小学英语人教版 (PEP)四年级上册Unit 2 My schoolbag Part A教学设计

这是一份小学英语人教版 (PEP)四年级上册Unit 2 My schoolbag Part A教学设计，共5页。
Unit 2 My schlbag
Part A Let’s spell
课型
语音课
授课教师
授课班级
授课时间
教学目标的确定依据
教材分析
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短音/aɪ/。本活动之间的韵句为：See the nice new kite，With the big number nine. D yu like the nice new kite? Yes, it is very fine. 韵句中呈现含有i的开音节词汇：nice, kite, nine, fine，like，同时在教材中呈现语音例词like, kite, five, nine, rice，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i在开音节里的发音。之后的听一听，读一读，排顺序的活动，让学生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i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。
2. 学生分析
学生处于四年级上学期的学习阶段，学生已经掌握了26个字母和元音字母a、e、i、、u，以及常见的字母组合a-e的发音规律。对学生来说，他们还没有系统地学习Phnics，因此在语音这一块，学生已有的知识水平和认知能力是非常有限的。在教授本节课时，教师通过拆音、拼音等语音意识训练活动，引导学生进行发现式的学习，观察、感知、体验并自己归纳出i-e在单词中发长音/aɪ/的规则。在掌握知识点的同时，培养学生学习语音的兴趣，使学生在往后的学习中能养成见词能读，听音能写的好习惯。
教学目标
1. 能够感知并归纳字母i在开音节(i-e结构)中的发音规则。
2. 能够读出符合i-e发音规则的单词。
3. 能够朗读符合发音规律的小韵律或者小故事。
4. 能够根据单词的读音拼写出符合i-e发音规则的单词。
教学重点
能够感知并归纳字母i在开音节(i-e结构)中的发音规则。
能够读出符合i-e发音规则的单词。
教学难点
能够根据单词的读音拼写出符合i-e发音规则的单词。
教学方法
TPR，phnics，task-based
教学准备
多媒体课件、单词卡片、人物图片、绘本文本
Teaching steps
Teacher’s activity
Student’s activity
Teaching Purpses
Step 1
Brainstrming
背景激活
Greetings
T: Gd afternn, bys and girls.
Play a sng—Magic E
T: Befre ur new class, let's sing a sng tgether.
Greetings
Sing a sng—Magic E
Create an English learning atmsphere.
Step 2
Experiencing 语篇感知
Create a situatin—I and E becme gd friends.
T: What’s this?
Ss: I.
T: Yes! It’s I.
T: Hell! I’m i.
T: I say…
Ss: /I/.
T: Great! Read after me. I, I,—/I/, /I/, /I/.
Can yu read these wrds? Wh wants t try?
S1: pig.
S2: fish.
S3: sit.
T: Lk! Wh is he?
Ss: E.
T: Yes! It’s E.
T: Hell, I’m e. I’m cming.
T: Let’s lk. What are they talking abut? Grup1, yu read E. Grup2, yu read I. Are yu clear?
Ss: Yes!
T: Ok, let’s g!
Grup1: Hell, I. I want t make friends with yu.
Grup2: I’m s happy. Nice t meet yu.
Grup1: Nice t meet yu, t.
T: Ww, yu did gd jb.
Enjy a stry.
T: Nw, let’s enjy a stry. Please listen it carefully.
Thrugh the dialg between I and E, they knw I and E are gd friends.
Listen t the stry. And find the prnunciatin f ‘i-e’.
Review the sund f “/ɪ/”. Lead students t bserve and find what we will learn tday.
Step 3
Appreciating
知识理解
Let’s students t read sme wrds including ‘i-e’.
T: Bys and girls. Can yu try t read them?
Ss: Yes! Nice, kite, like.
T: Yu’re s clever!
Ask students a questin—What is the sund f ‘i-e’.
T: Nw, bys and girls. D yu knw hw t read ‘i-e’? (chse ne vlunteer)
Play a chant. Help students t practice the sund f ‘i-e’.
T: Nw, let’s sing this chant tgether.
T: OK! Once again. Please shw me yur hands.
Ss: Hands, hands, hands.
T: Nw, let’s sing it tgether. (After sing the chant, the teacher cncludes the prnunciatin f ‘i-e’.)
Shw sme wrds including ‘i-e’ and let students t spell.
T: Let’s read sme wrds. Wh wants t try?
S1: Mike.
T: Very gd!
S2: ride.
T: Great! (Pint the picture f ‘Mike’ and ‘ride’. Ask sme students t read. )
S3: bike.
T: Read after me. They ride bikes.
S4: kite.
T: Read after me. Mike has a kite.
S5: hide.
T: Read after me. They play hide and seek.
S6: white.
T: This is a dg. His name is Bt. Read after me. Bt is black and white.
S7: Pike.
T: Let’s read the whle wrds tgether.
(The teacher can randmly chse students r grups t read the wrds.)
Listen t the chant and practice the sund f ‘i-e’—/aɪ/.
Spell the wrds by themselves.
Lead students t feel the sund f ‘i-e’— /aɪ/. Thrugh the chant, it can better help students t memrize the prnunciatin f /aɪ/.
Step 4
Using
实践运用
Grup wrk. Give students sme letters and ask them t spell the wrds including ‘i-e’. (2 minutes)
T: Ok, it's yur shw time. I will give yu tw minutes t finish this task. I need a vlunteer t give an example. Wh wants t try?
S1: W, W—/w/, /w/, /w/. ‘i-e’—/aɪ/. D, D—/d/, /d/, /d/. Wide.
T: Gd jb! Are yu clear? Nw let’s g.
D the exercise.
T: Students, please shw me yur paper. Let's d the exercise. Listen and write.
T: Let’s check the answer. Wh can tell me?
S1: kite.
T: Hw t spell it?
S1: k-i-t-e.
S2: five.
T: Hw t spell it?
S2: f-i-v-e.
S3: six.
T: Hw t spell it?
S3: s-i-x.
Grup wrk—sing the chant. (1minutes)
T: Lk at this chant. Let’s listen it tgether.
T: Ok, nce again. Please shw me yur hands.
Ss: Hands, hands, hands.
T: Let’s sing it tgether.
T: Nw, it’s yur turn. I will give yu 1 minutes t practice this chant. Let’s g!
Sing the chant.
Help wrds t find the right huse.
Finish the exercise n the textbk.
Thrugh practice, help students spell the wrds accrding t the prnunciatin rules, recgnize the shapes f the wrds and cmplete the spelling f the wrds.
Step 5 Transferring 迁移创新
Lead students t read the stry.
T: Let’s read the stry tgether.
T: Wh can read the sentences?
Grup wrk—rle play. (2minutes)
T: Nw, it’s yur turn, yu can read the stry ne by ne.
Read the stry
Perfrmance the stry.
Cnslidate and test students’ mastery f the prnunciatin and it can cultivate students’ ability f reading.
作业布置
Read the wrds and the chant.
Find mre wrds which has ‘i-e’.
板书设计
教学反思