【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乙徽遥f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?；顒邮挥洃浻螒?。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。活動十二創(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?，也可以同學(xué)合作。做完之后，放到實物投影儀上展示、交流?？梢杂谩盎顒邮弧碧峁┑恼Z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識。要使新課標為我所有，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)的標準定位于符合學(xué)生的認知水平，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?；顒有问蕉喾N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，使我對新課標有了新的認識，當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)生當售貨員，其它學(xué)生充當顧客。）(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