全英文四年级冀教版英语上册说课稿

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冀教版《小学英语》
Book3 Unit4 Lesson 29: Where Do They Live? 说课稿
Hello, everyone. It’s my great honor to be here and present my lesson, and the chance is the precious for me. Today I’ll talk about Lesson 29 in Book Three. I’ll prepare to say the lesson from five parts.
一、 Talking about analysis of the teaching marerial.
This Unit mainly talks about the animals at the zoo. In the lessons before, we have learned some animals and their characters.
The content of this lesson is to use the pattern “ Where does a live? In a .” to express the animals’ habitat, and to know four animal names.
二、Talking about analysis of the students.
Grade four is the initial stage of English learning, so it stresses on the emotion of Ss, and creating a well beginning for the Ss.
三、Talking about the teaching aims.
And according to the contents and the fact of the Ss, I establish the following teaching aims for this lesson.
First, the knowledge aims: the students can listen, read, and say the words: giraffe, panda, snake, zebra and the sentence patterns:
Where does a live? In a .
Second, the ability aims: To train the Ss abilities of working in groups and develop their abilities of communication by learning the useful structures.
Third, the moral aims: To train the Ss’ team spirit and enhance the Ss’ awareness of wildlife protection.
I think the most difficult point of this lesson is to make sure that they can use the new patterns to talk about their familiar animals.
四、Talking about the teaching methods.
And I will mainly use the PPT. to help me achieve the aims. The task-based method, communicated method, and group cooperate method will be used in this lesson.
五、Talking about the teaching procedure.
To accomplish the aims, I design the following steps:
(一) Class opening
At the beginning of the lesson, I’ll do some greetings. How are you? How’s the weather? How do you feel? Do you like games? Let’s play a guessing game. To imitate the Lucky 52, I’ll take the class into four groups. Each group selects a volunteer to guess the words. The volunteers will guess the right word by their group members’ right description. The most is the winner. This step can help the class review and apply their learned knowledge.
(二) New concepts
And next I’ll go on the new concepts. At first, I’ll lead the class to the forest by the ppt.. Then I will let them talk about this picture. What do you see? What animal do you see? Where is it? What does it have? In this part, the class can review more knowledge they’ve learned.
Then I’ll change another picture. In the picture, there also are pandas, giraffes, zebras and snakes. Telling them in the forest it has some other animals. First, I’ll introduce the “panda” with a riddle. Like this: It is white and black. It has two big black eyes and four legs. It lives in China. It likes to eat bamboos. What is it?
Then I’ll write the word “panda” on the blackboard and ask Ss to read and spell the word. Do the same with other words. (giraffe, snake and zebra.) In order to help the Ss remember the new words, I’ll let them play the game “What’s missing?”
After this, I’ll tell the class that everyone has a family. Animals also have their homes. By the ppt., I’ll make the class to know where the animals live. And express this topic with the new patterns: Where does a live? In a . Then I’ll lead them to talk about the animals. Such as panda, bird, snake, fish in pairs. In the practice, the class can master the new patterns more skillfully. After this, I’ll do some production , show other animals and help the Ss to talk about them. In this part, the Ss have the opportunity to use new and recycled language in creative ways.
(三) Consolidation
This time, I will arrange a game of “Heal the animals.” Show the animals in cages. Telling the class to heal the animal in the cage they must say out right patterns: “Where does a live? In / On a .” And I’ll lead a competition among the groups.
At last, the one who heals the most animal will be the winner. In this game, the Ss must apply the knowledge flexibly. And this action can train the Ss’ team spirit and enhance their awareness of wildlife protection.
(四) Listening practice and reading books
After this, I will let the Ss listen to N2 of this lesson. And do the exercise below while they’re listening. Then I’ll let them read the books. Our lesson must return the book, because the book is more important.
Then in the step 6, I’ll arrange a guide recruitment. The guide will introduce the scene of the forest, animals and their features and habitats fluently. In this part, I try to train their synthetic abilities of language using. And help them internalize the knowledge into their own language.
(五) Homework
Finally, I’ll arrange the homework: To draw your imaginative forest and talk about it with your friends or your family.
And this is my blackboard design.