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Unit 1 My school
Part A Let’s spell教学设计
单元 Unit 1 课时 第 3课时
学习 目标 1.能够感知并归纳字母组合er在单词中的发音规律。 2.能够读出、拼写出符合字母组合er发音规律的单词。 3.能够理解含有符合字母组合er发音规律单词的语句。 4.通过拆音、拼写等活动培养学生的语音意识。通过本版块的学习，能了解英美口音差异，积极模仿跟读单词。
教学 重难点 1.能够感知并归纳字母组合er在单词中的发音规律。 2.能够读出、拼写出符合字母组合er发音规律的单词。 3.能够理解含有符合字母组合er发音规律单词的语句。
学情 分析 本课时是PEP小学英语四年级下册Unit 1《My school》有关字母组合er在单词末尾的发音规律的语音教学。四年级下册的学生经过三个学期的语音知识的学习，已经掌握了 26个字母的发音和正确书写，拥有了基础的拼读能和发音规律的总结能力。本课时将通过复习已经学过的含有er 的单词，通过教学活动设计，引导学生总结发音规律，并根据发音规则和图片提供的语义书写单词，并能读懂大意。
教学 工具 PPT，单词卡片，课文视频，课文音频
教学 方法 情境创设法，任务教学法，游戏教学法
教学过程
学习任务 教学活动 设计意图
Part 1： Warm up热身 Step I: Warm up: 1.Enjoy the song T: Good morning, boys and girls. Welcome to English class. How are you feeling today S: ... T: Pretty good Very well Oh, I’m so happy to hear that. Before our class, let’s sing a song named Finger Family to cheer up . Please stand up. Are you ready S: ... T: One Two, begin. Daddy finger, daddy finger, where are you Here I am, here I am, how do you do Mummy finger, Mummy finger, where are you Here I am, here I am, how do you do S: ... T: Wow. What beautiful voice! Thank you, sweeties. Sit down, please. So Which word appears the most S:Finger. T:Good job. It’s finger. 在课程开始时，以歌曲视频的形式导入，以此引入本课所要讲的单词。这些单词学生在实际生活中经常会看到，因此比较熟悉，练习的积极性较高。这样既复习了前面所学知识，又为后面的新课导入做了铺垫。
Part 2 ： Let’s learn.学习本节课重点单词与句型。 Step II: Let’s learn: 1.Let’s learn T:Let’s me show you a girl’s family tree. (Show pictures) T:Who is she S: She is Miller. T: What does she do S:She is a student. (Show pictures) T:Who is he S: He is Miller’s brother. T: What does he do S:He is a driver. (Show pictures) T:Who is she S: He is Miller’s sister. T: What does she do S:She is a painter. (Show pictures) T:Who is he S: He is Miller’s father. T: What does he do S:He is a worker. (Show pictures) T:Who is she S: He is Miller’s mother. T: What does she do S:She is a teacher. (Show pictures) T:Who are they S: They are Miller’s grandparents. T: What do they do S:They are farmer. 2.Let’s find T:Let's look at these words together. What the letter“er”pronounce S:... 3.Let’s watch T:Let’s watch this video together. And you will find the answer. S:... 单独的单词教学往往比较枯燥，所以在授课过程中，尽可能的创设情境将单词融入到阅读中进行训练，让学生在真实的语境中体会单词的意思和用法，并不知不觉中反复朗读单词，达到训练单词发音的目的。
Part 3： Let’s practice。练习本课目标单词。 Step III:Let’s practice: 1.Listen and read T:Listen to the tape and read it out. Pay attention to the pronounce. S: ...... 2.Let’s chant T:Watch the video, then chant it with your partner. 3.Read, underline and say T: Read the words. Then underline the same letter combination in each group and say what sound it makes. Students do it themself. Then check it together. 4.Look, listen and write T: Look at the pictures and write the words. S:... 5.Listen and fill T:Listen to the tape, then write the answer in the paper. They are some words with“er”. S:... 6.Exercises T:Now let’s do some exercises. ...... 在学生充分了解故事内容的基础上，熟悉了本课所要学习的单词后，播放这一部分的录音，让学生跟读并尝试着总结这些单词的发音规律，并在学生总结的基础上加以强调。
Part 4： Summary。总结本节课学习内容。 Step V:Summary T:Now let’s summarize What have we learned today S: The pronunciation of the “er”. T:Can you give us some samples S:..... 通过提问的方式总结本节课知识点。
Part 5： Homework。布置作业 Step VI:Homework 1.Draw a mind map of “er”. 2.Collect more words with -er, try to spell. 通过布置作业巩固复习本节课知识点。
板书设计： Unit 1 My school Part A Let’s spell er water tiger sister computer dinner
教学反思: 对于单词音形义的教学还不够深入、具体，在教学过程中在绘本阅读教学上所用时间太长，结果导致单没没有时间开展单词的书写教学。另外，对学生的操练和评价也不够及时，评价形式较为单一，课堂活动设置的难度梯级不够明显，学生参与积极性不高。

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