【正文】 猜測的方法逐漸感悟新語言項目的功能，讓學生在多層次的練習中體會到學習英語時“運用”的必要性，鼓勵學生積極思維，大膽嘗試。說教法：1． 教法設計根據(jù)英語這門課本身的特點及六年級學生的興趣，我通過設計具體形象的情景，以舊帶新，不斷滾動知識點，以此來分散教學難點，讓學生直觀地感知與理解。并讓學生在學習的過程中，培養(yǎng)他們的合作意識和競爭意識。[能力目標]能用英語交流在假日中的活動，部分同學能用英語流利介紹節(jié)日的有關情況。[認知目標] 學生能聽、說、讀短語及單詞：visit relatives and friends , go to parties, dress up in costumes, ware masks , make pumping lanterns, eat lots of delicious food , National Day, Christmas, Halloween, Spring Festival , favourite。在實際教學中，本課采用舊話題先教新句型，再用句型引新知的方式展開，這樣既便于學生接受掌握，也體現(xiàn)了教學內(nèi)容之間的連貫性。關于人們?nèi)绾味冗^節(jié)日這一話題，特別是西方的節(jié)日。在詢問節(jié)日這部分，學生已有了前面第三單元的知識鋪墊，比較易于深入與擴展。2．教材的地位本節(jié)課所選的教學內(nèi)容是牛津小學英語6A Unit 6。在本課中did引導的一般疑問句及回答也是新知之一。第一篇：優(yōu)秀小學英語說課稿范例優(yōu)秀小學英語說課稿范例《Holiday》說教材：本節(jié)教材重點圍繞節(jié)日展開，圍繞人們經(jīng)常如何度過節(jié)日展開話題。本課時要求學生能掌握四個節(jié)日National Day, Halloween, Christmas, Spring Festival 及句型What do people usually do at ?.? I?.并能自由交流如何度過假日。因為在前面第三單元己出現(xiàn)了be 動詞的過去式，所以學生在學習的時候這方面比較容易掌握。本單元教學圍繞節(jié)日展開。這樣的安排，既體現(xiàn)了教材循序漸進、由難到易的編排意思，又符合學生的知識水平和認知水平。則需要學生課后及時收集資料。說目標：新課程強調(diào)知識與技能、過程與方法、情感態(tài)度與價值觀三個角度的有機結(jié)合，本著這樣的認識，我制定如下教學目標。能運用 When’s ? ? What do people usually do at ?? Did you?.last ?? Yes , I did./ No, I didn’。[情感目標] 通過活動、游戲使學生產(chǎn)生學習英語的興趣；讓學生敢于、樂于開口，積極參與交流。教學的重點是讓學生掌握詞組，能運用詞組進行交流，初步鍛煉學生運用詞組描述節(jié)日的能力；難點是讓學生認識時態(tài)的變化，及意識到詞組的不同運用能造就語言的豐富性。同時創(chuàng)設數(shù)個任務活動，從單詞到短語到句子到對話到片斷，使學生在師生、生生之間的多向交流中進行有意義的練習與實踐，充分發(fā)揮他們的學習主體性，培養(yǎng)他們學習致用的能力。3． 教學手段根據(jù)本課的教學內(nèi)容、教學目標、學生的年齡特征和心理特征，為了更好地激發(fā)學生學習興趣，從而能積極主動參與學習。說過程：1．熱身（Warm up）（1）宣布本節(jié)課的學習方式:小組競賽。然后，開始“每課一句”，本節(jié)課所教授的句子是“Lite is long if you know how to use it.”[設計意圖] 學習方式的宣布讓學生對本節(jié)課充滿了興趣，激起了他們的斗志和為本組爭星的表現(xiàn)欲。這個環(huán)節(jié)主要教學生一些妙言警句。從而為學習英語創(chuàng)設一個良好的氛圍。然后用Colour 話題引出句型My favourite ?.[設計意圖] 通過舊知識滾出新知識，是我常用的教學方法之一。同時把新句型和老話題融合。3．呈現(xiàn)、操練（Presentation, Practice）承接Colour話題，引出第一個節(jié)日：National Day。教師引導的話如下：T:My favourite is Chinese flag is main colour in China is red on important love China , so I like like red , because I’m from you like China? Do you like red now?S: Yes….T： Do you know my country’s birthday?S: The first of : What holiday is on that day?S: National Day.[設計意圖] 找到話題與所授新知的契合點，讓學生很自然地從一個話題向另一個話題過渡，從而開始了本節(jié)課Holiday的話題。在此由紅色引出中國，由中國引出它的生日，簡單的幾句帶有感染力的話就能激發(fā)學生的愛國熱情。用Guess ，利用謎面鍛煉學生聽與說的能力。利用謎面，讓學生讀一讀，說一說，談一談。圣誕節(jié)的出示用一首輕快明了的CHANT作為引入，同時讓學生看一段配上音樂的介紹資料，然后用今天要掌握的句型來問一問。[設計意圖] 在課中關注學生的注意力的放松。在此環(huán)節(jié)，設計了CHANT 和一段了解性文字的閱讀，就是給學生創(chuàng)設了一段休息的時間。圣誕節(jié)后進行春節(jié)的教學。這是一個美國的朋友，她先介紹了一下人們?nèi)绾芜^圣誕的情況，然后向中國的朋友問了三個有關春節(jié)的問題：Whatholiday is the popular holiday in China? When is it ? What do people do on that day? 教師讓學生四人一組討論后再反饋回答。4． 拓展、鞏固（Extension , Consolidation）(1)Listen and number(2)Say out the holiday將一些沒有學過的節(jié)日收集在一起，讓學生猜測出意思，并能說出時間。[設計意圖] 檢查一節(jié)課的教學效果，課外知識的拓展，豐富學生的知識面。本來無望獲勝的小組，此時又有了一次機會，不甘失敗的心理會讓他們充分發(fā)揮潛能；而本來勝利在望的小組，此時又有了危機感，讓他們不敢掉以輕心。他們不斷調(diào)動出潛能，能于同學互幫互助，一種為本組爭光的主人翁意識也在不斷膨脹中。5 課后作業(yè)（Homework）(1)Look and write(2)用至少五句話介紹一個節(jié)日。OHP(overhead projector)。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 step