资源描述
教学课题Unit 1 Wheres Kitty?课型新授本课题教时数： 5 本教时为第 1 教时 备课日期： 月 日教学目标： 认知目标：能听懂、会说、会读词汇sofa, vase, basket, on, under, behind, in, wheres 能力目标：能初步听懂、会读、会说句型Wheres.?; Its on/under/behind/in.情感目标：了解家居环境中的物品位置 教学重点、难点：重点：能听懂、会说、会读词汇sofa, vase, basket, on, under, behind, in, wheres；能初步听懂、会说、会读句型：Wheres.?; Its on/under/behind/in. 难点：词汇sofa, vase, basket, under, behind, wheres的读音；句型Wheres.?的用法。教学方法与手段：谈话法，演示法，表演法；多媒体课件，图片 教学过程： 教师活动学生活动 设计意图Step 1 Warm up1. GreetingsT: Class begins.T: Good morning, boys and girls. Welcome back to school.T: Nice to see you.T: Sit down, please.2. Free talkT: Hello, Im Miss xxx. Whats your name?T: Nice to see you.T: Hi, xxx. How are you?T: Im fine too.Step 2 Presentation and practice1. Listen and guess(Play the sound of dog, pig, cow, cat., ask students to say out the name quickly)E.g. T: Oink! Oink! Whats this?T: Moo! Moo! Whats this?T: Miaow! Miaow! Whats this?2. Lets introduce（根据上一活动中猫咪的叫声，引出课文中的角色-猫咪Kitty。教师可以拿着猫咪手偶，与学生打招呼）E.g.T:（展示猫咪手偶）Look! This is a cat. Its name is Kitty!（扮演Kitty与学生打招呼）Hello! Im Kitty.3. Enjoy a rhymeKitty, Kitty, where are you?Kitty, Kitty, I see you.Kitty, Kitty, where are you?Kitty, Kitty, I see you. T:（引出课题）Unit 1 Wheres Kitty? （初步感知wheres.） 4. Lets review（教师引导学生向Kitty介绍身边的物品，复习之前学过的物品类词汇）T: Look, Kitty! This is a chair.5. Look and learn1)（呈现沙发的局部图片）T: Whats this?T: No.（呈现沙发的完整图片）Its a sofa. （Teach: sofa）T:（同法教授）vase, basket2) T:（将猫咪Kitty图贴在沙发上）Look at Kitty. Its on the sofa. （Teach: on）T:（将猫咪Kitty图贴在花瓶后面）Look! Kitty is behind the vase. （Teach: behind）T: （同法教授）in, underStep 3 Consoliation1. Quick picturessofa, vase, basket, on, under, behind, in2. Look and findWheres Kitty?Step 4 Assignment听录音，读熟Story time部分单词。Blackboard design:Unit 1 Wheres Kitty? on under behind insofa vase basketSs: Stand up.Ss: Good morning, Miss xxx.Ss: Nice to see you too.S1: Hello, my name is xxx.S1: Nice to see you too.S2: Hi, Miss xxx. Im fine, thank you. And you?Ss: Its a pig.Ss: Its a cow.Ss: Its a cat.Ss: Hello, Kitty.Ss: Enjoy the rhymeSs: Wheres Kitty?S1: This is a desk.S2: This is a book.S1: Is this a chair.Ss: sofa, vase, basket sofa, sofa, s-o-f-a, sofavase, vase, v-a-s-e, vasebasket, basket, b-a-s-k-e-t, basketSs: on, on, o-n, onbehind, behind, b-e-h-i-n-d, behindin, in, i-n, inunder, under, u-n-d-e-r, under通过互致问候来活跃课堂气氛，拉近师生间的距离，也可以帮助学生缓解开学的紧张感。自由交谈环节，通过询问姓名来进行师生互动，让老师更快的认识和了解学生。通过教师播放或模仿动物的叫声，来帮助学生回顾旧知：dog, pig, cow, cat，为接下来的Story time的教学做铺垫。以猫咪Kitty为主线来引导学生复习之前学过的物品类词汇，为本单元目标词汇的学习做准备。教师利用多媒体呈现沙发、花瓶和篮子的局部图片，请学生猜测是什么物品，然后呈现完整图片。通过这样显露局部的方式，教授本单元的物品类词汇。教师将猫咪Kitty的小图贴在大图中的不同位置，教授介词on, under, behind和in。借助不同图片的位置关系，帮助学生充分理解这四个介词的意思。授后小记： 授课日期： 月 日教学课题Unit 1 Wheres Kitty?课型新授本课题教时数： 5 本教时为第 2 教时 备课日期： 月 日教学目标： 认知目标：能听懂、会说、会读词汇sofa, vase, basket, on, under, behind, in, wheres能力目标：能听懂、会说、会读句型Is it on/in/under/behind .? ; Yes/No.Its .情感目标：能正确的描述宠物在家居环境中的位置，感知方位的不同。 教学重点、难点：重点：单词sofa, vase, basket的读音 难点：句型Is it on/in/under/behind .? ; Yes/No.Its .的运用。教学方法与手段：演示法，表演法；多媒体课件，图片教学过程： 教师活动学生活动 设计意图Step 1 Warm up1. GreetingsT: Class begins.T: Good morning, boys and girls. T: Sit down, please.2. Free talkT: Whats your name?T: Hello, xxx. Nice to see you.T: Hi, xxx. How are you?T: Im fine too.3. Ask and answerT: Whats her name?（拿出手偶猫咪Kitty）T: Now, wheres Kitty? Its .（呈现不同物品类图片）4.Pair workWheres .? Its in/ on/ under/ behind.Step 2 Presentation and practiceT:（将手偶放在一张椅子下面）Wheres Kitty?T: （将手偶放在讲台的上面）Is Kitty in the desk?T: Youre right. It isnt in the desk. （Teach: It isnt.）So wheres Kitty?.Step 3 Story time1. Enjoy the story2. Watch and answerQ: Who are they in the story?3. Listen and answerQ: Wheres Kitty?T: Is it in the desk?T: Is it under the chair?T: Is it under the basket?4. Read the story1) Read after the tape2) Read after T3) Read together4) Read in groups5) Read in rolesStep 3 Consoliation1. Little trainWheres .? Its (not) in/ on/ under/ behind.Is it in/ on/ under/ behind.? Yes/ No. Its.2. Role playStep 4 Assignment1. 听录音，朗读Story time部分对话，尝试和家长进行角色对话。2. 鼓励学生运用所学词汇、句型进行日常交流问话。Blackboard design:Unit 1 Wheres Kitty?Wheres.? Its on . in under behind Is it .? Yes/ No. Its .Ss: Stand up.Ss: Good morning, Miss xxx.S1: My name is xxx.S1: Hello, Miss xxx. Nice to see you too.S2: Im fine, thank you. And you?Ss：Kitty！Ss: Its on the sofa/ behind the vase/ in the basket/ under the table.Ss: Pair work.S1: Its under the chair.S2: No! S2: Its on the desk.Ss: Enjoy the storySs: Watch the storyS1: They are Su Hai, Su Hais mum and dad.S1: No. It isnt in the desk.S2: No. It isnt under the chair.S3: No. It isnt under the basket.Look! Its behind the door.Ss: Read the story in different ways.Ss: Practice one by one.Ss: Do the role play. Ss: Finish the assignment. 通过互致问候来活跃课堂气氛，拉近师生间的距离，也可以帮助学生缓解紧张感。教师将猫咪手偶放在教室里的不同位置，然后向学生提问，深度感知句型Wheres.?和Is .on/ in/ under/behind .? 动画时间通过带着问题看卡通的方式来引导学生有目的性的观看动画，在看的过程中思考动画中的人物和内容。在看动画的基础上，让学生带着问题“听”卡通，让学生进一步感受动画的内容和趣味之处。采用不同的方式来读课文，既摆脱了枯燥感，也帮助学生层层递进，由简到难的熟读课文，做到发音的不断纠正和巩固。授后小记： 授课日期： 月 日教学课题Unit 1 Wheres Kitty?课型新授本课题教时数： 5 本教时为第 3 教时 备课日期： 月 日教学目标： 认知目标：复习巩固词汇 sofa, vase, basket, on, under, behind, in, wheres能力目标：1.能正确运用Wheres.? ; Its (not) on/under/behind/in. ; Is it on/in/under/behind .? ; Yes/No.Its .向他人询问物品位置，发音正确2.能根据图片对物品的位置进行相应的问答情感目标：了解物品的方位，学会整理自己的物品教学重点、难点：重点：能正确运用Wheres.? ; Its (not) on/under/behind/in. ; Is it on/in/under/behind .? ; Yes/No.Its .向他人询问物品位置，发音正确 难点：能根据图片对物品的位置进行相应的问答教学方法与手段： 谈话法，演示法；多媒体课件，图片教学过程： 教师活动学生活动 设计意图Step 1 Warm up1. GreetingsT: Class begins.T: Good morning, boys and girls. T: Sit down, please.2. Free talkT: Whats your name?T: Hello, xxx. Nice to see you.T: Hi, xxx. How are you?T: Im fine too.3. Ask and answerT: Wheres Kitty?4. Pair workWheres .? Its in/ on/ under/ behind.Is it .? Yes/ No. Its .Step 2 Fun time1. Look and say（指导学生观察图片，快速说出图片中所学过的单词）2. Read the model（朗读范例，理解大意）E.g. Wheres the teddy?Its in the basket.3. Pair workA: Wheres .? B: Its .4. Ask and answer（随机提问，快速反应）T: Wheres the giraffe/ dog/ monkey.?5. Draw and say （画一画，拓展表达） Step 3 Consoliation1. Little trainWheres .? Its .Is it .? Yes/No. Its .2. Show and introduceThis is my picture.Step 4 Assignment1.熟读Story time。2.鼓励学生平时用本单元所学的日常交际用语相互打招呼。相互介绍自己的pictureBlackboard design:Unit 1 Wheres Kitty?Wheres.? Its on . in under behind Is it .? Yes/ No. Its .Ss: Stand up.Ss: Good morning, Miss xxx.S1: My name is xxx.S1: Hello, Miss xxx. Nice to see you too.S2: Im fine, thank you. And you?Ss: Its on/ behind/ in/ under.Ss: Pair work.S1：monkeyS2: dogS3: catS4: giraffe.Ss: Pair work.S: Its on/ in/ behind.Ss: Draw and say.Ss: Ask and answer.Ss: Show and introduce. Ss: Finish the assignment. 通过互致问候来活跃课堂气氛，拉近师生间的距离，也可以帮助学生缓解紧张感。通过图片快闪来帮助学生复习上节课的词汇和句型。通过小组活动来活调动课堂氛围，激发学生的兴趣和积极性。本版块是一个看图回答活动。学会说呢过根据图片，运用目标句型Wheres .?和Its on/ under/ behind/ in .对图中玩具和动物的位置进行问答，巩固Story time。授后小记： 授课日期： 月 日教学课题Unit 1 Wheres Kitty?课型新授本课题教时数： 5 本教时为第 4 教时 备课日期： 月 日教学目标：认知目标：1.复习巩固词汇on, under, behind, in, wheres, sofa, vase, basket ； 2.能正确运用Wheres.? ; Its (not) on/under/behind/in. ; Is it on/in/under/behind .? ; Yes/No.Its .向他人询问物品位置，发音正确能力目标：能诵读歌谣Molly the cat情感目标：关爱我们的宠物教学重点、难点：重点：能运用本单元的词汇和句型向他人询问物品位置，发音正确 难点：会诵读歌谣Molly the cat教学方法与手段：谈话法，演示法；多媒体课件，图片教学过程： 教师活动学生活动 设计意图Step 1 Warm up1. GreetingsT: Class begins.T: Good morning, boys and girls. T: Sit down, please.2. Free talkT: Whats your name?T: Hello, xxx. Nice to see you.T: Hi, xxx. How are you?T: Im fine too.3. Ask and answerT: Wheres Kitty?4. Pair workWheres .? Its in/ on/ under/ behind.Is it .? Yes/ No. Its .Step 2 Rhyme time1. Look and say（看图说话，理解歌谣大意）T: Whats the name of this cat? （示意学生看猫咪的颈圈）T: Yes. Its name is Molly. Wheres Molly?2. Read the lyrics(pair work)3. Enjoy the rhyme4. Say the rhyme5. Act the rhyme(加入动作) 6. Make a new rhymeStep 3 ConsolidationLets compete(Say the rhyme in groups)Step 4 Assignment1. 熟读Story time2. 练习歌谣Molly the cat3.鼓励学生平时用本单元所学的日常交际用语相互打招呼。Blackboard design:Unit 1 Wheres Kitty?Wheres.? Its on . in under behind Is it .? Yes/ No. Its .Ss: Stand up.Ss: Good morning, Miss xxx.S1: My name is xxx.S1: Hello, Miss xxx. Nice to see you too.S2: Im fine, thank you. And you?Ss: Its on/ behind/ in/ under.Ss: Pair work.Ss: Molly.S1: Its on the mat.Ss: Pair work.Ss: Enjoy the rhyme.Ss: Say the rhyme.Ss: Act the rhyme.Ss: Make a new rhyme.Ss: Compete with others.Ss: Finish the assignment. 通过互致问候来活跃课堂气氛，拉近师生间的距离，也可以帮助学生缓解紧张感。通过图片快闪来帮助学生复习上节课的词汇和句型。通过小组活动来活调动课堂氛围，激发学生的兴趣和积极性。 本首歌谣呈现了猫咪Molly愉快玩耍的场景。首先让学生先看图说话，理解歌词大意并指导学生有感情地诵读歌谣。鼓励学生用猫咪Kitty的名字替换Molly，并替换歌谣中的韵脚，改编歌谣并朗读出来。授后小记： 授课日期： 月 日教学课题Unit 1 Wheres Kitty?课型复习本课题教时数： 5 本教时为第 5 教时 备课日期： 月 日教学目标： 认知目标：1.巩固练习句型Wheres.? ; Its (not) on/under/behind/in. ; Is it on/in/under/behind .? ; Yes/No.Its .向他人询问物品位置，发音正确能力目标：1.综合运用所学语言进行交流，培养学生在实际生活中综合运用语言的能力和对语言的应变的能力 2.完成活动手册和练习与测试情感目标：学会帮助家长整理物品，了解家里物品的位置教学重点、难点：重点：能熟练掌握句型Wheres.? ; Its (not) on/under/behind/in. ; Is it on/in/under/behind .? ; Yes/No.Its . 难点：综合运用所学语言进行交流，完成活动手册和补充习题。教学方法与手段： 谈话法，演示法；多媒体课件，活动手册，补充习题教学过程： 教师活动学生活动 设计意图Step 1 Warm up1. GreetingsT: Class begins.T: Good morning, boys and girls. T: Sit down, please.2. Free talkT: Whats your name?T: Hello, xxx. Nice to see you.T: Hi, xxx. How are you?T: Im fine too.3. Ask and answerT: Wheres Kitty?4. Pair workWheres .? Its in/ on/ under/ behind.Is it .? Yes/ No. Its .Step 2 Review1. Read the story6) Read after the tape7) Read after T8) Read together9) Read in groups10) Read in roles2. Say the rhymeStep 3 Practice1. 活动手册P.1-4A Listen and judgeB Look and sayC Read and circleD Look and write2. 补充习题P.1-3A Listen and circleB Listen and numberC Look and sayD Read and numberE Read and traceStep 4 Consolidation1. Work in groups.2. Act out the dialogue.Step 5 Assignment1. 背诵Story time2. 订正练习3. 预习Unit 2 Dinner is ready!Blackboard design:Unit 1 Wheres Kitty?Wheres.? Its on . in under behind Is it .? Yes/ No. Its .Ss: Stand up.Ss: Good morning, Miss xxx.S1: My name is xxx.S1: Hello, Miss xxx. Nice to see you too.S2: Im fine, thank you. And you?Ss: Its on/ behind/ in/ under.Ss: Pair work.Ss: Read the story in different ways.Ss: Say the rhymeSs: Do the practice.Ss: Work in groups.Ss: Finish the assignment. 通过互致问候来活跃课堂气氛，拉近师生间的距离，也可以帮助学生缓解紧张感。通过图片快闪来帮助学生复习上节课的词汇和句型。通过小组活动来活调动课堂氛围，激发学生的兴趣和积极性。通过不同环节的复习和巩固，层层递进，让学生一步步扎实提高语言运用能力，也为下面的练习环节做铺垫。练习环节需注意学生的做题技巧，特别要引导他们如何审题，这是关键。还有，就是学生的书写习惯和问题，需要及时指出并纠正。授后小记： 授课日期： 月 日
展开阅读全文