PEP四年级英语上册Unit 4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u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/ ju: /。本活动中呈现的韵句为：One cute cat uses two, two balls. Two cute cats use three, three balls. Three cute cats use four four balls. Four cute cats use five, five balls. Five cute cats use s

2、ix, six balls. One, two, three, four, five, six, Five cute cats playing tricks. 韵句中呈现含有u的开音节词汇：cute, use。同时在教材中以图片形式呈现语音例词use, cute, excuse。学生通过这些语音例词以及韵句的诵读，来感受并掌握字母u在开音节里的发音。之后的听一听，圈一圈，说一说的活动，让学生区分开音节与闭音节，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u在本单词中的发音是属于闭音节类还是开音节类，圈出相应的代表字母，并写出单词。这个活

3、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u在开音节(u-e结构)中的发音规则2. 能够读出符合u-e发音规则的单词3. 能够根据单词的读音拼写出符合u-e发音规则的单词l 课时重难点1.重点：能够感知并归纳字母u在开音节(u-e结构)中的发音规则能够读出符合u-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u-e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l 教学过程 Step 1 Warm up1. 呈现韵句：Where is my

4、 book? 教师先示范，学生倾听后跟读，之后一起表演说。Teacher：Boys and girls, lets chant. First, please listen to me. Where is it? Where is it? Where is my book? Is it on the desk? Is it on the desk?No, it isnt. It isnt on the desk. Is it in the desk? Is it in the desk? No, it isnt. It isnt in the desk.Is it under the desk?

5、 Is it under the desk?No, it isnt. It isnt under the desk.Where is it? Where is it? Where is my book?Its in my schoolbag. Its in my schoolbag. Teacher：Now please chant with me. Teacher: Say the chant together, please. 设计意图：以学习过的文具作为韵句的支撑词汇，由上一课时与本课的重点句式作为韵句的主要结构来进行热身，帮助唤醒学生的已有知识，并为下一环节的学习做好准备。 Step

6、2 Lead in1. 与学生自由交流，引出语音例词。Teacher: Thank you, I find my book. Where is it? Yes, its in the schoolbag. Oh, I dont have my pen. Excuse me, can I use your pen? Thank you. Excuse me, can I use your pencil? Excuse me, can I use your ruler? .设计意图：通过向学生借东西，使学生熟悉excuse，use两个语音例词的读音及其含义。2. 请被借了东西的学生使用句式，要回自

7、己的东西。Teacher：Whose ruler is this? Please come here and say the sentence: Excuse me, can I use the ruler? And the pen, the pencil. Come here please. （板书单词：excuse, use）Please read the words after me, first. 设计意图：衔接上一环节，让学生有机会来通过说句子练习本课的语音例词。 Step 3 Presentation1. 播放语音韵句。学生先认真倾听。然后再跟读。Teacher：Now, lets

8、 listen to a chant about these words. Listen carefully. Teacher: We have many cute cats in the chant, isnt it? （板书cute）Read it please. 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 can say it with your partner. And

9、 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 u in each words. What is the sound of the u? Le

10、ts read and find. （和学生一起慢慢读每一个语音例词）What is the sound? Yes, its / ju: /. 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 word. Look at my mouth caref

11、ully. 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 got the word card please come

12、 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，圈出正确的单词。播放录音，学生根据听到的内容在字母串中圈出相应的单词。Teacher: Look at these letters. There are many words in it. Listen and find the word. Circle it. Listen, please. Cute, cut, use, fun, tube, excuse,

13、 bus, mum, mule. 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，判断单词是闭音节（u）还是开音节(u-e)，圈出相应的规则字母，然后写一写听到的单词。Teacher：Now, please listen, circle and write. Write the word that you heard. Duck is

14、 it for u or u-e? Its for u. So circle the letter u, then write the word duck. Now, listen carefully and write the words. Duck, cute, up, use. 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

15、方面也在书写中进一步体会字母在单词里的发音。5. 编写语音小韵句，学生学唱。Teacher: Its chant time. Listen first, then say it. U, u, u; u, u, u; u is in use, /ju: /,./ju: /, /ju: /. U, u, u; u, u, u; u is in cute, /ju: /,./ju: /, /ju: /. U, u, u; u, u, u; u is in excuse, /ju: /,./ju: /, /ju: /. 6. 表演韵句。给学生练习的时间，鼓励他们加入自己的动作，也可以小组合作，选择小组

16、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u在单词中的发音，为总结、巩固其发音规律奠定了基础。 Step 5 Summary展示语音例词图片，学生快速抢读单词，之后再齐唱韵句。Teacher：Ill show some words quickly. Please say it loudly. Teacher: Well

17、 done. Lets chant together. 设计意图：通过抢读单词和齐唱韵句的小活动，再现了本课的语音例词和语音知识，起到了总结所学的目的。l 课堂作业一、听录音，圈出正确的单词。1. cute cut 2. use us3. tube up 4. mum mule5. excuse use 6. bus us二、判断以下单词中划线部分的发音是（T）否（F）一致。( ) 1. up us ( ) 2. fun tube( ) 3. cut cute ( ) 4.cute excuse( ) 5. us bus ( ) 6. use tube三、听录音，写单词，补全句子。1. _ m

18、e, may I have your pen?2. Can I _ your pen?3. Look at that cat. Its very _.答案：一、1. cut 2.use 3. up 4. mum 5. use 6. us二、1. T 2. F 3. F 4. T 5.T 6. T三、1. Excuse me, may I have your pen? 2. Can I use your pen? 3. Look at that cat. Its very cute. l 板书设计Unit Four My homeA. Lets spellexcuse cute use bus cut us