小学英语教学设计(人教版四上)第五单元

1、Unit Five Dinners readyl 单元整体分析本单元是义务教育灵通版（pep）小学英语教科书四年级上册第五单元。单元主题为Dinners ready（晚餐准备好了）。主情景图通过学生及动物们在餐馆用餐的情景展示本单元的主题：表达用餐意愿，以及与主题相关的核心词汇与句式。A部分共三页，分三课时。第一课时为情景对话和练习部分。Lets talk部分Mike和妈妈在进行有关用餐的交流。引出句式: Whats for dinner? What would you like? Id like some. Dinners ready等。并在对话中熟悉单词dinner, ready, sou

2、p，并复习一些食物名称。Lets survey是一个调查活动，调查同学们的用餐意愿，从而操练重点句式，并复习相关食物类单词。第二课时为词汇学习课时，Lets learn中以菜单的形式介绍了食物名称词汇：beef, chicken, noodles, soup, vegetables, rice, fish, juice, milk, bread. 以及询问他人用餐意愿的句子：What would you like? 及其回答。之后的Lets play活动是学生利用食物单词卡片进行的模拟点餐活动。第三课时为语音与字母学习课时，通过读一读，听一听，唱一唱；听一听、圈一圈；听一听，圈一圈，写一写三个

3、活动，让学生学习元音字母e在开音节中的发音/i:/。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。Lets talk中Mike到John家做客，以此来引出向别人发出用餐建议的句式：Would you like some.? 及其回答：NO, thanks. Yes, please. 之后的Lets play活动以推荐特价菜的方式来练习重点句式。第二课时以John和妈妈的对话来学习新的词汇：chopsticks, fork, knife, bowl, spoon, 之后通过一个活动Lets do来进一步熟悉新授词汇。之后的读写练习、听音判断、看一看并匹配的练习以及歌曲都用来巩固练习本课

4、的重点词汇及句型，与C部分合为一个课时。C部分中Zip到餐馆点餐，却被鸟叼走了帐单，通过这样一个有趣的故事来整合本单元的重点词汇与重点句式。l 单元教学目标 知识目标：1.词汇：学生能够听、说、认读单词：beef, chicken, noodles, soup, vegetable, chopsticks, bowl, fork, knife, spoon2.句型结构：能够听懂、会说、认读句型Whats for dinner? What would you like (for.)? Id like some. please. Would you like .? No, thanks. I ca

5、n use .3. 字母与语音：能够掌握字母i在开音节里的发音，即/ ju:/ 能力目标1. 能够正确使用重点词汇来表达用餐意愿或餐具使用情况2. 能够在有意义的语境中抄写上述话题词汇3. 能够在真实或模拟的情景中运用句型What would you like ( for .) ? Id like . 征求并表达用餐的意愿4. Help yourself. Would you like some.? Yes, please. No, thanks. I can use . 提出用餐及餐具使用建议，并做出恰当的回应。5. 能够读出符合开音节发音规则的含有字母i的单词；并能根据发音拼写出符其发音规

6、则的单词 情感态度、学习策略、文化意识目标1. 了解用餐礼仪，能够对用餐建议作出恰当反应2. 初步了解中西方餐饮文化的差异3. 能够根据-e的发音规则拼读单词，并能够根据-e-与-e的发音规则拼写单词l 教学重难点 教学重点1. 能够听、说、认读单词：beef, chicken, noodles, soup, vegetable, chopsticks, bowl, fork, knife, spoon2. 能够听懂、会说句型Whats for dinner? What would you like (for.)? Id like some. please. Would you like .?

7、 No, thanks. I can use . 3. 能够正确使用重点词汇来表达用餐意愿或餐具使用情况4. 能够掌握字母i在开音节里的发音，即/i:/ 教学难点1. 能够在真实或模拟的情景中运用句型What would you like ( for .) ? Id like . 征求并表达用餐的意愿2. 能够认读并在情景中运用句型Help yourself. Would you like some.? Yes, please. No, thanks. I can use . 提出用餐及餐具使用建议，并做出恰当的回应。3. 能够在有意义的语境中抄写话题词汇4. 能够根据i在开音节里的发音规则拼

8、读单词，并能够根据其发音规则拼写单词l 教学方法情景创设法、游戏教学法、多媒体辅助教学法、TPR、小组合作学习法l 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 survey 第二课时：A. Lets learn. Lets play 第三课时：A. Lets spell. 第四课时：B. Lets talk. Lets play第五课时：B. Lets learn. Lets do第六课时：C. Story time. B. Read and write. Lets check. Lets sing. l 知识视窗西方餐具的摆放及使用正

9、宗的传统西餐的餐具应该是金属制，分为金餐具、银餐具和钢餐具。一般规格越高，餐具也就越好。西方餐具主要包括餐刀、餐叉和餐勺。西餐中的餐刀主要有三种，一种是切肉的牛排刀，锯齿比较明显，一种是正餐刀，巨具不明显或干脆没有，主要用来配合餐叉切割一些蔬菜或水果等食品。第三种是取黄油用的黄油刀，这种刀比较小一些，一般放在黄油盘或者面包盘里。牛排刀和正餐刀一般平行竖放在正餐盘的右侧。牛排先上的话，则牛排刀放在正餐刀的右侧。如果是正餐先于牛排上的话，则把正餐刀放在牛排刀的右侧。餐叉在西餐中也有很多种，最常见常用的则是沙拉叉、正餐叉和水果叉。水果叉是其中最小的一个，一般横放在正餐盘的上方，主要用来吃水果或者是甜

10、品。沙拉叉的个头居中，主要用来吃沙拉和冷拼。正餐叉是最大的，用来和局正餐热菜。餐勺最常见的也有三种，一是正餐勺，勺是椭圆形的，主要在吃正餐或者主食的时候，起到辅助餐叉的作用。一种是汤勺，一般是圆头，主要用来喝汤。这两川勺子一般平行竖放在餐刀的右侧，汤勺要放在正餐勺的外边。还有一种甜勺，要比前两种勺小，一般平放在正餐盘的上方，主要用来吃甜品。英式用餐具的方法是右手拿刀，左手拿叉，要注意保持叉齿向下。左手的叉负责把食物送入口中，右手持的餐刀则负责切开菜或者将菜推到叉前上。要注意的是，每吃完一口再切一次。也就是切一块儿，吃一块儿，不要将食物一次性切完。美式的刀叉用法相对比较复杂。切菜时右手持刀，左手

11、持叉，叉齿向下。这跟英式的拿法相同。但切完之后，就把右手的刀平放到餐盘的顶端，然后把叉子从左手换到右手，叉齿向上，把切好的食品送入口中。美式的可以先将所有的菜都切好，然后把餐叉倒到右手后再慢慢用餐。第一课时l 课时内容A. Lets talk；Lets survey l 课时分析 在Lets talk部分，Mike告诉妈妈他饿了，问妈妈正餐都吃些什么。妈妈则问他打算吃些什么。他告诉妈妈想要吃汤和面包。爸爸则告诉妈妈想吃鱼和蔬菜。妈妈按照他们的需求准备好了晚餐。两个人都非常开心地表示感谢。在这个对话过程中，展示了如何询问他人用餐意愿的句式; What would you like? 及What

12、would you like for dinner? 以及如何回应：Id like some soup and bread, please. 以及句式：Whats for dinner? Dinners ready. 在故事的情境中，这些句子都比较好理解。因此要为学生创设相应的情境，让他们能够在真实或虚拟的语境中理解并使用语言，从而掌握所学知识，提高自己的口语表达能力。Lets survey是个在同学间进行的调查活动。学生需要调查同组或同班同学的用餐意愿，并记录下来。在调查过程中，学生要不断地使用我们的目标语言，达到操练语言，使用语言的目的。l 课时目标1. 能够听懂、会说句型：What wo

13、uld you like ( for .) ? Id like some., please. 2. 能够听懂、会说以下词汇：dinner, soup, vegetables, ready3. 能够听懂、会读对话，并能分角色表演。4. 能够在真实或模拟的情景中正确使用句型What would you like ? Id like.来征求并表达用餐的意愿5. 了解中西方饮食文化的差异l 课时重难点1.重点能够听懂、会说句型：What would you like ( for .) ? Id like some., please.能够听懂并使用词汇：dinner, soup, vegetables,

14、 ready能够听懂、会读对话，并能分角色表演2. 难点能够在真实或模拟的情景中正确使用句型What would you like ? Id like.来征求并表达用餐的意愿l 教学准备1. 多媒体课件、录音机、磁带2. 食物单词图片l 教学过程 Step 1 Warm up1.播放歌曲：Its time for lunch. 学生认真倾听。 Teacher: Boys and girls, are you ready for our English class? First lets listen to a song. Listen carefully, please.Its time fo

15、r lunch. I want to eat. Noodles and rice, a special treat. Its time for lunch, I want to eat, noodles and rice, a special treat. Teacher: Can you try to sing with it?设计意图：以歌曲热身可以快速吸引学生的注意力，营造良好的英语课堂氛围。同时，帮助学生复习与食物相关的知识，为下一步的学习做好准备。 Step 2 Lead in1.出示食物的图片，请学生说出其名称。Teacher: Whats this? Yes, its bread

16、. Whats this? Its juice. What about this one? Its soup. （板书单词）Read after me, please. Do you like soup? And look, whats this? This is a cucumber. This is a tomato. This is a potato. They are vegetables. Read after me, vegetables. （板书单词）Do you like vegetables? Whats this? its rice. Whats this? Its fis

17、h. They are food. 设计意图：衔接歌曲，出示食物图片。 通过图片，使学生明白新授的食物名称。 Step 3 Presentation1. 提出问题，引起学生阅读兴趣，呈现对话内容。Teacher：Look at the food. Are you hungry? Do you want to eat? Mike is hungry. What would he like? Lets listen and find. 2. 播放对话录音，学生找出答案。听完录音后，请学生说出自己的答案。Teacher: Answer the question, please. What would

18、 Mike like? That means what Mike wants to eat. He would like. Yes, He would like some soup and bread. 设计意图：通过提问引起学生的阅读兴趣，并使学生带着问题认真倾听课文内容。3.谈论对话内容，帮助学生深入理解对话。Teacher：What would Mikes dad like for dinner? He would like . Yes, some fish and vegetables. What does Mikes mother do? She is ready for the d

19、inner. She makes dinner for Mike and Mikes father. When do we have dinner? Sometimes its in the afternoon. Sometimes its in the evening. Most of us have dinner in the evening. That means the supper. Dinner is the biggest meal in a day. Read after me, dinner. 设计意图：通过深入讨论对话内容，帮助学生理解新授单词的意思及对往右的主要内容。 S

20、tep 4 Practice1. 再次播放课文录音。学生跟读课文。Teacher: Boys and girls, lets read the dialogue after the tape. Please listen carefully, read carefully.2. 学生自由读课文，教师巡视，帮助学生解决读音上的问题。Teacher：Now please read the text freely. If you have any questions, please show me your hand and ask me. 3. 学生分角色朗读课文。Teacher: Now, wh

21、o wants to be Mike? Who wants to be Mikes Mum? Who wants to be Mikes dad? Lets read it in roles. 4. 请学生戴上头饰来扮演对话的角色，表演对话。Teacher: Now well find the best actor or actress. Please come to the front and show the dialogue.设计意图：通过以上四个活动，使学生能够充分理解课文内容，并且能够正确朗读课文。在不同形式的读和表演活动中，使学生逐步理解并掌握本课的重点句型，为其达到熟练表达奠定基

22、础。5. 出示不同食物的图片，请学生针对图片进行交流。Teacher: What are these? Say it quickly. Teacher: What would you like? Teacher: Do a pair work. Ask and answer, please. What would you like? I would like or Id like.（板书答句）Teacher: Which pair wants to show your dialogue? 设计意图：展示食物图片，为学生的对话提供语料支撑。然后通过老师的示范，师生示范， 再到生生练习，逐步引导学

23、生熟悉重点句式。6. 小组活动：调查你同组同学的用餐意愿，并形成表格。Teacher： Lets survey. Look at this chart. Ask your members of the group and fill in the blanks. Teacher: Which group wants to show your chart? Can you talk about it?设计意图：在进行调查活动时，为了完成调查任务，学生不得不一次又一次地使用学习到的语言进行交流。从而达到在“用中学”的作用。 Step 5 Summary1. 请学生谈一谈自己眼中中西餐的不同。Teac

24、her：What would you like for dinner? What does Mike like for dinner? Are they the same? What do you know about these differences? Can you say something about it? 设计意图：请学生思考并发现中西餐饮食中的不同。可以适当使用汉语。教师进行有必要的补充，使其了解中西方饮食文化的不同。l 课堂作业一、根据图片选出正确的单词。( ) 1. A. soup B. milk( ) 2. A. vegetables B. fruit( ) 3. A.

25、rice B. fish二、为下列问句选择正确的答句。( ) 1.Whats for dinner? A. Fish and vegetables. B. Dinners ready. ( ) 2 What would you like? A. Id like some rice. B. Im hungry. ( ) 3. Is she in the kitchen? A. No, it isnt. B. Yes, she is. 三、连词成句。1. would What like for you dinner (?)_2. for What is dinner (?.)_3. some so

26、up Id and like bread please (, ) (.)_答案：一、1.A 2. A 3. B二、1.A 2. A 3. B 三、1.What would you like for dinner? 2. What is for dinner? 3. Id like some soup and bread, please. l 板书设计Unit Five Dinners readyA. Lets talksoup vegetables Whats for dinner?What would you like for dinner?Id like some. 第二课时l 课时内容A

27、. Lets learn; Lets play l 课时分析 在Lets learn部分，Zoom和Zip在玩点餐的游戏。教材中展示了一本大大的菜单（Menu），Zip在问Zoom想要什么，Zoom想要一些蔬菜，Zip根据菜单中标出的食物价格收费。在菜单上标出了以下食物名称：beef, chicken, noodles, soup, vegetables, rice, fish, juice, milk, bread。 其中前五个为本单元要求掌握的单词。后边的五个是学生已经掌握的单词。学习本课时，可以设定餐馆点餐的场景，让学生在虚拟的情景中学习、操练重点单词和句式。Lets play也是个模拟

28、点餐的活动。学生利用各种食物的图片进行模拟点餐的活动。在点餐的过程中练习句式：What would you like? Id like some. 本课时要为学生创设相关的情境，让学生在情境中感受、理解、操练、掌握重点知识。 l 课时目标1. 能够听懂、会说、认读单词：beef, chicken, noodles, soup, vegetable2. 能够在真实或虚拟的情景中听懂、会说、认读句式：What would you like? Id like some., please. 3. 能够利用所学的知识进行简单的点餐活动l 课时重难点1.重点：能够听懂、会说、认读单词：beef, chic

29、ken, noodles, soup, vegetable能够在真实或虚拟的情景中听懂、会说、使用句式What would you like? Id like some., please.来征求他人的用餐意愿，并进行恰当的回应2. 难点：能够利用所学的知识进行简单的点餐活动l 教学准备1. 多媒体课件、录音机、磁带2. 食物单词卡片、自制菜单l 教学过程 Step 1 Warm up1.呈现韵句：Whats for dinner? 学生先倾听，再跟唱，最后齐唱。Teacher: Lets chant. Listen to me first. Its time for dinner. What

30、would you like? Id like fish, Id like rice. Id like some juice, please. Its time for dinner. What would you like? Id like eggs, Id like bread, Id like some milk, please. Teacher: Now please chant with me. Let s chant together. 设计意图：以韵句来营造良好的英语学习氛围，带领学习集中注意力开启英语学习。同时，以韵句内容来熟悉、回忆有关食物的词汇与句式。，为接下来的学习做好知

31、识与心理的双重准备。 Step 2 Lead in1. 播放餐厅的图片，为学生创设餐厅的情境，在情境中引出本课要学习的内容。Teacher：Look at the picture. Its a restaurant. Lets go to the restaurant. Lets eat! 2. 展示餐厅的菜单，来呈现餐馆里的食物与价格。Teacher： Lets look at the menu of the restaurant. What does the restaurant have? （学生观察菜单上的图片，说出相应的食物类单词）设计意图：创设情境，利用餐馆这个环境来引出本课的重点

32、知识。用菜单这一餐馆中的常见和重要物品来引出食物类词汇。帮助学生为接下来的学习做好词汇的积累工作。 Step 3 Presentation1. 引起阅读兴趣，播放课文录音或视频。Teacher：Oh, look, Zoom and Zip are in this restaurant. What would they like? Lets watch and find. 学生带问题认真倾听录音内容，然后尝试回答。Teacher: Now show me you answer. What would Zoom like? Yes, Zoom would like some vegetables.

33、 How much are the vegetables? Yes, five yuan. 设计意图：引导学生带着问题去听录音，培养其认真倾听且在倾听中关注重要信息的能力。2. 再次播放课文内容，学生跟读。Teacher：Listen to the text again and read with it. 设计意图：跟读，以掌握正确的读音3. 根据菜单内容讨论，讲授新单词。Teacher：Look at the menu. Whats this? Yes, its beef. (板书单词) Its from an ox. Do you like beef? How much is it? Te

34、acher: Is this beef? No, it isnt. Its chicken. （板书单词）Do you like chicken? You can eat chicken in the KFC. Teacher: Whats this? Its soup. （板书单词）Do you like soup? Teacher：Look at this. Can I say whats this? No. I should say what are these? What are these? Yes, they are noodles. （板书单词）Do you like noodl

35、es? How much are they? Teacher: What are these? You know them, right? They are vegetables. (板书单词) How much are they? Five yuan. Yes. 设计意图：通过观察菜单讲授新单词。 Step 4 Practice1. 出示食物图片，请学生根据图片展示的食物来完成对话。Teacher：What would you like? Please answer with the food on the picture. Whats this? Yes, its rice. So you

36、 should say Id like some rice. Look at next one. What would you like? Yes, youd like some vegetables. What would you like? . 设计意图：通过这种活动来帮助学生将食物单词的字音与字义结合起来。2. 猜出老师想要点的餐。Teacher：What would I like? Please guess. Its five yuan. What is it? Its ten yuan. What is it? 设计意图：说出价格，让学生猜出食物名称。使学生将食物与价格建立起联系，为

37、其之后的对话编制做好准备。3. 出示食物图片的一部分，请学生猜出食物名称，并进行问答。Teacher：Oh，this menu is dirty. Whats the food? Can you guess and say? What would you like? （指向其中一个，让学生尝试回答）Good. 4. 小组合作，完成点餐活动。Teacher：You know the restaurant well and you know how much they are. Now lets play. Please make a dialogue in groups. One of you

38、can be the waiter or waitress in the restaurant. Others go to the restaurant and order. Teacher: You can talk in group to practice your dialogue. （教师巡视，帮助学生解决编制对话时的困难和问题）Teacher：Show me your story, please. Lets find the best group. 设计意图：请学生以点餐的方式来进行对话练习。教师提供语言架构支持，使他们在情境下进行比较流畅的对话，帮助他们提高口语表达能力。 Step

39、 5 Summary1. 再次呈现韵句：Whats for dinner? 学生齐唱。Teacher: Lets chant together. Its time for dinner. What would you like? Id like fish, Id like rice. Id like some juice, please. Its time for dinner. What would you like? Id like eggs, Id like bread, Id like some milk, please. Its time for dinner. What would

40、 you like? Id like beef Id like chicken, Id like some soup, please.Its time for dinner. What would you like? Id like fish, Id like vegetables, Id like some noodles. please.设计意图：将本课新学的单词编制到热身部分的韵句之后，让学生在再一次吟唱韵句时复习总结本课的重点词汇和重点句式。l 课堂作业一、根据单词选择正确的图片。( ) 1. beef A. B. ( ) 2. soup A. B. ( ) 3. chicken A.

41、 B. ( ) 4. vegetables A. B. 二、判断下列句子与图片是（T）否（F）相符。( ) 1.What would you like? Id like some noodles. ( ) 2.What would you like? Id like some fish. ( ) 3.What would you like? Id like some vegetables. ( ) 4. What would you like? Id like some bread. 三、读对话，判断正（T）误（F）。Tom: Im hungry. Jim: Im hungry, too. W

42、hats for dinner? Mum: What would you like?Tom: Id like some beef and milk, please.Jim: Id like some fish and vegetables. Mum: I have beef and vegetables. But I dont have fish. Jim: Oh, Id like some beef and vegetables, please. Mum: Ok. Id like some vegetables and milk. Mum: Dinners ready. Jim and To

43、m: Thank you, mum. ( ) 1. Tom and Jim are hungry. ( ) 2. Jim has some fish and vegetables for dinner. ( ) 3. Jim would like some beef and milk for dinner. ( ) 4. Tom would like some beef and milk for dinner. ( ) 5. Mum would like some beef and milk. 答案：一、1. A 2.A 3.A 4.B 二、1.T 2. F 3. T 4. T 三、1. T

44、2. F 3. F 4. T 5. F l 板书设计Unit Five Dinners readyA. Lets learn soup vegetables beef chicken noodlesWhat would like?Id like some., please. 第三课时l 课时内容A. Lets spelll 课时分析 本部分分为语音学习和单词书写两部分内容。通过听一听，读一读，唱一唱的活动，让学生通过听、读、拆音等练习体会并掌握字母i在单词中的发音，本课时主要学习其在开音节里发的双元音/i:/。本活动中呈现的韵句为：He and she, She and he, Lets pl

45、ay together. He, she and me. He and she, She and he, We all play together. 韵句中呈现含有i的开音节词汇：he, she, we, me同时在教材中以图片形式呈现了这四个语音例词。学生通过这些语音例词以及韵句的诵读，来感受并掌握字母e在开音节里的发音。之后的读一读，听一听并判断的活动，让学生区分e在开音节与闭音节中的发音的不同，将单词的读音与字形结合起来，进一步训练学生的听音辨音能力。听一听，圈一圈，写一写的活动学生需要判断字母e在本单词中的发音规则，圈出相应的代表字母，并写出单词。这个活动帮助学生进一步掌握拼读规则，并

46、根据拼读规则拼写出单词。在教学过程中，需要通过多种活动，使学生自己发现、感悟字母的发音规律。l 课时目标1. 能够感知并归纳字母e在开音节(-e结构)及闭音节（-e-）中的发音规则2. 能够读出符合-e和-e-发音规则的单词3. 能够根据单词的读音拼写出符合发音规则的单词l 课时重难点1.重点：能够感知并归纳字母e在开音节(-e结构)及闭音节（-e-）中的发音规则能够读出符合-e和-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发音规则的单词l 教学准备1. 多媒体课件、录音机、磁带2. 语音例词单词卡、学生准备家人或朋友的照片l 教学过程 Step 1 Warm up1. 播放第

47、三单元B中的chant: Tim is my friend. 学生齐唱。Teacher：Lets chant together. Tim is my friend. Hes a good, good boy. Hes tall and thin. Hes a good, good boy. 设计意图：本课的语音例词为人称代词，因此以第三单元中的韵句来热身，既营造良好的英语学习的氛围，又引出本课的语音例词。 Step 2 Lead in1. 出示教材中人物图片，询问其身份，引出语音例词。Teacher: Look at this pictured. Who is he? Yes, he is M

48、ike. Who is she? Yes, she is Amy. （板书单词he, she）Say with me, please. 2. 展示自己的家人图片，向学生介绍自己的家人。Teacher: Look, he is my father. She is my mother. They love me. I love them. We are a happy family. 展示自己朋友的图片，向学生介绍自己的朋友。Teacher: They are my friends. He is my friend Jason. She is my friend Lily. They often

49、play with me. We are good friends. (板书单词me, we)设计意图：通过介绍自己的家人和朋友，完整出示本课所有的语音例词。同时，人称代词的使用也是学生比较容易出问题的内容。通过这样的介绍，使学生能够区分清楚，正确使用这些词汇。 Step 3 Presentation1. 播放语音韵句。学生先认真倾听。然后再跟读。Teacher：Look at these words on the blackboard. Can you read them? Now, lets listen to a chant about these words. Listen caref

50、ully. Teacher: Listen to the chant again. Now, lets say the chant after it. 2. 学生自由说韵句，以自己的方式来打节奏。Teacher: Now, say the chant freely. You can say it with your partner. And you can clap your hands to say it. 3. 表演韵句。Teacher：Now lets act the chant together. 设计意图：学生先倾听韵句，初步感受韵句内容。然后跟读，获取正确的语音。自由读可以使学生以

51、自己喜欢的方式操练韵句，以达到熟练说韵句的目的。4. 引导学生发现字母的发音规则。Teacher：Look at these words on the blackboard. What can you find? Yes, there is an e in each word. What is the sound of the e? Lets read and find. （和学生一起慢慢读每一个语音例词）What is the sound? Yes, its /i:/. Look at my mouth and say with me. 设计意图：通过拼读，让学生自己发现字母的发音规则，再模

52、仿口型，获得发音的正确方式。 Step 4 Practice1. 看口型，猜单词。教师说出语音例词中的一个，但不出声，学生通过观察老师的口型，猜出单词，并大声读出来。Teacher: Boys and girls, lets play a game. I will say a word. Look at my mouth carefully. Guess what word it is. And try to say it loudly.设计意图：通过观察教师口型来猜单词，有助于学生感受字母在单词的发音，以及字母u的发音方法。2.听一听，举一举。学生听教师说出的语音例词，举起相应的单词卡片。T

53、eacher: Look at these word cards. Whats this? Whats this? What about this? You are right. Get the card, please. Teacher: The students who got the word card please come to the front. I will say the word. Please put up the correct card. 设计意图：这个活动锻炼学生能否正确听懂所学的语音例词。提高学生的听音辨音能力。3. 读一读，听一听，为听到的单词打对勾。播放录音，

54、学生根据听到的内容选出听到的单词。Teacher: Look at these letters. There are many words in it. Listen and find the word. Tick it. Listen, please. Be, red, me, she, let. Teacher：Show me your answer, please. Teacher：Now lets read these words together. 设计意图：此活动让学生将单词的字音与字形结合起来，同时帮助学生区分字母u在开音节与闭音节里的发音的区别。4. 听一听，圈一圈，写一写，根据听到的内容，判断单词是属于哪种发音规则，圈出相应的代表字母，然后写一写听到的单词。Teacher：Now, please listen, circle and write. Write the wo