小学三年级英语课堂实录

一、歌曲导入:

T: Let's sing a song、The song's name is 《One little finger》、

[评:教学热身就是英语课堂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,建立轻松与谐民主的课堂氛围,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, tiger s, 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、(师生同瞧多媒体投影)

[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与语言应用能力。]

T: What did Jack say?

Ss: "Look there!"

T: Yes, Jack说“瞧那儿”,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:这部分内容就是教学的难点,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,原声语音的模仿就是必不可少的步骤,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,她们在轻松、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