“教學(xué)實(shí)錄”是一種關(guān)于教學(xué)的理論、方法和技術(shù)。它繼承了人類歷史上所有教學(xué)理論與實(shí)踐的精華，經(jīng)過(guò)全世界不同地區(qū)的教育工作者們的創(chuàng)造形成了一個(gè)觀點(diǎn)眾多、方法無(wú)數(shù),下面是小編為大家整理的牛津高中英語(yǔ)課堂教學(xué)實(shí)錄5篇，希望大家能有所收獲!
牛津高中英語(yǔ)課堂教學(xué)實(shí)錄1
《Fit for Life》
Fit for Life
新課標(biāo)單詞
historian n. 歷史學(xué)家 recipe n. 處方;食譜，菜譜 physician n. 醫(yī)生，內(nèi)科醫(yī)師
bark n. 樹(shù)皮;(狗)叫，吠 vi. (狗)叫，吠 chemist n. 藥劑師;化學(xué)家
trial n. 試用;試驗(yàn);考驗(yàn) tablet n. 藥片;寫字板，書(shū)寫板
standardize vt. 使符合標(biāo)準(zhǔn)，使標(biāo)準(zhǔn)化 best-selling adj. 暢銷的
painkiller n. 止痛藥，鎮(zhèn)痛劑 author n. 作者 heart attack 心臟病發(fā)作
thin vt. & vi. (使)變稀，(使)變薄，(使)變淡;(使)變細(xì)
block vt. 阻塞，阻擋;妨礙 length n. 長(zhǎng)度 contemporary adj. 當(dāng)代的;同時(shí)代的
Scottish adj. 蘇格蘭的 note vt. 發(fā)現(xiàn)，注意到;記錄 transparent adj. 透明的
application n. 應(yīng)用，運(yùn)用;申請(qǐng) name vt. 命名，給……取名
unable adj. 不能的，不會(huì)的 chemical adj. 化學(xué)的 purify vt. 使純凈，凈化，提純
quantity n. 量，數(shù)量 widespread adj. 普遍的，普及的，廣泛的 lung n. 肺
mass adj. 批量的，大量的，大規(guī)模的;群眾的，民眾的
n. 團(tuán)，塊，堆;較大部分，主體部分;體積，大小，群眾，人群
rapidly adv. 迅速地，快速地 powerful adj. 效力大的，強(qiáng)效的
wonder adj. 非凡的，奇妙的，奇特的，神奇的
n. 奇跡，神奇;奇觀;驚奇，驚訝
millions of 數(shù)百萬(wàn)的，大量的 relief n. 減輕，緩解;輕松，寬慰;救濟(jì)，救助
potential adj. 潛在的，可能的 enquiry n. 詢問(wèn)，咨詢 ward n. 病房
fundamental adj. 基礎(chǔ)的，根本的;重要的，至關(guān)重要的
handful n. 少數(shù)，少量;一把 annual adj. 每年的，一年一次的
arrangement n. 安排;排列 receptionist n. 接待員，招待員
pleasure n. 愉快，快樂(lè);樂(lè)事 eyesight n. 視力 adjustable adj. 可調(diào)節(jié)的
magic adj. 有魔力的，不可思議的，魔術(shù)的 needle n. 針 art n. 技藝，技術(shù)
sharp-edged adj. 有鋒利邊緣的 swollen adj. 腫脹的 arrowhead n. 箭頭;箭頭狀物
sharp adj. 鋒利的銳利的;尖的;突然的，急轉(zhuǎn)向的;尖刻的，辛辣的;靈敏的，敏銳的
fine adj. 細(xì)的，纖細(xì)的 point n. 點(diǎn)，位置;尖端;要點(diǎn);分?jǐn)?shù)
insert vt. 插入;嵌入 symptom n. 癥狀 function n. 功能，作用
heartbeat n. 心跳 addiction n. 上癮，沉溺，入迷 overeating n. 過(guò)量飲食
relieve vt. 減輕(病痛、憂慮、負(fù)擔(dān)等)，緩解;救濟(jì)，救助 unclear adj. 不清楚的
課文出現(xiàn)短語(yǔ)
1. keep us healthy 2. open up 3. carry out 4. give up 5. come true 6. figure out
7. go wrong 8. put off 9. put up with 10. make out 11. call back 12. look out for
13. at certain points 14. find out 15. if so 16. recommend doing
17. in contemporary society 18. in large quantities 19. trun into
20. be fundamental to (doing) 21. a disease called malaria 22. look into
23. look down upon 24. put through 25. come up 26. remind sb to do
27. be based on 28. block from doing 29. focus on 30. reduce the risk of
31. try out 32. due to 33. in addition to 34. have an influence on
35. leave behind 36. ask for 37. set up 38. put off
39. take measures to do 40. let … out of 41. be connected with
一.單詞應(yīng)用
根據(jù)單詞的首字母或漢語(yǔ)意思填寫正確單詞，注意形式變化。
1. A p____________ is a person who has general skills to treat physical problems.
2. Penicillin was d___________ in the mould that grew on a special transparent jelly.
3. He is the a__________ whose books are best-selling this year.
4. Stoke is a type of serious illness when blood vessels in the brain b_____ suddenly
《Sailing the oceans》
Listening and Speaking
Teaching Aims: 教學(xué)目的
1. Review the words and structures in the last period.
2. Finish the listening exercises in this part and improve the students’ listening ability.
3. Talk about sailing.
Teaching Important Points:教學(xué)難點(diǎn)
Finish the listening exercises.
Teaching Methods:教學(xué)方法
1. Talking method to improve the students’ speaking ability.
2. Listening method to train the students’ listening ability.
3. Pair wok to make every student take an active part in class.
Teaching Aids:教學(xué)工具
1. a computer; 2. courseware
Teaching procedures
Step1 Greetings
Greet the whole class as usual.
Step2 Revision
Check the homework exercises.
Step3 Listening
Listen to the tape and ask the students to finish exercise 1—3 on page 19.
Suggested answers:
Answer key for Exercise 1:
maps; stars; clouds; waves; currents; birds
Answer key for Exercise 2;
Sailors from
Sea or Ocean
Skills
Phoenicia
Mediterra?nean
Used the sky to find their way
牛津高中英語(yǔ)課堂教學(xué)實(shí)錄2
《A Christmas Carol》
A Christmas Carol
I. Teaching aims:
1. Learn about Charles Dickens and his works.
2. Talk about social responsibilities.
3. Review the Adverbial.
4. Write a review of a play.
II. Teaching time:
1st Period Speaking
2nd Period Reading
3rd Period Language study
4th Period Extensive reading, Writing
The First Period Speaking
I. Teaching goals:
1. Enable the students to say something about Charles Dickens and his works.
2. Enable the students to learn how to discuss their social responsibilities.
3. Help the students learn to describe social responsibilities by using some key words and expressions.
II. Teaching important points
1. Describe Charles Dickens and his works.
2. Discuss the social responsibilities by using some key words and expressions.
III. Teaching methods
Cooperative learning.
IV. Teaching aids
1. A recorder; 2. A projector and some slides;
3. Multi-functional teaching equipment (CAI).
V. Teaching procedures && ways
Step I Lead In
First show the students a picture of Charles Dickens on the computer, then ask them some questions.
Step II Warming up
The Warming-up exercise makes the students know more about Charles Dickens and the novels that he wrote.
Step III Speaking
Task 1
Ask the students to finish the reading comprehension multiple choices.
Task 2
Discuss the responsibilities of business people towards both their employees and their customers .
Step IV Talking
Ask the students to discuss the two situations in groups of four.
Step V Homework
Ask the students to read the novel A Christmas Carol carefully. Then next class they will be checked.
牛津高中英語(yǔ)課堂教學(xué)實(shí)錄3
love Would you like to go to the cinema?
Step1 Greetings
T:Good afternoon, boys and girls!
Ss: Good afternoon, MrGao! T:How are you?
Ss: I’m fine, Thank you, and you?
T:I’m fine,too.What’s the weather like today? Ss:It’s sunny.
T:Very good.Sit down, please!
設(shè)計(jì)意圖：以學(xué)生耳熟能詳?shù)挠⒄Z(yǔ)問(wèn)候語(yǔ)“Good afternoon.”“How are you?”以及天氣等引入課堂,吸引學(xué)生的注意力.
Step 2 New words and expressions
The students learn the new words and expressions all by themselves, and help each other, the teacher checks and helps. Now call a student to read them ,the others listen and check..
S1:(reads the new words and expressions)
The teacher teaches the new words and expressions,then the Ss read them and check each other.
設(shè)計(jì)意圖：?jiǎn)卧~的教學(xué)，由學(xué)生自已拼讀——互相檢查幫助——教師檢查輔導(dǎo)等方式方法改變?cè)瓉?lái)單一的教師教學(xué)生跟著讀，容易激發(fā)學(xué)生的積極性，且掌握得更好。真正地體現(xiàn)學(xué)生的自學(xué)互幫與老師的導(dǎo)學(xué)。
Step 3 resentation
T:Please look at the picture. What’s this in English? Ss:It is a cinema.
T: Very Good. Then would you like to go to the cinema? S2: Yes,I’d like to. S3:That’s a great idea. S4:That’s a good idea. T:What else? S5: Great idea. S6:Good idea. Theteacher takes out another picture and says this is a football match between Num.1 Middle Schooland Num.3 Middle School.They are playing football. Would you like to go to a football match?
S7:It’s a great idea.When is it? T:It’s on Saturday. S8:Let’s go on Saturday.
S9:Let’s go to the football match. S10:It’s a good idea.
T:Excellent! All of you have a good memory. Now all of you make dialogues “Would you like…? Let’s…” with your partners, then act in the front of the classroom.
(Five minutes later)
Call some groups to act out their dialogues.
設(shè)計(jì)意圖：教師抓住現(xiàn)場(chǎng)的教學(xué)資源,從教師自身穿的dress入手,問(wèn)“what colour is my dress?”到學(xué)生的衣服，最后到通過(guò)desk問(wèn)答“what colour is it?”,從教師到學(xué)生再到物體,充分利用了現(xiàn)場(chǎng)的教學(xué)元素,生活化課堂自然生成.] Step4 Match the words with the pictures. six pictures and six words and expressions to the students. Show Work in pairs.
Step5 Listen and read 1. A game
T:Now, please look at our old friend.(Show Jackie Chan’s photo) Hello!
Ss:(huuu)Hello! T:Glad to meet you! Ss:Glad to meet you, too!
T:Listen! I am your friend. You can ask me some questions. Now, you please! S5:What is your name? T:My name is Tony. S6: How old are you? T:I’m one.
S7: what colour is it?
T:Listen! I am a brown bird. S8:Glad to meet you,Tony. T:Nice to meet you, Li Chong.
T:Now I ask questions, and you answer them. What colour am I? LiChong:Brown.
T:Very Good, Li Chong! Come here. You’re the little teacher. Read “brown”,please!
LiChong: (Point to the brown) One two begin, brown, brown
T:Thank you! Who’d like to be the little teacher? Would you like to have a try? (Some students hands up.)Li Chunlin,please.?
設(shè)計(jì)意圖：整個(gè)過(guò)程,學(xué)生都處在教師創(chuàng)設(shè)的情境中,圍繞“Brown Bird”展開(kāi)教學(xué).通過(guò)讓學(xué)生提問(wèn)brown bird到brown bird提問(wèn)學(xué)生,操練了英語(yǔ)基本用語(yǔ),給學(xué)生開(kāi)口說(shuō)英語(yǔ)提供了機(jī)會(huì)。教師還讓學(xué)生嘗試當(dāng)小老師,帶領(lǐng)全班同學(xué)一起學(xué)習(xí),這既是對(duì)該生回答正確的肯定,讓優(yōu)生帶動(dòng)了全班同學(xué)，又充分調(diào)動(dòng)了其他學(xué)生學(xué)習(xí)英語(yǔ)的熱情. Step4 Presentation and Practice 1.Presentation
T:Let’s watch TV. What is this?
Ss:A butterfly.
T:Yes, it’s a butterfly.Please repeat, a lovely butterfly, a little butterfly.
T:(Show a green and red butterfly)What colour is this butterfly? Helen:It’s green and red.
T:Excellent.You will be the little teacher, come to the front. Helen:One two, begin! It’s green and red. Ss: (Read aloud after Helen) It’s green and red.
(Teacher sticks the green and red butterfly to the blackboard) T:(Show a pink and blue butterfly)What colour is this one? Bob：It’s a pink and blue butterfly.
T:Very good! Thank you. You will be the little teacher.Come here! Bob:One two, begin! It’s a pink and blue. Ss: (Read after Bob.) It’s a pink and blue.
[沿襲了單詞brown教學(xué)中的little teacher,這種教學(xué)方法可謂是策略,對(duì)于激發(fā)學(xué)生的學(xué)習(xí)積極性較有效果.另外,教師在前部分教學(xué)的基礎(chǔ)上,加大了難度,出現(xiàn)了butterfly,而且顏色都涉及到了兩種.但于前部分內(nèi)容仍舊環(huán)環(huán)相扣,循序漸進(jìn).課堂向深度,高度發(fā)展.] 2.Practice T:Today we will act one btterfly”. and .Read and do the actions after me!
T:OK! I say the words and you do the actions.
Ss:(Do the actions while singing.)
T:Iwant three students to act the butterflies. Any volunteers? Great! Come to the front. You are the lovely butterflies. All students answer my question.
T:What olour is it
Ss:(Doing actions while singing )It’s green and red. It’s pink and blue. It’s brown and yellow blue.
T:Thank you!
[唱歌是學(xué)生喜聞樂(lè)見(jiàn)的活動(dòng)形式,教師將此部分內(nèi)容安排在此處,一方面是與前面所學(xué)相掛鉤,鞏固所學(xué);另一方面是在學(xué)生保持了較長(zhǎng)時(shí)間的注意力之后,讓學(xué)生得到些許放松,以便以更飽滿的情緒進(jìn)入下一階段的學(xué)習(xí),包括后面的act the butterflies,也是讓學(xué)生動(dòng)一動(dòng),抖擻抖擻精神.] Step5 Playing a game
T:Let’s play a game. Who wants to be my partner? Mike:Let me have a try.
T:(Throw a ball to Mike) What colour is it? Mike:It’s pink and blue.
T: Very good! I want two other pairs of students to do the game again. Toby:What colour is it? Sandra: It’s orange and black. Frank: What colour is it? Camilla:It’s brown and yellow.
[圍繞butterfly,有了師生間,學(xué)生間的交流,雖然只是簡(jiǎn)短的對(duì)話,但是卻為后面的Free talk做好了準(zhǔn)備.] Step6 Free talk The teacher takes out a pen on a student’s desk, and makes a dialogue with the whole class.
T:Hello,every one! Ss:Hello,Mr.Gao!
T:What’s this in English?
(Students take out their school things and make up new dialogues by themselves. At last, Teacher chooses two groups come to the front act their dialogue.)
June: Hello! Lucy: Hello!
June:What’s your name?
Lucy:My name is Lucy.What’s your name? June:My name is June. How old are you? Lucy: I’m one. What colour is it?
June:It’s blue and pink. What colour is it?
Lucy:It’s brown and yellow. What day is it today? June: Monday.OK,bye-bye! Lucy:Bye-bye!
(Teacher asks two more pairs to act out their dialogues.)
[學(xué)生英語(yǔ)表達(dá)的細(xì)胞在此完全得到釋放,而且教師引導(dǎo)學(xué)生拿出自己的玩具,互編新對(duì)話,培養(yǎng)了學(xué)生在真實(shí)場(chǎng)景中運(yùn)用英語(yǔ)的能力.在此部分,我們可以看到學(xué)生思維的火花得以綻放.] Step7 Magic T:Look,what colour is it? Ss:It’s blue.
T:Look,what colour is it? Ss:It’s yellow.
T: (Mixing the two colours)Look,what colour is it now? Ss:It’s green.
T:How lovely!Listen,blue and yellow is green. Ss:Blue and yellow is green.
T:Now everybody takes out your colour oil pastel. Show me yellow. Ss:Yellow-yellow-yellow.(Read and hands up) T:Show me blue. Ss:Blue-blue-blue. T:Show me red. Ss:Red-red-red.
T:Mix the colours and then find out what you get. Talk with your partner about the colours.
Ss:(Doing the experiment and then have conversations in their group.) T: What do you get from what you did just now?Tell me together. Ss: Red and blue is purple. Red and yellow is orange. T:You’re clever.
Step 8 Everyday English
T:Let’s see what’s on TV. Blue in the face.What is the meaning? Ss:藍(lán)色的臉。
T：臉變成了藍(lán)色說(shuō)明了什么? Ss:很生氣。 T:Yes. Ss: Red.
T:Yes, red.可是在英語(yǔ)中要表示“氣得臉發(fā)紅”，應(yīng)該怎樣說(shuō)呢? Ss:Blue in the face.
T:That’s right!You should remember it.注意可不要望文生義喲!
T:Time is up.We have to say good bye!
牛津高中英語(yǔ)課堂教學(xué)實(shí)錄4
一、歌曲導(dǎo)入
T：Let's sing a song.The song's name is“Let's play!Let's sing!”
評(píng)析：教學(xué)熱身是英語(yǔ)課堂TPR教學(xué)方法的重要形式之一，教師采用歌曲來(lái)緩解學(xué)生的緊張情緒，建立輕松、和諧、民主的課堂氛圍，為進(jìn)一步的學(xué)習(xí)奠定了良好的基礎(chǔ)。
二、師生問(wèn)候
T：Class begins!Hello，everyone! Ss：Hello，Miss Chai ! T：How are you today? Ss：We're fine，thank you.
T：What's the weather like today? Ss：It's fine.
評(píng)析：簡(jiǎn)單的問(wèn)候，可以幫助學(xué)生適應(yīng)英語(yǔ)語(yǔ)感，使學(xué)生很自然地進(jìn)入英語(yǔ)學(xué)習(xí)狀態(tài)。
三、新授知識(shí)
T：A lovely day，isn't it?I have a piece of good news for you.We're going to visit the zoo.(貼出動(dòng)物園的圖片)Are you happy?
Ss：Yes!
T：Today we'll learn a lesson about the zoo.Please tell me.Which lesson shall we learn? Ss：Lesson 22.
T：OK!Now，let's count from one to twenty-two!
評(píng)析：在學(xué)生原有知識(shí)的基礎(chǔ)上，以數(shù)字引入，使課題的出示別具特色，自然而不失趣味性。
T：Well，who can tell me what you can find in the zoo? Ss：Cats，dogs，birds...
T：Oh，we'll see so many animals.That's great!Now，please look here.We'll meet many animal friends today.What's this?(出示動(dòng)物頭飾)
S：It's a bird.
T：Oh，yes.This bird is for you!(S1帶上頭飾) (以下cat，dog，同上)
評(píng)析：用學(xué)生已經(jīng)學(xué)過(guò)的動(dòng)物引出“What's this?It's...”的新授句型。在運(yùn)用中明白了句子的含義，也掌握了句子的用法，有一種潤(rùn)物無(wú)聲的境界!
T：Now，we have three animals，they are our best friends!But look there，there is another friend.She's waiting to meet us.Who's she?(出示大熊貓玩具)
Ss：Da Xiongmao. T：Yes，it's a Da Xiongmao，but in English it's a panda.Now，please say after me，“panda”! T：Look there，I have a beautiful picture.What's this?(貼出大熊貓的圖片) Ss：Panda.
T：Yes，but how to spell it?(出示單詞卡) Ss：“P-A-N-D-A，panda!” T：Let's sing a song.(師生同唱并拼寫，教師指圖) T：What's this? Ss：It's a panda. (同法教單詞tiger)
評(píng)析：運(yùn)用頭飾等教具，將學(xué)生喜愛(ài)的動(dòng)物請(qǐng)到課堂上來(lái)，使學(xué)生產(chǎn)生了濃厚的興趣，使抽象化的詞匯學(xué)習(xí)具體化，易化了詞匯這一教學(xué)難點(diǎn)。
T：We met so many animal friends.And would you like to go to the zoo with me?Are you ready?Let's go!OK?
T and Ss：One，two，three，go!(師生同看多媒體影片)
評(píng)析：從英語(yǔ)學(xué)科的實(shí)際特點(diǎn)出發(fā)，教者運(yùn)用電腦多媒體再現(xiàn)課文內(nèi)容，使學(xué)生猶如身臨其境，培養(yǎng)了學(xué)生的觀察能力和語(yǔ)言應(yīng)用能力，也使課堂煥發(fā)出了生命的活力!
T：What did Ann say? Ss：“What's this?”
T：Yes，Ann說(shuō)“這是什么?”，in English we should say，“What's this?”
T：Now，look at me please.What's this?It's a tiger.What's this?It's a panda.Do you understand?Please say after me.(教師手指教室內(nèi)戴頭飾的學(xué)生)
T：Now please point to an animal，ask and answer in pairs.(學(xué)生分組練習(xí))
評(píng)析：這部分內(nèi)容是教學(xué)的難點(diǎn)，教師通過(guò)TPR教學(xué)法最大限度地引導(dǎo)學(xué)生積極學(xué)習(xí)的興趣，使句型操練這一枯燥的演練形式興趣化。
T：Your pronunciations are fine.Now let's listen to the tape and read after it.(Listen and speak.)
評(píng)析：在英語(yǔ)教學(xué)中，原聲語(yǔ)音的模仿是必不可少的步驟，有利于培養(yǎng)學(xué)生優(yōu)美的語(yǔ)感，為英語(yǔ)的終身學(xué)習(xí)打下良好的基礎(chǔ)。
T：We all like animals，but the zoo isn't the animals hometown.Where is their real hometown?
S：大自然。
T：Yes!Let's look at the animal.OK?(觀看多媒體影片) T：Do you like animals? Ss：Yes!
T：The earth belongs to both animals and human beings.We should live peacefully together. We should try to give them a better living environment，and protect them from being hurt.Do you think so?
Ss：Yes!
T：OK!Let's begin from now on!
T：The time is up.Good-bye，everyone!
評(píng)析：結(jié)束語(yǔ)將知識(shí)性與思想性融為一體，既強(qiáng)調(diào)了本課知識(shí)的重點(diǎn)，又對(duì)學(xué)生進(jìn)行了思想教育，使學(xué)生對(duì)所學(xué)內(nèi)容有了一個(gè)更高層次的認(rèn)識(shí)，使英語(yǔ)教學(xué)的目的得以充分的發(fā)揮。
牛津高中英語(yǔ)課堂教學(xué)實(shí)錄5
Unit 1 Would you like to go to the cinema?
授課教師：張麗群
授課對(duì)象：初一6班學(xué)生
授課地點(diǎn)：初一6教室
授課時(shí)間：2012-5-15
聽(tīng)課老師：明集初中全體英語(yǔ)教師
Step 1 Greetings
T: Good afternoon, boys and girls!
Ss: Good afternoon, Miss Wang!
T: How are you?
Ss: I’m fine, Thank you, and you?
T: I’m fine, too. What’s the weather like today?
Ss: It’s sunny.
T: Very good. Sit down, please!
設(shè)計(jì)意圖：以學(xué)生耳熟能詳?shù)挠⒄Z(yǔ)問(wèn)候語(yǔ) “ Good afternoon.” “ How are you?” 以及天氣等引入課堂,吸引學(xué)生的注意力.
Step 2 New words and expressions
The students learn the new words and expressions all by themselves, and help each other, the teacher checks and helps. Now call a student to read them , the others listen and check..
S1:(reads the new words and expressions)
The teacher teaches the new words and expressions, then the Ss read them and check each other.
設(shè)計(jì)意圖：?jiǎn)卧~的教學(xué)，由學(xué)生自已拼讀——互相檢查幫助——教師檢查輔導(dǎo)等方式方法改變?cè)瓉?lái)單一的教師教學(xué)生跟著讀，容易激發(fā)學(xué)生的積極性，且掌握得更好。真正地體現(xiàn)學(xué)生的自學(xué)互幫與老師的導(dǎo)學(xué)。
Step 3 Presentation
T: Please look at the picture. What’s this in English?
Ss: It is a cinema.
T: Very Good. Then would you like to go to the cinema?
S2: Yes, I’d like to.
S3: That’s a great idea.
S4: That’s a good idea.
T: What else?
S5: Great idea.
S6: Good idea.
The teacher takes out another picture and says this is a football match between Guqiao Middle School and Yanghe Middle School. They are playing football. Would you like to go to a football match?
S7: It’s a great idea. When is it?
T: It’s on Saturday.
S8: Let’s go on Saturday.
S9: Let’s go to the football match.
S10: It’s a good idea.
T: Excellent! All of you have a good memory. Now all of you make dialogues “Would you like…? Let’s…” with your partners,then act in the front of the classroom.
(Five minutes later)
Call some groups to act out their dialogues.
設(shè)計(jì)意圖：教師抓住現(xiàn)場(chǎng)的教學(xué)資源,從教師自身穿的dress入手,問(wèn) “ what colour is my dress?” 到學(xué)生的衣服，最后到通過(guò)desk問(wèn)答 “ what colour is it?”,從教師到學(xué)生再到物體,充分利用了現(xiàn)場(chǎng)的教學(xué)元素, 生活化課堂自然生成.]
Step4 Match the words with the pictures.
Show six pictures and six words and expressions to the students. Work in pairs.
Step5 Listen and read
1. A game
T: Now, please look at our old friend. (Show Jackie Chan’s photo)
Hello!
Ss: (huuu) Hello!
T: Glad to meet you!
Ss: Glad to meet you, too!
T: Listen!I am your friend. You can ask me some questions. Now, you please!
S5: What is your name?
T: My name is Tony.
S6: How old are you?
T: I’m one.
S7: what colour is it?
T: Listen! I am a brown bird.
S8: Glad to meet you, Tony.
T: Nice to meet you, Li Chong.
T: Now I ask questions, and you answer them. What colour am I?
Li Chong: Brown.
T: Very Good, Li Chong! Come here. You’re the little teacher. Read “brown”, please!
Li Chong: (Point to the brown) One two begin, brown, brown
T: Thank you! Who’d like to be the little teacher? Would you like to have a try?
(Some students hands up.) Hu Lingli, please.…
設(shè)計(jì)意圖：整個(gè)過(guò)程,學(xué)生都處在教師創(chuàng)設(shè)的情境中,圍繞 “ Brown Bird”展開(kāi)教學(xué).通過(guò)讓學(xué)生提問(wèn)brown bird到brown bird提問(wèn)學(xué)生,操練了英語(yǔ)基本用語(yǔ), 給學(xué)生開(kāi)口說(shuō)英語(yǔ)提供了機(jī)會(huì)。 教師還讓學(xué)生嘗試當(dāng)小老師,
帶領(lǐng)全班同學(xué)一起學(xué)習(xí),這既是對(duì)該生回答正確的肯定, 讓優(yōu)生帶動(dòng)了全班同學(xué)，又充分調(diào)動(dòng)了其他學(xué)生學(xué)習(xí)英語(yǔ)的熱情.
Step 4 Presentation and Practice
1. Presentation
T: Let’s watch TV. What is this?
Ss: A butterfly.
T: Yes, it’s a butterfly. Please repeat, a lovely butterfly, a little butterfly.
T: (Show a green and red butterfly) What colour is this butterfly?
Helen: It’s green and red.
T: Excellent. You will be the little teacher, come to the front.
Helen: One two, begin! It’s green and red.
Ss: (Read aloud after Helen) It’s green and red.
(Teacher sticks the green and red butterfly to the blackboard)
T: (Show a pink and blue butterfly)What colour is this one?
Bob：It’s a pink and blue butterfly.
T: Very good! Thank you. You will be the little teacher. Come here! Bob: One two, begin! It’s a pink and blue.
Ss: (Read after Bob.) It’s a pink and blue.
(Teacher sticks the pink and blue butterfly to the blackboard. Do the same to the brown and yellow butterfly.)
[沿襲了單詞brown教學(xué)中的little teacher,這種教學(xué)方法可謂是策略,對(duì)于激發(fā)學(xué)生的學(xué)習(xí)積極性較有效果.另外,教師在前部分教學(xué)的基礎(chǔ)上,加大了難度,出現(xiàn)了butterfly, 而且顏色都涉及到了兩種.但于前部分內(nèi)容仍舊環(huán)環(huán)相扣,循序漸進(jìn).課堂向深度,高度發(fā)展.]
2. Practice
T: Today we will learn a new song: “A butterfly”. Stand up. Read and do the actions after me!
T: OK! I say the words and you do the actions.
Ss: (Do the actions while singing.)
T: I want three students to act the butterflies. Any volunteers? Great! Come to the front. You are the lovely butterflies. All students answer my question.
T: What colour is it?
Ss: (Doing actions while singing )It’s green and red. It’s pink and blue. It’s brown and yellow blue.
T: Thank you!
[唱歌是學(xué)生喜聞樂(lè)見(jiàn)的活動(dòng)形式,教師將此部分內(nèi)容安排在此處,一方面是與前面所學(xué)相掛鉤,鞏固所學(xué);另一方面是在學(xué)生保持了較長(zhǎng)時(shí)間的注意力之后,讓學(xué)生得到些許放松,以便以更飽滿的情緒進(jìn)入下一階段的學(xué)習(xí),包括后面的act the butterflies,也是讓學(xué)生動(dòng)一動(dòng),抖擻抖擻精神.]
Step 5 Playing a game
T: Let’s play a game. Who wants to be my partner?
Mike: Let me have a try.
T: (Throw a ball to Mike) What colour is it?
Mike: It’s pink and blue.
T: Very good! I want two other pairs of students to do the game again.Toby: What colour is it?
Sandra: It’s orange and black.
Frank: What colour is it?
Camilla: It’s brown and yellow.
[圍繞butterfly,有了師生間,學(xué)生間的交流,雖然只是簡(jiǎn)短的對(duì)話,但是卻為后面的Free talk做好了準(zhǔn)備.]
Step 6 Free talk
The teacher takes out a pen on a student’s desk, and makes a dialogue with the whole class.
T: Hello, every one!
Ss: Hello, Miss Wang!
T: What’s this in English?
(Students take out their school things and make up new dialogues by themselves. At last, Teacher chooses two groups come to the front act their dialogue.)
June: Hello!
Lucy: Hello!
June: What’s your name?
Lucy: My name is Lucy. What’s your name?
June: My name is June. How old are you?
Lucy: I’m one. What colour is it?
June: It’s blue and pink. What colour is it?
Lucy: It’s brown and yellow. What day is it today?
June: Monday. OK, bye-bye!
Lucy: Bye-bye!
(Teacher asks two more pairs to act out their dialogues.)
[學(xué)生英語(yǔ)表達(dá)的細(xì)胞在此完全得到釋放,而且教師引導(dǎo)學(xué)生拿出自己的玩具,互編新對(duì)話,培養(yǎng)了學(xué)生在真實(shí)場(chǎng)景中運(yùn)用英語(yǔ)的能力.在此部分,我們可以看到學(xué)生思維的火花得以綻放.]
Step 7 Magic
T: Look, what colour is it?
Ss: It’s blue.
T: Look, what colour is it?
Ss: It’s yellow.
T: (Mixing the two colours) Look, what colour is it now?
Ss: It’s green.
T: How lovely! Listen, blue and yellow is green.
Ss: Blue and yellow is green.
T: Now everybody takes out your colour oil pastel. Show me yellow. Ss: Yellow-yellow-yellow. (Read and hands up)
T: Show me blue.
Ss: Blue-blue-blue.
T: Show me red.
Ss: Red-red-red.
T: Mix the colours and then find out what you get. Talk with your partner about the colours.
Ss: (Doing the experiment and then have conversations in their group.) T: What do you get from what you did just now? Tell me together. Ss: Red and blue is purple. Red and yellow is orange.
T: You’re clever.
Step 8 Everyday English
T: Let’s see what’s on TV. Blue in the face. What is the meaning? Ss: 藍(lán)色的臉。
T：臉變成了藍(lán)色說(shuō)明了什么?
Ss: 很生氣。
T: Yes. 如果中國(guó)人很生氣，臉變成什么顏色?
Ss: Red.
T: Yes, red. 可是在英語(yǔ)中要表示“氣得臉發(fā)紅”，應(yīng)該怎樣說(shuō)呢? Ss: Blue in the face.
T: That’s right! You should remember it.注意可不要望文生義喲! T: Time is up. We have to say good bye!
Ss: Bye-bye! Miss Bai. Thank you!
[此部分內(nèi)容,雖然是課堂的尾聲,但卻是此課的精彩部分所在.對(duì)于本課所學(xué)顏色類單詞,教師精心設(shè)計(jì)了一個(gè)小活動(dòng)和一個(gè)習(xí)慣用語(yǔ)的滲透.一個(gè)調(diào)色盤的游戲, 艷麗的色彩足以吸引學(xué)生的眼球,從英語(yǔ)課堂中培養(yǎng)了學(xué)生的藝術(shù)細(xì)胞;還有從 “ Blue in the face.”形象地告訴學(xué)生 “氣得臉發(fā)紅”就用 “Blue in the face”.表達(dá),還告訴了學(xué)生不要望文生義.在此,英語(yǔ)課堂已完全突破了教材的限制,但又能立足于課堂,教師獨(dú)具匠心的設(shè)計(jì)極為巧妙,值得學(xué)習(xí).]
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