丽声快乐自然拼读教程3 Unit 6 long vowels(Magic e) 教学设计

1、 丽声快乐自然拼读教程3Unit 6 Long Vowels (Magic e) 教学设一、教学目标 Students will be able to recognize long vowels (Magic e: a_e, e_e, i_e, o_e and u_e) and read long vowel sounds. Students will be able to identify long vowel sounds in words. Students will be able to write long vowels and words containing long vowel

2、s properly. Students will be able to recognize and read alphabet and tricky words. Students will be able to blend and understand the meaning of words in the context. Students will be able to read and write the target words and sentences.二、教学重点 Students will be able to learn the function of magic e a

3、nd read the corresponding long vowel when they see the long vowel. Students will be able to write long vowels and words correctly. Students will be able to identify long vowel sounds. Students will be able to recognize and read tricky words. Students will be able to read and write words and sentence

4、s with the help of the teacher.三、教学难点 Students will be able to read and write words and sentences with the help of the teacher. 三、教学用具 Textbook PowerPoint Color pen四、 教学过程Step 1: Flashcard review l Review 42 sounds that children learned in book 1-2.设计意图:带领学生复习旧知识，为新知识的学习做准备。Step 2: Long vowels Magic

5、 el Explain to the children that, when a word has more than one vowel, the magic from the second vowel can sometimes hop back over one letter and change the first short vowel into a long vowel.l Point out that the magic can only hop back over one consonant.l Encourage the children to say, When two v

6、owels go walking, the first does the talking.l This saying explains both the vowel digraphs that the children already know, like ai, ee, ie oa and ue, and the split digraphs like the i_e in bike.l The children look at the blending words at the top of the page.l Read the first word to the children: s

7、moke.l The children listen for, and identify, the long vowel sound: /oa/.l Point out the letters that make the /oa/ sound in the word smoke, o_e.l Read the other words with the children:smoke, use, game, eve, mule, hive, these, joke, shave, side.l Point out to the children that they know one way of

8、writing the long vowels: ai, ee, ie, oa and ue.l Explain to the children that there are other ways to write these long vowel sounds.l Write a_e, e_e, i_e, o_e and u_e on the board and get the children to say each letter sound as you point to it.Vowel forest treesl The children look at the words writ

9、ten in the leaves.l Read out the first word: Pete.l The children listen for, and identify, the long vowel sound: /ee/.l Ask the children which letters are making the /ee/ sound in this word.l They should say the e_e digraph.l The children circle the letters making the /ee/ sound.l Point out that the

10、 word Pete is joined to the tree containing the picture of Pete. The children colour in this picture.l The children read the remaining words. They circle the letters making the long vowel sound in each word and then join the word to the matching picture.l When they have joined all the words to the c

11、orrect pictures, the children can colour the pictures.设计意图:导入长元音，通过小游戏和活动进行长元音的学习和练习。Step 3: Handwriting and dictationDictation l Dictate the following words:van, jug, yes, west, jump, shin, thud, cheep, quilt, starfish.l The children write these words on the lines in their Phonics Pupil Books.Handw

12、riting l Revise writing the capital letters: G, O, U, L, F, B, J, Z, W, V, Y, X, Q. The children trace inside the outline letters in the boxes.l If the outline letter is a capital letter, the children write the corresponding lower-case letter in the second half of the box, as with the example, g.l I

13、f the outline letter is a lower-case letter, the children write the corresponding capital letter in the second half of the box.The alphabetl Look at a copy of the alphabet with the children.l Say the alphabet, pointing to each letter as you say it and pausing between each group: AE, FM, NS, TZ.Outli

14、ne lettersl At the bottom of the page, revise writing the lower-case letters y, x and q.l Teach the children how to write the capital letters Y, X and Q.l The children trace inside the outline letters and write over the dotted letters, making sure that they start each letter at the dot.设计意图：帮助学生学习长元

15、音字母、单词的书写。同时，帮助学生进行字母音形的复习和强化，为下面的教学做准备。Step 4: Tricky wordsFlashcardsl Use the flash cards, or tricky words flowers to revise the tricky words already taught including you, your, some, come, said, here, there and they.Tricky wordsl Introduce the three new tricky words: me, one, by. The children loo

16、k at these words in the flowers at the top of the page.l Point out that the word by is the same as my, but with a b at the beginning.l The children could underline the y at the end of each of these words in purple, to remind them that this is the tricky bit.l The children write inside the word my us

17、ing a yellow pencil and the words one and by using a red pencil.Look, copy, cover, write, checkl Look at the first word my with the children.l Say the letter names (not the letter sounds) in that word. The children write over the dotted word my.l Then the children cover up all instances of the word

18、my on their page and try writing the word in the next column.l Once the children have had one try at writing my, they check their spelling. Then they cover up all instances of the word my again, and have another go at writing the word in the final column.l Repeat these steps with the words one and b

19、y.Writing activitiesl Look at the first picture with the children and say the word cue.l The children listen for the sounds in the word cue: /c/, /ue/.l They write over the dotted word cue underneath the picture.l The children look at the rest of the pictures. They say each word to themselves and id

20、entify all the sounds in each word.l The children write the words on the lines underneath the picture.l There is a line for each sound in the words.l A longer line indicates that a digraph is needed.l The pictures are: cue, sheep, coat, road, barn, pie, three, snail, goat.设计意图通过闪卡、游戏等活动训练学生认读词的能力。St

21、ep 5: Blending practicefire, date, smoke, shade, hive, kite, file 设计意图：训练学生拼读能力，为读单词、句子做准备。Step 6: Reading wordsl The children read each night time word and join it to the corresponding picture.设计意图：训练拼读能力并建立音形义的关系，为读句子做准备。Step 7: Reading sentencesl Write the following sentences on the board, pointi

22、ng out the tricky words and blending any unknown words with the children. （Teacher can choose 4-5 sentences each time)1. Do not argue with the queen.2. We made a cake with blackberry jam.3. She lent me her skates.4. There are a hundred bees in the hive.5. This foal was born in the spring.6. She spok

23、e so quickly.7. The thorn on this twig is very sharp.8. This popcorn is too sweet.9. My garden is bigger than this one.10. They go by train to the theme park.11. You can take one cake with you.12. Did you invite my sister as well?13. We can sweep up with this broom.14. They run by the river.15. My d

24、og has a blue collar.16. In this tank there are twenty fish, one squid and three lobsters.设计意图：训练读句子的能力，为阅读句子和短文做准备。Step 8: Words and sentencesl Look at the picture and discuss it with the children.l Ask a child to say one sentence about the picture. For example, A bat is flying A moon shines in the dark. I can see an owl.l Choose some words to blend and write them on the board; examples could be: owl, moth, tree.l Some words will be straightforward to spell by listening for the sounds,