Unit 4 Where’s the bird?

（第二课时）

 

Teaching contents  教学内容

Fun time  Sound time

 

Teaching aims and learning objectives  教学目标

1. 能熟练运用句型Where’s …? It’s on/in/under/behind… 进行对话。

2. 能通过游戏进一步正确运用介词on，in，under，behind。

3. 能体会字母d的发音[d]。

 

Focus of the lesson and predicted area of difficulty  教学重点和难点

教学重点：能通过游戏进一步正确运用介词on，in，under，behind。

教学难点：能体会字母d的发音[d]。

 

Teaching procedures  教学过程

Step 1 Revision

1. Sing the song

T: Hello, boys and girls.

S: Hello, May.

T: (出示第一课时中的小鸟) Do you remember this little bird?

S: Yes.

T: Let’s sing the song “Where is the bird?”

    (播放歌曲，学生唱)

2. Change the lyrics

T: We know the little birds are in the tree. Now can you change your words according to my picture? 你能根据图片改编歌词唱一唱吗？Now listen to me. (教师示范演唱第一段)

    T: Where, where, where’s the bird? It’s under the desk. The little bird and all her friends are under the desk.

  T: Can you sing it like this? Now here are three more pictures from the text. (PPT出课文另外三幅图片) Sing them in your groups .

  S: (集体反馈唱歌3段)

3. Review the story

  T: Great! Now can you dub for the story? 你们能来给课文动画配音吗？

  S: (集体给课文动画配音)

 

 

Step 2 Fun time

1. Review the words

T: OK. Now after the text, let’s review some of the new words. Can you read them? (PPT出示4个介词)

  S: On, in, under, behind.

  T: Yes. They are the key words in this unit. And if you want to remember them very well, the games will help you. (PPT出示TIP）Try to follow me.

  S: Use games to help remember words. Here’s the Chinese meaning.

  T: Boys and girls, do you like games?

  S: Yes.

2. Play the game

T: Great! Then let’s play a game together now. This is a guessing game. Look, here are four pictures. Look … (引导学生看图说一说四幅图)

  Ss: The pencil is in the pencil box, on the pencil box, under the pencil box and behind the pencil box.

  T: Yes. One of you comes to the front and guesses where the pencil is. You can guess like this. (板书游戏可用的句型) Who wants to try?

    (一位学生到讲台前背对屏幕， 教师选定一幅图后，由全班问， 这位学生来猜)

  Ss: Where is the pencil?

  S1: Is it in/on/under/behind the pencil box?

  Ss: Yes./No.

T: Good. And now let’s change this game a little bit. Look, what’s this? (教师拿出一本书，一个书包，一个铅笔盒和一只铅笔)

S: It’s a book/school bag/ pencil box/pencil.

T: And now let’s play the game using them. Now close your eyes. (学生闭上眼睛， 教师藏好铅笔)

T: Now open your eyes.

S: Is it …?

T: Yes./No.

3. T: Now play this game in your groups. Remember to say——(再次提示黑板板书)

(学生在小组内玩此游戏)

 

Step 3 Sound Time

1. Say the sentences

T: Good! It seems you play the games very well. And we have three more words in this unit, and that is——(PPT出示3个单词)

Ss: Desk, chair and bird.

  T: Good. And look, the bird is flying away. Where is it now? (PPT显示Sound time图) Oh, it’s here.

T: Look, the boy is saying something. Can you try to read?

S: Bird, bird, don’t fly away. (PPT显示fly away的中文意思)

T: Good! And can you read this? Read in pairs.

S: Bird, bird, don’t fly away, stand on my desk and be my friend, OK?

T: Can you tell us the Chinese meaning?

S: …

2. Read the words

T: How many Ds can you find? 在这句话中你能找到几个含有字母D的单词？

S: Seven.

T: Can you read them all again?

S: 再读7个单词(学stand的意思)

T: Now can you tell us the sound of the letter “d”?

S: [d].

T: Good! Now read them like this: d, d, desk, d, d, stand …

(学生读单词)

T: Can you find more words like them? Discuss in your groups now.

S: (学生列举，教师板书)

T: Yes. And here are some words with the sound [d], can you read them? (PPT显示单词，学生读)

T: And can you choose three of them to complete this sentence? 你能根据这幅图挑选三个单词完成句子吗？Discuss in pairs.

(学生讨论，反馈)

 

Step 4 Task

T: Look, this is another beautiful bird. Whose bird is this? 你们知道她的主人是谁吗？

S: No.

T: Well, if you want to know, you’ll have to find four things in a room. (PPT显示要找的东西的单词)

S: Milk, egg, ice cream and key.

T: Yes. Please remember to use “Where’s …? It’s…” (PPT显示图) Work in pairs, please.

S: Where is the milk?          S: It’s on the desk.

S: Where is the ice cream?      S: It’s behind the car.

S: Where is the key?           S: It’s under the table.

S: Where is the egg?           S: It’s on the chair.

(教师根据学生回答，点出相关物品的位置)

T: Look! Who is her master?

S: Mike. 

T: Well done. You did a good job.

  

Homework  家庭作业

1. 读Fun time对话，听磁带复习Sound time。

2. 模仿Fun time用Where is …? It’s … 的句子来做一做游戏

3. 自己设计不同的游戏复习学过的单词。 

 

反思：

    整个课堂设计思路很清晰明了，用极大地调动了学生学习积极性。如一开始的复习板块，巧用学生比较喜欢的歌曲先声夺人改变歌曲，特别是运用了“all my friends”提前将Sound time板块中的内容渗透。其实这个板块就是为了复习课文图片，提高学生的读图能力，接着就是为Story time配音，复习课文又节省时间。接着进入复习in,on,under,behind环节，通过游戏，教师先示范然后小组内活动，大大提高学生的合作配合能力。紧接着，通过chair,desk,bird，而bird飞走自然过渡到Sound time的第一句：Bird,bird, don’t fly away.设计非常巧妙，自然引出新授，同时也有适当拓展，发散学生思维来想其他发音中有/d/的单词，又从这些单词中选取一些来造句，设计很到位且有拓展。最后的拓展环节可谓是匠心独运，特别找来一张房间图片，设置要找的若干物品，通过同桌之间的pair work来综合运用两个句型：Where is the…? It’s in /on/ under/behind…然后通过单词首字母告诉学生主人正好是“Mike”,有一种意外的惊喜。而这个技巧其实对于一直关注林丽老师课堂的我来说，也并不陌生。在去年林丽老师在吴中区宝带实小上的二年级的一课，讲授关于“Summer”的一课，也用到了这个技巧，最后的“音乐之声”来唱出韵律诗更是点睛之笔，让我们听课老师无不赞叹其想法之细，教学之精！

    而这课最后的回家作业也是设计的很不同，是让学生自己来做游戏并且设计一些游戏。大大提高了学生的自主学习能力，让学生在玩中学，学中能有所获！这些都是作为年轻教师的我们，需要学习的地方，如何设计弹性而有效的作业！