II. Teaching procedures

Step 1. Warming-up
       T: Nice to meet you. My name is Bright. B-R-I-G-H-T. Shall we singan 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 someonesaid "对不起"(注①)，"早晨好"(注②).I really want to know theirmeanings 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 yourcity? I want to travel in this city, but I don't know where Ishould 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. Canyou 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 arespeaking.)

Step 3. New structures learning
      T: They all sound very nice. But how can I get there, by bus or bybike?
      S: By bus.
      T: And how long will it take me to get there? Maybe fifteen minutesis enough.
(The teacher looks at the watch and gives the students agesture.)
　

1) Draw a stick-figure picture to help the students understandthe meaning of the sentence:
   "It'll take someone some timeto do something."

(图)

2) Write the sentence "It'll take you fifteen minutes. " on theblackboard, and have the
students imitate the sentence.

3) A guessing game:
   T: Please look at thesepictures and guess
    "How longwill it take me to ...?"

（图）

   T: How long will it take meto have a football match?
   S1: It'll take you ninetyminutes.
   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 themeaning of the sentence
"Go straight."

（图）

6) Write the sentence on the blackboard, and have the studentsimitate the sentence:
"Just go straight."

Step 4. Practice
1) Ask the students to listen to the dialogue once more, then askthem to repeat after the tape, first individually and then inpairs.

2) Encourage the students to read their dialogue with theirdeskmates.

Step 5. Consolidation
    T: You knowI'm from Shanghai. Maybe in the future you'll go to Shanghai, soI've prepared some photographs for you.
1) Show the photographs of "Nanjing Road", "Pudong New Area" and"the Bund" to the students.

2) Get the students to ask the teachers from Shanghai somethingthey don't know, such as
directions, transportations in Shanghai.

3) Ask some students to introduce their tour plans toShanghai.
　

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。全国小学大面积开设英语课即将开始，这既给我们带来了机遇，也向我们提出了更高的要求和挑战，希望有更多的优秀小学英语教师脱颖而出。

评课人:张连仲 (大赛评委、北京首都师范大学外语系)