英语人教版四年级上册Fun phonics

“三构式互动”阳光课堂教学设计课题： Fun Phonics i- e 授课者： 陈雪冬 教学目标知识目标1、 学生能根据i的重读闭音节和开音节发音规律， 听、说、读、写单词：like, kite, five, nine, rice并能明确区分i 在单词中的发音；2、 能听说认读chant。能力目标1、 能灵活运用i-e的发音，拼读一些新单词。情感目标培养学生利用快乐式自然拼读法学习英语单词的兴趣和能力。教材分析及处理教学重点发现元音字母i在开音节中的发音/ ai /，并且做到正确发音；通过听音拼写单词掌握单词书写的要求，并辨认词形。 教学难点引导学生树立“语音意识”，根据发音规律来拼读学过的单词，并运用方法来拼写单词。教法三与构学互法动分析以我校的阳光教学理念为指导，通过各种生动、形象、有趣的教学手段创设“三构式多维互动阳光课堂”。本节课学生在教师的引导下，运用任务型学习法，自主学习，合作学习，在学习的过程中感悟语音的内涵，最终形成有效的阅读策略，从而在拼读单词的技巧，英语思维能力及运用能力等方面得到立体发展。充对或教延材伸补1. 补充单词:Mike, ride, bike, nice,mice, bite,dive,ride,wide,pine,site等的学习。2. Letter I song.课前教学准备教师课件、单词翻转台学生 English book ,pencil,rubber课型语音课总节时1节“三构式互动”教学流程设计说明教师活动学生活动预构互动学习热身（Warm-up）（1）Weekly English (2)Sing a song: Letter I song（3）复习： big,pig,bit,pit,sit,win, rid, Tim, hid,pin, 等单词Students read Weekly English Sing the song together. 快速读单词。以歌曲和翻转卡片读单词的方式复习学过字母I的发音 /i/，为下面区分/i/和/ai/的发音打下基础又活跃课堂气氛，创设了浓厚的英语氛围，从一开始就激发起了孩子们学习英语的积极性。导构互动学习新课呈现（Presenta-tion）1.引入 T：Someone likes you.He comes and meets you now. Who?Guess. 2. Show the picture of Mike.T: Look! He is here.Do youwant to know sth. about him? What do you want to know?3. 学习含有i-e的单词（1）T: I want to know: What is his name? How old is he?What can he do? What does he like eating? What does he have?（2）Listen and answer. 播放录音（3）边揭示答案边教授： Mike,five,ride, bike, like,rice,nice,kite（4)T: Mike has a nice new kite. What is on the kite? Show the picture of the kite.教授：nine(5) Mike likes the kite.He makes a chant about it.播放chant Try to guess: A boy or a girl? Is it an elephant? . What is his name? How ole is he ? What can he do? . Read the questions. Listen and try to answer the questions. Learn to read the new words with the help of the teacher. Look at the picture and try to answer the question. Try to read nine. Fellow the chant. Try to read.The same way to learn the other new words and sentences.由一个小朋友的图片引起学生的兴趣，让学生自由的说一说想知道这个小朋友的那些信息，再归类出示一些问题，接着让学生听录音自然引出单词的学习。从已学单词迁移学习新单词，自然 ，简明易懂，大大调动了学生学习的积极性和主动性，使学习效率明显提高。通过单词like，five，nine，kite等的学习之后认学生找出这些单词含有相同的字母是什么，并在读单词的过程中总结i- e的发音/ai/.“三构式互动”教学流程设计说明教师活动学生活动导构互动学习3. 操练（Practice）（1）T: Do you want to fly the kite with Mike?Mike says: You should finish my tasks before flying kites.Task1: Put the pictures under the correct words.Then write the words. 教师范写单词 Task 2: Read, listen and number. Task3: Listen, circle and write. Task 4: Put the apples in the correct basket. Task5: Try to read. win, wine, sit, site, rid,ride,Tim,time,hid,hide pin,pine,side,wide (2)Mike: boys and girls,you did a good job.Lets fly the kite.Oh!My god! Yes.Look at the blackboard,put the pictures under the correct words. 跟着老师书空单词再在练习本上练写。Look at the screen and read the words. Listen and number. Listen to the words and circle the correct letters ,then write the words. Look at the screen,read the words and put the apples in the correct basket. Read with partner. Read the words.通过5个任务让学生进行操练，不仅能巩固所学知识,而且能提高他们对学习英语的积极性。通过听一听、圈一圈，写一写让生掌握教材内容，并且对i和 i-e发音进行分辨巩固。通过摘苹果让学生分辨/i/和/ai/的发音。自构互动学习扩展提高: Try to read: T: What happen? Try to read and answer: Can we fly the kite with Mike now? Why? Homework: Make a kite and write some words about i-e. Try to read: Look, two mice! They bite the kite. We cant fly the kite. We dont like the mice. Then answer the question.让学生利用本节课学过的语音知识，拼读出句子，再说说：Can we fly the kite with Mike now?Why?为学生提供了一个展示自己英语水平的平台，培养了学生学习的英语兴趣和综合运用能力。板书设计 Fun Phonics: i-e Mike ride bike nicefive like rice kite nine课后拓展训练设计 Make a nice new kite and write some words about i-e on it. 教学反思本节课的教学，能根据我校四年级学生的年龄特点和语音的认知水平，设计人物Mike，从他的自我介绍引出单词的学习，再让学生总结i-e的发音。从知识的传授过程中去激发学生学习的兴趣，引起学生思考。又通过完成任务可以跟Mike去放风筝调动学生的兴趣，使学生全身心投入到练习中去，成为学习的主人，培养了学生运