Unit 2 Review板书设计

简笔画——小学英语教学的好帮手

冀教版《学英语》Book 2 Lesson 10 Where Do They Live?教学设计

石家庄市红星小学 王璞

[教学设计] 一、教材分析

本单元的主题是Animals at the Zoo, 主要讲授一些大家熟悉的动物，要求学生能用英语表达其名称，并能用简单的句子描述它们的体貌特征、居住环境等。

二、学情分析

小学三年级学生活泼、好动，他们对大自然里的事物有着浓厚的兴趣，尤其喜欢小动物。经过前面的学习，他们已经积累了一定量的动物词汇，同时也学过了诸如：forest, tree, river和hole等表示动物居住地点的词汇，相信孩子们能够较快地将二者结合起来，进行简单的口语交际。

三、教学目标

☆

语言知识：

1、练习说和写4个动物单词：snake, panda, fish, bird, giraffe, zebra 2、能口头问答有关动物居住地的句子：Where does a

live? In/On/At a

. ☆

语言技能：

1、能根据情境和图片说出单词和句子。

2、能用英语问答动物居住地的语句：“Where does a

live?

In/On/At a

.”并能在设计的情景中进行简单的交流。

☆

学习策略：通过猜谜感知动物的体貌特征，学习表示动物的词汇；创设情境，在小组合作中提高语言的交际能力。

☆

情感态度：鼓励学生积极主动地参与课堂活动，进一步培养学生对英语的学习兴趣，不断提高他们的语言表达能力。通过学习，让学生了解动物的生活环境，培养他们爱护动物，保护环境的情感意识。

四、教学重、难点

☆

重点：学习4个动物单词（snake, panda, fish, bird, giraffe, zebra），会问

答动物的居住地Where does a

live?

In a

. ☆

难点：giraffe, zebra的发音及句型“Where does a

live?

In/On/At a

.”的表达。

五、教学准备

动物词卡、动物居住地词卡、录音机、动物玩具、简单的多媒体课件

六、预习作业

1.P25图中的动物你认识吗?它们有什么特点，喜欢吃什么？住哪里?试着用英语说一说。

2.读一读课文第二部分，你能读下来吗?把不认识的词找出来，或听录音解决。

七、板书设计

Lesson 29

Where Do They Live?

giraffe panda snake Where does a zebra live? fish bird

In/On/At a .

教学实录：

Step I

Class opening and Revision 1.

Greeting.

( 1min )

T: Hello, everyone! It’s a fine day today, isn’t it? Ss: Yes. T: So are you happy?

Ss: Yes. 2.

Let’s chant.

(“Two little black birds”)

( 1 min ) 设计意图：以“chant”的形式来营造课堂氛围，激发学生学习英语的热情。

3.

Review animals they have learnt. （Show the pictures on the screen.）

Play a game: What’s missing?

( 1 min )

（设计意图：做What's missing?游戏，既复习了单词，又训练了学生的注意力和记忆力。)

4.

Draw a picture on the blackboard.

( 1 min )

T: Do you like drawing?

Ss: Yes. / No.

T: (But) I like drawing (too). Look, I’m drawing.

(Draw “tree, river, forest, hole” on the blackboard, and ask “What is it?” to review these places.)

设计意图：一幅关于森林的简笔画可吸引学生的注意力，既复习已学过的居住地

点单词，又为新授部分作铺垫。

Step II

New concepts 1. New words: giraffe, panda, fish, bird, snake, zebra ( 15mins )

giraffe: T: Class, today I will introduce some friends to you, they all live in a forest. Do you know who they are? Guess, please! The first animal is very tall. It has a long neck. What is it? Ss: Giraffe.(长颈鹿)

设计意图：三年级学生好奇心很强，利用猜谜语的形式既吸引了学生的注意力，

同时也加深了学生对动物的有关特征的印象，记忆比较深刻。

T: Yes. It’s a giraffe. Follow me, “

giraffe”

(Choose one line to read “giraffe” one by one. )

(Then stick the picture on the blackboard.) Ok, show

me

your finger. Let’s spell this word.

Ss: g-i-r-a-f-f-e (Write the word on the blackboard.) 设计意图：拼读单词时渗透自然拼读法，帮助学生有效记忆单词，使学生掌握学习方法。

panda: T: This animal is very fat and cute. It’s black and white. It has two round eyes. Ss: Panda. (熊猫)

T: Yes. It’s a panda. Have you ever seen a panda? Ss: Yes.

T: Where did you see it? Ss: At the zoo.(Use the same way to teach “panda”.) snake: T: Good. It has a long body, but no feet. It’s so horrible. What is it?

Ss: Snake. (蛇)

T: What sound do you think it makes? Ss: “Si, si, si…”(Use the same way to teach “snake”.) zebra: T: A tiger has stripes. What else has stripes? Ss: A zebra. (斑马)

T: What colour is the zebra?

Ss: It’s black and white. ▲

Practice

( 1 min )

T: What about this one?

Ss: Fish. Ss: Bird.

( Use the cards to practice these four words as fast as possible. ) 2.Sentences: Where does a

live? In a

. 设计意图：用身边的实际问题来引出本节课所要学的知识。

(1) Presentation

( 3 mins )

T: I live in China. Li Ming lives in China, too. Where do you live? Ss: In Shijiazhuang/China.

T: Yes. Well, What about the animals? Where does an animal live? (Write ”Where does a

live?” on the blackboard.) (Read “live” several times. Use the new animal words to

practice this pattern together.) (2) Listen to the tape .

( 5 mins ) 设计意图：带着问题去听录音，初步实现任务型教学的目的，同时巩固新单词和新句型的读音, 培养学生良好的听力技能。

T: Ok. Where do they live? Let’s listen to the tape and follow the tape to find the answers.

(The students read this text loudly.) Gs: Where does a panda live? Bs: In a forest. ( The teacher stick “panda” on the picture of forest.)

( The same way to practice “ snake, zebra , bird , fish “) 设计意图：把动物卡片摘下来贴入简笔画中很生动，直观。

(3)Let’s chant.

(2 mins)

Where does a panda live? Where does a panda live?

In a forest, in a forest. Where does a fish live? Where does a fish live?

In a river, in a river. Where does a bird live? Where does a bird live?

In a tree, in a tree. Where does a snake live? Where does a snake live?

In a hole, in a hole.

设计意图：“

chant”可以调节一下课堂气氛，学生的情绪也比较放松，又是对新知的总结。

(4) Pair work.

( 3 mins )

Ask Ss to help the animals to find their houses. S1: Where does a snake live?

S2: In a hole.

设计意图：第一个活动：帮动物们找家，这个活动既活跃课堂气氛，又扩大了知识范围，增加了难度。强调词组：

On a farm.

At the zoo.

(After finishing this part，let the whole class use the pictures to practice this dialogue with their partners.) 设计意图：小组对话可以培养学生的合作意识，提高学生的语言交际能力。

(5) Play a game.

( 3 mins )

There are many animal toys in a box. When someone picks up one toy and asks some questions, his partner should answer. If the answer is right, the teacher will give this toy to them.

e.g. S1: (Choose an animal toy) Where does a panda live? S2: In a forest. ( The teacher gives this toy to them.) Use the toys to make a dialogue. e.g.

T: Hello, I’m a panda. What’s your name?

S1: Hi, my name is zebra. T: Nice to meet you.

S1: Nice to meet you, too.

T: Where do you live?

S1: In a forest.

T: Can you fly? S1: No, I can’t.

T: Ok!

Goodbye.

S1: Bye.

(Choose several students to ask and answer.) 设计意图：第二个活动用给玩具的方法激发了学生表现的欲望。程度好的同学能用以前所学的知识对话，其余的学生也再次巩固今天所学的新知识。

(6) Gussing game.

( 3mins )

"动物乐园猜猜猜”。

全班分为两大组进行比赛。每组各出一名参赛选手，背对大屏幕。屏幕上出示动物图片，学生们进行描述（如该动物的特征、喜欢的食物、居住地等），两名选手抢答。又快又对者得分。

设计意图：第三个活动是整堂课的高潮，既锻炼了描述人的口语表达能力，同时也锻炼了猜词人的听力和判断能力。

Step III

Class closing

( 1 min )

Homework :

1. Make a chart. Write some places and animals that live there. Places

forest Animals

panda, tiger...