Songs in each unit优质课一等奖教案

Unit5 Let’s spell教学设计

一、教学内容：学习双元音/ei/及含有这个发音的词汇。

二、教学目标：

（一）语言知识与技能的目标：

1、准确读出双元音/ei/；能读出含有双元音/ei/的规则的词；

2、初步掌握已学含有双元音/ei/的词汇及今天小诗和阅读材料中含有双元音/ei/的新词汇；

3、能就所学知识与技能，运用于诗歌的朗读和听、辨、写的练习当中，并最终实现自主阅读。

（二）学习策略目标：进一步巩固学习首字母(onset)+尾音(rime)拼读的策略。

（三）情感与态度目标：

1、帮助学生树立学习自信心，培养学生小组合作学习；

2、让学生懂得“英语学习应该是一分耕耘一分收获，没有不劳而获”的道理。

三、学情分析：这是五年级上学期的一节phonics课程。在这之前学生已经学习过了26个字母的发音以及short a、c、h、j、m、s、short e、br、l、v、y、short i、m、f、x、w、k、short o、s、h、t、d、l、short u、p、g、l、n、r的发音。五年级的学生不仅具有了一定的英语学习基础，能较好地掌握phonics的拼读技巧，而且对英语学习也产生了浓厚的兴趣，不仅能够说出一些与日常生活密切相关的英文单词，脱口而出朗朗上口的小韵文，还开始涉及篇章阅读。虽然五年级的学生已经比较大了，相比较低年级的学生具有一定的自控能力，但在学习中，同样容易产生疲劳，注意力下降的情形，因此我设计准备了各种不同的教学环节，让学生达到劳逸结合，设计不同的教学活动去拓展学生的听、说、读、写、辩等综合能力。

四、教学过程：

Step 1 Warming-up & revision:

Activity 1: 认读8个双元音

Activity 2: 复习a,i在开闭音节中的发音和y的三种发音

Step 2

Presentation

A,I,y are good friends.they often stand together.ai and ay sound the same,they sound /ei/. look at the picture,let’s learn the words. 1.

What’s the weather like? It’s rainy. 2. What can you see in the sky? I can see a rainbow.

3. What can he do? He can paint the wall.

4. Look! The man is waiting for a bus.

5. Make a chant with the four words.

A has two good friends,one is I, another is y,they sound the same,they both sound /ei/. 1.

Let,s say ay ay /ei/ /ei/ /ei/ say 2. This way ,please.

3. Today is my birthday. I have a birthday cake.

4. What day is it today? It’s Monday.

Activity 2. Look and learn: （板书）

ai:

rainy rainbow paint

wait

ay:

say

way

birthday

Monday

Activity 3. Listen and say:

T: Now, listen and tell what do

“ai”

and “ay”sound in the words.

Ss: They all sound /ei/.

Step 3 Manipulating the sounds

T: Now let’s try to read the following words.

Step 4

Self-studying

Activity 1.

T: Now please choose the words in the word list and write in the correct box.

A

Word list : name, May, gay, main, game, brain, chain, say, day, lake, plane, grade, away, fain, make, gain, cake, pay, fake, pain, rake, plain, rake

a_e

ai

ay

B

Word list : ray, rain, bake, wake, train, take, mail, brake, bay, shake, tail, hay, late, jay, nail, fate, pail, lay, mate, pail, date, way, sail, gate

a_e

ai

ay

Activity 2. T: Read the English materials in your group.

Activity 3.

T: Choose a word from each box and say a sentence.

Activity 4. Ask some students to show their new sentences.

Step 5

Learning new rhymes.

活动过程：教师引导学生学习含有的双元音/a/的单词及趣味小诗。（教师配上个别非双元音/ei/的生词音标、中文解释及图片）

T: Let’s learn the new rhymes. First, read in your group.

Rhyme 1: I can make a paper plane.

Name, name, what’s your name?

Game, game, let’s play a game.

Lake, lake, this is a lake.

Plane, plane, that is a plane.

Snake, snake, I don’t like snakes.

Make, make, I can make a paper plane.

Rhyme 2: In merry month of May

In merry month of May,

All the little birds are gay.

They hop and sing and say,

Winter days are far away,

Welcome, welcome, merry May.

Rhyme 3: No pain, no gain.

Today is my favourite day.

I play with my snail.

It has a long tail and little brain.

It told me a way.

No pain, no gain.(渗透思想教育：我们的英语学习应该是一分耕耘一分收获，没有不劳而获的)

T: This time let’s read the rhymes together.

设计意图：让学生运用所学策略拼读新词。小诗比较押韵，朗朗上口，可以使学生在诵读的过程中轻易地巩固所学的拼读策略。再者，推广英语小诗诵读,可为开发学生的智力资源提供丰富的学习素材, 实现课程资源和学生智力同步开发、协调发展。

Step 7 Find the rules

Activity 1: Read and find.

T: Let’s read the words on the screen.

name

lake

pain

gain

day

May

Kate

Jame

rain

tail

way

say

plane

snake

nail

sail

pay

bay

T: What can you find?

Ss:...（学生通过朗读，不难发现：1. a_e通常在中间有一个其他字母；2. ai通常放于单词中间；3. ay通常放于单词后面。）

Step 8 : listen and write: I can write.

T: Can you write a_e, ai or ay in the spaces to make words? (教师读音，请学生写出单词所缺的字母。)

ch___ ___ ___ r___ ___l st___ ___ afr___ ___d

sh___ ___ ___ pr___ ___

设计意图：这个练习的设计是对上一个环节发现规律的实际运用与深化。通过练习进一步巩固音形对应的关系，进一步加深对拼读规律的认识，检查学生的听音写词的能力。

Step 9 Passage reading.

T: I can find out many a_e, ai and ay words in the following passage. Can you find them out? Now, read the following passage, and make all the a_e words red, the ai words orange and ay words green.

Today is a big day. We will go to a lake. The lake is far away. We will take a train to the lake. We will play games on the train. We can swim in the lake. We can sail in the lake. Oh, I cannot wait. It is going to be a great day! （适当配一些图片帮助学生理解）

设计意图：phonics 教学不仅仅是为背单词服务的，如果只是停留在“见词会读，听音会写”的层面，那无异于舍本逐末。这一环节的设计就是让学生所学的Phonics 技能在阅读实践中得到进一步地强化和提高；同时也让这些不断提高的phonics技能反过来帮助学生理解阅读材料，成为阅读的一种方法。这样一来，就形成了一个螺旋循环上升的态势，长期坚持下来，终会达到我们孜孜以求的提高学生阅读能力、让Phonics为阅读服务的目的。

Step 9 Summary

T: Can you tell me what we have learned today?

Ss:....

设计意图：让学生自己学会总结所学的知识，能够使学生对所学的知识的理解更加透彻，对知识的印象更加深刻，同时，也能让学生在自我总结中找到学习的成功感与乐趣，从而找到学习的自信。

Step 10

Homework：

作业设计：让同学们把今天课堂的学到的小诗，朗诵给家长听。

设计意图：进一步巩固所学的拼读规则，让学生把所学知识与快乐传递于家庭之中。

五、板书设计：

双元音

/ei/: a_e、ai、ay

a_e：

name Kate

game

lake

plane

ai:

wait ay: okay

pain

gain

brain tail

gay

say

day

away