小学英语案例与反思
教学内容：
PEP Student Book 3 Unit5 B Let’s talk Let’s chant
教学目标：
1、能听懂、会说：I can use chopsticks. Let me try. Help yourself. Let me show you. Mm…yummy. I like Chinese food. We had a good time. See you tomorrow. Good night.并在实际情景中运用。
2、听懂指示语，并按照指令做相应动作。
教学重点：能听懂、会说就餐的常用会话。
教学难点：能听懂、会说：I can use chopsticks. Help yourself. Let me show you. See you tomorrow.
教学准备：
1、黑板上贴上食物的卡片。
2、Mike, Sarah, WuYifan的头饰。
3、刀、叉、筷子等的实物和图片。
4、一托盘，内装辣椒、花生、香菜等食物。
5、风景旅游照片。
6、挂图、磁带、录音机。
教学过程实录：
1\Warm-up
1) Let’s chant: “Pass me the fork.…Pass me fish and vegetables, too.”
2) Point the cards which on the blackboard.
T: If you are hungry. What would you like?
It’s cold today. I’d like some noodles. What would you like?
Today is your birthday. What would you like?
Suppose you have some money. What would you like to eat?
Ss: I’d like some….
3) Let’s do: “Give me a spoon. Pass me a fork. Wash the plates. Use the chopsticks. Cut with the knife.
2Presentation
1) Repeat “Use the chopsticks.”
戴上Mike的头饰，T: I’m Mike. I can use the fork and knife.
戴上WuYifan的头饰，T: I’m WuYifan. I can use the chopsticks.
戴上Sarah的头饰，T: I’m Sarah. I can use the chopsticks, too. Let me show you. （板书）
教师手拿餐具，让学生自选一样来练习（接受能力较好的学生已经能够说出来一些）。
Ss: I can use chopsticks/ fork/ knife. Let me show you.
开火车，传餐具，说句子（面向全体学生，全员参与）。
2) T: Look! Dinner is ready. These are Chinese food and those are English food. Do you like Chinese food or English food? I like Chinese food. Mm…yummy.
Ask Ss: Which do you like?
学生在教师引导下开始能说I like Chinese food/ English food.
3)教师手拿托盘，上有食物，有些人不喜欢吃。
T: Help yourself.
Ss: Thank you. / No, thanks.
教师把托盘给学生，并解释Help yourself.的意思。
S1: Help yourself. (板书)
S2: Thank you. / No, thanks.
S2: Help yourself.
S3: Sorry, I don’t like it.
4)教师出示一些风景旅游点的照片。
T: It’s Beijing. I had a good time in Beijing. It’s Shanghai. I had a good time in Shanghai.
Ask Ss: What about you?
Ss: I had a good time in Hangzhou.
边练边纠正学生的发音，特别是time。
T: OK! John and Mike had a good time, too.
5)出示挂图，让学生说说图片。听课文录音。解释Good night.用简笔画画一个月亮表示。
Sing a song “Good night to you”，用“Happy birthday”的曲调。
“See you tomorrow.”已在上节课末尾用到。
6)通读课文，表演对话。
3、1) Activity book.
2) Home work: Read and act.
案例反思：
课堂活动丰富多样，用chant，song，game，competition牢牢吸引学生的注意力。同时设计各种具体情境，使学生学习的语言记忆深刻。课内外知识的穿插增加了他们的语言运用能力。在英语教学中，教师要尽可能少的使用母语，因为外界母语的影响会抵制、阻碍、消退英语教学，其特殊的教学要求，给教师和学生都提出了一个新的难题,如何让孩子在课堂中大胆开口讲。而在小学英语教学中运用心理暗示，则能调动学生的学习积极性，有效地排解心理障碍，充分挖掘学生的学习潜能，切实提高教学效果。心理暗示主要是指受暗示者（学生）在无对抗、无批判、无抵制的基础上，通过暗示者（教师）议论、表情、手势、体态动作、服饰、环境、气氛等有利条件，从侧面间接地刺激受暗示者的潜意识，从而对受暗示者的心理和行为产生影响。
首先要建立和谐融洽的师生关系，这是实施心理暗示的成功保障。因为心理暗示是在受暗示者无对抗、无批判、无抵制的基础上进行的。暗示活动是一种正面的积极的诱导。学生必须对教师具有充分的信赖和期望，才能在暗示中获得启示，受到感染，产生相应的情绪反应。因此在课堂中，我采用手托餐盘、餐具走
