概要： 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
（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,http://www.67jx.com 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。]