粤教粤人版《英语》四（上）Unit 8 Helping at Home 第三课时Sounds and words

文|雷炳权 伍长贤

教学过程

Step 1. Warming-up（略）

Step 2. Leading-in & presentation

1. Look and say.

教师利用多媒体创设带领学生认识教师朋友Phil 在农场的情境。

T: Boys and girls! Please look at the picture. Who’s this boy?

Ss: He’s Phil.

T: Yes. He’s my friend.Where is he? Guess.

S: He’s in the park/at the farm...

T: Yes. He’s at the farm.He likes to help at the farm.What can you see?

S: I can see a tree/ a bee/a sheep.

T: Right. We can see a sheep and a bee.

2. Listen and chant.

（1）教师第一次播放视频，提出三个问题让学生回答。

T: Let’s chant“A sheep and a bee”. Before listening，I have three questions for you.

T: OK. Please answer the questions.

Q1: What is Phil doing?-He is helping to take photos of the animals.

Q2: What is the sheep doing?-He is sleeping under a tree.

Q3: What is the bee doing?-She is dancing near the sheep’s feet.

设计意图：让学生带着问题听语篇，指导学生留意听的内容，培养学生听音获取信息的能力。

（2）教师检查答案后，出示含有ee 发音的词，让学生找规律。

T: Look at the words. Can you find out the rules?

Ss: Yes. All the words have“ee”letters.

T: Good. What does “ee”sound?

Ss: It sounds [i:].

设计意图：通过让学生观察单词，引导学生归纳ee 的发音规律，培养学生归纳知识的能力。

（3）教师播放ee 字母组合的视频，组织学生跟着韵律拍手掌及跟读。

T: OK！Let’s chant.

Ss：ee-ee-ee-bee ee-ee-eesee ee-ee-ee-week

设计意图：通过朗朗上口的韵律学习所学字母组合的发音和自然拼读的方法,将单纯的听音和模仿变得更有趣，更容易吸引学生的注意力，从而提高学习效率。

（4）教师第二次播放说唱，让学生跟唱。

①四人小组内说唱，教师到组内指导。

②邀请两个小组到台前表演，其他小组进行评价。

设计意图：通过全班跟唱、小组说唱、检查、评价等环节，学生充分理解文本的内容及含有ee词汇的发音，有效掌握了教材内容，并内化语音形式，培养语流和语感，为下面的进一步学习做好了铺垫。

Step 3. Practice

1. Try to blend more words in groups.

四人小组活动：教师给每个小组准备四张卡片，并让每人每次只抽一张卡片，然后学生拼读出所抽卡片上的三个单词，看谁读得又快又准。一轮过后，学生可以重新抽卡片。

T: Now group work. There are 4 cards in each group. Everyone can only choose one card.Then blend the words on the card quickly. Let’s see who is the fastest and the best?

设计意图：通过小组抽卡片拼读单词的方式，让学生运用phonics 规律拼读出更多的单词，既在学习自然拼读单词的基础上培养学生“见词能读”的能力，又培养小组学习合作精神。

2. Listen and write.

学生听音，然后写出缺少的单词。

T: It’s time to write down the missing words. You can listen twice.

设计意图：通过听音让学生做到“听音能写”，同时培养他们的节奏感。

Step 4. Application

1. 教师引出含有字母ee 的绘本故事。

T: Boys and girls, Phil helps to take photos of the animals.And he likes reading picture books. Do you like reading picture books?

Ss: Yes, we do.

T: OK. Let’s read “The Green Family Goes Out”together.

2. 教师播放绘本“The Green Family Goes Out”。

该故事讲的是The Green Family 带着三只绵羊和三只鹅一起出去玩，在路上发现一只羊不见了，原来它在树上，后来发现一只鹅不见了，又开始寻找丢失的鹅。

在观看之前，教师提出了三个问题，让学生带着问题观看故事。

Q1: Who are they? Q2: How many sheep are there? Q3: How many geese are there?

T: Let’s watch the video and answer the questions.

T: Let me check the answer.Who are they?

Ss: They’re sheep and geese.

T: How many sheep are there?

Ss: There are three.

T: How many geese are there?

Ss: There are three.

3. 学生内化故事内容。

（1）Listen and imitate. 教师播放绘本故事录音,学生跟读。

（2）Read and act. 学生分小组朗读故事并尝试表演，师生评价。

（3）Think and guess. 故事最后，其中一只鹅不见了。教师提问“Where is the little goose”，让学生猜测它去了哪里。

T: The Green family are so sad. They can’t find the goose.Where is the little goose? Can you guess?

T: Really? Look！My friend Phil knows where the little goose is. Let’s see!

Ss: Oh, it’s under the tree.Phil helps with it.

Ss: Maybe it’s in the tree/under the tree/at home...

T: Is it funny? Are the Green family happy now?

Ss: ...

（4）Think and answer.

T: What do you think of Phil?

Ss: I think he’s...

T：Yes，he’s helpful.

设计意图：通过结合有趣的绘本故事，让学生带着问题观看视频，产生视觉和听觉的共鸣，同时感知ee 的发音及有关单词的读音,提高他们听的能力和获取信息的技巧，发展其阅读能力。最后鼓励学生对Phil 进行评价，培养了学生的高价思维。

Step 5. Summary（略）

Step 6. Homework（略）