Unit 1 My school
Part A Let’s spell教学设计
| 单元 | Unit 1 | 课时 | 第 3课时 | ||
| 学习
目标 |
1.能够感知并归纳字母组合er在单词中的发音规律。
2.能够读出、拼写出符合字母组合er发音规律的单词。 3.能够理解含有符合字母组合er发音规律单词的语句。 4.通过拆音、拼写等活动培养学生的语音意识。通过本版块的学习，能了解英美口音差异，积极模仿跟读单词。 |
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| 教学
重难点 |
1.能够感知并归纳字母组合er在单词中的发音规律。
2.能够读出、拼写出符合字母组合er发音规律的单词。 3.能够理解含有符合字母组合er发音规律单词的语句。 |
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| 学情
分析 |
本课时是PEP小学英语四年级下册Unit 1《My school》有关字母组合er在单词末尾的发音规律的语音教学。四年级下册的学生经过三个学期的语音知识的学习，已经掌握了 26个字母的发音和正确书写，拥有了基础的拼读能和发音规律的总结能力。本课时将通过复习已经学过的含有er 的单词，通过教学活动设计，引导学生总结发音规律，并根据发音规则和图片提供的语义书写单词，并能读懂大意。 | ||||
| 教学
工具 |
PPT，单词卡片，课文视频，课文音频 | ||||
| 教学
方法 |
情境创设法，任务教学法，游戏教学法 | ||||
| 教学过程
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| 学习任务 | 教学活动 | 设计意图 | |||
| Part 1：
Warm up热身
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Step I: Warm up:
1.Enjoy the song T: Good morning, boys and girls. Welcome to English class. How are you feeling today? S: … T: Pretty good? Very well? Oh, I’m so happy to hear that. Before our class, let’s sing a song named Finger Family to cheer up . Please stand up. Are you ready? S: … T: One Two, begin. Daddy finger, daddy finger, where are you? Here I am, here I am, how do you do? Mummy finger, Mummy finger, where are you? Here I am, here I am, how do you do? S: … T: Wow. What beautiful voice! Thank you, sweeties. Sit down, please. So Which word appears the most? S:Finger. T:Good job. It’s finger. |
在课程开始时，以歌曲视频的形式导入，以此引入本课所要讲的单词。这些单词学生在实际生活中经常会看到，因此比较熟悉，练习的积极性较高。这样既复习了前面所学知识，又为后面的新课导入做了铺垫。 | |||
| Part 2 ：
Let’s learn.学习本节课重点单词与句型。 |
Step II: Let’s learn:
1.Let’s learn T:Let’s me show you a girl’s family tree. (Show pictures) T:Who is she? S: She is Miller. T: What does she do? S:She is a student. (Show pictures) T:Who is he? S: He is Miller’s brother. T: What does he do? S:He is a driver. (Show pictures) T:Who is she? S: He is Miller’s sister. T: What does she do? S:She is a painter. (Show pictures) T:Who is he? S: He is Miller’s father. T: What does he do? S:He is a worker. (Show pictures) T:Who is she? S: He is Miller’s mother. T: What does she do? S:She is a teacher. (Show pictures) T:Who are they? S: They are Miller’s grandparents. T: What do they do? S:They are farmer. 2.Let’s find T:Let’s look at these words together. What the letter“er”pronounce? S:… 3.Let’s watch T:Let’s watch this video together. And you will find the answer. S:… |
单独的单词教学往往比较枯燥，所以在授课过程中，尽可能的创设情境将单词融入到阅读中进行训练，让学生在真实的语境中体会单词的意思和用法，并不知不觉中反复朗读单词，达到训练单词发音的目的。 | |||
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