1、Unit 4 Wheres the bird?Period 1 (Story time)学情前测：学情前测：一、背景分析一、背景分析在学习本课之前，学生已经有超过两年半的英语学习经历，因而课本上不少知识是复现的知识。对此，我们既不能忽视，读读写写就完事；也不能简单理解为学生已经完全掌握了， 因为知识学习以后是会遗忘的， 教师把目标定得过高，会令学生无法顺利完成学习任务，学习信心受挫。二、学情前测题二、学情前测题在此次教学设计之前我按照本课预设的教学目标和基本的学情制作了学情前测题。Unit 4 Wheres the bird?学情前测NameLook and say.Read the sent
2、ences.1. Wheres the dog?Its behind the box.2. Wheres the bird?Its under the tree.3. Its not here.4. How beautiful!Look and say.Wheres the ?Its .三、结果分析三、结果分析我按照学生学习情况优：中：差分别为 4：4：2 的比例进行了抽样测试，结果如下：第一题，主要检测新授单词以及以往所学中与本课内容相关的单词，例如表示地点的单词 park, zoo,school，从测试结果看，学生对 zoo 掌握得最好，几乎人人都会，但是 park 和 school 就不
3、尽如人意了，学生不会，所以要尽量让这些词有机会就复现。方位介词，学生已经学习了 in, on,检测结果较好，70%的 学 生 会 运 用 ； under ， behind 只 有 1 人 完 全 掌 握 。 另 外 ， 单 词bed,tree,chair,desk 有部分学生掌握（之前 chair，desk 没有学习） 。第二题，检测句子认读情况。Wheres 有 80%的学生已经会读，其答句主要是 under，behind 不会。Its not here90%的学生会。How beautiful，在没有预习的情况下则是 90%的学生不会。第三题，根据图片问答。大部分学生会用 Wheres 提
4、问， on 和 in 的运用较好。词汇没有掌握好、遗忘是最大的问题。四、教学目标与内容的研制四、教学目标与内容的研制基于以上的学情分析，我确定了本节课的教学重点，是 Wheres ?及其答句、 方位介词的运用； 调整了教学难点， Wheres 问句并不难， 主要是 behind, under,beautiful，chair，desk 等的读音与运用。每一个词细致教学，并通过 chant，理解性运用等帮助学生掌握。最后还设计互动游戏，让学生读读说说写写，全方位掌握。另外，我根据学情进行了教学内容的研制。一节课若只是按部就班完成教参设置的目标，让学生仅仅掌握本课的单词、句型，显然是不够的。例如今天
5、的课，就是从学生学过又有所遗忘的歌曲 The dog is in the plane 开始的，演唱这首歌可以让学生有亲切感，很快融入课堂。用 Wheres 句型谈论起来也不陌生。从学生对相关知识如词汇的遗忘情况看来， 我们必须要想方设法让学生所学知识不断复现，以便让学生的知识如滚雪球一般，新旧知识相融，密密匝匝粘附在知识雪球上，使学生能更加灵活地运用所学知识。我们的教学，要基于教材，更要超越教材。 教学设计：教学设计：Teaching Aims:1. Knowledge Aims:a. Students can listen, speak, read and write the words:b
6、ird, desk, chair, in, on, under, behind, beautifulb. Students can listen, speak, read and write the sentences:Wheres ? Its in/on/behind/under the/my/your2. Ability Aims:Students can know how to use the sentence structures.3. Emotion Aims:Make the students understand : Birds are our friends, we shoul
7、dtake care of them.Teaching Important Point and Difficult Point:a. Students can listen, speak, read and write the words.b. Students can listen, speak, read, write and use the sentence structures.Teaching Aids:Word cards, sentence cards, pictures, CD, PPTTeaching Procedures:Step 1: Lead in1. Greeting
8、s.2. Enjoy the song .Look, the dog is coming. Wheres the dog? Lets sing a song.3. Ask and answer:Revision the sentence “Wheres?” .Tell the students : this word hastow big eyes, so it means “在哪里”.(1)Wheres the dog?Its in the plane/ in the box.(2)Wheres the plane?Its on the bed/ in the bed.(3)Wheres t
9、he bed?Itsthe room.4. Show and teach:Whats this?A bed.Whats that?Abird.Teach the word by showing “bed”. Let the students try to spell theword by themselves.【设计意图】【设计意图】本环节三个步骤环环相扣：首先通过歌曲，用学生已学但又有所遗忘的这样一首歌，来唤醒学生脑海中关于“找物品” 这一主题的相关知识的记忆； 随后， 自然引出本单元的重点句型 “Wheres?及其回答，通过学生提问、选择回答和填空等形式，操练该句型及回答；最后，从歌曲中的
10、 bed，引入 bird,让学生自主拼读，帮助学生进一步掌握辅音b和d.Step 2: Presentation1. Talk about the bird: What colour is the bird? Is it nice?Teach: How beautiful!2. Lets guess: Wheres the bird? (Maybe its in the park/ zoo/ school.)Watch the cartoon, get the answer: Its in the school.3. Show and read the sentences in Picture
11、 1.T: At fast, Mike, Liu Tao, Su Hai and Yang Ling are looking for thebird in the classroom. A bird flies into the classroom, are theyhappy?(Yes.) So, lets read it happily!(With action)4. Look and say: What can you see in the classroom?Teach: desk(pen),chair(注意引导学生读准划线部分的音)5. T：The bird can fly. It
12、stops many places. Look, wheres the bird?Ss look and say. Teach the word under(uncle); behind(beside).T stand behind the desk at first, then stand beside the desk, let theSs understand the correct meaning.6. Listen and circle.7. Look and say. (Choose high voice or Low voice)Read the dialogue.(1) Pay
13、 atation the word “your”, Stress it.Ask” whose desk?每句话中标注重音符号，升调符号。每句话中标注重音符号，升调符号。(2) Show: Su Hai, its on your chair.T read it in high voice, low voice. Let the Ss make a choice and read.Ask the Ss give the reason.Affective education: Birds are our friends, we should take care ofthem.鸟儿是我们的朋友，我们要
14、爱护它们。Ask the students try to read; Its in my desk.(3)Lets chant.Model: Where, where, wheres the bird?Under, under, under the desk.Then, let the Ss make the others:Where, where, wheres the bird?Behind, behind, behind the desk.Where, where, wheres the bird?On,on, on the desk.Where, where, wheres the b
15、ird?In, in, in the desk.8. Ss say, T draw the way on the blackboard.Ask: Where is it at last?Ss: Its in the tree now.T: Birds can fly. The tree is its home. So, are you very happy for thebird?(Yes.) Lets read it with big hands.Atip ,(Show two sentences)Bird, Mike, in the tree. Pear, orange, on the t
16、ree.Find the rules:外物在树上外物在树上 in the tree.长在树上长在树上 on the tree.【设计意图】【设计意图】呈现环节，是本课最重要的部分，采用以学生自主感悟为主的教学模式，依次分为八个步骤：谈论鸟的颜色，引入“How beautiful!”预测“Wheres the bird?”观看动画，验证答案；出示教室图片，读出孩子们发现小鸟时的惊喜、赞叹的语气；观察教室里的物品，教学 desk, chair；看小鸟在教室欢快地飞舞、停留，顺势教学、操练方位介词 under, behind；听录音，圈出正确的图画，引导学生找出小鸟停留的地点；操练课文，指导理解课文
17、，进一步明确飞行路线，并有感情朗读，读出孩子们的喜悦，对小鸟的爱护。通过学生自编 chant 强化记忆。引导学生感悟 in the tree 与 on the tree 的差异。Step 3: Practice.1. Read the story for 1 minute.Read the story in groups of 4, Read after one; Read together; Read inroles. (choose one.)2.Good memory.(Look at the pictures , try to recite the story together.)3.
18、Lets act. (Work in groups of 4.)【设计意图【设计意图】 操练环节中， 是以学生的自主练习为主， 在前一环节中跟读录音、重读、情感指导的基础上，学生先自读一分钟；再分组根据小组特点选择跟读、齐读和分角色读中的一种形式，展示；看图背诵；分角色表演，并根据要求进行评价。Step 4: Consolidation.1. Summary.When you looking for something, you can ask: Wheres?When you find the things, you can anser: Its in/on/under/behind/bes
19、ide the/your/my2.Ask and write. (Agame)T:Yang Ling and Liu Tao are looking for their things. Let s help them.You can get the information from your partner.Give a model:A: Wheres the?B: Itsthe sofa.Ss work in pairs.【设计意图【设计意图】在简要归纳本课的知识点后，通过创设杨玲和刘涛在找东西的情景，并把图画与问题分别给同桌两个人，设置信息差，激发学生说的欲望，也使语言交际更加有意义。St
20、ep 5: Homework1.Read and act out the Story.朗读并表演故事。2.Copy the new words.抄写新单词。3.Make a new story with your friends. 跟朋友一起编一个新故事。【设计意图【设计意图】课后练习是课堂的延伸，是巩固课堂上所学知识的必要一步，也是为达成本课教学目标的最后一个步骤。根据本课的教学目标，我布置了三项作业：对故事要达到熟读成诵，并能进行情景表演；四会词汇要抄写巩固；运用所学语言编一段找物品的小对话。板书设计：板书设计：Unit 4 Wheres the bird?Its in the classroom.behind the doorunder the deskin my deskon your chair
