Unit 2 My schoolbag Part A Let’s spell 教案
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| 名称 | Unit 2 My schoolbag Part A Let’s spell 教案 |  | |
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| 文件大小 | 233.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-08-24 09:57:34 | ||
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文档简介
第三课时
课时内容
A. Let’s spell
课时分析
本部分分为语音学习和单词书写两部分内容。通过听、读、以及唱的互动活动，旨在帮助学生体验和掌握字母i在单词中发音的方式。本课时的主要学习目标是掌握字母i在开音节中发出的短音/a /。在活动中，通过一首韵律感强的歌谣"See the nice new kite，With the big number nine. Do you like the nice new kite Yes, it is very fine."，引入包含字母i的开音节词汇，如nice、kite、nine、fine、like。此外，教材还呈现了类似的语音例词，如like、kite、five、nine、rice。学生通过诵读这些例词和韵律歌谣，感知字母i在开音节中的发音规律。接着，在听一听、读一读、排顺序的环节中，学生将发音与字形联系起来，训练听音辨音的能力。在听一听、圈一圈、写一写的活动中，学生需要辨别字母i在单词中是闭音节还是开音节，圈出相应的字母，并正确书写单词。通过这些活动，学生将进一步掌握字母发音的规律，且能够根据规律正确地拼写单词。在教学过程中，采用多样化的活动，引导学生主动发现和体会字母发音的规则。
课时目标
学生能够领悟并总结字母i在开音节(i-e结构)中的发音规则。
学生能够正确朗读符合i-e发音规则的单词。
学生能够根据单词的发音正确拼写出符合i-e发音规则的单词。
课时重难点
1. 重点：
能够理解并总结字母i在开音节（i-e结构）中的发音规则。
能够准确读出符合i-e发音规则的单词。
难点：
能够根据单词的发音正确拼写出符合i-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
TPR Activity - Vocabulary Recall:
Teacher: Good morning, everyone! Let's start with an exciting activity to get our brains and bodies ready. Listen carefully and follow my instructions. Are you ready Put your Chinese book in your desk.
Teacher gives instructions for students to perform actions based on the vocabulary. Students repeat the actions while saying the vocabulary words.
Teacher: Excellent! Keep going. Put your pencil box on your English book. Put your maths book under your schoolbag. Put your eraser near your pencil box. Put your English book on your desk. Put your pencil box near your English book.
Continue with more instructions and actions.
Teacher: Well done! You all remembered the vocabulary so well!
Design Intent: This Total Physical Response (TPR) activity aims to review and reinforce the vocabulary and sentence patterns introduced in the previous lesson. It also energizes the students and sets a lively tone for the rest of the class.
Step 2: Vocabulary and Concept Introduction
Interactive Schoolbag Display:
Teacher: Now, let's take a closer look at what we have in our magical schoolbags. I have here some pictures of items. Can you tell me what they are
Teacher displays pictures of various school-related items one by one, and students identify and name the items.
Teacher: Wonderful! You're all amazing at recognizing these items.
Discussion: Schoolbag Favorites:
Teacher: Since we're talking about schoolbags, let's have a fun discussion. What's your favorite thing to have in your schoolbag Is it a book, a pencil, or something else Let's share with a partner!
Students discuss their favorite schoolbag items with a partner.
Teacher: I heard some great choices! Now, who would like to share their partner's favorite with the class
Design Intent: This segment introduces the concept of discussing personal preferences related to schoolbags and their contents. By engaging in discussions, students practice using the target vocabulary in meaningful conversations.
Step 3: Vocabulary Reinforcement through Creative Activity
Create Your Dream Schoolbag:
Teacher: Imagine you have a special schoolbag where you can put anything you want. Draw or describe your dream schoolbag. What items will you have in it
Students draw or describe their dream schoolbags, thinking about the items they would like to include.
Teacher: How exciting! I can't wait to see what wonderful things you've imagined.
Show and Tell: Dream Schoolbag:
Teacher: Now, it's time to share your dream schoolbags with the class. Who wants to go first
Students take turns sharing their drawings or descriptions of their dream schoolbags with their classmates.
Teacher: Amazing creativity, everyone! You all have fantastic ideas!
Design Intent: This creative activity encourages students to use their imagination and apply the target vocabulary in a personal context. By sharing their dream schoolbags, students practice expressing themselves in English and engage in peer interactions.
Step 4: Practice
Guess the Word from Lip Movements:
Teacher: It's time for a fun game! I'll say a word silently, but watch my lips closely. Try to guess the word by looking at how my lips move. Then, say the word out loud.
Teacher demonstrates by silently mouthing a word while students try to guess and say it aloud.
Teacher: Great job, everyone! Your lip-reading skills are fantastic!
Quick Response Reading:
Teacher: Are you ready for a quick reading challenge I will show you picture cards, and you need to say the word as quickly as you can. Let's try it with the word "like." Ready Go!
Teacher shows picture cards, and students respond with quick reading: "like, l-i-k-e, /l/ / a / /k/."
Teacher: Excellent! You're lightning-fast readers!
Listen, Number, and Sequence:
Teacher: Now, let's listen, number, and sequence. Listen to these words, and then number them in the correct order based on what you hear.
Teacher plays an audio recording of the words, and students number them according to their sequence.
Teacher: Show me your answers, please. Wonderful job, everyone!
Listen, Circle, and Write:
Teacher: Now, it's time for a listening challenge. Listen carefully to the word. Is it a closed syllable (i) or an open syllable (i-e) Circle the corresponding symbol, then write the word.
Teacher says a word, and students determine whether it's a closed or open syllable, circle the appropriate symbol, and write the word.
Teacher: Fantastic work, spelling detectives! You cracked the code!
Phonics Chant:
Teacher: Get ready for a rhythmic chant! Listen first, then join in.
Teacher chants while demonstrating actions:
I, I, I; I, I, I, I is in like, /a /, /a /, /a /. I, I, I; I, I, I, I is in nice, /a /, /a /, /a /. I, I, I; I, I, I, I is in nine, /a /, /a /, /a /. I, I, I; I, I, I, I is in big, / /, / /, / /. I, I, I; I, I, I, I is in pig, / /, / /, / /. I, I, I; I, I, I, I is in six, / /, / /, / /.
Chant Performance and Creativity:
Teacher: Let's put on a show! Practice the chant with your group. Feel free to add your creative actions. You can even choose a creative way to present the chant to the class.
Students rehearse the chant in groups, incorporating actions and creative presentations.
Teacher: Bravo! You all are chant performers! What an amazing showcase!
Design Intent: These interactive activities are designed to reinforce and consolidate the students' understanding of the phonics concepts introduced in the lesson. Through activities like lip-reading, quick response reading, sequencing, phonics chant, and creative performances, students engage with the material in dynamic and engaging ways, enhancing their phonics skills while having fun.
板书设计
Unit Two My schoolbag
A. Let’s spell
like kite five nine rice
课时内容
A. Let’s spell
课时分析
本部分分为语音学习和单词书写两部分内容。通过听、读、以及唱的互动活动，旨在帮助学生体验和掌握字母i在单词中发音的方式。本课时的主要学习目标是掌握字母i在开音节中发出的短音/a /。在活动中，通过一首韵律感强的歌谣"See the nice new kite，With the big number nine. Do you like the nice new kite Yes, it is very fine."，引入包含字母i的开音节词汇，如nice、kite、nine、fine、like。此外，教材还呈现了类似的语音例词，如like、kite、five、nine、rice。学生通过诵读这些例词和韵律歌谣，感知字母i在开音节中的发音规律。接着，在听一听、读一读、排顺序的环节中，学生将发音与字形联系起来，训练听音辨音的能力。在听一听、圈一圈、写一写的活动中，学生需要辨别字母i在单词中是闭音节还是开音节，圈出相应的字母，并正确书写单词。通过这些活动，学生将进一步掌握字母发音的规律，且能够根据规律正确地拼写单词。在教学过程中，采用多样化的活动，引导学生主动发现和体会字母发音的规则。
课时目标
学生能够领悟并总结字母i在开音节(i-e结构)中的发音规则。
学生能够正确朗读符合i-e发音规则的单词。
学生能够根据单词的发音正确拼写出符合i-e发音规则的单词。
课时重难点
1. 重点：
能够理解并总结字母i在开音节（i-e结构）中的发音规则。
能够准确读出符合i-e发音规则的单词。
难点：
能够根据单词的发音正确拼写出符合i-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
TPR Activity - Vocabulary Recall:
Teacher: Good morning, everyone! Let's start with an exciting activity to get our brains and bodies ready. Listen carefully and follow my instructions. Are you ready Put your Chinese book in your desk.
Teacher gives instructions for students to perform actions based on the vocabulary. Students repeat the actions while saying the vocabulary words.
Teacher: Excellent! Keep going. Put your pencil box on your English book. Put your maths book under your schoolbag. Put your eraser near your pencil box. Put your English book on your desk. Put your pencil box near your English book.
Continue with more instructions and actions.
Teacher: Well done! You all remembered the vocabulary so well!
Design Intent: This Total Physical Response (TPR) activity aims to review and reinforce the vocabulary and sentence patterns introduced in the previous lesson. It also energizes the students and sets a lively tone for the rest of the class.
Step 2: Vocabulary and Concept Introduction
Interactive Schoolbag Display:
Teacher: Now, let's take a closer look at what we have in our magical schoolbags. I have here some pictures of items. Can you tell me what they are
Teacher displays pictures of various school-related items one by one, and students identify and name the items.
Teacher: Wonderful! You're all amazing at recognizing these items.
Discussion: Schoolbag Favorites:
Teacher: Since we're talking about schoolbags, let's have a fun discussion. What's your favorite thing to have in your schoolbag Is it a book, a pencil, or something else Let's share with a partner!
Students discuss their favorite schoolbag items with a partner.
Teacher: I heard some great choices! Now, who would like to share their partner's favorite with the class
Design Intent: This segment introduces the concept of discussing personal preferences related to schoolbags and their contents. By engaging in discussions, students practice using the target vocabulary in meaningful conversations.
Step 3: Vocabulary Reinforcement through Creative Activity
Create Your Dream Schoolbag:
Teacher: Imagine you have a special schoolbag where you can put anything you want. Draw or describe your dream schoolbag. What items will you have in it
Students draw or describe their dream schoolbags, thinking about the items they would like to include.
Teacher: How exciting! I can't wait to see what wonderful things you've imagined.
Show and Tell: Dream Schoolbag:
Teacher: Now, it's time to share your dream schoolbags with the class. Who wants to go first
Students take turns sharing their drawings or descriptions of their dream schoolbags with their classmates.
Teacher: Amazing creativity, everyone! You all have fantastic ideas!
Design Intent: This creative activity encourages students to use their imagination and apply the target vocabulary in a personal context. By sharing their dream schoolbags, students practice expressing themselves in English and engage in peer interactions.
Step 4: Practice
Guess the Word from Lip Movements:
Teacher: It's time for a fun game! I'll say a word silently, but watch my lips closely. Try to guess the word by looking at how my lips move. Then, say the word out loud.
Teacher demonstrates by silently mouthing a word while students try to guess and say it aloud.
Teacher: Great job, everyone! Your lip-reading skills are fantastic!
Quick Response Reading:
Teacher: Are you ready for a quick reading challenge I will show you picture cards, and you need to say the word as quickly as you can. Let's try it with the word "like." Ready Go!
Teacher shows picture cards, and students respond with quick reading: "like, l-i-k-e, /l/ / a / /k/."
Teacher: Excellent! You're lightning-fast readers!
Listen, Number, and Sequence:
Teacher: Now, let's listen, number, and sequence. Listen to these words, and then number them in the correct order based on what you hear.
Teacher plays an audio recording of the words, and students number them according to their sequence.
Teacher: Show me your answers, please. Wonderful job, everyone!
Listen, Circle, and Write:
Teacher: Now, it's time for a listening challenge. Listen carefully to the word. Is it a closed syllable (i) or an open syllable (i-e) Circle the corresponding symbol, then write the word.
Teacher says a word, and students determine whether it's a closed or open syllable, circle the appropriate symbol, and write the word.
Teacher: Fantastic work, spelling detectives! You cracked the code!
Phonics Chant:
Teacher: Get ready for a rhythmic chant! Listen first, then join in.
Teacher chants while demonstrating actions:
I, I, I; I, I, I, I is in like, /a /, /a /, /a /. I, I, I; I, I, I, I is in nice, /a /, /a /, /a /. I, I, I; I, I, I, I is in nine, /a /, /a /, /a /. I, I, I; I, I, I, I is in big, / /, / /, / /. I, I, I; I, I, I, I is in pig, / /, / /, / /. I, I, I; I, I, I, I is in six, / /, / /, / /.
Chant Performance and Creativity:
Teacher: Let's put on a show! Practice the chant with your group. Feel free to add your creative actions. You can even choose a creative way to present the chant to the class.
Students rehearse the chant in groups, incorporating actions and creative presentations.
Teacher: Bravo! You all are chant performers! What an amazing showcase!
Design Intent: These interactive activities are designed to reinforce and consolidate the students' understanding of the phonics concepts introduced in the lesson. Through activities like lip-reading, quick response reading, sequencing, phonics chant, and creative performances, students engage with the material in dynamic and engaging ways, enhancing their phonics skills while having fun.
板书设计
Unit Two My schoolbag
A. Let’s spell
like kite five nine rice