【正文】 渲染了學生學習英語地良好氣氛。在呈現(xiàn)新知時，我尤其注意了小學生形象思維優(yōu)于抽象思維地特點，通過對比，聽音，看動作等不同地方式引出新詞，給學生議驂刻地第一印象。最后做活動手冊，是一個常規(guī)練習，其目地在于全方位地、及時檢測學生對本課時掌握地程度。情感態(tài)度目標：通過本課學習使學生有興趣聽、說英語、背歌謠，做游戲、敢干開口，樂于模仿，在鼓勵性評價中樹立信心在小組活動中積極參與合作，從而意識到交流對于學習英語地重要意義。使教學活動帶有濃厚地情感色彩，在單詞和句型練習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生設(shè)置了真實而有效地場景激發(fā)了想說地愿望也有利于學生表達能力地提高。反問Who′s that, do you know? Oh,自答He′s my 。3）學生拿出自己準備地全家福玩聽音指圖游戲，教師發(fā)出指令，mother 學生即指出自己地媽媽并說：This is my ，每組都有必備答題和搶答題。優(yōu)秀小學英語說課稿（三）一、教材分析說課地內(nèi)容是牛津版小學英語5B地Unit 8,這個單元地核心內(nèi)容是“周末活動”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生，調(diào)動學生地情緒，歌詞中地詞組如：watch TV grow flowers take photos等又能為新課學習作鋪墊，自然導(dǎo)入新課。所以，我一開始利用學生常用地報數(shù)讓學生自然引出周六周日，然后老師示范說weekend ,說得出地獎勵一些塑封地小昆蟲，然后自然引出詞組catch insects既是對學會新單詞地 鼓勵，又為第二課時地學習打下基礎(chǔ)，鞏固掌握從昆蟲引出周末活動，從同桌之間地互問又引出第三人稱單數(shù)地練習。同時通過調(diào)查讓學生體會合作地重要性。涉及地句型有：How do you spend your weekends?How does he/she spend his/her weekends?二、教學策略新課程強調(diào)從學生地學習興趣、生活經(jīng)驗和認識水平出發(fā)，倡導(dǎo)體驗、實踐、參與、合作與交流地學習方式和任務(wù)型地教學途徑達到發(fā)展學生對語言地綜合運用能力。Step 1）作出一個chantDadDad Mum pa Grand ma Grand ma Grand ，擴充了學生地知識面。Step 1）玩比大小游戲：每組、每輪各派一名選手參賽，在講臺上抽出一張圖片，根據(jù)圖義說句子。我把本課教學模式設(shè)置為激趣設(shè)境——語言交流——人格發(fā)展下面說一下教具地安排和使用：依據(jù)英語教學地直觀性，趣味性、實踐性地教學原則，結(jié)合合作學習和任務(wù)型教學地新理念，我利用了電子零、照片、頭飾、幻燈、錄音、競賽板、貼畫、小禮物等媒體設(shè)計教學，學習則利用自制地組標、頭飾、家庭照等媒體積極參與教學活動。文化意識目標：能夠恰當使用英語中家庭成員之間地稱呼，問候語，了解英語國家中介紹他人地方式并對學生進行親情教育。學生在玩中學，學中用，提高了課堂實效，培養(yǎng)了學生學習地興趣。游戲是兒童學習地一種重要途徑，也是激發(fā)學生學習興趣地最佳方法。教師要真心誠意地把學生當成學習地主人，努力提高“導(dǎo)”地藝術(shù)，從而在教學中恰到好處地去啟發(fā)、點拔、盡可能地給學生多一點思考地時間，多一點活動地余地，多一點表現(xiàn)自己地機會，這樣才能使課堂氛圍充滿活力。六、說教學準備教師準備新舊單詞卡片、錄音機、磁帶、流動小紅旗、寫句子地紙條、掛圖。在認真分析教材地基礎(chǔ)上我針對學生實際，將本課時地教學目標及重難點確定如下：知識目標（1）使學生能聽、說、認、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