第第頁(yè)牛津高中英語(yǔ)課堂教學(xué)實(shí)錄牛津高中英語(yǔ)課堂教學(xué)實(shí)錄1

《FitforLife》

FitforLife

新課標(biāo)單詞

historiann.歷史學(xué)家recipen.處方;食譜，菜譜physiciann.醫(yī)生，內(nèi)科醫(yī)師

barkn.樹(shù)皮;(狗)叫，吠vi.(狗)叫，吠chemistn.藥劑師;化學(xué)家

trialn.試用;試驗(yàn);考驗(yàn)tabletn.藥片;寫(xiě)字板，書(shū)寫(xiě)板

standardizevt.使符合標(biāo)準(zhǔn)，使標(biāo)準(zhǔn)化best-sellingadj.暢銷(xiāo)的

painkillern.止痛藥，鎮(zhèn)痛劑authorn.heartattack心臟病發(fā)作

thinvt.vi.(使)變稀，(使)變薄，(使)變淡;(使)變細(xì)

blockvt.堵塞，阻擋;阻礙lengthn.長(zhǎng)度contemporaryadj.當(dāng)代的;同時(shí)代的

Scottishadj.蘇格蘭的notevt.發(fā)覺(jué)，留意到;記錄transparentadj.透亮的

applicationn.應(yīng)用，運(yùn)用;申請(qǐng)namevt.命名，給……取名

unableadj.不能的，不會(huì)的chemicaladj.化學(xué)的purifyvt.使純潔，凈化，提純

quantityn.量，數(shù)量widespreadadj.普遍的，普及的，廣泛的lungn.肺

massadj.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

rapidlyadv.快速地，快速地powerfuladj.效力大的，強(qiáng)效的

wonderadj.非凡的，奇異的，奇怪的，奇妙的

n.奇跡，奇妙;奇觀;驚異，驚異

millionsof數(shù)百萬(wàn)的，大量的reliefn.減輕，緩解;輕松，寬慰;救濟(jì)，救助

potentialadj.潛在的，可能的enquiryn.詢問(wèn)，詢問(wèn)wardn.病房

fundamentaladj.基礎(chǔ)的，根本的;重要的，至關(guān)重要的

handfuln.少數(shù)，少量;一把a(bǔ)nnualadj.每年的，一年一次的

arrangementn.安排;排列receptionistn.接待員，款待員

pleasuren.開(kāi)心，歡樂(lè);樂(lè)事eyesightn.視力adjustableadj.可調(diào)整的

magicadj.有魔力的，不可名狀的，魔術(shù)的needlen.針artn.技藝，技術(shù)

sharp-edgedadj.有銳利邊緣的swollenadj.腫脹的arrowheadn.箭頭;箭頭狀物

sharpadj.銳利的犀利的;尖的;突然的，急轉(zhuǎn)向的;尖刻的，辛辣的;靈敏的，敏銳的

fineadj.細(xì)的，纖細(xì)的pointn.點(diǎn)，位置;尖端;要點(diǎn);分?jǐn)?shù)

insertvt.插入;嵌入symptomn.癥狀functionn.功能，作用

heartbeatn.心跳addictionn.上癮，沉溺，入迷overeatingn.過(guò)量飲食

relievevt.減輕(病痛、憂慮、負(fù)擔(dān)等)，緩解;救濟(jì)，救助unclearadj.不清晰的

課文涌現(xiàn)短語(yǔ)

1.etrue6.figureout

7.gowrong8.putoff9.putupwith10.makeout11.callback12.lookoutfor

13.atcertainpoints14.findout15.ifso16.recommenddoing

17.incontemporarysociety18.inlargequantities19.truninto

20.befundamentalto(doing)21.adiseasecalledmalaria22.lookinto

23.eup26.remindsbtodo

27.bebasedon28.blockfromdoing29.focuson30.reducetheriskof

31.tryout32.dueto33.inadditionto34.haveaninfluenceon

35.leavebehind36.askfor37.setup38.putoff

39.takemeasurestodo40.let…outof41.beconnectedwith

一.單詞應(yīng)用

依據(jù)單詞的首字母或漢語(yǔ)意思填寫(xiě)正確單詞，留意形式改變。

1.Ap____________isapersonwhohasgeneralskillstotreatphysicalproblems.

2.Penicillinwasd___________inthemouldthatgrewonaspecialtransparentjelly.

3.Heisthea__________whosebooksarebest-sellingthisyear.

4.Stokeisatypeofseriousillnesswhenbloodvesselsinthebrainb_____suddenly

《Sailingtheoceans》

ListeningandSpeaking

TeachingAims:教學(xué)目的

1.Reviewthewordsandstructuresinthelastperiod.

2.Finishthelisteninge*ercisesinthispartandimprovethestudents’listeningability.

3.Talkaboutsailing.

TeachingImportantPoints:教學(xué)難點(diǎn)

Finishthelisteninge*ercises.

TeachingMethods:教學(xué)方法

1.Talkingmethodtoimprovethestudents’speakingability.

2.Listeningmethodtotrainthestudents’listeningability.

3.Pairwoktomakeeverystudenttakeanactivepartinclass.

TeachingAids:教學(xué)工具

1.acomputer;2.courseware

Teachingprocedures

Step1Greetings

Greetthewholeclassasusual.

Step2Revision

Checkthehomeworke*ercises.

Step3Listening

Listentothetapeandaskthestudentstofinishe*ercise1—3onpage19.

Suggestedanswers:

AnswerkeyforE*ercise1:

maps;stars;clouds;waves;currents;birds

AnswerkeyforE*ercise2;

Sailorsfrom

SeaorOcean

Skills

Phoenicia

Mediterra?nean

Usedtheskytofindtheirway

牛津高中英語(yǔ)課堂教學(xué)實(shí)錄2

《AChristmasCarol》

AChristmasCarol

I.Teachingaims:

1.LearnaboutCharlesDickensandhisworks.

2.Talkaboutsocialresponsibilities.

3.ReviewtheAdverbial.

4.Writeareviewofaplay.

II.Teachingtime:

1stPeriodSpeaking

2ndPeriodReading

3rdPeriodLanguagestudy

4thPeriodE*tensivereading,Writing

TheFirstPeriodSpeaking

I.Teachinggoals:

1.EnablethestudentstosaysomethingaboutCharlesDickensandhisworks.

2.Enablethestudentstolearnhowtodiscusstheirsocialresponsibilities.

3.Helpthestudentslearntodescribesocialresponsibilitiesbyusingsomekeywordsande*pressions.

II.Teachingimportantpoints

1.DescribeCharlesDickensandhisworks.

2.Discussthesocialresponsibilitiesbyusingsomekeywordsande*pressions.

III.Teachingmethods

Cooperativelearning.

IV.Teachingaids

1.Arecorder;2.Aprojectorandsomeslides;

3.Multi-functionalteachingequipment(CAI).

V.Teachingproceduresways

StepILeadIn

FirstshowthestudentsapictureofCharlesDickensonthecomputer,thenaskthemsomequestions.

StepIIWarmingup

TheWarming-upe*ercisemakesthestudentsknowmoreaboutCharlesDickensandthenovelsthathewrote.

StepIIISpeaking

Task1

Askthestudentstofinishthereadingcomprehensionmultiplechoices.

Task2

Discusstheresponsibilitiesofbusinesspeopletowardsboththeiremployeesandtheircustomers.

StepIVTalking

Askthestudentstodiscussthetwosituationsingroupsoffour.

StepVHomework

AskthestudentstoreadthenovelAChristmasCarolcarefully.Thenne*tclasstheywillbechecked.

牛津高中英語(yǔ)課堂教學(xué)實(shí)錄3

loveWouldyouliketogotothecinema?

Step1Greetings

T:Goodafternoon,boysandgirls!

Ss:Goodafternoon,MrGao!T:Howareyou?

Ss:I’mfine,Thankyou,andyou?

T:I’mfine,too.What’stheweatherliketoday?Ss:It’ssunny.

T:Verygood.Sitdown,please!

設(shè)計(jì)意圖：以同學(xué)耳熟能詳?shù)挠⒄Z(yǔ)問(wèn)候語(yǔ)“Goodafternoon.”“Howareyou?”以及天氣等引入課堂,吸引同學(xué)的留意力.

Step2Newwordsande*pressions

Thestudentslearnthenewwordsande*pressionsallbythemselves,andhelpeachother,theteacherchecksandhelps.Nowcallastudenttoreadthem,theotherslistenandcheck..

S1:(readsthenewwordsande*pressions)

Theteacherteachesthenewwordsande*pressions,thentheSsreadthemandcheckeachother.

設(shè)計(jì)意圖：?jiǎn)卧~的教學(xué)，由同學(xué)自已拼讀——相互檢查援助——老師檢查輔導(dǎo)等方式方法轉(zhuǎn)變?cè)瓉?lái)單一的老師教同學(xué)跟著讀，簡(jiǎn)單激發(fā)同學(xué)的積極性，且掌控得更好。真正地表達(dá)同學(xué)的自學(xué)互幫與老師的導(dǎo)學(xué)。

Step3resentation

T:Pleaselookatthepicture.What’sthisinEnglish?Ss:Itisacinema.

T:VeryGood.Thenwouldyouliketogotothecinema?S2:Yes,I’dliketo.S3:That’sagreatidea.S4:That’sagoodidea.T:Whatelse?S5:Greatidea.S6:Goodidea.TheteachertakesoutanotherpictureandsaysthisisafootballmatchbetweenNum.1MiddleSchoolandNum.3MiddleSchool.Theyareplayingfootball.Wouldyouliketogotoafootballmatch?

S7:It’sagreatidea.Whenisit?T:It’sonSaturday.S8:Let’sgoonSaturday.

S9:Let’sgotothefootballmatch.S10:It’sagoodidea.

T:E*cellent!Allofyouhaveagoodmemory.Nowallofyoumakedialogues“Wouldyoulike…?Let’s…”withyourpartners,thenactinthefrontoftheclassroom.

(Fiveminuteslater)

Callsomegroupstoactouttheirdialogues.

設(shè)計(jì)意圖：老師抓住現(xiàn)場(chǎng)的教學(xué)資源,從老師自身穿的dress入手,問(wèn)“whatcolourismydress?”到同學(xué)的衣服，最末到通過(guò)desk問(wèn)答“whatcolourisit?”,從老師到同學(xué)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.]Step4Matchthewordswiththepictures.si*picturesandsi*wordsande*pressionstothestudents.ShowWorkinpairs.

Step5Listenandread1.Agame

T:Now,pleaselookatouroldfriend.(ShowJackieChan’sphoto)Hello!

Ss:(huuu)Hello!T:Gladtomeetyou!Ss:Gladtomeetyou,too!

T:Listen!Iamyourfriend.Youcanaskmesomequestions.Now,youplease!S5:Whatisyourname?T:MynameisTony.S6:Howoldareyou?T:I’mone.

S7:whatcolourisit?

T:Listen!Iamabrownbird.S8:Gladtomeetyou,Tony.T:Nicetomeetyou,LiChong.

T:NowIaskquestions,andyouanswerthem.WhatcolouramI?LiChong:Brown.

T:VeryGood,LiChong!Comehere.You’rethelittleteacher.Read“brown”,please!

LiChong:(Pointtothebrown)Onetwobegin,brown,brown

T:Thankyou!Who’dliketobethelittleteacher?Wouldyouliketohaveatry?(Somestudentshandsup.)LiChunlin,please.?

設(shè)計(jì)意圖：整個(gè)過(guò)程,同學(xué)都處在老師創(chuàng)設(shè)的情境中,圍繞“BrownBird”開(kāi)展教學(xué).通過(guò)讓同學(xué)提問(wèn)brownbird到brownbird提問(wèn)同學(xué),操練了英語(yǔ)基本用語(yǔ),給同學(xué)開(kāi)口說(shuō)英語(yǔ)提供了機(jī)會(huì)。老師還讓同學(xué)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)該生回答正確的確定,讓優(yōu)生帶動(dòng)了全班同學(xué)，又充分調(diào)動(dòng)了其他同學(xué)學(xué)習(xí)英語(yǔ)的熱忱.Step4PresentationandPractice1.Presentation

T:Let’swatchTV.Whatisthis?

Ss:Abutterfly.

T:Yes,it’sabutterfly.Pleaserepeat,alovelybutterfly,alittlebutterfly.

T:(Showagreenandredbutterfly)Whatcolouristhisbutterfly?Helen:It’sgreenandred.

T:E*cellent.Youwillbethelittleteacher,cometothefront.Helen:Onetwo,begin!It’sgreenandred.Ss:(ReadaloudafterHelen)It’sgreenandred.

(Teachersticksthegreenandredbutterflytotheblackboard)T:(Showapinkandbluebutterfly)Whatcolouristhisone?Bob：It’sapinkandbluebutterfly.

T:Verygood!Thankyou.Youwillbethelittleteacher.Comehere!Bob:Onetwo,begin!It’sapinkandblue.Ss:(ReadafterBob.)It’sapinkandblue.

[沿襲了單詞brown教學(xué)中的littleteacher,這種教學(xué)方法可謂是策略,對(duì)于激發(fā)同學(xué)的學(xué)習(xí)積極性較有效果.另外,老師在前部分教學(xué)的基礎(chǔ)上,加大了難度,涌現(xiàn)了butterfly,而且顏色都涉及到了兩種.但于前部分內(nèi)容照舊環(huán)環(huán)相扣,按部就班.課堂向深度,高度進(jìn)展.]2.PracticeT:Todaywewillactonebtterfly”.and.Readanddotheactionsafterme!

T:OK!Isaythewordsandyoudotheactions.

Ss:(Dotheactionswhilesinging.)

T:Iwantthreestudentstoactthebutterflies.Anyvolunteers?Great!Cometothefront.Youarethelovelybutterflies.Allstudentsanswermyquestion.

T:Whatolourisit

Ss:(Doingactionswhilesinging)It’sgreenandred.It’spinkandblue.It’sbrownandyellowblue.

T:Thankyou!

[唱歌是同學(xué)喜聞樂(lè)見(jiàn)的活動(dòng)形式,老師將此部分內(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);另一方面是在同學(xué)保持了較長(zhǎng)時(shí)間的留意力之后,讓同學(xué)得到些許放松,以便以更飽滿的心情進(jìn)入下一階段的學(xué)習(xí),包括后面的actthebutterflies,也是讓同學(xué)動(dòng)一動(dòng),抖擻抖擻精神.]Step5Playingagame

T:Let’splayagame.Whowantstobemypartner?Mike:Letmehaveatry.

T:(ThrowaballtoMike)Whatcolourisit?Mike:It’spinkandblue.

T:Verygood!Iwanttwootherpairsofstudentstodothegameagain.Toby:Whatcolourisit?Sandra:It’sorangeandblack.Frank:Whatcolourisit?Camilla:It’sbrownandyellow.

[圍繞butterfly,有了師生間,同學(xué)間的溝通,雖然只是簡(jiǎn)短的對(duì)話,但是卻為后面的Freetalk做好了預(yù)備.]Step6FreetalkTheteachertakesoutapenonastudent’sdesk,andmakesadialoguewiththewholeclass.

T:Hello,everyone!Ss:Hello,Mr.Gao!

T:What’sthisinEnglish?

(Studentstakeouttheirschoolthingsandmakeupnewdialoguesbythemselves.Atlast,Teacherchoosestwogroupscometothefrontacttheirdialogue.)

June:Hello!Lucy:Hello!

June:What’syourname?

Lucy:MynameisLucy.What’syourname?June:MynameisJune.Howoldareyou?Lucy:I’mone.Whatcolourisit?

June:It’sblueandpink.Whatcolourisit?

Lucy:It’sbrownandyellow.Whatdayisittoday?June:Monday.OK,bye-bye!Lucy:Bye-bye!

(Teacheraskstwomorepairstoactouttheirdialogues.)

[同學(xué)英語(yǔ)表達(dá)的細(xì)胞在此完全得到釋放,而且老師引導(dǎo)同學(xué)拿出自己的玩具,互編新對(duì)話,培育了同學(xué)在真實(shí)場(chǎng)景中運(yùn)用英語(yǔ)的技能.在此部分,我們可以看到同學(xué)思維的火花得以綻放.]Step7MagicT:Look,whatcolourisit?Ss:It’sblue.

T:Look,whatcolourisit?Ss:It’syellow.

T:(Mi*ingthetwocolours)Look,whatcolourisitnow?Ss:It’sgreen.

T:Howlovely!Listen,blueandyellowisgreen.Ss:Blueandyellowisgreen.

T:Noweverybodytakesoutyourcolouroilpastel.Showmeyellow.Ss:Yellow-yellow-yellow.(Readandhandsup)T:Showmeblue.Ss:Blue-blue-blue.T:Showmered.Ss:Red-red-red.

T:Mi*thecoloursandthenfindoutwhatyouget.Talkwithyourpartneraboutthecolours.

Ss:(Doingthee*perimentandthenhaveconversationsintheirgroup.)T:Whatdoyougetfromwhatyoudidjustnow?Tellmetogether.Ss:Redandblueispurple.Redandyellowisorange.T:You’reclever.

Step8EverydayEnglish

T:Let’sseewhat’sonTV.Blueintheface.Whatisthemeaning?Ss:藍(lán)色的臉。

T：臉變成了藍(lán)色說(shuō)明白什么?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)當(dāng)怎樣說(shuō)呢?Ss:Blueintheface.

T:That’sright!Youshouldrememberit.留意可不要望文生義喲!

T:Timeisup.Wehavetosaygoodbye!

牛津高中英語(yǔ)課堂教學(xué)實(shí)錄4

一、歌曲導(dǎo)入

T：Letssingasong.Thesongsnameis“Letsplay!Letssing!”

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，老師采納歌曲來(lái)緩解同學(xué)的焦灼心情，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：Classbegins!Hello，everyone!Ss：Hello，MissChai!T：Howareyoutoday?Ss：Werefine，thankyou.

T：Whatstheweatherliketoday?Ss：Itsfine.

評(píng)析：簡(jiǎn)約的問(wèn)候，可以援助同學(xué)適應(yīng)英語(yǔ)語(yǔ)感，使同學(xué)很自然地進(jìn)入英語(yǔ)學(xué)習(xí)狀態(tài)。

三、新授知識(shí)

T：Alovelyday，isntit?Ihaveapieceofgoodnewsforyou.Weregoingtovisitthezoo.(貼出動(dòng)物園的圖片)Areyouhappy?

Ss：Yes!

T：Todaywelllearnalessonaboutthezoo.Pleasetellme.Whichlessonshallwelearn?Ss：Lesson22.

T：OK!Now，letscountfromonetotwenty-two!

評(píng)析：在同學(xué)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，whocantellmewhatyoucanfindinthezoo?Ss：Cats，dogs，birds...

T：Oh，wellseesomanyanimals.Thatsgreat!Now，pleaselookhere.Wellmeetmanyanimalfriendstoday.Whatsthis?(出示動(dòng)物頭飾)

S：Itsabird.

T：Oh，yes.Thisbirdisforyou!(S1帶上頭飾)(以下cat，dog，同上)

評(píng)析：用同學(xué)已經(jīng)學(xué)過(guò)的動(dòng)物引出“Whatsthis?Its...”的新授句型。在運(yùn)用中明白了句子的含義，也掌控了句子的用法，有一種潤(rùn)物無(wú)聲的境界!

T：Now，wehavethreeanimals，theyareourbestfriends!Butlookthere，thereisanotherfriend.Sheswaitingtomeetus.Whosshe?(出示大熊貓玩具)

Ss：Da*iongmao.T：Yes，itsaDa*iongmao，butinEnglishitsapanda.Now，pleasesayafterme，“panda”!T：Lookthere，Ihaveabeautifulpicture.Whatsthis?(貼出大熊貓的圖片)Ss：Panda.

T：Yes，buthowtospellit?(出示單詞卡)Ss：“P-A-N-D-A，panda!”T：Letssingasong.(師生同唱并拼寫(xiě)，老師指圖)T：Whatsthis?Ss：Itsapanda.(同法教單詞tiger)

評(píng)析：運(yùn)用頭飾等教具，將同學(xué)喜歡的動(dòng)物請(qǐng)到課堂上來(lái)，使同學(xué)產(chǎn)生了深厚的愛(ài)好，使抽象化的詞匯學(xué)習(xí)詳細(xì)化，易化了詞匯這一教學(xué)難點(diǎn)。

T：Wemetsomanyanimalfriends.Andwouldyouliketogotothezoowithme?Areyouready?Letsgo!OK?

TandSs：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，使同學(xué)如同身臨其境，培育了同學(xué)的觀測(cè)技能和語(yǔ)言應(yīng)用技能，也使課堂煥發(fā)出了生命的活力!

T：WhatdidAnnsay?Ss：“Whatsthis?”

T：Yes，Ann說(shuō)“這是什么?”，inEnglishweshouldsay，“Whatsthis?”

T：Now，lookatmeplease.Whatsthis?Itsatiger.Whatsthis?Itsapanda.Doyouunderstand?Pleasesayafterme.(老師手指教室內(nèi)戴頭飾的同學(xué))

T：Nowpleasepointtoananimal，askandanswerinpairs.(同學(xué)分組練習(xí))

評(píng)析：這部分內(nèi)容是教學(xué)的難點(diǎn)，老師通過(guò)TPR教學(xué)法最大限度地引導(dǎo)同學(xué)積極學(xué)習(xí)的愛(ài)好，使句型操練這一枯燥的演練形式愛(ài)好化。

T：Yourpronunciationsarefine.Nowletslistentothetapeandreadafterit.(Listenandspeak.)

評(píng)析：在英語(yǔ)教學(xué)中，原聲語(yǔ)音的仿照是必不可少的步驟，有利于培育同學(xué)精美的語(yǔ)感，為英語(yǔ)的終身學(xué)習(xí)打下良好的基礎(chǔ)。

T：Wealllikeanimals，butthezooisnttheanimalshometown.Whereistheirrealhometown?

S：大自然。

T：Yes!Letslookattheanimal.OK?(觀看多媒體影片)T：Doyoulikeanimals?Ss：Yes!

T：Theearthbelongstobothanimalsandhumanbeings.Weshouldlivepeacefullytogether.Weshouldtrytogivethemabetterlivingenvironment，andprotectthemfrombeinghurt.Doyouthinkso?

Ss：Yes!

T：OK!Letsbeginfromnowon!

T：Thetimeisup.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)同學(xué)進(jìn)行了思想教育，使同學(xué)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

Unit1Wouldyouliketogotothecinema?

授課老師：張麗群

授課對(duì)象：初一6班同學(xué)

授課地點(diǎn)：初一6教室

授課時(shí)間：2022-5-15

聽(tīng)課老師：明集中學(xué)全體英語(yǔ)老師

Step1Greetings

T:Goodafternoon,boysandgirls!

Ss:Goodafternoon,MissWang!

T:Howareyou?

Ss:I’mfine,Thankyou,andyou?

T:I’mfine,too.What’stheweatherliketoday?

Ss:It’ssunny.

T:Verygood.Sitdown,please!

設(shè)計(jì)意圖：以同學(xué)耳熟能詳?shù)挠⒄Z(yǔ)問(wèn)候語(yǔ)“Goodafternoon.”“Howareyou?”以及天氣等引入課堂,吸引同學(xué)的留意力.

Step2Newwordsande*pressions

Thestudentslearnthenewwordsande*pressionsallbythemselves,andhelpeachother,theteacherchecksandhelps.Nowcallastudenttoreadthem,theotherslistenandcheck..

S1:(readsthenewwordsande*pressions)

Theteacherteachesthenewwordsande*pressions,thentheSsreadthemandcheckeachother.

設(shè)計(jì)意圖：?jiǎn)卧~的教學(xué)，由同學(xué)自已拼讀——相互檢查援助——老師檢查輔導(dǎo)等方式方法轉(zhuǎn)變?cè)瓉?lái)單一的老師教同學(xué)跟著讀，簡(jiǎn)單激發(fā)同學(xué)的積極性，且掌控得更好。真正地表達(dá)同學(xué)的自學(xué)互幫與老師的導(dǎo)學(xué)。

Step3Presentation

T:Pleaselookatthepicture.What’sthisinEnglish?

Ss:Itisacinema.

T:VeryGood.Thenwouldyouliketogotothecinema?

S2:Yes,I’dliketo.

S3:That’sagreatidea.

S4:That’sagoodidea.

T:Whatelse?

S5:Greatidea.

S6:Goodidea.

TheteachertakesoutanotherpictureandsaysthisisafootballmatchbetweenGuqiaoMiddleSchoolandYangheMiddleSchool.Theyareplayingfootball.Wouldyouliketogotoafootballmatch?

S7:It’sagreatidea.Whenisit?

T:It’sonSaturday.

S8:Let’sgoonSaturday.

S9:Let’sgotothefootballmatch.

S10:It’sagoodidea.

T:E*cellent!Allofyouhaveagoodmemory.Nowallofyoumakedialogues“Wouldyoulike…?Let’s…”withyourpartners,thenactinthefrontoftheclassroom.

(Fiveminuteslater)

Callsomegroupstoactouttheirdialogues.

設(shè)計(jì)意圖：老師抓住現(xiàn)場(chǎng)的教學(xué)資源,從老師自身穿的dress入手,問(wèn)“whatcolourismydress?”到同學(xué)的衣服，最末到通過(guò)desk問(wèn)答“whatcolourisit?”,從老師到同學(xué)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.]

Step4Matchthewordswiththepictures.

Showsi*picturesandsi*wordsande*pressionstothestudents.Workinpairs.

Step5Listenandread

1.Agame

T:Now,pleaselookatouroldfriend.(ShowJackieChan’sphoto)

Hello!

Ss:(huuu)Hello!

T:Gladtomeetyou!

Ss:Gladtomeetyou,too!

T:Listen!Iamyourfriend.Youcanaskmesomequestions.Now,youplease!

S5:Whatisyourname?

T:MynameisTony.

S6:Howoldareyou?

T:I’mone.

S7:whatcolourisit?

T:Listen!Iamabrownbird.

S8:Gladtomeetyou,Tony.

T:Nicetomeetyou,LiChong.

T:NowIaskquestions,andyouanswerthem.WhatcolouramI?

LiChong:Brown.

T:VeryGood,LiChong!Comehere.You’rethelittleteacher.Read“brown”,please!

LiChong:(Pointtothebrown)Onetwobegin,brown,brown

T:Thankyou!Who’dliketobethelittleteacher?Wouldyouliketohaveatry?

(Somestudentshandsup.)HuLingli,please.…

設(shè)計(jì)意圖：整個(gè)過(guò)程,同學(xué)都處在老師創(chuàng)設(shè)的情境中,圍繞“BrownBird”開(kāi)展教學(xué).通過(guò)讓同學(xué)提問(wèn)brownbird到brownbird提問(wèn)同學(xué),操練了英語(yǔ)基本用語(yǔ),給同學(xué)開(kāi)口說(shuō)英語(yǔ)提供了機(jī)會(huì)。老師還讓同學(xué)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)該生回答正確的確定,讓優(yōu)生帶動(dòng)了全班同學(xué)，又充分調(diào)動(dòng)了其他同學(xué)學(xué)習(xí)英語(yǔ)的熱忱.

Step4PresentationandPractice

1.Presentation

T:Let’swatchTV.Whatisthis?

Ss:Abutterfly.

T:Yes,it’sabutterfly.Pleaserepeat,alovelybutterfly,alittlebutterfly.

T:(Showagreenandredbutterfly)Whatcolouristhisbutterfly?

Helen:It’sgreenandred.

T:E*cellent.Youwillbethelittleteacher,cometothefront.

Helen:Onetwo,begin!It’sgreenandred.

Ss:(ReadaloudafterHelen)It’sgreenandred.

(Teachersticksthegreenandredbutterflytotheblackboard)

T:(Showapinkandbluebutterfly)Whatcolouristhisone?

Bob：It’sapinkandbluebutterfly.

T:Verygood!Thankyou.Youwillbethelittleteacher.Comehere!Bob:Onetwo,begin!It’sapinkandblue.

Ss:(ReadafterBob.)It’sapinkandblue.

(Teachersticksthepinkandbluebutterflytotheblackboard.Dothesametothebrownandyellowbutterfly.)

[沿襲了單詞brown教學(xué)中的littleteacher,這種教學(xué)方法可謂是策略,對(duì)于激發(fā)同學(xué)的學(xué)習(xí)積極性較有效果.另外,老師在前部分教學(xué)的基礎(chǔ)上,加大了難度,涌現(xiàn)了butterfly,而且顏色都涉及到了兩種.但于前部分內(nèi)容照舊環(huán)環(huán)相扣,按部就班.課堂向深度,高度進(jìn)展.]

2.Practice

T:Todaywewilllearnanewsong:“Abutterfly”.Standup.Readanddotheactionsafterme!

T:OK!Isaythewordsandyoudotheactions.

Ss:(Dotheactionswhilesinging.)

T:Iwantthreestudentstoactthebutterflies.Anyvolunteers?Great!Cometothefront.Youarethelovelybutterflies.Allstudentsanswermyquestion.

T:Whatcolourisit?

Ss:(Doingactionswhilesinging)It’sgreenandred.It’spinkandblue.It’sbrownandyellowblue.

T:Thankyou!

[唱歌是同學(xué)喜聞樂(lè)見(jiàn)的活動(dòng)形式,老師將此部分內(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);另一方面是在同學(xué)保持了較長(zhǎng)時(shí)間的留意力之后,讓同學(xué)得到些許放松,以便以更飽滿的心情進(jìn)入下一階段的學(xué)習(xí),包括后面的actthebutterflies,也是讓同學(xué)動(dòng)一動(dòng),抖擻抖擻精神.]

Step5Playingagame

T:Let’splayagame.Whowantstobemypartner?

Mike:Letmehaveatry.

T:(ThrowaballtoMike)Whatcolourisit?

Mike:It’spinkandblue.

T:Verygood!Iwanttwootherpairsofstudentstodothegameagain.Toby:Whatcolourisit?

Sandra:It’sorangeandblack.

Frank:Whatcolourisit?

Camilla:It’sbrownandyellow.

[圍繞butterfly,有了師生間,同學(xué)間的溝通,雖然只是簡(jiǎn)短的對(duì)話,但是卻為后面的Freetalk做好了預(yù)備.]

Step6Free