牛津译林版三年级下册Unit 4 Where's the bird?教案

第一课时

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教学内容：

Unit 4 Where's the bird   Period 1 story time

教学目标：

语言知识目标：

1.   学生能听懂、会说单词：on, in under, behind, desk, chair
2.   学会能听懂、会说、会运用句型：

Where’s the ...? It’s ...

It’s not here.

Where is it (now)?

3.   学生能理解Where is it?中“it”的指示意义。
4.   学生能理解Story time故事内容，并且正确模仿语音语调。

语言技能目标：

培养学生观察图片的能力，启发学生的想象力，培养正确的做题意识。

学生能有“学以致用”的意识，能将本堂课的新授内容运用在实际交流中。

情感目标：

学生能通过本堂课丰富的活动获得愉快的体验，激发学生对英语的兴趣。

通过本课学习对“小鸟”的解读，学生能具有爱护动物的意识。

重点：

1.   学生能运用句型: “Where’s the ...? It’s .../ It’s not here./ Where is it (now)?” 描述物品的位置。
2.   学生能理解故事，并按照板书用自己的语言复述故事。

难点：

“Where is it?”中“Where is”连读的发音。

课前准备：cards, CAI

教学过程：

Step1 Pre-reading

T: Good morning, boys and girls. I am your new English teacher. I like singing. How about you? Today I have a song for you: On in under.(教授On in under的动作) (帖板书) You know “on in under”. Let’s try!

Drill “On in under”由慢到快。

Ss sing the song together with gestures.

T: The song is about “On in under”. And how about this one?(做behind的动作)

Review “behind”.

Game time: Quick response.

Ss read out the phrases or the pictures quickly. (The last one is “behind the box”)

设计意图：通过歌曲和游戏，由单词到词组帮助学生复习旧知。

T: Look! The rabbit is “Behind the box”. But I will give you a magic show! (兔子变没)

Review: Where’s the rabbit?

Ask Ss to look and answer.

Drill the dialogue.

(最后“rabbit”变成“bird”)

设计意图：通过魔术游戏复习并操练“Where’s the ...? It’s ...”句型。并由魔术引出课文主人公“bird”。

Step2 While-reading

1. T: The bird flies away. Where’s the bird? (出课题) .

Watch and answer.

Ss watch the cartoon and answer “Where’s the bird?”

Ss: It’s in the classroom.

2. T: What’s in the classroom? A closet? A sofa? (引导学生思考教室的物品)

Teach “desk” “chair” (借助“hair”中“air”发音，引导学生自己拼读chair)

3. (出图片，小鸟在各个不同地方) The bird flies everywhere. What a naught bird! This time, let’s listen and order the pics. But, first let’s think about where the bird is.

Listen and number. (学生每人一张图片排序练习纸)

4. Check the answers. (再听一遍) T: If you hear the key information, please say “Bingo!”

设计意图：指导学生正确的做题方法，寻找关键信息。

T: At last, where’s the bird? (板贴出“tree”)

5. Learn the story in details.

T: Let’s take a look at Pic1.

Chant: Where’s the bird?

      Where’s the bird?

      Under the desk.

      Under the desk.

P2: Now where’s the bird?

Teach “Now it’s behind the door.”

Chant: Where’s the bird?

 Where’s the bird?

     Behind the door.

     Now behind the door.

P3 (鸟动图飞走) T: Is the bird still here? No.

Teach “It’s not here.”

出示Mike图片：It’s not here. _________? (学生猜测Mike的问题)

Listen and teach “Where is it?(以唱歌的方式教授)

出示P4 “On the chair.”

Chant: Where’s the bird?

Where is, where is it?

      On the chair.

      Now on the chair.

P5 (bird鸟再飞走) T: Where’s the bird now? Is it here?

预设回答： It’s not here. (鼓励发挥想象)

           Where is the bird (it)?

           The bird flies away!

           ......

设计意图：培养学生发散性思维，同时鼓励他们用本堂课学习的新知“学以致用”。

P6、P7 Discuss and chant. (自编chant对话)

6. Listen and imitate.（指导语音语调，注意情感）

P6: T: Look at Mike. Can you be him? (教师手指放在唇边，指导轻声“shh”，语音语调)

7. Let’s read the story together.（齐读，不到位的教师领读）
8. Retell the story according to the blackboard.
9. Let’s think (出示最后用一张图)

T: What will the bird say to the children?

Ss: ...

设计意图：发散学生思维，培养他们的想象力，并为本文情感教育做铺垫。

Step3 Post-reading

1. (The bird flies away again.) T: What a naughty bird! Look! Now it’s in the Mike’s room.

T: What’s in Mike’s room?

S: ...

2. Game time: Memory King.

T gives Ss 5 secs to remember where the things are.

创设情境，巩固句型。

规则：请全体学生朗读问题 “Where is the ...?”，抽取一位同学追问同桌：“Where is it?” 同桌回答，如答对，全班表扬：“Bingo! It’s ...”，如答错，全班纠错：“Ah~oh! It’s ...”,全班能得到操练。

最后一个问题将花朵“移位”，花被鸟调走，体现其“调皮”和对人的喜爱。

3. Open question: If you are Mike, what will you say?

预设回答：Where is my flower?

          You are a naughty bird!

          ......

设计意图：继续发散学生思维，锻炼学生的语言表达能力，不局限于文本。

4. Remember: Love birds! Love animals!

Step4 Homework

1. Listen and read Story Time expertly, pay attention to the pronunciation and intonation.

2. Listen, read and spell the new words expertly.