国首届小学英语优质课竞赛一等奖教案
2004-10-20 11:37:59 阅读 1274 次
全国首届小学英语优质课竞赛一等奖教案(一) Asking the Way (上海市虹口区贝贝英语学校 祁承辉) I.Teaching Content Asking the Way A: Excuse me, sir. Can you tell me the way to Bihai Hotel, please? B: Sure. You can go there by bus. A: Is it a long way from here? B: No, it'll take you fifteen minutes. A: Which bus can I take? B: You can take a No. 2 bus. A: Where is the bus stop? B: Just go straight. Look, the bus is coming. A: Thank you very much. B: You're welcome. II. Teaching procedures Step
  1. Warming-up T: Nice to meet you. My name is Bright. B-R-I-G-H-T. Shall we sing an English song named "Bingo", and try to change the' word "Bingo" with my name "Bright"? Step
  2. Presentation T: I'm new here, when I arrived at the airport, I heard someone said "对不起"(注①),"早晨好"(注②).I really want to know their meanings in English. Could you help me? S: "对不起" is "Excuse me" and "早晨好" is "Good morning". T: Thanks a lot. And now could you tell me something about your city? I want to travel in this city, but I don't know where I should go. S1: Bai Lian Dong Park. S2: Fisher Girl. S3: Jiuzhou Town. T: Good. But I want to find a hotel now.Please do me a favour. Can you tell me the names of some hotels in this city? S1: 2000 Hotel. S2: Yindu Hotel. S3: Bihai Hotel. (The teacher takes notes while the students are speaking.) Step
  3. New structures learning T: They all sound very nice. But how can I get there, by bus or by bike? S: By bus.
T: And how long will it take me to get there? Maybe fifteen minutes is enough. (The teacher looks at the watch and gives the students a gesture.)
  1) Draw a stick-figure picture to help the students understand the meaning of the sentence: "It'll take someone some time to do something."
  2) Write the sentence "It'll take you fifteen minutes. " on the blackboard, and have the students imitate the sentence.
  3) A guessing game: T: Please look at these pictures and guess "How long will it take me to ...?" T: How long will it take me to have a football match? S1: It'll take you ninety minutes. T: Yes.
  4) Get the students to listen to the recording of the dialogue, in order to introduce the new sentence: "Just go straight."
  5) Use the multi-media to help the students understand the meaning of the sentence "Go straight."
  6) Write the sentence on the blackboard, and have the students imitate the sentence: "Just go straight." Step
  4. Practice
  1) Ask the students to listen to the dialogue once more, then ask them to repeat after the tape, first individually and then in pairs.
  2) Encourage the students to read their dialogue with their deskmates. Step
  5. Consolidation T: You know I'm from Shanghai. Maybe in the future you'll go to Shanghai, so I've prepared some photographs for you.
  1) Show the photographs of "Nanjing Road", "Pudong New Area" and "the Bund" to the students.
  2) Get the students to ask the teachers from Shanghai something they don't know, such as directions, transportations in Shanghai.
  3) Ask some students to introduce their tour plans to Shanghai. 注①、注②:因竞赛在珠海举行,授课教师用广东话说“对不起”和“早晨 好”。 专家点评 上海参赛选手祁承辉老师所做的课 Asking the Way 是一节理念正确、设计巧 妙、活动丰富、效果突出的优秀参赛课。这堂课充分体现了以学生为主体的教 学思想。本节课主要体现出以下几个特点:
  1、趋向真实交际的教学设计 教师以自己来自上海和对珠海不熟悉为由,请学生向他介绍当地的名胜,进而 表示对这些地方很感兴趣,并询问去这些地方的方式和所需要的时间。 由此自 然而巧妙地展开本课的话题,使课堂教学从一开始就进入真实的交际场景, 形
成活跃的课堂气氛。学生为能够运用自己熟悉的内容与教师交流而获得成功 感,并为能通过交流帮助了教师而感到兴奋,从而使学习的自信心倍增。同时 也使课文对话变成实际交流中的表达和交流需求。 在接下来的教学中, 教师抓 住师生之间的信息差,让学生问有关上海的情况。 学生在教师的引导下 (教师 询问问题),既进行了存在信息差的实际交流,又练习和掌握了问路与指路的 语言结构和用法。
  2、以学生为主体的活动安排 在本课中,该教师安排了多样的学生活动,其中有个人、两人、小组和全班性 的,有教师指导性的,也有需学生独立或合作完成的。活动均有明确的目标与 要求, 并能够安排在一定的语境和情景中进行,突出了培养学生用英语做事情 和用英语进行交流的能力, 体现了交际语言教学的思想。 评价一节课成功与否, 主要应看学生在活动中的参与程度 (外显的语言行为和内部语言思维过程), 学生言语交际的有效性, 以及学生在学习中表现出的情感、合作精神和学习与 交际策略等方面的发展情况。 在本次课上, 学生能够积极参与讨论且活动量大, 并有自由发挥的空间,教学效果良好。教师在教学活动中,注意了自己角色的 转换与控制,在启发与示范后,能够把足够的时间留给学生,让学生努力实践 与展示自己。另外,这节课的活动安排张弛有度,活而不乱;同时,教师能根 据学生的接受能力和表现状况适时调整活动安排与教学要求, 表现了该教师较 强的教学能力和教学组织能力, 体现了以学生为主体、 教师为指导的教学原则。
  3.良好的自身素质与教学素质 授课教师在教学中表现出较高的教学素养。首先是良好的教学语言表达能力, 语音、语调自然,清晰,强调适度 (包括有时降低音量等手段的运用);其次是 形体语言在教学中运用相当出色, 能够吸引学生的注意力, 辅助教学效果突出; 还有一个特点是学生思维活跃,课堂教学容量较大;教学节奏掌握得当。这些 都离不开教师自身较高的素质和平时的努力与积累, 因为教师的每一节课都是 自己整体水平的综合展现。全国小学大面积开设英语课即将开始, 这既给我们 带来了机遇,也向我们提出了更高的要求和挑战, 希望有更多的优秀小学英语 教师脱颖而出。 评课人:张连仲 (大赛评委、北京首都师范大学外语系) 全国首届小学英语优质课竞赛一等奖教案 (二) Shopping (湖南省长沙市育英学校 欧阳丹熙) 一、教学内容 Shopping A: Hello! Can I help you? B: Yes, I want a sweater for my daughter, please. A: How about this one? B: Oh, good. The size is OK. C: Mum, I don't like the colour. A: Do you like this purple one? C: Cool! That's my favourite colour. B: How much is it?
A: Sixty-eight yuan. B: Here's the money. A: Thanks. size 尺寸;大小 purple 紫色的 cool 棒的 二、教学目的与要求
  1. 能听懂、会说本篇对话;
  2. 能运用会话中的句型进行扩展性的情景会话;
  3. 能听懂、会说新单词:purple, size, cool。 三、教学重点 能运用所学句型进行扩展性的情景会话。 四、教学手段 运用多媒体辅助教学。 五、教具准备 一件毛衣,各种文具、食品、服装、玩具和水果等。 六、教学步骤 Step
  1. Greetings T: Good morning, boys and girls. glad to meet you. Step
  2. Presentation (
  1) Lead-in T: You know, I'm new here. I thought it would be hot in Zhuha.But today it is cold. I'm just in a blouse. Now I'm feeling a little cold. So I want to go shopping and buy some warm clothes. (Read the title "shiopping".) (
  2) Play a guessing game (课件:显示屏上出现一些碎片,碎片慢慢扩大, 变成一件毛衣) T: What am I going to buy? What do I want? Just guess and say: "YOu want ..." (
  3)(课件:教师走进一家服装店,与售票员进行交谈。) T= the teacher C= the computer Ss= the studentsC: Can I help you? (Learn to say:"Can I helpyou?") T: I want a sweater, sir. C: How about this one? (课件:售货员拿出一件很大的毛衣。) T: I think it's too big. C: How about this one? (课件:售货员拿出一件很小的毛衣。) T:How about this one? What do you think? Ss:It's too small. C: How about this one? (课件:售货员拿出一件对教师来说大小合适的毛
衣。) (Learn to say:"How about...?") T: I think the size is OK. Do you think so? Ss:yes! (Learn to say:"size".) (Read after the teacher:"The size is OK.") T: The size is OK, sir. but I don't like this colour. C: What's your favourite colour? T: What's my favourite colour is ...(课件:毛衣随着学生的回答变换颜色,并由此引出新授单词"purple"。) (Learn to say:"purple".) T: (take out a purple sweater)I like this purple sweater. (
  4) Play a game: Guess the price of the sweater. Ss: How much is it? S1 : ...yuan. (If the price S1 guess is too low, the teacher will say:"Up, up, up."; if too high, the teacher will say:'' Down, down, down." Each students has three chances to guess.) After the students guess the price right, the teacher puts on the purple sweater and asks the students "Am I cool?" (Leatn to say:"Cool".) Step
  3. Practice (
  1)Listen to the dialogue. T: What have you heard in the dialogue? (
  2)Listen to the dialogue and repeat it sentence by sentence. (
  3)Pratice in groups of three. Step 4 Consolidation (
  1)Divide all the students into 5 groups: stationer's, toy shop, clothes shop, fruit shop and food shop. Put some goods in each shop. Get the students to do the shopping in groups. (每组由一名学生当售货员,其 它学生充当顾客。) (
  2)Ask the students to go to different shops and buy different things. (把全班分成五个组,即五个“商店”,顾客可以到任 何一家“商店”“购买”自己喜欢的物品。教师到各组去指导,同时教师也当 顾客,购买物品。 (
  3)教师总结全课,表扬做得好的学生。电脑计分牌显示胜方,并伴随胜方的 欢呼声。 Step 5 Ending The students sing a song "Good-bye." 全国首届小学英语优质课竞赛一等奖教案 (三) A Telephone Call (广州珠海香洲区吉莲小学 鲍当洪) I.Teaching Material
A Telephone Call A: May I speak to Jim, please? B: Sorry. He's not at home. A: Where is he now? B: He went to the bookshop. A: Would you please take a message? B: Sure. A: Tomorrow is Teachers' Day. We'll have a party at school. B: What time is the party? A: At three thirty in the afternoon. B: OK, I'll tell him When he's back. A: Thank you. II. Teaching Aims
  1) Enable the students to make telephone calls in English and get them to know how to behave themselves on the telephone.
  2) Raise the students' interest to learn English.
  3) Encourage the students to have good cooperation with one another. III.Teaching contents 1 ) Patterns: May I speak to ...? Would you please take a message?
  2) Vocabulary: message, party, take a message IV.teaching Aids Four toy telephones, a CD-ROM, a toy Santa Claus. V. Teaching procedures Step
  1. Warming-up Exercise Sing the song "Greetings". Step
  2. Presentation and Practice
  1) Ask the students to look at the screen and listen to the talk between the teacher and the person in the screen.
  2) After the talk, the teacher tells the students how to make a telephone call in English. Write the pattern "May I speak to...?"on the blackboard and teach them how to use it on the phone.
  3) Using the four toy telephones, ask the students to make telephone calls in pairs with the following patterns: May I speak to...? Speaking. Those students who do not have toy telephones can use their pencil-boxes instead, or they can put their fingers to their ears as a sign to make
phone calls.
  4) Ask one student his/her name and his/her home telephone number, using the following sentences: Would you please 'tell me your name? Would you please tell me your home telephone number?
  5) Make a telephone call to a student and get the students to learn the following short dialogue: T: Hello. Is that 8614761? S: Yes. T: May I speak to Xiao Long? S: Sorry, he is not in the office. T: Would you please take a message and ask him to come to school this afternoon? S: Sure. T: Thank you.
  6) Ask the students to make calls in groups. Then ask some pairs to act out to see if they know how to use the patterns below: May I speak to..,? Would you please take a message?
  7) Ask the students to look at the screen and listen to the dialogue "A Telephone Call" withthe following questions in mind: What is the message about? What time is the party? Then ask the students some questions if they have understood the dialogue.
  8) Ask the students to look at the dialogue on the screen and listen to it again.
  9) The teacher tells the students the meaning of the word "tomorrow" with the help of a calendar and the following sentences: We'll have a party at school. I'll tell him when he's back.
  10) Ask the students to read the new word and the sentences on the blackboard.
  11) Ask the students to retell the dialogue in their own words in pairs.
  12) Play the game "Throwing Santa Claus" to see if the students can say the sentences well. The teacher throws the toy Santa Claus to a student. When the student catches the Santa Claus, he
 

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