译林版《英语》（三年级下册） 研讨课

 

Unit 4 Where’s the bird?

（第一课时）

 

Teaching contents  教学内容

Story time  Song 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。

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. 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.

  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)

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

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!

S: …

T: Look, it’s a bird. (板书bird)

  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.

T: Good! And where is it now? (把小鸟放在书里)

S: It’s in the book.

T: Now let’s play a game with this bird. (老师让学生闭上眼睛后把小鸟放进课桌里) Where’s the bird? Guess! 

S: …

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

  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 Story time

1. Listen and choose

T: (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: It’s in the tree.

  T: Is it in the tree? Let’s 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. Listen and stick

  T: The bird stops in many places. Look, it’s here and here. (PPT红圈显示1、7两幅图中鸟的位置) But look, in some of the pictures, we cannot see it. (小鸟分别飞到了哪些地方呢？请你们来贴一贴。) Now, please take out your working sheet. Let’s listen and stick the birds on the paper. Please work in pairs.

 (播放课文录音, 学生两人合作完成)

   T: Let’s watch the cartoon again.

     (播放课文动画，在每个需要完成的画面上暂停核对)

3. Read the story

  T: Finished? Now boys and girls, check your pictures. Let’s read the story together, OK? (出第一幅图) Picture1. Let’s read it together.

  S1&S2: …

  T: (出示小提示：注意读出故事中人物的情绪) Let’s try again.

    Beautiful means nice! (出中文意思，读beautiful和How beautiful!)

T: And Picture 2, look, where’s the bird?

S: It’s under the desk.

T: Yes. It’s under the desk. (PPT出现单词卡under，读under）

Now who can read this? (PPT中出现对话)

S1: Where’s the bird?

S2: It’s 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It’s not here.， 第五幅图教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)

4. Tell the story

  T: 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: Where’s the bird?      

S: It’s under the desk.

  T: Now, it’s …            

S: Behind the door.

  T: Oh, It’s not here. It’s …  

S: On the chair.

  T: Where’s the bird now?  

S: It’s in the desk.

  T: Oh, look, now it’s ….   

S: In the tree.

T: It’s your turn now. Can you tell the story like this? You can work in pairs.

(老师让同桌学生之间根据图片复述课文，请1至2组学生到黑板前复述）

 

Step 4 Sing a song

1. Say a rhyme

T: (拿出另外两只小鸟放在黑板的树上) Look, how many birds are there in the tree now?

S: Three.

T: Yes. They are her friends. Try to say this rhyme. First read it in two.

(把歌词变为韵律诗，学生互相说一说)

T: Let’s try to say it together.

(教 little和all)

 T: Say it all together again.

2. Sing the song

T: This is a nice song. Let’s listen to it.

    (播放歌曲动画)

  T: Can you try to follow it?

(学生跟唱)

T: Good! Let’s sing it with some actions.

(老师带学生边做动作边唱)

 

Homework  家庭作业

1. 听磁带，读故事5遍。

2. 用Where is …?It’s … 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。

 

Teaching aids  教学准备（含板书设计）

教学准备：图字卡、自制的动物图片。

板书设计：

Unit 4 Where’s the bird?

_____________________________________________________________________

   观后反思：

   大家都知道林丽老师是沈峰的高徒，果然在这个三下课堂上也展现得淋漓尽致。从中我学习到很多，收获颇丰，先归结为以下3点。

   1.教学目标，重难点设计。一般我们上三下第1课时，都是以Story time为主，而林丽老师这个第课时设计教授的是Story time和Song time两块，内容相对多些。同时，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。因此，还要复述课文以及运用语句，难度相对大些。

   2.教学设计自然流畅，层层递进。首先教授歌曲先声夺人，提高学生学习兴趣。其次快速进入新授单词on,under, in , in the desk,on the chair.以猜测游戏方式教授，学生很感兴趣。然后分步骤有梯度进入课文教授：先听录音回答-看动画核对-粘贴小鸟位置-再看动画核对-分图片教授新授，让学生有感情朗读重点词句-教师提问引导学生复述-请个别人复述。如此细致层次地教授课文，才使得重点突出，学生有更多的时间来表达和锻炼自身口语。最后，教授Song time也是先由韵律诗引出，再到歌曲的听学演，逐步递进，学生兴致也被极大调动，推向本课高潮。回家作业也侧重于学生口语的说：2. 用Where is …?It’s … 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。既有基础的，也有提升的。让我学习到从三年级开始的语篇教学课文教授要做到：进入快，分层细，有提升！可谓受益匪浅。

3.教师教态亲切自然，个人风格显著。也许我能学习到教授这课的教学设计皮毛，但是也不能完全习得到林丽老师的风格。因此，在过渡语言选用，环节设计上，还是得细细斟酌，化身到平日的教学常规课堂上，以自身的教学热情感染学生，让学生真正能乐于学习，爱上英语。同时也努力形成自身的教学风格，向前辈高手学习！