教学设想：

我所执教的是译林出版社和牛津大学出版社出版的《牛津小学英语3B》中Unit 11 A boy and a girl的第三课时。本单元的主要内容为自我介绍。教学大纲要求学生通过本单元的学习，可以用五到七句话来简单介绍自己。通过分析教材和了解学生已有的知识水平，我认为完全可以把教学内容进行拓展和延伸，要求学生在会用英语进行自我介绍的同时，也会用英语介绍自己的父母、同学和朋友。这也是本课的教学目标。为了达到这一目标，我首先利用学生已有的知识储备（学生已会用英语进行自我介绍，即第一人称的介绍），在补充教学生“she”和“he”这两个第三人称的单词后，通过说儿歌、介绍热点人物、猜谜语等多种形式，让学生在不知不觉中把他们已有的知识储备进行迁移和开发，在大量会话交流的练习过程中，从单个词到单句，再到综合描述，最终学会向他人介绍自己的父母、老师、同学和朋友。

教学过程：

Teaching aims:

New words: eye, nose, mouth, hair, ear

Drills: He’s/She’s…

His/Her…

Teaching process:

1. Songs and chants: ①Time flies day by day.

In your work,in your play.

Try your best everyday.

Keep your wise and gay.

②Monday, Monday, 星期一.

Tuesday, Tuesday,星期二.

Wednesday, Wednesday,星期三.

Thursday, Thursday,星期四.

Friday, Friday,星期五,

Saturday, Saturday,星期六.

Sunday, Sunday,星期天.

We are happy everyday.

③Letter songs: L, M, N

2. T: I know you can say a lot of things in English now. Would you please answer some of my questions now?

①What day is today?

②What’s the weather like today?

③Where are you from?

④What colour do you like?

⑤What can you see?

⑥Let’s go to the supermarket.

⑦Look at my coat.

⑧How old are you?

⑨Who’s on duty today? S: I am.

3.(Free talk time.)

T: OK. It’s free talk time now. Are you ready?

S: Yes.

T: OK. Here we go.

S-S

T: Oh, group … is the fast. Let’s listen to them and see whether they are the best or not.

S: ( free talking)

T: Mmm, now I think they are the best. Let’s reward them a star.

S: Shining!

4.T: Boys and girls, we have many new teachers here. Would you please introduce yourselves to them? Such as, I’m…I’m from…I’m…I like…

S: Introduce themselves.

T: Listen, one boy is introducing himself to the new teachers, too. (play the power point) Who is the boy?

S: The boy is Liu Tao.

T: Who is the boy ?(point to some boys in the classroom)

S: The boy is Peter/ Mike/ Jerry.

T: Is he a Chinese boy or an English boy? Listen: He’s a Chinese boy. Say after me: he he. He’s a Chinese boy.

Boys and girls, can you say a chant like this:

Peter, Peter, he’s a boy. He’s a Chinese boy.

Jerry, Jerry, he’s a boy. He’s a Chinese boy.

……

S: Using the names in the class to say the chant.

T: Look at the screen again. The boy is Liu Tao, He’s a Chinese boy. Where is he from?

S: He’s from Nanjing.

T: Yes, very good. Follow me please: He’s from Nanjing.

S: He’s from Nanjing.

T: Where is Peter from?

S: He’s from Changzhou.

T:OK, let’s try to make the chant a little longer. Like this: Peter, Peter, he’s a boy, he’s a Chinese boy. He’s form Changzhou, China.

S: Using the names in the class to say the longer chant.

T: Let’s look at the screen again. The boy is Liu Tao. He’s a Chinese boy, He’s from Nanjing. He’s ten. He’s thin.

T: How old is Dennis/Jack/ Martin?

S: He’s…

T: Is he fat or thin?

S: He’s fat/thin.

T: Would you please try to use the names in the class to make the chant much longer. For example, Peter, Peter, he’s a boy, he’s a Chinese boy. He’s tall, he’s thin’ he’s from Changzhou, China.

S: Using the other names in the class to say the much longer chant.

T: Look, his eyes are small.

2.T: Who’s the girl?

S: The girl is Ann.

T: She’s an English girl.

---Teaching the new word “she” in the same way.

5.T: Look at this photo. Who is the man?

S: He’s Yang Liwei.

T: Listen, he’s speaking to you. Would you please tell me what did he say just now?

S: He’s From Liaoning. He’s a Chinese man.

He’s 38. He likes books.

T: Very good. Look , he’s looking at the computer. It’s a lap top. Who’s on the screen? Who’s in the lap top?

S: He’s Yao Ming.

T:I don’t know much about him? Would you please tell me something about Yao Ming?

S: He’s very tall. He’s from Shanghai. He’s a Chinese boy. He likes basketball.

T: Thank you very much. Well done, look at this photo. The woman is my friend. She’s from Changzhou. She’s an English teacher, too. Would you please say something about your friend ,too? First, you can tell your partners.

S: wok in groups

T: One fish, tow fish, three fish and four. Five fish, six fish, seven fish and more.

Who would like to try?

S: I try.

T: Please

S: ……

6.T: Now, it’s time to play a guessing game. Are you ready?

S: Yes.

T: Listen carefully! Then tell me who is she?(play the power point)

S: She’s Hello Kitty.

T: Very good. Now let’s say a chant about “Kitty”.

S: (say the chant)

T: Next one, are you ready?

S: Yes.

T: Here we go. (play the power point) Who is he?

S: He’s Snoopy.

T: Would you please say a chant about dog? Let’s have a try.

S: say the chant with the tape.

T: Would you like to sing the chant? Let’s hear the song and try to sing with the music.

S: sing.

T: After class, you can practise with your friends. I believe you can sing it very well next class. OK, that’s all for today. See you next time!

S: See you.

反思：
教育活动始终是由师生双方共同参与的。教与学虽有不同的主体承担，但他们处于同一教育活动中，两类活动在时间上具有共时性，并时时都产生交互作用，而且其作用方式是多向的：不仅有师与生的相互作用，在学生个体间、群体间、个体与群体间都可能产生相互作用。因此，教育活动的策划与进行，关键是要在把教与学两类活动真正组成共时、多向、相互作用的有机整体上下功夫。要使每一个学生自觉、主动地活动，成为积极的参与者和探索者，而不只是被动的接受者；要使教师的教在对学生学的诱发、组织、辅导、调节、反馈等方面发挥作用，而不只是传授现成的知识与结论；要使师生积极的相互作用形成促进学生发展的合力，在教育活动中培养学生善于发现问题、提出目标、形成策略、完成任务、反思过程、自我矫正等'系列自我教育的意识与能力，真正实现从"学会"到"会学"、由"教"到"不教"、从"社会文化"到"个体成长"的真实、有效的转化。 因此，设计教学过程的时候，我首先了解了学生已有的知识储备，再结合他们的认知规律和年龄特点，在组织教学内容时，采用chant和rhythm的形式，有意识拓宽学生的视野，提高他们的学习兴趣，让教学内容“走近”学生，学生“走进”生活，把生活中的素材作为教学内容的一部分，让学生从单纯的就课论课转变到现在的课前、课上、课后自主快乐的学习。

胡澄宜老师评课:

王老师这一堂课给我们许多启发。首先，我们可以看出来在平时的课堂教学中，王老师已经提前渗透了许多英语课外知识，如：What day is it today? What’s the weather like today? Who’s on duty today? Where are you from? How old are you? What animal do you like? What fruit do you like? What colour do you like? Touch your head/shoulders/ knees/face…What class are you in?等，这让学生在课堂上能进行一系列的更生活化的、更符合英语国家习俗文化的group work。在潜移默化中，学生的英语口语水平和英语背景知识已经得到了显著的提升和拓展。其次，在组织课堂教学的过程中，王老师采用了符合学生的年龄特点和认知规律的chant 和rhyme这一形式来教授新内容，儿歌在这一节课得到了充分的运用，它所起的作用大家也是有目共睹的。因为它琅琅上口，所以孩子们喜欢说，也容易说。低年级英语教学的目标之一就是要鼓励学生们大胆开口，而要让他们大胆开口有话可说，首先就要降低他们说话的难度，儿歌就是起了这样的作用，因为它有规律、有节奏，所以对学生语感的形成也有较大的作用。这节课不满足于完成教材内容，在完成教材内容的基础上又进行了必要的拓展，利用学生已掌握的知识（介绍第一人称）迁移过渡到本课新的教学内容（介绍第三人称），流畅自然，引人入胜。再次，我们在座的听课老师可能都有同样一个感觉，这节课上得很快，不知不觉就上完了。但仔细回想一下，我们就会发现这堂课的容量是多么大，从一开始的单个单词的教学，到中间的单句学习，再到后面整段英语儿歌的脱口而出，到最后能简单、流利的用英语介绍自己的好朋友。最后，我还想提一下，在英语年会上选择开这样一节公开课时需要胆量和自信的。因为我们在座的老师都知道，第三人称单数是学生极难掌握的一个知识点，有些学生到六年级都没能真正搞清楚，还常常会出现混淆。正是这样一个具有挑战性的教学内容，王老师却上得非常出色和成功，作为一个初登讲台的新教师，是非常难能可贵的。