三年级英语上册Unit5Letseat教案人教PEP.docx

Unit 5 Lets eatl 单元整体分析本单元是义务教育人教版（pep）小学英语教科书三年级上册第五单元。单元主题为Lets eat!（让我们吃吧！）。主情景图通过孩子们野餐的情景来引出本单元的重点话题：表达想吃的食物及其应答。A部分共三页，分三课时。第一课时为情景对话和练习部分。Lets talk部分中Mike和妈妈在吃早餐。Mike向妈妈表示自己想喝果汁。妈妈把果汁给他并向他提供了面包，Mike则向妈妈表示了感谢。玩一玩部分中，学生进行了累加食物的游戏。第二课时为重点词汇和重点句型呈现，这次是Sarah在向她妈妈说自己饿了，通过他们的对话引出动物类三会词汇：juice, egg, milk, bread以及重点句式：Im hungry! Have some . Lets do是个与食物相关的指令性活动。学生通过听指令做动作或发出指令来操练本课的重点单词。第三课时为语音学习，通过听一听、读一读、唱一唱，听一听、圈一圈，听一听、写一写三个活动，学习字母OPQRST六个字母的字形、书写及其在单词里的发音。B部分共四页，分两课时。第一课时仍然呈现情景对话和练习。在Lets talk中，Wu Yifan，John和Chen Jie在进行野炊。Wu Yifan在向John表达自己想要喝的东西。引出重点句式：Can I have some. Please? Here you are. Thank you. Youre welcome. Lets play是个游戏活动。学生两人一组，运用食物类卡片来进行对话练习。 第二课时以孩子们在Zoom和Zip的餐厅点餐的场景呈现三会词汇：cake, water, fish, rice 以及重点句式：Can I have some . please? Here you are. 并通过一个TPR动作反应活动Lets do，来练习这些重点词汇。之后的阅读练习、听音判断、连线以及歌曲都用来巩固练习本课的重点词汇及句型，与C部分合为一个课时。C部分的故事中，Zoom在餐厅里点餐。结果他还没有吃到，他点的鱼就被一只猫偷偷吃掉了。故事内容简单而有趣，学生通过这样的小故事享受到阅读的乐趣，复习已知的知识，并扩展自己的表达，为他们之后深入的文本阅读奠定了基础。l 单元教学目标 知识目标：1.词汇：学生能够听、说、认读单词：bread, juice, egg, milk, water, cake, fish, rice2. 句型结构：能够听懂、会说句型：Im hungry. Have some. Id like some . Here you are. Youre welcome. 3. 字母与语音：能够正确听、说、读、写字母Oo, Pp, Qq, Rr, Ss, Tt并知道其在单词中的发音 能力目标1. 能够在图片、实物或情景的帮助下运用句型Id like some. Can I have some . ? 表达想吃的食物以及用Here you are. Have some . 为别人提供食物或请别人吃东西2. 能够在情境中运用句型Thank you/ Thanks. 表达感谢及用Youre welcome. 作答3. 听到字母能说出它对应的发音 情感态度、学习策略、文化意识目标1. 能够比较中西方早餐的异同，了解中西方餐具和菜谱的不同2. 能够建立单词音、义、形之间的联系，整体学习单词l 教学重难点 教学重点1. 能够听、说、认读单词：bread, juice, egg, milk, water, cake, fish, rice2. 能够听懂、会说句型Im hungry. Have some. Id like some . Here you are. Youre welcome. 3. 能够正确听、说、读、写字母Oo, Pp, Qq, Rr, Ss, Tt并知道其在单词中的发音。 教学难点能够在图片、实物或情景的帮助下运用句型Id like some. Can I have some . ? 表达想吃的食物以及用Here you are. Have some . 为别人提供食物或请别人吃东西Thank you/ Thanks. 表达感谢及用Youre welcome. 作答听到字母能说出它对应的发音l 教学方法情景创设法、游戏教学法、多媒体辅助教学法、TPR（全身运动反应法）、简笔画、小组合作学习法。l 教学时间本单元教学用时两周，建议使用六课时完成教学任务。第一课时：A. Lets talk. Lets play. 第二课时：A. Lets learn. Lets do. 第三课时：A. Letters and sounds 第四课时：B. Lets talk. Lets play.第五课时：B. Lets learn. Lets do.第六课时：B. Start to read. Lets check. Lets sing. C. Story time. l 知识视窗美式早餐美式早餐内容相当丰富，包括下列5种：1. 水果或果汁，果汁分为罐装果汁（canned juice）和新鲜果汁（fresh juice），2. 谷类 （Cereals）一般为玉米、燕麦等制成的谷类食品，如玉米片（corn flakes），脆爆米（rice crispies），脆麦（rye crispies），泡芙（puff rice），小麦干（wheaties），保健麦片（cheerios），通常加砂糖及冰牛奶，有时再加香蕉切片、草莓或葡萄干等。还有麦片粥（oatmeal）或者玉米粥（cornmeal）。3.蛋类，随烹饪方法不同可分为煎蛋fried eggs（只煎一面的荷包蛋称为sunny-side up, 两面煎半熟叫over easy, 两面全熟的叫over hard或over well-done ）boiled eggs带壳水煮蛋(煮三分钟熟的叫soft boiled, 煮五分钟熟的叫hard boiled) Poached eggs去壳水煮蛋(将蛋去壳，滑进锅内特制的铁环中，在将沸的水中或水面上煮至所要求的熟度。) scrambled eggs 炒蛋omelet 蛋卷等。4. 吐司和面包。吐司通常烤成焦黄状，但toast with butter和buttered toast是不同的。Toast with butter是指端给客人时，吐司和牛油是分开的。Buttered toast是指把牛油涂在吐司上面之后，再端给客人，美国的coffee shop大都提供这种buttered toast。此外，还有各种糕饼，以供客人变换口味。注意吃的时候不可以用叉子叉，要用手拿，抹上牛油、草莓酱(strawberry jam)或橘皮(marmalade)，咬着吃。5. 饮料（Beverages），指咖啡或茶等不含酒精的饮料。所谓white coffee是指加奶精(cream)的咖啡。不加奶精的咖啡就称为black coffee。在国外，tea（茶）一般是指红茶而言。如果要绿茶则须指明green tea。早餐的咖啡和红茶都是无限制供应。欧陆式早餐比美式早餐简单，内容大致相同，但不供应蛋类，客人想点叫蛋类食品时，得另外付费。第一课时l 课时内容A. Lets talk. Lets play. l 课时分析 在Lets talk部分，Mike和他妈妈在吃早餐。Mike想要喝一些果汁，妈妈递给他果汁，并递给他些面包。Mike向妈妈表示了感谢。在对话过程中，展示了如何表达自己想要吃、喝的东西的句式：I would like some , please. 向别人建议或提供食物的句式：Have some 把食物或物品递给别人的句式：Here you are. 以及如何向别人表示感谢：Thanks. 食物类的词汇分可数名词和不可数名词，在教授时，需要提醒学生注意，some后边跟可数名词的复数形式，也可以接不可数名词。教授食物类词汇时，要有意识地把它们分成不可数和可数两类。Lets play活动是个累加游戏，与上课时中的故事一样，一方面锻炼学生的记忆能力，另一方面也考验学生单词积累量。同时，学生在进行游戏的过程中，还需要认真倾听别人的发言，这对于培养他们认真听课的习惯也很益处。这个活动在本课时主要用来操练重点句式：I would like some为更好地进行这个活动，需要向学生输入一些食物类词汇，但只需要学生会口头运用就可以。这样可以帮助学生支撑起对话，使他们在活动中能够更加真实地表达自己的想法。l 课时目标1. 能够听懂、会说单词：juice, bread, egg2. 能够听懂、会说句型：I would like some ., please. Here you are. Have some Thanks. 3. 能够在真实或模拟的情景中正确使用句型I would like some , please. 来表达自己想吃的食物；能够在真实或模拟的情景中正确使用句型Here you are. Have some来提供或建议别人食用某种食物4. 能够正确朗读对话，并能够表演对话5. 能够乐于和同学一起用英语进行交流l 课时重难点1.重点能够听懂、会说单词：juice, bread, egg能够听懂、会说句型：I would like some ., please. Here you are. Have some Thanks. 能够正确朗读对话，并能够表演对话2. 难点能够在真实或模拟的情景中正确使用句型I would like some , please. 来表达自己想吃的食物；能够在真实或模拟的情景中正确使用句型Here you are. Have some来提供或建议别人食用某种食物l 教学准备1. 多媒体课件、录音机、磁带2. 食物类图片l 教学过程 Step 1 Warm up1. 播放歌曲：Old MacDonald。Teacher: Lets sing the song Old MacDonald together. 设计意图：以学习过的歌曲来热身，让学生在有节奏地歌唱中做好学习英语的准备。同时，复习上一单元学过的动物类单词，为下一环节的学习做好铺垫。 Step 2 Lead in1.展示动物图片的一部分，请学生猜出动物名称。Teacher：Boys and girls, look at this picture. Its a kind of animal. Whats this? Guess. 设计意图：由猜测再一次复习动物类单词，为下一环节做好铺垫。2. 简笔画画出食物图片，请学生猜一猜，讲授新单词。Teacher: This time, I will draw something on the blackboard, Guess, whats this? (以简笔画画面包) Its bread. Please dont say a bread. Its bread. （板书单词）Read after me, bread. Do you like bread? （与学生交流，讨论，在交流中使用新学单词bread）（以简笔画画出果汁）Whats this? Its juice. Say it together, please, juice, juice. （板书单词）Do you like juice? Do you like orange juice? Do you like apple juice? （以简笔画画出鸡蛋）Whats this? Its an egg. And these are eggs. Read after me, an egg, eggs. （板书单词）设计意图：延续上一个环节猜单词的方式，来以简笔画的方式展示新单词，让学生能够直观地感受单词的意思。并且在交流中让学生理解其具体用法。 Step 3 Presentation1.展示教材图片，讨论其内容，引起阅读兴趣，引出课文。Teacher: Look，whos this? Yes, this is Mike. Whos this? This is his mum. Whats this? Its juice. What would Mike like? Listen to the tape, please. 2. 播放课文内容，学生认真倾听， 尝试回答问题。Teacher：What would Mike like? Yes, he would like some juice. What does his mum give him? Yes, some bread. 3. 再次播放课文内容，学生跟读。Teacher: Please listen to the tape again, and follow it, please 设计意图：先观察图片内容，引起学生的阅读兴趣，再通过讨论、回答问题帮助学生理解课文内容。通过跟读，让学生掌握正确的读音，保证其能顺利地朗读课文。 Step 4 Practice1. 自由读课文。Teacher：Read the dialogue freely. If you have any questions, raise your hand and ask me. 2.分角色朗读课文。Teacher: Lets read the dialogue in roles. Who wants to be Mike? Who wants to be his mum? Lets find the best pair.3. 表演课文。Teacher: Lets act the dialogue out. Who wants to try?设计意图：自由读可以给学生练习朗读的时间，也便于教师针对个人进行帮助和辅导。分角色朗读保证学生能够正确、流利地朗读对话，并在分角色中感受对话的意思和情境。表演课文使学生脱离课本，帮助他们内化课文内容，4. 游戏，我指你说。教师指向黑板上的单词，学生读出单词，并说出句子Id like some.Teacher: Now, lets play a game. I point you say. I will point to the word on the blackboard. Please read it loudly and say the sentence: Id like some . Are you ready? Lets go. 设计意图: 通过这个活动，让学生将字形与字音结合起来，并让学生借机操练重点句式，使他们既熟悉了单词又熟悉了句式。5. Lets play. 出示更多的食物图片，请学生完成Lets play的活动。Teacher：Look at Lets play. What would Wu Yifan like? Yes, he would like some bread. What would like Chen Jie like? She would like some bread and juice. And John would like some bread, eggs and juice. Do you know how to play this game? You should remember what the first one said, and say what you would like. Look at the pictures. I have many pictures of food. You can use these words to play. Read after me, milk, donut, rice, cake, fish. Now, lets play. I need five students to come to the front and play the game. Who wants to try? 设计意图：先通过观察课文图片感受活动的玩法，再说明规则，展示更多的词汇来帮助学生更好地完成活动，最后请几个学生到教室前边完成活动。在活动中训练学生认真倾听的好习惯，并锻炼他们的记忆能力，同时使他们进一步熟悉重点单词及句式。 Step 5 Summary1. 两人小组活动。根据课文对话内容编制新的对话，Teacher：Lets do a pair work. Make a dialogue like the text. And the show it. Teacher: Show you dialogue, please. Lets find the best pair. 设计意图：通过新编对话，使学生再现本课的重点句式及词汇，在对话中操练句式，巩固单词。l 课堂作业一、根据句子选择正确的图片，将其序号填入题前括号内。( ) 1. I would like some juice, please. A. B. ( ) 2. Have some bread. A. B. ( ) 3 I would like some eggs. A. B. 二、根据图片选择正确的句子。( ) 1. A. Have some eggs. B.I would like some bread. ( ) 2. A. I would like some bread and eggs. B. I would like some juice. ( ) 3. A. Have some bread. B. Have some juice. 三、连词成句。1.Here are you (. )_2.Id some like juice please (, ) (.)_3. some Have bread (.) _答案：一、1. A 2. B 3. A 二、1. A 2. A 3. B三、1. Here you are. 2. Id like some juice, please. 3. Have some bread. l 板书设计Unit 5 Lets eat!A. Lets talk egg juice breadI would like some ., please. / Id like some ., please.Here you are Have some.Thanks. 第二课时l 课时内容A. Lets learn; Lets dol 课时分析 Lets learn部分依照惯例，仍然是重点词汇和重点句式的呈现、学习。本课中Sarah和妈妈在厨房，Sarah向妈妈说我饿了：Im hungry. 妈妈给她提供了一些面包：Have some bread. 在厨房的桌子上，还摆着其他几种食物，从而展示出食物类三会词汇：juice, egg, milk, bread. 这四个单词在上节课已经出现过，而且这两种饮料两种食物是学生在日常生活中非常常见的，所以学生理解掌握握本课的重点词汇应该不会太吃力，重点要放在单词的认读上。在教学中要通过多种活动来让学生使用重点句式：Im hungry. Have some来操练重点词汇,让学生在用中学。Lets do是个指令性活动，使用Have some Eat some Drink some三个句式来进行活动。学生需要能听懂这些指令，能够在模拟活动中正确表达这些指令，并能够做出正确的动作来表现这些指令。本课时展示的词汇除了egg之外，其他几个都是不可数名词，在教学中要注意引导学生区分。l 课时目标1. 能够听懂、会说、认读单词：juice, egg, milk, bread2. 能够在真实或虚拟的情景中听懂、会说、认读句式：Im hungry. Have some bread. 3. 能够听懂、表达指令，并根据指令做出正确的反应l 课时重难点1.重点：能够听懂、会说、认读单词：juice, egg, milk, bread能够在真实或虚拟的情景中听懂、会说、认读句式：Im hungry. Have some bread. 2. 难点：能够正确使用some，知道其后接可数名词时，要变成复数l 教学准备1. 多媒体课件、录音机、磁带2. 食物图卡l 教学过程 Step 1 Warm up1.播放字母歌，学生齐唱。Teacher: Boys and girls, lets sing the ABC song together. 2. 随机出示字母，学生快速读出字母名称。Teacher: Look at the letters. Whats this? 设计意图：通过字母歌来达到营造良好英语学习氛围，激发学生学习兴趣的目的。同时，复习学习过的字母知识，为下一环节的学习做好知识上的准备。 Step 2 Lead in1. 乱序排列字母，让学生猜出单词，先复习动物类的单词。Teacher: Look at these letters. This is a word. What is it? Guess.2.接着出示字母，请学生猜出食物名称。复习上一课时学习到的三个食物名称。Teacher: Look at these letters. Is it an animal? No，its juice. Whats this? 设计意图：先以排列字母猜单词的方式衔接热身环节中复习的字母知识，再复习学习过的动物名称。最后，把学生的注意力吸引到食物上来。 Step 3 Presentation1. 导读，引起阅读兴趣，播放课文录音，学生认真倾听。Teacher：Do you want to know more food? Listen and watch. What does Sarahs mother give Sarah. 设计意图：以问题衔接上一环节，同时引出课文内容，让学生带着问题倾听。2. 播放课文录音，学生跟读。Teacher：Listen to the tape again. Read with it this time. 设计意图：让学生跟读以获得正确的读音。3. 讨论课文内容，讲授食物类单词。Teacher: How does Sarah feel? She is hungry. Read after me, hungry. （板书句子Im hungry. 以动作展示让学生理解其意思）Are you hungry? What will Sarah have? Yes, some bread. Her mother says: Have some bread. （板书句子Have some bread）Follow me, bread. What else can you see? （逐一出示图片，讲授单词）Whats this? Its juice. Read after me and write with me, juice. Whats this? Read and repeat, egg. Show me your finger and repeat it. This is milk. Read after me, milk. Show me your finger and show it. 设计意图：先让学生理解hungry的意思，再通过讨论课文内容来引出所有的食物类单词。让学生了解单词的字音、字义、字形，初步感受单词。 Step 4 Practice1. 以游戏操练单词。(1) I point you say. 教师指向单词，学生读出单词。Teacher：Lets play a game. I point you say. I will point to the word on the blackboard, please read it loudly. （2）Read the word in high or low voice. 大小声读单词。Teacher：（展示食物类单词图卡）Look at these words. If I read it in high voice, please read it in low voice. 设计意图：以游戏的方式来操练单词，使学生在轻松中掌握单词。第一个游戏使学生能够使学生将字形与字音联系起来。第二个游戏使学生将字音与字义联系起来。并通过大小声地训练，使学生熟悉单词的字音。2. 出示单词图卡，学生快速读出单词。Teacher: Whats this? Say it quickly. 设计意图：让学生将单词字形、字义与字音联系起来进行练习，帮助学生记忆单词。3. 出示单词卡片的反面，让学生猜单词。Teacher：Look at these cards of words. I turn them back. Guess, whats this?设计意图：猜单词时，学生会不断重复单词，从而使学生在重复中更加熟悉单词。4. 抽单词说句子。学生在食物图卡中抽取单词，并练习句子。Teacher：Take a card. And show it to your partner. Have some. please. Who wants to take a card? 设计意图：通过这样的活动来练习对话。先由老师与学生进行一组示范，再让学生自主进行。在活动中，学生会自然替换单词操练句式。5. Lets do. 教师说出指令，学生快速反应。Teacher: Look，I eat some bread. （拿着面包的图片做要吃的样子，使学生理解 eat的含义）Follow me, eat, eat, eat. I want to drink some juice. （拿着果汁的图片做出喝的样子）Follow me, drink, drink, drink. Teacher: Now, I say you do. Drink some milk. Eat some bread. Drink some juice. Eat some eggs. Have some bread. 设计意图：通过肢体语言让学生体会指令中的动词eat, drink的含义。再通过老师的示范让学生体会指令的含义。学生充分理解指令之后，再进行活动。 Step 5 Summary1. 将重点单词与句子编制成韵句，总结再现本课重点内容。Teacher: Its time for a chant. Listen to it first. Egg, egg, have some eggs. Milk, milk, have some milk. Bread, bread, have some bread. Juice, juice, have some juice.2. 学生练习韵句，并表演韵句。Teacher：Now please practice the chant. Then show the chant, please. 设计意图：通过韵句这种节奏感强烈的方式，让学生在轻松地诵唱中重复本课的重点内容，达到巩固、掌握的目的。l 课堂作业一、 将下列字母按正确顺序排列组成单词，并写在相应图片的下方。1.e a r b d 2. i l k m 3. g g e 4. i u c e j 二、根据图片选择正确的单词，将其序号填入题前括号内。( ) 1. Drink some _. A. bread B. juice C. milk( ) 2.Drink some _. A. eggs B. juice C. milk( ) 3. Eat some _. A. bread B. eggs C. milk( ) 4.Eat some _. A. bread B. eggs C. juice三、判断以下各句与图片内容是（）否（）一致。( ) 1. Im hungry. ( ) 2. Have some eggs, please. ( ) 3. I would like some juice, please. 答案：一、milk, juice, bread, egg二、1. B 2. C 3. A 4. B 三、1. 2. 3. l 板书设计Unit 5 Lets eat!A. Lets learn egg juice bread milkIm hungry. Have some.第三课时l 课时内容A. Letters and soundsl 课时分析 本部分为字母及语音学习课时。本课时，学生通过听一听、唱一唱，听一听、圈一圈，写一写、说一说三个活动，学习Oo, Pp, Qq, Rr, Ss, Tt六个字母的书写及发音。同时学习语音例词：on, orange, pig, pen, queen, quiet, rice, red, six, Sarah, tiger, ten。学生需要通过朗读单词感受字母的发音。在Listen, repeat and chant部分中，学生会先听到OoTt六个字母的名称音。教材把十个语音例词的图片巧妙地嵌在六个大写字母里，要通过观察这些图片，让学生了解这些语音例词的意思。再通过韵句A, B, C, D, E, clap with me. E, F, G, H, I, touch the sky. J, K, L, M, N, show me ten. L, M, N, O, P, hooray for me! P, Q, R, S, T, time for tea. Hooray for me! Hooray for me! I can say form A to T. Hooray.来复习所有学习过的字母。 同时通过韵句O, O, O, /, /, /, on, orange; P, P, P, /p/, /p/, /p/, pig, pen; Q, Q, Q, /kw/, /kw/, /kw/ queen, queen, queen; R, R, R, /r/, /r/, /r/, rice, red；S, S, S, /s/, /s/, /s/, six, Sarah; T, T, T, /t/, /t/, /t/, tiger, ten来感受字母在单词里的发音，做到听到字母能够说出其在单词中的发音。在Listen and circle活动中，教材提供了钢笔、女王等五幅图片，学生根据图片的提示以及听到的发音与单词选择正确的字母，将其圈起来。这是将字母的发音与语音例词联系起来的一个活动，可以让学生听到发音，联想到字母。在Write and say部分，学生可以观察到六个字母大小写的书写格式及其占格的情况，将字母的名称音与其字形、书写统一起来。l 课时目标1. 能够听、说、读、写字母Oo, Pp, Qq, Rr, Ss, Tt2. 掌握字母Oo, Pp, Qq, Rr, Ss, Tt在单词里的发音l 课时重难点1.重点：能够听、说、读、写字母Oo, Pp, Qq, Rr, Ss, Tt2. 难点：能够掌握字母Oo, Pp, Qq, Rr, Ss, Tt在单词里的发音，听到字母能够说出其相应的发音l 教学准备1. 多媒体课件、录音机、磁带2. 字母卡l 教学过程 Step 1 Warm up1.播放歌曲ABC song。Teacher：Lets sing the ABC song together. 设计意图：以字母歌来热身，带领学生通过歌曲熟悉字母表，为接下来的字母学生做好知识上的准备。 Step 2 Lead in1.出示学习过的字母卡，复习字母。Teacher: What letter is this? Say it, please. 设计意图：通过字母卡，复习学习过的字母的字形与字音。2. 展示新的字母卡片，学习新的字母读音。Teacher: Look at this letter. This is O. Say with me, O. （板书大小写字母）This letter is P. Follow me, p, p, p. （板书大小写字母）And this is the letter Q. Say it together, q, q, q. （板书大小写字母）This letter is R. Boys read it, r, r, r. （板书大小写字母）And this one is S. (板书大小写字母) This letter is t. Read it together, t, t, t. （板书字母）设计意图：通过已知字母来学习新授字母，先让学生熟悉新授字母的字形与字音。为下一步学习字母的发音做准备。 Step 3 Presentation1. 播放字母录音和语音韵句，学生倾听。Teacher：Now lets listen to a chant about the letters. . 2. 讨论语音韵句内容，学习字母的发音。Teacher: O is for on and orange. Look, this is an orange. Repeat, orange, orange. The orange is on the desk. Orange, on.（板书单词） The sound of o is /. Look at my mouth and say it, /, /, /. And this is a pen. This is a pig.（板书单词） We can see letter P in them. What is the sound of P? Yes, its /p/. Look at my mouth and follow me. Be quiet, boys and girls. The queen is coming. （板书单词quiet, queen）Q and u sound /kw/. Look at my mouth and follow me /kw/, /kw/. The queen likes rice and red. （板书单词）R sounds /r/. Follow me, /r/, /r/, /r/. Sarah has a sister. She is six years old. （板书单词Sarah, six）S sounds /s/. Look at my mouth and repeat, /s/, /s/. I like tigers. And there are ten tigers in the Zoo. Say with me, ten, tiger. We can see t in them. (板书单词) T sounds /t/. Look at my mouth and repeat, /t/, /t/, /t/. 设计意图：通过听录音获取字母的正确读法，并倾听字母的发音。之后再通过讨论和老师的示范，获得音标的正确发音方法和口型，将字母与其发音联系起来。 Step 4 Practice1. 比比谁说得快。请学生快速说出语音韵句，进行比赛。Teacher: Now lets say the chant quickly. Lets find the fastest one. You can practice for three minutes. Then lets say it two by two. 设计意图：通过快速说韵句的比赛，激发学生的好胜心和竞争意识。在快速挑战的过程中，使学生能够在语流中发准音，读对单词，说对句子。2. 游戏：Whats missing。六个一组出示语音例词：orange, on, pig, pen, queen，quiet / rice, red, six, Sarah, tiger, ten 然后快速拿走一个，请学生说出消失的单词。Teacher: Lets play a game. Look at these words. Read them please. Now, whats missing? 3. 看口型，猜单词。教师说出十二个语音例词中的一个，但不出声，学生通过观察老师的口型，猜出单词，并大声读出来。Teacher: Boys and girls, lets play a game. I will say a word. Look at my mouth carefully. Guess what word it is. And try to say it loudly.设计意图：通过观察教师口型来猜单词，有助于学生了解字母的发音方法，并熟悉各个单词的整体发音。4. 匹配字母与其发音。老师说出字母，学生说出发音。或老师说出发音，学生说出字母。Teacher: Now, I will say the letter, please say the sound of the letter. Teacher: I will say the sound of the letter this time, please say the correct letter. 设计意图：通过这个活动，使学生能够将字母与字音统一起来进行记忆。5. 听音圈字母。完成教材50页Listen and circle的活动。Teacher：Now, you will hear sound of the letter and the word, please circle the correct letter. Teacher: Show me your answer, please. 设计意图：此环节能够使学生将字母、字母的发音以及语音例词联系起来，并检验学生能否正确认读字母。6. 写一写，说一说。观察字母的书写顺序，并在四线三格上描红书写相应的单词。Teacher：Look at the letter please. Lets write it together. （板书字母，提示学生注意笔顺）Now, please write the letter please. 设计意图：学生先观察字母的占格与书写顺序，再通过老师的示范进行练习，最后自己书写字母，掌握字母的正确书写方式。 Step 5 Summary1. 展示字母操，请学生观察。Teacher: I will write the letter with my body. Look, this is O. This is P. This is Q. This is R. This is S and this is T. （使用身体、手臂等肢体语言来展示字母）2. 学生跟老师一起做字母操，边做边说出字母名称及其发音。Teacher：Stand up and do with me. O, O, O, /, /, /. P, P, P,