C优秀教学设计

Shanwei Xiangzhou Center Primary School English Language Teaching Lesson Plan for Phonics learning “ou” in Unit Six Part A Let’s spell

By Luo Jingmiao

Room: Science Room Date &Time: 21/12/2017 (2:30-3:10 pm) Students: Class 1 Grade 5 Target level: Primary Beginner - elementary Context: Phonics learning “ou” in Unit Six Part A Let’s spell

Topic: Peppa’s Day in the garden (self-made story containing key words with /au/) Approach: mainly audio-lingual method

Analysis of Ss: Most of my students of Grade 5 are at the age of 11 or 12. They have not yet realized the importance of learning English, especially do not pay much attention about correct pronunciation. However, some of them do show interests in learning English. The average score of the final exam for the mid-term exam this term is 63.2. Most of the students are afraid of making mistakes and dare not open their mouths. I bet most of them like chanting and watching cartoons but none of them imagine they can understand actors’ lines in cartoons like Peppa Pig.

Analysis of the context:

In Let’s spell of Unit 6，the letters “ou” which sound like /au/ is taught by presenting in the four key words House, Mouse, Count, Sound. And “ow” sound like /ɵu/ and /au/ have been taught in Unit 3 this book; thus they have known the pronuciation of /au/ and can read words with “ow” sound like /au/,but they may not be able to read aloud correctly and fluently.

Neither may they realize that “ou” also sound like /au/

Teaching aids:

PowerPoint, Textbook, Lesson Preparation worksheet，voice band 

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Learner objectives:基于核心素养的目标定位

语言能力

通过以教师自编的动画故事为载体的自然拼读学习，学生能够：

1、正确朗读元音组合“ou”的发音/au/

2、能辨别并按照自然拼读的方式拼读本课含有“ou”发/au/的四个重点单词，实现“见字能读”的目标：house，sound，count，mouse. 3、复习“ow”发/au/的相关单词，关注“ow”发/ɵu/音的相关单词

4、关注故事中相关动词及表示情感态度的词汇

1）相关动词: play, look, count, listen, catch.

2）表示情感态度的单词: happy, wow, ow, help. 文化品格

1、感受故事中Peppa玩的快乐。

2、通过参与课堂体验获取知识的快乐，通过大声朗读建立学习自信心。

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思维品质

1、发展学生的对比辨析能力

2、发展学生的判断能力

学习能力

1、“见字能读”；

2、能读懂绘本、理解文本；

3、能通过照片提示的方式朗读故事，部分尖子生能根据学案提供的句型线索复述故事。

Lesson Preparation: 1. Ask Ss to watch the video of Peppa in the Garden and finish the preparation worksheet

2. Play the videos of “learn ABC with

Peppa”

, “the alphabet pronunciation” before the bell rings.

教学过程设计：

Step1 Warm up （Get students ready for the learning in this class）

Greeting and sing the alphabet song with the video. Step 2. Review and lead in

(Get students identify the sound /au/ in words by presenting a story) 1. Watch the self-made video of Peppa’ Day part by part.

2. Review the three words with “ow” sound like /au/ which shown in each part of the self-made video. 3. Present the four words with “ou” sound like /au/ shown in each part of the self-made video. (Put the target word cards on blackboard when teaching)Step 3. learning

（establishing the phonics awareness of /au/ and learning to blend it with other sounds to make words）

1. /au/ ow

1) ow /au/ flower，cow，wow . Then how, now, bow, tower ( Learning to blend the consonant with the target vowel ow /au/, eg: /b/-/au/-/bau/, get students to learn and read them one by one) 2)

own /aun/

down, town

( Following the same as the previous one, put the the word card of the fourth target word down

on the blackboard) 3）Students practice blending and reading words with “ow”，”own”

which sound like /au/, /aun/ by following the chants from the video of PHONICS KID 2. /au/ou 1)

ou /au/ house，mouse . Then out, mouth, about, cloud ( Learning to blend the consonant with the target vowel ou /au/, eg: /h/-/au/-/s/--/haus/, get students to learn and read them one by one) 2)

oun /aun/ count, sound

( Following the same as the previous one) 3）

Students practice blending and reading words with “ou”，”oun” which sound like /au/, /aun/ by following the chants from the video of PHONICS KID Step 4. Practice (consolidation exercises) 2

1.

Guessing games（Students get more familiar with the target sound and words）

2.

Pair work for blending(Further practice to make students establish the ability of reading according to Phonics) 3.

Listening practice on the text book 1) Look, listen and chant 2) Look , listen and write，

3) Look, listen and circle

Step 5. Summary 1. Summary by putting the gifts with words on the trees.

“ou”

/au/ house mouse sound count “ow”

/au/ cow wow flower down

/ɵu/ snow window yellow slow 2. Go through the story of Peppa’s in the garden. Step 5

Application and feedback Review words /au/ retelling the story of Peppa in the garden by doing the following steps: 1. Read the story . 2. Listen and circle the words with /au/ 3. Retell/read the story. read *

read and act ** (Students can get one star by just reading the story out; They can get two stars by retelling and acting.) Step 6 Homework 1.

Practise reading the words on Page 60 2.

Tell the story of Peppa’s in the Garden to your parents.

3.

Finish the exercises in the study plan.

板书设计：

课后反思：

本节课是一节校性教研公开课，我大胆选取以前同事们在公开课中未曾上过的语音课内容。教材中Let’s spell的内容安排只有规律性呈现的一些单词，缺乏语篇语境，我的思路是以自然拼读为主线，以学生熟悉的动画形象Peppa Pig的故事为载体，创构语篇，让学生在相对真实的情景中鲜活地感受课堂目标语音和词汇，有效提升学生学习目标内容的兴趣和效果，培养其学习能力，发展学生素养。本节课紧紧围绕“培养学生的英语核心素养”的理念来设计课堂，把学生摆在课堂的主体位置，注重培养学生的语言能力、学习能力、思维品质和文化意识。具体表现在：1.语言和学习能力方面，歌曲热身，视频故事导入，激发学习兴3

趣并巧妙地创构story语篇材料，当中融入重点词汇，将语音教学放在字词句篇的语境在进行。自然呈现、引导学生发现读音和拼写规律，组织归纳，操练拓展，锁定本节课的语言能力目标。实施音-字-句-篇的贯通，尝试培养学生主动学习的能力，让学生能够找寻规律，见到单词能顺利地读出来，实现‘见字能读’的学习能力目标。引导学生通过照片视频故事提示的方式读懂绘本、理解文本，并设计操练环节让学生朗读故事，引导学生根据学案提供的句型线索复述故事。2. 思维品质和文化品格方面，在引导学生学习语音和拼读知识时注意发展学生的对比辨析能力和判断总结能力。每个环节都让学生开口说，各个环节的设计也是有梯度的，

让学生在每个环节都有机会展示自己，学以致用。让学生通过参与课堂体验获取知识的快乐，通过大声朗读建立学习自信心。情感品格教育的渗透体现在引导学生感受故事中Peppa玩耍的快乐。

还有受到大家一致肯定的评价方式，精心设计，带动全班进行鼓励，时时给予孩子爱的肯定。

再优秀的教师也不可能上出一节完美的课。从教近二十年，我深深受益于勤于学习、勇于实践、善于反思、乐于分享。这次也一样，我对公开课仔细反思，发现自己仍有很大改进空间，下面略谈一二不足之处：1. 时间把握不准。由于准备时间不够充足，中午还在对内容进行最后修改，这节课相当于公开课没有试教的比赛课，未能把握好各个环节的时间，课堂节奏前松后紧。2. 给予学生讨论的时间不够充分，生生互动较少。应该给个别性格羞涩的学生更多练习的机会。课虽结，意未尽，思不止。感谢学校给予我这样一个学习的机会，让我对自己的职业成长又多了一层历练。在备课中磨练自己，在任务驱动下获得锻炼，在团队陪伴中得到促进，在感悟中找到自身的存在感和价值感，更加坚定了自己的发展方向和教学信念。收获满满，感恩！

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Study Plan for Phonics learning “ou” in Unit Six Part A Let’s spell

1.把下列礼物（单词）放在属于它们的圣诞树上。

ow

ou

house cow wow mouse sound yellow count flower down out, about, snow cloud, how, , flower, ground tower mouth, found, round, now, bow around, window slow

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2.在文段中圈出含有/au/音的单词。

Peppa and George are happy. They can play in the garden. This is Grandpa Pig’s garden.

Look, there are many flowers in it. There are some apple trees, too. How many apples are there on the trees? Let’s count ! One, two, three, four, five, ... sixteen. Wow, there are sixteen apples. Under the apple tree, there is a big cow.

Near the garden, there is a house. Listen, there is a sound coming from their house. What is it? Ow, it’s a mouse. Help! Who can catch the mouse.

3．Retell the story:

Peppa and George... They can... This is ...

Look, there are ... There are …, too. How many …? Let’s…! One, two, ... Wow, there... Under the apple tree,...

Near the garden,.. Listen, …coming from their house. What…? Ow, ... Help! Who can …

Exercises after class：

1. 判断划线部分读音是否相同，相同打√

不同×

(

)1. A. mouse

B. cow (

)2. A. house

B. you (

)3. A. flower

B. down (

)4. A. count

B. sound 2. 根据video内容和图片提示写出相应的单词并朗读。

Peppa and George are happy. They can play in the garden. This is Grandpa Pig’s garden.

Look, there are many pretty

in it. There are some apple trees,

.

many apples are there on the trees? Let’s

! One, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen.

, there are 16 apples. And under the apple tree, there is a big

.

. That’s Grandpa and Grandma

Pig’s house.

Near the garden, there is a

Listen, there is a

coming from their house. What is it? Ow, it’s a

. Help! Who can catch the mouse? 6