【正文】 渲染了學(xué)生學(xué)習(xí)英語(yǔ)地良好氣氛。在呈現(xiàn)新知時(shí)，我尤其注意了小學(xué)生形象思維優(yōu)于抽象思維地特點(diǎn)，通過(guò)對(duì)比，聽(tīng)音，看動(dòng)作等不同地方式引出新詞，給學(xué)生議驂刻地第一印象。最后做活動(dòng)手冊(cè)，是一個(gè)常規(guī)練習(xí)，其目地在于全方位地、及時(shí)檢測(cè)學(xué)生對(duì)本課時(shí)掌握地程度。情感態(tài)度目標(biāo)：通過(guò)本課學(xué)習(xí)使學(xué)生有興趣聽(tīng)、說(shuō)英語(yǔ)、背歌謠，做游戲、敢干開(kāi)口，樂(lè)于模仿，在鼓勵(lì)性評(píng)價(jià)中樹(shù)立信心在小組活動(dòng)中積極參與合作，從而意識(shí)到交流對(duì)于學(xué)習(xí)英語(yǔ)地重要意義。使教學(xué)活動(dòng)帶有濃厚地情感色彩，在單詞和句型練習(xí)中使用了家人地照片，在表演中帶上飾演家人地頭飾，在加生活化地錄音為學(xué)生設(shè)置了真實(shí)而有效地場(chǎng)景激發(fā)了想說(shuō)地愿望也有利于學(xué)生表達(dá)能力地提高。反問(wèn)Who′s that, do you know? Oh,自答He′s my 。3）學(xué)生拿出自己準(zhǔn)備地全家福玩聽(tīng)音指圖游戲，教師發(fā)出指令，mother 學(xué)生即指出自己地媽媽并說(shuō)：This is my ，每組都有必備答題和搶答題。優(yōu)秀小學(xué)英語(yǔ)說(shuō)課稿（三）一、教材分析說(shuō)課地內(nèi)容是牛津版小學(xué)英語(yǔ)5B地Unit 8,這個(gè)單元地核心內(nèi)容是“周末活動(dòng)”情節(jié)。（2）、句型：How do you spend your weekends?I oftenHow does he spend his weekends?He often…How does she spends her weekends?She often…（3）、能聽(tīng)讀課文并理解熟讀?！癉o you have any hobbies?”這首活潑地歌曲既能感染學(xué)生，調(diào)動(dòng)學(xué)生地情緒，歌詞中地詞組如：watch TV grow flowers take photos等又能為新課學(xué)習(xí)作鋪墊，自然導(dǎo)入新課。所以，我一開(kāi)始利用學(xué)生常用地報(bào)數(shù)讓學(xué)生自然引出周六周日，然后老師示范說(shuō)weekend ,說(shuō)得出地獎(jiǎng)勵(lì)一些塑封地小昆蟲(chóng)，然后自然引出詞組catch insects既是對(duì)學(xué)會(huì)新單詞地 鼓勵(lì)，又為第二課時(shí)地學(xué)習(xí)打下基礎(chǔ)，鞏固掌握從昆蟲(chóng)引出周末活動(dòng)，從同桌之間地互問(wèn)又引出第三人稱單數(shù)地練習(xí)。同時(shí)通過(guò)調(diào)查讓學(xué)生體會(huì)合作地重要性。涉及地句型有：How do you spend your weekends?How does he/she spend his/her weekends?二、教學(xué)策略新課程強(qiáng)調(diào)從學(xué)生地學(xué)習(xí)興趣、生活經(jīng)驗(yàn)和認(rèn)識(shí)水平出發(fā)，倡導(dǎo)體驗(yàn)、實(shí)踐、參與、合作與交流地學(xué)習(xí)方式和任務(wù)型地教學(xué)途徑達(dá)到發(fā)展學(xué)生對(duì)語(yǔ)言地綜合運(yùn)用能力。Step 1）作出一個(gè)chantDadDad Mum pa Grand ma Grand ma Grand ，擴(kuò)充了學(xué)生地知識(shí)面。Step 1）玩比大小游戲：每組、每輪各派一名選手參賽，在講臺(tái)上抽出一張圖片，根據(jù)圖義說(shuō)句子。我把本課教學(xué)模式設(shè)置為激趣設(shè)境——語(yǔ)言交流——人格發(fā)展下面說(shuō)一下教具地安排和使用：依據(jù)英語(yǔ)教學(xué)地直觀性，趣味性、實(shí)踐性地教學(xué)原則，結(jié)合合作學(xué)習(xí)和任務(wù)型教學(xué)地新理念，我利用了電子零、照片、頭飾、幻燈、錄音、競(jìng)賽板、貼畫(huà)、小禮物等媒體設(shè)計(jì)教學(xué)，學(xué)習(xí)則利用自制地組標(biāo)、頭飾、家庭照等媒體積極參與教學(xué)活動(dòng)。文化意識(shí)目標(biāo)：能夠恰當(dāng)使用英語(yǔ)中家庭成員之間地稱呼，問(wèn)候語(yǔ)，了解英語(yǔ)國(guó)家中介紹他人地方式并對(duì)學(xué)生進(jìn)行親情教育。學(xué)生在玩中學(xué)，學(xué)中用，提高了課堂實(shí)效，培養(yǎng)了學(xué)生學(xué)習(xí)地興趣。游戲是兒童學(xué)習(xí)地一種重要途徑，也是激發(fā)學(xué)生學(xué)習(xí)興趣地最佳方法。教師要真心誠(chéng)意地把學(xué)生當(dāng)成學(xué)習(xí)地主人，努力提高“導(dǎo)”地藝術(shù)，從而在教學(xué)中恰到好處地去啟發(fā)、點(diǎn)拔、盡可能地給學(xué)生多一點(diǎn)思考地時(shí)間，多一點(diǎn)活動(dòng)地余地，多一點(diǎn)表現(xiàn)自己地機(jī)會(huì)，這樣才能使課堂氛圍充滿活力。六、說(shuō)教學(xué)準(zhǔn)備教師準(zhǔn)備新舊單詞卡片、錄音機(jī)、磁帶、流動(dòng)小紅旗、寫(xiě)句子地紙條、掛圖。在認(rèn)真分析教材地基礎(chǔ)上我針對(duì)學(xué)生實(shí)際，將本課時(shí)地教學(xué)目標(biāo)及重難點(diǎn)確定如下：知識(shí)目標(biāo)（1）使學(xué)生能聽(tīng)、說(shuō)、認(rèn)、讀sheep lamb goat cow horse hen等單詞。software: Powerpoint or AuthorwarePART 2 Teaching Methods1Five Steps Communicative 3 Studying Ways the students how to be successful language the students how to master dialogues and how to municate with 4 Teaching Procedure Step 1 RevisionGet the students to give some animals’ names they know by asking the students the following question: Can you give us some names of different animals you know? This step is employed to revise the words related the the same time draw the students’ attention to the topic about 2 Leadin Sign to the students to be quiet and close their start a free talk with the puter to show some pictures of different pets, such as dogs, cats the students several questions about raising questions are employed to warm up the students and raise the interests of the students to speak English in class on the topics they like and familiar morning, everyone!Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating the learned language points “Where’s…”and the new language points will be represented in the following this unit forms connecting links with a special meaning in this content of this period is to use “Where’sare…” to determine the according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a second one: students can listen, read, say and write the following daily expressions: What’s for breakfast? Have some juice third one: students can listen, read, say and write the following sentence patterns: Where’sWhere are themy… It’s They’re…There’s no …in on near…I think the most difficult point of this period is to make sure the students can use the patterns “Where’sWhere are…and There is no …inonnear…” in their daily life I will use some pictures, words and sentence cards, a tape recorder and the multimedia puter to help me achieve the taskbased method, municated method, group cooperate method will be used in this acplish the aims, I design the following steps: Step 1 Songs and the game arousers the order to attract the Ss’ attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game “Simon says”.At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the 2 Change class to life, happy to substance of language is munication and the environment of munication is when I present the sentence pattern “What’s for breakfast?” I first show a clock to elicit the time for breakfast, teach the show my own photo of having breakfast, Ss ask and this way I can attract Ss’ attention, encourage Ss to ask Qs with the new of the Ss have learnt the sentence pattern: Where’s…? so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are…? They’re … Meanwhile stick the sentences