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Module 2 Unit 1 Where’s the bird 語言知識目標 Function Enquire and describe the position of objects. Grammar All students understand : Where’s the bird ? It’s in / on / under my hat . All students can use : Where’s the bird ? It`s in / on / under my hat . Words where ( where’s = where is ) , in , on , under , hat . Pronunciation Cognize the pronunciation of /h / 語言技能目標 Listening Where’s the bird ? It’s in / on / under my hat . Speaking It’s in / on / under my hat . Reading Where’s the bird ? It’s in / on / under my hat . Writing Visual cognizance: hat on in under Using All students can use “It ‘s in / on /under …” , and can describe the position of the objects. Learning strategy To get the students involved in using the key sentences and participate in the activities positively. Emotional attitude Students can make a good cooperation in the activities. Task Draw a picture and describe the position of objects. Teaching important and difficulty points : Teaching Importance Students can describe the position of objects. Teaching Difficulty To use “in / on / under ”correctly. Teaching process ： Step One : Warming up 1.Greeting T：How are you today? 2.Say a chant. T : Let’s say a chant.(I’m a cat ……) 【設(shè)計意圖】通過chant 引出本節(jié)課的詞匯 hat。 Step Two: Presentation 1.Teach the new word : hat T: What’s this ? It’s a hat. 走向?qū)W生讓他們帶著帽子感受。然后板書hat。 2.T：Look at a picture. This is a hat , and what’s this ? S ：a cat , a bag ,a girl and a magician T: What are they doing ? Let’s have a look.(播放chant動畫) 【設(shè)計意圖】學(xué)生觀察圖片理解chant內(nèi)容。 4.Learn the chant. 1）Read after teacher 2）Read it together. 3) Say the chant with a cat , a bag and a hat. 【設(shè)計意圖】 充分聽讀，讓學(xué)生感知并學(xué)會chant, 最后老師拿實物讓大家說chant。 5. Cognize the words “in” & “on” T: Look a ball (把球的小圖案粘在黑板上) It’s in my hat.(粘帽子，并且體現(xiàn)球in的位置) 板書：It’s in my hat 同樣的方式呈現(xiàn) on。 T：Look a pencil ! It’s in my hat. Look the pencil! It’s on my hat. 【設(shè)計意圖】老師在前面做示范，然后走向?qū)W生讓他們放東西在帽子上面或者里面，練習(xí)說It’s in / on your hat. 6.Say the chant and do the actions together. (以上環(huán)節(jié)控制在7分鐘內(nèi)) Step Three : Presentation 1.呈現(xiàn)Panpan的圖 【設(shè)計意圖】由chant中的魔術(shù)師來引出Panpan 也是一個魔術(shù)師，并且問大家Panpan變的是什么呢？ 2.Listen and watch the text , then answer the question : Panpan 變了什么？ S ： bird T：他變了幾次？都變到哪了？Let’s watch again. 【設(shè)計意圖】通過聽課文，引導(dǎo)大家回答小鳥的位置。當(dāng)學(xué)生說出in On句子時，出示It’s in /on your hat句子卡片。并引出新詞under。 3.Teach the new word “under” 【設(shè)計意圖】通過單詞卡片教授under，領(lǐng)讀，點讀后，黑板呈現(xiàn)球和帽子的位置，并出現(xiàn)under板書。 4.Learn a chant about in / on / under. 1)Listen and do. 2) I say , you say and do the actions.. 3)Say it together. Chant : in in in my hand , on on on my hand , under under under my hand, now let’s say , in on under. 【設(shè)計意圖】讓學(xué)生用手的位置感受 in on under。 4.Panpan 每次變魔術(shù)時都是怎么問的呢？Let’s watch it again. S: Where’s the bird? Teach the new word “where’s” and play whisper game. 【設(shè)計意圖】學(xué)生理解Where’s the bird? 句式,并通過傳話游戲練習(xí)該句型。 5.Read the text after CD twice. (Pay close attention to state of the students learning ) 6.Read it by themselves. 7.Read it in groups. One group one picture. 8.Let one or two students come to the front to show the text. 9.Let all students show the text. 【設(shè)計意圖】讓學(xué)生充分聽讀課文，進一步感知和理解。足夠的聽讀練習(xí), 可以初步表演課文。 （以上環(huán)節(jié)控制在20分鐘內(nèi)） Step Four : Production. Guessing game. 【設(shè)計意圖】兩人背靠背猜物品的位置。老師示范后，學(xué)生小組合作，兩人一組，猜物品的位置。根據(jù)實際情況練習(xí)問答。 Step Five: Summary and homework. 1. Summary. Make the students sum up what they have learned today. 【設(shè)計意圖】總結(jié)歸納能加深學(xué)生對本課知識的整體印象。 2.Homework. 用in on under 來描述你身邊物品的位置。數(shù)量不限。 【設(shè)計意圖】作業(yè)設(shè)計有助于學(xué)生對課堂所學(xué)的鞏固和加深，并有助于把語言活動擴展到課外活動，為學(xué)生鞏固語言知識和發(fā)展語言技能提供機會。 Blackboard design Module 2 Unit 1 Where’s the bird ? on It’s in my hat. under