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全国首届小学英语优质课竞赛一等奖教案

发布时间:2013-10-12 09:33:26  

全国首届小学英语优质课竞赛一等奖教案(一)

Asking the Way

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?

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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 3

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。 4

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.

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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".)

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(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.

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(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。

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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:

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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?

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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:

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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 or she must say one of the sentences on the blackboard, and then throws the Santa Claus to another student.

13) Ask the students to act out the dialogue in roles.

Step 3.

1) Show the students three pictures on the screen. Ask them to

make telephone calls in groups based on the picture they have chosen.

Picture One: You want to invite Tom to play footbaU with you, butTom hasn't got a telephone at home. You ask Rose to take a message to Tom.

Picture Two: Miss Wu is ill. You want to pay a visit to her with Jack. But Jack is not atme. His sister picks up the

phone.

Picture Three: You will hold a birthday party on Sunday. You

phone to Lily to invite her to your party, but she isn't at home. How do you speak to her mother, who is at home at that time?

2) Ask some pairs to act out their telephone calls.

3) Ask the students to make phone calls to the teachers who are sitting around the dassroom.

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The teacher tells the students:"There will be a party on New Year's Day. We will invite some teachers to come to our party.

Write the names and the telephone numbers of some teachers and make telephone calls to them".

Step 4. Summary

Tell the students the way of making a phone call in their daily life.

Step 5. Homework

Ask the students to make phone calls to their friends and tell them their school life after class.

Step 6: Ending

Sing the song "Happy Weekend".

专家点评

鲍当洪老师执教的 A Telephone Call是一节真实、自然、生动、有趣的小学英语课。该课教学目的明确,教学过程有序,教学活动设计合理,教学各环节过渡自然,学生思维活跃。这节课在组织和设计上主要有以下特点:

1.注重学生的主体地位,实现了教师角色的转变。

执教教师从学生的兴趣出发,通过创设情景,示范教学内容,启发学生的思维,组织学生实践,培养学生的语言交际能力。教师在整个教学活动中成功地扮演了多个角色。首先,他是一个示范者,他为学生展示语言结构、意义和语言运用的情景;同时他又是一个启发者,启发学生思考,引导学生想象;其次,他还是一个情景的设计者和学习的指导者,他通过多媒体课件展现生动、逼真的交际情景,帮助和引导学生在语境中理解语言的结构和意义;此外,他更是一名课堂活动的组织者、学生学习的激励者和促进者,他通过玩具小电话、身体 13

语言设计情景,组织学生开展游戏和两人小组活动,给学生提供模仿、体验、实践和创造性运用语言的机会,并在活动中适时地鼓励和表扬学生,保护学生的自信心和学习的积极性,使学生学有所获。

2.注重把语言结构和语言功能有机结合,实现了从知识到能力的转变。 本课教学内容涉及关于打电话的表达方式,执教教师能够注意处理好结构与功能的关系,将语言结构的学习融于模拟的交际情景之中。教师在教学的设计上采用分解难点、分步呈现、逐步扩展、层层深入的方式,注重示范质量,保证学生对语言意义的正确理解,通过各种模仿和操练活动,使学生掌握新的语言形式。例如,教师运用多媒体创设了不同的生活情景,让学生两人一组选择其中的一种,并运用所学语言进行模拟交际,促进了知识向能力的转化。

3.注重教学内容与学生的生活经验相结合,实现了学以致用的教学目标。 鲍老师通过创设情景,将学习内容与学生的实际生活相结合,使学生身临其境,从而达到了学以致用的目的。例如,他在给某个学生打电话之前,先用英语了解学生家的电话号码,然后拨号给该学生打电话,让学生感到真实和亲切。同时,他设置的三个情景:约同学踢足球,约同学看望老师,约同学参加生日晚会,也都反映了学生的实际生活。追求语音、语调自然,教态亲切、大方,风格友善和幽默也是鲍老师教学成功的重要因素。当然,本节课还有改进的余地,例如,在学生两人小组活动中,教师对学生角色的描述不够明确,使得学生对话中的一些语言显得不够得体。此外,让学生向现场听课的老师询问电话号码时,应该适时教给学生使用得体的语言,以避免学生在特定的场合出现使用不得体的问话方式。

In a Fast-food Restaurant

(浙江宁波市戎徐小学 朱雪君)

I.教学内容

In a Fast-food Restaurant

Waiter: Hello, can I help you?

Mum: Yes. What would you like, Dick?

Dick: I’d like a hamburger.

Mum: Me, too.

Waiter: Would you like something to drink?

Mum: Oh, yes. Two glasses of orange juice, please.

Dick: Mum, can I have an ice-cream?

Mum: Sure. Two hamburgers, two glasses of orange juice and an ice-cream.

Waiter: OK. Here you are. 38 yuan, please.

Mum: Here the money.

Waiter: Thanks.

生词:fast-food / resaurant / hamburger

句型:What would you like?

Would you like something to eat/ drink?

II、教学目标:

1. 能听、读、说fist-food/restaurant/hamburger,并了解其含义;

2.能灵活运用重点句型,并清楚其运用的场合和语气;

(1) What would you like?

(2)Would you like something to eat/drink?

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3.能模仿

4.培养学生的注意力和观察力,激发学生积极思维,挖掘学生运用语言的创造能力。

III、教学重难点:

1.重难点句型:

(1)What would you like?

(2)I’d like ...

(3)Would you like something to eat/drink?

(4)?,please.

2.掌握有关食物名称的词汇。

III、教具准备:

食物图片:

ice-cream, hamburger, cake, bread, juice, milk, water, hot-dog, Frenh fries等。

食物和饮料:hamburger,cake,bread,milk,orangejuice,cola等。 道具:服务员工作帽、围裙、托盘。 多媒体课件一套。

IV、教学过程:

Step 1.Warm-up activities

(1)Do it! (学生按教师的指令做动作)

T:Stand up!/Sit down!/Sit down!/Stand up! (教师辅以手势) T:Walk!/Stop!/Jump 5 times!/Stop!/Push!/Stop!/Run!/Stop!

(教师和学生一起做,每个动作持续一段时间后,教师突然说:“Stop!”要求学生立刻停下来。)

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(2)Do as 1 do?(教师做动作并表达,引导学生边做边说:“Me,t00.”) 教师做睡觉状,并用低缓语调说:“I’m tired.”引导学生说:“Me,t00.”

教师做笑脸状,并用欢快语调说:“I’m happy.”引导学生说:“Me,t00.”

教师做干渴状,并说:“I’m thirsty.”引导学生说:“Me,.too.” 教师手摸肚子,并说:“I’m hungry. ”引导学生说:“Me,.too.”

(3)Listen and act!(学生按教师的指令做动作。)

教师说:“Let’s eat!"(做吃东西状),学生跟着做动作。

指令依次为:Eat slowly!/Eat fast!/Let’s drink!/Drink slowly!/Drink / fast! /Eat fast! (通过此活动,操练对话中的有关单词,例如:eat,drink,fast。)

Step 2.Revision and presentation

(1)教师问:“What do you like to eat?”让学生根据自己的喜好,用已学句型“I like?”回答。

(2)教师出示卡片hamburger,并问:“Do you like a hamburger?”

(3)学生学说hamburger一词,教师板书单词,并抽查一组学生,学生快速读词。

(4)出示有关食物的卡片(hamburger,cake,ice-cream,iuice,milk,?),让学生认读。

(5)做游戏:“What’s missing?'’(教师从卡片中任意抽掉一张,再让学生看卡片读单词,然后让学生说出拿掉的是哪一张卡片。) Step 3. Pattem drills and dialogue teaching

(1)选取单词卡片4—5张,同时出示给学生,并提问:

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自然引出对话主题。教师出示快餐店图片,并介绍说:“Look,

this is a fast-food restaurant.A big nice fast-food restaurant! We sense hot-dogs,hamburger,salad,French fries?” (出示食物图片)

(8)让学生模仿跟读单词fast-food restaurant,并选1、2组学生朗读,教师板书该词。

(9)教师系上围裙,拿起装有食物(cake,hamburger,bread,juice,milk,water,ice-cream)的托盘,扮演服务员,并说:

“Are you hungry? Would you like something to eat? What would you like?'’让学生回答,回答正确的学生可以得到该食物。

(10)当食物分完后,教师解下围裙,做出疲倦状,并说:“Oh,I’

m tired and hungry.”引导学生说:

“Would you like something to eat? What would you like?”教师收回学生所选的食物后说:“I’m full.I’m not hungry.But I’m thirsty now.”教师继续引导学生说:“Would you like something to drink? What would you like?”

(11)教师说:“I’m not hungry and thirsty now.Thank you,boys and girls. You’ve done a very good job today.”

Step 4. Communicative practice

(1)屏幕上出现招聘服务员的海报,教师扮成快餐店经理,并说:

“Our fast-food restaurant needs a waiter or a waitress.Who’

d like to have a try?'’

(2)邀请几位学生上来,给他们戴上服务员的帽子,并让他们站成一排;然后,教师(扮演经理)对“应聘者”发指令:

“Line up!Turn left!Turn right!Smile and say:

Welcome! Can I help you? What would you like? Would you like something to 19

eat?'’每做几个动作,就请不合要求的“应聘者”回去,最后剩下两位“应聘者”。

(3)教师对全班学生说:“Who’s the best one?Please discuss in pairs.”引导学生两人一组讨论,以确定最后被“录用者”。

(4)请几组学生扮演顾客,来快餐店购物,比较两位应聘者所提供的服务。

(5)最后选出最佳“服务员”。

(6)教师说:“Now 1et’s open our fast-food restaurant.”教师出示有关食物,引导所选的“服务员”与全班同学进行以下对话:

W:Can I help you?

Ss:Yes.

W:What would you like?

Ss:I’d like a hamburger.

W:Would you like something to drink?

Ss:Two glasses of orange juice.

W:OK.Here you are.48 yuan, please.

Ss:Here’s the money.

W:Thanks.

Step 5.Dialogue practice

屏幕上出现课文对话。教师让学生先听对话并跟读,然后分角色朗读 牛津小学英语4A优秀课评比教案1

Unit 7 It’s late (第一课时)

天目湖中心小学 毛江东

一. 教学目标:

1. 能听得懂,会说,会读和会拼写单词和句型:one, two, three, four, five, six, 20

seven, eight, nine, ten . What’s the time ? It’s …

2. 能听得懂,会说和会读日常交际用语: It’s late. What time do you…? I …at…/At…

3. 通过歌曲,对话等多种形式,激发学生学习英语的兴趣。

二. 教学重,难点:1. 能掌握数字1—100。

2.会运用句型What time do you...? I...at.../At...进行交际。

三. 教学用具;多媒体课件

四. 教学过程:

Step 1 Free talk

Step 2 Sing a song <<Ten little Indians >> (多媒体)

Step 3 Revision

1. Ask and answer (设学生迟到情景)

Teach : late -----I’m/You’re/She’s/He’s…late .

2. Revise some phrases .

Chant: Get up, get up, I get up.

Go to school, go to school, I go to school.

Have lunch, have lunch, I have lunch.

Go home, go home, I go home.

Watch TV, watch TV, I watch TV.

Go to bed, go to bed, I go to bed.

Step 4 Presentation

一 .Teach numbers:

.(多媒体呈现动物) 1. Count 1----20. (数字单词呈现)

2.(跑来一只)Teach “ twenty-one” (出示23, 25,28) 21

(多媒体呈现30,40只动物)3.Teach “thirty , forty” (出示36,37,42, 49) 总结规律:整十数20----90后以—ty结尾

4. 出示数字:50 60 70 80 90 100 (a hundred)

5 Numbers: 6 10

8 35 (由滴答 “ :” 加入)

2 40

4 15 (由数字过渡到时间)

二.Teach the sentences:

(课件钟) 1. Ask and answer : What’s the time, please? It’s …

The way : T----Ss/Ss—T/S1---S2---S3…

2. Practice into pairs.

3.Teach “I…at/At…” T: I get up at 6:00.

Teach “at ” at 6:07/ 4:45/ 11:32/ 8:55 (Read from one by one )

At6:30----I get up at 6:30 .(S1---S2----S3----S4…)

4.Teach “ What time do you get up ?I get up at …”

(1) The way : Ask and answer . (2) Practice into pairs .

5. Teach “ breakfast-----have breakfast” (课件出现钟,早餐,人物)

The way : break—break---breakfast. have breakfast, have breakfast , It’s time to have breakfast. (以你拍一,我拍一形式出现)

(1)What time do you have breakfast ? I have breakfast at…

The way : Ask and answer .

(2) Practice .

6: T: Do you want to know other friends’ situation? Let’s ask them loudly: 22

(多媒体呈现六位学生) Ss ask , then listen .

get up 6:20\ have breakfast …What time do you go to school ?

I…at

have lunch

Chant : What time do you …? I …at …

Step 5 Introduction

Show the teacher’s situation. (The way : Ask and answer )

Step 6 Do a survey

Ask some students to ask and answer .

Step 7 Introduce someone’s Day

三年级第一册第Unit 6第1课时案例来源:杭州师范学院继续教育学院承办的?杭州市新课程“课堂教学实录——专家点评——反思与成长”(小学英语)?评选活动资料冠军选手: 沈 丹 莹任职学校: 杭州市学军小学

一、 课堂教学实录 【课堂教学实录按时间:0~10,10~20,20~30,30~40(45)分四个时段记录】(鉴于篇幅有限,略)

二、教学设计(教案)

(一) 教学目标:

1.知识目标:

学生已有的对数字认知水平为one—five; 本节课在此基础上继续学习数字six—ten. 要求学生能听说认读数字1-10;能听懂Let?s do里的指示语,并能按照指令做出相应的动作;2.能力目标:拓展学生对数字的应用,感受数字在生活中存在的广泛与重要;通过一系列任务活动,培养学生主动思维、大胆实践、自主探究的学习能力; 3.情感目标:结合实际生活,创设真实情境,引 23

导学生关注生活,激发学习兴趣和热情,提高学习的积极性和主动性;培养学生团结合作的意识和精神。4.策略目标:鼓励学生积极运用多种学习方法和策略,自主获取信息,主动交际,分享交流;延伸数字教学,透过数字找规律,拓展渗透数字10—100,让充分运用所学知识与技能,以建构新的语言知识。

(二)教学重点与难点分析:本课时的教学内容为数字1—10的教学。由于学生在平时学习、作业中已不断接触并熟练掌握了数字1—5,因此在进行教学设计时,充分考虑到学生这一实际认知水平,对教学做了简单调整,通过游戏,快速回顾了数字1—5,并自然过渡到数字6—10的教学。教学重点: 数字6,7,8,9,10的认读;教学难点: 如何结合实际生活,创设大量真实、生动的语言环境,拓展学生对数字的应用,让学生感受到数字在生活中广泛存在,并发挥着重要作用。能否让学生学以致用是本课教学成败的关键。(三)教学方式(或方法): 情境探究法; 任务探究法;讨论法;

(四)教学过程: 1. Warm-up (1) Ps sing an English song.

(2) Free talk between teacher and Pupils.

2. Revision直接引出课题:Numbers请学生说说自己所知道的数字:1,2,……(复习数字1—5,边呈现相关数字图片。若有学生能说出新的数字,则随机教学新数字。)3.Presentation (1) Numbers learing1/ Telephone numbers (播放课件,请学生快速认读电话号码)

“110(报警电话); 120(急救电话);”

“119(火警电话)——引出数字“nine”的认读教学。(连锁认读)

“12345(市长热线)”

“96121(天气咨询)——引出数字“six”的认读教学。(快速传图读词) 2/ T (take out a pencil): Look! What?s this? P: A pencil.

T(take out some pencils): Oh, yes. And how many pencils? Let?s 24

count!

T-Ps: one, two, three……seven, seven pencils.引出数字“seven”的认读教学。(请多位little teacher带读)

3/ T (take out some oranges from the pocket): Look! What?s in my hand? P: orange(s).

T: Guess! How many oranges? Ps: ……T: Now, let?s count! One, two, ……eight. Oh, eight oranges.(请学生帮忙拿出老师口袋里的最后一个橘子。并把小橘子奖励给猜对的小朋友。)——引出数字“eight”的认读教学。(Play a game: Warm & cool) 4/ T 拿出钥匙包: I have some keys. Do you know how many keys here? P guess: 1? 3? 6? 9?……T: Let?s count, how many keys here? One, two,……ten. Oh, I have ten keys.——引出数字“ten”的认读教学。Play a game: 听音敲词游戏——复习巩固数字1—10. (2) Ps open English books, listen to the tape, then read the text. (3)Watch TV, and do it.(看课件,学习Let?s do) “Show me 1 and 2; Show me 3 and 4; Show me 5 and 6; Show me 7 and 8…引导学生边说边做,突出and, 为下一环节的实施铺垫。

(四)Practice

(1) Solve math problems with numbers① 播放课件,呈现一个数学算式:3+4=? T: What?s 3 and 4?P: 7! T: Super!

呈现句子:What?s 3 and 4?② 呈现下一个数学算式:1+6=?

学生尝试用英语来表达:What?s one and six? P: ……③ DIY活动任务布置: DIY——轮到你了!请从下列任务中任选一项完成: Task 1: 请设计一个数学加法算式(要求算式的和最好能在10或10以内); Task 2: 请设计一个电话号码,(最好不超过5位); 好了吗? 下面就请你和自己大组 25

的同学说一说吧!别忘了,如果他们能正确回答出你设计的题目,请在旁边画上一个 。咱们比一比,谁的 多?学生自选一项任务设计完成后开展充分的自由讨论活动。 (2) T take out some toys on the desk.( a toy monkey; a doll; an elephant)① T: Look! Toys. Monkey, doll, elephant. Now they are on sale.(出示售卖牌) Monkey! How much? Guess! One yuan? Five yuan?……

请学生猜一猜这些玩具的价格,然后出示相应的价格标签。(每位学生有1元的“购买力”。呈现句子:How much?引导学生运用How much? 和数字开展商品价格的问答。②请一个学生帮忙推销商品。(鼓励学生在购买商品时进行价格协商。)置——学生自主交流、活动——活动反馈Task 3: 请试着推销自己的一件文具用品,开价不超过10元,允许还价。 看看谁最能干,用最少的钱买到最多的物品哦! (3) 播放课件,呈现时钟画面与相关时间

T: What time? P: ……引导学生使用句型What time?和所学的数字进行有关时间的对话。

五.Enrichment

播放英语动画片,跟唱歌曲;复习回顾数字1—10,并渗透数字10,20,30,40,……100。引导学生找出这些数字的读音有何规律,拓展学生数字意识。

三、课堂教学实录的专家点评:

沈丹莹老师设计并执教的《人教小学英语PEP(三上)》 “Numbers”一课,重点落实,难点突出,教学生动而扎实,具体体现在如下几个方面: 1. 注重学生已有的学习基础和认知水平。

本课是数字教学的第一课时,根据教材编排,新授内容是数字1-10。教师并不是简单机械地呈现教学内容,而是在了解学生已较好地掌握数字1-5的前提下,对教材及教学要求进行灵活处理,将重点放在对6-10这五个数字的听、说、认读上,同时又不忘对1-5数字的拓展、运用和巩固,充分体现了“备学生”,“心中有学生”的教学意识。

2. 注重教学重难点的把握和突破。在英语教学中,“数字”教学并不难,学过英语的孩子一般都能很顺溜地按序说出1-10,但真正能把这十个数字说标准、读确切的并不多。原因在于很多教师不注意口型的示范,或一味求快。对于初学者来说,一旦形成习惯,往往很难改进。沈老师则对这十个数字的难点及学生易犯的错误十分清楚,所以在呈现seven [v], nine [n], ten [n] 的过程中,强调学生看老师的口型说和读。可谓“细微之中见经验”。对于初学者来说,这实在是太重要了。3. 注重采用多种手段落实新知。在整个教学过程中,教师注意调动学生的多种感官,通过看、听、说、认读、视听等多种方式呈现、巩固 26

和拓展新知,如:注意录音机的规范使用,培养学习认真听、模仿说的习惯;注意书本的及时使用和认读,使音、形、义有机结合;注意在时间允许的情况下,播放Disney动画,感受数字在真实情景中的运用,同时拓展渗透数字20,30,40,50,60,70,80,90等,为今后进一步学习作了自然而轻松的铺垫。

4. 注意教学与学生实际生活联系。数字1-10,十分简单,但教师注意生活中的“数字”,通过110,119,12345,96121这些数字的特殊含义,激活学生已有的生活经验和知识积累,采用多种类型的活动和任务,如数学加法算式,设计电话号码,看时钟,热卖物品等形式运用数字,并在已学句型的基础上拓展新句型的呈现,如:What?s 3 and 4? How much? What time is it?等。努力实现“培养学生语言运用能力”这一目标。另外,教师在课堂教学评价的有效利用,注意滚动旧知等方面都有较好的体现。建议:在Warm-up环节的设计上可更丰富些,可以采用让学生问,学生之间互告信息,也可以滚动已学,或结合新授的“数字”内容作自然铺垫。其次,在活动设计方面,处理好难易递进、活动的前期示范和指导,注意活动的操作和大班学生秩序间的关系等,还可进一步研究和完善。点评专家:浙江省小学英语教研员 郑文

四、本案的反思与总结《国家英语课程标准》特别强调课程要从学生学习兴趣、生活经验、认知水平出发,倡导体验、参与、实践、合作与交流的学习方式和任务型的教学途径,发展学生综合语言运用能力,使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。在教学活动中,笔者通过生动有趣、形式多样的教学手段吸引着学生,激发他们的学习兴趣和热情,广泛了解学生已有认知水平,关注他们的生活经验,积极开展任务型教学活动,鼓励学生大胆参与各项语言学习活动,积极探索,团结合作;同时密切关注学生在学习过程中所反映出来的情感态度,即时评价,不断鼓励,使学生能不断感受到语言学习的成功与满足。(一)鼓励积极探究,培养自主学习能力弘扬人的主体性是时代发展的主旋律。"自主"就是要让学生真正成为教学的主体,让学生积极能动地参与教学活动,积极主动地进行学习认识和学习实践活动。自主探究、自主学习的过程也就是学生的自我教育、自我活动和自我拓潜的过程。在本案的新授词汇呈现和理解过程中,鼓励学生用手摸物品理解数字,听音模仿,小老师带读,同桌互相观察口型并纠正等方式,让学生通过自己的理解、感悟、揣摩、纠正等反复练习中逐渐感知语言知识。然后,在DIY教学环节中,学生可以根据自己的兴趣爱好、能力水平而自主选择相应的学习任务,主动运用已初步学到的英语数字知识,或独立操作,或与同学合作完成任务活动,很好地复习巩固了本课新授的数字内容。此外,在最后的拓展数字教学中,学生们通过自主观察和研究,发现了一些数字词汇在语音和字形上的共有现象,找到了相应的语言规律。这一方面锻炼了学生的思考、分析、和语言表达能力,同时也使他们体验到成功的喜悦和满足,激发他们发挥出自己的最大潜能。(二)巧妙设置活动任务,提高学生学习效率语言源于生活,脱离实际生活的语言是不存在的。只有将语言融入生活,语言才会绽放它的魅力。而活动任务的展开正是培养学生将课堂语言知识与生活实际相连的最佳手段之一。创新教学改变了传统教学模式中教师讲——学生听,忽视学生主动参与和探究能力培养弊端。针对学生的不同能力层次、兴趣爱好,分别设置了不同的学习活动和任务。如:请学生设计一个和为10或10以内的数学加法算式;或者选择设计一个电话号码;还可以选择介绍时钟上的数字所表示的时间等。不同的学习任务难易程度各不相同,学生可以根据自己的兴趣爱好和实际学习水平对活动任务进行自由选择。在一个个富有挑战又充满乐趣的任务活动中学生们激情四射,兴致盎然。此时此刻,学生已完全成为了学习的主人,能够积极主动地探索和学习。当然,在学生开展各种任务活动的同时,教师也应扮演好助学者(facilitator),组织者(organizer),监督者(monitor),以及学生的伙伴(partner)等多种角色。三年级的学生生性活泼好动,对新鲜事物有着极大的好奇心和求知欲,想学也喜欢学英语。对各种游戏、活动的参与积极性很高,有强烈的表现欲望。因此,在教学设计过程中,充分考虑采用TPR教学法,让学生唱唱、听听、说说、看看、甚至四处走走、玩玩,五官并用,不断激发学习的兴趣和热情。同时,在教学过程中,注意培养学生的记忆、观察和思维能力,让学生在各种快乐的活动过程中不知不觉回顾、复习及巩固语言知识,发展语言技能。(三)关注学生的生活经验,创设真实生活情境学生生活在现实社会中,他们的任何学习所得都必须通过与社会生活现实进行比照、印证才能达到结构化程度。如果把学生的学习过程置于丰富的日常生活情景中,使日常生活的情境化推理进入问题发现与解决的思维路径,则不但有助于学生学习兴趣与思维积极性的激发,而且也有助于学生对科学原理的理解、掌握和发现问题、解决问题能力的提高。这就要求我们在英语教学中应尽可能创设真实的教学情境,给学生提供一个贴近生活现实的语言氛围能最大化的激起学生学习语言、运用语言的兴趣与愿望。本案的设计思路便是以数字为主线贯穿始终,围绕生活中的数字,设计了一系列丰富而又有现实意义的教学环节。如:“电话号码中的数字; 27

商品价格上的数字;数学中的数字;时钟里的数字”这四大环节。此外,又让学生在课前便有意识的去观察和收集生活中的数字。结果学生找到了许多生活中的数字,有门牌号、邮政编码、汽车牌照、报刊杂志名称等,几乎涵盖了生活的方方面面。学生在学习过程中,感到与自己的生活非常贴近,学习的积极性和热情自然也就高涨。与此同时,也培养了学生的动手能力,获取资料、筛选并分类整理资料的能力,形成智慧共享。(四)关注情感体验,培养团结合作的意识与能力作为英语教师,应尽可能创设机会,引导学生与他人合作,努力营造师生共同研究、共同探索的良好氛围,学会沟通,学会互相理解和尊重,学会分享知识与资源。让学生在合作学习中体会到互相团结帮助的快乐和满足,懂得许多重要的学习活动需要彼此相互合作才能完成,而合作又能为学习者提供更多的学习机会和学习资源。在本案设计的各项活动任务中,学生必须学会与他人充分合作,相互帮助,才能获得“双赢” 。如当学生为完成推销自己的商品这一活动任务时,他必须熟练运用所学的知识和语言去和同学展开积极的交流和对话,学会倾听,学会团结互助,才有可能在限定的时间内最大程度地推销出自己的商品,或者购买到自己喜爱的物品。另外,在全班的资源交流中,同学们互相学习,各取所长,尽自己最大努力汲取着别的学习小组同学用同样的勤奋和努力所得到的知识信息。在这节课上,学生们所接受的信息量是巨大的,是惊人的,远远超出了课本所要求掌握的基本知识,但他们仍学得津津有味,丝毫不觉得枯燥无聊,因为那是由他们自己主宰的课堂,他们在合作学习中品味着学习的快乐,体验着人和人之间互相关心,互相帮助,互相鼓励,共同进步的感觉有多么美好,感受着自己辛勤付出后成功的满足!【资料链接】 该教学案例应算是较为完整而又规范的,其精心设计的教案、认真仔细的课堂实录以及深刻含蓄的反思录充分体现该老师的教学态度和水平;其中的专家点评更是到位而具建设性。非常值得小学英语界的同行们学习。 唯一感到遗憾的是,可能是限于评奖时间的限制,专家点评与个人反思似乎没有衔接和联系,如果老师看了专家点评后进行针对性的反思,然后再去实践提高,再反思,再设计,可以更好体现案例学习帮助教师成长的真实过程,更会具有案例本身所应有的价值性。

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