经典小学英语试讲案例及专家点评

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经典小学英语试讲案例及专家点评

【课题】Unit 2 Look at me

【课型】新授课

【课时】1课时

【教学目标】本课主要引导学生掌握英语日常用语中最常用的交际语，为学生能在以后日常交际中自如运用简单的交际语打下基础。

【教学重点】学生学习早上(上午)问候语Good morning及介绍人物用语This is…

【教学难点】介绍人物用语This is…一句的发音较难，口型和发音不易到位，教师要适当提示，切不可盲目纠正发音，从而挫伤孩子的学习积极性。

【教学准备】

1．Cheng Jie，Mike，Wu Yifan，Sarah，Zip，Zoom的头饰。

2．为Let’s play准备所需要的Kitty，Mickey等卡通人物的手偶或头饰。

3．教材相配套的教学课件[Unit 2 Let’S taik／A]。

4．教材相配套的教学录音带。

5．教师准备一个小木偶。

【教学过程】

1．热身、复习(Warm—up／Revision)

(1)教师播放第一单元的歌曲Hello，师生共唱。教师边唱边用体态语示范向学生问候，并鼓励学生边唱边向戴有歌曲中人物头饰的同学打招呼。

(2)用所学的打招呼用语，师生互相问候。Hello／Hi，what’s your name?

Hello／Hi，I’m…

(3)让学生用自己的英语名字，自由离开座位同别人打招呼并询问姓名。此时，学生可将制作的英文名卡戴在胸前。(还可戴上其他一些头饰，扮演不同人物，练习打招呼和自我介绍)

【评析】该部分用游戏和歌曲吸引学生，将学生注意力由课外转向课堂，让学生在愉悦轻松的课堂环境下开始新课的学习。

2．呈现新课(Presentation)

(1)教师用木偶的形式介绍自己和朋友的姓名。

将本单元的单元双面对开情境图展现在学生面前，熟悉的木偶剧表演现场，使学生们如亲临其境一样。(教师可将此项内容再现)自然形成打招呼的氛围。

(2)教师告诉学生英语打招呼的用语有很多，除Hello／Hi以外，在早上或上午可用Good morning来进行。同时教师出示表示上午的图片，或在黑板上画一个升起的太阳，并在旁边标上时间7：30和Good morning一句。(在图案旁边板书Good morning)然后教师用学生的英文名字，以不同的身份向学生打招呼。用Hello／Hi，A和Good morning，A两种方法同时进行(A代表人名)。

(使学生了解到，这两种方法都是在打招呼，但不同点在于(Good morning可用于上午或早上，Hello／Hi可用于所有时间段。)

(3)师生共同观看本部分的教学课件。[Unit 2 Let’s talk／A]

(4)再次观看本部分课件，教师指导学生进一步理解课件内容，并用中、英文提问，引导学生用学过的句子练习回答This is…

T：Who’s this"?这是谁呀?

S：This is John．这是John。

T：Where are they going?’他们要去哪?

S：To school．去学校。

(5)学生扮演不同角色练习Let’s talk／A。。

(教师向学生打招呼：T：Good morning．I’m Miss Wang／Mr．…what’s your name?学生回答S：My name’s…此时，教师主动与学生握手并说T：Nice to meet you．鼓励学生回答S：Nice to meet you，too．)

(6)教师介绍卡通人物Kitty，Mickey，并进行交流。还可用头饰或简笔画，并让学生先简单了解称谓词Miss，Mrs，Mr．

T：Good morning , boys and girls．

S：Good morning，Miss Wang．

T：This is Kitty．

S：Hi，Kitty．

K：Nice to meet，you．

S：Nice to meet，you，too．

K：Let’s go to sc}I001．OK?

S：0K!

此时强调Let’s go to school和This is Kitty这两句话。提示学生Let’s go to school一句，在第一单元B部分的Let’s do活动中的“Go to school”曾学过。教师注意新旧知识的衔接和结合，从“Go to school”导入到Let’s go to school一句的理解，“让我们一起去上学”。This is Kitty是介绍人物的方法，本句的发音较难，口型和发音不易到位，教师要适当提示，切不可盲目纠正发音，从而挫伤孩子的学习积极性。(在简笔画旁板书This is…)

(7)学生跟读并模仿Let’s talk部分的内容。(使用教材相配套的教学录音带)

(8)再次观看本部分的教学课件，给学生分小组，扮演对话中的人物或其他人物，进行实际交流。教师可鼓励学生说Miss．Mrs，M r．．．(此时!学生可以运用教材中人物的头饰．也可运用其他卡通人物手偶或头饰)，此处的练习也是与Let’s play的活动相结合。

(9)学生展示练习情况。此时，教师可给予一些小贴画，适当鼓励和表扬学生的展示情况，尤其是运用多种人物或运用M’ISS，Mrs，M r．．．进行练习的小组，以进一步培养学生敢于开口、勇于运用英语的习惯并形成浓厚的学习兴趣。

【点评】该部分严格按照新课程标准的要求，遵循以学生为中心，教师为指导者、合作者的理念，将学生放在最核心的位置，在强调教师教授的重要性的同时，注重培养学生的理解与接受能力。

3．趣味操练(Practice)

(1)游戏1：

玩“击鼓传花”的游戏。首先，将全班学生分为两大组。教师可有节奏地敲击小鼓，两组学生同时开始传花，当老师的鼓声停止时，两组各有一名学生拿到花，这时，拿到花的学生先自我介绍说Hello，I’m…／Hi，I’m…／Good morning，I’m…，之后再介绍一名好友说This is…没被介绍的学生向大家问好Nice to meet．you．(这个游戏也可用放音乐来代替击鼓，学生可待音乐停止时起立作自我介绍、介绍他人等。)

(2)游戏2：

玩“听声音，猜朋友”的游戏。教师请一些学生上讲台前，分别戴上Cheng Jie，Mike，wu Yifan，Sarah，Zip，Zoom的面具或头饰，以及Kitty，Mickey等卡通人物的手偶或头饰，其他没有上讲台的学生闭紧双眼，等待上面的学生和大家打招呼说Good morning之后猜猜

他或她是谁，说This is cheng Jie／Mike／wu Yifan／sarah／zip／zoom／Kitty…猜对的同学为小组赢得1分。

【点评】对于新知的巩固练习是学生接受和掌握新知的关键，此部分以游戏为主，主要练习本课新知识点，学生在反复练习中巩固新知。

4.课堂评价(Assessment)(此环节可灵活处理，根据需要设置)

做活动手册第二单元的第一部分练习。

(1)学生看图，说说图中学生在做什么?说什么?

(2)让学生听录音做练习。

(3)再次播放录音，在教师的指导下让学生一句一句地跟读并相互核对答案，最后通过给小花涂色进行自我评价。

5．扩展性活动(Add—activities)

游戏：Walk to the corner

方法：(1)教师请6—8个学生上来。

(2)让他们每人选择一个头饰或面具戴上，并说出他们所戴面具的人物。This is…

(3)教师任意给每个人物指定一个角落。比如指着一个角落说：Sarah，指着另一个角落说：Zip，分别指着其他两个角落说：Mike，ZO¨。m．

(4)学生听到老师的指令后走到与自己名字相同的地点，坐在座位上的学生说：This is Zoom／Sarah／Zip／Mike…

(5)角落处的学生则要向大家打招呼说：Good morning !Nice to meet you．

(6)教师可以不断更改人物的位置，让学生继续这个游戏。

【点评】拓展活动是更深层次的巩固与练习，是更强调学生自主性的production。学生在此部分练习中将对知识的认识与掌握深化巩固，加深理解。

【板书设计】

Unit 2 L00k at me

在黑板上出示表示上午的图片，或在黑板上画一个升起的太阳，并在旁边标上时间7：30和Good morning一句。

在黑板的另一侧写出介绍人物的句子：This is…

【专家点评】本课时主要学习早晨打招呼、如何介绍别人及初次见面时的一些日常问候语。首先通过唱歌曲《Hello》复习已学的问候语，引出早上或上午问候的用语Good morning!同时教师出示表示上午的图片帮助学生建立早晨的印象。通过观看课件、回答问题、学生扮演角色等活动学习和操练Let’s talk部分的对话。同时运用和教材相配人物的头饰或面具，以及学生喜爱的卡通形象Kitty，Mickey等让学生进行实际交流。在游戏“击鼓传花”中，可复习所有打招呼的用语，“听声音，猜朋友”的游戏巩固介绍他人的句型This is…做“walk to the corner”的游戏则可进一步巩固本课时所有的重点句型。

教学的语言材料和课堂上的教学活动应充分反映小学生所熟悉的生活，例如打招呼、互相介绍及了解周围环境和社会生活。这些语言教学内容的安排应由近及远、由小到大、由简到繁、逐渐展开。

课堂活动设计可开展两人小组、多人小组、成行、成排、半班等多种形式的活动。以话题为核心，以功能和结构为主线，以任务型活动为目标安排各单元或各课的教学。通过视、听、说、玩、唱、画、游、读、写、译等饶有趣味的活动，让学生接触足够量的语言材料，保证输入量，“习得”与“学得”结合，使学生逐步培养起初步的语感。通过大量语言材料的输入，特别是声像材料的示范，学生模仿，教师指导，使学生逐步形成良好的语音、语调、书写、拼读的习惯。

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