【篇一】
教學目標：1. Learn new words:fork,spoon,chopsticks,juice,bread. Learn new structure: I want some….
2. Understand the whole passage and can act it out.
3. Arouse students’ interest in learning English.
教學重點：
Understand the whole passage and can act it out.
教學難點：
1. Understand the whole passage and can act it out.
2.讓學生在聽說唱玩的動態(tài)學習過程中體驗英語的快樂。
教學準備：
課件、單詞卡片、文具用品等。
教學過程：
Step 1: Warming up
1.Greetings:
T: Good morning, boys and girls.
Ss: Good morning, teacher.
T: How’s the weather?
Ss: It’s hot.
T: It’s summer now.
T: Do you like summer?
T: Do you like to play?
T: Do you like to sing?
2.Song: Do you like?
Step 2: Pre-task
T: Do you like to play games ?
Ss:Yes, I do.
T: Now.Let’s play a game.You should listen and judge.
Rules:
Say Yes, Yes, Yes if you think it is true.
Say No, No, No if you think it is false.
T: Look. They are tableware. They are food and drinks.
T: So many delicious food and drinks.Miss Zhao feels a little hungry.
Chant : Hungry,hungry,I am hungry. (Drill hungry)
T : I want some biscuits. What do you want ?
Ss : I want some....
Step 3: While-task
T : We are eating.
T: What are they doing ?
They are ______.
A: eating and drinking.
B: playing.
Now, Let’s watch the cartoon.
S : They are eating and drinking.
T : Is Sam hungry ? Let’s watch the cartoon.
T : Is May thirsty ?
S : No.
T : She is thirsty.(Drill)
T :Do they want 4 spoons ? Do they want a knife ?
T :Now,Let’s watch picture 2.
T : Read in different ways.
T : Role play
Step 4 : Post-task
1.Song time :
Are you hungry? Are you hungry?
I’m hungry. I’m hungry.
I want some bread. I want some bread.
Do you want some bread? Do you want some bread?
Yes, please. Yes, please.
No, thanks. No, thanks.
I’m thirsty. I’m thirsty.
How about you? How about you?
2. Enjoy some delicious food and drinks.
Enjoy food and drinks, enjoy life.
Step 5: Homework
Read P28 and act it out.
Try to say English to your parents:
I’m…..
I want some….
Enjoy food, enjoy life
板書設(shè)計：
Unit 5: Eating and drinking
I’m hungry. I want some…
I’m thirsty. I want some…
Four spoons? Yes, please.
A knife? No, thanks.
【篇二】
一、 Teaching aims1.Teaching on the knowledge
The students be able to listen speak read and write the verb phrases:taking pictures,watching insects,picking up leaves,doing an experiment,catching butterflies.
2.Teaching on the abilities
The students be able to listenspeak and read the stences“What’s …doing?She’s/He’s…”and use them in suit stuation.
3.Teaching on the emotion
Let them know love nature ,love life.
二、Main points and difficulties
Main points:To grasp the verb phrases.
Difficulties:the pronunciation of “insects ,experiment and picking up”.
三、Teaching aids
1教師準備四張圖片。
2教師準備相關(guān)的實物：一個放大鏡、幾片樹葉、一個照相機和幾個試管。
3教師準備本課短語的詞卡。
4教師準備錄音機和錄音帶。
5教師準備CAI。
6學生準備五個短語的詞卡。
四、Teaching method and study method
根據(jù)本課的教學內(nèi)容我采用了任務型教學法、情境教學法、實物教學法和TPR教學法。
結(jié)合教學方法我安排了小組合作的學習方法。
I’ll finish this lesson in five steps.
五、Teaching steps
Step1 Preparation
Now I have 4 gardens,they are for group 1,2,3,4.If you do well,you can get some flowers for your groups.(教師在黑板上畫個四個花園的形狀，分給四個小組，如果在課上他們表現(xiàn)的好就可以為他們組獲得花朵。既激發(fā)了同學們的竟爭意識，同時也為板書增色彩。)
1.Do as I do:walking, walking ,I’m walking./Running, running, I’m running./ Flying,flying,I’m flying./ Jumping ,jumping,I’m jumping./Swimming,swimming,I’m swimming./Climbing,climbing,I’m climbing./Cooking,cooking,I’m cooking dinner./Cleaning,cleaning,I’m cleaning the room…(通過課件出示這些動詞，讓學生跟我做，這個熱身活動既復習了現(xiàn)在進行時，為新課做鋪墊，也為后面的擴展活動做準備。)
2.Play a game(啞劇猜謎)
每組派兩名同學上臺做一個剛才熱身時的動作，然后老師問：What is …doing?He’s /She’s ….(由I’m doing …過渡到She’s /He’s doing…層層遞進.)
3. We are ready to go for the field trip now.Let’s sing a new song of “Field Trips”.
老師領(lǐng)唱歌曲。(以教學主題歌曲創(chuàng)設(shè)活動情境，提示活動主題，貼切自然。)(
Step2 Presentation
1.Last weekend our class had a field trip,too.We took many pictures about the field trip.Now let’s look at the pictures.
a.taking pictures
Look at this picture.What is …doing?引導學生回答：He’s doing an experiment.
教師出示“doing an experiment”的卡片，讓生跟讀，鼓勵學生邊說邊做動作。接著板書單詞，讓學生一起書空,并配上相應的簡筆畫。然后讓學生小組讀，個人讀。再拿出準備好的試管，讓幾個學生做動作，師先問：What’s… doing?讓生回答：He’s doing an experiment.再讓生問生回答。(練習形式由單詞到句子，做到詞不離句，層層遞進。)
b.Look at this picture.What’s he doing?師示范說：He’s watching insects.師在黑板上畫兩只螞蟻,并介紹“insects”.以同樣的方式練習“insects”,并讓一生拿著課前準備的放大鏡上黑板做觀察螞蟻的動做,來練習What’s he doing? He’s watching insects.
因為“experiment和insects”的發(fā)音是個難點，所以在這個地方設(shè)置了一個冷暖游戲來突破這兩個難點。(讓一生背對全體學生，把詞卡藏在另一生的書底下，讓這生找，全體學生一起喊“experiment”，或“insects”當這個學生離詞卡越近時，學生聲音越大，離它遠時，聲音漸小，讓生跟據(jù)聲音的大小來找尋詞卡。)
c. 以上述同樣的方法操練catching butterflies,picking up leaves,taking pictures.
2.Listen to the tape.
聽音正音部分我放了兩遍錄音，第一遍只讓學生邊聽邊指，指讀對學生來說是很有必要的，可有效改善學生的單詞認讀能力差的情況。第二遍跟讀。
3.Read in groups.
單詞導呈和聽音正音結(jié)束后的合作交流，我認為就是學生咀嚼、消化的過程，是學生查漏補缺的過程，是為后面的Practice環(huán)節(jié)作好知識上的鋪墊的過程。學生在活動前，教師一定要注意提出具體的學習要求，避免學生無目的的讀。我的合作要求是：Now read in groups. Pay attention to your pronunciation.You can help each other. Let’s see who reads best.
Step3 Practice
1.教師先用詞卡檢查學生的認讀情況。
2.What’s missing? (說和認讀的訓練)
3.Guessing game:what’s he doing?
讓學生到講臺上看老師出示的單詞做動作，讓其他學生猜。師先問：What’s he/she doing?生答：He’s/She’s…然后生問生答。
4.Let’s chant:
Doing, doing,what’s he doing?
Watching,watching,he’s watching insects.
Taking,taking,he’s taking pictures.
Picking,picking,he’s picking up leaves.
Catching,catching,he’s catching butterflies.
Doing,doing,he’s doing an experiment.
(Chant既朗朗上口激發(fā)學生興趣，又富有實際意義，有利于學生理解與記憶。)
Step4 Production
1.課前準備好四張大紙，每組一張，每張紙上都有個中心活動如： Group1 is doing housework. Group2 is having a field trip. Group3 is having a sports meeting. Group4 is staying in the classroom. 每張紙上的動詞都圍繞這個中心活動，配上如李麗在照相的圖與相應的動詞，但是只給出動詞，讓學生完成填空，并在小組內(nèi)練習句型。比如 take___ pictures讓學生試著加上ing,并讀出。
2.小組內(nèi)練習，利用句型What is Li li/he/she/ doing? He’s/She’s _____ing.充分討論。
3.讓各組學生匯報結(jié)果。
適當?shù)募由锨楦惺芙逃篖ove nature,love life.
(通過便設(shè)情境，訓練學生的口語交際能力及實際運用語言的能力。)
Step5 Production
1. Do Activity Book.
2. 總結(jié)評價哪個花園里的花多，即哪個組是今天的獲勝者。
3. Homework: ⑴.Listen to the tape and remember the 5 verb phrases. ⑵ Write a passage about your field trip.(將英語學習延伸到課外，達到學以致用的目的。)
【篇三】
一、創(chuàng)設(shè)情境，激發(fā)興趣。楊老師在課堂導入時創(chuàng)設(shè)了情境，引起了學生的求知興趣。課堂的一開始楊老師就給學生展示了四張與夏天有關(guān)的圖片，然后請學生猜一猜這是什么季節(jié)。在引出教學內(nèi)容“summer”的同時創(chuàng)設(shè)了一個以夏天為主題的情境。引人入勝的教學情境，使學生很快進入了學習狀態(tài)。
二、運用多媒體教學，突出重點，突破難點。
本節(jié)課的多媒體教學生動有趣，化抽象為具體、直觀展示了所學知識，讓學生在愉悅的氛圍中得到新知識的訓練，形象而直觀地突破了教學難點，突出了英語教學以聽、說、讀為主的能力培養(yǎng)目標，使學生能快速地記憶單詞，進入情景，進行對話練習。
三、結(jié)合生活實際，運用所學內(nèi)容。
楊老師的課堂內(nèi)容與生活實際緊密相連，達到了英語教學生活化的目的。在操練單詞“beach”的時候，運用了炎亭、洞頭、海口、漁寮這些為學生所熟知的景點名稱，以日常生活用語為主，從生活需要出發(fā)，使英語知識生活化，口語化。拉近了學生與文本的距離，培養(yǎng)了學生說英語的意識，用英語的能力。
四、教態(tài)親切，語言流利。
楊老師教態(tài)親切、自然，英語口語流利，給學生創(chuàng)造了良好的學習氛圍，使學生能夠在輕松愉快的氛圍中感受、體驗英語語音的美妙。此外，楊老師教學基[內(nèi)容來于斐-斐_課-件_園 FFKJ.Net]本功扎實，能夠正確使用英語進行教學，語言清晰，表達準確。教學態(tài)度真誠，師生關(guān)系融洽。在教學內(nèi)容方面，也比較豐富，嘗試以學生為主體，寓學于樂。
但是，這節(jié)課也有其需要探討的地方：課堂上師生對話較多，如果能增加生生對話，小組活動，可以給學生提供更多口語練習的機會。
總之，楊老師的這節(jié)英語公開課上得還是比較成功的，達到了預期的教學效果。在以后的教學中，我也會不斷學習優(yōu)秀老師的先進經(jīng)驗，改進自己的教學方法，提高自己的教學水平。
