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1、The third period(第三课时) Part A Letters and sounds教学内容与目标课时教学内容课时教学目标Letters and sounds能够听、说、读、写字母Jj, Kk, Ll, Mm, Nn能够初步掌握这五个辅音字母作为单词首字母时的发音教学重点能够听、说、读、写字母Jj, Kk, Ll, Mm, Nn。教学难点能够掌握这五个辅音字母的笔顺以及相关例词的发音。教学准备1.预习状元大课堂创优作业100分状元作业本中本课时的相关内容。2.教学课件、课文录音、视频、字母卡片等。Teaching purpose以游戏和chant的形式，复习已经学过的字母，激发学生
2、学习字母的兴趣，同时也为接下来的新课的学习做铺垫。教学过程Step 1: Warm-up & Revision1. Greetings.T: Hi, boys and girls!Ss: Hello, Miss/ MrT: Good morning!Ss: Good morning!T: Lets play letter games, OK?Ss: OK!2. Letter games.(1) Find out the adjacent letters.T: (Show the letter card “D” to students.) Look! If I show you “D”, you
3、 should say “C” and “E” loudly. OK?Ss: OK!(The teacher shows different letter cards. Students say the adjacent letters.)(2) Sort the letters.(There are two groups of disordered letters “AI” on the blackboard. The teacher asks a boy and a girl to compete to sort the letters from A to I. The other stu
4、dents are the judges. The faster one is the winner.)T: Now, I need a boy and a girl to come to the front to sort the letters from A to I. The faster one can get a sticker. Who wants to have a try?Ss: 3. Lets chant.T: Now, lets chant and do some actions.Teaching purpose让学生寻找生活中与这五个辅音字母形状相似的物品来增强字母学习的
5、趣味性，强化学生的记忆。将字母教学和单词教学相结合并融入语音知识，引导学生自主探究字母在单词中的发音规则。通过反复操练，使学生理解并掌握这五个辅音字母作为单词首字母时的发音。注重培养学生的跟读和模仿能力。Step 2: Presentation1. Teach the new letters.(1) Teach the letter “Jj”.Show the letter card “J”.T: Look at the card. I see “J”. Follow me, please. J, J, J!Lead students to read it. Then let students
6、 find out J-shaped things in their daily lives. T: Can you say something that looks like “J”?(Students can say them in Chinese.)S1: 鱼钩。S2: 伞柄。T: You are so clever!（课件出示：一辆吉普车的图片）T: Look, this is a jeep. J, /d/, jeep! J, /d/, jeep!Students follow the teacher and practice.（课件出示：吉普车里跳出一只青蛙的图片） T: Look,
7、 the frog is jumping. J, /d/, jump. J, /d/, jump. The pronunciation of the letter “Jj” in the two words is the same. It pronounces “/d/”. Jj, Jj, Jj, /d/, /d/, /d/, jeep, jump.Students read after the teacher and practice several times. (2) Teach the letter “Kk”.Show the letter card “K”.T: Look! This
8、 is the letter “K”. Follow me, please. K, K, K!Ss: K, K, K. T: Well done!（课件出示：一只风筝在天空中的图片）T: Look, this is a kite. K, /k/, kite! K, /k/, kite!Students follow the teacher and practice.（课件出示：Kate在放风筝的图片）T: Look. Kate is flying a kite. K, /k/, Kate! K, /k/, Kate! The pronunciation of the letter “Kk” i
9、n the two words is the same. It pronounces “/k/”. Kk, Kk, Kk, /k/, /k/, /k/, kite, Kate.Students read after the teacher and practice several times. T: Now, I say “Kate” or “kite”, and you say “K/k/”. I say “K/k/”, and you say “Kate” or “kite”. OK?Ss: OK.(3) Teach the letter “Ll”.Show the letter card
10、 “L”.T: Look! This is the letter “L”. L, L, L! Lead students to read it. Then let students find out L-shaped things they are familiar with. T: Can you say something that looks like “L”?(Students can say them in Chinese.)S1: 锄头。T: You are so smart! (Take out a long ruler.) Look. The ruler is long. L,
11、 /l/, long! L, /l/, long! Students follow the teacher and practice.（课件出示：一只火烈鸟的图片）T: Look. The legs of the flamingo are very long, too. L, /l/, leg! L, /l/, leg! The pronunciation of the letter “Ll” in the two words is the same. It pronounces “/l/”. Ll, Ll, Ll, /l/, /l/, /l/, long, leg.Students read
12、 after the teacher and practice several times.T: Now, I say “long” or “leg”, and you say “L/l/”. I say “L/l/”, and you say “long” or “leg”. OK?Ss: OK.(4) Teach the letter “Mm”.Show the letter card “M”.T: Look! This is the letter “M”. M, M, M! Lead students to read it. Then let students draw M-shaped
13、 things they are familiar with.T: Can you draw something that looks like “M”? (Give an example to students first, such as drawing two mountains.)Let students draw some other things that look like “M”. T: Good job!（课件出示：抱着婴儿的“妈妈”的图片）T: Look, this is the babys mum. M, /m/, mum! M, /m/, mum!Students fo
14、llow the teacher and practice.（课件出示：“妈妈”正在喝牛奶的图片） T: Look! Mum is drinking milk. M, /m/, milk! M, /m/, milk! The pronunciation of the letter “Mm” in the two words is the same. It pronounces “/m/”. Mm, Mm, Mm, /m/, /m/, /m/, mum, milk.Students read after the teacher and practice several times.T: Who
15、wants to be the little teacher? Now, you say “milk” or “mum”, and the others say “M/m/”. You say “M/m/”, and the others say “milk” or “mum”.S1: Let me try.(5) Teach the letter “Nn”.Show the letter card “N”.T: Look! This is the letter “N”. N, N, N! Lead students to read it. Then let students draw N-shaped things they are familiar with.T: Can you draw something that looks like “N”? (Give an example to students first, such as drawing a door.)Let students draw some other things that look like “N”. T: Well done! （课件出示：Zoom的鼻子的图
