《lesson 4 Get it Right》集体备课教案-昭通市优质课-三年级英语教案

Content3AUnit5Mythings(Lesson4Getitright)FunwithPhonicsSs,Tt,Uu,VvAims1.(Knowledgeaim)Bytheendofthislesson,studentswillbeabletotellthenames,thesoundsandseveralrelatedwordsoftheletters“Ss”,“Tt”,“Uu”,“Vv”.2.(Skillsaim)Studentswillbeabletopronouncethesoundsofletters“Ss”,“Tt”,“Uu”,“Vv”correctly.3.(Affectiveaim)StudentswilldevelopthephonemicawarenessandcultivatebasicinterestsinreadingbylearningPhonics.AnalysisofthestudentsThestudentsofGrade3havebeenlearningEnglishforaboutfourmonths.TheycansaysomesimpleEnglishandtheyareabletosaythenamesandsoundsofthelettersA-R.ThislessonisgoingtohelpthemreviewthesoundsandsomerelatedwordsofthelettersA-RandguidethemtolearnthenewlettersS-V.Grade3studentsarealsowillingtosayandhaveinterestsinEnglishlearning.Sosongs,chantsmayhelpalotinteaching.Difficulties&KeyPoints1.Tosaythenamesandthesoundsoftheletters“Ss”,“Tt”,“Uu”,“Vv”.2.Tosaytherelatedwordsof“Ss”,“Tt”,“Uu”,“Vv”.AidsMulti-media&cardsProcedureStepI.Lead-inGreetingT:Goodmorning,boysandgirls.Nicetoseeyou.Enjoyasong:AlphablocksT:Let’shavefunwithphonicstoday.First,let’senjoyanalphabetsong:ABCSongwithPeppa.Let’smeetanewfriend:BriarBear.TeacherguidesstudentstofindfourletterfriendsofBriarBearwhoarelostintheforest.T:Thankyou,boysandgirls.Ilikeletters.Doyoulikeletters?Ss:Yes!T:ThisisourfriendBriarbear.Helikesletterstoo.Hehas26letterfriends,butfourofthemarelostintheforest.Canwehelphimtofindthem?Let’sgo!【设计意图】视听引领，情境创设：通过一首简单欢快的字母歌，帮助学生复习26个字母的名字。并且创设了帮助熊大寻找字母朋友的情境，以此引出本节课教学目标FunwithSs,Tt,Uu,Vv.学生在喜闻乐见的视听说过程中进入英语学习的状态。StepII.Presentation&PracticeSsisin“snake”MeetSs:Teachershowsapicturewhereistwosnakesintheshapeof“s”toaskstudentstofindtheletter,sothatshecanhelpthemfeeltheshapeofletter“s”.Thentheteacherguidesstudentstofindinthepicturethesnakesandthesun.Teacherteachesthewordsandguidesthemtofindoutthattheirfirstlettersareboth“s”.Sowecansaythechant“Ss,Ss,Ss,Ssisforsun/snake.”T:Hereweare!Look!Whichlettercanyouseeinthepicture?Ss:Icansee“Ss”.T:Great!ThisisBigSandthisislittles.(TeacheruseslettercardstodrilltheshapeofSs.)T:Lookatthepicture,please.Whatcanyousee?S:Icanseesnakes.(Teacherteachesanddrills“snake”withcards.)T:Wecansee“s”intheword“snake”,sowecansay“Ss,Ss,Ss,Ssisforsnake.”S:Icanseeasun.(Teacherteachesanddrills“sun”withcards.)T:Wecansee“s”intheword“sun”,sowecansay“Ss,Ss,Ss,Ssisforsun.”T:Thankyou,boysandgirls.Wefind“Ss”.Let’ssay“hello”to“Ss”.S:Hello,Ss!【设计意图】创设情境，寻找Ss：帮助孩子在情境中寻找和感受字母Ss，并在合理的情境中更自然地接触两个例词。随后，用一首chant来巩固字母与单词之间的练习。Listenandimitate:Teacherletsthestudentslistentothesoundofsnakesandtellsthemthat“s”speakslikeasnake.Thenletthestudentstospeakwithsnakesandtrytoimitate.【设计意图】形象示范，模仿发音：通过蛇的发音与s发音的相似性，帮助学生理解和操练字母s的发音。T:Boysandgirls,thesnakescanspeak.Let’slisten!T:Oh,thesnakessay/s/.And“Ss”speakslikeasnake.So“Ss”says?S:/s/.Listenandchant:Teachershowstheword“snake”and“sun”whosefirstlettersareemphasizedandletthestudentstofeelthebeginningsound“s”makesinwords.Thenthestudentsareguidedtosaythechant“ssnakessunsnakesunsun”.T:“Ss”says/s/,and“Ss”isfor“snake”and“Ss”isfor“sun”.Sowecanmakeachant“/s/,snake,/s/,sun,snake,sun,sun.”【设计意图】从字母到单词：引导学生感受字母s在以它为首字母的单词中的发音，并用chant巩固认知。TtisinthetaxiMeetTt:Teachershowsapictureof“Tt”firsttoteachtheshapeoftheletter.Then“Tt”goesaway.TeacherguidesstudentstolookforletterTt.Thenteachershowsthepicturesofatigerandataxiwith“t”init.T:Hereweare!Wow!Look!Wefindletter“Tt”!ThisisbigT.Thisislittlet.(TeacherplaysthePPTand“Tt”goesaway.)T:Butthe“Tt”goesaway!Let’sgotofindit!T:Whatcanyouseeinthispicture?S:Atiger.(Teacherteachesanddrills“tiger”withcards.)T:Behindthetigerwecanseeataxitoo.(Teacherteachesanddrills“taxi”withcards.)T:Butwhereis“Tt”?Let’saskthetiger.Andlistentowhatthetigersays.“Tiger,tiger,whereisTt?Taxi,taxi,Tt’sinthetaxi.”T:Oh!Thetaxicomes.And“Tt”comesout.WefindletterTt!Let’ssay“hello”to“Tt”!Ss:Hello,Tt!【设计意图】创设情境，寻找Tt：直接出示Tt并完成字形的教授后，以动画效果创设出Tt躲藏的情境，带领孩子一起寻找Tt。在此过程中学习两个例词，并且用一首问答的小诗来巩固例词。Doandimitate:Teacherplaysavideoofthesoundof“Tt”andstudentsimitateit.T:Ttcanspeaktoo.Let’swatchandlisten.T:SoTsays/t/.【设计意图】播放视频，感受发音：通过一个小视频让孩子在趣味中感受t的发音，并且能够提高孩子模仿的兴趣。Listenandchant:Teachershowsthewordsbeginningwith“t”,andstudentssaythechant“/t/,tiger,/t/,taxi,tiger,tiger,taxi.”T:“Tt”says/t/,and“Tt”isfor“tiger”and“Tt”isfor“taxi”.Sowecanmakeachant“/t/,tiger,/t/,taxi,tiger,tiger,taxi.”【设计意图】从字母到单词：引导学生感受字母t在以它为首字母的单词中的发音，并用chant巩固认知。UuisontheumbrellaMeetUu:Teachershowsapictureofanumbrellawithaletter“Uu”onit.Studentslookandsay.TeacherplaysthePPTwheretheumbrellaisgoinguptoshowtheword“up”.T:Boysandgirls,whatcanyouseeinthepicture?S:Umbrella.T:Yes.Wecanseeanumbrellainthepicture.Andontheumbrellawecansee…S:Uu.T:Great!ThisisbigU.Thisislittleu.T:WecanseeUin“umbrella”.Sowecansay“Uu,Uu,Uu,Uuisforumbrella.”T:Look!Theumbrellaisgoingup。Sowecanmakeupachant“Uu,Uu,Uu,Uuisforup.”【设计意图】图形感知，动画释义：从图片中寻找字母U，感知字形，随后用动画来生动地引出例词up，通过形象的情境来帮助初学的孩子感知字母和词义。Listenandimitate:TeachershowsthePPTwhereUuishangedonthetreeuphighandplaysthesoundofUuasascaredsound.Studentslistenandimitate.T:Oh!Uisonthetree,boysandgirls.Heisscared.(Teachershowsthegestureofscare.)CanyouguesswhatUsays?S:/ʌ/.T:Yes.Uusays/ʌ/.Let’ssaywithUu.【设计意图】情境体验，热情模仿：为孩子设置一个让U合理发声的情境，并且鼓励孩子主动模仿。Listenandchant:TeachershowsthewordsbeginningwithUu,andguidesthestudentstosaythechant“/ʌ/,up,/ʌ/,umbrella,umbrella,up,up.”T:“Uu”says/ʌ/,and“Uu”isfor“up”and“Uu”isfor“umbrella”.Sowecanmakeachant“/ʌ/,up,/ʌ/,umbrella,umbrella,up,up.”T:Great!WesaveUu!Let’ssay“hello”toUu.S:Hello,Uu!【设计意图】从字母到单词：引导学生感受字母v在以它为首字母的单词中的发音，并用chant巩固认知。VvisonthevanLookandfind：Teachershowsapictureofavanwhohasa“V”onitandletsstudentslookandtrytofindit.Thenteachershowsvegetablesafterthevantoteachthetwowords.T:Whichletterarewegoingtofind?S:Vv.T:Yes.Canyousee“Vv”inthispicture?Pleaseshowtous.T:Good!“Vv”isonthevan.T:Wecansee“v”in“van”.Sowecansay“Vv,Vv,Vv,Vvisforvan.”T:Afterthevantherearevegetables.T:Wecansee“v”in“vegetables”.Sowecansay“Vv,Vv,Vv,Vvisforvegetables.”【设计意图】设置情境，寻找Vv：在图片中寻找字母，提高孩子观察与发现的积极性，并且介绍两个例词。将字母与例词较为融洽地融合在一起。Listenandimitate:Teacherplaysthesoundofthevanandletsstudentsimitateit.T:Listen,boysandgirls.What’sit?Canyouimitateit?T:“Vv”speakslikeavan.So“Vv”says/v/.【设计意图】巧妙联系，合理发声：通过字母和例词间的巧妙联系，让孩子对情境有直观的感受，以此理解字母v的声音。Listenandchant:TeachershowsthewordsbeginningwithVv,andguidesthestudentstosaythechant“/v/,vegetables,/v/,van,vegetables,van,van.”T:“Vv”says/v/,and“Vv”isfor“vegetables”and“Vv”isfor“van”.Sowecanmakeachant“/v/,vegetables,/v/,van,vegetables,van,van.”T:Great!WefindVv!Let’