Module2Unit1Where’sthebird?Teachingaims:语言知识目标FunctionEnquireanddescribethepositionofobjects.GrammarAllstudentsunderstand:Where’sthebird?It’sin/on/undermyhat.Allstudentscanuse:Where’sthebird?It`sin/on/undermyhat.Wordswhere(where’s=whereis),in,on,under,hat.PronunciationCognizethepronunciationof/h/语言技能目标ListeningWhere’sthebird?It’sin/on/undermyhat.SpeakingIt’sin/on/undermyhat.ReadingWhere’sthebird?It’sin/on/undermyhat.WritingVisualcognizance:hatoninunderUsingAllstudentscanuse“It‘sin/on/under…”,andcandescribethepositionoftheobjects.LearningstrategyTogetthestudentsinvolvedinusingthekeysentencesandparticipateintheactivitiespositively.EmotionalattitudeStudentscanmakeagoodcooperationintheactivities.TaskDrawapictureanddescribethepositionofobjects.Teachingimportantanddifficultypoints:TeachingImportanceStudentscandescribethepositionofobjects.TeachingDifficultyTouse“in/on/under”correctly.Teachingprocess：StepOne:Warmingup1.GreetingT：Howareyoutoday?2.Sayachant.T:Let’ssayachant.(I’macat……)【设计意图】通过chant引出本节课的词汇hat。StepTwo:Presentation1.Teachthenewword:hatT:What’sthis?It’sahat.走向学生让他们带着帽子感受。然后板书hat。2.T：Lookatapicture.Thisisahat,andwhat’sthis?S：acat,abag,agirlandamagician.T:Whataretheydoing?Let’shavealook.(播放chant动画)【设计意图】学生观察图片理解chant内容。4.Learnthechant.1）Readafterteacher2）Readittogether.3)Saythechantwithacat,abagandahat.【设计意图】充分听读，让学生感知并学会chant,最后老师拿实物让大家说chant。5.Cognizethewords“in”&“on”T:Lookaball(把球的小图案粘在黑板上)It’sinmyhat.(粘帽子，并且体现球in的位置)板书：It’sinmyhat.同样的方式呈现on。T：Lookapencil!It’sinmyhat.Lookthepencil!It’sonmyhat.【设计意图】老师在前面做示范，然后走向学生让他们放东西在帽子上面或者里面，练习说It’sin/onyourhat.6.Saythechantanddotheactionstogether.(以上环节控制在7分钟内)StepThree:Presentation1.呈现Panpan的图【设计意图】由chant中的魔术师来引出Panpan也是一个魔术师，并且问大家Panpan变的是什么呢？2.Listenandwatchthetext,thenanswerthequestion:Panpan变了什么？S：birdT：他变了几次？都变到哪了？Let’swatchagain.【设计意图】通过听课文，引导大家回答小鸟的位置。当学生说出inOn句子时，出示It’sin/onyourhat句子卡片。并引出新词under。3.Teachthenewword“under”【设计意图】通过单词卡片教授under，领读，点读后，黑板呈现球和帽子的位置，并出现under板书。4.Learnachantaboutin/on/under.1)Listenanddo.2)Isay,yousayanddotheactions..3)Sayittogether.Chant:inininmyhand,onononmyhand,underunderundermyhand,nowlet’ssay,inonunder.【设计意图】让学生用手的位置感受inonunder。4.Panpan每次变魔术时都是怎么问的呢？Let’swatchitagain.S:Where’sthebird?Teachthenewword“where’s”andplaywhispergame.【设计意图】学生理解Where’sthebird?句式,并通过传话游戏练习该句型。5.ReadthetextafterCDtwice.(Paycloseattentiontostateofthestudentslearning)6.Readitbythemselves.7.Readitingroups.Onegrouponepicture.8.Letoneortwostudentscometothefronttoshowthetext.9.Letallstudentsshowthetext.【设计意图】让学生充分听读课文，进一步感知和理解。足够的听读练习,可以初步表演课文。（以上环节控制在20分钟内）StepFour:Production.Guessinggame.【设计意图】两人背靠背猜物品的位置。老师示范后，学生小组合作，两人一组，猜物品的位置。根据实际情况练习问答。StepFive:Summaryandhomework.1.Summary.Makethestudentssumupwhattheyhavelearnedtoday.【设计意图】总结归纳能加深学生对本课知识的整体印象。2.Homework.用inonunder来描述你身边物品的位置。数量不限。【设计意图】作业设计有助于学生对课堂所学的巩固和加深，并有助于把语言活动扩展到课外活动，为学生巩固语言知识和发展语言技能提供机会。BlackboarddesignModule2Unit1Where’sthebird?onIt’sinmyhat.under
