《Letter time, Song time, Checkout time ＆ Ticking time》新课标教案下载-永州市优质课

T: This is my friend Peppa. She likes letters too. These are her letters. They are a, b, c, d...Oops! The four letters are missing! Let’s go and find them.

【设计意图】视听引领,旧知铺垫： 通过一首简单欢快的ABC song，利用学生喜欢的小猪佩奇角色，帮助学生迅速复习26个字母的名字。接着创设Peppa喜欢字母，Aa, Bb, Cc &Dd消失的情境，引起学生的注意。通过找字母的情境引出本节课教学目标Fun with phonics：Aa, Bb, Cc and Dd。学生在喜闻乐见的视、听、说过程中进入英语学习状态。

Step II Presentation and Practice

A: Aa is in the picture.

1. Meet Ww: T shows a picture of Peppa in the park where there is an apple tree and some ants. Ss need to find the letters Aa in the picture. T teaches the name of the letter Aa. Then T guides Ss to meet the objects of apples and ants in the picture. T guides Ss to find a in the word by saying a a a, a is for...

T: Wow! Look! Peppa is here. Look at this apple tree. Can you see letter Aa?

S1: Big A. Little a.

T: Yes! Big A is here(T points to the tree trunk which is in the shape of A). This is Little a (T points to the apples which are in the shape of a).

T uses the word card to drill the name of Aa.

T: What can you see in the picture? Look! This is an apple. We can find a here. So we can say “a a a, a is for apple”. Let’s chant together. (T points to the word card and says the chant.)

Ss: a a a, a is for apple.

T: Look! It’s an ant. We can find a here. So we can say “a a a, a is for ant”. Let’s have a try.

Ss: a a a, a is for ant.

T use different ways to drill the sentences.

【设计意图】 创设情境,寻找Aa： 出示字母创意画，让学生在图画里找寻隐藏的字母Aa，激发学生兴趣。 观察图片出示单词apple, ant，让学生在单词中感悟字母a，并用a a a, a is for...这个朗朗上口的句子帮助学生记忆关于a的两个例词。

2. Listen and imitate: T uses the PPT to let the apples fall and say /?/. Ss listen and imitate the sound of letter Aa /?/.

T: Listen carefully! Aa can talk. (T plays the sound /?/.) What does Aa say?

S2: Aa says /?/

T: Great! Let’s say with the apples and say /?/.

【设计意图】体会发音，有趣操练： 创设苹果摔落发出声音的情境，让学生感悟a的发音。并通过和苹果一起摔落操练/?/的发音。

3.Listen and chant: T shows the word card of apple and ant. This time, T guides the Ss to feel the sound a makes—/?/ in the beginning of words. And T uses a chant to help Ss consolidate the sound /?/ as beginning sound of the words.

T: a says /?/. So we can say /?/ /?/ apple, /?/ /?/ ant. (T uses word card to drill.)

T: a says /?/. So we can say the chant like this /?/ apple /?/ ant apple ant ant.

【设计意图】由字母到单词，chant巩固字母音： 用单词卡片，将刚刚学习的两个单词，从发音的角度重新认读，让学生感悟a在单词中的发音。并通过节奏明快的chant帮助学生理解和记忆。教师还为chant配以音乐，调动学生积极性。

B: Bb is in the box.

4. Look for and chant: T hides Bb in the blue box. Ss try to find Bb by asking Bob(Peppa’s friend): Bob, Bob, where is Bb? T reads the words like /b/ /b/ blue, /b/ /b/ box. Ss need to feel the sound of the letter Bb as the beginning sound.

T: We find Aa now. A says /?/. Where is Bb? Bb runs away. Maybe my friend Bob knows. Let’s ask him: “Bob, Bob, where’s Bb?”

Ss:Bob, Bob, where’s Bb?

Bob: A blue box.

T: Wow! We need to find a blue box. Look! This is a blue box. Is Bb in the box?