PEP三上英语Unit 4第3课时Part A Letters and sounds优课教案.doc
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1、The third period(第三课时) Part A Letters and sounds教学内容与目标课时教学内容课时教学目标Letters and sounds能够听、说、读、写字母Jj, Kk, Ll, Mm, Nn能够初步掌握这五个辅音字母作为单词首字母时的发音教学重点能够听、说、读、写字母Jj, Kk, Ll, Mm, Nn。教学难点能够掌握这五个辅音字母的笔顺以及相关例词的发音。教学准备教学课件、课文录音、视频、字母卡片等。教学过程第 9 页 共 8 页Step 1: Warm-up & Revision1. Greetings.T: Hi, boys and girls!S
2、s: Hello, Miss/ MrT: Good morning!Ss: Good morning!T: Lets play letter games, OK?Teaching purpose以游戏和chant的形式,复习已经学过的字母,激发学生学习字母的兴趣,同时也为接下来的新课的学习做铺垫。Ss: OK!2. Letter games.(1) Find out the adjacent letters.T: (Show the letter card “D” to students.) Look! If I show you “D”, you should say “C” and “E”
3、 loudly. OK?Ss: OK!(The teacher shows different letter cards. Students say the adjacent letters.)(2) Sort the letters.(There are two groups of disordered letters “AI” on the blackboard. The teacher asks a boy and a girl to compete to sort the letters from A to I. The other students are the judges. T
4、he faster one is the winner.)T: Now, I need a boy and a girl to come to the front to sort the letters from A to I. The faster one can get a sticker. Who wants to have a try?Ss: 3. Lets chant.T: Now, lets chant and do some actions.Teaching purpose让学生寻找生活中与这五个辅音字母形状相似的物品来增强字母学习的趣味性,强化学生的记忆。将字母教学和单词教学相
5、结合并融入语音知识,引导学生自主探究字母在单词中的发音规则。通过反复操练,使学生理解并掌握这五个辅音字母作为单词首字母时的发音。注重培养学生的跟读和模仿能力。Step 2: Presentation1. Teach the new letters.(1) Teach the letter “Jj”.Show the letter card “J”.T: Look at the card. I see “J”. Follow me, please. J, J, J!Lead students to read it. Then let students find out J-shaped thin
6、gs in their daily lives. T: Can you say something that looks like “J”?(Students can say them in Chinese.)S1: 鱼钩。S2: 伞柄。T: You are so clever!(课件出示:一辆吉普车的图片)T: Look, this is a jeep. J, /d/, jeep! J, /d/, jeep!Students follow the teacher and practice.(课件出示:吉普车里跳出一只青蛙的图片) T: Look, the frog is jumping. J
7、, /d/, jump. J, /d/, jump. The pronunciation of the letter “Jj” in the two words is the same. It pronounces “/d/”. Jj, Jj, Jj, /d/, /d/, /d/, jeep, jump.Students read after the teacher and practice several times. (2) Teach the letter “Kk”.Show the letter card “K”.T: Look! This is the letter “K”. Fol
8、low me, please. K, K, K!Ss: K, K, K. T: Well done!(课件出示:一只风筝在天空中的图片)T: Look, this is a kite. K, /k/, kite! K, /k/, kite!Students follow the teacher and practice.(课件出示:Kate在放风筝的图片)T: Look. Kate is flying a kite. K, /k/, Kate! K, /k/, Kate! The pronunciation of the letter “Kk” in the two words is the
9、same. It pronounces “/k/”. Kk, Kk, Kk, /k/, /k/, /k/, kite, Kate.Students read after the teacher and practice several times. T: Now, I say “Kate” or “kite”, and you say “K/k/”. I say “K/k/”, and you say “Kate” or “kite”. OK?Ss: OK.(3) Teach the letter “Ll”.Show the letter card “L”.T: Look! This is t
10、he letter “L”. L, L, L! Lead students to read it. Then let students find out L-shaped things they are familiar with. T: Can you say something that looks like “L”?(Students can say them in Chinese.)S1: 锄头。T: You are so smart! (Take out a long ruler.) Look. The ruler is long. L, /l/, long! L, /l/, lon
11、g! Students follow the teacher and practice.(课件出示:一只火烈鸟的图片)T: Look. The legs of the flamingo are very long, too. L, /l/, leg! L, /l/, leg! The pronunciation of the letter “Ll” in the two words is the same. It pronounces “/l/”. Ll, Ll, Ll, /l/, /l/, /l/, long, leg.Students read after the teacher and
12、practice several times.T: Now, I say “long” or “leg”, and you say “L/l/”. I say “L/l/”, and you say “long” or “leg”. OK?Ss: OK.(4) Teach the letter “Mm”.Show the letter card “M”.T: Look! This is the letter “M”. M, M, M! Lead students to read it. Then let students draw M-shaped things they are famili
13、ar with.T: Can you draw something that looks like “M”? (Give an example to students first, such as drawing two mountains.)Let students draw some other things that look like “M”. T: Good job!(课件出示:抱着婴儿的“妈妈”的图片)T: Look, this is the babys mum. M, /m/, mum! M, /m/, mum!Students follow the teacher and pr
14、actice.(课件出示:“妈妈”正在喝牛奶的图片) T: Look! Mum is drinking milk. M, /m/, milk! M, /m/, milk! The pronunciation of the letter “Mm” in the two words is the same. It pronounces “/m/”. Mm, Mm, Mm, /m/, /m/, /m/, mum, milk.Students read after the teacher and practice several times.T: Who wants to be the little
15、teacher? Now, you say “milk” or “mum”, and the others say “M/m/”. You say “M/m/”, and the others say “milk” or “mum”.S1: Let me try.(5) Teach the letter “Nn”.Show the letter card “N”.T: Look! This is the letter “N”. N, N, N! Lead students to read it. Then let students draw N-shaped things they are f
16、amiliar with.T: Can you draw something that looks like “N”? (Give an example to students first, such as drawing a door.)Let students draw some other things that look like “N”. T: Well done! (课件出示:Zoom的鼻子的图片)T: Look, this is the nose of Zoom. N, /n/, nose! N, /n/, nose!Students follow the teacher and
17、 practice.(课件出示:Zoom正在看面条的图片)T: Look. Zoom is staring at the noodles. N, /n/, noodles! N, /n/, noodles! The pronunciation of the letter “Nn” in the two words is the same. It pronounces “/n/”. Nn, Nn, Nn, /n/, /n/, /n/, nose, noodles.Students read after the teacher and practice several times. Teachin
18、g purpose朗朗上口的韵律诗,既让学生充满兴趣,又能帮助学生按照正确的语音发音,巩固新学的内容。T: Please work in pairs. One says “nose” or “noodles”, and the other says “N/n/”. One says “N/n/”, and the other says “nose” or “noodles”. OK?Ss: OK.2. Listen, repeat and chant.Play the video.(课件出示:教材P40 Listen, repeat and chant的视频) Ask students to
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