2021年pep四上英语Unit 5第3课时教学设计.doc

1、第三课时l 课时内容A. Lets spelll 课时分析 本部分分为语音学习和单词书写两部分内容。通过听一听，读一读，唱一唱的活动，让学生通过听、读、拆音等练习体会并掌握字母i在单词中的发音，本课时主要学习其在开音节里发的双元音/i:/。本活动中呈现的韵句为：He and she, She and he, Lets play together. He, she and me. He and she, She and he, We all play together. 韵句中呈现含有i的开音节词汇：he, she, we, me同时在教材中以图片形式呈现了这四个语音例词。学生通过这些语音例词以

2、及韵句的诵读，来感受并掌握字母e在开音节里的发音。之后的读一读，听一听并判断的活动，让学生区分e在开音节与闭音节中的发音的不同，将单词的读音与字形结合起来，进一步训练学生的听音辨音能力。听一听，圈一圈，写一写的活动学生需要判断字母e在本单词中的发音规则，圈出相应的代表字母，并写出单词。这个活动帮助学生进一步掌握拼读规则，并根据拼读规则拼写出单词。在教学过程中，需要通过多种活动，使学生自己发现、感悟字母的发音规律。l 课时目标1. 能够感知并归纳字母e在开音节(-e结构)及闭音节（-e-）中的发音规则2. 能够读出符合-e和-e-发音规则的单词3. 能够根据单词的读音拼写出符合发音规则的单词l

3、课时重难点1.重点：能够感知并归纳字母e在开音节(-e结构)及闭音节（-e-）中的发音规则能够读出符合-e和-e-发音规则的单词2. 难点：能够根据单词的读音拼写出符合发音规则的单词l 教学准备1. 多媒体课件、录音机、磁带2. 语音例词单词卡、学生准备家人或朋友的照片l 教学过程 Step 1 Warm up1. 播放第三单元B中的chant: Tim is my friend. 学生齐唱。Teacher：Lets chant together. Tim is my friend. Hes a good, good boy. Hes tall and thin. Hes a good, go

4、od boy. 设计意图：本课的语音例词为人称代词，因此以第三单元中的韵句来热身，既营造良好的英语学习的氛围，又引出本课的语音例词。 Step 2 Lead in1. 出示教材中人物图片，询问其身份，引出语音例词。Teacher: Look at this pictured. Who is he? Yes, he is Mike. Who is she? Yes, she is Amy. （板书单词he, she）Say with me, please. 2. 展示自己的家人图片，向学生介绍自己的家人。Teacher: Look, he is my father. She is my moth

5、er. They love me. I love them. We are a happy family. 展示自己朋友的图片，向学生介绍自己的朋友。Teacher: They are my friends. He is my friend Jason. She is my friend Lily. They often play with me. We are good friends. (板书单词me, we)设计意图：通过介绍自己的家人和朋友，完整出示本课所有的语音例词。同时，人称代词的使用也是学生比较容易出问题的内容。通过这样的介绍，使学生能够区分清楚，正确使用这些词汇。 Step 3

6、 Presentation1. 播放语音韵句。学生先认真倾听。然后再跟读。Teacher：Look at these words on the blackboard. Can you read them? Now, lets listen to a chant about these words. Listen carefully. Teacher: Listen to the chant again. Now, lets say the chant after it. 2. 学生自由说韵句，以自己的方式来打节奏。Teacher: Now, say the chant freely. You

7、can say it with your partner. And you can clap your hands to say it. 3. 表演韵句。Teacher：Now lets act the chant together. 设计意图：学生先倾听韵句，初步感受韵句内容。然后跟读，获取正确的语音。自由读可以使学生以自己喜欢的方式操练韵句，以达到熟练说韵句的目的。4. 引导学生发现字母的发音规则。Teacher：Look at these words on the blackboard. What can you find? Yes, there is an e in each word

8、. What is the sound of the e? Lets read and find. （和学生一起慢慢读每一个语音例词）What is the sound? Yes, its /i:/. Look at my mouth and say with me. 设计意图：通过拼读，让学生自己发现字母的发音规则，再模仿口型，获得发音的正确方式。 Step 4 Practice1. 看口型，猜单词。教师说出语音例词中的一个，但不出声，学生通过观察老师的口型，猜出单词，并大声读出来。Teacher: Boys and girls, lets play a game. I will say a

9、 word. Look at my mouth carefully. Guess what word it is. And try to say it loudly.设计意图：通过观察教师口型来猜单词，有助于学生感受字母在单词的发音，以及字母u的发音方法。2.听一听，举一举。学生听教师说出的语音例词，举起相应的单词卡片。Teacher: Look at these word cards. Whats this? Whats this? What about this? You are right. Get the card, please. Teacher: The students who

10、got the word card please come to the front. I will say the word. Please put up the correct card. 设计意图：这个活动锻炼学生能否正确听懂所学的语音例词。提高学生的听音辨音能力。3. 读一读，听一听，为听到的单词打对勾。播放录音，学生根据听到的内容选出听到的单词。Teacher: Look at these letters. There are many words in it. Listen and find the word. Tick it. Listen, please. Be, red, m

11、e, she, let. Teacher：Show me your answer, please. Teacher：Now lets read these words together. 设计意图：此活动让学生将单词的字音与字形结合起来，同时帮助学生区分字母u在开音节与闭音节里的发音的区别。4. 听一听，圈一圈，写一写，根据听到的内容，判断单词是属于哪种发音规则，圈出相应的代表字母，然后写一写听到的单词。Teacher：Now, please listen, circle and write. Write the word that you heard. Listen, rice. Is it

12、 for e or i-e? Its for i-e . So circle i-e, then write the word rice. Now, listen carefully and write the words. Rice, he, red, we. Teacher: Show me your answer, please. Teacher: Read these words together, please. 设计意图：学生先根据听到单词的发音判断其属于闭音节还是开音节，圈出相应的代表符号，再在四线三格上写一写单词。一方面体会单词在四线三格中的书法方式，另一方面也在书写中进一步体

13、会字母在单词里的发音。5. 使用语音例词来介绍自己的家人或朋友。Teacher：Today you know about my family and my friends. Now its your turn to introduce your family or friends. Show me your picture and introduce. Teacher: Who is he? Who is she? Please introduce. 设计意图：通过这个环节，让学生根据老师之前的示范使用语音例词进行介绍人物的活动，让学生在语流中体会和感受语音例词的发音。帮助他们在交流中正确使用

14、语音例词。 Step 5 Summary1. 编写语音小韵句，学生学唱。Teacher: Its chant time. Listen first, then say it. E, e, e; e, e, e; e is in he, /i:/, /i:/, /i:/. E, e, e; e, e, e; e is in she, /i:/, /i:/, /i:/. E, e, e; e, e, e; e is in we, /i:/, /i:/, /i:/. E, e, e; e, e, e; e is in me, /i:/, /i:/, /i:/. 2. 表演韵句。给学生练习的时间，鼓励

15、他们加入自己的动作，也可以小组合作，选择小组展示韵句节拍的方式，来有创意地表演韵句。Teacher：Now，lets work in groups. Please act the chant out. You can choose the way to show it. 设计意图：通过韵句来完整呈现本课的重点语音知识。在逐句的跟读中，学生不知不觉地在重复、强调字母e在单词中的发音，为总结、巩固其发音规律奠定了基础。l 课堂作业一、听录音，圈出正确的单词。1. bed red 2. he she3. be bed 4. he get5. we wet 6.let get 二、判断以下单词中划线部

16、分的发音是（T）否（F）一致。( ) 1. rice nice ( ) 2. we he( ) 3. me pen ( ) 4. red he( ) 5. bed red ( ) 6. she we三、听录音，写单词，补全句子。1. _ is my friend Tom. _ is a good boy. 2. _ is my sister Lynn. _ is tall. 3. _ are a happy family. They all love _. 答案：一、1. bed 2. she 3. be 4. get 5. we 6. let二、1. T 2. T 3. F 4. F 5.T 6. T三、1. He is my friend Tom. He is a good boy. 2. She is my sister Lynn. She is tall. 3. We are a happy family. They all love me. l 板书设计Unit Five Dinners readyA. Lets spellme he she webed red pen get