英语公开课优化教学设计五篇.pdf

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1、英语公开课优化教学设计五篇把课堂还给学，真正让学动起来，培养学合作学习的情感态度，下是编整理的英语公开课优化教学设计 5篇，欢迎家阅读分享借鉴，希望家喜欢，也希望对家有所帮助。英语公开课优化教学设计1教学标1.能听、说、认读单词“favourite”和“food”。2.继续谈论最喜欢的物并给出原因。3.能完成“Lets try”部分的听任务。教学重难点1.能听、说、认读单词“favourite”和“food”。2.继续谈论最喜欢的物并给出原因。教学过程()、课前热1.猜猜教师请两三位学上讲台，写出最喜欢的物，其他学猜猜，如：T:Guess!Whats her/his favourite foo

2、d?Ss:Ice cream?T:No,guess again.Ss:Salad?T:Yes,youre right.Xiong Da，Whats your favourite food?Lan Yangyang，Whats your favourite food?Grace,Whats your favourite food?Kimi，Whats your favourite drink?2.教师随机出上节课学习的五个单词的词卡，全班学表演相应的动作。()、新课呈现1.B.Lets talk(1)教师在板上画出喜欢吃的种物，说：“Look!There is ice cream,hamburg

3、ers,bread and noodles on theblackboard.They are food.They are my favourite food.”，教师边说边在板上画个笑脸，帮助学理解“favourtite food”的意思。(2)介绍对话情景。T:Sarah and Zhang Peng are talking about todays menu.Lets goand see what they would like to eat today.(3)教师出本部分的教学挂图，问：“What food and drink are in todays menu?”，学根据情景图回答

4、：“There arenoodles,beef,fish,sandwich,tomato soup and milk in todays menu.”。(4)第次播放教学录，全班学跟着录读，提醒学在跟读的过程中注意模仿录中的语、语调。第次播放教学录，全班学分男跟着录读。第三次播放教学录，学听完录后回答下问题：Whats Zhang Pengs favourite food?Whats Sarahs favourite food?What do they have today?Answer:Noodles.He loves beef noodles.Fish.They have beef noo

5、dles and tomato sandwiches today.(5)学拿出物头饰，同桌合作练习表演对话，然后教师请对学上讲台表演，评选出“最佳表演者”，并给予礼物作为奖励。(6)Ask your friend about your favourite food and drink 学四组，调查组内同学最喜欢的物和饮料，完成表格：教师请两三位组代表上讲台汇报本组各位学最喜欢的物和饮料。(三)、巩固延伸1.B.Lets try(1)明确听任务T:Zhang Peng and Sarah are thirsty.What would they like to drink?Ill play the

6、 tape for you to listen.After listening,match each person with the right picture.(2)第次播放教学录，学根据录内容连线。(3)第次播放教学录，师起核对答案(四)、课堂结结本课的重要句型并对学的饮习惯进必要的引导。T:When you like something,you can say,Ss:I like,Because its/theyre,T:When you want to know someones favourite food,you may ask,Ss:Whats his/her favourite

7、 food?T:If you want to know my favourite food,you may ask.Ss:Whats your favourite food?T:I like tomatoes.Theyrehealthy.T:Boys and girls.We must have much vegetables and fruit.Theyre healthy for us.2.(五)反馈检测 仿照例写句：例：I like bananas.Theyre sweet.I like _.Theyre _.I like _.Theyre _.I like _.Theyre _.I l

8、ike _.Its _.I like _.Its _.六、布置作业1.听录，跟读B.Lets talk部分内容。2.把本节课学习的词在四线三格内抄写六遍。3.调查家庭成员最喜欢的物和饮料。板书设计Unit 3 What would you like?B.Lets try B.Lets talkWhats your favourite food?I love beef noodles.Well,lets see.We have beef noodles and fish sandwiches today.英语公开课优化教学设计2教学标1.知识标：1)、能听、说、认、读 study，bathroo

9、m，bedroom，living room，kitchen 等单词并能在常活中运。2)、能听懂 Lets do中的指语，并按照指令做出相应动作。2.能标：能听懂、会说 Welcome to my home.欢迎别到家来做 客的这礼貌语。能实际运句型：This is my home.You can see a bedroom.来介绍的家。3.情感标：培养学学习英语的兴趣以及对家的热爱，励学胆设想未来的家居。教学重难点1.重点：5个表家庭厅室的词汇以及句型：This is my home.You can see a bedroom.来操练这5个新词汇。2.难点：正确掌握单词bathroom，kit

10、chen的发。教学过程Step 1：Warm-up(1)Before class,T and Ss sing the song“My Bedroom”after the tape.(2)Greeting.(给坐在后排的学课程前戴上不同物的头饰，调节下课堂氛)T:Hello!Boys and girls!Today there aresome new friends in our classroom.Now say“Hello”to them.“Hello,my friends!Welcome to our class.”Clap your hands.T:Nice to meet you!Ss

11、:Nice to meet you,too!T:How are you,today?Ss:Fine,thank you.(3)Ss greet with each other like that.(4)Sing a song“How are you?”.【设计思路：提前放本单元英歌曲，让感知语，也为后边学唱打下基础。给后排的学戴头饰，布置课堂氛，让感到今天教室有新朋友，然引出Welcome to my class.正好为本节课的标之会说Welcome to my home.打下基础。师、常问候后，互唱歌曲“How are you?”以此来营造活泼的课堂氛，调动学学习英语的积极性。】Step 2

12、：PreviewT:Look!This is my new schoolbag.Ss:Wow!How nice!(把新书包传给位同学，照师的样说，然后再传给下位同学，同伴之间练习说 Look!This ismy schoolbag.You can see a pencil-case、a Chinese book.)【设计思路：师拿个书包向同学们展 This is my new schoolbag.并传给学，让他们明其意思，并练习说句型，为本节课后边的拓展、运语 This is my home.You can see a bedroom.这句型作铺垫。】Step 3：PresentationLe

13、ts learnT:Today Im very very happy.(作出常兴的夸张动作)Because I have a new home(师重复 home，可能不懂其意，于是师出座房图，让明 home 就是“家”的意思)Lets go and have a look.OK?Ss:OK!T:So today well learn Unit4 My Home.(师板书课题)(1).study的学习T:师指着刚才书包的书说：I like reading very much.I like books.Look!There are many books on the shelf.There is

14、alamp on the desk.Guess!Whats this?出图。Ss:书房.T:Yes,this is my study.(引出新词)师出 study 的单词卡：升降调的式操练study，分组竞赛读，排读，找个开车读.然后渗透 Lets do 中的内容，师边做动作边让跟说：Go to the study.Read a book.T:We should read more books,because reading can make more knowledge.Yes?(渗透德育教育学多读书)Ss:Yes.【设计思路：由许多书在书房的书架上，引出study并简笔画的式呈现在板上让了

15、然。教单词时先让听、看，然后说、认词。由词汇教学过渡到短语中并加动作，调动起学的积极性。渗透 Lets do为完成教学标之作铺垫。】(2).bathroom的学习T:When you read some books,finish your homework in your study.You may feel a little tired.So you can go to thebathroom to take a shower.Relax yourself(师边做劳累的样，然后作洗澡的动作，让明其意接着引出新词bathroom.)Look,this is my bathroom.出图。(师边

16、说边板书bathroom)出单词卡，让看单词 bathroom，把 room折过来剩bath，师范 bath 的发，告诉 bath 有洗澡之意，再加上 room读组成 bathroom，师领读突破发难点。可引导学联想教室是 classroom，与之类似的都以 room结尾。a.师范读。b.学模仿。c.分组竞赛读，开车读。d.组之间边说边做动作，渗透 Lets do内容。师说 Go to the bathroom,take a shower.边说边做动作，让学知道take a shower的意思。【设计思路：因为 barthroom后边是 room.这样很容易联想到 classroom，提醒记起

17、，并为后边学习 bedroom、livingroom 提了个醒，联想法扩充词汇量，联想是记忆单词的好法。师范读让注意 bathroom的发，然后做动作加深bath 的印象。】(3).bedroom的出现T:After taking a shower,I want to sleep.(师做动作演，让明其意)So I go to my bedroom.(引出新词)出图。问：Whats this?Ss:Bed.T:Yes.You can see my bedroom.让看 bedroom 是由 bed 和 room组成，但发出现连读现象dr/bedrU:m让注意bedroom的发。出单词卡教读、领读

18、新词。然后渗透Go to the bedroom.Have a sleep.边说边做动作，让跟说跟做。分A、B两组，A组说B组答，再交换练习.【设计思路：由洗完澡很然想去卧室睡觉，于是师肢体语向学演睡觉，然后出图，很然引出 bedroom。让学做动作，渗透Lets do，加深对bedroom的印象。】(4)living roomT:(出图)Do you like watching TV?Ss:Yes.T:I think youd better do your homework first,then you can watch TV.OK?(可作解释教育学以学习为重)Ss:OK!T:Look!I

19、 have a new TV in my living room.出单词卡 living room,教读、让分组读、开车读.注意 living 的发，滑.(突破难点)师边做动作边说:Go tothe living room.Watch TV.让跟说跟做，分两组练习说、做。【设计思路：看图，问喜欢看电视吗?都说喜欢，师教育学要先完成作业，然后看电视，出图，让明这是客厅，很然的引出 living room 然后教授新词，注意滑 living 加看电视的动作，引起学兴趣。】(5)kitchenT:(师做饥饿状)If Im hungry,I go to my kitchen to have a sna

20、ck.(接着拿出 chicken 做吃的动作，把 chicken 与 kitchen 作较，让不要混淆。)教师板书，并出单出图kitchen 教读、找同学当师领读。学边做动作边说：Go to the kitchen.Have a snack.【设计思路：夸张的做动作：饥饿状、吃东西状，引起学的兴趣。学习单词kitchen与已学词汇chicken作较，给同学们留下深刻的印象，加动作让说、做起来。】本节课主要内容全呈现完之后，师指板说:Look!This is my home.You can see a bedroom.(板书)师指板让说出单词名称，然后领读这句话。S1：找同学到前边来试着当师介绍

21、下这个家，运所学句型.励学胆来说.师适当给予提，介绍后添加：Welcome to my home.Ss:Thank you.【设计思路：把单词融合到句型中，引出本节课的礼貌语Welcome to my home.找到前边来介绍这个家为后边的拓展运作铺垫。】Listen and repeat.指单词做到“眼到、到、到、到”【设计思路：让听录，纠正学发，做到“四到”，培养学听、认能】Step 4：practise(1)快听、快指游戏：师说单词，让指，看准反应最快.整体出单词卡，让认读。(练习学听、认的能)(2)冷暖游戏：根据同学说单词的声找单词，找到单词的同学拿着卡与板上的图相配，当师领读，然后师

22、补充：Go to the study.让做动作 Read a book.(充分发挥学主体地位，这有趣游戏调动学积极性)(3)指单词游戏：分组进，每组叫个同学到前边，指的快准得给予奖励。师说单词或做动作，看谁先指出相应单词.(锻练学听，快速反应能)(4)师互动。师做动作，让说是去了哪?Go to the.师说指令，让做出相应动作。听 Lets do录，让跟说跟做.(由词过渡到短语)(5)拓展语：巩固完单词，找同学到台前再来描述的家，句型：This is my home.You can see a.Welcome to my home.(引导把词到句中作操练).【设计思路：各种有趣的游戏式操练来激

23、发学兴趣，进步巩固新词。根据学天性好玩的特点，把各种各样的游戏融到课堂教学中，让他们快乐的接受教学内容，在不知不觉中感受成功的快乐，同时锻练了他们听、说、认、读的能。】Step 5：Consolidation and extension.组合作，互相帮助，设计个共同的家，本节课句型描述设计的家，学以致。师检查其结果，让到前边来展组合作情况。(师发给组家的框架，让他们把单词卡安排到不同的位置。)【设计思路：组合作培养学合作、创新精神，引导把词到句中作操练，给学个拓展运的度。学唱歌曲改歌词，让在优美的旋律中复习本节课所学内容。】Step 6：Homework:设计师。T:让学设计套房布置各个房间，

24、在各个房间画上些学国的物品，涂好颜。学以组为单位英语介绍设计的房，谁是最棒的设计师。教师可让学参考使下列语：Look at my,Its pink.Its very big.It has,【设计思路：设计师活动将本课的教学延深到课外，给学个巩固、扩展运本节课所学语的机会。】英语公开课优化教学设计3教学标1、能听懂，会说并正确运词汇：study,bathroom living room bedroom kitchen2、初步运拼读法拼读和认读单词。3、能听懂指令Go to the living room.Watch TV.并作出反应。4、能英语This is my home.You can se

25、e a living room正确地简单描述的家。教学重难点1.能听懂指令Go to the living room.Watch TV.并作出反应。能英语This is my home.You can see a living room正确地简单描述的家。2.难点是bedroom kitchen的发。能英语This is my home.You can see a living room正确地简单描述的家。教学具多媒体教学过程、热、复习(Warm-up/Revision)A.Learn these sentencesWhere is the doll?It is in the box.Wher

26、e is the doll?It is on the box.Where is the doll?It is under the box.Where is the box?It is on the table.B.Ask and answerWhere is the farmer?He is in the van.Where is the monkey?It is under the taxi.Where is the elephant?It is in the car.Where is the boy?He is on the train.Where is the nurse?She is

27、on the bus.Where is the girl?She is in the truck.Where is the bird?It is on the bridge.、呈现新课(Presentation)1.教师出study的图，指着书房的书问学：What are they?学回答：They are books.教师接着问答：Where are the books?They are in the study.教读单词 study,并板书，让学认读。教师动作帮助学理解词义：We readthe books in the study.2.教师出living room的图，教师问学：Are

28、there many books here?Is it a study?学回答：No.教师肯定学的回答：Good.This isnt a study.Its a living room.We watch TV in a living room.教读单词living room,并板书，让学认读。3.教师出bedroom的图，问学：Whats in it?当学回答出bed时，教师说：Yes,there is a bed in it.We sleep in abedroom.(做动作帮助学理解)This is a bedroom.教读bedroom,并板书，让学认读。4.教师出bathroom的图，

29、问学：Is this a study?Is this a living room?Is this a bedroom?学会回答：No.教师告诉学：This is a bathroom.We take a shower in a bathroom.(动作帮助学理解)教读单词bathroom，并板书，让学认读。5.教师出kitchen的图，问学：Is this a bathroom?教师可让学中说出这是哪。然后教读单词kitchen,并板书，学认读单词。教师可请学看图说句：This is a kitchen.6.教师把第46页Lets learn部分的挂图贴到板上说：This is my home

30、.How many rooms can you see?What are they?7.让学观看本部分教学课件。使Unit 4 Lets learn/A8.教师提问：Can you see a bedroom,a living room,a study,bathroom and kitchen?学回答：Yes.教师：Oh,you cansee a bedroom,a living room并让学重复这段话。9.让学听录，跟读课。10.教师出单词卡，让学认读单词。11.教师动作和语表达句，让学说出相应的房间。教师：We watch TV in the_.We read a book in the

31、 _.We have a snack in the _.We take a shower in the _.We have a sleep in the _.12.Lets do:1)教师播放录，学跟唱。2)教师说前部分的指令，让学说后部分的指令并做出相应的动作。教师：Go to the living room.学：Watch TV.Go to the study.Read a book.Go to the kitchen.Have a snack.Go to the bathroom.Take a shower.Go to the bedroom.Have a sleep.3)学组表演Let

32、s do部分的内容。4)教师奖励优秀组。三、趣味操练(Practice)1.抢读单词这是训练学认读单词能的游戏，教师将全班分成若组，然后逐个出些单词卡或图，学们举抢答，教师让最先举的学读出该单词并说出其中的意思，或将图上的单词读出来拼出来，读对说对拼对的给该组记10分，得分最多的组为优胜。1.摸宝说英语教师准备好本课的单词卡(有的写中，有的写英)和图画。将卡和图画放只不透明的袋。游戏开始教师说，袋装的是许多宝物，让学们上来轮流摸宝，如果摸到的是写有英的卡，则要英译汉;如果是中，则要汉译英并拼读出来;如果是图，则要看图说英语。四、扩展性活动(Add-activities)Lets sing:My

33、 Bedroom教材P55页课后习题连线bedroom 起居室livingroom 厨房kitchen 卫间bathroom 书房study 卧室英语公开课优化教学设计4教学标1.能听懂会说My friend is strong.He has short hair.2.会long hair,short hair,thin,strong,quiet 等词简要描述个的模样和特征。3.能听、说、认读单词和词组：friends,long hair,short hair,thin,strong,quiet教学重难点教学重点：1.句型：Whos he/she?Whos your best friend?2

34、.词汇：hair,thin,strong,quiet教学难点：1.发：friends,thin2.名词复数的使教学具课件教学过程()热/复习(Warm-up/Revision)1.猜谜语。教师说，学猜。Its so big.It has a long nose and a short tail.What is it?(An elephant)Its small.It has two long ears.What is it?(A rabbit)2.教师出猴和兔的图，启发学说：The monkey has a long tail.The rabbit has a short tail.教师再出长

35、颈和梅花的图，让学说出：Its tall.Its short.3.复习单词big,small,long,short,tall,并说出中意思。()呈现新课(Presentation)1.教师出ChenJie的具，问：Who is she?学回答：ChenJie。教师说：She has long hair.(边说边做动作帮助学理解)教师出Amy的具，问：Who is she?学回答：Amy。教师说：She has short hair.(边说边做动作帮助学理解)教师同时拿着两个具，说：ChenJie and Amy are friends.They are friends.2.让学看着具在教师的提

36、下学说：She has long hair.She has short hair.They are friends.3.让学指着班的同学说：She has long hair.He has short hair.教师出单词卡教读long hair,short hair和friends。(把单词卡贴在板上)4.教师出Sarah和Miss White的具，问Who is she?学答：Sarah,Miss White。教师把具贴到板上相应的单词前，励学说出She has long hair.She has short hair.5.教师指着班很瘦和长得很健壮的同学说：She is thin.He

37、is strong.并让学指着班的同学学说这两句话。教师出单词卡教读thin和strong。教师要提醒学在读thin时，注意咬尖。6.教师出ZhangPeng和Mr.Black的具，并把它们贴到板上相应的单词前，让学说出：He is strong.He is thin.7.教师把右的指放在嘴上，做出让学安静的动作，让学说出单词quiet。并出单词卡，让学认读quiet。(把单词卡贴到板上)再把ChenJie的具贴到这个单词前，让学说出：She is quiet.让学翻译中。8.教师导课对话：John has a friend.你能根据他的描述猜出这个是谁吗?让学观看课件Unit 3 Lets

38、learn/A教师问：Who is he?(板书)9.听录带，跟读对话。Unit 3 Lets learn/A10.教师：你能根据我的描述猜出这个是谁吗?My friend is thin.She has long hair.She has quiet.Who is she?(板书)11.让学模仿课对话来描述板上所贴出的物，让家猜。(三)趣味操练(Practice)1.Lets find out教师出第组单词：hair,eyes,ears,nose,mouth.教师出第组单词：long,short,big,small教师出第三组单词：thin,strong,quiet,cute,tall,sh

39、ort(四)扩展性活动(Add-activities)为爸爸、妈妈画像教师让学在纸上画出的爸爸或妈妈，然后让家看着画像，由来描述爸爸或妈妈的模样。看看谁画的画像与的描述是致的。课后结学了这节课，你有什么收获?课后习题完成课后练习题。板书Unit3 My Friends英语公开课优化教学设计5教学标1.能够听、说、认读单词和词组tall and strong，short and thin，friendly，quiet。2.能够熟练运句型Hes 介绍物的性格和外貌特征;3.能够使Who is he?询问他姓名，并能回答。教学重难点教学重点：1.能够听、说、认读单词和词组tall and stron

40、g，short and thin，friendly，quiet。2.能够熟练运句型Hes介绍物的性格和外貌特征;教学难点：理解friendly，quiet的意义。教学过程Step 1.热、复习(Warm-up/Revision)1.Greeting.2.Lets chant:(三年级下册的Lets chant，学边说边做动作)Tall,tall,tall.Make yourself tall.shor,short,short.Make yourself short.Big,big,big.Make your eyes big.Small,small,small.Make your eyes s

41、mall.Long,long,long.Make your arms long.Short,short,short.Make your arms short.3.Guess:It has two long ears and short tail.It has big red eyes.It likes eating grass.And it can jump,jump,jump.Its a big animal.It has a long nose and a short tail.It has small eyes and big ears.Step 2.呈现新课(Presentation)

42、1.出动画中的卡通物Zoom的图。FriendsZoom is my best friend。(1)提问:Who is he?引导学句型：His name is Zoom.板书：Who is he?His name is Zip。T:Look at the picture.Ishe short?Ss:No,he is tall.T:Anything else?Ss:He is strong.T:He is tall and strong.贴图板书并教学tall and strong。(2)T:Who is tall and strong in our class?Ss:is tall and

43、strong.3.同法教学：Zip(short and thin),Zoom(friendly)。出图：Shes thin.Hes strong.Guess:Hes/Shes tall/short.Hes/Shes tall/short。Hes/Shes strong/thin.Hes/Shes strong/thin。4.出照。T:Look at the picture.Who is she?Ss:Her name is Zhao Yan.板书：Who is she?Her name is教师做动作提：She is quiet.贴图板书并教学quiet。T:Who is quiet in o

44、ur class?Ss:Wang xiaomei is quiet.5.Lets chant:Who is he?Who is he?His name is Zoom.His name is Zoom.Zoom,Zoom,tall and strong.Zip,Zip,short and thin.Zip,Zipr,friendly.Zhao Yan,Zhao Yan,quiet.Step 3.趣味训练(Practice)T:看图描述物(句描述物的外貌或性格)介绍你的朋友;出图：She has long hair.She has short hair.He has short hair.出图：

45、She has long hair,big eyes,a small nose,a big mouth and big ears.She is short andquiet.出图：He hasHe is谁来描述。出图：She has She is谁来描述。出图：BaiLing LiMing LiuYing ChenJie WuYifan组内介绍他们。分四组介绍的好朋友。Lets find outLets sing FriendsStep 4.制作绘画。简笔画画出的好朋友并英描述。最后收集在起订成书。This is my good friend.His/Her name is.He/She is.Step 5.Summary.1.结本课重点单词和句型。2.品德教育：朋友让我们的活更精彩，朋友之间应该互相帮助，共同分享。Step 6.作业布置(homework)1.听录，模仿跟读课本P25。2.英语向家简单介绍的朋友、同学、或师的外貌。