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視頻標簽：Hello,Letter time,Song time
所屬欄目：小學英語優(yōu)質(zhì)課視頻
視頻課題：小學英語譯林版三年級上冊Unit 1 Unit 1 Hello Letter time Song time Aa Bb Cc Dd蘇州
教學設(shè)計、課堂實錄及教案：小學英語譯林版三年級上冊Unit 1 Unit 1 Hello Letter time Song time Aa Bb Cc Dd蘇州工業(yè)園區(qū)景城學校
教學設(shè)計及反思
開課時間 2018.03.29
課例級別
校際公開課
教學內(nèi)容
Phonics: Aa, Bb, Cc & Dd
教學目標
1. By the end of the lesson, Ss will be able to know the name and shape of the letters Aa, Bb, Cc & Dd.
2. By the end of the lesson, Ss will be able to know the sound of the letters Aa, Bb, Cc & Dd.
3. Ss will be interested in English.
教學重點
1. The name and shape of the letters Aa, Bb, Cc & Dd. 2. The sound of the letters Aa, Bb, Cc & Dd.
教學難點
1. The shape of the letters Aa, Bb, Cc & Dd. 2. The sound of the letters Aa, Bb, Cc & Dd.
教學輔助 Multi-media and word cards
教學設(shè)計
Step I Lead-in
1. Let’s sing: ABC Song
T: Good morning, boys and girls. Nice to meet you. Let’ have fun with phonics today. First, let’s sing a song: ABC Song with Peppa.
2. Look and say: Students look at the the alphabet and say the names of the letters.
T: This is my friend Peppa. She likes letters too. These are her letters. They are a, b, c, d...Oops! The four letters are missing! Let’s go and find them.
【設(shè)計意圖】視聽引領(lǐng),舊知鋪墊： 通過一首簡單歡快的ABC song，利用學生喜歡的小豬佩奇角色，幫助學生迅速復習26個字母的名字。接著創(chuàng)設(shè)Peppa喜歡字母，Aa, Bb, Cc &Dd消失的情境，引起學生的注意。通過找字母的情境引出本節(jié)課教學目標Fun with phonics：Aa, Bb, Cc and Dd。學生在喜聞樂見的視、聽、說過程中進入英語學習狀態(tài)。
更好的教育 更好的發(fā)展
Step II Presentation and Practice
A: Aa is in the picture.
1. Meet Ww: T shows a picture of Peppa in the park where there is an apple tree and some ants. Ss need to find the letters Aa in the picture. T teaches the name of the letter Aa. Then T guides Ss to meet the objects of apples and ants in the picture. T guides Ss to find a in the word by saying a a a, a is for...
T: Wow! Look! Peppa is here. Look at this apple tree. Can you see letter Aa? S1: Big A. Little a.
T: Yes! Big A is here(T points to the tree trunk which is in the shape of A). This is Little a (T points to the apples which are in the shape of a). T uses the word card to drill the name of Aa.
T: What can you see in the picture? Look! This is an apple. We can find a here. So we can say “a a a, a is for apple”. Let’s chant together. (T points to the word card and says the chant.) Ss: a a a, a is for apple.
T: Look! It’s an ant. We can find a here. So we can say “a a a, a is for ant”. Let’s have a try. Ss: a a a, a is for ant.
T use different ways to drill the sentences.
【設(shè)計意圖】 創(chuàng)設(shè)情境,尋找Aa： 出示字母創(chuàng)意畫，讓學生在圖畫里找尋隱藏的字母Aa，激發(fā)學生興趣。 觀察圖片出示單詞apple, ant，讓學生在單詞中感悟字母a，并用a a a, a is for...這個朗朗上口的句子幫助學生記憶關(guān)于a的兩個例詞。
2. Listen and imitate: T uses the PPT to let the apples fall and say /æ/. Ss listen and imitate the sound of letter Aa /æ/.
T: Listen carefully! Aa can talk. (T plays the sound /æ/.) What does Aa say? S2: Aa says /æ/
T: Great! Let’s say with the apples and say /æ/.
【設(shè)計意圖】體會發(fā)音，有趣操練： 創(chuàng)設(shè)蘋果摔落發(fā)出聲音的情境，讓學生感悟a的發(fā)音。
更好的教育 更好的發(fā)展
并通過和蘋果一起摔落操練/æ/的發(fā)音。
3.Listen and chant: T shows the word card of apple and ant. This time, T guides the Ss to feel the sound a makes—/æ/ in the beginning of words. And T uses a chant to help Ss consolidate the sound /æ/ as beginning sound of the words.
T: a says /æ/. So we can say /æ/ /æ/ apple, /æ/ /æ/ ant. (T uses word card to drill.) T: a says /æ/. So we can say the chant like this /æ/ apple /æ/ ant apple ant ant.
【設(shè)計意圖】由字母到單詞，chant鞏固字母音： 用單詞卡片，將剛剛學習的兩個單詞，從發(fā)音的角度重新認讀，讓學生感悟a在單詞中的發(fā)音。并通過節(jié)奏明快的chant幫助學生理解和記憶。教師還為chant配以音樂，調(diào)動學生積極性。 B: Bb is in the box.
4. Look for and chant: T hides Bb in the blue box. Ss try to find Bb by asking Bob(Peppa’s friend): Bob, Bob, where is Bb? T reads the words like /b/ /b/ blue, /b/ /b/ box. Ss need to feel the sound of the letter Bb as the beginning sound.
T: We find Aa now. A says /æ/. Where is Bb? Bb runs away. Maybe my friend Bob knows. Let’s ask him: “Bob, Bob, where’s Bb?” Ss:Bob, Bob, where’s Bb? Bob: A blue box.
T: Wow! We need to find a blue box. Look! This is a blue box. Is Bb in the box?
T: Is it here? (T points to the box on the PPT and asks Ss, while making Bb rise from the box.) Ss: Yes.
T: Great! Bb is in the box. You did a good job! Look! What’s this? Ss: It’s a box. T: What colour? Ss:blue
T: Listen! /b/ /b/ blue /b/ /b/ box What does Bb say? Ss: /b/
(T uses word card to drill: /b/ /b/ blue /b/ /b/ box)
【設(shè)計意圖】創(chuàng)設(shè)情境，尋找Bb： 通過創(chuàng)設(shè)尋找Bb的情境，引出Bb的例詞blue, box。Blue, box為學生已有知識，在之前整體認讀的基礎(chǔ)上，教師通過幫助學生拆分單詞的音節(jié)，讓學生感悟字母Bb作為單詞首音發(fā)/b/的音。
5.Listen and chant: T makes up a chant to help Ss consolidate /b/ as a beginning sound of the words.
T: Great! This is letter Bb and Bb says /b/. I have a gift for you. It’s a chant.
Blue box, blue box. What do you say? I say Bb /b/ Blue blue box
【設(shè)計意圖】看圖說話，操練發(fā)音： 學生聽blue, box兩詞的尾音來自主感悟，歸納Xx的發(fā)音/b/。在學生熟練掌握Bb發(fā)音的基礎(chǔ)上，輔以節(jié)奏感強的chant不僅記住了Bb的發(fā)音，也記憶了Bb在單詞中的發(fā)音。并以chant的形式進行操練。為chant配以音樂吸引學C: Cc is in the picture.
4. Do and say: T shows Cc on the PPT. T curve her arms and say big X and curve her fingers and say little c. Ss watch and imitate. Then T gives gestures, and Ss do and say. T: We find Bb. What about the next letter? What’s this? Ss: Cc.
T: Look I have a big C here.(T curves her arms) I also have a little c here.(T curves her fingers) T: Now, listen to my gestures. Do and say!
【設(shè)計意圖】用肢體語言發(fā)現(xiàn)Cc的聯(lián)系與區(qū)別：低年段的學生注意力時間短，通過做做動作，表演的形式可以有效吸引他們的注意力。用手臂擺出C，用手指擺出c，形象生動的像學生演示了這兩個字母的共同點和不同。
7. Look for and paint: T shows the word cards of the letter Cc. Ss are required to find Cc in the picture and paint them out.
T: The Ccs are in the picture. Paint them out. Then tell me How many Ccs do you find? Ss: Seven
【設(shè)計意圖】看圖尋字母，檢驗字形： 教師在用單詞卡片介紹字母Cc的字形，在這一環(huán)節(jié)設(shè)計通過在圖片中找出Cc來檢驗學生對Cc字形的認知，同時也達到有效鞏固的目的。學生在涂涂畫畫中記憶字形，調(diào)動學生學習積極性。
8. Look and say: T shows the example words: cat & car. T encourages Ss too make up the sentence by using: c c c, c is for...
T: You found seven Cc. And what can you see in the picture? S3: cat
T: Great! It’s a cat. Look! There is a c. So we can say the chant: c c c, c is for...? Who can try? S4: c c c, c is for cat.
T: What else can you see? What’s this? S5: It’s a car.
T: We can also make up a chant: c c c, c is for...? Who can try?
更好的教育 更好的發(fā)展
S6: c c c, c is for car.
【設(shè)計意圖】舊知新用，學Cc例詞： 教師在和學生核對圖中Cc的過程中，觀察圖中事物，喚醒學生舊知 “cat car ” 并引導學生發(fā)現(xiàn)單詞中的首字母c。通過前兩個字母學習，鼓勵學生創(chuàng)編chant: c c c, c is for cat & c c c, c is for car。
9. Listen and say: T plays a video of the letter Cc makes the sound of /k/. Ss imitate the character in the video to hack in the air and say /k/.Then Ss read the words like /k/ /k/ cat /k/ /k/ car in the help of the T.
T: What does Cc say? Ss: /k/
T: Let’s read and say. /k/(T hacks in the air.)
T: C says /k/. Look at this word. We can read like /k/ /k/ cat. How about this word car? Ss: /k/ /k/ car
(T uses word card to drill: /k/ /k/ cat /k/ /k/ car)
【設(shè)計意圖】聽詞辯音，操練發(fā)音： 教師播放Cc字母發(fā)音的小視頻，讓學生模仿視頻里的字母寶寶用手在空氣里劈并發(fā)出/k/的音。單詞car, cat為學生已知，在教師的幫助下，讓學生去感受字母作為首音字母c的發(fā)音。通過用開小火車，擊掌讀，小老師領(lǐng)讀的多樣的形式讀/k/ /k/ cat /k/ /k/ car，操練c的發(fā)音。
9. Do and say: By then Ss find the three letters and know their sounds. T uses an interesting and easy video to make a little conclusion of the sounds of a, b and c. Ss are encouraged to jump and sing with the video.
T: We now find a, b and c. They want to dance with us. Let’s try. Ss: OK.
( Ss are divided into three groups and act as letters a, b and c. They sing and dance with the music. )
【設(shè)計意圖】及時鞏固，唱跳激趣： 低年段的孩子注意力集中時間還不夠長，找到字母abc后及時補充一個有趣簡單的小視頻，讓學生唱唱跳跳，在歡快的氣氛中復習鞏固。用這樣一個小游戲，讓他們放松放松，補足精力繼續(xù)接下來學習任務(wù)。 D: Dd is in the house
10. Look and say: Ss are asked to find Dd in George’s toy box. They can find dinosaur, dog and duck. Ss are encouraged to make up a chat like: d d d, d is for...
T: Where is Dd?
George: Grrr... dinosaur T: Dd is for dinosaur. George: Wolf, wolf, dog T: Dd is for dog.
George: Quack, quack, duck T: Dd is for duck.
T: D is for dinosaur. D is for dog. D is for duck. Who can say the chant? S1: d d d, d is for dinosaur.
S2: d d d, d is for dog.
更好的教育 更好的發(fā)展
S3: d d d, d is for duck. 【設(shè)計意圖】看圖尋詞，創(chuàng)編chant： 學生通過觀察找出圖中關(guān)于z的三個例詞：dog,duck and dinosaur。教師鼓勵學生創(chuàng)編chant來有效記憶這兩個例詞。
4. Listen and chant: George plays with a drum which makes the sound of /d/. T teaches b as the beginning sound.
T: Look! George is playing with a drum. Listen! What’s that sound? Ss: /d/
T: d says /d/. So we can say /d/ /d/ dog, /d/ /d/ duck. (T uses word card to drill.) T: d says /d/. So we can say the chant like this /d/ dog /d/ duck dog duck dog.
【設(shè)計意圖】由字母到單詞，chant鞏固字母音： 用單詞卡片，將剛剛學習的兩個單詞，從發(fā)音的角度重新認讀，讓學生感悟d在單詞中的發(fā)音。并通過節(jié)奏明快的chant幫助學生理解和記憶。教師還為chant配以音樂，調(diào)動學生積極性。
12. Play a game: Plant VS zombies Ss say the right times of /d/ according to the hint on the PPT to fight with zombies.
T: Listen! Zombies are coming! Let’s fight with them. Look at the PPT say the right times of /d/ and you can get the according amount of peas needed to fight with the zombies.
【設(shè)計意圖】多樣形式，操練發(fā)音： 以植物大戰(zhàn)僵尸為載體，根據(jù)PPT提示，發(fā)出相應數(shù)量的/z/音來打倒僵尸，讓學生在玩中學，在學中玩。 13. Enjoy a song: Phonics song
T: we now find all the letters. Let’s enjoy a song: phonics song.
【設(shè)計意圖】總結(jié)歸納，調(diào)整狀態(tài)： 新授部分結(jié)束，給予學生一個及時，有條理的總結(jié)。用一首phonics song一來是為了鞏固，二來也是為了調(diào)整學生狀態(tài)，讓他們有一個適當?shù)姆潘蓵r間。
Step III Consolidation
1. Listen and choose: There are 4 trains appearing one by one on the PPT. On each carriage, there will be a letter. T plays the sound of the letters. Ss finds out the right one. T: Let’s play a game. Listen and circle the right answer out.
【設(shè)計意圖】聽音識字母，有趣檢驗： 以找出發(fā)音火車廂的形式，調(diào)動學生積極性。有效有趣地檢驗學生對本節(jié)課教學目標是否達成。
2. Listen and circle: T plays 6 pieces of voice. Ss circle out the right beginning letter according to the voice.
更好的教育 更好的發(fā)展
T: Great! Now, I have a more difficult task for you. Take out your exercise paper, please. Listen and circle the beginning letter of the words.
【設(shè)計意圖】聽詞辯音，學以致用： 在上一個游戲的基礎(chǔ)上，提升難度，讓學生嘗試通過聽音找出單詞的首音所對應的字母，將單詞解碼，將自然拼讀學以致用。
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