Unit 4 Where's the bird -Sound time, Song time, Checkout time & Ticking time-教案、教学设计-部级公开课-新牛津译林版三年级下册英语(配套课件编号：4040f).docx

1、Unit4 Wheres the bird?(Fun/Sound/Song time)一、一、教材分析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 Wheresthe bird?(Fun/Sound/Song time)二、教学目标二、教学目标1.1.知识知识与技能与技能：(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 Wheres ? Is it.?以及其回答Yes, it is. No, it isnt.(3)能体会字母 d 的发音d(4)能正确演唱歌曲

2、Wheres the bird?2 2. .过程与方法过程与方法(1)通过 “Task-based teaching method” ,“Communicative languageteaching 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 3. .情感态度情感态度与与价值观价值观(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、教学重点三、教学重点(1)能听懂、会读、会说、进一步运用 bird

3、, 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 Wheres the bird?四四、教学、教学难难点点(1)能正确使用句型 Is it.?及回答 Yes, it is. No, it isnt.(2)能正确演唱歌曲 Wheres the bird?五五. .学情分析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 Wheres.?和 Its.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

4、和句式的进一步巩固和运用以及句式 Isit.?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、六、课前准备课前准备学生准备：Review story time and preview fun time,sound time andsong time.教师准备：PPT,word cards,sentence patterns,pictures,etc.七七. .教学步骤教学步骤Step1Step1 GreetingGreetingWarmWarmupup1.1. GreetingGreetingT:

5、 Good morning, boys and girls.S: Good morning, Miss Fan.T: Are you happy today?S: Yes.T: Im happy too. Lets sing a song together.2.2. SingSing a a songsong(1) T: Lets 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。Step2Step2 ReviewRe

6、view thethe storystory(1)(1)IntroduceIntroduce thethe birdbirdT: Shh! Listen, what is it?S: Its a bird.T: How is the bird? Is it beautiful? Is it nice? So we can sayits a.bird.S: Its 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)(2)FillFill inin thethe blanks(Reviewblank

7、s(Review thethe story)story)Look! A bird! How beautiful! _ the bird？Its _ your_.Its not _. Where is _?Its not _. Where is _?SuHai! Its _ your _.Its _ my _.Its _ 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)(3)LetLets s dubdub togethertogether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。Step3Step3 SongSong time

8、timeT: At last, wheres the bird?S: Its in the tree.(1)(1) ListenListen toto thethe songsongT: The bird is singing in the tree.Lets listen to the songfirst.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: al

9、l)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(2)Sing thethe songsongT: Now, lets 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 tim

10、e, 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)(3) ChangeChange thethe lyricslyricsT: We know the little birds are in the tree. Now can you changeyour 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, wheres the bird? Its

11、 under the desk. Thelittle bird and all her friends, they are under the desk.T: Can you sing it like this? Now here are three more picturesfrom the text. (PPT 出课文另外三幅图片) Choose one of them tosing.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。StepStep 4 4 SoundSound timetimeT:

12、 Good. Oh, look, the bird is flying away. Teach: flyaway.Where is it now? (PPT 显示 Sound time 图) Oh, its here.(1)(1) ListenListenT: Look, the boy likes the bird very much. He doesnt want thebird to fly away. He is saying something. What does he say? Lets listen._, _, dont fly away._ on my _._be my _,

13、 OK?设计意图：让学生通过听来捕捉需要教授音标的单词 bird d, stand d,d desk,and d,friend d 加深学生对这些单词发音的印象。(2)(2) ReadRead afterafter thethe tapetapeT: Good! This time, please read after the tape.S: Bird, bird, dont 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)(3) ReadRead togethertogetherT

14、:Lets 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)(4)ExtensionExtensi

15、onT: 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 youread them? (PPT 显示单词，学生读)T: And can you choose some words to complete a sentence? Forexample: Look, the doll is beside the door. More words, moresteps.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

16、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。StepStep 5 5 FunFun timetime(1)Guess(1)GuessT: The bird flies away. Wheres it? Is it on the chair? Is itunder the desk? Is it behind the door? Lets 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(2)Watch a a videovideoT: Here are two questions for you. What doe

17、s the girl ask? Howdoes 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 isnt.(3)(3)ReadRead thethe dialoguedialogueG: Close your eyes.Open your eyes.Wheres my pencil? Guess.B: Is it in your pencil case?G: No, it isnt.B: Is it under

18、your pencil case?G: No, it isnt.B: Is it on your schoolbag?G: No, it isnt.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)(4) PlayPlay thethe gamegame withwith memeGuess: Where is my pencil? Wheres my rubber?T: Do you want to play the game with me?S:.T: This is my pencil. Th

19、is is my rubber. This is my pencil case.This is my book.T: Now close your eyes.T: Open your eyes. Wheres my pencil? Guess.S: Is it.?T: Yes, it is./ No, it isnt.T: Wheres my rubber? Guess.S: Is it.?T: Yes, it is. /No, it isnt.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(5)Work inin pairs:pairs:A:Whe

20、re is my .?B:Is it on/in/under/behind your.?A:Yes, it is./No, it isnt.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)(6)ActActAsk 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.Step6. ConsolidationConsolidationT: Its getting dark. The bird

21、 comes home. This is herbrother.What happened in their house? Lets enjoy a comic bookand do the match(图文配对，让学生用所学句子问答).The comic book:Wheres my robot？Is it on your table?No, it isnt.Is it under your table?Yes, it is.Wheres my kite?Is it behind your chair?No, it isnt.Is it under your desk?Yes, it is.

22、Wheres my doll?Is it on your bed?No, it isnt.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: Wheres 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

23、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.HomeworkStep7.Homework1.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。StepStep8 8. .BlackboardBlackboard designdesignUnit4Unit4WhereWheres s thethe bird?bird?WhereWheres s my.?my.?IsIs itit underunder your.?your.?b behindehindo on ni in nYes,Yes, itit is.is.No,No, itit isnisnt.t.