Story timePPT及专用教学设计内容

Unit 4

Where’s the bird?

第一课时（Story time）

Period 1 一、教学内容

Unit4 Where’s the bird?

(Story time)

二、教学目标：

（一）知识目标：

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… 。

（二）能力目标：

1. 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表演课文。

2. 能跟唱歌曲。

（三）情感目标：

学会用优美的语言去称赞一切美好的人、事或物。

三、教学重点：

1、句型: Where’s …? It’s …理解和准确掌握。

2、介词: in, on, under, behind的理解和准确使用。

3、能正确熟练地运用: Where…？句型询问物品的方位。

4、能正确地理解并朗读对话内容，在教师的引导和帮助下表演课文内容。

四、教学难点：

1、chair, under, behind的准确朗读。

2、Where’s …? 句型的理解和掌握。

五、课前准备

1、教具：多媒体，挂图，卡片，录音机

2、板书：写课题

Unit 4

Where’s the bird?

六、教学过程

教学步骤

教学活动名

称

活动组织

活动目的

活动时间

学生运用已学

语言进行free talk，培养学生良好的口语表达能力(3’)

以第一、二单元学习的内容自然引入本单元的新授单词

(4’)

二次修改

1.Warming Greeting

up Enjoy the

song “In the

2.Presentation

Step 1 Warm up 1.Greeting T: Good morning, class. Ss: Good morning, Miss/Mr…

T: How are you? S: I’m fine, thank you. And you?

T: I’m fine, too. Sit down, please. classroom”

2.Enjoy the song “In the classroom”

3. Free talk : There are many things in the classroom. Let’s look Free talk

and say.

T: What’s this? / What’s that?

S: It’s a …( blackboard/ door/ book/ pen/ rubber… )

T: Is this/that your …?

S: Yes, it is. / No, it isn’t.

Look and Step 2 Presentation learn 1、Before reading

1) 接上面学习教室物品：What’s this? Do you

know?

It’s a desk.

Teach: desk, d-e-sk

T: There are many desks and chairs in the classroom.

用肢体语言让学生了解这句话的意思。

2)

Teach: chair 注意air的发音

教师放慢速度示范发音，突出air的发音，指导全

班跟读—大组跟读—两人操练

3.New teaching

watch learn

Step 3 New teaching

1. Story time教学

(1)看动画，整体感story time，（教授bird, beautiful）

a) T：Look, the students are in the classroom. What happened in the classroom now? and Let’s watch the cartoon! b) Answer questions after watching the cartoon.

T: Who is coming to the classroom? Ss: A bird is coming. Teach: bird

突出ir的发音，ir—bir—bird 学生边做鸟的动作边说bird, a red bird, a …bird

c) T：Do you like the bird? Is it nice?

Ss: Yes. 引导学生用新学T: Yes, it’s very nice. It’s very beautiful.

的语言“How Teach: beautiful 漂亮的

(注意指导学生的发音，beautiful！”去赞可以分音节教授: beau- ti- ful) 美小鸟，也可同d) The bird is beautiful. Look at the bird!

时复习一下旧知We can say :( S: How beautiful!)

“How nice!”,Teach: How beautiful! “It’s nice!”(3’)

e) 出示在一只漂亮的鸟，在不同位置出现。

P1 T: Look at the bird! S：How beautiful! P2: T: Look! A bird! S: How beautiful! (操练四—五幅图，

后两幅可以同桌说一说) (2) Where’s the…?

The bird is in the classroom, it stops many places. Where’s the bird?

a) Teach: “where” 在哪里，

以问题“Where’s the bird?”引出课

“where’s the bird?”(领读数遍) b) Try to circle (看第二遍动画,圈图片) A on the desk

B under the desk

C behind the door

D

on the chair

E

behind the chair

F

in the desk

G under the chair (3) Learn the location a)

T: Where’s the bird?

S: B.

题教授。(2’)

T: It’s under the desk

Teach: under 在…下面

小鸟在教室的什

under the desk 在桌子下

么地方停留过？同法教

behind, behind the door/ on, on the chair/ 为学生牵出了一in, in the desk,

( 注意behind, under的发音示范根清晰的主线,能到位，特别是双元音的发音，一定要放慢速度让够便于学生记忆学生模仿准确

)

文本,加深印象。b) Try to say (9’)

S: It’s…

出示四个词组，

读一读

( 打乱顺序

)

under the desk 在课桌下面behind the door 在门后

on the chair

在椅子上

in the desk

在课桌上

教学语言：要求学生根据小鸟所停位置的顺序给

上面的词组排序)

(4)T: There are many desks and chairs in the

classroom. Whose desk and chair does it stop? Read

it by yourself, then underline the main sentences.

Ss: (在书上找出关键句)

Pic 2：It’s under your desk.

Pic5：It’s on your chair.

T: Where’s the bird?

read learn

Pic 6: It’s in my desk.

a)

T: Whose desk is it?

S: It’s Mike’s.

T: It’s under Mike’s desk. How did Liu Tao say?

S: It’s under your desk. (领读数遍) and b)

T: Whose chair is it? S: It’s Su Yang’s.

T: It’s on Su Yang’s chair. How do you know?

S: It’s on your chair. (领读数遍)

c) T: The bird is in the desk now, whose desk is it?

S: It’s Mike’s.

T: What did he say？

S: It’s in my desk.

d) T: Is the bird in the desk at last(最后)？Let’s

watch again!

T: No, it’s not in the classroom. Where is it?

Ss: It’s in the tree now!

Teach: tree , in the tree (比较一下

in the tree 和on

the tree 的区别) in the tree 在树上（后来到树上去的）

on the tree 在树上（本来就长在树上的）)

2. Practise 多遍朗读，培养1、Read after the tape. (教师指导朗读方法.) 正确语音语调2、Read after the tape again. (请读得好的S示范) (6’)

3、Read after the teacher. (不熟练的句子多读几遍)

4、Ss read it. (2分钟自己读一读课文)

5、Read it together.

6、Let’s act：

让学生表演故事(1)教师，学生分角色朗读。(2) Dubbing and act.

能让学生体验到

(3)学生四人一组小组操练。(4)学生展示。

英语的趣味性

4.Consolidation

5.

Homework

Notes:

Step 4 Consolidation 1. 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）

2、Sing a song: T: OK，class. Let’s enjoy a song now.

欣赏歌曲

：Where’s the bird?

3、教师示范书写单词：bird, in, on…

Homework：

1、抄写单词

2、听录音，指读对话5遍，注意模仿录音中的语音语调。

(9’)

复习巩固，练习和书写相结合（4’）