Story time名师教学设计1

Unit 4 Where’s the bird? 第一课时（总第______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 aids 教学准备：

教学准备：图字卡、自制的动物图片。

Teaching procedures 教学过程：

Step 1 Greeting &Warm up 1. Greeting T: Hello, boys and girls. S: Hello, teacher. 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 activies 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. 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. 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 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) T: Can you try to follow it? (学生跟唱) T: Good! Let’s sing it with some activies. (老师带学生边做动作边唱) 作业设计：

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。

板书设计：

Unit 4 Where’s the bird? Where’s …? It’s on/in/under/behind… 教学反思：

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第二课时

（总第______课时）

Teaching contents 教学内容

：Fun time Sound time Teaching aims and learning objectives 教学目标： 1. 能熟练运用句型 Where’s …? It’s on/in/under/behind… 进行对话。 2. 能通过游戏进一步正确运用介词 on，in，under，behind。 3. 能体会字母 d 的发音[d]。 Focus of the lesson and predicted area of difficulty 教学重点和难点： 教学重点：能通过游戏进一步正确运用介词 on，in，under，behind。 教学难点：能体会字母 d 的发音[d]。 Teaching aids教学准备： 教学准备：图字卡，自制卡片。

Teaching procedures 教学过程： Step 1 Revision 1. Sing the song T: Hello, boys and girls. S: Hello, teacher. T: (出示第一课时中的小鸟) Do you remember this little bird? S: Yes. T: Let’s sing the song “Where is the bird?” (播放歌曲，学生唱) 2. Change the lyrics T: We know the little birds are in the tree. Now can you change your words according to my picture? 你能根据图片改编歌词唱一唱吗？Now listen to me. (教师示范演唱第一段) T: Where, where, where’s the bird? It’s under the desk. The

little bird and all her friends are under the desk. T: Can you sing it like this? Now here are three more pictures from the text. (PPT出课文另外三幅图片) Sing them in your groups . S: (集体反馈唱歌 3 段) 3. Review the story T: Great! Now can you dub for the story? 你们能来给课文动画配音吗？ S: (集体给课文动画配音) Step 2 Fun time 1. Review the words T: OK. Now after the text, let’s review some of the new words. Can you read them? (PPT出示 4个介词) S: On, in, under, behind. T: Yes. They are the key words in this unit. And if you want to remember them very well, the games will help you. (PPT 出示 TIP）Try to follow me. S: Use games to help remember words. Here’s the Chinese meaning. T: Boys and girls, do you like games? S: Yes. 2. Play the game T: Great! Then let’s play a game together now. This is a guessing game. Look, here are four pictures. Look … (引导学生看图说一说四幅图) Ss: The pencil is in the pencil box, on the pencil box, under the pencil box and behind the pencil box. T: Yes. One of you comes to the front and guesses where the pencil is. You can guess like this. (板书游戏可用的句型) Who wants to try? (一位学生到讲台前背对屏幕，

教师选定一幅图后，由全班问，这

位学生来猜) Ss: Where is the pencil? S1: Is it in/on/under/behind the pencil box? Ss: Yes./No. T: Good. And now let’s change this game a little bit. Look, what’s this? (教师拿出一本书，一个书包，一个铅笔盒和一只铅笔) S: It’s a book/school bag/ pencil box/pencil. T: And now let’s play the game using them. Now close your eyes. (学生闭上眼睛,教师藏好铅笔) T: Now open your eyes. S: Is it …? T: Yes./No. 3. T: Now play this game in your groups. Remember to say——(再次提示黑板板书) (学生在小组内玩此游戏) Step 3 Sound Time 1. Say the sentences T: Good! It seems you play the games very well. And we have three more words in this unit, and that is——(PPT 出示 3 个单词) Ss: Desk, chair and bird. T: Good. And look, the bird is flying away. Where is it now? (PPT显示 Sound time 图) Oh, it’s here. T: Look, the boy is saying something. Can you try to read? S: Bird, bird, don’t fly away. (PPT 显示 fly away的中文意思) T: Good! And can you read this? Read in pairs. S: Bird, bird, don’t fly away, stand on my desk and be my friend, OK? T: Can you tell us the Chinese meaning? S: …

2. Read the words T: How many Ds can you find? 在这句话中你能找到几个含有字母 D的单词？ S: Seven. T: Can you read them all again? S: 再读7 个单词 (学 stand 的意思) T: Now can you tell us the sound of the letter “d”? S: [d]. T: Good! Now read them like this: d, d, desk, d, d, stand … (学生读单词) T: Can you find more words like them? Discuss in your groups now. S: (学生列举，教师板书) T: Yes. And here are some words with the sound [d], can you read them? (PPT显示单词，学生读) T: And can you choose three of them to complete this sentence? 你能根据这幅图挑选三个单词

完成句子吗？Discuss in pairs. (学生讨论，反馈) Step 4 Task T: Look, this is another beautiful bird. Whose bird is this? 你们知道她的主人是谁吗？ S: No. T: Well, if you want to know, you’ll have to find four things in a room. (PPT显示要找的东西的单词) S: Milk, egg, ice cream and key. T: Yes. Please remember to use “Where’s …? It’s…” (PPT 显示图) Work in pairs, please. S: Where is the milk? S: It’s on the desk. S: Where is the ice cream? S: It’s behind the car. S: Where is the key? S: It’s under the table. S: Where is the egg? S: It’s on the chair.

(教师根据学生回答，点出相关物品的位置) T: Look! Who is her master? S: Mike. T: Well done. You did a good job. 作业设计：

1. 读 Fun time 对话，听磁带复习 Sound time。 2. 模仿 Fun time 用 Where is …? It’s … 的句子来做一做游戏 3. 自己设计不同的游戏复习学过的单词。 板书设计： Unit 4 Where’s the bird? Where’s …? It’s on/in/under/behind…

教学反思：

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第三课时（总第________课时）

Teaching contents 教学内容：

Cartoon Time

Checkout time Ticking time Teaching aims and learning objectives 教学目标： 1. 能理解 Cartoon time 部分的意思，并能配合此部分内容进行表达。 2. 能对照 Ticking time 的三个目标进行客观的自我评价。 3. 能综合运用本单元学到的单词和句型谈论自己身边事物的位置。 4. 能初步把自己表达的内容在老师的帮助下写下来。 Focus of the lesson and predicted area of difficulty 教学重点和难点： 教学重点：能理解 Cartoon time 部分的意思，并能配合此部分内容进行表达

教学难点：能综合运用本单元学到的单词和句型谈论自己身边事物的位置并

Teaching aids 教学准备

：图字卡，自制卡片等

Teaching procedures 教学过程： Step 1 Warm up Hide-and-seek T: Hello, boys and girls. S: Hello. T: How are you today? S: Fine, thanks. T: Boys and girls, today let’s play a game. It’s called hide-and-seek. (PPT 显示游戏名和使用的句子) T: Who wants to hide first? (挑选两到三个学生和全班玩，第一次老师问，第二次学生代替老师)

Step 2 Cartoon time 1. Watch the cartoon T: Boys and girls, do you like this game? S: Yes. T: Well, we have two friends. They like this game, too. (PPT显示cartoon time P1) Look, who are they? S: They are Bobby and Sam. T: Yes. They are playing hide-and-seek, too. Bobby hides and Sam seeks, right? So where is Bobby? Let’s watch the cartoon. (播放动画) T: (停在最后一个画面) So where is Bobby now? S: It’s on the table. T: Who wins? 谁赢了呢？ S: Sam. Read and say T: Yes. Sam wins. Now please open your books and read this story. It’s on your book, Page … When you are reading, try to remember what they say. (阅读 cartoon time 部分，记一记每一幅图中的对话) (学生阅读 Cartoon time) T: Now close your books. (PPT 逐图显示) Who can be Sam/Bobby? S1: One, two, three … S2: Where’s Bobby? S3: Ah, he’s behind the door. (指导兴奋的语气) S4: OH, it’s not Bobby. (指导失望的语气) S5: Where’s he? S6: Wow! A cake! (指导兴奋的语气) S7: Ha! Ha! Here you are, Bobby! (指导得意的语气) T: Now read the story in pairs. (注意语气哦！) Do the dubbing

T: Now can you dub for the whole story together? 你们能为这个故事配音吗？ S: Yes. (动画角色扮演 Sam配音) Act the dialogue T: Sam wins. So, it’s Bobby’s turn to seek Sam. What happens now? Can you imagine their words and act it out? (PPT 显示连环画，学生为连环画配话并汇报) Step 3 Ticking Time & Checkout time 1. Self assessment T: Boys and girls, I think you did a good job just now. But did you do a good job for the whole unit? Let’s check it out. Look! (PPT 显示 3 个目标及中文) We have three targets in Unit 4. They are … S: I can use “where” to ask questions. S: I can use “in”, “on”, “under” and “behind”. S: I know the sound of the letter “d”. T: You can see the Chinese meaning here. So now it’s your ticking time. Please open your books and turn to Page 29 and tick it. T: Finished? Who gets three stars? (部分学生举手) T: OK. Now can you ask some questions using where? (问几个学生，学生问问题) T: And the next one, who gets three stars? Well, let me check. (把东西放在某处) Where’s …? （检验几个学生） T: And the third one, who gets three stars? Well, can you remember any words with the sound [d]? (检验几个学生) 2. Listen and draw

T: OK. Stop. Now it’s checkout time. 让我们通过练习来检查自己是否真的达到了目标。Open books on Page 29—Checkout time. A Listen and draw. Let’s listen and draw on the book. Take out your pencils and rubbers. Ready? Go. (利用课件进行听和反馈) 3. Look, find and say T: Books closed. After the exercise, let’s play a memory game. I’m going to show you a picture, and you have 5 second to remember where things are. (下面是一个记忆游戏，5秒钟记住图中物品的位置) Ready? (学生5 秒钟看图） T: Now here are the questions. Ask and answer in pairs, and I will show you the right answers later. (学生同桌互相问答) T: Now let’s check if you have the right answers. (利用课件进行人机对话) Step 4 Task 1. Talk about the things in the classroom T: Boys and girls, you’ve learnt very well in Unit 4. Let’s see if you can use them very well. It’s time to talk about some real things, like the things in this classroom. T: What can you see here? S: … T: Well, let’s talk about the things her, OK? Here’s what you can say. (PPT 显示句子) (小组内互相问答，并请 2 至3个同学做老师向全班提问, 老师再总结成陈述句) Write about the things in the classroom T: Now it’s time to write about the things in the classroom. Here I have three examples. finish them now. T: Now it’s your turn to write. If you need any help, just put up your hands, and I will help with the spelling. 在写句子时有拼写问题需要老师

帮助的，请举手！(三个学生在黑板上写句子，并读出来展示) 作业设计：

1.读 Cartoon time 对话 5遍。 2.如果 Ticking time 没有达到 3 颗星要求，有针对性的进行改进练习。 3.和会说英语的家人或朋友谈一谈身边物品的位置，试试写下来。（不会拼的单词查） 板书设计： Unit 4 Where’s the bird? on in under behind Bird, bird, don ’t fly away. Stand on my desk, And be my friend, OK? 教学反思：

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