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视频标签：Hello,Letter time,Song time
所属栏目：小学英语优质课视频
视频课题：小学英语译林版三年级上册Unit 1 Unit 1 Hello Letter time Song time Aa Bb Cc Dd苏州
教学设计、课堂实录及教案：小学英语译林版三年级上册Unit 1 Unit 1 Hello Letter time Song time Aa Bb Cc Dd苏州工业园区景城学校
教学设计及反思
开课时间 2018.03.29
课例级别
校际公开课
教学内容
Phonics: Aa, Bb, Cc & Dd
教学目标
1. By the end of the lesson, Ss will be able to know the name and shape of the letters Aa, Bb, Cc & Dd.
2. By the end of the lesson, Ss will be able to know the sound of the letters Aa, Bb, Cc & Dd.
3. Ss will be interested in English.
教学重点
1. The name and shape of the letters Aa, Bb, Cc & Dd. 2. The sound of the letters Aa, Bb, Cc & Dd.
教学难点
1. The shape of the letters Aa, Bb, Cc & Dd. 2. The sound of the letters Aa, Bb, Cc & Dd.
教学辅助 Multi-media and word cards
教学设计
Step I Lead-in
1. Let’s sing: ABC Song
T: Good morning, boys and girls. Nice to meet you. Let’ have fun with phonics today. First, let’s sing a song: ABC Song with Peppa.
2. Look and say: Students look at the the alphabet and say the names of the letters.
T: This is my friend Peppa. She likes letters too. These are her letters. They are a, b, c, d...Oops! The four letters are missing! Let’s go and find them.
【设计意图】视听引领,旧知铺垫： 通过一首简单欢快的ABC song，利用学生喜欢的小猪佩奇角色，帮助学生迅速复习26个字母的名字。接着创设Peppa喜欢字母，Aa, Bb, Cc &Dd消失的情境，引起学生的注意。通过找字母的情境引出本节课教学目标Fun with phonics：Aa, Bb, Cc and Dd。学生在喜闻乐见的视、听、说过程中进入英语学习状态。
更好的教育 更好的发展
Step II Presentation and Practice
A: Aa is in the picture.
1. Meet Ww: T shows a picture of Peppa in the park where there is an apple tree and some ants. Ss need to find the letters Aa in the picture. T teaches the name of the letter Aa. Then T guides Ss to meet the objects of apples and ants in the picture. T guides Ss to find a in the word by saying a a a, a is for...
T: Wow! Look! Peppa is here. Look at this apple tree. Can you see letter Aa? S1: Big A. Little a.
T: Yes! Big A is here(T points to the tree trunk which is in the shape of A). This is Little a (T points to the apples which are in the shape of a). T uses the word card to drill the name of Aa.
T: What can you see in the picture? Look! This is an apple. We can find a here. So we can say “a a a, a is for apple”. Let’s chant together. (T points to the word card and says the chant.) Ss: a a a, a is for apple.
T: Look! It’s an ant. We can find a here. So we can say “a a a, a is for ant”. Let’s have a try. Ss: a a a, a is for ant.
T use different ways to drill the sentences.
【设计意图】 创设情境,寻找Aa： 出示字母创意画，让学生在图画里找寻隐藏的字母Aa，激发学生兴趣。 观察图片出示单词apple, ant，让学生在单词中感悟字母a，并用a a a, a is for...这个朗朗上口的句子帮助学生记忆关于a的两个例词。
2. Listen and imitate: T uses the PPT to let the apples fall and say /æ/. Ss listen and imitate the sound of letter Aa /æ/.
T: Listen carefully! Aa can talk. (T plays the sound /æ/.) What does Aa say? S2: Aa says /æ/
T: Great! Let’s say with the apples and say /æ/.
【设计意图】体会发音，有趣操练： 创设苹果摔落发出声音的情境，让学生感悟a的发音。
更好的教育 更好的发展
并通过和苹果一起摔落操练/æ/的发音。
3.Listen and chant: T shows the word card of apple and ant. This time, T guides the Ss to feel the sound a makes—/æ/ in the beginning of words. And T uses a chant to help Ss consolidate the sound /æ/ as beginning sound of the words.
T: a says /æ/. So we can say /æ/ /æ/ apple, /æ/ /æ/ ant. (T uses word card to drill.) T: a says /æ/. So we can say the chant like this /æ/ apple /æ/ ant apple ant ant.
【设计意图】由字母到单词，chant巩固字母音： 用单词卡片，将刚刚学习的两个单词，从发音的角度重新认读，让学生感悟a在单词中的发音。并通过节奏明快的chant帮助学生理解和记忆。教师还为chant配以音乐，调动学生积极性。 B: Bb is in the box.
4. Look for and chant: T hides Bb in the blue box. Ss try to find Bb by asking Bob(Peppa’s friend): Bob, Bob, where is Bb? T reads the words like /b/ /b/ blue, /b/ /b/ box. Ss need to feel the sound of the letter Bb as the beginning sound.
T: We find Aa now. A says /æ/. Where is Bb? Bb runs away. Maybe my friend Bob knows. Let’s ask him: “Bob, Bob, where’s Bb?” Ss:Bob, Bob, where’s Bb? Bob: A blue box.
T: Wow! We need to find a blue box. Look! This is a blue box. Is Bb in the box?
T: Is it here? (T points to the box on the PPT and asks Ss, while making Bb rise from the box.) Ss: Yes.
T: Great! Bb is in the box. You did a good job! Look! What’s this? Ss: It’s a box. T: What colour? Ss:blue
T: Listen! /b/ /b/ blue /b/ /b/ box What does Bb say? Ss: /b/
(T uses word card to drill: /b/ /b/ blue /b/ /b/ box)
【设计意图】创设情境，寻找Bb： 通过创设寻找Bb的情境，引出Bb的例词blue, box。Blue, box为学生已有知识，在之前整体认读的基础上，教师通过帮助学生拆分单词的音节，让学生感悟字母Bb作为单词首音发/b/的音。
5.Listen and chant: T makes up a chant to help Ss consolidate /b/ as a beginning sound of the words.
T: Great! This is letter Bb and Bb says /b/. I have a gift for you. It’s a chant.
Blue box, blue box. What do you say? I say Bb /b/ Blue blue box
【设计意图】看图说话，操练发音： 学生听blue, box两词的尾音来自主感悟，归纳Xx的发音/b/。在学生熟练掌握Bb发音的基础上，辅以节奏感强的chant不仅记住了Bb的发音，也记忆了Bb在单词中的发音。并以chant的形式进行操练。为chant配以音乐吸引学C: Cc is in the picture.
4. Do and say: T shows Cc on the PPT. T curve her arms and say big X and curve her fingers and say little c. Ss watch and imitate. Then T gives gestures, and Ss do and say. T: We find Bb. What about the next letter? What’s this? Ss: Cc.
T: Look I have a big C here.(T curves her arms) I also have a little c here.(T curves her fingers) T: Now, listen to my gestures. Do and say!
【设计意图】用肢体语言发现Cc的联系与区别：低年段的学生注意力时间短，通过做做动作，表演的形式可以有效吸引他们的注意力。用手臂摆出C，用手指摆出c，形象生动的像学生演示了这两个字母的共同点和不同。
7. Look for and paint: T shows the word cards of the letter Cc. Ss are required to find Cc in the picture and paint them out.
T: The Ccs are in the picture. Paint them out. Then tell me How many Ccs do you find? Ss: Seven
【设计意图】看图寻字母，检验字形： 教师在用单词卡片介绍字母Cc的字形，在这一环节设计通过在图片中找出Cc来检验学生对Cc字形的认知，同时也达到有效巩固的目的。学生在涂涂画画中记忆字形，调动学生学习积极性。
8. Look and say: T shows the example words: cat & car. T encourages Ss too make up the sentence by using: c c c, c is for...
T: You found seven Cc. And what can you see in the picture? S3: cat
T: Great! It’s a cat. Look! There is a c. So we can say the chant: c c c, c is for...? Who can try? S4: c c c, c is for cat.
T: What else can you see? What’s this? S5: It’s a car.
T: We can also make up a chant: c c c, c is for...? Who can try?
更好的教育 更好的发展
S6: c c c, c is for car.
【设计意图】旧知新用，学Cc例词： 教师在和学生核对图中Cc的过程中，观察图中事物，唤醒学生旧知 “cat car ” 并引导学生发现单词中的首字母c。通过前两个字母学习，鼓励学生创编chant: c c c, c is for cat & c c c, c is for car。
9. Listen and say: T plays a video of the letter Cc makes the sound of /k/. Ss imitate the character in the video to hack in the air and say /k/.Then Ss read the words like /k/ /k/ cat /k/ /k/ car in the help of the T.
T: What does Cc say? Ss: /k/
T: Let’s read and say. /k/(T hacks in the air.)
T: C says /k/. Look at this word. We can read like /k/ /k/ cat. How about this word car? Ss: /k/ /k/ car
(T uses word card to drill: /k/ /k/ cat /k/ /k/ car)
【设计意图】听词辩音，操练发音： 教师播放Cc字母发音的小视频，让学生模仿视频里的字母宝宝用手在空气里劈并发出/k/的音。单词car, cat为学生已知，在教师的帮助下，让学生去感受字母作为首音字母c的发音。通过用开小火车，击掌读，小老师领读的多样的形式读/k/ /k/ cat /k/ /k/ car，操练c的发音。
9. Do and say: By then Ss find the three letters and know their sounds. T uses an interesting and easy video to make a little conclusion of the sounds of a, b and c. Ss are encouraged to jump and sing with the video.
T: We now find a, b and c. They want to dance with us. Let’s try. Ss: OK.
( Ss are divided into three groups and act as letters a, b and c. They sing and dance with the music. )
【设计意图】及时巩固，唱跳激趣： 低年段的孩子注意力集中时间还不够长，找到字母abc后及时补充一个有趣简单的小视频，让学生唱唱跳跳，在欢快的气氛中复习巩固。用这样一个小游戏，让他们放松放松，补足精力继续接下来学习任务。 D: Dd is in the house
10. Look and say: Ss are asked to find Dd in George’s toy box. They can find dinosaur, dog and duck. Ss are encouraged to make up a chat like: d d d, d is for...
T: Where is Dd?
George: Grrr... dinosaur T: Dd is for dinosaur. George: Wolf, wolf, dog T: Dd is for dog.
George: Quack, quack, duck T: Dd is for duck.
T: D is for dinosaur. D is for dog. D is for duck. Who can say the chant? S1: d d d, d is for dinosaur.
S2: d d d, d is for dog.
更好的教育 更好的发展
S3: d d d, d is for duck. 【设计意图】看图寻词，创编chant： 学生通过观察找出图中关于z的三个例词：dog,duck and dinosaur。教师鼓励学生创编chant来有效记忆这两个例词。
4. Listen and chant: George plays with a drum which makes the sound of /d/. T teaches b as the beginning sound.
T: Look! George is playing with a drum. Listen! What’s that sound? Ss: /d/
T: d says /d/. So we can say /d/ /d/ dog, /d/ /d/ duck. (T uses word card to drill.) T: d says /d/. So we can say the chant like this /d/ dog /d/ duck dog duck dog.
【设计意图】由字母到单词，chant巩固字母音： 用单词卡片，将刚刚学习的两个单词，从发音的角度重新认读，让学生感悟d在单词中的发音。并通过节奏明快的chant帮助学生理解和记忆。教师还为chant配以音乐，调动学生积极性。
12. Play a game: Plant VS zombies Ss say the right times of /d/ according to the hint on the PPT to fight with zombies.
T: Listen! Zombies are coming! Let’s fight with them. Look at the PPT say the right times of /d/ and you can get the according amount of peas needed to fight with the zombies.
【设计意图】多样形式，操练发音： 以植物大战僵尸为载体，根据PPT提示，发出相应数量的/z/音来打倒僵尸，让学生在玩中学，在学中玩。 13. Enjoy a song: Phonics song
T: we now find all the letters. Let’s enjoy a song: phonics song.
【设计意图】总结归纳，调整状态： 新授部分结束，给予学生一个及时，有条理的总结。用一首phonics song一来是为了巩固，二来也是为了调整学生状态，让他们有一个适当的放松时间。
Step III Consolidation
1. Listen and choose: There are 4 trains appearing one by one on the PPT. On each carriage, there will be a letter. T plays the sound of the letters. Ss finds out the right one. T: Let’s play a game. Listen and circle the right answer out.
【设计意图】听音识字母，有趣检验： 以找出发音火车厢的形式，调动学生积极性。有效有趣地检验学生对本节课教学目标是否达成。
2. Listen and circle: T plays 6 pieces of voice. Ss circle out the right beginning letter according to the voice.
更好的教育 更好的发展
T: Great! Now, I have a more difficult task for you. Take out your exercise paper, please. Listen and circle the beginning letter of the words.
【设计意图】听词辩音，学以致用： 在上一个游戏的基础上，提升难度，让学生尝试通过听音找出单词的首音所对应的字母，将单词解码，将自然拼读学以致用。
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