Story time教学设计一等奖

Unit 4

Where’s the bird?

（Period 1）

一、教学内容：Story time

二、教学目标：

1.知识目标：

(1) 能听懂、会读、会说单词desk，chair，bird，on，in，under，behind. (2) 能听懂、会读、会说句型Where’s …? It’s on/in/under/behind…

(3) 能听懂、会读、会说日常交际用语It’s not here. How beautiful! 2.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表演课文内容。

(2) 能初步运用本课所学的方位词和日常用语谈论东西的位置。

3.情感目标：

(1) 通过对话表演，激发学生学习英语的兴趣，培养学生的综合语言运用能力。

(2) 通过小组表演对话，培养学生的合作精神和创新能力。

三、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表演课文。

四、教学难点：

1.能初步运用本课所学的词汇和日常用语谈论物品的位置。

2.单词bird，chair, behind 的正确发音。

五、教具：多媒体课件、图片、单词卡、头饰

六、教学过程：

Step1 Greeting &Warm up

1. Greeting T: Good morning, boys and girls. S: Good morning, Miss Yang. 2. Sing a song Way: (1) T: Let’s sing a song “On in under”. OK? S: OK.

(老师带着学生用手势表示歌词内容，学生边唱边做动作。)

(2)再次播放歌曲，学生加上动作一起唱. Step 2 Pre-reading 1.Learn the new words “in, on, under”. Way: (1) 师拿出歌曲中出现的小虫子放在不同的位置，边放边说：

Look, it’s in/on/under my nose/ear.

呈现单词in, on, under, Ss learn how to read them.

(2) Drill the words: 师将铅笔放在不同的位置，让学生说出相应的句子。

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S: It’s in/on/under the book/box. 2. Learn the word “bird”, “How beautiful!”

Way: (1)T：Look, the pencil is in the box. There’s a box, too. What’s in the box?

CAI呈现一只鸟，引出单词“bird”,Ss learn how to read it.

(2) T：Look at the bird.

引导学生回答：

How beautiful！Teach and drill it. 3. Learn the new sentences “Where’s the bird? It’s …”.

Way:(1) （接上步）播放小鸟飞走的动画，

T: Where is the bird?

（引出Where’s the bird? Teach it.）

S: It’s on the blackboard. (CAI呈现图片) 4. Learn the new words “desk, behind, chair”.

Way: (1)T: Where is the bird ? (CAI呈现图片)

S: It’s under the desk. (Ss learn the word“desk”.) (2) T: Where is the bird ? (CAI呈现图片)

S: It’s behind the desk. (Ss learn the word“behind”.) (3) T: Where is the bird ? (CAI呈现图片)

S: It’s behind the chair. (Ss learn the word“chair”.) (4) T: Where is the bird ? (CAI呈现图片)

S: It’s on the window.

Step 3 While-reading 1.

Lead-in. Way: 播放小鸟飞走的动画,师问：Where’s the bird now?

T: Maybe it’s… (让学生猜一猜小鸟在哪儿) 2. Watch and answer. Way: (1)T: Where’s the bird? Let’s watch the cartoon and catch the answer.

(2) CAI呈现Question,师生讨论引出并学习单词tree.

(3)Ss watch the cartoon and choose the correct answer，then check it. 3.Listen and number. Way: (1)T: Before the bird flies to the tree, it has traveled to many places, Look at the pictures on your paper carefully. (生观察图片)

(2)Ss listen to the tape and number the pictures.

(3)Check the answers. 4.Learn to say.

Way: (1) Read the dialogue after the tape sentence by sentence. (提醒学生注意人物语气和动作。)

(2) 配上动作，再读一遍课文。

Step4. Post-reading

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1.

Read and underline Way: (1)Ss read the dialogue by themselves. Then underline the phrases about the places that the bird has gone to. (2)Get individuals to read the dialogue in roles.

(3) Get individuals to read the phrases. (生边说词组，师边根据学生所划的词组贴上板书) 2.Recite the dialogue.

生根据板书提示集体背诵课文。

3.Act the dialogue. Way: (1) 生分组表演对话。

(2)请几组学生上台表演对话。

4.Practice.

Way: (1)CAI播放小鸟飞走的动画，师说:Where’s the bird now?(拿出一只小鸟) Look, it’s here, in our classroom. There are many birds in our classroom. Can you find them and tell me where it is?

(生找到后说：It’s in/on/under…)

(2)学生两人一组，将小鸟放在不同的位置，编演对话。（提醒学生注意对话的完整性。）

Step 5.Homework

1. Read the dialogue 5 times, try to retell the story. 2. 用Where is …?It’s …

的句型来说说物品的位置。

板书设计：

Unit 4 Where’s the bird?

七、教学反思：

3 Where’s the bird?

本节课教学三年级下册Unit 4 的Story time.首先以歌曲导入新单词on, in, under,接着以bird飞翔的路线逐步引出单词desk，chair, behind,然后再由小鸟飞入Mike的教室引出课文，最后以小鸟飞入我们的教室来操练句型。教学中强调故事的整体呈现和对话的模仿表演，最后通过生动的情景表演，提升运用所学知识的能力。教学时要注意时间的合理分配，表演时注重对话的完整性。

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