C教学实录

PEP3 Unit 4 Let’s Spell

余姚市三七市镇中心小学

张萍

Teaching contents: PEP3 Unit 4 Let’s Spell

Teaching aims:

Knowledge aims: Ss are able to read the words with “u-e”.

Ss are able to spell the words with “u-e” according to the pronunciation. Ability aim: Ss are able to master the pronunciation rules of “u-e”.

Emotional aim: Ss are able to cooperate with others. Teaching key point:

Ss are able to master the pronunciation rules of “u-e”.

Teaching difficult point: Ss are able to know the difference between “u-e” and “u”.

Teaching procedure: Before class Play the song: The Magic E Song. Step 1 Revision and warm up 1. Teacher sings the song: The Magic E Song 【设计意图】

通过吟唱歌曲，学生快速进入上课状态，为学生创设一个轻松、和谐的课堂环境。此外，通过吟唱歌曲，复习元音字母闭音节及开音节发音，并引出本节课的主人公：魔法e, 创设语音教学的情境，有利于学生自然习得语音。

2. Free talk T: Look, I can see a magic e with a beautiful hat in the picture, what can you see in the picture? S1: I can see a boy. S2: I can see a cat and some flowers. T: Good job. So today we’re going to learn a story about the boy, the cat and the magic e.（Bb）(见图一) T: First, let’s play a game with magic e. Group 1, you are line one, group two, you are line two, group three, you are line three, group four, you are line four. Look, group one, you can read like this(clap the desk and read the word: cake), group two, name, so are you ready? S: Yes! Cake, name, rice, nose, note…(Ss read the words and clap the desk)

T: Now round 2, much more difficult! Are you ready? S: Yes!（见图二）

图一

图一

图二

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【设计意图】

通过引导学生观察图片，让学生说一说能从图片中获得哪些信息，从而引导学生自主初步感知本节课内容，培养学生的观察能力及自主学习能力。通过“节奏大师”这一游戏，旨在复习旧知：a-e, i-e, o-e组合的开音节发音，从而自然引出本课新知：u-e 的开音节发音。

Step2 Presentation and practice 1. Find the rules T: Oh, naughty magic e. Can you find the rules? a-e, /eɪ/, i-e /aɪ/ o-e /əʊ/, how about u-e?

S: / ju:/ T: Good guessing. How about you? S: / ju:/ T: Yes or no?

S: Yes. T: u-e /ju:/(Bb) (见图三)

【设计意图】

图三

通过复习旧知

a-e, /eɪ/, i-e /aɪ/ o-e /əʊ/，引导学生自主发现u-e/ju:/的规律，培养学生的迁移能力。

2. Story time a. Teach “cute” and “Buse”

T: Can you try to read? (cute)

T: Can you read like this? (c-u-te, cute Spell the word with the help of the fingers) S: C-u-te. Cute.

T: Follow him (her). (3 students) T: How about this one?（Buse）

S: B-u-se.(Spell the word with the help of the fingers) T: Wow, so clever. Follow her, please.(2 students)

Ss: B-u-se, Buse. (见图四) T: Look, here comes a boy, his name is _______.(Buse)

Buse has a cat，a cute cat. So Buse has a cute cat. S: Buse has a cute cat. Buse has a cute cat.

T: Today they are at the zoo, please watch the video and find the words with magic e.(见图五)

图四

图五

【设计意图】

引导学生根据发音规则，尝试借助自然拼读法，自主拼读新词，培养学生自主学习能力。通过拼读cute, Buse这两个新词，自然引出本节课线索：Buse has a cute

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cat。引导学生在故事中寻找出有魔法e的单词,旨在培养学生独立思考能力及概况能力。

b. Teach “excuse”

“cube”

and “mule”

T: Do you remember the words with magic e?(见图六) S1: Cube. S2: Mule. S3: Excuse. T: Let’s check. Yes or no? Magic e, can you read?

S: Excuse. T: Yes, excuse, excuse. Magic e. Can you read it? S: C-u-be. T: Follow him(her)（2 students）

T: Yes, cube. The last one, who can? S: M-u-le. T: Yes or no? S: Yes!

【设计意图】

在本环节中，学生观看视频后，在没有图片及文字的帮助下，引导学生自主说出包含有魔法e 的单词，自主习得本课新词“excuse” “cube” 和“mule”，培养学生的记忆能力。在学习新词时，学生通过自主听音判断自身发音是否正确，从而培养学生的判断能力。

Group work Read the words（mule, excuse, cube, cute）with actions in group of four. T reads the words with actions first. T: Now you four, stand up and read.

Ss read the words with actions. T: Well done. It’s your turn, read in groups.(30’s) (2 groups) 【设计意图】

通过小组合作方式，创编动作，读一读新词，不仅能巩固新词的音和意，还能培养学生合作意识及想象力。

Pair work T: Wow, nice job. Now I am Buse, who can be Chen Jie, let’s role play.

T: OK, it’s your turn, one is Buse, the other one is Chen Jie, let’s role play.

Ss act it out in roles.（见图七）

图六

图七

【设计意图】

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通过角色扮演，巩固新词“excuse” “cube” 和“mule”，并体验人物角色，感受Buse丢猫的心情，为故事表演做好铺垫。

c. Teach: use T: Oh, you did a good job. Now look at the picture, who is coming?

S: Zoom. T: He says: use. (Teacher doesn’t read it) Who can read the word? S: Use, use. You choose one student. (2 students) T: Now who can read the sentence?

S: Use them. Use them. (3 students) （见图八）

T: (Move the binocular) Use them, use them.

S: Use them, use them. （见图九）

图八

图九

【设计意图】

通过呈现望远镜，新授“use”，引导学生自主拼读新词。当学生拼读正确时，可以移动望远镜，让Buse逐步靠近望远镜，最终获得望远镜。该过程中，将形成性评价与单词操练融为一体，有利于激发学生学习兴趣，培养学生拼读能力。

d: Teach “tube” and “up” review “under” and “duck”

T: Now Buse has the binocular, what will he see? Let’s have a look.

T: Oh, it’s too low, so Zoom says: Up, up. Who can move? Let’s say it together. S: Up, up. (Teacher moves the binocular). T: Wow, it’s too high. Down, down. Who can? Let’s say it together.

S: Down, down. (One student moves the binocular.) T:In the tube? Yes or no? (Teacher moves the binocular and gets Ss to check) S: No, it’s a duck.

T: Under the bus? Let’s have a look? Who can move?

One student moves the binocular. S: Yes.

T: Yes, haha, the cat is under the bus.（见图十）

T: Now can you find the word with magic e?

S: Tube. T: Can you read the words?

S: Cute, mule, tube, excuse, use.

【设计意图】

通过向上移动望远镜这一动作，新授“up”,并引导学生自主感知习得up的语义，培养学生自主学习能力及语言感知能力。通过听音看图检查小猫的藏身之处这一活动，引出新词“tube”, 并培养学生判断能力。

e. Compare “u-e” and “u”

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T: How about this one?（up）No magic e.

S: Up.

T: So u, u /ʌ//ʌ/, (Bb) Can you read this one? Under duck, can I put it here? S: No. (One student puts the word(up) on the blackboard.) (见图十一) T: How about the one? S: Bus. Can I put it here?

S: No. (One student puts the word(up) on the blackboard.) T: Can you read these words in this way? Up, up. Ss read the words on the blackboard in different tones.

T: Do you know the power of the magic e? Ss try to find the power of the magic e. T: Sometimes, the word with magic e, u is pronounced /ju:/, magic e. a mute e. Sometimes, u is pronounced /ʌ/.

图十

图十一

【设计意图】

借助板书，帮助学生区分开音节与闭音节中u的发音。请学生贴板书，将单词贴在正确的分类下，引导学生发现规律，总结规律，能有效培养学生的迁移、概括等高阶思维。

f. Act out the story T: Oh, we have found the power of magic e, and Buse has found his cat. Now let’s enjoy the whole story. Ss watch the video of the whole story. T: Let’s act out the story. You can choose one picture and then act it out in group of four. I choose picture two, I am Buse, who can be Zoom? Who can be the duck? Who can be the cat? Let’s act it out. （见图十二）

Ss prepare the action and then act out the story in class.

图十二

【设计意图】

通过分层小组活动，学生能自主选择表演内容，巩固新知，并培养学生自主学习与合作能力。

Step3 Consolidation 1. Let’s chant

T: Buse finds his cat. Look, the cat is under the bus, there are many cats. How many cats are there?

S: One, two, three, four and five. (见图十三) T moves them out.

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T: They are playing tricks with Buse. Let’s chant together. (见图十四) T: They are playing tricks with Buse. Listen: ( You should finish the jigsaw task and then I will go home with you!) T: Let’s help Buse to finish the jigsaw task.

图十三

图十四

【设计意图】

利用课本歌谣，图片资源，复习新知：cute，use。抓住歌谣中playing tricks，呈现小猫给Buse的三个“恶作剧”，凸显小猫淘气的性格，也巧妙、自然地过渡到巩固环节。

2. Jigsaw task T: There are some rules. 1. Choose one task and move your seat. Level a, read and match, if you choose level a, you can get 1 point.. Level b, read and circle. If you choose level b, you can get two points. Level c, read and circle. If you choose level c, you can get three points. 2. Discuss in your groups and finish your task. 3. Prepare a group presentation about your task. Here are some tips. You only have 30 seconds to move your seat. Don't forget to take your pencils and books with you. If you choose A, move your seat here. If you choose level B, move your seat here. If you choose C, move your seat here. Stand up! Five, four, three, two, one, go!

图十五

【设计意图】

学生根据自身的学***，自主选择不同程度的练习内容，并通过交换位置，组合成新的学习小组，组员之间能相互帮助，共同讨论，有利于培养学生自主选择能力及合作能力，从而促进思维能力。

3. Group presentation T: Level A, you first. Which group?

S: Two groups of level A move the words into right basket on the whiteboard.

Other students listen to them and check.

T: Level B, your turn. Read and circle.

Two groups of level B try to circle the words on the whiteboard. Other students listen to them and try to help them.

T: Level C, your turn.

Two groups of level C try to read the new words on the whiteboard. （见图十六）

Other students listen to them and try to read the new words with the help of level C. T: You did a good job, so Buse can go home with the cat.

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图十六

【设计意图】

A层次的学生，上台移动小鱼时，自主拼读鱼身上的单词，并根据发音规则将单词放在正确的箩筐内，有利于培养学生的小组合作意识及单词拼读意识，有利于培养学生的迁移概括能力。B层次的学生，圈出认识的单词，能巩固新词的形，读出单词，能巩固新词的音，从而培养学生语言习得能力。C层次的学生，根据发音规则，利用自然拼读的方法，拼读新词，有利于培养学生见词拼读的能力。通过调用词典，播放正确的语音，学生通过听音检查语音的方式，判断自身的语音是否正确，有利于培养学生的判断能力。

4. Do exercise T: This is the whole story, do you like this story? Do you remember the story? Let’s listen and write down the story. Ss listen to the story and then fill in the blanks. (见图十七) T: Let’s check. (Teacher takes the pictures of students’

paper, and then student try to read the whole passage.)

图十七

Other students try to find the mistake and then help the student to make it correct. 【设计意图】

通过听故事，在语境中书写单词，巩固新词，培养学生书写能力，提升学生思维品质。

Homework Today’s homework.

1. Copy the four words three times.（cute use up duck）

2. Finish the oral exercise. 3. Act out the story "My Cute Cat" in groups of four.

（Ss go to the classroom with the magic e.）

图十八

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