英語人教版四年級下冊Unit6 P.A Lets spell .doc

PEP3 Unit 6 Shopping (3rd period)TeachingcontentUnit 6 ShoppingPart A Lets spellTeaching aims1. Review the pronunciation of “er, ir, ur, or, ar, al, le ”.2. Ss can read the chant.3. Ss master the rules of the pronunciation of “er, ir, ur, or, ar, al, le ”.Teachingimportantpoints and difficultpoint1. Ss can understand the pronunciation of “er, ir, ur, or, ar, al, le ”.2. How to chant freely. 3. How to read new words which contain “er, ir, ur, or, ar, al, le ”correctlyTeachingaidsPPT and flash cards.Teaching proceduresStepsTeachers activitiesStudents activitiesPurposeStep IWarm up & Revision1.Greetings.2. Lets sing1.Greetings.2. Ss sing the song.通過歌曲，活躍課堂氣氛，讓學(xué)生較快進(jìn)入學(xué)習(xí)狀態(tài)Step IIRevision& Presentation&PracticeReview “er”.1.PPT shows the finger family.They are father/mother/brother/sister“er” pronounce /2. Catch the words.T: If you can read the words, please show me your hands and catch the words ,then read it loudly.Review “ir”.1. T: Look, what are they ?T:How many birds do you see?birds thirteen. The same letter “ir”.“ir” pronounce /:/2. Look, she is a girl.Then show some words of “ir”.Review “ur”.1. T: a girl and her hamb_ger.Here “ur” pronounce /:/Show some words of “ur”.Review “ar”.1.T: Look, where is the girl ?Farm “ar” pronounce /a:/.Here comes a farmer.2. Look at the farmer. He can driver a car. In the park.3.Show some words of “ar”.Review “or”.1.The farmer can ride a horse.Horse “or” pronounce/: /The horse works hard.Work “or” pronounce /: /2. Find the house.Lets chant.1.Welcome to R-family.ar er ir or urIm “ar”. Im in “car”. Im in “farm”. I say /a:/,/a:/,/a:/.Im “er”. Im in “ruler”. Im in “tiger”. I say / /,/ /,/ /.Im “ir”. Im in “shirt”. Im in “skirt”. I say /:/,/:/,/:/.Im “or”. Im in “word”. Im in “work”.I say /:/, /:/, /:/.Im “or”. Im in “fork”. Im in “horse”. I say /:/,/ :/,/ :/.Im “ur”. Im in “nurse”. Im in “hurt”. I say /:/, /:/, /:/.2. Make a new chant.Revive “al”.1. Can you read? ar hart er herth ir t hirt or hort ur hurtal halt “al” pronounce /:/2. Move the stone.T: There is a big apple tree. But in front of us ,there are some stones. If you can read these words. The stones will disappear.Review “l(fā)e”.1. T:There are some apples on the tree.Apple “l(fā)e” pronounce “l(fā)”.2. T: Look, here comes some people.People “l(fā)e” pronounce “l(fā)”, too.3. Pick up the apples.T: Some people wants to pick up the apples. Who wants to help them?Can you read these words?If you can, you will get the apple.Read aloud.1. Turn to page 60.Ss read the words in part one.Lets chant.1.T: Look, a cute little girl and two birds.What will happened about the girl and the birds. Please listen to the chant and repeat.2.Look, listen and write.1. Ss say it.2.Ss catch the words and read the word loudly.1.Theyre birds.Ss: I see thirteen.Ss read it.2.Ss read them.1.Ss: ur.Ss read them.1.Ss: On the farm.2. Ss read fill it and read the chant.3. Ss read them.1.Ss: /: / /: / /:/Ss: /: / /: / /: /2.Ss help them.1. Ss clap hands and chant together.2.Ss make a new chant.1. Ss read these words.2. Ss read these words and the stones disappear.1. Ss read it.2. Ss read it.3. Ss read the words and get the apples from the tree.1. Ss read them.1. Ss listen to the chant and repeat.2. Ss write.從手指家庭成員里單詞里的er入手，復(fù)習(xí)er結(jié)尾的單詞。出示一些er結(jié)尾發(fā)音相同的單詞，讓學(xué)生用手去抓單詞讀，加上肢體動作學(xué)生會更加愿意去讀。去掉er結(jié)尾的單詞，剩下小鳥，引出ir的發(fā)音，數(shù)一數(shù)一共有多少只鳥，有13只，thirteen的ir也發(fā)同樣的音。漢堡包單詞中/:/發(fā)音的字母鏤空，讓學(xué)生來填，由此引出ur也發(fā)/:/。小女孩在農(nóng)場上，引出farm單詞和farme，讓學(xué)生感知ar的發(fā)音，自編的chant會讓學(xué)生覺得很有趣。以此來操練ar的發(fā)音。農(nóng)民還會騎馬，馬工作很努力，引出horse和work讓學(xué)生區(qū)分兩個or的發(fā)音是否一樣，出示一些打亂了的帶有or的單詞，讓學(xué)生幫忙給他們找房子。R-family把前面復(fù)習(xí)的ar, er, ir, or, ur總結(jié)了一遍，編成chant的形式，使學(xué)生加深印象,讓學(xué)生試著去編新chant。由h和t組成的單詞讓學(xué)生試著讀一讀。自然到處halt，al的發(fā)音。學(xué)生通過讀單詞，消除大石頭，來采摘蘋果，讓學(xué)生靠自己的本領(lǐng)去克服困難。人們來摘蘋果，發(fā)現(xiàn)apple和people的le發(fā)音相同，請小朋友們來幫忙摘蘋果，讀對一個單詞，就能得到一個蘋果，要讓學(xué)生學(xué)會靠自己的本領(lǐng)去