牛津译林版三年级英语下册第四单元第4课时优质教案.doc

1、英语（三年级下册）Unit 4 Wheres the bird?Checkout time & Ticking timeTeaching contents 教学内容Checkout time & Ticking timeTeaching aims and learning objectives 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

2、升思维水平和阅读技能。Focus of the lesson and predicted area of difficulty 教学重点和难点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.

3、T: Lets sing with it. And try to find out the prepositions.(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 time1. Listen and drawT: 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

4、answer in pairs according to your pictures.S1: 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 answerT: Look at the picture. What can you see in the picture?S1

5、: I can see a (教师板书物品名称。)T: Wheres the 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

6、尝试记住一些细节。) Are you ready?S: Yes, 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

7、you see in the picture?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 readingT: Let me introduce you a new friend “Spot”. Hes a very

8、 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 are so

9、me new words. Read after me. (学生逐一跟读。)T: Guess! Where is Spot?S: Is Spot ?2. Listen and readT: Lets listen to the story and find the answer.T: Is Spot under the bed?S1: No, it isnt.T: Where is Spot?S2: Its in the basket.3. After readingT: I have some questions for you. Where is the snake/bear/crocod

10、ile/hippo/lion /tortoise? Where are the penguins/monkeys?S: Its/Theyre in/on 4. Read it after the computer【设计意图：补充阅读绘本Wheres Spot。这个绘本一直深受孩子们的喜欢，主要围绕方位词的学习展开，且趣味性较强。尽管在阅读的过程中会遇到一些生词，但是有图片辅助，并不影响孩子理解。环节中设计的听前猜测和听后反馈，都能较好的提升孩子的思维水平及英语阅读技能。】Step 4 Ticking timeT: Weve learned a lot in this unit. Lets ch

11、eck. If you can do it, tick in the form.【设计意图：学生对自己本单元的学习情况进行自评。】Homework 家庭作业Make a picture book Where is ?Teaching aids 教学准备（含板书设计）教学准备：教学PPT板书设计：Unit 4 Wheres the bird?Wheres the ? Its next to the in front of inside说课本课是本单元的最后一个课时，不仅需要对前几课时所学内容进行巩固并实现语言的综合运用，还要围绕本课主题让学生在知识和能力层面上有所提升。从知识拓展来看，一开始的歌曲导入和最后的拓展阅读，都对方位介词进行了适当的补充，以满足学生日常交流之需；从能力提升来看，在Checkout time中语言综合运用的培养以及读前猜测对孩子思维的培养，较前几节课有了较大提升。作业设计给了学生足够的空间去挖掘他们自身的潜力，让他们通过绘本制作编写，巩固知识的同时，也能发展他们自身的想象力并发挥多方面的才华。如果时间充足的话，可以利用课堂上的时间以同伴合作的方式共同完成，这样更有利于合作能力的培养。