小学英语课堂教学实录
小学英语课堂实录(1)
小学英语课堂实录一、引言英语作为一门国际通用语言，对于小学生的语言学习具有重要意义。
为了了解小学英语课堂教学的实际情况，本文对某小学一堂英语课进行了实地观察和录音记录，以便能更好地了解小学英语课堂的教学特点和教学方法。
二、课堂概况本节课是某小学二年级英语课，教师为一位资深英语教师，共有40名学生参与，每节课时长为40分钟。
三、教学内容本节课教授的内容是关于动物的名称和特征。
教师采用了多种教学手段，包括图片展示、听力训练和游戏环节。
3.1 图片展示课程开始，老师打开电子白板，展示了一系列动物的图片，并逐个向学生们介绍动物的名称和特征。
学生们通过观察图片和老师的讲解，积极参与课堂，积累了一些基本的动物词汇。
3.2 听力训练接着，老师播放了一段录音，录音中包括了一些动物的叫声和简短的描述。
学生们通过仔细聆听并观察图片，试图判断录音中提到的是哪些动物。
这个环节既锻炼了学生的听力能力，又增加了他们对动物的理解。
3.3 游戏环节为了加深学生对动物的记忆和理解，老师设计了一个游戏环节。
老师将学生分成小组，每个小组根据老师给出的动物名称，自由选择对应的图片并进行展示。
其他小组通过观察图片猜测动物的名称，增加了学生们的互动和竞争性。
四、教学方法分析本节课采用了多种教学方法，既有视觉呈现，又有听觉训练和游戏互动。
这种多元化的教学方法符合小学生的认知特点，帮助他们更好地理解和记忆英语单词。
4.1 视觉呈现通过展示图片，学生们可以直观地认识到动物的外貌特征和名称，并能够根据图片猜测动物的名称。
视觉呈现不仅提供了一种具体的感知形式，还能够激发学生的学习兴趣和主动性。
4.2 听觉训练听力训练可以帮助学生们更好地理解英语录音，同时锻炼他们的听力能力。
通过与图片的对比，学生们能够更好地记忆和理解动物名称及其特征。
4.3 游戏互动游戏环节的设置不仅能增加学生的参与度，还能培养他们的团队合作能力和竞争意识。
学生们通过亲自选择图片、展示和猜测，不仅增强了对动物名称的记忆，还提高了对英语的运用能力。
小学英语教学课堂实录.doc
EEC教材Lesson 6（Book III） 课题： Lesson Six (1) “Can you play baseball?” 一、热身 T: Let’s sing a song 《I stop, I look, I listen.》 OK? Ss: Yes. (Sing the song.) T: Good morning, everyone! Ss: Good morning, Miss Lu! T: How are you today? Ss: Fine, thanks. And you? T: I’m fine, too. What day is it today ? Ss: It’s Tuesday. [评：教师通过TPR歌曲热身，课堂气愤活泼；通过日常生活用语的问答，自然地创造了英语语言氛围，使学生很快地进入到英语语言学习的情境中来。] 二、导入 T: (Taking some word-cards) Now, look at me. What’s this? S1: Library. T: Very good. Together, what’s this? Ss: Library. T: Well done. But how to spell? Ss: L—i—b—r—a—r—y. (Then, review the words “ride\ bike\ violin \piano \read ” in the same way. ) T: What do you do after school ? S1: I play the piano. S2: I read an English book. What do you do after school? S3: I ride my bike. (Then, Ss ask and answer by each other. ) T: OK, class, please ask me . Ss: What do you do after school? T: I read an English book. [评：复习环节教师从词汇复习入手，并适宜地将词汇复习扩展到常用句型的复习中来，将二者有机地结合起来，真正做到了英语语言学习的‘词不离句’的认知规律。学生的积极参与，体现了教师驾驭课堂的能力。] 三、新授 T:Shh… Look there, (point to the screen of a computer) I play… Ss: …play table-tennis T: Great! Do you want to know what kind of the ball Ken plays ? Ss: Sure/Yes. T: Let’s study a new lesson----Lesson6(1). (Blackboard Writing) (Ss look at the computer about the content of L6(1)) T: (T puts some kinds of balls on the wall and points to them) Look there, what’s that ? Ss: It’s a volleyball. Girls: It’s a basketball. Boys: It’s a football.(table-tennis) ( Girls ask and boys answer .) T: (T puts 3 cards on the blackboard and points to one of them, asks…) Now, look, what’s that ? S: Bat. T: Good. (Blackboard writing—Bat.) Read after me, “bat”. ( Read it one by one.) Together, please spell it . Ss: B-A-T, bat. (Learn another 2 words “baseball \glove” in the same way. ) T: (T takes two gloves) OK. Look at me, “one glove” “two gloves” Girls: Gloves. Boys: Gloves. T: What are these? ( Waving two gloves ) They’re gloves. ( Blackboard writing ) [评：新知传授环节，教师给学生一个整体的感知的教学思路，让学生了解学习的全过程及学习的知识，使其能灵活地把握学习的主动权，从而充分体现了素质教育的宗旨。] 四、操练 T: (T takes two books or pens of Ss) What are they ? Ss: They’re books. S1: What are they ? S2: They’re pens. Boys: What are they ? Girls: They’re desks. ( Ss practice the sentences in pairs) [评：教师使用学生日常学习用品对所学新知识进行操练，以旧带新，以新温旧，一举两得。] 五、复习巩固 T: (T puts a card on S1’s head and let him/ her guess.) Ss: What are they ? S1: They’re… Ss: Yes.Yes.Yes. / No.No.No T: (T takes some things) What’s this? Ss: It’s a bat It’s a baseball T: What are they ? Ss: They’re gloves. T: Can you play baseball ? ( Blackboard writing.) S1: Yes, I can. S2: Yes, I can. T: Wonderful! Please show us how to play baseball? ( S1 and S2 do the action) T: Please look at the computer screen, let’s guess “what’s that?” S1: (S1points to a corner of a kind of balls in the computer and ask. What’s that ? S2: It’s a … (baseball/football/volleyball/basketball). Ss: Can you play …? S2: Yes, I can . ( And then do the action ) T: Can you play ____ball ? 六、听音跟读 T: Now, open your book to P74 “Listen and Speak ” 七、结束 T: We’ve learned so many kinds of balls, so shall we play after class? Ss: OK! [评：结束语不但巧妙的复习了所授新知识，同时也体现了师生平等民主的地位，和谐的师生关系。] 评析： 本课教学设计以实施教育为指导思想，巧妙设计教学环节，层层深入，活跃课堂气氛，激发学生学习兴趣和学习的积极性。 教师运用现代化教学手段，把课文再现给学生，在听、看、问、答的过程中，逐渐培养学生的语言运用能力，使学生易于接受所学知识。 教师充分发挥学生的积极性和主体作用，给予学生充分运用语言的空间和时间，使学生主动参与到求知的行列中来。 作者: RobinCat
英语课堂教学实录 文档
小学英语教学课堂实录PEP教材Unit 6（Book Six）课题： Unit Six Revision南海区大沥镇河西小学范少霞一、Warming-up1、GreetingsT: Good morning, everyone!Ss: Good morning, Hellen!T: How are you today?Ss: Fine, thanks. And you?T: I’m fine, too. It’s a sunny day, isn’t it?Ss: Yes, it is.T: It’s a good day to go outside. Let’s go to a nature park today.Ss: Great!2 、 Say and doT: Let’s go with music, move your body and say the words loudly and quickly.(教师利用CAI在屏幕上快速地播放一些本单元的单词，让学生跟着音乐的节奏大声地读出单词并摆动身体)[评：教师通过日常生活用语的问答，自然地创造了英语语言氛围，使学生很快地进入到英语语言学习的情境中来。
复习环节教师从词汇复习入手,通过复习单词热身，使一贯气氛沉闷的复习课有了新鲜的气息，从一开始就吸引了学生的注意力。
只是在呈现时只出现独立的单词，如果能把与复习内容相关的句子融入，有目的地连接更有效。
]二、Lead-inT: The nature park is so fun. There are many nature parks in my hometown .Can you guess where’s my hometown? Let me show you some beautiful pictures.(教师利用CAI播放有关家乡的一些精美图片，让学生欣赏然后猜出家乡的位置)T: Where is it? Can you guess?S1: It’s in Shaoguan.T: You’re so smart. That’s right. My hometown is in Shaoguan. It’s a beautiful city.And I live in a small village. Do you want to go to myhometown?Ss: Sure
小学英语课堂教学实录小学英语课堂教学实录引导语：英语一直都是非常重要的一个学科，那么有关小学英语课堂教学实录哪里找的到呢？接下来是小编为你带来收集整理的`文章，欢迎阅读!小学英语课堂教学实录一、师生问候：T: Hello，boys and girls!Ss: Hello，Miss Zhou!T: Nice to meet you!Ss: Nice to meet you, too !二.Chant热身：T：Let’s chant，OK?Ss: OK(播放课件)Ss:I have a pencil. Me, too!I have a book. Me, too!I have a ruler. Me, too!三、新授知识：T: Great! We have pencils ,books, rulers … . We bring them with us .They are our good friends .T：T oday we have six new friends .Do you want to know them? (想认识他们吗?)Ss: Yes !T：Look ! They’re coming mow.(播放课件)Ss: Wow!T: Can you tell me who are they?(引导学生说出动物的名字)Ss：(整体感知) A cat， a dog， a rabbit， a monkey， a duck and a panda.T：Now, let’s know them one by one. (咱们逐个认识一下吧!) Ss：Great!T: Now ，please listen ! Mew ! Mew ! who’s coming ?SS: (Ss listen and guess )A cat.T: Yes, a cat . Now , Look !I have a cat ,too . It’s cool.(出示图片cat)Ss:(学生看到搞笑的小猫,脱口而出)Wow , cool!T：Now，read after me. ↗Cat，↗cat ，↘cat.Ss：↗Cat，↗c at ，↘cat.(教师示范拼读单词，并把单词写在黑板的四线三格内，强调字母a 的发音。
小学英语课堂实录
小学英语课堂实录第三届全国小学英语优质课展评课堂实录课堂实录(一)课题: Travel授课教师: 上海吴绯霞授课过程:(A) Warmer up:(The pupils come to the seat.)T: Hello, where are you from?Ss: I’m from xx Primary School.T: Welcome.(Show a cartoon picture of the teacher on the screen.)T: Can you guess who’s she?Ss: Cindia.T: Y es, it’s me.(The pupils come to the seat and sit well.)(B)New Teaching.(Teacher plays the music of Beijing Opera.)T: Beijing is a beautif ul city. We’ll go to Beijing tomorrow. What will we watch?Ss: We’ll watch Beijing Opera.T: What will we eat?Ss: We’ll eat rock duck.T: Tomorrow it’ll be Wednesday. We’ll go to Xiangshan on Wednesday.What will we do on Thursday?S1: We’ll go to Tian’an men.T: What will you do on Friday?S2: We’ll go to the Great Wall.T: Saturday?S3: We’ll go to the Summer Palace.T: We’ll watch Beijing Opera on Sunday.T say a chant: We’ll go to Beijing. We’ll eat there. We’ll go to the Summer Palace. We’ll have good time there. Ss say the chant again.T: Beijing is a good place. (Then teacher show a VCD: Succession of Beijing’s application for Olympic Games.) (Teacher shows a fan and act as a beautiful girl in Suzhou.)T: Where am I from?Ss: Suzhou.T: Where have you visited in Suzhou? Can you say something?S1: LiuY uan.S2: Shi Zilin.S3: Han Shansi.T: Y ou have some pictures on your desk. You can say where you will go.(The pupils say the sentences in the groups.)T: Where will you go?S1: I’ll go to Liu Y uan.T: What will you see?S1: I’ll see many flowers.T: There are many beautiful places in Suzhou. Have you got friends in other city?Ss: Y es.(Teacher shows a postcard.)T: Look at the postcard. On the postcard what can we write?S1: We are in Suzhou.(Teacher writes the sentence on the card.)T: Suzhou is a beautiful city. There are lots of trees. I love this city.(Ss write the postcards in groups and teacher plays the tape of the music.)Then each group give a report.(Teacher shows a picture of Hanshan Temple.)T: What’s this?Ss: Hanshan Temple.T: I love the place. Do you know why? (Play the tape of music)T: Do you want to Hanshan Temple? Look at the map of Suzhou. Hanshan Temple is here. (Show the map of Suzhou and Hanshan Temple.) T: How can we go there? Walk there? By foot? No.S1: We’ll go there by car.S2: We’ll go there by bike.T: And?S3: We’ll go there by motorcycle.S4: We’ll go there by car.T: Look, this is a plan for visiting Suzhou. Let’s finish this form together.(Show a big form on the blackboard.)A Plan For V isiting Suzhouwherewhenhowphotos card(Teacher and the pupils finish the form together. And the pupils come to the front and stick the photos and cards in the form. Thenpupils give a report.)T: Welcome to Suzhou.课堂实录(二)课题:Festivals授课教师四川何霞Ⅰ.Warming up:T: Good morning, boys and girls.Ss: Good morning, teacher.Ⅱ.New Teaching:T: What do you know about some festivals?S1: Children’s Day.T: Good.S2: Teacher’s Day.T: Wonderful.T: What is the most important festivals in China?S3: Spring Festival.T: What is the most important festivals in USA?S3: Christmas.T: Let’s say something about Christmas.S4: Snow.S5: Tree.S6: Presents.S7: Food.(板书)T: I have a student. His English is poor. His name is Jason. Now there is a letter. Let’s read it and help him. (教师领读,学生跟读。
《this is my family》课堂实录
《this is my family》课堂实录这是一节小学英语课，主题是“家庭”，上课前老师准备了一些图片和单词卡片，希望通过图片和单词卡片的展示，让学生了解家庭成员的英文表达。
一、课前热身老师首先让学生自我介绍，然后询问学生们家里有哪些人。
学生们踊跃举手回答，有爸爸、妈妈、爷爷、奶奶、姥爷、姥姥、哥哥、姐姐、弟弟、妹妹等。
二、学习单词老师拿出一张图片，上面是一个家庭，有爸爸、妈妈、哥哥、姐姐、弟弟和妹妹。
老师让学生看图片，并问：“这是谁？”学生们回答：“这是爸爸、这是妈妈、这是哥哥、这是姐姐、这是弟弟、这是妹妹。
”老师随即展示单词卡片，让学生们认读单词。
三、学习句子老师继续展示图片，上面是一个男孩和一个女孩，他们是兄妹关系。
老师问：“这是谁？”学生们回答：“这是一个男孩和一个女孩。
”老师继续问：“他们是什么关系？”学生们回答：“他们是兄妹关系。
”老师随即展示句子卡片：“This is my brother. This is my sister.”并让学生们模仿。
四、活动老师让学生们分组，每组选出一位代表，让代表用英语介绍自己的家庭成员。
学生们踊跃参与，用简单的英语介绍了自己的家庭成员。
五、总结老师让学生们回忆今天学习的内容，学生们纷纷回答：“我们学习了家庭成员的英语单词和句子，还用英语介绍了自己的家庭成员。
”六、作业老师布置了一些作业，让学生们回家用英语介绍自己的家庭成员，并画出自己的家庭成员的图片。
这是一节充满欢声笑语的英语课，学生们在老师的引导下，通过图片和单词卡片的展示，轻松愉快地学习了家庭成员的英文表达。
通过活动，学生们更加深入地了解了彼此的家庭，增进了彼此之间的感情。
这样的课堂，让学生们在轻松愉快中学习，收获满满。
小学英语课堂实录
小学英语课堂实录引言在小学英语课堂上，教师通过丰富多样的教学活动和方法，引导学生学习英语。
本文将以一个小学英语课堂实录为例，介绍其中的教学过程和教学方法。
课堂实录课堂内容本次课堂的内容是学习有关动物的英语单词和句子，包括动物的名称、描述以及动物园的环境等。
教学活动1：词汇学习首先，教师引导学生学习动物的英语名称。
教师通过展示图片、使用单词卡片等多种教具，让学生熟悉各种动物的名称。
学生们跟随教师的示范，重复单词的发音，并尝试用英语说出动物的名称。
教学活动2：句子构建接着，教师引导学生学习通过句子来描述动物的外貌、特征和行为。
教师示范使用句型，并给出相关的例子，让学生理解句子的结构和用法。
然后，学生们分组进行练习，互相交流并构建句子来描述自己喜欢的动物。
教学活动3：动物园模拟为了加强学生对动物的理解和运用英语的能力，教师组织了一个动物园模拟活动。
教师在课堂中搭建了一个小型的动物园，每个学生扮演一个动物园管理员的角色。
学生们需要使用英语来介绍自己的动物，并回答其他同学提出的问题。
教学方法在本次课堂中，教师采用了多种教学方法，以促进学生的参与和合作，提高他们的学习效果。
1.互动教学：教师通过与学生的互动，引发学生的兴趣，并鼓励学生积极参与课堂活动。
例如，教师与学生进行对话，以示范句子的用法，鼓励学生模仿并表达自己的想法。
2.多媒体教具：教师使用图片、单词卡片等多媒体教具，通过视觉和听觉刺激，加深学生对单词和句子的理解和记忆。
这样可以帮助学生更好地掌握课堂内容。
3.小组合作学习：教师组织学生进行小组活动，鼓励学生之间的合作和交流。
这样可以提高学生的口语表达能力和合作意识，同时加强了学生对所学知识的灵活运用。
结论通过上述课堂实录和教学方法的介绍，我们可以看到，在小学英语课堂中，教师通过丰富多样的教学活动和方法，可以激发学生学习英语的兴趣，并促使他们更好地理解和运用所学知识。
这种综合运用了多种教学方法的教学方式，可以提高学生的学习效果，形成系统的英语学习能力。
小学英语教学课堂实录_二年级英语教案_模板
小学英语教学课堂实录_二年级英语教案_模板EEC教材Lesson 6（Book III）课题：Lesson Six (1) “Can you play baseball?”一、热身T: Let’s sing a song 《I stop, I look, I listen.》OK?Ss: Yes. (Sing the song.)T: Good morning, everyone!Ss: Good morning, Miss Lu!T: How are you today?Ss: Fine, thanks. And you?T: I’m fine, too. What day is it today ?Ss: It’s Tuesday.[评：教师通过TPR歌曲热身，课堂气愤活泼；通过日常生活用语的问答，自然地创造了英语语言氛围，使学生很快地进入到英语语言学习的情境中来。
]二、导入T: (Taking some word-cards)Now, look at me. What’s this?S1: Library.T: V ery good. Together, what’s this?Ss: Library.T: Well done. But how to spell?Ss: L—i—b—r—a—r—y.(Then, review the words “ride\ bike\ violin \piano \read ” in the same way. )T: What do you do after school ?S1: I play the piano.S2: I read an English book. What do you do after school?S3: I ride my bike.(Then, Ss ask and answer by each other. )T: OK, class, please ask me .Ss: What do you do after school?T: I read an English book.[评：复习环节教师从词汇复习入手，并适宜地将词汇复习扩展到常用句型的复习中来，将二者有机地结合起来，真正做到了英语语言学习的‘词不离句’的认知规律。
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小学英语课堂教学实录第一篇：小学英语课堂教学实录小学英语课堂教学实录一、歌曲导入T：Let's sing a song．The song's name is“Let's play！Let's sing！”评析：教学热身是英语课堂TPR教学方法的重要形式之一，教师采用歌曲来缓解学生的紧张情绪，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：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．评析：简单的问候，可以帮助学生适应英语语感，使学生很自然地进入英语学习状态。
三、新授知识T：A lovely day，isn't it？I have a piece of good news for you．We're going to visit the zoo．（贴出动物园的图片）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！评析：在学生原有知识的基础上，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，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'sthis？（出示动物头饰）S：It's a bird．T：Oh，yes．This bird is for you！（S1带上头饰）（以下cat，dog，同上）评析：用学生已经学过的动物引出“What's this？It's．．．”的新授句型。
在运用中明白了句子的含义，也掌握了句子的用法，有一种润物无声的境界！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？（出示大熊猫玩具）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？（贴出大熊猫的图片）Ss：Panda．T：Yes，but how to spell it？（出示单词卡）Ss：“P－A－N－D－A，panda！” T：Let's sing a song．（师生同唱并拼写，教师指图）T：What's this？ Ss：It's a panda．（同法教单词tiger）评析：运用头饰等教具，将学生喜爱的动物请到课堂上来，使学生产生了浓厚的兴趣，使抽象化的词汇学习具体化，易化了词汇这一教学难点。
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！（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，使学生犹如身临其境，培养了学生的观察能力和语言应用能力，也使课堂焕发出了生命的活力！T：What did Ann say？ Ss：“What's this？”T：Yes，Ann说“这是什么？”，in English we should say，“What's this？”T：Now，look at me please．What's this？It's atiger．What's this？It's a panda．Do you understand？Please say after me．（教师手指教室内戴头饰的学生）T：Now please point to an animal，ask and answer in pairs．（学生分组练习）评析：这部分内容是教学的难点，教师通过TPR教学法最大限度地引导学生积极学习的兴趣，使句型操练这一枯燥的演练形式兴趣化。
T：Your pronunciations are fine．Now let's listen to the tape and read after it．（Listen and speak．）评析：在英语教学中，原声语音的模仿是必不可少的步骤，有利于培养学生优美的语感，为英语的终身学习打下良好的基础。
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？（观看多媒体影片）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！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，又对学生进行了思想教育，使学生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。
第二篇：英语课堂教学实录英语课堂教学实录李老师九九重阳天love Would you like to go to the cinema?Step1 GreetingsT: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!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 expressionsThe 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 resentationT: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.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.six pictures and six words and expressions to the students.Show Work in pairs.Step5 Listen and read 1.A gameT: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 t o have a try?(Some students hands up.)Li Chunlin,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。