1、译林版英语（三年级下册） 教研课Unit 4 Wheres the bird?（第一课时）Teaching contents 教学内容Story time Song timeTeaching aims and learning objectives 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Wheres ? Its not here. Its on/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复述课文内容。4. 能初步运用本课所学的词汇和日常用语谈论东西的
2、位置。5. 能正确演唱歌曲。Focus of the lesson and predicted area of difficulty 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。Teaching procedures 教学过程Step 1 Greeting &Warm up 1. GreetingT: Hello, boys and girls.S: Hello, Miss xu T: Nice to meet you.S: Nice to meet you, too.2. Sing a so
3、ngT: Do you like singing? S: Yes.T: I like singing very much. Lets learn to sing a new song. OK?S: OK.T: First, listen and watch carefully. You may follow it if you want.(播放歌曲一遍)T: Do you like the song?Now follow me. (老师带着学生用手势表示歌词内容，学生边唱边学做动作) 3.T: Whats the song about ?S: A bird .T: Yes . Today we
4、ll learn Unit 4 Wheres the bird ? (Read it together )Step 2 Presentation1.Play a game and learn the new wordsT: Look at the bird ?S: Its nice/ How nice /beautiful. Teach : beautiful T: Look, wheres the bird? (把小鸟放在书上)S: Its on the book. T: Wheres the bird now? (把小鸟放在书下)S: Its under the book.T: Good!
5、 And where is it now? (把小鸟放在书里)S: Its in the book. T: Now lets play a game with this bird. (老师让学生闭上眼睛后把小鸟放进课桌里) Wheres the bird? Guess! S: T: Look, its under the desk. (板书desk，贴图，带读under the desk并示意)Now lets play this game again. (老师再次让学生闭上眼睛后把小鸟放到一把椅子上) Wheres the bird? Guess!S: T: Look, its on the
6、 chair. (板书chair，贴图，带读on the chair并示意)Use the same way to teach : behind 2.Choose one picture and ask and answer in pairs S: Wheres the bird ?S: Its 3.Watch and answerT: Look , the bird flies into Mikes classroom .Now watch the cartoon and try to answer : Wheres the bird at last ?4.Read and underlin
7、eT: Where does the bird stop ? Open your books, read and underline the sentences, then try to ask and answer in pairs like this :S1: Wheres the bird ?S2: Its . 5. 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 tog
8、ether. S1&S2: T: (出示小提示：注意读出故事中人物的情绪) Lets try again. T: And Picture 2, look, wheres the bird?S: Its under the desk.T: Yes. Its under the desk.Now who can read this? S1: Wheres the bird?S2: Its under the desk. (继续每一幅图逐图教学：第四幅图教Its not here.)T: OK. Now we have read the story together. Now open your b
9、ooks, turn to Page 13, and read the story together .6. Dub the storyT: Good .This time lets dub for the story .7.Retell the storyT: You did a good job. Now, look at the blackboard. (拿出小鸟的图片) Look! A bird! S: How beautiful!(老师把小鸟放在黑板上不同位置，带领学生一起复述)T: Wheres the bird? S: Its under the desk.T: Now, its
10、 S: Behind the door.T: Oh, Its not here. Its S: On the chair.T: Wheres the bird now? S: Its in the desk. T: Oh, look, now its . S: In the tree.8.Act the story Give a model Step 3 Make a new dialogue1. Use the paper bird T: Paper bird also can fly . Can you make a new dialogue with the paper bird ?Pr
11、actise in groups .2.Ckeck some groups . 3. Sing the songT: This is a nice song. Lets listen and sing it again . (播放歌曲动画)T: Can you try to follow it?(学生跟唱)T: Good! Lets sing it with some actions. (老师带学生边做动作边唱)Step 4 Homework 1. 听磁带，读故事3遍。2. 用Where is ?Its 的句型来说说物品的位置。Teaching aids 教学准备（含板书设计）教学准备：实物图
12、片、小鸟图片、头饰。板书设计：Unit 4 Wheres the bird? behind the door(图) under the desk(图) on the chair (图) Wheres the bird ? In the desk (图) a bird(图) Its . in the tree (图)教师范读的是阅读教学中不可缺少的部分，我常采用范读，让幼儿学习、模仿。如领读，我读一句，让幼儿读一句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味。教后反思整节课设计时通过一只鸟作为
13、主线贯穿整个课堂的教学，从演唱课文中的歌曲入手，引导学生看图片导入新课的学习。通过游戏，寻找小鸟，来为课文的学习做好铺垫和渗透。学习课文时围绕小鸟停留的位置设计了一系列的活动，如watch and answer, read and underline, read 、dub and retell 等，学生也通过这些活动基本掌握了本课的学习内容，基本达到了预期的目标。但是在以下几方面还有待改进：1游戏环节，教师引导学生进行游戏环节时，让学生通过闭眼猜测老师物品的具体位置，在这个环节，应注意要有一定的信息沟，猜的意味要强一点，同时当学生猜不到时可以渗透句型：Its not here 。2课文的表演环
14、节不好操作，可以省略，就以学生复述形式再现课文。在集体复述后可以小组复述，个别复述。要练说，先练胆。说话胆小是幼儿语言发展的障碍。不少幼儿当众说话时显得胆怯：有的结巴重复，面红耳赤；有的声音极低，自讲自听；有的低头不语，扯衣服，扭身子。总之，说话时外部表现不自然。我抓住练胆这个关键，面向全体，偏向差生。一是和幼儿建立和谐的语言交流关系。每当和幼儿讲话时，我总是笑脸相迎，声音亲切，动作亲昵，消除幼儿畏惧心理，让他能主动的、无拘无束地和我交谈。二是注重培养幼儿敢于当众说话的习惯。或在课堂教学中，改变过去老师讲学生听的传统的教学模式，取消了先举手后发言的约束，多采取自由讨论和谈话的形式，给每个幼儿较
15、多的当众说话的机会，培养幼儿爱说话敢说话的兴趣，对一些说话有困难的幼儿，我总是认真地耐心地听，热情地帮助和鼓励他把话说完、说好，增强其说话的勇气和把话说好的信心。三是要提明确的说话要求，在说话训练中不断提高，我要求每个幼儿在说话时要仪态大方，口齿清楚，声音响亮，学会用眼神。对说得好的幼儿，即使是某一方面，我都抓住教育，提出表扬，并要其他幼儿模仿。长期坚持，不断训练，幼儿说话胆量也在不断提高。3教师本人在每个环节的中要注意对学生的引导，语言的调控、课堂的调控等还有待加强。心里不能光想着自己的教学环节，而忽略了学生掌握的程度，学生的反应，学生在自己的课堂上获得了哪些发展等。宋以后，京师所设小学馆和武学堂中的教师称谓皆称之为“教谕”。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习”。到清末，学堂兴起，各科教师仍沿用“教习”一称。其实“教谕”在明清时还有学官一意，即主管县一级的教育生员。而相应府和州掌管教育生员者则谓“教授”和“学正”。“教授”“学正”和“教谕”的副手一律称“训导”。于民间，特别是汉代以后，对于在“校”或“学”中传授经学者也称为“经师”。在一些特定的讲学场合，比如书院、皇室，也称教师为“院长、西席、讲席”等。第 4 页
