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小学英语课堂评价的有效性教学案例 ——PEP Book7 Unit2 Part A Let’s learn 6.3 6.4
乔秀彩
课题名称：小学英语课堂评价的有效性
体现策略：利用任务型教学，适时恰当进行课堂评价。让小学生通过感知、体验、实践、参与和合作探究等活动方式，实现任务的目标。
一、设计理念
采用活动途径，倡导参与教学，根据小学生的心理生理特点及学习特征，利用任务型教学让小学生通过感知、体验、实践、参与和合作探究等活动方式，实现任务的目标，感受成功。在本节课中，我通过创设各种情境，设计贴近生活的各种活动，鼓励学生积极参与，大胆表达。如让学生当一回“问路者”和“指路者”，让学生用所学的语言与朋友自如地交流等，创建了一个以活动课为主的任务型教学模式。在一系列的活动中，学生能用极大的热情投入到英语学习过程中，并能在40分钟的课堂里，真正有所收获。
二、教学目标
（一）能力目标：能够在实际情境中正确使用询问路线的语言并能简单回答，如：Where is the library? It’s near the post office.（二）知识目标：
1.能够听、说、读、写单词hospital、cinema、post office、bookstore，能够听、说、认读science museum。
2.能够听、说、认读句型Where is the library? It’s near the post office.并能进行关键词的替换。
（三）情感、文化目标
1.培养学生团结友爱、乐于助人的优良品质。
2.培养学生在生活中自觉遵守交通规则的意识。
三、教学重、难点
1.重点：掌握Let’s learn部分的四会单词和短语。
2.难点：正确书写四会单词和掌握三会单词museum的发音。
四、课前准备
1.与教学有关的卡片。
2.录音机、本课时的录音带。
五、教学步骤
Step1: Preparation
1.Sing a song: How do you go to school?
（设计意图：在音乐中活跃气氛，使学生身心得到放松，积极主动地参与到课堂中来）
2.Free talk
T: Just now we sing the song, and the singer asks if you can go to school by ship or train.Can you?
S: No, we can’t.T: Then, how do you go to school?
S1: I go to school on foot.T: Can you spell foot?
S1: Yes, f-o-o-t, foot.T: How do you go to Canada ?
S2: I go by plane.T: Can you spell plane?
S2: Yes, p-l-a-n-e, plane....(设计意图：利用free talk的形式为学生提供语言交际的机会，通过让学生说说以何种交通方式到某个地方，巩固复习学过的单词和句子，并为学习新课奠定基础)
3.Make a queue
T: I’d like to go to the park today.Who wants to come with me?
S: Me, me„(T finds five students to come 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 come 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.(设计意图：通过创设排队这一情景，让学生通过参与、体验等活动，总结归纳以前所学方位词的用法，并练习where is...?这一句型，为下面展开新课做好铺垫)
4.Find the park.T: I want to go to the park, but I don’t know where the park is.Who can help me? I am at school now.I will start from here.S: I can.T: Excuse me, how can I get to the park?
S: You can go by the No.15 bus.T: Can I go there on foot?
S: Yes, if you like.It’s not far.T: Thank you.(T points at the board)
T: I can go by the No.15 bus.What will the bus do, if the traffic light is red?
S: Stop at the red light.T: If the light is yellow?
S: Wait at the yellow light.T: If the light is green? S: Go at the green light.(设计意图：利用学生上单元所学习的对话，为学生创设一个问路的任务情景，为引出本课的总体情景打下基础，同时培养学生助人为乐的精神和遵守交通规则的行为习惯)
Step2: Presentation
1.Learn the new words
(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.(设计意图：通过帮助老师送信这一情景，在板书和图片的帮助下，引导学生帮助老师找到post office,同时利用方位介词确定post office 的方位，自己总结出本课所学核心句型。详见所附板书图片)
（2）T: I have sent the letter.I want to buy a new book now, where should I go?
S: Bookstore.T: Yes, but where is the bookstore?
S: It’s behind the post office.（学生根据板书内容回答，详见所附板书）
(设计意图：通过买书这一环节，让学生自己感受bookstore的含义，同时再次利用本课重点句型，完成“指路者”这一角色任务)
（3）T: I feel bad now.(教师做不舒服状)I’ve got a cold.I have to go to the hospital.Where is the hospital, can you help me?
S: It’s in front of the post office.(设计意图：通过帮助老师找医院这一情景，让学生认读单词hospital，同时再次熟悉并强化本课重点句型)
（4）T: I’m OK now.I want to see Harry Porter, where should I go?
S: Cinema.T: Yes, a cinema, but I’m a stranger.How can I find the cinema? What should I say?
S1: Where is the cinema, please？
S2: It’s behind the park.S3: It’s near the bookstore.T:(T points to the board)Behind the park, near the book store, it’s the „
S: Cinema.T: Good job.T: I know you all like robots.They’re very interesting.If you want to visit robots, where should you go?
S: Science museum.T: Museum is a difficult word.Let’s read it once again.Ss: Museum.T: Remember you are a stranger here.What will you say?
S1: Where is the science museum, please?
S2: It’s near the hospital.S3: It’s in front of the park.T:(T points to the board)Near the hospital, in front of the park?
S: It’s the science museum.(设计意图：通过以上三个新词的学习，学生已经基本掌握问路与指路的表达法，所以在学习cinema和science museum这两个新词时，学生就可以成为课堂的主人，自己将这两个新词运用到实际情境中去)
2．Listen to the tape.Listen to the tape and read after it.(设计意图：通过听录音并跟读这一环节，再次训练单词和句子的发音并且纠正学生的错误发音，同时也锻炼了听力)
Step3: Practice
1.Say the words according to the picture.Point to the pictures on the board, say the words and spell them.(设计意图：再次强化词汇教学，进一步指导学生不够熟练的词汇)
2．Make a dialogue.T: Use the map and make a dialogue with your partner.S1: Excuse me, where is the post office?
S2: It’s near the science museum.S1: How can I get there?
S2: You can go by bike, it’s near.S1: Thank you....(设计意图：通过看图自创对话这一任务，灵活运用本节课所学内容，锻炼学生的口语表达能力和创新思维能力 3．Play a game.One student describes the location, the other student gue what place it is.S1: It’s in front of the post office.S2: Is it the cinema?
S1: No.S2: Is it the hospital?
S1: Yes.(设计意图：本环节首先考查了学生如何正确描述某个方位，同时考查了学生对本节课板书的注意程度。除此之外还运用了句型Is it„,为下节的对话学习做好铺垫)
Step 4: Production
1.Do pair work in the textbook The students finish their community maps in the textbook.At the same time, one student comes to finish her community map on the small blackboard.Let the student on the platform describe her map.S1: This is a map by me.This is the zoo.This is the bookstore.This is the museum...2.Ask and answer.Practice in pairs, one as the designer, and the other one as a journalist.T asks some pairs to come to the blackboard and show their works.S2: Excuse me, where is the zoo?
S1: It’s behind the museum....(设计意图：通过让学生模拟设计社区这一任务，引导学生将自己的创新思想融入活动中，并通过“小记者”采访“设计者”，实际运用所学语言，使活动变得更为生动、有趣)
Step 5: Progre
1.Do the exercise in the work book.Listen to the tape and finish the work book.(设计意图：考查学生对本课句型和单词的掌握情况)
2.Homework
Make a dialogue based on the map, which is designed by the students.教学点评 ：
这堂课我觉得有两点比较满意的地方：一是在呈现活动中引导激趣。我通过运用各种手段和方法，展现本节课的词汇和句型。从利用歌曲引入本节课所授内容，到引导同学帮助老师找到某个地方，再到学生自己去问路、指路，都围绕着本节课的重点教学内容展开，最后到学生自己成为一名“社区设计者”和“记者”，让学生在形式丰富的活动中练习本节课的单词和句型，并在活动中加深了学生间的友谊。二是我注重在交际活动中提高学生综合运用语言的能力。我充分利用了合作学习这一模式，改变了传统英语课堂中“教师讲、学生听；教师问、学生答”这种单
一、单向的教学方式，使学生有了更多主动学习的机会。在设计课堂活动时，从让学生完成基本对话练习，到让学生创编对话，体现了从“抓”到“放”的过程，同时使这些任务活动具有了实际操作的意义，使课堂气氛轻松、愉快。通过完成各种活动任务，使学生综合运用语言的能力有了较大提高。这堂课使我深刻感受到小学英语教学要求创建的以活动课为主的任务型教学模式，不是简单的动动玩玩，教学活动一定要有实效，要为主题服务，要为真正发展学生的综合语言运用能力服务。
