1、-小学资源网投稿邮箱: - -1-冀教版（一起）三年级英语上册教案Unit 2 Food I likeLesson 14 Letters make sounds!教学目标（一）知识目标学习以 j k l m n p 以及他们开头的单词。（二）能力目标能根据所学的单词，寻找以这么字母开头的单词的发音规律。（三）情感目标鼓励学生从小培养主动探索的精神。教学重难点1大写 J, K, M, N 的笔顺和小写 j, k 的书写格式。2单词的发音。Advance preparation(1) Prepare for todays lesson by displaying the letters j, k
2、, I, m, n and p either on the blackboard or on a large chart.(2) See required materials listed below for the game in todays Student book section.GREETINGGive the standard greeting to welcome students to English class.Draw the classs attention to your display of letters (which you have created in adv
3、ance). Can any of the students guess what todays lesson is about?TEACHING TIPLearning letter-soundsSounds that are difficult for Chinese speakers include:the letter / I/, which is often pronounced as / r /the letter / j /Isolated practice and drills will provide some help in learning these sounds, b
4、ut exposure to the spoken and written language in context is even more effective. Although a -小学资源网投稿邮箱: - -2-student may transpose one sound for another in an isolated word, he will usually not make the same mistake when the word is in context.LETS LOOK AT OUR BOOKSGive the standard command for st
5、udents to take out their student books.1. Listen to these letter sounds.Have the students look at page 28. Can anyone tell you what any of 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.) Help the students to reali
6、ze 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. The audiotape says:J, juice, jenny.J, juic
7、e, jenny.K, kite, key.K, kite, key.L, leg, line. L, leg, line.M, marker, mouth.M, marker, mouth.N, nose, noodles.N, nose, noodles.P, 12encil, pop.P, pencil, pop.Using your letter chart, review the letters and the letter-sounds with the students.Write the letters J and j and the words juice and Jenny
8、 on the blackboard. Who can tell you why the word Jenny has a capital letter but the word juice does not? If necessary, remind the class of the rule that capital letters are used at the beginning of a sentence, and in names.TEACHING TIPL is for learningSome students have difficulty making the / I /
9、sound. To facilitate accomplishing this letter-sound, exaggerate the following actions and tell the students to follow your lead:Drop the jaw. Press the tip of the tongue against the back of the top front teeth. Then -小学资源网投稿邮箱: - -3-release the tongue.Now make a short / e /sound, as in pen. Draw t
10、he sound out. While you make the sound, bring the tip of the tongue up and press it against the top front teeth for a moment, then release. This should produce the correct sound for / I/.To practice the / I / sound, repeat the previous step, but hold the tongue against the teeth longer to exaggerate
11、 the sound: IIIIIIIIII. Say I-words such as la, lee, look, low, listen and like.2. Lets play a game.Game: Match the Letter-SoundRequired materialslarge vocabulary cards displaying the consonants b, c, d, f, g, h, j, k, l, m, n and p (the letter-sound patterns that students have learned so far)Todays
12、 game is a fun way to reinforce learning of letter-sound patterns.Mix up your vocabulary cards and then choose one card to begin the game. Hold it up for the class to see. Say a sentence using a word beginning with that letter, and then say the name of the letter. For example, you might say “Please
13、get ready! P!“ Emphasize the word with the chosen letter-sound.Students are to respond by trying to think of other words with that letter sound. For example, for the letter p, one student might say “pen“ and another student might say “purple.“ Keep going until the students run out of responses. Then
14、 choose another letter and begin again.Repeat with the remaining letters. Once you have gone through all the letters, you may wish to play again.3. Find the friend.Working on their own, in partners or in small groups, the students match the letters with the appropriate word. They draw lines from the
15、 letters in the centre of the chart to the matching word, using the pictures as clues.After the students have completed this task, check their answers, working as a class.LETS DO SOME EXERCISESGive the standard command for students to take out their activity books.PAGE 28. Write the first letter. Sp
16、eaking aloud to the class, say the word that is illustrated in the picture, and have the students repeat it together. Then the students write in their books, adding the missing first letter to the word.PAGE 29. Listen and write. Write the letters. The students listen to the audiotape. They will hear
17、 two words, each beginning with the same letter.The students write that letter beside the number. The audiotape says:-小学资源网投稿邮箱: - -4-One. Kite. Key.Two. No. New.Three. Book. Boy.Four. Girl. Go.Five. Cup. Car.Six. Leg. Library.Seven. Marker. Meat.Eight. Food. Fish.Nine. Desk. Door.Ten. Juice. Jenny
18、.Eleven. Hand. Hot.Twelve. Pen. Pop.Take a minute to check this activity as a class. Review any letter-soundsthat students are having difficulty with.CLASS CLOSINGFinish todays lesson with a review of the entire alphabet. Allow time before the class ends for students to “number off.“ Have the class
19、say all of the letters in the alphabet together, then have individual students number off from a to z, until all students have a letter. Remind the students to remember their letters.When todays class is over, have the students stand by letter. You might say “Now all students with the letter a may stand,“ and then move on to another letter until all students are standing. Wave and say “Good-bye“ to signal that class is over.
