Unit 1 My classroom Part A Let’s spell教学设计

第三课时
课时内容
A. Let’s spell
课时分析
本部分为字母及语音学习课时。本课学习元音字母a在a+辅音字母+e的开音节结构里的发音。通过读一读，听一听、唱一唱；读一读，听一听，判断正误；听一听，圈一圈，写一写三个活动使学生既学习到元音字母在开音节里发双元音/e /，又使学生区别开字母a在闭音节里的发音。
在Read, listen and chant活动中，教材呈现了四幅图片，来帮助学生理解语音例词cake, face, name, make，并且把元音字母a和不发音的字母e标红，使学生能够一目了然地感受开音节的结构，并通过韵句：My name is Jake. My name is Jake. I like my name, and I can make a cake. Hello, Jake. Hello, Jake. My name is Dave. And I like to eat a cake. 来感受含有a-e结构的单词的拼读。
Read，listen and tick活动中，教材呈现了三组单词，前一个为闭音节，后一个为a-e开音节，学生需要根据所听到的单词来选择正确的答案，并打上对勾。而Listen, circle and write活动中，每个图片下方有代表闭音节的字母a和代表开音节的a-e，学生听到单词后，先需要判断一下是闭音节还是开音节，圈出正确的一项，然后再把听到的单词按正确的格式写在横线上。
课时目标
1. 能够感知并归纳字母a在开音节(a-e结构)中的发音规则
2. 能够读出符合a-e发音规则的单词
3. 能够根据单词的读音拼写出符合a-e发音规则的单词
课时重难点
1.重点：
能够感知并归纳字母a在开音节(a-e结构)中的发音规则
能够读出符合a-e发音规则的单词
2. 难点：
能够根据单词的读音拼写出符合a-e发音规则的单词
教学准备
1. 多媒体课件、录音机、磁带
2. 语音例词单词卡
教学过程
Step 1: Warm-up 步骤 1：热身活动
播放韵句：What’s your name 学生先听一遍韵句，再同老师一起说韵句。 Teacher: Hello, everyone! Let's start our English class with a fun chant. Listen carefully to the chant first. (播放韵句录音) What is your name What is your name My name's Tom. My name's Tom. What is your name What is your name My name's Sam. My name's Sam. Teacher: Great job, everyone! Now, let's say the chant together. Look, this is Tom, and this is Sam. Let's chant about their names together. (学生和老师一起重复韵句)
设计意图： 通过有趣的韵句热身活动，让学生在欢声笑语中进入英语学习状态。这个活动旨在引发学生的兴趣，为后续的课程内容做好准备。
总结： 通过播放和重复有趣的韵句，本节课的热身环节为学生带来了轻松愉快的学习氛围。学生们在跟随老师一起快乐地朗读韵句时，已经开始逐渐融入英语学习的氛围中。这个热身活动不仅为学生们带来了乐趣，还为他们即将学习的内容做好了铺垫。接下来，将进入第二个环节：引入课程内容。
Step 2: Lead-in 步骤 2：引入课程内容
展示"Read, Listen and Chant" 中 Jake 的图片，谈论与之相关的问题，引出语音例词。 Teacher: Now, let's move on to our next activity. Who can tell me who this boy is Yes, that's right! This is Jake. (指向图片) Let's all say "Jake" together. Teacher & Students: Jake. Teacher: Wonderful! This is Jake's face. Can you all say "face" after me Teacher & Students: Face. Teacher: Great job! Now, let's see what Jake can do. Listen carefully. (播放前一部分韵句) Teacher: Jake can make a cake. Look, here's a picture of a cake. (指向图片) Can you make a cake Teacher: Now, let's say the words together. First, "make." Teacher & Students: Make. Teacher: And now, "cake." Teacher & Students: Cake. Teacher: Fantastic! By the way, did you notice that "cake" and "make" have the same ending sound Listen: cake, make. (强调结尾的发音) Teacher & Students: Cake, make. Teacher: That's right! The "ake" sound is the same in both words.
设计意图： 通过讨论图片中的人物角色和物品，引出新的词汇并强调其中的发音规律。通过引导学生观察和发现相似的发音，帮助他们更好地理解并掌握语音规则。
总结： 在本节课的引入环节中，老师通过展示图片和提问的方式引出了Jake这个角色以及与之相关的词汇。通过语音例词"cake"和"make"，老师巧妙地引出了相似的发音规律，为后续的学习内容打下了基础。学生们通过互动和重复，逐渐掌握了这些新的词汇和发音规则。接下来，将进入第三个环节：呈现课文内容。
Step 3: Presentation 步骤 3：呈现课文内容
展示 Dave 的图片，播放韵句的后半部分，完整呈现韵句，引导学生感受和发现字母 a 在开音节中的发音。 Teacher: Now, let's meet another friend. (展示图片) Is this Jake No, his name is Dave. Listen to what Dave likes. (播放韵句的后半部分) What does he like He likes to eat a cake. (板书单词Dave) Can you all say "Dave" after me Teacher & Students: Dave. Teacher: Excellent! Now, let's listen to the chant again. Listen and say it with me. Teacher & Students: What does he like He likes to eat a cake. Teacher: Now, let's take a look at the blackboard. Can you tell me what you notice about these words (板书相关单词) Discuss in your groups and then share your ideas. Students: (Discuss in groups and share opinions.) Teacher: Wonderful! You noticed that there's an "a" in these words. Let's all read these words together. What sound does "a" make That's right, it's /e /. Watch my mouth and try saying it, /e /.
设计意图： 通过介绍 Dave 这个角色以及他的喜好，引出了与课文内容相关的部分。让学生在欣赏韵句后感受字母 a 在开音节中的发音。通过小组讨论，引导学生发现这些词汇中的相似之处，为后续的学习内容做好铺垫。
总结： 在本节课的呈现环节中，老师展示了 Dave 的图片，并播放了与之相关的韵句后半部分，让学生更好地理解了 Dave 喜欢的事情。通过引导学生观察单词，老师引出了字母 a 在单词中的发音。通过听、模仿和观察老师的口型，学生们逐渐掌握了字母 a 在开音节中的发音规则。接下来，将进入第四个环节：练习。
Step 4: Practice 步骤 4：练习
学生练习韵句，并表演 Teacher: Great job practicing the chant! Now, let's all say the chant together. Can you show me your best performance Teacher & Students: (Recite the chant together with enthusiasm.)
设计意图： 通过反复的练习和集体表演，让学生更加熟悉韵句，增强他们的自信心，同时也为后续的练习做好准备。
呈现组成语音例词的字母，请学生按正确顺序排列，拼写出正确的语音字母并朗读。 Teacher: Look at these four letters. Can you arrange them in the correct order to make a word What word is it Spell it out and read it aloud, please. Students: (Arrange the letters, spell the word, and read it aloud.)
完成Read, listen and tick活动。 Teacher: Now, I'll show you some words from the activity. Read them first, please. (Present the words.) Good! Listen carefully to the recording. Tick the word you hear. Are you ready Teacher: Show me your answers, please.
设计意图： 在进行听力活动之前，让学生首先熟悉题目中的单词，使他们能更好地准备听力部分，提高其听力理解能力。
比较闭音节中 a 的发音及开音节中的 a 的发音，练习使用发音规则拼读单词。 Teacher: Look at this word—cat. What sound does "a" make in this word That's right, it's / /. Watch how I pronounce it, / /. How do we read this word (Present more words, guiding students to understand the sound of "a" in different contexts.) What do you notice about these words They all have an "a," and they all end with an "e." We call this an open syllable. In an open syllable, "a" sounds like /e /.
设计意图： 通过比较闭音节和开音节中字母 a 的发音，引导学生感受并理解不同音标的发音规则，巩固他们对音标的正确发音。
出示更多的单词，请学生按照语音规则分一分类，读一读。 Teacher: Can you try reading these words Give it a shot! (Present words such as date, gate, game, mad, bat, bag, etc.) Now, read these words for me. (Present more words.)
设计意图： 让学生根据所学的发音规则，按照不同的音标将单词分成两类，并读出这些单词，以加深他们对音标发音规则的理解和运用。
完成Listen, circle and write活动。 Teacher: Let's move on to another activity. Look at the pictures and the words. Listen to the recording. If you hear a word with the / / sound like "cat," circle "a." If you hear a word with the /e / sound like "cake," circle "a-e." Then, write the word. Are you ready to listen carefully Teacher: Show me your answers, please.
设计意图： 通过听音、判断、圈出和写出单词，让学生在听、读、写的过程中巩固所学发音规则，并锻炼他们的听力和语音技能。
Step 5: Summary 步骤 5：总结
播放韵句，学生齐说韵句。 Teacher: It's time to listen to the chant again. Listen carefully. Teacher: Now, let's all say the chant together. Teacher & Students: (Listen to the chant and then recite it together.)
设计意图： 通过再次播放和学生一起齐说韵句，强化学生对本课所学内容的理解和记忆，同时也为课堂的总结做好铺垫。
课堂作业
一、看图选择正确的字母补全单词。
( ) 1. c__p A. u B. o C. a
( ) 2. c__ke A. e B. a C. i
( ) 3. fa__e A. a B. u C. c
( ) 4. na__e A. m B. n C. t
二、根据句子意思写出单词，补全句子，单词的首字母已经给出。
My n______ is Jake. I’m a boy. I like to eat c_____. And I can m_____ a cake.
My n____ is Kate. Look at my f____. I have big eyes. This is my h___ on my head.
板书设计
Unit One My classroom
A. Let’s spell
a cake face name make
a cat dad hat map