马辉教学设计

1、Unit 4 Wheres the bird?（第一课时）Teaching contents 教学内容Story time Song timeTeaching aims and learning objectives 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、会说日常用语Wheres ? Its not here. Its 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。5. 能感受歌曲的美感。Fo

2、cus of the lesson and predicted area of difficulty 教学重点和难点教学重点：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用语谈论物品的位置。Teaching procedures 教学过程Step 1 Greeting &Warm up 1. GreetingT: Hello, boys and girls.S: Hello, May.T: Nice to meet you.S: Nice to meet you, too.2. Free talk and learn “beau

3、tiful”T:Look at my pencil case.S:Its nice./Nice./Its great.T:Thank you,I think my pencil case is very very beautiful.You can say “How beautiful”(幻灯片呈现单词并加动作学习。)【设计意图：通过会话交流引出3A学过的赞美之意句型，.如：Its nice. /Nice./Its great.从而自然引出How beautiful.的学习，让学生能模仿老师的神情动作认识到各赞美之意的程度区别，为下面的课文学习做铺垫。】

4、3. Sing a song T：Do you like my pencil case？ S：Yes. T：Do you like singing？(教师唱3A学过的的歌曲“We are singing.We are dancing.”勾起学生对sing的理解进而能理解Do you like singing？) S：Yes. T: I like&#

5、160;singing very much. Lets learn to sing a new song. OK? S: OK.【设计意图：此处引用的歌曲是通过互联网搜到的，歌曲的内容恰巧和本节课知识内容相关，所以此环节首先通过让学生先听歌，再教会学生on，in，under的手势位置，最后再让学生跟唱歌曲，明白歌曲其中的含义，有效地为下面课文重点的学习奠定了基础。】Step 2 PresentationPlay a game and learn the new wordser

6、y T: (手中拿着一只折起来的小鸟) Now boys and girls, look, whats in my hand now? Guess!S: T: Look, its a bird. (板书bird) Look, wheres the bird? (把小鸟放在书上)S: Its on the book. T: Wheres the bird now? (把小鸟放在书下)S: Its under the book.T: Good! And where is it now? (把小鸟放在书里)S: Its in the book. T: Now lets play a game wit

7、h this bird. (老师让学生闭上眼睛后把小鸟放进课桌里) Wheres the bird? Guess! S: T: Look, its in the desk. (板书desk，贴图，带读in the desk并示意) Now lets 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) Wheres the bird? Guess!S: T: Look, its on the chair. (板书chair，贴图，带读on the chair并示意)【设计意图：通过上个环节对on，in，under的渗透，此环节利用bird图片，把其放置相

8、应位置，让学生尝试学说Its.句型，为Story time的学习进行了预设。】Step 3 Story time1. Listen and chooseT: (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?

9、 S: Its in the tree. T: Is it in the tree? Lets watch the cartoon and check your answer.(播放课文动画核对答案)T: Is the bird in the tree?S: Yes!2. Listen and stick T: The bird stops in many places. Look, its 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

10、？请你们来贴一贴。) Now, please take out your working sheet. Lets listen and stick the birds on the paper. Please work in pairs. (播放课文录音, 学生两人合作完成) T: Lets 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)【设计意图：通过上个环节对on，in，under的渗透，此环节利用bird图片，把其放置相应位置，让学生尝试学说Its.句型，为Story time的学习进行了预设。】3. Read the sto

11、ry T: Finished? Now boys and girls, check your pictures. Lets read the story together, OK? (出第一幅图) Picture1. Lets read it together. S1&S2: T: (出示小提示：注意读出故事中人物的情绪) Lets try again. Beautiful means nice! (出中文意思，读beautiful和How beautiful!)T: And Picture 2, look, wheres the bird?S: Its under the desk.

12、T: Yes. Its under the desk. (PPT出现单词卡under，读under）Now who can read this? (PPT中出现对话)S1: Wheres the bird?S2: Its 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Its 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 sto

13、ry by yourselves. (请打开书，同桌合作读一读全文)4. 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: Wheres the bird? S: Its under the desk. T: Now, its S: Behind the door. T: Oh, Its not here. Its S: On the chair. T: Wheres t

14、he bird now? S: Its in the desk. T: Oh, look, now its . S: In the tree.T: Its 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） 4 T:Yang Ling and her friends are in the classroom.What are

15、60;they talking about? 完成学习指导P27“我交流”第2题 2. Listen and choose T:Where is the bird now? Is it in the park? In the tree? Here is a story about the bird. Please

16、60;listen carefully, and then choose the right answer.  播放动画)   T: Where is the bird?    S: Its in the tree.   T: Is it in the tree? Le

17、ts watch the cartoon again and check your answer. (播放课文动画核对答案) T: Is the bird in the tree? S: Yes! 3.Read and number. 学习指导P28“我交流”第4题 【设计意图：在学习story time过程中，通过Listen and 

18、tick，Watch and answer，Read and number三部曲，由浅入深，能有层次的进行了故事部分的整体感受学习，使学生的学习更有实效性。】 4.Learn“behind” 5.Say a chant       Rubber，rubber，wheres the rubber？         On，on，Its

19、0;on the desk.【设计意图：通过有节奏的chant，能够把本课时的重点学习内容串联起来，再通过自己的创编更加有效巩固了学生的认识。使学生能够在乐中学，更能享受到学中乐！】Step 4 Sing a song1. 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.(把歌词变为韵律诗，学生互相

20、说一说)T: Lets try to say it together. (教 little和all) T: Say it all together again.2. Sing the songT: This is a nice song. Lets listen to it. (播放歌曲动画) T: Can you try to follow it?(学生跟唱)T: Good! Lets sing it with some actions. (老师带学生边做动作边唱)【设计意图：歌曲能够使得课堂生动，富有趣味，在本节课的最后，通过学唱与本课知识相关联的歌曲wheres  the bird？让学生更能感受到学习英语所带来的