Story time名师教学设计1

课题

Unit4 Where’s the bird?

课

型

Story time Song time 教学目标

及

重点难点

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、会说日常交际用语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交际用语谈论东西的位置。

5 能正确演唱歌曲

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交际用语谈论物品的位置。

教学准备(含资料辑录或图表绘制)

Unit 4 Where’s the bird?

板

书

设

计

A: Where’s the bird?

B: It’s under the …

on

behind

in

I

It’s not here.

课件、单词图片等

1. 提升句型的功能性，where’s …? It’s…是本节课的难点，方位介词on 和in 是学过的，用旧知激活新知。除了让学生知道介词的读音，还要准

教

后

记

确知道介词的意思。

2. 在教学环节的顺序性上，体现出重复和目的性不强的问题，对于课文的学习，从句子到情景，让学生充分体会，听，排序，核对，层层递进，在帮助学生理解课文的基础上，尽可能多的减轻背诵课文的压力。

3. 唱歌的开头要更多的问候，衔接，最后拓展环节，提升句子的语用性，情境性。

内

容

Step 1 Greeting

Step 2 Presentation

教

学

过

程

设

计

1. Greeting

T: Class begins. Ss: Stand up. T: Good morning, class. Ss: Good morning, Miss Li.

2. Sing a song T: First, let’s listen to a song. Before that ,follow me. 教学on，

in，

under手势

T: Do you like it?, Listen again. You may follow it if you want. (播放歌曲) T: Now, follow me. 增加问候语，让歌曲开头不再突兀。

(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 sing and do some actions together. (再次播放歌曲，学生加上动作一起唱)

1. Play a game and learn the new words T:Guess

what’s in my hand?

教师将橡皮，尺子，放在手中。

T：

where’s the…? 多次变化教学方位介词

T: close your eyes. 教师出示bird。

Ss: It’s a bird. 带读纠正读音

brid T: Is it beautiful? Ss: Yes, it is. T: How can we praise it? 教学

How beautiful! 带读纠正读音

操练句子：

Look!

A bird. How beautiful!

T: （手中拿着一只折起来的小鸟）Look, the bird is in my hand, let’s play a guessing game! Look, where’s the bird? （把小鸟放书下）

备

注

Step 3 Story time

S1: It’s under the book.

T: Where’s the bird now? （把小鸟放书上）

S2: It’s on the book. T: And where is it now?

（把小鸟放书里）

S3: It’s in the book.

T: Now close your eyes. (教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.

带读in the desk并纠正读音

T:Now let’s play this game again.

(教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.

带读on the chair并纠正读音

巩固练习

on/ in /under/ desk/ chair…

T: where’s the bird? It’s not here. He flys away. He flys into a classroom.

1. Watch and answer T: The bird is not here, now. Where is the bird? Here is a story about the bird. Let’s watch it carefully, then find out the answer T: Where is the bird?

S: It’s in the tree. （播放课文动画核对答案）

T: Is the bird in the tree? S: Yes!

2. Listen and order T: The bird stops in many places. In these pictures, we can not see it.

（播放课文录音,排序）

3. learn to say

T: Now boys and girls. Let’s try to say the story,ok?

单独出示每一幅图，再次教授图1-7 T:（出示小提示：注意读出故事中人物的情绪。）

图2 教学示范：

T: where’s the bird?

S: It’s under the desk.

T: Now, I’m Mike. You are Liu Tao. Where’s the bird?

Step4

Consolidation

Step5 Song time

Ss:It’s under your desk. （PPT出现单词卡under, 读）

Listen and repeat. (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)

Reading time：

1.Read together 2.Read by yourself. 3.Read in groups 4. Act it out.

Retell the story T: Let’s try to retell the story.

(拿出小鸟的图片) Look! A bird!

S: How beautiful! (教师拿出小鸟和相应的单词卡片贴在黑板上带领学生一起复述) 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.

Work in two：

学生根据图片复述课文，请学生到黑板前展示

Try to say: 展示图片，两人一组，运用句型，一问一答

T: Look, there are three little birds, where are they now? Ss: They are in the tree. Say a rhyme: T

T: Can you try to follow it? （学生跟唱）

T: Good！Let’s sing it with some actions.

（带学生边做动作边唱）

教学

little 、all

带读纠正读音。

内

容

修改1 Step 1 Greeting

Step 2 Presentation

教

学

过

程

设

计

1. Greeting

T: Class begins. Ss: Stand up. T: Good morning, class. Ss: Good morning, Miss Li. 修改：

教学under 和behind, desk和chair T: where’s my box?

Ss: it’s on the desk.

T: where’s your schoolbag?

S: it’s on my chair. 同桌两人操练句型：where’s…?

It’s….

T: we are in a room. 教学bird，

how beautiful！

2. Sing a song T: First, let’s listen to a song. Before that ,follow me. 教学on，

in，

under手势

T: Do you like it?, Listen again. You may follow it if you want. (播放歌曲) T: 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 sing and do some actions

together. (再次播放歌曲，学生加上动作一起唱)

2. Play a game and learn the new words T:Guess

what’s in my hand?

教师将橡皮，尺子，放在手中。

T：

where’s the…? 多次变化教学方位介词

黑板上呈现，帮助理解

同桌两个人练习句型，用身边的文具

板书where’s…? It’s…

Memory time 再次复习巩固句型，提升句型的功能

Step 3 Story time

性，where’s …? It’s…

T: close your eyes. 教师出示bird。

Ss: It’s a bird. 带读纠正读音

brid T: Is it beautiful? Ss: Yes, it is. T: How can we praise it? 教学

How beautiful! 带读纠正读音

操练句子：

Look!

A bird. How beautiful!

T: Where’s the bird?

Today，we will learn unit4 where’s the bird?

1.Listen and order 2. Watch and check T: Where is the bird?

S: It’s in the tree.

（播放课文动画核对答案）

3T: Now boys and girls. Let’s try to say the story,ok?

单独出示每一幅图，再次教授图1-7 遮挡住关于小鸟位置的句子

T:（出示小提示：注意读出故事中人物的情绪。）

图2 教学示范：

T: where’s the bird?

S: It’s under the desk.

T: Now, I’m Mike. You are Liu Tao. Where’s the bird?

Ss:It’s under your desk. （PPT出现单词卡under, 读）

最后一幅图，区分

on the tree 和

in the tree 给出learning tips Listen and repeat. (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)

Reading time：

Step4

Consolidation

Step5 Song time

1.Read together 2.Read by yourself. 3.Read in groups 4. Act it out.

Retell the story T: Let’s try to retell the story.

(拿出小鸟的图片) Look! A bird!

S: How beautiful! (教师拿出小鸟和相应的单词卡片贴在黑板上带领学生一起复述) 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.

Work in two：

学生根据图片复述课文，请学生到黑板前展示

T: Look, there are three little birds, where are they now? Ss: They are in the tree. Say a rhyme: T

T: Can you try to follow it? （学生跟唱）

T: Good！Let’s sing it with some actions.

（带学生边做动作边唱）

教学

little 、all

带读纠正读音。