資源簡介

(共17張PPT)
Enjoy a song
Sister, sister. Can you see
A hungry tiger on the TV
Tiger, tiger. Can you see
Dinner for you. Dinner for me.
Circle the words including the letter combinations “er.”
sister
water
tiger
computer
dinner
Let’s read
“er” sounds
/ /
Try to find our new friends.
We have two new friends.
Try to find our new friends
Try to find our new friends
Try to find our new friends
u
r
u
r
u
r
i
r
i
r
i
r
s
f
t
f
g
l
b
d
s
t
What can you find
sound .
[ :]
The bird is hurt. Oh, no.
The bird is hurt.
Little girl, little girl.
Take the bird to the nurse.
The bird is hurt. Oh, no.
Circle the words including the the letter combinations “ir” or “ur”.
ir
b
d
ir
g
l
ur
n
se
ur
h
t
Let’s spell
ur
b
ham
ger
The bird is hurt. Oh, no.
The bird is hurt.
Little girl, little girl.
Take the bird to the nurse.
The bird is hurt. Oh, no.
listen and chant.
Read more words.
i
r
i
r
i
r
i
r
u
r
u
r
u
r
u
r
s
s
k
t
d
t
s
h
t
f
g
e
b
n
t
n
Listen and circle
Listen read and write課題 A. Let’s spell 課時 3
教材與學情分析 本節(jié)課是一節(jié)語音課，四年級學生已經(jīng)學了一年的自然拼讀。 本節(jié)課主要學習 ir, ur 的發(fā)音以及拼讀單詞 “girl”, “bird”, “nurse” 和“hamburger”以及chant “The bird is hurt. Oh, no. The bird is hurt.Little girl, little girl.Take the bird to the nurse.The bird is hurt. Oh, no.” 四年級的學生已經(jīng)具備英語學習基礎(chǔ)，通過一年的學習，學生們都對英語充滿了學習興趣，并且具有良好的語感。他們對英語學習有著較濃厚的興趣，敢于開口模仿和交流。他們具備了一定的詞匯量，能用簡單的英語句型描述與作息時間相關(guān)的多個話題。在前面的學習中，他們已經(jīng)學過數(shù)字、三餐和食物的英文表述，能描述簡單的時間和食物。但是對于不同時間段做不同事情的句型表達“It’s time to/for ….”比較陌生，學生需要大量的練習來鞏固。
目標與重難點 課時目標 ·通過聽例詞發(fā)音，觀察例詞中的共有特征，能夠感知并歸納字母組合ir和ur在單詞中的發(fā)音規(guī)則 ·能夠通過讀單詞、聽音圈詞的活動強化記憶ir和ur的發(fā)音規(guī)則，能夠讀出符合ir和ur發(fā)音規(guī)則的單詞 ·能夠在圖片的提示下，根據(jù)單詞的讀音拼寫出符合ir和ur發(fā)音規(guī)則的單詞，補全短語、句子，并在四線三格中工整規(guī)范地寫出來 課時重難點 教學重點 通過聽例詞發(fā)音，觀察例詞中的共有特征，能夠感知并歸納字母組合ir和ur在單詞中的發(fā)音規(guī)則。 教學難點 能夠通過發(fā)現(xiàn)式的學習方法，觀察、感知、體驗并歸納字母組合ir和ur在單詞中發(fā)長音/ /的規(guī)則。
教學準備 教師自制課件、詞卡
過程設(shè)計 Step 1: Warm-up & Lead-in 1. Greetings. 2. Enjoy the chant—Phonics song. Students listen to the song and sing along with it. 3. Revision. T: Now, let’s chant together. Sister, sister. Can you see A hungry tiger on the TV Tiger, tiger. Can you see Dinner for you. Dinner for me. T: Please circle the words including “er”. Let students read the words. Water, sister, tiger, computer, dinner. Step 2: Presentation Learn the sounds “ur”, “ir” T: Today, we have two new friends. Let students watch the video. T: This is our new friend. S:ur. T: Yes, can you read the words. (surf, turf) T: Try to find our new friend. Ss: ir. Let students read the words. (girl, bird, stir) T: What can you find Ss: The letters “ir”, “ur” have the same sound. T: Yes, ir, ur sound / :/. Let students chant together. 2. Listen to the chant. Play the recording of the chant. （出示課件） Let students listen to the chant for the first time. T: Circle the words including the letters “ir” or “ur”. Ss: Girl, hurt, bird, nurse T: Now, try to spell. Show the picture on the PPT. 2. Read and find. Play the recording again. （出示課件） Students read the words and perceive the pronunciation of the words. 3. Summarize the pronunciation rule. Lead students to summarize the pronunciation rule. T: The letter combinations “ir” and “ur” both pronounce / / in these words. 4. Read the chant. Present the text content of the chant. (出示課件) Let students read the chant by themselves and pay attention to the words that have “ir” or “ur”. 5. Read and practice. Students try to read the example words in the first part of “Let’s spell”. Show some new words (sir, skirt, dirt, shirt, fur, ) on the PPT. Let students try to read them. (出示課件). Step 3: Practice 1. Read, listen and circle. (1) Students read the words by themselves. (2) Play the recording. （出示課件） Students listen and circle the words they heard. (3) Check the answers. （課件出示：答案及聽力材料）. (4) Students try to make phrases or sentences by using these words. E.g., the hurt bird, the birth of the girl… The girl is hurt. 2. Look, listen and write. (1) Students look at the pictures in the book. (2) Then students listen and write down the words. （出示課件） (3) Check the answers. (課件出示: 答案及聽力材料) (4) Students read the phrase loudly by themselves. 動態(tài)修改
Teaching purpose 學生通過聆聽發(fā)音、觀察詞形等方法在教師的引導(dǎo)下逐步歸納出字母組合ir和ur的發(fā)音規(guī)則。 Teaching purpose 通過讀例詞、讀符合ir和ur發(fā)音規(guī)則的其他單詞等操練活動，強化記憶字母組合ir和ur的發(fā)音規(guī)則。 Teaching purpose 通過用單詞編短語或句子，激發(fā)學生的學習興趣，進一步強化發(fā)音規(guī)則，為“Look, listen and write.”的補全短語做好準備。 Teaching purpose 引導(dǎo)學生對所聽內(nèi)容進行預(yù)測和推斷，對學生進行有效的聽力技巧指導(dǎo)，并且通過該活動幫助學生進一步鞏固發(fā)音規(guī)則，達到聽音能寫詞的目的。
作業(yè)設(shè)計 1. Read the chant or the story to your family. 2. Try to find more words with“ir” or “ur” that pronounces “/ /”. Share them in your group. 3. Do the exercises.
板書設(shè)計
教學反思 1. 突出學生的學習自主性。鼓勵學生主動參與、親身實踐、獨立思考、發(fā)現(xiàn)并大膽總結(jié)歸納發(fā)音規(guī)則，提高學生進行自主探究、歸納的能力。 2. 教學環(huán)節(jié)設(shè)計合理，順利實現(xiàn)教學目標。各個教學環(huán)節(jié)流暢自然，一環(huán)扣一環(huán)。

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