小學英語教學課堂實錄

EEC教材Lesson 6（Book III）

課題：  Lesson Six (1) “Can you play baseball?”

一、熱身

T:  Let’s sing a song 《I stop, I look, I listen.》 OK?

Ss:  Yes. (Sing the song.)

T:  Good morning, everyone!

Ss:  Good morning, Miss Lu!

T:  How are you today?

Ss: Fine, thanks. And you?

T:  I’m fine, too. What day is it today ?

Ss:  It’s Tuesday.

[評：教師通過TPR歌曲熱身，課堂氣憤活潑；通過日常生活用語的問答，自然地創造了英語語言氛圍，使學生很快地進入到英語語言學習的情境中來。]

二、導入  

T:  (Taking some word-cards)

Now, look at me. What’s this?

S1:  Library.

T:  Very good. Together, what’s this?

Ss:  Library.

T:  Well done. But how to spell?

Ss:  L—i—b—r—a—r—y.

(Then, review the words “ride\ bike\ violin \piano \read ” in the same way. )

T:  What do you do after school ?

S1:  I play the piano.

S2:  I read an English book. What do you do after school?

S3:  I ride my bike.

(Then, Ss ask and answer by each other. )

T:  OK, class, please ask me .

Ss:  What do you do after school?

T:  I read an English book.

[評：復習環節教師從詞匯復習入手，并適宜地將詞匯復習擴展到常用句型的復習中來，將二者有機地結合起來，真正做到了英語語言學習的‘詞不離句’的認知規律。學生的積極參與，體現了教師駕馭課堂的能力。]

三、新授

T:  Shh… Look there, (point to the screen of a computer)

I play…

Ss: …play table-tennis

T:  Great! Do you want to know what kind of the ball Ken plays ?

Ss: Sure/Yes.

T:  Let’s study a new lesson----Lesson6(1). (Blackboard Writing)

(Ss look at the computer about the content of L6(1))

T:  (T puts some kinds of balls on the wall and points to them)

Look there, what’s that ?

Ss:  It’s a volleyball.

Girls: It’s a basketball.

Boys: It’s a football.(table-tennis)

( Girls ask and boys answer .)

T:  (T puts 3 cards on the blackboard and points to one of them, asks…)

Now, look, what’s that ?

S: Bat.

T:  Good. (Blackboard writing—Bat.)

Read after me, “bat”.

( Read it one by one.)

Together, please spell it .

Ss: B-A-T, bat.

(Learn another 2 words “baseball \glove” in the same way. )

T:  (T takes two gloves)

OK. Look at me, “one glove” “two gloves”

Girls: Gloves.

Boys: Gloves.

T:  What are these? ( Waving two gloves )

They’re gloves. ( Blackboard writing )

[評：新知傳授環節，教師給學生一個整體的感知的教學思路，讓學生了解學習的全過程及學習的知識，使其能靈活地把握學習的主動權，從而充分體現了素質教育的宗旨。]

四、操練

T:  (T takes two books or pens of Ss)

What are they ?

Ss: They’re books.

S1:  What are they ?

S2:  They’re pens.

Boys:   What are they ?

Girls:    They’re desks.

( Ss practice the sentences in pairs)

[評：教師使用學生日常學習用品對所學新知識進行操練，以舊帶新，以新溫舊，一舉兩得。]

五、復習鞏固

T:  (T puts a card on S1’s head and let him/ her guess.)

Ss:  What are they ?

S1:  They’re…

Ss: Yes.Yes.Yes. / No.No.No

T:  (T takes some things)

What’s this?

Ss:  It’s a bat

It’s a baseball

T:  What are they ?

Ss:  They’re gloves.

T:  Can you play baseball ? ( Blackboard writing.)

S1:  Yes, I can.

S2:  Yes, I can.

T:  Wonderful! Please show us how to play baseball?

( S1 and S2 do the action)

T:  Please look at the computer screen, let’s guess “what’s that?”

S1:  (S1points to a corner of a kind of balls in the computer

and ask.

What’s that ?

S2:  It’s a … (baseball/football/volleyball/basketball).

Ss:  Can you play …?

S2:  Yes, I can . ( And then do the action )

T: Can you play ____ball ?

六、聽音跟讀

T:  Now, open your book to P74 “Listen and Speak ”

七、結束

T:  We’ve learned so many kinds of balls, so shall we play after class?

Ss:  OK!

[評：結束語不但巧妙的復習了所授新知識，同時也體現了師生平等民主的地位，和諧的師生關系。]

評析：

  本課教學設計以實施教育為指導思想，巧妙設計教學環節，層層深入，活躍課堂氣氛，激發學生學習興趣和學習的積極性。

  教師運用現代化教學手段，把課文再現給學生，在聽、看、問、答的過程中，逐漸培養學生的語言運用能力，使學生易于接受所學知識。

  教師充分發揮學生的積極性和主體作用，給予學生充分運用語言的空間和時間，使學生主動參與到求知的行列中來。

作者: RobinCat