Unit 1 Meeting a New Teacher Lesson 1 教案

Unit
1
Meeting
a
New
Teacher
Lesson
1
Who
Is
She?
一、
教材分析：本课选自《新路径》（三年级起点）第四册第一单元第一课
。
选择教材Let’s
learn
the
sounds自然拼读法部分，学习自然拼读法中-og,
-op,
-ot,
-ox的发音规律以及含有这些发音的单词的拼写，掌握O的字母组合的发音规律。
二、学情分析：
本课的教学对象是四年级的学生，他们通过三年级的英语知识积累，已初步具备一定的英语知识、自学能力和语言组织能力，具有较强的表现欲、喜欢竞争、好胜心强，渴求受到正面评价。同时这个年龄段的学生敢于开口说，模仿能力强、记忆力好，学习记忆速度快，乐于参与形式多样的教学活动。绝大部分孩子对英语有一定的兴趣，愿意参与课堂活动，愿意积极回答问题，敢于用英语表达自己的想法。
三、教学目标
知识目标：
（1）通过课件、图片、肢体语言等方式，让学生初步理解本课重点单词。
（2）通过听、说、读、写的方式，帮助学生掌握字母O的组合词的发音。2．能力目标：
（1）通过多种感知方式让学生能够理解掌握重点词汇。
（2）通过不同的练习方式让学生能够正确读出并写出组合词，掌握拼读方法。
3．情感目标
（1）激发学生对于单词拼读的兴趣。
四、教学重难点
（1）-ox,-ot,-op,-og的正确发音及含有这些发音的单词的拼写。
（2）字母发音的句型What
sound
does…say?
五、教具准备
点读机、课件、单词卡片。
六、教学过程
教学流程
教学活动
学生活动
设计意图
Greeting
T:Good
morning,
boys
and
girls.
How
nice
to
see
you
again!
Ss:
Good
morning,
Miss
Chen.
Me
too.
通过师生问好创设和谐氛围。
Warming-up
T:First,I’ll
introduce
you
the
rewards.
What’s
this
?
It’s
a
bone.
Today
you
are
T1,T2,T3
T4.Each
team
has
a
dog.
If
you
are
good,
you
can
get
a
bone
for
your
dog.
T:What’s
this
letter?
Let’s
sing
a
song
‘ABC
Chant’
What
sound
does
A
say?
What
sound
does
O
say?
Ss:
It’s
a
dog.
It’s
a
bone.
OK!
介绍本节课的四个小组竞赛方式；每一小组有一只小狗，通过积极回答问题为小狗赢得食物。
热身环节带领学生唱一首关于字母发音的歌曲，对本节拼读课做铺垫。
Lead-in
(1)T:
Who
is
he?
Yes,
he
is
Conan.
He
is
a
good
detective.
Today
let’s
to
be
Conan
.What’s
the
missing
letter?
(2)T:
Today
,we
are
going
to
learn
some
words
with
the
sound
of
letter
O.
(2)
Ss:
He
is
名侦探柯南.He
is
Conan.
学生观察26个字母表中缺失的字母。即字母O。
Ss:
It’s
letter
O.
1、通过名侦探柯南形象，让让学生做侦探观察26个字母中缺少的字母O，恰当引入本课的学习内容，为本课的教学创造积极的条件。
Presentation
(1)T:Listen,someone
is
knocking
at
the
door.(敲门音效)
Today
some
friends
come
here
to
see
letter
O.
Let’s
see
who
they
are.
(2)T:O
and
x
become
ox.
O
and
p
become
op.
O
and
t
become
ot.
O
and
g
become
og.
What
sound
does
ox/ot/op/og
say?
Let’s
find
it
out.
（3）Let
Ss
listen
to
4
chants
with
the
sound
of
ox/ot/op/og.
What
sound
does
ox/ot/op/og
say?
What
sound
does
b-o-x,
f-o-x
say?
Can
you
try
to
read
out
the
sentence
?
What
sound
does
h-o-t,
p-o-t
say?
What
sound
does
h-o-p,
t-o-p
say?
What
sound
does
d-o-g,
l-o-g
say?
(1)
Pupils
watch
carefully
and
try
to
find
out
these
letters.
S1:
They
are
x
and
p.
S1:
They
are
t
and
g.
(2)Ss
listen
to
4
chants
and
try
to
answer
the
question
‘What
sound
does
ox/ot/op/og
say?’
Ss:
引导学生回答
Ox
says
/ox/.
Ot
says
/ot/.
Op
says
/op/.
Og
says
/og/.
b-ox,
box.
f-ox,
fox.
In
the
box
,there
is
a
fox.
h-ot,
hot.
p-ot,
pot.
My
pot
is
not
so
hot.
h-op,
hop.
t-op,
top.
I
can
hop
to
the
top.
d-og,
dog.
l-og,
log.
On
the
log
,there
is
a
dog.
快速闪现XPTG四个字母，让学生集中注意力猜字母。
通过这个填空缺字母的词汇练习，检测学生对新词汇的掌握情况。
学生通过练习题观察图片选词填空，用所学的句型回答问题，练习巩固本课所学内容。
Practice
(1)T
ask
Ss
to
listen
and
repeat.
(2)
T
ask
Ss
to
read
aloud
the
words
by
themselves.
(3)T
help
Ss
to
practice
reading
the
words
with
a
game.
Ss
read
after
the
teacher.
Ss
look
at
the
pictures
and
try
to
read
the
words
aloud
by
themselves.
Ss
listen
,stand
up
and
read
aloud
the
word
in
their
hands
to
consolidate
the
words
with
the
sound
/o/
1、机械操练，跟读拼词。
2、学生观察图片，运用拼读技巧，进行拼读。
3、游戏中巩固拼读，训练听力。给每位同学准备本节课相关的单词卡片，老师读出一个词，每组中手持这一词的同学马上站起来并读出这一词。通过游戏的方式巩固加强学生对O的组合发音的掌握。
Consolidation
T
help
Ss
sound
out
more
words
with
the
sound
/o/.
T
ask
Ss
to
do
a
listening
test
to
help
Ss
practice
listening
skills.
T
ask
Ss
to
do
a
exercise
about
the
words
we
learned
today.
T
ask
Ss
to
listen
and
write
down
the
words.
(1)
Ss
sound
out
more
words
with
the
sound
/o/.
(2)
Ss
do
a
listening
test
to
help
Ss
practice
listening
skills.
(3)Ss
do
an
exercise
about
the
words
we
learned
today.
(4)Ss
listen
and
write
down
the
words.
1、学生拼读出教材以外，其他辅音开头的O组合词，帮助学生运用课堂知识。
2、学生听音圈词，从听力方面掌握本节课拼读知识。
3、学生完成今天学习知识的练习题。从理解层面掌握知识。
4、学生完成听写练习，从写的层面掌握知识。
巩固加强环节，从听说读写四个层面帮助学生再次巩固单词。
Homework
T
ask
Ss
1、To
read
ox/ot/op/og
chant.
2、To
make
up
Ss’
own
chant
with
the
sound
of
ox/ot/op/og
.
Ss
read
ox/ot/op/og
chant.
Ss
make
up
own
chant
with
the
sound
of
ox/ot/op/og
.
学生通过读关于ox/ot/op/og的歌谣，加深对拼读单词的掌握。
课后反思
学生能听懂会拼读本课涉及的含字母O发音的单词做到发音准确、语调自然。
大部分学生能通过拼读单词掌握发音规律，以及含有这些发音的单词的拼写。
3、学生对于发音的句型What
sound
does
O
say
?掌握比较困难，在今后的教学中应加强对这一句型的强调和练习。