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Module 2 Unit 1 Where’s the bird
语言知识目标
Function
Grammar
Enquire and describe the position of objects.
All students understand : Where’s the bird ? It’s in / on / under my hat .
All students can use : Where’s the bird ? It`s in / on / under my hat .
where ( where’s = where is ) , in , on , under , hat .
Cognize the pronunciation of /h /
Where’s the bird ? It’s in / on / under my hat .
It’s in / on / under my hat .
Where’s the bird ? It’s in / on / under my hat .
Visual cognizance: hat on in under
All students can use “It ‘s in / on /under …” , and can describe the position of the objects.
To get the students involved in using the key sentences and participate in the activities positively.
Students can make a good cooperation in the activities.
Words
Pronunciation
语言技能目标
Listening Speaking Reading Writing Using
Learning strategy Emotional attitude
Task Draw a picture and describe the position of objects.
Teaching important and difficulty points : Teaching Importance Teaching Difficulty
Students can describe the position of objects. To use “in / on / under ”correctly.
Teaching process ： Step One : Warming up 1.Greeting
T：How are you today? 2.Say a chant.
T : Let’s say a chant.(I’m a cat ……)
【设计意图】通过chant 引出本节课的词汇 hat。
Step Two: Presentation
1.Teach the new word : hat
T: What’s this ? It’s a hat. 走向学生让他们带着帽子感受。然后板书hat。
2.T：Look at a picture. This is a hat , and what’s this ? S ：a cat , a bag ,a girl and a magician
T: What are they doing ? Let’s have a look.(播放chant动画) 【设计意图】学生观察图片理解chant内容。 4.Learn the chant. 1）Read after teacher 2）Read it together.
3) Say the chant with a cat , a bag and a hat.
【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. Cognize the words “in” & “on”
T: Look a ball (把球的小图案粘在黑板上) It’s in my hat.(粘帽子，并且体现球in的位置) 板书：It’s in my hat 同样的方式呈现 on。
T：Look a pencil ! It’s in my hat. Look the pencil! It’s on my hat.
【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’s in / on your hat.
6.Say the chant and do the actions together. (以上环节控制在7分钟内) Step Three : Presentation 1.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.Listen and watch the text , then answer the question : Panpan 变了什么？ S ： bird T：他变了几次？都变到哪了？Let’s watch again.
【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in On句子时，出示It’s in /on your hat句子卡片。并引出新词under。 3.Teach the new word “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.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 let’s say , in on under.
【设计意图】让学生用手的位置感受 in on under。
4.Panpan 每次变魔术时都是怎么问的呢？Let’s watch it again. S: Where’s the bird?
Teach the new word “where’s” and play whisper game.
【设计意图】学生理解Where’s the bird? 句式,并通过传话游戏练习该句型。
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.
【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） Step Four : Production. Guessing game.
【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。 Step Five: Summary and homework. 1. Summary.
Make the students sum up what they have learned today. 【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in on under 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。
Blackboard design
Module 2 Unit 1
Where’s the bird ?
on
It’s in my hat. under
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2022-03-21
