新版-牛津译林版三年级下册Unit 4 Where's the bird?试讲课课件ppt
展开Unit 4 第3课时参考教案
教学内容：
Cartoon Time & Checkout time & Ticking time
教学目标：
1. 能理解Cartoon time部分的意思，并能配合此部分内容进行表达。
2. 能对照Ticking time的三个目标进行客观的自我评价。
3. 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。
4. 能初步把自己表达的内容在老师的帮助下写下来。
教学重点和难点：
教学重点：能理解Cartoon time部分的意思，并能配合此部分内容进行表达。
教学难点：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并能写下来。
教学过程 ：
Step 1 Warm up
Hide-and-seek
T: Hello, boys and girls.
S: Hello.
T: How are you today?
S: Fine, thanks.
T: Boys and girls, today let’s play a game. It’s called hide-and-seek. (PPT显示游戏名和使用的句子)
T: Who wants to hide first?
(挑选两到三个学生和全班玩，第一次老师问，第二次学生代替老师)
Step 2 Cartoon time
1. Watch the cartoon
T: Boys and girls, do you like this game? S: Yes.
T: Well, we have two friends. They like this game, too. (PPT显示cartoon time P1)
Look, who are they?
S: They are Bobby and Sam.
T: Yes. They are playing hide-and-seek, too. Bobby hides and Sam seeks, right? So
where is Bobby? Let’s watch the cartoon. (播放动画)
T: (停在最后一个画面) So where is Bobby now?
S: It’s on the table.
T: Who wins? 谁赢了呢？
S: Sam.
2. Read and say
T: Yes. Sam wins. Now please open your books and read this story. It’s on your book, Page … When you are reading, try to remember what they say.
(阅读cartoon time部分，记一记每一幅图中的对话) (学生阅读Cartoon time)
T: Now close your books. (PPT逐图显示) Who can be Sam/Bobby?
S1: One, two, three …
S2: Where’s Bobby?
S3: Ah, he’s behind the door. (指导兴奋的语气)
S4: OH, it’s not Bobby. (指导失望的语气)
S5: Where’s he?
S6: Wow! A cake! (指导兴奋的语气)
S7: Ha! Ha! Here you are, Bobby! (指导得意的语气)
T: Now read the story in pairs. (注意语气哦！)
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.
(动画角色扮演Sam配音)
4. Act the dialogue
T: Sam wins. So, it’s Bobby’s turn to seek Sam. What happens now? Can you imagine their words and act it out?
(PPT显示连环画，学生为连环画配话并汇报)
Step 3 Ticking Time & Checkout time
1. Self assessment
T: Boys and girls, I think you did a good job just now. But did you do a good job for
the whole unit? Let’s check it out.
Look! (PPT显示3个目标及中文) We have three targets in Unit 4.
They are …
S: I can use “where” to ask questions.
S: I can use “in”, “on”, “under” and “behind”.
S: I know the sound of the letter “d”.
T: You can see the Chinese meaning here. So now it’s your ticking time. Please open
your books and turn to Page 29 and tick it.
T: Finished? Who gets three stars? (部分学生举手)
T: OK. Now can you ask some questions using where? (问几个学生，学生问问题)
T: And the next one, who gets three stars?
Well, let me check. (把东西放在某处) Where’s …? （检验几个学生）
T: And the third one, who gets three stars?
Well, can you remember any words with the sound /d/? (检验几个学生)
2. Listen and draw
T: OK. Stop. Now it’s checkout time. 让我们通过练习来检查自己是否真的达到了目标。
Open books on Page 29: Checkout time. A Listen and draw. Let’s listen and draw on the book. Take out your
pencils and rubbers. Ready? Go. (利用课件进行听和反馈)
3. Look, find and say.
T: Books closed. After the exercise, let’s play a memory game. I’m going to show you a picture, and you have 5 second to remember where things are. (下面是一个记忆游戏，5秒钟记住图中物品的位置) Ready? (学生5秒钟看图）
T: Now here are the questions. Ask and answer in pairs, and I will show you the right answers later.
(学生同桌互相问答) T: Now let’s check if you have the right answers. (利用课件进行人机对话)
Step 4 Task
1. Talk about the things in the classroom
T: Boys and girls, you’ve learnt very well in Unit 4. Let’s see if you can use them
very well. It’s time to talk about some real things, like the things in this classroom.
T: What can you see here? S: …
T: Well, let’s talk about the things her, OK? Here’s what you can say. (PPT显示句子) (小组内互相问答，并请2至3个同学做老师向全班提问, 老师再总结成陈述句)
2. Write about the things in the classroom
T: Now it’s time to write about the things in the classroom. Here I have three
examples. Try to finish them now.
T: Now it’s your turn to write. If you need any help, just put up your hands, and I will help you with the spelling. 在写句子时有拼写问题需要老师帮助的，请举手！ (三个学生在黑板上写句子，并读出来展示)
Homework 家庭作业
1. 读Cartoon time对话5遍。
2. 如果Ticking time没有达到3颗星要求，有针对性的进行改进练习。
3. 和会说英语的家人或朋友谈一谈身边物品的位置，试试写下来。（不会拼的单词查字典）
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