小学英语课堂教学中,老师们不约而同地会在设计之时想着各种各样的活动去丰富教学、优化教学,但令人遗憾的是教学实效总是存在这样或那样不尽如人意之处。有的活动偏离目标,设计的活动与目标不能达成统一;有的活动设计流于形式,看似参与热情高涨,实则教学效果甚微;有的活动内容重复性高,没有梯度上升;有的活动与语用脱节,直接影响学习效果。那么课堂教学中究竟如何设计活动、设计什么样的活动内容才能真正达到实效,真正关注语言的形式和意义呢?本文通过对比、优化的方式 In primary English classroom teaching, teachers invariably think of various activities at the time of design to enrich teaching and optimize teaching. However, it is regrettable that teaching effectiveness always has such or some unsatisfactory results . Some activities deviate from the goal, the design activities and goals can not achieve unity; some activities designed to flow into the form, seemingly participate in the enthusiasm, but in fact the effect of teaching is minimal; Some activity content repetitive, no gradient; Some activities Out of touch with pragmatics, a direct impact on learning outcomes. So how to design activities in classroom teaching, what kind of activities designed to really achieve the actual effect of the language really pay attention to the form and meaning of it? By contrast, optimization of the way