高中英语课堂实录与教学反思

Word文档高中英语课堂实录与教学反思英语(English)是印欧语系-日耳曼语族下的语言，由26个字母组成，是欧盟以及许多国际组织以及英联邦国家的官方语言，亦是世界上使用最广泛的语言。下面是我为大家整理的高中英语课堂实录与教学反思5篇，希望大家能有所收获!

高中英语课堂实录与教学反思1

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：以学生耳熟能详的英语问候语“Goodafternoon.”“Howareyou?”以及天气等引入课堂,吸引学生的注意力.

Step2Newwordsandexpressions

Thestudentslearnthenewwordsandexpressionsallbythemselves,andhelpeachother,theteacherchecksandhelps.Nowcallastudenttoreadthem,theotherslistenandcheck..

S1:(readsthenewwordsandexpressions)

Theteacherteachesthenewwordsandexpressions,thentheSsreadthemandcheckeachother.

设计意图：单词的教学，由学生自已拼读——互相检查帮助——教师检查辅导等方式方法改变原来单一的教师教学生跟着读，容易激发学生的积极性，且掌握得更好。真正地体现学生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:Excellent!Allofyouhaveagoodmemory.Nowallofyoumakedialogues“Wouldyoulike…?Let’s…”withyourpartners,thenactinthefrontoftheclassroom.

(Fiveminuteslater)

Callsomegroupstoactouttheirdialogues.

设计意图：教师抓住现场的教学资源,从教师自身穿的dress入手,问“whatcolourismydress?”到学生的衣服，最后到通过desk问答“whatcolourisit?”,从教师到学生再到物体,充分利用了现场的教学元素,生活化课堂自然生成.]Step4Matchthewordswiththepictures.sixpicturesandsixwordsandexpressionstothestudents.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.„

高中英语课堂实录与教学反思2

T:Let’swatchTV.Whatisthis?

Ss:Abutterfly.

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

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

T:Excellent.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,对于激发学生的学习积极性较有效果.另外,教师在前部分教学的基础上,加大了难度,出现了butterfly,而且颜色都涉及到了两种.但于前部分内容仍旧环环相扣,循序渐进.课堂向深度,高度发展.]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!

[唱歌是学生喜闻乐见的活动形式,教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;另一方面是在学生保持了较长时间的注意力之后,让学生得到些许放松,以便以更饱满的情绪进入下一阶段的学习,包括后面的actthebutterflies,也是让学生动一动,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,学生间的交流,虽然只是简短的对话,但是却为后面的Freetalk做好了准备.]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!

(Teacheraskstwomorepairstoactout

[学生英语表达的细胞在此完全得到释放,而且教师引导学生拿出自己的玩具,互编新对话,培养了学生在真实场景中运用英语的能力.在此部分,我们可以看到学生思维的火花得以绽放.]Step7MagicT:Look,whatcolourisit?Ss:It’sblue.

T:Look,whatcolourisit?Ss:It’syellow.

T:(Mixingthetwocolours)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:Mixthecoloursandthenfindoutwhatyouget.Talkwithyourpartneraboutthecolours.

Ss:(Doingtheexperimentandthenhaveconversationsintheirgroup.)T:Whatdoyougetfromwhatyoudidjustnow?Tellmetogether.Ss:Redandblueispurple.Redandyellowisorange.T:You’reclever.

Step8EverydayEnglish

T:Let’sseewhat’sonTV.Blueintheface.Whatisthemeaning?Ss:蓝色的脸。

T：脸变成了蓝色说明了什么?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”，应该怎样说呢?Ss:Blueintheface.

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

T:Timeisup.Wehavetosaygoodbye!

theirdialogues.)

高中英语课堂实录与教学反思3

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，教师采用歌曲来缓解学生的紧张情绪，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：简单的问候，可以帮助学生适应英语语感，使学生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：在学生原有知识的基础上，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：用学生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，也掌握了句子的用法，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：DaXiongmao.T：Yes，itsaDaXiongmao，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，教师指图)T：Whatsthis?Ss：Itsapanda.(同法教单词tiger)

评析：运用头饰等教具，将学生喜爱的动物请到课堂上来，使学生产生了浓厚的兴趣，使抽象化的词汇学习具体化，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，使学生犹如身临其境，培养了学生的观察能力和语言应用能力，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.(教师手指教室内戴头饰的学生)

T：Nowpleasepointtoananimal，askandanswerinpairs.(学生分组练习)

评析：这部分内容是教学的难点，教师通过TPR教学法最大限度地引导学生积极学习的兴趣，使句型操练这一枯燥的演练形式兴趣化。

T：Yourpronunciationsarefine.Nowletslistentothetapeandreadafterit.(Listenandspeak.)

评析：在英语教学中，原声语音的模仿是必不可少的步骤，有利于培养学生优美的语感，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，又对学生进行了思想教育，使学生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。

高中英语课堂实录与教学反思3

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：以学生耳熟能详的英语问候语“Goodafternoon.”“Howareyou?”以及天气等引入课堂,吸引学生的注意力.

Step2Newwordsandexpressions

Thestudentslearnthenewwordsandexpressionsallbythemselves,andhelpeachother,theteacherchecksandhelps.Nowcallastudenttoreadthem,theotherslistenandcheck..

S1:(readsthenewwordsandexpressions)

Theteacherteachesthenewwordsandexpressions,thentheSsreadthemandcheckeachother.

设计意图：单词的教学，由学生自已拼读——互相检查帮助——教师检查辅导等方式方法改变原来单一的教师教学生跟着读，容易激发学生的积极性，且掌握得更好。真正地体现学生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:Excellent!Allofyouhaveagoodmemory.Nowallofyoumakedialogues“Wouldyoulike…?Let’s…”withyourpartners,thenactinthefrontoftheclassroom.

(Fiveminuteslater)

Callsomegroupstoactouttheirdialogues.

设计意图：教师抓住现场的教学资源,从教师自身穿的dress入手,问“whatcolourismydress?”到学生的衣服，最后到通过desk问答“whatcolourisit?”,从教师到学生再到物体,充分利用了现场的教学元素,生活化课堂自然生成.]

Step4Matchthewordswiththepictures.

Showsixpicturesandsixwordsandexpressionstothestudents.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,学生都处在教师创设的情境中,围绕“BrownBird”展开教学.通过让学生提问brownbird到brownbird提问学生,操练了英语基本用语,给学生开口说英语提供了机会。教师还让学生尝试当小老师,

带领全班同学一起学习,这既是对该生回答正确的肯定,让优生带动了全班同学，又充分调动了其他学生学习英语的热情.

Step4PresentationandPractice

1.Presentation

T:Let’swatchTV.Whatisthis?

Ss:Abutterfly.

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

T:(Showagreenandredbutterfly)Whatcolouristhisbutterfly?

Helen:It’sgreenandred.

T:Excellent.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,对于激发学生的学习积极性较有效果.另外,教师在前部分教学的基础上,加大了难度,出现了butterfly,而且颜色都涉及到了两种.但于前部分内容仍旧环环相扣,循序渐进.课堂向深度,高度发展.]

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!

[唱歌是学生喜闻乐见的活动形式,教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;另一方面是在学生保持了较长时间的注意力之后,让学生得到些许放松,以便以更饱满的情绪进入下一阶段的学习,包括后面的actthebutterflies,也是让学生动一动,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,学生间的交流,虽然只是简短的对话,但是却为后面的Freetalk做好了准备.]

Step6Freetalk

Theteachertakesoutapenonastudent’sdesk,andmakesadialoguewiththewholeclass.

T:Hello,everyone!

Ss:Hello,MissWang!

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.)

[学生英语表达的细胞在此完全得到释放,而且教师引导学生拿出自己的玩具,互编新对话,培养了学生在真实场景中运用英语的能力.在此部分,我们可以看到学生思维的火花得以绽放.]

Step7Magic

T:Look,whatcolourisit?

Ss:It’sblue.

T:Look,whatcolourisit?

Ss:It’syellow.

T:(Mixingthetwocolours)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:Mixthecoloursandthenfindoutwhatyouget.Talkwithyourpartneraboutthecolours.

Ss:(Doingtheexperimentandthenhaveconversationsintheirgroup.)T:Whatdoyougetfromwhatyoudidjustnow?Tellmetogether.Ss:Redandblueispurple.Redandyellowisorange.

T:You’reclever.

Step8EverydayEnglish

T:Let’sseewhat’sonTV.Blueintheface.Whatisthemeaning?Ss:蓝色的脸。

T：脸变成了蓝色说明了什么?

Ss:很生气。

T:Yes.如果中国人很生气，脸变成什么颜色?

Ss:Red.

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

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

Ss:Bye-bye!MissBai.Thankyou!

[此部分内容,虽然是课堂的尾声,但却是此课的精彩部分所在.对于本课所学颜色类单词,教师精心设计了一个小活动和一个习惯用语的渗透.一个调色盘的游戏,艳丽的色彩足以吸引学生的眼球,从英语课堂中培养了学生的艺术细胞;还有从“Blueintheface.”形象地告诉学生“气得脸发红”就用“Blueintheface”.表达,还告诉了学生不要望文生义.在此,英语课堂已完全突破了教材的限制,但又能立足于课堂,教师独具匠心的设计极为巧妙,值得学习.]

高中英语课堂实录与教学反思4

一、歌曲导入：

T:Let’ssingasong.Thesong’snameis《Onelittlefinger》.[评：教学热身是英语课堂TPR教学方法的重要形式之一，教师采用歌曲来缓解学生的紧张情绪，建立轻松和协民主的课堂氛围，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,MissCai!T:Howareyoutoday?Ss:Werefine,thankyou.T:What’stheweatherliketoday?Ss:Itsfine.[评：简单的问候，可以帮助学生适应英语语感，使学生很自然地进入英语学习状态。]

三、新授知识：

T:Alovelytoday,isntit?Ihaveagoodnewsforyou.Weregoingtovisitthezoo.Areyouhappy?Ss:Yes!T:Todaywelllearnalessonaboutthezoo.Pleasetellme.Whichlessonshallwelearn?Ss:Lesson9T:OK!Now,let’scountfromonetonine!(教师同时书写板书Lesson9。)[评：在学生原有知识的基础上，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:Monkeys,tigers,andhippos….

T:Oh,we’llseesomanyanimals.That’sgreat!Now,pleaselookhere.Wellmeetmanyanimalfriendstoday.What’sthis?(出示动物头饰)T:Doyouhaveamonkey?S:No,Idon’t.

T:Oh,Don’tworry.Thismonkeyisforyou!(S1带上头饰)(以下lion,hippo,tiger,panda,elephant,dog,goat同上)

T：Now,wehavesomanyanimals,theyareourbestfriends!Butlookthere,thereisanotherfriend.Sheswaitingtomeetus.Whosshe?(指向长颈鹿玩偶)Ss:Changjinglu.T:Yes,it’saChangjinglu,butinEnglishitsagiraffe.Now,pleasesayafterme,“giraffe”!T:Lookthere,Ihaveabeautifulpicture,what’sthis?(贴出长颈鹿图)Ss:Giraffe.T:Yes,buthowtospellit?(出示单词卡)Ss:“g-i-r-a-f-f-e”

T:Let’ssingasong,makeagiraffeintheair.(师生同唱并拼写，教师指图)T:What’sthis?

第1页共15页Ss:It’sagiraffe.

[评：运用头饰这一简单的教具，将学生喜爱的动物请到了课堂上来，使学生产生了浓厚的兴趣，使抽象化的词汇学习具体化，易化了词汇这一教学难点。]T:Wemetsomanyanimalfriends.AndwouldyouliketogotothezoowithTutu?Areyouready?Letsgo!OK?

TandSs:One,Two,Three,go.(师生同看多媒体投影)

[评：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，使学生有如身临其境，培养了学生的观察能力和语言应用能力。]T:WhatdidJacksay?Ss:Lookthere!T:Yes,Jack说“看那儿”，inEnglishweshouldsay,Lookthere.T:Now,lookatmeplease.Lookthere!It’samonkey.Lookthere!It’sahippo.Doyouunderstand?Pleasesayafterme.(教师手指教室内戴头饰的学生)

T:Now,let’ssingasong《Onelittlefinger》,butthistimepleasesingthatlikeme.(师生共同唱并手指相应的动物头饰)。

T：Nowpleasepointtoananimal,askandanswerinpairs.(学生分组练习)

T：Well,pleaselookatmeplease.Lookthere!(指向猴子)It’samonkey.Ilikemonkeys(拿出心形单词卡)Doyouunderstand?WhatdoesitmeaninChinese?Ss：Xihuan.T：Yes.Pleasefollowme.Ilikemonkeys.(板书:likemonkeys)

T：OH.Nowlookthere.Thereisa“s”,butwhy?(拿出单数卡)Thereisamonkey.Onlyone!Sothere’sno“s”.(拿出复数卡)Wow,therearesomanymonkeys,then,wemustaddan“s”(利用多张卡片领学生练习这区分单词的单复数)T:Now,everyonemakeasentencelikeme,please.Ss:Ilikemonkeys.Ilikeelephants…

T:Well,pleaselistentomecarefully.Doyoulikemonkeys?Ifyoulike,youcansay,“Yes,Ido.”(师生练习句型)T:Let’splayagame.I’llaskyou“Doyoulike…?”Ifyoulikeit,pleasestandup.[评：这部分内容是教学的难点，教师通过TPR教学法最大限度地引发学生积极学习的兴趣，使句型的操练这有一枯燥的演练形式兴趣化。]T:Yourpronunciationsarefine.Nowlet’slistentothetapeandreadafterit.(Listenandspeak)[评：在英语教学中，原声语音的模仿是必不可少的步骤，有利于培养学生优美的语感，为英语的终身学习打下良好的基础。]T:Ok,goodjob!ButIdliketoknowwhichisyourfavoriteanimal,soletsaskeachother.(由学生进行调查练习)[评：采用采访形式，设计得情趣盎然，生动活泼，突出了教师的主导地位，同时学生的主体作用也得到了更大限度的发挥，学生争先恐后参与活动，成为活动的主人，他们在轻松、民主的氛围中得到了知识的巩固，得到了英语语言交际能力的锻炼，提高了交际性能力，从而达到了良好的教学反馈。]T:Weallliketheanimals,butthezooisntreallytheanimalshometown.Whereistheirrealhometown?S:大自然。

高中英语课堂实录与教学反思5

从事英语教学五年,笔者接触两种不同新教材人教版和人教新课标.虽然执教时间不长,却颇有感触.特别是九月份开始接触人教新课标这本教材,深深感觉到教学永远是形影不离的.高中英语教学给我的印象是:与时俱进;一气呵成;环环相扣,步步为赢;师生互动,教学相长.学生永远是主体,教师是渔夫,授学生与渔.

作为授渔者,要了解授渔的渔具.教师首先必学对新教材有深刻的认识,对其指导精神了如指掌.在笔者眼里,新教材本着”以人为本”,要求学生主动参与,主动探究学习,具有以下特点:话题与时俱进,语言地道自然;;教学理念先进,倡导体验学习;引导探究学习,编排体系合理;设计图文并茂,留给创造空间;单元生词大幅增加,语法进度大步加快.

作为教授者,要了解授渔的对象.笔者执教于一所县城中学.大多数学生来自农村,往往都具备这样的特征:英语基础薄弱,底子差,深受”语法”为中心的传统教学的影响,只关注语法和单词用法,听力口语零阶段.同时,由于条件的限制,大多数学生见识少而学习态度不端正,认为学习英语就是考试会做题.总之,对英语学习兴趣不高,缺乏学习方法且自尊心特强.

针对这些情况,笔者在教学过程中采取了以下尝试:

一.教学过程中,注重常规教学中求创新,注意高一年级与初中的衔接过渡:

高一新学期开始，我们可以通过入学考试等了解学生的大致水平，及时给学生弥补初中的缺漏知识。利用开学后一月左右的时间从语言、词汇、句型、语法等方面帮助学生系统复习。尽快使学生适应高中英语教学，具体做法是:培养学生课前预习、课后复习的良好学习习惯;坚持尽量用英语授课，要求并鼓励学生用英语思考问题、回答问题;根据高考要求，从高一年级开始就培养学生的阅读能力，