(共27张PPT)
Unit 6 Meet my family
A Let’s spell
人教PEP版小学英语四年级上册
Let’s chant
Let’s chant
c t
r d
f n
d g
n t
Let’s read
a
/ /
e
/e/
i
/ /
o
/ /
u
/ /
hat
bus
hit
pet
hot
hen
dig
fox
map
not
pig
net
sad
hug
cut
get
big
but
lot
bag
Try to spell
Can you introduce the two families
Dad
Peg
Mum
Bob
Will
Peg’s family
Jane
Mike
Tones
Luke
Mike’s family
Look and read.
Dad has a fat cat.
Mum has a funny duck.
Peg has a red pen.
Bob has a hot dog.
Will has a big pig.
Dad has a fat cat.
Mum has a funny duck.
Peg has a red pen.
Bob has a hot dog.
Will has a big pig.
What do you find out
Dad has a fat cat.
a
u
e
o
i
Mum has a funny duck.
Peg has a red pen.
Bob has a hot dog.
Will has a big pig.
a
u
e
o
i
fat
cat
…
red
pen
…
big
pig
…
hot
dog
…
mum
duck
…
Brain
storm
a, e, i, o, u的短音发音规则
a, e, i, o, u的短音发音规则
Look and read.
Mike rides a bike.
Jane makes a cake.
Tones smokes a rose.
Luke uses a tube.
Oh, he, she and me!
Mike rides a bike.
Jane makes a cake.
Tones smokes a rose.
Luke uses a tube.
Oh, he, she and me!
Jane makes a cake.
Mike rides a bike.
Tones smokes a rose.
Luke uses a tube.
Oh, he, she and me!
What do you find out
i-e
a-e
o-e
u-e
-e
a-e
-e
i-e
o-e
u-e
Jane
cake
…
he
she
…
Mike
bike
…
Tones
rose
…
use
tube
…
Brain
storm
a, e, i, o, u的长音发音规则
a, e, i, o, u的长音发音规则
Who’s this
He is a cat.
He is cute.
Let’s read
A cake.
A cup of milk.
He’s got a cake and a cup of milk.
A rose is on the cake.
What’s on the cake
It’s red. It’s red.
Cut the cake.
Give me the cake.
We like the cake.
We like the cat! It's cute. It's cute.
He's got a cake and a cup of milk.
A rose on the cake! It's red. It's red.
Cut the cake. Give me the cake.
He likes cake. We like it, too!
Listen and follow the chant.
Let’s chant
We like the cat! It’s cute. It’s cute.
He’s got a cake and a cup of milk.
A rose on the cake! It’s red. It’s red.
Cut the cake. Give me the cake.
He likes cake. We like it, too!
Listen and chant.
Chant again. Group and write.
face
rice
nose
use
me
bag
mum
six
leg
dog
we
cake
like
rose
cute
cat
cup
red
got
milk
he
cut
it
on
Can you write more
短音 a e i o u
音标
单词
长音 a-e -e i-e o-e u-e
音标
单词
/ /
/e/
/ /
/ /
/ /
cat bag
pen bed
big pig
dog hot
but cut
/e /
/ /
/a /
/ /
/ju /
cake
make
she he
rice nine
nose
note
cute use
Summary
bake
cute
we
cone
bite
date
pet
hit
lot
rose
mule
bone
pig
hug
not
dune
time
she
net
cut
fox
fine
wave
hope
sad
dig
hen
Let’s read
sad
Try to read
wave
shop
dune
bite
pet
nut
cone
Game
Game
a
e
i
o
u
a-e
-e
o-e
i-e
u-e
rose
I Say You Stand up
o-e
Summary
谢谢
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（PEP版）四年级上学期
Unit6 Meet my family单元整体分析
课时 Unit6 Meet my family
语篇内容 A let’s spell 类型 语音课
语篇分析 What: 本部分分为语音学习和单词书写两部分内容。通过读一读，听一听，圈一圈的活动，让学生区分元音字母a, e, i, o, u在开音节和闭音节里的不同发音。接下来学生会学习到一首韵句。韵句涉及到语音例词：we, like, cute, cat, he, cake, got, cup, milk, rose, on red, cut, give, me, it等，综合呈现了本学期学习过的五个元音字母的开音节发音与闭音节发音。教材提供的图片可以帮助学生理解韵句的内容。Why: 这首韵句涉及到的单词比较多，节奏感也相对有些难把握，所以要帮助学生通过多听多读进行体会，让学生在不断地诵读中回忆、感受、区分元音字母在不同音节里的发音。How: 韵句之后的分组写单词活动需要学生按照例子找单词。表格中列出了十个单词，分别代表a, e, i, o, u五个字母在开音节或闭音节中的发音。学生需要在韵句中找到与其发音规则一致的单词，并抄写在相应的表格。这个活动可以帮助学生按照发音规则来拼读、拼写单词，使他们对于元音字母的发音有更清晰的认识。
教学目标教学重点、难点 学习理解：学生能够根据a, e, i, o, u, a-e, i-e, o-e, u-e, -e的发音规则读出单词，应用实践：并能够通过对比a, e, i, o, u的长、短音，听录音选词，强化已学的发音规则；迁移创新：能根据语音知识，尝试朗读符合发音规则，听到符合发音规则的单词能够拼写。
资源选取及运用 教材、PPT及图片
教学过程：
教学目标 学习活动 效果评价
1.学习理解在看、听、说的活动中，获取、梳理本册书所学关于a-e, i-e, o-e, u-e, -e的语音知识。 1.Let’s chant2.Let’s read3.Try to spell4.Can you introduce the two families 5.Look and read.What do you find out a, e, i, o, u的短音发音规则6.Look and read.What do you find out a, e, i, o, u的长音发音规则 教师观察学生能否参与互动交流，根据需要调整领读与鼓励。教师根据学生发音情况，并且利用图片让学生理解短语的意思，给与指导与反馈教师根据学生不同的水平，结合教学中出现的问题给与指导与鼓励
设计意图：本阶段学习活动旨在帮学生在语境中理解学习内容，学习核心词汇和核心语言。学生在教师的指导下看图预测对话内容，在跟读模仿中模仿正确的语音语调，内化语言，为语言输出奠定基础。
教学目标 学习活动 效果评价
2.应用实践：能够通过对比a, e, i, o, u的长、短语，听录音选词。能够跟读歌谣，有节奏地吟唱。 1.Let’s read2.Listen and follow the chant.3.Let’s chant4.Listen and chant 教师观察学生运用核心语言进行交流的情况，根据学生表现给与指导与反馈。教师观察学生能否能够顺利完成连线题目，根据学生表现给与提示和指导。
设计意图：本阶段学习活动引导学生在游戏中巩固知识。特别是重点语句，在游戏中不知不觉完成知识的学习。
教学目标 学习活动 效果评价
3.迁移创新：能够根据示范例词的提示，从歌谣中找出符合上述发音规则的单词。 1.Group and write.2.Summary3.Let’s read4.Try to read5.I Say You Stand up 教师观察学生在小组内运用所学语言交流，教师根据学生对问题的回应与反馈，引导讨论和正确的评价。及时给与帮助和鼓励
设计意图：本阶段的教学活动旨在帮助学生内化语言知识，将所学知识运用到实际中，从学习理解过渡到运用实践，为后面的迁移创新有了真实的感受和体验。
板书设计
阶梯式作业设计：
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