【文章內(nèi)容簡介】 養(yǎng)良好的注意力和反應(yīng)能力?；顒泳怕犅犠鲎?。先請學(xué)生根據(jù)指令用手指擺出四種形狀，在此基礎(chǔ)上提問：“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)生說出不同形狀的名稱。備課思路：這項活動把學(xué)生獨立思考和與他人合作完成任務(wù)有機結(jié)合，對知識有效地進行復(fù)習(xí)鞏固，同時培養(yǎng)了學(xué)生的團隊精神、協(xié)作意識；而且對學(xué)生要求有所提高，要求學(xué)生運用知識形成語言?；顒邮乙徽?，說一說。要求學(xué)生在教室里找出學(xué)過的形狀的物品。備課思路：語言來源于生活。通過讓學(xué)生找一找身邊的形狀，把知識有抽象變?yōu)榫唧w，從而使學(xué)生感受到英語就在生活中，讓他們用嶄新的視角去觀察生活，發(fā)現(xiàn)生活，同時將語言運用于生活。活動十一記憶游戲。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間，提問：“What’ s this? What shape can you see? How many…can you see ? What ‘s colour is it? ”備課思路：通過出示由形狀組成的美麗畫面，培養(yǎng)學(xué)生的審美意識，同時感受到形狀遍布生活的各個角落，在游戲的過程中，復(fù)習(xí)了形狀、顏色、數(shù)字及部分學(xué)過的名詞。這項活動將語言提高到句子輸出的高度，使語言的學(xué)習(xí)上了一個新臺階?；顒邮?chuàng)造活動。在“活動十一”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?？梢宰约鹤觯部梢酝瑢W(xué)合作。做完之后，放到實物投影儀上展示、交流。可以用“活動十一”提供的語言介紹作品。備課思路：這項活動把對學(xué)生的要求提高到了一個新的高度――把新舊知識結(jié)合說一段話。既可以發(fā)揮自己的想象，也可以集中小組成員的智慧，擴充可以利用的資源。本活動有助于發(fā)展學(xué)生的思維能力、動手操作能力，進一步培養(yǎng)團隊合作意識。活動十三小結(jié)?；仡櫵鶎W(xué)知識內(nèi)容。對四個小組的成績進行總結(jié)。選出冠軍小組。作業(yè)：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，說一說我們學(xué)過的形狀。哪些我們沒有學(xué)過的形狀名稱？你想知道嗎？畫下來，可以問家長、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出發(fā)，設(shè)計了本節(jié)課，并在實際教學(xué)中取得了良好的效果。通過實際教學(xué)我對任務(wù)、評價、合作等教學(xué)模式有了更深入的認(rèn)識。要使新課標(biāo)為我所有，我們就要把新的理念運用于新的模式中。只有在新理念的指導(dǎo)下，才能把方法用活、用實。如在教學(xué)中我把設(shè)計任務(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)生留有個性發(fā)展的空間。評價不僅僅是為了評價，在學(xué)生獲得心理上的成就感的同時，知識也得到了鞏固，能力也得到了提高。用聯(lián)系的觀點看問題。在教學(xué)中我把各個環(huán)節(jié)看作一個整體，把教學(xué)環(huán)節(jié)設(shè)計定位于層層推進，螺旋式上升。活動形式多種多樣，但每一項活動都有自身存在的價值，這就為大容量提供了保障。通過這節(jié)課的成功展示，使我對新課標(biāo)有了新的認(rèn)識，當(dāng)然在實際操作中還存在許多不足之處，這就需要我們進一步學(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：全國首屆小學(xué)英語優(yōu)質(zhì)課競賽一等獎教案全國首屆小學(xué)英語優(yōu)質(zhì)課競賽一等獎教案(二)Shopping（湖南省長沙市育英學(xué)校 歐陽丹熙）一、教學(xué)內(nèi)容ShoppingA: Hello!Can I help you?B: Yes, I want a sweater for my daughter, : How about this one?B: Oh, size is : Mum, I don39。t like the : Do you like this purple one? C: Cool!That39。s my favourite : How much is it? A: Sixtyeight : Here39。s the : 尺寸；大小purple 紫色的cool 棒的二、教學(xué)目的與要求、會說本篇對話；；、會說新單詞：purple, size, cool。三、教學(xué)重點能運用所學(xué)句型進行擴展性的情景會話。四、教學(xué)手段運用多媒體輔助教學(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 T: Good morning, boys and to meet (1)LeadinT: You know, I39。m new thought it would be hot in today it is 39。m just in a I39。m feeling a little I want to go shopping and buy some warmclothes.(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：教師走進一家服裝店，與售票員進行交談。)T= the teacher C= the puter Ss= the studentsC: Can I help you?(Learn to say:“Can I helpyou?”)T: I want a sweater, : How about this one?（課件：售貨員拿出一件很大的毛衣。）T: I think it39。s too : 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:It39。s too : How about this one?（課件：售貨員拿出一件對教師來說大小合適的毛衣。）（Learn to say:“How about...?”）T: I think the size is you think so? Ss:yes!(Learn to say:“size”.)(Read after the teacher:“The size is OK.”)T: The size is OK, I don39。t like this : What39。s your favourite colour? T: What39。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 : 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:39。39。 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 (1)Listen to the : What have you heard in the dialogue?(2)Listen to the dialogue and repeat it sentence by sentence.(3)Pratice in groups of 4 Consolidation(1)Divide all the students into 5 groups: stationer39。s, toy shop, clothes shop, fruit shop and food some goods in each 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.（把全班分成五個組，即五個“商店”，顧客可以到任何一家“商店”“購買”自己喜歡的物品。教師到各組去指導(dǎo)，同時教師也當(dāng)顧客，購買物品。(3)教師總結(jié)全課，表揚做得好的學(xué)生。電腦計分牌顯示勝方，并伴隨勝方的歡呼聲。Step 5 EndingThe students sing a song ”Goodbye.“全國首屆小學(xué)英語優(yōu)質(zhì)課競賽一等獎教案(一)Asking the Way（上海市虹口區(qū)貝貝英語學(xué)校 祁承輝） Content Asking the WayA: Excuse me, you tell me the way to Bihai Hotel, please? B: can go there by : Is it a long way from here?B: No, it39。ll take you fifteen : Which bus can I take? B: You can take a : Where is the bus stop?B: Just go , the bus is : Thank you very : You39。re procedures Step T: Nice to meet name is we sing an English song named ”Bingo“, and try to change the39。 word ”Bingo“ with my name ”Bright“? Step T: I39。m new here, when I arrived at the airport, I heard someone said ”對不起“(注①)，”早晨好“(注②).I really want to know their meanings in you help me? S: ”對不起“ is ”Excuse me“ and ”早晨好“ is ”Good morning“.T: Thanks a now could you tell me something about your city? I want to travel in this city, but I don39。t know where I should : Bai Lian Dong : Fisher : Jiuzhou : I want to find a hotel do me a you tell me the names of some hotels in this city? S1: 2000 : Yindu : Bihai Hotel.(The teacher takes notes while the students are speaking.)Step structures learningT: They all sound very how can I get there, by bus or by bike? S: By : And how long will it take me to get there? Maybefifteen minutes is enough.(The teacher looks at the watch and gives the students a gesture.)1)Draw a stickfigure picture to help the students understand the meaning of the sentence:”It39。ll take someone some time to do something.“2)Write the sentence ”It39。ll take you fifteen minutes.“ on the blackboard, and have the students imitate the )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: It39。ll take you ninety : )Get the students to listen to the recording of the dialogue, in order to introduce the new sentence: ”Just go straight.“5)Use the multimedia to help the students understand the meaning of the sentence ”Go straight.“6)Write the sentence