一年級下冊英語：Our Pet Friends-OEDdD1SG

教師肖倩教學(xué)內(nèi)容LWTE1BChapter2OurPetFriendsPartA第(2)課時一、教學(xué)內(nèi)容分析Whereisthe___?Itison/in/under/near(the)______.二、教學(xué)目標(biāo)設(shè)計知識目標(biāo)1準(zhǔn)確運用方位詞On/in/under/near2能熟悉掌握句型Whereisthe___?Itison/in/under/nearthe______.技能目標(biāo)1能夠流利的與老師或同學(xué)進(jìn)行對事物位置的提問與回答。Whereisthe___?Itison/in/under/near(the)______.2能夠生動地表演故事情感目標(biāo)熱愛在情景中說英語三、教學(xué)重難點nearunder發(fā)音較難四、教學(xué)重難點解決措施在情境中多操練五、安全備忘五、教學(xué)過程設(shè)計教學(xué)過程師生活動設(shè)計意圖WarmupLead-inPresentationPracticeApplicationGreetingsT:“Howareyou?/Whatcanyoudo?”Tpointstoachair/desk/tabletoask:“Whatisthis?”Page1ofthePPTshowsthescreenshotofapetmovieandTpointstotherabbit.T:Whatisthat?SS:Itisarabbit.T:Istherabbitourfriend?Ss:Yes.T:TodaywearegoingtolearnOurPetFriends.P2T:“Tomalsohasapetfriend”(SticksTom’spictotheblackboard)TsayssomehintsandSsguesswhatitis.S:Itisacat.(SticksacattoTom)P3T:“Maryalsohasapetfriend”(SticksMary’spictotheblackboard)TsayssomehintsandSsguesswhatitis.S:Itisarabbit.(Sticksrabbit’spictotheblackboard)P4T:“Peteralsohasapetfriend”(SticksPeter’spic)TsayssomehintsandSsguesswhatitis.S:Itisaturtle.(Stickstheturtle)P5T:“Charliealsohasapetfriend”(SticksCharlie’spic)TsayssomehintsandSsguesswhatitis.S:ItisabirdT:Butwhereisthebird?Ican’tfindthebird.Canyoufindthebird?Ss:No.Ican’tfindthebird.T:Whereisthebird?P6TpointstothePPT:“Whereisthebird?Icanonlyseeahouse.”Tdrawsahouseontheblackboard.Present“in”:TpointstothePPTagain“Whereisthebird?”Sscometothescreenandpointtothebird.P7T:“Itisinthehouse.”andplaystheaudio.Tdoestheactionof“in”andshowsthecutoutof“in”.Twritesdownthephonicsof“in”onthehouseontheblackboardanddotheactionsof“in”.(反復(fù)TPR)InvitesarowofSstoread“in”anddotheactions.（糾音）Teaches“inthehouse”boysread.Girlsread.Twritesdown“inthehouse’ontheblackboard.（搭配）TpointstothePPT.“Whereisthebird?”Ss:”Itisinthehouse.”（完整句型）Twritesdown“Itis”TplaystheaudioandSsreadafter.Tasksagain:““Whereisthebird?”Andinvitestwoorthreestudentstoanswer:“Itisinthehouse.”Thenintheflash,thebirdfliesaway.“Whereisthebird?”P8“Isitinthehouse?”Ss:“No.”(過渡)TinvitesaStopoint.P8-P13Repeattheproceduresabovewithon/under/near.(詳情見ppt注解)P14-P15TplaysachantaboutCharlie’sbird.Toreviewon/in/under/near.Whereisthebird?Onthehouse.Onthehouse.Whereisthebird?Inthehouse.Inthehouse.Whereisthebird?Underthehouse.Underthehouse.Whereisthebird?Nearthehouse.Nearthehouse.TdrawsSs’attentiontothehouseontheblackboard,putthebirdinanypositiontothehouseandasks:“Whereisthebird?”TheSsanswertogether.T:“Nowcanyouaskme:Whereisthebird?”Twritesdownthesentenceontheblackboardandteachesthepronunciationof“Where.”TputsthebirdandasksSstoask:Whereisthebird?”Tanswers.P16Ssworkinpairstohavedialoguesfrom1to4.TinvitesSstocometotheblackboard.Oneputsthebirdandask,oneanswer.P17Thebirdfliesawayagain.P18T:“Whereisthebird?”WhentheSsarepayingattentiontoP18,Tshowsthatthebirdfliesintotheclassroomfromthewindow.Tfliesthebirdtothetable:“Whereisthebird?Oh,itisinthedesk.”“Whereisthebird?Oh,itisonthetable.”TinvitesSstobethebirdandTpretendsthatshecannotseethebirdandasks:“Whereisthebird?”TinvitesSstosay:“Itis_____.”Threerounds.T:“Thebirdfliesagain.Let’ssaygoodbyetoit.”“Whereisthebird?”P19Tshowsthatthebluebirdfliesintoahouse.Inthehouse,fourchildrenarewatchingTV.Let’swatchtogether.P20Enjoythesongoninunder.P21T:“Thechildrenareveryhappy.Buttheirpetsdon’tliketheTV.Thenaughtybirdsays:“Go!”Thenitleadsotherpetstorunaway.T:Whereisthecat/rabbit/turtle/bird?Tsticksthecutout“Whereisthe____?”P22-P26T:Thechildrenarelookingforthepets(TPR).WhatisTom’spet?SowhatwillTomsay?HowaboutMary/Peter/Charlie?P27T:Sowherearethepets?Pleaselistenandmatch.Tstickstheboxchair,sofa,andCharlietotheblackboard.Firstlistening:T:Nowlet’slistencarefullytoseewheretheyare.TplaysthePPTfromP28-P31TinvitesSstomatchthepetsandthethingsontheblackboard.Secondlistening:T:Weknowacatandthechair.Butisitonthechair?Inthechair?Underthechair?Nearthechair?Howabouttherabbit?Let’slistenagain.Andyouneedtofinishtheexerciseontheworksheet.P33TplaysthePPTfromP34-P37Ssworkontheirworksheet.(SeeAppendix)TinvitesSstocometotheblackboardandputthecattothecorrectposition.Task:“Whereisthecat?”Tputsonthecutoutof“Itis(on/in/under/near)___.Andinvitesanotherstoanswer.Samewithrabbit/turtle/bird.ReadafterthetapeP39-42andRoleplayP43P44Thepetsrunawayagain.Nowwherearethepets?Ssworkinpairstosay:“Whereisthe____?”“Itison/in/under/near____.”復(fù)習(xí)家具詞匯，聯(lián)系舊知，為本節(jié)課做鋪墊。引出Ourpetfriends的話題，通過猜動物激趣，復(fù)習(xí)動物單詞，同時引出小主角——bird人物與寵物一一配對，使學(xué)生有一個清晰的結(jié)構(gòu)，最后再一步步引出消失的bird，情景層層遞進(jìn)。通過調(diào)皮的鳥飛到不同位子來學(xué)習(xí)方位詞，在情景中學(xué)習(xí)，既體現(xiàn)趣味性，又體現(xiàn)了語言的實用性。小鳥又飛到了不同的方位，結(jié)合情景，從而教授不同的方位詞。通過朗朗上口的歌謠加強(qiáng)操練。通過讓學(xué)生自己