Story time教学设计(第一课时)

3B Unit 4 Where’s the bird? （第一课时）

Teaching contents

教学内容

Story time

Song time Teaching aims and learning objectives

教学目标

1. 能听懂、会读、会说desk，chair，bird，on，in，under，behind。

2. 能听懂、会读、会说日常用语Where’s …? It’s not here. It’s on/in/under/behind… 。

3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。

4. 能初步运用本课所学的词汇和日常用语谈论东西的位置。

5. 能正确演唱歌曲。

Focus of the lesson and predicted area of difficulty

教学重点和难点

教学重点：能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文内容。

教学难点：能初步运用本课所学的词汇和日常用语谈论物品的位置。

Teaching procedures

教学过程

Step 1 Greeting &Warm up

1. Greeting T: Hello, boys and girls. S: Hello, May. T: Nice to meet you. S: Nice to meet you, too. 2. Sing a song T: Do you like singing?

S: Yes. T: I like singing very much. Let’s learn to sing a new song. OK? S: OK.

T: First, listen and watch carefully. You may follow it if you want.

(播放歌曲一遍)

T: Do you like the song?

Now follow me. (老师带着学生用手势表示歌词内容，学生边唱边学做动作)

T: This time, let’s try to sing and do some actions together.

(再次播放歌曲，学生加上动作一起唱) Step 2 Presentation Play a game and learn the new words T: (手中拿着一只折起来的小鸟) Now boys and girls, look, what’s in my hand now? Guess!S: …

T: Look, it’s a bird. (板书bird)

Look, where’s the bird? (把小鸟放在书上) S: It’s on the book.

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T: Where’s the bird now? (把小鸟放在书下) S: It’s under the book.

T: Good! And where is it now? (把小鸟放在书里) S: It’s in the book.

T: Now let’s play a game with this bird. (老师让学生闭上眼睛后把小鸟放进课桌里) Where’s the bird? Guess!

S: …

T: Look, it’s in the desk. (板书desk，贴图，带读in the desk并示意)

Now let’s play this game again. (老师再次让学生闭上眼睛后把小鸟放到一把椅子上) Where’s the bird? Guess!

S: …

T: Look, it’s on the chair. (板书chair，贴图，带读on the chair并示意) Step 3 Story time 1. Listen and choose T: (老师再让学生闭上眼睛，然后把小鸟藏起来) Where is the bird now? Is it in the park? In the classroom? In the tree? Here is a story about the bird. Please listen carefully, and then choose the right answer.

(播放课文录音)

T: Where is the bird?

S: It’s in the tree.

T: Is it in the tree? Let’s watch the cartoon and check your answer.

(播放课文动画核对答案) T: Is the bird in the tree? S: Yes! 2. Listen and stick

T: The bird stops in many places. Look, it’s here and here. (PPT红圈显示1、7两幅图中鸟的位置) But look, in some of the pictures, we cannot see it. (小鸟分别飞到了哪些地方呢？请你们来贴一贴。) Now, please take out your working sheet. Let’s listen and stick the birds on the paper. Please work in pairs.

(播放课文录音, 学生两人合作完成)

T: Let’s watch the cartoon again.

(播放课文动画，在每个需要完成的画面上暂停核对) 3. Read the story

T: Finished? Now boys and girls, check your pictures. Let’s read the story together, OK? (出第一幅图) Picture1. Let’s read it together.

S1&S2: …

T: (出示小提示：注意读出故事中人物的情绪) Let’s try again.

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Beautiful means nice! (出中文意思，读beautiful和How beautiful!) T: And Picture 2, look, where’s the bird?

S: It’s under the desk.

T: Yes. It’s under the desk. (PPT出现单词卡under，读under）

Now who can read this? (PPT中出现对话) S1: Where’s the bird?

S2: It’s under the desk.

(继续每一幅图逐图教学：第二幅图教under，第三幅图教behind，第四幅图教It’s not here.，

第五幅图教on，第六、七两幅图教in)

T: OK. Now we have read the story together. Now open your books, turn to Page 13, and read the story by yourselves. (请打开书，同桌合作读一读全文) 4. Tell the story

T: You did a good job. Now, look at the blackboard. (拿出小鸟的图片) Look! A bird!

S: How beautiful!

(老师把小鸟放在黑板上不同位置，带领学生一起复述)

T: Where’s the bird?

S: It’s under the desk.

T: Now, it’s …

S: Behind the door.

T: Oh, It’s not here. It’s …

S: On the chair.

T: Where’s the bird now?

S: It’s in the desk.

T: Oh, look, now it’s ….

S: In the tree. T: It’s your turn now. Can you tell the story like this? You can work in pairs. (老师让同桌学生之间根据图片复述课文，请1至2组学生到黑板前复述）

Step 4 Sing a song 1. Say a rhyme

T: (拿出另外两只小鸟放在黑板的树上) Look, how many birds are there in the tree now?

S: Three. T: Yes. They are her friends. Try to say this rhyme. First read it in two. (把歌词变为韵律诗，学生互相说一说) T: Let’s try to say it together.

(教

little和all)

T: Say it all together again. 2. Sing the song T: This is a nice song. Let’s listen to it.

(播放歌曲动画)

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T: Can you try to follow it? (学生跟唱) T: Good! Let’s sing it with some actions.

(老师带学生边做动作边唱)

Homework

家庭作业

1. 听磁带，读故事5遍。

2. 用Where is …?It’s …

的句型来说说物品的位置。

3. 搜集一些on，in，behind，under这样的介词短语，说一说。

教学反思：

本单元的日常交际用语是围绕“询问地点”展开的，通过本单元的学习，要求学生能听懂、会说日常交际用语where’s

the……？

It’s……，并能熟练运用日常交际用语进行问答。根据这一教学目标，我这样设计本堂课：

教学一开始用Free talk 形式我跟同学复习了几个与本节课相关的单词，便于以后的呈现。然后引出自己的朋友Mike，通过通过Mike和同学们一起寻找小鸟，小学生的好奇心很强，这样的问题比较容易吸引他们的注意力。这个部分的作用一是要先渗透答句It’s in the。。。其二是引出句型Where’s the。。。？

现将本节课的成功和不足之处归纳如下，以促进我今后的英语教学：

优点：1.创设情景.我在对话中自然地引出本堂课的新授单词,在教授单词的过程中，不断结合新的句型和单词进行对话，最后，通过几种方式来巩固所学的知识，如玩游戏，chant等等，让学生在玩玩说说练练中结束本堂课。在此过程中用课件来穿插整堂课，辅助课堂教学。

2.单词教学时注意了词句相结合，做到词不离句，加强了语言的整体感知。

3.在课堂教学中设计了一些拓展训练，既丰富学生的信息量，也为今后的教学作一些铺垫。始终将活动贯穿于对话教学中，有效地提高了学生的注意力，激发了他们的学习兴趣。

缺点：在这节课中，新授单词之间的过渡衔接不够紧凑，没有进行深入的设计，有的地方甚至很牵强，有点机械式地教授完单词。同时，在操练单词或句型过程中，师生操练的比较多，生生操练的比较少，这样的话参与面还师不够广，老师做一次示范即可，剩下的时间让学生多练习，比如work in pairs这样的形式。另外，在本堂课中，教师的肢体语言不够丰富.

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