上课教师

吴晔（江苏省常州市武进区李公朴小学）

联系电话

158****6795

执教年级

三年级

执教地点

武进区李公朴小学

教学目标

1.学生能掌握字母Rr的发音和相关单词以及说唱，自编韵律，提升学生学英语的趣味性。

2.在阅读绘本过程中更深刻理解语音环节，同时还拓展了与字母Rr相关的单词，例如：road, river, rabbit, rooster, radish, carrot, rose

3.学生能够在教师讲述绘本故事中收获到哲理：在这个绘本中主要让学生知道完成每一个目标都需要付出努力，经历挫折，方能有所收获。

教学重难点

1.掌握好韵律的节奏，并且根据韵脚特色创编新韵律。

2.绘本故事中一些生词和词组的发音。

教学准备

PPT 生词词组卡片

教学环节

教师活动

学生活动

设计意图

Warming up

1. 揭示课题

T:Today we will continue to learn Unit3 Is this   your pencil?

2.Let’s review(看图，回忆课文)

T:Firstly, let’s  review the story time. You can   recall the story according to the pictures.

3.Checkout time（处理预习环节）

T：Now class is over.   Children are cleaning up their schoolbags. Liu Tao is tiding his bag, too.   Look, he is tiding his book…

But there is still a pencil left.

Can you finish the picture?

You can take out your preview paper , check and   correct your answers.

T:Please check your answers and read the   dialogue together.

2.学生根据课文插图回忆课文内容。

3.book, rubber, pen, crayon, pencil case, ruler

(学生说出动画中出现的文具用品)

This is my schoolbag. That’s my pencil.

Is this your ruler? No, it isn’t.

Is that your rubber? Yes, it is.

由于本课时是第三课时，所涉及额板块比较散乱，为了与前面的课时有所关联，用一个回顾课文的方式唤醒学生的记忆，学生对于课文掌握还是很好的，所以这一个环节既承上启下，又提升学生学习自信心。

本节课是一个四字课题的研究课，所以在这里把checkout环节放进了预习纸任务中去，有效的处理了这个环节，也符合了四字课题的模式。

Presentation

1.呈现直尺，学习位置，引出rhyme Time

①T：Look. Here is a ruler. Where is the ruler?

(教授词组on the floor)

②T：Look, here is a door. Where is the ruler now?

（教授词组beside the door）

So the ruler is on the floor, just beside the   door.

③T: Let’s enjoy the rhyme time and answer:

Q: Whose ruler is this?

2.朗读Rhyme time

T：Let’s read the   rhyme after the tape.(一句一句跟读录音)

（读到just的时候强调just表示就是的意思，有加强语气的作用）

说唱rhyme的时候，注意韵脚，为编新韵律打基础。

3.Make a new rhyme

T: from the rhyme, we know that  Mr Fuller has a ruler.

(has表示有)

T:Can you make a new rhyme. You can take out your task paper to finish   task1.  

4.Sound time

T: Tom has a Bomb, Ben has a pen. What about   this red robot？

(先听录音，然后让学生学唱)

T:Here I circle four words. They have the same   letter Rr. Now let’s watch a video about   Rr, and tell me about the pronunciation of Rr.

T: Try to read the words like this.

/r/r//rain

/r/r//robot

/r/r//rainbow

5.小组合作学说chant

T: this is a small chant about the rabbit. Can   you work in pairs to read it.（finish Task2）

6.初读绘本---- 兔子在追逐什么？

T: Here is also a picture book about rabbits. The name is <Rabbits,   Run, Run, Run>

Watch and answer：

What are the rabbits running for?

T: Can you guess why the rabbits are running for a rose?

7.精读绘本---兔子在追逐的过程中经过了什么？ 你能排一下序吗？

T: Now you can open your picture book. And try to tell me:

Q1:What are the rabbits running by ?

Q2：Can you order   them？

8.深化绘本内涵，由绘本带入现实。

T:What can you learn from the picture book?

1.It’s on the floor.

It’s beside the door.

It’s Mr Fuller’s

2.学生跟着教师的节拍说唱韵律，节奏时快时慢。

3. Ben has a pen.

  Tom has   a bomb.

  Mike   has a bike.

3.Hello, Mr Ben

Is this your pen?

It’s on the floor,

Just beside the door.

…

4. A red robot has a ruler and a rubber.

/r/

/r//r/ red

/r//r/ robot

/r//r/ ruler

/r//r/ rubber

5. Rainbow rabbit

Run, run, run

Rr says /r//r/

Run, rabbit, run

6. They are running for a rose!

…

(学生展开想象，说出多种答案，为了爱情，为了亲情……)

running down the road

running along the river

running by a rat

running by a rooster

running for a big radish

running for carrots

running for a rose

(学生畅所欲言，说出自己的感悟)

这个环节遵循由易到难，先处理韵律中难点词组，然后带着学生一步步深入学习韵律，并且高效朗读。

利用韵律的韵脚规律编新的对话，看似有些难度，但是教师优先引领学生搭配好韵脚Ben-pen

Tom-bomb， Mike-bike,让难度瞬间减少了很多。以学生为主体的课堂教师的作用还是不容忽视的。

语音环节运用了phonics的视频材料，既新鲜又有趣，学生能够从中学到许多关于字母r的许多课外单词，丰富拓展了知识面，对字母发音感知更加深刻。

绘本处理有泛读到精读，虽然绘本之前预习过，但是由于生词比较多，学生对于朗读方面还是存在不少欠缺的地方，但是绘本本来就是增长见识，开拓视野的有效途径，不在乎读得有多深，在最后学生能有所收获，感悟生活的哲理，就足够了。

Homework

①     Share the rhyme to your friends.

②      Read the   picture book after class, and try to tell the story to your friends.