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牛津英语3B Unit 2 Yes or No


 

 

牛津英语3B Unit 2 Yes or No

The first period课堂实录及点评

教材:《九年义务教育六年制小学教科书?牛津小学英语》3B第二单元第一教时

单词:clock key computer句型:一般疑问句Is this/that…?及其肯定和否定的回答Yes,it is. No, it isn’t.日常用语:感叹句What a nice…;礼貌用语:May I come in. Come in,please.

执教者:施晓荣

授课时间:2004/02/18

点评者:施晓荣

Warming up

T: Let’s say the chain of Unit1.

S: Book, book, copy book, this is my copy book.

Book, book, story book, this is my story book.

Bag, bag, school bag, this is my school bag.

Train, train, toy train, this is my toy train.

Tape, tape, my tape is red.

Knife, knife, my knife is white.

Crayon, crayon, my crayon is black.

Stapler, stapler, my stapler is pink.

(点评:所编儿歌运用了上一单元的单词,读来朗朗上口。让学生诵读儿歌,不仅起到复习的作用,而且使学生激发学习兴趣,很快进入学习英语的状态。)

一、Free Talk and Revision

T: Hello everyone! How are you?

S: Fine, thank you. And you ?

T: I’m fine, too.

T: I’m very happy to day.

(点评:每日课始与学生进行Free talk,运用学生学过的问候语与学生进行英语交流,有利于帮助学生复现学过的知识,让学生体验到英语作为交际工具,具有实用性。)

T:(拿出一个彩色的盒子,里面装了一些学习用品的实物,让学生来猜谜。)Excuse me, what’s this in the box?

S: It’s a…

(点评:运用猜谜的方式来巩固句型和单词,孩子们兴致勃勃。)

二、Presentation and Practice

S:(一名学生稍晚进教室,教师课前指导学生完成。)May I come in?

T: Come in, please. Sit down, please.

S: Thank you.

S:(一名学生捧着作业本进教室,教师课前指导学生完成。)May I come in?

T: Come in, please.

T: xx, come here.

S:(教师与学生耳语后,该生走出教室敲门进来。)May I come in?

T:(引导学生集体应答)Come in,please.

T:(板书并领读句子)May I come in? Come in, please.

S:(跟读句子)May I come in? Come in, please.

T: OK. Talk in pairs.

S1:(同桌表演对话)May I come in?

S2: Come in, please.

(点评:学生的学习不仅要用自己的脑子去想,而且要用眼睛看,用耳朵听,用手操作,即通过自己的亲身经历和心灵的真实感悟掌握所学内容。在此教师创设情境让学生在情境中明确May I come in?Come in,please.的意思,通过表演对话让学生在真实的交际情景中操练,使学生在亲自运用语言的过程中体验语言的交际功能,达到学以致用的目的。把学生放在用英语交际的场合中,长此以往,他们便会自然地运用英语进行交际了。)

T:(出示一个盒子,让学生上来摸一摸。)Touch this. Is this a pear? Yes or no?

S: Yes.

T: Yes, it is.(帮助学生完整回答)

T:(出示句型并领读)Is this a pear? Yes, it is.

S:(跟读句型)Is this a pear? Yes, it is.

S1:(让学生触摸物品运用句型进行问答)Is this a…

S2: Yes, it is.…

T:(蒙住学生的眼睛,让学生闻一闻、尝一尝后回答)Is this a banana?

S: No.

T: You are right. No, It isn’t. (帮助学生回答No, it isn’t.)

T:(出示句型并领读)Is this a banana? No, it isn’t

S:(跟读句型)Is this a banana? No, it isn’t.

S1:(让学生摸一摸、闻一闻、尝一尝,运用句型)Is this a crayon?

S2: No, it isn’t.…

T:(板书并领读句型)Is this/that a…? Yes, it is. No, it isn’t.

S:(跟读句型)

(点评:在新授句型的过程中,组织学生采取摸、闻、尝的方式猜测实物并问答,直观形象,有利于学生理解句型的含义,提高实际运用的能力。此外,还有利于学生活跃身心,减轻学习疲劳,使教学不只是智力活动的过程,而且是情感活动的过程、情知互动的过程。)

T:(呈现出一些物品的局部图片,让学生看图猜测)Please guess.

S1: Is this a…?

T: Yes, it is./No, it isn’t.

S: Is this a toy cat?

T: Yes, it is. Look at my toy cat.

S: How nice.

T: Thank you.

Now boys and girls, show me your beautiful presents.

S: Look at my….

T: How nice. / What a nice….

T:(板书并领读日常用语)What a nice…

S:(跟读)

(点评:紧接上面句型的操练,巧妙地评价学生所带物品,穿插不同的表达方式。运用此法引出新的句子,使学生明白新句子和以前学过的句子意思是一致的,同时让学生感悟到语言的丰富性。)

T:(出示一只布袋,让学生隔着袋子摸摸猜猜。)There are many beautiful things in my school bag. Touch and guess.

S1: Is this a…?

S2: No, it isn’t. I think it’s a clock.

T: Yes, it’s a clock.

T: Look at my clock.

S: What a nice clock.

T:(出示并领读单词)clock clock clock

S:(跟读单词)clock clock clock

T: Touch this. What is it?

S:钥匙.

T: It’s a key.

T:(出示并领读单词)key key key

S:(跟读单词)key key key

T:(分别出示玩具电话与电脑的图片)Is this a key?

S: No, it isn’t. It’s a telephone.

T: Is that a TV?

S: No, it isn’t.

T: It’s a computer.

T:(出示并领读单词)compute rcomputer computer

S:(跟读单词)computerc omputer computer

T: Let’s play. Touch and guess.

S: Great.

T:(拿出一个大盒子,里面有许多图片。请一位同学上台从中拿出一张出示给大家看,请另一学生面向黑板并进行猜测。)

S1: Is that a…?

S:(下面座位上的学生进行应答)Yes, it is./ No, it isn’t.

S2: What a nice….

T:(学生猜对了,将图片奖励给他。)Good, you can get it now.

S1: Thank you.

T: That’s OK.

T:(教师总结活动结果)

(点评:学生在课堂中习得的英语知识,必须内化,并表现出来,才算是真正的理解和运用。通过游戏活动的方式复习单词与句型,可促进学生轻松地理解和掌握英语知识,培养学习兴趣,活跃课堂气氛。注重鼓励性评价,能满足学生成功的需要,让学生体验学习成功的喜悦,从而有效地提高学生的学习积极性,使他们更加自觉、主动地学习。)

三、Consolidation

T:(出示课文挂图,让学生听音看图。)Now listen to the tape. And answer the questions. “Is this a dog? What is it?”

S:(学生带着问题听录音)

T: Is this a dog?

S: No, it isn’t a dog. It’s a nice telephone.

(点评:在巩固阶段让学生朗读课文之前,先让学生带着问题听录音,有助于培养学生良好的听的习惯。)

T: Now please read after it.

S:(学生听录音跟读课文)

T: Read it in pairs.

S:(学生分角色朗读)

T: Art it in pairs.

S:(同桌表演对话)

T: Let’s art. Who can try?

S:(学生戴头饰上台表演对话,及时请同学们评价和鼓励。)

四、Assign homework

1、和父母用Is this/that…?Yes,it is. No, it isn’t.句型进行猜测手中物品的游戏

2、仿照今天所学的课文编演对话

附板书设计:

Unit2 Yes or No May I come in? Come in,please. Is this/that…? Yes, it is. No, it isn’t .What a nice…!

观后感:施老师的这篇课堂实录完整、规范,层次清楚,真实体现了教者在内化基础上对教材的分析和加工;也体现了教者在课堂教学中注重“以人为本”,积极创设情境,呵护并努力促进学生对英语学习的兴趣;注重英语教学听、说、读、写有机结合,给予最大多数的学生想象、思维、交流和表达的时空。我想教者有这样的理念,也有这样的设计操作,作为其学生是受益的,长此以往,英语学习是基础扎实,能灵活运用知识的。


《牛津英语3B Unit 2 Yes or No》
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