1、冀教版（一起）三年级英语上册教案Unit 3 Favourite foods of Jennys familyLesson 23 Letters make sounds教学目标（一）知识1复习所学的字母 q r s t v w x y z2掌握这些字母在部分单词中的发音。（二）能力能够运用所学字母及单词的发音找出其发音规律。（三）情感提高学生对英语语言的音韵感知,激发学生学习的兴趣。Advance preparationPrepare for todays lesson by displaying the letters q, r, s, t, v, w, x, y and z either
2、on the blackboard or on a large chart.GREETINGGive the standard greeting to welcome students to English class.Draw the classs attention to your display of letters (which you have created in advance). Can any of the students guess what todays lesson is about?LETS LOOK AT OUR BOOKSGive the standard co
3、mmand for students to take out their student books.1. Listen to these letter sounds.Have the students look at page 46. Can anyone tell you what these words are? Does anybody know what is the same about the words in each row? (They begin with the same letter and the same sound-with the exception of t
4、he letter x.) Help the students to realize that the letter shown at the start of each row makes the same sound in different words.Give the “listen” command. The audiotape will repeat each line. Ask the students to listen the first time, then say the words along with the audiotape the second time. Th
5、e audiotape says:Q, queen.Q, queen.R, rice, rose.R, rice, rose.S, soup, socks.S, soup, socks.T, tea, toy.T, tea, toy.V, vegetables.V, vegetables.W, water, window.W, water, window.X, x-ray, box.X, x-ray, boxY, yellow, you.Y, yellow, you.Z, zoo, zebra.Z, zoo, zebra.Using your letter Chart, review the
6、letters and the letter-sounds with the students.Write the letters s and x and the words socks and box on the blackboard. Who can tell you how these words are different from the other listed words? (In box, the featured letter appears at the end of the word, although socks has s as both its initial a
7、nd final letter.) How are these two words the same? (They sound the same; they rhyme.) Point out that it takes three letters together (c-k-s) to make the same sound as x: socks., box.Note that students do not need to memorize this information.The students may notice that x has a different sound at t
8、he beginning of a word such as x-ray than it does at the end of a word like box.TEACHING TIPLearning letter-soundsSounds that are difficult for Chinese speakers include: the letters v, w, x and zIsolated practice and drills will provide some help in learning these sounds, but exposure to the spoken
9、and written language in context is even more effective. Although a student may transpose one sound for another in an isolated word, he will usually not make the same mistake wheri the word is in context.Children can be taught to hear the difference between -sounds like / f / and / v / by feeling the
10、 vibrations in their throat or by covering their ears when they say the two sounds.2. Lets chant.Chant: “Salt and Pepper Shake”Todays chant is an action song that reinforces vocabulary. Tell the students they will learn a new chant. Go over the words to the song before you play it on the audiotape.
11、Give the class a rough translation of the lyrics. Model the actions for the students so they know what to do as they sing along with the audiotape. For “salt and pepper,” pretend to shake salt and pepper from shakers using alternate hands.The class will listen to the audiotape to learn the chant. Fi
12、rst, the students should just listen to the audiotape and do the actions for each line. The second time the chant plays, they should sing along. The audiotape says:Salt and pepper, Mime using shakers.Rice and soup, Mime eating.Put your fingerson your foot. Touch your toes.Salt and pepper, Mime using
13、 shakers.Water and tea, Mime drinking.Put your fingerson your knee. Touch your knees.The audiotape repeats the chant. Play it again, and ask the students to chant along this time as they do the actions.3. Read and match.Students read the list of words and match each one with the appropriate picture.
14、 Allow students time to work on their own, then take a few minutes to review the correct answers as a class.LETS DO SOME EXERCISESGive the standard command for students to take out their activity books.PAGE 50. Talk and write. Write the first letter. Working as a class, say the word aloud and have t
15、he students repeat it together. Then, working individually, the students add the missing first letter to the words.PAGE 51. Listen and talk. Write the letters. The students listen to the audiotape to determine the answer. For each of the numbered blanks, the audiotape says two words, both beginning
16、with the same letter. The students write that letter in the blank beside the number. The audiotape says:One. Queen. Queen.Two. Rice. Ruler.Three. Soup. Six.Four. Leg. Like.Five. Vegetables. Vegetables.Six. Kite. Kitchen.Seven. Zoo. Zebra.Eight. Tea. Ten.Nine. Yes. Young.Ten. Juice. Jenny.Eleven. Bed
17、. Boy.Twelve. Pen. Pop.Thirteen. Work. Water.Fourteen. X-ray. X-ray.Fifteen. Cold. Car.Sixteen. Desk. Door.Seventeen. No. Nine.Eighteen. Girl. Go.Nineteen. Milk. Meat.Twenty. Fish. Five.Twenty-one. Hot. Hat.If you have time, check this activity as a class.CLASS CLOSINGEnd todays class with a brief r
18、eview of some vocabulary about drinking: thirsty, water, juice, tea, pop. Have the class say the words together, then have individual students number off by saying the words in order, from thirsty to pop, until all students have a word. Remind the students to remember their words. When todays class is over, have the students stand by word. You might say “Now all students with the word water may stand,” and then move on to another word until all students are standing. Wave and say “Good-bye” to signal that class is over.
