2021-2022学年四年级上册英语人教版教案 第一单元

1、Unit One My classroom单元整体分析本单元是义务教育人教版（pep）小学英语教科书四年级上册第一单元。单元主题为My classroom（我的教室）。新学期，孩子们更换了新的教室，单元主情景图中展现了孩子们清理新教室的场景，呈现了祈使句：Lets clean the . 及Let me clean the.以及询问位置的语句：Where is the .? 本单元共分A、B、C三部分。A部分共三页，分三课时。第一课时为情景对话和练习部分。通过Zhang Peng和Sarah谈论新教室中的物品和摆设的情景，引出本单元的主要句式：Whats in the classroom? L

2、ets go and see! Where is it? Its near the window. Lets play（玩一玩）部分提供了一个课堂游戏活动，图片展示了教室内的一些物品，物品旁标注着一些字母。学生需要先说出字母，再说出字母所在的位置，使别的学生能够正确、顺利地猜字母所代表的物品。这个活动既可以复习字母在单词中的发音，又练习了询问物品的位置的问答句。第二课时为重点词汇和重点句型呈现，Zoom和Zip带领大家来透过窗户观察教室内的物品：classroom，window, blackboard, light, picture, door. 以及如何询问教室里的摆设的问答句：Whats

3、in the classroom? One blackboard .并通过Lets do部分的指令活动来进一步巩固重点单词和句型。第三课时为语音学习，主要学习元音字母a在开音节中的发音/e/。B部分共四页，分两课时。第一课时仍然呈现情景对话和练习。通过孩子们一起打扫新教室的活动引出如何提出行动建议的祈使句：Lets . Let me. 并通过掷骰子说句的游戏来操练重点句式。第二课时呈现更多的教室内物品类词汇：teachers desk, computer, fan, wall, floor。之后通过涂一涂，说一说活动来使学生进一步熟悉新授词汇。之后的阅读练习、听音判断、看一看、圈一圈的练习以及

4、歌曲都用来巩固练习本课的重点词汇及句型，与C部分合为一个课时。C部分为故事阅读课时，在这个故事里，我们会随着Zoom和Zip的眼睛来看一看教室里的小蜜蜂。通过有趣的故事阅读，学生会进一步熟悉如何询问和表达物品的位置，并在阅读中扩大语言输入，逐步适应文本的阅读。单元教学目标知识目标：1.词汇：学生能够听、说、认读单词：classroom, window, blackboard, light, picture, door, teachers desk, computer, fan, wall, floor2. 句型结构：能够听、说、认读句型：Whats in the classroom? Lets

5、 go and see! Where is it? Its near the window. Lets clean the classroom. Let me clean the teachers desk. 3.语音：能够掌握a+辅音字母+e结构的发音规则，即a在开音节里发双元音/e/能力目标1. 能够正确使用重点词汇来描述教室里的物品、设施2. 能够在有意义的语境中抄写与话题有关的这些词汇3. 能够在情景中运用句型Where is .? Its in/on/under/near the. 询问并回答物品的位置4. 能够在情境中运用句型Lets . Let me . 提出行动建议5. 能够读

6、出符合a+辅音字母+e结构发音规则的单词，并能够根据发音拼写出符合这一结构发音规则的单词情感态度、学习策略、文化意识目标1. 学习礼貌言行，能够对请求、道歉等行为做出恰当反应2. 具有讲卫生、爱整洁的意识3. 能够根据a+辅音字母+e结构发音规则拼读单词，并能够根据发音规则拼写单词教学重难点教学重点1. 学生能够听、说、认读单词：classroom, window, blackboard, light, picture, door, teachers desk, computer, fan, wall, floor2.能够听、说、认读句型：Whats in the classroom? Let

7、s go and see! Where is it? Its near the window. Lets clean the classroom. Let me clean the teachers desk. 3.能够掌握a+辅音字母+e结构的发音规则，即a在开音节里发双元音/e/。教学难点1. 能够正确使用重点词汇来描述教室里的物品、设施2. 能够在有意义的语境中抄写与话题有关的这些词汇3. 能够在情景中运用句型Where is .? Its in/on/under/near the. 询问并回答物品的位置4. 能够在情境中运用句型Lets . Let me . 提出行动建议5. 能够读出

8、符合a+辅音字母+e结构发音规则的单词，并能够根据发音拼写出符合这一结构发音规则的单词教学方法游戏教学法、多媒体辅助教学法、TPR、小组合作法教学时间本单元教学用时两周，建议使用六课时完成教学任务。第一课时：A. Lets talk. Lets play. 第二课时：A. Lets learn. Lets do. 第三课时：A. Lets spell. 第四课时：B. Lets talk. Lets play.第五课时：B. Lets learn. Colour and say.第六课时： B. Read and write. Lets check. Lets sing. C. Story t

9、ime.知识视窗国外的教室布置国外学校，尤其是幼儿园和小学的教室，更像是一个家，看上去有些凌乱，到处是孩子的作品，教室的每个角落里几乎都由孩子自己装饰和安排，学生可以随时取用各种学习和生活用品；低年级教室里都在某个地方铺着地毯，孩子们随时可以席地而坐，而老师的办公桌椅就在教室的一角这样，老师可以随时观察孩子的学习情况。几乎每个教室里都有这个启蒙月份牌，季节、时间、天气等等一个孩子需要知道的最初知识都在这里了，每天来看看、讲讲，不知不觉就都学会了国外小学低年级是学生们围着坐。还可以坐在地上。到了小学高年级，才会开始单独坐。教室墙上往往会挂上班级规则老师还会把一些“格言”贴在墙上。此外，老师还会把

10、新学的知识点做成海报，挂在墙上，方便学生随时温故知新。还有的老师，会在教室里每天挂一个Question of the Day，让学生每天都有一个问题可以思考、探讨。有的老师会请学生每天分享自己最高兴的事儿和最不高兴的事儿。一般每个学生在教室里都有一个储物袋（或储物格子），把不用每天带来带去的文具书本放在里面。班里会有一个游戏角，放小朋友各种自己觉得有趣的东西，让孩子们一起玩。当然，阅读角是不可缺少的。国外小学班主任基本一个人包教一个班，所以成天待在自己的班级里。他们在教室里有自己的办公角，孩子们可以来 “开会讨论”。现在会有很多教室专门设置“学习中心”,学生集中在一个区域内学习、讨论。这个“中

11、心”一般都有主题，如森林主题、动物主题、天文主题等等。整个区域都按照主题进行布置，学生可以舒服而充满乐趣地在这个学习中心进行交流、探索、学习活动。第一课时课时内容A. Lets talk. Lets play. 课时分析 在Lets talk部分，Sarah和Zhang Peng在谈论他们的新教室。Sarah首先告诉Zhang Peng他们这个学期会有一个新教室。Zhang Peng很好奇教室里的布置。所以两个人一起去看了看。他们发现教室很大，Sarah还惊喜地发现自己的画被摆放在窗户旁边。在他们进行对话的过程中，呈现了如下重点句式：We have a new classroom. Whats

12、 in the classroom? Lets go and see! Where is it? Its near the window. 在接触这些重点句式的同时，学生会感受到以下词汇：classroom, window, picture, near。Lets play是个针对重点句式进行的游戏活动。这个活动将字母的字形、发音与重点句式的操练巧妙地结合了起来。教材呈现的图片中，有三个c，两个b，两个p，一个e, 一个r，分别放在玩具汽车（car）、彩笔（crayon）、图画（picture）、尺子（ruler）、书包(bag)、文具盒(pencil box)、橡皮(eraser)的旁边。学生

13、首先说出自己看到了哪个字母，运用句式：I see a .同组同学询问在哪里，因为有时有两到三种物品具有同样的首字母。出题者说出其位置，这样，同组同学就可以顺利地猜出出题者所说的物品是什么了。在这个游戏过程中，学生会回忆字母的字形与字音，并回忆字母在单词中的发音。同时，操练如何询问并表达物品的位置。 在学习本课时内容时，可先学习对话中提到的与教室有关的词汇，复习文具及表示位置的词汇，以使学生能够顺利地进行重点句式的问答。课时目标1. 能够在语境中理解新词classroom, really, picture, near, window的意思，并能正确发音 2. 能够听懂、会说、认读句型：We ha

14、ve a new classroom. Whats in the classroom? Lets go and see! Where is it? Its near the window.3. 能够在真实或模拟的情景中正确使用Where is it? 来询问物品的位置4. 能够在真实或模拟的情景中正确使用Its near/ under/ on/ in.来描述物品听位置5. 能够在情景中恰当运用句型：Whats in the classroom? Lets go and see!6. 能够理解对话大意， 能够用正确的语音、语调朗读对话课时重难点1.重点能够理解对话大意， 能够用正确的语音、语调朗

15、读对话能够在语境中理解新词classroom, really, picture, near, window的意思，并能正确发音能够听懂、会说、认读句型：We have a new classroom. Whats in the classroom? Lets go and see! Where is it? Its near the window.2. 难点能够在真实或模拟的情景中正确使用Where is it? 来询问物品的位置能够在真实或模拟的情景中正确使用Its near/ under/ on/ in.来描述物品听位置能够在情景中恰当运用句型：Whats in the classroom

16、? Lets go and see!教学准备1. 多媒体课件、录音机、磁带2. 文具实物及单词图卡教学过程Step 1 Warm up1. 游戏：Whats in the box? 猜宝游戏。教师准备一个袋子或盒子，请学生猜一猜里边是什么，主要来复习文具类词汇。Teacher：Hello, boys and girls. I have a box. Guess, whats in the box? You, please. A ruler? Lets see. Yes, a ruler is in the box. What else? Who can try?设计意图：猜宝游戏是孩子们比较喜

17、欢的一个游戏。因为未知而激发了他们强烈的好奇心，使原本相对枯燥的复习变得更有趣味，更吸引学生的注意力。Step 2 Lead in 1.将学生猜出来的文具摆放在讲台上，通过询问，引导学生说出这些物品的位置。Teacher：Look at these things. Where is the ruler? Its near the pencil. Where is the book? Its near the pencil box. . Where is my box? Its on the teachers desk. This is a teachers desk. Where is the

18、 teachers desk? Where are we? Yes, we are in the classroom. Read after me, classroom. The classroom is a room that a class studies in it. Lets write it together, classroom. Whats in our classroom? 设计意图：通过上一环节中复习到的文具物品自然引入位置的讨论，使学生通过观察实物位置自然理解near的含义。并在讨论已知位置的情况下，引出新词汇teachers desk, classroom，使学生在语境中

19、获取新词汇的意义。通过英语的讲解使学生感受classroom这个合成词的构成，帮助他们记忆单词。Step 3 Presentation1. 导读，引出对话内容，引起学生的阅读兴趣。Teacher：This is our classroom. Zhang Peng and Sarah have a new classroom. Whats in their classroom? Lets go and see. 2. 播放对话内容，以视频的方式使学生理解对话内容。观看的同时，向学生提出问题。Teacher：Watch the video please. Then answer my questi

20、ons. What can you see in the classroom?Teacher：Now who can answer my question? What can you see in the classroom? 3. 再次播放课文内容，学生根据对话内容回答问题。Teacher：Watch the video again. After that, try to more questions. Is the classroom big? Whose picture can you see? Where is it? Teacher: Can you answer these que

21、stions? Is the classroom big? Whose picture can you see? Where is it? 设计意图：先引起学生的阅读兴趣，并通过带着问题看课文的方式培养学生专心倾听、观察，把握所听内容的重点内容的能力。再次播放课文，使学生更加熟悉课文，在此基础上，以问题引导学生理解对话内容。Step 4 Practice1.播放课文录音，学生跟读。Teacher: Listen to the tape. Read after it, please. 2. 自由练习读课文。教师巡视，并为学生提供帮助。Teacher：Read the dialogue freel

22、y. If you have any questions, please raise your hand and ask me. 3. 分角色朗读课文。Teacher：Lets read the dialogue in roles. Boys will be Zhang Peng. Girls will be Sarah. Lets read the dialogue. Now girls will be Zhang Peng. Boys are Sarah. Read it again. 4. 表演课文。Teacher：Lets act the dialogue out. Who wants

23、 to try? Lets find the best pair. 设计意图：通过跟读，使学生获得对话的准确读音。自由练习有助于使学生明白自己的弱点，并及时获得教师的帮助。分角色朗读和表演能使学生将对话内容内化为自己的语言，帮助他们自由使用所学内容，提高自己的口语表达能力。5. 利用学生的文具、书等物品进行问答，练习新学习的句型。Teacher：Where is my book? Yes, its on the teachers desk. Where is your book? Oh, its on the desk. And its near the pencil box. In pair

24、s, ask and answer, please. 设计意图：利用学生触手可及的物品进行对话练习，使学生在实际的情境中使用学习到的语言知识。6. 完成Lets play活动。Teacher：Look at the picture. There are some letters. What are they? Read them please. What are the letters for? This C is for the car. This c is for the crayon. The b is for bag and book. Now, lets play a game. I

25、 see a “c”. Guess what it is. You can ask me where the c is. Then you can know it. Its on the desk. What is it? Yes, its a car. Teacher: Lets do a pair work. Play the game in pairs. Teacher: Which pair wants to show your dialogue? 设计意图：在学生基本掌握了重点句型之后，进行游戏活动，让学生在游戏中既复习了字母在单词里的发音，又练习了如何询问物品的位置的问答句。Ste

26、p 5 Summary1.利用游戏中的图片，编制韵句，总结本课的重点内容。Teacher: Look at the picture. Lets say a chant about it. Listen to it first.Book, book, where is the book? Where is the book?Desk, desk, its on the desk. Its on the desk.Crayon, crayon, where is the crayon? Where is the crayon? Desk, desk, its in the desk. Its in

27、 the desk. 2. 学生跟唱韵句，然后自己编制韵句并表演。Teacher：Say the chant after me, please. Teacher: Please make a chant like this. You can make it in groups. Teacher: Which group want to show your chant? Lets find the best pair. 设计意图：以韵句来总结，可以让学生在一课时的学习后，放松心情。同时，有节奏地吟唱能够帮助学生更好地巩固自己的记忆，增强学习效果。让学生自己编制韵句，可以达到替换单词操练句式的效果

28、，使学生更加了解句式结构，从而进一步掌握重点句式。课堂作业一、根据图片选择正确的单词。( ) 1. Its _ the desk. A. in B. on C. near( ) 2. The picture is near the _. A. clock B. desk C. chair( ) 3. Its _ the chair. A. in B. on C. under( ) 4. Its _ the book. A. in B. on C. under二、判断下列句子是否与图片相符，相符的打，不符的打。( ) 1. The book is on the desk. ( ) 2. The

29、crayon is in the desk. ( ) 3. The pencil is in the pencil box. ( ) 4. The bag is in the desk. 三、连词成句。将单词按正确的顺序排列并写一写。1. in is what the classroom_2. have a we classroom new_3. is it the window near_4. lets and see go_答案：一、1. A 2. A 3. C 4. B二、1. 2. 3. 4. 三、1. What is in the classroom? 2. We have a ne

30、w classroom. 3. It is near the window.4. Lets go and see. 板书设计Unit One My ClassroomWe have a new classroom. Whats in the classroom?Lets go and see.Where is it?Its near the window. 第二课时课时内容A. Lets learn; Lets do.课时分析 在Lets learn 部分，Zoom和Zip站在教室的窗外向外张望，想知道教室里都有些什么。Zoom问站在窗台上的Zip：Whats in the classroom

31、? Zip回答：One blackboard, one TV, many desks and chairs. 在教室的其他物品上，呈现了本课的四会词汇：classroom, blackboard, window, light, picture, door。因为单词都标注在相应图片的旁边，学生可以一目了然地了解其意思，因此，重点是让学生建立起字义与字形及字音之间的联系，整体记忆单词。接下来的Lets do中，学生会看到五个指令，Open the door. Turn on the light. Close the window. Put up the picture. Clean the bla

32、ckboard. 五个指令主要用来操练上一部分中学习到的重点词汇。同时，这些指令又与教室里的物品相关，可以用真实的活动让学生理解这些指令的含义，并通过操练这些指令让学生熟悉这些重点词汇。因为大部分的词汇在上一课时的对话交流中学生已经接触过了，本课时要把重点放在字形的拼写与记忆上。引导学生通过发音规则及合成词等词汇知识来记忆单词。课时目标1. 能够听懂、会说、认读单词：classroom, blackboard, light, picture, door, window2. 能够在游戏或真实的情景中正确使用句式：Whats in the classroom?并回答3. 能够听懂指令：Open t

33、he . Turn on the . Close the . Put up the. Clean the.并做出正确反应课时重难点1.重点：能够听懂、会说、认读单词：classroom, blackboard, light, picture, door, window能够在游戏或真实的情景中正确使用本课单词及句式：Whats in the classroom?2. 难点：能够听懂指令：Open the . Turn on the . Close the . Put up the. Clean the.并做出正确反应教学准备1. 多媒体课件、录音机、磁带2. 教室内物品的单词图卡教学过程Step

34、 1 Warm up1. 与学生互致问候之后，请学生注意自己带到教室里的物品，并根据其位置呈现韵句。Teacher: Whats this? Yes, its my book. Where is my book? Its on the desk. Lets say a chant about it. Listen to it first.Book, book, where is the book? Where is the book?Desk, desk, its on the desk. Its on the desk.Crayon, crayon, where is the crayon?

35、 Where is the crayon? Desk, desk, its in the desk. Its in the desk. 2. 学生齐唱韵句。Teacher：Lets say the chant together. 设计意图：韵句能够使学生集中注意力，并激发他们的学习兴趣。又复习上节课的内容，且能够自然衔接下面的教学环节，使课程更加流畅自然。Step 2 Lead in1. 讨论：Whats in our classroom？请学生根据自己所处的教室来讨论自己在教室里所见的物品。Teacher: My book is on the desk. Where is the desk?

36、 Yes, its in our classroom. Whats in our classroom? Yes, many desks, many chairs, a teacher and many students. 2. 出示教材中的图片，引起学生的阅读兴趣。Teacher: This is Zip and Zooms new classroom. Whats in the classroom? What can Zip and Zoom see in the classroom? Lets listen. 设计意图：由于本课所学的内容都与教室里的陈设与物品有关，因此先和学生进行讨论，以

37、学生已知的知识引领将要学习的知识，为学生做好知识上的铺垫。Step 3 Presentation1. 播放课文内容，学生跟读。Teacher: Lets listen to the tape and find what is in the classroom. Read after it, please. 设计意图：让学生在跟读中把握读音，在模仿中纠正其发音。2. 分组读课文。Teacher：Lets read the text in groups. I will find the best group. 设计意图：检验学生能否准确地读出课文中的句子和单词。3. 使用图卡和实物相结合，教授新授

38、单词。Teacher：（指向黑板）Whats this? Its a blackboard. What colour is it? Yes, its black. Its a board. Its a black board. We call it blackboard. （板书单词，提示学生注意此单词由两个单词合成）Lets write it together. （学生书空）（走到门边，打开门，指着门询问）Whats this? Its a door. （板书单词，学生书空）Lets write it together. Its a door. How many doors are ther

39、e in our classroom? （指向窗户）Is this a door? No. Its a window. （板书单词，分成两个音节教授学生） Read it together, window. How many windows are there in our classroom? Next, please guess. They are high in our classroom. They are bright. I can see nine. （根据教室里的灯的数量说出数字）What are they? Yes, they are lights, one light, tw

40、o lights. （提示学生注意单复数的不同读音）Can you see lights on the streets? Yes, they are traffic lights.（呈现交通信号灯的图片）What colour are they? They are red, yellow and green. Read after me, please, light. And on the wall, we can see beautiful pictures. （板书单词）Read after me, picture. （讲解字母组合true的发音）设计意图：边讨论边讲解新授词汇，使学生除了

41、理解单词的意思，认识其字形和拼写之外，在具体的句子中、实际生活中感受新学习到的词汇的用法。Step 4 Practice1. I say you point. 我说你指。教师说出物品名称，学生指向相应的物品。Teacher: Now I say the word, you point to it. A blackboard, a light, a window.2. I point you say. 我指你说。教师或指向黑板上的单词，或者指向教室里的实际物品，请学生说出单词。Teacher: This time, I point you say. I will point to the wor

42、d on the blackboard, or the things in our classroom. Please say the word. 设计意图：第一个活动保证学生能将单词的读音与单词的意义结合起来，第二个活动，保证学生在语音与字义结合的基础上，能够正确地说出、读出单词。3. 猜单词。教师先将学习到的单词词卡呈现给学生，学生逐一读出单词。接着，将词卡反转，打乱顺序，请学生猜一猜是什么单词。Teacher: Whats this? （呈现单词卡，请学生读出单词）Teacher：Guess，whats this? Is this a blackboard? Is it a light?

43、 （反转单词卡，请学生猜）4. 出示被遮盖的物品图片，请学生猜出单词。Teacher：Look，whats this? Is this a picture? Is this a window? Guess, please.设计意图：通过猜单词，让学生不断地重复新学过的单词。这样的操练既起到了机械操练的作用，又避免了机械操练的枯燥。在游戏的过程中，引导学生注意倾听同学的答案，保证自己不重复、不说错误的答案，提高自己猜的准确性。这也有利于培养学生良好的听课习惯。 5. 教师以自己的动作来示范，讲授指令性句子，使学生理解指令的含义。Teacher：This is the door. I open t

44、he door. Say with me, open the door. Now, I close the door. Close the door. （板书句子）Listen to me, open your book. Close your book. （擦黑板）I clean the blackboard. In the afternoon, you will clean our classroom. Do you clean the window? Do you clean the desks? （板书句子）Teacher：Look at the picture. What is jo

45、hn doing? He is turning on the light. Can you turn on the light? Thank you. （板书句子）And in this picture, John puts up the picture. Do with me, put up, put up the picture. （做出挂画的动作）6. I say you do. 教师说句子，学生模拟动作。Teacher: Lets play. I say you do. Turn on the light. Open the window. Close the door. . 设计意图

46、：以真实的动作、观察图片等方式来使学生直观地获得所学语句的意思，并设置小的语境，使学生能够深入理解指令中动词的意思和用法。Step 5 Summary1. 游戏：Simon says。教师说出指令性动作，学生做出相应反应。Teacher：Lets play a game, Simon says. When I say Simon says, sit down. Please sit down. If I say sit down. Please dont do that. Simons says, stand up. Sit down. Simon says, open the window.

47、 Simon says, clean the window. Close the door. .设计意图：以游戏来结束课程，使学生能够在快乐的游戏中回顾本课时中学习到重点词汇，从而留下深刻的印象。课堂作业一、看图写单词。 _ _ _ _二、读一读，看句子是()否()与图片内容相符。1. Open the door. 2. Close the book. 3. Put up the picture.4. Turn on the light. 5. Clean the blackboard. 三、为下列句子选出正确的回答。( ) 1. Whats in the classroom? A. Its

48、so big. B. One blackboard, one TV, many desks.( ) 2. Where is the picture? A. Lets go and see. B. Its near the window.( ) 3. Where is it? A. Its in a desk. B. Its so big. 答案：一、blackboard, door, window, picture二、1. 2. 3. 4. 5. 三、1. B 2. B 3. A 板书设计Unit 1 My classroomA. Lets learnblackboard light door

49、 window pictureWhats in the classroom?One blackboard, nine lights, .Open the door. Close the door.Turn on the light.Put up the picture.Clean the blackboard. 第三课时课时内容A. Lets spell课时分析 本部分为字母及语音学习课时。本课学习元音字母a在a+辅音字母+e的开音节结构里的发音。通过读一读，听一听、唱一唱；读一读，听一听，判断正误；听一听，圈一圈，写一写三个活动使学生既学习到元音字母在开音节里发双元音/e/，又使学生区别开字

50、母a在闭音节里的发音。在Read, listen and chant活动中，教材呈现了四幅图片，来帮助学生理解语音例词cake, face, name, make，并且把元音字母a和不发音的字母e标红，使学生能够一目了然地感受开音节的结构，并通过韵句：My name is Jake. My name is Jake. I like my name, and I can make a cake. Hello, Jake. Hello, Jake. My name is Dave. And I like to eat a cake. 来感受含有a-e结构的单词的拼读。Read，listen and

51、 tick活动中，教材呈现了三组单词，前一个为闭音节，后一个为a-e开音节，学生需要根据所听到的单词来选择正确的答案，并打上对勾。而Listen, circle and write活动中，每个图片下方有代表闭音节的字母a和代表开音节的a-e，学生听到单词后，先需要判断一下是闭音节还是开音节，圈出正确的一项，然后再把听到的单词按正确的格式写在横线上。课时目标1. 能够感知并归纳字母a在开音节(a-e结构)中的发音规则2. 能够读出符合a-e发音规则的单词3. 能够根据单词的读音拼写出符合a-e发音规则的单词课时重难点1.重点：能够感知并归纳字母a在开音节(a-e结构)中的发音规则能够读出符合a-

52、e发音规则的单词2. 难点：能够根据单词的读音拼写出符合a-e发音规则的单词教学准备1. 多媒体课件、录音机、磁带2. 语音例词单词卡教学过程Step 1 Warm up1.播放韵句：Whats your name? 学生先听一遍韵句，再同老师一起说韵句。Teacher：Boys and girls, lets say a chant. Listen to me first. What is your name? What is your name?My names Tom. My names Tom.What is your name? What is your name?My names

53、Sam. My names Sam. Teacher: This boy is Tom. And this boy is Sam. Lets say the chant about them together. 设计意图：以有关姓名的韵句热身，为下一步的学习做好知识上的铺垫。同时，也为学生营造一个快乐、轻松的英语学习氛围。Step 2 Lead in1展示Read, listen and chant中Jake的图片谈论与之相关的问题，引出语音例词。Teacher：Whos this boy? Oh, his name is Jake.(板书单词name, Jake) Read after me

54、, please, Jake. This is Jakes face. Read after me, face. （板书单词）What can Jake do? Listen. (播放前一部分韵句) Jake can make a cake. Look, this is a cake. Can you make a cake? （板书单词make, cake）设计意图：由介绍姓名引出新的语音例词，使学生熟悉词汇的语音，为其发现和掌握字母在开音节里的发音规律服务。Step 3 Presentation1. 展示Dave的图片，播放韵句的后半部分，完整呈现韵句，引导学生感受和发现字母a在开音节中的

55、发音。Teacher：Is this Jake? No, his name is Dave. What does he like? Listen. （播放韵句）What does he like? He likes to eat a cake. (板书单词Dave)Teacher: Lets listen to the chant again. Please say with it. Teacher: Look at these words on the blackboard. What can you find? Talk in groups and then show your opinions. Teacher: We can find an a in these words. Read them, what is the sound of a? Yes, its / e /. Look at my mouth and say it, /e /. 设计意图：先熟悉韵句内