教学目标：

1. 学生能够听懂，会读课文，并理解课文意思；

2. 能听、说、认读单词:desk, chair, bird, on, in, under, behind等；

3. 学生能够听懂、会读、会说日常用语Where’s...? It’s not here. It’s on/in/under/behind…并能初步使用方位介词描述生活中物品所在的位置；

4. 学生能够树立爱护环境、保护动物、与动物和平共处的良好意识。

教学重点：

1. 学生能用正确的语音语调朗读对话内容，并理解课文的意思；

2. 学生能初步运用本课所学的词汇和日常用语谈论物品的位置。

教学难点：

使用方位词和本课所学的日常用语谈论物品的位置。

教学环节

教师活动

学生活动

设计意图

Step1

Warm up

2′

1. Greetings

T: Hello, kid! Today, I’m your English teacher, you can call me “Miss Shi”.

2.Lead to get ready for class.

3.Enjoy the song On, in, under

4.T: Which words can you hear in the song?

5.Lead to do and say like the song.

1.Get to know Miss Shi.

2.Get ready for class.

3.Enjoy the song On, in, under

4.Try to say: on, in, under.

5. Do and say, follow Miss Shi.

用简单易懂的英语和屏幕前的学生沟通，拉近距离，不会让三年级的学生有畏难情绪。

一首轻快、活泼的英语歌曲快速把学生带入学习英语的氛围。充分调动学生的听力感官，集中注意力，引出新单词。

Step2

Pre-

Reading

2′

1.Teach: a bird, How beautiful!

(1)Learn to guess with a picture of a bird.

T: Guess, what’s in my hand? It likes singing. Listen.(播放鸟鸣叫声) What is it?

(2) Teach: a bird, beautiful, How beautiful！

2.Learn :Where’s...? It’s on /in /under....

(1)Look and say

Where’s the bird?

(2)Teach how to read the words and phrases：

on，in，under，behind，desk， chair

Where's the bird?

It’s on the desk.

It’s in the desk.

It’s under the chair.

It’s behind the door.

1.Learn: a bird, How beautiful!

(1)Guess and learn.

(2)Learn: a bird, beautiful, How beautiful！

2.Learn :Where’s...? It’s on /in /under....

(1)Look and say

Where’s the bird?

(2)Learn to read

on，in，under，behind，desk， chair

Where's the bird?

It’s on the desk.

It’s in the desk.

It’s under the chair.

It’s behind the door.

猜一猜老师手中的是什么图片，呈现出a bird，并通过描述和赞美，引出感叹句How beautiful!这样的呈现方式生动有趣，又容易接受。接着通过小鸟飞到不同位置，呈现出on，in，under，behind和desk，chair等新单词，在游戏中理解、学习单词，在情境中感受句型。

充分利用小鸟的位置变化，形象直观地展示不同方位，让学生快速掌握表示不同方位的词：on, in ,under, behind。

Step3

While-

Reading

7′

1.Look and answer

T: The bird likes flying here and there. Where’s the bird now?

2.Listen and choose

(1) Q:Where’s the bird at last?
(2)Listen to the tape

(3)Check.

3.Watch and check

4.Read and number

(1)Lead to read and number the pictures of the bird’s path.

(2)Check the numbers.

5.Look and check

Show the pictures in Story time, check the bird’s path.

6.Learn to read the story

7.Ask to read the story

8.Dub for the story

9.Lead to act out the story

1.Look and answer

S: The bird in in Yang Ling’s classroom.

2.Listen and choose

(1) Q:Where’s the bird at last?
(2)Listen to the tape.

(3)Choose: C in the tree.

3.Watch and check

4.Read and number

(1)Read and number the pictures of the bird’s path.

(2)Check the numbers.

5.Look and check

6.Learn to read

7.Read the whole story

8.Dub for the story

9.Act out the story

接着上面的情境，小鸟飞走了，然后猜一猜：小鸟去哪了？自然过渡到Story time的情境。

用不同的方式让学生整体感知理解课文，从听到看再到读，学生深入而有层次地学习语篇。朗读，配音和表演关注学生对情景的理解与演绎。教学环节层层推进，步步提升，有效发展学生的综合语言能力。

Step4

Post-

reading

3′

1.Help to retell the story

2.Lead to know we should protect the birds.

3.Let’s summarize.

4.Let’s tick.

1.Try to retell the story

2.Get to know we should protect the birds.

3.Let’s summarize.

4.Let’s tick.

总结本课所学，落实学习目标，使学生获得学习成就感，再通过自我评价提升学生自主学习能力。

Homework

1′

1.熟读Story time,和家人或好朋友表演课文。

2.熟练掌握bird, desk, on，in， under，behind等单词，尝试询问物品的位置和回答。

3.预习Fun time和Song time。