小學EEC教材英語教學課堂實錄
課堂實錄是積累課堂上的對話，下面就是小編整理的，一起來看一下吧。
EEC教材Lesson 6（Book III）
課題： Lesson Six (1) “Can you play baseball?”
一、熱身
T: Let’s sing a song 《I stop, I look, I listen.》 OK?
Ss: Yes. (Sing the song.)
T: Good morning, everyone!
Ss: Good morning, Miss Lu!
T: How are you today?
Ss: Fine, thanks. And you?
T: I’m fine, too. What day is it today ?
Ss: It’s Tuesday.
[評：教師透過TPR歌曲熱身，課堂氣憤活潑；透過日常生活用語的問答，自然地創造了英語語言氛圍，使學生很快地進入到英語語言學習的情境中來。]
二、匯入
T: (Taking some word-cards)
Now, look at me. What’s this?
S1: Library.
T: Very good. Together, what’s this?
Ss: Library.
T: Well done. But how to spell?
Ss: L—i—b—r—a—r—y.
(Then, review the words “ride bike violin piano ead ” in the same way. )
T: What do you do after school ?
S1: I play the piano.
S2: I read an English book. What do you do after school?
S3: I ride my bike.
(Then, Ss ask and answer by each other. )
T: OK, class, please ask me .
Ss: What do you do after school?
T: I read an English book.
[評：複習環節教師從詞彙複習入手，並適宜地將詞彙複習擴充套件到常用句型的複習中來，將二者有機地結合起來，真正做到了英語語言學習的‘詞不離句’的認知規律。學生的積極參與，體現了教師駕馭課堂的能力。]
三、新授
T: Shh… Look there, (point to the screen of a computer)
I play…
Ss: …play table-tennis
T: Great! Do you want to know what kind of the ball Ken plays ?
Ss: Sure/Yes.
T: Let’s study a new lesson----Lesson6(1). (Blackboard Writing)
(Ss look at the computer about the content of L6(1))
T: (T puts some kinds of balls on the wall and points to them)
Look there, what’s that ?
Ss: It’s a volleyball.
Girls: It’s a basketball.
Boys: It’s a football.(table-tennis)
( Girls ask and boys answer .)
T: (T puts 3 cards on the blackboard and points to one of them, asks…)
Now, look, what’s that ?
S: Bat.
T: Good. (Blackboard writing—Bat.)
Read after me, “bat”.
( Read it one by one.)
Together, please spell it .
Ss: B-A-T, bat.
(Learn another 2 words “baseball glove” in the same way. )
T: (T takes two gloves)
OK. Look at me, “one glove” “two gloves”
Girls: Gloves.
Boys: Gloves.
T: What are these? ( Waving two gloves )
They’re gloves. ( Blackboard writing )
[評：新知傳授環節，教師給學生一個整體的感知的教學思路，讓學生了解學習的`全過程及學習的知識，使其能靈活地把握學習的主動權，從而充分體現了素質教育的宗旨。]
四、操練
T: (T takes two books or pens of Ss)
What are they ?
Ss: They’re books.
S1: What are they ?
S2: They’re pens.
Boys: What are they ?
Girls: They’re desks.
( Ss practice the sentences in pairs)
[評：教師使用學生日常學習用品對所學新知識進行操練，以舊帶新，以新溫舊，一舉兩得。]
五、複習鞏固
T: (T puts a card on S1’s head and let him/ her guess.)
Ss: What are they ?
S1: They’re…
Ss: Yes.Yes.Yes. / No.No.No
T: (T takes some things)
What’s this?
Ss: It’s a bat
It’s a baseball
T: What are they ?
Ss: They’re gloves.
T: Can you play baseball ? ( Blackboard writing.)
S1: Yes, I can.
S2: Yes, I can.
T: Wonderful! Please show us how to play baseball?
( S1 and S2 do the action)
T: Please look at the computer screen, let’s guess “what’s that?”
S1: (S1points to a corner of a kind of balls in the computer
and ask.
What’s that ?
S2: It’s a … (baseball/football/volleyball/basketball).
Ss: Can you play …?
S2: Yes, I can . ( And then do the action )
T: Can you play ____ball ?
六、聽音跟讀
T: Now, open your book to P74 “Listen and Speak ”
七、結束
T: We’ve learned so many kinds of balls, so shall we play after class?
Ss: OK!
[評：結束語不但巧妙的複習了所授新知識，同時也體現了師生平等民主的地位，和諧的師生關係。]
評析：
本課教學設計以實施教育為指導思想，巧妙設計教學環節，層層深入，活躍課堂氣氛，激發學生學習興趣和學習的積極性。
教師運用現代化教學手段，把課文再現給學生，在聽、看、問、答的過程中，逐漸培養學生的語言運用能力，使學生易於接受所學知識。
教師充分發揮學生的積極性和主體作用，給予學生充分運用語言的空間和時間，使學生主動參與到求知的行列中來。