《牛津小学英语5B》Unit1教学设计.doc

牛津小学英语5BUnit 1A new term (语音课教学设计)三余小学 沙裕琴Teaching content: Part G Listen and repeatTeaching aims:1. Be able to read the words with the letter “o” pronounced as / / correctly.2. Be able to distinguish two basic kinds of pronunciation of the letter “o” in the words.3. Know something about other pronunciation of the letter “o” in the words, eg, oa/or.Teaching aids:CAI课件 Teaching steps: Step A Warming-up(1)Greeetings.(2)Sing a song “ABC song”【设计意图】通过演唱熟悉的英语歌曲，营造一个轻松愉悦的课堂氛围，同时为本节课所学的内容做好准备。 Step B Presentation and practice(1) Show the letter “o” on the blackboard, tell the students : Today well meet an old friend . Lets call him together.(2) Say some words with the letter “o”.T: The letter “o” is our old friend .Can you tell me his friends?S1: noS2: coffeeS3: goS4:hot【设计意图】让学生回忆含有字母o的单词，能有效地复习旧知，又为区别其在不同的单词中的发音提供了资源上的准备。(3) Show some words with the letter”o”, let the students read them:nose home over telescope telephonecoffee box stop doctor clockSs: nose /home/ over /T: Lets call them loudly , “nose-nose-nose”.Ss: nose-nose-nose.T: The letter “o” in this word is pronounced as what?S: / / Say it with the action after the teacher some times，dont show / /. Then read the other words in the first line.(4) To know the other pronunciation / / of the letter “o” in the second line in the same way.【设计意图】教语音但不出现音标，只是以一种比较夸张的嘴型或动作让学生体会、分析、辨别，可以避免学生识记音标的负担，降低单词辨音的难度，以保持学生学习英语的兴趣与热情。(5) Find the rules about the pronunciation of the letter”o”. Show some old words with the letter “o” and two homes , let the students find their correct homes.Talk in groups. Students say the rules: 以 o-e 形式出现的单词，字母“o”一般发/ /；以o形式出现的单词，字母“o”一般发/ /。 Read the words with the actions. 【设计意图】发现学习有利于学生知识的保持，有利于打开学生智慧的大门。在本环节中，让学生在读一读、想一想的基础上，自己发现、总结出字母“o”的一般发音规律，培养了学生的概括能力，又使学生产生成就感，提高其英语学习的能力。Step C Consolidation and extension. (1) Play a game “Pick apples” Show an apple tree with some apples and two baskets, there are some new words on the apples, too. The rules: when someone picks one apple , he or she must read the new word on the apple first, then speak out the pronunciation of the letter “o”, at last put the apple into the right basket. Work in groups first Ask some students to come to the front , use the computer to finish the game Have a competition【设计意图】本活动出示的单词基本上都是学生未学过的，需要学生用刚刚归纳出来的规则去拼读，有一定的难度，也具有一定的挑战性。学生跃跃欲试，课堂气氛热烈，从而有效检测了学生掌握新知的情况。(2)Have a chantShow the chant first:Clock, clock, its a clock.Coffee, coffee, the hot coffee.Doctor, doctor, heres a doctor.The hot coffee near the clockis for the doctor.Listen to the chant.Practice by themselves.【设计意图】歌谣是学生喜闻乐见的一种形式，它不仅能消除学生学习的疲劳，使学生的思维一直保持活跃状态，而且巧妙地将本节课的重点内容巩固复习了一遍，一举多得。(3)Learn another pronunciation of the letter “o” with other letters. Show the words :coat boat goat morning for short forty Read the words by themselves. Try to find the pronunciation : oa-/ / ,or-/ /. Read and check: show some words with the letter“oa” and “or” in a table, try to read them in four , if they can , they must tick under the words. See which group can read the most.sportorder coachaccordingsoaptoastroadsidefork【设计意图】认识完字母组合oa 和 or的一般发音规律后，紧接着再出示一个试读新单词的任务，能及时检查学生的认读情况，激发其拼读的欲望，训练其拼读单词的能力。同时，小组活动又能培养学生团队合作的精神。(4) Read the “Tongue twisters” correctly and skillfully : Bob got a lot of boxes on the top of a hot pot. Toms got the hot coffee near his telescope. The doctors eating the hot dog with the short fork. The long coat on the boat is for the funny goat . Try to read them by themselves first. Have a competition.【设计意图】词不离句，句不离词，将与本课有关的单词编成绕口令式的句子，不仅能更好地巩固新知，而且能夯实学生的语音基础，使学生感受到语言的美，使其产生朗读的欲望。Step D.Homework.Assign the homework (1)Try to use the words of Part G to make “Tongue twisters” and next class ask students to show in class. (2) Classify the old words with the letter “o” pronounced as / /and/ /.【设计意图】使用有关单词编写绕口令，具有很强的趣味性，不但激发学生的兴趣，还可以培养学生表达语言和运用语言的能力；对旧单词的归类，能使所学的知识更加系统化，从而增强学生辨音能力。课后反思 ：学好语音是学好英语的基础，搞好语音教学是英语 入门阶段教学的关键。但是事实证明，在小学阶段进行语音教学又历来是最困难的一环。如何有创新地进行小学英语语音教学，让学生轻松愉快而又顺利地过了英语这一关，成为摆在广大小学英语教师面前的共同课题。在本课例中，我从已知的/ /音入手，自然过渡到字母o的一种新的发音，接着出示含有这两种发音的单词若干个，采取自我实践法和发现法进行拼读、辨别，总结出字母o的一般发音规律，并在此基础上进