三年级下册英语教案Unit 4 Where’s the bird（第1课时）译林版（三起）

1、.译林三下Unit 4 Wheres the bird?第1课时教学内容：Story time & Song time教学目的：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，在老师的引导和帮助下尝试表演对话。4.能初步运用本课所学的词汇和日常用语议论东西的位置。5.能正确演唱歌曲。教学重点和难点：教学重点：能正确地理解并朗读对话内容，在老师的引导和帮助下复述课文内容。教学难点：能初步运

2、用本课所学的词汇和日常用语议论物品的位置。教学准备：自制词、句卡、人物头饰、PPT教学过程：Step 1 Greeting & Free talk.1. GreetingT: Good moring, boys and girls.S: Good morning, Miss Zhuang.T: Nice to meet you.S: Nice to meet you, too.2. Free talkT: Whats this?S: Its a-T: Is this your-?S: Yes, it is./ No, it isnt.Step 2 Presentation1.T: Li

3、sten! Whats this?播放小鸟叫声S: Its a bird.T: Look at the bird.S: Its nice./ Its great./ How nice./ Its good./How beautiful.Teach: a bird 出示skirt和T-shirt让学生尝试读单词 How beautiful.学生跟读录音2.T: Oh, the bird is flying away. Wheres the bird. OK, today we will learn: Unit4 Wheres the bird?揭题并贴板书,学生跟读数遍3.T: If you a

4、sk three times, the bird will come out.S: Wheres the bird?-4.T: Look, the bird is in my hand. Now look, wheres the bird? 把小鸟放在书上S: Its in the book.贴板书inT: Wheres the bird?把小鸟放在书桌里S: Its in the desk. 板书desk，贴图，带读in the desk并示意5.T: Wheres the bird? S: Its on the desk.贴板书onT: If you want to stop the bi

5、rd, please ask Wheres the bird? loudly.S: Wheres the bird? S: It under the desk.贴板书under，并带读6. Use the same way to teach: behind.7. Read the new words and do some actions.借助手指操带孩子们读四个介词8.T: Now boys and girls, please close your eyes and try to guess where the bird is.S: Its in/ on/ under/ behind-.T:

6、Look!S: Its on the chair.贴板书chair， 并跟读录音T: Oh, its not here. Its flying again.让学生猜猜“Its not here.的中文意思。T: Do you want to know where the bird is? How to ask?S: Where is the bird?/ Where is it?贴板书Where is it ?Step3 Story time1.Watch and answerT:Look! The bird is flying into Mikes classroom, and its fl

7、ying here and there. Now lets watch the cartoon and try to remember the places that the bird stopped.PPT: Where did the bird stop? 播放课文动画,学生尝试答复S: In/ On/ Under/ Behind the-T: Please open your books and try to underline the places that the bird stopped, and then check our answers.S:Under the desk/ B

8、ehind the door/ In the tree/-贴板书tree，并跟读录音2. Listen and marka.T: The bird stopped at many places. Lets listen to the recorder and use the stars to mark the places that the bird stopped in orders. 播放课文录音, 学生两人合作标出小鸟停留地b.Check the answers and Ss try to stick a little bird on the blackboard.T:Wher

9、es the bird at the first/second/third/-time? Who can stick the little bird on the right place?c.Ss use the picture to practise in pairs.3. Read the storya.T: Now boys and girls, Lets look, read and say.出第一幅图 Who can try?S: How beautiful!逐图呈现每一幅图，让学生尝试回忆课文完成空格，并进展各种方式的朗读比赛。b.T: OK. Now lets read in r

10、oles, Group1 is Yang Ling, Group 2 is Mike, Group3 is Liu Tao and Group4 is Su Hai. Pay attention to your pronunciation, intonation and your body language. c.Now you will have three minutes to prepare for performance and have five seconds to choose your favourite character. Please close your bo

11、oks and pay attention to your pronunciation, intonation and your body language. Lets see which bird can fly higher and higher.d.Choose a child to help the bird fly.Step 4 Sing a songT: 拿出另外两只小鸟放在黑板的树上 Look, the bird is in the tree, oh, its flying again. Where is it?S: The little bird and all her fri

12、ends, they are in the tree.    T: Yes, Lets try to say it together.教 little, her和all与当今“老师一称最接近的“老师概念，最早也要追溯至宋元时期。金代元好问?示侄孙伯安?诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。于是看，宋元时期小学老师被称为“老师有案可稽。清代称主考官也为“老师，而一般学堂里的先生那么称为“老师或“教习。可见，“老师一说是比较晚的事了。如今体会，“老师的含义比之“老师一说，具有资历和学识程度上较低一些的差异。辛亥革命后，老师与其他官员一样依法令任命，故

13、又称“老师为“教员。T: Here is a nice song about them. Lets try to sing it together with some actions. 播放歌曲动画,老师带学生边做动作边唱T: Do you like this bird? Do you want to be her friends? Lets see her again next lesson.Step5 Homework 1. Read the story 5 times.2. Tell the story to your parents.板书设计：Unit4Wheres the bird?

14、 under 图desk behind 图door Its on 图chair 图desk in 图tree“教书先生恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生概念并非源于教书，最初出现的“先生一词也并非有传授知识那般的含义。?孟子?中的“先生何为出此言也？；?论语?中的“有酒食，先生馔；?国策?中的“先生坐，何至于此？等等，均指“先生为父兄或有学问、有德行的长辈。其实?国策?中本身就有“先生长者，有德之称的说法。可见“先生之原意非真正的“老师之意，倒是与当今“先生的称呼更接近。看来，“先生

15、之根源含义在于礼貌和尊称，并非具学问者的专称。称“老师为“先生的记载，首见于?礼记?曲礼?，有“从于先生，不越礼而与人言，其中之“先生意为“年长、资深之传授知识者，与老师、老师之意根本一致。教学反思：观察内容的选择，我本着先静后动，由近及远的原那么，有目的、有方案的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进展观察，保证每个幼儿看得到，看得清。看得清才能说得正确。在观察过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和

16、抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。有的孩子说“乌云跑得飞快。我加以肯定说“这是乌云滚滚。当幼儿看到闪电时，我告诉他“这叫电光闪闪。接着幼儿听到雷声惊叫起来，我抓住时机说：“这就是雷声隆隆。一会儿下起了大雨，我问：“雨下得怎样?幼儿说大极了，我就舀一盆水往下一倒，作比较观察，让幼儿掌握“倾盆大雨这个词。雨后，我又带幼儿观察晴朗的天空，朗读自编的一首儿歌：“蓝天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。这样抓住特征见景生情，幼儿不仅印象

17、深化，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。我还在观察的根底上，引导幼儿联想，让他们与以往学的词语、生活经历联络起来，在开展想象力中开展语言。如啄木鸟的嘴是长长的，尖尖的，硬硬的，像医生用的手术刀样，给大树开刀治病。通过联想，幼儿可以生动形象地描绘观察对象。 本人执教的是译林版三下Unit4 Wheres the bird?第一课时，教学内容是Story time和Song time两块，内容相对多些。我首先以小鸟的鸣叫声将孩子们引入本课的话题Wheres the bird?。其次以快速变换小鸟的位置让孩子学习on, under, in , behind等词汇，同时我让学生通过手与拳的配合感知，在反复的变换、操练、朗读中，学生逐渐掌握了词汇，并且不容易混淆。这样安排不仅有利于师生进展听说训练，而且也能促使学生全面感知。接着分步骤进入文本的学习：先看动画尝试答小鸟停留过的位置读课文划出小鸟停留过的位置进展核对听录音按顺序标出小鸟停留过的位置核对答案，学生上黑板张贴小鸟的停留位置学生看图两两对话学生看图说并有感情地读课文小组分角色朗读选择学生表演。层层递进地教授课文，使得重点突出，学生也有充分时间来表