精品教案译林版二年级英语下册Unit 1 Where’s Kitty

Unit 1 Where’s Kitty?第四课时主备人：审核人：使用人：一、教学目标：知识与技能：1、能听懂，会说，巩固单词: on, under, behind, in, sofa, vase, basket, where.2、能够听懂，会说，会用句子“Where’s…? It’s in/ on/under/ behind the…Is it…?”以及它的回答，发音准确。

.3、完成补充习题上的练习过程与方法：情景教学法展示表演法练习法情感态度与价值观：学生能够尝试爱护好自己的东西，管理好自己的物品。

二、教学重点、难点：1、能听懂，会说，巩固单词: on, under, behind, in, sofa, vase, basket, where.2、能够听懂，会说，会用句子“Where’s…? It’s in/ on/under/ behind the…Is it…?”以及它的回答，发音准确。

三、课前准备：图片，PPT课件，补充习题教学过程：Step 1. Warming up1.Chant the rhyme: Molly the cat2.ReviewRead the storyAct the storyStep 2. Revision1. Quick respond:(on, under, behind, in, sofa, vase, basket, where. Where’s…? It’s in/ on/under/ behind the…Is it…?)2. I say, you saya. onb. sofac. itd. wheref. It’s on the boxg. cat.Step 3 Practice and Consolidation1.Chant the rhyme: Molly the cat1. Show the rhyme2. Listen to the rhyme3. Say the rhyme together4. Change the lyrics of the rhyme2.Do Exercise on《补充习题》A. Listen and circleB. Listen and numberC. Look and sayD. Read and numberE. Read and trace做题建议1. T introduces the pictures in the exercise.2. T makes an example with one student.3. Ask the Ss to finish the exercises.4. Check the answers in class.Step4: Homework1.复习巩固Unit1的单词和Story time的内容。

分钟〕KittyWhere’s...?Where is...?inonunderbehindvasebasketsofaLearn thesentence pattern:Where’s...?It’s in/on/under/behindIs it...?Yes./No, it isn’t....2.Let’s guess(根据盒子与Kitty的位置，说一说S：Where,Where,Where’s Kitty?It’s on/in/under/behind3.Look and sayWhere’s teddy?Is it...?Yes.No, it isn’t...3. Story timeWatch and answer(1)Is Kittybehind the table?S: No.(2)Where'sKitty？S:It's behind thevase.(3)Listen andnumberS:根据图片出现的先后顺序，进and the cat Kitty.2.T:makes Kitty disappear on PPT, oh “Where’s Kitty?” Teach:Where’s=Where isT: Let’s look for Kitty. (呈现盒子与Kitty) 3.Let’s guess Where’s Kitty?It’s in the box.T:Do you know how to speak “在动物园里”, “在学校里”, “在课桌里”?T:Is it in the box? No, it’s under the box. Teach:underT:Is it in the box? No, it’s in the basket. Teach:basketT:Kitty disappears again. The teacher presents a box. Next, Kitty is on the box, ThenT: Where’s Kitty?It’s on the box. Teach:on呈现不同的位置：on the bag, on the table and on the sofa. Teach the new word sofa Kitty jumps out of the sofa and sits under the table.Where’s Kitty?It’s under the table.。

Unit 1 Where is Kitty?第三课时Rhyme time教学设计
New let’s look at this picture.
Who can ask?
仔细观看图片，让找一名学生来提问。

再找其
他学生来回答。

S1问：Where is the apple?
S2 答：It’s in the box.
Next picture.下一幅图片，学生进行问答
S3.问：Where is the girl?
S4答：It’s behind the door.
You did a good job. Next picture. Who can ask and answer.
S5问;Where is the bear?
S6答：It’s under the desk.
5.Let’s write.
6 Play a guessing game. 生生互问。

生生互问。

看图书写单
词。

抓狼。

找到不同类的
单词，就抓到
狼了。

通过游戏教学和
课堂互动，不断
加深学生的印
象，掌握该课的
重要内容。

游戏形式，学生
们特别喜欢。

Step 3 Do some exercises. 巩固提升课堂小结会唱歌曲Molly the cat.
板书Unit 1 Where is Kitty?
Molly the cat.。

●课题Unit 1 Where’s the Kitty? 第1课时●总第1 课时●教学内容Story time
●教学目标：
1.学生能听懂、会说、初步认读on, under, behind, in, a sofa ,a vase，a basket这七个单词，发音正确。

2. 学生能听懂句型Where’s....? 并能根据实际情况用It’s...回答。

●教学重点
1.学生能听懂、会说、初步认读on, under, behind, in, a sofa ,a vase，a basket这七个单词，发音正确。

2. 学生能听懂句型Where’s....? 并能根据实际情况用It’s...回答。

●教学难点
学生能初步运用本课所学的词汇和日常用语谈论物品的位置。

●教学具准备及辅助活动：
单词卡片，光盘，PPT
●作业设计安排：
课内：朗读课文和单词
课外：1. 背诵课文和单词。

2.预习Fun time。

●主要板书计划
Unit 1 Where’s Kitty?
Where’s…?
It’s on/ in/ under/ behind the …。

Unit1 Where’s Kitty?（4课时）一、教学目标 Learning objectives:1. Read and know the new words: on, under, behind, in, sofa, vase, basket, where.2. Read and know the new sentence pattern: Where’s…? It’s in/ on/under/ behind the…Is it…?二、教学重难点：重点：Important points:1. Read and know the new words: on, under, behind, in, sofa, vase, basket, where.2. Read and know the new sentence pattern: Where’s…? It’s in/ on/under/ behind the…Is it…?难点：Difficulties:Read and know the new sentence pattern: Where’s…?It’s in/ on/under/ behind the…Is it…?三、教学时间： 1 课时四、学情分析：Analysis of the students:Students may have difficulties in pronunciations of the new words; I should concern about their needs and pay more attention to them.五、教学准备：Preparations: PPT cards六、教学方法: Teaching methods:Interesting stimulating methodTask-based teaching method七、教学过程： Teaching procedures:Step 1. Warming up1.Greetings.T:Good morning, boys and girls.Ss:Good morning, Miss Lu.T: Let’s sing a song: On in underStep 2. Presentation(1)1. Show a picture of on/ in/ under/ behind.T: Do you like the song “on in under”?How many prepositions can you hear?2. Look and say:①Look, What’s this?Ss: It’s a cat.T: Where’s the cat?Teach: where(Use different ways to drill)T: It’s on the box.Teach: on(Use different ways to drill)②Now, look and guess, Where’s the cat?Ss: It’s in the box.Teach: in(Use different ways to drill)③Pair work: A: Where’s the cat?B: It’s in/ on the box.④Teach: under=un+der behind=be+hi+nd(Use different ways to drill)⑤T: The cat is playing hide and seek with you. Can you guess where is it now?Teach: sofa=so+fa vase=va+sebasket=ba+sk+et (Use different ways to drill)Step3. Presentation(2)Story time1.Watch and answ er: Where’s the cat?2.Read and answer:①Is the cat on the sofa?②Is it under the table?③Is it behind the vase?Teach: Is it on/ in/ under/ behind the…?It isn’t on/ in/ under/ behind the…(Use different ways to drill)3. Listen and imitateRead together/ in groups/ in pairs.4. Act it outStep4. Consolidation1. Magic eyesTo review the new words and sentences.2. Introduce your pet’s prepositions.Look, this is my pet Kitty. It’s a cat.It’s on/ in/ under/ behind the…3. Let’s talk.八、作业设计：Homework:1. Read Story time after the tape2. Copy and recite the new words九、板书设计Unit 1 Where’s Kitty?Where’s…?It’s on/ in/ under/ behind the …课题：2B Unit1 Where’s Kitty? Fun time(Period 2)教学设计：一、教学目标 Learning objectives:1. Understand and use the key words: on, under, behind, in, sofa, vase, basket, where.2. Understand and use the sentence pattern: Where’s…? It’s in/ on/under/ behind the…Is it…?3. Apply the sentence patterns to similar situations.二、教学重难点：重点：Important points:Ss can understand and use the key words: on, under, behind, in, sofa, vase, basket, where.Ss can understand and use the sentence pattern: Where’s…? It’s in/ on/under/ behind the…Is it…?难点：Difficulties:Ss can apply the sentence patterns to similar situations.三、教学时间： 1 课时四、学情分析：Analysis of the students:Some students may have difficulties in sentence patterns, the teacher need to focus on the key points and create more real situations for students to practice.五、教学准备：Preparations: PPT, cards六、教学方法: Teaching methods:Situational teaching methodTask-based teaching method七、教学过程： Teaching procedures:Step1 Warming up:T: Class begins.Ss: Stand up.T: Good morning, boys and girls.Ss: Good morning, Miss Lu.T: Sit down, please.Enjoy the song: on in underStep2 Revision:1. Magic eyes(on, under, behind, in, sofa, vase, basket, where.Where’s…? It’s in/ on/under/ behind the…Is it…?)2. Let’s chantWhere, where, where’s the cat?On, on, it’s on the box.Where, where, where’s the cat?In, in, it’s on the b ox.Sample:Where, where, where’s the ?, , it’s the .Give more words to practice: behind, under, sofa, vase, basket, dog, monkey, rabbit, hamster, door, window, desk, table…3. Let’s match4. I can spellStep3. Fun timeShow t he picture of Fun Time, and guide Ss to practice: A: Where’s the…?B: It’s…八、作业设计：Homework:1.Recite story time2.Recite the new words and get ready for a dictation九、板书设计Unit 1 Where’s Kitty?Where, where, where’s the ?, , it’s the .(behind, under, sofa, vase, basket, dog, monkey, rabbit, hamster, door, window, desk, table…)课题：2B Unit1 Where’s Kitty?Rhyme time (Period 3)教学设计：一、教学目标 Learning objectives:1、Strengthen the new words and sentence pattern of this unit.2、Chant and perform the rhyme: Molly the cat3、Learn the new words: Molly, living room, broom, play with重点：Important points:1、Strengthen the new words and sentence pattern of this unit.2、Chant and perform the rhyme: Molly the cat3、Learn the new words: Molly, living room, broom, play with难点：Difficulties:1、Strengthen the new words and sentence pattern of this unit.三、教学时间： 1 课时四、学情分析：Analysis of the students:Some students may have difficulties in key sentence patterns, the teacher need to focus on special students.五、教学准备：Preparations: PPT, cards六、教学方法: Teaching methods:Situational teaching methodTask-based teaching method七、教学过程： Teaching procedures:Step 1. Warming upT: Good morning, boys and girls.Ss: Good morning, Miss Lu.T: Let’s enjo y the song: on in underStep 2 Revision1. Quick respond:(on, under, behind, in, sofa, vase, basket, where.Where’s…? It’s in/ on/under/ behind the…Is it…?)2.Guessing game:Please ask and answer in pairs.Each picture you will have ten seconds to practice.The pair who ask and answer questions correctly can win the points for their group.(show some pictures of different prepositions )3. Let’s dubWatch the Cartoon.Students in a group to dub the story.5. Role-playInvite 3 students to act the story.Step 3 Presentation1. Show the picture of Rhyme time2.Watch and answer: What’s the cat’s name?3. Teach: Molly, living room, broom, play with(Use different ways to drill)4. Chant the rhyme together5. Chant the rhyme in group/ pairs6. Change the lyrics of the rhyme八、作业设计：Homework:1. Finish the exercises on the exercise book.2. Read and recite the new words of this chant.九、板书设计Unit 1 Where’s Kitty?Molly, living room, broom, play with课题：2B Unit1 Where’s Kitty?Review (Period 4)教学设计：一、教学目标 Learning objectives:1、Strengthen the new words and sentence pattern of this unit.2、Develop the ability of speaking and writing二、教学重难点：重点：Important points:1、Strengthen the new words and sentence pattern of this unit.2、Develop the ability of speaking and writing.难点：Difficulties:1、Develop the ability of speaking and writing.三、教学时间： 1 课时四、学情分析：Analysis of the students:Some students may have difficulties in pronunciations and spelling, the teacher need to pay special attention to them.五、教学准备：Preparations: PPT, cards六、教学方法: Teaching methods:Situational teaching methodTask-based teaching method七、教学过程： Teaching procedures:Step 1. Warming up1. Chant the rhyme: Molly the cat2. ReviewRead the storyAct the storyStep 2. Revision1. Quick respond:(on, under, behind, in, sofa, vase, basket, where.Where’s…? It’s in/ on/under/ behind the…Is it…?)2. Spellingund be s fb sk t v s wh3. I say, you saya. onb. sofac. itd. wheref. It’s on the boxg. cat.Step 3 Consolidation(1)Chant the rhyme: Molly the cat1. Show the rhyme2. Listen to the rhyme3. Say the rhyme together4. Change the lyrics of the rhymeStep4 Consolidation(2)Do Exercise on《补充习题》.1. T introduces the pictures in the exercise.2. T makes an example with one student.3. Ask the Ss to finish the exercises.4. Check the answers in class.八、作业设计：Homework:1. Recite the new words of Unit 12. Preview Unit 2九、板书设计Unit 1 Where’s Kitty?Spelling:und be s fb sk t v s whI say, you say:a. onb. sofac. itd. wheref. It’s on the boxg. cat.。

Unit 1 Where's Kitty 教学设计2教学目标1. 学习介词in, on, behind, under, of, at…2. 学习句型Where is /Where’s…? It is /It’s on the desk. Where are / Where’re…? They are / They’re under the bed.3.掌握简单的实景操练。

教具投影仪，录音机，以及一些日用品，如：上衣，书包，时钟，相片，饮料，水果等。

教学方法教师可利用教室里现有的东西引导学生进行操练。

也可借用其他东西，如：图片，录音机的等。

教学步骤Step 1 Revision教师拿几样实物，让学生复习本课需要用到的单词。

1.Where is my cap/ shirt/ book/ ball/ kite?Where are my socks/ shoes?2.It’s on/ in/ under/ in front of/ behind…They’re on/ in/ under/ in front of/ behind…问答的方式老师自便，可老师问，学生答，也可学生问，学生答。

Step 2 Presentation寻找一个提问者看不见的东西。

如：老师上课时找不到黑板擦，问一个学生。

---- Where’s the brush? ---- It’s in the teacher’s table. 老师也可自问自答。

并重复答语，引出介词in。

然后再把黑板擦放在课桌里，某个学生的书包里等，练习介词in。

教师引入介词的次序以及转换方式是相当重要的。

由于介词的引入对今后的学习具有深远的影响，所以，教师一定要抓住一个介词反复强化，其他几个介词一定要在首次引入的介词巩固之后再引入。

如：我们先引入的介词in时，让学生反复练习….. is in the desk. … is in the pencil-box. … are in my schoolbag.等等。

Unit 1 Where is Kitty?第一课时Story time教学设计课题Where is Kitty? 单元 1 学科英语年级2年学习目标能初步听懂，会说，会读单词in/on/behind/under/sofa/vase/basket 学会询问别人“物品在哪里？”Where is …?重点能初步听懂，会说，会读单词in/on/behind/under/sofa/vase/basket难点学会询问别人“物品在哪里？”Where is …?教学过程教学环节教师活动学生活动设计意图导入新课Greeting &Warm up1. Enjoy a song教师播放歌曲in on under引导学生一起欣赏，老师边唱边做动作。

学生试着一起唱歌曲。

Hello, teacher.I’m fine.以歌曲开场，激发学生英语学习的兴趣，营造积极的英语学习氛围。

师生问候，拉近与学生的距离。

讲授新课Step 1 Presentation1.教学房间单词：“sofa, basket vase.”I have some pictures. I read these words.你们猜一猜，下面的这些单词，是和哪个图片对应的。

教师指着图片读单词。

Now let’s play a missing game.生猜：sofa沙发生猜：basket篮子生猜：vase花瓶通过猜谜的游戏，学生更喜欢参与活动。

而且能够把单词的意思和图片在一起。

让孩子们更加的感兴趣，乐于参与。

出示下一张图出示下一张图。

生说：under Under the tableIt is under the table.Behind behind the vaseIt is behind the vase.Now let’s play a game.3.Magic eyes.4.Story.Kitty is missing. Let’s find it.Let’s look.Now let’s listen the text.Group work.Work in three, choose a way you like to read or act the 看到单词，以最快的速度读出单词。

教学课题Unit 1 Where’s Kitty? 课型新授本课题教时数： 5 本教时为第 1 教时备课日期：月日教学目标：认知目标：能听懂、会说、会读词汇sofa, vase, basket, on, under, behind, in, where’s 能力目标：能初步听懂、会读、会说句型Where’s...?; It’s on/under/behind/in...情感目标：了解家居环境中的物品位置教学重点、难点：重点：能听懂、会说、会读词汇sofa, vase, basket, on, under, behind, in, where’s；能初步听懂、会说、会读句型：Where’s...?; It’s on/under/behind/in...难点：词汇sofa, vase, basket, under, behind, where’s的读音；句型Where’s...?的用法。

教学方法与手段：谈话法，演示法，表演法；多媒体课件，图片教学过程：教师活动学生活动设计意图Step 1 Warm up1. GreetingsT: Class begins.T: Good morning, boys and girls. Welcome back to school.T: Nice to see you.T: Sit down, please.2. Free talkT: Hello, I’m Miss xxx. What’s your name? T: Nice to see you.T: Hi, xxx. How are you?T: I’m fine too.Step 2 Presentation and practice1. Listen and guess(Play the sound of dog, pig, cow, cat..., ask students to say out the name quickly)E.g.T: Oink! Oink! What’s this?T: Moo! Moo! What’s this?T: Miaow! Miaow! What’s this?2. Let’s introduce（根据上一活动中猫咪的叫声，引出课文中的角色--猫咪Kitty。

译林英语二下教案Unit 1 Where's Kitty 第一课时Unit 1 Where's Kitty第一课时教学目标：1.学会询问和回答物品所在地。

2.运用句型Where's…? It's…in/on/under…。

3.掌握表示物品位置的词汇in/on/under。

教学重点：掌握句型Where's…? It's…in/on/under…。

教学难点：如何正确使用表示物品位置的词汇in/on/under。

教学过程：Step 1 Warm-up1. GreetingsT: Hello, boys and girls. How are you today? (点名) Ss: Good morning/Good afternoon.T: Nice to meet you too. (用眼神扫视全班)2. Free talkT: Do you like to play games with your friends? Ss：Yes/No.T: Do you have a special toy or pet at home?Ss: Yes/No.T: Can you show me your toy or pet now? (引导学生展示)3. Introduce the topicT: Great! Today we are going to talk about a cute cat. (展示图片) Can you guess what its name is?Ss: Kitty.T: Yes, you are right. Kitty is very cute and playful. But, do you know where Kitty is now?Ss: No.T: Then let's find out.Step 2 Presentation1. Show the flashcardsT: Look, what's this?Ss: Toy car.T: Right. Where is it?Ss: It's on the desk.T: (用相同方式依次展示其他物品，引导学生运用词汇in/on/under表述物品所在的位置) Very good. Now let's talk about Kitty. Where can she be?Ss: (各自猜测，有些同学可以提出一些位置的答案)2. Listen and answerT: Listen to the conversation between Timmy and Sarah and point out where Kitty is. (放音频并让学生听)T: So where is Kitty now?Ss: Kitty is under the bed.T: Good job!3. Learn the new sentencesT: Let's learn some new sentences now. Listen carefully and repeat after me. Where is Kitty? (板书)Ss: Where is Kitty?T: It's in/on/under… (板书并标出三个位置的图片)Ss: It's in/on/under…Step 3 Practice1. Play the gameT: Now let's play a game. I'll show you some pictures of Kitty. Then you can use the sentences to ask me where Kitty is. (展示一系列猫咪图片)Ss: Where is Kitty?T: It's in/on/under…(指出位置)Ss: It's in/on/under…2. Pair workT: Please work with your partner. One of you is Timmy, and the other one is Sarah. Ask and answer the where'sKitty question. (让学生按照自己的喜好和猫咪图片练习对话)Step 4 Production1. Group workT: Now let's make a poster together. (讲解海报制作步骤) Here are some materials you can use (提供一些图片、纸张、颜色笔等) . Please discuss and decide what kind of poster you want to make.Ss: (讨论协商)T: Then let's start working. (给予学生制作过程中必要的指导和帮助)2. PresentationT: Time's up. Now please show us your poster and introduce it. (每组讲解一下自己制作的海报)Step 5 Homework1. Review the new sentences and practice it at home.2. Draw a picture and say where some objects are.板书设计：Where is Kitty?It's in/on/under…inonunder。