Story time优秀说课稿

译林版《英语》（三年级下册）

Unit 4 Where’s the bird?（第一课时）

陆沁语

Teaching contents

教学内容

Story time

Teaching 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Where’s …? It’s not here.

It’s 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位置。

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表演课文内容。

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 aids

教学准备

五朵花、CAI Blackboard design板书设计

Teaching procedures

教学过程

Step 1 Greeting &Warm up

1. Greeting T: Hello, boys and girls. S: Hello, Miss Lu. T: How are you？

S: Fine，thank you. T:Nice to see you.

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S: Nice to see you,too. 2. Brain storm T: It’s spring now. Can you say something about spring?

S1 S2 S3…【热身环节：帮助学生打开思维】

Step 2 Presentation & Practice 1.

（1）Learn “How beautiful!”

T: I have many flowers.

(拿出花朵) Flowers are beautiful. Do you think it’s beautiful? Ss: Yes. T: We can say “How beautiful!”.(学生跟读) T: Would you like a flower? S: Yes, please. 师把花朵给学生，引导他说How beautiful!

【创设真实情境，让学生理解并操练How beautiful!】

（2）Learn “It’s ...”

T: This is my flower. I want to do a magic show. Please close your eyes. ……

T: Please open your eyes. 引导学生一起问Where’s the flower? S: It’s in the box!（指向PPT）

(3)

Review “desk” and ”chair”

T: Where’s the box？Look!

S : It’s in the classroom.

T: What can you see in the classroom?

Review desk and chair (4)

Learn ”on””under””behind””Where’s the bird?”

Review on

T: Look! Here comes a naughty cat. Where is the cat?

S: It’s on the desk. Learn under

T: Oh, the cat is so naughty. 猫又跳到了椅子下面

T: Who can ask?

S: Where’s the cat?

Ss: Where’s the cat?

S: It’s under the chair.

Learn behind

猫躲到了课桌后面

Ss: Where’s the cat?

T: It’s behind the desk. _e_in_

bag hi red 【引导学生运用自然拼读法，根据发音拼读单词】

2.

Chant

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T: Now, let’s chant. T示范

S看图填空完成chant Ss read the chant together.【引导学生读图并运用刚刚学过的句型和单词，让学生在歌谣中进一步操练如何询问和回答方位。】

T: Oh, here comes a bird. But it goes away. Ss齐读：Bird, bird, where are you? T: Sorry, sorry, I don’t know. 引出课题Unit4 Where’s the bird? 3. T: Let’s find the bird. T: Where’s the bird? S: It’s on the box. T: Let’s have a look. And find out other things together.

Work in pairs Where’s the …? It’s …

【让学生在情境中，与同学合作操练对话。】

T: The bird flies away again. Let’s go to find it. 4. 过关游戏：

T: Birds are our friends. Trees are their home. Let’s plant more trees for them! Rules: 每完成一个任务，你都能获得一次绿色能量，树苗就会长大一些。让我们齐心完成三个任务，帮助它长成参天大树吧！

T: We have three tasks. Let’s go! Step 3 Story time Task1: Watch and listen

Have a guess (work in pairs)

Where will be the bird?

A: Where’ the bird?

B: It’s ... the ... 【在课文所给情境中，再次操练重点句型。通过同桌讨论猜一猜，鸟会在什么地方，既为课文设置了悬念，又让学生对句型的掌握得到进一步提高。】

1.

Watch and choose

T: Where is the bird at last? Learn in the tree在树上

(播放课文动画)

T: Where is the bird at last?

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S: It’s in the tree.

2.

Listen and circle

你知道小鸟一共飞到了几个地方吗？分别是哪几处呢？竖起耳朵，我们一起来听一听吧！

Task 2: Read and say

1.

Read and number (1) Number the pictures

Now, please take out your paper. Read and number the pictures. (exercise paper)

(2) Let’s check and read T: The bird stops in so many places. Which is number ...? S: It’s ... Check by the pictures and dialogues in the story 学生上台将小鸟放于黑板上的正确位置，并将对应介词放于对应的物品上面。

Ss: Where’s the bird? 台上S: It’s ... 【在课文图片排序中，学生锻炼了自主阅读能力，调动了孩子的能动性。让孩子根据句意与老师一起完成板书的过程中，孩子再一次巩固了所学的方位词。】

Ss read it together after the tape. T: (出示小提示：注意读出故事中人物的情绪) Let’s try again.

请同学之间进行对话模仿。

【在老师的引导下，学生能够更好地感受故事中人物的情绪，让自己身临其境，读出对小鸟的好奇与爱护。】

(根据排序逐图教学) 其中，图4提问where is it?中it指代什么？为什么用it指代？

Learning tip: it来代替前面已经出现的词、词组或句子,以避免重复。

【扫清故事中可能存在的阅读障碍。对指示代词it的解读能让孩子们能更好地理解课文】

3.

Read the story after the tape 4.

Read the story together Task 3: Act out the story Work in five: Yang Ling, Liu Tao, Su Hai, Mike, the bird(适时移动板书上小鸟的位置) Step 4 Enjoy a story T: Wonderful! Tasks are completed! Birds have bigger home. T: The bird want to say “thanks”to us , so it brings us an interesting story. 1.

读绘本故事，填空。

【通过绘本故事，开拓了学生的思维，也进一步让孩子熟练运用方位介词，并逐步增加

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填空难度，老师逐渐放手，让学生不知不觉从老师的“搀扶下行走”到能“独立行走”。】

2.

欣赏英文歌曲《on, in, under, by》,并学做动作。

Step 5 Homework

1. 跟录音有感情地朗读故事5遍，并尝试五人小组演一演小鸟的故事。

2. 用今天所学的新句型和地点介词和好朋友一起创编新的对话。

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