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一、教學(xué)目標(biāo)
1. Students can recognize, understand, and speak the following key words: in, on, under, desk, chair.
2. Students can understand and make use of the key sentence patterns “Where is …? It’s …”
3. Students can make dialogues with the key words and sentence patterns in real situations.
4. Students can describe the locations of things around them correctly.
5. Students’ awareness of putting school things in right places can be fostered.
二、教學(xué)重難點(diǎn)
1. Students can ask about and answer the location of things with the key words and sentence patterns.
2. Students can make dialogues with the key words and sentence patterns in real situations.
三、教學(xué)過(guò)程
Step 1. Lead-in
The teacher sings a song with students together.
On, in, under, on in, under, on in under, where is my pencil box?
On in under, on in under, on in under, where is my eraser?
【設(shè)計(jì)意圖】本部分教學(xué)內(nèi)容為該單元第二課時(shí)，in, under以及where is…在第一課時(shí)中的let’s talk部分均已學(xué)習(xí)，此處通過(guò)一首歌曲，既可以活躍課堂氛圍又可以復(fù)習(xí)上節(jié)課的重點(diǎn)內(nèi)容，一舉兩得。
Step 2. Presentation
1. The teacher presents the key words of this lesson by talking with students naturally.
(1) Present the key word “desk”
T: School things are very important for us. I can see there are many things on your desk. What’s on your desk? What’s in your desk?
(2) Present the key word “chair”
T: I also have many books on my desk. But I can’t find my dictionary, where is it? Can you help me? Wow, it’s under my chair. [t?] [t?] chair.
(3) The key words “on, in, under” are also presented in the situation above.
2. The teacher plays the tape and asks students questions concerning the conversation.
Q: Where is Zip?
What is Zip doing? What is she looking for?
【設(shè)計(jì)意圖】新授環(huán)節(jié)中，教師通過(guò)和學(xué)生的真實(shí)交流，自然引出本節(jié)課的重點(diǎn)單詞，并結(jié)合課文中Zip和小鳥(niǎo)的簡(jiǎn)單對(duì)話再次在情境中結(jié)合句型呈現(xiàn)重點(diǎn)單詞。
Step 3. Practice
Activity 1: Let’s chant
The teacher chants with students together to practice the key words of this lesson. The chant is as follows:
On, on, on the desk. I put my pencil box on the desk.
In, in, in the desk, I put my schoolbag in the desk.
Under, under, under my desk, I don’t put my books under the desk.
Activity 2: Pair work
The teacher provides students with a picture of his or her messy study. Then the teacher elicits students to work in pairs to talk about where the things should be put and then make a dialogue.
【設(shè)計(jì)意圖】操練環(huán)節(jié)設(shè)計(jì)了兩個(gè)活動(dòng)，一個(gè)機(jī)械性練習(xí)齊讀chant幫助學(xué)生進(jìn)一步熟悉本節(jié)課的重點(diǎn)詞句，一個(gè)意義性練習(xí)幫助學(xué)生在圖片的輔助下，在較真實(shí)的情境中嘗試運(yùn)用本節(jié)課的重點(diǎn)詞句進(jìn)行對(duì)話練習(xí)，體現(xiàn)語(yǔ)境中理解和運(yùn)用詞匯的目的。
Step 4. Consolidation
Design your own study
The teacher provides students with some stickers of things in study and asks students to design their own study. The teacher asks students to put some necessary things in their study, but the locations of these things are decided by students.
After they’ve finished, they’re asked to walk around the classroom to find their friends who put their things in same locations as theirs. In the end, some students are invited to share their designs with the rest of the class.
【設(shè)計(jì)意圖】鞏固環(huán)節(jié)中，教師提供給學(xué)生一些書房的小貼紙(可以減少課堂畫畫的時(shí)間，更多關(guān)注在語(yǔ)言交流和語(yǔ)言的輸出運(yùn)用上)，并要求學(xué)生在設(shè)計(jì)好自己書房物件位置之后進(jìn)行全班交流找朋友。該活動(dòng)充分調(diào)動(dòng)了學(xué)生的學(xué)習(xí)積極性，引導(dǎo)學(xué)生在情境中解決問(wèn)題，提升綜合語(yǔ)言運(yùn)用能力。
Step 5. Summary
Together with students, the teacher summarizes what they have learned today and achieves the cultural awareness objective naturally.
T: Today we’ve learned how to put our things in right places. That’s very important in our daily life.
【設(shè)計(jì)意圖】課堂結(jié)束時(shí)自然總結(jié)教學(xué)重難點(diǎn)，升華文化意識(shí)目標(biāo)。
Step 6. Homework
Students draw their own dream bedrooms as they wish. They can surf the Internet for more pictures.
【設(shè)計(jì)意圖】學(xué)生可以課下查閱更多網(wǎng)上的資料，了解國(guó)外小朋友的臥室是怎么布置的(如：讀書角等設(shè)置)，課后作業(yè)做了很好地課內(nèi)學(xué)習(xí)拓展和延伸。
四、板書設(shè)計(jì)
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