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外研社一起三年级上《Can you run fast?》教学实录

来源:101教育 2016-11-08 字体大小: 分享到:

  I. Greeting

  T: Class begins.

  S1: Stand up, please.

  T: How are you? Boys and girls.

  Ss: I’m fine. Thank you.

  T: Ok, sit down, please.

  II. Warming-up:

  T: Now, let’s listen to some music. Please listen to the chant “Clap your hands”。 Sing following the tape and do the actions, OK?

  (listen to a chant 活跃课堂气氛,激发学生的英语学习兴趣,对本节课的学习有一定帮助)。

  (设计意图:通过唱歌、师生交流,不但让学生做好上课的心理准备,而且给学生营造英语学习氛围,激活学生的英语思维,而师生间交流能有效地提高学生对旧知识的巩固,为学习新知识埋下伏笔。)

  III Lead-in

  T: You did very well. And I think you like sports. Do you know sports? (板书sports并简单解释)

  Sports meeting is coming. I want to do a survey. Find out who can run fast, who can jump high, who can jump far, and who can ride fast.

  T: First, I will show you some pictures.

  IV. Presentation.

  1. T: Look at the screen. Who is he? What’s he doing?

  T: Yes, he is Yaoming, so he can play basketball well. I can play basketball, too. Can you play basketball?

  (此时板书 Can you … ?)

  2. T: Look, who is he? What’s he doing?

  Ss: He is Liuxiang. He’s running.

  T: Yes, he is running. And also he can run fast.教师边做动作边说。

  T: Can you run fast? (出示fast单词卡片,并做动作,把fast的意义通过动作生动的表现出来,并领读,采取多种多样的方式读新单词,如:男女生读,开火车等等……,板书run fast? )

  T: If you can, you can say “Yes, I can” Or you should say ”No, I can’t.” [此时板书“Yes, I can”,并贴上?,老师要表现出一种十分自豪满足的神情。 然后板书 “No, I can’t”并贴上哭脸,这时老师要表现出十分沮丧无奈的神态] (and ask Ss to do the action. 这样有利于加深学生的感知印象。师走到台下找个别同学与教师互动,师问生答。反复练习“Yes, I can” ”No, I can’t.” 让学生在练习当中去感知这两个回答短语的意义和用法)

  3. 同样方法学习jump high。

  T: Now, what is he doing? Do you know?

  学生有些能够小声的说出,jump,此时要鼓励他们大胆开口说出来,错了不要紧,老师可以改正。并进一步出示单词卡jump并阅读学习,板书 jump high.

  T: Yes, he is jumping. He can jump very high. Can you jump high?

  S:No,… Yes,…

  T: I can jump high. (此时老师做出跳的动作,并要跳的很高,然后着重拉长读出high这个单词)

  4. 同样方法学习jump far(注意:在jump far这个动作的表演过程中,老师要掌控好学生的动作尺度,因为这个动作需要向前跳跃,而教室的条件不允许,有一定的危险性,所以老师要提早预见并巧妙表示)

  5. 学习ride fast. (方法同以上单词)

  6. I do the actions, you say the words and phrases. (这一环节的补充很重要,可以很形象生动并能够让学生饶有兴趣的来进一步复习巩固刚学过的这几个短语,但仍然要把握好动作尺度。)

  7.T: Now, Please work in pairs. Practise the key sentence pattern “Can you…?” “Yes, I can.” “No, I can’t.”

  (练习完成后并找小组展示,同时给予适当的评价鼓励。)

  V .Deal with the text.

  T: Today, let’s go to see Sam and his friends. What happened . Please turn to page 22.

  Who can talk about the pictures first? (设计意图:小学英语的学习一定要注重文本的故事性和连贯性,切忌只片面的学习所谓的知识点,要让学生在整体的读图感知理解后进一步处理)

  1. T: Listen and look at your book, circle some key words and phrases.

  2. T: Listen again, Some questions:

  1. Listen and then answer.

  (1) What can Sam do? He can ______.

  (2) What can Amy do? She can ______.

  (3) What can’t they do? Amy ______. Sam ________.

  Then ask and answer in pairs.

  (设计说明:听音跟读两遍课文后,呈现三道练习。但是习题的设计是由易到难,有一定的层次性,学生可以根据自己的实际水平选择回答。)

  3. T: Listen again and read after the tape.

  4. T: Read the text by yourselves, then play the roles.

  VI Extension.

  T: Finish the survey in groups, using the key sentence pattern. “Can you …?” (这一步是小组讨论活动,老师要明确提出活动的目的和要求,并在活动过程中深入同学中去发现问题,去引导督促检查学生。 在活动中,一定让学生使用句型 Can you …? Yes, I can. No, I can’t来去问答,切忌出现通篇汉语)

  T: Now, time is up. I’ll check and you can tell me the results of your group.

  (充分发挥小组长的作用,让他们起来进行汇报讨论结果;同时,让一部分学困生起来回答,鼓励他们大胆发言,并给予表扬。)

  VII. Homework:

  Read the text and recite it.

标签: 小学 英语 句型 复习 课文 (责任编辑: 101教育小编 )
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