人教版（PEP）三起点四年级下册 Unit 6 At a farm Let’s spell 获奖课教学视频+PPT课件+教案，黑龙江

【课程介绍】

年份：|2018|，版本：|部编|人教PEP|，学科：小学英语教学视频，年级：|四年级|，赛事：，TAGS：，专题：，课件教案：PPT课件+教案 ，本课地址：https://www.tingkez.com/yingyu/xxyy/138235.html
课题：人教版（PEP）三起点四年级下册 Unit 6 At a farm Let’s spell 获奖课教学视频+PPT课件+教案，黑龙江
《Unit 6 At a farm Let’s spell》教学设计  教学目标：   1.学生能感知并归纳字母组合or在词中间时常见的发音规则。 2.能运用规则，读出并拼写出符合or发音规则的单词。   3.引导学生在发现式学习中，观察、感知、体验，培养学生的观察和归纳能力。  学情分析：   四年级的学生具备了一定的英语基础知识,有了基本的语言表达能力,也具有一定的自主学习能力。学生学习过单个字母的语音发音规律，字母组合发音规律本学期刚刚接触。学生在读中感知发现规律并不难，但是能运用规律分辨不同的发音却是难点。语音知识的学习是枯燥的，也是学生英语学习的薄弱环节。为激发起学生学习的兴奋点，我创设西游记中唐僧被抓，徒弟们和我们四年二班的孩子们为营救唐僧，努力夺取密码，通过蝎子精的关卡，成功解救师傅的故事。将语音知识贯穿于故事之中，情节有趣，让枯燥乏味的语音知识变得有趣味。  教学重点：  1.在读中感知并归纳字母组合or在词中间时常见的发音规则。 2.运用规则能读出并拼写出含有or字母组合的单词。 教学难点：  正确分辨or在词中的两种不同发音，准确读写出含有or字母组合的单词。  教学过程  活动1【导入】创设情境  T: Do you like the story of 《 Journey to the West》? The dragon horse ran to us. Tang Seng was caught by the demon. Wu Kong, Ba Jie and Sha Seng are worried. They heard that you are helpful. They asked us for help. Can you help them? Listen to the learning objectives（营救密码）：  1.发现单词中，字母组合or的发音规则。 2.运用规则能读出符合or发音规则的单词。 3.根据读音拼写含有or字母组合的单词。  T: Read the learning objectives by yourself. Remember the code.  （设计意图：创设情境,创编唐僧被抓，悟空、沙僧和八戒非常担心师傅，想求助乐于助人的四年二班同学一起救师傅的故事情节，将学习目标以营救密码的说法出现，激起学生学习的兴奋点。）  活动2【讲授】呈现四个例词 1. Lead to the“horse”.  T: What can they do? Look, the dragon horse ran to us. Read after me “or  /ɔ:/ , /ɔ:/ /ɔ:/ horse”.  Put on the picture and the word card. Show the gesture or  /ɔ:/. Read the word one by one. Then read together.  2. Lead to the“fork”.  T: What did Ba Jie find? Oh, he found new arms”fork”.(Do action.)  Read after me “or  /ɔ:/ , /ɔ:/ /ɔ:/ fork”. Put on the picture and the word  card. Show the gesture or /ɔ:/. Read the word one by one.  3. Lead to the“homework”.  T: Sha Seng did homework. Tang Seng arranged. Read after me “or /ɜ:/ , /ɜ:/ /ɜ:/ homework”.  Put on the picture and the word card. Show the gesture or  /ɜ:/. Read the word one by one.  4. Lead to the“world map”.  T: Guess: What did Wu Kong find? He found the world map. It’s useful for us. Maybe we will find Tang Seng from it.  Read after me “or /ɜ:/ , /ɜ:/ /ɜ:/ homework”.  Put on the picture and the word card. Show the gesture or  /ɜ:/. Read the word one by one.  （设计意图：将四个例词与故事中的角色链接，自然引出四个例词，在师生不同形式的读中感知or 的不同发音。）  活动3【探究】探究字母组合or的发音规则  T: Look at the letters “or”. Where are they? Where are they? What rules can you find? What rules can you find? Think it over, and discuss it in your group.  Report the rules by the group leaders. 屏幕呈现学生的发现：  字母组合or在单词中的发音规则： or在词中一般发/ɔ:/ 音； or在w后一般发/ɜ:/音。  齐读两遍。  （设计意图：or的发音规律是教学重点，学生通过前面多遍的读，已经能够初步感知or的不同发音，这里大胆放手让学生通过自主思考和小组研讨，让学生充分说出发现的规律，再屏幕出示读一读，突出重点。）  活动4【运用】运用规律尝试读 T: Can you use the rules? Quiz for you. 1. Show the word“born”. T: “or” pronounce? Why? Read this word one by one. 2. Show the word“word”. T: “or” pronounce? Why? Read this word by students. 3. Read more words.  T: Can you read more words?  Show sixteen words one by one. （born word or for wort forty pork report shorts corn horn short worm store before morning）  Name to read; Lead to read; Read them by yourself; Team read; Read them together.  （设计意图：通过多种形式的读，将发现的规律内化，更深层地理解并运用字母组合“or”的发音规则。）  活动5【巩固】勇闯四关  T: Good at observing. It’s useful for us. We have got the code. Let’s rescue  Tang Seng. Are you ready?  插入蝎子精宣战动画：“想救你师傅，没那么容易，必须过我这四关。” T: Do you have confidence to pass these four tasks? Can you try?  （设计意图：将训练与故事情节相结合，让枯燥的训练变得有活力。） 第一关：听音解码  a. P40. Read these words by themselves. b. Listen and number. c. Check the answer.  （设计意图：通过听力活动，帮助学生进一步感知并分辨or的两种不同发音。）  第二关：拼写解码  a. Look at the pictures on the blackboard. Spell and write the word together.  b. Dictation test: pork forty born worm short horn word c. The students spell the words. Check the words together. d. P40. Look, listen and write.  Lead three students to write them on the blackboard.  （设计意图：听音写单词这个环节是突破难点的环节，将字母组合“or”的发音规则得以实际运用。）  第三关：辨音解码  T: There is a magic box. You will hear of the code. Move two keys. If you
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