小学英语三年级教学课堂实录
用一本正经造句-word公式编辑器在哪
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。]
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:
T: Yes, Jack说“看那儿”，in English we
should say,
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。