小学英语优质课教案
小狗包弟教案-思想汇报范文
小学英语教案(一) Asking the Way
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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
name
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: 对不起早晨好
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 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:
2) Write the sentence
imitate the sentence.
3) A
guessing game:
T: Please look at these
pictures and guess
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:
5) Use the multi-media
to help the students understand the meaning of the
sentence
straight.
6) Write the
sentence on the blackboard, and have the students
imitate the sentence:
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 RoadNew Areaand Bundto 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，<
br>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)