三级英语下册 Unit 4 Wheres the birds教案 牛津译林版.doc

unit 4 wheres the birds 教 学内 容3b unit 4 wheres the bird?(story time)共几课时5课 型新授第几课时1教 学目 标1. 能听懂、会读、会说desk，chair，bird，on，in，under，behind。2. 能听懂、会读、会说日常用语wheres ? its not here. its on/in/under/behind 。3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。4. 能初步运用本课所学的词汇和日常用语谈论东西的位置。5. 能正确演唱歌曲。教 学重 难点教学重点能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文内容。教学难点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 学资 源1. 学生已有的学习经验：a学生在美文诵读上学过where这个单词。b称赞某个物品可以用how nice!/its nice.等等。2. 学生可能遇到的问题： beautiful, under, behind, not here, chair等单词读得不够到位。方位介词的使用，易混淆。3. 教学策略：a. 让学生通过回忆、观察、比较、总结等建构知识网络。b. 以话题为主线，组织循序渐进、行之有效的教学活动，使每一个学生在主动探究、合作学习的过程中，内化知识，提升能力。4.教学准备：ppt预 习作 业听录音试读story time.学 程 预 设导 航 策 略调整与反思a.greetings（4 minutes）1. greeting2. sing a song 学生加上动作一起唱b.pre-reading（11 minutes）play a game and learn the new words试读单词bird（birthday）bookon the deskunder the bookin the bookdeskin the deskchairon the chairc.while-reading&post-reading（19 minutes）1. listen and choose 2. listen and stick 学生两人合作完成 3. read the story 尝试着读出全文4. tell the story t: wheres the bird? s: its under the desk. t: now, its s: behind the door. t: oh, its not here. its s: on the chair. t: wheres the bird now? s: its in the desk. t: oh, look, now its . s: in the tree. 同桌间根据图片复述课文d.consolidation&checkout（5 minutes）1. say a rhyme 学生互相说一说2. sing the song 学生跟唱e.homework（1 minute）t: hello, boys and girls.t: nice to meet you.t: do you like singing? t: i like singing very much. lets learn to sing a new song. ok?t: first, listen and watch carefully.you may follow it if you want. (播放歌曲一遍) t: do you like the song? now follow me. (老师带着学生用手势表示歌词内容，学生边唱边学做动作) t: this time, lets try to sing and do some actions together. 再次播放歌曲t: (手中拿着一只折起来的小鸟) now boys and girls, look, whats in my hand now? guess!t: look, its a bird. (板书bird) look, wheres the bird? (把小鸟放在书上)t: wheres the bird now? (把小鸟放在书下)t: good! and where is it now? (把小鸟放在书里)t: now lets play a game with this bird. (老师让学生闭上眼睛后把小鸟放进课桌里) wheres the bird? guess! t: look, its in the desk. (板书desk，贴图，带读in the desk并示意) now lets play this game again. (老师再次让学生闭上眼睛后把小鸟放到一把椅子上) wheres the bird? guess!t: look, its on the chair. (板书chair，贴图，带读on the chair并示意)t: (老师再让学生闭上眼睛，然后把小鸟藏起来) where is the bird now? is it in the park? in the classroom? in the tree? here is a story about the bird. please listen carefully, and then choose the right answer. (播放课文录音)播放课文动画核对答案t: the bird stops in many places. look, its here and here. (ppt红圈显示1、7两幅图中鸟的位置) but look, in some of the pictures, we cannot see it. (小鸟分别飞到了哪些地方呢？请你们来贴一贴。) now, please take out your working sheet. lets listen and stick the birds on the paper. please work in pairs.t: lets watch the cartoon again. (播放课文动画，在每个需要完成的画面上暂停核对)t: now boys and girls, check your pictures. lets read the story together, ok? (出第一幅图) picture1. lets read it together.t: (出示小提示：注意读出故事中人物的情绪) lets try again. beautiful means nice! (出中文意思，读beautiful和how beautiful!)t: and picture 2, look, wheres the bird?t: yes. its under the desk. (ppt出现单词卡under，读under）now who can read this? (ppt中出现对话)(继续每一幅图逐图教学：第二幅图教under，第三幅图教behind，第四幅图教its not here.， 第五幅图教on，第六、七两幅图教in)t: ok. now we have read the story together. now open your books, turn to page 13, and read the story by yourselves. (请打开书，同桌合作读一读全文)t: you did a good job. now, look at the blackboard. (拿出小鸟的图片) look! a bird! (老师把小鸟放在黑板上不同位置，带领学生一起复述)t: its your turn now. can you tell the story like this? you can work in pairs.(老师让同桌学生之间根据图片复述课文，请1至2组学生到黑板前复述）t: (拿出另外两只小鸟放在黑板的树上) look, how many birds are there in the tree now? t: yes. they are her friends. try to say this rhyme. first read it in two.把歌词变为韵律诗t: lets try to say it together. (教 little和all)t: say it all together again.t: this is a nice song. lets listen to it.(播放歌曲动画)t: can you try to follow it?t: good! lets sing it with some actions. (老师带学生边做动作边唱)明确作业要求作业设计* 听磁带，读故事5遍。* * 用where is ?its 的句型来说说物品的位置。* * * 搜集一些on，in，behind，under这样的介词短语，说一说。教后反思三和中心小学“学程导航”课时教学设计 施教时间： 年 月 日教学内 容3b unit 4 wheres the bird(fun time & sound time)共几课时5课 型新授第几课时2教 学目 标1. 能熟练运用句型wheres ? its on/in/under/behind 进行对话。2. 能通过游戏进一步正确运用介词on，in，under，behind。3. 能体会字母d的发音d。教 学重 难点教学重点能通过游戏进一步正确运用介词on，in，under，behind。教学难点能体会字母d的发音d。教学资 源1. 学生已有的学习经验：通过学习story time，初步掌握了本单元的单词和句型。2. 学生可能遇到的问题： /d/在单词中的发音，并且能读准单词3. 教学策略： 利用循序渐进的教学方法，指导学生自主学习与合作学习相结合，让学生通过说说演演，提高英语口头表达能力。4. 教学准备：ppt预习作 业读熟已教的单词bird, desk, stand, under, door ，体会音标/d/学 程 预 设导 航 策 略调整与反思a.warming-up (4 minutes)1. sing the song 学生唱2. change the lyrics review story time(8) b.presentation&practice(15 minutes)1. review the words 2. play the gamess: the pencil is in the pencil box, on the pencil box, under the pencil box and behind the pencil box. 一位学生到讲台前背对屏幕， 教师选定一幅图后，由全班问， 这位学生来猜ss: where is the pencil?s1: is it in/on/under/behind the pencil box?ss: yes./no.s: its a book/school bag/ pencil box/pencil.3. 学生在小组内玩此游戏c.practice&consolidation(7 minutes)1. say the sentences2. read the words学生读单词学生列举discuss in pairs.学生讨论，反馈 d.checkout（5 minutes）s: where is the milk? s: its on the desk.s: where is the ice cream? s: its behind the car.s: where is the key? s: its under the table.s: where is the egg? s: its on the chair.e.homework (1 minute)t: hello, boys and girls. t: (出示第一课时中的小鸟) do you remember this little bird?t: lets sing the song “where is the bird?” 播放歌曲t: we know the little birds are in the tree. now can you change your words according to my picture? 你能根据图片改编歌词唱一唱吗？now listen to me. (教师示范演唱第一段)t: where, where, wheres the bird? its under the desk. the little bird and all her friends are under the desk. t: can you sing it like this? now here are three more pictures from the text. (ppt出课文另外三幅图片) sing them in your groups .t: great! now can you dub for the story? 你们能来给课文动画配音吗？t: ok. now after the text, lets review some of the new words. can you read them? (ppt出示4个介词)t: yes. they are the key words in this unit. and if you want to remember them very well, the games will help you. (ppt出示tip）try to follow me.t: great! then lets play a game together now. this is a guessing game. look, here are four pictures. look (引导学生看图说一说四幅图)t: yes. one of you comes to the front and guesses where the pencil is. you can guess like this. (板书游戏可用的句型) who wants to try?t: good. and now lets change this game a little bit. look, whats this? (教师拿出一本书，一个书包，一个铅笔盒和一只铅笔)t: and now lets play the game using them. now close your eyes. (学生闭上眼睛， 教师藏好铅笔)t: now open your eyes. t: now play this game in your groups. remember to say(再次提示黑板板书)t: good! it seems you play the games very well. and we have three more words in this unit, and that is(ppt出示3个单词)t: good. and look, the bird is flying away. where is it now? (ppt显示sound time图) oh, its here.t: look, the boy is saying something. can you try to read?(ppt显示fly away的中文意思)t: good! and can you read this? read in pairs. t: can you tell us the chinese meaning?t: how many ds can you find? 在这句话中你能找到几个含有字母d的单词？t: can you read them all again?t: now can you tell us the sound of the letter “d”? t: good! now read them like this: d, d, desk, d, d, stand t: can you find more words like them? discuss in your groups now.教师板书t: yes. and here are some words with the sound d, can you read them? (ppt显示单词，学生读)t: and can you choose three of them to complete this sentence? 你能根据这幅图挑选三个单词完成句子吗？t: look, this is another beautiful bird. whose bird is this? 你们知道她的主人是谁吗？t: well, if you want to know, youll have to find four things in a room. (ppt显示要找的东西的单词)t: yes. please remember to use “wheres ? its” (ppt显示图) work in pairs, please.教师根据学生回答，点出相关物品的位置t: look! who is her master?t: well done. you did a good job. 明确作业要求作业设计*读fun time对话，听磁带复习sound time。* * 模仿fun time用where is ? its 的句子来做一做游戏* * * 自己设计不同的游戏复习学过的单词。教后反思三和中心小学“学程导航”课时教学设计 施教时间： 年 月 日教学内 容3b unit 4 wheres the bird?(cartoon time&checkout time&tickingtime)共几课时5课 型新授第几课时3教 学目 标1. 能理解cartoon time部分的意思，并能配合此部分内容进行表达。2. 能对照ticking time的三个目标进行客观的自我评价。3. 能综合运用本单元学到的单词和句型谈论自己身边事物的位置。4. 能初步把自己表达的内容在老师的帮助下写下来。教 学重 难点教学重点能理解cartoon time部分的意思，并能配合此部分内容进行表达。教学难点能综合运用本单元学到的单词和句型谈论自己身边事物的位置并能写下来。教学资 源1. 学生已有的学习经验：学生在美文诵读中学过one,two, three和句子where is he?2. 学生可能遇到的问题： 读出卡通中的幽默感3. 教学策略： 利用循序渐进的教学方法，指导学生自主学习与合作学习相结合，让学生通过说说演演，提高英语口头表达能力。4. 教学准备：ppt预习作 业预习cartoon time ，跟读并尝试着理解大意。书p29（b）能根据图片提出问题，并且能回答正确学 程 预 设导 航 策 略调整与反思a.lead-in(5 minutes)巩固拼背单词游戏：hide-and-seekb.presentation&practice(11 minutes)1. watch the cartoon2. read and say学生阅读cartoon times1: one, two, three s2: wheres bobby?s3: ah, hes behind the door. (兴奋的语气)s4: oh, its not bobby. (失望的语气)s5: wheres he?s6: wow! a cake! (兴奋的语气)s7: ha! ha! here you are, bobby! (得意的语气)3. do the dubbing 4. act the dialogue学生为连环画配话并汇报。ccheckout(14 minutes)1. self assessment s: i can use “where” to ask questions.s: i can use “in”, “on”, “under” and “behind”.s: i know the sound of the letter “d”.学生问问题2. listen and draw2. look, find and say学生5秒钟看图学生同桌互相问答d.pracitce&consolidation(9 minutes)1. talk about the things in the classroom 小组内互相问答，并请2至3个同学做老师向全班提问3. write about the things in the classroom三个学生在黑板上写句子，并读出来展示ehomework(1 minute) t: hello, boys and girls.t: how are you today?与学生热身交流复习上节课所学儿歌t: boys and girls, today lets play a game. its called hide-and-seek. ppt显示游戏名和使用的句子。t: who wants to hide first?挑选两到三个学生和全班玩，第一次老师问，第二次学生代替老师整体呈现cartoon time内容，引导学生通过上下文理解对话含义，体会故事的幽默之处。t: well, we have two friends. they like this game, too. ppt显示cartoon time p1look, who are they?t: yes. they are playing hide-and-seek, too. bobby hides and sam seeks, right? so where is bobby? lets watch the cartoon. 播放动画t: 停在最后一个画面so where is bobby now?t: who wins? 谁赢了呢？t: yes. sam wins. now please open your books and read this story. its on your book, page when you are reading, try to remember what they say.阅读cartoon time部分，记一记每一幅图中的对话。t: now close your books. ppt逐图显示 who can be sam/bobby? t: now read the story in pairs. 注意语气哦！t: now can you dub for the whole story together? 你们能为这个故事配音吗？t: sam wins. so, its bobbys turn to seek sam. what happens now? can you imagine their words and act it out? ppt显示连环画t: boys and girls, i think you did a good job just now. but did you do a good job for the whole unit? lets check it out. look! ppt显示3个目标及中文we have three targets in unit 4. they are t: you can see the chinese meaning here. so now its your ticking time. please open your books and turn to page 29 and tick it.t: finished? who gets three stars? t: ok. now can you ask some questions using where? 问几个学生t: and the next one, who gets three stars? well, let me check. 把东西放在某处 wheres ? 检验几个学生t: and the third one, who gets three stars?well, can you remember any words with the sound d? 检验几个学生t: ok. stop. now its checkout time. 让我们通过练习来检查自己是否真的达到了目标。open books on page 29checkout time. a listen and draw. lets listen and draw on the book. take out your pencils and rubbers. ready? go.利用课件进行听和反馈t: books closed. after the exercise, lets play a memory game. im going to show you a picture, and you have 5 second to remember where things are. (下面是一个记忆游戏，5秒钟记住图中物品的位置) ready? t: now here are the questions. ask and answer in pairs, and i will show you the right answers later.t: now lets check if you have the right answers. 利用课件进行人机对话t: boys and girls, youve learnt very well in unit 4. lets see if you can use them very well. its time to talk about some real things, like the things in this classroom.t: what can you see here?t: well, lets talk about the things her, ok? heres what you can say. (ppt显示句子)老师再总结成陈述句明确作业要求。作业设计*读cartoon time对话5遍。* *如果ticking time没有达到3颗星要求，有针对性的进行改进练习。* * * 和会说英语的家人或朋友谈一谈身边物品的位置，试试写下来。教后反思三和中心小学“学程导航”课时教学设计 施教时间： 年 月 日教学内 容3bunit 4 where the bird? 综合复习共几课时5课 型复习第几课时4教 学目 标1. 能听懂、会读、会说desk，chair，bird，on，in，under，behind,one, two, three, beautiful2. 能听懂、会读、会说日常用语wheres ? its not here. its on/in/under/behind 。3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。4. 能初步运用本课所学的词汇和日常用语谈论东西的位置。5. 能正确演唱歌曲。6. 能体会字母d的发音d。教 学重 难点1. 能听懂、会读、会说desk，chair，bird，on，in，under，behind,one, two, three, beautiful2. 能听懂、会读、会说日常用语wheres ? its not here. its on/in/under/behind3. 能正确演唱歌曲。4. 能体会字母d的发音d。教学资 源1. 学生已有的学习经验：本单元的日常交际用语耳熟能详，学生容易掌握。2. 学生可能遇到的问题： 个别学生拼背单词慢。3. 教学策略：a. 让学生通过回忆、观察、比较、总结等建构知识网络。b. 以话题为主线，组织循序渐进、行之有效的教学活动，使每一个学生在主动探究、合作学习的过程中，内化知识，提升能力。4.教学准备：ppt预习作 业1. 试着整理本单元的知识脉络。2. 听录音，跟读本单元各部分不少于5遍。学 程 预 设导 航 策 略调整与反思alearning aims（2 minutes）1. 能听懂、会读、会说desk，chair，bird，on，in，under，behind,one, two, three, beautiful 2. 能听懂、会读、会说日常用语wheres ? its not here. its on/in/under/behind 。3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文