全國(guó)首屆小學(xué)英語(yǔ)優(yōu)質(zhì)課競(jìng)賽一等獎(jiǎng)教案(一)
全國(guó)首屆小學(xué)英語(yǔ)優(yōu)質(zhì)課競(jìng)賽一等獎(jiǎng)教案(一) Asking the Way （上海市虹口區(qū)貝貝英語(yǔ)學(xué)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(duì)不起(注①)，早晨好(注②).I really want to know their meanings in English. Could you help me? S: 對(duì)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(jìng)賽在珠海舉行，授課教師用廣東話說(shuō)“對(duì)不起”和“早晨好”。專家點(diǎn)評(píng) 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(jì)巧妙、活動(dòng)豐富、效果突出的優(yōu)秀參賽課。這堂課充分體現(xiàn)了以學(xué)生為主體的教學(xué)思想。本節(jié)課主要體現(xiàn)出以下幾個(gè)特點(diǎn): 1、 趨向真實(shí)交際的教學(xué)設(shè)計(jì) 教師以自己來(lái)自上海和對(duì)珠海不熟悉為由，請(qǐng)學(xué)生向他介紹當(dāng)?shù)氐拿麆伲M(jìn)而表示對(duì)這些地方很感興趣，并詢問(wèn)去這些地方的方式和所需要的時(shí)間。由此自然而巧妙地展開(kāi)本課的話題，使課堂教學(xué)從一開(kāi)始就進(jìn)入真實(shí)的交際場(chǎng)景，形成活躍的課堂氣氛。學(xué)生為能夠運(yùn)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(guò)交流幫助了教師而感到興奮，從而使學(xué)習(xí)的自信心倍增。同時(shí)也使課文對(duì)話變成實(shí)際交流中的表達(dá)和交流需求。在接下來(lái)的教學(xué)中，教師抓住師生之間的信息差，讓學(xué)生問(wèn)有關(guān)上海的情況。學(xué)生在教師的引導(dǎo)下 (教師詢問(wèn)問(wèn)題)，既進(jìn)行了存在信息差的實(shí)際交流，又練習(xí)和掌握了問(wèn)路與指路的語(yǔ)言結(jié)構(gòu)和用法。 2、以學(xué)生為主體的活動(dòng)安排 在本課中，該教師安排了多樣的學(xué)生活動(dòng)，其中有個(gè)人、兩人、小組和全班性的，有教師指導(dǎo)性的，也有需學(xué)生獨(dú)立或合作完成的�；顒�(dòng)均有明確的目標(biāo)與要求，并能夠安排在一定的語(yǔ)境和情景中進(jìn)行，突出了培養(yǎng)學(xué)生用英語(yǔ)做事情和用英語(yǔ)進(jìn)行交流的能力，體現(xiàn)了交際語(yǔ)言教學(xué)的思想。評(píng)價(jià)一節(jié)課成功與否，主要應(yīng)看學(xué)生在活動(dòng)中的參與程度 (外顯的語(yǔ)言行為和內(nèi)部語(yǔ)言思維過(guò)程)，學(xué)生言語(yǔ)交際的有效性，以及學(xué)生在學(xué)習(xí)中表現(xiàn)出的情感、合作精神和學(xué)習(xí)與交際策略等方面的發(fā)展情況。在本次課上，學(xué)生能夠積極參與討論且活動(dòng)量大，并有自由發(fā)揮的空間，教學(xué)效果良好。教師在教學(xué)活動(dòng)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(shí)間留給學(xué)生，讓學(xué)生努力實(shí)踐與展示自己。另外，這節(jié)課的活動(dòng)安排張弛有度，活而不亂；同時(shí)，教師能根據(jù)學(xué)生的接受能力和表現(xiàn)狀況適時(shí)調(diào)整活動(dòng)安排與教學(xué)要求，表現(xiàn)了該教師較強(qiáng)的教學(xué)能力和教學(xué)組織能力，體現(xiàn)了以學(xué)生為主體、教師為指導(dǎo)的教學(xué)原則。 3.良好的自身素質(zhì)與教學(xué)素質(zhì) 授課教師在教學(xué)中表現(xiàn)出較高的教學(xué)素養(yǎng)。首先是良好的教學(xué)語(yǔ)言表達(dá)能力，語(yǔ)音、語(yǔ)調(diào)自然，清晰，強(qiáng)調(diào)適度 (包括有時(shí)降低音量等手段的運(yùn)用);其次是形體語(yǔ)言在教學(xué)中運(yùn)用相當(dāng)出色，能夠吸引學(xué)生的注意力，輔助教學(xué)效果突出;還有一個(gè)特點(diǎn)是學(xué)生思維活躍，課堂教學(xué)容量較大;教學(xué)節(jié)奏掌握得當(dāng)。這些都離不開(kāi)教師自身較高的素質(zhì)和平時(shí)的努力與積累，因?yàn)榻處煹拿恳还?jié)課都是自己整體水平的綜合展現(xiàn)。全國(guó)小學(xué)大面積開(kāi)設(shè)英語(yǔ)課即將開(kāi)始，這既給我們帶來(lái)了機(jī)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(xué)英語(yǔ)教師脫穎而出。評(píng)課人:張連仲 (大賽評(píng)委、北京首都師范大學(xué)外語(yǔ)系)【全國(guó)首屆小學(xué)英語(yǔ)優(yōu)質(zhì)課競(jìng)賽一等獎(jiǎng)教案(一)】相關(guān)文章：
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