Unit 2 My schoolbag Part A Let's spell 表格式教学设计
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| 名称 | Unit 2 My schoolbag Part A Let's spell 表格式教学设计 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2023-10-07 08:21:07 | ||
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课题 Unit 2 My schoolbag Part A Let’s spell 课型 语音课
授课教师 授课班级 授课时间
教学目标的确定依据 教材分析 本部分分为语音学习和单词书写两部分内容。通过听一听，读一读，唱一唱的活动，让学生通过听、读、拆音等练习体会并掌握字母i在单词中的发音，本课时主要学习其在开音节里发的短音/a /。本活动之间的韵句为：See the nice new kite，With the big number nine. Do you like the nice new kite Yes, it is very fine. 韵句中呈现含有i的开音节词汇：nice, kite, nine, fine，like，同时在教材中呈现语音例词like, kite, five, nine, rice，学生通过这些语音例词以及韵句的诵读，来感受并掌握字母i在开音节里的发音。之后的听一听，读一读，排顺序的活动，让学生将单词的读音与字形结合起来，进一步训练学生的听音辨音能力。听一听，圈一圈，写一写的活动学生需要判断字母i在本单词中的发音是属于闭音节类还是开音节类，圈出相应的代表字母，并写出单词。这个活动帮助学生进一步掌握拼读规则，并根据拼读规则拼写出单词。 在教学过程中，需要通过多种活动，使学生自己发现、感悟字母的发音规律。 2. 学生分析 学生处于四年级上学期的学习阶段，学生已经掌握了26个字母和元音字母a、e、i、o、u，以及常见的字母组合a-e的发音规律。对学生来说，他们还没有系统地学习Phonics，因此在语音这一块，学生已有的知识水平和认知能力是非常有限的。在教授本节课时，教师通过拆音、拼音等语音意识训练活动，引导学生进行发现式的学习，观察、感知、体验并自己归纳出i-e在单词中发长音/a /的规则。在掌握知识点的同时，培养学生学习语音的兴趣，使学生在往后的学习中能养成见词能读，听音能写的好习惯。
教学目标 1. 能够感知并归纳字母i在开音节(i-e结构)中的发音规则。 2. 能够读出符合i-e发音规则的单词。 3. 能够朗读符合发音规律的小韵律或者小故事。 4. 能够根据单词的读音拼写出符合i-e发音规则的单词。
教学重点 能够感知并归纳字母i在开音节(i-e结构)中的发音规则。 能够读出符合i-e发音规则的单词。
教学难点 能够根据单词的读音拼写出符合i-e发音规则的单词。
教学方法 TPR，phonics，task-based
教学准备 多媒体课件、单词卡片、人物图片、绘本文本
Teaching steps Teacher’s activity Student’s activity Teaching Purposes
Step 1 Brainstorming 背景激活 Greetings T: Good afternoon, boys and girls. Play a song—Magic E T: Before our new class, let's sing a song together. Greetings Sing a song—Magic E Create an English learning atmosphere.
Step 2 Experiencing 语篇感知 Create a situation—I and E become good friends. T: What’s this Ss: I. T: Yes! It’s I. T: Hello! I’m i. T: I say… Ss: /I/. T: Great! Read after me. I, I,—/I/, /I/, /I/. Can you read these words Who wants to try S1: pig. S2: fish. S3: sit. T: Look! Who is he Ss: E. T: Yes! It’s E. T: Hello, I’m e. I’m coming. T: Let’s look. What are they talking about Group1, you read E. Group2, you read I. Are you clear Ss: Yes! T: Ok, let’s go! Group1: Hello, I. I want to make friends with you. Group2: I’m so happy. Nice to meet you. Group1: Nice to meet you, too. T: Wow, you did good job. Enjoy a story. T: Now, let’s enjoy a story. Please listen it carefully. Through the dialog between I and E, they know I and E are good friends. Listen to the story. And find the pronunciation of ‘i-e’. Review the sound of “/ /”. Lead students to observe and find what we will learn today.
Step 3 Appreciating 知识理解 Let’s students to read some words including ‘i-e’. T: Boys and girls. Can you try to read them Ss: Yes! Nice, kite, like. T: You’re so clever! Ask students a question—What is the sound of ‘i-e’. T: Now, boys and girls. Do you know how to read ‘i-e’ (choose one volunteer) Play a chant. Help students to practice the sound of ‘i-e’. T: Now, let’s sing this chant together. T: OK! Once again. Please show me your hands. Ss: Hands, hands, hands. T: Now, let’s sing it together. (After sing the chant, the teacher concludes the pronunciation of ‘i-e’.) Show some words including ‘i-e’ and let students to spell. T: Let’s read some words. Who wants to try S1: Mike. T: Very good! S2: ride. T: Great! (Point the picture of ‘Mike’ and ‘ride’. Ask some students to read. ) S3: bike. T: Read after me. They ride bikes. S4: kite. T: Read after me. Mike has a kite. S5: hide. T: Read after me. They play hide and seek. S6: white. T: This is a dog. His name is Bot. Read after me. Bot is black and white. S7: Pike. T: Let’s read the whole words together. (The teacher can randomly choose students or groups to read the words.) Listen to the chant and practice the sound of ‘i-e’—/a /. Spell the words by themselves. Lead students to feel the sound of ‘i-e’— /a /. Through the chant, it can better help students to memorize the pronunciation of /a /.
Step 4 Using 实践运用 Group work. Give students some letters and ask them to spell the words including ‘i-e’. (2 minutes) T: Ok, it's your show time. I will give you two minutes to finish this task. I need a volunteer to give an example. Who wants to try S1: W, W—/w/, /w/, /w/. ‘i-e’—/a /. D, D—/d/, /d/, /d/. Wide. T: Good job! Are you clear Now let’s go. Do the exercise. T: Students, please show me your paper. Let's do the exercise. Listen and write. T: Let’s check the answer. Who can tell me S1: kite. T: How to spell it S1: k-i-t-e. S2: five. T: How to spell it S2: f-i-v-e. S3: six. T: How to spell it S3: s-i-x. Group work—sing the chant. (1minutes) T: Look at this chant. Let’s listen it together. T: Ok, once again. Please show me your hands. Ss: Hands, hands, hands. T: Let’s sing it together. T: Now, it’s your turn. I will give you 1 minutes to practice this chant. Let’s go! Sing the chant. Help words to find the right house. Finish the exercise on the textbook. Through practice, help students spell the words according to the pronunciation rules, recognize the shapes of the words and complete the spelling of the words.
Step 5 Transferring 迁移创新 Lead students to read the story. T: Let’s read the story together. T: Who can read the sentences Group work—role play. (2minutes) T: Now, it’s your turn, you can read the story one by one. Read the story Performance the story. Consolidate and test students’ mastery of the pronunciation and it can cultivate students’ ability of reading.
作业布置 Read the words and the chant. Find more words which has ‘i-e’.
板书设计
教学反思
授课教师 授课班级 授课时间
教学目标的确定依据 教材分析 本部分分为语音学习和单词书写两部分内容。通过听一听，读一读，唱一唱的活动，让学生通过听、读、拆音等练习体会并掌握字母i在单词中的发音，本课时主要学习其在开音节里发的短音/a /。本活动之间的韵句为：See the nice new kite，With the big number nine. Do you like the nice new kite Yes, it is very fine. 韵句中呈现含有i的开音节词汇：nice, kite, nine, fine，like，同时在教材中呈现语音例词like, kite, five, nine, rice，学生通过这些语音例词以及韵句的诵读，来感受并掌握字母i在开音节里的发音。之后的听一听，读一读，排顺序的活动，让学生将单词的读音与字形结合起来，进一步训练学生的听音辨音能力。听一听，圈一圈，写一写的活动学生需要判断字母i在本单词中的发音是属于闭音节类还是开音节类，圈出相应的代表字母，并写出单词。这个活动帮助学生进一步掌握拼读规则，并根据拼读规则拼写出单词。 在教学过程中，需要通过多种活动，使学生自己发现、感悟字母的发音规律。 2. 学生分析 学生处于四年级上学期的学习阶段，学生已经掌握了26个字母和元音字母a、e、i、o、u，以及常见的字母组合a-e的发音规律。对学生来说，他们还没有系统地学习Phonics，因此在语音这一块，学生已有的知识水平和认知能力是非常有限的。在教授本节课时，教师通过拆音、拼音等语音意识训练活动，引导学生进行发现式的学习，观察、感知、体验并自己归纳出i-e在单词中发长音/a /的规则。在掌握知识点的同时，培养学生学习语音的兴趣，使学生在往后的学习中能养成见词能读，听音能写的好习惯。
教学目标 1. 能够感知并归纳字母i在开音节(i-e结构)中的发音规则。 2. 能够读出符合i-e发音规则的单词。 3. 能够朗读符合发音规律的小韵律或者小故事。 4. 能够根据单词的读音拼写出符合i-e发音规则的单词。
教学重点 能够感知并归纳字母i在开音节(i-e结构)中的发音规则。 能够读出符合i-e发音规则的单词。
教学难点 能够根据单词的读音拼写出符合i-e发音规则的单词。
教学方法 TPR，phonics，task-based
教学准备 多媒体课件、单词卡片、人物图片、绘本文本
Teaching steps Teacher’s activity Student’s activity Teaching Purposes
Step 1 Brainstorming 背景激活 Greetings T: Good afternoon, boys and girls. Play a song—Magic E T: Before our new class, let's sing a song together. Greetings Sing a song—Magic E Create an English learning atmosphere.
Step 2 Experiencing 语篇感知 Create a situation—I and E become good friends. T: What’s this Ss: I. T: Yes! It’s I. T: Hello! I’m i. T: I say… Ss: /I/. T: Great! Read after me. I, I,—/I/, /I/, /I/. Can you read these words Who wants to try S1: pig. S2: fish. S3: sit. T: Look! Who is he Ss: E. T: Yes! It’s E. T: Hello, I’m e. I’m coming. T: Let’s look. What are they talking about Group1, you read E. Group2, you read I. Are you clear Ss: Yes! T: Ok, let’s go! Group1: Hello, I. I want to make friends with you. Group2: I’m so happy. Nice to meet you. Group1: Nice to meet you, too. T: Wow, you did good job. Enjoy a story. T: Now, let’s enjoy a story. Please listen it carefully. Through the dialog between I and E, they know I and E are good friends. Listen to the story. And find the pronunciation of ‘i-e’. Review the sound of “/ /”. Lead students to observe and find what we will learn today.
Step 3 Appreciating 知识理解 Let’s students to read some words including ‘i-e’. T: Boys and girls. Can you try to read them Ss: Yes! Nice, kite, like. T: You’re so clever! Ask students a question—What is the sound of ‘i-e’. T: Now, boys and girls. Do you know how to read ‘i-e’ (choose one volunteer) Play a chant. Help students to practice the sound of ‘i-e’. T: Now, let’s sing this chant together. T: OK! Once again. Please show me your hands. Ss: Hands, hands, hands. T: Now, let’s sing it together. (After sing the chant, the teacher concludes the pronunciation of ‘i-e’.) Show some words including ‘i-e’ and let students to spell. T: Let’s read some words. Who wants to try S1: Mike. T: Very good! S2: ride. T: Great! (Point the picture of ‘Mike’ and ‘ride’. Ask some students to read. ) S3: bike. T: Read after me. They ride bikes. S4: kite. T: Read after me. Mike has a kite. S5: hide. T: Read after me. They play hide and seek. S6: white. T: This is a dog. His name is Bot. Read after me. Bot is black and white. S7: Pike. T: Let’s read the whole words together. (The teacher can randomly choose students or groups to read the words.) Listen to the chant and practice the sound of ‘i-e’—/a /. Spell the words by themselves. Lead students to feel the sound of ‘i-e’— /a /. Through the chant, it can better help students to memorize the pronunciation of /a /.
Step 4 Using 实践运用 Group work. Give students some letters and ask them to spell the words including ‘i-e’. (2 minutes) T: Ok, it's your show time. I will give you two minutes to finish this task. I need a volunteer to give an example. Who wants to try S1: W, W—/w/, /w/, /w/. ‘i-e’—/a /. D, D—/d/, /d/, /d/. Wide. T: Good job! Are you clear Now let’s go. Do the exercise. T: Students, please show me your paper. Let's do the exercise. Listen and write. T: Let’s check the answer. Who can tell me S1: kite. T: How to spell it S1: k-i-t-e. S2: five. T: How to spell it S2: f-i-v-e. S3: six. T: How to spell it S3: s-i-x. Group work—sing the chant. (1minutes) T: Look at this chant. Let’s listen it together. T: Ok, once again. Please show me your hands. Ss: Hands, hands, hands. T: Let’s sing it together. T: Now, it’s your turn. I will give you 1 minutes to practice this chant. Let’s go! Sing the chant. Help words to find the right house. Finish the exercise on the textbook. Through practice, help students spell the words according to the pronunciation rules, recognize the shapes of the words and complete the spelling of the words.
Step 5 Transferring 迁移创新 Lead students to read the story. T: Let’s read the story together. T: Who can read the sentences Group work—role play. (2minutes) T: Now, it’s your turn, you can read the story one by one. Read the story Performance the story. Consolidate and test students’ mastery of the pronunciation and it can cultivate students’ ability of reading.
作业布置 Read the words and the chant. Find more words which has ‘i-e’.
板书设计
教学反思