" on the blackboard)Can?you?wash?the?clothes? Please, you should read in this way. Can ?you?wash?the?clothes?↑ Remember. Can ?you?wash?the?clothes? ↑Can you wash the clothes? ↑(升调, 老师有又夸张的手势表示, 像大合唱时的指挥家一样, 由慢到快) Ss: Can ?you?wash?clothes?↑ C
 

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