(共29张PPT)
Unit Four We love animals
Part A
Letters and sounds
1.能够听、说、读、写字母Jj, Kk, Ll, Mm, Nn；
2.能够初步掌握这五个辅音字母作为单词首字母时的发音。
Find out the adjacent letters.
The teacher shows different letter cards. Students say the adjacent letters.
Sort the letters.
There are two groups of disordered letters “A~I” on the blackboard. The teacher asks a boy and a girl to compete to sort the letters from A to I. The other students are the judges. The faster one is the winner.
Let’s chant.
What can you see
J j
Can you find “J j” in the pictures
J, J, J! J is for jeep!
J, J, J! J is for jump!
K k
Can you find “K k” in the pictures
K, K, K! K is for Kate!
K, K, K! K is for kite!
L l
Can you find “L l” in the pictures
L, L, L! L is for long!
L, L, L! L is for leg!
M m
Can you find “M m” in the pictures
M, M, M! M is for mum!
M, M, M! M is for milk!
N n
Can you find “N n” in the pictures
N, N, N! N is for nose!
N, N, N! N is for noodles!
Listen, repeat and chant.
Listen and circle.
Listen and circle.
What’s missing
eep
o
ite
ong
oodles
Write and say.
Let’s read.
Unit Four We love animals
Part A Letters and soundsThe third period(第三课时)
Part A Letters and sounds
内容分析
本课是PEP小学英语三年级起点第一册Unit 4第三课时。主要学习字母Jj, Kk, Ll, Mm, Nn以及初步掌握这五个辅音字母作为单词首字母时的发音。老师将通过听音跟读和游戏巩固重难点，使学生掌握本节课知识点。
课时目标
知识与能力
·能够听、说、读、写字母Jj, Kk, Ll, Mm, Nn
·能够初步掌握这五个辅音字母作为单词首字母时的发音
过程与方法
让学生寻找生活中与这五个辅音字母形状相似的物品来增强字母学习的趣味性，强化学生的记忆。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。通过反复操练，使学生理解并掌握这五个辅音字母作为单词首字母时的发音。注重培养学生的跟读和模仿能力。
情感态度价值观
引导学生在四线三格中正确书写字母，培养学生规范的英文书写习惯。以游戏的形式，进一步加强学生对字母的理解与认识。字母操增强字母语音知识的趣味性。
教学重难点
教学重点
能够听、说、读、写字母Jj, Kk, Ll, Mm, Nn。
教学难点
能够掌握这五个辅音字母的笔顺以及相关例词的发音。
教学准备
教学课件、课文录音、视频、字母卡片等。
教学媒体选择
多媒体，录音。
教学活动
游戏
听音练习
视频
教学过程
Step 1: Warm-up & Revision
1. Greetings.
T: Hi, boys and girls!
Ss: Hello, Miss/ Mr…
T: Good morning!
Ss: Good morning!
T: Let’s play letter games, OK
Ss: OK!
2. Letter games.
(1) Find out the adjacent letters.
T: (Show the letter card “D” to students.) Look! If I show you “D”, you should say “C” and “E” loudly. OK
Ss: OK!
(The teacher shows different letter cards. Students say the adjacent letters.)
(2) Sort the letters.
(There are two groups of disordered letters “A~I” on the blackboard. The teacher asks a boy and a girl to compete to sort the letters from A to I. The other students are the judges. The faster one is the winner.)
T: Now, I need a boy and a girl to come to the front to sort the letters from A to I. The faster one can get a sticker. Who wants to have a try
Ss: …
3. Let’s chant.
T: Now, let’s chant and do some actions.
Step 2: Presentation
1. Teach the new letters.
(1) Teach the letter “Jj”.
Show the letter card “J”.
T: Look at the card. I see “J”. Follow me, please. J, J, J!
Lead students to read it. Then let students find out J-shaped things in their daily lives.
T: Can you say something that looks like “J”
(Students can say them in Chinese.)
S1: 鱼钩。
S2: 伞柄。
…
T: You are so clever!
（课件出示：一辆吉普车的图片）
T: Look, this is a jeep. J, /d /, jeep! J, /d /, jeep!
Students follow the teacher and practice.
（课件出示：吉普车里跳出一只青蛙的图片）
T: Look, the frog is jumping. J, /d /, jump. J, /d /, jump. The pronunciation of the letter “Jj” in the two words is the same. It pronounces “/d /”. Jj, Jj, Jj, /d /, /d /, /d /, jeep, jump.
Students read after the teacher and practice several times.
(2) Teach the letter “Kk”.
Show the letter card “K”.
T: Look! This is the letter “K”. Follow me, please. K, K, K!
Ss: K, K, K.
T: Well done!
（课件出示：一只风筝在天空中的图片）
T: Look, this is a kite. K, /k/, kite! K, /k/, kite!
Students follow the teacher and practice.
（课件出示：Kate在放风筝的图片）
T: Look. Kate is flying a kite. K, /k/, Kate! K, /k/, Kate! The pronunciation of the letter “Kk” in the two words is the same. It pronounces “/k/”. Kk, Kk, Kk, /k/, /k/, /k/, kite, Kate.
Students read after the teacher and practice several times.
T: Now, I say “Kate” or “kite”, and you say “K/k/”. I say “K/k/”, and you say “Kate” or “kite”. OK
Ss: OK.
…
(3) Teach the letter “Ll”.
Show the letter card “L”.
T: Look! This is the letter “L”. L, L, L!
Lead students to read it. Then let students find out L-shaped things they are familiar with.
T: Can you say something that looks like “L”
(Students can say them in Chinese.)
S1: 锄头。
…
T: You are so smart! (Take out a long ruler.) Look. The ruler is long. L, /l/, long! L, /l/, long!
Students follow the teacher and practice.
（课件出示：一只火烈鸟的图片）
T: Look. The legs of the flamingo are very long, too. L, /l/, leg! L, /l/, leg! The pronunciation of the letter “Ll” in the two words is the same. It pronounces “/l/”. Ll, Ll, Ll, /l/, /l/, /l/, long, leg.
Students read after the teacher and practice several times.
T: Now, I say “long” or “leg”, and you say “L/l/”. I say “L/l/”, and you say “long” or “leg”. OK
Ss: OK.
…
(4) Teach the letter “Mm”.
Show the letter card “M”.
T: Look! This is the letter “M”. M, M, M!
Lead students to read it. Then let students draw M-shaped things they are familiar with.
T: Can you draw something that looks like “M” (Give an example to students first, such as drawing two mountains.)
Let students draw some other things that look like “M”.
…
T: Good job!
（课件出示：抱着婴儿的“妈妈”的图片）
T: Look, this is the baby’s mum. M, /m/, mum! M, /m/, mum!
Students follow the teacher and practice.
（课件出示：“妈妈”正在喝牛奶的图片）
T: Look! Mum is drinking milk. M, /m/, milk! M, /m/, milk! The pronunciation of the letter “Mm” in the two words is the same. It pronounces “/m/”. Mm, Mm, Mm, /m/, /m/, /m/, mum, milk.
Students read after the teacher and practice several times.
T: Who wants to be the little teacher Now, you say “milk” or “mum”, and the others say “M/m/”. You say “M/m/”, and the others say “milk” or “mum”.
S1: Let me try.
…
(5) Teach the letter “Nn”.
Show the letter card “N”.
T: Look! This is the letter “N”. N, N, N!
Lead students to read it. Then let students draw N-shaped things they are familiar with.
T: Can you draw something that looks like “N” (Give an example to students first, such as drawing a door.)
Let students draw some other things that look like “N”.
…
T: Well done!
（课件出示：Zoom的鼻子的图片）
T: Look, this is the nose of Zoom. N, /n/, nose! N, /n/, nose!
Students follow the teacher and practice.
（课件出示：Zoom正在看面条的图片）
T: Look. Zoom is staring at the noodles. N, /n/, noodles! N, /n/, noodles! The pronunciation of the letter “Nn” in the two words is the same. It pronounces “/n/”. Nn, Nn, Nn, /n/, /n/, /n/, nose, noodles.
Students read after the teacher and practice several times.
T: Please work in pairs. One says “nose” or “noodles”, and the other says “N/n/”. One says “N/n/”, and the other says “nose” or “noodles”. OK
Ss: OK.
…
2. Listen, repeat and chant.
Play the video.（课件出示：教材P40 Listen, repeat and chant的视频）
Ask students to read after the video. Let students pay attention to the pronunciation and the intonation.
Show the chant of “Listen, repeat and chant”.
T: Turn to page 40. Let’s listen and chant together!
Step 3: Practice
1. Listen and circle.
(1) Present the pictures and talk about them.（课件出示：教材P40 Listen and circle的图片）
T: Look, what’s in Picture 1
Ss: A jeep.
T: You are right! How about Picture 2
Ss: A leg.
T: (Point to the picture of the kite.) Who can tell me What’s this
S1: A kite.
T: Wonderful! Next one
S2: Milk.
T: Great! The last one
S3: Zoom’s nose.
T: Cool!
(2) Play the recording.（课件出示：教材P40 Listen and circle的音频）
T: Now, let’s listen and circle the first letter of the word you hear. For example, if you hear “jeep”, you should circle “j”.
(3) Check the answers with students.
(Answers: j; l; k; m; n)
2. Play a game—What’s missing
Show some pictures and the words on the PPT. Let students find out the missing letter in each word and fill in the blanks.
Check the answers together.
(Answers: j; k; l; m; n)
Step 4: Consolidation & Extension
1. Write and say.
Write down the letters “Jj, Kk, Ll, Mm, Nn” on the blackboard step by step.
Ask students to write them down in their exercise books in the correct stroke order.
Choose some students to write on the blackboard. Let students pay attention to the correct writing form of the letters.
2. Practice the letters and the related words.
(1) Prepare five letter cards of “Jj, Kk, Ll, Mm, Nn”. Choose one student to come to the front. Let the student hold up the cards one by one. The other students read aloud the letters quickly.
(2) Pair work.
The teacher leads students to practice the related words in pairs. One student says a word, and the other student says the first letter of the word and writes it with his/her finger. The teacher gives an example first.
T: Jeep.
S1: Jj. (Use the finger to write the letter “Jj”.)
T: Long.
S1: Ll. (Use the finger to write the letter “Ll”.)
…
3. Do the alphabet exercises.
Play a video about the alphabet (J, K, L, M, N) exercises. （课件出示：字母操视频的J~N片段）Students follow it to sing and do.
板书设计
作业设计
完成本节课习题。
教学反思
1.利用TPR教学法进行字母教学，既活跃了课堂氛围，又帮助学生巩固了知识。
2.教学活动以学生为主体，培养了学生的自主学习能力，充分发挥了学生的学习主动性。
3.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。
4.板书设计具有规范性，并提醒学生注意字母书写的细节，如大写字母K和小写字母k的区别，为学生正确书写习惯的养成打下了良好的基础。
