精编pep人教版四年级英语上册一到三单元期中之前教学设计含随堂练习.docx

小学英语教学设计
人教版四年级上一到三单元
木单元是义务教育灵通版（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：Let^ 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：What's in the classroom? Let's go and see! Where is it? It's near the window. Let's 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。

学生需耍先说出字母，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：Whafs in the classroom? One blackboard …并通过Let's 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/ei/。

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：Let1 2 3 4 5s ... 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: teacher^ desk, computer, fan, wall, flooro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、圈一圈的练习以及歌曲都用来巩I古I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，学牛会进一步熟悉如何询问和表达物品的
1.学牛能够听、说、认读单词：classroom, window, blackboard, light, picture,
door, teacher's desk, computer, fan, wall, floor
2 能够听、说、认读句型：What's in the classroom? Let's go and see! Where is it?
It's near the window. Let's clean the classroom. Let me clean the teacher\ 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/ei/。

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 ...? Ifs 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Let9s ... Let me ...提出行动建议
5 能够读出符合a+辅咅字母+e结构发咅规则的单词，并能够根据发咅拼写
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一一这样，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牛们围着坐。

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。

一般每个学牛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。

位置，并在阅读中扩大语言输入，逐步适应文本的阅读。

丄单元教学目标
O知识目标：
1.词汇：学生能够听、说、认读单词：classroom, window, blackboard, light,
picture, door, teacher's desk, computer, fan, wall, floor
2.句型结构：能够听、说、认读句型：What's in the classroom? Let's go and see! Where is it? It's near the window. Let's clean the classroom. Let me clean the teacher's desk.
3.
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屮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 ...? It's 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Lefs ... Let me ...提出行动建议
5.能够读出符合a+辅咅字母+e结构发咅规则的单词，并能够根据发咅拼写出符合这一结构发音规则的单词
1.
2.具有讲卫生、爱整洁的意识
3.能够根据a+辅咅字母+e蓄烏发咅规则拼读单词，并能够根据发咅规则拼写单词
丄教学重难点
丄教学方法
游戏教学法、多媒体辅助教学法、TPR、小组合作法丄教学时间
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. Let's talk. Let's play. 第二课时:A. Let's learn. Let's do.
第三课吋：A. Let's spell.
第四课时：B. Let's talk. Let's play. 第五课时：B. Let's learn. Colour and say.
第六课时:
第一课时
丄课时内容
A. Let's talk. Let，s play.
丄课时分析
在Let's 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
过程屮，呈现了如下重点句式:We have a new
classroom. What's in the classroom? Let's go and see!
Where is it? It's 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。

Lefs 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、发咅与重点
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, —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(erasei*)的
旁边。

学2首先说出自己看到了哪个字母，运用句式:Iseea...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，学生会冋忆字母的字形与字音，并回忆字母在单
词屮的发音。

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。

丄课时目标
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 have a new classroom. What's in the classroom? Let's go and see! Where is it? It's 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屮正确使用Ifs 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：What's in the classroom? Let's go and see!
6.能够理解对话大意，能够用正确的语音、语调朗读对话丄课时重难点
1 •重点
能够理解对话大意，能够用正确的语音、语调阴读对话
能够在语境中理解新词classroom, really, picture, near, window的意思，并能止确发音
能够听懂、会说、认读句型：We have a new classroom. What^ in the classroom?
Let's go and see! Where is it? It's near the window.
2.难点
能够在真实或模拟的情景中止确使用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It's near/ under/ on/ in...来描述物品听位置能够在情景屮恰当运用句型：What's in the classroom? Let's go and see!
1.多媒体课件、录音机、磁带
2・文具实物及单词图卡 ________________________________________________ 丄教学过程
O Step 1 Warm up
1.游戏：Whafs 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, what's in the box? You, please. A ruler? Let's 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欢的一个游戏。

因为未知而激发了他们强烈
1•将学牛猜出来的文具摆放在讲台上，通过询问，引导学牛说出这些物品的位置。

Teacher： Look at these things. Where is the ruler? It's near the pencil. Where is the book? It's near the pencil box. ... Where is my box? It's on the teacher's desk. This is a teacher's desk. Where is the teacher\ 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. Let's write it together, classroom. What's in our classroom?
设计意图：通过上一环节屮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teacher9s desk, classroom,使学生在语境中获取新词汇的意义。

通过英语的讲解使学生感受
1.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. What's in their classroom? Let's go and see.
2.播放对话内容，以视频的方式使学牛理解对话内容。

观看的同时，向学生提出问题。

Teacher： Watch the video please. Then answer my questions. 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，学牛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 questions? 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，以问聖I燮生理解对话内容。

O Step 4 Practice
1.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 freely. If you have any questions, please raise your hand and ask me.
3.分角色朗读课文。

Teacher： Let，s 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： Let?s act the dialogue out. Who wants to try? Let's 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口自己的弱点，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, it's on the teacher's desk. Where is your book? Oh, it's on the desk. And it's near the pencil box. In pairs, 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屮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, left play a game. I see a "c”・ Guess what it is. You can ask me where the c is. Then you can know it. If s on the desk・ What is it? Yes, it\ a car.
Teacher: Let's 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，让学生在游戏屮既复彰空竺
O Step 5 Summary
1•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. Let's say a chant about it> Listen to it first.
Book, book, where is the book? Where is the book?
Desk, desk, it's on the desk. It^s on the desk・
Crayon, crayon, where is the crayon? Where is the crayon?
Desk, desk, it's in the desk. It's in the desk.
2.学牛跟唱韵句，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? Let's 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牛更好地巩固自己的记忆，增强学习效果。

让学牛自己编制韵句，可以达到替换单词操练句式的效果，使学生更加了解句式结构，从而进一步掌握
一、根据图片选择正确的单词。

)1 .It's ______ t he desk.
A. in
B. on
C. near )2. The picture is near the
A. clock
B. desk
)3. It's
A. in
)4. It's
A. in
B. on
C. under
二、判断下列句子是否与图片相符，和符的打丁，不符的打X。

C. chair
the chai
匚
B. on
the book.
)1 • The book is on the desk.
)2. The 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. let's and see go
答案:
、1.A2.A3.C4.B
What^s in the classroom?
Let^s go and see.
Where is it?
It's near the window.
2.难点：
能够听懂指令：Open the ... Turn on the ... Close the ... Put up the... Clean the... 并做
1.多媒体课件、录音机、磁带
2.教室内物品的单词图卡
丄教学过程
O Step 1 Warm up
1.与学生互致问候Z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: What's this? Yes, it's my book. Where is my book? It's on the desk. Let's say a chant about it. Listen to it first.
Book, book, where is the book? Where is the book?
Desk, desk, it's on the desk. It9s on the desk.
Crayon, crayon, where is the crayon? Where is the crayon?
Desk, desk, it's in the desk. It\ in the desk.
2.学生齐唱韵句。

Teacher： Let's say the chant togethe匚
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
1.讨论:What^ 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? Yes, it's in our classroom. What's 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 Zoom's new classroom. What's in the classroom? What can Zip and Zoom see in the classroom? Let's 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
1.播放课文内容，学生跟读。

Teacher: Let's 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： Let's read the text in groups. I will find the best group. 设计意图：检验学牛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，教授新授单词。

Teacher：（指向黑板）What's this? It5s a blackboard. What colour is it? Yes, it's black. It's a board. It's 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）Lefs write it together.（学牛书空）（走到门边，打开门，指着门询问）What's this? It's a door.（板书单词,学生书空）LeTs write it together. It's a door*. How many doors are there in our classroom?（扌旨向窗户）Is this a door? No. It5s 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, two 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的发咅）
设计意图：边讨论边讲解新授词汇，使学生除了理解单词的意思，认识其字形和拼
1.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...
2.1point 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 word 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，保证学生在语咅与字义结合的基础上，能够正确地说岀、读岀单词。

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: What's this?（呈现单词卡，请学生读出单词）
Teacher： Guess, what?s this? Is this a blackboard? Is it a light?（反转单词卡, 请学生猜）
4.出示被遮盖的物品图片，请学生猜岀单词。

Teacher： Look, what's 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，引导学牛注意倾听同学的答
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 dooi; I open the dooi*. Say with me, open the doo匚Now, I close the doo匚Close the door.（板书句了）Listen to me, open your book. Close your book.（擦黑板）1 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 john 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）
6.1say you do.教师说句子，学生模拟动作。

Teacher: Let's play. I say you do. Turn on the light. Open the window. Close the dooi*.・・・
设计意图：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，
1.游戏：Simon sayso教师说出指令性动作，学生做岀相应反应。

Teacher： Let" s play a game, Simon says. When I say Simon says, sit down. Please sit down. If I say sit down. Please don" t do that. Simons says, stand up. Sit down. Simon says, open the window. Simon says, clean the window. Close the doo匸…
设计意图：以游戏来结束课程，使学生能够在快爪的游戏中lH|顾本课时中学
习到重点词汇
,从而留下深刻的印象。

丄课堂作业
二、读一读，看句子是
3
）否（X）与图片内容相符。

1.Open the door.
2.Close the book.
3.Put up the picture.
4.Turn on the ligh匚
5.Clean the blackboard.
三、为下列句子选出正确的冋答。

)1. What^s in the classroom?
A.It's so big.
)2. Where is the picture?
A. Let's go and see.
)3. Where is it?
A・ It's in a desk. B. It's so big.
答案：
一、blackboard, door, window, picture
二、1. V 2. X 3. X 4. V 5. V
三、1. B 2. B 3. A
丄板书设计
Unit I My classroom
A. Let's learn
What's in the classroom?
一、看图写单词。

B. One blackboard, one TV, many desks...
B. It's near the window.
blackboard light door window picture
One blackboard, nine lights,…
Open the door. Close the door. Turn on the light.
Put up the picture.
Clean the blackboard.
A. Let's spell 丄课时分析
木部分为字母及语音学习课时。

木课学习元音字母a在a+辅音字母+e的开咅节结构里的发咅。

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/ei/,又使学生区别开字母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咅节的结构，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 tick活动中，教材呈现了三组单词，前一个为闭音节，后一个为开音节，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咅节的字母a和代表开音节的学生听到单词后，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
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发咅规则的单词
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-e发咅规则的单词
2.难点：
1.多媒体课件、录音机、磁带
2.语咅例词单词卡
丄教学过程
O Step 1 Warm up
1.播放韵句：Whafs your name?学生先听一遍韵句，再同老师一起说韵句。

Teacher： Boys and giiis, let's say a chant. Listen to me first.
What is your name? What is your name?
My name^s Tom. My name's Tom.
What is your name? What is your name?
My name's Sam. My name^ 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
1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： Who's this boy? Oh, his name is Jake.（板书单词name, Jake） Read after
me, please, Jake. This is Jake's 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
1.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在开咅节中的发咅。

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: Let's 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, it's / ei /. Look at my mouth and say it, /ei /.
设计意图：先熟悉韵句内容，保证学生能够正确、流利地朗读韵句。

同时，保证学牛能够正确地朗读语音例词。

在此基础上，通过认真观察感受，获得字母a在单词里
学生练习韵句，并表演
Teacher: Practice the chant, please.
Teacher: Now let's say the chant togethe匚
设计意图：通过练习，让学生进一步熟悉韵句，以帮助他们进一步熟悉语咅例词。

2.呈现组成语音例词的字母，请学生按正确顺序排列，拼写出正确的语音字母并朗读。

Teacher： Look at these four letters. Put them in order, you can get a word. What is it? Spell it and read it, please.
设计意图：通过这样的小游戏活动，使学生熟悉语音例词的拼写，并对a-e 结构有比较清晰的认识。

3.完成Read, listen and tick 活动。

Teacher：（呈现题目中的单词,请学生读一读）Look, what's this? Read it, please. Now, listen to the tape. Tick the word that your hear. Are you ready?
Teacher: Show me your answer, please.
设计意图：在完成听力练习之前，先让学生熟悉需要倾听和判断的单词，养成在做听力练习之前先获取基本题目信息的习惯。

4•比较闭音节屮a的发音及开音节中的a的发音，练习使用发音规则拼读单词。

Teacher： This is—at. What is the sound of a? Yes, it's /&/• Look at my mouth, /&/• How to read this word?(依次111示dad, hat, cap, map, have, black) What is the sound of a in these words? Yes, /氏/・Is it the same? What is it? It's cake. The sound of a is /ei/. Read these words, please.(出示cake, date, hate, face, name, make 等单词) What do you find from these words? They all have an a. They all have an e at the end of them. We call it open syllable (开音节)In this syllable, a sounds /ei /.
设计意图：通过闭音节和开音节的比较，使学生充分感受开音节的结构特点，获取语音知识和规则。

5.出示更多的单词，请学生按照语咅规则分一分类，读一读。

Teacher： Can you read these words? Have a try, please. (依次呈现date, gate, game, lake, late, plate, plane, snake, grape, Kate 等单词，请学生尝试读一读)
Teacher: What about these words? Read them, please.(依次呈现mad, bat, bag, can, Sam, max, fan等单词,请学生尝试读一读)
设计意图：在学生获得语咅规则之后，使用语咅规则来拼读新的单词。

6.完丿戍Listen, circle and write 活动。

Teacher： Now please look at these pictures. Below them, there is a and a-e. Listen to the tape. If the word is like cat, please circle a. if the word is like cake, please circle a-e. And you should write the word. Are you ready? Listen carefully.
Teacher: Show me your answer, please.
设计意图：学生根据读音判断出单词是开音节还是闭音节，并根据读音及图
1.播放韵句，学生齐说韵句。

Teacher: Let" s listen to the chant again.
Teacher: Let' s say the chant together.
一、看图选择正确的字母补全单词。

( )1. C_-P A. u B. o C. a
( )2. c_ _ke A. e B. a C. i
( )3. fa_ _e A. a B. u C.c
( )4. na_ _e A. m B. n C. t
二、判断下列各组单词中划线部分发音是否相同，相同打丁，不同打X。

( ) 1. cake make ( )2. cat date
( ) 3. dad hat ( )4. map cat
( ) 5. date hat ( )6. face cake
三、根据句子意思写出单词，补全句子，单词的首字母己经给出。

My n ______ i s Jake. Fm a boy. I like to eat c ______ . And I can m ____ a cake.
My n is Kate. Look at my f _____ . I have big eyes. This is my h _____on my head.
答案：。