牛津高中英语课堂教学实录

第第页牛津高中英语课堂教学实录牛津高中英语课堂教学实录1

《FitforLife》

FitforLife

新课标单词

historiann.历史学家recipen.处方;食谱，菜谱physiciann.医生，内科医师

barkn.树皮;(狗)叫，吠vi.(狗)叫，吠chemistn.药剂师;化学家

trialn.试用;试验;考验tabletn.药片;写字板，书写板

standardizevt.使符合标准，使标准化best-sellingadj.畅销的

painkillern.止痛药，镇痛剂authorn.heartattack心脏病发作

thinvt.vi.(使)变稀，(使)变薄，(使)变淡;(使)变细

blockvt.堵塞，阻挡;阻碍lengthn.长度contemporaryadj.当代的;同时代的

Scottishadj.苏格兰的notevt.发觉，留意到;记录transparentadj.透亮的

applicationn.应用，运用;申请namevt.命名，给……取名

unableadj.不能的，不会的chemicaladj.化学的purifyvt.使纯洁，净化，提纯

quantityn.量，数量widespreadadj.普遍的，普及的，广泛的lungn.肺

massadj.批量的，大量的，大规模的;群众的，民众的

n.团，块，堆;较大部分，主体部分;体积，大小，群众，人群

rapidlyadv.快速地，快速地powerfuladj.效力大的，强效的

wonderadj.非凡的，奇异的，奇怪的，奇妙的

n.奇迹，奇妙;奇观;惊异，惊异

millionsof数百万的，大量的reliefn.减轻，缓解;轻松，宽慰;救济，救助

potentialadj.潜在的，可能的enquiryn.询问，询问wardn.病房

fundamentaladj.基础的，根本的;重要的，至关重要的

handfuln.少数，少量;一把annualadj.每年的，一年一次的

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

pleasuren.开心，欢乐;乐事eyesightn.视力adjustableadj.可调整的

magicadj.有魔力的，不可名状的，魔术的needlen.针artn.技艺，技术

sharp-edgedadj.有锐利边缘的swollenadj.肿胀的arrowheadn.箭头;箭头状物

sharpadj.锐利的犀利的;尖的;突然的，急转向的;尖刻的，辛辣的;灵敏的，敏锐的

fineadj.细的，纤细的pointn.点，位置;尖端;要点;分数

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

heartbeatn.心跳addictionn.上瘾，沉溺，入迷overeatingn.过量饮食

relievevt.减轻(病痛、忧虑、负担等)，缓解;救济，救助unclearadj.不清晰的

课文涌现短语

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.单词应用

依据单词的首字母或汉语意思填写正确单词，留意形式改变。

1.Ap____________isapersonwhohasgeneralskillstotreatphysicalproblems.

2.Penicillinwasd___________inthemouldthatgrewonaspecialtransparentjelly.

3.Heisthea__________whosebooksarebest-sellingthisyear.

4.Stokeisatypeofseriousillnesswhenbloodvesselsinthebrainb_____suddenly

《Sailingtheoceans》

ListeningandSpeaking

TeachingAims:教学目的

1.Reviewthewordsandstructuresinthelastperiod.

2.Finishthelisteninge*ercisesinthispartandimprovethestudents’listeningability.

3.Talkaboutsailing.

TeachingImportantPoints:教学难点

Finishthelisteninge*ercises.

TeachingMethods:教学方法

1.Talkingmethodtoimprovethestudents’speakingability.

2.Listeningmethodtotrainthestudents’listeningability.

3.Pairwoktomakeeverystudenttakeanactivepartinclass.

TeachingAids:教学工具

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

牛津高中英语课堂教学实录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.

牛津高中英语课堂教学实录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!

设计意图：以同学耳熟能详的英语问候语“Goodafternoon.”“Howareyou?”以及天气等引入课堂,吸引同学的留意力.

Step2Newwordsande*pressions

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

S1:(readsthenewwordsande*pressions)

Theteacherteachesthenewwordsande*pressions,thentheSsreadthemandcheckeachother.

设计意图：单词的教学，由同学自已拼读——相互检查援助——老师检查辅导等方式方法转变原来单一的老师教同学跟着读，简单激发同学的积极性，且掌控得更好。真正地表达同学的自学互帮与老师的导学。

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.

设计意图：老师抓住现场的教学资源,从老师自身穿的dress入手,问“whatcolourismydress?”到同学的衣服，最末到通过desk问答“whatcolourisit?”,从老师到同学再到物体,充分利用了现场的教学元素,生活化课堂自然生成.]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.„

设计意图：整个过程,同学都处在老师创设的情境中,围绕“BrownBird”开展教学.通过让同学提问brownbird到brownbird提问同学,操练了英语基本用语,给同学开口说英语提供了机会。老师还让同学尝试当小老师,带领全班同学一起学习,这既是对该生回答正确的确定,让优生带动了全班同学，又充分调动了其他同学学习英语的热忱.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.

[沿袭了单词brown教学中的littleteacher,这种教学方法可谓是策略,对于激发同学的学习积极性较有效果.另外,老师在前部分教学的基础上,加大了难度,涌现了butterfly,而且颜色都涉及到了两种.但于前部分内容照旧环环相扣,按部就班.课堂向深度,高度进展.]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!

[唱歌是同学喜闻乐见的活动形式,老师将此部分内容安排在此处,一方面是与前面所学相挂钩,巩固所学;另一方面是在同学保持了较长时间的留意力之后,让同学得到些许放松,以便以更饱满的心情进入下一阶段的学习,包括后面的actthebutterflies,也是让同学动一动,抖擞抖擞精神.]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.

[围绕butterfly,有了师生间,同学间的沟通,虽然只是简短的对话,但是却为后面的Freetalk做好了预备.]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.)

[同学英语表达的细胞在此完全得到释放,而且老师引导同学拿出自己的玩具,互编新对话,培育了同学在真实场景中运用英语的技能.在此部分,我们可以看到同学思维的火花得以绽放.]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:蓝色的脸。

T：脸变成了蓝色说明白什么?Ss:很生气。T:Yes.Ss:Red.

T:Yes,red.可是在英语中要表示“气得脸发红”，应当怎样说呢?Ss:Blueintheface.

T:That’sright!Youshouldrememberit.留意可不要望文生义哟!

T:Timeisup.Wehavetosaygoodbye!

牛津高中英语课堂教学实录4

一、歌曲导入

T：Letssingasong.Thesongsnameis“Letsplay!Letssing!”

评析：教学热身是英语课堂TPR教学方法的重要形式之一，老师采纳歌曲来缓解同学的焦灼心情，建立轻松、和谐、民主的课堂氛围，为进一步的学习奠定了良好的基础。

二、师生问候

T：Classbegins!Hello，everyone!Ss：Hello，MissChai!T：Howareyoutoday?Ss：Werefine，thankyou.

T：Whatstheweatherliketoday?Ss：Itsfine.

评析：简约的问候，可以援助同学适应英语语感，使同学很自然地进入英语学习状态。

三、新授知识

T：Alovelyday，isntit?Ihaveapieceofgoodnewsforyou.Weregoingtovisitthezoo.(贴出动物园的图片)Areyouhappy?

Ss：Yes!

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

T：OK!Now，letscountfromonetotwenty-two!

评析：在同学原有知识的基础上，以数字引入，使课题的出示别具特色，自然而不失趣味性。

T：Well，whocantellmewhatyoucanfindinthezoo?Ss：Cats，dogs，birds...

T：Oh，wellseesomanyanimals.Thatsgreat!Now，pleaselookhere.Wellmeetmanyanimalfriendstoday.Whatsthis?(出示动物头饰)

S：Itsabird.

T：Oh，yes.Thisbirdisforyou!(S1带上头饰)(以下cat，dog，同上)

评析：用同学已经学过的动物引出“Whatsthis?Its...”的新授句型。在运用中明白了句子的含义，也掌控了句子的用法，有一种润物无声的境界!

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

Ss：Da*iongmao.T：Yes，itsaDa*iongmao，butinEnglishitsapanda.Now，pleasesayafterme，“panda”!T：Lookthere，Ihaveabeautifulpicture.Whatsthis?(贴出大熊猫的图片)Ss：Panda.

T：Yes，buthowtospellit?(出示单词卡)Ss：“P-A-N-D-A，panda!”T：Letssingasong.(师生同唱并拼写，老师指图)T：Whatsthis?Ss：Itsapanda.(同法教单词tiger)

评析：运用头饰等教具，将同学喜欢的动物请到课堂上来，使同学产生了深厚的爱好，使抽象化的词汇学习详细化，易化了词汇这一教学难点。

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

TandSs：One，two，three，go!(师生同看多媒体影片)

评析：从英语学科的实际特点出发，教者运用电脑多媒体再现课文内容，使同学如同身临其境，培育了同学的观测技能和语言应用技能，也使课堂焕发出了生命的活力!

T：WhatdidAnnsay?Ss：“Whatsthis?”

T：Yes，Ann说“这是什么?”，inEnglishweshouldsay，“Whatsthis?”

T：Now，lookatmeplease.Whatsthis?Itsatiger.Whatsthis?Itsapanda.Doyouunderstand?Pleasesayafterme.(老师手指教室内戴头饰的同学)

T：Nowpleasepointtoananimal，askandanswerinpairs.(同学分组练习)

评析：这部分内容是教学的难点，老师通过TPR教学法最大限度地引导同学积极学习的爱好，使句型操练这一枯燥的演练形式爱好化。

T：Yourpronunciationsarefine.Nowletslistentothetapeandreadafterit.(Listenandspeak.)

评析：在英语教学中，原声语音的仿照是必不可少的步骤，有利于培育同学精美的语感，为英语的终身学习打下良好的基础。

T：Wealllikeanimals，butthezooisnttheanimalshometown.Whereistheirrealhometown?

S：大自然。

T：Yes!Letslookattheanimal.OK?(观看多媒体影片)T：Doyoulikeanimals?Ss：Yes!

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

Ss：Yes!

T：OK!Letsbeginfromnowon!

T：Thetimeisup.Good-bye，everyone!

评析：结束语将知识性与思想性融为一体，既强调了本课知识的重点，又对同学进行了思想教育，使同学对所学内容有了一个更高层次的认识，使英语教学的目的得以充分的发挥。

牛津高中英语课堂教学实录5

Unit1Wouldyouliketogotothecinema?

授课老师：张丽群

授课对象：初一6班同学

授课地点：初一6教室

授课时间：2022-5-15

听课老师：明集中学全体英语老师

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!

设计意图：以同学耳熟能详的英语问候语“Goodafternoon.”“Howareyou?”以及天气等引入课堂,吸引同学的留意力.

Step2Newwordsande*pressions

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

S1:(readsthenewwordsande*pressions)

Theteacherteachesthenewwordsande*pressions,thentheSsreadthemandcheckeachother.

设计意图：单词的教学，由同学自已拼读——相互检查援助——老师检查辅导等方式方法转变原来单一的老师教同学跟着读，简单激发同学的积极性，且掌控得更好。真正地表达同学的自学互帮与老师的导学。

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.

设计意图：老师抓住现场的教学资源,从老师自身穿的dress入手,问“whatcolourismydress?”到同学的衣服，最末到通过desk问答“whatcolourisit?”,从老师到同学再到物体,充分利用了现场的教学元素,生活化课堂自然生成.]

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.…

设计意图：整个过程,同学都处在老师创设的情境中,围绕“BrownBird”开展教学.通过让同学提问brownbird到brownbird提问同学,操练了英语基本用语,给同学开口说英语提供了机会。老师还让同学尝试当小老师,

带领全班同学一起学习,这既是对该生回答正确的确定,让优生带动了全班同学，又充分调动了其他同学学习英语的热忱.

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.)

[沿袭了单词brown教学中的littleteacher,这种教学方法可谓是策略,对于激发同学的学习积极性较有效果.另外,老师在前部分教学的基础上,加大了难度,涌现了butterfly,而且颜色都涉及到了两种.但于前部分内容照旧环环相扣,按部就班.课堂向深度,高度进展.]

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!

[唱歌是同学喜闻乐见的活动形式,老师将此部分内容安排在此处,一方面是与前面所学相挂钩,巩固所学;另一方面是在同学保持了较长时间的留意力之后,让同学得到些许放松,以便以更饱满的心情进入下一阶段的学习,包括后面的actthebutterflies,也是让同学动一动,抖擞抖擞精神.]

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.

[围绕butterfly,有了师生间,同学间的沟通,虽然只是简短的对话,但是却为后面的Freetalk做好了预备.]

Step6Free