人教版（新起点）三下Unit 5 Family Activities-Let’s Spell-ppt课件-(含教案+视频+音频+素材)-市级优课-(编号：2018a).zip
Unit 5 Family activities Lets spell 人教版一年级起点（吴欣 ） 三年下 I am from China. She is from China. We are both Chinese. He is from Japan. She is from Japan. They are both Japanese. Nobita(大雄) Maruko(小丸子) Nobita and Marukos journey to China some fun places eat delicious food make friends I am from China. She is from China. We are both Chinese. He is from Japan. She is from Japan. They are both Japanese. _e e_e Nobita Maruko he she we JapaneseChinese Whats the sound of “e”? /i:/ _e e_e Listen, watch and repeat Lets chant On the way to the Great Wall,they find a pet dog.Its lost. Whose dog is it? Lets help it find its owner. A Chinese girl knows some clues(线索) about the dogs owner. But they must answer her questions to get some clues. e h b m w sh Can you spell? Task 1 e_e eveeteemeeke Can you spell? ebeele ese /z/ nChiJapaTaiwa Chinese Sudanese Vietnamese Nepalese Burmese Congolese Japanese Portuguese +ese Learn more China Japan Sudan（苏丹） Nepal（尼泊尔） Vietnam（越南） Burma（缅甸） Congo（刚果） Portugal（葡萄牙） Canton(广东) TaiwanTaiwanese Cantonese country: province:(省) He is tall. the first clue: Letter cards I do, you say; You do, you say; As quickly as you can. Task 2 Lets PK Spell the words as many as you can in 20 seconds. He has black hair.the second clue: the first clue:He is tall. Lets chant Task 3 Lets make e_e,e_e,e_e bese bese l ese lese mese mese r ese rese ese,ese,ese e_e,e_e,e_e _e_e _e_e _e_e _e_e _e_e _e_e _e_e _e_e . e_e,e_e,e_e Task 3 b,d,f ,t,k, l, v,p, m,h, g,n Lets read He has black hair.the second clue: the first clue:He is tall. the third clue:He is a Chinese boy. They find who is the dogs owner. So they take the dog to its owner. Is it your dog? Yes.Thank you very much! My name is Lele. Lets be friends,OK? Were happy to be your friends. Then they get to the Great Wall we be she these Cantonese Geve Taiwanes e Lele They want to clean them. Lets help them. we be she these Cantonese Geve Taiwanes e Lele Lets read Dont scribble on places of interest. 不要在名胜古迹上乱涂乱画 I promise: I will never do that! (我承诺：我永远不会那么做！) After that,they go to the restaurant to eat Beijing ducks. Lets help them choose the ducks. Listen and circle me met we web be bed hehen Finally,they go toTsinghua University to make some new friends. Hello, Im B_. Im Taiwanese. Listen and write en Hi,my name is L_. Im a Chinese girl. eve Hello, Im from Portugal. Im Portuguese. My name is T_.eke They are very happy in China,and they have a party with their friends. They eat delicious Chinese food. The people all over the world are friends.The people all over the world are friends. Lets talk Nobita and Maruko are_. They come to China to travel. On the way, they find a pet dog,and then they make friends with_,_,_and_. They eat delicious_food. Japanese Chinese BenLele Leve Teke Create a story _is_. _is _. _ goes to _. _makes friends with_. They eat _ food. _is_. _is _. _ goes to _. _makes friends with_. They eat _ food. Tips: Who:he, she ; Names: Beke ,Teke, Geve, Lele . People:Chinese,Cantonese,Portuguese,Sudanese, Nepalese,Vietnamese,Burmese,Congolese. Places:China,Canton,Portugal,Sudan,Nepal, Vietnam,Burma,Congo. HeBeke BekeCantonese HePortugal He Peke Portuguese MeseLesePeke Kele Japan Japanese food Taiwan Taiwanese food 1.Read the words on P50. 2.Find more words with “e,e_e”. 3.Try to create the story. Homework Thank you! Listen and circle Listen,write and say Listen and write 1.Hello, Im B_.Im Taiwanese. 2.Hi,my name is L_. Im a Chinese girl. 3.Hello, Im from Portugal. Im Portuguese. My name is T_. me met we web be bedhehen mr hl Create a story Tips: Who: He ; She Names: People: Places/food _is_. _is _. _ goes to _. _makes friends with_. They eat _ food. MeseLese PekeKele JapanTaiwan Taiwanese food Beke ,Teke, Geve, Lele . China, Canton, Portugal, Sudan, Nepal, Vietnam, Burma, Congo. Chinese/Cantonese/Portuguese/Sudanese/Nepalese/Vietnamese/Burmese/Congolese food Chinese, Japanese,Taiwanese ,Cantonese,Portuguese,Sudanese, Nepalese,Vietnamese,Burmese,Congolese. Japanese food 教材分析教材分析 1.本节课是人教版三年级上第五单元第四课时 Lets spell 板块。三年级上共设 6 个单 元和 2 个复习单元，每单元 1-3 课时采取整体学习的方法，通过对话和语篇输入，让学生 在真实语境中感知、模仿习得英语语言；Lets spell 板块则结合拼读规律，显性呈现一 些字母组合的发音规则。本阶段学生的读写能力是借助“自然拼读法”（phonics）过渡和 发展的，可以帮助学生高效认读词汇。 Lets spell 板块引导学生利用拼读规律解码和记 忆单词，着重培养学生“见词能读”“听词能写”的能力。 2. 本节课的内容是学习元音字母 e 在开音节单词中的发音规律，学生能够借助图片理解单 词的词义，并利用发音规律拼读和拼写单词，进而基本能够做到“见词能读，听词能写”。 学情分析学情分析 1. 学生在三年级上学期的时候初步接触自然拼读法，具备初步的拼读能力，三年级上学期 初步接触了 5 个元音字母在闭音节中的发音。本学期课程的前四个单元学生接触了 a,i,o,u 四个元音字母在开音节中的发音规律，对拼读规则有了一定了解。 2.三年级学生聪明好学、接受能力强、课堂氛围浓厚、参与度高、思维活跃有创造力和想 象力。并且已经具备了“小组合作”的能力，他们可以在合作的过程中解决部分重难点， 所以教师要以“生”为本，充分相信学生，从而形成积极的情感态度和自主学习的能力。 同时他们也喜欢竞争与挑战，教师要在教学中设计一些有趣味性和挑战性的问题，让学生 在激烈而又和谐的氛围中积极参与，大胆发言。 教学目标教学目标 一、知识目标 1、能够借助学过的单词感知字母 e 在开音节中的发音,并能总结其发音规律。 2、能够根据教师创编语境，借助语境的提示，利用该规律进行拼读，拼写生词，基本做到 “见词能读,听词能写”。 二、语用能力培养目标 1.能够拼读开音节中含有字母 e 的单词,做到见词能读。 2.能够利用发音规律拼写新单词，进而基本做到“听词能写”。 3.利用发音规律，能够用含有字母 e 的开音节单词编写 chant 及创编故事等。 三、情感态度目标 1.通过帮助两个日本小朋友完成任务，解决在旅行中遇到的麻烦事，让学生懂得助人为乐 的道理。 2.培养学生爱护文明古迹，保护环境的情感态度。 3.能够积极参与课堂的活动，在独立思考的基础上，积极参与小组合作，培养合作精神。 四、学习策略目标 1.直观学习策略：本堂课通过直观生动的图象(插图)，声音(网络音频和视频)，提高学生 兴趣，提高课堂效率。 2. 活动学习策略：根据学生年龄特点，创设“Nobita and Marukos journey to C hina” 情景故事，采用卡片拼读、chant 等活动，鼓励学生积极并主动参与，提高学生学习兴趣。 3.合作学习策略：以“学生为本”，充分发挥小组的作用，以合作拼读、卡片拼读单词大 比拼等既有竞争同时又包含合作的小组活动，带动学生在小组内合作学习、相互帮助，更 能激发学生的积极性。 教学重点、难点教学重点、难点 教学重点：教学重点： 能够借助熟悉的旧单词感知字母组合 e 在开音节中的发音，并能自己总结其发音规律。 教学难点：教学难点： 能够根据字母组合发音规律拼读新单词，进而基本做到“见词能读”；构建单词音、形、 义之间的联系，能够完成由词到句到语段的学习，并基本做到“听音能写”。 教学基本策略及设计思路教学基本策略及设计思路 1.本节课主要是学习字母 e 在开音节中的发音，先呈现一些字母 e 在开音节中的单词，由 学生自己发现规律及总结发音，并创设“Nobita and Marukos journey to China”情景 故事，帮助两位主人公解决旅行中遇到的麻烦事为主情景线的英语教学活动，让学生积极 并主动参与，在学习语音知识的同时对本单元句子以及单词进行操练，提高学生综合语言 运用的能力。 2、带有任务的趣味操练活动，调动学生的情绪，活跃课堂气氛，让学生在活动中不断的吸 收、内化所学，让学生在体验中感受英语的乐趣。 3.使用多媒体播放音频、视频，带给学生视听盛宴，全方位多角度感受英语的节奏韵律美。 借助课件实现师生互动，调动课堂氛围，凸显学生的主体地位。 4.以生为本，充分发挥小组的作用，利用字母磁力扣组词，拼读卡片等既有竞争同时又包 含合作的小组活动，激发学生兴趣。通过小组互相拼读单词，互相监督互相帮助，让学生 成为真正的课堂主人。 资源的开发及说明资源的开发及说明 本节课我将教材资源、课堂资源、多媒体资源和网络资源进行了整合与优化，使本节课 更加的有效、高效。 1.教材资源 本节课的选材比较贴近学生实际、贴近学生生活，保证了教学内容与学生身边生活的相联 系，使教学内容更具现实的影响力。 2.课堂资源 利用拼读卡片这一教学道具进行字母组合拼读示范，指导学生使用恰当的学习策略，引导 学生在小组合作和比赛中使用拼读卡片完成拼读操练；使用学习单完成听写练习，巩固拼 读规律的学习。 3.多媒体资源 充分利用多媒体资源进行图片展示和相关音频、视频播放，精心制作了学生喜爱的课件， 使学生参与课堂的积极性提高，让学生成为课堂主人。 4.网络资源 在网上筛选与本节课相关的辅助资料，包括音频、音效和视频，使课堂更加精彩生动，丰 富有趣。 教学过程教学过程 教学环节教学环节教师活动教师活动预设学生活动预设学生活动设计意图设计意图 I. Pre-task preparations 1.Greetings 2.Lets sing a song”Letter E” 3.Now lets watch a video to learn the new sound of letter “e”. 1.Sing and dance 2.look and say 通过唱歌形式活跃课 堂气氛,并复习字母 e 在闭音节中的发音规 律，既提高学生的学 习兴趣又复习了旧知。 II.While-task presentations 1. observe these words to find out the “_e “and “e_e” 2.Whats the sound of “e” or“e_e”? 3.Listen,watch and repeat the sound of /i:/ 5.Watch the video of”e_e”and imitate and chant 7.Show the pictures of Nobita and Maruko T:Who is he? Who is she? Where are they from?T:Today, they come to China to Ss:“_e “and “e_e” Ss:e /i:/ Students watch,listen and repeat Chant together Ss:He is Nobita She is Maruko Theyre from Japan. Theyre Japanese. 找出单词，自然的导 入到新授知识中。 让学生试着总结单词 的共同点，并总结出 发音。真正的以学生 为主体。 纯正的外教发音，让 学生学习地道的英语 发音 朗朗上口的儿歌巩固 了学生对字母 e 在开 音节中发音规律的掌 握 创设情境，增强语音 学习的趣味性，提高 travel. But on the way they meet have some problems.Can you help them? 1.T:On the way to the Great Wall, they find a pet dog,its lost.Lets help them find the dogs owner, a Chinese girl,Lele knows some clues about the dogs owner.But they must answer her questions and then she will give them the clues.Lets help them. 1.Task1:Can you read? T:You did a good job. Bess give them the first clue. 2.Lets learn more words of “ese” 3.Task2:Letter cards T : First: I do,you say Second:One student comes to the front and do, the others say Third: Work in groups to spell the words in limited time as quickly as you can T: Wonderful.You are so cool. Lets look at the second clue. Now lets watch a Ss:Yes. Ss:Ok Students spell the words Read the words Students spell the words together Students work in groups Ss:OK Students chant together 学生的学习兴趣和激 发学生的好奇心 学生自主拼读，为见 词能读，听音能写打 下基础 卡片拼读是语音课的 常用教具，不仅能够 让学生快速练习拼读 还锻炼了学生的动手 能力。在规定的时间 内完成任务提高了学 习的竞争性和学生学 习的积极性，从而巩 固学生见词能读的能 力 歌谣及拍手律动活动 video and chant together.Can you make your own chant like this? (Teacher shows how to make a new chant and then Ss work in groups to make new chants ) T: Well done boys and girls. Youve helped them finish the three taks. Nobita and Maruko can know who is the owner and they make two Chinese friends.Are you happy with them? Lets look what happens next? 2.They come to the Great Wall,but therere some words on the wall. They want to clean them. Can you help them? (1)Please read the words (2)show the sign and share it with the students. T:Are they right? T:Dont scribble on places of interest. I promise:I will never do that. What about you? 2. After that they want Work in groups to make new chants Ss also knows who is the owner according to the three clues. Ss:Yes, we are happy. Ss:Yes Ss read the words. Ss:No Ss:Yes. Ss:I promise:I will never do that. 增加了学习的趣味性 及巩固了学生拼读单 词的能力。 训练学生见词能读的 能力 教育学生不要在名胜 古迹上乱涂乱画。 to eat Beijing Roast Ducks. Lets help them choose the ducks. (Listen and circle ) 3. T:All of you are so great. Now lets listen and write. 4. Finally, Nobita and Maruko come to Tsinghua University to make some new friends. Do you want to know who are they? Now lets listen and write out their names. 5.T:Thank you for your help, boys and girls. Nobita and Maruko are very happy in China and they have a theme party with their friends on Chinese New Years Eve. So no matter where we are from, we can be friends. Students listen to the tape and circle the words. Ss listen to the tape and write Ss listen and write the words. 检验学生对字母 e 在 开闭音节中发音规律 的掌握情况 训练学生听音能写的 能力 词不离句，进一步巩 固学生听音能写的能 力 让学生们体会到友情 无国界 III. Post-task activities 1.Ok, boys and girls,lets look at the blackboard and try to talk aboutl the story. Ss try to talk about the story according to the pictures and the key words on the blackboard. 通过板书帮助学生梳 理故事内容，为下面 的文本输出作铺垫。 同时检验学生的文本 输出能力。 2.Can you create a new story like this? 3.Show their stories and read 4.Summary 5.Homework Write a new story Share their stories 学生通过创编故事， 不仅锻炼了学生的语 言输出能力，也增强 了学生对文本的整体 把握能力。 学生学习活动评价设计学生学习活动评价设计 新课程标准指出：小学的评价应以激励学生学习为主，以激励学生的学习兴趣为主要 目的，充分调动学生的学习热情与积极性，激发学生学习的内驱力，使课堂更加生动、高 效。所以本节课我主要结合我校的”双分双积”教育教学法的评价方式，采用“加分”制 评价手段。通过学生课堂纪律、课堂发言、小组活动及参与度等给个人及小组进行加分 ， 下课前对获胜小组进行奖励。 板书设计板书设计 _e e_e Japanese Lele Chinese food Ben Leve Teke Nobita and Marukos journey to China
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Unit 5 Family activities Lets spell 人教版一年级起点（吴欣 ） 三年下 I am from China. She is from China. We are both Chinese. He is from Japan. She is from Japan. They are both Japanese. Nobita(大雄) Maruko(小丸子) Nobita and Marukos journey to China some fun places eat delicious food make friends I am from China. She is from China. We are both Chinese. He is from Japan. She is from Japan. They are both Japanese. _e e_e Nobita Maruko he she we JapaneseChinese Whats the sound of “e”? /i:/ _e e_e Listen, watch and repeat Lets chant On the way to the Great Wall,they find a pet dog.Its lost. Whose dog is it? Lets help it find its owner. A Chinese girl knows some clues(线索) about the dogs owner. But they must answer her questions to get some clues. e h b m w sh Can you spell? Task 1 e_e eveeteemeeke Can you spell? ebeele ese /z/ nChiJapaTaiwa Chinese Sudanese Vietnamese Nepalese Burmese Congolese Japanese Portuguese +ese Learn more China Japan Sudan（苏丹） Nepal（尼泊尔） Vietnam（越南） Burma（缅甸） Congo（刚果） Portugal（葡萄牙） Canton(广东) TaiwanTaiwanese Cantonese country: province:(省) He is tall. the first clue: Letter cards I do, you say; You do, you say; As quickly as you can. Task 2 Lets PK Spell the words as many as you can in 20 seconds. He has black hair.the second clue: the first clue:He is tall. Lets chant Task 3 Lets make e_e,e_e,e_e bese bese l ese lese mese mese r ese rese ese,ese,ese e_e,e_e,e_e _e_e _e_e _e_e _e_e _e_e _e_e _e_e _e_e . e_e,e_e,e_e Task 3 b,d,f ,t,k, l, v,p, m,h, g,n Lets read He has black hair.the second clue: the first clue:He is tall. the third clue:He is a Chinese boy. They find who is the dogs owner. So they take the dog to its owner. Is it your dog? Yes.Thank you very much! My name is Lele. Lets be friends,OK? Were happy to be your friends. Then they get to the Great Wall we be she these Cantonese Geve Taiwanes e Lele They want to clean them. Lets help them. we be she these Cantonese Geve Taiwanes e Lele Lets read Dont scribble on places of interest. 不要在名胜古迹上乱涂乱画 I promise: I will never do that! (我承诺：我永远不会那么做！) After that,they go to the restaurant to eat Beijing ducks. Lets help them choose the ducks. Listen and circle me met we web be bed hehen Finally,they go toTsinghua University to make some new friends. Hello, Im B_. Im Taiwanese. Listen and write en Hi,my name is L_. Im a Chinese girl. eve Hello, Im from Portugal. Im Portuguese. My name is T_.eke They are very happy in China,and they have a party with their friends. They eat delicious Chinese food. The people all over the world are friends.The people all over the world are friends. Lets talk Nobita and Maruko are_. They come to China to travel. On the way, they find a pet dog,and then they make friends with_,_,_and_. They eat delicious_food. Japanese Chinese BenLele Leve Teke Create a story _is_. _is _. _ goes to _. _makes friends with_. They eat _ food. _is_. _is _. _ goes to _. _makes friends with_. They eat _ food. Tips: Who:he, she ; Names: Beke ,Teke, Geve, Lele . People:Chinese,Cantonese,Portuguese,Sudanese, Nepalese,Vietnamese,Burmese,Congolese. Places:China,Canton,Portugal,Sudan,Nepal, Vietnam,Burma,Congo. HeBeke BekeCantonese HePortugal He Peke Portuguese MeseLesePeke Kele Japan Japanese food Taiwan Taiwanese food 1.Read the words on P50. 2.Find more words with “e,e_e”. 3.Try to create the story. Homework Thank you! Listen and circle Listen,write and say Listen and write 1.Hello, Im B_.Im Taiwanese. 2.Hi,my name is L_. Im a Chinese girl. 3.Hello, Im from Portugal. Im Portuguese. My name is T_. me met we web be bedhehen mr hl Create a story Tips: Who: He ; She Names: People: Places/food _is_. _is _. _ goes to _. _makes friends with_. They eat _ food. MeseLese PekeKele JapanTaiwan Taiwanese food Beke ,Teke, Geve, Lele . China, Canton, Portugal, Sudan, Nepal, Vietnam, Burma, Congo. Chinese/Cantonese/Portuguese/Sudanese/Nepalese/Vietnamese/Burmese/Congolese food Chinese, Japanese,Taiwanese ,Cantonese,Portuguese,Sudanese, Nepalese,Vietnamese,Burmese,Congolese. Japanese food 教材分析教材分析 1.本节课是人教版三年级上第五单元第四课时 Lets spell 板块。三年级上共设 6 个单 元和 2 个复习单元，每单元 1-3 课时采取整体学习的方法，通过对话和语篇输入，让学生 在真实语境中感知、模仿习得英语语言；Lets spell 板块则结合拼读规律，显性呈现一 些字母组合的发音规则。本阶段学生的读写能力是借助“自然拼读法”（phonics）过渡和 发展的，可以帮助学生高效认读词汇。 Lets spell 板块引导学生利用拼读规律解码和记 忆单词，着重培养学生“见词能读”“听词能写”的能力。 2. 本节课的内容是学习元音字母 e 在开音节单词中的发音规律，学生能够借助图片理解单 词的词义，并利用发音规律拼读和拼写单词，进而基本能够做到“见词能读，听词能写”。 学情分析学情分析 1. 学生在三年级上学期的时候初步接触自然拼读法，具备初步的拼读能力，三年级上学期 初步接触了 5 个元音字母在闭音节中的发音。本学期课程的前四个单元学生接触了 a,i,o,u 四个元音字母在开音节中的发音规律，对拼读规则有了一定了解。 2.三年级学生聪明好学、接受能力强、课堂氛围浓厚、参与度高、思维活跃有创造力和想 象力。并且已经具备了“小组合作”的能力，他们可以在合作的过程中解决部分重难点， 所以教师要以“生”为本，充分相信学生，从而形成积极的情感态度和自主学习的能力。 同时他们也喜欢竞争与挑战，教师要在教学中设计一些有趣味性和挑战性的问题，让学生 在激烈而又和谐的氛围中积极参与，大胆发言。 教学目标教学目标 一、知识目标 1、能够借助学过的单词感知字母 e 在开音节中的发音,并能总结其发音规律。 2、能够根据教师创编语境，借助语境的提示，利用该规律进行拼读，拼写生词，基本做到 “见词能读,听词能写”。 二、语用能力培养目标 1.能够拼读开音节中含有字母 e 的单词,做到见词能读。 2.能够利用发音规律拼写新单词，进而基本做到“听词能写”。 3.利用发音规律，能够用含有字母 e 的开音节单词编写 chant 及创编故事等。 三、情感态度目标 1.通过帮助两个日本小朋友完成任务，解决在旅行中遇到的麻烦事，让学生懂得助人为乐 的道理。 2.培养学生爱护文明古迹，保护环境的情感态度。 3.能够积极参与课堂的活动，在独立思考的基础上，积极参与小组合作，培养合作精神。 四、学习策略目标 1.直观学习策略：本堂课通过直观生动的图象(插图)，声音(网络音频和视频)，提高学生 兴趣，提高课堂效率。 2. 活动学习策略：根据学生年龄特点，创设“Nobita and Marukos journey to C hina” 情景故事，采用卡片拼读、chant 等活动，鼓励学生积极并主动参与，提高学生学习兴趣。 3.合作学习策略：以“学生为本”，充分发挥小组的作用，以合作拼读、卡片拼读单词大 比拼等既有竞争同时又包含合作的小组活动，带动学生在小组内合作学习、相互帮助，更 能激发学生的积极性。 教学重点、难点教学重点、难点 教学重点：教学重点： 能够借助熟悉的旧单词感知字母组合 e 在开音节中的发音，并能自己总结其发音规律。 教学难点：教学难点： 能够根据字母组合发音规律拼读新单词，进而基本做到“见词能读”；构建单词音、形、 义之间的联系，能够完成由词到句到语段的学习，并基本做到“听音能写”。 教学基本策略及设计思路教学基本策略及设计思路 1.本节课主要是学习字母 e 在开音节中的发音，先呈现一些字母 e 在开音节中的单词，由 学生自己发现规律及总结发音，并创设“Nobita and Marukos journey to China”情景 故事，帮助两位主人公解决旅行中遇到的麻烦事为主情景线的英语教学活动，让学生积极 并主动参与，在学习语音知识的同时对本单元句子以及单词进行操练，提高学生综合语言 运用的能力。 2、带有任务的趣味操练活动，调动学生的情绪，活跃课堂气氛，让学生在活动中不断的吸 收、内化所学，让学生在体验中感受英语的乐趣。 3.使用多媒体播放音频、视频，带给学生视听盛宴，全方位多角度感受英语的节奏韵律美。 借助课件实现师生互动，调动课堂氛围，凸显学生的主体地位。 4.以生为本，充分发挥小组的作用，利用字母磁力扣组词，拼读卡片等既有竞争同时又包 含合作的小组活动，激发学生兴趣。通过小组互相拼读单词，互相监督互相帮助，让学生 成为真正的课堂主人。 资源的开发及说明资源的开发及说明 本节课我将教材资源、课堂资源、多媒体资源和网络资源进行了整合与优化，使本节课 更加的有效、高效。 1.教材资源 本节课的选材比较贴近学生实际、贴近学生生活，保证了教学内容与学生身边生活的相联 系，使教学内容更具现实的影响力。 2.课堂资源 利用拼读卡片这一教学道具进行字母组合拼读示范，指导学生使用恰当的学习策略，引导 学生在小组合作和比赛中使用拼读卡片完成拼读操练；使用学习单完成听写练习，巩固拼 读规律的学习。 3.多媒体资源 充分利用多媒体资源进行图片展示和相关音频、视频播放，精心制作了学生喜爱的课件， 使学生参与课堂的积极性提高，让学生成为课堂主人。 4.网络资源 在网上筛选与本节课相关的辅助资料，包括音频、音效和视频，使课堂更加精彩生动，丰 富有趣。 教学过程教学过程 教学环节教学环节教师活动教师活动预设学生活动预设学生活动设计意图设计意图 I. Pre-task preparations 1.Greetings 2.Lets sing a song”Letter E” 3.Now lets watch a video to learn the new sound of letter “e”. 1.Sing and dance 2.look and say 通过唱歌形式活跃课 堂气氛,并复习字母 e 在闭音节中的发音规 律，既提高学生的学 习兴趣又复习了旧知。 II.While-task presentations 1. observe these words to find out the “_e “and “e_e” 2.Whats the sound of “e” or“e_e”? 3.Listen,watch and repeat the sound of /i:/ 5.Watch the video of”e_e”and imitate and chant 7.Show the pictures of Nobita and Maruko T:Who is he? Who is she? Where are they from?T:Today, they come to China to Ss:“_e “and “e_e” Ss:e /i:/ Students watch,listen and repeat Chant together Ss:He is Nobita She is Maruko Theyre from Japan. Theyre Japanese. 找出单词，自然的导 入到新授知识中。 让学生试着总结单词 的共同点，并总结出 发音。真正的以学生 为主体。 纯正的外教发音，让 学生学习地道的英语 发音 朗朗上口的儿歌巩固 了学生对字母 e 在开 音节中发音规律的掌 握 创设情境，增强语音 学习的趣味性，提高 travel. But on the way they meet have some problems.Can you help them? 1.T:On the way to the Great Wall, they find a pet dog,its lost.Lets help them find the dogs owner, a Chinese girl,Lele knows some clues about the dogs owner.But they must answer her questions and then she will give them the clues.Lets help them. 1.Task1:Can you read? T:You did a good job. Bess give them the first clue. 2.Lets learn more words of “ese” 3.Task2:Letter cards T : First: I do,you say Second:One student comes to the front and do, the others say Third: Work in groups to spell the words in limited time as quickly as you can T: Wonderful.You are so cool. Lets look at the second clue. Now lets watch a Ss:Yes. Ss:Ok Students spell the words Read the words Students spell the words together Students work in groups Ss:OK Students chant together 学生的学习兴趣和激 发学生的好奇心 学生自主拼读，为见 词能读，听音能写打 下基础 卡片拼读是语音课的 常用教具，不仅能够 让学生快速练习拼读 还锻炼了学生的动手 能力。在规定的时间 内完成任务提高了学 习的竞争性和学生学 习的积极性，从而巩 固学生见词能读的能 力 歌谣及拍手律动活动 video and chant together.Can you make your own chant like this? (Teacher shows how to make a new chant and then Ss work in groups to make new chants ) T: Well done boys and girls. Youve helped them finish the three taks. Nobita and Maruko can know who is the owner and they make two Chinese friends.Are you happy with them? Lets look what happens next? 2.They come to the Great Wall,but therere some words on the wall. They want to clean them. Can you help them? (1)Please read the words (2)show the sign and share it with the students. T:Are they right? T:Dont scribble on places of interest. I promise:I will never do that. What about you? 2. After that they want Work in groups to make new chants Ss also knows who is the owner according to the three clues. Ss:Yes, we are happy. Ss:Yes Ss read the words. Ss:No Ss:Yes. Ss:I promise:I will never do that. 增加了学习的趣味性 及巩固了学生拼读单 词的能力。 训练学生见词能读的 能力 教育学生不要在名胜 古迹上乱涂乱画。 to eat Beijing Roast Ducks. Lets help them choose the ducks. (Listen and circle ) 3. T:All of you are so great. Now lets listen and write. 4. Finally, Nobita and Maruko come to Tsinghua University to make some new friends. Do you want to know who are they? Now lets listen and write out their names. 5.T:Thank you for your help, boys and girls. Nobita and Maruko are very happy in China and they have a theme party with their friends on Chinese New Years Eve. So no matter where we are from, we can be friends. Students listen to the tape and circle the words. Ss listen to the tape and write Ss listen and write the words. 检验学生对字母 e 在 开闭音节中发音规律 的掌握情况 训练学生听音能写的 能力 词不离句，进一步巩 固学生听音能写的能 力 让学生们体会到友情 无国界 III. Post-task activities 1.Ok, boys and girls,lets look at the blackboard and try to talk aboutl the story. Ss try to talk about the story according to the pictures and the key words on the blackboard. 通过板书帮助学生梳 理故事内容，为下面 的文本输出作铺垫。 同时检验学生的文本 输出能力。 2.Can you create a new story like this? 3.Show their stories and read 4.Summary 5.Homework Write a new story Share their stories 学生通过创编故事， 不仅锻炼了学生的语 言输出能力，也增强 了学生对文本的整体 把握能力。 学生学习活动评价设计学生学习活动评价设计 新课程标准指出：小学的评价应以激励学生学习为主，以激励学生的学习兴趣为主要 目的，充分调动学生的学习热情与积极性，激发学生学习的内驱力，使课堂更加生动、高 效。所以本节课我主要结合我校的”双分双积”教育教学法的评价方式，采用“加分”制 评价手段。通过学生课堂纪律、课堂发言、小组活动及参与度等给个人及小组进行加分 ， 下课前对获胜小组进行奖励。 板书设计板书设计 _e e_e Japanese Lele Chinese food Ben Leve Teke Nobita and Marukos journey to China
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