1、三下Unit 4 Wheres the bird?(Story time) Teaching aims and learning objectives 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Wheres ? Its not here. Its on/in/under/behind 。3. 能初步运用本课所学的词汇和日常用语谈论东西的位置。Focus of the lesson and predicted area of difficulty 教学重点难点：能正确地理解并朗读对话内容，能初步运用本课所学的词汇
2、和日常用语谈论物品的位置。Teaching procedures Step 1 Greeting &Warm up 1. GreetingT: Good morning, class.S:Good morning, T: Nice to meet you.S: Nice to meet you, too.2.Play a game and learn the new wordsT: Now boys and girls, lets play a game first.Step 2 Presentation1.show and learn the new wordsT: Great! You d
3、id a good job! Now look, whats this?S: Its a boll.T: Yes. But the ball is missing. Where is it?(Show the picture)Learn the new word in; on; under; behind; desk; chair; tree.2.practiceA:presentNow look at the picture, and fill in the blanksB:ptacticeAsk and answer with your partnersWhere is.?Its in/o
4、n/under/behind?Step 3 Story time1. Listen and chooseT: (老师再让学生闭上眼睛，然后把小鸟藏起来) Where is the bird now? Is it in the park? In the classroom? In the tree? Here is a story about the bird. Please listen carefully, and then choose the right answer. (播放课文录音) T: Where is the bird? S: Its in the tree. T: Is it
5、 in the tree? Lets watch the cartoon and check your answer.(播放课文动画核对答案)T: Is the bird in the tree?S: Yes!2. Read the story T: Finished? Now boys and girls, check your pictures. Lets read the story together, OK? (出第一幅图) Picture1. Lets read it together. S1&S2: T: (出示小提示：注意读出故事中人物的情绪) Lets try again. B
6、eautiful means nice! (出中文意思，读beautiful和How beautiful!)T: And Picture 2, look, wheres the bird?S: Its under the desk.T: Yes. Its under the desk. (PPT出现单词卡under，读under）Now who can read this? (PPT中出现对话)S1: Wheres the bird?S2: Its under the desk. (继续每一幅图逐图教学：第二幅图教under，第三幅图教behind，第四幅图教Its not here.， 第五
7、幅图教on，第六、七两幅图教in) T: OK. Now we have read the story together. Now open your books, turn to Page 13, and read the story by yourselves. (请打开书，同桌合作读一读全文)3,Act out the storyA: Let Ss work in pairs to try to act out the storyB: Acting timeStep 4 summary & practice1, Summary2, PracticeLet Ss try to use th
8、e new words and sentence to help his/her friend to find thingsHomework 1. 听磁带，读故事5遍。2. 用Where is ?Its 的句型来说说物品的位置。3. 搜集一些on，in，behind，under这样的介词短语，说一说。市级公开课Unit4 Story time教学反思溧阳市平陵小学 黄卫华本单元教学目标主要让学生能够正确区分并掌握方位介词并能熟练地运用wheres./where is来提问某物在哪儿，在学生练习的基础上培养学生相互帮助的能力。本课作为本单元的第一课时，主要任务是初步解决本单元的教学任务，及培养学
9、生运用语言的能力。通过对学生和本课教材的分析，本课重点在于方位的表达，和句子的陈述。我在开展Wheresthebird?教学活动时，注意突出了以下几点：1、根据本班级学生学习的特点，修改了适宜的课堂设计，更多地以情境教学为主，设置不同的小游戏和情境给予学生去说、去展示的空间；这有利于培养学生的学习能力和激发他们学习英语的兴趣。2、把学习的主动权交给学生。在本课教学中，首先我准备了一些教学图片（书、铅笔、刚笔、书包等等）由，并提出：“Isitinthebook?”这类似的问题，让其他学生猜并作Yes,itis.或No,itisnt的回答。这一活动为学生们创造了设计自己感兴趣活动的条件，他们在活动
10、中自主地完成了复习导入铺垫。3、通过任务型交际活动培养学生综合运用语言的能力。在教学环节的设计上突出学生交际能力的培养，在课本表演的基础上让学生能利用语言来解决日常问题，让学生帮助他的同学寻找物品。他们用语言来交际、完成任务，并把一些日常用语融入其中。这样就符合了课标中“活动要能够促使学生获取、处理和使用信息，用英语与他人交流、发展用英语解决实际问题的能力”。从教学效果来看，学生对单词掌握较为牢固，句子的陈述还有待加强。这与一年级孩子对方位认知思维还不太成熟，以及机械的句子操练还要加强。我还需要从两方面加强，一方面，在新知识呈现方面，采取更为直观的方式，比如实物教具和形象图片等；另一方面，操练方式还应更加全方位，做到师生交流，生生交流全方位互动。第 3 页
