三年級(jí)下冊(cè)英語教案Unit 4 Where’s the bird（第1課時(shí)）譯林版（三起）

1、.譯林三下Unit 4 Wheres the bird?第1課時(shí)教學(xué)內(nèi)容：Story time & Song time教學(xué)目的：1.能聽懂、會(huì)讀、會(huì)說：desk，chair，bird，on，in，under，behind。2.能聽懂、會(huì)讀、會(huì)說日常用語：Wheres ? Its not here. Its on/in/under/behind。3.能正確地理解并朗讀對(duì)話內(nèi)容，在老師的引導(dǎo)和幫助下嘗試表演對(duì)話。4.能初步運(yùn)用本課所學(xué)的詞匯和日常用語議論東西的位置。5.能正確演唱歌曲。教學(xué)重點(diǎn)和難點(diǎn)：教學(xué)重點(diǎn)：能正確地理解并朗讀對(duì)話內(nèi)容，在老師的引導(dǎo)和幫助下復(fù)述課文內(nèi)容。教學(xué)難點(diǎn)：能初步運(yùn)

2、用本課所學(xué)的詞匯和日常用語議論物品的位置。教學(xué)準(zhǔn)備：自制詞、句卡、人物頭飾、PPT教學(xué)過程：Step 1 Greeting & Free talk.1. GreetingT: Good moring, boys and girls.S: Good morning, Miss Zhuang.T: Nice to meet you.S: Nice to meet you, too.2. Free talkT: Whats this?S: Its a-T: Is this your-?S: Yes, it is./ No, it isnt.Step 2 Presentation1.T: Li

3、sten! Whats this?播放小鳥叫聲S: Its a bird.T: Look at the bird.S: Its nice./ Its great./ How nice./ Its good./How beautiful.Teach: a bird 出示skirt和T-shirt讓學(xué)生嘗試讀單詞 How beautiful.學(xué)生跟讀錄音2.T: Oh, the bird is flying away. Wheres the bird. OK, today we will learn: Unit4 Wheres the bird?揭題并貼板書,學(xué)生跟讀數(shù)遍3.T: If you a

4、sk three times, the bird will come out.S: Wheres the bird?-4.T: Look, the bird is in my hand. Now look, wheres the bird? 把小鳥放在書上S: Its in the book.貼板書inT: Wheres the bird?把小鳥放在書桌里S: Its in the desk. 板書desk，貼圖，帶讀in the desk并示意5.T: Wheres the bird? S: Its on the desk.貼板書onT: If you want to stop the bi

5、rd, please ask Wheres the bird? loudly.S: Wheres the bird? S: It under the desk.貼板書under，并帶讀6. Use the same way to teach: behind.7. Read the new words and do some actions.借助手指操帶孩子們讀四個(gè)介詞8.T: Now boys and girls, please close your eyes and try to guess where the bird is.S: Its in/ on/ under/ behind-.T:

6、Look!S: Its on the chair.貼板書chair， 并跟讀錄音T: Oh, its not here. Its flying again.讓學(xué)生猜猜“Its not here.的中文意思。T: Do you want to know where the bird is? How to ask?S: Where is the bird?/ Where is it?貼板書Where is it ?Step3 Story time1.Watch and answerT:Look! The bird is flying into Mikes classroom, and its fl

7、ying here and there. Now lets watch the cartoon and try to remember the places that the bird stopped.PPT: Where did the bird stop? 播放課文動(dòng)畫,學(xué)生嘗試答復(fù)S: In/ On/ Under/ Behind the-T: Please open your books and try to underline the places that the bird stopped, and then check our answers.S:Under the desk/ B

8、ehind the door/ In the tree/-貼板書tree，并跟讀錄音2. Listen and marka.T: The bird stopped at many places. Lets listen to the recorder and use the stars to mark the places that the bird stopped in orders. 播放課文錄音, 學(xué)生兩人合作標(biāo)出小鳥停留地b.Check the answers and Ss try to stick a little bird on the blackboard.T:Wher

9、es the bird at the first/second/third/-time? Who can stick the little bird on the right place?c.Ss use the picture to practise in pairs.3. Read the storya.T: Now boys and girls, Lets look, read and say.出第一幅圖 Who can try?S: How beautiful!逐圖呈現(xiàn)每一幅圖，讓學(xué)生嘗試回憶課文完成空格，并進(jìn)展各種方式的朗讀比賽。b.T: OK. Now lets read in r

10、oles, Group1 is Yang Ling, Group 2 is Mike, Group3 is Liu Tao and Group4 is Su Hai. Pay attention to your pronunciation, intonation and your body language. c.Now you will have three minutes to prepare for performance and have five seconds to choose your favourite character. Please close your bo

11、oks and pay attention to your pronunciation, intonation and your body language. Lets see which bird can fly higher and higher.d.Choose a child to help the bird fly.Step 4 Sing a songT: 拿出另外兩只小鳥放在黑板的樹上 Look, the bird is in the tree, oh, its flying again. Where is it?S: The little bird and all her fri

12、ends, they are in the tree.    T: Yes, Lets try to say it together.教 little, her和all與當(dāng)今“老師一稱最接近的“老師概念，最早也要追溯至宋元時(shí)期。金代元好問?示侄孫伯安?詩云：“伯安入小學(xué)，穎悟非凡貌，屬句有夙性，說字驚老師。于是看，宋元時(shí)期小學(xué)老師被稱為“老師有案可稽。清代稱主考官也為“老師，而一般學(xué)堂里的先生那么稱為“老師或“教習(xí)?？梢姡袄蠋熞徽f是比較晚的事了。如今體會(huì)，“老師的含義比之“老師一說，具有資歷和學(xué)識(shí)程度上較低一些的差異。辛亥革命后，老師與其他官員一樣依法令任命，故

13、又稱“老師為“教員。T: Here is a nice song about them. Lets try to sing it together with some actions. 播放歌曲動(dòng)畫,老師帶學(xué)生邊做動(dòng)作邊唱T: Do you like this bird? Do you want to be her friends? Lets see her again next lesson.Step5 Homework 1. Read the story 5 times.2. Tell the story to your parents.板書設(shè)計(jì)：Unit4Wheres the bird?

14、 under 圖desk behind 圖door Its on 圖chair 圖desk in 圖tree“教書先生恐怕是市井百姓最為熟悉的一種稱呼，從最初的門館、私塾到晚清的學(xué)堂，“教書先生那一行當(dāng)怎么說也算是讓國人景仰甚或敬畏的一種社會(huì)職業(yè)。只是更早的“先生概念并非源于教書，最初出現(xiàn)的“先生一詞也并非有傳授知識(shí)那般的含義。?孟子?中的“先生何為出此言也？；?論語?中的“有酒食，先生饌；?國策?中的“先生坐，何至于此？等等，均指“先生為父兄或有學(xué)問、有德行的長(zhǎng)輩。其實(shí)?國策?中本身就有“先生長(zhǎng)者，有德之稱的說法?？梢姟跋壬夥钦嬲摹袄蠋熤?，倒是與當(dāng)今“先生的稱呼更接近?？磥恚跋壬?/p>

15、之根源含義在于禮貌和尊稱，并非具學(xué)問者的專稱。稱“老師為“先生的記載，首見于?禮記?曲禮?，有“從于先生，不越禮而與人言，其中之“先生意為“年長(zhǎng)、資深之傳授知識(shí)者，與老師、老師之意根本一致。教學(xué)反思：觀察內(nèi)容的選擇，我本著先靜后動(dòng)，由近及遠(yuǎn)的原那么，有目的、有方案的先安排與幼兒生活接近的，能理解的觀察內(nèi)容。隨機(jī)觀察也是不可少的，是相當(dāng)有趣的，如蜻蜓、蚯蚓、毛毛蟲等，孩子一邊觀察，一邊提問，興趣很濃。我提供的觀察對(duì)象，注意形象逼真，色彩鮮明，大小適中，引導(dǎo)幼兒多角度多層面地進(jìn)展觀察，保證每個(gè)幼兒看得到，看得清?？吹们宀拍苷f得正確。在觀察過程中指導(dǎo)。我注意幫助幼兒學(xué)習(xí)正確的觀察方法，即按順序觀察和

16、抓住事物的不同特征重點(diǎn)觀察，觀察與說話相結(jié)合，在觀察中積累詞匯，理解詞匯，如一次我抓住時(shí)機(jī)，引導(dǎo)幼兒觀察雷雨，雷雨前天空急劇變化，烏云密布，我問幼兒烏云是什么樣子的，有的孩子說：烏云像大海的波浪。有的孩子說“烏云跑得飛快。我加以肯定說“這是烏云滾滾。當(dāng)幼兒看到閃電時(shí)，我告訴他“這叫電光閃閃。接著幼兒聽到雷聲驚叫起來，我抓住時(shí)機(jī)說：“這就是雷聲隆隆。一會(huì)兒下起了大雨，我問：“雨下得怎樣?幼兒說大極了，我就舀一盆水往下一倒，作比較觀察，讓幼兒掌握“傾盆大雨這個(gè)詞。雨后，我又帶幼兒觀察晴朗的天空，朗讀自編的一首兒歌：“藍(lán)天高，白云飄，鳥兒飛，樹兒搖，太陽公公咪咪笑。這樣抓住特征見景生情，幼兒不僅印象

17、深化，對(duì)雷雨前后氣象變化的詞語學(xué)得快，記得牢，而且會(huì)應(yīng)用。我還在觀察的根底上，引導(dǎo)幼兒聯(lián)想，讓他們與以往學(xué)的詞語、生活經(jīng)歷聯(lián)絡(luò)起來，在開展想象力中開展語言。如啄木鳥的嘴是長(zhǎng)長(zhǎng)的，尖尖的，硬硬的，像醫(yī)生用的手術(shù)刀樣，給大樹開刀治病。通過聯(lián)想，幼兒可以生動(dòng)形象地描繪觀察對(duì)象。 本人執(zhí)教的是譯林版三下Unit4 Wheres the bird?第一課時(shí)，教學(xué)內(nèi)容是Story time和Song time兩塊，內(nèi)容相對(duì)多些。我首先以小鳥的鳴叫聲將孩子們引入本課的話題Wheres the bird?。其次以快速變換小鳥的位置讓孩子學(xué)習(xí)on, under, in , behind等詞匯，同時(shí)我讓學(xué)生通過手與拳的配合感知，在反復(fù)的變換、操練、朗讀中，學(xué)生逐漸掌握了詞匯，并且不容易混淆。這樣安排不僅有利于師生進(jìn)展聽說訓(xùn)練，而且也能促使學(xué)生全面感知。接著分步驟進(jìn)入文本的學(xué)習(xí)：先看動(dòng)畫嘗試答小鳥停留過的位置讀課文劃出小鳥停留過的位置進(jìn)展核對(duì)聽錄音按順序標(biāo)出小鳥停留過的位置核對(duì)答案，學(xué)生上黑板張貼小鳥的停留位置學(xué)生看圖兩兩對(duì)話學(xué)生看圖說并有感情地讀課文小組分角色朗讀選擇學(xué)生表演。層層遞進(jìn)地教授課文，使得重點(diǎn)突出，學(xué)生也有充分時(shí)間來表