3B Unit4 where’s the bird全单元教案
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| 名称 | 3B Unit4 where’s the bird全单元教案 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 牛津苏教版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2013-12-06 12:13:05 | ||
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本资料来自于资源最齐全的２１世纪教育网www.21cnjy.com
Unit 4 Where’s the bird
教材分析：
本单元的教学内容主要是围绕“询问地点”这一话题展开的。对于询问某物在哪里，在回答时根据不同的地点，用It’s under/behind/on/in…来表达。对于询问某人在哪里，用She’s/He’s in /on/under/behind … 来回答。
学情分析：
本单元部分内容主要是表示地点的介词in, on, under, behind，对于三年的学生来说容易混淆意思，要通过多种来练习，让学生们清楚了解。在学习过程中，还需要让学生注意积累，掌握地点介词的一些习惯用法。
教学目标：
1. 能初步听懂、会说、会拼写单词a bird, a desk, a chair, in, on, under, behind.
2. 了解并掌握表示地点的介词in, on, under, behind，能区别in和on 的用法。
3. 能初步听懂、会说句型Where’s … He’s /She’s/It’s … 。
4. 能听懂、会说日常交际用语How beautiful!要求读音正确，语调自然，并能熟练运用。
5.了解辅音字母d在单词中的读音。
6.歌曲：会唱歌曲Where’s the bird
教学重点：
1. 能初步听懂、会说、会拼写单词a bird, a desk, a chair, in, on, under, behind.
2. 了解并掌握表示地点的介词in, on, under, behind，能区别in和on 的用法。
3. 能初步听懂、会说句型Where’s … He’s /She’s/It’s … 。
教学难点：
1. 能听懂、会说日常交际用语How beautiful!要求读音正确，语调自然，并能熟练运用。
2.了解辅音字母d在单词中的读音。
教学疑点：
如何让学生灵活使用本单元所学句子，在情境中正确使用？
教学准备：
挂图，卡片，录音机
课时安排：
本单元共安排5教时：
第一教时： story time.
第二教时： fun time.
第三教时： cartoon time.
第四教时： Sound time & checkout time.
第五教时： exercises.
第一课时 (总 课时)
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。
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。
教学准备：
挂图，卡片，PPT
教学过程：
Step 1 Greeting & Warm up
1. Greeting
T: Hello, boys and girls.
S: Hello, Miss ..
2. Sing a song
T: Do you like singing
S: Yes.
T: Let’s sing
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)
Step 3 Story time
1. Listen and choose
T: (老师再让学生闭上眼睛，把小鸟藏起来) Where is the bird now 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。) Let’s listen and stick the birds on the paper. Please work in pairs.
T: Let’s watch the cartoon again.
3. Read the story
T: Let’s read the story together, OK (出第一幅图)
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. (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)
Step 4 Enjoy 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)
作业设计
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. 有能力的同学搜集一些on，in，behind，under这样的介词短语，说一说。
板书设计：
Unit 4 Where’s the bird
Look！ How beautiful!
Where is … It’s …
a bird a desk a chair in on under behind
第二课时（总 课时）
教学目标：
1. 能熟练运用句型Where’s … It’s on/in/under/behind… 进行对话。
2. 能通过游戏进一步正确运用介词on，in，under，behind。
教学重点：
能熟练运用句型Where’s … It’s on/in/under/behind… 进行对话。
教学难点：
能通过游戏进一步正确运用介词on，in，under，behind。
教学准备：
图字卡，自制卡片。
教学过程：
Step 1 Revision
1. Sing the song
T: Hello, boys and girls.
S: Hello, Miss ……
T: (出示第一课时中的小鸟) Do you remember this little bird
S: Yes.
T: Let’s sing the song “Where is the bird ” (播放歌曲，学生唱)
2. Change the lyrics
T: (教师示范演唱第一段)
Where, where, where’s the bird It’s under the desk. The little bird and all her friends are under the desk.
T: Can you sing it like this Now here are three more pictures from the text. (PPT出课文另外三幅图片)
3. Review the story
T: Great! Now can you dub for the story 你们能来给课文动画配音吗？
S: (集体给课文动画配音)
Step 2 Fun time
1. Review the words
T: OK. Now after the text, let’s review some of the new words. Can you read them (PPT出示4个介词)
S: On, in, under, behind.
T: Yes. They are the key words in this unit. And if you want to remember them very well, the games will help you. (PPT出示TIP）Try to follow me.
S: Use games to help remember words. Here’s the Chinese meaning.
T: Boys and girls, do you like games
S: Yes.
2. Play the game
T: Great! Then let’s play a game together now. This is a guessing game. Look, here are four pictures. Look … (引导学生看图说一说四幅图)
Ss: The pencil is in the pencil box, on the pencil box, under the pencil box and behind the pencil box.
T: Yes. One of you comes to the front and guesses where the pencil is. You can guess like this. (板书游戏可用的句型) Who wants to try
(一位学生到讲台前背对屏幕， 教师选定一幅图后，由全班问， 这位学生来猜)
Ss: Where is the pencil
S1: Is it in/on/under/behind the pencil box
Ss: Yes./No.
T: Good. And now let’s change this game a little bit. Look, what’s this (教师拿出一本书，一个书包，一个铅笔盒和一只铅笔)
S: It’s a book/school bag/ pencil box/pencil.
T: And now let’s play the game using them. Now close your eyes. (学生闭上眼睛， 教师藏好铅笔)
T: Now open your eyes.
S: Is it …
T: Yes./No.
3. T: Now play this game in your groups. Remember to say——(再次提示黑板板书)
(学生在小组内玩此游戏)
Step 3 Task
T: Yes. Please remember to use “Where’s … It’s…” (PPT显示图) Work in pairs, please.
S: Where is the milk S: It’s on the desk.
S: Where is the ice cream S: It’s behind the car.
S: Where is the key S: It’s under the table.
S: Where is the egg S: It’s on the chair.
(教师根据学生回答，点出相关物品的位置)
T: Look! Who is her master
S: Mike.
T: Well done. You did a good job.
作业设计：
1. 读Fun time对话，听磁带复习Sound time。
2. 模仿Fun time用Where is … It’s … 的句子来做一做游戏
3. 自己设计不同的游戏复习学过的单词。
板书设计：
Unit 4 Where’s the bird
Where is … It’s …
a bird a desk a chair in on under behind
Bird ,bird ,don’t fly away.
Stand on my desk
And be my friend,OK
第三课时（总 课时）
教学目标：
1. 能理解Cartoon time部分的意思，并能配合此部分内容进行表达。
2. 能对照Ticking time的三个目标进行客观的自我评价。
3. 能综合运用本单元学到的单词和句型谈论自己身边事物的位置。
4. 能初步把自己表达的内容在老师的帮助下写下来。
教学重点：
能理解Cartoon time部分的意思，并能配合此部分内容进行表达。
教学难点：
能综合运用本单元学到的单词和句型谈论自己身边事物的位置并能写下来。
教学准备：
挂图，卡片，录音机，实物。
教学过程：
Step 1 Warm up
T: Hello, boys and girls.
S: Hello.
T: How are you today
S: Fine, thanks.
Step 2 Cartoon time
1. Watch the cartoon
T: Boys and girls, do you like this game
S: Yes.
T: (PPT显示cartoon time P1) Look, who are they
S: They are Bobby and Sam.
T: Yes. They are playing hide-and-seek, too. Bobby hides and Sam seeks, right So where is Bobby Let’s watch the cartoon.(播放动画)
T: (停在最后一个画面) So where is Bobby now
S: It’s on the table.
T: Who wins 谁赢了呢？
S: Sam.
2. Read and say
T: Yes. Sam wins. Now please open your books and read this story.
(学生阅读Cartoon time)
T: Now close your books. (PPT逐图显示) Who can be Sam/Bobby
S1: One, two, three …
S2: Where’s Bobby
S3: Ah, he’s behind the door. (指导兴奋的语气)
S4: OH, it’s not Bobby. (指导失望的语气)
S5: Where’s he
S6: Wow! A cake! (指导兴奋的语气)
S7: Ha! Ha! Here you are, Bobby! (指导得意的语气)
Step 3 Ticking Time & Checkout time
1. Self assessment
T: Boys and girls, I think you did a good job just now. Can you ask some questions using where
T: And the next one, who gets three stars
Well, let me check. (把东西放在某处) Where’s … （检验几个学生）
T: And the third one, who gets three stars
Well, can you remember any words with the sound [d] (检验几个学生)
2. Listen and draw
Step 4 Task
1. Talk about the things in the classroom
T: What can you see here in this classroom.
S: … (小组内互相问答，并请2至3个同学做老师向全班提问, 老师再总结成陈述句)
2. Write about the things in the classroom
T: Now it’s time to write about the things in the classroom.在写句子时有拼写问题的，请举手！(三个学生在黑板上写句子，并读出来展示)
作业设计
1. 读Cartoon time对话5遍。
2. 如果Ticking time没有达到3颗星要求，有针对性的进行改进练习。
3. 和会说英语的家人或朋友谈一谈身边物品的位置，试试写下来。（不会拼的单词查字典）
板书设计：
Unit 4 Where’s the bird
Where is Bobby/he It’s …
a bird a desk a chair in on under behind
第四课时（总 课时）
教学目标：
1. 能熟练运用句型Where’s … It’s on/in/under/behind… 进行对话。
2. 能通过游戏进一步正确运用介词on，in，under，behind。
3. 能体会字母d的发音[d]
会唱歌曲Where’s the bird
教学重点：
能通过游戏进一步正确运用介词on，in，under，behind。
教学难点：
能体会字母d的发音[d]。
教学准备：
卡片，录音机
教学过程：
Step 1 Warm up
1. Greeting
T：Class begins!
Ss：Stand up!
T: Good morning, class.
Ss: Good morning, Miss …….
T: Sit down, please.
Step 2 Presentation
1. 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)
2. Change the lyrics
T: We know the little birds are in the tree. Now can you change your words according to my picture 你能根据图片改编歌词唱一唱吗？Now listen to me. (教师示范演唱第一段)
T: Where, where, where’s the bird It’s under the desk. The little bird and all her friends are under the desk.
T: Can you sing it like this Now here are three more pictures from the text. (PPT出课文另外三幅图片) Sing them in your groups .
S: (集体反馈唱歌3段)
Step 3 Sound Time
1. Say the sentences
T: Good! It seems you play the games very well. And we have three more words in this unit, and that is——(PPT出示3个单词)
Ss: Desk, chair and bird.
T: Good. And look, the bird is flying away. Where is it now (PPT显示Sound time图) Oh, it’s here.
T: Look, the boy is saying something. Can you try to read
S: Bird, bird, don’t fly away. (PPT显示fly away的中文意思)
T: Good! And can you read this Read in pairs.
S: Bird, bird, don’t fly away, stand on my desk and be my friend, OK
T: Can you tell us the Chinese meaning
S: …
2. Read the words
T: How many Ds can you find 在这句话中你能找到几个含有字母D的单词？
S: Seven.
T: Can you read them all again
S: 再读7个单词 (学stand的意思)
T: Now can you tell us the sound of the letter “d”
S: [d].
T: Good! Now read them like this: d, d, desk, d, d, stand …
(学生读单词)
T: Can you find more words like them Discuss in your groups now.
S: (学生列举，教师板书)
T: Yes. And here are some words with the sound [d], can you read them (PPT显示单词，学生读)
T: And can you choose three of them to complete this sentence 你能根据这幅图挑选三个单词完成句子吗？Discuss in pairs.
(学生讨论，反馈)
作业设计：
1.Recite story time and cartoon time
2. 和会说英语的家人或朋友谈一谈身边物品的位置，试试写下来。（不会拼的单词查字典）
板书设计：
Unit 4 Where’s the bird
Where is Bobby/he It’s …
a bird a desk a chair in on under behind
第五课时（总 课时）
教学目标：
1. 能初步听懂、会说、会拼写单词a bird, a desk, a chair, in, on, under, behind.
2. 了解并掌握表示地点的介词in, on, under, behind，能区别in和on 的用法。
3. 能初步听懂、会说句型Where’s … He’s /She’s/It’s … 。
4. 能听懂、会说日常交际用语How beautiful!要求读音正确，语调自然，并能熟练运用。
5.了解辅音字母d在单词中的读音。
6.歌曲：会唱歌曲Where’s the bird
教学重点：
1. 能初步听懂、会说、会拼写单词a bird, a desk, a chair, in, on, under, behind.
2. 了解并掌握表示地点的介词in, on, under, behind，能区别in和on 的用法。
3. 能初步听懂、会说句型Where’s … He’s /She’s/It’s … 。
教学难点：
1. 能听懂、会说日常交际用语How beautiful!要求读音正确，语调自然，并能熟练运用。
2.了解辅音字母d在单词中的读音。
教学准备：
单词卡片，PPT
教学过程：
Step 1 Warming up
1. Greeting
T: Good morning/afternoon, boys and girls.
Ss: Good morning/afternoon, Miss Qian.
Say rhymes and sing songs.
Open the window ,Where’s the bird /My nice ruler
Step 2 Revision
1. Magic eyes(快速闪现单词，词组或句子)
2. Free talk(用图片和学生身边的物品进行对话练习)
T：Where’s the ….
S: It’s on/in/behind/under …….
3. Check
T: OK. Now can you ask some questions using where
(问几个学生，学生问问题)
T: And the next one, who gets three stars
Well, let me check. (把东西放在某处) Where’s … （检验几个学生）
T: And the third one, who gets three stars
Well, can you remember any words with the sound [d]
(检验几个学生)
Step 3 Consolidation
1、词组翻译。
1.在你的课桌上 2.在图书馆里
3.听…… 4.在我的铅笔盒里
5.在树上 . 6.a beautiful cake
7.Here you are. 8.fly away
9.a little bird 10.want to sleep
2、按正确的顺序用数字排序。
（ ）Oh，where is my schoolbag
( ) It’s time to go home, Helen.
( ) Is it under your chair
( ) Ok, Miss Li .
( ) Ah, yes ,it is .Thank you ,Miss Li.
作业设计：
听录音，背诵story time和cartoon time的课文。
预习Project 1
板书设计：
Unit 4 Where’s the bird
Where is Bobby/he It’s …
a bird a desk a chair in on under behind
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Unit 4 Where’s the bird
教材分析：
本单元的教学内容主要是围绕“询问地点”这一话题展开的。对于询问某物在哪里，在回答时根据不同的地点，用It’s under/behind/on/in…来表达。对于询问某人在哪里，用She’s/He’s in /on/under/behind … 来回答。
学情分析：
本单元部分内容主要是表示地点的介词in, on, under, behind，对于三年的学生来说容易混淆意思，要通过多种来练习，让学生们清楚了解。在学习过程中，还需要让学生注意积累，掌握地点介词的一些习惯用法。
教学目标：
1. 能初步听懂、会说、会拼写单词a bird, a desk, a chair, in, on, under, behind.
2. 了解并掌握表示地点的介词in, on, under, behind，能区别in和on 的用法。
3. 能初步听懂、会说句型Where’s … He’s /She’s/It’s … 。
4. 能听懂、会说日常交际用语How beautiful!要求读音正确，语调自然，并能熟练运用。
5.了解辅音字母d在单词中的读音。
6.歌曲：会唱歌曲Where’s the bird
教学重点：
1. 能初步听懂、会说、会拼写单词a bird, a desk, a chair, in, on, under, behind.
2. 了解并掌握表示地点的介词in, on, under, behind，能区别in和on 的用法。
3. 能初步听懂、会说句型Where’s … He’s /She’s/It’s … 。
教学难点：
1. 能听懂、会说日常交际用语How beautiful!要求读音正确，语调自然，并能熟练运用。
2.了解辅音字母d在单词中的读音。
教学疑点：
如何让学生灵活使用本单元所学句子，在情境中正确使用？
教学准备：
挂图，卡片，录音机
课时安排：
本单元共安排5教时：
第一教时： story time.
第二教时： fun time.
第三教时： cartoon time.
第四教时： Sound time & checkout time.
第五教时： exercises.
第一课时 (总 课时)
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。
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。
教学准备：
挂图，卡片，PPT
教学过程：
Step 1 Greeting & Warm up
1. Greeting
T: Hello, boys and girls.
S: Hello, Miss ..
2. Sing a song
T: Do you like singing
S: Yes.
T: Let’s sing
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)
Step 3 Story time
1. Listen and choose
T: (老师再让学生闭上眼睛，把小鸟藏起来) Where is the bird now 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。) Let’s listen and stick the birds on the paper. Please work in pairs.
T: Let’s watch the cartoon again.
3. Read the story
T: Let’s read the story together, OK (出第一幅图)
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. (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)
Step 4 Enjoy 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)
作业设计
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. 有能力的同学搜集一些on，in，behind，under这样的介词短语，说一说。
板书设计：
Unit 4 Where’s the bird
Look！ How beautiful!
Where is … It’s …
a bird a desk a chair in on under behind
第二课时（总 课时）
教学目标：
1. 能熟练运用句型Where’s … It’s on/in/under/behind… 进行对话。
2. 能通过游戏进一步正确运用介词on，in，under，behind。
教学重点：
能熟练运用句型Where’s … It’s on/in/under/behind… 进行对话。
教学难点：
能通过游戏进一步正确运用介词on，in，under，behind。
教学准备：
图字卡，自制卡片。
教学过程：
Step 1 Revision
1. Sing the song
T: Hello, boys and girls.
S: Hello, Miss ……
T: (出示第一课时中的小鸟) Do you remember this little bird
S: Yes.
T: Let’s sing the song “Where is the bird ” (播放歌曲，学生唱)
2. Change the lyrics
T: (教师示范演唱第一段)
Where, where, where’s the bird It’s under the desk. The little bird and all her friends are under the desk.
T: Can you sing it like this Now here are three more pictures from the text. (PPT出课文另外三幅图片)
3. Review the story
T: Great! Now can you dub for the story 你们能来给课文动画配音吗？
S: (集体给课文动画配音)
Step 2 Fun time
1. Review the words
T: OK. Now after the text, let’s review some of the new words. Can you read them (PPT出示4个介词)
S: On, in, under, behind.
T: Yes. They are the key words in this unit. And if you want to remember them very well, the games will help you. (PPT出示TIP）Try to follow me.
S: Use games to help remember words. Here’s the Chinese meaning.
T: Boys and girls, do you like games
S: Yes.
2. Play the game
T: Great! Then let’s play a game together now. This is a guessing game. Look, here are four pictures. Look … (引导学生看图说一说四幅图)
Ss: The pencil is in the pencil box, on the pencil box, under the pencil box and behind the pencil box.
T: Yes. One of you comes to the front and guesses where the pencil is. You can guess like this. (板书游戏可用的句型) Who wants to try
(一位学生到讲台前背对屏幕， 教师选定一幅图后，由全班问， 这位学生来猜)
Ss: Where is the pencil
S1: Is it in/on/under/behind the pencil box
Ss: Yes./No.
T: Good. And now let’s change this game a little bit. Look, what’s this (教师拿出一本书，一个书包，一个铅笔盒和一只铅笔)
S: It’s a book/school bag/ pencil box/pencil.
T: And now let’s play the game using them. Now close your eyes. (学生闭上眼睛， 教师藏好铅笔)
T: Now open your eyes.
S: Is it …
T: Yes./No.
3. T: Now play this game in your groups. Remember to say——(再次提示黑板板书)
(学生在小组内玩此游戏)
Step 3 Task
T: Yes. Please remember to use “Where’s … It’s…” (PPT显示图) Work in pairs, please.
S: Where is the milk S: It’s on the desk.
S: Where is the ice cream S: It’s behind the car.
S: Where is the key S: It’s under the table.
S: Where is the egg S: It’s on the chair.
(教师根据学生回答，点出相关物品的位置)
T: Look! Who is her master
S: Mike.
T: Well done. You did a good job.
作业设计：
1. 读Fun time对话，听磁带复习Sound time。
2. 模仿Fun time用Where is … It’s … 的句子来做一做游戏
3. 自己设计不同的游戏复习学过的单词。
板书设计：
Unit 4 Where’s the bird
Where is … It’s …
a bird a desk a chair in on under behind
Bird ,bird ,don’t fly away.
Stand on my desk
And be my friend,OK
第三课时（总 课时）
教学目标：
1. 能理解Cartoon time部分的意思，并能配合此部分内容进行表达。
2. 能对照Ticking time的三个目标进行客观的自我评价。
3. 能综合运用本单元学到的单词和句型谈论自己身边事物的位置。
4. 能初步把自己表达的内容在老师的帮助下写下来。
教学重点：
能理解Cartoon time部分的意思，并能配合此部分内容进行表达。
教学难点：
能综合运用本单元学到的单词和句型谈论自己身边事物的位置并能写下来。
教学准备：
挂图，卡片，录音机，实物。
教学过程：
Step 1 Warm up
T: Hello, boys and girls.
S: Hello.
T: How are you today
S: Fine, thanks.
Step 2 Cartoon time
1. Watch the cartoon
T: Boys and girls, do you like this game
S: Yes.
T: (PPT显示cartoon time P1) Look, who are they
S: They are Bobby and Sam.
T: Yes. They are playing hide-and-seek, too. Bobby hides and Sam seeks, right So where is Bobby Let’s watch the cartoon.(播放动画)
T: (停在最后一个画面) So where is Bobby now
S: It’s on the table.
T: Who wins 谁赢了呢？
S: Sam.
2. Read and say
T: Yes. Sam wins. Now please open your books and read this story.
(学生阅读Cartoon time)
T: Now close your books. (PPT逐图显示) Who can be Sam/Bobby
S1: One, two, three …
S2: Where’s Bobby
S3: Ah, he’s behind the door. (指导兴奋的语气)
S4: OH, it’s not Bobby. (指导失望的语气)
S5: Where’s he
S6: Wow! A cake! (指导兴奋的语气)
S7: Ha! Ha! Here you are, Bobby! (指导得意的语气)
Step 3 Ticking Time & Checkout time
1. Self assessment
T: Boys and girls, I think you did a good job just now. Can you ask some questions using where
T: And the next one, who gets three stars
Well, let me check. (把东西放在某处) Where’s … （检验几个学生）
T: And the third one, who gets three stars
Well, can you remember any words with the sound [d] (检验几个学生)
2. Listen and draw
Step 4 Task
1. Talk about the things in the classroom
T: What can you see here in this classroom.
S: … (小组内互相问答，并请2至3个同学做老师向全班提问, 老师再总结成陈述句)
2. Write about the things in the classroom
T: Now it’s time to write about the things in the classroom.在写句子时有拼写问题的，请举手！(三个学生在黑板上写句子，并读出来展示)
作业设计
1. 读Cartoon time对话5遍。
2. 如果Ticking time没有达到3颗星要求，有针对性的进行改进练习。
3. 和会说英语的家人或朋友谈一谈身边物品的位置，试试写下来。（不会拼的单词查字典）
板书设计：
Unit 4 Where’s the bird
Where is Bobby/he It’s …
a bird a desk a chair in on under behind
第四课时（总 课时）
教学目标：
1. 能熟练运用句型Where’s … It’s on/in/under/behind… 进行对话。
2. 能通过游戏进一步正确运用介词on，in，under，behind。
3. 能体会字母d的发音[d]
会唱歌曲Where’s the bird
教学重点：
能通过游戏进一步正确运用介词on，in，under，behind。
教学难点：
能体会字母d的发音[d]。
教学准备：
卡片，录音机
教学过程：
Step 1 Warm up
1. Greeting
T：Class begins!
Ss：Stand up!
T: Good morning, class.
Ss: Good morning, Miss …….
T: Sit down, please.
Step 2 Presentation
1. 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)
2. Change the lyrics
T: We know the little birds are in the tree. Now can you change your words according to my picture 你能根据图片改编歌词唱一唱吗？Now listen to me. (教师示范演唱第一段)
T: Where, where, where’s the bird It’s under the desk. The little bird and all her friends are under the desk.
T: Can you sing it like this Now here are three more pictures from the text. (PPT出课文另外三幅图片) Sing them in your groups .
S: (集体反馈唱歌3段)
Step 3 Sound Time
1. Say the sentences
T: Good! It seems you play the games very well. And we have three more words in this unit, and that is——(PPT出示3个单词)
Ss: Desk, chair and bird.
T: Good. And look, the bird is flying away. Where is it now (PPT显示Sound time图) Oh, it’s here.
T: Look, the boy is saying something. Can you try to read
S: Bird, bird, don’t fly away. (PPT显示fly away的中文意思)
T: Good! And can you read this Read in pairs.
S: Bird, bird, don’t fly away, stand on my desk and be my friend, OK
T: Can you tell us the Chinese meaning
S: …
2. Read the words
T: How many Ds can you find 在这句话中你能找到几个含有字母D的单词？
S: Seven.
T: Can you read them all again
S: 再读7个单词 (学stand的意思)
T: Now can you tell us the sound of the letter “d”
S: [d].
T: Good! Now read them like this: d, d, desk, d, d, stand …
(学生读单词)
T: Can you find more words like them Discuss in your groups now.
S: (学生列举，教师板书)
T: Yes. And here are some words with the sound [d], can you read them (PPT显示单词，学生读)
T: And can you choose three of them to complete this sentence 你能根据这幅图挑选三个单词完成句子吗？Discuss in pairs.
(学生讨论，反馈)
作业设计：
1.Recite story time and cartoon time
2. 和会说英语的家人或朋友谈一谈身边物品的位置，试试写下来。（不会拼的单词查字典）
板书设计：
Unit 4 Where’s the bird
Where is Bobby/he It’s …
a bird a desk a chair in on under behind
第五课时（总 课时）
教学目标：
1. 能初步听懂、会说、会拼写单词a bird, a desk, a chair, in, on, under, behind.
2. 了解并掌握表示地点的介词in, on, under, behind，能区别in和on 的用法。
3. 能初步听懂、会说句型Where’s … He’s /She’s/It’s … 。
4. 能听懂、会说日常交际用语How beautiful!要求读音正确，语调自然，并能熟练运用。
5.了解辅音字母d在单词中的读音。
6.歌曲：会唱歌曲Where’s the bird
教学重点：
1. 能初步听懂、会说、会拼写单词a bird, a desk, a chair, in, on, under, behind.
2. 了解并掌握表示地点的介词in, on, under, behind，能区别in和on 的用法。
3. 能初步听懂、会说句型Where’s … He’s /She’s/It’s … 。
教学难点：
1. 能听懂、会说日常交际用语How beautiful!要求读音正确，语调自然，并能熟练运用。
2.了解辅音字母d在单词中的读音。
教学准备：
单词卡片，PPT
教学过程：
Step 1 Warming up
1. Greeting
T: Good morning/afternoon, boys and girls.
Ss: Good morning/afternoon, Miss Qian.
Say rhymes and sing songs.
Open the window ,Where’s the bird /My nice ruler
Step 2 Revision
1. Magic eyes(快速闪现单词，词组或句子)
2. Free talk(用图片和学生身边的物品进行对话练习)
T：Where’s the ….
S: It’s on/in/behind/under …….
3. Check
T: OK. Now can you ask some questions using where
(问几个学生，学生问问题)
T: And the next one, who gets three stars
Well, let me check. (把东西放在某处) Where’s … （检验几个学生）
T: And the third one, who gets three stars
Well, can you remember any words with the sound [d]
(检验几个学生)
Step 3 Consolidation
1、词组翻译。
1.在你的课桌上 2.在图书馆里
3.听…… 4.在我的铅笔盒里
5.在树上 . 6.a beautiful cake
7.Here you are. 8.fly away
9.a little bird 10.want to sleep
2、按正确的顺序用数字排序。
（ ）Oh，where is my schoolbag
( ) It’s time to go home, Helen.
( ) Is it under your chair
( ) Ok, Miss Li .
( ) Ah, yes ,it is .Thank you ,Miss Li.
作业设计：
听录音，背诵story time和cartoon time的课文。
预习Project 1
板书设计：
Unit 4 Where’s the bird
Where is Bobby/he It’s …
a bird a desk a chair in on under behind
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