【正文】 S2:You’re wele.S1:Excuse me,is there a hospital near here?S2:Yes,there is.S1:Where is the hospital ,please?S2:Go straight anesd.S1:Thank you.S2:You’re wele.(2)Read the three dialogues.(跟讀對話 Let’s talk及以上的兩個(gè)對話)(3)Act the story.(故事表演)①師生示范表演”劉云去電影院”這個(gè)對話.教師戴上交警的帽子扮演交警,另外一名學(xué)生扮演劉云表演該對話.②學(xué)生分小組練習(xí)以上三個(gè)對話.在學(xué)生表演對話時(shí),教師要鼓勵(lì)學(xué)生大膽改編對話,替換對話中的地點(diǎn)及人物,設(shè)計(jì)好對話的背景,對大部分學(xué)生而言,表演時(shí)旁白可由教師擔(dān)任,學(xué)生只需表演對話部分,以降低難度,而對于程度好的學(xué)生則要求他們自己完成旁白,但是可以采用中英結(jié)合的方式表達(dá).Help the deaf mute find the way.(幫助聾啞人指路)①三人示范表演.A生扮演一位聾啞人,在紙上寫出問句(寫),如Where is the hospital?去向B生問路(讀),B生也不知道,再去問C生(說),C生告知路線(說),由B生將路線寫在紙上(寫),交給聾啞人幫助他順利找到hospital(看)②三或四人小組準(zhǔn)備表演.這個(gè)鞏固性表演融聽說 讀 寫于一體,而且與 let’s talk的內(nèi)容緊密結(jié)合,效果不錯(cuò).(1)完成活動手冊相應(yīng)的練習(xí).(2)根據(jù)情景:Our foreign teacher Emily loses her way to school after the needs ,要求先寫下來,下節(jié)課進(jìn)行表演.說評價(jià):生活經(jīng)驗(yàn)和認(rèn)知水平出發(fā),設(shè)計(jì)了一系列聽 說 讀 寫的單獨(dú)練習(xí)和混合練習(xí),練習(xí)的設(shè)計(jì)遵循從易到難,由聽說到讀寫的規(guī)律,如制作平面圖聽對話,找出對話人所在地點(diǎn)和、,旨在培養(yǎng)學(xué)生的綜合語言運(yùn)用能力.本課時(shí)采用任務(wù)型語言教學(xué),以完成任務(wù)為目的,讓學(xué)生通過實(shí)際活動學(xué)習(xí)語言,教師提供設(shè)計(jì)貼近學(xué)生實(shí)際的教學(xué)活動,如幫助聾啞人指路和幫助外教回學(xué)校．小學(xué)英語教學(xué)課堂實(shí)錄小學(xué)英語教學(xué)課堂實(shí)錄EEC教材Lesson 9（Book I）一、 歌曲導(dǎo)入：T: Let’s sing a song. The song’s name is 《One little finger》.[評：教學(xué)熱身是英語課堂TPR教學(xué)方法的重要形式之一，教師采用歌曲來緩解學(xué)生的緊張情緒，建立輕松和協(xié)民主的課堂氛圍，為進(jìn)一步的學(xué)習(xí)奠定了良好的基礎(chǔ)。re fine, thank you.T: What’s the weather like today?Ss: It39。]三、 新授知識：T: A lovely today, isn39。re going to visit the zoo. Are you happy? Ss: Yes!T: Today we39。)[評：在學(xué)生原有知識的基礎(chǔ)上，以數(shù)字引入，使課題的出示別具特色，自然而不失趣味性。ll meet many animal friends today. What’s this?（出示動物頭飾）T: Do you have a monkey?S: No, I don’t.T: Oh, Don’t worry. This monkey is for you!(S1帶上頭飾)（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. She39。s she?（指向長頸鹿玩偶）Ss: Changjinglu.T: Yes, it’s a Changjinglu, but in English it39。]T: We met so many animal friends. And would you like to go to the zoo with Tutu? Are you ready? Let39。]T: What did Jack say?Ss: Look there!T: Yes, Jack說“看那兒”，in English we should say, Look there.T: Now, look at me please. Look there! It’s a monkey. Look there! It’s a hippo. Do you understand? Please say after me. （教師手指教室內(nèi)戴頭飾的學(xué)生）T: Now, let’s sing a song 《One little finger 》, but this time please sing that like me.（師生共同唱并手指相應(yīng)的動物頭飾）。]T: Your pronunciations are fine. Now let’s listen to the tape and read after it. （Listen and speak)[評：在英語教學(xué)中，原聲語音的模仿是必不可少的步驟，有利于培養(yǎng)學(xué)生優(yōu)美的語感，為英語的終身學(xué)習(xí)打下良好的基礎(chǔ)。d like to know which is your favorite animal, so let39。]T: We all like the animals, but the zoo isn39。T: Yes! Let39。]評析：教者從學(xué)生的認(rèn)知規(guī)律入手，由淺入深、由易到難，降低了英語語言學(xué)習(xí)的難度。教者還利用TPR、歌曲、歌謠等活潑有趣的形式，增加了課堂教學(xué)的感染力，并采用實(shí)地應(yīng)用語言的調(diào)查活動，提高了教學(xué)效果，達(dá)到了良好的教學(xué)反饋。 Is it clean? Ss: Yes.T: It’s my home. It’s really tidy and clean. Why? Because me. I’m very hard working. I’m very hard working.(老師邊系圍裙邊說) Every day, I make the bed. Please wait for me. Ok. It’s so hard to—ok.(老師做出圍裙很難系的樣子，讓學(xué)生理解hard的意思) Let’s go. I empty the trash, look, I’m good. I cook meals. Look, the chair is so heavy, but I’m strong , I can move the chair. Now please look at here. (teacher write “ I can” on the blackboard) I can .Ok, now, this one ,look , sweep the floor. (teacher write “ I can sweep the floor” on the blackboard)I can sweep the floor. Ok, good, please read after me. I can sweep the floor.Ss: I can sweep the floor.T: I can sweep the floor.Ss: I can sweep the floor.T: What’s this? (T shows his hand and ask)Ss: Hand.T: It’s not hand. It can change the voice. It’s magic. Look, if I put my hand down , you say lowly, lowly, lowly。 Yes, I can.T: Yeah, I got it. Ok, yes, make the bed. Where are my cards? Ok, put, put down. Ok, there. Can you make the bed? No, there. Can you water the flowers?S2: No, I can’t. T: Oh, can you? I’m sorry, who can help me? I forgot it. Help me? Ok, you please.S3: Can you sweep the floor?T: Once more.S3: Can you sweep the floor?S2: No, I can’t.S3: Can you water the flowers?S2: No, I can’t.T: And who can ? one point. Ok, you please.S4: Can you cook meals?S2: Yes, I can.T: Do this.S4: yeah!(做勝利的手勢)T: And here. Can you ask her? You ask her.S5: Can you wash clothes?S6: No, I can’t.Learn new sentenceT: Ok, please listen to me. Can you wash the clothes? Every one look at here. (teacher write “Can you wash the clothes?” on the blackboard)Can—you—wash—the—clothes? Please, you should read in this way. Can –you—wash—the—clothes?↑ Remember. Can –you—wash—the—clothes?↑Can you wash the clothes? ↑(升調(diào)，老師有又夸張的手勢表示，像大合唱時(shí)的指揮家一樣，由慢到快)Ss: Can –you—wash—clothes?↑ Can –you—wash—clothes?↑Can you wash clothes? ↑Ss: Can you wash clothes? ↑（學(xué)生根據(jù)老師的指揮，由快到慢，再由慢到快，一起讀了9遍）T: Remember it. Can you wash clothes? ↑（老師又邊說邊做，慢速的說了一遍）Can you show your hand and have a try? Ok, e here and show your hand. Ok, I think you can you can do it.S1: I think I can. T: Ok, e here.S1 do and the other Ss say. T: Let’s go on. Remember here. S1 do it again. Ss say it again. T: Ok, thank you. Now give me victory. S1: Yeah!T: Ok , good . another student e here and do . e here , you please .S2 Do 2 times Ss say 2 times .T: Ok .S2: Yeah ! Read and answer T: Ok , now this time . I will introduce you two new friends here . Let’s look at it . Ok , here , look , this is Sally and that is Tom . Tom is a boy and Sally is a girl . but I have five questions ask you .look first one . Can Tom cook meals ? Can Sally water the flowers ? Can Sally make the bed ? Who can cook meals ? Who can sweep the floor ?Please listen and answer my questions . now .Ss listen to tape .Tape: Sally: You are helpful at home?Tom: Yes, I can sweep the floor and empty the trash.Sally: Can you cook meals?Tom: No, I can’t. but I can wash the dishes and set the table. What can you do at home?Sally: I can wash clothes, make the bed, and water the flowers.Tom: That’s good. Can you cook meals?Sally: Of course, I can.