人教PEP三下Unit 3 Lesson 3 Part A Let's spell 教案.docx

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1、The third period （第三课时）Part A Lets spell内容分析本课是PEP小学英语三年级起点第二册Unit3第三课时。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，展示四个语音 例词：big, pig, six, milk.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闭音节里发的短音。之后的读一读，听一 听活动，通过两个相似的单词来挑战学生的听力，让他们在区分中进一步体会字 母i的发音。听一听，写一写的活动通过描红单词，使学生初步掌握单词的书写 要求并辨认字形。课时目标知识与能力（1）能够通过听例词发音

2、，观察例词中共有的特征，感知并归纳字母i在单词中的 发音规则;跟着录音说唱歌谣,强化记忆字母i的发音规则。（2）能够根据字母i的发音规则读出生词;能够通过完成读单词、听录音并选择的 活动,强化记忆字母i的音一一形对应关系。（3）能够根据单词的读音拼写出符合字母i发音的单词，并在四线三格中工整规 范地写出来。（4）通过拆音、拼音和分类等活动培养学生的语音意识。过程与方法首先，通过猜一猜游戏，延续动物这个话题。既可以带领学生复习上节课句 型、提高学生听力能力、巩固知识、促进知识的落实，又可以激发学生的学习兴趣。 自然引入四个核心单词，并巧妙地将它们融入一个故事感十足的画面中，步步激疑, 环环相扣，

3、让学生在趣味十足的活动中迅速掌握新知。其次，引导学生通过观察图片和词形，然后听录音和观看动画，再跟读,让学生 初步感知字母i的发音规则。再以big为例,引导学生思考big由几个音素组成, 分别是什么音素，以同样的方法对其余的词进行拆音训练，有利于学生掌握发音规 则。最后，利用随机指向游戏，丰富操练形式，调动学生的积极性，让不同层次的 学生都能开口读和说。整个过程，采用先读再听，然后选择;先看图再听，然后到写 。在学生进行听力练习之前，预留时间请学生对所听内容进行预测和推断,对学生 进行有效的听力技巧指导，并且通过这两个活动帮助学生进一步巩固发音规则。情感态度价值观学生在游戏活动中，不仅激发了求

4、知欲，还乐在其中，培养了他们的探索精 神。教学重难点教学重点(1)能够听懂、会说、会读、会书写单词:big, pig, six, milko(2)能够通过听例词发音，观察例词中共有的特征，感知并归纳字母i在单词中的 发音规则。教学难点能够了解元音字母i在闭音节里的发音规则，并能准确发音。教学准备教学课件、课文录音、视频、单词卡片等。教学媒体选择多媒体，录音。教学活动1 .唱歌2 .游戏3 .观看视频教学过程Step 1: Warm-up & Revision & Lead-in1 .Greeting to each other.2 . Let为do.(课件出示:教材P25 Lets do的动画

5、。)(Write down the topic what we will learn today on the blackboard.)T: Today, I would like to divide you into four groups: Fat” Thin” Tall and “Short”. Lefs have a match. Boys and girls, lets go now !55: Go, go, go!Step 2: Presentation1. Lets guess.(1)T : Boys and girls, now lets play a guessing gam

6、e. Please look at the screen carefully. When I describe a animal, you can try to guess what it is.Guess： Im big. And I have two big ears. I like eating and sleeping. Who I am?Ss: Pig!T: Bingo!Show the pig on the PPT.(出示课件)(At the same time, the teacher need to write down the word pig on the blackboa

7、rd.)(2)ShowawhaleonthePPT.(课件出示：一张鲸的图片。)T: Now, lets have a look at this animal. It9s very.?Ss: Big!T: Good job! Yes, Its big.Teach the word big by the game “Simon says”.(Write down the word big on the blackboard.)Rule： If I say “big” without saying “Simon says” , you should not say “big” .If I say

8、“Simon says, big.” ,you should say “big” loudly together.Model：T : Are you ready?Ss: Yes.T : Simon says, big.Ss： Big!T: Big.Ss： .(3)Show six pigs on the PPT.(出示课件)T: How many pigs are there?Ss: Six pigs!T: Great! There are six pigs.Write down the word six on the blackboard.(4)Show a picture: four st

9、udents are drinking milk.(课件出示：一张有四个小孩 子喝牛奶的图片。)T: Wow! Have a look! What are the students drinking?Ss: Drinking milk!T: Good job! Youre so clever!Teach the word milk”.(Write down the word milk on the blackboard.)2. Listen and find.Show Picture 1 on Page 26 on the PPT. Let students look carefully.(出

10、示课件)T: Look at the picture, listen, repeat and chant the recording, please.Play the cartoon again. Ask students to read after the recording.Show the four words on the PPT: big, pig, six, milk.(出示课件)T: Can you find the same letter?Ss: Yes, they all have letter i”.T: What is the sound?Ss: /I/.T: Great

11、!3. Read and think.T: Boys and girls, look at my mouth carefully. Big, big, big. /b/-/I/-/g/, big. Read after me, please.Students follow the teacher, and think out the pronunciation rules.T: How many sounds do you hear in big?Ss: Three.T: What are they?Ss: /b/, /I/, /g/.Teach the words “pig six milk

12、 in the same way.4. Play a gameWho is faster?The teacher will divide the students into three groups. They are “beginning” Group, “middle” Group, and “end” Group. Then the teacher reads the phoneme of the word. Students who are called must stand up as quickly as possible.For example:T: Are you ready

13、? One, two, three, go!T： Big, big. Where is the sound /g/ in big? Beginning, middle or end ?Ss： (The “end” Group should stand up at once.)Step 3: Practice1. Lets try.Show some new words which have same phoneme“。/in them on the PPT . Ask students to read them by themselves.Such as sit, fit, kid, bit,

14、 miss, fish, live, give, bin.2. Who is lucky dog?Show an arrow on the PPT and points to a word at random that includes above words: sit, fit, kid, bit, miss, fish, live, give, bin.If the arrow points a word, then students should read the word together and then continue to point to another word. Stud

15、ents read it one by one.(出示课件)T: Ready, go!51: Kid !T: Ready, go!52: Sit!T: Ready, go!53: Fish ! 3.Read and sing the chant.(l)Understand the chant.Show the chant on the PPT.(出示课件)Play the recording for the first time.(2)Students read after the chant, and then chant together.(3)Show time.Step 4: Cons

16、olidation & Extension1 . Read and listen.(课件出示:教材 P26 Read and listen 的图片)(l)Students read the words by themselves.(2)Then listen and circle the words which they heard just now.(3)Check the answers with the teacher.2 Listen and write.(课件出示:教材 P26 Listen and write 的图片)(l)Students look at the pictures

17、. Students spell the words after the teacher. The teacher stresses the orders of spelling, then asks students to listen and write down the words.(2)Check the answers with the teacher together.(3)Students read the words loudly on their own.板书设计Unit 3 At the zooPart ALetfs spellbig pig six milki /I /作

18、业设计1. Read the chant after class three times.(读三遍今日所学的小歌谣。)2. Try to find more words that have i and sound “/I/ and share them next class. (尝试找到更多带有字母i且发/I/的单词，并在下节课分享出来。)教学反思1 .注重学生学习策略的培养。在学生进行听力练习之前，预留时间请学生对所 听内容进行预测和推断,对学生进行有效的听力技巧指导。2 .基于单元整体设计创设教学情景，注意话题的延续性和整体性。3 .通过设计趣味性的活动激发学生的学习兴趣，调动学生的学习热情,营造浓 郁的英语学习氛围。4 .通过拆音、拼音和分类等活动，有效培养学生的语音意识。