英語(yǔ)(English)是印歐語(yǔ)系-日耳曼語(yǔ)族下的語(yǔ)言，由26個(gè)字母組成，是歐盟以及許多國(guó)際組織以及英聯(lián)邦國(guó)家的官方語(yǔ)言，亦是世界上使用最廣泛的語(yǔ)言。下面是小編為大家整理的高中英語(yǔ)課堂實(shí)錄與教學(xué)反思5篇，希望大家能有所收獲!
高中英語(yǔ)課堂實(shí)錄與教學(xué)反思1
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.?
高中英語(yǔ)課堂實(shí)錄與教學(xué)反思2
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
[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!
their dialogues.)
高中英語(yǔ)課堂實(shí)錄與教學(xué)反思3
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(xiě)，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。
高中英語(yǔ)課堂實(shí)錄與教學(xué)反思3
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).]
高中英語(yǔ)課堂實(shí)錄與教學(xué)反思4
一、 歌曲導(dǎo)入：
T: Let’s sing a song. The song’s name is 《One little finger》. [評(píng)：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，建立輕松和協(xié)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 Cai! T: How are you today? Ss: We're fine, thank you. T: What’s the weather like today? Ss: It's fine. [評(píng)：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 today, isn't it? I have a good news for you. We're going to visit the zoo. Are you happy? Ss: Yes! T: Today we'll learn a lesson about the zoo. Please tell me. Which lesson shall we learn? Ss: Lesson9 T: OK! Now, let’s count from one to nine! (教師同時(shí)書(shū)寫(xiě)板書(shū)Lesson9。) [評(píng)：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: Monkeys, tigers, and hippos… .
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) T: Do you have a monkey? S: No, I don’t.
T: Oh, Don’t worry. This monkey is for you! (S1帶上頭飾) (以下lion, hippo, tiger, panda, elephant, dog, goat同上)
T： Now, we have so many animals, they are our best friends! But look there, there is another friend. She's waiting to meet us. Who's she?(指向長(zhǎng)頸鹿玩偶) Ss: Changjinglu. T: Yes, it’s a Changjinglu, but in English it's a giraffe. Now, please say after me, “giraffe”! T: Look there, I have a beautiful picture, what’s this?(貼出長(zhǎng)頸鹿圖) Ss: Giraffe. T: Yes, but how to spell it?(出示單詞卡) Ss: “g-i-r-a-f-f-e ”
T: Let’s sing a song, make a giraffe in the air.(師生同唱并拼寫(xiě)，教師指圖) T: What’s this?
第 1 頁(yè) 共 15 頁(yè) Ss: It’s a giraffe.
[評(píng)：運(yùn)用頭飾這一簡(jiǎn)單的教具，將學(xué)生喜愛(ài)的動(dòng)物請(qǐng)到了課堂上來(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 Tutu? Are you ready? Let's go! OK?
T and Ss: One, Two, Three, go.(師生同看多媒體投影)
[評(píng)：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)生有如身臨其境，培養(yǎng)了學(xué)生的觀察能力和語(yǔ)言應(yīng)用能力。] T: What did Jack say? Ss: "Look there!" T: Yes, Jack說(shuō)“看那兒”，in English we should say, "Look there." T: Now, look at me please. Look there! It’s a monkey. Look there! It’s a hippo. Do you understand? Please say after me. (教師手指教室內(nèi)戴頭飾的學(xué)生)
T: Now, let’s sing a song 《One little finger 》, but this time please sing that like me.(師生共同唱并手指相應(yīng)的動(dòng)物頭飾)。
T：Now please point to an animal, ask and answer in pairs. (學(xué)生分組練習(xí))
T：Well, please look at me please. Look there!(指向猴子) It’s a monkey. I like monkeys(拿出心形單詞卡)Do you understand? What does it mean in Chinese? Ss：Xihuan. T： Yes. Please follow me. I like monkeys. (板書(shū): like monkeys)
T： OH. Now look there. There is a “s ”, but why? (拿出單數(shù)卡)There is a monkey. Only one! So there’s no “s”. (拿出復(fù)數(shù)卡)Wow, there are so many monkeys, then, we must add an “s”(利用多張卡片領(lǐng)學(xué)生練習(xí)這區(qū)分單詞的單復(fù)數(shù)) T: Now, every one make a sentence like me, please. Ss: I like monkeys. I like elephants…
T: Well, please listen to me carefully. Do you like monkeys? If you like, you can say, “Yes, I do.”(師生練習(xí)句型) T: Let’s play a game. I’ll ask you “Do you like …?” If you like it, please stand up. [評(píng)：這部分內(nèi)容是教學(xué)的難點(diǎn)，教師通過(guò)TPR教學(xué)法最大限度地引發(fā)學(xué)生積極學(xué)習(xí)的興趣，使句型的操練這有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)：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: Ok, good job! But I'd like to know which is your favorite animal, so let's ask each other. (由學(xué)生進(jìn)行調(diào)查練習(xí)) [評(píng)：采用采訪形式，設(shè)計(jì)得情趣盎然，生動(dòng)活潑，突出了教師的主導(dǎo)地位，同時(shí)學(xué)生的主體作用也得到了更大限度的發(fā)揮，學(xué)生爭(zhēng)先恐后參與活動(dòng)，成為活動(dòng)的主人，他們?cè)谳p松、民主的氛圍中得到了知識(shí)的鞏固，得到了英語(yǔ)語(yǔ)言交際能力的鍛煉，提高了交際性能力，從而達(dá)到了良好的教學(xué)反饋。] T: We all like the animals, but the zoo isn't really the animals hometown. Where is their real hometown? S: 大自然。
高中英語(yǔ)課堂實(shí)錄與教學(xué)反思5
從事英語(yǔ)教學(xué)五年, 筆者接觸兩種不同新教材----人教版和人教新課標(biāo).雖然執(zhí)教時(shí)間不長(zhǎng),卻頗有感觸.特別是九月份開(kāi)始接觸人教新課標(biāo)這本教材,深深感覺(jué)到教學(xué)永遠(yuǎn)是形影不離的.高中英語(yǔ)教學(xué)給我的印象是: 與時(shí)俱進(jìn);一氣呵成;環(huán)環(huán)相扣,步步為贏;師生互動(dòng),教學(xué)相長(zhǎng).學(xué)生永遠(yuǎn)是主體,教師是漁夫,授學(xué)生與漁.
作為授漁者,要了解授漁的漁具.教師首先必學(xué)對(duì)新教材有深刻的認(rèn)識(shí),對(duì)其指導(dǎo)精神了如指掌.在筆者眼里,新教材本著”以人為本”,要求學(xué)生主動(dòng)參與,主動(dòng)探究學(xué)習(xí),具有以下特點(diǎn): 話題與時(shí)俱進(jìn),語(yǔ)言地道自然;;教學(xué)理念先進(jìn),倡導(dǎo)體驗(yàn)學(xué)習(xí);引導(dǎo)探究學(xué)習(xí),編排體系合理;設(shè)計(jì)圖文并茂,留給創(chuàng)造空間;單元生詞大幅增加,語(yǔ)法進(jìn)度大步加快.
作為教授者,要了解授漁的對(duì)象.筆者執(zhí)教于一所縣城中學(xué).大多數(shù)學(xué)生來(lái)自農(nóng)村,往往都具備這樣的特征:英語(yǔ)基礎(chǔ)薄弱,底子差,深受”語(yǔ)法”為中心的傳統(tǒng)教學(xué)的影響,只關(guān)注語(yǔ)法和單詞用法, 聽(tīng)力口語(yǔ)零階段. 同時(shí),由于條件的限制,大多數(shù)學(xué)生見(jiàn)識(shí)少而學(xué)習(xí)態(tài)度不端正,認(rèn)為學(xué)習(xí)英語(yǔ)就是考試會(huì)做題.總之,對(duì)英語(yǔ)學(xué)習(xí)興趣不高,缺乏學(xué)習(xí)方法且自尊心特強(qiáng).
針對(duì)這些情況,筆者在教學(xué)過(guò)程中采取了以下嘗試:
一. 教學(xué)過(guò)程中, 注重常規(guī)教學(xué)中求創(chuàng)新,注意高一年級(jí)與初中的銜接過(guò)渡:
高一新學(xué)期開(kāi)始，我們可以通過(guò)入學(xué)考試等了解學(xué)生的大致水平，及時(shí)給學(xué)生彌補(bǔ)初中的缺漏知識(shí)。利用開(kāi)學(xué)后一月左右的時(shí)間從語(yǔ)言、詞匯、句型、語(yǔ)法等方面幫助學(xué)生系統(tǒng)復(fù)習(xí)。盡快使學(xué)生適應(yīng)高中英語(yǔ)教學(xué)，具體做法是:培養(yǎng)學(xué)生課前預(yù)習(xí)、課后復(fù)習(xí)的良好學(xué)習(xí)習(xí)慣;堅(jiān)持盡量用英語(yǔ)授課，要求并鼓勵(lì)學(xué)生用英語(yǔ)思考問(wèn)題、回答問(wèn)題;根據(jù)高考要求，從高一年級(jí)開(kāi)始就培養(yǎng)學(xué)生的閱讀能力，教會(huì)學(xué)生一些閱讀技巧，養(yǎng)成良好的閱讀習(xí)慣;另外，課后加強(qiáng)與學(xué)生接觸，盡快和學(xué)生熟悉起來(lái)。
二. 重視語(yǔ)言知識(shí)的教學(xué)，不玩花架子
1. 重視培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣(1)記的習(xí)慣(2)讀的習(xí)慣(3)寫(xiě)的習(xí)慣
2. 高中英語(yǔ)教學(xué)要始終貫徹交際性原則，強(qiáng)化學(xué)生主體意識(shí): “讓游泳者到水中去?！边@是交際語(yǔ)言教學(xué)理論的思想核心。語(yǔ)言學(xué)家毛魯(ke morrow)曾說(shuō)過(guò):“to learn it, do it… only by practising communicative activities can we learn to communicate.”貫徹交際性原則也就是要把教學(xué)活化為實(shí)際，我的做法是:
⑴.建立“課前五分鐘會(huì)話”，培養(yǎng)課堂交際氛圍。如一進(jìn)課堂我說(shuō):“it’s nice to see you again. / it’s fine today, isn’t? / how are you today?”星期一上課問(wèn):“did you have a good time at the weekend?”學(xué)生會(huì)作出不同的回答，引出更多的對(duì)話，從而達(dá)到交際的目的。
⑵.如果有可能的話，盡量堅(jiān)持讓學(xué)生作duty report鍛煉學(xué)生開(kāi)口的好方法。具體是讓當(dāng)天值日生在講臺(tái)前向同學(xué)們介紹當(dāng)天日期、天氣、出勤等情況，也可以讓他們講故事，并允許他們隨意挑選同學(xué)回答問(wèn)題。
⑶.適當(dāng)讓學(xué)生表演對(duì)話或課文內(nèi)容。針對(duì)近期所學(xué)內(nèi)容，布置學(xué)生課后進(jìn)行討論排練，然后再搬上課堂表演。
⑷.定期舉辦英語(yǔ)課外活動(dòng)，如:辦英語(yǔ)小報(bào)，舉行英語(yǔ)晚會(huì)。這些活動(dòng)不僅能夠豐富學(xué)生第二課堂，激發(fā)學(xué)生學(xué)習(xí)興趣，而且能充分調(diào)動(dòng)學(xué)生開(kāi)口參與交際的積極性。
3. 培養(yǎng)學(xué)生的自學(xué)能力: 只有通過(guò)輔導(dǎo)學(xué)生掌握一套科學(xué)的學(xué)習(xí)方法，并培養(yǎng)學(xué)生的自學(xué)能力，才能使學(xué)生的學(xué)習(xí)積極性和主動(dòng)性得以發(fā)揮。我的具體做法是:培養(yǎng)學(xué)生的預(yù)習(xí)能力、各種方法掌握英語(yǔ)基本知識(shí)的能力、學(xué)生自己整理所學(xué)知識(shí)的能力。另外，自學(xué)能力的提高還得益于學(xué)生課外大量的獨(dú)立的閱讀，于是高一我們就要求學(xué)生人人盡量有一本英漢詞典作為工具書(shū)，讓他們勤查字典。
4. 認(rèn)真抓好英語(yǔ)早讀:外語(yǔ)教師下班級(jí)認(rèn)真抓早讀課，除了對(duì)學(xué)生起督促鼓勵(lì)的作用外，還能及時(shí)發(fā)現(xiàn)學(xué)生的發(fā)音、朗讀、理解課文及語(yǔ)法概念上存在的問(wèn)題，并及時(shí)給予糾正、示范和指導(dǎo)，從而掌握了學(xué)生實(shí)際水平的第一手資料。這樣就可以有針對(duì)性地制定各階段的教學(xué)計(jì)劃及具體教學(xué)安排，有利于提高教學(xué)質(zhì)量。早讀課不像上正課那樣規(guī)矩嚴(yán)格，師生之間的交流也不拘形式，這樣有助于密切師生感情。而這時(shí)情感的產(chǎn)生往往在激發(fā)學(xué)生學(xué)習(xí)外語(yǔ)興趣方面起著積極的作用，同時(shí)也是推動(dòng)學(xué)生學(xué)習(xí)的動(dòng)力。從心理學(xué)的角度來(lái)說(shuō)，早晨是人的記憶高峰期。在這個(gè)時(shí)期明讀外語(yǔ)、拼讀單詞、背誦課文或練習(xí)語(yǔ)音語(yǔ)調(diào)等，能在短時(shí)間內(nèi)收到事半功倍的效果。
通過(guò)以上的做法,學(xué)生的興趣明顯增強(qiáng),信心也增強(qiáng)了,學(xué)習(xí)變得主動(dòng)了.然而在教學(xué)的過(guò)程中,筆者也對(duì)教材的使用存在有不少困惑:
1.生詞量大，學(xué)生難以掌握. 新課標(biāo)要求的詞匯量: 修完1-5本必修課本, 詞匯量為2400-2500個(gè)，達(dá)到七級(jí)要求; 達(dá)到八級(jí)要求, 即修完1-8本教材, 詞匯量要求為3300個(gè); 九級(jí)要求的詞匯量是4500個(gè). 鑒于這樣的安排,每個(gè)單元的詞匯基本是在50-60之間。對(duì)于我們農(nóng)村中學(xué)的學(xué)生來(lái)說(shuō)，難度頗大。
2.聽(tīng)力材料多而長(zhǎng)，設(shè)題較難不便使用。新教材每個(gè)單元中的聽(tīng)力內(nèi)容比較多，連同練習(xí)冊(cè)中的至少有三個(gè)聽(tīng)力材料與練習(xí)，盡管所選材料都與本單元話題密切相關(guān)，但是總體難度都很大。我們?cè)诮虒W(xué)第一單元時(shí)，按照要求給學(xué)生聽(tīng)第六頁(yè)的短文，后讓學(xué)生完成相應(yīng)練習(xí)，結(jié)果學(xué)生普遍沒(méi)聽(tīng)明白，不但浪費(fèi)了一節(jié)課，還容易使學(xué)生喪失信心。
3.workbook部分包括有利于鞏固或進(jìn)一步提高知識(shí)與技能的練習(xí)和活動(dòng)，容量幾乎和主教材相當(dāng)。有的教師惟恐不周，為了趕進(jìn)度，只好加班加點(diǎn)，走馬觀花過(guò)一遍。有的教師以課時(shí)有限、學(xué)生消化不了為由放棄workbook。只有少數(shù)教師根據(jù)需要有選擇地使用練習(xí)冊(cè)的內(nèi)容。
4.教學(xué)內(nèi)容多，學(xué)生積極性不高。學(xué)生進(jìn)入高中，對(duì)新學(xué)期的生活充滿期待，對(duì)英語(yǔ)學(xué)習(xí)也是如此，無(wú)論是重點(diǎn)班還是普通班，剛開(kāi)始都是精神飽滿，信心百倍。可是一兩個(gè)星期的教學(xué)過(guò)后，發(fā)現(xiàn)學(xué)生們的精神狀態(tài)開(kāi)始逐漸走下坡路，究其原因:1、教材難度大，內(nèi)容多，應(yīng)接不暇;2、課堂所學(xué)的內(nèi)容似乎和考試脫節(jié)，試題不會(huì)做，沒(méi)有成功感;3、學(xué)生本身意志力薄弱，碰到困難極易退縮.
對(duì)新教材的使用的反思與實(shí)踐:
合理使用教材,對(duì)教材進(jìn)行必要的重組. 新課標(biāo)對(duì)教材的使用提出如下建議: 教師要善于結(jié)合實(shí)際的需要,靈活和有創(chuàng)造性地使用教材, 對(duì)教材內(nèi)容, 編排順序和教學(xué)方法等方面進(jìn)行適當(dāng)?shù)厝∩峄蛘{(diào)整。實(shí)際操作過(guò)程中, 對(duì)教材的使用主要作了相應(yīng)調(diào)整:
1)刪減難度教大的內(nèi)容主要是listening, speaking, 以及練習(xí)冊(cè)中的project 等等; project因?yàn)樾枰獙W(xué)生走出課堂，對(duì)某個(gè)問(wèn)題進(jìn)行研究探討，甚至需要收集資料，參與社會(huì)實(shí)踐才能完成，這對(duì)于農(nóng)村寄宿制的學(xué)校，很難做到。而listening and speaking 則是鑒于學(xué)生的英語(yǔ)實(shí)際水平，大部分根本無(wú)法開(kāi)展。于是選用英語(yǔ)輔導(dǎo)報(bào)上的聽(tīng)力材料或者英語(yǔ)歌曲等代替，以此提高學(xué)生的聽(tīng)力水平。另外關(guān)于寫(xiě)作，因?yàn)槊總€(gè)單元寫(xiě)作任務(wù)比較多，也只能是有所篩選著用或者不用，取而代之的是一些常見(jiàn)的句型背誦以及課文精彩段落背誦。
2)調(diào)整教學(xué)順序每個(gè)單元的教學(xué)我們一般需要7個(gè)課時(shí)，通常是:warming up。
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