PEP三年级下册Unit 3 At the zoo 3.35页

Thethirdperiod（第三课时）PartALet'sspell内容分析本课是PEP小学英语三年级起点第二册Unit3第三课时。本部分分为语音学习和单词书写两部分内容。通过听一听，读一读，唱一唱的活动，展示四个语音例词：big，pig，six，milk.让学生通过听、读、拆音等练习体会并掌握字母i在单词中的发音，本课时主要学习其在闭音节里发的短音/ɪ/。之后的读一读，听一听活动，通过两个相似的单词来挑战学生的听力，让他们在区分中进一步体会字母i的发音。听一听，写一写的活动通过描红单词，使学生初步掌握单词的书写要求并辨认字形。课时目标知识与能力（1）能够通过听例词发音,观察例词中共有的特征,感知并归纳字母i在单词中的发音规则;跟着录音说唱歌谣,强化记忆字母i的发音规则。（2）能够根据字母i的发音规则读出生词;能够通过完成读单词､听录音并选择的活动,强化记忆字母i的音——形对应关系。（3）能够根据单词的读音拼写出符合字母i发音的单词,并在四线三格中工整规范地写出来。（4）通过拆音､拼音和分类等活动培养学生的语音意识。过程与方法首先，通过猜一猜游戏，延续动物这个话题｡既可以带领学生复习上节课句型､提高学生听力能力､巩固知识､促进知识的落实,又可以激发学生的学习兴趣｡自然引入四个核心单词,并巧妙地将它们融入一个故事感十足的画面中,步步激疑,环环相扣,让学生在趣味十足的活动中迅速掌握新知｡其次，引导学生通过观察图片和词形,然后听录音和观看动画,再跟读,让学生初步感知字母i的发音规则｡再以big为例,引导学生思考big由几个音素组成,分别是什么音素,以同样的方法对其余的词进行拆音训练,有利于学生掌握发音规则｡最后，利用随机指向游戏，丰富操练形式,调动学生的积极性,让不同层次的学生都能开口读和说｡整个过程，采用先读再听,然后选择;先看图再听,然后到写｡在学生进行听力练习之前,预留时间请学生对所听内容进行预测和推断,对学生进行有效的听力技巧指导,并且通过这两个活动帮助学生进一步巩固发音规则｡,情感态度价值观学生在游戏活动中，不仅激发了求知欲，还乐在其中，培养了他们的探索精神。教学重难点教学重点（1）能够听懂､会说､会读､会书写单词:big,pig,six,milk｡（2）能够通过听例词发音,观察例词中共有的特征,感知并归纳字母i在单词中的发音规则｡教学难点能够了解元音字母i在闭音节里的发音规则,并能准确发音｡教学准备教学课件、课文录音、视频、单词卡片等。教学媒体选择多媒体，录音。教学活动1.唱歌2.游戏3.观看视频教学过程Step1:Warm-up&Revision&Lead-in1.Greetingtoeachother.2.Let’sdo.(课件出示:教材P25Let’sdo的动画。)（Writedownthetopicwhatwewilllearntodayontheblackboard.）T:Today,Iwouldliketodivideyouintofourgroups:“Fat”“Thin”“Tall”and“Short”.Let’shaveamatch.Boysandgirls，let’sgonow!Ss:Go，go，go！Step2:Presentation1.Let’sguess.(1)T:Boysandgirls,nowlet’splayaguessinggame.Pleaselookatthescreencarefully.WhenIdescribeaanimal，youcantrytoguesswhatitis.Guess：I’mbig.AndIhavetwobigears.Ilikeeatingandsleeping.WhoIam？Ss:Pig!T:Bingo!,ShowthepigonthePPT.(出示课件)(Atthesametime，theteacherneedtowritedowntheword“pig”ontheblackboard.)(2)ShowawhaleonthePPT.（课件出示：一张鲸的图片。）T:Now,let’shavealookatthisanimal.It’svery…?Ss:Big!T:Goodjob!Yes，It’sbig.Teachtheword“big”bythegame“Simonsays”.(Writedowntheword“big”ontheblackboard.)Rule：IfIsay“big”withoutsaying“Simonsays”，youshouldnotsay“big”.IfIsay“Simonsays，big.”,youshouldsay“big”loudlytogether.Model：T:Areyouready?Ss:Yes.T:Simonsays,big.Ss：Big!T:Big.Ss：...(3)ShowsixpigsonthePPT.(出示课件)T:Howmanypigsarethere?Ss:Sixpigs!T:Great!Therearesixpigs.Writedowntheword“six”ontheblackboard.(4)Showapicture:fourstudentsaredrinkingmilk.(课件出示：一张有四个小孩子喝牛奶的图片。)T:Wow!Havealook!Whatarethestudentsdrinking?Ss:Drinkingmilk!T:Goodjob!You’resoclever!Teachtheword“milk”.(Writedowntheword“milk”ontheblackboard.)2.Listenandfind.ShowPicture1onPage26onthePPT.Letstudentslookcarefully.(出示课件)T:Lookatthepicture,listen，repeatandchanttherecording,please.Playthecartoonagain.Askstudentstoreadaftertherecording.ShowthefourwordsonthePPT:big,pig,six,milk.(出示课件)T:Canyoufindthesameletter?Ss:Yes,theyallhaveletter“i”.T:Whatisthesound?Ss:/Ι/.,T:Great!3.Readandthink.T:Boysandgirls,lookatmymouthcarefully.Big，big，big./b/-/Ι/-/g/,big.Readafterme,please.Studentsfollowtheteacher,andthinkoutthepronunciationrules.T:Howmanysoundsdoyouhearin“big”?Ss:Three.T:Whatarethey?Ss:/b/,/Ι/,/g/.Teachthewords“pig”“six”“milk”inthesameway.4.Playagame——Whoisfaster？Theteacherwilldividethestudentsintothreegroups.Theyare“beginning”Group，“middle”Group，and“end”Group.Thentheteacherreadsthephonemeoftheword.Studentswhoarecalledmuststandupasquicklyaspossible.Forexample:T:Areyouready？One,two,three,go!T：Big,big.Whereisthesound/g/inbig?Beginning,middleorend?Ss：（The“end”Groupshouldstandupatonce.）Step3:Practice1.Let’stry.Showsomenewwordswhichhavesamephoneme“/Ι/”inthemonthePPT.Askstudentstoreadthembythemselves.Suchassit，fit，kid，bit，miss，fish，live，give，bin.2.Whoisluckydog？ShowanarrowonthePPTandpointstoawordatrandomthatincludesabovewords:sit，fit，kid，bit，miss，fish，live，give，bin...Ifthearrowpointsaword，thenstudentsshouldreadthewordtogetherandthencontinuetopointtoanotherword.Studentsreaditonebyone.(出示课件)T:Ready，go!S1:Kid!T:Ready，go!S2:Sit!T:Ready，go!S3:Fish!…3.Readandsingthechant.(1)Understandthechant.ShowthechantonthePPT.(出示课件)Playtherecordingforthefirsttime.(2)Studentsreadafterthechant,andthenchanttogether.,(3)Showtime.Step4:Consolidation&Extension1.Readandlisten.(课件出示:教材P26Readandlisten的图片)(1)Studentsreadthewordsbythemselves.(2)Thenlistenandcirclethewordswhichtheyheardjustnow.(3)Checktheanswerswiththeteacher.2Listenandwrite.(课件出示:教材P26Listenandwrite的图片)(1)Studentslookatthepictures.Studentsspellthewordsaftertheteacher.Theteacherstressestheordersofspelling,thenasksstudentstolistenandwritedownthewords.(2)Checktheanswerswiththeteachertogether.(3)Studentsreadthewordsloudlyontheirown.板书设计Unit3AtthezooPartALet'sspellbigpigsixmilki——/ɪ/作业设计1.Readthechantafterclassthreetimes.（读三遍今日所学的小歌谣。）2.Trytofindmorewordsthathave“i”andsound“/Ι/”andsharethemnextclass.（尝试找到更多带有字母i且发/Ι/的单词，并在下节课分享出来。）教学反思1.注重学生学习策略的培养｡在学生进行听力练习之前,预留时间请学生对所听内容进行预测和推断,对学生进行有效的听力技巧指导｡2.基于单元整体设计创设教学情景,注意话题的延续性和整体性｡3.通过设计趣味性的活动激发学生的学习兴趣,调动学生的学习热情,营造浓郁的英语学习氛围｡4.通过拆音､拼音和分类等活动,有效培养学生的语音意识｡