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Unit Four My home 單元整體分析 本單元是義務(wù)教育人教版（pep）小學英語教科書四年級上冊第四單元。單元主題為My home（我的家）。主情景圖展示了幾個學生以及Zoom和Zip的家居生活，從而揭示本單元的主題：描述家里的居室及物品設(shè)施。 A部分共三頁，分三課時。第一課時為情景對話和練習部分。Let’s talk部分Amy向Sarah介紹自己的小貓，然后兩個人在家里的房間找來找去，終于找到了它。以此介紹了詢問物品或人物位置的句子：Is she in the ...? 以及表示房間名稱的詞匯：living room, study, kitchen。之后的Let’s play是個猜東西位置的游戲。以此來練習重點句式。第二課時為詞匯學習課時，Let’s learn中介紹了房間名稱詞匯：bedroom, study, living room, kitchen, bathroom以及詢問物品或人物位置的句子：Where is ...? Is she in the ...?之后的Let’s do通過指令活動來練習房間名稱以及在這個房間里能做的活動。第三課時為語音與字母學習課時，通過讀一讀，聽一聽，唱一唱；聽一聽、圈一圈；聽一聽，圈一圈，寫一寫三個活動，讓學生學習元音字母u在開音節(jié)中的發(fā)音/ ju:/。 B部分共四頁，分兩課時。第一課時仍然呈現(xiàn)情景對話和練習。Let’s talk中John和媽媽到處找門鑰匙，最后發(fā)現(xiàn)它在門上。以此來引出詢問物品和人物位置的句子Where are...? Are they ...? 以及詞匯：table, phone。 之后的Ask, answer and write活動來練習重點句式與單詞。第二課時以John和Mike的對話來學習新的詞匯：sofa, phone, table, fridge之后通過一個活動Let’s play來練習句子。進一步熟悉新授詞匯。之后的讀寫練習、聽音判斷、看一看并判斷的練習以及歌曲都用來鞏固練習本課的重點詞匯及句型，與C部分合為一個課時。 C部分的故事這次是有關(guān)熊伯伯和熊爺爺?shù)墓适?。他們在不同的地方找自己的眼鏡，最后發(fā)現(xiàn)眼鏡還給戴反了。學生們通過閱讀這個有趣的故事來整合本單元的重點句式及詞匯，并拓展自己的詞匯。 單元教學目標 知識目標： 1.詞匯：學生能夠聽、說、認讀單詞：bedroom, living room, study, kitchen, bathroom, bed, sofa, phone, table, fridge 2.句型結(jié)構(gòu)：能夠聽懂、會說、認讀句型Where is she? She’s in the kitchen. Open the door, please. Look! They are in the door. 3. 字母與語音：能夠掌握字母u在開音節(jié)里的發(fā)音，即/ ju:/ 能力目標 1. 能夠正確使用重點詞匯來描述家里的居室及物品設(shè)施 2. 能夠在有意義的語境中抄寫上述話題詞匯 3. 能夠在真實或模擬的情景中運用句型Is she in the ...? Yes, she is. / No, she isn’t. Where are the ...? Are they in ...? Yes, they are./ No, they aren’t. 詢問物品、人物的位置并做出相應(yīng)判斷。 4. 能夠在情景中運用句型Open the door, please. 提出行動建議 5. 能夠讀出符合開音節(jié)發(fā)音規(guī)則的含有字母u的單詞；并能根據(jù)發(fā)音拼寫出符其發(fā)音規(guī)則的單詞 情感態(tài)度、學習策略、文化意識目標 1. 在生活中能夠主動詢問或?qū)e人的詢問能夠熱情應(yīng)答 2. 能夠感受到家的溫馨，從而激發(fā)學生愛家、愛家人的情感 3. 能夠主動收拾物品并擺放整齊，養(yǎng)成良好的生活習慣 4. 能夠逐步做到見到符合u-e發(fā)音規(guī)則的單詞，并能夠根據(jù)發(fā)音拼寫符合u-e發(fā)音規(guī)則的單詞。 教學重難點 教學重點 1. 能夠聽、說、認讀單詞：bedroom, living room, study, kitchen, bathroom, bed, sofa, phone, table, fridge 2. 能夠聽懂、會說句型Where is she? She’s in the kitchen. Open the door, please. Look! They are in the door. 3. 能夠正確使用重點詞匯來描述家里的居室及物品設(shè)施 4. 能夠掌握字母u在開音節(jié)里的發(fā)音，即/ ju:/ 教學難點 1. 能夠在真實或模擬的情景中運用句型What’s his/her name? His/ Her name is ... Who’s he / she? He / She is ... 詢問他人的姓名或身份，并能回答 2. 能夠認讀并在情景中運用句型Is she in the ...? Yes, she is. / No, she isn’t. Where are the ...? Are they in ...? Yes, they are./ No, they aren’t. 詢問物品、人物的位置并做出相應(yīng)判斷。 3. 能夠在有意義的語境中抄寫話題詞匯 4. 能夠根據(jù)u在開音節(jié)里的發(fā)音規(guī)則拼讀單詞，并能夠根據(jù)其發(fā)音規(guī)則拼寫單詞 教學方法 情景創(chuàng)設(shè)法、游戲教學法、多媒體輔助教學法、TPR、小組合作學習法 教學時間 本單元教學用時兩周，建議使用六課時完成教學任務(wù) 第一課時：A. Let’s talk. Let’s play 第二課時：A. Let’s learn. Let’s do 第三課時：A. Let’s spell. 第四課時：B. Let’s talk. Ask, answer and write 第五課時：B. Let’s learn. Let’s play 第六課時： B. Read and write. Let’s check. Let’s sing. C. Story time. 知識視窗 音譯詞 音譯詞是以讀音相近的字翻譯外族語言而形成的詞。也就是說，原來本族語中并沒形容這種物品的詞語，只好借用與原族文字的音相近的字組成詞語。比如我們的沙發(fā)來自英語發(fā)音：sofa，吉普來自英語發(fā)音：jeep，芒果來自英語：mango，芭蕾來自英語ballet, 保齡來自bowling, 迪斯科來自disco, 皮卡車來自pickup, 坦克來自tank，基因來自gene。讀讀看，是不是非常相近呢？不過其實英語中也有來自漢語里的音譯詞，比如tofu豆腐，kung fu功夫，mahjong麻將。 寵物在家庭中的地位 在西方國家，由于受宗教等的影響，寵物也被大多數(shù)西方人認定為家庭的一員，具有和其他成員一樣乃至更高的家庭地位。它們并不是一個用來陪伴的玩物，而是有尊嚴有權(quán)利的正式家庭成員。2013年美國人在寵物身上的花費為六千萬美元。人們不僅為他們的寵物花很多錢，甚至還會冒著生命危險來拯救自己的寵物。而且，在某些法律案件里，因為寵物的死亡可能為主人帶來心理、情緒上的損失，所以法官要據(jù)此考慮應(yīng)有的賠償。在西方，動物保護的各種法規(guī)越來越完善，善待寵物，與寵物平等友好相處并不僅僅是個人行為，可能還是法律義務(wù)。 第一課時 課時內(nèi)容 A. Let’s talk；Let’s play 課時分析 在Let’s talk部分，Amy向Sarah介紹自己的寵物貓，告訴Sarah自己的貓非?？蓯?。Sarah想看看它。然后兩個人在客廳、書房等地方都沒有找到它，最后發(fā)現(xiàn)它在廚房的冰箱頂上。在這個過程中，學生可以了解三個居室的名稱：living room, study, kitchen，同時可以了解詢問人物或物品的位置的句子：Where is she? Is she in the living room? 以及回答：She’s in the kitchen. No, she isn’t. 要注意提醒學生的是，在西方，寵物被視為家庭成員，所以在課文中沒有用it，而是用的人稱代詞she來代指貓。 Let’s play是個猜物品位置的游戲。一個同學把自己的文具藏起來，讓另外一個同學找一找。在找的過程中，要使用句式：Where is my...? Is it in...? Is it on...? 等。使學生在相對真實的語境中理解重點句式，感受重點句式的含義和用法。同時，在游戲中做到可以自由地表達。 課時目標 1. 能夠聽懂、會說句型：Where is she? Is she in the living room? Is she in the study? Yes, she is. / No, she isn’t. She is in the kitchen. 2. 能夠聽懂、會說以下詞匯：living room, study, kitchen 3. 能夠聽懂、會讀對話，并能分角色表演 4. 能夠在真實或模擬的情景中正確使用句型Is she in the ...? Yes, she is./ No, she isn’t. 詢問物品或人物的位置 5. 能夠大膽表達，樂于使用英語與他人進行交流 課時重難點 1.重點 能夠聽懂、會說句型：Where is she? Is she in the living room? Is she in the study? Yes, she is. / No, she isn’t. She is in the kitchen. 能夠聽懂并使用詞匯：living room, study, kitchen 能夠聽懂、會讀對話，并能分角色表演 2. 難點 能夠在真實或模擬的情景中正確使用句型Where is she? Is she in the living room? Is she in the study? Yes, she is. / No, she isn’t. 來詢問并人物、物品位置 教學準備 1. 多媒體課件、錄音機、磁帶 2. 單詞圖片 教學過程 Step 1 Warm up 1. 播放歌曲：Finger family. 學生先傾聽，再學唱。 Teacher：Boys and girls, let’s listen to a song, finger family. Father finger, father finger, where are you? Here I am, here I am, how do you do? Mother finger, mother finger, where are you? Here I am, here I am, how do you do? Brother finger, brother finger, where are you? Here I am, here I am, How do you do? Sister finger, sister finger, where are you? Here I am, here I am, how do you do? Baby finger, baby finger, where are you? Here I am. Here I am. How do you do? Teacher: Now sing with it. And show me your hand. Let’s sing and do. 設(shè)計意圖：這首歌以五個手指作為一個家人，既在歌聲中復(fù)習并鞏固了家庭成員類的稱呼，又熟悉了詢問位置的句式：Where are you?為本課時的學習奠定基礎(chǔ)。此外，這首歌在演唱時可以利用手指進行動作演示，充滿了樂趣，能夠極大地激發(fā)學生的學習興趣，為英語學習營造良好的氛圍。 Step 2 Lead in 1. 詢問自己物品的位置，請學生來回答。 Teacher：Where is my book? Is it in the desk? Is it in your schoolbag? Is it under the desk? Is it on the desk. 引導(dǎo)學生回答：No, it isn’t. Yes, it is. 設(shè)計意圖：通過詢問自己的教材的位置來引導(dǎo)學生理解本課時重點句式。并學習如何使用Yes, it is. No, it isn’t來回答。 2. 展示貓的部分圖片，請學生猜一猜它是什么，講授單詞cute。 Teacher: Look at this picture. Guess, what is it? Is it a book? Is it a key? Is it a candy? Try to guess, please. Teacher: Yes, it’s a cat. Is it cute? Yes, it is very cute. And look at this cute dog. This tiger is cute, too. Do you like the cute cat? 設(shè)計意圖：以猜測使學生來練習一般疑問句及其回答。同時通過貓的形象來使學生理解詞語cute的含義。 Step 3 Presentation 1. 提出問題，引起學生閱讀興趣，呈現(xiàn)對話內(nèi)容。 Teacher：Do you like cats? Do you have a cat? Amy has a cat. Is it cute? Where is it? Let’s listen and find. 2. 播放對話錄音，學生找出答案。聽完錄音后，請學生說出自己的答案。 Teacher: Answer the question, please. Yes, Amy’s cat is cute. The cat is in the kitchen. 設(shè)計意圖：通過提問引起學生的閱讀興趣，并使學生帶著問題認真傾聽課文內(nèi)容。 3. 出示教材中的圖片，使學生理解新詞含義和拼寫方法。 Teacher：Look at this picture. Where is it? Is it the kitchen? No, it’s the living room. （板書單詞）Read it together, please, living room. Look at this one, is it a living room? No, it’s the study. （板書單詞）Read it one by one, please. And where is it? Yes, it’s the kitchen. （板書單詞）Girls read it, please. Boys read it, please. 設(shè)計意圖：以一般疑問句的形式來講授居室類單詞。 Step 4 Practice 1. 再次播放課文錄音。學生跟讀課文。 Teacher: Boys and girls, let’s read the dialogue after the tape. Please listen carefully, read carefully. 2. 學生分角色朗讀課文。 Teacher: Now, who wants to be Amy? Who wants to be Sarah? Let’s read it in roles. 3. 請學生戴上頭飾來扮演對話的角色，表演對話。 Teacher: Now we’ll find the best actor or actress. Please come to the front and show the dialogue. 設(shè)計意圖：通過以上三個活動，使學生能夠充分理解課文內(nèi)容，并且能夠正確朗讀課文。在不同形式的讀和表演活動中，使學生逐步理解并掌握本課的重點句型，為其達到熟練表達奠定基礎(chǔ)。 4. 出示不同房間的圖片，學生快速說出單詞。 Teacher：Look at the pictures of the rooms. What is it? Say the word quickly. 設(shè)計意圖：幫助學生將語音與語義結(jié)合起來進行記憶。 5. 做動作，讓學生猜猜看這是在哪個房間。 Teacher：Look at me, what am I doing? I am watching TV. So what room am I in? Yes, I am in the living room. Teacher: Can you do some actions? Where is he? Where is she? Guess 設(shè)計意圖：通過動作來猜測房間名稱，使學生更好地理解房間的意思，并能夠更好地理解重點句式的問答。 6. 完成Let’s play. 活動。 Teacher: Now, let’s play. Let’s play hide and seek. You, please.（請學生閉上眼睛）Where is my book? Ask me, please. You can say is it in the desk. My book is in his desk. Teacher: Who wants to play this game? 設(shè)計意圖：以這種游戲來練習本課的重點句式。 Step 5 Summary 1.再次播放歌曲Finger family，學生齊唱歌曲并表演。 Teacher: Let’s sing the song finger family together. Please sing and do the actions. 設(shè)計意圖：利用熱身的歌曲來總結(jié)本課，讓學生在歌聲中熟悉本課詢問位置的句式。 課堂作業(yè) 一、根據(jù)單詞選出正確的圖片。 ( ) 1. living room A. B. ( ) 2. study A. B. ( ) 3. kitchen A. B. 二、為下列問句選擇正確的答句。 ( ) 1.Where is the book? A. He is in the living room. B. It is in the desk. ( ) 2.Is Amy in the study? A. Yes, it is. B. Yes, she is. ( ) 3. Is the pen in the pencil box? A. No, it isn’t. B. He is in the study. 三、連詞成句。 1. Is in your desk it (?) ________________________________________________________ 2. Where my is pen (?.) ________________________________________________________ 3. in She the is kitchen (.) ________________________________________________________ 答案： 一、1. B 2. B 3. A 二、1.B 2. B 3. A 三、1.Is it in your desk? 2. Where is my pen? 3. She is in the kitchen. 板書設(shè)計 Unit Four My home A. Let’s talk living room study kitchen Where is ...? Is she in the ...? Yes, she is. / No, she isn’t. 第二課時 課時內(nèi)容 A. Let’s learn; Let’s do 課時分析 在Let’s learn部分，呈現(xiàn)了Amy家的截面圖，二樓的臥室，書房，一樓的客廳、廚房和浴室。Amy的爸爸在問Amy在哪里。Amy的媽媽告訴他，Amy在書房里。以此為背景呈現(xiàn)居室名稱類詞匯：bedroom, study, living room, kitchen, bathroom。詢問物品或人物在哪里的句型：Where is ...? Is she in the ...? Let’s do 是個與居室和活動相關(guān)的指令性活動。包括：Go to the living room. Watch TV. GO to the kitchen. Have a snack等等內(nèi)容。學生首先要熟悉這些居室的名稱，還要了解這些動詞短語的意思和讀音，并能將兩者正確地匹配起來?？梢栽诮虒W中設(shè)計一些活動，讓學生熟悉、操練這些內(nèi)容。 本課時內(nèi)容為重點話題的詞匯支撐，可結(jié)合上課時的重點句式內(nèi)容一起進行學習。引導(dǎo)學生創(chuàng)設(shè)虛擬的情景來進行交流，在交流中掌握新學習的知識，提高自己的語言表達能力。 課時目標 1. 能夠聽懂、會說、認讀單詞：bedroom, study, living room, kitchen, bathroom 2. 能夠在真實或虛擬的情景中聽懂、會說、認讀句式：Where is ....? Is she / he in the ...? Yes, she/ he is. / No, she/ he isn’t. 3. 能夠聽懂會說Let’s do中的指令，并能做出正確的反應(yīng) 課時重難點 1.重點： 能夠使用重點詞匯來描述居室名稱 能夠在真實或越擬的情景中使用重點句式詢問人物或物品的位置 2. 難點： 能夠聽懂會說Let’s do 中的語句，能夠正確匹配居室和活動 教學準備 1. 多媒體課件、錄音機、磁帶 2. 居室單詞卡片 教學過程 Step 1 Warm up 1.呈現(xiàn)韻句：Where is it? 學生先傾聽，再跟唱，最后齊唱。 Teacher: Let’s chant. Listen to me first. Where is it? Where is it? Is it on the desk? Is it in the bag? Is it under the chair? Where is it? Where is it? It’s in the book. It’s in my book. Teacher: Now please chant with me. Let’ s chant together. 設(shè)計意圖：以韻句來營造良好的英語學習氛圍，帶領(lǐng)學習集中注意力開啟英語學習。同時，以韻句內(nèi)容來熟悉、回憶有關(guān)詢問物品位置的句式，為接下來的學習做好知識與心理的雙重準備。 Step 2 Lead in 1. 播放圖片來介紹自己的家。讓學生通過真實的場景來理解新授單詞的意思。 Teacher：Boys and girls, where is it? It’s my home. Welcome to my home. I will show the rooms in my house. This is my living room. I watch TV in the living room. This is my kitchen. I have a snack. I cook delicious food in it. This is my bathroom. I take a shower, wash my face in it. This is my study. I read books in it. This is my bedroom. I have a nap and sleep in it. Do you like my home?（介紹的同時板書居室名稱單詞） 設(shè)計意圖：本課時中學習到的各居室的名稱在漢語中學生應(yīng)該很清楚，但是英語名稱與漢語名稱的匹配可能并不是很清楚。以真實房間的圖片使他們一目了然地明白各個居室的英語名稱，同時通過老師的介紹使他們初步感受活動類短語的意思，為進一步的學習做好準備。 Step 3 Presentation 1. 引起閱讀興趣，播放課文錄音。 Teacher：You know my home well. Do you want to see Amy’s home? Let’s listen and watch. And try to answer, where is Amy? 學生帶問題認真傾聽錄音內(nèi)容，然后嘗試回答。 Teacher: Now show me you answer. Where is Amy? Yes, she is in the study. 設(shè)計意圖：引導(dǎo)學生帶著問題去聽錄音，培養(yǎng)其認真傾聽且在傾聽中關(guān)注重要信息的能力。 2. 再次播放課文內(nèi)容，學生跟讀。 Teacher：Listen to the text again and read with it. 設(shè)計意圖：跟讀，以掌握正確的讀音 Step 4 Practice 1. I point you say.我指你說。教師指向黑板上的單詞，學生快速讀出單詞。 Teacher：Now，I point you say. I will point to the word on the blackboard. Please read the word quickly. What’s this? What’s this? What about this one? 設(shè)計意圖：此活動保證學生能夠正確認讀單詞，使學生能將新詞的字義與字形字音結(jié)合起來進行統(tǒng)一記憶。 2.出示居室圖片，請學生快速說出其名稱。 Teacher：Look at this picture, what room is this? Yes. Read it one by one, please. And what about this one? What room is it? Boys repeat it, please. And what about this one? Girls read it, please. ... 設(shè)計意圖：通過看圖說單詞，使學生再次將單詞的意思和單詞的讀音結(jié)合起來，統(tǒng)一進行記憶。 3. 出示單詞卡片，學生先快速讀出單詞，再出示卡片的背面，讓學生猜單詞。 Teacher：Look at the cards of the new words. Please read it as quickly as you can. Teacher： I show the back of the cards. Guess, what word is it? You can say: is it a ...? Please have a try. 設(shè)計意圖：通過猜單詞，一方面培養(yǎng)學生認真傾聽的能力，另一方面使學生自然地多次重復(fù)說出、聽到新學習到的單詞，提高他們對于單詞的熟悉程度。 4. 針對各個房間進行活動問答。 Teacher：What do you do in the living room? You read a book. You watch TV. You make a call....（板書短語watch TV）Read it and do the action with me, watch TV. Teacher: What do you do in the bedroom? You do your homework. You sleep. You listen to music. You have a nap. A nap means you sleep for a short time. (板書短語have a nap）Read it and do the actions with me. Teacher: What do you do in the kitchen? You have breakfast, lunch and dinner. You cook. Good. Oh, you wash the dishes. Good girl. （板書短語have a snack）Read it after me and do the action, please. Teacher: What do you do in the bathroom? You can take a shower. You can take a bath. （出示不同的圖片，幫助學生區(qū)別兩種活動）And you wash your face and hands. （板書短語take a shower）Repeat it with me and do the action, please. Teacher: What do you do in the study? You read books and do your homework. （板書短語 read a book）Repeat it with me and do the action, please. 設(shè)計意圖：將在房間能夠做的活動與房間結(jié)合起來。使學生加深對于房間詞匯的理解和認識，幫助他們更加地記憶單詞。同時，引出Let’s do中的短語，為下一步的活動做好知識上的準備。 5. 房間與活動匹配。教師說出居室名稱，學生說出相應(yīng)的活動。教師做出動作，學生說出活動并說出相應(yīng)的居室名稱。 Teacher: Now let’s match. I say the name of the rooms, you say what you do in it. Teacher： Now I do the action, Say what I do and where am I. Teacher: Who wants to do the actions? Show us, please. Where is he/ she? Are you in the... ? 設(shè)計意圖：通過這樣的活動，使學生將活動與居室名稱匹配起來，形成對于新授詞匯的立體記憶， 并對于Let’s do 指令的正確反應(yīng)奠定了基礎(chǔ)。 Step 5 Summary 1. 完成Let’s do 活動。 Teacher: Listen and show me the actions. Go to the living room. Watch TV. Go to the study. Read a book. Go to the kitchen. Have a snack. Go to the bedroom. Have a nap. Go to the bathroom. Take a shower. Teacher: Now I say Go to the... You say the action. Ready? Go to the bathroom. Yes, take a shower. Go to the living room. Yes, watch TV. Teacher: Now I say the activities, you say the rooms. Have a snack. Yes, you should say Go to the kitchen. Read a book. Good, go to the study. 設(shè)計意圖：將指令活動改編成三個活動，學生先是熟悉兩者的讀音及匹配情況。接下來通過兩個活動來幫助他們鞏固匹配情況，以達到牢固掌握短語與居室名稱的目的。 課堂作業(yè) 一、根據(jù)圖片選擇正確的單詞。 ( ) 1. A. bedroom B. living room ( ) 2. A. living room B. bathroom ( ) 3. A. kitchen B. study ( ) 4. A. bedroom B. kitchen 二、判斷下列句子與圖片是（T）否（F）相符。 ( ) 1. –Is she in the kitchen? -- Yes, she is. ( ) 2.—Where is she? --- She is in the study. ( ) 3.—Is he in the living room? -- Yes, he is. ( ) 4. –Where is she? --She is in the classroom. 三、將下列活動與相應(yīng)的居室連起來。 Watch TV living room Take a shower kitchen Read a book. bathroom Have a snack. study Have a nap. bedroom 答案： 一、1. A 2.B 3.B 4.B 二、1.T 2. F 3. F 4. T 三、略 板書設(shè)計 Unit Four My home A. Let’s learn bathroom study kitchen bedroom living room Where is she? She is in the ...? Is she in the ... ? Yes, she is. / No, she isn’t. 第三課時 課時內(nèi)容 A. Let’s spell 課時分析 本部分分為語音學習和單詞書寫兩部分內(nèi)容。通過聽一聽，讀一讀，唱一唱的活動，讓學生通過聽、讀、拆音等練習體會并掌握字母u在單詞中的發(fā)音，本課時主要學習其在開音節(jié)里發(fā)的雙元音/ ju: /。本活動中呈現(xiàn)的韻句為：One cute cat uses two, two balls. Two cute cats use three, three balls. Three cute cats use four four balls. Four cute cats use five, five balls. Five cute cats use six, six balls. One, two, three, four, five, six, Five cute cats playing tricks. 韻句中呈現(xiàn)含有u的開音節(jié)詞匯：cute, use。同時在教材中以圖片形式呈現(xiàn)語音例詞use, cute, excuse。學生通過這些語音例詞以及韻句的誦讀，來感受并掌握字母u在開音節(jié)里的發(fā)音。之后的聽一聽，圈一圈，說一說的活動，讓學生區(qū)分開音節(jié)與閉音節(jié)，將單詞的讀音與字形結(jié)合起來，進一步訓(xùn)練學生的聽音辨音能力。聽一聽，圈一圈，寫一寫的活動學生需要判斷字母u在本單詞中的發(fā)音是屬于閉音節(jié)類還是開音節(jié)類，圈出相應(yīng)的代表字母，并寫出單詞。這個活動幫助學生進一步掌握拼讀規(guī)則，并根據(jù)拼讀規(guī)則拼寫出單詞。 在教學過程中，需要通過多種活動，使學生自己發(fā)現(xiàn)、感悟字母的發(fā)音規(guī)律。 課時目標 1. 能夠感知并歸納字母u在開音節(jié)(u-e結(jié)構(gòu))中的發(fā)音規(guī)則 2. 能夠讀出符合u-e發(fā)音規(guī)則的單詞 3. 能夠根據(jù)單詞的讀音拼寫出符合u-e發(fā)音規(guī)則的單詞 課時重難點 1.重點： 能夠感知并歸納字母u在開音節(jié)(u-e結(jié)構(gòu))中的發(fā)音規(guī)則 能夠讀出符合u-e發(fā)音規(guī)則的單詞 2. 難點： 能夠根據(jù)單詞的讀音拼寫出符合u-e發(fā)音規(guī)則的單詞 教學準備 1. 多媒體課件、錄音機、磁帶 2. 語音例詞單詞卡 教學過程 Step 1 Warm up 1. 呈現(xiàn)韻句：Where is my book? 教師先示范，學生傾聽后跟讀，之后一起表演說。 Teacher：Boys and girls, let’s chant. First, please listen to me. Where is it? Where is it? Where is my book? Is it on the desk? Is it on the desk? No, it isn’t. It isn’t on the desk. Is it in the desk? Is it in the desk? No, it isn’t. It isn’t in the desk. Is it under the desk? Is it under the desk? No, it isn’t. It isn’t under the desk. Where is it? Where is it? Where is my book? It’s in my schoolbag. It’s in my schoolbag. Teacher：Now please chant with me. Teacher: Say the chant together, please. 設(shè)計意圖：以學習過的文具作為韻句的支撐詞匯，由上一課時與本課的重點句式作為韻句的主要結(jié)構(gòu)來進行熱身，幫助喚醒學生的已有知識，并為下一環(huán)節(jié)的學習做好準備。 Step 2 Lead in 1. 與學生自由交流，引出語音例詞。 Teacher: Thank you, I find my book. Where is it? Yes, it’s in the schoolbag. Oh, I don’t have my pen. Excuse me, can I use your pen? Thank you. Excuse me, can I use your pencil? Excuse me, can I use your ruler? ... 設(shè)計意圖：通過向?qū)W生借東西，使學生熟悉excuse，use兩個語音例詞的讀音及其含義。 2. 請被借了東西的學生使用句式，要回自己的東西。 Teacher：Whose ruler is this? Please come here and say the sentence: Excuse me, can I use the ruler? And the pen, the pencil. Come here please. （板書單詞：excuse, use）Please read the words after me, first. 設(shè)計意圖：銜接上一環(huán)節(jié)，讓學生有機會來通過說句子練習本課的語音例詞。 Step 3 Presentation 1. 播放語音韻句。學生先認真傾聽。然后再跟讀。 Teacher：Now, let’s listen to a chant about these words. Listen carefully. Teacher: We have many cute cats in the chant, isn’t it? （板書cute）Read it please. Teacher: Listen to the chant again. Now, let’s say the chant after it. 2. 學生自由說韻句，以自己的方式來打節(jié)奏。 Teacher: Now, say the chant freely. You can say it with your partner. And you can clap your hands to say it. 3. 表演韻句。 Teacher：Now let’s act the chant together. 設(shè)計意圖：學生先傾聽韻句，初步感受韻句內(nèi)容。然后跟讀，獲取正確的語音。自由讀可以使學生以自己喜歡的方式操練韻句，以達到熟練說韻句的目的。 4. 引導(dǎo)學生發(fā)現(xiàn)字母的發(fā)音規(guī)則。 Teacher：Look at these words on the blackboard. What can you find? Yes, there is an u in each words. What is the sound of the u? Let’s read and find. （和學生一起慢慢讀每一個語音例詞）What is the sound? Yes, it’s / ju: /. Look at my mouth and say with me. 設(shè)計意圖：通過拼讀，讓學生自己發(fā)現(xiàn)字母的發(fā)音規(guī)則，再模仿口型，獲得發(fā)音的正確方式。 Step 4 Practice 1. 看口型，猜單詞。教師說出語音例詞中的一個，但不出聲，學生通過觀察老師的口型，猜出單詞，并大聲讀出來。 Teacher: Boys and girls, let’s play a game. I will say a word. Look at my mouth carefully. Guess what word it is. And try to say it loudly. 設(shè)計意圖：通過觀察教師口型來猜單詞，有助于學生感受字母在單詞的發(fā)音，以及字母u的發(fā)音方法。 2.聽一聽，舉一舉。學生聽教師說出的語音例詞，舉起相應(yīng)的單詞卡片。 Teacher: Look at these word cards. What’s this? What’s this? What about this? You are right. Get the card, please. Teacher: The students who got the word card please come to the front. I will say the word. Please put up the correct card. 設(shè)計意圖：這個活動鍛煉學生能否正確聽懂所學的語音例詞。提高學生的聽音辨音能力。 3. 讀一讀，聽一聽，圈出正確的單詞。播放錄音，學生根據(jù)聽到的內(nèi)容在字母串中圈出相應(yīng)的單詞。 Teacher: Look at these letters. There are many words in it. Listen and find the word. Circle it. Listen, please. Cute, cut, use, fun, tube, excuse, bus, mum, mule. Teacher：Show me your answer, please. Teacher：Now let’s read these words together. 設(shè)計意圖：此活動讓學生將單詞的字音與字形結(jié)合起來，同時幫助學生區(qū)分字母u在開音節(jié)與閉音節(jié)里的發(fā)音的區(qū)別。 4. 聽一聽，圈一圈，寫一寫，根據(jù)聽到的內(nèi)容，判斷單詞是閉音節(jié)（u）還是開音節(jié)(u-e)，圈出相應(yīng)的規(guī)則字母，然后寫一寫聽到的單詞。 Teacher：Now, please listen, circle and write. Write the word that you heard. Duck is it for u or u-e? It’s for u. So circle the letter u, then write the word duck. Now, listen carefully and write the words. Duck, cute, up, use. Teacher: Show me your answer, please. Teacher: Read these words together, please. 設(shè)計意圖：學生先根據(jù)聽到單詞的發(fā)音判斷其屬于閉音節(jié)還是開音節(jié)，圈出相應(yīng)的代表符號，再在四線三格上寫一寫單詞。一方面體會單詞在四線三格中的書法方式，另一方面也在書寫中進一步體會字母在單詞里的發(fā)音。 5. 編寫語音小韻句，學生學唱。 Teacher: It’s chant time. Listen first, then say it. U, u, u; u, u, u; u is in use, /ju: /,./ju: /, /ju: /. U, u, u; u, u, u; u is in cute, /ju: /,./ju: /, /ju: /. U, u, u; u, u, u; u is in excuse, /ju: /,./ju: /, /ju: /. 6. 表演韻句。給學生練習的時間，鼓勵他們加入自己的動作，也可以小組合作，選擇小組展示韻句節(jié)拍的方式，來有創(chuàng)意地表演韻句。 Teacher：Now，let’s work in groups. Please act the chant out. You can choose the way to show it. 設(shè)計意圖：通過韻句來完整呈現(xiàn)本課的重點語音知識。在逐句的跟讀中，學生不知不覺地在重復(fù)、強調(diào)字母u在單詞中的發(fā)音，為總結(jié)、鞏固其發(fā)音規(guī)律奠定了基礎(chǔ)。 Step 5 Summary 展示語音例詞圖片，學生快速搶讀單詞，之后再齊唱韻句。 Teacher：I’ll show some words quickly. Please say it loudly. Teacher: Well done. Let’s chant together. 設(shè)計意圖：通過搶讀單詞和齊唱韻句的小活動，再現(xiàn)了本課的語音例詞和語音知識，起到了總結(jié)所學的目的。 課堂作業(yè) 一、聽錄音，圈出正確的單詞。 1. cute cut 2. use us 3. tube up 4. mum mule 5. excuse use 6. bus us 二、判斷以下單詞中劃線部分的發(fā)音是（T）否（F）一致。 ( ) 1. up us ( ) 2. fun