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視頻標簽：At a farm
所屬欄目：小學英語優質課視頻
視頻課題：新PEP小學英語四年級下冊Unit 6 At a farm Let’s spell黑龍江
教學設計、課堂實錄及教案：新PEP小學英語四年級下冊Unit 6 At a farm Let’s spell黑龍江
《Unit 6 At a farm Let’s spell》教學設計
教學目標：
1.學生能感知并歸納字母組合or在詞中間時常見的發音規則。 2.能運用規則，讀出并拼寫出符合or發音規則的單詞。
3.引導學生在發現式學習中，觀察、感知、體驗，培養學生的觀察和歸納能力。
學情分析：
四年級的學生具備了一定的英語基礎知識,有了基本的語言表達能力,也具有一定的自主學習能力。學生學習過單個字母的語音發音規律，字母組合發音規律本學期剛剛接觸。學生在讀中感知發現規律并不難，但是能運用規律分辨不同的發音卻是難點。語音知識的學習是枯燥的，也是學生英語學習的薄弱環節。為激發起學生學習的興奮點，我創設西游記中唐僧被抓，徒弟們和我們四年二班的孩子們為營救唐僧，努力奪取密碼，通過蝎子精的關卡，成功解救師傅的故事。將語音知識貫穿于故事之中，情節有趣，讓枯燥乏味的語音知識變得有趣味。
教學重點：
1.在讀中感知并歸納字母組合or在詞中間時常見的發音規則。 2.運用規則能讀出并拼寫出含有or字母組合的單詞。 教學難點：
正確分辨or在詞中的兩種不同發音，準確讀寫出含有or字母組合的單詞。
教學過程
活動1【導入】創設情境
T: Do you like the story of 《 Journey to the West》? The dragon horse ran to us. Tang Seng was caught by the demon. Wu Kong, Ba Jie and Sha Seng are worried. They heard that you are helpful. They asked us for help. Can you help them? Listen to the learning objectives（營救密碼）：
1.發現單詞中，字母組合or的發音規則。 2.運用規則能讀出符合or發音規則的單詞。 3.根據讀音拼寫含有or字母組合的單詞。
T: Read the learning objectives by yourself. Remember the code.
（設計意圖：創設情境,創編唐僧被抓，悟空、沙僧和八戒非常擔心師傅，想求助樂于助人的四年二班同學一起救師傅的故事情節，將學習目標以營救密碼的說法出現，激起學生學習的興奮點。）
活動2【講授】呈現四個例詞 1. Lead to the“horse”.
T: What can they do? Look, the dragon horse ran to us. Read after me “or
/ɔ:/ , /ɔ:/ /ɔ:/ horse”.
Put on the picture and the word card. Show the gesture or
/ɔ:/. Read the word one by one. Then read together.
2. Lead to the“fork”.
T: What did Ba Jie find? Oh, he found new arms”fork”.(Do action.)
Read after me “or
/ɔ:/ , /ɔ:/ /ɔ:/ fork”. Put on the picture and the word
card. Show the gesture or /ɔ:/. Read the word one by one. 3. Lead to the“homework”.
T: Sha Seng did homework. Tang Seng arranged. Read after me “or /ɜ:/ , /ɜ:/ /ɜ:/ homework”.
Put on the picture and the word card. Show the gesture or
/ɜ:/. Read the word one by one.
4. Lead to the“world map”.
T: Guess: What did Wu Kong find? He found the world map. It’s useful for us. Maybe we will find Tang Seng from it.
Read after me “or /ɜ:/ , /ɜ:/ /ɜ:/ homework”.
Put on the picture and the word card. Show the gesture or
/ɜ:/. Read the word one by one.
（設計意圖：將四個例詞與故事中的角色鏈接，自然引出四個例詞，在師生不同形式的讀中感知or 的不同發音。）
活動3【探究】探究字母組合or的發音規則
T: Look at the letters “or”. Where are they? Where are they? What rules can you find? What rules can you find? Think it over, and discuss it in your group.
Report the rules by the group leaders. 屏幕呈現學生的發現：
字母組合or在單詞中的發音規則： or在詞中一般發/ɔ:/ 音； or在w后一般發/ɜ:/音。
齊讀兩遍。
（設計意圖：or的發音規律是教學重點，學生通過前面多遍的讀，已經能夠初步感知or的不同發音，這里大膽放手讓學生通過自主思考和小組研討，讓學生充分說出發現的規律，再屏幕出示讀一讀，突出重點。）
活動4【運用】運用規律嘗試讀 T: Can you use the rules? Quiz for you. 1. Show the word“born”. T: “or” pronounce? Why? Read this word one by one. 2. Show the word“word”. T: “or” pronounce? Why? Read this word by students. 3. Read more words.
T: Can you read more words?
Show sixteen words one by one. （born word or for wort forty pork report shorts corn horn short worm store before morning）
Name to read; Lead to read; Read them by yourself; Team read; Read them together.
（設計意圖：通過多種形式的讀，將發現的規律內化，更深層地理解并運用字母組合“or”的發音規則。）
活動5【鞏固】勇闖四關
T: Good at observing. It’s useful for us. We have got the code. Let’s rescue ang Seng. Are you ready?
插入蝎子精宣戰動畫：“想救你師傅，沒那么容易，必須過我這四關。” T: Do you have confidence to pass these four tasks? Can you try?
（設計意圖：將訓練與故事情節相結合，讓枯燥的訓練變得有活力。） 第一關：聽音解碼
a. P40. Read these words by themselves. b. Listen and number. c. Check the answer.
（設計意圖：通過聽力活動，幫助學生進一步感知并分辨or的兩種不同發音。）
第二關：拼寫解碼
a. Look at the pictures on the blackboard. Spell and write the word together.
b. Dictation test: pork forty born worm short horn word c. The students spell the words. Check the words together. d. P40. Look, listen and write.
Lead three students to write them on the blackboard.
（設計意圖：聽音寫單詞這個環節是突破難點的環節，將字母組合“or”的發音規則得以實際運用。）
第三關：辨音解碼
T: There is a magic box. You will hear of the code. Move two keys. If you
are right, the box will turn around.
a. We make two examples together.
b. Lead four students to do it in front of the blackboard.
（設計意圖：給神奇的密碼箱解碼，讓學生在操作中進一步分辨or的兩種不同發音。）
第四關：歌曲解碼
a. Read the lyrics by themselves.
b. Listen to the song accompaniment of 《the White Dragon Horse》. c. Combine the lyrics with the song. Make a new song“The Fashionable Horse”.
Sing it out by yourselves. Sing it out with your group. The group shows the song. Be a singer. Sing it out together.
（設計意圖：《白龍馬》這首歌曲孩子們耳熟能詳，非常喜歡，將一些含有“or”字母組合的句子與歌曲相結合，寓教于樂，提高綜合運用能力。）
活動6【總結】我們解救唐僧的密碼是什么？
T: We have finished four tasks. Can Tang Seng be released at last? Let’s count “Three Two One”.
插入動畫：Tang Seng: “Thank you super kids. You’re helpful!”
T：We rescued Tang Seng. You are winners. I’m proud of you. Which code is it?
（設計意圖：插入唐僧被解救出來的動畫，孩子們體會到成功的快樂，強調營救密碼，故事首尾呼應。）Emotional education:
The rose’s in her hand, and the flavor in mine. 贈人玫瑰，手有余香。 活動7【作業】 選擇A 或者 B A. Read the words we have learned today. B. Use the words, Make a new song. （設計意圖：合理分層，有的放矢。）
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