文档介绍：小学英语说课稿：四年级英语《Breakfast》
of rural drinking water sources, protection of drinking water sources in rural areasation of the scope of protection, complete with warning signs, isolating network protection facilities
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
　　A进一步操练第一课时的句型：What's for …？Where's the/my…？及四会单词glass,cup,bread,fridge等。
　　B 学****新的四会句型：Where are my/the……？并注意单复数区分There's no……in/on/near……
　　C 掌握四会单词：knofe ,fork. Egg. 。
　　（2）能力目标
　　A 学生能自由替换练****句型，能够在真实语言环境下运用句型。
　　B 学生能综合第一课时和第二课时所学内容，根据所提供的情境，进行小组活动，表演对话。
　　（3）情感目标
　　使学生从“要我说”“要我学”变成“我要说”“我想试一试”。让学生感受到与日常生活的紧密联系，使学生觉得自己能够用英语进行真实的日常生活对话，从而获得英语学****的成功感，自豪感。从根本上培养和保持了学生学****英语的兴趣。心理学认为：成功感是人的深层心理需要。
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
　　（4）教学安排
　　本单元共安排四课时，我今天所说的是第二课时。
　　（5）教学准备
　　教师：实物、课件学生：食品、刀叉等实物
　　二说教法与学法
　　1. 愉快教学法
　　为了能充分的调动学生的求知欲和好奇心，创设良好的英语环境。我以歌曲导入课堂，随后设计了Magic eyes ,magic ears, Try to guess等小游戏使原本枯燥的单词句型操练变得充满生机。教学中我用心关注每一位学生，用自己的眼神，手势，言语与学****进行交流，用恰当的语言激励学生。创设一种亲和的语言教学环境，充分调动学生的主动性。
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
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