广东版四年级上册Unit 8 Helping at Home-Lesson 3-ppt课件-(含教案)--(编号：512a9).zip

1、Book3 Book3 he be we me week meet she Which apple do you want to pick? 你想哪个摘苹果？ be we me she he e i: 发音要领： 1.嘴唇微微张开，成偏平口型。 2. 嘴角向两边张开，像微笑。 3.舌尖抵下齿，舌前部向上抬。 i:ee week meet 发音要领： 1.嘴唇微微张开，成偏平口型。 2. 嘴角向两边张开，像微笑。 3.舌尖抵下齿，舌前部向上抬。 eeshp Hes a sheep. Hes a lazy sheep. sleep He likes to sleep. sweep He doesn

2、t like to sweep. gree Look, hes sleeping under a green tree. ntr ee I can see a bee near his feet. s b ft bee feet green sleep sweep tree bee sleep feet sweep green see sheep I have a good friend. Hes a sheep. Hes very lovely. But he likes to sleep. He doesnt like to sweep. Look, hes sleeping under

3、a green tree. I can see a bee near his feet. Oh, no, hes very lazy. Lets help him to be a good student. Listen to the story and circle the words sound i: . I have a good friend. Hes a sheep. Hes very lovely. But he likes to sleep. He doesnt like to sweep. Look, hes sleeping under a green tree. I can

4、 see a bee near his feet. Oh, no, hes very lazy. Lets help him to be a good student. Listen to the story and circle the words sound i: . Can you read these words? beefjeep feed beet beef jeep feed beet 分小组练习，读卡片上的单词。 分小组练习，读卡片上的单词。 A Sheep and a Bee A is sleeping under a . A is dancing near the shee

5、ps . Phil the sheep. Phil sees the bee . He says to himself, “What a funny sheep and bee !” Listen and fill in the blanks. sheep tree bee feet sees sheep tree beefeet sees Summary We should study hard . Dont be lazy. Lets be good students. 1. Read the words on P61. 2.Try to find out other words soun

6、d i:. 1 Unit8 Sounds and Words To be good students. Students: The pupils of Grade Four 一、学生分析一、学生分析 本课的教学对象是四年级的学生，学生已具备了一定的听说能 力，在此之前，学生已经完成了 26 个字母的认读的学习，并了解 26 个字母的发音。他们活泼好动，表现欲强，喜欢趣味教学。课堂 的主体是学生，设计活动时，充分运用多媒体课件与直观教学有机 结合，创设生动有趣的语言环境和学习环境，培养学生自主学习， 协作学习，充分调动学生的学习积极性，增强学生学习英语的兴趣， 培养学生良好的学习习惯。 二、教材

7、分析二、教材分析 本课时选自Friends with English 四年级上册 Unit 8 Sounds and Words 的内容，本节课要求掌握的基本知识点是 6 个含有 ee 字 母组合的单词：的单词：bee, feet ,tree, green, sleep, sweep 以及故事里的 sheep 和 see。语言知识和语言技能部分主要是围绕核心话题设计了 听，说，读，写的任务活动，进一步加深学生对含有 ee 字母组合的 单词的理解与运用，帮助学生养成良好的发音习惯。 三、教学目标三、教学目标 （1）Vocabulary : 8 个含有 ee 字母组合的单词：bee, feet ,

8、tree, green, sleep, sweep, sheep 和 see。 （2）能力目标：能通过自然拼读法拼读出含有 ee 字母组合的单词。 让学生看见含有 ee 两个字母组合的单词就会读，听到含有 ee 两个 字母组合的单词会写。 2 （3）情感目标：激发学生学习英语的兴趣，乐于参与课堂活动， 努力学习，成为一名好学生，培养学生良好的发音习惯， 四、教学重点、难点：四、教学重点、难点： （1）含有 ee 字母组合的单词的读音及单词的拼读。 （2）使学生看见含有 ee 字母组合的单词就会读，听见含有 ee 字 母组合的单词会写。 五、教学过程：五、教学过程： Step 1: Warmin

9、g up 1. Enjoy the phonic song. All the students listen to the phonic song and clap the hands. 设计意图：轻松的歌曲可以减缓学生课前的紧张情绪，营造 和谐的英语学习氛围,同时为新课教学作铺垫。 2. Greetings. T: Hello, Im Miss Nie. Nice to meet you. Ss: Nice to meet you, too. 设计意图：拉近与学生之间的距离，与学生建立和谐、平等 的关系。 Step 2: Review the words sound i: . T: Plea

10、se look, theres an apple tree , and there are many apples here, which apple do you want to pick?( be, he, she, me, we, week and meet) Ss: I want to pick 设计意图：用摘苹果的方法复习旧知识，这样能激发学生 3 的学习兴趣，以旧引新，利用学生的认知能力，让他们运用旧知学 生词。引出 ee 字母组合发i:这一语音知识点，并要求学生注意长 元音i:的发音要领，发好音。 Step 3: Presentation: （1） Tell a story ab

11、out my good friend-Lazy Sheep . ( He is a sheep, hes a lazy sheep. He likes to sleep. He doesnt like to sweep. Look, he is sleeping under a green tree. I can see a bee near his feet。) 设计意图：将要学习的语音单词串成一个以懒羊羊为主角的 小故事。学生们都很喜欢懒洋洋这个卡通人物，从而大大提高学生 的学习兴趣。老师的意图就是教育学生认真学习，成为好学生，赢 的那一组学生就可以帮助我的好朋友-懒洋洋，让懒洋洋也成为一

12、 位好学生。结合黑板上直观的教学情境，学生们能积极地围绕着老 师提出的任务认真地学习。学会用拼读法拼读 bee, feet ,tree, green, sleep, sweep, sheep and see 这 8 个单词。 Step 4: Play a game. T: Boys and girls, do you like games? Lets play a game. Ss: OK. 设计意图：提高学生的学习兴趣，活跃课堂气氛。 Step 5: Listen to the story and circle the words sound i: . 设计意图：检查学生通过学习后能否把发i

13、:音音的单词圈出来。 Step 6: Play a game and try to read more words sound i: . 4 T: I play the drum, you pass the stuffed animal one by one , when I stop, you must stand up quickly and read the word. Can you? Ss: Yes, I can. 设计意图：通过一边玩游戏一边读单词这种方式，让学生在 愉快的游戏氛围中读出其它发i:音的单词，让学生获得学习的成功 感。 Step 7: Group work. T: Six students in one group, read the phonic book. 设计意图：分小组，让学生合作读出更多 ee 字母组合的单 词，进而提升自主学习的能力，让学生初步形成拼读新单词的技能。 T: Let some students read the words. Step 8: Listen to the story and fill in blanks. 设计意图：检查学生是否会听音写单词。 Step9: Summary. Step10: Homework.