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Unit 1 My age(PEFC深港版第三册第四课时)

2020-11-30李琦

教育周报·教研版 2020年40期
关键词:发音课件单词

李琦

设计理念:新课标中指出,语音教学是语言教学的重要内容之一。而在英语教学起始阶段,语音教学主要应通过模仿来进行。因此,在本节课中,教师通过模仿动物的声音来引起学生的兴趣,从而让学生学会一个常见的长音的发音。

活动目标:①认知目标:让学生掌握字母ee的发音及其规律。②能力目标:通过模仿、操练、表演等活动,培养学生的语言表达能力和观察能力。

活动准备:录音机,课件,课堂评价卡-“笑脸”,练习纸,贴纸

活动过程:Step 1: Warm up(热身活动)Sing a song-“Old Macdonald has a farm”.(唱首英文歌)

T: Children, would you like to sing a song with me?(Ss: Yes!)Ok,old Macdonald has a farm...

(活动目的:通过唱歌来让学生熟悉几种动物的声音,为接下来的活动打好基础。

活动方式:全班一起边唱边做动作。)

Step 2: Lead in (导入)

1.用课件展示出该动物的图片,让学生用英语说出该动物的名称(驴-donkey);然后叫个别学生模仿驴的声音

T: Children, now we are on the farm. Look, I have a good friend, do you want to know him? (Showing PowerPoint—the donkeys picture) Its a donkey! Say hello to Mr. Donkey. Hello, Mr. Donkey! (Hello, children!) And do you know how does the donkey bray? Who can tell me? (Ask some pupils to tell me their own opinion) XX, ok, can you have a try? (ask him to imitate)

2.用课件播放出驴叫声,让学生听并且带着动作来模仿其声音(eeyore)。(在此,学生以小组的形式自己评价他们的表现:“黄笑脸”-较好;“红笑脸”-最好)

T: Ok, now lets listen how the donkey bray. Everybody, lets act as a donkey, first, put your two hands on your head, second, shake your hands up and down, and saying eeyore, eeyore. Let me see which group do the best one (the pupils show their making faces to evaluate other groups performance: red face-best, yellow face-better)

(以上的導入是根据儿童与生具有的好奇心,想象力以及模仿能力的特征而设计的;此方法是先让学生感到是在农场-由歌曲所带入,然后学生看到驴的图片后都想通过自己的常识和想象力来模仿其声音,最后是一边做动作一边模仿;生生之间的评价方式充分体现了以学生为主体,学生乐于其中。)

Step 3: Presentation

1.播放录音带给学生听,并让学生说出所听到的内容;接着就让学生说出这与驴叫声有何关系(ee是驴叫声eeyore的第一个音),最后引出该字母组合-ee以及发此音的一些单词,并让学生跟着录音带读。

T: Now children, lets listen to the tape and then you should tell me what you have heard. XX, can you have a try? (XX: ee) Ok, good, the group leader please give him a sticker. 我们现在所听到的这个音与刚才的驴叫声有何关系?

S1: ee是驴叫声eeyore的第一个音

(此处重点是培养了学生的观察能力)

2.让学生举出更多发此长音的单词的例子;

T: Can you tell me more other words which pronounce this sound?

Ss: sheep, feet, thirteen, etc.(此处是让学生举一反三)

3.首先贴两张单词卡在黑板上,并示范出单词中含ee发此长音的,然后发给每小组一份练习纸,让学生找出发此长音的单词(这里小组进行比赛)。

T: Ok, children, lets have a matching game. Look, I have so many word cards, but can you find out the words which pronounce ee? For example, I think seventeen pronounce this sound, so I make a line between seventeen and ee. Understand? Now, I give each group one paper, each group should make lines just like me on this paper, and then I will ask one pupil from each group to come up to stick their paper on the board. Ok?(此处的练习对加强和巩固此长音的发音有很大的帮助。)

4.展示课件播放一首小诗,然后让学生跟着读;接着全班一起带着动作来朗诵;最后分组表演;(小诗内容:I can see a green lychee, above me in the tree.)

T: Now children, would you like to learn a rhyme with me? First, just listen; This time please follow the tape; Ok, can you say the rhyme by yourselves? Now, each group say the rhyme one time, lets see which group do the best one. (show their making faces)

(朗朗上口且又押韵的小诗,并且带着动作来演绎它,不仅能够帮助学生对此诗的理解,而且能够加深对此长音发音的记忆。)

Step 4 Homework

在家练习此长音的发音。

案例评述:新课程标准强调教学过程是师生交往、共同发展的互动过程。在教学过程中要处理好传授知识与培养能力的关系,注重培养学生的独立性和自主性,引导学生在实践中学习,使学习成为在教师指导下主动的、富有个性的过程。因此此活动设计也达到了--课堂呈现师生互动、平等参与的生动局面。在本节课中,教师通过模仿动物的声音来让学生学会一个常见的长音的发音;其次,本节课也充分以学生为主体,评价学生采用形成性评价为主,其中,生生之间的评价是其特点。

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