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译林三下Unit 4 Where’s the bird?（第1课时）教学内容：Story time & Song time教学目标：1.能听懂、会读、会说：desk，chair，bird，on，in，under，behind。2.能听懂、会读、会说日常用语：Where’s …? It’s not here. It’son/in/under/behind…。3.能正确地理解并朗读对话内容，在教师的引导和帮助下尝试表演对话。4.能初步运用本课所学的词汇和日常用语谈论东西的位置。5.能正确演唱歌曲。教学重点和难点：教学重点：能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文内容。教学难点：能初步运用本课所学的词汇和日常用语谈论物品的位置。教学准备：自制词、句卡、人物头饰、PPT教学过程：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: What’s this?S: It’s a---T: Is this your---?S: Yes, it is./ No, it isn’t.Step 2 Presentation1.T: Listen! What’s this?(播放小鸟叫声)S: It’s a bird.T: Look at the bird.S: It’s nice./ It’s great./ How nice./ It’s good./How beautiful.Teach: a bird (出示skirt和T-shirt让学生尝试读单词) How beautiful.(学生跟读录音)2.T: Oh, the bird is flying away. Where’s the bird. OK, today we will learn: Unit4Where’s the bird?(揭题并贴板书,学生跟读数遍)3.T: If you ask three times, the bird will come out.S: Where’s the bird?---4.T: Look, the bird is in my hand. Now look, where’s the bird? (把小鸟放在书上)S: It’s in the book.(贴板书in)T: Where’s the bird?(把小鸟放在书桌里)S: It’s in the desk. (板书desk，贴图，带读in the desk并示意)5.T: Where’s the bird? S: It’s on the desk.(贴板书on)第 1 页
T: If you want to stop the bird, please ask ‘Where’s the bird?’ loudly.S: Where’s the bird? S: It’ under the desk.(贴板书under，并带读)6. Use the same way to teach: behind.7. Read the new words and do some actions.(借助手指操带孩子们读四个介词)8.T: Now boys and girls, please close your eyes and try to guess where the bird is.S: It’s in/ on/ under/ behind---.T:Look!S: It’s on the chair.(贴板书chair， 并跟读录音)T: Oh, it’s not here. It’s flying again.(让学生猜猜“It’s 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?(贴板书Where is it ?)Step3 Story time1.Watch and answerT:Look! The bird is flying into Mike’s classroom, and it’s flying here and there. Nowlet’s watch the cartoon and try to remember the places that the bird stopped.(PPT:Where did the bird stop? (播放课文动画,学生尝试回答)S: In/ On/ Under/ Behind the---T: Please open your books and try to underline the places that the bird stopped, andthen check our answers.S:Under the desk/ Behind the door/ In the tree/---(贴板书tree，并跟读录音)2. Listen and marka.T: The bird stopped at many places. Let’s listen to the recorder and use the stars tomark the places that the bird stopped in orders. (播放课文录音, 学生两人合作标出小鸟停留地)b.Check the answers and Ss try to stick a little bird on the blackboard.T:Where’s the bird at the first/second/third/---time? Who can stick the little bird onthe right place?c.Ss use the picture to practise in pairs.3. Read the storya.T: Now boys and girls, Let’s look, read and say.(出第一幅图) Who can try?S: How beautiful!(逐图呈现每一幅图，让学生尝试回忆课文完成空格，并进行各种方式的朗读比赛。）b.T: OK. Now let’s read in roles, Group1 is Yang Ling, Group 2 is Mike, Group3 isLiu Tao and Group4 is Su Hai. Pay attention to your pronunciation, intonation andyour body language. c.Now you will have three minutes to prepare for performance and have five secondsto choose your favourite character. Please close your books and pay attention to yourpronunciation, intonation and your body language. Let’s see which bird can fly higherand higher.d.Choose a child to help the bird fly.Step 4 Sing a songT: (拿出另外两只小鸟放在黑板的树上) Look, the bird is in the tree, oh, it’s flying第 2 页
由寻找词，接着是歌小鸟中生词的学习，
再到，曲的听学歌逐步递进。庭家作业也侧重于学生语言
表达能力培养。在教学中我
还有许多不足之处：1.在文本的处理上避免过于精细化，任务设置
避免要求过高。2.课文表演应注重培养学生良好的倾听习惯。3.板书设计应准确
无误且以有助于学生理解、记忆课文为基教学准。4.环节设计上，还需细细斟酌
，应该在规定的时间内完成教学内容。我应该本着英语教学应贯彻直观性
、趣味性、实践性和交际性的原则，教学方法要得体、多样、灵活、有趣，这样
才能更有效体地让学生会到学习英乐语的趣。第 3 页Unit4Where’s the bird? under 图(desk) behind 图(door) It’s on 图chair 图desk in 图tree
again. Where is it?S: The little bird and all her friends, they are in the tree. T: Yes, Let’s try to say it together.(教 little, her和all)T: Here is a nice song about them. Let’s try to sing it together with some actions. (播放歌曲动画,老师带学生边做动作边唱)T: Do you like this bird? Do you want to be her friends? Let’s see her again nextlesson.Step5 Homework 1. Read the story 5 times.2. Tell the story to your parents.板书设计：教学反思： 本人执教的是译林版三下Unit4 Where’s the bird?第一课时，教学内容是Storytime和Song time两块，内容相对多些。我首先以小鸟的鸣叫声将孩子们引入本课的话题Where’s the bird?。其次以快速变换小鸟的位置让孩子学习on, under, in, behind等词汇，同时我让学生通过手与拳的配合感知，在反复的变换、操练、朗读中，学生逐渐掌握了词汇，并且不容易混淆。这样安排不仅有利于师生进行听说训练，而且也能促使学生全面感知。接着分步骤进入文本的学习：先看动画尝试答小鸟停留过的位置——读课文划出小鸟停留过的位置进行核对——听录音按顺序标出小鸟停留过的位置——核对答案，学生上黑板张贴小鸟的停留位置——学生看图两两对话——学生看图说并有感情地读课文——小组分角色朗读——选择学生表演。层层递进地教授课文，使得重点突出，学生也有充分时间来表达和锻炼自身口语。最后，学习Song time也是先
T: If you want to stop the bird, please ask ‘Where’s the bird?’ loudly.S: Where’s the bird? S: It’ under the desk.(贴板书under，并带读)6. Use the same way to teach: behind.7. Read the new words and do some actions.(借助手指操带孩子们读四个介词)8.T: Now boys and girls, please close your eyes and try to guess where the bird is.S: It’s in/ on/ under/ behind---.T:Look!S: It’s on the chair.(贴板书chair， 并跟读录音)T: Oh, it’s not here. It’s flying again.(让学生猜猜“It’s 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?(贴板书Where is it ?)Step3 Story time1.Watch and answerT:Look! The bird is flying into Mike’s classroom, and it’s flying here and there. Nowlet’s watch the cartoon and try to remember the places that the bird stopped.(PPT:Where did the bird stop? (播放课文动画,学生尝试回答)S: In/ On/ Under/ Behind the---T: Please open your books and try to underline the places that the bird stopped, andthen check our answers.S:Under the desk/ Behind the door/ In the tree/---(贴板书tree，并跟读录音)2. Listen and marka.T: The bird stopped at many places. Let’s listen to the recorder and use the stars tomark the places that the bird stopped in orders. (播放课文录音, 学生两人合作标出小鸟停留地)b.Check the answers and Ss try to stick a little bird on the blackboard.T:Where’s the bird at the first/second/third/---time? Who can stick the little bird onthe right place?c.Ss use the picture to practise in pairs.3. Read the storya.T: Now boys and girls, Let’s look, read and say.(出第一幅图) Who can try?S: How beautiful!(逐图呈现每一幅图，让学生尝试回忆课文完成空格，并进行各种方式的朗读比赛。）b.T: OK. Now let’s read in roles, Group1 is Yang Ling, Group 2 is Mike, Group3 isLiu Tao and Group4 is Su Hai. Pay attention to your pronunciation, intonation andyour body language. c.Now you will have three minutes to prepare for performance and have five secondsto choose your favourite character. Please close your books and pay attention to yourpronunciation, intonation and your body language. Let’s see which bird can fly higherand higher.d.Choose a child to help the bird fly.Step 4 Sing a songT: (拿出另外两只小鸟放在黑板的树上) Look, the bird is in the tree, oh, it’s flying第 2 页
由寻找词，接着是歌小鸟中生词的学习，
再到，曲的听学歌逐步递进。庭家作业也侧重于学生语言
表达能力培养。在教学中我
还有许多不足之处：1.在文本的处理上避免过于精细化，任务设置
避免要求过高。2.课文表演应注重培养学生良好的倾听习惯。3.板书设计应准确
无误且以有助于学生理解、记忆课文为基教学准。4.环节设计上，还需细细斟酌
，应该在规定的时间内完成教学内容。我应该本着英语教学应贯彻直观性
、趣味性、实践性和交际性的原则，教学方法要得体、多样、灵活、有趣，这样
才能更有效体地让学生会到学习英乐语的趣。第 3 页Unit4Where’s the bird? under 图(desk) behind 图(door) It’s on 图chair 图desk in 图tree
again. Where is it?S: The little bird and all her friends, they are in the tree. T: Yes, Let’s try to say it together.(教 little, her和all)T: Here is a nice song about them. Let’s try to sing it together with some actions. (播放歌曲动画,老师带学生边做动作边唱)T: Do you like this bird? Do you want to be her friends? Let’s see her again nextlesson.Step5 Homework 1. Read the story 5 times.2. Tell the story to your parents.板书设计：教学反思： 本人执教的是译林版三下Unit4 Where’s the bird?第一课时，教学内容是Storytime和Song time两块，内容相对多些。我首先以小鸟的鸣叫声将孩子们引入本课的话题Where’s the bird?。其次以快速变换小鸟的位置让孩子学习on, under, in, behind等词汇，同时我让学生通过手与拳的配合感知，在反复的变换、操练、朗读中，学生逐渐掌握了词汇，并且不容易混淆。这样安排不仅有利于师生进行听说训练，而且也能促使学生全面感知。接着分步骤进入文本的学习：先看动画尝试答小鸟停留过的位置——读课文划出小鸟停留过的位置进行核对——听录音按顺序标出小鸟停留过的位置——核对答案，学生上黑板张贴小鸟的停留位置——学生看图两两对话——学生看图说并有感情地读课文——小组分角色朗读——选择学生表演。层层递进地教授课文，使得重点突出，学生也有充分时间来表达和锻炼自身口语。最后，学习Song time也是先
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