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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 小学英语歌曲在小学教学中的作用  

2017-06-13 20:16:37|  分类: 默认分类 |  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)  

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