小学英语教案
课文标题：
( Part A Let’s spell )
单元名称：
Unit 5 My clothes
教材版本：
PEP Primary English
授课年级：
Grade 4 是
教材整合安排
课时
教学内容安排
及教材整合
教学目标
语言知识目标
语言技能目标
情感态度目标
学习策略目标
文化意识目标
第一课时
第二课时
第三课时
Let’s spell
（1）让学生能够感知并归纳总结出-le在单词中的发音规则；
（2）读出符合-le发音规则的单词；
（3）能够填充单词，做到书写规范。
（1）能够自由拼读出课本上含有-le的单词；
（2）能够根据单词的读音拼写出符合-le发音规则的单词；
（3）能够正确规范的书写书本上的3个单词。
分组教学培养学生的集体意识和竞争意识，另外我还注重培养学生热爱学习英语的良好习惯，让学生体会到自主探究学习的乐趣，激发他们学习英语语音的兴趣，掌握字母组合的发音规律为下一步的英语学习做好铺垫。
让学生以小组为单位自主探究学习，掌握字母组合的发音规律，使学生真正理解，根据单词的自然拼读规律做到见词能读。
第四课时
第五课时
第六课时
教学过程
Procedures
Teacher’s Activities
Learners’ Activities
Notes
Step I
Warming up & Revision
（将全班分成T1& T2，每一个Team 中4人1小组进行活动。在课堂上哪个学生回答对问题或完成任务积极主动就能替所在的Team赢得一面小红旗。）
Greeting & Review
T: Good morning, boys and girls! I am your new teacher Angel. Nice to meet you!
Ss: Nice to meet you too!
T: Good, first let’s have a review, look at this chant, follow me!
er, er, /?:/, /?:/, /?:/, water, tiger;
ar, ar, /a:/, /a:/, /a:/, arm, car;
al, al, /?:/, /?:/, /?:/, tall, wall;
or, or,/?:/, /?:/,/?:/, horse, fork.
T: OK, let’s try again, run -up! Great!
分组。
Greeting.
齐读歌谣，复习前四
个单元里出现的字母
组合发音规律。
分组是为了更好的提高学生的学习兴趣，培养学生的竞争意识，让学生感受到竞争学习的快乐。
歌谣是为了巩固前四个单元里出现的字母组合，掌握字母组合的发音规律。
Step II.
Presentation
1.故事引入
T: For your excellent show. I will tell you a story. Look, who is she? Yes, she is The Snow White. Today I will tell you a story about The Snow White. Listen carefully:
“A long time ago, there was a beautiful princess named Snow White. The stepmother didn’t like her very much, she wanted to kill her. The Snow White ran into the wild forest. She was very tired. She came into the house, and saw 7 little people.
2.学习单词
教师分别出示little, people的单词卡片，领读两遍后将其贴在黑板上；
T：Let’s go on: The Snow White saw an apple on the table, she wanted to eat it.
教师分别出示apple, table的单词卡片，领读两遍后将其贴在黑板上；
T: Now story can be stop here, look at the screen, please. Here are 4 words, do you know the meaning? 学生了解4个单词的汉语意思。
学习单词apple：
(1) Listen to the tape carefully try to imitate;
(2) 教师拿单词卡片分别领拼单词，a-pp-le, 学生跟拼，询问音节，提问个别学生拼读单词；
(3) T: Show me your hands, let’s write together. 全班学生一起书空单词，教师板书单词apple;
学习单词t-a-b-le：
Listen to the tape carefully try to imitate;
教师拿着单词卡片领读单词，t-a-b-le,学生跟读，询问音节，小组PK，提问个别同学；
T：Team 1 spells this twice. Team 2 spells this twice. I think team X is better.
(3) T: Show me your hands, let’s write together. 全班学生一起书空单词，教师板书单词table;
学习单词l-i-tt-le：
Listen to the tape carefully try to imitate; (2) 教师拿着单词卡片领读单词，l-i-tt-le,学生跟读，询问音节，男女生分别齐读两边后男女生PK；
T：All the boys spell this twice. All the girls spell this twice.
I will call one boy PK one Girl, let’s check who spell better. I think G/B is better. Another Group. This time I think G/B is better.
(3) T: Show me your hands, let’s write together. 全班学生一起书空单词，教师板书单词little;
学习单词p-eo-p-le：
Listen to the tape carefully try to imitate;
教师拿着单词卡片p-eo-p-le,找个别学生试着读出音节，教师领读纠错，学生跟读，提问个别同学；
T：OK, look at here who can spell it for us? Thank you. Who wants to try? OK, follow me. Can you read, S1?
(3) T: Show me your hands, let’s write together. 全班学生一起书空单词，教师板书单词people;
3.探寻发音规律
(1) T: Look at the board, let’s read these 4 words together. Can you find the same points of these words? Yes, all of them have the same letters-le.
(2) T: You can read the words with your group members ,试着体会一下le字母组合在单词中的发音是什么？
T: OK, who want to give me your answer ?告诉我le在单词中通常发什么音？大胆说，没关系。
T: OK, let’s have a check.
Yes, le pronounced /l/ in the words.
(3) Follow me-- le,le,/l/,/l/,/l/.(出示单词卡片）
Let’ try to spell the words.
apple--/p/ /l/;
table--/b/ /l;
people--/p/ /l/.
(4) T: Yes, I will show you a chant, the first time I read the words with rising-falling tones, and you read /l/. OK?
This time we change, you read the words with rising-falling tones, I read /l/.
“apple , apple, /l/ /l/ /l/
table , table , /l/ /l/ /l/
people, people, /l/ /l/ /l/
little, little, /l/ /l/ /l/
le, le, /l/ /l/ /l/”
Please try to remember the letter le pronounced /l/.
听故事，学单词，体会发音，了解字母组合-le的发音规律，并能够掌握书写正确的单词书写方式。
本课我设计的创设情景，故事导入，将后面要学的四个单词分别引入故事中，使其自然呈现。在后面的单词学习中我分别使用音节拼读教学，让学生自己体会单词的发音规律，最后在掌握单词的发音拼读规律后，学会自然拼读法。
Step III
Practice
1. 巩固操练--音节练习
T: Look! I will show you some consonant letters? Do you know how to read them?
Yes, c,c,c --/k/,/k,/k/;
b,b,b--/b/,/b/,/b/;
g,g,g--/g/,/g/,/g/;
p,p,p--/p/,/p/,/p/;
s,s,s--/s/,/s/,/s/;
t,t,t--/t/,/t/,/t/;
OK, let’s have a try! Try to spell these letters with le, for example: cle, ble.
Can you spell the others? You can spell it with your group members. OK, Team 1 you do from b to g, Team 2 you do from p to t. Start! Team 1 can you spell? Yes: ble, dle, gle. Great! Team 2 can you spell? ple, sle, tle. Great! I think Team X is better.
2. 巩固操练--单词扩展
T：Look, here are some words, can you read these words? I will give you an example:
hole:h-o-le,
Can you read the other words? You can read with your group members.
uncle:u-n-c-le,
purple:p-ur-p-le,
candle:c-a-n-d-le,
noodle:n-oo-d-le,
handle:h-a-n-d-le。
Great! Who wants to read this word for us? OK, which team are you in? What about this one? Which team are you in? Good! Who wants to try this one? Which team are you in? ...
拼读音节，了解辅音字母与字母组合-le的拼读规律。
拼读单词，尝试根据发音规律读出新单词。
由音节到单词的扩展为学生的语音学习起到了层层加深的作用，先掌握音节的拼读规律再过渡到单词这样使得学生比较容易接受。
Step IV
Production
1. Read, underline and listen.
T: Good, open your books, look at “read, underline and listen”,
First work with your group try to underline the letters of le;
Now I will play it for you, you can check the answer with your group members;
Listen again let’s read these phrases together;
Who can read these phrases for your team? Team 1? Team 2?
OK, I think Team X is better!
2. Look listen and write.
OK, look at the screen; can you guess what word is missing?
Now, let’s listen to it together, try to find the 3 missing words;
T: OK, who can tell me what the first missing word is?
S1 answer.
T: Can you spell it? Good.
T: What about the second word?
S2 answer.
T: Can you spell it? Good.
T: What about the third word?
S3 answer.
T: Can you spell it? Good.
T: Now let’s listen again, you can write the words on the book, pay attention to your handwriting.
OK. Look at the screen, try to check the answer.
3. 学习chant
T: Just now I said the Snow White was very hungry, she wants to eat the apple, but the little people said: Before eat the apple you must read the chant. Do you want to help the Snow White? Great! I will show you the chant. Work in groups, try to find the words with le .
Have you got the answers? Who can tell me what are they?
Now let’s watch it together;
T: Is it funny? Yes, do you want to imitate? OK, let’s have a try!
Try to imitate the chant follow the flash twice;
Now this time let’s try to follow the it;
Read in groups to practice the chant;
Which group wants to show it for us?
T: OK, can you read the chant? Let’s read it together. Yes! You can read the chant and the Snow White can read too. She can eat the apple! Pretty good! Thanks for your help!
4. 小组评价，对获胜的小队进行表扬
完成课本练习Read, underline and listen.
圈出字母组合-le,并尝试读出单词。
完成课本练习Look listen and write.
在课本上写下3个空缺单词。
找出含有-le的单词，并尝试读出歌谣。
分组比赛。
课本上的两个练习很好的巩固上面学过的知识，使其落实到课本上更好的加深学生的印象。
我根据课堂需要将其顺序进行了调整，先将Read，listen and chant中的单词抽出来让学生进行模仿、拼读、对比、观察，体会其发音规律，随后用Read，underline and listen；和Look，listen and write 作巩固练习，为下一步的chant学习作铺垫，我将Read，listen and chant中的chant放在了最后，作为归纳总结。
小组评价，对胜利的小组进行表扬增加了学生学习的信心。
Step V
Summary
总结本课学习的对话内容。
同教师一起复述和总结本课对话的主要内容。
归纳总结，让学生对今天所学的内容有个汇总的了解，在头脑中梳理清楚今天所学的语言点，方便日后的使用。
Step VI
Homework
T: I will give you 3 tasks.
No.1: Take out this paper. If you can read the word of level 1, you can got 2 stars, if you can read the word of level 2, you can got 3 stars;
No.2: Read the chant of the apple;
No.3: Write the words: apple, little, table on your exercise book.
T: OK, so much for today, thank you for your listening, see you!
完成作业。
本课课本中句型的真实再现。
小学英语教案
课文标题：
( Part A Let’s spell )
单元名称：
Unit 5 My clothes
教材版本：
PEP Primary English
授课年级：
Grade 4 是
教材整合安排
课时
教学内容安排
及教材整合
教学目标
语言知识目标
语言技能目标
情感态度目标
学习策略目标
文化意识目标
第一课时
第二课时
第三课时
Let’s spell
（1）让学生能够感知并归纳总结出-le在单词中的发音规则；
（2）读出符合-le发音规则的单词；
（3）能够填充单词，做到书写规范。
（1）能够自由拼读出课本上含有-le的单词；
（2）能够根据单词的读音拼写出符合-le发音规则的单词；
（3）能够正确规范的书写书本上的3个单词。
分组教学培养学生的集体意识和竞争意识，另外我还注重培养学生热爱学习英语的良好习惯，让学生体会到自主探究学习的乐趣，激发他们学习英语语音的兴趣，掌握字母组合的发音规律为下一步的英语学习做好铺垫。
让学生以小组为单位自主探究学习，掌握字母组合的发音规律，使学生真正理解，根据单词的自然拼读规律做到见词能读。
第四课时
第五课时
第六课时
教学过程
Procedures
Teacher’s Activities
Learners’ Activities
Notes
Step I
Warming up & Revision
（将全班分成T1& T2，每一个Team 中4人1小组进行活动。在课堂上哪个学生回答对问题或完成任务积极主动就能替所在的Team赢得一面小红旗。）
Greeting & Review
T: Good morning, boys and girls! I am your new teacher Angel. Nice to meet you!
Ss: Nice to meet you too!
T: Good, first let’s have a review, look at this chant, follow me!
er, er, /?:/, /?:/, /?:/, water, tiger;
ar, ar, /a:/, /a:/, /a:/, arm, car;
al, al, /?:/, /?:/, /?:/, tall, wall;
or, or,/?:/, /?:/,/?:/, horse, fork.
T: OK, let’s try again, run -up! Great!
分组。
Greeting.
齐读歌谣，复习前四
个单元里出现的字母
组合发音规律。
分组是为了更好的提高学生的学习兴趣，培养学生的竞争意识，让学生感受到竞争学习的快乐。
歌谣是为了巩固前四个单元里出现的字母组合，掌握字母组合的发音规律。
Step II.
Presentation
1.故事引入
T: For your excellent show. I will tell you a story. Look, who is she? Yes, she is The Snow White. Today I will tell you a story about The Snow White. Listen carefully:
“A long time ago, there was a beautiful princess named Snow White. The stepmother didn’t like her very much, she wanted to kill her. The Snow White ran into the wild forest. She was very tired. She came into the house, and saw 7 little people.
2.学习单词
教师分别出示little, people的单词卡片，领读两遍后将其贴在黑板上；
T：Let’s go on: The Snow White saw an apple on the table, she wanted to eat it.
教师分别出示apple, table的单词卡片，领读两遍后将其贴在黑板上；
T: Now story can be stop here, look at the screen, please. Here are 4 words, do you know the meaning? 学生了解4个单词的汉语意思。
学习单词apple：
(1) Listen to the tape carefully try to imitate;
(2) 教师拿单词卡片分别领拼单词，a-pp-le, 学生跟拼，询问音节，提问个别学生拼读单词；
(3) T: Show me your hands, let’s write together. 全班学生一起书空单词，教师板书单词apple;
学习单词t-a-b-le：
Listen to the tape carefully try to imitate;
教师拿着单词卡片领读单词，t-a-b-le,学生跟读，询问音节，小组PK，提问个别同学；
T：Team 1 spells this twice. Team 2 spells this twice. I think team X is better.
(3) T: Show me your hands, let’s write together. 全班学生一起书空单词，教师板书单词table;
学习单词l-i-tt-le：
Listen to the tape carefully try to imitate; (2) 教师拿着单词卡片领读单词，l-i-tt-le,学生跟读，询问音节，男女生分别齐读两边后男女生PK；
T：All the boys spell this twice. All the girls spell this twice.
I will call one boy PK one Girl, let’s check who spell better. I think G/B is better. Another Group. This time I think G/B is better.
(3) T: Show me your hands, let’s write together. 全班学生一起书空单词，教师板书单词little;
学习单词p-eo-p-le：
Listen to the tape carefully try to imitate;
教师拿着单词卡片p-eo-p-le,找个别学生试着读出音节，教师领读纠错，学生跟读，提问个别同学；
T：OK, look at here who can spell it for us? Thank you. Who wants to try? OK, follow me. Can you read, S1?
(3) T: Show me your hands, let’s write together. 全班学生一起书空单词，教师板书单词people;
3.探寻发音规律
(1) T: Look at the board, let’s read these 4 words together. Can you find the same points of these words? Yes, all of them have the same letters-le.
(2) T: You can read the words with your group members ,试着体会一下le字母组合在单词中的发音是什么？
T: OK, who want to give me your answer ?告诉我le在单词中通常发什么音？大胆说，没关系。
T: OK, let’s have a check.
Yes, le pronounced /l/ in the words.
(3) Follow me-- le,le,/l/,/l/,/l/.(出示单词卡片）
Let’ try to spell the words.
apple--/p/ /l/;
table--/b/ /l;
people--/p/ /l/.
(4) T: Yes, I will show you a chant, the first time I read the words with rising-falling tones, and you read /l/. OK?
This time we change, you read the words with rising-falling tones, I read /l/.
“apple , apple, /l/ /l/ /l/
table , table , /l/ /l/ /l/
people, people, /l/ /l/ /l/
little, little, /l/ /l/ /l/
le, le, /l/ /l/ /l/”
Please try to remember the letter le pronounced /l/.
听故事，学单词，体会发音，了解字母组合-le的发音规律，并能够掌握书写正确的单词书写方式。
本课我设计的创设情景，故事导入，将后面要学的四个单词分别引入故事中，使其自然呈现。在后面的单词学习中我分别使用音节拼读教学，让学生自己体会单词的发音规律，最后在掌握单词的发音拼读规律后，学会自然拼读法。
Step III
Practice
1. 巩固操练--音节练习
T: Look! I will show you some consonant letters? Do you know how to read them?
Yes, c,c,c --/k/,/k,/k/;
b,b,b--/b/,/b/,/b/;
g,g,g--/g/,/g/,/g/;
p,p,p--/p/,/p/,/p/;
s,s,s--/s/,/s/,/s/;
t,t,t--/t/,/t/,/t/;
OK, let’s have a try! Try to spell these letters with le, for example: cle, ble.
Can you spell the others? You can spell it with your group members. OK, Team 1 you do from b to g, Team 2 you do from p to t. Start! Team 1 can you spell? Yes: ble, dle, gle. Great! Team 2 can you spell? ple, sle, tle. Great! I think Team X is better.
2. 巩固操练--单词扩展
T：Look, here are some words, can you read these words? I will give you an example:
hole:h-o-le,
Can you read the other words? You can read with your group members.
uncle:u-n-c-le,
purple:p-ur-p-le,
candle:c-a-n-d-le,
noodle:n-oo-d-le,
handle:h-a-n-d-le。
Great! Who wants to read this word for us? OK, which team are you in? What about this one? Which team are you in? Good! Who wants to try this one? Which team are you in? ...
拼读音节，了解辅音字母与字母组合-le的拼读规律。
拼读单词，尝试根据发音规律读出新单词。
由音节到单词的扩展为学生的语音学习起到了层层加深的作用，先掌握音节的拼读规律再过渡到单词这样使得学生比较容易接受。
Step IV
Production
1. Read, underline and listen.
T: Good, open your books, look at “read, underline and listen”,
First work with your group try to underline the letters of le;
Now I will play it for you, you can check the answer with your group members;
Listen again let’s read these phrases together;
Who can read these phrases for your team? Team 1? Team 2?
OK, I think Team X is better!
2. Look listen and write.
OK, look at the screen; can you guess what word is missing?
Now, let’s listen to it together, try to find the 3 missing words;
T: OK, who can tell me what the first missing word is?
S1 answer.
T: Can you spell it? Good.
T: What about the second word?
S2 answer.
T: Can you spell it? Good.
T: What about the third word?
S3 answer.
T: Can you spell it? Good.
T: Now let’s listen again, you can write the words on the book, pay attention to your handwriting.
OK. Look at the screen, try to check the answer.
3. 学习chant
T: Just now I said the Snow White was very hungry, she wants to eat the apple, but the little people said: Before eat the apple you must read the chant. Do you want to help the Snow White? Great! I will show you the chant. Work in groups, try to find the words with le .
Have you got the answers? Who can tell me what are they?
Now let’s watch it together;
T: Is it funny? Yes, do you want to imitate? OK, let’s have a try!
Try to imitate the chant follow the flash twice;
Now this time let’s try to follow the it;
Read in groups to practice the chant;
Which group wants to show it for us?
T: OK, can you read the chant? Let’s read it together. Yes! You can read the chant and the Snow White can read too. She can eat the apple! Pretty good! Thanks for your help!
4. 小组评价，对获胜的小队进行表扬
完成课本练习Read, underline and listen.
圈出字母组合-le,并尝试读出单词。
完成课本练习Look listen and write.
在课本上写下3个空缺单词。
找出含有-le的单词，并尝试读出歌谣。
分组比赛。
课本上的两个练习很好的巩固上面学过的知识，使其落实到课本上更好的加深学生的印象。
我根据课堂需要将其顺序进行了调整，先将Read，listen and chant中的单词抽出来让学生进行模仿、拼读、对比、观察，体会其发音规律，随后用Read，underline and listen；和Look，listen and write 作巩固练习，为下一步的chant学习作铺垫，我将Read，listen and chant中的chant放在了最后，作为归纳总结。
小组评价，对胜利的小组进行表扬增加了学生学习的信心。
Step V
Summary
总结本课学习的对话内容。
同教师一起复述和总结本课对话的主要内容。
归纳总结，让学生对今天所学的内容有个汇总的了解，在头脑中梳理清楚今天所学的语言点，方便日后的使用。
Step VI
Homework
T: I will give you 3 tasks.
No.1: Take out this paper. If you can read the word of level 1, you can got 2 stars, if you can read the word of level 2, you can got 3 stars;
No.2: Read the chant of the apple;
No.3: Write the words: apple, little, table on your exercise book.
T: OK, so much for today, thank you for your listening, see you!
完成作业。
本课课本中句型的真实再现。
