1、Unit 4 When is the art show? 教案第三课时(A. Lets spell)教学目标1. 掌握字母组合th在单词中的两种发音并完成相应习题；能够听、读该部分所列举的单词，扩大词汇量。（语言能力）2. 通过情景及游戏学习语音，培养学生的观察和归纳总结能力。（思维品质）3. 能在学习过程中认真思考，主动探究并解决问题。（学习能力）教学重点掌握字母组合th在单词中的发音规则。教学难点能读出符合字母组合th发音规则的单词。教学过程设计意图Step 1 Warm-up&Lead in以游戏方式热身，活跃课堂气氛，激发学生学习兴趣。 Greetings. Revision & Le
2、ad in1. Flash Game.课件随机闪现词汇（序数词或者月份加序数词），学生快速反应并大声说出，如碰到带有炸弹图标的词汇，则不读。2. Lead in.T: I have a new friend. Do you want to know about him?Ss: Yes.Step 2 Presentation&Practice创设情景，引出语音例词，培养学生语感，达到“词不离句，句不离境”，有效地帮助学生理解所学内容。通过观察单词的共同部分，找出发音规律，培养学生的自主探究能力。通过游戏训练，巩固字母组合th在不同单词中的发音。 Presentation.（语音学习）Read,
3、listen and chant.1. 学习字母组合th在单词中发清辅音/。（1）情景贯穿单词three、thin、thirteen和maths。T: (出示小男孩的图片) He is my new friend. Whats his name? What does he say? Lets have a look!课件出示小男孩说的话：Hi, I am Theo. 教师播放单词Theo的读音，学生跟读。T: How old is he? (出示数字13的图片)Ss: He is thirteen.教师板书单词thirteen，随后播放录音，学生跟读。T: Whats he like? (课件
4、在小男孩右侧出示一个胖厨师进行对比)Ss: He is thin.教师板书单词thin，随后播放录音，学生跟读。T: What does he like? (课件出示数学相关的图片)Ss: He likes maths. 教师板书单词maths，随后播放录音，学生跟读。T: How many people are there in his family? (课件出示小男孩和爸爸妈妈的图片)Ss: Three.教师板书单词three，随后播放录音，学生跟读。（2）Tongue twister.教师播放伴奏，和学生一起有节奏地读句子：I am Theo. I am thirteen. I like
5、 maths.There are three people in my family. （3）Read and find.T: (出示Lets spell上面四幅图) Can you read? Lets have a try. What can you find? 读完单词后，教师引导学生观察这四个单词的共同点：都含有字母组合th，且发音为清辅音/。教师教学发音技巧：把舌尖放在上下门牙之间，然后让气体从牙齿和舌头之间的缝隙吐出来，声带不振动，同时教师介绍th的口型。根据发音规则，教师带领学生拼读单词，随后用小组读、男女生读、高低声读等方法读单词。（4）Lets read.课件出示更多含有字母
6、组合th且发音为/的图片及单词，学生尝试拼读。2. 学习字母组合th在单词中发浊辅音/。（1）情景引出单词this、that、mother和brother。T: We know that there are three people in Theos family. Who are they? They are Theo and.(出示爸爸在远处和妈妈旁边的图片) Please use “this” and “that” to describe.Ss: This is his mother. That is his father.T: Great! Does Theo have a broth
7、er?Ss: No, he doesnt.教师板书单词this、that、mother、father和brother。（2）Read and find.T: (出示Lets spell下面四幅图) Can you read? What can you find?读完单词后，教师引导学生观察这四个单词的共同点：都含有字母组合th，且发音为浊辅音/。教师教学发音技巧：浊辅音/在清辅音/的基础上，加上声带的振动，能明显感受到喉咙和舌头的振动。根据发音规则，教师带领学生拼读单词，随后用小组读、男女生读、高低声读等方法读单词。（3）Lets read.课件出示更多含有字母组合th且发音为/的图片及单词，
8、学生尝试拼读。3. Listen and repeat.课件出示Lets spell的完整图片，学生说出对应单词，学生再次跟读并感受th在单词中的不同发音。4. Read and find.课件出示课本上Lets spell中的八个例词，教师请学生读单词，按照清辅音/和浊辅音/的发音，边读边将单词归类，并尝试总结字母组合th在单词中发音的一般规律：发清辅音/的情况：在数词（包括基数词和序数词）中和以th结尾的单词中。发浊辅音/的情况：在代词中和在th后以字母-er结尾的单词中。5. 学习Lets chant部分的内容。（1）出示chant部分的内容，学生找出含有字母组合th的单词并读出来。随后
9、将其区分：哪些单词中的th发音为/，哪些单词中th发音为/。（2）教师播放视频，学生看视频，教师帮助学生理解歌谣。随后让学生自己试读chant，注意纠正学生错误的语音语调。（3）教师播放视频，师生集体打节拍说唱歌谣。随后小组唱歌谣。6. Read and classify.课件出示更多含有字母组合th的单词，按照清辅音/和浊辅音/的发音，边读边将单词归类。Step 3 Consolidation&Extension绘本故事夯实已学的语音知识，激发学生学习phonics的成就感，拓展学生的趣味阅读体验。Listen, circle and say. 1. 课件以游戏方式呈现该部分单词，学生读单词
10、并将其归类。2. 听录音，学生完成相应的练习，稍后师生核对答案。Choose, write and say.1. 活动：句子接龙。教师说：Monday is his first birthday.要求学生变换时间接着往下说。如：Tuesday is his second birthday.以此类推。如：Wednesday is his third birthday. Thursday is his fourth birthday. Friday is his fifth birthday. Saturday is his sixth birthday.2. 活动：介绍他人的家人及其职业。如：H
11、is mother is a maths teacher. His father is a policeman. This is his brother and that is his grandfather.语音绘本故事：The Very Hungry CaterpillarStep 4 Summary&Homework1. 小结。师生共同回顾字母组合th在单词中的发音规则。2. 作业。（1）跟读“Lets spell”部分的单词。 （2）找出更多含有“th”的单词。教学反思本课时是一节语音课。教学展示环节，我通过创设情景，贯穿重点语音知识，引出语音例词，培养学生语感，达到“词不离句，句不离境”，有效地帮助学生理解所学内容，提高学习的兴趣。巩固拓展环节，我通过多种活动强化所学新知，并进一步强化巩固发音规则，帮助学生在活动中感受到自信，激发学生的学习热情。课堂的巩固与延伸环节，我加入了绘本故事The Very Hungry Caterpillar，丰富了学生关于字母组合th的发音知识，提高了学生的绘本阅读能力，也拓展了他们的视野。板书设计Unit 4 Part A 第三课时th/: three thin thirteen mathsth/: this that mother brother5
