Story time教学目标

译林版英语三年级下册3B第四单元教学设计方案

NO：1 教学内容

教学目的

Unit4 Where’s the bird?

课型

新授课

时间

4.10 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’s 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。

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’s on/in/under/behind…

重点、难点

课前准备

课

时

pictures, cards, tape

record，配套软件

第一课时

Step 1 Greeting &Warm up

1. Greeting T: Hello, boys and girls. S: Hello, May. T: Nice to meet you. S: Nice to meet you, too.

2. Sing a song T: Do you like singing?

S: Yes. T: I like singing very much. Let’s learn to sing a new song. OK?

S: OK. (老师带着学生用手势表示歌词内容，学生边唱边学做动作)

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. T: This time, let’s try to sing and do some actions together.

(再次播放歌曲，学生加上动作一起唱)

Step 2 Presentation Play a game and learn the new words 1.T: (手中拿着一只折起来的小鸟) Now boys and girls, look, what’s in my hand now? Guess!

T: Look, it’s a bird. (板书bird) 2.T: Look, where’s the bird? (把小鸟放在书上) S: It’s on the book.

T: Where’s the bird now? (把小鸟放在书下) S: It’s under the book.

学习under，示范，个别读，小组读，背诵，组词。

二度修改

In kind to guide the beginning of the new lesson, let students feel from the start to feel the fun of learning English.

By playing games, or by acting the way to let English lesson alive, let the student feel learning English is very easy, let the students won't afraid of English learning.

学习guess，示范，个别读，小组读，背诵，组词。

4. T: Now, where’s the bird? (把小鸟放在书背后)

S: It’s behind the book.

学习behind，示范，个别读，小组读，背诵，组词。

5. T: Look, it’s in the desk. (板书desk，贴图，带读in the desk并示

意)

6.Now let’s 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) Where’s the bird? Guess!

S: …

T: Look, it’s on the chair. (板书chair，贴图，带读on the chair并示意)

Step 3 Consolidation

1.

chant

2.

给出一些图片和关键句：

A:Where’s the …? B:. It’s on/in/under/behind…

Step 4 Homework

1.

抄写新单词

2.

会用方位介词介绍自己的文具用品

Unit 4 Where’s the bird?

板书设计

Where’s the…?

It’s on/behind/in/under/beside …

Where’s the…?Guess!

Is it on/behind/in/under/beside …? No, it isn’t./ Yes, it is.