教学内容：EEC小学英语教材第四册第五课《Happy Birthday to You!》的第二课时。
教材分析：
EEC小学英语教材以故事为情境，以话题为单元。本单元以生日为话题，本课时是在学生初步掌握祝贺生日用语的基础上，让学生熟练掌握祝贺朋友的生日并赠送礼物时的对话，同时培养学生善于表达谢意的生活礼节。本课时的教学重点是是使学生学会说“请某人做某事”的简单用语及表达自己的喜好。
学情分析：
本课的教学对象是小学四年级的学生，他们具有一定的英语基础、模仿能力和记忆能力较强，活泼好动，对英语有浓厚的兴趣，听和说的习惯较好，爱唱、爱游戏、爱活动是他们的天性。而本课时的内容贴近学生生活，学生对过生日很感兴趣，积极性高，从而为学生明确学习目标，为完成教学任务奠定了基础。因此，教师应善于激发其学习兴趣，用热情感染他们，用活动吸引他们，用贴近生活的任务调动他们，发挥其优势，全面提高学生的英语能力及综合素养。
设计理念:
《英语新课程标准》强调重视学生实际语言运用能力的培养，倡导任务型的教学活动。在教学中，注重创设真实的情境，力求通过课堂虚拟的birthday party. 使学生在玩中学、学中用，从而促进语言能力的提高，以培养学生真实交际的能力。由此，在教学设计中我力求体现以学生为主体，以情境为主线，以交际为目的.的教学特色。
Teaching Aims:
根据新课程标准对知识与技能、情感态度与价值观三者统一的要求，结合对教材的认真分析和对学生的了解，本着为了每个学生的发展的宗旨，将本节课的教学目标，确定为以下三个方面：
ledge(知识):使学生掌握重点单词candle(s)/blow out/ robot(s)学生能熟练掌握重点句型：Blow out all the candles. Wow. It’s a robot. I like making robots.
ity(能力)：能够灵活运用赠送及收到礼物时的句子。自然地运用感谢及回应的用语。
ing(情感)：通过赠送礼物，使学生知道友情的可贵，同时培养学生善于表达谢意的生活礼节。
Important points：祝贺朋友的生日并赠送礼物时的对话。
Difficult points：熟练掌握所学句型，培养综合语言运用能力。
Teaching aids：recorder，tape，a birthday hat, a birthday cake, candles, some picture and some presents，etc.
Teaching steps:
Step1: Warming -up/revision:
1) Greeting: Hello! Everybody. Nice to meet you.
2) Divide the groups: team pink, team red, team blue.
3) Warming-up: Sing “Ten Little Candles dance”
[设计意图:学生刚上课时，还没有进入学英语的状态。这时教师和学生进行简单的英语会话或者唱一支英语歌是必要的。所以，在课上我安排了师生相互问候，唱英语歌曲“Ten Little Candles dance”，营造一种轻松的学习氛围。同时通过分成三组，使学生尽快地进入到英语学习的氛围当中，为下面的学习做了铺垫。]
Step 2、Presentation:
1) Conversation:
T：Today is S1’s birthday.
Show a birthday hat, Give S1 put on the birthday hat. point the title. Guide Ss say“Happy birthday to you”and handclap.
T&Ss: Sing“A Birthday Song.”
Give S1 a birthday cake.
T: How old are you?
S1: I’m eleven.
T: Interpolation and count eleven candles.
Ss: Look at the candles and count eleven candles.
T: Light the candles and count the candles.
Ss: Look at the candles and count eleven candles.
（Happy Birthday to You!）教学设计,标签：小学英语说课稿,pep小学英语说课稿,
T: Look at me. (do action)blow out.(Point the candles)all the candles.
Ss: Say the phrases after teacher.
Then let Ss say“Blow out all the candles.”in groups.
T asks S1: Blow out all the candles. OK?
S1: OK. (do action)
T: Are you happy?
S1: Yes, I’m happy.
T: OK. Go back to your seat.
[设计意图：创设情境，导入新知。联系生活中的情景学习英语知识，会令学生感到更亲切自然。通过给过生日的同学开birthday party. 为学生戴生日帽、送生日蛋糕、唱生日歌、数生日蜡烛等活动，大大吸引了学生的注意力。让学生在参与看、听、说、唱等活动中感知语言。这样的设计给学生一种真实的语言学习的氛围，能激起其学习兴趣，为顺利完成句型操练奠定情感基础。]
2）To learn the phrases:“blow out”. Follow me. blow out.
T: Spell the letter. Ss: Say pronunciation.
T: Say pronunciation. Ss: Spell the letter.
T: blow out (say and do). Then point Ss to say and do.
T: Say pronunciation. Ss: Spell the letter.
T: Write the phrases on the blackboard.
3) To learn the phrases:“all the candles”
Look at the card“candles”, and learn to spell and say.
T: (Show a candle) one candle
(To point some candles) candles. All the candles.
Point Ss remember the candles.
T: Write “all the candles”on the blackboard.
[设计意图：巧用TPR，学祈使句 全身反应法即TPR, 是通过身体动作教语言的方法，强调言语与动作的协调配合。运用TPR学习“Blow out ”, 给学生创造轻松愉快的学习氛围，让学生在做中学，也在学中做。让学生一边做动作，一边说短语“blow out”。一边指所有的蜡烛一边说短语“all the candles.”这样的设计给学生一种真实的语言学习的氛围，能激起其学习兴趣。]
4) To learn the words “robot” and“robots”
T: Showing the box. What’s this in it? Guess, please.
S6:(Guess)….
T&Ss: Wow, it’s a robot!
T: Spell the letter. Ss: Say pronunciation.
T: Say pronunciation. Ss: Spell the letter.
Ss say together: Wow, it’s a robot.
T: Write the sentence: Wow, it’s a robot.
T: (Showing the box) What’s this in it?
Ss: Guess….
T: (Showing a robot.)It’s a robot.
Ss: It’s a robot.
T: (Showing two robots.)What are these?
Ss: They are robots.
5)drill: I like making robots.
T: (do action)I like making robots.
Ss: I like making robots.
T:(Showing the word card“make” and making)Who can read?
(To point Ss say the word, then say it together.)
T&Ss: I like making robots.
T: To point Ss spell the word, then write the sentence.
[设计意图：利用实物，学习语言 玩具机器人的出现，化抽象为具体、直观，使学生形象地感知单词“robot”。通过出示两个机器人，使学生自然地感知单词复数的变化“robots”。这样的设计加深了学生对单词的感知。通过教师重新组装机器人，使学生形象、直观地理解句型“I like making robots.”达到了省时、高效教学的目的。]
（Happy Birthday to You!）教学设计,标签：小学英语说课稿,pep小学英语说课稿,
6)扩展：①It’s a …
T: (Showing some pictures) Look here. What’ this?
Drill: It’s a book. /It’s a pen. / It’s a cake. (指生说，齐说)
T: (Put hollow question mark on the picture.)Let’s guess. OK? What’s this?
Drill: It’s a book. /It’s a pen. / It’s a cake. (指生说，齐说)
T: (Stick three pictures on the blackboard.) Drill: It’s a book./It’s a pen./ It’s a cake.( T&Ss say it together.)
T: (Move the magnet) What’s this? Ss: It’s a book./pen/cake.
[设计意图：猜测游戏，操练语言
为了保持学生持久的注意力，我设计了学生最感兴趣的“Guess”游戏。教师利用画有空心问号的卡片，将其盖在图片上，学生只能从问号所露出的那一部分进行猜测活动。而且通过快速移动磁铁块，训练学生的反应能力及表达能力。.在这个活动中，既达到了高效学习的目的，又发展了学生的思维能力。]
②：I like …
T: Say and do: I like reading. Showing the picture“reading”and “smile face” Drill: I like reading. /I like writing./I like eating.
(Say the sentence after teacher. Then point Ss say the sentence.)
T: (Showing the picture quickly.) Ss: I like reading./writing/eating.
T: (Say the sentence and stick three pictures on the blackboard, then put smile face on the picture.)
drill: I like reading. I like writing. I like eating.
[设计意图：这一环节利用图片和小笑脸学习“I like …”这一句型，学生兴趣高，教师通过闪卡，学生注意力集中，同时发展了学生的思维及快速反应能力。]
③: “ I like …”and“It’s a ….”
T: Teacher says“ I like …”everybody say “It’s a ….”
T: Teacher says“It’s a ….”everybody say “I like …”
T:(Showing the picture“monkey”.) what’s this?
(To point Ss say “I like monkeys. “and give Ss sticker.)
T: Teacher says“ I like …”everybody say “It’s a ….”
T: Teacher says“It’s a ….”everybody say “I like …”
（bear 学法同上）
T: (Show dual hand “monkey”and “bear”)
Pass monkey and bear. Say the sentence one by one.
T: Show a toy car. What’s this? Ss: It’s a car.
(To point Ss say “I like cars”, then incentive the sticker.)
[设计意图：趣味操练，巩固新知 这一环节我充分利用图片、手偶、玩具、蛋糕、学习用具等对所学新知进行操练，力求使学生掌握并熟练运用。同时通过在这一活动中学生能够熟练用“I like …”“It’s…”句型，]
7）Lottery Game:
T: Let’s play a game. OK? (Show some presents ,eg: book, monkey, bear, cake, pen, car.) drill: “I like …”and “It’s a ….”
(Show a box of lottery)Look at me. I like monkeys. (Teacher takes out a paper from the box.)Oh, number , it’s a book. Oh，I can’t get a monkey.
Eg: S29: I like monkeys. Oh, number 6. Wow, it’s a monkey.
（Happy Birthday to You!）教学设计,标签：小学英语说课稿,pep小学英语说课稿,
T&Ss: This is for you.
S29: Thank you.
T&Ss: You’re welcome.…
[设计意图：游戏巩固，习得语言 英语新课程标准倡导体验、实践、参与、合作与交流的学习方式和任务型教学途径，本课还要求学生培养学生善于表达谢意的生活礼节。“Thank you. You’re welcome.” 由此，我设计了抽奖的游戏，在这个活动中，学生的学习兴趣空前高涨，在不知不觉中“I like…”句型得到充分的运用。激发了学生主动学习的愿望，树立自信心，同时学生的听说能力及竞争意识得到极大地提高。]
8) Give some present each other.
T: Show me your present. Let’s give him a present. OK? Who can?
Act out the dialogue in pairs.
［设计意图：赠送礼物，运用语言 学习英语的最终目的在于回归生活，真实交际。这一环节，通过互赠礼物，灵活运用所学语言，从而促进语言能力的提高，培养学生真实交际的能力。］
9)Listen to the chant, Let Ss say the sentence and mean.
Step 3: Farewell:
T: Today red team is winner. It’s time to say good-bye. I wish you good good study, day day up.
［设计意图：赠送祝福，激发兴趣 在本节课结束之际，祝愿同学们好好学习，天天向上，激发其保持学习英语的积极性。］