《小学英语教学课堂实录》

小学

      小学英语教学课堂实录一、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，建立轻松和谐民主的课堂氛围，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 to day?

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: Lesson 9

T: OK! Now, let's count from one to nine!

(教师同时书写板书Lesson9。)

[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？

Tand 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 ahippo. Do you under stand? 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 ananimal, 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 under stand? What does it mean in Chinese?

Ss：Xi huan.

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 addan“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 home town. Where is their real home town?

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 be longs 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。