牛津高中英语课堂教学实录精选4篇
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牛津高中英语课堂教学实录【第一篇】
《Fit for Life》
Fit for Life
新课标单词
historian n. 历史学家 recipe n. 处方；食谱，菜谱 physician n. 医生，内科医师
bark n. 树皮；(狗)叫，吠 vi. (狗)叫，吠 chemist n. 药剂师；化学家
trial n. 试用；试验；考验 tablet n. 药片；写字板，书写板
standardize vt. 使符合标准，使标准化 best-selling adj. 畅销的
painkiller n. 止痛药，镇痛剂 author n. 作者 heart attack 心脏病发作
thin vt. & vi. (使)变稀，(使)变薄，(使)变淡；(使)变细
block vt. 阻塞，阻挡；妨碍 length n. 长度 contemporary adj. 当代的；同时代的
Scottish adj. 苏格兰的 note vt. 发现，注意到；记录 transparent adj. 透明的
application n. 应用，运用；申请 name vt. 命名，给……取名
unable adj. 不能的，不会的 chemical adj. 化学的 purify vt. 使纯净，净化，提纯
quantity n. 量，数量 widespread adj. 普遍的，普及的，广泛的 lung n. 肺
mass adj. 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
rapidly adv. 迅速地，快速地 powerful adj. 效力大的，强效的
wonder adj. 非凡的，奇妙的，奇特的，神奇的
n. 奇迹，神奇；奇观；惊奇，惊讶
millions of 数百万的，大量的 relief n. 减轻，缓解；轻松，宽慰；救济，救助
potential adj. 潜在的，可能的 enquiry n. 询问，咨询 ward n. 病房
fundamental adj. 基础的，根本的；重要的，至关重要的
handful n. 少数，少量；一把 annual adj. 每年的，一年一次的
arrangement n. 安排；排列 receptionist n. 接待员，招待员
pleasure n. 愉快，快乐；乐事 eyesight n. 视力 adjustable adj. 可调节的
magic adj. 有魔力的，不可思议的，魔术的 needle n. 针 art n. 技艺，技术
sharp-edged adj. 有锋利边缘的 swollen adj. 肿胀的 arrowhead n. 箭头；箭头状物
sharp adj. 锋利的锐利的；尖的；突然的，急转向的；尖刻的，辛辣的；灵敏的，敏锐的
fine adj. 细的，纤细的 point n. 点，位置；尖端；要点；分数
insert vt. 插入；嵌入 symptom n. 症状 function n. 功能，作用
heartbeat n. 心跳 addiction n. 上瘾，沉溺，入迷 overeating n. 过量饮食
relieve vt. 减轻(病痛、忧虑、负担等)，缓解；救济，救助 unclear adj. 不清楚的
课文出现短语
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。单词应用
根据单词的首字母或汉语意思填写正确单词，注意形式变化。
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: 教学目的
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:教学难点
Finish the listening exercises.
Teaching Methods:教学方法
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:教学工具
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
牛津高中英语说课稿【第二篇】
精选牛津高中英语说课稿
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.
In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.
Section 1 Analysis of the teaching material
The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.
Section 2 Identifying the teaching aims
Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:
The 1st aim: Students learn the skills and strategies to read a prolonged text.
The 2nd aim: Students get a better understanding of what a gap year is.
The 3rd aim: Students are encouraged to figure out the implied meaning.
The 4th aim: Students are familiar with various expressions or approaches to express the same idea.
Section 3 Teaching procedures
In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.
Part 1 Getting ready
Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.
The part consists of two tasks:
Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)
Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )
Part 2 Focusing on main facts
During the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.
The part includes six tasks:
Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)
Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______
《兰亭集序》课堂教学实录【第三篇】
第一课时
课前准备：布置预习任务：
1、了解作者以及创造背景。
2、利用早读时间听朗读并熟读全文。
师：（课件展示王羲之的书法作品《兰亭序帖卷》。）
师：大家请看大屏幕。这就是文采与书艺双绝的《兰亭集序》。
生：神情专注。
师：这幅书法潇洒俊逸，高雅清新，是中国书法艺术的最高境界。只可惜，唐太宗生前十分喜爱，死时把它作为殉葬品，埋入昭陵，从此真迹永绝于世。我们只能从摹本中领会其神采了。
学生叹息。
师：请同学们齐读全篇。
生：齐读全篇，声音洪亮。
师：（出示幻灯1：王羲之兰亭集序）请同学们解释这3个名词。
生1：王羲之：东晋书法家、文学家。字逸少。为官至右
军参军，世称王右军。因与扬州刺史不和称病离郡，放情山水，弋钓自娱，以寿终，后人辑有《王右军集》2卷。相传王羲之7岁学书，12岁读前人笔论。少时曾学卫铄，自以为学得不差。后渡江北游名山，见李斯、锺繇等名家书法，又在洛阳看到蔡邕写的石经及张昶《华岳碑》，开始意识到自己不及。于是遍学众碑，从此书艺大进。创造了妍美流便的新风格，把草书推向全新的境界。他的行草书最能体现雄逸流动的艺术美。论者称其笔势，以为飘若浮云，矫若惊龙。后世誉之为书圣。
生2：兰亭：东晋时期会kuài稽jī郡山阴（今浙江绍兴市）城西南郊名胜。兰亭地处绍兴城西南公里的兰渚山下，相传越王勾践曾在这一带种过兰花，汉代为驿亭所在，因名兰亭。几经反复，于1980年全面修复如初。
兰亭集序：古人每年三月初三，为求消灾除凶，到水边嬉游，称为修禊（xì）。东晋永和九年(353)年三月初三日，大书法家王羲之和当时名士谢安、孙绰、许询、支遁等41人来到这里修禊，举行了一次别开生面的诗歌会。一群文人雅士，置身于崇山峻岭，茂林修竹之中，众皆列坐曲水两侧，将酒觞(杯)置于清流之上，任其飘流，停在谁的前面，谁就即兴赋诗，否则罚酒。据记载，当时参与其会的41人中，12人各赋诗二首。九岁的王献之等16人拾句不成，各罚酒三觞。王羲之将37首诗汇集起来，编成一本集子，并借酒兴写了1篇324字的序文，这就是著名的《兰亭集序》。
生3：书序，“序言”简称“序”，也叫前言，属实用文体，同“跋”是一类。列于卷首叫序，附于卷末叫“跋”。其作用在于推荐介绍某人著作或某一材料，说明写作过程、写作目的、主要内容或说明一些同书本有关的事情，帮助读者更好地去阅读或理解。序言，有自己作的，叫“自序”；也有请他人写的，叫“他序”，他序除了介绍著作外，往往还有一些评价的内容。赠序，是一种与序有密切关系但也有很大不同的一种散文，它是专门为了送别亲友而写的以述友谊、叙交游、道惜别为主的文辞。就起源而言，赠序是由诗文之序演化而来的，古人饯别时，饮酒赋诗，诗篇多了，就由在场的人作序，叙其缘起。唐代赠序最为兴盛。对广大的中学同学来说，最熟悉的赠序是明代宋濂所作的《送东阳马生序》。
师：大家说的非常好，这样一来，我们就能更好的学习这篇文章啦。这节课我们的任务是对照课下注解，翻译全文，将译文写在作业本上。（PPT展示目标任务）并且将翻译有困难的句子提交上来。
生：独立完成作业。
第二课时
师：上节课大家对照课下注解，翻译了全文，并且将翻译有困难的句子提交上来，大家提出的问题如下（出示幻灯1）：
幻灯1：（数字代表提出问题的小组）
1、向之所欣，俯仰之间，已为陈迹，犹不能不以之兴怀。
2、后之视今，亦犹今之视昔。
后之览者，亦将有感于斯文，所以兴怀，其致一也，及其所之既倦，岂不痛哉！
生：认真观看，
师：那位同学愿意帮助提问的同学解释上面的某一句话。下面开始抢答。
生：短暂思考，积极抢答。（过程略）
师：（删掉学生解决了的问题。）经过前面同学的抢答，还有几句话未得到解决，我们得出以下自探提纲
1、向之所欣，俯仰之间，已为陈迹，犹不能不以之兴怀。
2、所以兴怀，其致一也。
师：下面为形成提纲做出贡献的小组加分。（将所加分数填到黑板上的分数栏里：1组5分2组10分3组10分4组10分
6组10分7组10分8组5分）
生：热烈鼓掌。
师：好，下面请同学们认真自探，翻译两句话。
（PPT展示自探要求）
生：认真自探（过程略）
师：请起立进行小组内讨论。（合探）
生：起立，合围，进行小组讨论。
师：出示展示小组分别是：1组3组
1组3组学生：开始在后黑板展示翻译
其他同学继续讨论。
2分钟后出示评价小组分别是：5组8组
展示小组完成展示任务，其他同学讨论基本结束回到了座位上。
师：下面请5组选派代表对1组翻译的句子进行评价
生（5组代表）：（走上讲台）我们组给1组展示打9分，因为我们组认为“犹不能不以之兴怀”的“犹”翻译成“尚且”比翻译成“仍然”更好。大家还有什么问题？
7组同学提问：我想问一下，这句话中的3个“之”都是什么意思？
5组同学回答了”俯仰之间”、“不以之兴怀”。中“之”的意思。通过提问解决了“向之所欣”中“之”的作用。
师：为评价小组加上9分，提问小组加10分。
（实物投影）总结了“之”的常用意义：
之
（一）代词。
1、第三人称代词，他、她、它（们）。有时灵活运用于第一人称或第二人称。
不知将军宽之至此也。（之：我）（《廉颇蔺相如列传》）
2、指示代词，这，此。
均之二策，宁许之以负秦曲。（《廉颇蔺相如列传》）
（二）助词。
1、相当于现代汉语的“的”，放在定语和中心语之间。
虎兕出于柙，龟玉毁于椟中，是谁之过与？（《季氏将伐颛臾》）
2、放在主语和谓语之间，取消句子的独立性。
臣之壮也，犹不如人；今老矣，无能为也已。（《烛之武退秦师》）
3、放在倒置的动（介）宾短语之间，作为宾语提前的标志。
句读之不知，惑之不解，或师焉，或不焉。（《师说》）
4、放在倒置的定语与中心语之间，作为定语后置的标志。
蚓无爪牙之利，筋骨之强。（《劝学》）
5、用在时间词或动词（多为不及物动词）后面，凑足音节，没有实在意义。
顷之，烟炎张天。（《赤壁之战》）
（三）动词，到……去。
有牵牛而过堂下者，王见之，曰：“牛何之？”（《齐桓晋文之事》）
师：下面请8组选派代表对3组翻译的句子进行评价
生（8组代表）：（走上讲台）我们组给3组展示打10分（满分）。大家还有什么问题？
生（4组）提问：（“所以游目骋怀”“所以兴怀，其致一也”中的“所以”意思一样么？
生（8组）：“所以游目骋怀”中的“所以”是表示行为所凭借的方式、方法或依据，相当于“是用来……的”";“所以兴怀，其致一也”中的“所以”。表示原因。相当于“……的原因（缘故）”。,二者不同。
师：问题提的很有总结性，我们给4组加上10分，8组同学总结的也特别到位，我们给他们也加上10分。
生：热烈鼓掌。
师：请科代表作总结。
课代表：对本节课进行总结。（略）
师：谢谢大家，下课！
生：（起立）谢谢老师！老师再见！
第三课时
师：同学们，上节课我们完成了这篇文章的翻译，下面请大家在理解文章意思的前提下有感情的朗读全文。
生：齐读。
师：大家读的很好。同学们，我们这节课的任务是对着篇文章的进行思想艺术鉴赏。请大家找出文中最能体现作者情感的三个字，进而概括出本文的感情线索。
生1：信可乐也的“乐”
生2：还有“岂不痛哉”的“痛”
生3：“感慨系之”的“感慨”
师：大家同意他们说的么？
生：众说纷纭
生4：我觉得应该是“悲”
师：为什么？
生：从作者的感情变化看应该是逐层递进的。乐到痛到悲
师：说的非常棒！出示幻灯
生：很感兴趣的样子
师：（幻灯出示自探提纲）请大家独立完成这几个问题。
生：认真自探（过程略）
师：请起立进行小组内讨论。（合探）
生：起立，合围，进行小组讨论。（过程略）
师：出示展示小组分别是：2组4组
2组4组学生：开始在后黑板展示
其他同学继续讨论。
2分钟后出示评价小组分别是6组7组
展示小组完成展示任务，其他同学讨论基本结束回到了座位上。
师：下面请6组选派代表对2组进行评价
生（6组代表）：（走上讲台）我们组给2组展示打7分，因为我们组认为他们字迹不够工整。其次我们认为“群贤毕至少长咸集”能看出来得好朋友都是志同道合的人也挺重要的，大家还有什么问题？
生（其他）：提出并且讨论了概括角度的问题（略）
师：大家说的都很好，概括一定要简明扼要，当然得在全面的前提下，
为评价小组加上9分，提问小组加10分。
（幻灯）总结问题答案
师：下面请7组选派代表对4组翻译的句子进行评价师：
生（7组代表）：（走上讲台）我们组给4组展示打10分（满分）。大家还有什么问题？
生：没有。热烈鼓掌。
师：看来大家都理解了作者王羲之在本文中的基本情感，出示幻灯
幻灯：作者认为：生就是生，死就是死，二者不可等量齐观。生命有限，应当珍惜，去做些事情，而不是空谈玄学。
师：知人论世，了解了作者生活的时代背景，我们就更加觉得他能有如此的见识是多么的难能可贵啦！
幻灯如下：
师：请科代表作总结。
课代表：对本节课进行总结。（略）
师：谢谢大家，下课！
生：（起立）谢谢老师！老师再见！
牛津高中英语课堂教学实录【第四篇】
Unit 1 Would you like to go to the cinema?
授课教师：张丽群
授课对象：初一6班学生
授课地点：初一6教室
授课时间：-5-15
听课老师：明集初中全体英语教师
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!
设计意图：以学生耳熟能详的英语问候语 “ Good afternoon.” “ How are you?” 以及天气等引入课堂，吸引学生的注意力。
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.
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。
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.
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 “ what colour is my dress?” 到学生的衣服，最后到通过desk问答 “ what colour is it?”,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。]
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.…
设计意图：整个过程，学生都处在教师创设的情境中，围绕 “ Brown Bird”展开教学。通过让学生提问brown bird到brown bird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。
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.)
[沿袭了单词brown教学中的little teacher,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: 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act the butterflies,也是让学生动一动，抖擞抖擞精神。]
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 : What colour is it?
Sandra: It’s orange and black.
Frank: What colour is it?
Camilla: It’s brown and yellow.
[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Free talk做好了准备。]
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.)
[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。]
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: 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: Blue in the face.
T: That’s right! You should remember it.注意可不要望文生义哟！ T: Time is up. We have to say good bye!
Ss: Bye-bye! Miss Bai. Thank you!
[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 “ Blue in the face.”形象地告诉学生 “气得脸发红”就用 “Blue in the face”。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。]