Unit 2 Where do you live?第二课时教学实录

体设计思路、指导据依说明

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本课是新标准英语二年级下册9模块第2单元第一课时。本单元的语言功能：学会问路与指路，询问居住地点。本单元主要内容是全体学生能运用Turn left. 和

Where do you live? 通过积极参加英语学习活动，共同完成学习任务。本堂课的学习知识点，运用问句“Where do you live?”询问居住地点，并能绘制从学校到家到路线图，并向同伴介绍。

教学内容分析：

本课选自新标准一年级起点第四册第9模块第2单元“Where do you live?”，在接触了“Turn left!”的基础上进行的语篇教学。以“家”为主线，从小动物的家，到朋友的家，再到Tingting的家，最后到孩子们说自己的个人信息，把语言训练融入各种情景之中，学生通过体验，小组活动，培养对语言学习的兴趣，用思维导构图培养孩子的综合语用能力。

学生情况分析：

对于新标准二年级的学生而言，已经具备了一定的英语语言基础，但是语言缺乏逻辑思维，因此如何通过思维导构的方式帮助孩子建立起一定的逻辑，有条理地描述自己的个人信息，是本课要突破的难点。

语言知识目标

1. 能够听、说、看图片或实物读出单词：left, right, straight, factory；理解Apple Street。

2. 能够听、说、认读句子：能理解Where do you live? I live ....

语言技能目标

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1. 能够熟练运用“Where do you live? I live in ....”

谈论居住的地点以及简单介绍个人情况。

2. 培养学生运用所学词句进行表达的能力，及使用简单英语进行交际能力。

情感态度目标

1. 培养学生学习英语的兴趣，以及乐于用英语交际的学习习惯。

2. 热爱自己的家园。

文化意识目标：

渗透动物居住地的常识，拓展学生的文化视野，提高语言交际能力。

学习策略目标：

1. 认知策略：帮助学生借助于联想建立起相关知识的联系，找出语言规律, 并能举一反三; 透过文本，

进行语言的操练和运用。

2. 交际策略：学生能够用英语与他同伴交流，善于抓住用英语交流的机会，能借助手势、表情和语调变化等提高交际效果。

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Module 9

Unit 2

Where do you live?

新标准英语一年级起点

二年级上册(第四册)

作者姓名： 李 琴 学 科： 英 语 职 务： 教 师 职 称： 一 级 教 师 单 位：江北区新村同创·国际小学 联系电话：_____18602302302 地 址：重庆江北新村.同创国际小学

邮 编： 4 0 0 0 2 0

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Module 9 Unit 2 Where do you live? 教学重点：1. 正确理解和运用单词left, right, straight, factory；

教学重点、难点分析

2. 运用句型“Where do you live? I live in ....”

真实交际。

教学难点：1. 熟练掌握用英文谈论居住的地点以及简单介绍个人情况的单词和句子。

2. 能在实际生活中灵活运用。

3. 培养学生的英语逻辑思维能力，及大胆用英语交流的能力。

评价内容：

本课以素质教育为目的，结合教材重点、难点及英语学科特点，采用情景交际法及“任务型”教学途径并配以多媒体辅助教学。根据学生的心理和生理特征，采用游戏与教学相结合的方法，力求通过一系列贴近学生生活实际的生动活泼的教学设计，激发学生学习英语的兴趣，培养学生自主学习以及团结合作的能力，使学生初步形成该话题的会话能力。课堂上根据学生的座位，把学生分为四个大组，促进学生小组合作精神。除了大组竞赛外，教

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还有二人合作表演互动活动，本课有两个主人公Sam和Tingting，为创设情境，同时鼓励学生积极参与。小组竞赛中，获胜小组获得抽奖机会一次，以此激发学生学习积极性，鼓励学生积极思考大胆发言。课堂上还用生动的手势、鼓励的语言、信任的眼神加强师生间的情感交流；在轻松愉悦、民主和谐的环境气氛中，让学生积极主动参与，使学生产生了强烈的求知愿望。教学过程中注重环节与环节之间的有机联系，精心设计，努力导入自然，做到环环相扣，步步为营。

评价方法：

评价手段主要是采取激励性评价的方法，对学生评价机会很多。师生评价，通过教师评价学生在课堂上的反馈的情况；生生互评，学生与学生之间，观察做得好的地方；小组内部评价，开展小组活动，小老师点评本组学生的优势与不足；学生自评，通过对比学习，明确自己的优势。教师对每一位（组）学生的发言，都给予积极的评价，评价中注意理解、尊重学生。教师对学生的评价，学生对学生的认可，往往能使学生获得自信和成就感，满足他们的心理需要，让学生从评价中体验成长发展的快乐，受人赞赏的自豪和奋发向上的冲动。

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Module 9 Unit 2 Where do you live?

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教学过程设计（方法、手段）

步骤一：新授前准备Pre-teaching 1. 师生问候--Greeting. T: Hello, boys and girls. Welcome to our class.

I’m Lemon. How are you?

T: Let’s play PK GAME. (分左右两个大组比赛) T: What’s the weather like today?

2.

儿歌演唱-Show the song. T: Do you like singing? Let’s sing a song. “Shake,Shake, Shake”–Flash P36.4 3.

听音做动作—Listen and do actions.

T: I like your voice. Listen and do actions. T: Show me your fingers. Point to the window/ door.

Touch the sky/ ground. Turn left/ right/

around. T: Great!

T: Look at the pictures. Do you know, what’s the meaning of these signs? T: Go straight on. Turn left. Turn right.(教师引导学生一边说，一边做动作。) T: Listen and do as quickly as you can. T: Go straight on. Turn left. Turn left. Turn right. Turn right. T: You did a good job. Every team adds two steps. 4. 引课欣赏--Listen, point and say. T: Look, there are two friends here. Who are they?

Yes, the white bear and the black bear. Watch the CD-ROM at 1st T: Let’s watch, what are they talking about?

板书（贴）Where do you live?

T: Question: Where do they live? T: Let’s listen and repeat.

板书（贴头饰bears）

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T: Where does the white bear live?

Where does the black bear live? T: Look, the white bear lives at the zoo. And the black bear lives on the hill. They live in different home.

T: But! Animals love their homes. Home is the best for us.（情感教育）

T: Where do you live?

Ss: I live in ______.

T: Guess, where is my home? Where do I live? It’s a secret. Finish the class, I’ll tell you. Where is my home?

设计意图：课前导入通过已学儿歌“Shake”复习让学生感知祈使句。通过看视频，激起学生兴趣, 紧抓学生注意力。再通过听指令做动作，复习祈使句，并了解学生的掌握情况。通过引课部分，引入句型Where do you live? 感知新知，体会到英语学习的乐趣。让学生在真是的语境中感受“live”的意义，最后通过猜测老师的住所，让孩子们明确了“live”的用法，随即抽问几个孩子。

步骤二：讲授过程

New-teaching 5. 引入课文—Lead in 教师出示课文标题

T: Today, we are going to study Module 9 Unit 2: Where do you live?(板书) T: Look, who are they? Ss: Sam and Tingting. T: Yes! Where is Tingting going?(The school gate is closed.It’s 6.) Ss: She’s going home.

T: Where does she live?

Let’s watch!

6. 了解课文大意--Watch the CD-ROM at the 1st time

T: She lives in

Apple Street. T: Where is Apple Street?

Let’s listen and repeat.

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7. 课文内容梳理--Watch the CD-ROM at the 2nd time and repeat. Key word: factory T: Where is Apple Street?

T: Look at the screen. Here is the school. And here is Apple Street. T: Look.What’s this?

T:

Here is the factory.

fac-to-ry (大组读，开火车读) T: What’s meaning? Listen! There are some buildings and machines. Also, there are many people. They work in it. And they make something in it. T: So. You go past the factory. 设计意图：教师利用课文图片和是三个“Where…”问题,引导学生了解课本内容。在游戏开火车环节，自然渗透大组比赛机制，从而多形式培养学生合作学习的能力。

步骤三：课上活动

Drill 8. 齐读课文，并圈出

Where ... T：Now, please take out your book and turn to page 53.

T: Finger! Ss: Point. T: Let’s read together. One, two, go…

After read! T: Wow, you can read the text! That’s amazing!

T: Show me your pencil. Please, circle “Where...”

T: Let’s check! I say the numbers, you read the sentences.

T: No.1. Ss: Where are you going? T: No.2. Ss: Where do you live? T: No.3. Ss: Where is Apple Street? T: There are 3 sentences. Are you right? Draw an apple for you! 9. 重点词汇理解与运用--Understand the meaning of “go out of”. (1)T: Where is Apple Street? Look and say. Key word: out First, go out of the school. 第

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T: Look! This is our classroom. I’m going out of the classroom. Byebye! What’s the meaning of “go out of”? T: Go out of the classroom. Go out of the factory.

T: 2, turn left. 3, go straight on. 4,go past the factory. 5, turn right. 6, that is the Apple Street. (2) T: Do you remember，where is Apple Street? T: Let’s order “Where is the Apple Street?”

一边排序，一边画板书路线图。

T: Look, this is school. 1, go out of school. 2, turn left. 3, go straight on. 4,go past the factory. 5, turn right. 6, that is the Apple Street. 设计意图: 通过齐读课文，在文本中呈现短语“go out of”；再运用击掌游戏，练习短语读音；实践与看图说话相结合，巩固短语“go out of”的理解和运用。通过圈出重点句型：“Where…”, 明确本课重点句型。

步骤四：课上练习

Practice

10.课文表演--Let’s act “Where is Apple Street?”

T: Look, this is Tingting. T: Let’s fellow Tingting. Go to the Apple Street.(板书：Tingting 人物背影图片和左转后步行图片) T: Look at the picture. We are at school. Let’s go to the Apple Street together. T: Stand up, please!

T: Go out of the school. （出示Tingting）

T: Turn left. （生：选择Tingting走路的方向，师纠正）

T: Go straight on. T: Go past the factory. T: Turn right. T: That is the Apple Street. 11. 同桌练习--Pair work. T: Point to the picture and say. Say it to your partner. Where is Apple Street? Then exchange! T: Look and say. Who’d like to have a try. 第

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12. 教师示范-Teacher gives an example T: Let’s PK. Team A , you are Tingting .Team B, you are Sam.

教师带领，全文表演，加入动作手势。

T: Pay attention to imitate the emotion and loudly. After that!全班表演结束后，同桌练习。

T: Let’s act the dialogue with your partner. One is Sam, and one is Tingting.

13. 课文表演--Act the dialogue. T: Now, let’s act. Your memory is good. T: You know “Where is the Apple Street?”

14. T: Let’s show. 抽个4组。

T: Show me your fingers. How many stars they will get? Why? 设计意图: 通过学习课文内容后,教师与学生分角色表演课文内容,以及学生与学生合作表演课文内容,让学生明确活动过程,有目的地进行课文内容地学习。让学生逐步感知课文整体内容和体会课文趣味性。让所有的学生积极参加课堂活动,并培养他们的思考和表达能力。

步骤五：测试

Consolidation 15.

拓展练习--Listen and draw. (1) Teacher introduces this picture.

T: Look at the picture. This is a boy and a girl. Here is the hospital, station, factory, zoo and Hongxing School. T: The boy wants to go to Hongxing school. Where is it? Turn to page 54. Exercise 3, Let’s listen and draw.

Show me your pencil. Boy: Where’s Hongxing School, please?

Girl: Go straight on and turn left. Go straight on and turn left again.

Go straight on. Turn right. Go past the factory. Then turn right.

The school is there. (2)T: Do you have the other ways to get Hongxing school?

T: Discuss with your partner.

T: Go straight on, and go straight on again.Turn left, and go straight on.

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Turn left. That is school. 16.

德育渗透--All Roads Lead to Rome.

条条大路通罗马。

T: As we know, there are so many ways to get the same place.

T: In our life, there are many troubles. Don’t be afraid！

Think over and try your best to do it.

Remember！All Roads Lead to Rome.

条条大路通罗马。

17. 首尾呼应—Where is my home? T: Where is my home? Look! This is our school. Show me your finger, and listen to me. Find out, where is my home? Listen. 1. Go out of the school. 2. Turn left. 3. Go straight on. 4. Go past Yunyehuayuan.5. Then go straight on. 6. That is Longhua Road. T: Yes. I live in Luhuayuan. Welcome to my home. T: I draw a simple map from school to my home. Can you draw? T: Stand up. Let’s go! Follow me! Let’s chant together. 设计意图:通过小组合作学习,培养学生间在合作中相互学习的合作意识。在轻松愉快的气氛中掌握并运用单词，培养学生的表演能力。检测学生对知识的掌握情况，进一步的学习探讨，把知识同实际生活联系起来，关注身边的一切，并且培养他们的合作意识。通过多种评价方式如,师生评价,生生互评,小组内部评价,学生自评,对每一位(组)学生的发言,都给予积极的评价,提高学生的学习积极性。

步骤六：家庭作业

Homework 18. Homework. 1. Listen、point and read from page 54, 3 times. 听、指、读课文P54,三遍。

2. Draw and introduce it to your parents. 绘制学校到自己加的路线图，并向父母介绍。

设计意图：使课堂活动延伸到课后，提高学生的口语能力。充分利用现代化教育资源，并且培养学生的学习能力。

19. T: Let’s chant together.--Flash P54.4 第

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