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Holidays评课稿

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“dannydoggy”为你分享12篇“Holidays评课稿”，经本站小编整理后发布，但愿对你的工作、学习、生活带来方便。

Holidays评课稿

篇1：Holidays评课稿

Holidays评课稿

是亚老师这节课的主要目标是要让学生学会谈论几个常见的节日，让孩子学会表达在这个节日人们通常做什么，去年做了什么，来年我将做什么。其中去年做了什么是本节课的新句式，在本节课的处理中还稍微欠缺了一点，学生的练习频率还不够。

有几个做得非常好的'地方：

1.新知引入多样。有猜谜引出，有看图引出，有听歌曲引出，展现的是某个节日的比较明显的特征，有效地激发了学生的兴趣，同时也较好地渲染了课堂气氛。

2.对每个节日的处理方式不同。由于节日较多，教师很明显动了一番脑筋，有的重在处理过去式的表达，有的重在对将来时的学习，有的是让学生对话，有的是让学生用语篇输出，特别是对于Easter的处理，由教师给予学生语篇，让学生阅读，培养孩子们的阅读理解能力。

总之，教师在设计教案时，充分考虑了学生的兴趣爱好和年龄特征，充分考虑了学生的认知特点，学生在获得基础知识的同时，情感、态度等都得到了相应的发展。这是一节不错的课。

商讨：My favourite food is moon cakes.这句话的表达是否有错？

篇2：《Holidays》说课稿

《Holidays》说课稿

尊敬的各位评委，各位老师：

你们好，我是来自xx的xx，很高兴今天能站在这里说课。我要说课的主题是高年级段的6A内容Holidays。我要新授的单词有Australia， America， Canada， postcard， cool， skate， swim， climb mountains。我要新授的句型是be going to。由于学生已经学过了季节类单词，感觉类单词，我决定这样串联教学过程，学生由季节说感觉，再由这些感觉带到想做的活动，然后带着学生去不同国家游玩的时候参与这些活动。这样既能复习巩固就知识，又能在老师的引导下学习新单词，新句型。

学生对这些文化性的知识必定很感兴趣，著名学者布鲁纳说过：“兴趣是刺激学习。”整个教学设计由老师引导，学生自主参与，获取新知，然后巩固操练，合作创新。这充分体现了新课程标准要求的采用互动的课堂模式，提倡开放的学习方式，鼓励学生创造性地运用语言。“互动”、“开放”、“创造”营造了平等、民主、宽松的课堂氛围，学生就获得了相当大的主动权。下面我说一下教学目标。

一、语言知识目标。

1、能听得懂、会说、会读和会拼写单词Australia， America， Canada， postcard， cool， skate， swim， climb mountains。

2、能听得懂、会读、会说句型 be going to。

以多媒体课件作载体，带着学生在不同季节的假日里去不同的国家游玩，既能激起学生的兴趣，又能合理安排教学内容。让学生在直观的环境中学习，不过觉得枯燥无味，还能增加学生的知识面，拓宽学生的视野。如果不用多媒体，就不能达到这样的效果，毕竟我们不能在教室里让学生周游全世界。而多媒体课件呈现的各种图片就能帮我们做到这一点。

二、语言能力目标。

1、能根据情景和图片说出单词。

2、会用句型练习说话

3、会用句型设置情景，自编对话。

高年级的学生在语言能力要求上应该有一定的高度，这样能培养学生良好的英语口语能力，让学生敢说英语，会说英语，多说英语。

三、情感态度目标。

1、在多元化的学习过程中，自主学习。

2、在任务型学习活动中能灵活应变，学会创造。

设计任务时要有明确的目的，要有情景，有语境，情景和语境要真实，这样学生才能充分发挥。而这样真实的情景和语境，我们只能靠信息技术来帮忙，靠多媒体课件展示的相关图片资料，让学生由身临其境的感觉，从而把对话编得更有感觉。

3、在小组活动中，展示各成员的掌握运用语言的综合能力。

根据制定的一个学习任务，涉及多步骤活动以便展示各成员掌握并运用语言的综合能力，同志还可以观察学生分布解决问题的能力。小组活动既可以为学生实践语言提供机会，又可以使学生体验合作学习，提高学习兴趣。

四、文化意识目标。

1、了解一些国家的天气，风光，民情，活动。

2、对于这些文化性的知识，能够拓展学生的知识面，开阔学生的视野。

五、教学重、难点。

句型：be going to。句型be going to 穿插在整个教学过程中，让学生在不断的操练中，不断加深，不断巩固。

六、教学资源应用的意图和特点：

通过幻灯片展示相关国家的图片和活动，能让学生从视觉角度直观地了解这些国家的情况，从而激起学生想要到这些国家去度假的兴趣，也调动了学生的学习兴趣。有利于课堂活动的展开，有利于学生尽快接受新知识。有利于突出重点，突破难点，通过幻灯片让学生脑中抽象的国家名称和活动变得活起来，如身临其境，有利于充分的感知，增强记忆。加大了课堂的信息容量，优化教学方法，培养学生主动发展的能力，能有效的组织教学，便于学

七、说教学过程。

（一）课前热身。

1、复习季节类单词。

①通过幻灯片出示字母A，B，C，D，点击任一字母出现一个季节的图片。学生通过观看色彩鲜艳的图片回忆季节类单词。

②引导学生说：It’s summer. It’s hot.I feel very hot.秋天的图片可以教学生说It’s cool.教授新单词cool.

③通过点击字母，让学生快速说出该字母点击后出现的季节。学生通过看到的图片，快速说出单词和句子。如：It’s summer.It’s hot.看谁的反应最快。

（二）呈现新知。

1、同学们，你们都是怎么过节假日的阿？请四人一小组讨论。学生用句型How do you spend your holidays I often…进行小组讨论。

2、在反馈讨论情况的时候，肯定会有学生说到旅游，那么老师顺势说：I like to go traveling， too. And in this class， we are going to have a long holiday. Where are we going 出示句型Where are we going 接下来的教学由这一句型展开。

3、（1）点击春天的图片，连接到美国国旗图片。学生对各个国家的国旗肯定有所了解，看到了国旗，肯定能知道国家的名字。老师教授新单词America。

（2）出示句型：We are going to America.出示这一句型时，提醒学生be动词有三个am， is ，are。为了防止在操练中产生错误，老师可以在这里归纳be动词的使用规则：I 用am， you用are， is用于他、她、它；单数用is，复数用are。学生同桌之间互相操练这个句型。I’m going to America. You’re going to America.……变换不同的主语，操练be动词。

（3）点击美国国旗的图片，出现美国人爬山的.场景，老师教授新单词：climbmountains。让学生边做动作，边说：climb， climb， climb mountains。以春天为背景，看到爬山的图片，学生一定蠢蠢欲动。老师问学生：Do you like to climb mountains 学生根据实际情况回答。同桌之间进行句型操练，从而巩固词组climb mountains。

4、（1）走出春天，我们迎来了炎炎夏日。点击夏天的图片，出现澳大利家的国旗。学生说出国家的名字，老师教授新单词：Australia。

（2）然后出示句型：We are going to Australia.让同桌之间用句型be going to互相操练这个句子。

（3）点击澳大利亚的国旗，我们看到了澳大利亚的风光照片，也看到了美丽的大海。老师说：Australians like to swim very much. And I like to swim， too. Do you like to swim 老师可以通过做动作，让学生明白swim的意思。学生看到了蔚蓝的大海，又有夏天作为时间背景，学生肯定会响应有用的'号召。学生跟老师边做动作边说：swim， swim， I like to swim.

5、（1）出示一张有日本富士山的明信片。老师说：This is a postcard from my friend. 教授新单词：postcard。

（2）老师接着说：My friend asks me to go to…让学生看到了明信片后，猜测国家的名称。点击秋天的图片，出现日本的国旗，教授单词Japan，Japan不属于新授内容，但我们的教学不应该局限于教材，可以适当的扩充学生的知识。

（3）出示句型：We are going to Japan.同桌之间操练。点击日本国旗的图片，出现美丽的枫叶。在日本的秋天，红枫是一道美丽的风景线，老师问：The maple leaves are very beautiful， yes 学生做肯定回答。

6、（1）在学生正意犹未尽的时候，出示以红色枫叶为图案的加拿大国旗，看看这是哪个国家的国旗啊？教授新单词Canada。由日本的枫叶引到加拿大国旗上的枫叶，一方面学生的思维得到了延续，另一方面让学生很自然的进入下一环节的教学。

（2）接着让学生用be going to 句型操练。

（3）接着出示加拿大的图片：冰场。问学生：Look! What are they doing 学生看到图片想表达滑冰。老师教授新单词skate，做动作，说：I can skate. Can you skate 学生已经学过can，可以让他们同桌操练，或问自己的好朋友。

（三）巩固操练。

1、回顾刚才的图片，回忆在每个季节，在各个国家，我们都做了些什么活动。认真看幻灯片，在回忆的过程中口述刚才的话。如：It’s summer. It’s hot. I’m going to Australia. I like to swim.

2、小组活动，调查小组间各成员愿意在假日里到哪里去游玩。完成调查表格。让学生自制有特色的调查表格，然后用句型Where are you going I’m going to…讨论。讨论完了以后，把各成员的情况写在调查表格上。在这一过程中，老师可以对表格调查的质量和速度都提出要求，这样就不会浪费过多的课堂时间。

3、请用今天所教授的单词和句型自编一个对话，各小组之间，四个人分好角色。在编对话的过程中，可以适当添加以前所学到的知识。这时，课堂已经还给了学生，让学生主宰课堂。四个人一小组，积极合作，自编对话，能够进一步巩固今天所学的单词句型，又能够体现学生的创新能力。让所学的新旧知识融会贯通，培养学生敢说英语，会说英语，多说英语的习惯。

（四）课后序曲。

国庆节七天长假已经过去了，我们下一个长假是明年的五一劳动节。请大家在课后用这个调查表格问问你的亲戚朋友，想要到哪里去，然后你的调查情况用一篇小作文的形式写下来。我们要比一比，谁的小作文写得最好。设计这一环节旨在体现不要让我们的英语教学停留在下课铃响的那一刹那，我们要注重培养学生的可持续性发展，让课堂教学延续到课外。另外，高年级应听、说、读、写并重，这一环节还可以培养学生的写作能力。

篇3：The summer holidays

1. The students should master the following important vocabulary:

introduce, practice, vacation, employ, regards, expression, physics, chemistry, biology, geography, go away, in one's opinion, general idea, go on doing, as a result

2. The students should know the meaning of the following useful expressions and besides that they should know how to use them in their daily life.

(1) I must be off now./ I must be leaving. / I must go now.

(2) Nice to meet you. / Nice meeting you.

(3) I'll introduce you ( to my friends ).

(4) Give one's regards / best wishes / love to sb.

(5) That's nice/ kind of you.

(6) See you soon. / See you later. / See you tomorrow.

2. The students must grasp the following sentence structure.

(1) So + be/ have/ 助动词/情态动词+ 主语

(2) prefer的用法

It's one's turn to do sth.

教学教法：

The students are supposed to talk about their summer holidays with the beginning of introducing themselves. Then they can make a survey to get to know what they all have done in the holiday in the form of group ( which contains 4-6 students).

This lesson is the first lesson of the new term. And the most important point is that it is the first time that the students have met each other. So this is a good chance to get to know each other by introducing themselves. Meanwhile, the teacher can also get to know the students' ability to speak English. The teacher may teach the students how to greet and how to let others know you. Also, the students must have a lot of different experiences during the long summer holiday. Therefore, it is a good chance for them to understand what they each do during the holiday. The teacher can ask the students some general questions about their summer holidays. Such as, Did you enjoy your summer holidays? What did you do during your summer holidays? Where did you go in the holidays? Then the students can have group work or pair work---- they exchange their ideas about their summer holidays. The students ( in the form of group )can make a survey about their experiences. And then each group may choose one group leader to give the whole class a report about their group's summer holidays. The group leader may introduce it by using the third person. For example:

“Mary went to Shanghai during the summer holidays. She went to many places of great interests, such as …… She thought the most interesting part in her summer holidays was ……”

The survey is based on the questions of Part Two of the first lesson. The students can also ask some other questions if like. Or the teacher may ask the students to bring some photos that they took in the summer holidays and them show the photos to other students and explain what the photos were about. The teacher may set an example to the students first by showing her/his photos to the students and them the students may know what they are supposed to do.

After the introduction the students may play a game--- who can recall the other students' names and the student who can name the most students' names is the winner.

词汇辨析

1．区别Nice to meet you 和 Nice meeting you

这两个词组的意思都是“很高兴见到你”。

区别是

Nice to meet you用的是一个不定式。而不定式的'作用是表示将要做的事情，所以这个词组常常在刚一见面时说。

Nice meeting you用了一个现在分词在此表示完成的动作，所以它常常用在谈话结束时或分手之前。同样我们也可以说：

刚见面：分手前：

Nice to talk with you. Nice talking with you.

Glad to have you here. Glad having you here.

2。So+ be/ have/ 助动词/情态动词+主语与so+ 主语+ be/ have/助动词/情态

动词的辨析

前者表示“某人也”的意思。而后者表示“对第一个人说的话的认可”。

Example: So+ be/ have/ 助动词/情态动词+主语

(1)--- He is a good student.

---- So is my brother Bob. (我弟弟Bob也是一个好学生)

(2) ----She lives in Shanghai. ----So do I . （我也住在上海）

(3)---They have done the work ----So has she. (她也已经做了)

(4)---John can sing songs very well.

--- So can I . (我也能唱的很好)

(5)--- She went to the party yesterday.

---- So did Mike. (Mike昨天也去了)

Example : so + 主语+ be/ have/助动词/情态动词

---I think she is a good student.

--- So she is. (是的，她是个好学生)

She always studies very hard and helps others with their homework.

(1) --- I guess the book must be borrowe by John.

--- So it must. (是的，那书肯定是被John借走的) I remember that he came to you yesterday and took the book away from you.

(2) --- She did the job successfully.

--- So she did. 是的，她的确做地很成功）And she was praised by the others in her company.

如果表示某种情况也同样不适用于另外一个人或物，要用“Neither / Nor + be/ have / 助动词 / 情态动词 + 主语” 这个结构。

Example:

(1) --- He has never been to Beijing.--- Neither / Nor have I . 我也没有去过）

I really wish to go there some day in future.

(2) --- I can't swim across the wide river.--- Neither / Nor can my sister. (我妹妹也不能)

3．辨析too much & much too

too much + uncountable noun

much too + adj. / adv

Example:

There was too much rain last year, as a result, the farmers could have a good harvest.

The coat is much too expensive. I can't afford to buy it.

Teaching Plan for Lesson One

Step 1 Lead in questions

Introduce yourself to the class by saying “ Hello everyone. I'm very happy to be your new English teacher this term. Do you like English? I am sure that we can become good friends and I will try my best to help you speak English well. Do you want to speak English as well as the native speakers? So you must study hard and do what I will tell you to do. Now I'd love to introduce myself to you so that we can become friends very quickly. My name is ……and it is really nice to see you. Now I would love you to introduce yourselves to us. In your introduction you have to tell us what your name is and what middle school you come from and then tell us what you are interested in or what you are good at. (The students can do this task one by one in a very short time.)

Step 2. Listen to the dialogue

Do you want to make new friends when you come to a new school?

Suppose you and a classmate of yours meet at the school gate for the first time at the beginning of the new term. But you don't know each other. So you will have a talk with each other in order to go to the classroom together. And maybe you and her/him will become very good friends later on.

Ask the students to listen to a dialogue that happens in such a case in order that they can know what they should say for the first time two people meet.

The students should find out the answers to some questions that the teacher shows them:

(1) Were Bill and Harry at the same school last year? ( No)

(2) Did Harry know Bob? ( Yes )

(3) How do you know it? ( They were in the same class )

Step 3. Listen to the second dialogue

Ask two students to come to the front of the class. Get to know their names by asking ” What is your name ? “ Then the teacher will point to these two students and speak to the whole class, ” I am very glad to introduce you my new friends. This is Mary and this is John. “The students are then supposed to ask these two students some questions to get more information about them. Then let the students listen to the second dialogue which teaches the students how to make an introduction.

Step 4. Practice

The students are supposed to do group work---- four students make a group and each of them give a brief introduction about themselves. After they get to know each other they are supposed to ask and answer some questions about their summer vacation. The teacher may set an example----the teacher may let the students to then ask them some questions about her/ his summer holidays. The questions can be:

What did you do during your summer holidays?

Did you enjoy your summer holidays?

Where did you go and who went with you ?

Then the teacher may answer these questions and put the above questions on the blackboard for the students. Then it is the students ‘ turn to practise.

The teacher may give the students five minutes for this task. The students are supposed to make a survey----every group chooses a leader who may write down all the answers and then in the end the group leader is asked to give a talk about the group members’ summer holidays.

“Mary stayed at home the whole summer holidays because she had to look after her mother. John went to some places of great interests and he enjoyed his summer holidays. Mike ┅┅”

Step 5. Useful expressions

Step 6. Practice

The students are supposed to do an exercise of their work books. P 57 Exercises 2 & 3

Step 7. Homework

Finish the exercise of workbook.

Review the new text.

Teaching Plan for Lesson Two

Step 1. Lead--in questions

Ask the students a question “ Do you have a pen friend who lives in America?” Then show them the envelop of a letter which is written in American style. Tell the students that your pen friend writes you a letter about his summer holiday in America. Get the students to read the letter for some information.

Step 2. Reading ( 1 )

Before reading the letter the students are supposed to know what questions they will be asked after reading.So the students are asked to read the letter as quickly as possible.Questions:

(1) Where does the writer ( Charlie ) spend his summer vacation ?

(2) What does he have to do in order help his father ?

(3) How many different time areas are there in the USA ?

Step 2. Reading ( 2)

For the second time the students are supposed to do reading comprehension exercises after reading for details.

(1) What does “ result “ mean in paragraph 2 ?

A Answer B Fact of something

C That which is produced by a cause D Questions

(2) When is the time of the rice harvest in Charlie’s homeland?

A March B August C November D September

(3) What do people usually do at the party on most Saturday evenings?

A They dance B They cook meat on an open fire

C They cook meat in their house D They sing

(4) What does Charlie tell Xiaojun in the letter?

A What he is busy doing B Their Saturday parties.

C Their rice harvest and vegetable gardens

D His life in the summer vacation and answers to Xiaojun’s questions.

(5) Which part of the USA does Charlie live in ?

A in the east B in the south C in the west D in the north

(6) In which season do they have little rain ?

A winter B summer C autumn D spring

(7) Why doesn’t Charlie drink beer at the party?

A he dislikes it. B he’s too young to have it.

C it does no good to him.

D he has to drive home after the party.

(8) When it is one o’clock in the morning of the New Year’s

day in Beijing, what is the time and date in the state which

Charlie lives in ?

A 11 o’clock in the morning of December 31

B 1 o’clock in the morning of December 31

C 8 o’ clock in the evening of December 31

D 11 o’clock in the evening of December 31

(9) When did Charlie write the letter?

A in the morning B in the evening C in the afternoon D at noon

(10) What do you think of Charlie?

A he is well but tired

B he is a nice and hard―working boy

C he is a farm boy

D he is a driver on the farm

Key: 1 C 2 B 3 B 4 D 5 B 6 B 7 D 8 A 9 B 10 B

Step 3. Retelling the text

The students are supposed to retell the letter based on some important key words. They can begin their retelling with the sentence--- Charlie is helping his Dad on the farm. It is summer in his hometown…….

Key words for retelling : from dawn until dark, by the lights of the tractors, grow rice in the south, grow wheat in the north, take care of the vegetable garden, party, cook meat on an open fire, have to drive home, five different time areas.

The students can pratise retelling the letter in pairs then they can show their retelling in front of the class.

Step 5. Language points

Step 6. Teach the students how to write letters to a foreigner

There are five parts in a letter.

(1) heading 信头 (2) salutation 称呼 (3) body 正文 (4) complimentary close 谦称和结束语 (5) signature 签名

Dear Bob, (称呼)

Thank you for your letter.

( head )

正文

Beijing No 1 Middle School

Beijing, China

May 28,

（写信人的地址和日期）

（谦称和结束语）

Yours sincerely,

Chenlei ( 签名)

Show the students how to write a letter to a foreigner. And they

are supposed to write a letter to Charlie telling him your school

life or something they like.

Step 7. Homework

Finish writing the letter and then finish the exercises on their workbook. P 58 Exercise 3

Step 1. Revision

Ask the students to do an exercise in order to review some of the new words they learnt or used in the previous text. ( workbook P 59 Exercise 2. Fill in the blank with one word. The first letter of each word is given to help the students. )

First let the students do it by themselves then check the answers in pairs. At last the teacher checks their answers)

Step 2. presentation ( language study )

Ask the students “ What questions do you usually ask when you want to get to know a person for the first time you meet ?” ( collect their suggestions and then write them on the blackboard.)

(1) What is your name?

(2) Where do you come from?

(3) What class( grade ) are you in ?

(4) How many people are there in your family ?

Then the teacher may help them get more questions in order to get to know a new friend:

(5) Where did you go during the summer holidays ?

(6) What did you do in the summer holidays ?

(7) Did you see any new ( interesting ) films ?

(8) Did you read ( buy any new books?

The teacher may just gives the students the key words, such as “ books, films, and the question words ( what, where, how, and the more the better. The teacher may let the students form new questions by the given key words.)

Step 3. Oral practice ( pair-- work )

The students are supposed to ask and answer the above questions They can also talk about their plan for the next Sunday Then the students are supposed to say something about their partners to the whole class.

Step 4. Listen to the dialogue and then act it out.

Ask the students to listen to the dialogue. They are supposed to find out how to show others your love or best wishes when two people are having a talk with each other.

The useful expressions: Sb. sends his best wishes ( to you ).

Then the students are supposed to make up a similar dialogue and they can also use the useful expressions they learnt the day before. So three or four students form a group to make up the dialogue.

Introduce them some new expressions with the same meaning:

( the third part of Lesson 3 )

(1) Give my love to your sister ( family, brother……)

(2) Send my regards to your mother. ( parents )

Step 5. Language study

(1) When they use “Send my love to sb.” they must use it for family members or their very close friends.

(2) When they use “ Send my best wishes (regards) to sb.” they can use it freely but not for very intimate people.

(3) Usually when we can use the present continuous tense for future time. Although this tense is not a syllabus item, it is extremely common in English.

For example: What are you doing tomorrow? (It means what will you do tomorrow? )

Step 6. Doing exercise

The students are supposed to do the exercises on page 59 of their workbook . ( Exercise 1 & 3) They can do the exercises individually and then check the answers together.

Step 7. Homework

The students are supposed to do an oral report about what his / her partner did during the summer holidays.

Step 1. Revision

The students are asked to show their report to the whole class.

Step 2. Preparation for listening

Do the third exercise on page 127 of their workbook in order to review some useful expressions they may use every day.

Step 3. Listening ( workbook page 127)

(1) Ask the students to read the instructions first in order to know what they will hear after a while.

(2) After listening let the students check their answers in pairs then with the whole class. The students may listen to the tape for twice.

(3) Exercise 1 : Practise listening for specific words. ( names)

Exercise 2. Practise listening for specific information.

Step 4. Word study

Ask the students some questions about their subjects they have this term. For example:

(1) How may subjects do you have this term?

(2) What subjects do you like best? Why ?

(3) Which one are you good at?

Teach the students to pronounce these words correctly.

Step 5. Practice

The students are supposed to do pair work. Talk about the subjects they have just practise pronouncing. Their dialogue may based on the key words of the second part of Lesson Four.

Step 6. Writing

Sb Lesson 4. Part 3---- The students are supposed to write a passage about their summer holiday in the form of a letter to their good friends who are not at their school. After writing they can exchange their compositions with their partners and then help each other correct some of the mistakes.

Step 7. Homework

The students are supposed to finish the Workbook exercises on page 60. ( exercise 1.2 &3)

探究活动

Talk with new classmates

The students are supposed to have a talk with each other in order to get to know their new classmates. They are expected to talk about what they have done during the long summer holidays and their interests and hobbies and so on. The teacher may show the students some pictures to show what she has done in the holiday.The students may ask some questions according to the pictures. The questions they may ask are:

1. Did you stay at home or go to some places to visit?

2. Where did you do during the summer holiday?

3. Who went there with you ?

4. What did you do there?

5. How did you go there?

6. Did you enjoy yourself?

篇4：The summer holidays

1. The students should master the following important vocabulary:

introduce, practice, vacation, employ, regards, expression, physics, chemistry, biology, geography, go away, in one's opinion, general idea, go on doing, as a result

2. The students should know the meaning of the following useful expressions and besides that they should know how to use them in their daily life.

(1) I must be off now./ I must be leaving. / I must go now.

(2) Nice to meet you. / Nice meeting you.

(3) I'll introduce you ( to my friends ).

(4) Give one's regards / best wishes / love to sb.

(5) That's nice/ kind of you.

(6) See you soon. / See you later. / See you tomorrow.

2. The students must grasp the following sentence structure.

(1) So + be/ have/ 助动词/情态动词+ 主语

(2) prefer的用法

It's one's turn to do sth.

教学教法：

”Mary went to Shanghai during the summer holidays. She went to many places of great interests, such as …… She thought the most interesting part in her summer holidays was ……“

After the introduction the students may play a game--- who can recall the other students' names and the student who can name the most students' names is the winner.

词汇辨析

1．区别Nice to meet you 和 Nice meeting you

这两个词组的意思都是“很高兴见到你”。

区别是

Nice to meet you用的是一个不定式。而不定式的作用是表示将要做的'事情，所以这个词组常常在刚一见面时说。

Nice meeting you用了一个现在分词在此表示完成的动作，所以它常常用在谈话结束时或分手之前。同样我们也可以说：

刚见面：分手前：

Nice to talk with you. Nice talking with you.

Glad to have you here.Glad having you here.

2。So+ be/ have/ 助动词/情态动词+主语与so+ 主语+ be/ have/助动词/情态

动词的辨析

前者表示“某人也”的意思。而后者表示“对第一个人说的话的认可”。

Example: So+ be/ have/ 助动词/情态动词+主语

(1)--- He is a good student.

---- So is my brother Bob. (我弟弟Bob也是一个好学生)

(2) ----She lives in Shanghai. ----So do I . （我也住在上海）

(3)---They have done the work ----So has she. (她也已经做了)

(4)---John can sing songs very well.

--- So can I . (我也能唱的很好)

(5)--- She went to the party yesterday.

---- So did Mike. (Mike昨天也去了)

Example : so + 主语+ be/ have/助动词/情态动词

---I think she is a good student.

--- So she is. (是的，她是个好学生)

She always studies very hard and helps others with their homework.

(1) --- I guess the book must be borrowe by John.

--- So it must. (是的，那书肯定是被John借走的) I remember that he came to you yesterday and took the book away from you.

(2) --- She did the job successfully.

--- So she did. 是的，她的确做地很成功）And she was praised by the others in her company.

如果表示某种情况也同样不适用于另外一个人或物，要用“Neither / Nor + be/ have / 助动词 / 情态动词 + 主语” 这个结构。

Example:

(1) --- He has never been to Beijing.--- Neither / Nor have I . 我也没有去过）

I really wish to go there some day in future.

(2) --- I can't swim across the wide river.--- Neither / Nor can my sister. (我妹妹也不能)

3．辨析too much & much too

too much + uncountable noun

much too + adj. / adv

Example:

There was too much rain last year, as a result, the farmers could have a good harvest.

The coat is much too expensive. I can't afford to buy it.

Teaching Plan for Lesson One

Step 1 Lead in questions

Introduce yourself to the class by saying ” Hello everyone. I'm very happy to be your new English teacher this term. Do you like English? I am sure that we can become good friends and I will try my best to help you speak English well. Do you want to speak English as well as the native speakers? So you must study hard and do what I will tell you to do. Now I'd love to introduce myself to you so that we can become friends very quickly. My name is ……and it is really nice to see you. Now I would love you to introduce yourselves to us. In your introduction you have to tell us what your name is and what middle school you come from and then tell us what you are interested in or what you are good at. (The students can do this task one by one in a very short time.)

Step 2. Listen to the dialogue

Do you want to make new friends when you come to a new school?

Ask the students to listen to a dialogue that happens in such a case in order that they can know what they should say for the first time two people meet.

The students should find out the answers to some questions that the teacher shows them:

(1) Were Bill and Harry at the same school last year? ( No)

(2) Did Harry know Bob? ( Yes )

(3) How do you know it? ( They were in the same class )

Step 3. Listen to the second dialogue

Ask two students to come to the front of the class. Get to know their names by asking “ What is your name ? ” Then the teacher will point to these two students and speak to the whole class, “ I am very glad to introduce you my new friends. This is Mary and this is John. ”The students are then supposed to ask these two students some questions to get more information about them. Then let the students listen to the second dialogue which teaches the students how to make an introduction.

Step 4. Practice

What did you do during your summer holidays?

篇5：The summer holidays

Where did you go and who went with you ?

Then the teacher may answer these questions and put the above questions on the blackboard for the students. Then it is the students ‘ turn to practise.

“Mary stayed at home the whole summer holidays because she had to look after her mother. John went to some places of great interests and he enjoyed his summer holidays. Mike ┅┅”

Step 5. Useful expressions

Step 6. Practice

The students are supposed to do an exercise of their work books. P 57 Exercises 2 & 3

Step 7. Homework

Finish the exercise of workbook.

Review the new text.

Teaching Plan for Lesson Two

Step 1. Lead--in questions

Step 2. Reading ( 1 )

Before reading the letter the students are supposed to know what questions they will be asked after reading.So the students are asked to read the letter as quickly as possible.Questions:

(1) Where does the writer ( Charlie ) spend his summer vacation ?

(2) What does he have to do in order help his father ?

(3) How many different time areas are there in the USA ?

Step 2. Reading ( 2)

For the second time the students are supposed to do reading comprehension exercises after reading for details.

(1) What does “ result “ mean in paragraph 2 ?

A Answer B Fact of something

C That which is produced by a cause D Questions

(2) When is the time of the rice harvest in Charlie’s homeland?

A March B August C November D September

(3) What do people usually do at the party on most Saturday evenings?

A They dance B They cook meat on an open fire

C They cook meat in their house D They sing

(4) What does Charlie tell Xiaojun in the letter?

A What he is busy doing B Their Saturday parties.

C Their rice harvest and vegetable gardens

D His life in the summer vacation and answers to Xiaojun’s questions.

(5) Which part of the USA does Charlie live in ?

A in the east B in the south C in the west D in the north

(6) In which season do they have little rain ?

A winter B summer C autumn D spring

(7) Why doesn’t Charlie drink beer at the party?

A he dislikes it. B he’s too young to have it.

C it does no good to him.

D he has to drive home after the party.

(8) When it is one o’clock in the morning of the New Year’s

day in Beijing, what is the time and date in the state which

Charlie lives in ?

A 11 o’clock in the morning of December 31

B 1 o’clock in the morning of December 31

C 8 o’ clock in the evening of December 31

D 11 o’clock in the evening of December 31

(9) When did Charlie write the letter?

A in the morning B in the evening C in the afternoon D at noon

(10) What do you think of Charlie?

A he is well but tired

B he is a nice and hard―working boy

C he is a farm boy

D he is a driver on the farm

Key: 1 C 2 B 3 B 4 D 5 B 6 B 7 D 8 A 9 B 10 B

Step 3. Retelling the text

The students can pratise retelling the letter in pairs then they can show their retelling in front of the class.

Step 5. Language points

Step 6. Teach the students how to write letters to a foreigner

There are five parts in a letter.

(1) heading 信头 (2) salutation 称呼 (3) body 正文 (4) complimentary close 谦称和结束语 (5) signature 签名

Dear Bob, (称呼)

Thank you for your letter.

( head )

正文

Beijing No 1 Middle School

Beijing, China

May 28,

（写信人的地址和日期）

（谦称和结束语）

Yours sincerely,

Chenlei(签名)

Show the students how to write a letter to a foreigner. And they

are supposed to write a letter to Charlie telling him your school

life or something they like.

Step 7. Homework

Finish writing the letter and then finish the exercises on their workbook. P 58 Exercise 3

Step 1. Revision

First let the students do it by themselves then check the answers in pairs. At last the teacher checks their answers)

Step 2. presentation ( language study )

Ask the students “ What questions do you usually ask when you want to get to know a person for the first time you meet ?” ( collect their suggestions and then write them on the blackboard.)

(1) What is your name?

(2) Where do you come from?

(3) What class( grade ) are you in ?

(4) How many people are there in your family ?

Then the teacher may help them get more questions in order to get to know a new friend:

(5) Where did you go during the summer holidays ?

(6) What did you do in the summer holidays ?

(7) Did you see any new ( interesting ) films ?

(8) Did you read ( buy any new books?

Step 3. Oral practice ( pair-- work )

Step 4. Listen to the dialogue and then act it out.

Ask the students to listen to the dialogue. They are supposed to find out how to show others your love or best wishes when two people are having a talk with each other.

The useful expressions: Sb. sends his best wishes ( to you ).

Then the students are supposed to make up a similar dialogue and they can also use the useful expressions they learnt the day before. So three or four students form a group to make up the dialogue.

Introduce them some new expressions with the same meaning:

( the third part of Lesson 3 )

(1) Give my love to your sister ( family, brother……)

(2) Send my regards to your mother. ( parents )

Step 5. Language study

(1) When they use “Send my love to sb.” they must use it for family members or their very close friends.

(2) When they use “ Send my best wishes (regards) to sb.” they can use it freely but not for very intimate people.

(3) Usually when we can use the present continuous tense for future time. Although this tense is not a syllabus item, it is extremely common in English.

For example: What are you doing tomorrow? (It means what will you do tomorrow? )

Step 6. Doing exercise

The students are supposed to do the exercises on page 59 of their workbook . ( Exercise 1 & 3) They can do the exercises individually and then check the answers together.

Step 7. Homework

The students are supposed to do an oral report about what his / her partner did during the summer holidays.

Step 1. Revision

The students are asked to show their report to the whole class.

Step 2. Preparation for listening

Do the third exercise on page 127 of their workbook in order to review some useful expressions they may use every day.

Step 3. Listening ( workbook page 127)

(1) Ask the students to read the instructions first in order to know what they will hear after a while.

(2) After listening let the students check their answers in pairs then with the whole class. The students may listen to the tape for twice.

(3) Exercise 1 : Practise listening for specific words. ( names)

Exercise 2. Practise listening for specific information.

Step 4. Word study

Ask the students some questions about their subjects they have this term. For example:

(1) How may subjects do you have this term?

(2) What subjects do you like best? Why ?

(3) Which one are you good at?

Teach the students to pronounce these words correctly.

Step 5. Practice

The students are supposed to do pair work. Talk about the subjects they have just practise pronouncing. Their dialogue may based on the key words of the second part of Lesson Four.

Step 6. Writing

Step 7. Homework

The students are supposed to finish the Workbook exercises on page 60. ( exercise 1.2 &3)

探究活动

Talk with new classmates

1. Did you stay at home or go to some places to visit?

2. Where did you do during the summer holiday?

3. Who went there with you ?

4. What did you do there?

5. How did you go there?

6. Did you enjoy yourself?

篇6：Holidays & festivals

get an idea about the topic

festivals and holidays are the reflections of traditional culture of a country and also could reflect the history and customs of that country. so getting an idea about the festivals and holidays of a country, especially a country that we are not familiar with, not only expand our mind, improve our knowledge, but guide us to strange lands and experience different cultures by ourselves.

related words and phrases

new year’s day 元旦 christmas day 圣诞节

new year’s eve 除夕 thanksgiving day 感恩节

spring festival 春节 april fools’ day 愚人节

mid-autumn festival 中秋节 easter holiday 复活节

lantern festival 元宵节 halloween 万圣节

international women’s day 国际妇女节 fast day 斋戒日

dragon boat festival 端午节 good friday 耶稣受难日

labor day 劳动节 cathedral 天主教堂

children’s day 儿童节 santa clause 圣诞老人

day of the dead 清明节 the lunar and solar calendars 阴历阳历

water-sprinkling festival 泼水节 lucky money 压岁钱

army day 建军节 carnivals n. 狂欢节

lunar calandar 农历 monument n. 纪念碑

lucky day 好日子 carol n. 颂歌

valentine’s day 情人节 parade vt. 游行

篇7：《Holidays》说课稿

尊敬的各位评委，各位老师，你们好，我是来自在丽华三小的黄蓓，很高兴今天能站在这里说课。我要说课的主题是高年级段的6A内容Holidays。我要新授的单词有Australia， America， Canada， postcard， cool， skate， swim， climb mountains。我要新授的句型是be going to。由于同学已经学过了季节类单词，感觉类单词，我决定这样串联教学过程，同学由季节说感觉，再由这些感觉带到想做的活动，然后带着同学去不同国家游玩的时候参与这些活动。这样既能复习巩固就知识，又能在老师的引导下学习新单词，新句型。同学对这些文化性的知识肯定很感兴趣，著名学者布鲁纳说过：“兴趣是刺激学习。”整个说课稿由老师引导，同学自主参与，获取新知，然后巩固操练，合作创新。这充沛体现了新课程规范要求的采用互动的课堂模式，提倡开放的学习方式，鼓励同学发明性地运用语言。“互动”、“开放”、“发明”营造了平等、民主、宽松的课堂氛围，同学就获得了相当大的主动权。

下面我说一下教学目标。

语言知识目标

1．能听得懂、会说、会读和会拼写单词Australia， America， Canada， postcard， cool， skate， swim， climb mountains。

2．能听得懂、会读、会说句型 be going to

以多媒体课件作载体，带着同学在不同季节的假日里去不同的国家游玩，既能激起同学的兴趣，又能合理布置教学内容。让同学在直观的.环境中学习，不过觉得枯燥无味，还能增加同学的知识面，拓宽同学的视野。假如不用多媒体，就不能达到这样的效果，终究我们不能在教室里让同学周游全世界。而多媒体课件出现的各种图片就能帮我们做到这一点。

语言能力目标

1．能根据情景和图片说出单词。

2．会用句型练习说话

3．会用句型设置情景，自编对话。

高年级的同学在语言能力要求上应该有一定的高度，这样能培养同学良好的英语口语能力，让同学敢说英语，会说英语，多说英语。

情感态度目标

1、在多元化的学习过程中，自主学习。

2、在任务型学习活动中能灵活应变，学会发明。

设计任务时要有明确的目的，要有情景，有语境，情景和语境要真实，这样同学才干充沛发挥。而这样真实的情景和语境，我们只能靠信息技术来帮助，靠多媒体课件展示的相关图片资料，让同学由身临其境的感觉，从而把对话编得更有感觉。

3、在小组活动中，展示各成员的掌握运用语言的综合能力。

根据制定的一个学习任务，涉和多步骤活动以便展示各成员掌握并运用语言的综合能力，同志还可以观察同学分布解决问题的能力。小组活动既可以为同学实践语言提供机会，又可以使同学体验合作学习，提高学习兴趣。

文化意识目标

了解一些国家的天气，风光，民情，活动。

对于这些文化性的知识，能够拓展同学的知识面，开阔同学的视野。

教学重、难点

句型：be going to。句型be going to 交叉在整个教学过程中，让同学在不时的操练中，不时加深，不时巩固。

课件Holidays

教学资源应用的意图和特点

篇8：评课稿

《集合》是人教版小学数学三年级上册“数学广角”的学习内容。这个内容是日常生活中应用比较广泛的数学知识，本节课涉及到一种最基本的数学思想方法：集合思想。集合问题具有高度的抽象性，在这里由于学生初次接触，对他们来说既是一个认知的跨越，也是一个思维的跨越。从本节课的整个课堂教学来看，郎老师为学生创设有趣的情境，大胆放手，使学生在实践、探索与交流的数学活动过程中，经历集合图产生的过程，让学生在体验和建构中理解集合图的本质，突破教学的难点。具体表现在以下几个方面：

一、激趣引入，渗透重叠思想

郎老师在课前与学生交流时，采用一个有趣情景引入，有利于激发学生的学习兴趣，引入环节时间不多，却达到了既激发兴趣，又为下面的新知做好了很好的铺垫。

二、合作交流，体验和建构集合图的思想

集合思想的重要表现形式是韦恩图。通过出示表格：“请你算一算参加语文小组和数学小组的一共有多少人？”让学生自主探究发现，有几人重复，引导学生整理集合图，动手圈一圈，学生能够清楚地理解各部分所表示的意思,并引导学生自己尝试用各种方法计算总人数。通过这样的设计，让学生经历韦恩图的产生过程，并充分感知和体验韦恩图的作用，把具体问题上升到抽象，找到解决问题的捷径，而且整个过程不断有思维的碰撞，环环相扣，扎实有效,使教学目标真正落到了实处。

篇9：评课稿

昨天，我听了骨干教师陈xx执教的《数学广角——集合》这节课。这一课是人教版义务教育教科书三年级上册第单元数学广角的内容。本节课陈老师主要采用故事法、游戏法、直观演示法、讲解法、师生合作探究法，以学生为主体，老师引导学生一步步的深入探究，进而将问题解决，达到教学目标。学生在老师的引导下，通过游戏、自主探究、独立思考、小组合作、动手操作等方法来理解集合各部分表示的意义，根据集合图直观形象的解决问题。

有以下的优点值得我学习：

1．陈老师为了提高学生学习的兴趣和的积极性，为学生营造了轻松愉悦的学习氛围，首先用故事“理发师的困惑”来引入“身份的重复”引入课题，接着利用猜拳和抢凳子的游戏，来激发学生的学习兴趣，加强学生对集合图的理解。

2．在游戏中引起矛盾冲突，提出问题，使学生的思维世界中出现碰撞，便产生了求知的火花，从而主动探索解决问题的办法，领悟问题存在的.根源——重复。

3．借助呼啦圈套小朋友的方法，演示出集合圈的知识，然后把呼啦圈印在黑板上，灵活地处理教材，动态生成了集合图，不仅能够帮助学生形象直观地理解集合图各部分所表示的意义，而且使学生对自己创造的集合图很有成功感。

4 ．在巩固练习、解决问题的同时，教师创设了情境——“花名册里的故事”，已经“社会调查”，注重联系生活进行数学知识的学习，让学生感受到数学于生活，体验到学习数学的价值。

5．在整个教学过程中，教师始终情绪饱满，语言有起有伏，富有感染力，像一个讲故事的大姐姐一样带领着学生学习数学。课堂上，学生也被教师的语言感染，积极地、主动地参加到数学活动中，思维活跃，阳光自信，对数学学习很有兴趣。

6．教师 “以学定教”，关注学习的过程，关注学生的情感，及时的评价与肯定，都是把学生作为学习的主体，教师只是学习活动的组织者与合作者，真正实现了角色的转变。

总之，数学课不仅是让学生学数学，更重要的是让学生欣赏数学、体验数学的价值，从欣赏和体验中去感悟数学道理、培养数学素养。本节课学生在学习活动的参与中，真正的做到了自主探索、不断创新，体验到了数学学习的快乐与成功。

建议：

教学例题时，学生的列式来表达式，教师的强调不够，只是问“为什么减1？”“减的1是谁？”，尤其在后面的练习中根本没有让学生列式。我认为不仅应让学生知道问题的答案，还要知道怎样列式解决问题，以及算式中各个数字与符号代表的含义，这就是数学教学中的要教给学生解决问题的思想方法——符号化思想和建模的思想，这样才更加具有浓厚的数学味，也是我们数学要达成的终极目标。

篇10：评课稿

这四位老师的课堂教学风格，她们的教育教学理念，深深地震撼着我；听了这四节课，让我受益匪浅。下面，我就谈谈我的几点看法。

一、创设有效的教学情境，激发学生的学习兴趣

《数学课程标准》指出：“数学教学，要紧紧联系学生的生活环境，从学生的经验和已有知识出发，创设有助于学生自主学习、合作交流的情境。”过去的“复习导入”、“直接导入”等新课导入方法大多被“创设情景”导入法所代替，资料生动、学生熟悉、感兴趣的教学情境层出不穷，课堂所追求的“让学生真正成为主体，拥有学习主动权”，在预设好的情境和师生的共同努力下得以落实。这四节课都体现了这一特点。

如，何老师《搭配中的学问》这节课中，教师依据本课的资料和要求，贴近学生熟悉的生活经验和已有的知识基础，巧妙地创设情境：课前--握手游戏，引导学生按必须的顺序一个一个地去握，才不会重复、不会遗漏，从而引出这节课要学习的资料。课中—搭配衣服、搭配早餐，让学生展开思维的翅膀去猜测老师的穿法，帮老师搭配上装和下装。再利用所学的知识，创设“世博中心—台湾馆—中国馆”的路线的选取等一系列学生所熟悉的、直观的、蕴含数学资料的生活情境，让学生结合亲身经历，加深学生对所学数学知识的感悟，从而唤醒学生的生活经验，激发学生的学习兴趣，调动学生探索新知的用心性。

因此，教师在创设教学情境时必须要思考到情境创设的有效性。教师在设计教学情景时，必须要关注教材资源，关注学生的实际，关注学生的差异，创造性地使用教材，创设的教学情境要具有可操作性，有利于学生用心主动思考，到达调动学生学习主动性，激发学生学习兴趣的目的。实践提示我们，学生探索学习的用心性、主动性往往来自充满诱惑或新奇的问题情境。精心创设与生活紧密相关的问题情境，能引导学生从熟悉的生活环境来感受数学，一方面能够使学生逐步养成善于观察、勤于思考的良好习惯；另一方面能够激发学生的求知欲望和探究潜能。苏联教育家苏霍姆林斯基说过：“在人的心灵深处有一种根深蒂固的需要，这就是期望感到自己是一个发现者、研究者和探索者，而在儿童的精神世界，这种需要个性强烈”。因此，创设有效的教学情境，有效激发学习潜能，是促成数学课堂教学向学生自主探究学习方式转化的必要前提。

二、探究有效的学习过程，挖掘学生的学习潜能

《数学课程标准》指出：“有效的数学学习活动不能单纯地依靠模仿与记忆，动手实践、自主探索与合作交流是学生学习数学的重要方式。”数学教学过程是学生在教师的组织和引导下，进行用心主动参与学习的过程，其核心是调动全体学生用心主动地参与到学习的全过程。它不仅仅仅是一个认识过程，更重要的是让学生参与实践操作活动，亲自体验数学知识，主动获取知识的过程，同时也有助于提高学生的学习兴趣，激发求知欲。建构主义学习观也认为，学习不是老师把知识简单地传递给学生，而是学生自己建构的过程。如，《分苹果》一课，郭老师在引导学生探究10的组成时，让学生动手分苹果，把10个苹果分成几和几，从而探究10的加减法。教师充分为学生创设操作和实践的机会，让学生在分苹果的过程中，体验10的各种分法，以及10的加减法。整堂课，学生情绪高昂，课堂气氛热烈、融洽。

又如，何老师《搭配中的学问》也是以“活动”为基础，组织学生“经历”了一个个学习过程，动手操作、合作交流更是学生学习数学的重要方式。如，“搭配衣服”的活动以小组合作的形式出现，以“两件上装和两件下装”的学具为载体，透过“想一想、议一议、摆一摆、说一说”的活动，让学生想一想、议一议有几种不同的搭配方法，再利用学具动手操作摆一摆，最后反馈时，让学生说说自己的想法，从而得出上装和下装有4种不同的搭配方法。在引导搭配的表示方法时，让学生说一说、画一画，在纸上用数字、字母、文字等形式来表示，并用连线的方法连接起来。这些都是学生透过亲身经历来体验和感悟的。学生的手、脑、眼、口等多种感官直接参与了学习活动，不仅仅解决了数学知识高度抽象性与儿童思维发展具体形象性的矛盾，经历了实物操作（摆一摆）到图形符号（即用数字、字母、文字等连一连）的过程，将数学变成学生看得见、摸得着、理解得了的数学事实，而且使全体学生都用心主动参与。并且能充分地感悟：只要做到有顺序地搭配就能不重复、不遗漏地把所有搭配找出来。

三、合理安排有效的课堂练习，培养学生的思维潜力

课堂练习是检查认知目标的主要手段，安排一个紧凑、短时、有效的课堂练习能够检查学生的学习效果和教师的教学效果。有效的课堂练习还能为教师带给教学反馈，从而修改教学方案、提高课堂教学效益。实践证明，有效的课堂练习也是减轻学生课业负担的必要手段。

在四节课中，教师能根据教学的需要，设计练习，巩固知识，构成技能和技巧，培养学生的思维潜力，促进学生的和谐发展。在练习的设计上，老师们都表现出以下几点：

首先，练习具有必须的针对性。如，《生活中的比》，为了帮忙学生理解什么是比时，教师设计以下练习：下面哪些题目能够用比来表示？如果能，就写下这个比，并求出比值，求出来的比值表示什么意思？……这样的练习针对性强，能够帮忙学生总结规律。

第二，练习设计具搞笑味性。为了唤起学生的学习兴趣，摆脱机械重复、枯燥乏味的练习。四位老师都精心设计了具搞笑味性、贴合儿童年龄特征的形式多样的练习。如，搭配早餐，《分苹果》一课中的对口令、过河、打地鼠、爬台阶摘苹果等形式的练习。设计这样的游戏类练习，让学生在玩中学，学中玩，作业就不是一种负担，而是一种快乐。

第三，练习设计具有探索性、层次性。如，“路线的选取”这一道练习题：“世博中心至台湾馆有2条路，台湾馆至中国馆有3条路，”根据此情景，你能提什么数学问题？如果在世博中心至台湾馆再修一条路，台湾馆至中国馆多修2条路，一共有几种不同的走法？这道练习既能帮忙学生理解搭配的问题，考查学生对这节课知识的掌握状况，又能激发学生的探究欲望，提高学生应用知识解决实际问题的潜力。

总之，有效的课堂练习是学生对数学进行有效学习的有力保证，也是课堂数学有效性的重要组成部分。

四、运用有效的课堂评价，调动学生的学习情绪

“评价要关注学生学习的结果，更要关注他们学习的过程……要关注他们在数学活动中所表现出来的情感态度，帮忙学生认识自我、建立自信。”这是新课程提倡激励性评价的宗旨。四节课中，老师们都不吝啬对学生的评价。如，教师在提问时都尽量使用委婉而友好的语气，评价学生的语言都是多表扬、多鼓励，适时适度地对学生的表现进行用心的评价，如“你回答的声音真响亮，要是你以后也能这样就更好了”、“你很有生活经验，这样的题目也难不倒你”、“你想的方法真简便，从这就看出你是个爱动脑筋的孩子”等等，这些用心的、激励性的正面评价，有助于学生认识自我、建立自信，从而促进教学。此外，教师的表情、手势及姿势也能在数学课堂教学中起到催化剂的作用。

总之，在四节课中，老师们能创设有效的教学情境，关注学生的生活经验和心理特点，引导学生多角度思考问题，解决问题。让学生真正成为学习的主人，教师真正成为组织者、引导者、参与者、促进者。让整个课堂焕发出生命活力！

篇11：评课稿

听完不同年级的课，感受不同，收获颇多。

一年级的小豆豆让我佩服，入学不久的课堂上他们表现的如此精彩，能够看出胡老师在平时教学时很注重孩子的习惯培养，同时从孩子回答问题中还能够看出胡老师注重培养孩子的数学语言表达潜力，比如：会根据信息图说出完整的3句话。而胡老师的课给我印象最深的是鼓励，以鼓励调动孩子学习的用心性。对于胡老师在处理4加2为什么等于6这一环节时，胡老师仅仅让孩子说出自己的方法：1个1个数、2个2个数、3个3个数等，我认为如果能让孩子指着幻灯片展示出她具体是如何数的效果是不是会更好。

第二节课二年级的孩子表现用心活跃，而高老师给我印象最深的是耐心，应对课堂上孩子出现的错误，她很耐心的一遍遍的引导，不怕浪费时间。这节课高老师透过站队游戏：老师当昆吾小学，以昆吾小学为中心找出东、西、南、北方各是什么，让学生来站队，之后贴在黑板上，制作了一幅学校平面图，引出地图按照上北、下南、左西、右东；我认为这环节如果让孩子自己设计平面图，亲身经历图上规定方向的必要性，这样印象更加深刻。

第三节葛老师的课，给我印象最深的是她总是给孩子留有充足的思考时间。每让孩子回答一个问题都等待一会，给每个孩子都一个思考的机会。在学习倒数概念环节我认为透过三道决定题的形式分别强调了概念中的“乘积”、“两个数”、“互为”三个要点，而不是在概念刚呈现时就刻去告诉学生要注意什么，我想这样处理学生的印象可能会更加深刻，效果会更好一些。

第四节陈老师的课给我的印象最深的是：简单，陈老师把课本情境图改为以我国地图为例介绍东南、东北、西北、西南，循序渐进地让孩子学习这四个方位词，同时增加孩子对我们祖国各省市位于的方位的知识的了解以及渗透爱国思想，让孩子简单快乐的学习。在练习环节陈老师设计了一个游戏：找朋友，只找了8个孩子做游戏，我觉得如果这个游戏改为一个全班的游戏—我说你做，让全体起立，面向南——点点头，转向西——拍拍肩，面向北——拍拍手，转向东——扭扭腰。向着东北——点点头，向着西北——拍拍手，向着西南——拍拍肩，转到东南——扭扭腰，让每个孩子都参与进来，学习效果会更好。

以上是我对这四节课的认识，有不妥之处请各位老师指正。谢谢！