Unit 2 What time is it？ Let’s spell 教案
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| 名称 | Unit 2 What time is it？ Let’s spell 教案 |  | |
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| 更新时间 | 2022-01-03 16:12:23 | ||
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Unit 2 What time is it
Let’s spell教案
一、教学目标
1、学生通过观察构词特征及听音，发现并归纳ir、ur发∕ :∕的拼读规则。
2、学生能读出符合ir和ur发∕ :∕的语音规则的词，并能根据语音提示在情境中正确书写已学过的符合拼读规则的单词。
3、通过本课学习让学生感受语音的美，领悟Help each other and love the animals的道理。
二、教学重、难点
1、重点是能读出符合拼读规则的单词。
2、难点是听音写出符合拼读规则的单词，理解并有感情的朗读小故事。
三、教学准备
课件、图片、奖品（鲜花词卡）、小故事绘本等。
四、教学过程
Step1:Warm up
T: Hello, boys and girls. Nice to meet you!
Ss: Nice to meet you ,too!
T: Today we have two groups in our class. This is group1 and this is group2.
(point the groups) Let’s have a match. OK
Ss: OK!
T: Now first , sing a song.
T:Wonderful! Every group gets one flower.
设计意图：歌曲不仅复习了26个字母的读音而且通过例词复习了26个字母的发音，活跃课堂气氛同时，对新课学习做好心理和认知准备。通过分组竞赛，有效激发学生参与热情。
Step2:Presentation
创设情景，呈现含有字母ir和ur的单词。
T: Class, we have two friends today. Look!Who’s she What’s her name Is she ok Who come A girl comes. Her name is Birdy.来呈现Birdy和Furry的故事。
设计意图：通过创设Birdy帮助受伤的Furry送去就医的情景，有序、合理地呈现目标词汇，并引出本节课的情感主线----We and animals are friends, we can help each ather。
引导学生观察、感知并归纳出ir和ur在单词中发长音∕ :∕的规则。
T: Look There are two same letters in every word. What are they
Ss: They are “ir”
T: What does “ir” sound Read the words ,please.
Ss: Birdy girl bird (By lifting the reading)
T: Tell me : “ir” sounds
Ss: ∕ :∕
T: Look at my mouth, please. ∕ :∕
Ss: ∕ :∕
接下来教师引导学生用同样的方法自己归纳出“ur”在单词中发∕ :∕的规律。
Have a chant with “ir”.
T：Let’s chant. First time: listen.
( Teacher plays the chant. Students clap hands. )
T : Now let’s chant together.
设计意图：歌谣通过朗朗上口，节奏感强，有韵律的说唱，强化记忆。这样不利于保持小学生的兴趣，因此有必要将模仿歌谣引向自主创新。引导学生通过归类观察，朗读体验，自己总结出ir “”“ur”的拼读规律，同时培养了学生听、说、认读能力和用英语思维的能力。
Step3:Practice
Try to read.
Read the new words with “ir”and “ur”.
T: We just learned “ir” sounds ……
Ss: ∕ :∕
T: Can you read these words
( Teacher shows new words with “ir” . Students try to read )
同样的方法试读含“ur”的新单词。学生每读对一个，奖励本组一朵小花。
Try to say.
Read listen and circle.
4、Play a game: try to spell.
T: Class, let’s play a game. I say a word, you choose “ir” or “ur”, then spell the word. Clear
Ss: Yes.
( Teacher reads the new words, Students choose and spell quickly. )
5、Read ,look and write.
设计意图：课堂教学仅停留在语言知识和语音的呈现上是不够的，利用语言正迁移进行此语音活动，举一反三，触类旁通，有助于学生直拼能力的培养。为此我有针对性地设计了适度、适量的拼写活动来检测学生的掌握情况，让他们自主拼读，对掌握单词的发音起到了较好的支架作用
Step4:Production Story Time
设计意图：沿着本节课相互帮助，爱护动物的话题，我设计了一个Birdy and Furry的故事缩版，以绘图的形式出现，自然有效地拓展学生的语音活动。
1、Listen to the story and answer the question.
T : Now Story Time:Birdy and Furry. First, listen to the story and answer the question: What happened
( Teacher plays the tape of the story. Students listen to the story.)
Text: Birdy and Furry
Picture1: A girl sings in a zoo.Wow! Curly hair, white T-shirt, purple skirt. Beautiful girl and nice song.
Picture2: Help me! Help me!
Picture3: Hi！I’ m Birdy .Let me help you.
Picture4: The girl takes the bird to the nurse.
Picture5: Her T-shirt and skirt are dirty.
Picture6: Thank you Birdy. I’m Furry. You’re welcome.We are friends.
T: Tell me: What happened
Ss: A bird is hurt. The girl help the bird.
设计意图：让学生整体感知故事，感悟语音，并带着问题去理解故事。
2、Read the story with partners.
T: Now find a partner. Read aloud. ( Teacher plays a light music. Walk around the students and give them hands)
3、Act the story.
T : Can you act the story Now I’m Author. Boys are Furry . Girls are Birdy.GO 设计意图：通过有感情地故事朗读，训练学生的语感，提升语音。
T : Look! ( Point the flowers ) Boys and girls,this lesson. You get so many flowers. Are you happy
Y: Yeah !
Ss : We are happy !
设计意图：本节课对学生的评价采取的是奖励花的形式。课的结束，哪个小组获胜显而易见。但在评价总结时，我没有问获胜的是哪个小组，因为大家都在努力，通过本节课的共同努力，我们完成了本节任务的学习，这是多么令人自豪！
Step6:Homework
1、Read the chant with your friends.
2、Read the story with emotion.
设计意图：通过作业的布置，我将对学生的语感培养延伸到了课外。
T: Class is over. I have to say goodbye to my friends. Remember please : Animals are our friends. We can help each other and love the animals. Can you
Ss: I can ! You can ! Everybody can !
设计意图：虽然本节课结束了，学生的情感却被激发得淋漓尽致。我引导学生总结出：Animals are our friends. We love animals!既契合刚才的故事主题，又使本节课的线索情感——相互帮助，爱护动物。这也是我的语音课想要的效果：情感中去学习语言。
教学反思
在本节课我注重整体设计，以Birdy帮助Furry为主题情境，以爱护动物，相互帮助为情感主线，注重体现以学生为主体的教学原则。基本实现了语音输入，声声入耳；语音操练，步步为营；语音输出，信口念来。
在教学过程中我将学生分为两个组，用奖励鲜花词卡的方式有效激励学生参与学习，并在小结时以组为单位读鲜花词卡，进一步突出教学重点。采用小组合作和个人展示相结合的评价形式，既彰显了学生个性，也培养了他们在小组活动中相互合作、沟通和交流的能力。
Let’s spell教案
一、教学目标
1、学生通过观察构词特征及听音，发现并归纳ir、ur发∕ :∕的拼读规则。
2、学生能读出符合ir和ur发∕ :∕的语音规则的词，并能根据语音提示在情境中正确书写已学过的符合拼读规则的单词。
3、通过本课学习让学生感受语音的美，领悟Help each other and love the animals的道理。
二、教学重、难点
1、重点是能读出符合拼读规则的单词。
2、难点是听音写出符合拼读规则的单词，理解并有感情的朗读小故事。
三、教学准备
课件、图片、奖品（鲜花词卡）、小故事绘本等。
四、教学过程
Step1:Warm up
T: Hello, boys and girls. Nice to meet you!
Ss: Nice to meet you ,too!
T: Today we have two groups in our class. This is group1 and this is group2.
(point the groups) Let’s have a match. OK
Ss: OK!
T: Now first , sing a song.
T:Wonderful! Every group gets one flower.
设计意图：歌曲不仅复习了26个字母的读音而且通过例词复习了26个字母的发音，活跃课堂气氛同时，对新课学习做好心理和认知准备。通过分组竞赛，有效激发学生参与热情。
Step2:Presentation
创设情景，呈现含有字母ir和ur的单词。
T: Class, we have two friends today. Look!Who’s she What’s her name Is she ok Who come A girl comes. Her name is Birdy.来呈现Birdy和Furry的故事。
设计意图：通过创设Birdy帮助受伤的Furry送去就医的情景，有序、合理地呈现目标词汇，并引出本节课的情感主线----We and animals are friends, we can help each ather。
引导学生观察、感知并归纳出ir和ur在单词中发长音∕ :∕的规则。
T: Look There are two same letters in every word. What are they
Ss: They are “ir”
T: What does “ir” sound Read the words ,please.
Ss: Birdy girl bird (By lifting the reading)
T: Tell me : “ir” sounds
Ss: ∕ :∕
T: Look at my mouth, please. ∕ :∕
Ss: ∕ :∕
接下来教师引导学生用同样的方法自己归纳出“ur”在单词中发∕ :∕的规律。
Have a chant with “ir”.
T：Let’s chant. First time: listen.
( Teacher plays the chant. Students clap hands. )
T : Now let’s chant together.
设计意图：歌谣通过朗朗上口，节奏感强，有韵律的说唱，强化记忆。这样不利于保持小学生的兴趣，因此有必要将模仿歌谣引向自主创新。引导学生通过归类观察，朗读体验，自己总结出ir “”“ur”的拼读规律，同时培养了学生听、说、认读能力和用英语思维的能力。
Step3:Practice
Try to read.
Read the new words with “ir”and “ur”.
T: We just learned “ir” sounds ……
Ss: ∕ :∕
T: Can you read these words
( Teacher shows new words with “ir” . Students try to read )
同样的方法试读含“ur”的新单词。学生每读对一个，奖励本组一朵小花。
Try to say.
Read listen and circle.
4、Play a game: try to spell.
T: Class, let’s play a game. I say a word, you choose “ir” or “ur”, then spell the word. Clear
Ss: Yes.
( Teacher reads the new words, Students choose and spell quickly. )
5、Read ,look and write.
设计意图：课堂教学仅停留在语言知识和语音的呈现上是不够的，利用语言正迁移进行此语音活动，举一反三，触类旁通，有助于学生直拼能力的培养。为此我有针对性地设计了适度、适量的拼写活动来检测学生的掌握情况，让他们自主拼读，对掌握单词的发音起到了较好的支架作用
Step4:Production Story Time
设计意图：沿着本节课相互帮助，爱护动物的话题，我设计了一个Birdy and Furry的故事缩版，以绘图的形式出现，自然有效地拓展学生的语音活动。
1、Listen to the story and answer the question.
T : Now Story Time:Birdy and Furry. First, listen to the story and answer the question: What happened
( Teacher plays the tape of the story. Students listen to the story.)
Text: Birdy and Furry
Picture1: A girl sings in a zoo.Wow! Curly hair, white T-shirt, purple skirt. Beautiful girl and nice song.
Picture2: Help me! Help me!
Picture3: Hi！I’ m Birdy .Let me help you.
Picture4: The girl takes the bird to the nurse.
Picture5: Her T-shirt and skirt are dirty.
Picture6: Thank you Birdy. I’m Furry. You’re welcome.We are friends.
T: Tell me: What happened
Ss: A bird is hurt. The girl help the bird.
设计意图：让学生整体感知故事，感悟语音，并带着问题去理解故事。
2、Read the story with partners.
T: Now find a partner. Read aloud. ( Teacher plays a light music. Walk around the students and give them hands)
3、Act the story.
T : Can you act the story Now I’m Author. Boys are Furry . Girls are Birdy.GO 设计意图：通过有感情地故事朗读，训练学生的语感，提升语音。
T : Look! ( Point the flowers ) Boys and girls,this lesson. You get so many flowers. Are you happy
Y: Yeah !
Ss : We are happy !
设计意图：本节课对学生的评价采取的是奖励花的形式。课的结束，哪个小组获胜显而易见。但在评价总结时，我没有问获胜的是哪个小组，因为大家都在努力，通过本节课的共同努力，我们完成了本节任务的学习，这是多么令人自豪！
Step6:Homework
1、Read the chant with your friends.
2、Read the story with emotion.
设计意图：通过作业的布置，我将对学生的语感培养延伸到了课外。
T: Class is over. I have to say goodbye to my friends. Remember please : Animals are our friends. We can help each other and love the animals. Can you
Ss: I can ! You can ! Everybody can !
设计意图：虽然本节课结束了，学生的情感却被激发得淋漓尽致。我引导学生总结出：Animals are our friends. We love animals!既契合刚才的故事主题，又使本节课的线索情感——相互帮助，爱护动物。这也是我的语音课想要的效果：情感中去学习语言。
教学反思
在本节课我注重整体设计，以Birdy帮助Furry为主题情境，以爱护动物，相互帮助为情感主线，注重体现以学生为主体的教学原则。基本实现了语音输入，声声入耳；语音操练，步步为营；语音输出，信口念来。
在教学过程中我将学生分为两个组，用奖励鲜花词卡的方式有效激励学生参与学习，并在小结时以组为单位读鲜花词卡，进一步突出教学重点。采用小组合作和个人展示相结合的评价形式，既彰显了学生个性，也培养了他们在小组活动中相互合作、沟通和交流的能力。