Module 2 Unit 1 Wheres the bird 語言知識目標FunctionEnquire and describe the position of objects.GrammarAll students understand : Wheres the bird ? Its in / on / under my hat .All students can use : Wheres the bird ? Its in / on / under my hat .Wordswhere ( wheres = where is ) , in , on , under , hat .PronunciationCognize the pronunciation of /h /語言技能目標ListeningWheres the bird ? Its in / on / under my hat .Speaking Its in / on / under my hat .ReadingWheres the bird ? Its in / on / under my hat .WritingVisual cognizance: hat on in underUsingAll students can use “It s in / on /under ” , and can describe the position of the objects.Learning strategyTo get the students involved in using the key sentences and participate in the activities positively.Emotional attitudeStudents can make a good cooperation in the activities.TaskDraw a picture and describe the position of objects.Teaching important and difficulty points :Teaching ImportanceStudents can describe the position of objects.Teaching DifficultyTo use “in / on / under ”correctly.Teaching process ：Step One : Warming up1.GreetingT：How are you today? 2.Say a chant.T : Lets say a chant.(Im a cat )【設計意圖】通過chant 引出本節(jié)課的詞匯 hat。Step Two: Presentation1.Teach the new word : hat T: Whats this ? Its a hat. 走向學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 whats this ? S ：a cat , a bag ,a girl and a magicianT: What are they doing ? Lets have a look.(播放chant動畫)【設計意圖】學生觀察圖片理解chant內容。4.Learn the chant.1）Read after teacher2）Read it together.3) Say the chant with a cat , a bag and a hat.【設計意圖】 充分聽讀，讓學生感知并學會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) Its in my hat.(粘帽子，并且體現球in的位置) 板書：Its in my hat同樣的方式呈現 on。T：Look a pencil ! Its in my hat. Look the pencil! Its on my hat.【設計意圖】老師在前面做示范，然后走向學生讓他們放東西在帽子上面或者里面，練習說Its 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)Step Three : Presentation1.呈現Panpan的圖【設計意圖】由chant中的魔術師來引出Panpan 也是一個魔術師，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 ： birdT：他變了幾次？都變到哪了？Lets watch again.【設計意圖】通過聽課文，引導大家回答小鳥的位置。當學生說出inOn句子時，出示Its in /on your hat句子卡片。并引出新詞under。3.Teach the new word “under”【設計意圖】通過單詞卡片教授under，領讀，點讀后，黑板呈現球和帽子的位置，并出現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 lets say , in on under.【設計意圖】讓學生用手的位置感受 in on under。4.Panpan 每次變魔術時都是怎么問的呢？Lets watch it again.S: Wheres the bird?Teach the new word “wheres” and play whisper game.【設計意圖】學生理解Wheres the bird? 句式,并通過傳話游戲練習該句型。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.【設計意圖】讓學生充分聽讀課文，進一步感知和理解。足夠的聽讀練習, 可以初步表演課文。（以上環(huán)節(jié)控制在20分鐘內）Step Four : Production.Guessing game.【設計意圖】兩人背靠背猜物品的位置。老師示范后，學生小組合作，兩人一組，猜物品的位置。根據實際情況練習問答。Step Five: Summary and homework.1. Summary.Make the students sum up what they have learned today. 【設計意圖】總結歸納能加深學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。數量不限?！驹O計意圖】作業(yè)設計有助于學生對課堂所學的鞏固和加深，并有助于把語言活動擴展到課外活動，為學生鞏固語言知識和發(fā)展語言技能提供機會。 Blackboard designModule 2 Unit 1 Wheres the bird ? on Its in my hat. under