牛津译林版三年级下册Unit 4 Where's the bird?教案

这是一份牛津译林版三年级下册Unit 4 Where's the bird?教案，共4页。
 第一课时修改 教学内容：Unit 4 Where's the bird   Period 1 story time  教学目标：语言知识目标：  学生能听懂、会说单词：on, in under, behind, desk, chair  学会能听懂、会说、会运用句型：Where’s the ...? It’s ...It’s not here.Where is it (now)?  学生能理解Where is it?中“it”的指示意义。  学生能理解Story time故事内容，并且正确模仿语音语调。 语言技能目标：培养学生观察图片的能力，启发学生的想象力，培养正确的做题意识。学生能有“学以致用”的意识，能将本堂课的新授内容运用在实际交流中。 情感目标：学生能通过本堂课丰富的活动获得愉快的体验，激发学生对英语的兴趣。通过本课学习对“小鸟”的解读，学生能具有爱护动物的意识。 重点：  学生能运用句型: “Where’s the ...? It’s .../ It’s not here./ Where is it (now)?” 描述物品的位置。  学生能理解故事，并按照板书用自己的语言复述故事。 难点：“Where is it?”中“Where is”连读的发音。 课前准备：cards, CAI 教学过程： Step1 Pre-readingT: Good morning, boys and girls. I am your new English teacher. I like singing. How about you? Today I have a song for you: On in under.(教授On in under的动作) (帖板书) You know “on in under”. Let’s try!Drill “On in under”由慢到快。Ss sing the song together with gestures.T: The song is about “On in under”. And how about this one?(做behind的动作)Review “behind”.Game time: Quick response.Ss read out the phrases or the pictures quickly. (The last one is “behind the box”)设计意图：通过歌曲和游戏，由单词到词组帮助学生复习旧知。T: Look! The rabbit is “Behind the box”. But I will give you a magic show! (兔子变没)Review: Where’s the rabbit?Ask Ss to look and answer.Drill the dialogue.(最后“rabbit”变成“bird”)设计意图：通过魔术游戏复习并操练“Where’s the ...? It’s ...”句型。并由魔术引出课文主人公“bird”。 Step2 While-readingT: The bird flies away. Where’s the bird? (出课题) . Watch and answer.Ss watch the cartoon and answer “Where’s the bird?”Ss: It’s in the classroom.T: What’s in the classroom? A closet? A sofa? (引导学生思考教室的物品)Teach “desk” “chair” (借助“hair”中“air”发音，引导学生自己拼读chair)(出图片，小鸟在各个不同地方) The bird flies everywhere. What a naught bird! This time, let’s listen and order the pics. But, first let’s think about where the bird is.Listen and number. (学生每人一张图片排序练习纸)Check the answers. (再听一遍) T: If you hear the key information, please say “Bingo!” 设计意图：指导学生正确的做题方法，寻找关键信息。T: At last, where’s the bird? (板贴出“tree”)Learn the story in details.T: Let’s take a look at Pic1.Chant: Where’s the bird?      Where’s the bird?      Under the desk.      Under the desk.P2: Now where’s the bird?Teach “Now it’s behind the door.” Chant: Where’s the bird?           Where’s the bird?     Behind the door.     Now behind the door.P3 (鸟动图飞走) T: Is the bird still here? No.Teach “It’s not here.” 出示Mike图片：It’s not here. _________? (学生猜测Mike的问题)Listen and teach “Where is it?(以唱歌的方式教授)出示P4 “On the chair.”Chant: Where’s the bird?Where is, where is it?      On the chair.      Now on the chair.P5 (bird鸟再飞走) T: Where’s the bird now? Is it here?预设回答： It’s not here. (鼓励发挥想象)           Where is the bird (it)?           The bird flies away!           ......设计意图：培养学生发散性思维，同时鼓励他们用本堂课学习的新知“学以致用”。P6、P7 Discuss and chant. (自编chant对话)Listen and imitate.（指导语音语调，注意情感）P6: T: Look at Mike. Can you be him? (教师手指放在唇边，指导轻声“shh”，语音语调)Let’s read the story together.（齐读，不到位的教师领读）Retell the story according to the blackboard.Let’s think (出示最后用一张图)T: What will the bird say to the children?Ss: ...设计意图：发散学生思维，培养他们的想象力，并为本文情感教育做铺垫。 Step3 Post-reading(The bird flies away again.) T: What a naughty bird! Look! Now it’s in the Mike’s room.T: What’s in Mike’s room?S: ...Game time: Memory King.T gives Ss 5 secs to remember where the things are.创设情境，巩固句型。规则：请全体学生朗读问题 “Where is the ...?”，抽取一位同学追问同桌：“Where is it?” 同桌回答，如答对，全班表扬：“Bingo! It’s ...”，如答错，全班纠错：“Ah~oh! It’s ...”,全班能得到操练。最后一个问题将花朵“移位”，花被鸟调走，体现其“调皮”和对人的喜爱。Open question: If you are Mike, what will you say?预设回答：Where is my flower?          You are a naughty bird!          ......设计意图：继续发散学生思维，锻炼学生的语言表达能力，不局限于文本。                      Remember: Love birds! Love animals! Step4 Homework1. Listen and read Story Time expertly, pay attention to the pronunciation and intonation. 2. Listen, read and spell the new words expertly.