Book Three.doc

1、Book ThreeUnit 4Lesson 29: Where Do They Live?一、 教材分析1 教学目标语言知识（1）能听懂、会说、会读词汇：giraffe, panda, snake, zebra（2）短语及句型：Where does a live? 语言技能(1)能识别简单的动物图片并会说其英语名称。(2)能用英语对动物的生存环境进行简单描述。情感态度在本课的教授过程中渗透热爱动物、保护动物的意识。2 教学重点掌握四种动物的名称。3 教学难点熟练使用以下句型进行交际：Where does a live? In a 二、教学准备单词卡片、动物玩具、多媒体课件、纸、水彩笔、录音机

2、、奖品贴画三、教学步骤Step I Class Opening（5 minutes ）1 Sing a song.2 GreetingT: Class begins! Hello, everyone!Ss: Hello, Miss Zhang.T: How are you today?Ss: We re fine, thank you!T: How s the weather today?Ss: It s fine.Step II New Concepts(20 minutes)1 What is it?T: A lovely day today, isn t it? I have good

3、news for you. We re going to visit the zoo. Are you happy? Ss: Yes!T: Today we ll learn a lesson about the zoo. Please tell me which lesson shall we learn?Ss: Lesson 29.T: OK! Now, Let s count from one to twenty nine.（教师同时写板书） T: Well, who can tell me what you can find in the zoo?Ss: Lions, tigers,

4、monkeys and ostrichesT: Oh, we can see so many animals. That s great! Now please look here. （出示动物头饰）S1: It s a wolf.T: Do you have a wolf?S1: No, I don t.T: Oh, don t worry. This wolf is for you!（S1 带上头饰 ）设计思路：本环节不仅帮助学生复习了以前学过的动物名称而且为新词的引入作了铺垫。T: Now here are many animals, and they are our good frie

5、nds! But look there, there is another friend. It is waiting to meet us. Let s look! What is it?Ss: Chang Jing Lu.T: Yes, it s a Chang Jing Lu, but in English it s a giraffe. Now please say after me, “giraffe”!Ss: Giraffe.T: Yes. How to spell it?（出示单词卡）Ss:“g i r a f f e”.T: What s this?Ss: It s a gir

6、affe.(介绍 panda, snake, zebra 同上)设计思路：小学生的思维以形象思维为主，新授词汇以图画卡片的形式呈现，形象生动，符合小学生的思维习惯，使他们产生浓厚的兴趣。 2 Where does it live?T: We meet so many animal friends. And would you like to go to the zoo with Danny? Are you ready? Let s go！OK？T and Ss: One, two, three, go！（师生同看多媒体课件）T: Look What s this?Ss: It s a gir

7、affe. (panda, snake, zebra)T: Where does it live?Ss: In a forest!T: Good job. Now, think about some questions like this.S2: Where does a panda live?S3: Where does a bird live?S4: Where does a snake live?T: Great! Let s answer the questions. Ss: In a forest. In a tree. In a hole.T: OK，let s make a di

8、alogue in pairs.Step III Consolidation(12 minutes)1 Listen and AnswerThe students listen to the tape and look at the pictures in the book, then answer the teacher s questions.2 Draw and Say(1)Talk about their favourite animals.(2)Draw their favourite animals.(3)Talk about their pictures. First in th

9、e groups then in the class. They can stick their pictures on the blackboard.eg. This is a It lives in a 3 Discussion(1)Do you like animals?(2)What can we do to protect animals? 设计思路：以小组合作练习的形式，创设情景，使学生使用所学句型自由地输出语言，培养学生的语言综合运用能力。开放式问题的设置，鼓励学生积极思考，并渗透热爱动物、人与自然和谐相处的意识。 Step IV Class Closing（3 minutes

10、）1 Make a summary with the class.2 Activity Book四、教学反思在 Where Do They Live? 这一课的备课和授课过程中，从以下几方面作了尝试：1 注重激发学生的学习兴趣。用“提问”的策略激起学生回答的兴趣；用“闲聊”的方式引起学生说话的欲望；用“画画”的技巧鼓励学生操练的热情；用“多媒体”的手段丰富学生的感觉刺激。2 坚持“以学生为中心” ，鼓励学生自主学习和自我探索。在课堂教学中尽可能发挥学生的能动性和主动性，培养其创造欲望。在学习了课文后，让学生画出自己最喜欢的小动物，编对话及进行简单的介绍。3 注意培养学生的协作精神。课堂教学的组织形式有小组活动和同桌活动等，从而让学生在团结协作，共同进步的氛围中学习。在开展“交际活动”时，学生又能与其他学生或教师开展“信息互补”的交际活动，从而锻炼了学生的协作精神。4 体现课堂活力。以参观动物园为主线，通过新颖的呈现新课的方法，多种多样的练习与操练形式，贴近学生学习与生活的课堂活动设计，能够让学生始终处在学习的“亢奋”状态，课堂活动的互动性增强，教学效果自然就好。