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. 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\".)
(2) Play a gueing 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 gue 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. (4) Play a game: Gue the price of the sweater. Ss: How much is it? S1 : ...yuan.
(If the price S1 gue 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 gue.)
After the students gue 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。
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(一) Asking the Way
（上海市虹口区贝贝英语学校 祁承辉）
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
3 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 gueing game:
T: Please look at these pictures and gue \"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.\"
4 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
5 能力，体现了以学生为主体、教师为指导的教学原则。
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
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 meage? 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.
6 全国首届小学英语优质课竞赛一等奖教案-In a Fast-food Restaurant
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 glaes of orange juice, please.Dick: Mum, can I have an ice-cream? Mum: Sure.Two hamburgers, two glaes 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： 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：
7 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。) (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 miing?\'’(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：“What would you like?\'’引导学生回答：“I’d like„”教师把该卡片送给说出正确答案的学生。
8 (2)教师把手中卡片送完后摊开双手说：“No food lefi! But don’t worry，let’s go to the restaurant．You can choose whatever you like．”
(3)屏幕上出现单词RESTAURANT及三幅食物图片：noodles，fish，rice。教师提问：“What would you like?\'’让学生用“I’d like ．．．”回答。当学生选中一种食物时，教师点击该图，出现该食物的价格。教师对该生做手势并说：“20／30 yuan，please．\'’引导学生说：“Here’s the money．”当屏幕上显示的是免费食物时，教师则带领全班学生对该学生说：“Conigatulations!” (noodles—20 yuan；fish—free；rice—10 yuan) (4)屏幕上出现单词BAR和三幅图片：wine，coffee，juice (wine—600 yuxm，coffee—30 yuan，juice—free)，教师请一学生提问并操作(练习方式同上)。 (5)教师指着，juice说：“I’d like juice very much．I even drink juice on my birtllday．”屏幕上出现Happy Birthday to you! 和一只蛋糕。教师说：“Suppose today was your birthday，what would you like?\'’引导学生用“I’d like„”句型表达自己的愿望。 (6)屏幕上出现一叠叠钱的画面。教师问：“If you had lots of money，what would you like?\'’让学生继续用“I’d like．．．”句型回答。教师引导学生说：“A car? A computer?”等，拓展学生的思维。 (7)教师说：“If I had lots of money，I’d like to open a big fast-food restaurant．”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 waitre．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 eat?\'’每
9 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 discu 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 glaes 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。
教学设计Module 3
At the weekend [ 2007-12-23 18:50:00 | By: 红红 ]
教学设计Module 3
At the weekend Unit 1 We visited lots of places.
一、
教材分析
1．
教学内容
词汇：the British Museum, the London Eye, wheel, wonderful, understand, postcard 及动词过去式；
10
句型：What did you do at the weekend? Where did you go ？
2．
教学目标
（1）语言知识目标
能听、说、认读本课的重点单词：the British Museum, the London Eye, wheel, wonderful, understand, postcard;
能正确使用动词过去式；能利用What did you do? Where did you go?询问别人过去做的事情。
（2）语言能力目标
能根据图片听、说相应的单词，能运用What did you do? Where did you go ?询问过去的事情，并能利用动词过去式熟练表达过去所做的事情。
（3）情感、策略和文化目标
培养学生学习的兴趣，鼓励学生积极合作，引导学生了解西方的名胜古迹。
3．
教学重点和难点
掌握本课的新单词，动词过去式的变化。
二、
教学策略
1．
教学方法
本节课采用情景法、直观法和TPR等教学方法。尽量利用贴近学生生活的情景激发学生参与学习的兴趣，促进学生学习语言知识，发展语言技能，提高语言运用能力。
2．
学法指导
（1）操练：创设语境，让学生练习语言，逐步提高语言运用技能，培养自主学习的能力。
11
（2）小组活动：课堂活动以小组为单位进行，是学生能够互相交流，互相帮助，感受学习的乐趣。
（3）评价：积极肯定学生的进步，充分体现学生的主体地位。
3．
教学用具
单词卡、图片、多媒体课件、小奖品
三、
教学过程
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
课件呈现单词weekend, 教师问学生：
T：Look at this word, please.Do you understand?
Ss: It’s weekend.
T: Do you like weekend?
Ss: Yes.
12 T: What do you usually do at the weekend?
Ss: I…
T: What did you do at the weekend?
Ss: I…
引导学生用过去式回答问题。
Step 2.Presentation (10 m)
1.
Lead-in
T: Now let’s gue 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.
13
4.
presenting the new words:
（1）T : Amy’s weekend is very nice.She visited lots of places.Let’s see the wonderful places.
课件呈现三个地点图片，但是学生可以选择任何一个图片的序号猜猜地点。
T: Now please gue the places ,you can choose the number and gue.
S1: Number 1.
T: What’s this?
S1: It’s the British Museum.
以同样的方式呈现 the London Eye, Big Ben。教师领读几遍。然后请学生读课文句子：We went to the British Museum.And we visited Big Ben and the London Eye.
（3）呈现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 gue what it is:
It’ s wonderful! 呈现单词wonderful.教师利用句子I will go to London next year, it’s wonderful.来引导学生理解词义。
It’s a big wheel.呈现单词wheel. 利用图片解释wheel.
T: Look, it’s a wheel, it can turn round and round.然后问学生：
Do you understand? 引出单词 understand。
T: If you understand, please nod your head, if you don’t understand, please shake your head.教师用动作示范。
T: Who understand? Please tell us.
14 请学生说说卡片中是什么。
Step 3 .Practice (15m)
1．当学生已经明白单词含义后，让学生开始认读单词：利用课件快速闪现单词，要求学生快速整体认读。然后请一个学生抽取单词，另一个学生猜测，如果不对，下面的学生大声朗读进行纠错。
2.读一读句子：（课件呈现句子）
(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.单词、图片配对游戏
请六个学生分别说上面的句子，下面的学生根据句子中所含的新单词进行图片和单词的配对。比一比谁的动作快。(教师给说的同学编号，让她知道自己要说什么。)
4．
说说自己的周末
T: Just now we talk about Amy’s weekend.Now let’s talk about our weekend.Who wants to show us your weekend?
请几个学生上台表演周末所做的事，其他同学猜一猜。顺序如下：
（1）Ss: What did you do at the weekend?
（2）S1进行表演
15 （3）其他学生说出表演的内容。Eg: Liyun went to the supermarket at the weekend.
Step4.produce (8m)
让学生相互进行调查上个周末做了什么事，完成表格，然后教师请代表进行复述。
Step 5.Summary（2m）
归纳总结本课所学的单词和句型What did you do at the weekend?然后课件呈现一组过去式动词，请学生进行比较、记忆。
Step 6.Homework
从以下作业中选择一道自己喜欢的作业：
1．
听课文录音，模仿课文句子，能够熟读课文；
2．
利用今天所学的过去式动词编一段短文；
3．
利用今天所学的句型What did you do at the weekend？询问朋友周末做了什么
