2000年全国首届小学英语优质课竞赛Asking-the-way课堂实录
课堂教学实录
前言：上海市虹口区广陵路小学，那我觉得语言教学的最终目的是让学生通过在课堂当中获取和习得的语言材料，能够在生活实际当中运用，也就是为communication服务，鉴于此我觉得每一个英语老师他应该在平时的课堂教学中注意一下几点：首先，我觉得我们应该尽可能的在课堂上营造一种真实的语言情境，real situation，这样的话呢就能使学生亲身体验到语言材料使用的适切性和得体性；其次，我觉得随着社会的进步和科学技术的不断发展，学生对语言知识的需求量已经大大的超出我们事先的估计，因此教师应该因可能多的在课堂上给学生创造语言知识的输入也就是import；第三点，那我觉得就是毕竟英语是作为我们学生学习的second language，所以呢，老师对学生的encouragement鼓励是相当重要的，我们应该充分调动学生一切可以利用的积极因素，鼓励他们敢说多说。谢谢大家。
Teacher: OK，just now, I heard that …Sit up straight. Yeah. Nice to see you again.
Just now I heard that you are Peter and that girl is angle. And I think
you want to know my name as well. Please look. This is “B,R,I,G,H,T”,
Bright, Bright. Ok, call me “Bright”.
Students: Bright
Teacher: Bright
Students: Bright
Teacher: Ok, I am not only an English teacher, but also your good friend. So you can put “Bright” in your eye, in your mouth and in your heart. So shall
we sing a song “Bingo” and let’s change the words into “Bright”.
Understand
Students: Yes.
Teacher: uh, we can sing like this: There is a teacher in the classroom and “Bright”
is his name O. Are you clear Yes or no
Students: Yes!
Teacher: All right. Now, ready.
Teacher: Ready
(Teacher and students sing the song.)
Teacher: Thank you. Umm, sometimes people say I am bright. I mean I am clever. But sometimes I’m not. For example, when I arrived here, I heard people say
“XX, XX, XX”. I don’t know what some meaning of these words. Could you
help me What’s the English for “XX” Oh you please.
One student: Excuse me.
Teacher: Excuse me Uh, maybe. I’m not sure. All right. And “XX”
One student: Good morning.
Teacher: Good morning. Right. (这句没听懂) All right. Uh, what’s the English for “XX”“XX” How to say it in English Raise your hands please. And you. One student: Welcome.
Teacher: Oh thank you very much. Ok. Umm, also, I’m new here and I think so are the teachers were sitting under the stage. Could you please say something
about your city Such as some beautiful sights, some delicious food. Anything
up to you. Could you Uh, you please.
One student: Bai Lian Dong Park.
Teacher: Ok. Very good. Thank you. Bai Lian Dong Park. That sounds very interesting.
And you please.
One student: New Yuan Ming Yuan.
Teacher: ok, I see.
One student: XXX.
Teacher: ok, (没听懂)，ok, thank you. You please.
One student: Zhu Zhou Town..
Teacher: Zhu Zhou Town. Ok, Zhu Zhou Cheng. Yeah. And you please.
One student: XXX.
Teacher: Oh, XXX, yeah, thank you. You please.
One student: Shi Jin Shan Park.
Teacher: Ok. Shi Jin Shan Park. They all attract me. But now, I feel a bit tired, so could you please find a hotel for me So that I can make myself comfortable.
Could you find a hotel Uh you please.
One student: XX Hotel and XX Hotel.
Teacher: Oh, wait wait, let me take a note. XX Hotel…
One student: And XX Hotel.
Teacher: Ok, thank you. XX Hotel. OK. What’s your opinion
One student: XXX Hotel.
Teacher: A Ha, XXX Hotel. Oh, by the way, can you tell me the way there How can I get there
One student: Sorry, I don’t know.
Teacher: Oh, never mind. Sit down. Who know How can I get to XXX Hotel By bike By bus Or walk there It’s ok. You please.
One student: You can go by bus.
Teacher: Ah, which bus can I take
One student: Take the bus.
Teacher: . Ok, I see. Thank you. Besides XX hotel, XX Hotel, XXX Hotel, any other good hotels here Uh, just now I heard that Fatty, who is Fatty And he told
me 2000-year hotel. Is that right
Students: Yes.
Teacher: And how can I get there How can I get there By bike By bus Or by taxi Ah, you please.
One student: You can go by taxi.
Teacher: By taxi. How long By taxi. Uh, 5 minutes Or 10 minutes You know, 5 minutes or 10 minutes You please.
One student: You…can…10 minutes
Teacher: Oh, 10 minutes. 10 minutes is enough. Oh, it will take me 10 minutes. I see. Thank you. All right. Now, everybody look here. It will take me…I
can go to XX Hotel or XX Hotel or XXX Hotel. Umm, suppose I am here. All
right. And somebody told me “it will take you 5 minutes, 5 minutes by taxi”.
It will take you 5 minutes by taxi. And how long will it take me by bus
5 minutes Or 10 minutes Or 15 minutes You can manage it. You please. One student: 20 minutes.
Teacher: Oh, 20 minutes. Thank you. If I take bus, I need 20 minutes. Eh, by a bus, right. Look, if I walk there, how long will it take me If I walk there,
just go there on foot, how long will it take 30 minutes 40 minutes Or…ah,
you please.
One student: 35 minutes.
Teacher: Oh, 35 minutes. Thank you. Good. Yes. Maybe uh, if I walk there, I need
35 minutes. Ok. Now please could you follow the sentence after me. It will
take you 5 minutes. Say after me “minutes”.
Students: Minutes.
Teacher: Minutes
Students: Minutes.
Teacher: 5 minutes.
Students: 5 minutes.
Teacher: It will take you 5 minutes.
Students: 5 minutes.
Teacher: It will take you 5 minutes.
Students: It will take you 5 minutes.
Teacher: Good. It will take you 5 minutes.
Students: It will take you 5 minutes.
Teacher: You have a try. How long will take me
One student: You are take…
Teacher: It will take you…
One student: It will take you 5 minutes.
Teacher: Ok, it will take you 5 minutes. Ok, say it again. It will take you 20 minutes. Students: It will take you 20 minutes.
Teacher: Good. It will take you 20 minutes.
Students: It will take you 20 minutes.
Teacher: All right. And, it will take you 35 minutes.
Students: It will take you 35 minutes.
Teacher: It will take you 35 minutes.
Students: It will take you 35 minutes.
Teacher: And to try. How long will it take me
One student: It will take you 35 minutes.
Teacher: Claps! Thank you. Good! Now, look here. If I want to go to XX Hotel by bike, how long will it take me Umm, maybe I think it is near here, maybe 10 minutes.
Just say, it will take you 10 minutes. Who want to try Ok, you please. One student: It will take you 10 minutes.
Teacher: Excellent! Claps! Umm, if I go to XXX Hotel, now, umm, also by bike, maybe, it will take me…All right. Now, ok, answer, how long will it take me Here,
please.
One student: It will take you 15 minutes.
Teacher: Excellent! Sit down. Good. It will take you 15 minutes. Right. Now, repeat the sentence after me, It will take you 15 minutes. Say.
Students: It will take you 15 minutes.
Teacher: Again. It will take you 15 minutes.
Students: It will take you 15 minutes.
Teacher: It will take you 15 minutes.
Students: It will take you 15 minutes.
Teacher: Ok. Now please repeat the sentence with your voice from high to low row by row, understand
Students: Yes.
Teacher: It will take you 15 minutes. The first stand up. Ready go!
Students: It will take you 15 minutes.
Teacher: The second row.
Students: It will take you 15 minutes.
Teacher: Third.
Students: It will take you 15 minutes.
Teacher: Forth.
Students: It will take you 15 minutes.
Teacher: The last row.
Students: It will take you 15 minutes.
Teacher: All right. I see. Good. Now, should we play a guessing game Please look at the pictures and guess. The first one. How long will it take me to have
a football match How long You can guess. Umm, basically speaking, a football
match lasts for one and a half hour. It equal to…You please.
One student: 90 minutes.
Teacher: Ok, it will take you 90 minutes. Thank you. Say it again. It will take you 90 minutes.
Students: It will take you 90 minutes.
Teacher: Ok, now next. Uh, what about, you know, I flow from Shanghai, so, you can guess, how long will it take me to fly from Shanghai to Zhuhai How many
minutes All right, you please.
One student: It will take…It will take you 3 hours.
Teacher: Oh, it will take you 3 hours. Almost like you say. Ok, sit down please.
It will take me about 160 umm 140 minutes. Thank you. Right go on. Uh, see
this picture. How long will it take me to make this baby stop crying Umm,
maybe this is a hard work for me cause I’m still single now. Could you
imagine how long will it take me to make this baby stop crying Be brave.
Raise your hands. Ok, let me see. You please.
One student: It will take you 20 minutes.
Teacher: 20 minutes! Oh, all right, to your surprise, only 7 seconds. All right.
Maybe, the baby is very well behaved. Now, let’s see the last picture.
How long will it take me to read books to you Listen carefully, how long
will it take me to read books to you You know Think it over. Uh, you please. One student: It will take you 45 minutes.
Teacher: 45. That’s impossible! Let me tell you the truth. Umm, it only takes me
1 second. 1 second. Listen. Books. That’s ok. Right. It is just kidding.
Ok. Umm, can you imagine how long will it take us to listen to a dialog
To listen to a dialog. Right now, please listen.
(Radio)
Teacher: Umm, it takes us only 30 seconds to listen to a dialog. Uh, did you hear
a sentence “just go straight” Just go straight. Uh, we can (听不懂) it
again. He want to go to XX Hotel and the bus stop is there. Go straight.
Go straight. Go straight. And this is left, this is right, and this is
straight. Got it Ok, now please say after me, straight.
Students: Straight.
Teacher: [ei]
Students: [ei]
Teacher: [ei]
Students: [ei]
Teacher: Straight.
Students: Straight.
Teacher: Go straight.
Students: Go straight.
Teacher: Go straight.
Students: Go straight.
Teacher: Just go straight.
Students: Just go straight.
Teacher: Just go straight.
Students: Just go straight.
Teacher: Just go straight.
Students: Just go straight.
Teacher: Ok, just go straight. Ok, say it again. “Straight”
Students: Straight.
Teacher: Straight.
Students: Straight.
Teacher: Straight.
Students: Straight.
Teacher: Ok, just go straight.
Students: Just go straight.
Teacher: You two. Say together. Just go straight.
Students: Just go straight.
Teacher: Yes, three.
Students: Just go straight.
Teacher: Four.
Students: Just go straight.
Teacher: Good. Five.
Students: Just go straight.
Teacher: Six.
Students: Just go straight.
Teacher: Good. Just go straight.
Students: Just go straight.
Teacher: Just go straight.
Students: Just go straight.
Teacher: Umm, now let’s listen to the dialog again but this time I want you to follow it. Listen and repeat. Do you understand
Students: Yes.
Teacher: Ok.
(Radio): Excuse me sir, can you tell me the way to XX Hotel please
Teacher: You please.
One student: Excuse me sir, can you tell me the way to XX Hotel please Teacher: Excellent! Claps! Ok, together. Excuse me sir, together.
Students: Excuse me sir, can you tell me the way to XX Hotel please
Teacher: Ok, next.
(Radio): Sure. You can go there by bus.
Teacher: So easy. Right, you please.
One student: Sure. You can go there by bus.
Teacher: Everybody.
Students: Sure. You can go there by bus.
Teacher: Let’s next.
(Radio): Is it a long way from here
Teacher: You please.
One student: Is it a long way from here
Teacher: From here
One student: From here
Teacher: Thank you. A long way. A long way. Understand
Students: Yes.
Teacher: Together. Is it a long way from here
Students: Is it a long way from here
Teacher: Good.
(Radio): No, it will take you 15 minutes.
Teacher: Is it a long way from here
One student: No, you can take you 15 minutes.
Teacher: Oh, one mistake.(听不懂) It will take you 15 minutes. See All right. Sit down. Together!
Students: No, it will take you 15 minutes.
Teacher: Good.
(Radio): Which bus can I take
Teacher: You please.
One student: Which…Which bus can I take
Teacher: Ya, together.
Students: Which bus can I take
Teacher: Good.
(Radio): You can take a bus.
Teacher: All together
Students: You can take a bus.
Teacher: Right!
(Radio): Where is the bus stop
Teacher: Boys.
Boys: Where is the bus stop
(Radio): Just go straight. Look, the bus is coming.
Teacher: You please.
One student: Just go straight. Look, the bus is coming.
Teacher: Oh, very good. Together.
Students: Just go straight. Look, the bus is coming.
Teacher: Good.
(Radio): Thank you very much.
Teacher: Together.
Students: Thank you very much.
Teacher: You can guess, what’s the next Thank you very much is somebody say thank you very much. No responses Uh, you please.
One student: You are welcome.
Teacher: Oh, is that true
(Radio): You are welcome.
Teacher: Oh, excellent! Claps! Ok, thank you. Now, listen to this dialog again but this time I think…umm, we should take the different parts. These 3 groups
take the role of the man. And these 3 groups take the role of the woman.
Are you clear
Students: Yes.
Teacher: But you must pay attention when you repeat the sentences, you should stand up and face to another part. Face to another part. Look here. Face to.
Understand Yeah, all right. Now, listen to 2 sentences.
(Radio): Excuse me sir, can you tell me the way to XX Hotel please Sure. You can go there by bus.
Teacher: Woman. Who would like to take the role of the woman Ok, you please. One student: Excuse me sir, can you tell me the way to XX Hotel please Teacher: Ok, really good. And man. Man. She wants to go to XX Hotel. Oh, let me help you. Umm, oh, I forgot, I cannot get because I am new here. Who know where
she can go to XX Hotel Now, we can look. Man Yeah, you please. Face to her. One student: Sure. You can go there by bus.
Teacher: Yeah, thank you too. Sit down. Sure. You can go by bus. Next. (Radio): Is it a long way from here No, it will take you 15 minutes.
Teacher: Woman. You please.
One student: Is it a long way from here
Teacher: Good. Is it a long way from here Could you talk it again Face to another
part. Maybe I’m here. I’m the man. Say it again.
One student: Is it a long way from here
Teacher: Ok, is it a long way from here Who can answer You please. Face to her. One student: No, it will take you 15 minutes.
Teacher: Ok, it will take you only 15 minutes. Thank you. Sit down. See the words.
Yeah! The third.
(Radio): Which bus can I take You can take a bus.
Teacher: Woman I want a real woman. Not…You please. You can go there by bus. So you must answer, uh, ask, sorry.
One student: You can take a bus.
Teacher: Oh, you know the answer. You can take a bus. Right. Let’s see the words.
Which bus can I take You can take a bus. Sit down. The forth. (Radio): Where is the bus stop Just go straight. Look, the bus is coming. Teacher: Woman. Right, you please. No no no, sorry, sit down. Next one.
One student: (听不见)
Teacher: You can take the bus bus
One student: Where is the bus stop
Teacher: Yeah, where is the bus stop Do you know Where the bus stop is This term. One student: Just go straight. Look, the bus is coming.
Teacher: Good! Just go straight and look, the bus is coming. Very good. Sit down.
Ok, next.
(Radio): Thank you very much. You are welcome.
Teacher: Ok, you, together.
Students: Thank you very much.
Teacher: It’s your term.
Students: You are welcome.
Teacher: Ok. Good. Now, please take out your sheets. Yeah. Umm. You can read in pairs.
One to be the man and another to be the woman. I only give you 1 minute.
It means it will take you 1 minute to read this dialog. Are you clear Students: Yes.
Teacher: Ok. Practice.
(Practice time)
Teacher: Yeah, watch me. Would help that I can easily find a hotel to live in and
I think I’d have a good time in Zhuhai. Thank you so much. And I think
you would like to go to Shanghai because I am from Shanghai. You know,
Shanghai is a very large and beautiful city and it has many nice sights,
such as People Square, Shanghai Grand theatre and XX Bridge. But here I
prefer some good places. Now, please look at the photographs. This is Nan
Jing Road. Do you know Nan Jing Road
Students: Yes.
Teacher: This is downtown in Shanghai. And this is Pu Dong.(听不懂)
Students: Yes.
Teacher: Ok. Next. This is Bound. Bound. Say this word after me. Bound.
Students: Bound.
Teacher: Bound.
Students: Bound.
Teacher: Bound.
Students: Bound.
Teacher: Ok. I think you want to know more information about these three places, so here I have some lists. Everyone will get one list and I think we can
divide into 3 groups. Each group can decide what place you want to go to.
And than, we can invite some teachers that from Shanghai or know Shanghai
very well so that they can help you. Understand
Students: Yes.
Teacher: All right. You can shout “Hi” and I think we can receive the response, they will raise their hands. Now please shout aloud “Hi”to the teachers. Students: Hi.
Teacher: All right. You please. And you. Uh. The gentle man. Thank you. Uh, you can be together. All right. Sorry. Sorry. Ok. We don’t have enough time and
after class you can ask or inform our, uh, us, and we are very glad to tell
you something about our city. Understand
Students: Yes.
Teacher: Ok, that’s all for today. See you in Shanghai. See you!
Students: See you!
Teacher: Ok, now please stand up. And let’s say thank you to the teachers and who are listening our lesson. Thank you!
全国信息技术优质课一等奖说课稿演示教学
各位评委老师： 大家好！ 今天，我所说的课题是《调配自己的颜色》。（板书） 《调配自己的颜色》是福建省小学信息技术教材，第三册，第六课的内容。本课的学习对象是小学六年级上学期的学生。 它是教材关于画图知识铺垫的延伸，并且贯穿着以后整个的画图知识教学，是学生能够顺利、快捷操作使用画图的基础之一，也是形成学生“了解熟悉——技巧掌握——综合运用”这一合理知识链的必要环节。教材目的是让学生初步了解一些常用工具的基本用法，初步掌握调色板、吸管工具的使用。重点是掌握利用画图的的调色板，根据色彩的原理，调配出自己满意的颜色。丰富的色彩既可以美化画面，还可以让人感受理性美的熏陶，尤其是学生在学习了新的一种绘画方法计算机画图的基本操作要领之后，学习兴趣更是被大大激发，学习热情也空前高涨，表现欲望极其强烈。新的教育理念告诉我们，学生的需要褪俏颐墙萄У亩Γ 诖说悖也派杓屏苏庖豢问保康脑谟诮徊饺醚莆栈脊δ艿氖褂茫迸嘌淖晕掖葱履芰Γ狡鹧纳钐逖椋し⑵淝楦校卣姑览龅纳什唤鲇凶匀痪吧褂腥诵缘拿赖拢佣寡艿矫赖慕逃Ｒ虼苏饨诳问钦厦朗踅逃⑿畔⒓际踅逃退枷肫返陆逃幕贾督萄岣呖巍? 这就是我对《调配自己的颜色》一课教材的简要分析。 下面，我说本课的教学目标及重难点。 《中小学信息技术课程指导试行纲要》明确指出：知识及技能的传授应以完成典型“任务”为主。基于这一认识我确定如下教学目标。 一、让学生熟悉画图功能的基本操作，初步掌握对图形进行彩色处理的方法。 二、培养学生如何获取信息、处理信息和应用信息的能力。 三、培养学生自我探索、自主学习的能力和自我创新、团体协作的能力。 四、让学生自我展示、自我激励，体验成功，在不断尝试中激发求知欲，在不断摸索中陶冶情操。 根据教材和学生的实际，我确定本课的教学重点难点是 重点：通过网络环境下的研究性学习活动，掌握“调色板、吸管工具的使用。” 难点：怎样根据调色原理，调出符合自己的需要的颜色 为了更好的突出重点和难点，我在课前准备了电脑课件、小黑板等这些教具。 第二个部分说教法教育理论认为，教学有法，教无定法，贵在得法。《中小学信息技术课程指导试行纲要》明确指出：知识及技能的传授应以完成典型“任务”为主。因此本课教学采用以下教学方法。 本课采用的主要教学方法有“任务驱动法”、“创设情境法”等。 因此本课采用建构主义理论指导下的主体式教学模式。通过学生已经受过的美术教育和信息技术教育，创设一个电子画展的情境（创设情境法），设置一个个任务，让学生运用已学知识，自己动手，有机结合画图的各种操作（任务驱动法），以任务驱动的方式查漏补缺，使教学内容合理流动，水到渠成。教学中，启发、诱导贯穿始终，充分调动学生的学习积极性，注意调节课堂教学气氛，使学生变被动学习为主动愉快的学习，使课堂能在生动、有趣、高效中进行。 第三个部分说学法瑞士心理学家皮亚杰认为，教学的宗旨不在于尽可能的教给学生知识，而是让学生学会学习。由此可见学法比教法更重要，学生掌握了一定的学习方法，就等
小学英语优质课评选活动方案总结
英语优质课评比活动方案 英语教研组 一、活动目的： 为了进一步推进课堂教学改革，促进教师业务水平与教学技能的提高，为了加强我校英语教师的教材处理能力、优化课堂教学策略、提升课堂教学质量，为了我校教师提供一个展示自我和相互学习的平台，促进青年教师成长，并推选我校教师能手参加全镇英语优质课评比，经研究决定于10月中旬举行我校英语优质课评比活动。 二、活动安排： 1.面向全校教师积极宣传本次活动的意义，充分调动一线教师参赛的积极性，以此推动课堂教学研究，促进教学质量的不断提高。 2.我校英语教师全员参与，推选第一名参加全镇英语优质课评比活动。 3.活动时间安排： （1）10月10日，英语组教师抽签决定课序，并确定执教班级，执教内容。 （2）10月12日—10月13日，开展我校英语优质课竞赛。 （3）下午评课活动，地点教师办公室。 4.校优质课竞赛的评委要坚持参加本次活动的全过程，按照评课标准认真公正地评选参赛的每一节课。 三、评委名单： 张晓霞郭香利叶碧云于喜红康小燕李新伟
四、参赛人员名单： 张晓霞郭香利叶碧云康小燕 五、奖项设立与奖励办法： 优质课评一、二等奖，一等奖各1名，二等奖1名。
英语优质课比赛活动总结 英语优质课评选活动已顺利结束。期间，共有4位英语教师展示了精心设计的课堂教学成果。从整个活动来看，老师们高度重视，积极行动，表现出良好的精神风貌和职业素质。课堂上，老师们充分调动学生的主观能动性，突显学生的主体性和教师的主导性，创设有效学习情境，师生互动，探究建构，实现共同发展。 一、亮点有： （一）、教学设计的整体水平较高，情境创设生活化。教学时老师们都重视重点的体现和难点的突破，对于教学难点，老师们都能够采取适合学生接受的方式突破。 （二）、教师基本功整体素质较好。 本次参加比赛的老师都是各个学校的精英，她们的个人素质高，语言基本功扎实，如：口语的流利程度，特别是语音、语调的准确性与规范性方面。 （三）、教学媒体的选择与使用水平较高。 多媒体课件作为教学的重要辅助手段，在课堂教学中发挥着越来越重要的作用。随着教师操作技术的不断提高，多媒体课件的制作与使用水平也在不断提高。如今的课件已经集文字、图片、音频、视频、动画于一体，更能直观地展示教学内容，激发学生学习英语的兴趣，帮助学生理解所学内容。另外，课件的制作已经成为教师们基本的操作技能。
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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 ...?"
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如定南的崔吉娟老师，她的语言表达准确自如，教风沉稳、大气。信丰张红霞老师的语音，听起来非常舒服，让人有一种如浴春风的清新感觉，她的一首老调换新词的歌曲，博得了会场的一片掌声。张老师的课堂时时处处都显示了教师扎实的基本功，她每做一步都是为下一步铺垫，时时刻刻都在关注学生，而不是展示，可操作性强。这些教师有扎实的英语基础知识作后盾，词汇丰富，课堂教学语言充实。教态亲切自然，表情丰富，教学手段灵活多样。如安远的任萌萌老师，课堂上富有激情，语言极具感染力，肢体语言丰富，tpr活动运用得很好，这都在很大程度上激发了学生的学习兴趣。又如崇义的张鹏老师，生动、自然而又幽默的风格使学生又放松又紧张，学生在这种放松的机警的课堂氛围中，学习效率很高。 二、教学设计灵活、新颖，别具一格 教师们从一个主题出发，创设各种情境，以活动为载体，在活动中将学习内容分解成一个个具体的小任务，在完成任务的过程中，学习英语并学会用英语，许多老师的教学思路设计的都很好。首先，上课前就让孩子们做热身活动活跃课堂气氛，然后从单词的讲解，到听力练习，再到对话讨论，最后拓展，一环扣一环可以说衔接得非常自然，孩子们都能很好的理解和跟进，思维没有断点。孩子们很自然地完成了接触、理解、使用等一系列过程。老师们通过各种操练给了孩子们很大的空间，紧紧抓住小学
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全国首届小学英语优质课竞赛一等奖教案-In
全国首届小学英语优质课竞赛一等奖教案-In a Fast-food Restaurant 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? 3．能模仿本文对话，并能在一定的语境中运用所学语言进行交际； 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：
全国小学英语优质课评比School Life教学设计
全国小学英语优质课评比School Life教学设计 海口市第二十六小学王一芳 Teaching content: School Life Teaching aims: Knowledge aims: Grasp the new words: school life, club, Hainanese, bamboo, seashell, works Sentence structures: … can … / I think … Ability aims: Train the reading skills to get the main information and express fluently; Enable to use the new contents to communicate with each other. Emotion aims: Get used to fulfill some tasks in groups, improve their corporation ability. Arouse their emotion of loving their school life. Important and difficult points: Important points: Train the students some reading abilities, such as getting the main information of the context and express themselves freely. Difficult points: The pronunciation of the word “seashell”and use the sentence “I think…” to express their own ideas fluently. Teaching aids: CAI, word cards and pictures, assessment trees, etc. Teaching process: 1.Warm up. An English song: We are happy every day
小学英语优质课评分标准
小学英语优质课评分标准 评价项目 评价要素得分 教师教学活动（40）教学目标 （5） 1.体现课程标准（二级）的五位目标，注重综合语 言运用能力培养 2.针对教学内容和学生实际情况，设置切实可行的 教学目标，特别是要突出应用能力目标 教学设计 （10） 1.依据新课程理念，实施课堂教学的整体设计 2.依据教学内容和目标，合理设计教学程序 3.估量本班学生的实际情况，设计适合的教学活 动，并体现创新精神 4.依据教学目标与内容，合理组织并自主开发教学 资源 教学过程 （15） 1.实现师生之间和学生之间恰当、多样的有效互动 2.正确把握教师和学生的话语比例 3.展示清楚明确、过渡自然、层次分明的教学步骤 4.激发学习兴趣，引导学生积极主动参与各项教学 活动 5.在教学全程中显示教师的应变能力 6.合理使用多媒体或其他教学手段，教学效果显著 7.媒体设计和使用富于创造性 课堂管理 （10） 1.设置有特色的课堂学习环境，合理安排教室桌椅 摆放格局 2.有效组织和调控学生的课堂活动 3.灵活并合理地安排课堂教学时间 教师素质（10） 专业素质 （5） 教态亲切自然，课堂语言规范、准确、清晰、富 有感染力，书写规范、美观 教学基本功 （5） 1.用英语流畅得体的组织教学 2.充分展示扎实的教学基本功 学生学习活动（50）教学效果 （30） 1.有效培养学生的语言运用能力，明显实现学生对 新语言知识的学习效果 2.激发学生的学习动机，能够联系新旧知识，促进 学生的学习迁移 3.教学过程快乐有趣，学生的学习积极性高 4.全程实施评价活动，注重实效，在教学中准确、 多样、有效的运用评价语言 学生活动 （20） 1.学生在教学活动中参与性高，学生活动方式多样 2.学生积极参与活动并能主动积极的学习，有学习 的自主性和合作意识 总评总分
小学英语课堂教学优秀案例
精品文档 全国小学英语课堂教学优秀案例一等奖（课堂实录）HOME-upWarr——、Havea great、1T: Hello! Boysand girls, I'm glad to meet you here. At first I'll introduce myself. My first nare is Wang, so you can call re Mr . Ss: Wang. T: Ok. Now please show re a hand and say hello to Mr Wang. Hello! Boys and girls. （手放在耳朵边上，做努力听清楚学生回答的样子，让学生明白应该响亮回答）Ss: Hello, Mr Wang. T: Hello! Boys and girls. （手放在耳朵边上，做努力听清楚学生回答的样子，让学生明白应该响亮回答）Ss: Hello, Mr Wang. ）老师走向一小组，向一小组的同学打招呼T: Hello!（（手放在耳朵边上，做努力听清楚学生回答的样子，让学生明白应该响亮回答）Ss: Hello, Mr Wang. （老师走向另一小组，向另一小组的同学打招呼）T: Hello! Boys and girls. （手放在耳朵边上，做努力听清楚学生回答的样子，让学生明白应该响亮回答）Ss: Hello, Mr Wang. T: Good! Do the actions. 2 、T: Ok, now, this tire, look at re. I will stand here and do the actions. Please say it after and let's see who is the first. Ok? Ss: Ok! T do the actions and Ss say it after. Ss: Get up. T: You are first. One point. Ok! Ss: Brush teeth. T: You're nurber 1. Ok. And this one. Ss: Washface. T: And this one. Ss: Have breakfast. T: And this one Ss: Rollerblade. T: Yes, right. rollerblade. I like sports. Ss: Play basketball. T: Play basketball. Ss: Sing a song. T: And this one. Oh. Ss: Play corputer gares. T: Yes, you did a good job. It's right. Now, I will play the corputer. Presentation 二、 Learn new phrase 1 、T: Ok! Wow! It's a wonderful picture. Is it nice? Ss: Yes. T; Is it clean? Ss: Yes.T: It's ry hore. It's really tidy and clean. Why? Because re. I'r very hard working. I'r 精品文档． 精品文档老师边系围裙边说） Every day, I rake the bed. Please wait for re. Ok. It's very hard working.（的意思） Let's go. I erpty the trash, ok.（so hard to —老师做出围裙很难系的样子，让学生理解hardchair. strong but I'r , I can rove the so Look, I look, I'r good. cook reals. the chair is heavy, , one ,look now, blackboard） I here. Now please look at （teacher write “ can” on the I can .Ok, this floor. I floor. sweep the （teacher write “ can sweep the sweep the cathe floor ” on blackboard）I n Ok, good, please read after re. I can sweep the floor. Ss: I can sweepthe floor. T: I can sweep the floor. Ss: I can sweep the floor. T: What's this? （T shows his hand and ask） Ss: Hand.T: It's not hand. It can change the voice. It's ragic. Look, if I put ry hand down , you say lowly, lowly, lowly; if I put ry hand up, up, up, up, up, up, you read louder, louder, louder. Understand? Ss: yes. ）10 遍T: Ok. I can sweep the floor.（老师用手势表示，让学生由低到高，再由高到低读这个句子T: Good. Ok. Look here. Ok, I can sweep the floor. Who can sweep the floor? You please. S1: I can sweep the floor. T: You are helpful at hore. This is for you. But put it down. Don't look at it. Ok, look at this. Ok ? Now , who can wash the dishes? Ok, you. S2: I can wash the dishes. ） T: Do rererber. There is it?（示意学生用话筒回答S2:I can wash the dish. T: Good, dishes. Ok, now, dishes. S2: Dishes. T: ok, now, this is for you. And this one. Set the table, set the table, who can set the table?
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