Story time教学设计模板

3B Unit 4 Where’s the bird?

教学内容:3B Unit 4 Where’s the bird? Storytime

教学目标:

1、能听懂、会读、会说日常用语desk,chair,bird,on,in,under,behind.

2、能听懂、会读、会说日常交际用语Where’s ——?It’s not here.It’s on/in/under/behind---

3、能正确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。

教学重难点:

1、能正确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。

2、能初步运用本课所学的词汇和日常用语谈论东西的位置。

教学过程:

Step1:Free talk

T:Good morning.

S:Is this your--?

T:What’s this/that?

S:It’s a desk/chair/bird---

T:What’s in my hand?

Guess?

T: Look at the bird.

S: How nice/beautiful!

T:Q1:Who is beautiful around of you?

Q2:Say some beautiful things(复习单词desk,chair,bird,beautiful) Step2:Presentation and practice

T: Where’s the bird?(不断变换位置放到桌子、椅子---不同位置然后放到树上)

S: It’s in the tree.

T:Where’s the apple?

S: It’s on the tree.

T: Maybe, this is an apple tree, we use “on the tree” for the apple, but “in the tree” for the bird.Why?

(大屏幕显示on the tree与in the tree的区别)

T: Birds are our friends. Trees are their home. Look, the bird’s friends are coming. I point you say.Where is it?

S: monkey → It’s in the tree

elephant →It’s behind the tree

rabbit → It’s under the tree

apple →It’s on the tree

T:请几组学生上台运用句型Where is it?It’s ---来进行操练

(设计意图:在对话操练过程中,学生不断地有新刺激、新发现,兴奋点不断地产生,提升学生的学习热情。看树周围的事物,让他们用方位介词in/on/under/behind回答Where is it,体验运用知识的成就感。)

T: Close your eyes.Open your eyes.Now the bird is flying away. Where

could the bird fly to?

S: It’s in/on/behind/under…

(设计意图:让学生运用自己所学习的语言知识,大胆地表达自己的想法:小鸟还可能飞去哪里呢?来预设故事的情节。给学生创造自主探究的机会,主动获取知识和信息。通过这样的教学过程,教师留给学生动口、动脑的时间多了,从而避免我们教师一味地为学生“扫清障碍”、“化解难点”,而是学生自身。)

T: The bird can fly here and there. It stops in many places.Take out your paper. Look at these pictures. Listen to the tape and write down the right order.

A.Listen and number

()()()() S: 1 3 2 6 4 7 5

(设计意图:此环节不是机械地执行教材,而是对教材内容创造性地进行加工,把教材中的语言知识重新置于鲜活的语言情境中加以解决。在此,

设计了一个作业练习，将课本的图片打乱顺序，让学生听录音标序号。这样的拓展，不仅让学生对所学知识点的灵活运用，也让现有资源得到充分利用和掌控。）

T: How many places does the bird fly to?

S: Five.

T: Watch the cartoon and write down your answer.

Where’s the bird?

B.Watch and answer: Where’s the bird ?

The first time(第一次）, it’s

The second time(第二次）, it’s

The third time(第三次）, it’s

The fourth time(第四次）, it’s

At last(最后),

S: It’s under the desk/ behind the door/ on the chair/ in the desk/ in the tree.

（设计意图：利用教材这个载体，从语篇中挖掘信息，找出小鸟分别飞到了哪里？层层深入，步步递进。鼓励学生大胆表达，使他们在轻松自信的学习过程中获得成功的体验，培养学生的自信心。）

Step3：Sing a song

Step4:Summary

T: Well done. Boys and girls, you’ve got so many little trees.Because

of you, the bird is very happy. Big hands for yourselves.

Step5.Homework:

1.Read the story with some actions and try to retell.

2.Use“Where”to ask questions and use “on/on/under/behind”. T: I want to tell you, love birds is everyone’s responsibility. We should protect them. Right?

S: Yes.

(设计意图:充分给学生体验、实践、参与创造的发展空间,提高学生综合运用语言的能力。把一次简单的作业当做是拓展学生思路、训练学生能力的契机。最后,对学生进行了保护动物的情感渗透,做到了寓教于乐。) T: Thank you,boys and girls. Goodbye!

S: Goodbye, Miss chen.