Story time公开课教案

课堂教学设计

上课日期： 月 日

课

题

Unit 4 Where’s the bird? （共 6 课时）

第1 课时（Story time 、Song time）

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’教学目标

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。

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教学准备

教学重点：1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。2能初步运用本课所学的词汇和日常用语谈论物品的位置。教学难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。

1.多媒体课件 2.纸质小鸟 3.单词卡片

学生活动

学生在教师的引导下，欣赏英语歌曲in，on, under以积极的情绪投入的英语课堂中，并为本课的方位介词教学做铺垫。（4分钟左右）

再次播放歌曲，学生做动作一起唱

用纸折一只小鸟或画一只小鸟，运用直观教学手段，吸引学生注意力，激发学生学习兴趣。

新授单词bird，注意ir字母组合读音，可用skirt，T-shirt以旧引新。教师教学时运用示范读、跟读、个人读、小组读等方式操练新单词至少五遍，并根据学生朗读情况进行调整。

教师将小鸟摆放不同位置，引出介词on, in, under并教学。（4—5分钟）

做游戏时教师说ABC,学生背过身，教师将小鸟放置某学生课桌，让后说CBA让生转身猜小鸟的位置。学生在实际情景中，学习新单词desk，chair（3分钟）

教学过程

Step 1 Greeting &Warm up

1. Greeting 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in, on, under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.

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. （教师板书，并新授介词on）

T: Where’s the bird now? (把小鸟放在书下) S: It’s under the book.（教师板书，并新授介词under）

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) 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.

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 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

Can you tell the story? You can work in pairs. 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.

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 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

学生课文录音，选出小鸟在哪里，让学生对课文有一个大致了解。（2分钟）

学生看动画核对答案，加深对课文的印象，并通过动画对课文内容进一步理解。

此环节考验了学生学习和观察的能力，是对学生之前的听和看进行检验。第三次通过听和贴小鸟来加强对课文的理解。(播放课文录音, 学生两人合作完成)2—3分钟

播放动画并暂停校对，新授单词beautiful,及句型How beautiful! 并在课文中，巩固三个介词：in, on, under，并新授单词behind让生根据课文意思猜测词义。

老师把小鸟放在黑板上不同位置，带领学生一起复述做示范。再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（3—4分钟）

把歌词变为韵律诗，学生互相说一说再唱。复习单词friend, 新授单词little和all。(5分钟)

课堂教学设计

上课日期： 月 日

课

题

Unit 4 Where’s the bird? （共 6 课时）

第2 课时（Fun time &Sound time ）

1. 能熟练运用句型Where’s …? It’s on/in/under/behind… 进行对话。

教学目标

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]。

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教学准备

教学过程

Step 1 Revision

1. Sing the song T: Hello, boys and girls.

S: Hello, Miss Chen..

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?”

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？

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 …

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?

Ss: Where is the pencil?

S1: Is it in/on/under/behind the pencil box?

Ss: Yes./No.

学生活动

播放歌曲“Where is the bird?”，学生唱。复习歌曲，学生以积极的情绪投入学习。教师示范，指导学生将歌曲进行改编，以歌曲的形式复习本单元知识要点。（5分钟）

学生以配音的形式复习课文。（2分钟）

复习四个介词：on, in, under, behind，为FUN TIME做铺垫。并引出TIPS，指导学生理解其含义，自然引入Fun time。

引导学生看图说一说四幅图，先能正确运用四个介词，然后再板书游戏句型Is it in/on/under/behind the pencil box?并带领孩子读一读，再让孩子做游戏示范，为顺利开展游戏做准备。（3分钟）

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。

教师拿出一本书，一个书包，一个铅笔教学重点：1能通过游戏进一步正确运用介词on，in，under，behind。2能体会字母d的发音[d]。

教学难点：1能通过游戏进一步正确运用介词on，in，under，behind。2能体会字母d的发音[d]。

1.多媒体课件

2.

图字卡，自制卡片。

T: Good. And now let’s change this game a little bit. Look, what’s this?

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? Discuss in pairs. (学生讨论，反馈) Step 4 Task T: Look, this is another beautiful bird. Whose bird is this?

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.

T: Look! Who is her master? S: Mike.

T: Well done. You did a good job.

Homework

家庭作业

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。

盒和一只铅笔。让生用更多的物品进行游戏操练。（3分钟）

学生在掌握游戏要领后，教师组织小组内玩游戏，将操练面扩大。（3分钟）

由三个单词引出Sound time, PPT显示fly away的中文含义。教师示范读，学生跟读，小组读，个人读。并让学生说说句子的中文意思。数数句中d的个数，体会字母d的读音。学生朗读单词，并例举一些其他有相同发音规律的单词。（5分钟）

出示含字母d的单词和图片，让学生经过讨论根据图片挑选三个单词完成句子并朗读，加强对字母d读音的感知。（3分钟）

巧妙设计任务，让生在图画中找出房间里的物品从而得知小鸟的主人，运用图片操练本单元重点句型：Where is,,,? It’s on/in/ under/ behind…

教师根据学生回答，点出相关物品的位置：milk, ice cream, key, egg.由首字母组合成Mike，找到问题的答案，增加学习趣味性。（5分钟）

课堂教学设计

上课日期： 月 日

第3 课时（Cartoon 课

题

Unit 4 Where’s the bird? （共 6 课时）

time& Checkout time& Ticking time ）

1. 能理解Cartoon time部分的意思，并能配合此部分内容进行表达。

教学目标

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。

教学重点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能写下来。

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能写下来

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教学准备

教学过程

1.多媒体课件

2.

图字卡，自制卡片。

学生活动

以捉迷藏游戏开始本节课，既可以调动学生的兴趣，又为本节课Cartoon 教学做铺垫。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，操练句型：Where is…? Is he/she in/ on/ under/ behind…?(3-4分钟)

以游戏引出Cartoon, 学生带着疑问观看动画。（2分钟）

学生阅读卡通对话，教师指导朗读语气。

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) 教师指导朗读技巧后，PPT显示连环画，学生为连环画配话并汇报（6分钟）

对故事进行拓展，轮到Bobby 去找Sam会发生什么，请学生发挥想象力编编对话。（2分钟）

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? 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. 2. 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)

T: Now close your books. (PPT逐图显示) Who can be Sam/Bobby? T: Now read the story in pairs. (注意语气哦！) 3. 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) 4. 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?

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.

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) 2. 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. Try to 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 you with the spelling. 在写句子时有拼写问题需要老师帮助的，请举手！

Homework

家庭作业

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。（不会拼的单词查字典）

引导学生自我评价，并适时检验，对评价进行反馈。（5分钟）

利用多媒体，锻炼学生的听和说。（5—6分钟）

利用memory games让学生操练句子

Where’s the pencil case/ crayon/ book/ ruler/ rubber/ schoolbag?及答句。利用人机对话校对答案。（5分钟）

教师引导学生利用真实情景和已学知识描述教室内物品。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。（3分钟）

写写句子，指导学生完成填空，三个学生在黑板上写句子，并读出来展示。（3分钟）