【正文】 出版社出版的PEP Primary English Book IVUnit 6At a ,主要學(xué)習(xí)sheep, lamb, goat, cow, horse, hen六個(gè)新詞..二、說(shuō)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(dòng)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(duì)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(lái)描述小動(dòng)物，幾分鐘后來(lái)演示(設(shè)計(jì)意圖：通過(guò)附加的練習(xí)題了解學(xué)生對(duì)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(huì)朗讀，就坐在座位上朗讀；如果已經(jīng)會(huì)朗讀，可以站劈來(lái)看書朗讀；如果已經(jīng)會(huì)背誦，就站起來(lái)觀賞書背誦。)Step Five Game讓學(xué)生戴上小動(dòng)物頭飾，老師大聲說(shuō)，“The elephant are sleeping.”所有戴著大象頭飾的同學(xué)必須迅速站起來(lái)邊做出睡覺(jué)的動(dòng)作邊搶一個(gè)座位，最慢的那個(gè)沒(méi)有搶到座位的同學(xué)走到講臺(tái)前，自己選擇一個(gè)小動(dòng)物說(shuō)：“The rabbits are eating.”戴小兔子頭飾的同學(xué)邊做出吃的動(dòng)作邊找座位??(設(shè)計(jì)意圖：從經(jīng)驗(yàn)來(lái)看，學(xué)生對(duì)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(duì)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(shuō)): 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(guò)程，但這次，由學(xué)生提問(wèn)學(xué)生回答，由老師帶領(lǐng)學(xué)生學(xué)習(xí)英語(yǔ)轉(zhuǎn)換為學(xué)生自主學(xué)習(xí)。通過(guò)這種方式將課文里的四個(gè)句型引導(dǎo)出來(lái)。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(guò)體態(tài)、語(yǔ)言、夸張的表情、小游戲來(lái)啟發(fā)誘導(dǎo)學(xué)生學(xué)習(xí)新單詞，并對(duì)現(xiàn)在分詞有個(gè)初步的印象。T: Can you spell hopping? 學(xué)生拼出來(lái)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(lái)。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(lái)?？梢匀嘁黄餾leep/Wake 。，老師說(shuō)：B is up(伴以有力的手勢(shì)，讓學(xué)生明白是“醒來(lái)”的意思，補(bǔ)充短語(yǔ)wake up，學(xué)會(huì)拼寫，對(duì)比cake來(lái)教)!反復(fù)二三此后，問(wèn)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(shuō)：Don’t sleep!他才起來(lái)。sleep:，讓其睡在桌子上，怎么搖學(xué)生A也不起來(lái):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(lái)?yè)u晃他，邊搖邊說(shuō)Don’t sleep!學(xué)生A不起來(lái)。)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(wèn):Who wants to eat a cake? 引導(dǎo)學(xué)生說(shuō)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(yǔ)音教學(xué)法拼出新單詞, 將其板書出來(lái)，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(dòng)詞及其現(xiàn)在分詞的變化，并能用現(xiàn)在進(jìn)行時(shí)對(duì)動(dòng)作做出描述。能力目標(biāo)（ABILITY AIDS）：培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力，鍛煉學(xué)生的基本的聽說(shuō)能力及表達(dá)能力。遵循這一原則，盡量創(chuàng)造機(jī)會(huì)讓學(xué)生與學(xué)生，學(xué)生與老師之間進(jìn)行對(duì)話，培養(yǎng)學(xué)生的語(yǔ)言交際能力。3．游戲教學(xué)法：通過(guò)唱歌、游戲及體態(tài)語(yǔ)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(guò)思考、調(diào)查、討論、交流和合作等方式學(xué)習(xí)和使用英語(yǔ)完成學(xué)習(xí)任務(wù)?？梢愿鶕?jù)學(xué)生對(duì)現(xiàn)在進(jìn)行時(shí)的掌握情況適當(dāng)進(jìn)行一些疑問(wèn)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(dòng)物的名詞做主語(yǔ)，并對(duì)單數(shù)主語(yǔ)和復(fù)數(shù)主語(yǔ)進(jìn)行區(qū)分，學(xué)習(xí)用現(xiàn)在進(jìn)行時(shí)來(lái)描述動(dòng)物的動(dòng)作。其中，有三個(gè)動(dòng)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(guò)的幾個(gè)關(guān)于動(dòng)物的名詞。s xxx(adj).Open your book and turn to page xxx,today we39。tape recorder。[設(shè)計(jì)意圖] 鞏固所學(xué)，將課內(nèi)的學(xué)習(xí)延伸到課外第二篇：小學(xué)英語(yǔ)優(yōu)秀說(shuō)課稿小學(xué)英語(yǔ)優(yōu)秀說(shuō)課稿 小學(xué)英語(yǔ)說(shuō)課稿 Lesson 45 PART 1 Analysis of the Teaching Material(I)STATUS AND FUNCTION unit is a revision unit, so it covers all municative language knowledge learned from Unit 7 to Unit lesson is the first one of Unit if the students can learn this lesson well, it will be helpful to make the students learn the rest of this lesson is a dialogue about keeping topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.(II)TEACHING AIMS AND DEMANDS Knowledge objects make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this give a reinforced practice in the use of the Modal Verbs and some useful expressions for making objects improve students’listening and speaking ability by reading and practising the develop students’ municative ability by learning the useful expressions for making suggestions and objects enable the students to love life and animals, protect the nature and environment.(III)TEACHING KEY POINTS: make the Ss grasp and understand the way of making suggestions and reply in daily enable the students to use useful expressions for making suggestion and replying in their own dialogues related to the daily life.(IV)TEACHING DIFFICULTIES: usage of the Modal Verbs ,especially usage for making the learned phrases and sentence patterns to make suggestions and replying.(V)TEACHING AIDS: Multimedia puter。從而形成了一個(gè)積極的參與氛圍。于是一場(chǎng)比拼實(shí)力的競(jìng)爭(zhēng)又在無(wú)形之中展開了。選做題的設(shè)置，再次調(diào)動(dòng)起學(xué)生的積極性。(3)Try your best按自己的能力選做一題，題目要求由難到易，選擇不同程度的題所獲得的加星也不斷增加。[設(shè)計(jì)意圖] 在這兒出現(xiàn)了一封的書寫方式，同時(shí)很好地導(dǎo)出了下面的內(nèi)容，教師給學(xué)生提供了廣闊的自由想像和發(fā)揮的空間，讓學(xué)生運(yùn)用所學(xué)的語(yǔ)言進(jìn)行擴(kuò)展性練習(xí)。用一封來(lái)自外國(guó)朋友的信引出春節(jié)。然后再根據(jù)高年級(jí)學(xué)生的英語(yǔ)閱讀能力的培養(yǎng)需要，適時(shí)進(jìn)行一篇短文閱讀。高輸入量的學(xué)習(xí)會(huì)讓學(xué)生很快有疲勞的感覺(jué)，從而降低學(xué)習(xí)效率。之后，出現(xiàn)了一個(gè)有關(guān)圣誕節(jié)的小故事，讓學(xué)生自由閱讀，然后完成后面的題目。在此環(huán)節(jié)充分鍛煉學(xué)生的口語(yǔ)表達(dá)能力。[設(shè)計(jì)意圖]因?yàn)镠alloween節(jié)日在5A的書上有專門的一單元的介紹，所以雖然它是一個(gè)外國(guó)的節(jié)日，可是學(xué)生對(duì)它并不陌生。接著用在談?wù)撋諘r(shí)所學(xué)的句型讓學(xué)生談?wù)撘幌聡?guó)慶節(jié)，使所學(xué)知識(shí)處于不斷的滾動(dòng)復(fù)習(xí)鞏固之中。同時(shí)英語(yǔ)并不是僅僅是一種工具，它是能夠表現(xiàn)出情感的。利用課件呈現(xiàn)中國(guó)國(guó)旗。有助于培養(yǎng)學(xué)生的語(yǔ)言思維能力的開放性。以舊帶新，學(xué)生可以比較輕松地掌握本課的句型。2．以舊帶新 [lead in ]提供話題Birthday，師生自由交流，然后用“How do you spend your birthday?”引出本課的新句型“What do you do on your birthday?” 進(jìn)而再導(dǎo)入“ Did you ? last birthday? “及回答。這些句子既豐富了學(xué)生的詞匯量，提高了他們的表達(dá)能力，同時(shí)也讓他們學(xué)到了地道的英語(yǔ)表達(dá)方式。“每課一句”是我在六年級(jí)開始每堂課上設(shè)置的一個(gè)必備環(huán)節(jié)。以座位分成四個(gè)參賽小組，按每個(gè)同學(xué)的課堂表現(xiàn)為本組加星，課末評(píng)出WINNER。教學(xué)中運(yùn)用多媒體課件、圖片等教學(xué)輔助手段，置抽象的句型于一個(gè)個(gè)生動(dòng)的情景、游戲之中，不僅使學(xué)習(xí)過(guò)程自然輕松，更能較好地啟智開思。引導(dǎo)學(xué)生通過(guò)比較、觀察、