5年级上册Unit 3The third period（第三课时）

Step1:Warm-up&Lead-in①Teachingpurpose①Teachingpurpose①通过师生问答活动复习旧知，活跃课堂气氛。通过图片和对话，引出新知，让学生初步感知字母组合ow在单词中的发音。2.Lead-in.Showsomepicturesoffoodanddrinksandaskstudentstopracticethekeysentencepatterns.(出示课件)T：Whatwouldyouliketoeat/drink?Ss：…(课件出示：一头奶牛、一些鲜花和一些青草的图片)Teachingpurpose②通过创设情景，帮助学生找出这些单词含有字母组合ow的共同点，让学生在情景中感知字母组合ow的发音。培养学生的观察能力和逻辑思维能力。T：Whatwouldthecowliketoeat,flowersorgrass?Teachingpurpose②通过创设情景，帮助学生找出这些单词含有字母组合ow的共同点，让学生在情景中感知字母组合ow的发音。培养学生的观察能力和逻辑思维能力。Step2:PresentationLookandfind.②Showapictureofacowwiththeword“cow”onthePPTandask,“What’sthis?”(出示课件)Thenshowapictureofsomeflowerswiththeword“flower”andsay,“Wow!Therearesomeflowers.Howbeautiful!”(出示课件)Atlast,showapicturewiththeword“down”.Inthepicture,agirlsitsdownbesidetheflowers.(出示课件)Andsay,“Thegirllikesflowers.Shesitsdownandenjoysthebeautifulflowers.”Leadstudentstofindtherule：Allthesewordsincludethelettercombination“ow”.Emphasize“ow”withredcolour.(课件出示：开着窗户的房子图片，窗外有一棵树，树上有黄叶和一只蜗牛；单词“window,yellow,slow”)T：Whatcanyousee?(Pointtothewindowinthepicture.)Ss：Icanseeawindow.T：Great!Andwecanseesomeyellowleavesandasnail.Thesnailisslow.Dotheactiontoexplaintheword“slow”.T：Winteriscoming.Whatcanwesee?(课件出示：冬天雪花纷飞的场景和单词“snow”)Ss：Snow./雪。Teachingpurpose③通过让学生观察、听音和讨论总结字母组合ow的两种不同发音的规则，培养学生的自主学习能力和小组合作能力。Teachingpurpose③通过让学生观察、听音和讨论总结字母组合ow的两种不同发音的规则，培养学生的自主学习能力和小组合作能力。Leadstudentstofindtherule：Allthesewordsincludethelettercombination“ow”.2.Listenandfind.③(课件出示：教材P26Let’sspell板块第一部分的单词)T：What’sthesameinthesewords?Ss：Theyallhave“ow”.T：Yes!Dotheymakethesamesound?Let’slisten.Andthendiscusswithyourpartners.Theteacherplaystherecordingof“Read,ListenandChant”.(出示课件)Studentslistentotherecordingandrepeat.Aftertheydiscuss,theteacheraskssomestudentstoanswerthequestion.Ss：No!Theymakethesoundsof/aʊ/and/əʊ/.Teachingpurpose④Teachingpurpose④采用自然拼读法加深学生对字母组合ow发音规则的认识，并帮助学生总结出其发音规则。通过学习视频和跟读音频，让学生感受字母组合ow的发音，并引导学生按照正确的语音、语调及节奏进行chant。通过男女生竞赛，激发学生学习语音的兴趣。3.Read,listenandchant.④(课件出示：教材P26Let’sspell板块第一部分的图片)Leadstudentstoreadthesewordslikethis：cow—/k/-/aʊ/flower—/f/-/l/-/aʊ/-/ə/wow—/w/-/aʊ/down—/d/-/aʊ/-/n/slow—/s/-/l/-/əʊ/snow—/s/-/n/-/əʊ/yellow—/j/-/e/-/l/-/əʊ/window—/w/-/ɪ/-/n/-/d/-/əʊ/Explainthepronunciationmethodsandhelpstudentsknow/aʊ/and/əʊ/throughthevideoonteachingphoneticsymbols(forexample,aBBCvideoonteachingphoneticsymbols).Teachingpurpose⑤采用听、圈、说和写等方式进行操练，进一步巩固和加强学生对字母组合ow发音的认识和记忆。Theteacherplaystherecordingofthechantof“Let’sspell”.(Teachingpurpose⑤采用听、圈、说和写等方式进行操练，进一步巩固和加强学生对字母组合ow发音的认识和记忆。Step3:Practice⑤Listen,circleandsay.(课件出示：教材P26Let’sspell板块第二部分的内容)Askstudentstoreadthewordsbythemselvesfirst.Thenplaytherecording.(出示课件)Letstudentslistenandcircle.Askastudenttosayouttheanswersandthereasons.Playtherecordingagain.(出示课件)Checktheanswerstogether.Askstudentstoreadallthesewordsagain.(课件出示:教材P26Let’sspell板块第二部分的听力材料及答案)Listen,writeandsay.(课件出示：教材P26Let’sspell板块的第三部分的内容)Askstudentstoobservethepicturesandguesstheanswers.Thenplaytherecording.(出示课件)Studentslistentotherecordingandtrytowritedowntheanswers.Teachingpurpose⑥本环节不仅提高学生语音识别能力，更让学生在活动中感受到自信，激发学生的学习热情，提高学生参与度。Playtherecordingagain.(出示课件)Checktheanswerswithstudents.(课件出示：教材P26Let’sspellTeachingpurpose⑥本环节不仅提高学生语音识别能力，更让学生在活动中感受到自信，激发学生的学习热情，提高学生参与度。Step4：Consolidation&ExtensionAmIright?⑥Takeoutthewordcardswiththelettercombination“ow”.Asksomestudentstoreadoutthewordsloudlyonebyone.Ifsomeoneisright,theotherstudentssay“Yes.”Ifsomeoneiswrong,theotherstudentssay“No.”Thentheyreadouttherightpronunciationloudly.Playthegamelikethis:Theteachershowsthecardandsomeonesays：cow—/kaʊ/?Ss：Yes!Theteachershowsthecardandsomeonesays：snow—/snaʊ/?Ss：No!/snəʊ/.Whoistheowner?Showsomewordswiththelettercombination“ow”andtheowners：/aʊ/and/əʊ/.Studentsreadthewordsandhelpthemfindtheirowners.Thewords：down,bowl,tomorrow,now,flower,rainbow,cow,yellow,grow.Teachingpurpose⑦Teachingpurpose⑦通过让学生搜集含有字母组合ow的单词，拼读并分类，充分调动学生的积极性，提升学生自主学习的能力，增强小组合作意识。同时检测学生对于字母组合ow发音规则的掌握情况，并进一步巩固其发音规则。Findandclassify.⑦Dividetheclassintosomegroups.Letstudentsfindsomewordswiththelettercombination“ow”.Askthemtoreadoutandclassifythewordsaccordingtothesounds.Atlastchooseastudentfromeachgrouptoshowinclass.Givesomeawardstothegroupswhichdoagoodjob.▶板书设计▶作业设计1.Readthewordsof“Let’sspell”afterclass.2.Dotheexercises.(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.本课时主要是教学字母组合ow的两种不同发音，教师利用本课所出现的例词，结合图片与PPT，创设情景，让学生在情景中感受例词的发音，远离语音学习的枯燥。2.引导学生注意观察、积极思考，寻找规律，突出学生学习的自主性，提升学生自主探究的能力。3.利用丰富多彩的活动来调动学生的学习积极性，帮助学生加强和巩固字母组合ow的发音规则，注重学生学习策略的培养，让学生在活动中感受到了自信，激发了学生的热情，提高了学生的参与度。4.板书简洁清晰，重点突出，一目了然。▶TeachingContentsLet'sspell·Masterthepronunciationrulesofthelettercombination“ow”inthewordsbylisteningandobservingtheexamplewords.·Readthenewwordsaccordingtothepronunciationrules.Writeoutthewordsthathavethelettercombination“ow”accordingtothepronunciationrules.·Copythesentenceonthelineregularlyandcorrectly.▶TeachingPriorities·Beabletomasterthepronunciationofwordswhichhavethelettercombination“ow”.Readthewordsof“Let’sspell”correctly.Finishthetasksof“Let’sspell”.▶TeachingDifficulties·Beabletofindoutandconcludethepronunciationrulesindependentlyandreadnewwordsaccordingtothepronunciationrules.▶TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Lead-in1.Greetings.2.Lead-in.Showsomepictures.Askstudentssomequestions.1.Greetings.2.Lookatthepicturesandanswerthequestions.Activatetheclassatmosphere.Leadinthenewlesson.Letstudentsperceivethepronunciationofthelettercombination“ow”.Presentation1.Lookandfind.ShowsomepicturesonthePPTwithsomewords:cow,flower,down,window,yellow,slow,snow.Lookatthepictures.Findtherule:Allthewordsincludethelettercombination“ow”.Createscenestohelpstudentsperceivethepronunciation.Cultivatestudents’observationandlogicalthinkingabilities.2.Listenandfind.Givethequestion：Dothesewordsmakethesamesound?Playtherecording.Checktheanswerandgiveevaluations.Writedownthewordswithsoundsontheblackboard.Emphasize“ow”withredcolour.Listentotherecordingandrepeat.Discusswiththepartnerandanswerthequestion.Concludethepronunciationrules.Developstudents’autonomouslearningabilities.Cultivatestudents’teamspirit.3.Read,listenandchant.Leadstudentstoreadthewords.Explainthepronunciationmethods.Playtherecordingofthechant.Readaftertheteacher.Knowmoreaboutthepronunciationmethodsof/aʊ/and/əʊ/.Listentothechantandpractice.Leadstudentstoknowthesoundsof“ow”.Makesurestudentsreadthechantcorrectlyandfluently.（续表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPractice1.Listen,circleandsay.Playtherecording.Askstudentstolistenandcircle.Checktheanswerswithstudents.Readthewords.Listenandcircle.Checktheanswerswiththeteacher.Readallthewordsagain.Practicethemainsentencestructures“—Whattimeisit?—It's…o'clock.It'stimefor/to…”toprepareforthenextpart.2.Listen,writeandsay.Playtherecording.Askstudentstolistenandwrite.Checktheanswerswithstudents.Listentotherecording.Writedowntheanswers.Checktheanswerswiththeteacher.Readthesentences.Writedownoneofthesentences.Deepenthememoryandconsolidatethepronunciationrulesofthelettercombination“ow”.Consolidation&Extension1.AmIright?Showthewordcards.Asksomestudentstoreadoutthewordsonebyonewhileshowingthecards.Lettheotherstudentsjudgethesounds.Somestudentsreadoutthewordsonthecards.Theotherstudentsjudgethesoundsofthewordsandreadthewordsloudlyandcorrectlyifthepronunciationiswrong.Improvestudents’speechrecognitionabilities.Letstudentsfeelconfident.Inspirestudents’enthusiasm.Increasestudents’participation.2.Whoistheowner?Givesomewordswith“ow”.Readthewordsandhelpthemfindtheirowners.3.Findandclassify.Askstudentstofindmorewordswith“ow”andclassifythemingroups.Chooseastudentfromeachgrouptoshow.Workingroups.Findsomewordswiththelettercombination“ow”andclassifythem.Showinclass.Strengthenthepronunciationrulesofthelettercombination“ow”.Homework1.Readthewordsof“Let’sspell”afterclass.2.Dotheexercises.Unit3Whatwouldyoulike●教学反思本课是人教版英语五年级上册《Unit3Whatwouldyoulike》，我的反思如下：一、结合学生实际，合理设计目标这是一堂新授课。我在设计这节课的教学目标时，从实际出发，合理地设计了教学目标：1、掌握句型“What'syourfavouritefood?”,“Ilove…”，并能在特定情境中询问并回答最喜欢的食物。2、初步学会favourite和delicious的用法。3、保持健康的饮食习惯。有了这些明确的目标，我在实施课堂教学时，紧紧围绕这三大目标，达到了较好的教学效果。二、热身运动。我利用本单元学过的一首歌曲Whatwouldyouliketoeat来复习和巩固本节课要运用的句型。可以说一下子抓住了学生的注意力，并让学生接下来的对话导入埋下了伏笔。三、导入环节我运用了一些图片，让学生熟识了一些食物，从而利用教师问学生、学生问老师、学生问学生多项内容，引出了本节课的重点句型“What'syourfavouritefood?”,“Ilove…”并进行了有效地操练。同时利用发音规则和音节突破了本节课的重点单词favourite的发音。

四、呈现课文的环节因为有了之