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中职英语 基础模块(预备级)教学设计(教案、学案)Unit 3 第二课时  

2012-04-01 08:11:59|  分类: 中职英语 |  标签: |举报 |字号 订阅

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Book1 Unit 3 Would you like some cookies?

(第二课时 教学设计

一、教材分析

1.教学内容

本课时系教材《英语》(基础模块预备级)第三单元的第二课时,包括Phonetics review Vowels部分,具体内容为:元音/E/ /C:/ /V/ /A:/

2.教学重点、难点

教学重点

元音音标/E/ /C:/ /V/ /A:/

教学难点

辨音

二、教学目标

1.       知识目标

掌握元音/E/ /C:/ /V/ /A:/的发音。

2.       能力目标

(1)学生能正确发音元音/E/ /C:/ /V/ /A:/

(2)学生能辨识出单词中的元音/E/ /C:/ /V/ /A:/

3.       情感目标

通过歌谣培养学生的韵律感,节奏感。

 

三、教学步骤

Step One Lead-in

The students listen to a nursery rhyme: The Dusty Miller. After listening, they tell the teacher what sounds is repeated many times in this rhyme. /E/

Margaret wrote a letter,
Sealed it with her finger,
Threw it in the dam
For the dusty miller.
Dusty was his coat,
Dusty was the siller,
Dusty was the kiss
I'd from the dusty miller.
If I had my pockets
Full of gold and siller,

I would give it all
To my dusty miller.

(设计意图:通过听有趣,有节奏的歌谣,引起学生学生音标的兴趣。并且引出本课中的第一个音标/E/。)

 

Step Two Phonetics Review—Chant 1 Jennifer and her parents

1. Activity 10: The students listen and match the words with the proper pictures. The students read after the tape.

(设计意图:本活动的目的是通过听正确的发音辨别出单词拼写,训练学生对元音/E/的辨别能力。)

2. The students brainstorm more words with the /E/ sound and practice pronouncing them.

(设计意图:本活动的目的是通过回忆学过的单词进一步训练学生对元音/E/的辨别.

3. Activity 11: The students listen and underline the words with the /E/ sound. The students practice reading individually and in pairs.

(设计意图:本活动使学生通过听歌谣体会频繁出现的/E/的发音,让学生掌握正确的语音。)

4. Activity 13: The students choose the words from Activity 10 and fill in the blanks to complete a new rhyme.

5. The students work in groups and make up new rhymes based on Activity 11. Each group gives performance.

E.g. What does Peter do? Peter is a farmer.

What does Peter’s brother do? His brother is a singer.

...

(设计意图:学生模仿课本编写自己的歌谣,用有节奏地表演出来,激发学生的创造力。)

 

Step Three Phonetics Review—Chant 2 The early bird and the worm

1. Activity 14: The students listen and match the words with the proper pictures. The students read after the tape.

(设计意图:本活动的目的是通过听正确的发音辨别出单词拼写,训练学生对元音/C:/的辨别能力。)

2. The students brainstorm more words with the /C:/sound and practice pronouncing them.

(设计意图:本活动的目的是通过回忆学过的单词进一步训练学生对元音/C:/的辨别.

3. Activity 15: The students listen and underline the words with the /C:/ sound. The students practice reading individually and in pairs.

(设计意图:本活动使学生通过听歌谣体会频繁出现的/E/的发音,让学生掌握正确的语音。)

4. Activity 17: The students listen and choose the proper words.

(设计意图:本活动的目的是让学生利用自己所学的知识在句子中区分相近的读音,从而进一步巩固提高学生的语音识别能力。)

5The students read and underline the words with the /C:/ sound.

6. The students work in groups and make up sentences with the /C:/ sound. The groups read the sentences in class and see which group makes the best sentence and reads best.

(设计意图:学生模仿课本编写自己的句子,用有节奏地表演出来,激发学生的创造力。)

 

Step Four Phonetics Review—Chant 3 The sun has come up.

1. Activity 18: The students listen and write down the words they hear.

(设计意图:通过辨认读音,使学生了解到拼写相近的单词虽然发音差别很细微,意思却大相径庭,从而意识到发音准确的重要性。本活动主要辨认/V//Q/的发音。)

2Activity 19: The students listen to the rhyme and underline the words with the /Q/ sound. The students read the rhyme after the tape.

3. Activity 21: The students listen to the rhyme and choose the proper words.

(设计意图:学生利用所学知识辩认出含有/V/音的单词,编出自己的歌谣,提高学习兴趣。)

4. The students brainstorm more words with the /V/sound and practice pronouncing them.

(设计意图:本活动的目的是通过回忆学过的单词进一步训练学生对元音/V/的辨别.

 

Step Five Phonetics Review—Chant 4 Drive a car or a star?

1. Activity 22: The students listen and tick the words they hear.

(设计意图:通过辨认读音,使学生了解到拼写相近的单词虽然发音差别很细微,意思却大相径庭,从而意识到发音准确的重要性。本活动主要辨认/A:/  /V//Q/  /O:/的发音。

2. Activity 23: The students listen to the rhyme and underline the words with the /A/ sound. The students practice reading individually and in pairs.

(设计意图:通过听歌谣,使学生体会歌谣中频繁出现的/A/的发音,目的是让学生尽量掌握正确的语音。)

3. Activity 25: The students listen to the tongue twisters and practice reading them. The students match them with proper pictures.

(设计意图:听,读并理解绕口令,将其与正确图片相匹配,提高学生学习兴趣。)

 

Step Six Summary

元音音标/E/ /C:/ /V/ /A:/

 

Step Seven Homework

Practice reading /E/ /C:/ /V/ /A:/ , the sentences and rhymes in the textbook.

四、板书设计

/E/

/C:/

/V/

/A:/

/Q/

/O:/

                               

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