内容简介：: the third period(第三课时) part a letters and sounds教学内容与目标课时教学内容课时教学目标letters and sound能够听、说、读、写字母aa, bb, cc, dd能够在学习字母音形的基础上，初步掌握3个辅音字母作为单词首字母时的发音教学重点能够听、说、读、写字母aa, bb, cc, dd,并初步掌握3个辅音字母作为单词首字母时的发音。教学难点能够掌握这四个字母的笔顺、书写格式及其在相关例词中的发音。教学准备1. 预习状元大课堂创优作业100分状元作业本中本课时的相关内容。2. 教学课件、课文录音、视频、字母卡片等。teaching purpose用歌曲营造愉快的学习氛围，同时也为新课的学习做铺垫。通过展示字母卡片，激发学生的学习兴趣，进而导入新课。教学过程9step 1: warm-up & lead-in1. greetings.t: hi, boys and girls!ss: hello, miss/mrt: good morning!ss: good morning!2. enjoy a songabc song.（课件出示：教材p6 lets sing板块的歌曲）sing the abc song with students. t: its a happy song. do you like it?ss: yes!t: whats the first letter of the letter song? a, b, c or d?(use body language to explain “the first letter”.)ss: a.t: you are so great!3. lead-in.show some letter cards to students.t: look! here are some letter cards. try your best to get the cards.step 2: presentationteaching purpose将字母教学和单词教学相结合并融入语音知识，引导学生自主探究字母在单词中的发音规则。通过让学生寻找生活中与字母形状相同的物品来加强学习的趣味性，强化学生对字母知识的记忆。1. teach the new letters.(1) learn the letter “aa”.show the letter card “a”.t: look at the card. i see “a”. follow me, please. a, a, a!let students follow the teacher.ask students to find out a-shaped things in their daily life.t: can you say something that looks like “a”? (students can answer in chinese.) s1: 宝塔。s2: 金字塔。t: you are so clever! now, look at the pictures and the words. try to find the letter “aa”.t: a, a, a! a is for apple! a, a, a! a is for ant! can you find the similarity of the two words? (students can answer in chinese.)ss: t: yes! the pronunciation of the letter “a” in the two words is the same. it pronounces “/”. /, /, /, apple. / /, /, / /, ant.let students read after the teacher and practice several times.(2) learn the letter “bb”.show the letter card “b”.t: look! this is the letter “b”. b, b, b! let students follow the teacher.ask students to find out b-shaped things in their daily life.t: can you say something that looks like “b”? (students can answer in chinese.)s1: 眼镜。s2: 葫芦。t: well done! look at the pictures and the words. point to the letter “bb”.t: b, b, b! b is for book! b, b, b! b is for bag! can you find the similarity of the two words? (students can answer in chinese.)ss: t: yes! the pronunciation of the letter “b” in the two words is the same. it pronounces “/b/”. /b/, /b/, /b/, bag. /b/, /b/, /b/, book. let students read after the teacher and practice several times.(3) learn the letter “cc”.show the letter card “c”.t: look! this is the letter “c”. c, c, c! let students follow the teacher.ask students to draw c-shaped things they are familiar with.t: can you draw something that looks like “c”? (give an example to students first, such as drawing a moon.)let students draw some other things that look like “c”. t: now! look at the pictures and the words. find out the letter “cc”, please!t: c, c, c! c is for cat! c, c, c! c is for crayon! can you find the similarity of the two words? (students can answer in chinese.) ss: t: yes! the pronunciation of the letter “c” in the two words is the same. it pronounces “/k/”. /k/, /k/, /k/, cat. /k/, /k/, /k/, crayon.let students read after the teacher and practice several times.(4) learn the letter “dd”.show the letter card “d”.t: look! this is the letter “d”. d, d, d! let students follow the teacher.ask students to draw d-shaped things they are familiar with.t: can you draw something that looks like “d”? (give an example to students first, such as drawing an open mouth.) let students draw some other things that look like “d”. t: nice job! look at the pictures and the words. find out the letter “dd”, please!t: d, d, d! d is for dog! d, d, d! d is for duck! can you find the similarity of the two words? (students can answer in chinese.)ss: t: yes! the pronunciation of the letter “d” in the two words is the same. it pronounces “/d/”. /d/, /d/, /d/, duck. /d/, /d/, /d/, dog.teaching purpose教师播放录音，学生听录音跟读。引导学生按照正确的语音、语调朗读字母和chant。let students read after the teacher and practice several times.2. listen, repeat and chant.play the recording. (课件出示：教材p16 listen, repeat and chant的音频)let students listen to the recording carefully and pay attention to the pronunciation and the intonation. show the chant of “listen, repeat and chant” on the ppt. play the recording again.（出示课件）t: turn to page 16. lets listen and chant together!teaching purpose引导学生观察图片进行听前预测，降低听力任务的难度。通过听音圈出听到的单词的首字母，巩固新知。以补充单词首字母的形式让学生进一步在单词中感知新学的字母。step 3: practice1. listen and circle. （1）show the pictures of “listen and circle”. (课件出示：教材p16 listen and circle的图片) let students observe the pictures and try to predict the key words. (2) play the recording. (课件出示：教材p16 listen and circle的音频) let students listen and circle the letters. （3）check the answers with students. (answers: d; c; b; c; d)2. whats missing?(1) let students find out the missing letter in each word according to the pictures.(2) let students read aloud the complete words.teaching purpose通过认真观察四线三格中字母的笔顺和正确的书写格式来培养学生规范的英文书写习惯，最后用字母操增强字母知识学习的趣味性。 (apple, book, ant, cat, dog)step 4: consolidation & extension1. write and say. (1) write down the letters “aa, bb, cc, dd” on the blackboard step by step. ask students to write them down in their exercise books. choose some students to write on the blackboard. let students pay attention to the correct stroke order and writing form of the letters.(2) prepare the cards of the four letters. choose one student to come to the podium. let the student hold up the cards one by one, and the other students read the corresponding letters quickly.2. do the alphabet exercises.play a video about the alphabet (a, b, c, d) exercises.（课件出示：字母操视频的ad片段） ask students to sing and do the actions after the video.板书设计作业设计1. practice the chant of this period.2. do the exercises. (见“状元成才路”系列丛书创优作业100分或状元作业本对应课时作业)教学反思 1. 活动设计丰富多彩，较大地激发了学生的学习热情，同时也有效地提升了学生的核心素养。 2. 教学活动以学生为主体，培养了学生的自主探究能力，充分发挥了学生的学习主动性。 3. 通过寓教于乐的教育方式，让学生在玩中学、学中用，较好地完成了教学目标。 4. tpr教学法的应用活跃了课堂氛围，建立了良好的师生关系。 5. 板书设计具有规范性，为学生正确书写习惯的培养打下了良好的基础。teaching contents & teaching aimsletters and soundsbe able to listen, speak, read and write the letters “aa, bb, cc, dd”.be able to master the pronunciation of the three consonants as the first letter in words.teaching prioritiesbe able to listen, speak, read and write the letters “aa, bb, cc, dd” and master the pronunciation of the three consonants as the first letter in words.teaching difficultiesbe able to master the stroke order and the writing form of the four letters as well as the pronunciation of the four letters in related words.teaching proceduresteaching stagesteacher s activitiesstudents activitiesteaching purposeswarm-up &lead-in1. greetings.2. enjoy a song.3. lead-in. show some letter cards to students.1. greetings.2. sing the abc song with the teacher.3. try to get the letter cards.use the song to create a pleasant learning environment and prepare for the study of the new lesson. stimulate students interest in learning and lead in the topic of this period by showing the letter cards.presentation1. teach the new letters “aa, bb, cc, dd”. show the letter cards. ask students to find out or draw things that look like the letters. teach the pronunciation of the letters in the related words.learn the new letters.find out or draw things that look like the letters.learn the pronunciation of the letters in the related words.combine the teaching of letters with the teaching of words. lead students to explore the pronunciation rules of the letters in different words independently. enhance the fun of learning and strengthen students memory of letter knowledge by asking students to look for the objects in the same shape as the four letters.2. listen, repeat and chant. play the recording. show the chant.listen to the recording carefully. pay attention to the pronunciation and the intonation. then listen and chant together.lead students to read the letters and the chant with correct pronunciation and intonation.practice1. listen and circle.(1) show the pictures of “listen and circle”.(2) play the recording.(3) check the answers with students.(1) observe the pictures and try to predict the key words.(2) listen and circle the letters.(3) check the answers.reduce the difficulty of completing the listening task

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