“教學實錄”是一種關于教學的理論、方法和技術。它繼承了人類歷史上所有教學理論與實踐的精華，經過全世界不同地區的教育工作者們的創造形成了一個觀點眾多、方法無數,下面是小編為大家整理的牛津高中英語課堂教學實錄5篇，希望大家能有所收獲!

牛津高中英語課堂教學實錄1

《Fit for Life》

Fit for Life

新課標單詞

historian n. 歷史學家 recipe n. 處方;食譜，菜譜 physician n. 醫生，內科醫師

bark n. 樹皮;(狗)叫，吠 vi. (狗)叫，吠 chemist n. 藥劑師;化學家

trial n. 試用;試驗;考驗 tablet n. 藥片;寫字板，書寫板

standardize vt. 使符合標準，使標準化 best-selling adj. 暢銷的

painkiller n. 止痛藥，鎮痛劑 author n. 作者 heart attack 心臟病發作

thin vt. & vi. (使)變稀，(使)變薄，(使)變淡;(使)變細

block vt. 阻塞，阻擋;妨礙 length n. 長度 contemporary adj. 當代的;同時代的

Scottish adj. 蘇格蘭的 note vt. 發現，注意到;記錄 transparent adj. 透明的

application n. 應用，運用;申請 name vt. 命名，給……取名

unable adj. 不能的，不會的 chemical adj. 化學的 purify vt. 使純凈，凈化，提純

quantity n. 量，數量 widespread adj. 普遍的，普及的，廣泛的 lung n. 肺

mass adj. 批量的，大量的，大規模的;群眾的，民眾的

n. 團，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 數百萬的，大量的 relief n. 減輕，緩解;輕松，寬慰;救濟，救助

potential adj. 潛在的，可能的 enquiry n. 詢問，咨詢 ward n. 病房

fundamental adj. 基礎的，根本的;重要的，至關重要的

handful n. 少數，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;樂事 eyesight n. 視力 adjustable adj. 可調節的

magic adj. 有魔力的，不可思議的，魔術的 needle n. 針 art n. 技藝，技術

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，急轉向的;尖刻的，辛辣的;靈敏的，敏銳的

fine adj. 細的，纖細的 point n. 點，位置;尖端;要點;分數

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. 過量飲食

relieve vt. 減輕(病痛、憂慮、負擔等)，緩解;救濟，救助 unclear adj. 不清楚的

課文出現短語

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.單詞應用

根據單詞的首字母或漢語意思填寫正確單詞，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:教學難點

Finish the listening exercises.

Teaching Methods:教學方法

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

牛津高中英語課堂教學實錄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.

牛津高中英語課堂教學實錄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!

設計意圖：以學生耳熟能詳的英語問候語“Good afternoon.”“How are you?”以及天氣等引入課堂,吸引學生的注意力.

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.

設計意圖：單詞的教學，由學生自已拼讀——互相檢查幫助——教師檢查輔導等方式方法改變原來單一的教師教學生跟著讀，容易激發學生的積極性，且掌握得更好。真正地體現學生的自學互幫與老師的導學。

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.

設計意圖：教師抓住現場的教學資源,從教師自身穿的dress入手,問“what colour is my dress?”到學生的衣服，最后到通過desk問答“what colour is it?”,從教師到學生再到物體,充分利用了現場的教學元素,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.?

設計意圖：整個過程,學生都處在教師創設的情境中,圍繞“Brown Bird”展開教學.通過讓學生提問brown bird到brown bird提問學生,操練了英語基本用語,給學生開口說英語提供了機會。教師還讓學生嘗試當小老師,帶領全班同學一起學習,這既是對該生回答正確的肯定,讓優生帶動了全班同學，又充分調動了其他學生學習英語的熱情. 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教學中的little teacher,這種教學方法可謂是策略,對于激發學生的學習積極性較有效果.另外,教師在前部分教學的基礎上,加大了難度,出現了butterfly,而且顏色都涉及到了兩種.但于前部分內容仍舊環環相扣,循序漸進.課堂向深度,高度發展.] 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!

[唱歌是學生喜聞樂見的活動形式,教師將此部分內容安排在此處,一方面是與前面所學相掛鉤,鞏固所學;另一方面是在學生保持了較長時間的注意力之后,讓學生得到些許放松,以便以更飽滿的情緒進入下一階段的學習,包括后面的act the butterflies,也是讓學生動一動,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,學生間的交流,雖然只是簡短的對話,但是卻為后面的Free talk做好了準備.] 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.)

[學生英語表達的細胞在此完全得到釋放,而且教師引導學生拿出自己的玩具,互編新對話,培養了學生在真實場景中運用英語的能力.在此部分,我們可以看到學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:藍色的臉。

T：臉變成了藍色說明了什么? Ss:很生氣。 T:Yes. Ss: Red.

T:Yes, red.可是在英語中要表示“氣得臉發紅”，應該怎樣說呢? 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!

牛津高中英語課堂教學實錄4

一、歌曲導入

T：Let's sing a song.The song's name is“Let's play!Let's sing!”

評析：教學熱身是英語課堂TPR教學方法的重要形式之一，教師采用歌曲來緩解學生的緊張情緒，建立輕松、和諧、民主的課堂氛圍，為進一步的學習奠定了良好的基礎。

二、師生問候

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.

評析：簡單的問候，可以幫助學生適應英語語感，使學生很自然地進入英語學習狀態。

三、新授知識

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!

評析：在學生原有知識的基礎上，以數字引入，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)

評析：用學生已經學過的動物引出“What's this?It's...”的新授句型。在運用中明白了句子的含義，也掌握了句子的用法，有一種潤物無聲的境界!

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)

評析：運用頭飾等教具，將學生喜愛的動物請到課堂上來，使學生產生了濃厚的興趣，使抽象化的詞匯學習具體化，易化了詞匯這一教學難點。

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)

評析：從英語學科的實際特點出發，教者運用電腦多媒體再現課文內容，使學生猶如身臨其境，培養了學生的觀察能力和語言應用能力，也使課堂煥發出了生命的活力!

T：What did Ann say? Ss：“What's this?”

T：Yes，Ann說“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.(教師手指教室內戴頭飾的學生)

T：Now please point to an animal，ask and answer in pairs.(學生分組練習)

評析：這部分內容是教學的難點，教師通過TPR教學法最大限度地引導學生積極學習的興趣，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.)

評析：在英語教學中，原聲語音的模仿是必不可少的步驟，有利于培養學生優美的語感，為英語的終身學習打下良好的基礎。

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!

評析：結束語將知識性與思想性融為一體，既強調了本課知識的重點，又對學生進行了思想教育，使學生對所學內容有了一個更高層次的認識，使英語教學的目的得以充分的發揮。

牛津高中英語課堂教學實錄5

Unit 1 Would you like to go to the cinema?

授課教師：張麗群

授課對象：初一6班學生

授課地點：初一6教室

授課時間：2012-5-15

聽課老師：明集初中全體英語教師

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!

設計意圖：以學生耳熟能詳的英語問候語 “ Good afternoon.” “ How are you?” 以及天氣等引入課堂,吸引學生的注意力.

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.

設計意圖：單詞的教學，由學生自已拼讀——互相檢查幫助——教師檢查輔導等方式方法改變原來單一的教師教學生跟著讀，容易激發學生的積極性，且掌握得更好。真正地體現學生的自學互幫與老師的導學。

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.

設計意圖：教師抓住現場的教學資源,從教師自身穿的dress入手,問 “ what colour is my dress?” 到學生的衣服，最后到通過desk問答 “ what colour is it?”,從教師到學生再到物體,充分利用了現場的教學元素, 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.…

設計意圖：整個過程,學生都處在教師創設的情境中,圍繞 “ Brown Bird”展開教學.通過讓學生提問brown bird到brown bird提問學生,操練了英語基本用語, 給學生開口說英語提供了機會。 教師還讓學生嘗試當小老師,

帶領全班同學一起學習,這既是對該生回答正確的肯定, 讓優生帶動了全班同學，又充分調動了其他學生學習英語的熱情.

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教學中的little teacher,這種教學方法可謂是策略,對于激發學生的學習積極性較有效果.另外,教師在前部分教學的基礎上,加大了難度,出現了butterfly, 而且顏色都涉及到了兩種.但于前部分內容仍舊環環相扣,循序漸進.課堂向深度,高度發展.]

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!

[唱歌是學生喜聞樂見的活動形式,教師將此部分內容安排在此處,一方面是與前面所學相掛鉤,鞏固所學;另一方面是在學生保持了較長時間的注意力之后,讓學生得到些許放松,以便以更飽滿的情緒進入下一階段的學習,包括后面的act the butterflies,也是讓學生動一動,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,學生間的交流,雖然只是簡短的對話,但是卻為后面的Free talk做好了準備.]

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.)

[學生英語表達的細胞在此完全得到釋放,而且教師引導學生拿出自己的玩具,互編新對話,培養了學生在真實場景中運用英語的能力.在此部分,我們可以看到學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: 藍色的臉。

T：臉變成了藍色說明了什么?

Ss: 很生氣。

T: Yes. 如果中國人很生氣，臉變成什么顏色?

Ss: Red.

T: Yes, red. 可是在英語中要表示“氣得臉發紅”，應該怎樣說呢? 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!

[此部分內容,雖然是課堂的尾聲,但卻是此課的精彩部分所在.對于本課所學顏色類單詞,教師精心設計了一個小活動和一個習慣用語的滲透.一個調色盤的游戲, 艷麗的色彩足以吸引學生的眼球,從英語課堂中培養了學生的藝術細胞;還有從 “ Blue in the face.”形象地告訴學生 “氣得臉發紅”就用 “Blue in the face”.表達,還告訴了學生不要望文生義.在此,英語課堂已完全突破了教材的限制,但又能立足于課堂,教師獨具匠心的設計極為巧妙,值得學習.]

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