VocabularyPPT及专用教学设计内容

河源广外（课时）备课活页文本

教师：

陈静婷 科目： 英语 班级： 503班 2017-2018学年第二学期

第 8 周 星期

五 第 1 节 2018年4 月20日

课题

Phonics：or 第

1 课时

教学目标

1.

Knowledge aims:

Get the students to master the “or”

phonics rule and distinguish the different pronunciation between “or” and “wor”. 2.

Ability aim: Get the students to spell the new words according to their pronunciations; distinguish the words and write the words by listening to the pronunciations.

3. Emotional aim: Get the students to improve the ability of spelling words and enhance students’ interest in learning English..

重点

Get the students to master the “or”

phonics rule and distinguish the different pronunciation between “or” and “wor”. 3.

Get the students to spell the new words according to their pronunciations; distinguish the words and write the words by listening to the pronunciations. PPT, flashcards, guide paper, 5 turntables, a spelling calendar. 难点

教具

教

学

设

计

流

程

教师、学生活动纪要

Step 1: Warming up

1.

Greeting: How are you today? What’s the weather like today?

Step 2: Lead-in 1.

Introduce a friend named Mort to students. 2.

Show students Mort’s name card. 设计意图

Step1: 通过互相打招呼，活跃气氛，让学生进入学习状态；询问天气是每节课必备的，让学生把所学的知识运用到生活中，做到学以致用。

Step2：

设置情景，介绍朋友Mort给学生，让学生了解Mort的有关信息，学习有or的单词。

Step3：

Mort想来中国旅游，但是他要完成一些挑战，让同学们帮帮他。激发学生的学习兴趣，并通过挑战的形式来学习or的发音。其中有转盘和日历的形式，调动学生的学习积极性和

3.

Ask students some questions about Mort: (1)

What is his name? Mort

(2)

How old is he? Forty (3)

Is he short or tall? Short (4)

What does he like? Sports (5)

What does he often do? Ride horse (6)

Where is he from? New York

Step 3: Presentation

1.

T: Mort wants to visit China by plane, but he has to do some challenges. Let’s help him, ok? 2.

Challenge1 : Brainstorm Recall the information about Mort. Mort; forty; short; sports; horse; New York : or o-r or or or 3.

Challenge 2 : Make a sentences according to the pictures

I’m eating orange with fork.

He doesn’t like pork.

He says “sorry”.

小组合作意识，做到动静结合，营造轻松活跃的学习氛围。

Step4：Review 词不离句，句不离篇，把句子整合成篇章放在复习环节，可以加深学生的记忆力，并有一个整体的认知，即从局部到整理。

Step5：Conclusion 学生根据板书自主回忆Mort的信息，提高学生地口语表达能力和交流能力，同时也发挥了板书的作用。

Step6：通过布置趣味作业，巩固学生对于or 和 wor 发音的区分。

She reads the story with torch. 4.

Challenge 3 : Group work

Students use turntable to practise the “or”.

5.

Challenge 4 : Listen & number 6.

T: Do you want to know more about Mort? (1)

He has a Mort. (2)

He likes to work. (3)

He is travelling around the world. 7.

w-o-r : wor wor wor

8.

Challenge 5: Group work: spelling calendar. 9.

Distinguish: or ≠

wor 10.

Challenge 6: play a game.

11.

T: Now, Mort can come to China. Step 4: Review: Key words match to pictures. Step 5: Consolidation Students recall the information about Mort according to the blackboard. Step 6: Homework Design a mindmap about "or" and "wor".

板书设计

or forty

short sports horse

New York Mort worm

work

world

课后反思

通过层层相扣的环节，较好得实现了教学目标，学生能拼读和拼写or 和wor的单词。学生上课状态良好，注意力集中，课堂上的活动成功地调动了学生的学习兴趣。但是课堂气氛没有很好的带动起来，首先教师得先嗨起来才能带动学生活跃起来。总体上来说，这是一节较为成功地自然拼读课。