牛津苏教三年级英语下册第四单元全部教案（共4个课时）.doc

1、英语（三年级下册）英语（三年级下册） Unit 4 Wheres the bird? Story time Teaching contents 教学内容教学内容 Story time Teaching aims and learning objectives 教学目标教学目标 1. 能听懂、会读、会说 beautiful, tree, bird, under, desk, behind, on, chair。 2. 能听懂、会读、会说 Wheres ? Its in/on/behind/under ，并进行简单问答。 3. 能正确地理解并朗读课文。 Focus of the lesson an

2、d predicted area of difficulty 教学重点和难点教学重点和难点 教学重点：能正确地理解并朗读课文。 教学难点：能准确认读单词 beautiful, behind 和 chair，能初步运用 Wheres ?和 Its in/on/问答。 Teaching procedures 教学过程教学过程 Step 1 Greeting & Warm up 1. Greeting T: Hello, boys and girls. S: Hello, Lisa. T: Nice to meet you. S: Nice to meet you, too. 2. Say a rh

3、yme T: Do you like rhymes? First lets say a rhyme In my classroom I can see. (播放儿歌一遍。) 【设计意图：通过儿歌活跃课堂气氛，为引出课文部分的故事背景做铺垫。】 3. Talk about things in the classroom T: What can you see in the classroom? S: I can see T: (板书 desk/chair/blackboard/clock/window/door/) T: Desk/Chair. S: Desk/Chair. (集体朗读) T:

4、Where is your desk/chair? S: This is my desk./This is my chair./Here is my desk./Here is my chair. 【设计意图：通过谈论教室内所见物品，学习新词汇。】 Step 2 Story time 1. Look and learn T: Look, what can you see in Mikes classroom? (PPT 呈现图片) S: A bird. T: Yes, a bird. (PPT 呈现单词) How is the bird? S: The bird is nice/pretty/

5、beautiful/ (老师板书) T: So what do they say when they see a bird? S1: How nice! S2: How beautiful! S3: Its nice! S4: T: Now lets listen. (PPT 播放录音) S: (全班跟读) 【设计意图：通过看图学习新词汇，了解故事主要角色及背景。】 2. Look and say T: The bird is flying in the classroom. Its flying here and there. Where is the bird? Read after me

6、. S: Where is the bird? (集体跟读) T: Where is the bird? Please talk about the pictures and learn from each other. S: Its on/ (四人小组自学) T: Where is the bird? S1: Its on the chair. S2: Its in the tree. S3: Its in the desk. S4: Its under the desk. S5: Its behind the door. T: on/in/under/behind the (PPT 呈现短

7、语) S: on/in/under/behind the (跟读短语) T: Here is a chant. Lets read it together. (PPT 呈现) S: Where, where, wheres the bird? On, on, its on the chair. Where, where, wheres the bird? In, in, its in the tree. T: Can you make a similar chant? S: (同桌说一说。) S1: Where, where, wheres the bird? Under, under, it

8、s under the desk. S2: Where, where, wheres the bird? Behind, behind, its behind the door. S3: 【设计意图：利用学生学习能力的差异性，小组讨论图片学习新词汇，并通过儿 歌巩固。】 3. Listen and number T: Where is the bird? Now lets listen to the story and number the pictures. S: (看动画并排序) T: Where is the bird first? S1: Its under the desk. T:

9、Then S2: Its behind the door. T: Next S3: Its on the chair. T: Then S4: Its in the desk. T: Finally S5: Its in the tree. T: Good job! Now lets review together. Where is the bird? First Then Next Then Finally S: Its under/behind/on/in/in 【设计意图：通过观看动画排序了解故事发展的过程，并通过老师的引导复述主 要内容。】 4. Watch and read T:

10、Now lets read the whole story. S: (全班跟读) T: Now lets read in roles in a group. S: (小组内分角色朗读。) 【设计意图：通过齐读和分角色朗读复习巩固课文内容。】 Step 3 Enjoy the song T: Here is a song about birds. Lets enjoy it. (播放歌曲 Wheres the bird?) T: Birds are our good friends. We should protect them. 【设计意图：通过欣赏歌曲，进行情感提升，也为下节课学习歌曲做铺垫

11、。】 Homework 家庭作业家庭作业 1. 听磁带，读故事 3 遍。 2. 用 in/on/under/behind 说说身边物品的位置。 3. 你还知道哪些表示方位的介词？ Teaching aids 教学准备（含板书设计）教学准备（含板书设计） 教学准备：教学准备：教学 PPT 板书设计：板书设计： Unit 4 Wheres the bird in the desk/door. Where is the bird? Its on the chair/window. under the blackboard. behind the clock. 说课说课 在本节课的导入部分，以歌曲 I

12、n my classroom I can see 导入问题 What can you see in the Classroom?来学习教室内常见物品的单词，同时也揭示课文故事发 生的背景。 接下来，由教室内常见的物品转而聚焦到课文部分出现在教室的主要角色 a bird，然后通过呈现 bird 在教室里的图片，引导学生学会用方位介词介绍 它的位置。因为学生在上个单元 Cartoon time 和 Rhyme time 对 wheres 句型和 常用介词 in/on/beside 有了解，而且部分学生有课外英语学习的积累，所以以小 组合作的方式先进行互助互学，然后在集体反馈的时候，教师再重点突破个

13、别新 词 under 和 behind 音和义的理解与运用。 课文学习部分，在已经理解图片意义并能初步表达的基础上，让学生通过听 录音排序的方式，关注故事发展的进程，也进一步检测学生是否能将方位介词的 发音与其实际意义相匹配，掌握词汇的音形义。在听录音后的反馈阶段，也由个 人反馈到集体复述， 让学生不断地熟练表达。 课文朗读部分， 先齐读再分角色读， 让学生通过不同形式进行练习。 课文学习后，围绕本单元主题 family，欣赏了 Song time 歌曲，提醒学生小 鸟是人类的朋友，情感升华的同时，也为学生下一节课的学习做铺垫。 作业的布置也考虑到了从课内知识的复习巩固到课外知识的拓展延伸，

14、培养 学生听读能力的同时发展学生的综合语用能力和自学能力。 特别分享： 培养学生看图表达的能力。 培养学生小组合作学习的意识和能力。 关注学生的情感体验。 英语（三年级下册）英语（三年级下册） Unit 4 Wheres the bird? Fun time & Song time Teaching contents 教学内容教学内容 Fun time & Song time Teaching aims and learning objectives 教学目标教学目标 1. 能运用 Wheres ?和 Its in/on/behind/under 进行熟练问答。 2. 会唱 Wheres th

15、e bird?并进行适当的改编。 3. 能够试着用 3-5 句话来简单介绍一下自己家里物品的位置。 4. 了解一些其他方位介词。 Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点和难点 教学重点：熟练运用 Wheres ?和 Its in/on/under/behind 结合实际进行问答。 教学难点： 能够准确运用 in/on/under/behind 来描述物品的位置， 并能用一段话介 绍自己家里物品的位置。 Teaching procedures 教学过程教学过程 Step 1 Greeting T: Hell

16、o, boys and girls. S: Hello, Lisa. T: Nice to meet you. S: Nice to meet you, too. Step 2 Song time 1. Learn to sing the song T: Now lets enjoy a song Wheres the bird. (播放视频。) S: (学生观看歌曲视频。) T: Now lets learn to sing. First lets read the lyrics. Where, where, wheres the bird? Where are her friends? T

17、he little bird and all her friends, they are in the tree. (学生跟老师逐句朗读。) T: Now lets sing it together. (学生跟视频唱歌。) 2. Try to sing a new song. T: Nice voice! Where is the bird in the song? S: Its in the tree. T: Look at this picture. Where is the bird? (PPT 呈现图片。) S: Its under the desk. T: Thats right.

18、So I want to sing it like this. Where, where, wheres the bird? Where are her friends? The little bird and all her friends, they are under the desk. T: Can you sing a new song like me? Look at the pictures here. Have a try, please. (PPT 呈现图片。) S1/2/3: Where, where, wheres the bird? Where are her frie

19、nds? The little bird and all her friends, they are _ the _. T: Wonderful. You are all good singers. 【设计意图：学唱歌曲，并根据图片内容进行改编，陶冶情操的同时也巩固了语 言的表达。】 Step 3 Review story time T: Last lesson, we learnt story time. And where is the bird in the story? Do you remember? S1: Its on the chair. S2: Its under the d

20、esk. S3: Its in the desk. S4: T: Can you say it in order? S: First, its on the chair. Next, Then, Then, Finally, T: Great! Now lets read the story again. Pay attention to your pronunciation and intonation. (播放动画，采用配音模式。) S: (集体配音朗读。) T: Look at this bird, where is it? S: The bird is in the desk. The

21、 bird is on the desk. The bird is under the desk. The bird is behind the desk. T: We can use in/on/under/behind to tell the position. But do you know how to use them correctly? Lets play a game. 【设计意图：通过回忆复述课文内容和配音朗读课文，复习故事部分。】 Step 4 Fun time Play a game T: Here is a game. Lets watch how to play th

22、e game. (播放游戏动画。) S: (观看动画。) T: Do you know how to play it? (学生用中文说一说游戏规则。) T: Can you play it with your deskmate? S1: Where is my ? S2: Its in/on/ (同桌对话。) T: Can you play it with your classmate? S1: Where is my ? S2: Its in/on S3: Where is my ? S4: Its under/behind 【设计意图：结合游戏部分，让学生通过摆一摆说一说的形式，巩固重点句

23、型表 达。】 Step 5 Talk time 1. Look and say T: I have some other things here. Look, what are they? S: Milk, key, egg and ice cream. T: Yes, they are all in someones home. But who is the master? If you want to know the answer, you have to find them out in the house first. Now look at the picture. Please

24、ask and answer and find them out. S1: Where is milk/the key/egg/ice cream? S2: Its in/on/under/behind (同桌看图片问答) T: Whose house is it? Do you know it? S: Maybe its T: Look at the words. Whose is it? S: Mike. T: Yes, its Mikes house. So, in Mikes house, we can see a desk, a chair and a table. We can s

25、ee a key under the table. We can see an egg on the chair. We can see some milk on the desk. What else can you see? Can you tell me in this way: I can see in/on/under/behind (学生四人一小组轮流说一说。) S1: I can see some pictures on the wall. S2: I can see some books on the desk. S3: I can see two coats on the w

26、all. S4: I can see a toy car near the window. 【设计意图：通过看图完成对话的方式，让学生在真实的语境中运用语言。】 2. T: How about your room? What you see in your room? Where is it? Can you tell me with some sentences? S1/2/3: You can see in/on/under/behind 【设计意图：学生结合生活实际，尝试用简单的句子介绍自己房间物品位置，提 高语用能力。】 Step 6 Enjoy a song T: You alrea

27、dy learnt the words in/on/under/behind. And there are more words like these. Here is a song about them. Lets enjoy it. T: What else words did you hear? S: Next to/Between/In front of. T: Please try to learn something from the song after class. 【设计意图：通过欣赏歌曲，了解更多的方位介词，为课后自学做铺垫。】 Homework 家庭作业家庭作业 1. 读

28、一读 Fun time 的对话。 2. 尝试用 in/on/under/behind 等方位词介绍自己房间里物品的位置（3-5 句话）。 3. 学唱欣赏的歌曲，特别注意其中新的方位词。 Teaching aids 教学准备（含板书设计教学准备（含板书设计） 教学准备：教学准备：教学 PPT 板书设计：板书设计： Unit 4 Wheres the bird? in the desk. Where is the bird? Its on the chair. my under the desk. behind the door. 说课说课 结合本节课的教学内容和教学目标，教师将本课分为五大板块。

29、 第一板块是 Song time。除了学唱歌曲以外，教师还可以结合 Story time 中 的情节，让学生进行歌曲的改编，唱歌的同时复习了 Story time 中介词短语， 寓教于乐。 第二板块是复习 Story time。从单句的表达到成段的复述，再到语篇对话的 表达，体现了一定的层次性，让学生循序渐进复现了第一课时所学的内容。 第三板块是 Fun time。学生自己观察了解游戏的规则，并按照规则结合身 边事物进行机械性的对话练习。 第四板块是 Talk time。根据本单元的主要语言点，结合学生的生活实际， 让学生在真实的语境中进行交流，用看图对话描述别人房间物品的位置，到介 绍自己房

30、间物品的位置，综合运用语言的能力得到提升。 第五板块是 Relaxation time。通过欣赏与介词有关的句子，让学生了解更多 表示方位的介词，而且以他们喜欢的歌曲形式，希望能够通过吟唱的方式学一 学。 特别分享： 培养学生看图表达的能力。 培养学生综合运用语言的能力。 培养学生自主学习的意识。 英语（三年级下册）英语（三年级下册） Unit 4 Wheres the bird? Cartoon time & Sound time Teaching contents 教学内容教学内容 Cartoon time & Sound time Teaching aims and learning o

31、bjectives 教学目标教学目标 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 教学重点和难点教学重点和难点 1. 学生能熟练掌握日常用语 Wher

32、es = 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 教学过程教学过程 Step 1 Enjoy a song T: 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 time 1. Play a game T: Lets

33、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 time T: 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

34、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

35、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 time 1. Watch and guess T: 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 beh

36、ind 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:

37、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

38、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 story T: 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 th

39、ink 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 happ

40、en? 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 家庭作业家庭作业 1. Listen and read Cartoon time twice. 2. Dub for the story. Teaching aids 教学准备教学准备（含板书设计含板书设计） 教学准备：教学准备：教学 PPT 板书设计：板书设计： Unit 4 Wheres th

41、e bird? Wheres the ? Its in/on/under/behind the 说课说课 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

42、的活动和情感，给学生一个想象和发挥的空间，调动学生已有词 汇，培养学生综合运用语言的能力。如果课堂上时间充足的话，可以帮助学生一 起分析 Bobby 闻到蛋糕香味以及后来被 Sam 发现时的心理活动，Bobby 可能会 说什么呢？学生可以猜测说：Sam, youre so bad./A cake. I want to eat it./Oh, no. Dont eat, Bobby.等。 英语（三年级下册）英语（三年级下册） Unit 4 Wheres the bird? Checkout time & Ticking time Teaching contents 教学内容教学内容 Checko

43、ut time & Ticking time Teaching aims and learning objectives 教学目标教学目标 知识目标：1. 学生能综合运用本单元学到的单词和句型谈论自己身边事物的位 置。 2. 学生能初步了解补充歌曲及阅读中出现的其它方位词。 技能目标: 1. 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。 2. 学生能就自己本单元的学习情况进行总结和自评。 3. 学生在绘本阅读的过程中提升思维水平和阅读技能。 Focus of the lesson and predicted area of difficulty 教教学重点和难点学重点

44、和难点 1. 学生能综合运用本单元学到的单词和句型谈论自己身边事物的位置。 2. 学生在绘本阅读的过程中提升思维水平和阅读技能。 Teaching procedures 教学过程教学过程 Step 1 Enjoy the song T: Lets enjoy the song Where is Mr Monkey. After watching, try to answer my question. Where is Mr Monkey? S1: Its in the box. T: Lets sing with it. And try to find out the prepositions

45、. (再唱一遍。) T: What prepositions can you find? S: Next to/In front of. 【设计意图： 营造英语学习氛围， 激发学生的学习兴趣。 且歌曲内容与本课相关， 复习旧知的同时，学习了新的介词，并自然引出下面的复习环节。】 Step 2 Checkout time 1. Listen and draw T: Lets do some exercises. Listen and draw. (学生听录音并在正确的位置上画 图。) T: Ask and answer in pairs according to your pictures. S

46、1: Is the ruler under the chair? S2: No, it isnt. S1: Where is the ruler? S2: Its on the chair. 【设计意图：听录音并画图的环节对于学生来说没有难度，做完后以同桌对话的 方式来回答问题，进一步操练一般疑问句 Is in/on/under/behind the ?及其回 答。】 2. Ask and answer T: Look at the picture. What can you see in the picture? S1: I can see a (教师板书物品名称。) T: Wheres t

47、he bag? S2: Its behind the door. T: What colour is it? S3: Its green. T: Boys and girls, lets play a memory game. Ill give you 5 seconds to remember where things are. You can also try to remember some details. Open your books and turn to Page 29. (看图片，5 秒钟记住图中物品的位置，也可以尝试记住 一些细节。) Are you ready? S: Y

48、es, we are ready. (学生看图 5 秒钟。) T: Well, ask and answer in pairs right now. (学生互相问答。) S1: Wheres the pencil case? S2: Its on the desk. S1: What colour is it? S2: Its orange. S3&S4: T: Well done. Now lets look at the picture again. All of you did a good job. 【设计意图：提出开放式问题 What can you see in the pictu

49、re?让学生自主发现图 片中的物品。利用这些图片中的物品来复习本单元的核心句型 Wheres the ?及 其回答 Its 。以记忆游戏的方式调动学生的积极性，在真实情境中激发他们的 表达欲望。对于学有余力的孩子，鼓励他们调动已有知识进行更多问答，如追问 What colour is it?/Is it blue?/Is it big?等。】 Step 3 Enjoy an English story Wheres Spot? 1. Before reading T: Let me introduce you a new friend “Spot”. Hes a very lovely dog. Now, he and his animal friends are playing hide and seek. Where can they hide? I will help you make a list. Try to read them aloud first. S: behind the door/inside the clock/in the piano/under the stairs/in the wardrobe/ under the bed/in the box/under the rug/in the basket. T: Here a