Recycle 2优秀教学设计说课稿

Recycle 2 Part Two Write& Sing a song教学设计

教材分析：

这部分的课时主要是针对元音字母的闭音节发音的复习。是语音方面的教学活动。一个是看图写词，一个是唱歌发音。在教学Write之前，教师应当引导学生复习并输出学过的词，再次总结五个原因短音的发音规律，通过先说再写的活动进行归纳拓展。而Sing a song是本课时的有一个重点和难点。教师在教学时应当注意情景的创设，通过看看说说唱唱，结束本学期的最后一个新授课时。

Teaching aims: 1.Ss will be able to say, listen and read the words where the short vowel a, e, i, o, u are pronounced as “/ᴂ/”, “/e/”, “/i/”, “/ɔ/” and “/ʌ/”. .

2.Ss will be interested to write the words correctly according to the pronunciation. 3.Ss will be happy to chant about the five short vowels: a, e, i, o , u.. Teaching key points and difficult points: 1.Ss are supposed to listen, read, say the key words where the short vowel a, e, i, o, u are pronounced as “/ᴂ/”, “/e/”, “/i/”, “/ɔ/” and “/ʌ/”. Find the rules in it.

2.Ss will be interested to chant about the short vowels: a, e, i, o , u in Sing a song. Teaching aids: 1. PPT 2. Teaching cards (_a_, _e_, _i_…)

3. Video & music Teaching procedures: Step 1 warm up 1.Let’s enjoy a movie

2.Free talk and elicit “a”(ᴂ) T: Good morning, boys and girls. Look, I have a ___. Ss: Bag. T: Can you spell it? S1: /b- ᴂ -g/, bag. T: Super. What do you see in the bag? Ss: It’s an apple.

T: Who can spell the apple? S2: /ᴂ-p-l/, apple.

T: Great. Where is the apple? (教师将苹果从书包里拿出来，并放在手中。) S3: It’s in your hand.

T: You’re a clever boy/ girl. Who can spell hand?

S4: /h- ᴂ-n-d/, hand. T: Can you guess who gives it to me? (PPT中提示图片出现： mom, dad, sister, brother, student, teacher, grandpa, grandma,….) S5: Dad. T: Nice guess! You’re right. My dad gives it to me. Who can spell dad? S6: /d- ᴂ-d/, dad. (TIP: 虽然我将教学内容已经做到PPT中，但是这个部分的内容我认为用实物比用PPT更好，实物更直观，更能吸引孩子的眼球，也能更好地达到warm up的效果。这样的warm up比唱歌、chant、video要好，因为长期使用这种手段，学生也有疲惫感的。偶尔用用实物，拉近与学生的距离，接近生活，占用的时间也不多，一举两得，道具也很简单。) Step 2 Preview Elicit “vowel”

T: Now please look at the blackboard and try to find the rules in these four words. Ss: / ᴂ / T: Great! Aa, Aa, Aa, /ᴂ/, /ᴂ/, /ᴂ/. Ss: Aa, Aa, Aa, /ᴂ/, /ᴂ/, /ᴂ/. T: So this is Aa, and this is a (/ᴂ/), We can call this “Aa” short vowel a. Please read after me. Vowel, vowel. Ss: Vowel, vowel. T: Vowel a. Do you know any vowels? Ss: e, i, o, u. T: Well-done. (教师这个时候将准备好的五个元音一一贴到黑板上去。让学生眼见为实，记住其他都不是vowel, 只有这个五个字母才可以被称之为vowel。) T: Now let’s greet them. Hello, vowel ….

Ss: Hello, vowel a /e /i /o /u. (TIP: 对教材进行了整合，对于vowel 我想教师可以先引导一下，说出a是元音，然后让学生猜，这样学生的印象会很深刻。) Step 3 Presentation 1. Hide and seek T: Now we have 5 new friends----- 5 vowels here. Listen!

Tape: -- Let’s play hide and seek.

-- OK. 2. Elicit “short vowel”

T: Where is vowel a? Ss: It’s in the ______. (face, cake , bag, cap, cat) T: Can you classify them according to the examples? Ss: face, cake, make,fat, cap, cat T: Good. We see the vowel in the group is long vowel. And the a in this group is short vowel. T: Could you please read it? Ss: Long vowel. Short vowel. 3. Elicit “Where is short vowel a?”

(1)Let’s say

T: Where is short vowel a? Ss: It’s in a cat/ bag/ cap.

（教师在教学过程中要引导学生往更高水平的语言输出发展，fat cat, fat bag…,这样对之后的pair work以及chant都有好处。）

(2) Let’s talk

S1: Where is short vowel a? S2: It’s in a _____.

Where is short vowel a? S1: It’s in a _____.

(map, fat bag, fat, cat …..)

3.Elicit “Where is short vowel e/ i?”

（在此基础上，学生已经有了short vowel 的意识，以及了解了这个语言框架和游戏规则，可由引领到引导学生试着自己输出。）

(1) Listen and choose. Short vowel e: I want to play hide and seek, too. Tape: Where is short vowel e? I am here. I’m here.

I’m in a pen.

A. ten C. red B. pen D. seven

A. desk C. leg B. bed D. egg

Short vowel i: I want to play hide and seek, too.

Tape: Where is short vowel i? I am here. I’m here.

I’m in a pig.

A. big C. milk B. dig D. pig

(2) Let’s listen and chant!

T: Look this is my work paper. I can chant about my work. Please enjoy. Tape: Short vowel e, short vowel e. Where is, where is short vowel e? It’s in a pen. It’s in a pen.

Short vowel i, short vowel i. Where is, where is short vowel i? It’s in a pig. It’s in a pig.

T: Can you? Now Group 1 and Group 2, you can have a try to chant about short vowel e. Now Group 3 and Group 4, you can have a try to chant about short vowel i. OK? Ready, go! T: Are you ready? Which group will have a try? T: Let’s chant together.

4.Practice “Where is short vowel o/ u?”

(1) T: Let’s write

5. Back to book. (1).Turn to P69 and do the part of Look and write. (2). Let’s chant together.

Let’s chant in groups.

Step 4 Consolidate Workbook & Work paper. Step5 Homework 1.Read the text on P69 for 5 times and try to chant to your parents. You can get 2 stars.

2.Act out the dialogue with your partner. Try to find more words about the short vowels a, e, i, o, u. You can get 4 stars.