译林英语三下Unit4Where’sthebird

1、译林英语三下Unit4 Wheres the bird?一教材简介：本单元为“物品位置”的日常交流：A：Wheres? B：Its in/on/under/behind；本课时则围绕“小鸟误闯教室”这一正常又惊喜的场景，引发学生对“小鸟位置”的关注，于结构并列，内容相似的句型中真切交流。二目标预设：1.知识目标：单词：in、on、under、behind、a bird、a desk、a chair,beautiful,tree；句型：A：Wheres? B：Its in/on/under/behind.2.能力目标：学会积极主动并准确地交流“物品位置”。3.情感目标：形成物品归属感，强调有序管

2、理。三重点难点：重点：学会方位词的准确表达；难点：1.课内掌握behind和under的发音和运用；2.体验因位置变换而引发的情感，从而有感情地朗读语篇。四设计理念：以情导学语言文字where、in、on、under、behind原本安静地躺在词典里，现随着美丽可爱的小鸟飞来了，“飞”在教室各处，能否“飞”进孩子心灵？“以情导学”求学生真情体验和主动表达：一学识准备，情感铺垫：空荡的黑板正中一棵绿树和众多彩鸟，色彩冲击学生视觉。随即一只大鸟于本教室乱“飞”，飞往学生的头上，手上，怀里舞动轻叩学生心灵，以求学生于惊喜而温馨中入境。继而因追随心切而全心聚焦小鸟目的地：讲台上教师的英语书，师生问答中

3、学习：A：Wheres the bird? B：Its in/on/under/behind the book.二读中悟情，以情导学鉴于学习者好奇的心理特征，形象的思维特征，和初学英语的基础语音要求；及学习内容即文本“状物位置”而结构统一，内容并列的属性，所以形式上统领于文本主线：问句“Wheres the bird?”；内容上“情感朗读”而体验于答句“Its in/on/under/behind.无意义的方位词“in/on/under/behind”变得如此惊喜，疑惑，担心，呵护这就是孩子需要的情感表达，而仅非文字的记忆和背诵。三德智相容，内外结合小鸟的误闯是意外，人为的乱放是无序，借小鸟另

4、一去处“Liu Taos home”的语境反面认知Liu Tao乱摆物品而强化德行：Tidy up the things,please.同时借Liu Tao之口完成“课内学识课外游戏化”（游戏见于教案。）五设计思路：Wheres the bird?In our classroom文本前：重点词句In Mikes classroom文本中：以读导学In Liu Taos home文本后：德智相容课间游戏六教学过程：Step1.Free talk.1. T：Hello，this lovely boy/girl.May I know your name?/Nice to meet you./Good

5、 morning./How are you?/.S：Im/Nice to meet you,too./Good morning./T：Can I have a look at your pencil box/pen/?(课前观察学生的文具用品以寻找交流话题。)Wow,how nice/beautiful!S：Thank you.S：Read：beautifulT：I like theon your pencil box.I likeDo you like pandas/birds/?S：Yes./No.设计意图：从赞美学生的文具入手，学习beautiful，并由喜好导出主人公“小鸟”。Step

6、2.Presentation.1. T：I like birds.Look！(黑板上画一棵树，贴满鸟的图片，最大一只同于文本中的鸟。)S：Wow,how beautiful！（beautiful运用。）T：Where are they?Theyre in the tree.S：Read：tree.T：If you do a good job,you can get the beautiful bird,OK? Look at this beautiful bird.She is flying,flyingWheres it now?On your head!In your desk!In Yo

7、ur hand!And nowS：Its on your book.T：Yes.Wheres the bird?Its on the book.Please read：Wheres the bird?S：Read：Wheres the bird?T：Its on the book.S：Read：Its on the book.S：Read：on；Where, where, wheres the bird? On, on，its on the book. T：Look，the bird is flying again.Wheres the bird now?S：Its in the book.S

8、：Read：In；Where, where, wheres the bird? In, in, its in the book.同法教学：在变换鸟的位置而交流的句型中学习：under，behind.（注意单词发音：begin-behind；hi-behind；us-up-under；sister-under.）2.S:Say the rhyme（伴奏）：Wheres the bird? Its on the book.Wheres the bird? Its in the book.Wheres the bird? Its under the book.Wheres the bird? Its

9、 behind the book.设计意图：小鸟于“our classroom”起飞，最终落向教师的英语书，以书为参照物交流本课重点词句。Step3.Presentation and practice.1. Picture1：T：Look，wheres the bird is flying to?(教师身体侧向屏幕，小鸟“飞”向屏幕，教师手迅速巧妙收起。)S：In Mikes classroom now.T：Who are they?Are they happy?S：Theyre Mike,Su Hai and Yang Ling.Theyre very happy.T：Yes.They ca

10、n see a beautiful bird.Lets read happily,OK?S：Read Picture1.T：And the bird is lovely.It flies here and there.(手势表示到处。)Where is it？Watch and answer,please.(逐题填表并逐幅呈现文本后指导朗读。)Wheres the bird?Its under Mikes desk. Its behind the door. Its on Su Hais chair. Its in Mikes desk. Its in the tree. 2.Picture2

11、：T：At the first,wheres the bird?S：Its under Mikes desk.S：Read：desk.T：The beautiful bird is under Mikes desk.Mike is so surpised.（Mike问句上标注汉字“疑惑”。）And Liu Tao can see it,hes exercited.（Liu Tao回答句上标注汉字“惊喜”。）S：Ask surpised and answer exercited：Mike：Wheres the bird?(疑惑) Liu Tao：Its under your(Mikes )des

12、k.3.Picture3：T：Then wheres the bird?S：Its behind the door.T：Who find it?Helen?Liu Tao?Yang Ling?Or Mike?S：Helen！T：Yes.Helen isS：Happy.T：Good.Shall we read happily and loudly.(汉字标注“高兴”)S：Read after the teacher.4.Picture4：T：But Mike is so sorry.Why？S：Its not here.T：Yes.Its not behind the door.“not”标重音

13、。S：Read disappointedly.5.Picture5：T：The bird is not behind the door.ItsS：On Su Hais chair.S：Read：chair.T：Yes.Its behind Su Hai.But Su hai dont know.And Yang Ling says lowly.（汉字标注“小声”）S：Read after the teacher.6. Picture6：T：And Mike says lowly too.Why?S：Its in Mikes desk.T：Yes.At first Mike cant find

14、it.But now can he?Hes so happy,yes?Dont disturb the bird.Perhaps he is tired.(汉字标注“惊喜，小声”)S：Yes.Read happily and slowly.7.Picture7:T：At last wheres the bird?S：Its in the tree now.T：The tree is the birdshome.Is the bird happy?Are they happy?Lets readhappily. And listen to the songWheres the bird?8. T

15、：教师边于学生问答边右手于黑板贴图，左手显示小鸟位置：Mikes desk,the door and Su Hais chair.T：Lets read in roles.Group1 act Mike.Group2 act Liu Tao.Group3 act Yang Ling.Group4 act Su Hai,OK. S：Read in roles.（教师手拿小鸟。）S：Read in groups.（有感情朗读者获得一只小鸟图片。）设计意图：从体验人物情感入手，感受“在哪里”的问答句型所带给孩子们的美感，并通过“有感情地朗读”情绪积累。外语学习更需要学生的情感参与。Step4Cons

16、olidation1. T：The bird is flying again.Wheres it?S：Its in Liu Taos home.T：Lets say“Hello”to Liu Tao.S：Hello.Liu Tao（课件声音）：Hello.Im late for school.But I cant find my pen.Can you help me?S：（课件呈现各种物品位置。）Yes. Its（人机对话帮助Liu Tao寻找其它物品。）T/S：Please tidy up your things，Liu Tao.Liu Tao：Oh,I see.Thank you.2Liu Tao：Let me tell you a game after school,OK?Hi!Look,this is a desk.And this is a bird.(左手平放当课桌；右手握拳当小鸟。)Lets say and do.（放学生的课间游戏视频）S：Say and do.in:左手包右手；on:右手握拳放左手上；under：右手握拳放左手下；behind：右手握拳放左手后。T：So much for this.Have a good time after class.设计意图：句型“Wheres?”在生活实际中一般运用于寻找“物品”，所以于“In Liu