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Can you read ? Teacher, teacher I love my teacher. Lunch, lunch Whats for lunch ? Fish, fish I like fish. Cash, cash No cash for fish. Read the story, underline the words containing “ch” and circle the words containing “sh”. Its 12 oclock. Its time for lunch. The sheep are chatting . The children are chanting. The wolf is fishing now. One fish, two fish, three fish. Oh, no, a sharp shark! The wolf says: “Shark, dont eat me. I can catch sheep. We can share the sheep .” Now the shark is wearing a short shirt and waiting for the sheep. The sheep are chatting. The wolf is watching. One sheep is shouting :“ Oh, the wolf is watching.” They are fighting now. The wolf hurts. No sheep for lunch ! Try to write more words containing “ch” t, and write more words containing “sh” . Try to write two chants above the words. “ch” , “sh” , , , chsh Make a chant with some words containing “th” or “th” . , , th Unit 3 My school calendar Part A Lets spell Lets know about each other an English teacher chicken, fish summer Archer China shirt shorts Youre a _. Youre from _. Lets have _. Eat some _. Do you know me ? teacher China chicken lunch Can you find ? They all have _. ch You wear _. You see _. You see _. On May Day, Lets go to the zoo. You wear a _. shirt shorts fish sheep Can you find ? They all have _. sh Chinese children a short sheep a shirt and shorts an English teacher fish for lunch Listen ,number and say 1 23 4 5 Choose, write and say. teacher is chicken short. fresh. cheap. nice. fish shirt The 1._. 2._. 3._. 4._. The chicken is cheap The teacher is nice The fish is freshThe shirt is short No sheep for lunch! Its 12 oclock. Its time for lunch. The sheep are chatting. The children are chanting. Teacher, teacher. Whats for lunch ? Chicken or fish, Chicken or fish ? We dont like chicken. We dont like fish. We are sheep. Party time The wolf is fishing now. One fish, two fish, three fish. Oh, no, a sharp shark! The wolf says: “Shark, dont eat me. I can catch sheep. We can share the sheep.” Now the shark is wearing a short shirt and waiting for the sheep. The sheep are chatting. The wolf is watching. One sheep is shouting : “ Oh, the wolf is watching.” They are fighting now. The wolf hurts. No sheep for lunch ! Its 12 oclock. Its time for lunch. The sheep are chatting . The children are chanting. The wolf is fishing now. One fish, two fish, three fish. Oh, no, a sharp shark! The wolf says: “Shark, dont eat me. I can catch sheep. We can share the sheep .” Now the shark is wearing a short shirt and waiting for the sheep. The sheep are chatting. The wolf is watching. One sheep is shouting :“ Oh, the wolf is watching.” They are fighting now. The wolf hurts. No sheep for lunch ! teacher lunch ch Read and write. sh cash fish Teacher, teacher. Whats for lunch? Lunch , lunch. The lunch is cheap. ch Write and chant. Fish , fish. I like the fish. Cash , cash No cash for fish. sh Homework: 1.Find more words containing “ch” or “sh” . 2. Make a chant about these words and send it to WeiChat to correct and share it with classmates. 3.Finish the part “Lets try” on your learning paper. PEPPEP 五年级下册五年级下册 UnitUnit 3 3 MyMy schoolschool calendarcalendar PartPart A A LetsLets spellspell PEPPEP 五年级下册五年级下册 UnitUnit 3 3 MyMy schoolschool calendarcalendar PartPart A A LetsLets spellspell 一、课前小反思: 怎样深入挖掘教材的语音部分?怎样让学生掌握语音规律? 怎样让学生能够学以致用,让语音知识辅助综合语言运用能力? 这是我在课前反复思考的问题。本节课我将基于情境教学法和 思维导图,帮助学生发散思维,掌握学习策略,在学会语音发 音规律的基础上,引导学生自己认读新词,及时归纳总结、拓 展同类单词。 二、教材内容: 人教版小学英语五年级下册 Unit 3 My school calendar Part A Lets spell,这是一节语音课,要求掌握字母组合 ch 发t 和 sh 发的发音规律,并能根据 ch 和 sh 的发音规 律正确的读出含有字母组合 ch 和 sh 的单词及总结归纳同类单 词。 三、学情分析: 对于五年级的学生,他们已经学过两年英语(三年级起点 教材) ,有一定的语音基础,如:能够在老师示范后,掌握单词 的发音;能够掌握简单的语音规律;具有交流的能力。但对于 一些学习能力较弱的学生来说,缺乏综合运用语言能力,需要 在老师的引导下突破本课重点。 四、教学目标: 1.知识目标: (1)字母组合 ch 发t和 sh 发的发音规律。 (2)能根据 ch 发t和 sh 发的发音规律正确地读出含 有字母组合 ch 和 sh 的单词。 2.能力目标: 能够根据 ch 发t和 sh 发的发音规律,听出、读出并 写出含有字母组合 ch 和 sh 的单词及自编 chant。 3.情感目标: 在公共场所,要有保持干净。 五、教学重点、难点: 重点:学生掌握字母组合 ch 发t 和 sh 发的发音 规律。 难点:学生能根据 ch 和 sh 的发音规律,正确地读出含有 字母组合 ch 和 sh 的单词并自编 chant。 六、教学准备: 课件、视频、光盘、三彩导学案、自然拼读法活页台历、 苹果评价卡 七、教学过程: 1.知识目标: (1)字母组合 ch 发t和 sh 发的发音规律。 (2)能根据 ch 发t和 sh 发的发音规律正确地读出 含有字母组合 ch 和 sh 的单词。 2.能力目标: 能够根据 ch 发t和 sh 发的发音规律,听出、读出并 写出含有字母组合 ch 和 sh 的单词及自编 chant。 3.情感目标: 同学之间应该友好相处。 五、说重难点 重点:学生掌握字母组合 ch 发t 和 sh 发的发音 规律。 难点:学生能根据 ch 和 sh 的发音规律,正确地读出含有 字母组合 ch 和 sh 的单词并自编 chant。 六、说教学法 情境法,任务型教学法,思维导图法。 七、说教学过程及设计意图 Step1.Warm-up(热身复习) (1) Free-Talk (2) Share a video 【设计意图】 Free-Talk 为学生营造出良好的英语学习氛 围,培养学生英语学习的兴趣。同时,在视频中对 ch 和 sh 的 发音规律进行铺垫,让学生在听音中反复模仿和实践,对本节 课的教学内容进行预热。 Step2. Presentation(新知呈现) (1)T:Lets know about each other. Firstly, I want to introduce myself. I am Archer. Im from China. I am 27. I am an English teacher. My favourite food is chicken and fish. I like to wear shorts and shirt in summer. 【设计意图】在自我介绍的情境中,引出含有字母组合 ch 和 sh 的单词,带领学生在情境中先通过“听”来感受字母组 合 ch 和 sh 的发音。 (2)Do you know me? Who can fill in the blanks about me? What can you find? 【设计意图】通过上一环节老师的自我介绍及五一假期去 农场的场景,输出关键词 China chicken lunch teacher sheep fish shirt shorts,引导学生反复练习以上单词的发音, 并且小组讨论 ch 和 sh 的发音规律是什么。 (3)Practice by phonic flip book. 【设计意图】通过自然拼读让学生先整体后个别、从易到 难地练习 ch 和 sh 的发音,使学生能够运用 ch 和 sh 的发音 规律拼读简单单词。 (4)Listen ,number and say. 【设计意图】完成课本 P26 的听音标号练习题,目的是为 了帮助学生巩固 ch 发t 和 sh 发的发音规律。 (5)Choose, write and say. 【设计意图】从构词到连句,考查学生对语音、语义的掌 握。 (6)Enjoy a story “No sheep for lunch”. 【设计意图】以孩子们喜欢的动画片喜羊羊与灰太狼 为背景,语义与语境相结合,在情境中强化 ch 和 sh 的发音规 律,并读出更多的含有 ch 和 sh 的单词。 Step3.Practice(练习实操) Read and chant. 读出并写出学生所知道的含有字母组合 ch 和 sh 的单词,并根据词义自编 chant。 【设计意图】通过思维导图,进行拓展练习,实现语义与 语境、语调与语流相结合。 Step4. Summary (小结) (1) Watch the video about phonics. (2) Collect the apples and read them. 【设计意图】通过观看、模仿小视频中的音标拼读以及 “收集苹果”的评价方式,让学生一起回顾本节所学的内容, 通过检查学生对所学内容的掌握程度作为本课总结。 Step5. Emotional education(情感教育) We should be friendly with our friends. 【设计意图】在“No sheep for lunch”故事环节渗透情 感教育,喜洋洋和灰太狼打架的时候借此时机教化学生,同学 之间不要打架,应该友好相处。 Step6.布置作业: 1.试着找到更多含有字母组合 ch 的单词,并根据找到的单 词自编小韵文或造句。 2. 试着找到更多含有字母组合 sh 的单词,并根据找到的 单词自编小韵文或造句。 【设计意图】发散思维的作业设计能够调动学生的积极性, 并根据掌握的策略方法学习更多的新知识。 八、板书设计: Unit 3 My school calendar A Lets spell 【设计意图】通过板书让学生直观的看到本节课的主要内容。
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