高中英语课堂实录与教学反思.docx
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高中英语课堂实录与教学反思
高中英语课堂实录与教学反思
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.„
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:
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!
(Teacheraskstwomorepairstoactout
[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!
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,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。
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