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外研版小学英语三年级听课记录范文It was a sunny Monday morning when I had the opportunity to observe a 3rd grade English class at the local elementary school. As I entered the classroom, I was immediately struck by the vibrant and engaging atmosphere. The walls were adorned with colorful posters showcasing vocabulary words, grammar rules, and inspirational quotes that encouraged the students to embrace their love for learning.The teacher, Ms. Johnson, greeted the class with a warm smile and a cheerful "Good morning, students!" The students eagerly responded in unison, their faces beaming with excitement. Ms. Johnson began the lesson by reviewing the previous day's topic, ensuring that the students had a solid foundation before moving forward.Throughout the class, Ms. Johnson employed a variety of teaching strategies to maintain the students' attention and foster their understanding of the material. She used a combination of direct instruction, interactive activities, and collaborative learning to cater to the diverse learning styles of her students.One particularly engaging activity was the "Vocabulary Charades" game. Ms. Johnson divided the class into two teams and asked each team to select a representative. She then whispered a vocabulary word to the selected student, who had to act it out without speaking. The opposing team had to guess the word correctly to earn a point. The students were fully engaged, eagerly watching their classmates' performances and shouting out their guesses. The laughter and enthusiasm in the room were palpable, and it was clear that the students were not only learning but also having fun in the process.Another noteworthy aspect of the lesson was the integration of technology. Ms. Johnson utilized a interactive whiteboard to display visual aids, multimedia presentations, and online resources. The students were actively involved in navigating through the digital content, answering questions, and participating in interactive exercises. This approach not only enhanced the visual and auditory learning experience but also encouraged the students to develop their technological skills.Throughout the class, Ms. Johnson maintained a positive and supportive classroom environment. She praised the students for their efforts, provided constructive feedback, and encouraged them to ask questions or seek clarification whenever they needed. This fostered a sense of trust and rapport between the teacher and the students,which is crucial for effective learning.One particularly impressive aspect of Ms. Johnson's teaching style was her ability to differentiate instruction to meet the diverse needs of her students. She recognized that each child learns at a different pace and has unique strengths and challenges. During the lesson, she offered additional support and guidance to students who were struggling, while also providing opportunities for advanced learners to explore more complex concepts.For example, during a grammar exercise, Ms. Johnson noticed that a few students were having difficulty identifying the correct parts of speech. She promptly paused the activity and provided a brief review, using visual aids and hands-on examples to reinforce the concepts. Conversely, for the students who had grasped the material quickly, she offered extension activities that challenged them to apply their knowledge in more advanced ways.Throughout the observation, I was struck by the seamless integration of various learning modalities. Ms. Johnson incorporated visual aids, auditory cues, and kinesthetic activities to engage the students and cater to their diverse learning preferences. This approach not only made the lesson more enjoyable but also enhanced the students' retention and understanding of the material.One notable moment during the class was when a student raised their hand and asked a thought-provoking question. Ms. Johnson responded with genuine interest, taking the time to listen and provide a detailed explanation. This interaction demonstrated her commitment to fostering a climate of curiosity and intellectual discourse, where students feel empowered to explore their curiosities and share their ideas.As the class drew to a close, Ms. Johnson summarized the key learning objectives and encouraged the students to continue practicing the concepts they had learned. She emphasized the importance of regular review and reinforcement, recognizing that mastering a language is an ongoing process.Overall, my observation of Ms. Johnson's 3rd grade English class was a truly inspiring experience. Her dedication to creating a dynamic and engaging learning environment, her ability to differentiate instruction, and her genuine care for her students' academic and personal growth were all evident throughout the lesson. I left the classroom with a renewed appreciation for the crucial role that exceptional teachers play in shaping the minds and futures of our young learners.。
小学英语听课记录Recently, I had the opportunity to observe an English lesson in a primary school. The lesson was taught by Ms. Wang, a passionate and experienced English teacher. The class consisted of 30 third-grade students, aged 8-9. Below is a detailed record of the class.The lesson started with a warm-up activity. Ms. Wang used flashcards to review the numbers from 1 to 20. She held up a flashcard with a number, and the students had to stand up and say the number in English. This activity helped to energize the students and get them ready for the lesson.After the warm-up, Ms. Wang introduced the main topic of the lesson, which was "Animals". She showed the students a large poster with pictures of different animals and asked them to identify the animals in English. The students eagerly raised their hands and called out the names of animals such as lions, tigers, and elephants. Ms. Wang praised their efforts and encouraged them to speak up confidently.Next, Ms. Wang divided the students into groups of four and gave each group a set of animal flashcards. She then instructed the students to work together and match the flashcards with the corresponding names of the animals. This activity not only encouraged collaboration but also helped to reinforce the vocabulary words.Then, Ms. Wang distributed worksheets to the students. The worksheets contained pictures of animals, and the students had to write the names of the animals under each picture. As the students worked on the worksheets, Ms. Wang walked around the classroom, providing individual assistance and feedback. She praised the students' efforts and gently corrected any mistakes they made.Finally, as a closing activity, Ms. Wang played a game called "Guess the Animal". She described an animal using adjectives and asked the students to guess the animal based on the description. For example, she said, "This animal is big, gray, and has a long trunk." The students quickly guessed it was an elephant. This game not only helped the students review the vocabulary words but also allowed them to practice listening and critical thinking skills.In conclusion, the English lesson was well-structured, engaging, and interactive. Ms. Wang effectively incorporated various activities such as flashcards, group work, songs, worksheets, and games to cater to different learning styles and reinforce the vocabulary words. The students actively participated and demonstrated their enthusiasm for learning English. Overall, it was a successful and enjoyable lesson that fostered language development and created a positive learning environment.。
小学英语听课记录(合集4篇)听课，是一个学习的过程，在听课的过程中要将一些重要内容记录下来。
以下是为大家整理的学校英语听课记录(合集4篇),欢迎品鉴!学校英语听课记录xx月xx日，有幸到试验学校参与了他们的双语教育研讨活动。
这次正好也是实小的半日开放日活动，很多家长也参加了这次活动。
半天的研讨活动中，老师精彩纷呈的研讨课，家长乐观的参加都给我留下了深刻的印象。
下面是一节一班级的双语班对课：ilovemyfamily一、主持人（两名一班级的同学）宣布活动开头二、小品一生演妈妈，其余小伴侣演各种瓜果蔬菜，鸡鸭鱼肉m:come,come,potato,tomatoss:potato,tomato,nice,nice.m:nice,nice,children,childrens1:good,verygood.ss:nice,nice,mummygood.………三、全班齐唱四、introducemyfamily（协作多媒体照片，同学上台用英语介绍自己的家）thisismyfamily.thisismyfather.myfatherisa…thisismymother.mymotherisa…ilovemyfather.ilovemymother.theyalllove me.五、sayarhymeilovemydad,thisismydad.dad,dad,mydad.ilovemydad.(mummy)六、drawapictureforourparents,sayiloveyoutothem.同学把作好的卡片送给父母七、小品：thegarbageoutsidethewindow八、singasong:themorewegettogether九、flash:merrychristmas老师送同学礼物对于刚接触英语三个多月的同学来说，开展这样一次双语班会实在不简单。
我觉得老师能编排出适合他们的节目，的确也费了一番心思。
外研版小学英语三年级听课记录《外研版小学英语三年级听课记录》一、基本信息听课日期：[具体日期]听课学校：[学校名称]听课班级：三年级[X]班授课教师：[教师姓名]课程内容：外研版小学英语三年级上册 [具体单元]二、课前准备走进教室，就感受到了浓浓的英语学习氛围。
教室的墙上贴满了英语单词卡片、字母表和一些简单的英语对话示例。
孩子们都端端正正地坐在座位上，课桌上整齐地摆放着英语课本、练习册和铅笔盒。
他们的小脸上洋溢着期待的神情，眼睛亮晶晶的，就像一群等待开启宝藏之旅的小探险家。
授课教师也已经做好了充分的准备。
多媒体设备打开着，屏幕上显示着本节课要学习的主要内容的幻灯片。
讲台上除了教材，还摆放着一些可爱的英语教具，有五颜六色的字母卡片，还有几个毛茸茸的小动物玩偶，一看就是为了这堂课精心准备的。
我心里暗暗期待着这堂课的开始，好奇老师会用怎样有趣的方式带着这些小不点们走进英语的世界。
三、课堂导入上课铃一响，老师就面带微笑地走进了教室。
她没有马上开始讲课，而是先播放了一首欢快的英语儿歌。
孩子们一听到音乐，眼睛一下子就亮了起来，身体也跟着音乐的节奏轻轻晃动。
歌曲里不断重复着这堂课要学习的一些单词，像“cat”“dog”“pen”“pencil”之类的。
老师站在讲台前，跟着音乐的节奏拍手，并且鼓励孩子们一起唱。
有几个特别活泼的孩子甚至站起来，一边唱一边跳，整个教室都充满了欢乐的气氛。
唱完歌后，老师拿起讲台上的一个小动物玩偶，是一只可爱的小猫。
老师把小猫举得高高的，问孩子们：“What's this?” 孩子们齐声回答：“It's a cat.” 老师又模仿小猫的声音说：“Meow, meow.” 孩子们都被逗得哈哈大笑。
这个导入环节特别巧妙，一下子就吸引了孩子们的注意力，让他们对接下来的学习充满了兴趣。
四、知识讲解1. 单词教学老师开始正式讲解单词了。
她拿出一张单词卡片，上面写着“cat”。
老师先清晰地读了一遍：“cat，cat，[kæt]，[kæt]。
第1篇课程名称：小学英语授课班级：三年级二班授课教师：张老师听课时间：2023年3月15日听课地点：三年级二班教室一、课前准备1. 教师准备：张老师身着整洁的服装，提前来到教室，检查了电子设备和教学资源，确保教学顺利进行。
2. 学生准备：学生们在课前按照要求完成了预习任务，对即将学习的英语单词和句型有了初步的了解。
二、课堂导入1. 张老师以一首欢快的英语歌曲《Hello》作为导入，让学生们在轻松愉快的氛围中进入课堂。
2. 通过歌曲，张老师让学生们复习了基本的问候语，激发了学生的学习兴趣。
三、新课学习1. 张老师首先引入了本节课的主题：Colors（颜色）。
她用图片和实物展示了不同的颜色，引导学生说出相应的英语单词。
2. 学生们积极参与，张老师逐一纠正发音，确保每个学生都能正确掌握。
3. 接下来，张老师通过小组合作的方式，让学生们用英语描述自己最喜欢的颜色，并说明原因。
在这个过程中，学生们互相学习，共同进步。
4. 为了巩固所学知识，张老师设计了“Color Guessing Game”（颜色猜谜游戏）。
学生们根据张老师给出的提示，猜测相应的颜色。
这个游戏既锻炼了学生的听力，又提高了他们的反应能力。
四、课堂活动1. 张老师组织了“Color Pictionary”（颜色画图）活动。
学生们在纸上画出自己喜欢的颜色，并标注相应的英语单词。
这个活动让学生们在实践中学习，加深了对颜色的理解。
2. 为了提高学生的口语表达能力，张老师开展了“Color Storytelling”（颜色故事讲述）环节。
学生们用英语讲述一个与颜色相关的故事，张老师和其他学生认真聆听，给予评价和鼓励。
五、课堂小结1. 张老师对本节课所学内容进行了总结，强调颜色的英语单词和基本句型。
2. 鼓励学生们课后多与家长、同学交流，巩固所学知识。
六、课后反思1. 本节课张老师教学态度认真，教学方法灵活多样，充分调动了学生的学习积极性。
2. 学生们在课堂上表现良好，积极参与，课堂氛围活跃。
小学英语新课标听课记录听课日期：2024年4月20日课程名称：小学英语新课标示范课授课教师：李明授课班级：三年级（2）班授课主题：家庭成员的英文表达课程流程：1. 导入（5分钟）- 李老师以一首简单的英文歌曲《Family Fingers》作为课程的开始，激发学生的兴趣。
- 通过歌曲中的歌词，引导学生回顾家庭成员的英文单词。
2. 新课呈现（10分钟）- 李老师使用PPT展示家庭成员的图片，并逐一教授相关英文单词：father, mother, brother, sister, grandfather, grandmother等。
- 通过图片与单词的结合，帮助学生形成直观的记忆。
3. 词汇练习（10分钟）- 学生分组进行词汇接龙游戏，每组轮流说出家庭成员的英文单词。
- 李老师在旁指导，纠正发音，并鼓励学生积极参与。
4. 句型操练（15分钟）- 李老师教授句型："Who is he/she? He/She is my..." 并引导学生用句型描述家庭成员。
- 学生两人一组，互相问答，练习句型。
5. 角色扮演（10分钟）- 学生分角色扮演家庭成员，进行对话练习。
- 李老师提供情景提示，如家庭聚会、节日庆祝等，让学生在实际语境中运用所学知识。
6. 课堂小结（5分钟）- 李老师总结本节课的重点词汇和句型，强调家庭成员在日常生活中的重要性。
- 鼓励学生在家中与家人用英语进行简单交流，以巩固所学。
7. 作业布置- 让学生绘制一张家庭成员的英文海报，并在下节课上进行展示。
听课反思：本节课的教学内容紧扣新课标要求，注重学生语言实际运用能力的培养。
李老师的教学方法多样，能够充分调动学生的积极性，课堂氛围活跃。
在词汇和句型的教授上，李老师注重发音的准确性和语言的实际应用。
角色扮演环节尤其有效，让学生在轻松愉快的氛围中学习英语。
建议在今后的教学中，可以增加更多与学生生活实际相关的教学内容，以提高学生的学习兴趣和语言运用能力。
第1篇一、基本信息课程名称：小学英语三年级下册 Unit 4 What Can You Do?授课教师：张老师授课班级：三年级（2）班听课时间：2023年3月15日听课地点：学校多媒体教室二、教学目标1. 知识与技能：学生能够正确认读并运用本课的单词和句型，如：What can you do? I can...等。
2. 过程与方法：通过游戏、歌曲、对话等形式，培养学生的听说能力。
3. 情感态度与价值观：激发学生学习英语的兴趣，培养学生积极、自信的学习态度。
三、教学过程1. 导入新课张老师首先用一首欢快的英文歌曲导入新课，让学生在轻松愉快的氛围中进入学习状态。
歌曲结束后，张老师用简单的英语问候学生，检查学生对英语问候语的掌握情况。
2. 新课呈现（1）单词教学张老师通过图片、实物、动作等多种方式呈现本课的单词，如：sing、dance、play、read等。
同时，引导学生用英语描述图片和实物，加深对单词的记忆。
（2）句型教学张老师通过示范、练习、游戏等形式，帮助学生掌握本课的句型。
例如，通过“Simon says”游戏，让学生在游戏中练习句型：“What can you do? I can...”。
（3）情景对话张老师创设真实的生活情景，让学生在情景中运用所学知识进行对话。
例如，张老师扮演一名游客，向学生询问：“What can you do?”，学生回答：“I can sing.”等。
3. 巩固练习（1）单词拼写张老师给出本课的单词，让学生在规定时间内拼写。
同时，检查学生的拼写情况，及时纠正错误。
（2）句型练习张老师给出情景，让学生运用所学句型进行对话。
例如，张老师问：“What can you do?”，学生回答：“I can play football.”等。
4. 总结与拓展张老师对本课所学内容进行总结，并引导学生进行拓展。
例如，让学生在课后与家长用所学句型进行交流，提高实际运用能力。
四、教学反思1. 教学方法多样化张老师在教学中运用了多种教学方法，如游戏、歌曲、情景对话等，使课堂氛围活跃，提高了学生的学习兴趣。
小学英语听课记录30篇及评课意见新陕旅版三年级xx月xx日，有幸到实验小学参加了他们的双语教育研讨活动。
这次正好也是实小的半日开放日活动，许多家长也参与了这次活动。
半天的研讨活动中，教师精彩纷呈的研讨课，家长积极的参与都给我留下了深刻的印象。
下面是一节一年级的双语班对课：i love my family一、主持人（两名一年级的同学）正式宣布活动已经开始二、小品一生出演妈妈，其余小朋友出演各种瓜果蔬菜，鸡鸭鱼肉m: come, come, potato, tomatoss: potato, tomato, nice, nice.m: nice, nice, children, childrens1: good, very good.ss: nice, nice, mummy good.………三、全班齐唱四、introduce my family（协调多媒体照片，学生上台用英语了解自己的家）this is my family. this is my father. my father is a … this is my mother. my mother is a… i love my father. i love my mother. they all love me.五、say a rhymei love my dad, this is my dad. dad, dad, my dad. i love my dad. (mummy)六、draw a picture for our parents, say i love you to them.学生把作好的卡片送给父母七、小品： the garbage outside the window八、sing a song: the more we get together九、flash: merry christmas 教师送来学生礼物对于刚接触英语三个多月的学生来说，开展这样一次双语班会实在不容易。
课时计划年12 月25 日课时计划年12月27 日教材内容：Unit 1: Hello教学过程与教学摘要：Step一：1、Greeting2、ReviewSay out the words(bird cat panda elephant dog zebra)3、Read the words togetherStep二：Presentation1、Learn the new wordsRead follow the teacher , and then , read one by one(a tiger a m )2、Learn the letters and how to write itFirst the teacher write them on the blackboard ,then ask some students to write on the blackboard too.( B b C c D d )3、Read the letters after the teacher4、Learn the dialoguesRead the sentences and practice them in front( Hi /Hello , I’m…What’s your name?Hi , I’m…)Step三：PracticeRead and actStep四：HomeworkWrite down the dialogues on P9 .听课记录：Step 1: GreetingStep 2: Free talkStep 3: Play a game: Follow the teacher’s orders 在这里先呈现两个B 部分的单词，open, closeStep 4: presentation1、open, closeT: Today a funny friend’s coming, let’s say “Hello” to him.Ss: hello! Bobby: hello!T: let’s play a game with Bobby. (运用多媒体技术和学生互动)这部分通过学生和卡通人物玩做指令的游戏，巩固新单词open, clos e 。
小学英语观摩课听课记录范文一个阴雨绵绵的下午，我们来到了古色古香的西区xx 小学，虽然天空不作美，但一进入校园，我们就被眼前具有中国古代特色的学院吸引了。
学校虽然不大，但身在其中的我们能感觉到浓浓的书香气息。
“x x书院”的大牌匾首先引入我们眼帘，顿时我们似乎变身为背着书囊求学的学童。
我们随着工作人员来到大教室，学生们均准备就绪，黑板正中间写着“Anima ls”。
上课铃响了，一位年轻靓丽且面带笑容的老师指引孩子们开始上课。
老师上的是一节单词、句型课。
看似简单、乏味的内容，但她通过简笔画的展示、呈现，让整堂课充满了乐趣和欢乐。
最后特色的是老师在引出每个单词的时候，并不是直接的展示图片，而是先在白纸上画出一部分，然后让同学们猜，最后再利用简笔画画出剩下的一部分。
这样一来不仅让孩子们对所学的东西印象深刻，还锻炼了孩子们的想象能力。
最后，这节课以故事结尾，老师自己制作的故事书包含了所学的动物，鲜艳的色彩，特别的构造，是同学们兴趣浓厚，不仅是孩子们对故事很有兴趣，而且达到了有效复习的作用。
这是我观摩的最生动、最有意思的英语课。
孩子们不仅在课中学习到了知识，同时还陶冶了艺术情操。
我想所谓的全方位发展，只是多元化，在这间古色古香的学校得到了升华。
通过这次的观摩课，让我颇有感触，使我认识到原来简笔画在低年级英语教学过程中发挥着这么重要的作用，可以制作简单、实用的教具，不仅能为上课提供素材，还能激发学生们兴趣，陶冶学生们的艺术情操。
课程结束后，我们还参观了这间具有一百多年历史的小学。
学堂里有中式的古桌椅，还有一口大钟，在这样有历史感的地方，我忍不住要感受感受气氛，坐坐桌椅，敲敲大钟。
我对这个学校留下了深刻的印象，同时也在这里收获不少。
作为一名小学的新老师，这次学习让我觉得作为一名新的人名教师，教育的传承和发展有多么重要。
我会努力在传承和发展中尽自己的力量。
[小学英语听课记录20篇]小学英语听课记录（最新版）-Word文档，下载后可任意编辑和处理-范文一：小学英语听课记录b. 老师出示课件图片让学生描述：describe money三. 引入，新授1．出示图片让学生说说他有什么特征，再引出新单词2. 带读friend、long hair、short hair，之后让学生描述他的同桌3. 再用图片引入新的单词thin、strong、quiet，再让学生描述他的同学4. let”s find out: 老师先描述一个人的外貌特点让学生找出他的图片：my friend is john, he has short hair and bid eyes. He is tall.Who is it? 之后播放录音（课本P28），让学生找出对应的图片。
四．互动，应用1. play a game: 老师出示了4张同学熟知的明星图片，让他们分组讨论几分钟，最后让一个同学描述其他同学猜他描述的是谁？2. let”s sing: 播放音像（P37），sing after it. 五．作业copy the new work four times.describe your friend to your parents.板书设计friend long hair short hairmy friend is john, he has short hair and bid eyes. He is tall.听课记录6学校： 2021年11月18日第6节科目英语年班级 5年级2班What”s your favorite food? 课题课堂教学过程授课教师教具黑板卡片录音机一. 回顾：1．描述一种食物，让学生猜。
2．问学生今天上什么课，回顾do you like it句型3．出示蔬菜的图片，提问学生单词并要求拼读，纠正个别学生的读音，之后集体朗读。
4．出示肉类的图片，同样提问学生再集体朗读。
二．引入，新授1．承接之前的回顾，问学生：what would you like for lunch? 再自然而然的让同学们集中注意力听录音，try to think what do Anny and john have for lunch.2．let”s try：播放录音让学生回答问题3．let”s talk：先让学生听录音，试着找出Sarah和Mike的午餐，再让学生翻开课本P29，让学生跟读，反复多次。
最后全班分角色朗读。
三．互动，应用1. talk and match: 在这环节，老师进行了一个小游戏，两人为一小组，每个人有十张写有食物的卡片，互相抽取提问回答，并使用句型what do you have for lunch\I have?\what about you。
最后看看谁手中的卡片多。
2．look and compare：比较两个句型的不同：What would you like for lunch\I”d like?What do you have for lunch\I have?之后再带读这两个句子。
3．summary：总结这节课学的句型四．作业介绍了一些中国传统食物以及其起源，并让学生课后去寻找一些西方的食物，比较中西饮食文化的不同。
板书设计What would you like for lunch\I”d like?What do you have for lunch\I have?听课记录7学校： 2021年12月1日第1节科目英语年班级 5年级1班Unit 4What can you do? 课题课堂教学过程一．复习Let”s chant二．引入授课教师教具黑板Look at the picture on P44. Ask students questions “How many birdscan you see? Wha t can a bird do?”三．新授1. Draw some flowers on the blackboard and do an action of water the flowers. Read and spell.2. Use the same way to show cook the meals.3. Do an action of clean the desk and clean the chair, then show thecard clean the bedroom. Then read and spell.4. Use the same way to present the phrases sweep the floor and empty the trash.四．互动，应用1. Read the words together twice and spell them.2. Do the dialogue “A: what can you do? B: I”m helpful! I can ?”3. Play a game.4. Sing“let”s chant”, then divide students into 4 groups. Role play“Dog, Panda, Mouse, Mike”五．作业Write the phrases and do exercise book.板书设计A: what can you do?B: I”m helpful! I can ?听课记录8学校： 2021年12月16日第三节科目英语年班级 5年级3班Unit 4 my home 课题课堂教学过程授课教师教具黑板一．复习1.教师与学生进行日常用语会话。
2.表演let”s talk 部分对话。
二．引入1. 教师出示图片，复习各个房间的名称，如，living room, study 等2. 教师用图片补充教学单词home和dining room.帮助学生理解home和house两次在词义上的不同。
三．新授互动应用1. 教师出示read and write 部分的图片，让学生认一认，读一读，拼一拼。
2. 游戏：what”s missing?教师把本单元A部分的词卡和home, room, school, classroom图片混在一起，给学生快速看一下所有图片，然后拿掉一张图片，让学生猜一猜少了哪张，并拼读该单词。
3. 教师在四线格中师范书写，学生仿写。
4. 看图填词。
四．作业做本课对应练习册。
板书设计Living room studyhome dining roomhousehome roomschool classroom听课记录9学校： 2021年12月6日第三节科目课题英语年班级 4年级1班Unit 5 what would you like?课堂教学过程授课教师教具黑板一．热身学生听录音表演说唱第二单元的歌谣和let”s do部分。
二．预习1.教师与学生进行日常用语会话。
2.全班学生听let”s learn 部分的录音并跟读。
三．新授1. 教室手指黑板说，look! Dinner is ready! What would you like for dinner?再问：Do you like Chinese food or English food? 领读: I like Chinese food. It”s yummy.2. 教师出示刀叉说：I can use the fork and knife. Let me show you. Can you use the fork and knife? 引导学生回答，然后领读：I can use the fork and knife/chopsticks.Let me show you. Let me try.四．互动，应用同桌用句型练习对话，最好找两组站起来对话。
五．作业Exercises on page 128板书设计I can use the fork and knife.Let me show you.Can you use the fork and knife?I can use the fork and knife/chopsticks.Let me show you. Let me try..听课记录10学校： 2021年11月18日第1节科目课题英语年班级Unit 5 let”s eat. 3年级2班授课教师教具黑板课堂教学过程一．1.3. Warm-upGreetings .Review words about animalsAsk the students to show their favorite food by pictures. 二．Presentation1.Present the new words about food.2.领读，齐读，练习单词。
3.听录音，跟读。
四．练习1. 使用I like? 练习单词2. 教授动词：cut eat smell3. 动作指令，边说边做。
4. Game ：你做我猜。
五．作业Exercises book板书设计图片 cut图片 eat图片 smell图片 make图片 showmake show范文二：2021年小学英语听课记录及评课《小学英语对话教学的研究》实验课题实验课听课记录2021年11月21日T：现在老师想问问大家，Whatdoyoulike?你们最喜欢吃什么？T：大家猜猜老师最喜欢什么？ T：Ilikehamburgers.T：说到这里，老师都要流口水了。
不过，我们的另外两个好朋友Mike 和Sarah已经迫不及待地要大吃一顿了.出示课件:第一组对话：Ilikehamburgers.Ilikehotdogs.T:Mike喜欢吃……Sarah喜欢吃……Whataboutyou? T:OK,now,readafterit.（读两遍）自主练习。
T：Whatdoyoulike?你喜欢吃什么？指名同学回答。
T：Continue.继续看。
第二组对话：Hereyouare.Hotdogsandhamburgers.T:好了，香喷喷的汉堡包和热狗终于来了，让我们再一次看看服务员阿姨是怎么说的？T：Whocanreadit?Haveatry!T:Ok,让我们一起读。
T：老师也很喜欢.Hotdogsandhamburgers.不过，Mike非常能吃，他觉得汉堡包和热狗还不够，我们看看，他又点了些什么？出示第三组对话：IlikeFrenchfries.Metoo. T:Ok,nowwhocanreadit?Haveatry! 找学生试读，教师加以纠正。
T:哪一组愿意读给大家听一听。
