2020春三年级英语下册 Unit 4 Where's the bird第3课时教案 （新版）牛津译林版

unit 4 wheres the bird?cartoon time & sound timeteaching contents 教学内容cartoon time & sound timeteaching aims and learning objectives 教学目标知识目标：1. 学生能熟练掌握日常用语wheres = where is ? 及其回答its/hes/shes .2. 学生通过语气判断和理解here you are.在不同情境中的含义。3. 学生了解字母d在单词中的读音，即d。技能目标：学生能整体感知、理解并有感情地朗读故事，进行故事表演，尝试故事改编。情感目标：学生能理解cartoon time中的幽默。focus of the lesson and predicted area of difficulty 教学重点和难点1. 学生能熟练掌握日常用语wheres = where is ? 及其回答its/hes/shes . 2. 学生通过语气判断和理解here you are.在不同情境中的含义。teaching procedures 教学过程step 1 enjoy a songt: lets enjoy a song where is it.s: ok.t: where is the bird?s: its in the tree.【设计意图：营造英语学习氛围，激发学生的学习兴趣。且歌曲内容与本单元话题相吻合，自然导入本课学习。】step 2 sound time1. play a gamet: lets a play a game “quick response”. please look carefully, and then answer my question. where is the bird?s: its in/on/under/behind the desk.2. sound timet: where is the bird?s: its on the desk.t: yes. the bird is standing on the desk. follow me, “stand”.s: stand.t: now, where is the bird?s: it flies away.t: youre right. follow me, “fly away”. next, please choose and complete the rhyme.(学生同桌合作讨论)t: lets share the answers. look at these words. what can you find?s: 字母d都发d。t: yes, you are right. lets read them together.【设计意图：这个部分是从快速反应的游戏自然引入到语音部分的学习。语音部分的儿歌以选词填空的方式，一方面检测孩子对文本的理解，另一反面让孩子填入的词都是含有字母d的，让孩子自主发现，以加深印象。】step 3 cartoon time1. watch and guesst: boys and girls, our good friends are coming. who are they?s: bobby and sam. t: they are playing “hide and seek”. bobby hides and sam seeks. lets make a guess. where is bobby?s1: bobby is under the chair.s2: bobby is behind the sofa.s3: bobby is in the school bag.t: next, lets watch the video. here are two questions. try to read them first.s1: where is bobby at first?s2: where is bobby at last? (教师播放动画)t: wheres bobby at first?s: 在抽屉里。t: yes, hes in the drawer. but wheres he at last? s: hes on the table.t: lets listen to sam. what does “here you are.” mean?s: “here you are.” means “你在这里！”t: lets compare two sentences. what do they mean?hi, sam. here you are. im looking for you.this doll is for you. here you are.s: the first “here you are.” means “你在这儿。”. the second means “给你。”.【设计意图：文本前的“大胆猜测”的环节，帮助sam猜想bobby躲在哪里，培养学生的猜测能力以及在语境中运用语言的能力；设计了两个核心问题：where is bobby at first和where is bobby at last?让学生带着问题观看动画，提高观看的目的性和有效性。】2. read the storyt: is the story funny?s: yes.t: lets read after the computer. (逐句跟读并指导语气兴奋、失望、得意等)t: lets read it again. then answer my question. what do you think of sam?(学生齐读)t: what do you think of sam?s: hes smart/clever/foxy.3. do the dubbing t: now can you dub for the whole story together? (你们能为这个故事配音吗？)s: yes. 【设计意图：通过为文本配音，鼓励学生模仿其语音语调，体会bobby的情感。】step 4 make and act a dialogue t: sam wins. so, its bobbys turn to seek sam. what will happen? can you imagine and act it out?【设计意图：承接文中的捉迷藏游戏和学生所体会出的bobby和sam的不同情感，趁热打铁，随即创设了一个既真实又有趣的情景，激发学生的表达欲望，并调动起学生的已有词汇，培养学生综合的运用语言的能力。】homework 家庭作业1. listen and read cartoon time twice.2. dub for the story.teaching aids 教学准备（含板书设计）教学准备：教学ppt板书设计：unit 4 wheres the bird?wheres the ?its in/on/under/behind the 说课本课以一首与本单元话题相关的歌曲导入，自然引入本课学习。在学习cartoon time部分前，教师设计了“大胆猜测”的环节，帮助sam猜想bobby躲在哪里，培养学生的猜测能力以及在语境中运用语言的能力，并再次巩固介词用法。通过录音中sam说话的语气来判断、理解、学习here you are的新含义，并比较在不同情境下的不同意义。为文本配音的过程既是对文本内容的巩固，也是对文中bobby情感的再体会，为接下来的对话创编打下基础。最后的综合活动承接文中捉迷藏的活动和情感，给学生一个想象和