《U4 Where27s the bird第二课时教案.doc》由会员分享，可在线阅读，更多相关《U4 Where27s the bird第二课时教案.doc（7页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、如有侵权，请联系网站删除，仅供学习与交流U4 Where27s the bird第二课时教案【精品文档】第 7 页译林版英语（三年级下册） 研讨课Unit 4 Wheres the bird?（第二课时）Teaching contents 教学内容Fun time Sound timeTeaching aims and learning objectives 教学目标1. 能熟练运用句型Wheres ? Its on/in/under/behind 进行对话。2. 能通过游戏进一步正确运用介词on，in，under，behind。3. 能体会字母d的发音d。Focus of the lesso
2、n and predicted area of difficulty 教学重点和难点教学重点：能通过游戏进一步正确运用介词on，in，under，behind。教学难点：能体会字母d的发音d。Teaching procedures 教学过程Step 1 Revision1. Sing the songT: Hello, boys and girls.S: Hello, May.T: (出示第一课时中的小鸟) Do you remember this little bird?S: Yes.T: Lets sing the song “Where is the bird?” (播放歌曲，学生唱)2
3、. Change the lyricsT: We know the little birds are in the tree. Now can you change your words according to my picture? 你能根据图片改编歌词唱一唱吗？Now listen to me. (教师示范演唱第一段) T: Where, where, wheres the bird? Its under the desk. The little bird and all her friends are under the desk. T: Can you sing it like th
4、is? Now here are three more pictures from the text. (PPT出课文另外三幅图片) Sing them in your groups . S: (集体反馈唱歌3段)3. Review the story T: Great! Now can you dub for the story? 你们能来给课文动画配音吗？ S: (集体给课文动画配音)Step 2 Fun time1. Review the wordsT: OK. Now after the text, lets review some of the new words. Can you
5、read them? (PPT出示4个介词) S: On, in, under, behind. T: Yes. They are the key words in this unit. And if you want to remember them very well, the games will help you. (PPT出示TIP）Try to follow me. S: Use games to help remember words. Heres the Chinese meaning. T: Boys and girls, do you like games? S: Yes.
6、2. Play the gameT: Great! Then lets play a game together now. This is a guessing game. Look, here are four pictures. Look (引导学生看图说一说四幅图) Ss: The pencil is in the pencil box, on the pencil box, under the pencil box and behind the pencil box. T: Yes. One of you comes to the front and guesses where the
7、 pencil is. You can guess like this. (板书游戏可用的句型) Who wants to try? (一位学生到讲台前背对屏幕， 教师选定一幅图后，由全班问， 这位学生来猜) Ss: Where is the pencil? S1: Is it in/on/under/behind the pencil box? Ss: Yes./No.T: Good. And now lets change this game a little bit. Look, whats this? (教师拿出一本书，一个书包，一个铅笔盒和一只铅笔)S: Its a book/sch
8、ool bag/ pencil box/pencil.T: And now lets play the game using them. Now close your eyes. (学生闭上眼睛， 教师藏好铅笔)T: Now open your eyes.S: Is it ?T: Yes./No.3. T: Now play this game in your groups. Remember to say(再次提示黑板板书)(学生在小组内玩此游戏)Step 3 Sound Time1. Say the sentencesT: Good! It seems you play the games
9、 very well. And we have three more words in this unit, and that is(PPT出示3个单词)Ss: Desk, chair and bird. T: Good. And look, the bird is flying away. Where is it now? (PPT显示Sound time图) Oh, its here.T: Look, the boy is saying something. Can you try to read?S: Bird, bird, dont fly away. (PPT显示fly away的中
10、文意思)T: Good! And can you read this? Read in pairs.S: Bird, bird, dont fly away, stand on my desk and be my friend, OK?T: Can you tell us the Chinese meaning?S: 2. Read the wordsT: How many Ds can you find? 在这句话中你能找到几个含有字母D的单词？S: Seven.T: Can you read them all again?S: 再读7个单词(学stand的意思)T: Now can you
11、 tell us the sound of the letter “d”?S: d.T: Good! Now read them like this: d, d, desk, d, d, stand (学生读单词)T: Can you find more words like them? Discuss in your groups now.S: (学生列举，教师板书)T: Yes. And here are some words with the sound d, can you read them? (PPT显示单词，学生读)T: And can you choose three of t
12、hem to complete this sentence? 你能根据这幅图挑选三个单词完成句子吗？Discuss in pairs.(学生讨论，反馈)Step 4 TaskT: Look, this is another beautiful bird. Whose bird is this? 你们知道她的主人是谁吗？S: No.T: Well, if you want to know, youll have to find four things in a room. (PPT显示要找的东西的单词)S: Milk, egg, ice cream and key.T: Yes. Please
13、remember to use “Wheres ? Its” (PPT显示图) Work in pairs, please.S: Where is the milk? S: Its on the desk.S: Where is the ice cream? S: Its behind the car.S: Where is the key? S: Its under the table.S: Where is the egg? S: Its on the chair.(教师根据学生回答，点出相关物品的位置)T: Look! Who is her master?S: Mike. T: Well
14、 done. You did a good job.Homework 家庭作业1. 读Fun time对话，听磁带复习Sound time。2. 模仿Fun time用Where is ? Its 的句子来做一做游戏3. 自己设计不同的游戏复习学过的单词。Teaching aids 教学准备（含板书设计）教学准备：图字卡，自制卡片。板书设计：观后反思：对于这两个版块Fun time 和 Sound time，在平时上课时候都是一带而过，感觉不是那么注重，因为方法的欠缺，缺乏深思熟虑来考虑铺陈和承上启下。而在林丽老师的课堂上却组织地很细致很到位，让我感觉很受用。整个课堂设计思路很清晰明了，用极大
15、地调动了学生学习积极性。如一开始的复习板块，巧用学生比较喜欢的歌曲先声夺人改变歌曲，特别是运用了“all my friends”提前将Sound time板块中的内容渗透。其实这个板块就是为了复习课文图片，提高学生的读图能力，接着就是为Story time配音，复习课文又节省时间。接着进入复习单词in,on,under,behind环节，通过游戏，教师先示范然后小组内活动，大大提高学生的合作配合能力。紧接着，通过另外三个单词chair,desk,bird，而bird飞走自然过渡到Sound time的第一句：Bird,bird, dont fly away.设计非常巧妙，自然引出新授，同时也有
16、适当拓展，发散学生思维来想其他发音中有/d/的单词，又从这些单词中选取一些来造句，设计很到位且有拓展。最后的拓展环节可谓是匠心独运，特别找来一张房间图片，设置要找的若干物品，通过同桌之间的pair work来综合运用两个句型：Where is the? Its in /on/ under/behind然后通过单词首字母告诉学生主人正好是“Mike”,有一种意外的惊喜。而这个技巧其实对于一直关注林丽老师课堂的我来说，也并不陌生。在去年林丽老师在吴中区宝带实小上的二年级的一课，讲授关于“Summer”的一课，也用到了这个技巧，最后的“音乐之声”来唱出韵律诗更是点睛之笔，让我们听课老师无不赞叹其想法之细，教学之精！而这课最后的回家作业也是设计的很不同，是让学生自己来做游戏并且设计一些游戏。大大提高了学生的自主学习能力，让学生在玩中学，学中能有所获！这些都是作为年轻教师的我们，需要学习的地方，如何设计弹性而有效的作业！