小學英語課堂評價的有效性教學案例(存儲版)
【正文】 m的發(fā)音。T: I’d like to go to the park today. Who wants to e with me? S: Me, me… ( T finds five students to e to the board and asks them who they are) T: (asks the five students to make a queue) Then where is Yu Jinna? S: She is in front of Sun Yanzhen. (writes in front of on the board) T: Where is Sun Yanzhen? S: He is behind Yu Jinna? (writes behind on the board) T: Where is Liu Lei? S: She is near Yu Jinna. (writes near on the board) T: Now, I will ask some other students to e with me and they should make the queue according to my order. Liu Shasha please. Hou Longxiao stands in front of Liu Shasha please. Li Tianyu stands behind Hong Longxiao please. Lou Wei is near Li Tianyu please. (the students make a new queue) Are they right? S: Yes, they are. (1) T: The park is very beautiful, but I have to send a letter to my friend now. Where should I go? I am a stranger here. (T points to the board), can I go to a cinema? S: No. T: A hospital? S: No. T: A post office? S: Yes. (設計意圖：通過以上三個新詞的學習，學生已經(jīng)基本掌握問路與指路的表達法，所以在學習cinema和science museum這兩個新詞時，學生就可以成為課堂的主人，自己將這兩個新詞運用到實際情境中去) 1. Do pair work in the textbook (設計意圖：考查學生對本課句型和單詞的掌握情況) 在設計課堂活動時，從讓學生完成基本對話練習，到讓學生創(chuàng)編對話，體現(xiàn)了從“抓”到“放”的過程，同時使這些任務活動具有了實際操作的意義，使課堂氣氛輕松、愉快。二是我注重在交際活動中提高學生綜合運用語言的能力。1. Do the exercise in the work book. (設計意圖：本環(huán)節(jié)首先考查了學生如何正確描述某個方位，同時考查了學生對本節(jié)課板書的注意程度。T: Us
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