全國首屆小學英語優(yōu)質(zhì)課競賽一等獎教案(一)
全國首屆小學英語優(yōu)質(zhì)課競賽一等獎教案(一) Asking the Way （上海市虹口區(qū)貝貝英語學校 祁承輝） 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, itll 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: Youre 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: Im new here, when I arrived at the airport, I heard someone said 對不起(注①)，早晨好(注②).I really want to know their meanings in English. Could you help me? S: 對不起 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 dont 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: Itll take someone some time to do something. 2) Write the sentence Itll 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: Itll 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 Im from Shanghai. Maybe in the future youll go to Shanghai, so Ive 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 dont know, such as directions, transportations in Shanghai. 3) Ask some students to introduce their tour plans to Shanghai. 注①、注②：因競賽在珠海舉行，授課教師用廣東話說“對不起”和“早晨好”。專家點評 上海參賽選手祁承輝老師所做的課 Asking the Way 是一節(jié)理念正確、設(shè)計巧妙、活動豐富、效果突出的優(yōu)秀參賽課。這堂課充分體現(xiàn)了以學生為主體的教學思想。本節(jié)課主要體現(xiàn)出以下幾個特點: 1、 趨向真實交際的教學設(shè)計 教師以自己來自上海和對珠海不熟悉為由，請學生向他介紹當?shù)氐拿麆�，進而表示對這些地方很感興趣，并詢問去這些地方的方式和所需要的時間。由此自然而巧妙地展開本課的話題，使課堂教學從一開始就進入真實的交際場景，形成活躍的課堂氣氛。學生為能夠運用自己熟悉的內(nèi)容與教師交流而獲得成功感，并為能通過交流幫助了教師而感到興奮，從而使學習的自信心倍增。同時也使課文對話變成實際交流中的表達和交流需求。在接下來的教學中，教師抓住師生之間的信息差，讓學生問有關(guān)上海的情況。學生在教師的引導下 (教師詢問問題)，既進行了存在信息差的實際交流，又練習和掌握了問路與指路的語言結(jié)構(gòu)和用法。 2、以學生為主體的活動安排 在本課中，該教師安排了多樣的學生活動，其中有個人、兩人、小組和全班性的，有教師指導性的，也有需學生獨立或合作完成的。活動均有明確的目標與要求，并能夠安排在一定的語境和情景中進行，突出了培養(yǎng)學生用英語做事情和用英語進行交流的能力，體現(xiàn)了交際語言教學的思想。評價一節(jié)課成功與否，主要應(yīng)看學生在活動中的參與程度 (外顯的語言行為和內(nèi)部語言思維過程)，學生言語交際的有效性，以及學生在學習中表現(xiàn)出的情感、合作精神和學習與交際策略等方面的發(fā)展情況。在本次課上，學生能夠積極參與討論且活動量大，并有自由發(fā)揮的空間，教學效果良好。教師在教學活動中，注意了自己角色的轉(zhuǎn)換與控制，在啟發(fā)與示范后，能夠把足夠的時間留給學生，讓學生努力實踐與展示自己。另外，這節(jié)課的活動安排張弛有度，活而不亂；同時，教師能根據(jù)學生的接受能力和表現(xiàn)狀況適時調(diào)整活動安排與教學要求，表現(xiàn)了該教師較強的教學能力和教學組織能力，體現(xiàn)了以學生為主體、教師為指導的教學原則。 3.良好的自身素質(zhì)與教學素質(zhì) 授課教師在教學中表現(xiàn)出較高的教學素養(yǎng)。首先是良好的教學語言表達能力，語音、語調(diào)自然，清晰，強調(diào)適度 (包括有時降低音量等手段的運用);其次是形體語言在教學中運用相當出色，能夠吸引學生的注意力，輔助教學效果突出;還有一個特點是學生思維活躍，課堂教學容量較大;教學節(jié)奏掌握得當。這些都離不開教師自身較高的素質(zhì)和平時的努力與積累，因為教師的每一節(jié)課都是自己整體水平的綜合展現(xiàn)。全國小學大面積開設(shè)英語課即將開始，這既給我們帶來了機遇，也向我們提出了更高的要求和挑戰(zhàn)，希望有更多的優(yōu)秀小學英語教師脫穎而出。評課人:張連仲 (大賽評委、北京首都師范大學外語系)【全國首屆小學英語優(yōu)質(zhì)課競賽一等獎教案(一)】相關(guān)文章：
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