1、第一课时第一课时修改修改教学内容：教学内容：Unit 4 Period 1 story time教学目标：教学目标：语言知识目标：语言知识目标：1. 学生能听懂、会说单词：on, in under, behind, desk, chair2. 学会能听懂、会说、会运用句型：Wheres the .? Its .Its not here.Where is it (now)?3. 学生能理解 Where is it?中“it”的指示意义。4. 学生能理解 Story time 故事内容，并且正确模仿语音语调。语言技能目标：语言技能目标：培养学生观察图片的能力，启发学生的想象力，培养正确的做题意识。
2、学生能有“学以致用”的意识，能将本堂课的新授内容运用在实际交流中。情感目标：情感目标：学生能通过本堂课丰富的活动获得愉快的体验，激发学生对英语的兴趣。通过本课学习对“小鸟”的解读，学生能具有爱护动物的意识。重点：重点：1. 学生能运用句型: “Wheres the .? Its ./ Its not here./ Where is it (now)?” 描述物品的位置。2. 学生能理解故事，并按照板书用自己的语言复述故事。难点：难点：“Where is it?”中“Where is”连读的发音。课前准备：课前准备：cards, CAI教学过程：教学过程：Step1 Pre-readingT:
3、Good morning, boys and girls. I am your new English teacher. I like singing. How aboutyou? Today I have a song for you: On in under.(教授 On in under 的动作) (帖板书) You know“on in under”. Lets try!Drill “On in under”由慢到快。Ss sing the song together with gestures.T: The song is about “On in under”.And how ab
4、out this one?(做 behind 的动作)Review “behind”.Game time: Quick response.Ss read out the phrases or the pictures quickly. (The last one is “behind the box”)设计意图：设计意图：通过歌曲和游戏，由单词到词组帮助学生复习旧知。T: Look! The rabbit is “Behind the box”. But I will give you a magic show! (兔子变没)Review: Wheres the rabbit?Ask Ss t
5、o look and answer.Drill the dialogue.(最后“rabbit”变成“bird”)设计意图：设计意图：通过魔术游戏复习并操练“Wheres the .? Its .”句型。并由魔术引出课文主人公“bird” 。Step2 While-reading1. T: The bird flies away. Wheres the bird? (出课题) .Watch and answer.Ss watch the cartoon and answer “Wheres the bird?”Ss: Its in the classroom.2. T: Whats in th
6、e classroom? Acloset? Asofa? (引导学生思考教室的物品)Teach “desk” “chair” (借助“hair”中“air”发音，引导学生自己拼读 chair)3. (出图片，小鸟在各个不同地方) The bird flies everywhere. What a naught bird! This time,lets listen and order the pics. But, first lets think about where the bird is.Listen and number. (学生每人一张图片排序练习纸)4. Check the ans
7、wers. (再听一遍) T: If you hear the key information, please say “Bingo!”设计意图：设计意图：指导学生正确的做题方法，寻找关键信息。T:At last, wheres the bird? (板贴出“tree”)5. Learn the story in details.T: Lets take a look at Pic1.Chant: Wheres the bird?Wheres the bird?Under the desk.Under the desk.P2: Now wheres the bird?Teach “Now it
8、s behind the door.”Chant: Wheres the bird?Wheres the bird?Behind the door.Now behind the door.P3 (鸟动图飞走) T: Is the bird still here? No.Teach “Its not here.”出示 Mike 图片：Its not here. _? (学生猜测 Mike 的问题)Listen and teach “Where is it?(以唱歌的方式教授)出示 P4 “On the chair.”Chant: Wheres the bird?Where is, where i
9、s it?On the chair.Now on the chair.P5 (bird 鸟再飞走) T: Wheres the bird now? Is it here?预设回答：预设回答： Its not here. (鼓励发挥想象)Where is the bird (it)?The bird flies away!.设计意图：设计意图：培养学生发散性思维，同时鼓励他们用本堂课学习的新知“学以致用” 。P6、P7 Discuss and chant. (自编 chant 对话)6. Listen and imitate.（指导语音语调，注意情感）P6: T: Look at Mike. C
10、an you be him? (教师手指放在唇边，指导轻声“shh”，语音语调)7. Lets read the story together.（齐读，不到位的教师领读）8. Retell the story according to the blackboard.9. Lets think (出示最后用一张图)T: What will the bird say to the children?Ss: .设计意图：设计意图：发散学生思维，培养他们的想象力，并为本文情感教育做铺垫。Step3 Post-reading1. (The bird flies away again.) T: What
11、a naughty bird! Look! Now its in the Mikes room.T: Whats in Mikes room?S: .2. Game time: Memory King.T gives Ss 5 secs to remember where the things are.创设情境，巩固句型。规则：请全体学生朗读问题 “Where is the .?” ，抽取一位同学追问同桌： “Where is it?”同桌回答，如答对，全班表扬： “Bingo! Its .” ，如答错，全班纠错： “Ahoh! Its .”,全班能得到操练。最后一个问题将花朵“移位” ，花被
12、鸟调走，体现其“调皮”和对人的喜爱。3. Open question: If you are Mike, what will you say?预设回答：Where is my flower?You are a naughty bird!.设计意图：设计意图：继续发散学生思维，锻炼学生的语言表达能力，不局限于文本。4.Remember: Love birds! Love animals!Step4 Homework1. Listen and read Story Time expertly, pay attention to the pronunciation and intonation.2. Listen, read and spell the new words expertly.
