小学英语《Unit1ALetsLearn》评课稿(26).doc

小学英语Unit1ALetsLearn评课稿(26)这篇教师评课稿文章“小学英语Unit1ALetsLearn评课稿（26.41KB）”由教师范文吧（）为您整理，供小学英语教师在教研活动评课中参考。具体评课用语范文如下：设计与建议Step1Ssopenthebook,turntoPage2(Letsstart)Tplaysthetape(onequestionbyone),Sswritedowntheirownanswers.Aftereachquestion,Taskssomestudentstoanswer:Iat.Ifsomestudentscant,Tsays:Iat.Howaboutyou?(Inthisstep,morethan10studentsanswerquestions.Mostofthemcansaythesentences“Iat”correctlyandfluently.)Step2Tdrawsaclock(7oclock)ontheBb,andasks:Whattimeisit?Tsays:Iusuallyeatbreakfastat7:00.Howaboutyou?Someindividualstudentsanswer.Twritesdown“eatbreakfast”ontheBb.Thewholeclassrepeatsandspellsthephrase.Pairwork.First,Tandonestudentmakeadialogueasamodel.T:Whendoyouusuallyeatbreakfast?S1:Ieatbreakfastat.ThenSspracticeinpairs.Ssreportlikethis:A:Iusuallyeatbreakfastat.Howaboutyou?B:Iusuallyeatbreakfastat.Step3T:Whatsyourbreakfasttoday?Someindividualstudentsanswer.T:Idontlikehamburgers.Theyarenothealthy.Doyouknowhowtomakeushealthy?T:playsportsThewholeclassrepeatsandspellsthephrase.T:Iusuallyplaysportsat4:30.Howaboutyou?Someindividualstudentsanswer.Ssdopairworkandreport.Step4T:Ilikedoingsports,suchasYogaTdoestheactionandsays:domorningexercises.Thewholeclassrepeatsandspellsthephrase.Step5Tdrawsaclock(9oclock)ontheBb,andasks:Whattimeisit?T:Whatdoyoudoat9:00today?ThelpsSsanswer:haveEnglishclassThewholeclassrepeatsandspellsthephrase.T:WhendowehaveEnglishclassonThursdays?Thewholeclassanswers.Step6Tshowsthecardofeatdinner,thewholeclassrepeats.Step7SslookattheBbandreadthephrasestogether.Ssopenthebook,readthephrasesbythemselves.Tplaysthetape,Sslistenandrepeat.Ssnumberthephrases.Ssreadtogether.Step8Ssopentheworkbook.Ex1Listenandchoose.Treads,Sschoosetherightanswer.Ssreadouttheanswers.Ex2Listenagainandwritedownthewords.Treadsslowly,sometimesspellsthewords.Sswritedownthewords,thencheckbythemselves.Homework:1.Dopairwork.A:When?B:Iat.2.Copythephrases.3.Finishtheworkbook.Bb:(clock)(clock)eatbreakfastplaysportsdomorningexercisesIusuallyat7:00.(注：在部分学生书上，有家长签字：已预习。)T采用了练习的方式作为warm-up，认为warm-up尽量采用一些歌谣或游戏之类的来营造宽松、和谐的氛围，尽量在这种氛围中复习旧知，并做到“启下”的作用。在新授这个阶段，T是以传统的以知识为中心的课程观点来理解课程与教学之间的关系。虽然紧紧围绕需要新授的单词，但整个新授过程是很忠实地传递课文的过程，未对教材内容进行个性化、生活化、活动化的再加工，两者的关系是单向的线性关系，因此，到课的后半部分，学习气氛可能会有些压抑和冷场，孩子们可能会变得不爱说。活动的设计没有以学生的生活经验和兴趣作为出发点，不能够促使学生获取、处理和使用信息，从而发展用英语解决实际问题的能力