1、第三课时l 课时内容A. Letters and soundsl 课时分析 本部分为字母及语音学习课时。本课时，学生通过听一听、唱一唱，听一听、圈一圈，写一写、说一说三个活动，学习Oo, Pp, Qq, Rr, Ss, Tt六个字母的书写及发音。同时学习语音例词：on, orange, pig, pen, queen, quiet, rice, red, six, Sarah, tiger, ten。学生需要通过朗读单词感受字母的发音。在Listen, repeat and chant部分中，学生会先听到OoTt六个字母的名称音。教材把十个语音例词的图片巧妙地嵌在六个大写字母里，要通过观察这些
2、图片，让学生了解这些语音例词的意思。再通过韵句A, B, C, D, E, clap with me. E, F, G, H, I, touch the sky. J, K, L, M, N, show me ten. L, M, N, O, P, hooray for me! P, Q, R, S, T, time for tea. Hooray for me! Hooray for me! I can say form A to T. Hooray.来复习所有学习过的字母。 同时通过韵句O, O, O, /, /, /, on, orange; P, P, P, /p/, /p/, /p/
3、, pig, pen; Q, Q, Q, /kw/, /kw/, /kw/ queen, queen, queen; R, R, R, /r/, /r/, /r/, rice, red；S, S, S, /s/, /s/, /s/, six, Sarah; T, T, T, /t/, /t/, /t/, tiger, ten来感受字母在单词里的发音，做到听到字母能够说出其在单词中的发音。在Listen and circle活动中，教材提供了钢笔、女王等五幅图片，学生根据图片的提示以及听到的发音与单词选择正确的字母，将其圈起来。这是将字母的发音与语音例词联系起来的一个活动，可以让学生听到发音，联
4、想到字母。在Write and say部分，学生可以观察到六个字母大小写的书写格式及其占格的情况，将字母的名称音与其字形、书写统一起来。l 课时目标1. 能够听、说、读、写字母Oo, Pp, Qq, Rr, Ss, Tt2. 掌握字母Oo, Pp, Qq, Rr, Ss, Tt在单词里的发音l 课时重难点1.重点：能够听、说、读、写字母Oo, Pp, Qq, Rr, Ss, Tt2. 难点：能够掌握字母Oo, Pp, Qq, Rr, Ss, Tt在单词里的发音，听到字母能够说出其相应的发音l 教学准备1. 多媒体课件、录音机、磁带2. 字母卡l 教学过程 Step 1 Warm up1.播放歌
5、曲ABC song。Teacher：Lets sing the ABC song together. 设计意图：以字母歌来热身，带领学生通过歌曲熟悉字母表，为接下来的字母学生做好知识上的准备。 Step 2 Lead in1.出示学习过的字母卡，复习字母。Teacher: What letter is this? Say it, please. 设计意图：通过字母卡，复习学习过的字母的字形与字音。2. 展示新的字母卡片，学习新的字母读音。Teacher: Look at this letter. This is O. Say with me, O. （板书大小写字母）This letter i
6、s P. Follow me, p, p, p. （板书大小写字母）And this is the letter Q. Say it together, q, q, q. （板书大小写字母）This letter is R. Boys read it, r, r, r. （板书大小写字母）And this one is S. (板书大小写字母) This letter is t. Read it together, t, t, t. （板书字母）设计意图：通过已知字母来学习新授字母，先让学生熟悉新授字母的字形与字音。为下一步学习字母的发音做准备。 Step 3 Presentation1. 播
7、放字母录音和语音韵句，学生倾听。Teacher：Now lets listen to a chant about the letters. . 2. 讨论语音韵句内容，学习字母的发音。Teacher: O is for on and orange. Look, this is an orange. Repeat, orange, orange. The orange is on the desk. Orange, on.（板书单词） The sound of o is /. Look at my mouth and say it, /, /, /. And this is a pen. Thi
8、s is a pig.（板书单词） We can see letter P in them. What is the sound of P? Yes, its /p/. Look at my mouth and follow me. Be quiet, boys and girls. The queen is coming. （板书单词quiet, queen）Q and u sound /kw/. Look at my mouth and follow me /kw/, /kw/. The queen likes rice and red. （板书单词）R sounds /r/. Follo
9、w me, /r/, /r/, /r/. Sarah has a sister. She is six years old. （板书单词Sarah, six）S sounds /s/. Look at my mouth and repeat, /s/, /s/. I like tigers. And there are ten tigers in the Zoo. Say with me, ten, tiger. We can see t in them. (板书单词) T sounds /t/. Look at my mouth and repeat, /t/, /t/, /t/. 设计意图
10、：通过听录音获取字母的正确读法，并倾听字母的发音。之后再通过讨论和老师的示范，获得音标的正确发音方法和口型，将字母与其发音联系起来。 Step 4 Practice1. 比比谁说得快。请学生快速说出语音韵句，进行比赛。Teacher: Now lets say the chant quickly. Lets find the fastest one. You can practice for three minutes. Then lets say it two by two. 设计意图：通过快速说韵句的比赛，激发学生的好胜心和竞争意识。在快速挑战的过程中，使学生能够在语流中发准音，读对单词，
11、说对句子。2. 游戏：Whats missing。六个一组出示语音例词：orange, on, pig, pen, queen，quiet / rice, red, six, Sarah, tiger, ten 然后快速拿走一个，请学生说出消失的单词。Teacher: Lets play a game. Look at these words. Read them please. Now, whats missing? 3. 看口型，猜单词。教师说出十二个语音例词中的一个，但不出声，学生通过观察老师的口型，猜出单词，并大声读出来。Teacher: Boys and girls, lets pl
12、ay a game. I will say a word. Look at my mouth carefully. Guess what word it is. And try to say it loudly.设计意图：通过观察教师口型来猜单词，有助于学生了解字母的发音方法，并熟悉各个单词的整体发音。4. 匹配字母与其发音。老师说出字母，学生说出发音。或老师说出发音，学生说出字母。Teacher: Now, I will say the letter, please say the sound of the letter. Teacher: I will say the sound of t
13、he letter this time, please say the correct letter. 设计意图：通过这个活动，使学生能够将字母与字音统一起来进行记忆。5. 听音圈字母。完成教材50页Listen and circle的活动。Teacher：Now, you will hear sound of the letter and the word, please circle the correct letter. Teacher: Show me your answer, please. 设计意图：此环节能够使学生将字母、字母的发音以及语音例词联系起来，并检验学生能否正确认读字母
14、。6. 写一写，说一说。观察字母的书写顺序，并在四线三格上描红书写相应的单词。Teacher：Look at the letter please. Lets write it together. （板书字母，提示学生注意笔顺）Now, please write the letter please. 设计意图：学生先观察字母的占格与书写顺序，再通过老师的示范进行练习，最后自己书写字母，掌握字母的正确书写方式。 Step 5 Summary1. 展示字母操，请学生观察。Teacher: I will write the letter with my body. Look, this is O. T
15、his is P. This is Q. This is R. This is S and this is T. （使用身体、手臂等肢体语言来展示字母）2. 学生跟老师一起做字母操，边做边说出字母名称及其发音。Teacher：Stand up and do with me. O, O, O, /, /, /. P, P, P, /p/, /p/, /p/. Q, Q, Q, /kw/, /kw/, /kw/. R, R, R, /r/, /r/, /r/. S, S, S, /s/, /s/, /s/. T, T, T, /t/, /t/, /t/, 设计意图：以肢体语言来再现字母的书写，边做
16、字母操边说出字母及其发音，帮助学生将字母的字形、书写及其发音统一起来，整体记忆。l 课堂作业一、根据字母表的顺序补全字母，请注意大小写。a b d e j lM O R S P R 二、根据图片提示补全单词，并读一读。1. _ig 2. _ueen 3. _iger 4. _ice5. _range 6. _ix三、为下列字母圈出对应的大（小）写字母。1. q B P Q 2. M m n h3. S c s e 4. R a r t5. l L I H 6. t L G T 7. P P B Q 8. O o B C答案：一、1. c 2. f 3. k 4. N 5. T 6. Q二、1. pig 2. queen 3. tiger 4. rice 5. orange 6. six三、1.Q 2. m 3. s 4. r 5. L 6. T 7. P 8. ol 板书设计Unit 5 Lets eat!A. Letters and soundson pig queen rice six tigerorange pen quiet red Sarah tenOo Pp Qq Rr Ss Tt
