The third period（第三课时）
Part A Let's spell
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/ /。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
唱歌
游戏
观看视频
教学过程
Step 1: Warm-up & Revision & Lead-in
1.Greeting to each other.
2. Let’s do. (课件出示:教材P25 Let’s do的动画。)
（Write down the topic what we will learn today on the blackboard.）
T: Today, I would like to divide you into four groups: “Fat” “Thin” “Tall” and “Short”. Let’s have a match. Boys and girls，let’s go now !
Ss: Go，go，go！
Step 2: Presentation
1. Let’s guess.
(1)T : Boys and girls, now let’s play a guessing game. Please look at the screen carefully. When I describe a animal，you can try to guess what it is.
Guess：I’m big. And I have two big ears. I like eating and sleeping. Who I am？
Ss: Pig!
T: Bingo!
Show the pig on the PPT. (出示课件)
(At the same time，the teacher need to write down the word “pig” on the blackboard.)
(2)Show a whale on the PPT.（课件出示：一张鲸的图片。）
T: Now, let’s have a look at this animal. It’s very…
Ss: Big!
T: Good job! Yes，It’s big.
Teach the word “big” by the game “Simon says”.
(Write down the word “big” on the blackboard.)
Rule：If I say“big”without saying “Simon says” ，you should not say“big”.
If I say“Simon says，big.”,you should say“big”loudly together.
Model：
T : Are you ready
Ss: Yes.
T : Simon says, big.
Ss：Big!
T : Big.
Ss：...
(3)Show six pigs on the PPT. (出示课件)
T: How many pigs are there
Ss: Six pigs!
T: Great ! There are six pigs.
Write down the word “six” on the blackboard.
(4)Show a picture: four students are drinking milk. (课件出示：一张有四个小孩子喝牛奶的图片。)
T: Wow! Have a look! What are the students drinking
Ss: Drinking milk!
T: Good job! You’re so clever!
Teach the word “milk”.
(Write down the word “milk” on the blackboard.)
2. Listen and find.
Show Picture 1 on Page 26 on the PPT. Let students look carefully. (出示课件)
T: Look at the picture, listen，repeat and chant the recording, please.
Play the cartoon again. Ask students to read after the recording.
Show the four words on the PPT: big, pig, six, milk. (出示课件)
T: Can you find the same letter
Ss: Yes, they all have letter “i”.
T: What is the sound
Ss: /Ι/.
T: Great !
3. Read and think.
T: Boys and girls, look at my mouth carefully. Big，big，big. /b/-/Ι/-/g/, big. Read after me, please.
Students follow the teacher, and think out the pronunciation rules.
T: How many sounds do you hear in “big”
Ss: Three.
T: What are they
Ss: /b/, /Ι/, /g/.
Teach the words “pig” “six” “milk” in the same way.
4. Play a game —— Who is faster？
The teacher will divide the students into three groups. They are “beginning” Group，“middle” Group，and “end” Group. Then the teacher reads the phoneme of the word. Students who are called must stand up as quickly as possible.
For example:
T: Are you ready？One, two, three, go!
T：Big, big. Where is the sound /g/ in big Beginning, middle or end
Ss：（The“end”Group should stand up at once.）
Step 3: Practice
1. Let’s try.
Show some new words which have same phoneme“/Ι/”in them on the PPT . Ask students to read them by themselves.
Such as sit，fit，kid，bit，miss，fish，live，give，bin.
2. Who is lucky dog？
Show an arrow on the PPT and points to a word at random that includes above words : sit，fit，kid，bit，miss，fish，live，give，bin ...
If the arrow points a word，then students should read the word together and then continue to point to another word. Students read it one by one. (出示课件)
T: Ready，go!
S1: Kid !
T: Ready，go!
S2: Sit !
T: Ready，go!
S3: Fish !
…
3.Read and sing the chant.
(1)Understand the chant.
Show the chant on the PPT. (出示课件) Play the recording for the first time.
(2)Students read after the chant, and then chant together.
(3)Show time.
Step 4: Consolidation & Extension
1. Read and listen. (课件出示:教材P26 Read and listen的图片)
(1)Students read the words by themselves.
(2)Then listen and circle the words which they heard just now.
(3)Check the answers with the teacher.
2 Listen and write. (课件出示:教材P26 Listen and write的图片)
(1)Students look at the pictures. Students spell the words after the teacher. The teacher stresses the orders of spelling, then asks students to listen and write down the words.
(2)Check the answers with the teacher together.
(3)Students read the words loudly on their own.
板书设计
Unit 3 At the zoo
Part A Let's spell
big pig six milk
i —— / /
作业设计
1. Read the chant after class three times.（读三遍今日所学的小歌谣。）
2. Try to find more words that have “i” and sound “/Ι/” and share them next class. （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 (共20张PPT)
英 语
PEP版 三年级下册
Unit 3
At the zoo
Part A
Let's spell
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。
学习目标
Greetings
Today, I will divide you into four groups: “Fat” “Thin” “Tall” and “Short”. Let’s have a match.
Warm up
Enjoy a chant
Warm up
Look and Guess
I’m big.
I have two big ears.
I like eating and sleeping.
Who am I
Pig /p ɡ/
Warm up
Look and Guess
look at this animal.
It’s very .
Who am I
Whale
big
/b ɡ/
大的
Warm up
Simon says
Rule：
If I say“big”without saying “Simon says” ，you should not say“big”.
If I say“Simon says，big.”,you should say“big”loudly together.
big
Presentation
Look and Guess
How many pigs are there
Six pigs !
/s ks/
六
Presentation
Look and Guess
What are they doing
Drinking milk !
/m lk/
牛奶
Presentation
Listen and find
Presentation
Let's spell
Presentation
what can you find
big
pig
six
milk
i
i
i
i
i
Presentation
Let’s try
i
t
s
t
f
d
k
t
b
ss
m
n
b
ve
l
Practice
Who is lucky dog？
sit
fit
kid
bit
miss
bin
live
Practice
Read and sing the chant
Practice
Let's spell
Practice
Let's spell
Practice
Unit Three At the zoo
Part A Let's spell
课堂小结
谢谢
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