【正文】 s: 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 on the some practice by asking and answering, I present the next language points: There’s no …inonnear… Have … I will stick these sentence patterns on the I’ll let the Ss do pair works to consolidate 3 Listen to the tape and Ss imitate to read and the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the fivestep in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the 4 Ss be the main body, T makes a class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their I show a carton with no voice, ask Ss to make a dialogue in are lots of ways to consolidate the new game is a good according to the physiology of Ss, I hold a group petition during the game, ask Ss to finish the this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in 5 Change class to life, learn by this the end of the class? I don’t think there is an end, I think it should be in the I extend this class, encourage Ss to use the learned to municate with each other in their a word, the whole period is based on tasks, which are designed from easy steps to steps that are the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills ’s a lot for your begins，good morning/afternoon boys and you know xxx?It39。ll learn something about it/ you！第三篇：小學(xué)英語(yǔ)優(yōu)秀說(shuō)課稿小學(xué)英語(yǔ)優(yōu)秀說(shuō)課稿模板一、說(shuō)教材香港朗文教材在內(nèi)容的設(shè)計(jì)上和深港版教材相比，難度要高。本單元的主要內(nèi)容有兩個(gè)：一）學(xué)習(xí)六個(gè)新的動(dòng)詞及其現(xiàn)在分詞形式。因?yàn)楸締卧堑谝淮纬霈F(xiàn)現(xiàn)在進(jìn)行時(shí)的學(xué)習(xí)內(nèi)容，因此，我們采取淡化處理，不特別強(qiáng)調(diào)分詞的變化規(guī)則，只要求學(xué)生對(duì)此有過(guò)初步的印象。本單元只出現(xiàn)陳述句，在下一單元也就是第五單元才開(kāi)始對(duì)疑問(wèn)句的學(xué)習(xí)。二、說(shuō)教法根據(jù)學(xué)生的認(rèn)知規(guī)律，尤其是低年級(jí)教學(xué)，應(yīng)當(dāng)注意培養(yǎng)學(xué)生對(duì)這門學(xué)科的興趣，保持強(qiáng)烈的好奇心和旺盛的求知欲。2．情景教學(xué)法：多媒體輔助教學(xué)集圖像、聲音、文字于一體，利用多媒體或?qū)嵨餅閷W(xué)生創(chuàng)設(shè)情景，使教學(xué)內(nèi)容更生動(dòng)、形象，吸引學(xué)生的注意力，讓學(xué)生身臨其境地學(xué)習(xí)英語(yǔ)。交際法：學(xué)習(xí)英語(yǔ)，目的在于用英語(yǔ)進(jìn)行交際。三、說(shuō)學(xué)法教學(xué)目標(biāo)是教學(xué)活動(dòng)的出發(fā)點(diǎn)和歸宿，根據(jù)新課標(biāo)以及大綱要求，結(jié)合以上分析，我確定本課的教學(xué)目標(biāo)如下：（一）、教學(xué)目標(biāo)知識(shí)目標(biāo)（LINGUISTIC FACTORS）：（1）能正確聽(tīng)、說(shuō)、讀、詞匯eat/eating, sleep/sleeping, fight/fighting, hop/hopping, swim/swimming, run/running 在此基礎(chǔ)之上，能拼寫(xiě)以上單詞的部分字母；（2）正確聽(tīng)、說(shuō)、讀、句型The elephant is sleeping./The hippo is rabbits are hopping./The turtles are ，能利用已經(jīng)學(xué)過(guò)的詞匯進(jìn)行語(yǔ)言的創(chuàng)造。3． 德育目標(biāo)（MORAL EDUCATION）：結(jié)合語(yǔ)言學(xué)習(xí)培養(yǎng)創(chuàng)造個(gè)性，鍛煉分析問(wèn)題和解決問(wèn)題的能力。（三）教學(xué)難點(diǎn)：現(xiàn)在進(jìn)行時(shí)的單復(fù)數(shù)變化（四）、教具：?jiǎn)卧~卡片，圖片，多媒體演示文稿、實(shí)物四、說(shuō)教學(xué)程序Step OneWarming upSing a song (設(shè)計(jì)意圖：這首歌歌詞的主要部分是由幾個(gè)現(xiàn)在分詞組成，和這節(jié)課的核心內(nèi)容非常貼近，既能起到熱身作用，也是為后面對(duì)現(xiàn)在進(jìn)行時(shí)的學(xué)習(xí)做好鋪墊。：What do you like eating? 引導(dǎo)學(xué)生用I like eating ?的句型來(lái)回答，如：I like eating ice creams/apples/pizzas/kitty/fish/desks /chopsticks?.如果學(xué)生的回答中規(guī)中矩的話，可以讓學(xué)生向老師提問(wèn)：What do you like eating? 老師做開(kāi)拓思性回答，如：I like eating windows /，老師給學(xué)生空氣食物: Here’s your ice cream, eat please!當(dāng)學(xué)生假裝吃的時(shí)候，老師說(shuō)：David is eating ice ，將eating板書(shū)出來(lái)，并問(wèn)全班同學(xué)：What is he/she doing? 到這個(gè)時(shí)候，聰明的學(xué)生已經(jīng)知道用現(xiàn)在進(jìn)行時(shí)回答，反復(fù)幾次練習(xí)之后將what is he/she doing? He/She is 。再換一個(gè)學(xué)生來(lái)?yè)u他，學(xué)生A依然不起來(lái)。由此引出新單詞sleep，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(shū)出來(lái)，同時(shí)讓學(xué)生找出含ee字母組合的單詞，并將ee與ea作比較和區(qū)分。將What is he/she doing? He/She is 。：Hey!Listen to you good students? Good students should sit up straight and listen to the teacher can’t sleep in the class, ok?fight: PPT(靜止的打架圖片)T：Are they good friends? No，They fight!Everybody says, Don’t fight!由此引出新單詞fight，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(shū)出來(lái)，先寫(xiě)出fit,然后告訴學(xué)生漏掉兩個(gè)不發(fā)音的字母組合gh，讓學(xué)生找類似單詞light/eight/eighteen/eighty。T: Can you spell running? 學(xué)生拼出來(lái)的一定是runing,此時(shí)糾正錯(cuò)誤，: How many letter “n”s are there?全班同學(xué)一起跑，T: What are you doing? We are ：Who can’t run? The chairs/desks/birds can’t :T: Are you a frog?Sa: : How does a frog go to school?Sa: The frog hops to school?T:(深港版教材第二冊(cè)第四單元Part E):I’m a frog on a can hop, hop, ’m a puppy in the can run, run, : You are , are the frogs doing?Ss: The frogs are : What else can hop?Ss: The rabbits can , 將其板書(shū)出來(lái)。T: Can you spell swimming? 此時(shí)會(huì)有聰明的學(xué)生拼出來(lái)swimming。)Step ThreeTeach sentence patternsT：Open your mouth!（很仔細(xì)地看著學(xué)生的嘴，假裝很驚訝地問(wèn)）What’s this？（假裝把手伸到學(xué)生嘴里拿出一樣?xùn)|西）Look!It has two big has a long has a small is it?Ss：It’s an : What is the elephant doing?Ss guess.（引導(dǎo)學(xué)生說(shuō)）The elephant is ?:（出示PPT聲音文件）The elephant is many elephants are there?Ss: There is only ，如果主語(yǔ)為復(fù)數(shù)的，就可以假裝從孩子嘴里掏出兩個(gè)或者更多的小動(dòng)物。(設(shè)計(jì)意圖：通過(guò)游戲讓學(xué)生學(xué)習(xí)新句型，在反復(fù)的操練過(guò)程中讓學(xué)生對(duì)主語(yǔ)為單復(fù)數(shù)的現(xiàn)在進(jìn)行時(shí)句型進(jìn)行區(qū)別和理解。在對(duì)單數(shù)的句型練習(xí)幾次后，改為對(duì)復(fù)數(shù)句型的練習(xí)，即叫兩個(gè)人起來(lái)一起扮演小動(dòng)物，并自己小