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3BUnit 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on，in，under，behind，desk，chair，bird。(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. GreetingT: Good morning, boys and girls.S: Good morning, Miss Zhao .2. Sing a songWay: (1) T: Do you like singing? 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。) Step 2 Pre-reading1.Learn the new words “in, on, under”.Way: (1) 教师结合手势：This song abut three words. on, in, under. Look, it’s on (呈现单词) then teach: on用相同的方法教：in，under.Ss learn how to read them. (2) Drill the words: 师将手放在书的不同位置，让学生说出相应的句子。S: It’s in/on/under the book.2. Learn the word “bird”, “How beautiful!”Way: (1)T：Today, I bring you a new friend. It’s not a word, It’s a bird. 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）T: My bird likes flying. It can fly here and fly there. Look,第 1 页
Where is the bird? 播放小鸟飞走的动画，（引出Where’s the bird? Teach it.）S: It’s on the desk. (CAI呈现图片)4. Learn the new words “desk, behind, chair”. Way: (1) （接上步）T: Where is the bird ? (CAI呈现图片) S: It’s on the desk. (Ss learn the word“desk”.)(2) T: Where’s the bird ? (CAI呈现图片) S: It’s on the chair. (Ss learn the word“chair”.) (3)Chant(4) T: Where is the bird ? Guess?(CAI呈现图片) S: It’s behind the desk. (Ss learn the word“behind”.)Step 3 While-reading1.Lead-in.Way:师：There’s a beautiful bird in our classroom. There’s a beautiful bird in Mike’sclassroom .It likes flying too. Where’s the bird now? 播放小鸟飞走的动画, T: Let’s go and have a look. OK? 2. Watch and answer.Way: (1)T: Where’s the bird? Let’s listen and choose. (生观察图片再听录音标序号) (2) Check it.(3) Watch the cartoon ,CAI呈现Question,师生讨论引出并学习单词tree.3.Learn to say. Way: (1) Ss watch the cartoon and read after it (2)Read the dialogue after the tape sentence by sentence.(提醒学生注意人物语气和动作。) (3) Read a aloud (选择自己喜欢的方式读课文) (4) Check it.4.Act the dialogue.Way: (1) 生分组表演对话。(2)请几组学生上台表演对话5.Summary of the text.(生边说词组，师边根据学生所划的词组贴上板书)T: The bird is my friend , We should take care of the bird.(利用板书上的图片把它们组合成一个心形)Step 5.Homework 1. Read the dialogue 3 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： 本节课教学时我首先以歌曲导入新单词on, in, under,接着带给学生一个新朋友bird，以小鸟的飞翔的路线逐步引出单词desk，chair, behind,然后引出Mike的教室里也有一只爱飞的小鸟来教学Story time。整个课堂气氛比较活跃，学第 2 页
续努力。第 3 页
生们都有参与的欲望，大多数学生能通过生动的情景表演，提升了运用所学知识的能力。另外，在教学中，环节和环节之间的衔接我还是做得不够好，下次要注意环节之间衔接的过渡语。我觉要完完全全做到这些，我还要继
Where is the bird? 播放小鸟飞走的动画，（引出Where’s the bird? Teach it.）S: It’s on the desk. (CAI呈现图片)4. Learn the new words “desk, behind, chair”. Way: (1) （接上步）T: Where is the bird ? (CAI呈现图片) S: It’s on the desk. (Ss learn the word“desk”.)(2) T: Where’s the bird ? (CAI呈现图片) S: It’s on the chair. (Ss learn the word“chair”.) (3)Chant(4) T: Where is the bird ? Guess?(CAI呈现图片) S: It’s behind the desk. (Ss learn the word“behind”.)Step 3 While-reading1.Lead-in.Way:师：There’s a beautiful bird in our classroom. There’s a beautiful bird in Mike’sclassroom .It likes flying too. Where’s the bird now? 播放小鸟飞走的动画, T: Let’s go and have a look. OK? 2. Watch and answer.Way: (1)T: Where’s the bird? Let’s listen and choose. (生观察图片再听录音标序号) (2) Check it.(3) Watch the cartoon ,CAI呈现Question,师生讨论引出并学习单词tree.3.Learn to say. Way: (1) Ss watch the cartoon and read after it (2)Read the dialogue after the tape sentence by sentence.(提醒学生注意人物语气和动作。) (3) Read a aloud (选择自己喜欢的方式读课文) (4) Check it.4.Act the dialogue.Way: (1) 生分组表演对话。(2)请几组学生上台表演对话5.Summary of the text.(生边说词组，师边根据学生所划的词组贴上板书)T: The bird is my friend , We should take care of the bird.(利用板书上的图片把它们组合成一个心形)Step 5.Homework 1. Read the dialogue 3 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： 本节课教学时我首先以歌曲导入新单词on, in, under,接着带给学生一个新朋友bird，以小鸟的飞翔的路线逐步引出单词desk，chair, behind,然后引出Mike的教室里也有一只爱飞的小鸟来教学Story time。整个课堂气氛比较活跃，学第 2 页
续努力。第 3 页
生们都有参与的欲望，大多数学生能通过生动的情景表演，提升了运用所学知识的能力。另外，在教学中，环节和环节之间的衔接我还是做得不够好，下次要注意环节之间衔接的过渡语。我觉要完完全全做到这些，我还要继
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