【正文】 , hen六個(gè)新詞..二、說教材本節(jié)課是單詞教學(xué)。(設(shè)計(jì)意圖：根據(jù)孩子喜歡自己動手的天性，結(jié)合課文內(nèi)容布置此項(xiàng)作業(yè)，了解學(xué)生對現(xiàn)在進(jìn)行時(shí)的掌握情況，及時(shí)糾正錯(cuò)誤。)Step SevenExercises and practice做課文中練習(xí)讓學(xué)生分組來描述小動物，幾分鐘后來演示(設(shè)計(jì)意圖：通過附加的練習(xí)題了解學(xué)生對現(xiàn)在進(jìn)行時(shí)的掌握情況，及時(shí)糾正錯(cuò)誤。如果還不會朗讀，就坐在座位上朗讀；如果已經(jīng)會朗讀，可以站劈來看書朗讀；如果已經(jīng)會背誦，就站起來觀賞書背誦。)Step Five Game讓學(xué)生戴上小動物頭飾，老師大聲說，“The elephant are sleeping.”所有戴著大象頭飾的同學(xué)必須迅速站起來邊做出睡覺的動作邊搶一個(gè)座位，最慢的那個(gè)沒有搶到座位的同學(xué)走到講臺前，自己選擇一個(gè)小動物說：“The rabbits are eating.”戴小兔子頭飾的同學(xué)邊做出吃的動作邊找座位??(設(shè)計(jì)意圖：從經(jīng)驗(yàn)來看，學(xué)生對單數(shù)的句型通常掌握較好，這個(gè)游戲讓學(xué)生在反復(fù)的操練中加強(qiáng)對復(fù)數(shù)句型理解。)Step FourGameT: Sa, are you a rabbit?Sa: : What is the rabbit doing?Don’t tell ’t tell tell (在老師耳邊小聲說): The rabbit is (ask the whole class): What is the rabbit doing?Ss (The winner stands up): You are a is the turtle doing?重復(fù)上面的過程，但這次，由學(xué)生提問學(xué)生回答，由老師帶領(lǐng)學(xué)生學(xué)習(xí)英語轉(zhuǎn)換為學(xué)生自主學(xué)習(xí)。通過這種方式將課文里的四個(gè)句型引導(dǎo)出來。T（強(qiáng)調(diào)）: How many letter “m”s are there?T（全班同學(xué)一起游泳）: What are you doing? We are ：Who can’t swim? The chairs/desks/birds can’t the verbs and their present participles，then play the video of Part Awords.(設(shè)計(jì)意圖：通過體態(tài)、語言、夸張的表情、小游戲來啟發(fā)誘導(dǎo)學(xué)生學(xué)習(xí)新單詞，并對現(xiàn)在分詞有個(gè)初步的印象。T: Can you spell hopping? 學(xué)生拼出來的一定是hoping,此時(shí)糾正錯(cuò)誤，:T: Sa, Swim!Swim fast!Swim slowly!What is Sa doing?Ss: Sa is , 將其板書出來。老師做開拓思性提示，F(xiàn)ight with the chair/lights/bags? PPT(老鼠和貓打架)T: What can you see?(板書比較區(qū)分mouth [mauθ]和mouse [maus],鼓勵(lì)學(xué)生區(qū)分th的兩種不同發(fā)音)Are they good friends? What are they doing? They are ：Do you like fighting? We are in the same classClass are are good you fight with your food friends? Good kids don’t liking don’t like fighting!run:T: Sa, run!Run fast!Run slowly!What is Sa doing?Ss: Sa is : Sb and Sc, When I say Go, you run you run here, use your finger to touch teachers’ want to see who is number one to e : What are they doing?Ss: They are , 將其板書出來?？梢匀嘁黄餾leep/Wake 。，老師說：B is up(伴以有力的手勢，讓學(xué)生明白是“醒來”的意思，補(bǔ)充短語wake up，學(xué)會拼寫，對比cake來教)!反復(fù)二三此后，問學(xué)生What is he/she doing?學(xué)生答He/She is up!睡著的同學(xué)必須快速坐端正。最后讓全班同學(xué)一起說：Don’t sleep!他才起來。sleep:，讓其睡在桌子上，怎么搖學(xué)生A也不起來:Don’t sleep!Wake up!What’s wrong? What can I do? Don’t sleep!Wake up!讓另一個(gè)學(xué)生來搖晃他，邊搖邊說Don’t sleep!學(xué)生A不起來。)Step TwoLead in and teach new wordsAeat:，讓學(xué)生猜我畫的是什么，然后托著這個(gè)空氣蛋糕走到學(xué)生中間問:Who wants to eat a cake? 引導(dǎo)學(xué)生說I want to eat a ，由此引出新單詞eat，并鼓勵(lì)學(xué)生根據(jù)基礎(chǔ)語音教學(xué)法拼出新單詞, 將其板書出來，同時(shí)讓學(xué)生找出含ea字母組合的單詞，如：please/teacher/teapot/ ice creams。（二）教學(xué)重點(diǎn)：學(xué)習(xí)六個(gè)動詞及其現(xiàn)在分詞的變化，并能用現(xiàn)在進(jìn)行時(shí)對動作做出描述。能力目標(biāo)（ABILITY AIDS）：培養(yǎng)學(xué)生的綜合語言運(yùn)用能力，鍛煉學(xué)生的基本的聽說能力及表達(dá)能力。遵循這一原則，盡量創(chuàng)造機(jī)會讓學(xué)生與學(xué)生，學(xué)生與老師之間進(jìn)行對話，培養(yǎng)學(xué)生的語言交際能力。3．游戲教學(xué)法：通過唱歌、游戲及體態(tài)語言啟發(fā)誘導(dǎo)學(xué)生完成本課任務(wù)。遵循這一原則，我采用如下教法：1．任務(wù)型教學(xué)法：讓學(xué)生通過思考、調(diào)查、討論、交流和合作等方式學(xué)習(xí)和使用英語完成學(xué)習(xí)任務(wù)?？梢愿鶕?jù)學(xué)生對現(xiàn)在進(jìn)行時(shí)的掌握情況適當(dāng)進(jìn)行一些疑問句的拓展，為下一單元的學(xué)習(xí)起個(gè)鋪墊作用，但要掌握好度。二）在此基礎(chǔ)之上，用有關(guān)動物的名詞做主語，并對單數(shù)主語和復(fù)數(shù)主語進(jìn)行區(qū)分，學(xué)習(xí)用現(xiàn)在進(jìn)行時(shí)來描述動物的動作。其中，有三個(gè)動詞屬于重讀閉音節(jié)，其分詞形式變化涉及特殊規(guī)則，要雙寫詞尾字母。從第四單元開始，就進(jìn)入現(xiàn)在進(jìn)行時(shí)的學(xué)習(xí)，和前面三個(gè)單元的內(nèi)容聯(lián)系不大，唯一的聯(lián)系就是出現(xiàn)之前學(xué)習(xí)過的幾個(gè)關(guān)于動物的名詞。s xxx(adj).Open your book and turn to page xxx,today we39。tape recorder。第一篇：小學(xué)英語優(yōu)質(zhì)課優(yōu)秀說課稿大全A teaching plan speech for Part A let’s talk of Unit6 趙麗鳳Good morning, dear teachers: I am number ’s my great pleasure to be here sharing my teaching ideas with is part A Let’s talk of unit 4, PEP primary English, book 4 for grade 4 title is At a divide it into 4 1 Analysis of the teaching material and students: and position of this lesson is about animal study of this unit, Ss can know how to ask and answer Qs about animal in English with simple words and sentence patterns of this lesson “Are they sheep?” “Yes, they are.” “No, they aren’t.” are the key and difficult points of this study of this lesson will help the Ss with daily aimsAccording to the new national English curriculum, I set 3 aims.(1)Aims on knowledge: Ss are able to hear, read, and use the main sentence patterns “Are they sheep?” “Yes, they are.” “No, they aren’t.” and understand and read the conversation of the lesson.(2)Aims on ability: Ss can use the patterns to municate with others well and express their thoughts in the proper scene.(3)Aims on emotion: After the course, Ss can increase their interest and set up selfconfidence in language study and cultivate their petitive importance and difficulty The importance and difficulty are the study and application of the sentence patterns “Are they …?” “Yes, they are.” “No, they aren’t.” Part 2 Teaching and studying methods The main instructional aims of learning English in Primary School are to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of English I choose CLT in my are the center of all teaching should take an active part in learning 3 teaching proceduresAccording to the teaching aims, I set 6 Warm up ’s do with the Ss at ’ll have a free talk between TS and purpose here is in order to form better English surrounding and cultivate Ss’s interest by doing some Presentation ’ll lead the Ss to answer some questions about let’s learn, such as“What are they?”Then describe like that“The farm is so love animals, do you love animals?”Then tell them“Our friends love animals, ’re at a farm.”Then I’ll play the tape with the question“Who’re they?” Here it is in order to let the Ss have an overall recognition about the Ss find out the three children, I’ll show them picture 1, and tell them Mike is asking some questions to the question can he ask? Let Ss guess, then I’ll play the tape to lead them to find Mike’s questions“Are they horses? No, they aren’t.”Teach the sentences and write them on th