牛津译林版三年级下册Unit 4 Where's the bird?教学设计及反思

这是一份牛津译林版三年级下册Unit 4 Where's the bird?教学设计及反思，共14页。教案主要包含了教材分析，教学目标，教学重点，教学难点，课前准备等内容，欢迎下载使用。
Unit4 Where’s the bird?(Fun/Sound/Song time)一、教材分析本课所用教材为译林2011课标版三年级起点,内容为Unit4 Where’s the bird?(Fun/Sound/Song time)二、教学目标1.知识与技能：(1)能听懂、会读、会说、进一步运用单词bird, on, in, under, behind, desk, tree等。 (2)能听懂、会读、会运用句型Where’s …? Is it...?以及其回答Yes, it is. No, it isn’t. (3)能体会字母d的发音[d](4)能正确演唱歌曲Where’s the bird?2.过程与方法(1)通过“Task-based teaching method”, “Communicative language teaching method” and “TPR teaching method”等对学生进行全方位教学。(2)创设真实情境，通过生生互动，师生互动，游戏，以旧带新等方式达到巩固句型的目的。3.情感态度与价值观(1)让学生明白要把物品摆放整齐，保持房屋的干净和整洁。(2)通过小组演唱和操练，培养学生的合作精神和创新能力。三、教学重点(1)能听懂、会读、会说、进一步运用bird, on, in, under, behind, desk, tree等单词。(2)能体会字母d的发音[d].(3)能正确演唱歌曲Where’s the bird?四、教学难点(1)能正确使用句型Is it...?及回答Yes, it is. No, it isn’t.(2)能正确演唱歌曲Where’s the bird?五.学情分析通过第一课时的学习，学生对story time的课文有了更深的感知和理解，学生能基本掌握方位词on/in/under/behind以及句式Where’s...?和It’s...这为第二课时的教学打下了基础。第二课时的重点则需要放在这些方位词和句式的进一步巩固和运用以及句式Is it...?的学习和操练中，这对学生来说是难点。Song/ Sound time的内容整体来说难度不大，特别是辅音字母d的发音，学生掌握起来比较轻松。六、课前准备学生准备：Review story time and preview fun time,sound time and song time.教师准备：PPT,word cards,sentence patterns,pictures,etc.七.教学步骤Step1 Greeting＆Warm　up　1. GreetingT: Good morning, boys and girls.S: Good morning, Miss Fan.T: Are you happy today?S: Yes.T: I’m happy too. Let’s sing a song together.2. Sing a song(1) T: Let’s sing a song “On in under”.OK?(老师带着学生用手势表示歌词内容，学生边唱边做动作。)(2)再次播放歌曲，学生加上动作一起唱.设计意图：通过歌曲调动课堂气氛，拉近与学生的距离，让学生在歌曲中复习方位词。Step2 Review the story(1)Introduce the birdT: Shh! Listen, what is it?S: It’s a bird.T: How is the bird? Is it beautiful? Is it nice? So we can say it’s a...bird.S: It’s a ... bird.设计意图：由一只鸟串联本节课，脉络清晰，同时给学生足够的空间，开发思维的宽度和广度，不局限于课本的beautiful。(2)Fill in the blanks(Review the story)Look! A bird! How beautiful! _______ the bird？It's ____ your ____.It's not ____. Where is ___?It's not ____. Where is ___?Su Hai! It's ___ your ____.It's ___ my ____.  It's __________ now.设计意图：加深学生对课文的印象，突破重难点，如方位词和方位词相关短语。(3)Let’s dub together设计意图：给学生创造说英语的真实情境，让学生有情可抒，语音语调也得到训练。Step3 Song timeT: At last, where’s the bird?S: It’s in the tree.(1) Listen to the songT: The bird is singing in the tree.Let’s listen to the song first.T: The song is really good. Some birds come here. Who are they?S: her friendsT: How many birds?S: Five.T: And they are all her friends.(Teach: all)T: Where are her friends?S: They are in the tree.设计意图：由课文中的鸟过度到歌曲，让学生先听并且看视频来解决其中重难点字词，给学生减轻难度。(2)Sing the songT: Now, let’s sing the song after the tape.T: Please sing after me. The little bird/ and all her friends. The little bird and all her friends, they are in the tree.T: This time, please sing together.设计意图：先跟视频唱，然后重难点部分让学生再跟着老师唱，有所侧重，做到有针对性，最后再一起唱，由易到难，层层递进。(3) Change the lyricsT: 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, where’s the bird? It’s under the desk. The little bird and all her friends, they 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) Choose one of them to sing.设计意图：让学生利用story time的图片自编歌曲，巩固方位词短语，新歌也得到了训练。并且由老师先示范唱，降低难度，调动学生积极性。Step 4 Sound timeT: Good. Oh, look, the bird is flying away. Teach: fly away.Where is it now? (PPT显示Sound time图) Oh, it’s here.(1) Listen T: Look, the boy likes the bird very much. He doesn’t want the bird to fly away. He is saying something. What does he say? Let’s listen._____, _____, don’t fly away.________ on my ______._______be my ________, OK?设计意图：让学生通过听来捕捉需要教授音标的单词bird, stand, desk,and,friend加深学生对这些单词发音的印象。(2) Read after the tapeT: Good! This time, please read after the tape.S: Bird, bird, don’t fly away, stand on my desk and be my friend, OK?设计意图：先跟着录音读，整体把握，学会发音的模仿，进行输入。(3) Read togetherT:Let’s read togetherT: Look at these words. They have the same letter. What is it?S: dT: Can you read them all again?S: ...T: Now can you tell us the sound of the letter “d”?S: [d].T: Good! Now read them like this: d, d, desk, d, d, stand …S: (学生读单词)设计意图：跟着录音读完，再齐读，让学生通过多读来感知发音规律。(4)ExtensionT: Can you find more words like them? S: (学生列举并且拼读)T: The bird also knows some words with the letter [d], can you read them? (PPT显示单词，学生读)T: And can you choose some words to complete a sentence? For example: Look, the doll is beside the door. More words, more steps.设计意图：让学生举一反三，列举含有“d”发音的单词，拓宽思维。并且让学生利用这些单词进行造句，所含“d”的单词越多，就是胜出者，调动学生的积极性。Step 5 Fun time(1)GuessT: The bird flies away. Where’s it? Is it on the chair? Is it under the desk? Is it behind the door? Let’s guess.设计意图：猜调动学生的积极性，同时渗透句型Is it...?和方位词短语。(2)Watch a videoT: Here are two questions for you. What does the girl ask? How does the boy guess?T: What else do they say?S:...设计意图：让学生看视频找答案，整体感知fun time活动如何开展并教授巩固句型Is it...?及其回答Yes, it is. No, it isn’t.(3)Read the dialogueG: Close your eyes.     Open your eyes.    Where's my pencil? Guess.B: Is it in your pencil case?G: No, it isn't.B: Is it under your pencil case?G: No, it isn't.B: Is it on your schoolbag?G: No, it isn't.B: Is it behind your schoolbag?G: Yes, it is. 设计意图：为fun time活动的开展做铺垫。(4) Play the game with me Guess: Where is my pencil? Where’s my rubber?T: Do you want to play the game with me? S:...T: This is my pencil. This is my rubber. This is my pencil case. This is my book.T: Now close your eyes. T: Open your eyes. Where’s my pencil? Guess.S: Is it...?T: Yes, it is./ No, it isn’t.T: Where’s my rubber? Guess.S: Is it...?T: Yes, it is. /No, it isn’t.设计意图：师生先玩这个游戏，降低游戏难度，为下面学生自主开展这个游戏做铺垫。(5)Work in pairs: A:Where is my ...?B:Is it on/in/under/behind your...?A:Yes, it is./No, it isn't.设计意图：给予学生充分的准备时间，让每个孩子都有机会训练到，为上台展示做铺垫。(6)ActAsk some students to come to the front and act the dialogue.设计意图：学生上台展示自己与同桌的配合，检测本节课所学效果，让大家学习好的地方同时也一起纠正不足之处。Step6. ConsolidationT: It’s getting dark. The bird comes home. This is her brother.What happened in their house? Let’s enjoy a comic book and do the match(图文配对，让学生用所学句子问答).The comic book:Where’s my robot？               Is it on your table?               No, it isn’t.               Is it under your table?               Yes, it is.               Where’s my kite?               Is it behind your chair?               No, it isn’t.               Is it under your desk?               Yes, it is.               Where’s my doll?               Is it on your bed?               No, it isn’t.               Is it behind your sofa?               Yes,it is.               Where are my yo-yos?               They are beside the table.               Where are my puppets?               They are in the box.T: Where’s the kite? Is it...?S:...T: Let’s be tidy and keep our things in order. OK? Today, group... is the winner. Big hands for them.设计意图：整合本课的重难点形成一个绘本故事，让学生读绘本故事回答问题。训练学生的阅读思考能力，能灵活运用所学知识，并进行情感教育，保持物品摆放秩序。Step7.Homework　　 1.登陆一起作业网，跟读复习Sound/Song time内容。2.用Where is my…? Is it in/on/under/behind … 的句型来说说物品的位置。Step8.Blackboard design