英语人教版四年级上册期中语音复习

PEP四（上）Revision of “a-e” “i-e” “o-e”Love story of Jane and Hale教学背景分析教学内容分析：新版PEP英语教材非常重视语音教学，语音教学板块的设计循序渐进。在三年级上册就把字母名称教学与字母的发音结合在了一起，并且从三年级下册开始将每单元的第三课时改为了Lets spell。三年级上册语音教学重点是26个字母的发音和大小写的书写形式、辅音字母在单词中的简单发音规律，三年级下册语音教学的主要内容是-a-, -i-, -o-, -e-, -u-的发音规律，四年级上册语音教学的重点是a-e, i-e, o-e, -e/-e-, u-e的发音规律。四年级上册前三单元安排的自然拼读规则是a-e, i-e, o-e，学习时间比较分散，教材文本内容也比较单薄。本次执教内容是对前三单元所学规则的复习。学情分析：经过三年级字母与5个元音字母短音的学习，学生已经比较重视教材中的语音知识板块，也已了解自然拼读方式。四年级前三个单元的学习后，大部分学生已经熟知a-e, i-e, o-e在单词中的发音规则，少数同学也能见词能读、听音能写同规律单词。出于新旧知识的交叉混淆，个别学生对三个元音字母长音的发音规律遗忘得比较快，拼读规则的学习也还没有很好地转化为能力，同时，四年级的学生天性活泼好动、好奇心强、有意注意持续时间短等特点，他们更喜欢在故事情境中动用视听说感官说一说、演一演、写一写。教学目标分析1. 学生能够自主运用“a-e”, “i-e” 和 “o-e”准确拼读出故事中符合这些规则的生词。2. 学生能够自主拼读、朗读故事中的语篇。3. 学生能够听音根据拼读规则写出符合“a-e”, “i-e” 和 “o-e”规则的生词。4. 学生能够了解故事情节，感受故事中的情感变化，积极主动完成故事中的任务，把拼读规则变成拼读能力，对拼读活动感兴趣。教学重点、难点分析教学重点：1. 学生能够运用a-e”, “i-e” 和 “o-e” 拼读规则准确拼读出故事中符合规则的生词。2. 学生能够听单词根据拼读规则写出正确单词。3. 学生能够拼读故事中的语篇。教学难点：1. 学生能够自主、熟练、综合运用a-e”, “i-e” 和 “o-e” 等已学的拼读规则拼读生词。2. 学生能够自主、较熟练、有感情地朗读故事中的语篇。教学过程设计Step 1: Pre-story1. Watch 3 videos about the split vowel pair “a-e”, “i-e”, “o-e”T: Boys and girls. Im so happy to be your new teacher today. Lets watch some videos first. If you can, please chant together.【设计意图】学生在节奏感比较强的视听活动中更容易回忆旧知，即a-e, i-e, o-e的拼读规律，为下面故事中的拼读活动做好铺垫。2. Spell 3 groups of wordsT: Look! Leaves are falling from the trees. Can you read it? Old WordsNew Wordsa-ecakemadetapeplate i-enicesitehivesmileo-eCokenoteholerobeEach leaf has a word in the chart above. T shows each word and Ss try to spell individually or wholly. 【设计意图】通过旧知带新知，从拼读已学单词过渡到尝试拼读有难度的生词，在强烈的打击乐中，学生趣味运用并巩固拼读规律，这些都符合学生的认知心理学，有利于激发学生的拼读热情。Step 2: In-story1. Jane and Hale met and fell in love with each other in the gardenT: Now a love story is for you. Look! A beautiful girl. Whats her name? Whos coming? Whats his name?Ss try to spell the words Jane, HaleSs listen and read this part togetherHale: Your name, please?Jane: My names Jane.Hale: Nice to meet you, Jane. Im Hale.Jane: Nice to meet you too.T: Look! Jane and Hale were dancing in the garden. Then they read books under the flowers. Finally they fell in love with each other.Ss listen and look at some pictures to understand the scene2. Jane was lost and kept in a dark castleT: Whats happening?Jane: Oh, no! Flames(火焰)!Hale: Flames(火焰)!Jane, lets hide (藏起来). Hale: Jane! Jane! Where are you?Jane: Im here! Help! Help!Hale: Jane, let me save （救）you.Hale: Jane, let me save (救) you.T and Ss describe the scene simply with pictures. Ss read this part by themselves. T checks three words: flames, hide, save. Ss read it better in pairs T chooses 1-2 pairs to read it. 【设计意图】在真实自然的语言交流情景中，学生有更浓厚的兴趣去了解新知，自主拼读对话文本。学生在演一演的氛围中，体会到拼读的成就感与乐趣。3. Hale finished four tasks to save JaneTask 1: Kill the evil bats(消灭邪恶的蝙蝠)Hale: Jane, Im coming! So many bats. Let me go and kill those bats.Words: wake, hide, five, bone, hope, hate, save, kite, ride, game, close, mode Each bat has a word on it. Ss read the words aloud and the bats are killed.【设计意图】在激昂的背景音乐中，一只只面露凶相的蝙蝠扑面而来，学生拼读呐喊出它们身上的每个单词，好似一把把锋利的剑刃插向每一个敌人，把整个故事推向了高潮。全员全心身地投入到这个活动中，既起到了有效的巩固作用，个别单词的自主拼读也是后续句子、语篇拼读活动的预热。Task 2: Open the door (开城堡门)T: Well done! No bats any more! Hale: Let me open the door!Look at the ape. (no key)Ride his bike. (with a key)I like rice and cakes. (no key)Put a rose on your nose. (with a key)And make a pose. (no key)I hide in the hole. (with a key)There are 6 boxes with three keys in front of the castle door. Each box has a note. Ss choose any number, read the sentences above and collect 3 keys. Then the door opens. (6个密码箱里共有三把钥匙，选一选，读对句子箱子才会打开，收齐三把钥匙，门就能打开。)【设计意图】通过选密码箱、拼读句子、碰运气拿钥匙等环环相扣的带有目的引导性的任务活动，学生乐此不疲，快乐的氛围中过渡到句子的拼读操练运用中。Task 3: Find the room(找Jane所在的房间)Hale: Hooray! Three keys! Let me go inside. Four rooms here. Jane, Jane, where are you now? Oh, whats this? Let me have a look! Oh, a riddle. Ss spell and read four words: whole room, mole room, male ant room, snake roomRiddle(谜语)I hide in the hole.（洞）I am long.I will bite you.（咬）You will hate me.（讨厌）whole mole snake male antRiddle(谜语)I hide in the hole.I am long.I will bite you.You will hate me.Ss read the riddle by pairs(左). 1-2 pairs show and all the Ss check together. Ss guess the animal(右). 【设计意图】学生在教师精心设计的谜语中完成谜语的拼读与猜测，其目的就是学生能在句子中操练自主拼读能力。同时，在这个过程中，学生不是一个个孤立的拼读机器，他们有思维，会思考，在意义操练的环境中教师变枯燥的语音课为生趣的、灵动的拼读课堂。Task 4: Wake up Jane (作诗唤醒Jane)Hale: Jane, Im here! Oh no, Jane! Wake up, wake up, please! Let me make a poem for you.You are the cake on my plate.你是那盘中的蛋糕。You are the apple of my eye.你是我眼中的珍贵。Your smile is my sunshine.你的微笑是阳光。Your hug is my hope.你的拥抱是希望。I ride to you, my girl. 我要奔向你，我的女孩。Ss listen to the poem twice and write four words (cake, smile, hope, ride). Then Ss and T check these words on the blackboard. Ss read the poem by themselves. And T chooses 1-2 Ss to read it.Ss listen and repeat sentence by sentence emotionally. T chooses 1-2 Ss to read the poem emotionally. Only if they read it emotionally, Jane can wake up.【设计意图】前三个关卡任务要求学生见词能读，这个关卡要求学生听音能写，这也是学生必须具备的拼读能力之一。在富有诗意的文本中，学生能做到的不仅是能拼读对所有的单词、句子，而且还能在美好的音乐中，读好一首诗，得到情感上的升华。Step 3: Post-storyT: Thanks for your beautiful poem. Look!