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Unit6MeetmyfamilyPartA第三课时教材分析本课时Let'sspell是本单元的第3课时，为语音课。四年级上册各单元已经学习了a-e、i-e、o-e、u-e的发音规律,本节课是对四个单元语音部分的整合,使学生在发现和巩固规律后,最终能够系统掌握含有“元音+辅音+不发音字母e”的字母组合发音规律。教学目标【知识目标】1.能发现a-e、i-e、o-e、u-e在单词中的发音规律并能读出a-e、i-e、o-e、u-e发音规律的单词。2.能利用已有的语音知识迁移学习a-e、i-e、o-e、u-e在单词中的发音规律。【能力目标】1.能拼写出符合a-e、i-e、o-e、u-e发音规律的单词。2.能运用本节课所学的语音规律朗读绘本小故事。3.培养合作意识,享受拼写和朗读的乐趣。【情感目标】1．通过句子的操练培养主动思维，乐于模仿，积极开口的英语学习态度；2．通过小组合作和小组竞赛的学习和评价方式，树立合作意识和竞争意识，体验成功，获得自信；3．通过吟唱歌谣，强化句子连读、重读和语调等语音意识，培养英语语感，增强英语学习的自信心。教学重难点【教学重点】1.自主感知并发现a-e、i-e、o-e、u-e在单词中的发音规律;2.听音拼写符合a-e、i-e、o-e、u-e发音规律的单词。
【教学难点】运用a-e、i-e、o-e、u-e的发音规律朗读绘本小故事课前准备单词卡、教学课件，智慧课堂软件教学过程Step1Warm－upandlead-in1.Greeting2.Enjoy a funny song and test the memoryT:OK,first let’s enjoy a funny song and I will test your memory,please remember the words with o,OK?(Sing the song together.)T:Good!You can sing the song very well. Now try to describe the picture with a word in the song.Look!This is ...(Show the first PPT)Ss:Mop!(Show the other pictures and let the students to describe the pictures with the words with o.)【设计意图】小学阶段的英语教学,应从儿童的各种兴趣入手,以各种活动为手段,运用多种感官学英语,实施“兴趣教育”。为此先播放语音歌曲营造浓厚的语音环境,同时也复习相关的语音知识。Step2Presentation 1.o-eT: OK,now you can read mop,top,fox,box,clock,log.From all these words,we know o is / ... /.So this is mop,how about this word?Ss:Mope.T: Great! So o-e is / ... /.Look at my mouth and read after me.Ss:O-e / ... /,/ .../.T:Yes,can you read this one?(Let the students to read the words with o-e.)T:(PPT shows a girl called Rose.)Good job!Rose is a little girl. She is very naughty. She wrote a funny poem about herself. Let’s read her poem to know more about her.(First read the poem one sentence by one sentence,then read the poem together.)2.i-e
T:Rose,nose,Coke,note,from all these words we know o-e is /.../.So i-e is / ... /.Look at my mouth and read after me.T:Now can you read the following words?(Let the students read the words with i-e.)T:Great!Smile!Look at me!I am smiling.Look! Rose is smiling,too.Why?What does she see?Listen!She sees a nice ...with a big number...Ss:Kite,nine.T:Do you like the nice new kite?Ss:Yes.T:So does Rose.And she thinks it is very ...Ss:Fine.T:Yes,look,this is the tongue twister.Take out the paper,Try to read it in your groups.(Read the tongue twister in groups.)T:OK!Now who can try?3.a-e, u-eT:Good!Boys and girls,as we know o-e is /... /,i-e is /... /,so a-e is/... /,u-e is /... /.Look at my mouth and read after me.T:Can you say some words with a-e?(The students say out some words with a-e and the teacher writes them on the blackboard.) Can you say some words with u-e?(The students say out some words with u-e and the teacher writes them on the blackboard.)T:Wonderful!Can you read the following words?(Ask some students to read the words with a-e or u-e.)T:Yes,you will meet these words in Rose’s diary.She likes to do something,but there is something that she hates to do.Let’s have a look.Take out the paper and read the diary in your groups.(PPT shows the diary.)T:Who wants to have a try?T:Smile or No smile.(Let the students read the diary with smile or no smile.)【设计意图】教师利用不同字母的组合，请学生在小组中尝试读出这些组合的音，既帮助学
生树立学习的自信心，又培养学生小组合作学习。通过自由组合拼读，让学生掌握拼读策略，本步骤重点在于拼读音的训练。Step3Practice 1.Spelling gameT:Good job!Let’s have a spelling game in groups.First listen to me carefully.I have six words for you.Then spell the words and write down the words on the paper.Finally show your words.OK? For example,home,h-o-m-e,home.T:Bike/name/note/use/cute.(Ask some groups to show the answer one by one.)(Ask some groups to show their answers.)2. Read,listenandcircle．3.Listenandchant.4.Chantagain.Groupandwrite.【设计意图】学生是学习的主体,教师在这一环节回归教材,帮助学生整体识记单词,并辨别词形。让生生的互动与合作,建立合作学习共同体,培养学生的团结协作精神。同时，将读单词的枯燥巧妙转化为具有画面感的绕口令，以学生为主体，培养学生大声、流利、准确地朗读技能和自信心。 Chant不仅可以使知识变得简单、生动、印象深刻，而且可以通过这样的训练，真正将语音教学落到实处。Step4Consolidation＆ExtensionLet’s read the story．（读简短的故事，训练语音语调）1. Look at the cover.2. Listen to the story.3. Let's read.4. Show time.【设计意图】 Phonics教学不仅仅是为背单词服务的，如果只是停留在“见词能读，听音会写”的层面，那无异于舍本逐末。这一环节的设计就是不仅让学生运用所学策略拼读新词，还让学生所学的 Phonics技能在阅读实践中得到进一步地强化和提高。Step5Summary总结含有“元音+辅音+不发音字母e”的字母组合发音规律。【设计意图】巩固本节课所学主要内容，帮助学生理清知识脉络。
Step6Homework1.Readstory-books，andsharewithyourclassmatesnextclass.阅读故事书，下节课在班上分享。2.Findmorewordsabout“e”sounds.找出更多符合“元音+辅音+不发音字母e”的字母组合发音规律的单词。【设计意图】在作业环节针对不同层次的学生进行分层处理,给学生自由选择的空间,从而发挥学生的自觉能动性和自主学习能力。希望学生能够通过课堂学习、自主思考举一反三,动脑动手操作,主动探索。教学反思略
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