英语人教版四年级上册第3学时教学设计
法国大学-河南招生考试信息网查询
PEP4 Unit 6 Let’s spell 教学设计
1、教学目标：
（1）语言知识目标：能够根据a, e , i, o, u , a－e, i－
e,
o－e, u－e, －e的发音规则读出单词，并能够对比a, e ,
i, o,
u的长、短音，听录音选词，强化已学的发音规则。
（2）语言技能与学习策略目标：能够跟读歌谣，
并注意朗读技巧，
如：连读和重读，在有节奏的吟唱中强化学习上述的发音规则。能利
用已有知
识和经验读出故事内容，能借用图片等非语言信息理解文本
中的难词，能借助编写的chant巩固长音
和短音的发音规则；能利用
“头脑风暴”举出更多的例词。
（3）情感态度与文化意识目标：培养良好的朗读习惯，歌谣的韵律
美。
2、重难点:帮助学生掌握发音规则,并顺利朗读相关的文本。
3、教学过程
Step1：Warm-up
T:good morning,boys and ’s
enjoy a can sing
along with it.
Step2：
Revision：review the five short vowel sound
T:Good. How many letters are there in the
alphabet?
Ss:26.
T:How many vowel letters?
Ss:Five.
T:What are they?
Ss:
a, e, i, o,u.
T:What sound does letter”A”make?
Ss:
T:Right. Can you tell me some words?
A is for cat.
Ss:a is for bag. A is for
ant....
(同样的方式，复习其他四个元音字母的发音)
T:You are
great. Here i have something to read.
First
one:dad is sad. Who can read it?
(逐句呈现之后，全班同学一起朗读。
在句子中复习元音字母，检测学生对元音字母发音规律
的掌握情
况，培养学生阅读句子的能力。)
Step 3:Review the long
vowel sound
T:Well done, of you have sharp
eyes. Please say
it out loudly.
Ss:cake,bake,lake,name,...hate.
T:These
words have the same letters:a-e, a-e a.
(让学生认读i-e,o-e,u-e单词，复习长元音的发音规律。)
T:Wonderful! You got it. a-e,i-e,o-e.u-e. The
letter “e” is
silent. It makes the vowel say
its about these
words?Let’s say. (学生说出例词)
T:Look at this list, “-e” is pronounced
-e-is pronounced
. So the letter e is
magic. Let’s watch a video and learn.
T:After
watching it, try to read these pairs.
First
pair: tap,tape.(先让学生来读，慢速，感受发音的区别，
然后师生，生生操练。)
T:Let’s read between the teacher and the
students.
Next round, pleas read between boys
and girls.
T: ’s be a magic “e” goes
everywhere.
It goes to
...(让学生先读短元音，然后读长元音，对比操练。)
Step 4 practice
Task1:read ,listen and circle.
T: let’s
read all the words.
Listen carefully and
circle.
Let’s check the answer.
Task2:
let’s chant.
T: Look, what’s this?
Ss:It’s a cat.
T:Look at the cat.
It’s___.Listen and spell.
S1:It’s cute.
S2:It’s cool.
T: It has ___.
S3: It
has a hat.
S4: It has a long tail.
T: Yes! I like the cat. Do you like the
cat?
Ss: Yes.
T:We like the cat. It’s
cute.
T: What has he got?
S1: He’s got a
cake and a cup of milk.
S2:
S3:
T:Look at the cake. What’s on it?
S1: a
rose on the cake.
T: Yes, what color is the
rose?
S2: It’s red.
T: The cake loos
yummy. Do you want to eat it?
Ss:Yes.
T:So let’s cut the cake.
T:Give you the
cake. Give me the cake.(让学生说出这个句
子。）
T:
（指着这个猫）he likes the cake. We like it,too.
T:Wow,a long and fun chant. Can you say it?
Let’s watch and
imitate. (学生观看视频，跟读)
T:
Clap your hands and say.
T: Read it by
yourself.
T:Do you remember the chant?
(记忆挑战，让学生说出被遮的部分。分角色朗读chant,进一步
巩固。)
T:Chant again and . Group and write .
引导学生在文中找出发
音相似的单词，写在书上的空白处。
【设计意图】将知识归类，帮助学生使用发音规律去找出相应的
单词。
Step
5: consolidation and extension
T:Good memory！
It is fun to read chants. And it is also
fun
to read stories. Now we will have a reading
group get a story. You can read by yourself or
in a group of
four. Ok? Here we go.
(分组读故事，教师指导。)
T: Stop,everyone, it is show
time. Who would like to share a
story with us?
(学生小组合作读，或者独立读故事。)
Step 6：
T:Time is
up. You can read the story after comes
our
homework.
【设计意图】Phonics for reading
.使学生学以致用，感受phonics
的魅力。
Step7. Homework
A. Find out more example words.
B.
Read the chant or the story for your parents or
your
classmates .