四年级上册Recycle 2

1新设计 2教学过程 2.1 第一学时 2.1.1教学目标 2.1.2学时重点 2.1.3学时难点 2.1.4教学活动 2.2 第二学时 2.2.1教学目标 1、知识目标：复习旧词，总结元音字母a.i.o的发音规律；能够区分元音字母a,e,i在开音节和闭音节中的发音规律,能够掌握当元音字母a,i,o后面有silent “e”的时候，发音为字母其本身的音。2、能力目标：见词能拼，能够准确拼出含有元音字母发音规律的词；听词能拼写，能够根据单词发音拼出并书写单词。3、策略目标：能够运用所学的元音字母的发音规律，准确朗读简单的小故事。2.2.2学时重点 1、教学重点：掌握元音字母a,e,i在开音节和闭音节中的发音规律，并将语音知识运用到阅读简单的故事中去。 2.2.3学时难点 教学难点：完全区分元音字母a,e,i在开音节和闭音节中的发音2.2.4教学活动 活动1【导入】LeadinandWarmup Step1 Lead-in and Warm upT: Good morning , boys and girls . Nice to see you !Today, well learn PHONICS IN RECYCLE1.First , Lets enjoy a music video.Where are we going dad?【设计意图】日常的课前问候，拉近与学生的距离，用学生都熟悉的节目进行导入，迅速调动学生的学习兴趣，充分激发学生的学习热情。T: Do you like this show? Papa, papa, When shall we travel far? But , where is Papa?活动2【讲授】Presentationandpractices Step2 Presentation& PracticesLook and match（见图1）图1T: Look! There are 3 kids , they are “Kate, Mike, Rose” , and 3fathers , they are Tim, Bob, Sam. But who is Kates father? Mikes father? Roses father?How do you know ?(引导Ss说出父亲和孩子的名字的相通点)【设计意图】学生先学后教，让学生观察本节课出现的主人公的英文名字，发现名字的共同点，整体感知本节课的学习重点。Go into todays topic , tell Ss about the task .（见图2）图2T: Boys and girls, Look, this is me , Coco, Toady I am the village head . Three fathers and their kids are going to join the show, Do you want to join them ?OK! I will divide you into three teams . “A”team, “I”team, “O”team.(Rules：You will play 3 games , you can get stars in each game ,. Which group get the most can choose the room first .) Now, Lets play game 1 .【设计意图】设置学生们喜闻乐见的主题情境，让学生们三对主人公一起去参加爸爸去哪儿的节目，教师则以村长的身份出现，对学生进行合理的分组，同时讲述节目规则，布置任务，为接下来完成教学目标奠定了基础。Game 1(1)Sorting the beansT：Look ! There are 3 baskets on the blackboard, You have many bean cards on your desk , Please send one of you to come here and put the cards into the right basket. Ready? Go!T: You did a good job ！What can you find from words?(Ss说出单词含有a,i,o)Can you read these words?T：What can you find about the sounds?“a” says “a-e” says “i” says “i-e” says “o” says “o-e” says (让学生去发现规律，引导学生总结区分a, e, i的发音，强调当元音字，a,i,o后面有“e”的时候，这个e为silent “e”,我们称之为魔法“e”，即是元音字母a,i,o后面出现魔法“e”的时候，要发字母本身的读音)【设计意图】设计分豆子的游戏，让学生学会通过读和观察单词，能够自己总结出元音字母a,i,o的发音规律，并明确知道当元音字母a,i,o后面出现魔法“e”的时候，要发字母本身的读音。(2)Lets chant（见图3）图3 Now, Lets chant about the letters sounds (a , a-e, i, i-e, o , o-e)【设计意图】采用chant 的形式对元音字母的发音规律进行对比性的总结，充分巩固区分a,i,o在开音节和闭音节单词中的发音，为接下来解决单词的拼读任务做充分的铺垫。Game 2(1)Lets blend(Poker game见图4)Blend some words with the sound of a, a-e, i,i-e.o.o-e.图4(2)Lets blend （Phonics Book见图5）图5Use the Phonics Book to blend more words .【设计意图】设计了扑克牌拼读和听音翻Phonics book拼读单词的任务，其中扑克牌拼读采用有规律的拼读，Phonicsbook采用混拼的方式，都有效并充分的操练巩固a,a-e, i,i-e,o,o-e在单词中的发音。Game 3(1)Lets read (Help the pigs back home)见图6图6【设计意图】赶小猪的游戏设计，考察学生对发音的掌握，见词能读，充满趣味性，达到有效的单词发音输出的目的，寓乐于学。(2) Look ,listen and write . (Help to repair the pigs home) 见图7 图7【设计意图】趣味性的游戏设计 -补猪圈，其实是书写任务的变身，有效检测学生对发音的掌握，考察听音能够拼词的能力。活动3【练习】Step3Production Step3 Production(1)Tell the result Boys and girls , game is over , now , Lets count and see How many stars do you have ? Now , you can choose the room Look, You can get a storybook in this room.(2)Story timeIts dark now, story time is coming. Before reading ,lets do another exercise.A: Listen and write（见图8）图8【设计意图】再次进行听音写单词，测验学生对发音规律的掌握，并为后面有效的故事阅读做铺垫。Now,you can read the story in your group.B: Reading story阅读方法:1.拼读含有划线部分的单词；2.尝试读句子；3.有感情的朗读故事4.小组展示。【设计意图】Phonics的目的是为了解决阅读，有趣的故事阅读，可以有效的检验学生对发音规律的掌握，达到语言输出的最终目的；其次，阅读方法的提示，给学生提供了一定学习的帮助。T: Kid, Its time to have a nap . Lets enjoy some music.【设计意图】放松情绪。(3)Sum-upTime is limited, Let s see what had we learned in this lesson .“a” says “a-e” says “i” says “i-e” says “o” says “o-e” says 【设计意图】再次让学生感知总结本节课所学内容，首尾呼应。活动4【作业】Step4Homework Step 4 HomeworkYou can choose o