Lesson 4 Where do you live?第二课时教学设计

科学普及出版社小学英语五年级下册

Lesson 4

Where do you live?

教学设计

河南省桐柏县安棚化工园区碱都完全学校

主讲教师：宋元欣

Lesson4 Where do you live?

Teaching content: Let’s learn Teaching aims：

1.Recite the text. 2.The usage of: -------- Where do you come from? -------- I come from ... -------- Where do you live? -------- I live in ... Key difficulty：

How to change the drills freely and correctly. Warming up: Let’s chant Come from , come from . Where do you come from? I come from China. I come from China. Live , live Where do you live? I live in Beijing. I live in Beijing. (drill :loudly and quietly)

Teaching process: Setp1.情景导入，设疑自探

1.

Look at the picture, learn the new words. China Beijing the UK London Russia Moscow France Paris the USA New York 2.The teacher collects the questions and write them on the blackboard. (1)

Where do you come from? (2)

Where do you live? (3)Can you read the words? 自探提示：

(1)

Listen the tape. (2)

Read the text by yourself ,try to find the answers. (3)

Exchange your ideas, and talk about you questions that you don’t know in small groups. Setp2 小组合作，解疑合探

1.

Let’s show your answers. (1)

I come from China. (2)

I live in Beijing. 2.

Practice: --------- Where do you come from?

---------I come from the UK. (Boys ask, girls answer) 3.

Recite the text. (1)

Read it after the tape. (2)

Left and right. (3)

Write the key words on the Bb, try to recite it after the teacher. (4)

Recite it with your partner. Step3 质疑再探

1.

Do you have any other questions ? 2.

What have you learned from this lesson? Setp4 运用拓展

1.

Make up some exercises for you partner. 2.

Teacher: Which city do you like best? Why? S1: I like Moscow ,because it’s interesting. S2:I like Paris, because it’s romantic. Homework: Recite the text. Blackboard design: Lesson4 Where do you live?

the UK London

Russia Moscow

France Paris

the USA New York

-------- Where do you come from? -------- I come from ... -------- Where do you live? -------- I live in ...

教学反思：

在小学的英语教学的过程中，教师有时往往为了培养学生对英语学习的兴趣，经常会利用游戏，因为游戏受到学生的喜爱。课堂上唱唱跳跳，形式花哨，十分热闹，使学生在快乐中接受教师预设的价值取向。但时间一久，我们不难发现：很多学生原有的最初的学习热情急剧下降，他们会因为有些游戏的重复，而显得无精打采。这样的教学次序直接影响教师的教学流程，教学环节流于形式；往往一堂课后，学生懵懵懂懂，一知半解；长此以往，学生捧着课本迷惑地望着你，不知道自己到底要学习和掌握书上的哪些内容。本节课我采用三疑三探教学，让学生发现问题，针对问题逐个解决,目标明确。在解决问题过程中，培养孩子们自主，合作，探究的精神，进一步培养师生，生生感情。最后进行问题评价，培养学生解决问题的自豪感。