第一篇：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 (二)

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(二)Shopping（湖南省長(zhǎng)沙市育英學(xué)校 歐陽(yáng)丹熙）2011-04-11 10:23

一、教學(xué)內(nèi)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、教學(xué)目的與要求

1.能聽(tīng)懂、會(huì)說(shuō)本篇對(duì)話；

2.能運(yùn)用會(huì)話中的句型進(jìn)行擴(kuò)展性的情景會(huì)話； 3.能聽(tīng)懂、會(huì)說(shuō)新單詞：purple, size, cool。

三、教學(xué)重點(diǎn)

能運(yùn)用所學(xué)句型進(jìn)行擴(kuò)展性的情景會(huì)話。

四、教學(xué)手段

運(yùn)用多媒體輔助教學(xué)。

五、教具準(zhǔn)備

一件毛衣，各種文具、食品、服裝、玩具和水果等。

六、教學(xué)步驟

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（課件：顯示屏上出現(xiàn)一些碎片，碎片慢慢擴(kuò)大，變成一件毛衣）T: What am I going to buy? What do I want? Just guess and say: “YOu want...”(3)(課件：教師走進(jìn)一家服裝店，與售票員進(jìn)行交談。)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?（課件：售貨員拿出一件很大的毛衣。）T: I think it's too big.C: How about this one?（課件：售貨員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?（課件：售貨員拿出一件對(duì)教師來(lái)說(shuō)大小合適的毛衣。）（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...（課件：毛衣隨著學(xué)生的回答變換顏色，并由此引出新授單詞“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.（每組由一名學(xué)生當(dāng)售貨員，其它學(xué)生充當(dāng)顧客。）

(2)Ask the students to go to different shops and buy different things.（把全班分成五個(gè)組，即五個(gè)“商店”，顧客可以到任 何一家“商店”“購(gòu)買(mǎi)”自己喜歡的物品。教師到各組去指導(dǎo)，同時(shí)教師也當(dāng)顧客，購(gòu)買(mǎi)物品。

(3)教師總結(jié)全課，表?yè)P(yáng)做得好的學(xué)生。電腦計(jì)分牌顯示勝方，并伴隨勝方的歡呼聲。

Step 5 Ending The students sing a song ”Good-bye."

第二篇：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 (二)

全國(guó)首屆小學(xué)英語(yǔ)優(yōu)質(zhì)競(jìng)賽一等獎(jiǎng)教案

(二)全國(guó)首屆小學(xué)英語(yǔ)優(yōu)質(zhì)競(jìng)賽一等獎(jiǎng)教案

Shpping

（湖南省長(zhǎng)沙市育英學(xué)校歐陽(yáng)丹熙）

一、教學(xué)內(nèi)容

Shpping

A:Hell!anIhelpu?

B:es,Iantaseaterfrdaughter,please

A:Habutthisne?

B:h,gdThesizeis

:u,Idn'tliethelur

A:Duliethispurplene?

:l!That'sfavuritelur

B:Huhisit?

A:Sixt-eightuan

B:Here'sthene

A:Thans

size尺寸；大小

purple紫色的

l棒的

二、教學(xué)目的與要求

能聽(tīng)懂、會(huì)說(shuō)本篇對(duì)話；

2能運(yùn)用會(huì)話中的句型進(jìn)行擴(kuò)展性的情景會(huì)話；

3能聽(tīng)懂、會(huì)說(shuō)新單詞：purple,size,l。

三、教學(xué)重點(diǎn)

能運(yùn)用所學(xué)句型進(jìn)行擴(kuò)展性的情景會(huì)話。

四、教學(xué)手段

運(yùn)用多媒體輔助教學(xué)。

五、教具準(zhǔn)備

一毛衣，各種文具、食品、服裝、玩具和水果等

六、教學(xué)步驟

Step1Greetings

T:Gdrning,bsandgirlsgladteetu

Step2Presentatin

Lead-in

T:un,I'nehereIthughtituldbehtinZhuhaButtdaitis

ldI'ustinabluse

NI'feelingalittleldSIanttgshppingandbusear

lthes

Plaaguessinggae（：顯示屏上出現(xiàn)一些碎片，碎片慢慢擴(kuò)大，變成一毛衣）

T:hataIgingtbu?hatdIant?ustguessandsa:“uant”

T=theteaher=theputerSs=thestudents:anIhelpu?

T:Iantaseater,sir

:Habutthisne?（：售貨員拿出一很大的毛衣。）

T:Ithinit'stbig

:Habutthisne?（：售貨員拿出一很小的毛衣。）

T：Habutthisne?hatduthin?

Ss:It'stsall

:Habutthisne?（：售貨員拿出一對(duì)教師來(lái)說(shuō)大小合適的毛衣。）

（Learntsa:“Habut?”）

T:IthinthesizeisDuthins?

Ss:es!

T:Thesizeis,sirbutIdn'tliethislur

:hat'surfavuritelur?

T:hat'sfavuriteluris

（：毛衣隨著學(xué)生的回答變換顏色，并由此引出新授單詞“purple”。）

T:Iliethispurpleseater

Plaagae:Guesstheprieftheseater

Ss:Huhisit?

S1:uan

Afterthestudentsguesstheprieright,theteaherputsnthepurpleseater

andassthestudents“AIl?”

Step3Pratie

Listentthedialgue

T:hathaveuheardinthedialgue?

Listentthedialgueandrepeatitsentenebsentene

Pratieingrupsfthree

Step4nslidatin

Divideallthestudentsintgrups:statiner's,tshp,lthesshp,fruit

shpandfdshpPutsegdsineahshpGetthestudentstdthe

shppingingrups（每組由一名學(xué)生當(dāng)售貨員，其它學(xué)生充當(dāng)顧客。）

Asthestudentstgtdifferentshpsandbudifferentthings（把全班分成五個(gè)組，即五個(gè)“商店”，顧客可以到任

何一家“商店”“購(gòu)買(mǎi)”自己喜歡的物品。教師到各組去指導(dǎo)，同時(shí)教師也當(dāng)顧客，購(gòu)買(mǎi)物品。

教師總結(jié)全，表?yè)P(yáng)做得好的學(xué)生。電腦計(jì)分牌顯示勝方，并伴隨勝方的歡呼聲。

StepEnding

Thestudentssingasng“Gd-be”

第三篇：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

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 2008-09-24 17:30

Shapes教學(xué)設(shè)計(jì)

一、教學(xué)內(nèi)容

人教版《新起點(diǎn)英語(yǔ)》第二冊(cè)第十三單元第七十三課

Shapes 4 new words：cercle ,square , rectangle and triangle A new chant

二、教學(xué)目標(biāo)：

1、知識(shí)目標(biāo) 學(xué)生基本做到：聽(tīng)音、看圖、指認(rèn)四種基本形狀：cercle ,square , rectangle and triangle

學(xué)生借助圖畫(huà)和錄音，了解歌謠內(nèi)容，初步說(shuō)出4種形狀的英語(yǔ)單詞，并在所歌謠的同時(shí)進(jìn)行表演。

2、能力目標(biāo)

通過(guò)說(shuō)唱活動(dòng)培養(yǎng)學(xué)生的英語(yǔ)語(yǔ)感。通過(guò)動(dòng)手、動(dòng)腦的活動(dòng)培養(yǎng)學(xué)生的觀察能力、思維能力、語(yǔ)言能力、及想象創(chuàng)造能力。

三、教學(xué)重點(diǎn)：

1、正確朗讀和辨認(rèn)四種形狀英語(yǔ)名稱(chēng)。

2、就四種形狀進(jìn)行簡(jiǎn)單的英語(yǔ)交流。

四、教學(xué)難點(diǎn)：

rectangle and triangle的朗讀和辨認(rèn)。

五、教具準(zhǔn)備：

錄音機(jī)及磁帶、實(shí)物投影儀、教師名片、配套教學(xué)卡片、簡(jiǎn)筆畫(huà)、自制教學(xué)卡片

學(xué)生準(zhǔn)備小棒和四種形狀的卡片。

六、教學(xué)過(guò)程：

活動(dòng)一

反應(yīng)游戲：Stand up,please.Sit down,please.備課思路：通過(guò)TPR活動(dòng)，有助于幫助學(xué)生集中注意力，做好上課的準(zhǔn)備?；顒?dòng)二

師生談話：T：What ‘s your name ? How are you? How old are you? S：……

T：Do you want ask me ? S：What ‘s your name ? T：My name is Jane.教師出示名片介紹：This is my name card.It ‘s a rectangle.隨后教師介紹小組比賽規(guī)則：Look!There are four shapes on the blackboard.It ‘s a cercle….What colour is it? Do you like it ? It ‘s for you.Let ‘s have a match.Who is best?

備課思路：通過(guò)Free talk中的真實(shí)交流，讓學(xué)生感受到語(yǔ)言的自然和流暢。同時(shí)以講解小組競(jìng)賽規(guī)則的方式滲透本節(jié)課將要使用的詞匯，如新單詞、顏色單詞以及后面活動(dòng)中要用到的name card。通過(guò)這種自然的方式把新的語(yǔ)言項(xiàng)目呈現(xiàn)給學(xué)生，是學(xué)生對(duì)新的內(nèi)容得到初步的整體感知。

活動(dòng)三

唱英語(yǔ)歌曲：Ten little Candles Dance教師出示蠟燭模型，提問(wèn)：How many candles can you see?學(xué)生答：I can see ten.備課思路：通過(guò)表演唱，使學(xué)生的身體的到運(yùn)動(dòng)，同時(shí)復(fù)習(xí)本節(jié)課要用到的數(shù)字單詞，為擺小棒學(xué)單詞環(huán)節(jié)做好鋪墊。

活動(dòng)四

通過(guò)小棒擺放，引出并學(xué)習(xí)三種有線段組成的形狀：,square , rectangle and triangle。（1）活動(dòng)語(yǔ)言：T：I have many sticks.You have sticks ,too.Where are they? They are in your bags.Show me your three sticks,ok?教師提問(wèn)：Can you make a shape?學(xué)生動(dòng)手?jǐn)[出一個(gè)三角形。教師提問(wèn)：What space is it?從而學(xué)習(xí)三角形的說(shuō)法：triangle。（2）教師增加一根小棒，讓學(xué)生用四根小棒擺擺看，能擺出什么圖形。學(xué)習(xí)正方形的說(shuō)法：square。（3）教師出示長(zhǎng)方形紙片，提問(wèn)：Can you make this shape?在學(xué)生用六根小棒擺出長(zhǎng)方形的基礎(chǔ)上，學(xué)說(shuō)：rectangle.。教師將三張自制卡片安教學(xué)順序貼在黑板上。

備課思路：學(xué)生通過(guò)實(shí)際操作，感受到小棒數(shù)目的增減使形狀產(chǎn)生了變化。每次擺形狀的要求不同，但是每次都給學(xué)生留下獨(dú)立思考的空間，使個(gè)性充分發(fā)揮，而且通過(guò)擺一擺，說(shuō)一說(shuō)，把抽象的幾何知識(shí)變得具體形象了，更易于兒童接受。

活動(dòng)五 猜一猜，判一判。做這個(gè)猜的游戲時(shí)，開(kāi)始學(xué)生看不到形狀，教師翻轉(zhuǎn)卡片，給學(xué)生留下圖形的線索，提問(wèn)：What shape is it?幾個(gè)同學(xué)回答后，其他同學(xué)要用cercle cross來(lái)判斷對(duì)錯(cuò)。說(shuō)cercle時(shí)兩手臂要組成圓形，表示同意；說(shuō)cross時(shí)手臂交叉，表示不同意。

備課思路：翻轉(zhuǎn)卡片猜單詞屬于有線索的猜，是一種比較簡(jiǎn)單的游戲。學(xué)生要想猜對(duì)，就要目不轉(zhuǎn)睛的看著圖片，所以這個(gè)游戲即可強(qiáng)化對(duì)單詞的正確朗讀，又可以培養(yǎng)學(xué)生良好的觀察習(xí)慣。同時(shí)教師通過(guò)讓學(xué)生判斷對(duì)錯(cuò)，一方面可以表達(dá)自己的見(jiàn)解，另一方面為學(xué)習(xí)cercle做好了鋪墊。

活動(dòng)六 看一看，猜一猜。教師準(zhǔn)備一張挖好圓形洞的卡紙。把單詞卡片放在卡紙后面，讓學(xué)生通過(guò)露出來(lái)的邊和角的線索猜單詞。通過(guò)直線和曲線的對(duì)比學(xué)說(shuō)cercle。

備課思路：通過(guò)留下邊和角的線索讓學(xué)生猜一猜，使學(xué)生在不知不覺(jué)中復(fù)習(xí)鞏固了單詞，有助于培養(yǎng)學(xué)生抓住事物特征的觀察力，滲透了對(duì)幾何知識(shí)的學(xué)習(xí)，而且對(duì)于發(fā)展學(xué)生的空間思維想象能力起到積極的作用。

活動(dòng)七 唱一唱。學(xué)唱歌謠：第一遍要求學(xué)生帶著問(wèn)題聽(tīng)，說(shuō)一說(shuō)聽(tīng)到了什么；第二遍要求學(xué)生根據(jù)聽(tīng)到的錄音給手中的形狀排順序；第三遍要求學(xué)生跟唱，在唱的過(guò)程中帶領(lǐng)學(xué)生配上相應(yīng)的動(dòng)作表演。

備課思路：唱歌和表演是學(xué)生喜歡的學(xué)習(xí)活動(dòng)形式之一。在教學(xué)中我充分利用教學(xué)資源，把歌謠作為培養(yǎng)廳里、檢驗(yàn)知識(shí)掌握情況、復(fù)習(xí)鞏固知識(shí)、發(fā)展學(xué)生語(yǔ)言聽(tīng)力的一種手段。

活動(dòng)八

發(fā)名片。教師提問(wèn)：“I have a name card.You have name cards, too.Whose is it?”提問(wèn)之后，請(qǐng)同學(xué)們把單詞卡片貼到相應(yīng)的小組形狀標(biāo)志上。教師再提問(wèn)：”What’s your name?”學(xué)生回答：“My name is a cercle(square , rectangle and triangle)”接下來(lái)做反應(yīng)游戲，老師說(shuō)單詞，相應(yīng)的小組起來(lái)說(shuō)出自己的名子。

備課思路：這一活動(dòng)是訓(xùn)練學(xué)生將單詞和他的實(shí)際意義進(jìn)行對(duì)照。以趣味的形式進(jìn)行操練，激發(fā)集體榮譽(yù)感，培養(yǎng)良好的注意力和反應(yīng)能力。

活動(dòng)九

聽(tīng)聽(tīng)做做。先請(qǐng)學(xué)生根據(jù)指令用手指擺出四種形狀，在此基礎(chǔ)上提問(wèn)：“Can you make a big square?”引導(dǎo)學(xué)生合作用身體擺出不同的形狀。要求學(xué)生說(shuō)出不同形狀的名稱(chēng)。

備課思路：這項(xiàng)活動(dòng)把學(xué)生獨(dú)立思考和與他人合作完成任務(wù)有機(jī)結(jié)合，對(duì)知識(shí)有效地進(jìn)行復(fù)習(xí)鞏固，同時(shí)培養(yǎng)了學(xué)生的團(tuán)隊(duì)精神、協(xié)作意識(shí)；而且對(duì)學(xué)生要求有所提高，要求學(xué)生運(yùn)用知識(shí)形成語(yǔ)言。

活動(dòng)十

找一找，說(shuō)一說(shuō)。要求學(xué)生在教室里找出學(xué)過(guò)的形狀的物品。備課思路：語(yǔ)言來(lái)源于生活。通過(guò)讓學(xué)生找一找身邊的形狀，把知識(shí)有抽象變?yōu)榫唧w，從而使學(xué)生感受到英語(yǔ)就在生活中，讓他們用嶄新的視角去觀察生活，發(fā)現(xiàn)生活，同時(shí)將語(yǔ)言運(yùn)用于生活。

活動(dòng)十一

記憶游戲。教師出示幾幅由形狀組成的圖片，給學(xué)生留有幾秒鐘的觀察時(shí)間，提問(wèn)：“What’ s this? What shape can you see? How many…can you see ? What ‘s colour is it? ”

備課思路：通過(guò)出示由形狀組成的美麗畫(huà)面，培養(yǎng)學(xué)生的審美意識(shí)，同時(shí)感受到形狀遍布生活的各個(gè)角落，在游戲的過(guò)程中，復(fù)習(xí)了形狀、顏色、數(shù)字及部分學(xué)過(guò)的名詞。這項(xiàng)活動(dòng)將語(yǔ)言提高到句子輸出的高度，使語(yǔ)言的學(xué)習(xí)上了一個(gè)新臺(tái)階。

活動(dòng)十二

創(chuàng)造活動(dòng)。在“活動(dòng)十一”提示的基礎(chǔ)上，引導(dǎo)學(xué)生用手中的形狀卡片業(yè)制作一幅新圖畫(huà)。可以自己做，也可以同學(xué)合作。做完之后，放到實(shí)物投影儀上展示、交流?？梢杂谩盎顒?dòng)十一”提供的語(yǔ)言介紹作品。

備課思路：這項(xiàng)活動(dòng)把對(duì)學(xué)生的要求提高到了一個(gè)新的高度――把新舊知識(shí)結(jié)合說(shuō)一段話。既可以發(fā)揮自己的想象，也可以集中小組成員的智慧，擴(kuò)充可以利用的資源。本活動(dòng)有助于發(fā)展學(xué)生的思維能力、動(dòng)手操作能力，進(jìn)一步培養(yǎng)團(tuán)隊(duì)合作意識(shí)。

活動(dòng)十三

小結(jié)?；仡櫵鶎W(xué)知識(shí)內(nèi)容。對(duì)四個(gè)小組的成績(jī)進(jìn)行總結(jié)。選出冠軍小組。

作業(yè)：

1、在我們的生活中到處都可以看到各種各樣的形狀。在路上、在家里、在公園里…….找一找，說(shuō)一說(shuō)我們學(xué)過(guò)的形狀。

2、哪些我們沒(méi)有學(xué)過(guò)的形狀名稱(chēng)？你想知道嗎？畫(huà)下來(lái)，可以問(wèn)家長(zhǎng)、可以查資料

下節(jié)課一起解決。

課后反思：

在學(xué)習(xí)新課標(biāo)的基礎(chǔ)上，我從兒童的興趣和生活體驗(yàn)出發(fā)，設(shè)計(jì)了本節(jié)課，并在實(shí)際教學(xué)中取得了良好的效果。

1、通過(guò)實(shí)際教學(xué)我對(duì)任務(wù)、評(píng)價(jià)、合作等教學(xué)模式有了更深入的認(rèn)識(shí)。要使新課標(biāo)為我所有，我們就要把新的理念運(yùn)用于新的模式中。只有在新理念的指導(dǎo)下，才能把方法用活、用實(shí)。如在教學(xué)中我把設(shè)計(jì)任務(wù)的標(biāo)準(zhǔn)定位于符合學(xué)生的認(rèn)知水平，立足于學(xué)生的發(fā)展。在重視合作學(xué)習(xí)的基礎(chǔ)上，充分為學(xué)生留有個(gè)性發(fā)展的空間。評(píng)價(jià)不僅僅是為了評(píng)價(jià)，在學(xué)生獲得心理上的成就感的同時(shí)，知識(shí)也得到了鞏固，能力也得到了提高。

2、用聯(lián)系的觀點(diǎn)看問(wèn)題。在教學(xué)中我把各個(gè)環(huán)節(jié)看作一個(gè)整體，把教學(xué)環(huán)節(jié)設(shè)計(jì)定位于層層推進(jìn)，螺旋式上升?；顒?dòng)形式多種多樣，但每一項(xiàng)活動(dòng)都有自身存在的價(jià)值，這就為大容量提供了保障。

通過(guò)這節(jié)課的成功展示，使我對(duì)新課標(biāo)有了新的認(rèn)識(shí)，當(dāng)然在實(shí)際操作中還存在許多不足之處，這就需要我們進(jìn)一步學(xué)習(xí)新理念，不斷提高自身的綜合素質(zhì)，使新課標(biāo)更好地為教學(xué)服務(wù)，為學(xué)生服務(wù)。

第四篇：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

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(二)Shopping

（湖南省長(zhǎng)沙市育英學(xué)校 歐陽(yáng)丹熙）

一、教學(xué)內(nèi)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、教學(xué)目的與要求

1.能聽(tīng)懂、會(huì)說(shuō)本篇對(duì)話；

2.能運(yùn)用會(huì)話中的句型進(jìn)行擴(kuò)展性的情景會(huì)話；

3.能聽(tīng)懂、會(huì)說(shuō)新單詞：purple, size, cool。

三、教學(xué)重點(diǎn)

能運(yùn)用所學(xué)句型進(jìn)行擴(kuò)展性的情景會(huì)話。

四、教學(xué)手段

運(yùn)用多媒體輔助教學(xué)。

五、教具準(zhǔn)備

一件毛衣，各種文具、食品、服裝、玩具和水果等

六、教學(xué)步驟

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（課件：顯示屏上出現(xiàn)一些碎片，碎片慢慢擴(kuò)大，變成一件毛衣）

T: What am I going to buy? What do I want? Just guess and say: “YOu want...”(3)(課件：教師走進(jìn)一家服裝店，與售票員進(jìn)行交談。)

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?（課件：售貨員拿出一件很大的毛衣。）

T: I think it's too big.C: How about this one?（課件：售貨員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?（課件：售貨員拿出一件對(duì)教師來(lái)說(shuō)大小合適的毛衣。）（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

...（課件：毛衣隨著學(xué)生的回答變換顏色，并由此引出新授單詞“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.（每組由一名學(xué)生當(dāng)售貨員，其它學(xué)生充當(dāng)顧客。）

(2)Ask the students to go to different shops and buy different things.（把全班分成五個(gè)組，即五個(gè)“商店”，顧客可以到任

何一家“商店”“購(gòu)買(mǎi)”自己喜歡的物品。教師到各組去指導(dǎo)，同時(shí)教師也當(dāng)顧客，購(gòu)買(mǎi)物品。

(3)教師總結(jié)全課，表?yè)P(yáng)做得好的學(xué)生。電腦計(jì)分牌顯示勝方，并伴隨勝方的歡呼聲。

Step 5 Ending

The students sing a song ”Good-bye.“

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, 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 ”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 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“, ”P(pán)udong 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(zhuān)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(xún)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(xún)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。活動(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

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(三)A Telephone Call（廣州珠海香洲區(qū)吉蓮小學(xué) 鮑當(dāng)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.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-In a Fast-food Restaurant

I.教學(xué)內(nèi)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.生詞：fast-food / resaurant / hamburger 句型：What would you like? Would you like something to eat/ drink?

II、教學(xué)目標(biāo)：

1.能聽(tīng)、讀、說(shuō)fist-food／restaurant／hamburger，并了解其含義； 2．能靈活運(yùn)用重點(diǎn)句型，并清楚其運(yùn)用的場(chǎng)合和語(yǔ)氣；(1)What would you like?

(2)Would you like something to eat／drink? 3．能模仿本文對(duì)話，并能在一定的語(yǔ)境中運(yùn)用所學(xué)語(yǔ)言進(jìn)行交際；

4．培養(yǎng)學(xué)生的注意力和觀察力，激發(fā)學(xué)生積極思維，挖掘?qū)W生運(yùn)用語(yǔ)言的創(chuàng)造能力。

III、教學(xué)重難點(diǎn)： 1．重難點(diǎn)句型：

（1）What would you like?（2）I’d like ．．．

（3）Would you like something to eat／drink?（4）?，please．

2．掌握有關(guān)食物名稱(chēng)的詞匯。

III、教具準(zhǔn)備： 食物圖片：ice-cream, hamburger, cake, bread, juice, milk, water, hot-dog, Frenh fries等。

食物和飲料：hamburger，cake，bread，milk，orangejuice，cola等。道具：服務(wù)員工作帽、圍裙、托盤(pán)。多媒體課件一套。

IV、教學(xué)過(guò)程：

Step 1．Warm-up activities(1)Do it!(學(xué)生按教師的指令做動(dòng)作)T：Stand up!／Sit down!／Sit down!／Stand up!(教師輔以手勢(shì))T：Walk!／Stop!／Jump 5 times!／Stop!／Push!／Stop!／Run!／Stop!(教師和學(xué)生一起做，每個(gè)動(dòng)作持續(xù)一段時(shí)間后，教師突然說(shuō)：“Stop!”要求學(xué)生立刻停下來(lái)。)(2)Do as 1 do?(教師做動(dòng)作并表達(dá)，引導(dǎo)學(xué)生邊做邊說(shuō)：“Me，t00．”)教師做睡覺(jué)狀，并用低緩語(yǔ)調(diào)說(shuō)：“I’m tired．”引導(dǎo)學(xué)生說(shuō)：“Me，t00．” 教師做笑臉狀，并用歡快語(yǔ)調(diào)說(shuō)：“I’m happy．”引導(dǎo)學(xué)生說(shuō)：“Me，t00．” 教師做干渴狀，并說(shuō)：“I’m thirsty．”引導(dǎo)學(xué)生說(shuō)：“Me，．too．” 教師手摸肚子，并說(shuō)：“I’m hungry.”引導(dǎo)學(xué)生說(shuō)：“Me，．too．”(3)Listen and act!(學(xué)生按教師的指令做動(dòng)作。)教師說(shuō)：“Let’s eat!”(做吃東西狀)，學(xué)生跟著做動(dòng)作。

指令依次為：Eat slowly!／Eat fast!／Let’s drink!／Drink slowly!／Drink / fast!／Eat fast!(通過(guò)此活動(dòng)，操練對(duì)話中的有關(guān)單詞，例如：eat，drink，fast。)

Step 2．Revision and presentation(1)教師問(wèn)：“What do you like to eat?”讓學(xué)生根據(jù)自己的喜好，用已學(xué)句型“I like?”回答。

(2)教師出示卡片hamburger，并問(wèn)：“Do you like a hamburger?”

(3)學(xué)生學(xué)說(shuō)hamburger一詞，教師板書(shū)單詞，并抽查一組學(xué)生，學(xué)生快速讀詞。(4)出示有關(guān)食物的卡片(hamburger，cake，ice-cream，iuice，milk，?)，讓學(xué)生認(rèn)讀。

(5)做游戲：“What’s missing?'’(教師從卡片中任意抽掉一張，再讓學(xué)生看卡片讀單詞，然后讓學(xué)生說(shuō)出拿掉的是哪一張卡片。)

Step 3． Pattem drills and dialogue teaching

(1)選取單詞卡片4—5張，同時(shí)出示給學(xué)生，并提問(wèn)：“What would you like?'’引導(dǎo)學(xué)生回答：“I’d like?”教師把該卡片送給說(shuō)出正確答案的學(xué)生。(2)教師把手中卡片送完后攤開(kāi)雙手說(shuō)：“No food lefi!But don’t worry，let’s go to the restaurant．You can choose whatever you like．”

(3)屏幕上出現(xiàn)單詞RESTAURANT及三幅食物圖片：noodles，fish，rice。教師提問(wèn)：“What would you like?'’讓學(xué)生用“I’d like ．．．”回答。當(dāng)學(xué)生選中一種食物時(shí)，教師點(diǎn)擊該圖，出現(xiàn)該食物的價(jià)格。教師對(duì)該生做手勢(shì)并說(shuō)：“20／30 yuan，please．'’引導(dǎo)學(xué)生說(shuō)：“Here’s the money．”當(dāng)屏幕上顯示的是免費(fèi)食物時(shí)，教師則帶領(lǐng)全班學(xué)生對(duì)該學(xué)生說(shuō)：“Conigatulations!”(noodles—20 yuan；fish—free；rice—10 yuan)(4)屏幕上出現(xiàn)單詞BAR和三幅圖片：wine，coffee，juice(wine—600 yuxm，coffee—30 yuan，juice—free)，教師請(qǐng)一學(xué)生提問(wèn)并操作(練習(xí)方式同上)。(5)教師指著，juice說(shuō)：“I’d like juice very much．I even drink juice on my birtllday．”屏幕上出現(xiàn)Happy Birthday to you!和一只蛋糕。教師說(shuō)：“Suppose today was your birthday，what would you like?'’引導(dǎo)學(xué)生用“I’d like?”句型表達(dá)自己的愿望。(6)屏幕上出現(xiàn)一疊疊錢(qián)的畫(huà)面。教師問(wèn)：“If you had lots of money，what would you like?'’讓學(xué)生繼續(xù)用“I’d like．．．”句型回答。教師引導(dǎo)學(xué)生說(shuō)：“A car? A computer?”等，拓展學(xué)生的思維。(7)教師說(shuō)：“If I had lots of money，I’d like to open a big fast-food restaurant．”自然引出對(duì)話主題。教師出示快餐店圖片，并介紹說(shuō)：“Look，this is a fast-food restaurant．A big nice fast-food restaurant!We sense hot-dogs，hamburger，salad，F(xiàn)rench fries?”(出示食物圖片)(8)讓學(xué)生模仿跟讀單詞fast-food restaurant，并選1、2組學(xué)生朗讀，教師板書(shū)該詞。(9)教師系上圍裙，拿起裝有食物(cake，hamburger，bread，juice，milk，water，ice-cream)的托盤(pán)，扮演服務(wù)員，并說(shuō)：“Are you hungry? Would you like something to eat? What would you like?'’讓學(xué)生回答，回答正確的學(xué)生可以得到該食物。(10)當(dāng)食物分完后，教師解下圍裙，做出疲倦狀，并說(shuō)：“Oh，I’m tired and hungry．”引導(dǎo)學(xué)生說(shuō)：“Would you like something to eat? What would you like?”教師收回學(xué)生所選的食物后說(shuō)：“I’m full．I’m not hungry．But I’m thirsty now．”教師繼續(xù)引導(dǎo)學(xué)生說(shuō)：“Would you like something to drink? What would you like?”(11)教師說(shuō)：“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)屏幕上出現(xiàn)招聘服務(wù)員的海報(bào)，教師扮成快餐店經(jīng)理，并說(shuō)：“Our fast-food restaurant needs a waiter or a waitress．Who’d like to have a try?'’

(2)邀請(qǐng)幾位學(xué)生上來(lái)，給他們戴上服務(wù)員的帽子，并讓他們站成一排；然后，教師(扮演經(jīng)理)對(duì)“應(yīng)聘者”發(fā)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 eat?'’每 做幾個(gè)動(dòng)作，就請(qǐng)不合要求的“應(yīng)聘者”回去，最后剩下兩位“應(yīng)聘者”。(3)教師對(duì)全班學(xué)生說(shuō)：“Who’s the best one?Please discuss in pairs．”引導(dǎo)學(xué)生兩人一組討論，以確定最后被“錄用者”。

(4)請(qǐng)幾組學(xué)生扮演顧客，來(lái)快餐店購(gòu)物，比較兩位應(yīng)聘者所提供的服務(wù)。(5)最后選出最佳“服務(wù)員”。(6)教師說(shuō)：“Now 1et’s open our fast-food restaurant．”教師出示有關(guān)食物，引導(dǎo)所選的“服務(wù)員”與全班同學(xué)進(jìn)行以下對(duì)話： 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 屏幕上出現(xiàn)課文對(duì)話。教師讓學(xué)生先聽(tīng)對(duì)話并跟讀，然后分角色朗讀。

教學(xué)設(shè)計(jì)Module 3

At the weekend [ 2007-12-23 18:50:00 | By: 紅紅 ]

教學(xué)設(shè)計(jì)Module 3

At the weekend Unit 1 We visited lots of places.一、教材分析

1．教學(xué)內(nèi)容

詞匯：the British Museum, the London Eye, wheel, wonderful, understand, postcard 及動(dòng)詞過(guò)去式；

句型：What did you do at the weekend? Where did you go ？

2．教學(xué)目標(biāo)

（1）語(yǔ)言知識(shí)目標(biāo)

能聽(tīng)、說(shuō)、認(rèn)讀本課的重點(diǎn)單詞：the British Museum, the London Eye, wheel, wonderful, understand, postcard;

能正確使用動(dòng)詞過(guò)去式；能利用What did you do? Where did you go?詢(xún)問(wèn)別人過(guò)去做的事情。

（2）語(yǔ)言能力目標(biāo)

能根據(jù)圖片聽(tīng)、說(shuō)相應(yīng)的單詞，能運(yùn)用What did you do? Where did you go ?詢(xún)問(wèn)過(guò)去的事情，并能利用動(dòng)詞過(guò)去式熟練表達(dá)過(guò)去所做的事情。

（3）情感、策略和文化目標(biāo)

培養(yǎng)學(xué)生學(xué)習(xí)的興趣，鼓勵(lì)學(xué)生積極合作，引導(dǎo)學(xué)生了解西方的名勝古跡。

3．教學(xué)重點(diǎn)和難點(diǎn)

掌握本課的新單詞，動(dòng)詞過(guò)去式的變化。

二、教學(xué)策略

1．教學(xué)方法

本節(jié)課采用情景法、直觀法和TPR等教學(xué)方法。盡量利用貼近學(xué)生生活的情景激發(fā)學(xué)生參與學(xué)習(xí)的興趣，促進(jìn)學(xué)生學(xué)習(xí)語(yǔ)言知識(shí)，發(fā)展語(yǔ)言技能，提高語(yǔ)言運(yùn)用能力。

2．學(xué)法指導(dǎo)

（1）操練：創(chuàng)設(shè)語(yǔ)境，讓學(xué)生練習(xí)語(yǔ)言，逐步提高語(yǔ)言運(yùn)用技能，培養(yǎng)自主學(xué)習(xí)的能力。

（2）小組活動(dòng)：課堂活動(dòng)以小組為單位進(jìn)行，是學(xué)生能夠互相交流，互相幫助，感受學(xué)習(xí)的樂(lè)趣。

（3）評(píng)價(jià)：積極肯定學(xué)生的進(jìn)步，充分體現(xiàn)學(xué)生的主體地位。

3．教學(xué)用具

單詞卡、圖片、多媒體課件、小獎(jiǎng)品

三、教學(xué)過(guò)程

Step 1.Warming-up（5m）

1.Greetings

T: Good morning, boys and girls.Ss: Good morning, Ms Lin.T: How are you?

Ss: Fine, thanks.2.Sing a song: London Bridge is falling down.3.Free talk

課件呈現(xiàn)單詞weekend, 教師問(wèn)學(xué)生：

T：Look at this word, please.Do you understand?

Ss: It’s weekend.T: Do you like weekend?

Ss: Yes.T: What do you usually do at the weekend?

Ss: I…

T: What did you do at the weekend?

Ss: I…

引導(dǎo)學(xué)生用過(guò)去式回答問(wèn)題。

Step 2.Presentation(10 m)

1.Lead-in

T: Now let’s guess who it is?

S: Amy.T: You are so smart.Do you want to know what Amy did at the weekend? Let’see Module 3 Unit 1,try to know Amy’s weekend now.2.Listen to the tape and point to the words, choose the right answer:

What did Amy do at the weekend?

A.She watched TV

B.She visited lots of places.3.Listen to the tape and read after the tape, complete the sentences:

Where did Amy go? She went to

.She visited

and

.Amy sent a

to Daming.Lingling liked

best.4.presenting the new words:

（1）T : Amy’s weekend is very nice.She visited lots of places.Let’s see the wonderful places.課件呈現(xiàn)三個(gè)地點(diǎn)圖片，但是學(xué)生可以選擇任何一個(gè)圖片的序號(hào)猜猜地點(diǎn)。

T: Now please guess the places ,you can choose the number and guess.S1: Number 1.T: What’s this?

S1: It’s the British Museum.以同樣的方式呈現(xiàn) the London Eye, Big Ben。教師領(lǐng)讀幾遍。然后請(qǐng)學(xué)生讀課文句子：We went to the British Museum.And we visited Big Ben and the London Eye.（3）呈現(xiàn)postcard, wheel,wonderful, understand

T: I have a postcard, my friend sent me last Monday.There’s a picture on it.Please listen to me and guess what it is:

It’ s wonderful!呈現(xiàn)單詞wonderful.教師利用句子I will go to London next year, it’s wonderful.來(lái)引導(dǎo)學(xué)生理解詞義。

It’s a big wheel.呈現(xiàn)單詞wheel.利用圖片解釋wheel.T: Look, it’s a wheel, it can turn round and round.然后問(wèn)學(xué)生：

Do you understand? 引出單詞 understand。

T: If you understand, please nod your head, if you don’t understand, please shake your head.教師用動(dòng)作示范。

T: Who understand? Please tell us.請(qǐng)學(xué)生說(shuō)說(shuō)卡片中是什么。

Step 3.Practice(15m)

1．當(dāng)學(xué)生已經(jīng)明白單詞含義后，讓學(xué)生開(kāi)始認(rèn)讀單詞：利用課件快速閃現(xiàn)單詞，要求學(xué)生快速整體認(rèn)讀。然后請(qǐng)一個(gè)學(xué)生抽取單詞，另一個(gè)學(xué)生猜測(cè)，如果不對(duì)，下面的學(xué)生大聲朗讀進(jìn)行糾錯(cuò)。

2.讀一讀句子：（課件呈現(xiàn)句子）

(1)We went to the British Museum.(2)And we visited Big Ben and the London Eye.(3)It’s a big wheel.(4)It’s wonderful.(5)I don’t understand.(6)We sent you a postcard.3.單詞、圖片配對(duì)游戲

請(qǐng)六個(gè)學(xué)生分別說(shuō)上面的句子，下面的學(xué)生根據(jù)句子中所含的新單詞進(jìn)行圖片和單詞的配對(duì)。比一比誰(shuí)的動(dòng)作快。(教師給說(shuō)的同學(xué)編號(hào)，讓她知道自己要說(shuō)什么。)

4．說(shuō)說(shuō)自己的周末

T: Just now we talk about Amy’s weekend.Now let’s talk about our weekend.Who wants to show us your weekend?

請(qǐng)幾個(gè)學(xué)生上臺(tái)表演周末所做的事，其他同學(xué)猜一猜。順序如下：

（1）Ss: What did you do at the weekend?

（2）S1進(jìn)行表演（3）其他學(xué)生說(shuō)出表演的內(nèi)容。Eg: Liyun went to the supermarket at the weekend.Step4.produce(8m)

讓學(xué)生相互進(jìn)行調(diào)查上個(gè)周末做了什么事，完成表格，然后教師請(qǐng)代表進(jìn)行復(fù)述。

Step 5.Summary（2m）

歸納總結(jié)本課所學(xué)的單詞和句型What did you do at the weekend?然后課件呈現(xiàn)一組過(guò)去式動(dòng)詞，請(qǐng)學(xué)生進(jìn)行比較、記憶。

Step 6.Homework

從以下作業(yè)中選擇一道自己喜歡的作業(yè)：

1．聽(tīng)課文錄音，模仿課文句子，能夠熟讀課文；

2．利用今天所學(xué)的過(guò)去式動(dòng)詞編一段短文；

3．利用今天所學(xué)的句型What did you do at the weekend？詢(xún)問(wèn)朋友周末做了什么

第五篇：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 (三)

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(三)2009-06-01 11:32 A Telephone Call（廣州珠海香洲區(qū)吉蓮小學(xué) 鮑當(dāng)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 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.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 maketelephone 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”.專(zhuān)家點(diǎn)評(píng)

鮑當(dāng)洪老師執(zhí)教的 A Telephone Call是一節(jié)真實(shí)、自然、生動(dòng)、有趣的小學(xué)英語(yǔ)課。該課教學(xué)目的明確，教學(xué)過(guò)程有序，教學(xué)活動(dòng)設(shè)計(jì)合理，教學(xué)各環(huán)節(jié)過(guò)渡自然，學(xué)生思維活躍。這節(jié)課在組織和設(shè)計(jì)上主要有以下特點(diǎn)： 1．注重學(xué)生的主體地位，實(shí)現(xiàn)了教師角色的轉(zhuǎn)變。

執(zhí)教教師從學(xué)生的興趣出發(fā)，通過(guò)創(chuàng)設(shè)情景，示范教學(xué)內(nèi)容，啟發(fā)學(xué)生的思維，組織學(xué)生實(shí)踐，培養(yǎng)學(xué)生的語(yǔ)言交際能力。教師在整個(gè)教學(xué)活動(dòng)中成功地扮演了多個(gè)角色。首先，他是一個(gè)示范者，他為學(xué)生展示語(yǔ)言結(jié)構(gòu)、意義和語(yǔ)言運(yùn)用的情景；同時(shí)他又是一個(gè)啟發(fā)者，啟發(fā)學(xué)生思考，引導(dǎo)學(xué)生想象；其次，他還是一個(gè)情景的設(shè)計(jì)者和學(xué)習(xí)的指導(dǎo)者，他通過(guò)多媒體課件展現(xiàn)生動(dòng)、逼真的交際情景，幫助和引導(dǎo)學(xué)生在語(yǔ)境中理解語(yǔ)言的結(jié)構(gòu)和意義；此外，他更是一名課堂活動(dòng)的組織者、學(xué)生學(xué)習(xí)的激勵(lì)者和促進(jìn)者，他通過(guò)玩具小電話、身體語(yǔ)言設(shè)計(jì)情景，組織學(xué)生開(kāi)展游戲和兩人小組活動(dòng)，給學(xué)生提供模仿、體驗(yàn)、實(shí)踐和創(chuàng)造性運(yùn)用語(yǔ)言的機(jī)會(huì)，并在活動(dòng)中適時(shí)地鼓勵(lì)和表?yè)P(yáng)學(xué)生，保護(hù)學(xué)生的自信心和學(xué)習(xí)的積極性，使學(xué)生學(xué)有所獲。

2．注重把語(yǔ)言結(jié)構(gòu)和語(yǔ)言功能有機(jī)結(jié)合，實(shí)現(xiàn)了從知識(shí)到能力的轉(zhuǎn)變。

本課教學(xué)內(nèi)容涉及關(guān)于打電話的表達(dá)方式，執(zhí)教教師能夠注意處理好結(jié)構(gòu)與功能的關(guān)系，將語(yǔ)言結(jié)構(gòu)的學(xué)習(xí)融于模擬的交際情景之中。教師在教學(xué)的設(shè)計(jì)上采用分解難點(diǎn)、分步呈現(xiàn)、逐步擴(kuò)展、層層深入的方式，注重示范質(zhì)量，保證學(xué)生對(duì)語(yǔ)言意義的正確理解，通過(guò)各種模仿和操練活動(dòng)，使學(xué)生掌握新的語(yǔ)言形式。例如，教師運(yùn)用多媒體創(chuàng)設(shè)了不同的生活情景，讓學(xué)生兩人一組選擇其中的一種，并運(yùn)用所學(xué)語(yǔ)言進(jìn)行模擬交際，促進(jìn)了知識(shí)向能力的轉(zhuǎn)化。

3．注重教學(xué)內(nèi)容與學(xué)生的生活經(jīng)驗(yàn)相結(jié)合，實(shí)現(xiàn)了學(xué)以致用的教學(xué)目標(biāo)。

鮑老師通過(guò)創(chuàng)設(shè)情景，將學(xué)習(xí)內(nèi)容與學(xué)生的實(shí)際生活相結(jié)合，使學(xué)生身臨其境，從而達(dá)到了學(xué)以致用的目的。例如，他在給某個(gè)學(xué)生打電話之前，先用英語(yǔ)了解學(xué)生家的電話號(hào)碼,然后撥號(hào)給該學(xué)生打電話，讓學(xué)生感到真實(shí)和親切。同時(shí)，他設(shè)置的三個(gè)情景：約同學(xué)踢足球，約同學(xué)看望老師，約同學(xué)參加生日晚會(huì)，也都反映了學(xué)生的實(shí)際生活。追求語(yǔ)音、語(yǔ)調(diào)自然，教態(tài)親切、大方，風(fēng)格友善和幽默也是鮑老師教學(xué)成功的重要因素。當(dāng)然，本節(jié)課還有改進(jìn)的余地，例如，在學(xué)生兩人小組活動(dòng)中，教師對(duì)學(xué)生角色的描述不夠明確，使得學(xué)生對(duì)話中的一些語(yǔ)言顯得不夠得體。此外，讓學(xué)生向現(xiàn)場(chǎng)聽(tīng)課的老師詢(xún)問(wèn)電話號(hào)碼時(shí)，應(yīng)該適時(shí)教給學(xué)生使用得體的語(yǔ)言，以避免學(xué)生在特定的場(chǎng)合出現(xiàn)使用不得體的問(wèn)話方式。

評(píng)課人：王 薔(大賽評(píng)委、北京師范大學(xué)外語(yǔ)系主任)