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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Jj, Kk，Ll, Mm, Nn五个字母的书写及发音。同时学习语音例词：jeep, jump, kite, Kate, long, leg, mum, milk, nose, noodles。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JiNn五个字母的名称音。教材把十个语音例词的图片巧妙地嵌在五个大写字母里，要通过观察这些图片，让学生了解这些语音例词的
2、意思。再通过韵句：J, J, J, jump up high. K, K, K, kick the sky. L, L, L, look and see. M, M, M, mum and me. N, N, N, lets Chant again. L, M, N, Lets chant again. J, J, J, / d/, / d/, / d/, jeep, jump; K, K, K, /k/, /k/, /k/, kite, Kate; L, L, L, /l/, /l/, /l/, long, leg; M, M, M, /m/, /m/, /m/, mum, milk; N,
3、 N, N, /n/, /n/, /n/, nose, noodles.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，教材提供了吉普车等五幅图片，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，联想到字母。在Write and say部分，学生可以观察到五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Jj, Kk, Ll, Mm, Nn2. 掌握字母Jj, Kk, Ll, Mm,
4、Nn在单词里的发音l 课时重难点1.重点：能够听、说、读、写字母Jj, Kk, Ll, Mm, Nn2. 难点：能够掌握字母Jj, Kk, Ll, Mm, Nn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.播放韵句：Look at the cat. 学生先听，再齐唱。Teacher: Lets listen to the chant. Listen carefully.Teacher: Now, lets chant together. 设计意图：韵句这种有节奏的说唱形式能够极大地激发学生的学习
5、兴趣，营造良好的学习氛围。这个韵句是上一课时刚刚学习过的，用来热身能够很好帮助学生复习之前学习过的内容，也为接下来的学习做好知识上的铺垫。 Step 2 Lead in1.出示韵句中的图片，讨论其内容。Teacher: Whats this? Its a pig. Is it big? Yes, its a big pig. Whats this? Yes, its a dog. Where is the dog? Yes, its on the log. Whats this? Its a bear. Where is the bear? Its on a pear. The pear is
6、 small. But the bear is big. Where is the duck? Its on the truck. 设计意图：讨论韵句中的图片，帮助学生回忆学习过的内容，并引出下一环节要学习的知识。2. 展示吉普车的图片，学习相关语音例词。Teacher: Look at this picture. Is this a truck? No, its a jeep. （板书单词）Read after me, jeep. The jeep can run very fast. Look at the frog. Can it run? No, it can jump. Do wit
7、h me, jump, jump, jump. (板书单词) Do you like to jump? Do you like to fly a kite? Whats a kite? I can show you. This is a kite. Look, Kate is flying a kite. （板书单词Kate, kite）Look at Kates legs. They are no long. Look at the legs of the bird. They are long. （使用动作让学生感受long的含义，板书单词long, leg）Kate likes to f
8、ly a kite. But Mum likes milk. （展示牛奶的图片）Do you like milk?（板书单词mum, milk）Zoom doesnt like milk. He likes noodles. （展示面条图片）Look, he smells the noodles with his nose. （板书单词noodles和nose）设计意图：通过韵句的相类单词引出语音例词，将语音例词用语言串接，自然地讲授每个单词，让学生在具体的语境中，借助图片和肢体语言理解语音例词的意思。 Step 3 Presentation1.指示语音例词的首字母，引起学生注意。Teache
9、r：Look at the first letter of the words. What are they? They are J, K, L, M, N. 2. 播放字母录音和语音韵句，学生倾听。Teacher：Now lets listen to a chant about the letters. . 3. 讨论语音韵句内容，学习字母的发音。Teacher: We can see J in _. Yes, we can see J in jeep and jump. The sound of J is / d/. Look at my mouth and say it, please.
10、 In kite and Kate, we can we see? We can see K. The sound of K is _. Yes, its /k/. Look at my mouth. Repeat it, /k/. In long and leg, we can see L. Whats the sound of L? Its /l/. （展示舌头的方位，请学生体会发音方法）In mum and milk, we can m. Close your mouth and say with me, /m/, /m/, /m/. There is an n in nose and
11、noodles. Open your mouth and say it, /n/, /n/, /n/. 设计意图：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
12、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，说对句子。2. 游戏：Whats missing。出示十个语音例词：jeep, jump, kite, Kate, leg, long, mum, milk, nose, noodles，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
13、出单词，并大声读出来。Teacher: Boys and girls, lets play 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o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 th
14、e letter. Teacher: I will say the sound of the 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40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
15、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。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 J. This is K. This is L. This is M and this is N. （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. J, J, J, / d/, / d/, / d/. 设计意图：以肢体语言来再现字母的书写，边做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 c
