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Unit 3 Weather
Part A Let’s spell教学设计
单元 Unit 3 课时 第 3课时
学习 目标 1.能听、说、认读例词 arm ,car, card, ball, tall, wall。 2.掌握字母组合ar和al在单词中的发音规律。 3.能根据发音规则拼写单词和阅读绘本小故事。 4.训练学生的观察、分析、总结、归纳的能力，引导学生进行发现式的学习。 5.学生学会根据天气合理安排自己的活动，学会热爱生活，享受生活。
教学 重难点 1.能听、说、认读例词 arm ,car, card, ball, tall, wall。 2.掌握字母组合ar和al在单词中的发音规律。 3.能根据发音规则拼写单词和阅读绘本小故事。
学情 分析 从学生的年龄特点上看，四年级的学生活泼好动，热爱模仿和表演，从教学设计上要符合学生的年龄特点。在语言知识储备方面，学生在之前的学习中已掌握26个字母的发音和er字母组合发音，学生基本能够用Phonics拼读简单的单词。在学习技能方面已经基本掌握教师的课堂用语和指令，在多媒体课件的帮助下能听懂和读准英语单词和句子。在教师的指导下能完成一系列任务，并具备基本的小组合作能力。
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-The Alphabet & Sound song. T:Before the class, let’s enjoy a song. Let's sing together. After listening T:Do you remember what letter combinations you learned in the previous two units Ss: er, ir,ur. T: That’s right. Today we learn the pronunciation of two other letter combinations. 2.Let’s review T:Now let’s play game to review. Do you remember which words have the letter “er” in them S: computer, sister, water, dinner, winter, tiger...... T: Do you remember which words have the letter “ir” in them S: girl, bird, dirt, birth, first, third... T:Do you remember which words have the letter “ur” in them S: nurse, hamburger, hurt, purple, burn,turn... T:You guys did a great job. 借助Phonics song复习巩固字母组合，强化学生对已学元音和辅音的认识，活跃课堂气氛，创设轻松愉快的英语学习氛围。 借助堆雪人的游戏让学生回忆之前所学的单词，以及拼读规则。
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: Now I'm going to tell you a story. Please listen carefully and complete the questions. Story：This is Mark. He is waving his arm to greet us. He is going to send a membership card to his good friend. When he drive under the tall wall. A ball blocking the way. T: What is the similarity among these words S: ar. T: That’s right. Next question. What’s the sound of the letters “ar” Ss watch the video and answer. T: What is the similarity among these words S: al. T: That’s right. Next question. What’s the sound of the letters “al” Ss watch the video and answer. Listen and repeat The courseware presents the above words and their audio. Ss listen and repeat it. arm car card wall ball tall Read, listen and chant T: It’s drawing time.Can you draw a picture on the blackboard according to the chant Play ballads. Draw a ball on a card. Draw a small, small ball. Now draw a car on the card. Draw a car near a wall. Ask the students to draw on the blackboard according to the song content and the dialogue between the teachers and students. The teacher plays chant again and the students read after it. The teacher pays attention to whether the pronunciation of ar and al is in place. 通过创编的故事让学生找出含有“ar”“al”的单词，利用视频嘴型发音让学生感知这两个字母组合的发音规则，培养学生自主学习自主发现的能力。 通过让学生观察拼读找规律的方法，调动了学生的积极性也起到了事半功倍的效果。
Part 3： Let’s practice。练习本课目标单词。 Step III:Let’s practice: Let’s blend Students use pronunciation rules to spell and fill in words quickly based on the video. park farm star walk small call Read, listen and number ① Students read the words by themselves. ② The teacher plays the recording and the students are labeled. Attached: Listening materials 1.farm 2.far 3.girl 4.bird 5.nurse 6.tall 7. wall 8.arm ③ Review and proofread the whole class. Answer: 3,1,5,4,7,8,2,6 Look, listen and write ① Students listen to the sounds and fill in the words. Attached: Listening materials 1. A ball on the tall wall. 2. Dogs arm in arm. 3. A card with a car. ② Review and proofread the whole class. ③ The teacher plays the tape and the students follow. 4.Exercises T:Now let’s do some exercises. ...... 在学习完语篇后，让学生去找单词的发音规律，培养学生发现、分析、总结、归纳的能力 通过听音跟唱外加表演，让学生在愉快的气氛中操练本单元的单词及句型。
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:..... 通过提问的方式总结本节课词汇和句型。
Part 5： Homework。布置作业 Step VI:Homework （1）Spell more words with “al” and “ar” . （2）Make more stories using the words with the “ar” and ”al”. 通过布置作业巩固复习本节课单词以及句型。
板书设计： Unit 1 My school Part A Let’s spell
教学反思: 1.处理语音教学时，常规有两种模式：直接教授法和情境教授法，而情境教授法是以学生喜闻乐见的故事教学法为主。对比两种教学法，前者简单直接地告知学生发音规律，再进行大量的机械操练，课堂沉闷，枯燥乏味，学生学习兴趣低迷，而在情境教学法中，学生能够在故事中自然而然习得语音知识，且课堂气氛活跃。 2.如果课堂上能给学生创设一个开放的、多样性的发展环境，那么学生获取适合自己发展方式的几率就会大大提高。在本节课上，教师始终将学生置于课堂的中心，再做中学，从学生主体出发，努力让学生自主体验英语。例如教师没有直接告知学生字母组合的发音规律，而是引导学生在绘本故事中先找寻含有相同字母组合的单词，再进行归纳总结发音，教师在这个过程中只是引领的作用。这样的教学活动提升了学生的思维能力，促进了学生形成多元文化思维，达成了本节课的思维品质目标。

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