全国首届小学英语优质课竞赛一等奖教案及专家评课集锦

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全国首届小学英语优质课竞赛一等奖教案（一）
上海市虹口区贝贝英语学校　祁承辉


Asking the Way



I. Teaching Content



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 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 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: 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."



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", &quotudong 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。

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全国首届小学英语优质课竞赛一等奖教案（二）
湖南省长沙市育英学校　欧阳丹熙


Shopping



    一、教学内容



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 "shopping".)

(2) Play a guessing 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 guess 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 students,

C: Can I help you? (Learn to say:"Can I help you?")

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 ...（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: Guess the price of the sweater.

Ss: 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:'' 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 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: stationers, 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，其他学生充当顾客。）

(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."

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全国首届小学英语优质课竞赛一等奖教案（三）
广州珠海香洲区吉莲小学　鲍当洪


A Telephone Call




I. Teaching Material



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 message?

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.  



III. Teaching contents



1) Patterns: May I speak to ...? Would you please take a message?



2) Vocabulary: message, party, take a message  



IV. Teaching Aids



Four toy telephones, a CD-ROM, a toy Santa Claus.  



V. Teaching procedures



Step 1. Warming-up Exercise

Sing the song "Greetings".



Step 2. Presentation and Practice

1) Ask the students to look at the screen and listen to the talk between the teacher and the person in the screen.

2) After the talk, the teacher tells the students how to make a telephone call in English. Write the pattern "May I speak to ...?" on the blackboard and teach them how to use it on the phone.  

3) Using the four toy telephones, ask the students to make telephone calls in pairs with the following patterns:

--- May I speak to ...? --- Speaking.

Those students who do not have toy telephones can use their pencil-boxes instead, or they can put their fingers to their ears as a sign to make phone calls.  

4) Ask one student his / her name and his / her home telephone number, using the following sentences:

Would you please tell me your name? Would you please tell me your home telephone number?

5) Make a telephone call to a student and get the students to learn the following short dialogue:

T: Hello. Is that 8614761?

S: Yes.

T: May I speak to Xiao Long?

S: Sorry, he is not in the office.

T: Would you please take a message and ask him to come to school this afternoon?

S: Sure.

T: Thank you.

6) Ask the students to make calls in groups. Then ask some pairs to act out to see if they know how to use the patterns below:

May I speak to ..,?  Would you please take a message?

7) Ask the students to look at the screen and listen to the dialogue "A Telephone Call" with the following questions in mind:

What is the message about? What time is the party? Then ask the students some questions if they have understood the dialogue.

8) Ask the students to look at the dialogue on the screen and listen to it again.

9) The teacher tells the students the meaning of the word "tomorrow" with the help of a calendar and the following sentences: We'll have a party at school. I'll tell him when he's back.

10) Ask the students to read the new word and the sentences on the blackboard.

11) Ask the students to retell the dialogue in their own words in pairs.

12) Play the game "Throwing Santa Claus" to see if the students can say the sentences well.

The teacher throws the toy Santa Claus to a student.

When the student catches the Santa Claus, he or she must say one of the sentences on the blackboard, and then throws the Santa Claus to another student.

13) Ask the students to act out the dialogue in roles.  



Step 3.

1) Show the students three pictures on the screen. Ask them to make telephone calls in groups based on the picture they have chosen.

Picture One: You want to invite Tom to play football with you, butTom hasn't got a telephone at home. You ask Rose to take a message to Tom.

Picture Two: Miss Wu is ill. You want to pay a visit to her with Jack. But Jack is not atme. His sister picks up the phone.

Picture Three: You will hold a birthday party on Sunday. You phone to Lily to invite her to your party, but she isn't at home. How do you speak to her mother, who is at home at that time?

2) Ask some pairs to act out their telephone calls.

3) Ask the students to make phone calls to the teachers who are sitting around the classroom. The teacher tells the students:"There will be a party on New Year's Day. We will invite some teachers to come to our party. Write the names and the telephone numbers of some teachers and make telephone calls to them".



Step 4. Summary

Tell the students the way of making a phone call in their daily life.



Step 5. Homework

Ask the students to make phone calls to their friends and tell them their school life after class.



Step 6: Ending

Sing the song "Happy Weekend".  



专家点评



鲍当洪老师执教的 A Telephone Call是一节真实、自然、生动、有趣的小学英语课。该课教学目的明确，教学过程有序，教学活动设计合理，教学各环节过渡自然，学生思维活跃。这节课在组织和设计上主要有以下特点：



1. 注重学生的主体地位，实现了教师角色的转变。

执教教师从学生的兴趣出发，通过创设情景，示范教学内容，启发学生的思维，组织学生实践，培养学生的语言交际能力。教师在整个教学活动中成功地扮演了多个角色。首先，他是一个示范者，他为学生展示语言结构、意义和语言运用的情景；同时他又是一个启发者，启发学生思考，引导学生想象；其次，他还是一个情景的设计者和学习的指导者，他通过多媒体课件展现生动、逼真的交际情景，帮助和引导学生在语境中理解语言的结构和意义；此外，他更是一名课堂活动的组织者、学生学习的激励者和促进者，他通过玩具小电话、身体语言设计情景，组织学生开展游戏和两人小组活动，给学生提供模仿、体验、实践和创造性运用语言的机会，并在活动中适时地鼓励和表扬学生，保护学生的自信心和学习的积极性，使学生学有所获。



2. 注重把语言结构和语言功能有机结合，实现了从知识到能力的转变。

本课教学内容涉及关于打电话的表达方式，执教教师能够注意处理好结构与功能的关系，将语言结构的学习融于模拟的交际情景之中。教师在教学的设计上采用分解难点、分步呈现、逐步扩展、层层深入的方式，注重示范质量，保证学生对语言意义的正确理解，通过各种模仿和操练活动，使学生掌握新的语言形式。例如，教师运用多媒体创设了不同的生活情景，让学生两人一组选择其中的一种，并运用所学语言进行模拟交际，促进了知识向能力的转化。



3. 注重教学内容与学生的生活经验相结合，实现了学以致用的教学目标。

鲍老师通过创设情景，将学习内容与学生的实际生活相结合，使学生身临其境，从而达到了学以致用的目的。例如，他在给某个学生打电话之前，先用英语了解学生家的电话号码，然后拨号给该学生打电话，让学生感到真实和亲切。同时，他设置的三个情景：约同学踢足球，约同学看望老师，约同学参加生日晚会，也都反映了学生的实际生活。追求语音、语调自然，教态亲切、大方，风格友善和幽默也是鲍老师教学成功的重要因素。当然，本节课还有改进的余地，例如，在学生两人小组活动中，教师对学生角色的描述不够明确，使得学生对话中的一些语言显得不够得体。此外，让学生向现场听课的老师询问电话号码时，应该适时教给学生使用得体的语言，以避免学生在特定的场合出现使用不得体的问话方式。

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全国首届小学英语优质课竞赛一等奖教案（四）
浙江宁波市戎徐小学　朱雪君
In a Fast-food Restaurant



      I. 教学内容

   

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 / restaurant / 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



食物图片：ice-cream, hamburger, cake, bread, juice, milk, water, hot-dog, French fries等。

食物和饮料：hamburger, cake, bread, milk, orange juice, 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, too.”)

教师做睡觉状，并用低缓语调说：“I'm tired.”引导学生说：“Me, too.”

教师做笑脸状，并用欢快语调说：“I'm happy.”引导学生说：“Me, too.”

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, juice, milk, .)，让学生认读。

(5) 做游戏：“What's missing? ” (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。

(2) 教师把手中卡片送完后摊开双手说：“No food left! 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：“Congratulations!”

(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 yuan, coffee—30 yuan, juice—free)，教师请一个学生提问并操作(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 birthday.”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 waitress. 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 discuss 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 glasses 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。