小学英语三年级教学课堂实录

PEP人教版小学英语三年级课堂实录

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: 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。

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。]