【导语】说课就是教师阐述在课堂教学中做什么、怎么做、为什么这样做的教学研究活动。说课之前一般要事先写出说课稿。从性质来看，说课具有说理性、科研型、工具性和交流性等特点。说课主要由说课者、说课内容、说课方法和听评者四个基本要素组成。以下是整理的相关资料，望对您有所帮助。
【篇一】
教学目标：
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.
教学重点：
Understand the whole passage and can act it out.
教学难点：
1. Understand the whole passage and can act it out.
2.让学生在听说唱玩的动态学习过程中体验英语的快乐。
教学准备：
课件、单词卡片、文具用品等。
教学过程：
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
板书设计：
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 aims
1.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教师准备四张图片。
2教师准备相关的实物：一个放大镜、几片树叶、一个照相机和几个试管。
3教师准备本课短语的词卡。
4教师准备录音机和录音带。
5教师准备CAI。
6学生准备五个短语的词卡。
四、Teaching method and study method
根据本课的教学内容我采用了任务型教学法、情境教学法、实物教学法和TPR教学法。
结合教学方法我安排了小组合作的学习方法。
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.(教师在黑板上画个四个花园的形状，分给四个小组，如果在课上他们表现的好就可以为他们组获得花朵。既激发了同学们的竟争意识，同时也为板书增色彩。)
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…(通过课件出示这些动词，让学生跟我做，这个热身活动既复习了现在进行时，为新课做铺垫，也为后面的扩展活动做准备。)
2.Play a game(哑剧猜谜)
每组派两名同学上台做一个刚才热身时的动作，然后老师问：What is …doing?He’s /She’s ….(由I’m doing …过渡到She’s /He’s doing…层层递进.)
3. We are ready to go for the field trip now.Let’s sing a new song of “Field Trips”.
老师领唱歌曲。(以教学主题歌曲创设活动情境，提示活动主题，贴切自然。)(
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?引导学生回答：He’s doing an experiment.
教师出示“doing an experiment”的卡片，让生跟读，鼓励学生边说边做动作。接着板书单词，让学生一起书空,并配上相应的简笔画。然后让学生小组读，个人读。再拿出准备好的试管，让几个学生做动作，师先问：What’s… doing?让生回答：He’s doing an experiment.再让生问生回答。(练习形式由单词到句子，做到词不离句，层层递进。)
b.Look at this picture.What’s he doing?师示范说：He’s watching insects.师在黑板上画两只蚂蚁,并介绍“insects”.以同样的方式练习“insects”,并让一生拿着课前准备的放大镜上黑板做观察蚂蚁的动做,来练习What’s he doing? He’s watching insects.
因为“experiment和insects”的发音是个难点，所以在这个地方设置了一个冷暖游戏来突破这两个难点。(让一生背对全体学生，把词卡藏在另一生的书底下，让这生找，全体学生一起喊“experiment”，或“insects”当这个学生离词卡越近时，学生声音越大，离它远时，声音渐小，让生跟据声音的大小来找寻词卡。)
c. 以上述同样的方法操练catching butterflies,picking up leaves,taking pictures.
2.Listen to the tape.
听音正音部分我放了两遍录音，第一遍只让学生边听边指，指读对学生来说是很有必要的，可有效改善学生的单词认读能力差的情况。第二遍跟读。
3.Read in groups.
单词导呈和听音正音结束后的合作交流，我认为就是学生咀嚼、消化的过程，是学生查漏补缺的过程，是为后面的Practice环节作好知识上的铺垫的过程。学生在活动前，教师一定要注意提出具体的学习要求，避免学生无目的的读。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.教师先用词卡检查学生的认读情况。
2.What’s missing? (说和认读的训练)
3.Guessing game:what’s he doing?
让学生到讲台上看老师出示的单词做动作，让其他学生猜。师先问：What’s he/she doing?生答：He’s/She’s…然后生问生答。
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既朗朗上口激发学生兴趣，又富有实际意义，有利于学生理解与记忆。)
Step4 Production
1.课前准备好四张大纸，每组一张，每张纸上都有个中心活动如： Group1 is doing housework. Group2 is having a field trip. Group3 is having a sports meeting. Group4 is staying in the classroom. 每张纸上的动词都围绕这个中心活动，配上如李丽在照相的图与相应的动词，但是只给出动词，让学生完成填空，并在小组内练习句型。比如 take___ pictures让学生试着加上ing,并读出。
2.小组内练习，利用句型What is Li li/he/she/ doing? He’s/She’s _____ing.充分讨论。
3.让各组学生汇报结果。
适当的加上情感受教育：Love nature,love life.
(通过便设情境，训练学生的口语交际能力及实际运用语言的能力。)
Step5 Production
1. Do Activity Book.
2. 总结评价哪个花园里的花最多，即哪个组是今天的获胜者。
3. Homework: ⑴.Listen to the tape and remember the 5 verb phrases. ⑵ Write a passage about your field trip.(将英语学习延伸到课外，达到学以致用的目的。)
【篇三】
一、创设情境，激发兴趣。
杨老师在课堂导入时创设了情境，引起了学生的求知兴趣。课堂的一开始杨老师就给学生展示了四张与夏天有关的图片，然后请学生猜一猜这是什么季节。在引出教学内容“summer”的同时创设了一个以夏天为主题的情境。引人入胜的教学情境，使学生很快进入了学习状态。
二、运用多媒体教学，突出重点，突破难点。
本节课的多媒体教学生动有趣，化抽象为具体、直观展示了所学知识，让学生在愉悦的氛围中得到新知识的训练，形象而直观地突破了教学难点，突出了英语教学以听、说、读为主的能力培养目标，使学生能快速地记忆单词，进入情景，进行对话练习。
三、结合生活实际，运用所学内容。
杨老师的课堂内容与生活实际紧密相连，达到了英语教学生活化的目的。在操练单词“beach”的时候，运用了炎亭、洞头、海口、渔寮这些为学生所熟知的景点名称，以日常生活用语为主，从生活需要出发，使英语知识生活化，口语化。拉近了学生与文本的距离，培养了学生说英语的意识，用英语的能力。
四、教态亲切，语言流利。
杨老师教态亲切、自然，英语口语流利，给学生创造了良好的学习氛围，使学生能够在轻松愉快的氛围中感受、体验英语语音的美妙。此外，杨老师教学基[内容来于斐-斐_课-件_园 ]本功扎实，能够正确使用英语进行教学，语言清晰，表达准确。教学态度真诚，师生关系融洽。在教学内容方面，也比较丰富，尝试以学生为主体，寓学于乐。
但是，这节课也有其需要探讨的地方：课堂上师生对话较多，如果能增加生生对话，小组活动，可以给学生提供更多口语练习的机会。
总之，杨老师的这节英语公开课上得还是比较成功的，达到了预期的教学效果。在以后的教学中，我也会不断学习优秀老师的先进经验，改进自己的教学方法，提高自己的教学水平。
