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致力课堂教学探讨,努力回归原本,探讨教育教学的特点、规律、途径和方法,培养学生终身学习能力和方法,养成良好的学习思维习惯,为构建学习型家庭、学习型校园、学习型社会提供智力保障和支持。

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201696 高镇小学 小学英语教学实录  

2017-05-29 10:38:39|  分类: 06.教学实录 |  标签: |举报 |字号 订阅

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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。 

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