1、Unit 4 Wheres the bird?Fun time & Cartoon timeTeaching contents教学内容教学内容Fun time & Cartoon timeTeaching aims and learning objectives教学目标教学目标知识目标：1. 学生能熟练掌握日常用语 Wheres = Where is ? 及其回答 Its/Hes/ Shes .2. 学生通过语气判断和理解 Here you are.在不同情境中的含义。3.学生能运用 Wheres ?和 Its in/on/behind/under 进行熟练问答。4.学生能够了解一些其他方位介
2、词。技能目标：学生能整体感知、理解并有感情地朗读故事，进行故事表演，尝试故事改编。情感目标：学生能理解 Cartoon time 中的幽默。Focus of the lesson and predicted area of difficulty教学重点和难点教学重点和难点1. 学生能熟练掌握日常用语 Wheres = Where is ? 及其回答 Its/ Hes/ Shes .2. 熟练运用 Wheres ?和 Its in/on/under/behind 结合实际进行问答。3. 学生通过语气判断和理解 Here you are.在不同情境中的含义。4. 能够准确运用 in/on/unde
3、r/behind 来描述物品的位置，并能用一段话介绍自己家里物品的位置。Teaching procedures教学过程教学过程Step 1 Enjoy a songT: Lets enjoy a song.S: OK.【设计意图：营造英语学习氛围，激发学生的学习兴趣。歌曲内容与本单元所学单词相吻合，自然导入本课学习。 】Step 2 Review time1. Make a orderT: Boys and girls, today we will continue to learn Unit4 Wheres the bird? Do youremember where the bird is
4、 in the story?2. Look and sayLook at the picture and try to say the story3. T: Lets use these sentences to make conversations.A: Whats this?B: Its a A: Wheres ?B: Its inonbehindunderStep3 Fun time1.Play a guessing gameT: Helen cant find her rubber. Can you guess? You can use the sentenceIs it in/on/
5、under/behind?2. T: Lets use these sentences to make conversations.A: Wheres the/ my/his /her? Guess.B: Is it in/on/under/behind ?A: No, it isnt.B: Is it in /on/under/behind ?A: Yes, it is.Step 3 Cartoon time1. Look at the picture and guessT：What are they doing?S:They are playing hide and seek.T:What
6、 is Sam saying?S： Wheres Bobby？T:Whats this ?S:Its a tail.T：How is Sam feeling now ? Happy or disappointed？S：Disappointed.2.Watch and answerT: Does Sam find Bobby at last？T:.How does Sam find Bobby？T:Why does Sam use cakes？【设计意图：文本前的“大胆猜测”的环节，培养学生的猜测能力以及在语境中运用语言的能力；设计了三个核心问题,让学生带着问题观看动画，提高观看的目的性和有效性
7、。 】3. Listen and number4. Read the story and do a T or F5.Lets act the storyStep 4 Make and act a dialogueT: Sam wins. So, its Bobbys turn to seek Sam. What will happen? Can you imagineand act it out?【设计意图：承接文中的捉迷藏游戏和学生所体会出的 Bobby 和 Sam 的不同情感，趁热打铁，随即创设了一个既真实又有趣的情景，激发学生的表达欲望，并调动起学生的已有词汇，培养学生综合的运用语言的能
8、力。 】Step5 Three tasks1. read and choose2. say a rhyme3. look and sayTalk about the things in the classroom.4.enjoy a picture book.Step6 Homework1. listen to the cartoon after the tape.2. act the cartoon with your partner.Teaching aids教学准备教学准备（含板书设计含板书设计）教学准备：教学准备：教学 PPT板书设计：板书设计：Unit 4 Wheres the bi
9、rd?Wheres the ?Its in/on/under/behind the Is it in/on/under/behind ?Yes, it is.No, it isnt.说课说课本课以一首与本单元话题相关的歌曲导入，自然引入本课学习。在学习Cartoon time 部分前，教师设计了“大胆猜测”的环节，培养学生的猜测能力以及在语境中运用语言的能力，并再次巩固介词用法。朗读文本的过程既是对文本内容的巩固，也是对文中 Bobby 情感的再体会，为接下来的对话创编打下基础。最后的综合活动承接文中捉迷藏的活动和情感，给学生一个想象和发挥的空间，调动学生已有词汇，培养学生综合运用语言的能力。如果课堂上时间充足的话，可以帮助学生一起分析Bobby闻到蛋糕香味以及后来被Sam发现时的心理活动，Bobby 可能会说什么呢？学生可以猜测说：Sam, youre so bad./A cake. I want toeat it./Oh, no. Dont eat, Bobby.等。
