王梅芳《Unit 10 What color is it ?》课堂教学实录

执教者：惠安实验小学 王梅芳

点评及撰稿者：惠安紫山中心小学 吴细妹

I. Warming—up:

T: It’s raining now, are you happy? I’m happy. Let’s sing the song “Eight Little Baby Ducks”.

(T plays the video, Ss sing together.)

[评：教学热身是英语课堂TPR教学方法的重要形式之一，教师采用歌曲导入，加入师生拍掌打节奏，不仅缓解了师生的紧张情绪，且让课堂教学进入一个轻松愉悦的氛围之中，为下一步的语言学习奠定了良好的基础。若能在演唱时，加入Baby Ducks（小鸭子）的动作，将会令课堂更加活跃。]

II．Leading—in

T: Today, two friends are coming to our classroom, guess: Who are they?

(Ss guess)

Ss: Mocky and Bobby Bear

T: Hello, I’m Mocky (出示Mocky 面具)

Ss: Good morning, Mocky.

T: Mocky and Bobby Bear want to go outside to play. Let’s see. (Show a picture of the text on the screen---- 2 trees,8 apples, 3 birds, 3 butterflies)

T: What are they ?

Ss: They’re trees/apples/birds/butterflies.

T: How many trees/apples/birds/butterflies are there?

Ss: There’re two / eight / three /three.

T: 大自然的颜色是多姿多彩的，今天我们就来学习大自然的颜色。

[评：以Mocky and Bobby Bear学生熟悉的课本人物导入，亲切而自然;建构主义认为，知识的意义总是存在于情境之中的。文中情景的缩放，把学生的思维带进了酷似真实的情境中进行知识的再现，让单词及句型的复习成为新知学习的有效铺垫；且通过课件一一呈现的图片组成了一幅完整的画面，也从视觉上吸引了学生的注意力。]

III．New lesson

T: Mocky and Bobby are playing there. What are they talking about? Let’s listen together.

T Plays the tape, Ss look at the books and listen to the story once.

[ 评：在老师的引领下，学生跟着文中人物进入故事情景，从整体上对故事内容进行感知，然后回到学单词与对话——学习全文。从整体入手，逐步突破，最后又回归整体的方式进行组织教学，这种教法是现阶段小学英语课堂较为亮丽的一道景观，本堂课以下的环节基本上也是以这种方式进行教学组织的。]

T: What is this? (Show the card –a red apple)

Ss: It’s an apple.

T: What color is it?

T- Ss: Red

(Ss repeat after the teacher.)

T: An apple is red, a tomato is (red), a pepper is (red).

[评：借助apple(苹果)这一熟悉的水果图片，抓住其典型特征红色red来学习——以旧带新。]

T: What color is it? (Show the new sentence card.)

(T reads , Ss repeat, then call some Ss to read. )

T: Ok, here is the answer: It’s …… (Show the sentence card)

Ss: It’s ….

T: What color is it ? (show the apple card)

Ss: It’s red.

With the same presentation, T shows the cards of tree/flower/banana/bird/butterflies, learn the words:

green/yellow/blue/black/brown

T: What color is it ?

Ss: It’s… .

T: What color are they ?

Ss: They’re … .

[评：采取“以旧带新”,并通过图片呈现授课方式，以 “apple”（苹果）学“red”，以“flower”(花)和“banana”（香蕉）学“yellow”；以“bird”（小鸟）学“blue”，以“butterflies”（蝴蝶）学“brown” “black”；并以图片呈现，直接形象，易于学生的理解与接受。但是，若能将这些颜色与生活联系多一些，比如blue sky, blue sea（蓝色天空，蓝色海洋）；black hair ,black eyes（黑头发，黑眼睛）；我们是黄皮肤人种；我们戴着红领巾，绿色的大草原等这些平常事物的典型特征，学生对颜色的掌握也许会更扎实更深刻。同时，句型的操练偏少。]

T: Please take out your cards, practice in pairs.

（Ss take out some cards of different colors, then ask and answer each other.）

T: Ok, stop here, are you ready? Who wants to practice here.

（Two pairs practice the dialogue in the front.）

[评：这是学生合作互动，内化巩固知识的教学环节，在这一活动中，学生是学习的主人，他们在轻松、民主的氛围中用所学英语进行对话，实现了知识的巩固，也促进了口语表达能力的提高。]

T: Let’s play a guessing game: T takes out some colorful erasers from a bag, and have Ss guess: What color is it ?

Ss: It’s …

(Ss ask and guess one to anther.)

[评：猜颜色这一环节，正好迎合小学生好玩好奇的心理特点，让学生在紧张的猜测中不断地回放所学的单词，体验着成功与挫折的不同感受，从中却激发了学生的学习兴趣及参与的热情，课堂教学进入了高潮。不过，由于教师没把握好活动的时间，影响了其他教学环节的进展。]

T: Beijing will hold Olympic Game in 2008. There is a 奥运五环，do you know what color are they ? (Ss think over and say)

T-Ss: Yes, they are blue、black、red、yellow and green （T shows the five-circles picture）

[评：本环节联系到了奥运五环，不仅让学生了解了国事，也使知识更加生活化。]

T: Now, let’s sing the song again, “Eight Little Baby Ducks”.（Show the words, and read first）

“Red little, blue little baby ducks, green little, brown little baby ducks. Quack, quack… Oh, come six yellow baby ducks” (责任编辑：admin)