英语人教版五年级下册Unit6Work quietly! Let’s spell.docx

Unit6 第3课时教学设计【内容来源】人教版PEP 五下Unit6【主 题】Work quietly!【课 时】第3课时：A Lets spell.【授 课 人】曹艳梅一、目标依据依据新课标，要求小学五年级学生在掌握元音字母及一些简单的字母组合的基础上，通过感知字母组合的发音规则，建立字母组合与发音的联系，从而让学生学习字母组合在单词中的读音。二、教材分析这是本单元的第三课时。Lets spell为语音学习，通过学习大量含有wh的单词来学会它们在单词中的发音。三、 学情分析在三年级、四年级教材中，学生已经学过26个字母的读音、元音字母的常规发音及一些简单的字母组合的发音，本节课重在让学生通过学习字母组合wh的发音，独立拼读出单词。（本班学生兴趣度、课堂习惯、自制力、对基础单词和知识点的掌握程度、课堂氛围和学生的思想状况教师可根据实际情况分析。）四、教学目标1. 能够通过听例词发音，观察例词中共有的特征，学习wh在单词中的发音规则；能够在录音的帮助下，强化记忆wh的发音规则。2. 能够根据wh的发音规则，区分含有wh组合单词的不同读音，拼读不同的新单词。五、教学重难点字母组合wh在单词中的发音；独立拼读单词。六、教学评价1. 通过跟读例词发音学会字母组合wh的发音。（检测目标1的达成情况）2. 通过“找不同” “给单词找家”等活动和拼读练习，学会拼读单词。（检测目标2的达成情况）七、教学过程Step 1: Warm-up1. Greet each other.T: Class begin.Good afternoon,boys and girls.Ss: Good afternoon,Mrs Cao.T: How are you?Ss: I am fine,thank you.And you?T: Im fine ,too.Thank you.Sit down,please.T: I am very happy to take a phonics class with you this afternoon.2. Teacher show the competition rule of this class.T: Ill tell you the competition rule of this class. Ill divide you into three groups, Group A,B and C. If you can answer the questions loudly and clearly, you will get a prize for your group. In the end, which group can get the most prizes will be the winner. Each student in the winner group will get five scores, and will also get a Bangbang sugar. Are you clear, boys and girls?Ss: Yes.T: Come on, boys and girls.Step 2：Review.1. T: first lets review the phonics of the letters. Lets say and do actions together. Are you ready?Ss: Ready.T and Ss do it together.2. Review the pronunciation rule of Aa,Ee,Ii,Oo,Uu.3. Review the phonics of the words including Aa,Ee,Ii,Oo and Uu.First read it one by one, then practice reading together.Step 3：PresentationWatch, listen and summary.1. Teacher show five pictures one by one on the flash to lead to the five words “what, when, where, whose, who”in this section by asking five different questions. Teacher show the five words and their pronunciations on the flash and ask the students to listen and repeat.2. Teacher ask the students to watch the words carefully, and discuss the following questions with partners: What same letter group do the words have? What pronunciation rules do they have? Teacher lead the students to discover :these words have the same letter group“wh”,and pronounces/w/,such as what, where, when; but wh(o), “wh” pronounces /h/,such as whose, who, whom.3. Teacher play the tape of the words again, and ask the students to repeat their pronunciation.4. Let students listen and follow the chant about“wh”.Teacher should pay attention to the students pronunciation.5. Let students read the following words :wh-/w/ what, when, where; wh-/h/ whose who and summary the pronunciation rules. Teacher lead the students to summary the pronunciation rules: wh后跟o时，wh 发/h/；wh后不跟o时，wh 发/w/；6. Teacher play the chant in this section, let students enjoy the chant. Have a fun time!Step 4：Practice1. Game1:find the different word. Which words pronunciation is different from others. Teacher show the following words on the flash:（1）why, which, whom; （2）who, when, whose; Let the students find the different word.2. Game2：Help the words go home. Teacher show the following words including“wh”on the flash. Teacher show two small houses, one house is named /h/,the other house is named /w/.Ask the students to help the words to look for their home. Then all the students read the words.3. Let s try. Teacher show some words on the flash: wh-i-t; wh-e-k; wh-a-de; wh-i-te; wh-o-k; wh-o-t; wh-o-ge; wh-de. First practice reading the words and do actions one by one. Then group leaders lead the students to practice reading the words .Next let the students show in group.4. Let s show. Groupwork: Teacher show some words on the flash. Apple group: white wheta whude ; Orange group: whoke whode whote. （Choose any group from the fruit groups, group leaders lead the students to practice reading, then show in group.） Step 5: SummaryTeacher asks “What did we learn in this class?”Teacher lead the students to summary the pronunciation of wh. And let students say out the words including “