对于刚接触英语三个多月的学生来说，开展这样一次双语班会实在不容易。我觉得老师能编排出适合他们的节目，的确也费了一番心思。整个班会，每个学生都表演了节目，学生的参与面很广。从学生的参与热情来看，这次活动无疑是成功的，学生们在活动中展示了自己的学习成果，体验到了成功的喜悦。这份喜悦，将推动他们继续努力，取得更大的成功。我始终认为，成功的活动，至少要让大部分学生感到快乐！ 作者: 网站工作室 时间: 2011-5-30 15:47
Unit3 Is This Your Shirt?听课记录与评课
A L et’s talk
Step一、Warming up&review.
1、Sing a color song.
2、T: I am wearing a T-shirt. I like it very much. **,What do you like?
S：I like T-shirt .
Spell: T-shirt, shirt, sweater, jacket. skirt, dress. Then read them together.
T: I have many colours. I want to go shopping, do you like to go shopping with me.
Chose a student to go shopping together.
T: Look，there are so many clothes, I like the white shirt with the blue skirt.
What do you like?
3、Work with your partner and make a dialogue.
Step二、Presentation and Practice
T： Today I have something for you, please guess what’s it? 快速闪图
S: T-shirt
T: Is this your …?板书
S: No, it’s not./ Yes, it is.板书
T: Is that your …?
Ss ask together, Is that your…？
S：…
Whose is it? 板书 猜一猜
It’s ___’s. 板书
T asks ,Ss answer. 根据教室墙上贴的服装问答。
拿学生手上的衣服图片问答。
G：Whose is it?
B：It’s ___’s.
（1）T: I have many pictures. It’s yours. Guess whose it is ?
T: Whose is it?
S: Is that ____’s.
S: 根据人名回答No, it’s not./ Yes, it is.
（2）学生当小老师。
（3）一位学生背对大家。教师拿一张衣服图片，指明是谁的。
T：Whose is it?
S： Is this ___’s?
Ss: No, it’s not. /Yes, it is.
S: Whose is it?
Ss: it’s __’s.
(4)T: Is this your T-shirt?
S: Yes, it is.
T: Is that your sweater?
S: No, It’s not. Whose is it?
S: It’s ____’s.
Make a dialogue.
T：Listen and answer
What color is Alice ’s skirt?
Whose T-shirt is it?
Ss Read follow the tape.
Read together.
Read in role. B: Mike G: Alice T: Mom&Dad
Read with your partners.
Step三、
两个情境，让学生make a dialogue。 教师提问。
Sing a happy song.
该教师语音语调清晰，板书清楚、明白。用free talk 激起学生表达服装喜欢的欲望，创设情境 通过let’s go shopping来引导学生编对话。用guess game来导入如何操练句型，通过信息沟让学生采取图片的方式激发学生交流的欲望。最后用2个任务的活动，贴近学生的生活，提高学生的学习兴趣，提高学生语言水平。灵活多样，活泼有趣的教学方法和直观的教学手段让学生积极的参与各种活动，让学生获得体验的乐趣，从而激发学生的学习兴趣。
小学生同伴之间的互相评价不可少，只有师生之间共同评价，课堂效果才会更加明显。作者: 网站工作室 时间: 2011-5-30 15:48
得到万里师傅卢老师的邀请，去参加了他们区里的一次教研活动，本堂课所呈现的是牛津英语三年级 Modul2 Unit3 A ner friend。虽然，我对牛津英语一点都不熟悉，但是整堂课听下来，本课的重点和难点应该就是句型“What’s her/his name? Her/His name’s ….”的学习和灵活运用。以下是本堂课的教学设计：
Step1: Warm up
1. Greeting.(简单的问候)
2. Talk about a girl, Kitty.(Kitty 是牛津教材里经常出现的人物角色，就如PEP教材中Amy等)
让学生猜一猜关于Kitty的相关信息并填空。
She’s 8 years old.
She’s from Shanghai.
She’s astudent.
She has a camera.
She likes to take photographs.
Her name’sKitty.
前面四个句型，都是学生熟悉的，在此基础上教师拓展了She likes to…的单数第三人称的句型。
Step2 Presentation
1. 去掉上面不是划线部分的主要句子结构，让学生来记忆，并把主要句型板书：
_________ 8 ______.
_____________ Shanghai.
_____________ student.
_____________ a camera.
_______________ take photographs.
________________ Kitty. 从而直接呈现本课句型：Her name’s ….
2. Talk about the names of the girls.
“What’s her name? Her name’s ….”
3. 呈现短文
T: Kitty has a camera, she is hapy. She is going to the park with her friends.
Let’s watch the DVD.
看短文回答问题：Who are they?
4. 主要句型练习：
看图说一说：Her name’s … . His name’s …..
Talk about the Ss: Her name’s … . His name’s …..
Work in groups and introduce: Her name’s … . His name’s …..
Play a game:
叫6名男生到台前站成一排，其他学生背对黑板，其中以学生发出声音，让其他学生来猜：What's his name? His name’s …
(只叫了一名学生发出声音，应该可以多叫几个，这样使活动更加有效，更能达到操练句型的目的。)
5. 跟读课文
6. 分角色朗读课文。
Step3: consolidation and extension.
1. T: Look at the picture. Who is sad? Ss: Kitty?
T: Why is she sad? S: Because of the camera.
T: Where is the camera? I have a friend to help Kitty to find the camera.
呈现图片柯南
2. Talk about Conan.
He’s 7 years old.
He’s fromJapan.
He’s a student.
He has afootball.
He likes toplay football.
His name’s Conan. (同kitty的呈现)
3. Group work
T：Conan knows who took the camera, but it’s a secret!
Each group can take out your enevlop, work in groups, finishi the paperwork.
根据图片提示，完成填空，并进行操练，小组汇报，然后大家猜一猜这个人是谁？
Kongfu panda Hui tailang Zhang Yining
Cai Yilin Liu Xiang Cat Policeman
4. T: Conan knows who took it? Who is the bad person?
Let’s listen what does Conan say?
描述：He’s not our friend. He’s a lazy farmer. He’s grey. He has a long tail.
Do you know who's he?
Ss：Huitailang.
T: Bad person, bad person, go away.
5. 情感深化：Good friends love each other, help each other!
6. assignment
draw a picture of your friend, and introduce your friend to us.
板书：
She’s ________. He’s _________.
She’s from _______. He’s from _________.
She’s a _________. He’s a _________.
She has _________. He has _________.
She likes to ____________. He likes to ___________.
Her name’s __________. His name’s __________.
听后感受：
除了游戏那里提到的不足，该教师在复数加s、单数第三人称加s, 时，读 还是[z]，不够清晰，在板书时，字母H的笔顺不正确。这些只是我观察到细微的不足之处，但却有很多是值得我学习的地方：教师对教材的挖掘和拓展的能力是很令人佩服的。听师傅说，牛津教材里每节课的内容其实对学生来说是非常简单的，教师每堂课就要给学生拓展内容，那我想，他们的老师确实每天要花很长的时间在备课上，在资料的准备上。而经过这样的磨练，很明显他们的能力得到了锻炼和提升，这是最值得我学习的地方。作者: 网站工作室 时间: 2011-5-30 15:48
Step1:Greeting
T: Class begins.(all students stand up.) Good morning, class!
Ss: Good morning ,teacher
T: Sit down ,please!
Step2: Teaching new class.
1. Listen a song(Name: Ten little candles dance)
T: Everyone now we will listen a song, Ten little candles dance.
T: Are you ready?(open the reorder)
Ss: Yes!
T: We sing together. One two , begin!
( The song is over.)
T: Very good! This song talks about the candles . how many candles are in the song?
(讲的同时出示蜡烛,用表情来引导学生知道歌曲里讲的是蜡烛,How many candles are in the song?可以重复讲二次。)
(歌曲听一次。)
T: Look at these candles, let''s count.
T and Ss: One two there four five six seven eight nine ten.
（边数边点蜡烛，同时要学生跟数数......）
T：Yes. very good！Ten candles.
T: Ok! A student comes here and blows the candles. Like this(Give an example.)
(老师做示范，要学生明白怎么样吹蜡烛。)
T: Who can try?
Ss: let me try.
T: How many candles can you blow one time ?(可以用中文解释一次。)
(叫学生上讲台吹蜡烛,一次吹多少根,全班学生一起树蜡烛。）
T: Other students count together.
T and Ss: One two three…
T: How many ?
Ss : four!
(根据实际情况定夺学生吹几次蜡烛，最多叫二个学生上台吹,把十根蜡烛吹完。)
T: XXX ，he blew four candles. Good! let he blow again.
S and Ss: Five six.
T: Great! who can try again? you please.
T and Ss: Seven eight nine ten.
T: Very great! One time he blew four candles.
(老师做数字的相应动作,学生跟着来)
2．Look pictures and learn words.
A：(把数字卡片上的数字用白纸遮住，然后叫学生猜是什么数字。)
T: Now look pictures and guess the words.
(老师出示卡片给同学猜,卡片的顺序依次为5、7、8、9、6、9、10、3、1、2、4)
T: Guess, the first one, what''s the number?
Ss: One two … five.(学生猜数字。)
T：Yes! Is Five. Good! Read after me. Five five five
(以升降调领读。)
T：Guess, the second one. Who knows? Hands up! You please!
(老师做动作表示举手的意思,叫学生猜。)
S: Is six ? Is one ?
T: No. Guess again.
S: Is seven?
T: Yes. You are very clever!(单独叫学生猜一次，其它数字学生一起猜)
（每个数字皆带读一次，依次猜出不同是数字，把猜的数字贴在黑板上。)
3．Listen the tape( Let''s learn and let''s do.)
T: Now open your books to page sixty-one. Look at let''s learn.
T：Are you ready?
Ss: Yes!
T: Now we listen to the tape and you follow the tape.( Explain in Chinese )
(听完Let''s learn暂听录音机，解释做Let''s do.)
T: Let''s do .Do action together.
(首先让学生听一次录音.).
T: Students stand up.( Do action.)
Over activity
T: Sit down, please. Very good!
T: I ask students come here, I do action ,other students say numbers in English, they do action.
(一次叫二个学生到讲台,老师做动作,其他学生说数字用英语)
T: Who can try ? you and you, come here.(教师做数字的动作。)
( showing two times.)
Step3: Practice.
1、Count sticks and show sticks
（给每个小组分不同小棒，然后老师说不同的数字，根据改编的口令学生做动作，1和2这二个数字可以不用编口令。）
Password:
Three three stand up.
Four four sit down .
Five .five .stand up.
Six ,six sit down.
Seven, seven, touch the ground.
Eight eight, turn around
Nine nine, touch your ground.
Ten ten, sit down.
(口令的改编，不但复习了前面的知识，同时也操练了新知识。学生对熟悉的东西有兴趣，激发他们对新知识的学习。)
T: I give orders. You do action. Who is the best.
T: One two are the first group, three four are the second group.
(进行小组比赛，看哪个小组做地好，奖励小星星，在黑板上画星星。)
T: Students, take out your sticks.(Students take out the sticks.)
T: First you count it, then you say it in English, how many sticks?
T: You listen to my orders and do action.
(把口令插进去,,学生做相应的动作.)
2. Play numbers(数字接力)
T：This group, pay attention! You say "one" you say "two" you say what?
Ss: three.
(老师做示范以引导的方式，学生更能集中注意力。)
T: Yes! Other students, are you clear?
Ss: Yes!
T: This group and this group ,you have a match.
T: Which group is quickly? Ready! Begin!
（先按组接力一次，最先接力完的可以得到星星奖励。然后老师随便点学生接力。）
3. Listen a song again.
T: Class is over!
五、Homework
1. Count your family members. How many members are there in your family?
2. Show numbers actions to your parents.
otato,tomato,nice,nice.