人教PEP版四年级下册Unit 4At the farm-Part A-教案、教学设计-省级优课-(配套课件编号：a3cc8).docx

1、人教版小学英语四年级下册人教版小学英语四年级下册 Book4Unit4At the farm Lets spell 教学设计教学设计 教材版本及内容：人教版小学英语教材版本及内容：人教版小学英语 Book 4Unit 4 At the farm Lets spell 一、一、 教学目标教学目标 1. 通过大量的听读操练，掌握字母组合 or 在单词中间的不同 发音，培养学生主动探索发音规律的意识。 2. 培养学生辨别相似发音的能力。 3. 着重培养学生听的能力和对学习英语的兴趣。 二、二、教学重难点教学重难点 1. 通过大量的听读操练，掌握字母组合 or 在单词中间的发音。 2. 培养学生主动探

2、索发音规律的意识。 3. 激发学生学习音标知识的兴趣。 4. 音标/:/和/:/的发音不容易区分，要帮助学生反复操练、区 别。 三、三、教具准备教具准备 1. 本课时教学所需单词卡片。 2. 本课时教学所需的录音。 3. 本课时所需的课件。 四、教学过程四、教学过程 Step 1: Warm-up 1. 打招呼。 T: Hello, boys and girls. Ss: Hello, Miss Lee. T:Im very happy to see you. 【设计思路】师生相互问好，为本课的学习创造温馨的氛围。 Step 2: Lead-in 1. 介绍新朋友。 T: Today we h

3、ave a new friend. Who is he? Lets have a look. T: He is. Ss: York. T: Yes.Lets say hello. Ss: Hello,York. T: Do you want to make friends with him? Ss: Yes. T: OK. Now Lets play a game about York. 【设计思路】教师为学生介绍新朋友可以为学生创设交朋友的情景，使学生在 情景中学习英语。 2.对错游戏 T: The rule is if you think its true, you say “Yeah,

4、Yeah, Yeah”. If you think its not true you say “No, No, No”. Are you ready? Ss: Yes. T: Go! T: He is from New York. Ss: Yeah, Yeah. T: He is forty years old. Ss: No, No, No. T: He is a boy, so he is just four. . 【设计思路】通过关于 York 的对错游戏，可以迅速的吸引学生的注 意力。同时也为本课知识点的呈现做铺垫。 Step 3: Presentation 1. 引出课题。 T: Y

5、ou all did a good job. Now look carefully, what are they? Ss: They are York, sports and horse. T: Yes. Try again. Ss:. T: Great! T: Now discuss in pairs. How do you feel? What do you think is the same? S1:They all have or . S2: /:/. T: Well done! Lets have a look! T: Follow me./:/. 【设计思路】学生通过读和观察可以自

6、己发现 or 的发音规律。教师在这里起 引导作用。 2.拼写游戏。 T: Now boys and girls. Look at my finger. Its magic. What is this? Ss:. T: So its a game. You can take your cards and play it in your groups. Are you ready? T: What do you have? S1:Fork. T: What about you? S2: Horse. . 【设计思路】拼写游戏可以检测学生对 or 发音的理解，学生根据发音拼写出 自己的单词可以培养学

7、生养成根据单词读音来拼写单词的习惯。 3.读单词。 T:I see that you have so many words. Of course some are not real. Maybe one day they will come true. Anyway I have some real words. See, what is this? Ss: Horse. T: And whats this? Ss: Fork. T: What about this one? Ss:Pork. T: Look! Who is he? Ss:York. 【设计思路】在上一环节学生掌握了 or 的

8、发音规律的基础上，读单词既起到 的练习的目的又引出了本课的目标单词。在出示 York 的单词卡时也引出了下 一张 wor 的发音讲解。 4.说唱。 T: Yeah, He is our friend York. Here is something about York.Would you please read in pairs？ T:You two, please. S1: York is four. He has a fork. He eats some pork, with the big fork. T: Now listen carefully. T:This time lets c

9、hant together. 【设计思路】说唱可以调动学生的兴趣，跟着节拍读英语，可以让学 生在韵律中达到学习的目的。 此环节也是帮助学生发现 wor 发音规律 的重要环节。 5.w 后的 or 发音规律 T:York is very cute. Do you like York? Ss:Yes. T:Me,too.Now listen what he does he say? T:Why he is very busy？Lets have a look. T:I read a word. I watch a worm. I play with Worf. I have so much wor

10、k.Now look carefully. What do we have? Ss: Word, worm, Worf, work. T: I have a question. Whats the same? Please discuss in pairs. Lets begin. T: What do you find? S1:They all have wor. T:Great. How to pronounce wor? S2:/:/. T: You get it. Lets chant together! Now lets take our desks together. Who wa

11、nts have a try? S3:/:/. T:Wonderful! 【设计思路】教师在这个环节是个引导者，引导学生在反复的读的过 程中发现单词的相似之处和发音规律。 同桌讨论可以培养学生的交流 能力。 Step 4:Practice 1. 读单词 T:Lets read some words.OK? T:Whats this? Who can read? S1:Homework. T:Together. T:Whats this? Ss:World map. T:You can try in this way. T:OK, boys and girls. Here we say., an

12、d here we say. Lets read some words. T: I have more words. What this. T:What is this?Its in your book, Lets listen and number. T:Number one, and number two, number three. 【设计思路】读单词环节是对本节课学过单词的复习和拓展，既有本节课的目 标单词，但又不局限，又根据学生的能力扩展了新的单词。 2.说唱 T:So this time lets listen and chant.Are you ready? Ss:Yes. T:

13、Lets go! 【设计思路】说唱是对本节课重难点单词的再次练习和回顾。 3.单词竞赛 T:Boys and girls, you all did a good job.Now lets make a competition. T:This is a group work. Who answers fast and right will be the winner. The first word. The second word. T:Now boys and girls, I have three sentences.First one, second one, and third.So i

14、ts in your book. Can you listen and write?Who can try on the blackboard?Here is forks, and number two Yes or No. T:What about you? Are you right?You can check in pairs. 【设计思路】单词竞赛可以调动学生的积极性同时小组合作又培养 了学生的团结协作能了。 4.York 的故事 T: Boys and girls, You can read very well and you can write very well.so I thi

15、nk its right time for us to read a story. Here is a story. Yorks Horns. Now lets enjoy. T: Do you want read the story? Lets go back to the story and read together. T:Good job. You can read it after class. 【设计思路】绘本可以帮助学生理解单词，也是对本课发音的复习。 Step 5: Homework 1.Read and write the new words and sentences in

16、 P40. 2.Play letter games with your friends. 3.Read Yorks story with emotion. 【设计思路】巩固所学知识，让学生在课后继续语言的运用过程，将 所学内容真正内化成为生活中语言， 达到语用的最高境界生活就 是语言，语言就是生活。 板书设计板书设计 教学反思教学反思 本节课是单词拼写课，通过让学生观察 or 的发音，从而得 出 or 的发音规律。在学生掌握了 or 的发音规律的基础上，再进 行单词拼写练习。通过发音来读单词和拼写单词，帮助学生掌握 英语发音拼写规律是我设计本课的基本思路。 我本着以学生为主 体，教师为引导者的思想。重在引导学生自己或小组合作来观察 发现规律。为了增加课堂的趣味性，我为学生创设了认识新朋友 的情景，和说唱的环节。为了调动学生积极性，培养学生的合作 和竞争意识，我设计了小组竞赛的环节。在课堂的最后我为学生 选择了绘本 Yorks horns,遵循了由单词到句子到文章的学习 和练习规律。让学生快乐科学的学习英语。 Lets spell homeworkworld map word wormWorfwork horse fork porkYork or wor Id like four forks. This is her homework. I like horses.