文稿phonics课程-小时版

Alo7FastPhonics-SoundsandSpelling(LessonTitlePhonicsPhonicsTitleHowtoStudentsshouldbefamiliarwiththeletternameandletterWhentheyheartheaudio,theycanrecognizethatspokenwordsaremadeupofdifferentStudentscanidentifythelettersoundassociationatthebeginningof初级学习学生需熟悉字母名称音与字母发音当学生听到音频时，他们能知晓该单词是由不同发音组成的 StudentsshouldbefamiliarwiththeletternameandletterWhentheyheartheaudio,theycanrecognizethatspokenwordsaremadeupofdifferentStudentscanidentifythelettersoundassociationatthebeginningofStudentscan ingsoundofaStudentscanpronouncethebasiclettersoundswithStudentscancountthesyllableswhentheyhearawordofthreeorfewerStudentscansegmentandcombineletter-soundgraphemesinsimple中级学习学生需熟悉字母名称音与字母发音当学生听到音频时，他们能知晓该单词是由不同发音组成的学生能识别字母位于单词词首的发音学生能识别字母位于单词词尾的发音学生能准确地发出字母对应的基本发音当学生听到某个单词时，能数出所包含音节数AdvancedlearnersStudentsshouldbefamiliarwiththeletternameandletterWhentheyheartheaudio,theycanrecognizethatspokenwordsaremadeupofdifferentStudentscanidentifythelettersoundassociationatthebeginningofStudentscan ingsoundofaStudentscanpronouncethebasiclettersoundswithStudentscancountthesyllableswhentheyhearaStudentscansegmentandcombineletter-soundgraphemesinsimpleStudentscanrecognizeafewwrittenwordswhentheyhearwordsspokeninaStudentscandecode(read)anunknownwordthatfollowstherulesofphonicsandhasfiveorfewerletters.Theydecodeitbylookingatthelettersofthewordandsoundingouttheletter-soundgraphemesinorder.高级学习学生需熟悉字母名称音与字母发音当学生听到音频时，他们能知晓该单词是由不同发音组成的学生能识别字母位于单词词首的发音学生能识别字母位于单词词尾的发音学生能准确地发出字母对应的基本发音当学生听到某个单词时，能数出所包含音节数学生能拆分并组合简单单词的音素当学生听故事时，能辨认出一些单词学生可根据自然拼读规则拼读出新单词（包含五个或更少字母的单词）。通过单词的拼写，学生能根据字母顺序读出对应的音素。HowtoPhonicsisapartofEnglishlanguagethathelpsstudentstoassociatethesoundsofEnglishwithitsletters.自然拼读在英语语言学习过程中能帮助学生理解音与字母的对应关系HowtoThisisthephonicspresentationpage. ,havetheclasssaythelettername(s)oftheletter(s).Then,askthestudentswhatthesoundofthis binationis.PlaytheaudiotocheckiftheyknowitorOrbeforeclickingtheaudio,ifthestudentsdon'tknowthesound,askthemtolookatthepicturestoseeiftheyknowtheexamplewords.Ifthestudentsknowthepictures,thenaskthemiftheycanguessthesoundoftheletterfromtheword.Eachphonemeofthewordisclickable.Youc waysaskyourstudentsiftheyknowthesound.Thenencourageyourclasstoblendthemtogethertosaythefullword.Someofthepictureshaveanimations,whilesomearestillpictures.Itdependsonthemeaningoftheword.Thepositionofthe letter(s)isshownfromlefttoright. lyourstudentsthatthisbinationcanbeputinthebeginning/middle/endofaword.这个页面是自然拼读的展示页面。首先，让学生说出目标学习字母。其次，问学生这个字母（组合）的发音是什么，然后音频看看学生是否答对，若学生不知道如何发音，也可以鼓励学生根据示例单词配图，询问是否知道单词的发音，如果学生这个单词的发让学生根据单词的发音推测字母（组合）的发音。其次也可以让学生猜这个字母在这个词中单独的发音是什么。页面上每一个音素都可以点击发音。老师可以询问学生是否知道对应的发音，鼓励学生根据单个发音去拼读整个单词。部分是含有动画效果的，部分是静态图，这取决于单词的种类示例单词的显示顺序是依据目标学习字母从左到右进行排列的。让学生知道这个字母（组合）可以出现在单词的前、中、后的位置。ActivityActivityname:FindtheSoundTime:5minutesMaterials:nonePreparationtime:noneInstruction:Askthestudentstoclosetheireyesandusetheirearstolisten,thenclickonaword.Ifthe binationisatthebeginningoftheword,studentsneedtoraisetheirlefthand.Ifthe binationisat oftheword,studentsneedtoraisetheirrighthand.Iftheyhearthesoundisinthemiddleoftheword,studentsneedtoclaptheirhands.活动名称Findthe时间5分钟材料:无准备时间课前准备说明:让学生闭上眼睛用耳朵聆听，老师点击单词音频。如果目标学习字母（组合）位于词首，学生需要举起左手示意；如果目标学习字母（组合）位于词尾，学生需要举起右手示意；如果听到的音是位于词中的位置，学生需要拍手示意。ActivityActivityname:EarandEel:ListeningandSpeakingTime:10minutesMaterials:Ifpossible,useamirrorsostudentscanseetheirmouthswhilepronouncingthisPreparationtime:7minutesBeforeclasspreparation:noneInstruction:Introducethe"ear"soundandwritethesewordsonthewhit :fear,spear,tear,hear,ear,year.Checkthatstudentspronouncethe"ear"soundwiththeirtonguesGivestudentssomeextrapracticeindifferentiatingthesoundandpronunciationof"ear"and"eel"sothey econfidentinthevowel+Rcombinationandthevowel+DarkLcombination.Graboneofyourearsandsay"ear,"andhavetheclassrepeatafteryou.Checktheirpronunciations.Pretendtoswimlikeaneelandsay"eel."Havetheclassrepeatafteryou.Checkthepronunciations.Pairupthestudentsandgivethemaminuteortwotopracticeandhelpeachotherwiththeirpronunciations.Then,calluponepairatatimetothefrontoftheclass.Onehalfofeachpairwillsay"ear"andtheotherhalfwillsay"eel."Theclassvotesonwhichstudentsaidwhichword.Placeahandaboveonehalfofthepair.Ifclassmatesthinkthatthesaid"ear,"theyshouldgraboneoftheirears.Ifclassmatesthinkthatthe said"eel,"theyshouldwigglelikeeels.Thepairthatgetsthemostnumberofcorrectvotes,wins.活动名称EarandEelListeningand时间10分材料如果可以的话，请用一个镜子，这样学生们在发音的时候可以看到自己的口型。准备时间:7分钟课前准备说明:介绍“ear”这个发音，把以下单词写到白板上：fear，spear，tear，hear，ear，year。给学生一些额外的练习来区分e”和”，让他们能够对于“元音+R”和“元音+浊音”的组合发音更有自信。抓住你的一只耳朵，说,并让全班同学跟着重复。检查他们的发做出游泳的，说“eel,让全班同学跟着重复。检查他们的发音。将学生两两进行组合，给他们-2分钟的练习和纠正发音时间。然后，叫一组搭档到教室前。其中一人说”，另一人说“eel.大家投票表决谁说了什么。举起两人中一人，如果大家觉得他说的是,大家就抓住自己的耳朵。如果大家觉得他说的是eel”,那么大家就像鳗鱼一样摆动。发音准确，拿到最多正确票数的搭档胜出。HowtoThisisthephonicspresentationpage. ,havetheclasssaythelettername(s)oftheletter(s).Then,askthestudentswhatthesoundofthis binationis.PlaytheaudiotocheckiftheyknowitorOrbeforeclickingtheaudio,ifthestudentsdon'tknowthesound,askthemtolookatthepicturestoseeiftheyknowtheexamplewords.Ifthestudentsknowthepictures,thenaskthemiftheycanguessthesoundoftheletterfromtheword.Eachphonemeofthewordisclickable.Youc waysaskyourstudentsiftheyknowthesound.Thenencourageyourclasstoblendthemtogethertosaythefullword.Someofthepictureshaveanimations,whilesomearestillpictures.Itdependsonthemeaningoftheword.Thepositionofthe letter(s)isshownfromlefttoright. lyourstudentsthatthisbinationcanbeputinthebeginning/middle/endofaword.这个页面是自然拼读的展示页面。首先，让学生说出目标学习字母。其次，问学生这个字母（组合）的发音是什么，然后音频看看学生是否答对，若学生不知道如何发音，也可以鼓励学生根据示例单词配图，询问是否知道单词的发音，如果学生这个单词的发让学生根据单词的发音推测字母（组合）的发音。其次也可以让学生猜这个字母在这个词中单独的发音是什么。页面上每一个音素都可以点击发音。老师可以询问学生是否知道对应的发音，鼓励学生根据单个发音去拼读整个单词。部分是含有动画效果的，部分是静态图，这取决于单词的种类示例单词的显示顺序是依据目标学习字母从左到右进行排列的。让学生知道这个字母（组合）可以出现在单词的前、中、后的位置。ActivityActivityname:FindtheSoundTime:5minutesMaterials:nonePreparationtime:noneInstruction:Askthestudentstoclosetheireyesandusetheirearstolisten,thenclickonaword.Ifthe binationisatthebeginningoftheword,studentsneedtoraisetheirlefthand.Ifthe binationisat oftheword,studentsneedtoraisetheirrighthand.Iftheyhearthesoundisinthemiddleoftheword,studentsneedtoclaptheirhands.活动名称Findthe时间5分钟材料:无准备时间课前准备说明:让学生闭上眼睛用耳朵聆听，老师点击单词音频。如果目标学习字母（组合）位于词首，学生需要举起左手示意；如果目标学习字母（组合）位于词尾，学生需要举起右手示意；如果听到的音是位于词中的位置，学生需要拍手示意。ActivityActivityname:EarandEel:ListeningandSpeakingTime:10minutesMaterials:Ifpossible,useamirrorsostudentscanseetheirmouthswhilepronouncingthisPreparationtime:7minutesBeforeclasspreparation:noneInstruction:Introducethe"ear"soundandwritethesewordsonthewhit :fear,spear,tear,hear,ear,year.Checkthatstudentspronouncethe"ear"soundwiththeirtonguesGivestudentssomeextrapracticeindifferentiatingthesoundandpronunciationof"ear"and"eel"sothey econfidentinthevowel+Rcombinationandthevowel+DarkLcombination.Graboneofyourearsandsay"ear,"andhavetheclassrepeatafteryou.Checktheirpronunciations.Pretendtoswimlikeaneelandsay"eel."Havetheclassrepeatafteryou.Checkthepronunciations.Pairupthestudentsandgivethemaminuteortwotopracticeandhelpeachotherwiththeirpronunciations.Then,calluponepairatatimetothefrontoftheclass.Onehalfofeachpairwillsay"ear"andtheotherhalfwillsay"eel."Theclassvotesonwhichstudentsaidwhichword.Placeahandaboveonehalfofthepair.Ifclassmatesthinkthatthesaid"ear,"theyshouldgraboneoftheirears.Ifclassmatesthinkthatthe said"eel,"theyshouldwigglelikeeels.Thepairthatgetsthemostnumberofcorrectvotes,wins.活动名称EarandEel:Listeningand时间10分材料如果可以的话，请用一个镜子，这样学生们在发音的时候可以看到自己的口型。准备时间:7分钟课前准备说明:介绍“ear”这个发音，把以下单词写到白板上：fear，spear，tear，hear，ear，year。给学生一些额外的练习来区分e”和”，让他们能够对于“元音+R”和“元音+浊音”的组合发音更有自信。抓住你的一只耳朵，说,并让全班同学跟着重复。检查他们的发做出游泳的，说“eel,让全班同学跟着重复。检查他们的发音。将学生两两进行组合，给他1-2分钟的练习和纠正发音时间。然后，叫一组搭档到教室前。其中一人说“ear”，另一人说“eel”.大家投票表决谁说了什么。举起两人中一人，如果大家觉得他说的是“ear”大家就抓住自己的耳朵。如果大家觉得他说的是“eel”,那么大PronunciationThesamplewordsinthepronunciation sservetohelpstudentshearthesoundandinmanycasespresentavarietyofwaystospellthatsound.Thisistoencouragestudentstobeabletopronouncethesoundindifferentwords.Reviewingthe willhelpwithpronunciation,butyoumayneedtoexplainthatEnglishcanusedifferentspellingstomakethesamesound.Phonicsfocusesononespellingofthesoundatatime.Thisistoavoidconfusionandtohelpstudentslearntosoundoutlettersandstartreading.Oncestudentsknowhowtoreadandarelearningtospell,theycanlearnaboutthevariationsinspelling.语音里的示例词有助于学生听到声音，并在许多情况下展示了拼写这个读音的各种方法。这是为了鼓励学生能够读不同单词里的同一个音。复习可以帮助学生发音，但是老师可能需要跟学生解释一下在英文里，不同的拼写可能会发同样的音。Phos主要是一次介绍一个拼写。这是为了避免，并帮助学生更好地给字母发音并开始阅读。一旦学生知道如何阅读，并学会拼读，他们就能够学拼写里的变种。MakeaHowtoAskyourstudentstosaytheletternameofthealphabetonthecoconuts.Thenaskthemiftheyknowthelettersounds.Clickeachcoconuttohearthesoundandtochecktheyaresayingitcorrectly.Ifyouclicktheleavesorthetrunkofthetree,oneofthecoconutswilldrop.Dragthecoconuttoawordtoseeifit'scorrect.Encouragestudentstoblendthesoundsandthenclickthewordtoplaytheaudio.Askstudentstorepeat.Therearetwomodesforthisactivity.Intheregularclasses,weusethisasapresentationpage.Alltheanswersarecorrect.Inthereviewclasses,therearedifferentlettersonthecoconuts.Studentsneedtofigureoutwhichwordtomatchwiththeletter.点击树叶或树干，将掉落一颗椰子。拖拽到对应的单词里查看是否匹配。鼓励学生根据拼读单词，点击单词可音频，要求学生跟读。这个互动活动有两种模式，在常规课中，作为教学页面使用，椰子树上的音都是同一个，不存在错误答案。在复习课中，椰子树上显示不同字母，学生需要考虑如何选择才能组成正确的单词。Activityname:MakeYourOwnWordsTime:5minutesMaterials:nonePreparationtime:noneInstruction:Onceyourstudentsarefamiliarwiththelettersound,askthemiftheycanthinkofmorewordsthatcontainthesamesound.Haveyourstudentsformalineandstartwiththe student.Say'p,p,push'.Thenmovetothenextstudent. continuetosayawordwiththe"P"sound.Ifsomeonecannotthinkaword,thenhe'sout.Whoeversaysthemostwordswinsthegame.活动名称MakeYourOwn时间5分钟材料:无准备时间课前准备说明:当学生熟悉字母对应的发音时，让学生想还有哪些单词包含这个发音的让学生排成一排，第一位学生说'p,ppush'，第二位学生接着说一个包含"P"发音的单词，SegmenttheHowtoClicktheaudiotohearthesound.Askyourstudentstorepeatthesoundtheyhear.Thenaskthemwhatlettermakesthatsound.Askastudenttodragthelettertothecorrectplace.HavethestudentrepeattheBeforeclickingthesubmitbutton,trytoblendtheword.Thencheckthe点击喇叭音频，让学生根据音频重复发音，问问看学生哪个对应这个发音的字母是什么，选择一位学生把这个字母拖拽到正确的位置，再让学生重复这个发音。在点击提交按钮之前，试着拼读单词，再回答问题。Activityname:SpiltandJoinTime:5minutesMaterials:nonePreparationtime:noneInstruction:Choosesomewordsthathavethreephonemes,suchassad,top,net,tin,etc.Theteachersays:Listentome.ShoutthesoundsyouSad!Sad!Sad!(Studentsshout:Sad!Sad!Sad!)Let'sspiltit.Givemethebeginningsound.(Studentssay:/s/)Givemethemiddlesound.(Studentssay:/a/)Giveme ingsound.(Studentssay:/d/)That'sright!活动名称Spiltand时间5分材料准备时间课前准备说明选择一些含有三个音素的单词，如sad,top,nettin等。Listentome.ShoutthesoundsyouSadSadSad!学生大声说：SadSad!Sad!)Let'sspiltit.Givemethebeginningsound.(学生说：/s/)Givemethemiddlesound.(学生说：/a/)Giveme ingsound.(学生说：/d/)That'sright!/s/-/a/-/d/——Sad!Sad!Sad!(学生重复。SegmenttheHowtoClicktheaudiotohearthesound.Askyourstudentstorepeatthesoundtheyhear.Thenaskthemwhatlettermakesthatsound.Askastudenttodragthelettertothecorrectplace.HavethestudentrepeattheBeforeclickingthesubmitbutton,trytoblendtheword.Thencheckthe点击喇叭音频，让学生根据音频重复发音，问问看学生哪个对应这个发音的字母是什么，选择一位学生把这个字母拖拽到正确的位置，再让学生重复这个发音。在点击提交按钮之前，试着拼读单词，再回答问题。Activityname:SpiltandJoinTime:5minutesMaterials:nonePreparationtime:noneBeforeclasspreparation:Instruction:Choosesomewordsthathavethreephonemes,suchassad,top,net,tin,etc.Theteachersays:Listentome.ShoutthesoundsyouSad!Sad!Sad!(Studentsshout:Sad!Sad!Sad!)Let'sspiltit.Givemethebeginningsound.(Studentssay:/s/)Givemethemiddlesound.(Studentssay:/a/)Giveme ingsound.(Studentssay:/d/)That'sright!活动名称Spiltand时间5分钟材料:无准备时间课前准备说明选择一些含有三个音素的单词，如sad,top,nettin等。Listentome.ShoutthesoundsyouSadSadSad!学生大声说：SadSad!Sad!)Let'sspiltit.Givemethebeginningsound学生说Givemethemiddlesound.(学生说：/a/)Giveme ingsound.(学生说：/d/)That'sright!/s/-/a/-/d/——Sad!Sad!Sad!(学生重复。PhonicsHowtoAfterlearningthelettersound,nowlet'sreadastoryaboutthis学习好字母发音后，老师带领学生读一读与这个字母相关的故事WhenreadingthePhonicsStories,huntthroughthetextofthestoriesandencouragestudentstopointoutsomedifferencesbetweenChinesetextandbookscomparedtoEnglishtextandbooks.HelpthemtonoticethespacesbetweenwordsandtheappearanceofsentencesinEnglish.Use"searchandfind"questionstopromptthemtomentionthatEnglishisalwaysreadfromtoptobottomandlefttoright.Canstudentsfindcapitalizedwordsandnoticethatsomecapital(alsocalleduppercaseorbig)letterslookdifferentthantheirlowercaseversions?Observantstudentswillbeabletofinddifferencesinpunctuation:periods,commas,andapostrophes.Ifyouwant,youcanmentionhyphens,colons,andsemi-colons.Ifyourclassisupforachallenge,showthemsomeitalicizedtext,liketherestofthissentence.ItisoftendifficultforbeginningreadersofEnglishtoreadawordinitalicizedtext.Canoneofyourstudentsreadasimpleitalicizedword,suchas"it,up,as,no,hi,"or读PhonicsSs的时候，在故事文章里搜寻，并鼓励学生中文文本和书与英文文本和书之间的不同。帮助他们英语单词之间的空格和句子呈现的样子。用“搜索和寻找”问题的方式来提示学生发现英文的阅读方式是从上到下，从左到右。学生们是否可以找到大写的单词，发现一些大写的字母，看起来跟它们的小写形态是不一样的？观察的学生会能够找到标点的不同：，逗号，和省略号。如果你愿意的话，你也可以提到连字符，冒号，分号。如果你的学生准备好迎接了，就给他们看一些斜体文字，比如这句话。对于英语初级阅读者来说，读斜体字是比较的。你的学生中有没有人能读简单的斜体词呢？比如t,,s,,hi,”或eReadingCheckthemouthmovementsofstudentsastheypronouncethe"ear"soundtobesurethattheyaresaying"ear"withtheirtonguesdowninsteadofsayingthe"DarkL"soundwiththeirtonguestouchingtheroofsoftheirmouths.Showstudentstheword"ear"onpage5.Thiswordisthehint,orkeywordforstudentstobeabletoreadtheother"ear"wordsonthepage.Askstudentstoreaditaloud.Askthemwhatthelettersareinthewordandchooseonestudenttopointtoeachletterasthestudentssaytheletternames[ear].Askstudentstosayitagain.Nowshowstudentstheword"hear"onthatpage.Askthemtosoundoutthe"H"soundandthenaddthe"ear"soundthattheyhavejustpracticed.Onechildshouldpointtothelettersastheyreadtheword.Seeifstudentscandothesamewiththeword"near"onthatsamepage.Iftheyarereadyforachallenge,askthemtoblendthe"C"and"L"(lightL)sounds,thenaskthemtoreadtheword"clear."Congratulatethem—theyreading!在学生们发"er"的音时观察他们的嘴部，确保他们的舌头是向下的，而不是把舌头向上碰到口腔上颚念成了DkL"的音。展示在第五页上的单词ear。这个单词对于学生能够读这一页的其它含ear的词来说是一个提示或说。让学生大声朗读它。问他们在这个单词中包含了哪些字母，由一位学示这一页hear这个单词。让他们尝试发出“H”的音，紧接着发出刚刚练习过的“ear”的音。由一个学生指向字母，全班一起读出单词。用同样的方法练习同一页上的单词near。接下去升级难度，让他们合并“C”“L”(lightL)的音，读出单词clear。当他们读出来的时候祝StoryWhydoyouheartheseawhenyouholdaseas toyourear?[Fancifulanswersarefine,buthereisthescientificexplanation:Theshapeofthes capturesthenoisearoundyou,whichresonatesinsidethes .Thatresonant,echoingsoundoftheairresemblesthesoundofoceanwaves.Differentsizesandshapesofs sresonatewithslightlydifferentsounds.Evenacupwillmakeasoundlikeoceanwaves.Thenoisiertheplaceis,thelouderthesoundinsidethes orcup.Tryitandhear!]Whenacatishappywhatsounddoesitmake?Canyoumakethatsound?[InEnglishwesaythatcats"purr."当你把一个贝壳放到耳朵旁边的时候，为什么能听见大海？【可以有各种充满想象力的答案，而科学的解释是：贝壳的形状能够捕捉你周围，从而在贝壳产生共鸣。那种共鸣即空气的回声很像是海浪。不同尺寸和形状的贝壳产生的共鸣略有不同。即使是一个也能够产生像是海浪。所处环境越是嘈杂，贝壳或中听到越是响。试着听听看！当一只猫开心的时候它会发出什么声音？你能发出那个声音吗？【在英语中说猫发“purr”。HowtoPhonicsisapartofEnglishlanguagethathelpsstudentstoassociatethesoundsofEnglishwithitsletters.自然拼读在英语语言学习过程中能帮助学生理解音与字母的对应关系HowtoThisisthephonicspresentationpage. ,havetheclasssaythelettername(s)oftheletter(s).Then,askthestudentswhatthesoundofthis binationis.PlaytheaudiotocheckiftheyknowitorOrbeforeclickingtheaudio,ifthestudentsdon'tknowthesound,askthemtolookatthepicturestoseeiftheyknowtheexamplewords.Ifthestudentsknowthepictures,thenaskthemiftheycanguessthesoundoftheletterfromtheword.Eachphonemeofthewordisclickable.Youc waysaskyourstudentsiftheyknowthesound.Thenencourageyourclasstoblendthemtogethertosaythefullword.Someofthepictureshaveanimations,whilesomearestillpictures.Itdependsonthemeaningoftheword.Thepositionofthe letter(s)isshownfromlefttoright. lyourstudentsthatthisbinationcanbeputinthebeginning/middle/endofaword.这个页面是自然拼读的展示页面。首先，让学生说出目标学习字母。其次，问学生这个字母（组合）的发音是什么，然后音频看看学生是否答对，若学生不知道如何发音，也可以鼓励学生根据示例单词配图，询问是否知道单词的发音，如果学生这个单词的发页面上每一个音素都可以点击发音。老师可以询问学生是否知道对应的发音，鼓励学生根据单个发音去拼读整个单词。部分是含有动画效果的，部分是静态图，这取决于单词的种类示例单词的显示顺序是依据目标学习字母从左到右进行排列的。让学生知道这个字母（组合）可以出现在单词的前、中、后的位置。ActivityActivityname:FindtheSoundTime:5minutesMaterials:nonePreparationtime:noneInstruction:Askthestudentstoclosetheireyesandusetheirearstolisten,thenclickonaword.Ifthe binationisatthebeginningoftheword,studentsneedtoraisetheirlefthand.Ifthe binationisat oftheword,studentsneedtoraisetheirrighthand.Iftheyhearthesoundisinthemiddleoftheword,studentsneedtoclaptheirhands.活动名称Findthe时间5分钟材料:无准备时间课前准备说明:让学生闭上眼睛用耳朵聆听，老师点击单词音频。如果目标学习字母（组合）位于词首，学生需要举起左手示意；如果目标学习字母（组合）位于词尾，学生需要举起右手示意；如果听到的音是位于词中的位置，学生需要拍手示意。ActivityActivityname:BacktoClassTime:10minutesMaterials:5piecesofpaperPreparationtime:1minuteBeforeclasspreparation:Writeeachletteronaseparatepieceofpaper,rolltheremainingtwopiecesofpapersotheyresemblebatonsorsticks.Instruction:Reviewtheletters,sounds,andpronunciation.Writetheletterson Callontwostudentstocomeuptoth .Givethemeacharolled-uppaperbatonandhavethemfacetheletterswrittenonth sotheirbacksaretotheclass.Holdupapaperwiththeletterwrittenonitsotheclasscanseeitandthestudentsattheboardcan'tseeit.Theclassshouldsaythesoundoftheletteryouareshowing.Thetwostudentslistentothesoundthattheclassmakesandthenusetheirpaperbatonstotouchthecorrespondingletterwrittenonth .Playseveraltimes,invitingdifferentstudentstoth toplayaslisteners.活动名称Backto时间10分材料:5准备时间1分课前准备:把字母分别写到纸上，把其它两像棍一样卷起来说明:复习字母、字母音和发音。把字母写到白板上。老师邀请两位学生到白板上来，给这两位学生每人一张带字母的纸，让他们面对白板，背对其他学生。老师举起带字母的让其他学生看到，白板上两位学生看不到。其他学生发老师举起来的字母音。白板上两位学生听其他同学发音，用手里的纸棒指相应的单词。多玩几次，邀请不同的学生到白板上来听。ActivityActivityname:CHHandsUp,HandsDownTime:10minutesMaterials:Ifpossible,useamirrorsostudentscanseetheirmouthswhilepronouncingthisPreparationtime:Instruction:Whenintroducingthe"ch"sound,pointouttostudentsthatthesoundof"ch"isitsownsound.It'snotthe/k/soundof""cat""plusthe/h/soundof""horse""eventhoughthosearethetwolettersusedtomakethesound.Studentscanconfusethesoundof"ch"withthe"Jj"sound.Helpthemtorecognizethesoftsoundof"ch"versusthehardersoundof"Jj,"whichcanbefeltinthethroatwhenDividestudentsintothreegroups.Onegrouplistensforthe"ch"soundatthebeginningofawordsuchas"chair."Theywavetheirhandsandsay"ch,ch,ch!"whentheyhearit.Thesecondgrouplistensforthe"ch"soundinthemiddleofawordsuchas"kitchen."Theystretchtheirarmsupandsay"ch,ch,ch!"whentheyhearit.Thethirdgrouplistensforthesoundat ofaword.Theylowertheirhandsandsay"ch,ch,ch!"whentheyhearit.Listofwordstobesaidveryslowlywithlongpausesbetweeneachone:"chin,recharge,chip,kitchen,touch,chop,chill,luncheon,chat,check,chick,peach,chess,much,rich,lunches,each,punch,peaches,touched,couch,bunch,children,stitch,couches,such,touches,pouch,unchill,chair."Pleasenotethatitiseasiertohearthe"ch"soundatthebeginningofawordandhardesttohearitinthemiddleofawordorwhenitiscombinedwithanotherconsonantasin"stitch."Extrachallenge:Ifstudentscan t,onegroupcansaythewordsforanothergroupandcheckwhetherthey'rerightorwrong.活动名称CHHandsUp,Hands时间10分材料如果可以的话，请用一个镜子，这样学生们在发音的时候可以看到自己的口型。准备时间:无课前准备说明:当介绍“ch”这个声音的时候，向学生ch代表的就是自身的音。而不像cat中/k/音或者horse中的/h/音。虽然这两个字母也被用来发音学生可能比较容易“ch”和“Jj”这两个音。帮助他们分辨“ch”是比较柔和的音，而“Jj”是对浊一点的音，在发音的时候会感受到喉咙的颤动是不同的将学生分成三组。第一组听ch”音开头的单词，如"".在听到这个单词的时候，他们要招手说ch,ch,ch!"".第二组听ch""音在中间的单词，如i”。在听到这个单词的时候，他们要伸展，并说ch,ch,ch!”。第三组听“ch”音在词尾的单词。在听到这个单词的时候，他们放下手说ch,ch,ch!”。以下是可以参考使用的单词，注意每个单词都要慢慢说，单词之间的停顿要长一点。请注意，听到ch”音开头的单词是比较容易的，而听到ch”音在中间的单词是比较难的，尤其是当它跟另一个辅音在一起的时候，比如sch”。额外：如果学生可以做到的话，一组可以说一些单词，另外一组来判断对错HowtoThisisthephonicspresentationpage. ,havetheclasssaythelettername(s)oftheletter(s).Then,askthestudentswhatthesoundofthis binationis.PlaytheaudiotocheckiftheyknowitorOrbeforeclickingtheaudio,ifthestudentsdon'tknowthesound,askthemtolookatthepicturestoseeiftheyknowtheexamplewords.Ifthestudentsknowthepictures,thenaskthemiftheycanguessthesoundoftheletterfromtheword.Eachphonemeofthewordisclickable.Youc waysaskyourstudentsiftheyknowthesound.Thenencourageyourclasstoblendthemtogethertosaythefullword.Someofthepictureshaveanimations,whilesomearestillpictures.Itdependsonthemeaningoftheword.Thepositionofthe letter(s)isshownfromlefttoright. lyourstudentsthatthisbinationcanbeputinthebeginning/middle/endofaword.这个页面是自然拼读的展示页面。首先，让学生说出目标学习字母。其次，问学生这个字母（组合）的发音是什么，然后音频看看学生是否答对，若学生不知道如何发音，也可以鼓励学生根据示例单词配图，询问是否知道单词的发音，如果学生这个单词的发让学生根据单词的发音推测字母（组合）的发音。其次也可以让学生猜这个字母在这个词中单独的发音是什么。页面上每一个音素都可以点击发音。老师可以询问学生是否知道对应的发音，鼓励学生根据单个发音去拼读整个单词。部分是含有动画效果的，部分是静态图，这取决于单词的种类示例单词的显示顺序是依据目标学习字母从左到右进行排列的。让学生知道这个字母（组合）可以出现在单词的前、中、后的位置。ActivityActivityname:FindtheSoundTime:5minutesMaterials:nonePreparationtime:noneBeforeclasspreparation:Instruction:Askthestudentstoclosetheireyesandusetheirearstolisten,thenclickonaword.Ifthe binationisatthebeginningoftheword,studentsneedtoraisetheirlefthand.Ifthe binationisat oftheword,studentsneedtoraisetheirrighthand.Iftheyhearthesoundisinthemiddleoftheword,studentsneedtoclaptheirhands.活动名称Findthe时间5分钟材料:无准备时间课前准备说明:让学生闭上眼睛用耳朵聆听，老师点击单词音频。如果目标学习字母（组合）位于词首，学生需要举起左手示意；如果目标学习字母（组合）位于词尾，学生需要举起右手示意；如果听到的音是位于词中的位置，学生需要拍手示意。ActivityActivityname:BacktoClassTime:10minutesMaterials:5piecesofpaperPreparationtime:1minuteBeforeclasspreparation:Writeeachletteronaseparatepieceofpaper,rolltheremainingtwopiecesofpapersotheyresemblebatonsorsticks.Instruction:Reviewtheletters,sounds,andpronunciation.Writetheletterson Callontwostudentstocomeuptoth .Givethemeacharolled-uppaperbatonandhavethemfacetheletterswrittenonth sotheirbacksaretotheclass.Holdupapaperwiththeletterwrittenonitsotheclasscanseeitandthestudentsattheboardcan'tseeit.Theclassshouldsaythesoundoftheletteryouareshowing.Thetwostudentslistentothesoundthattheclassmakesandthenusetheirpaperbatonstotouchthecorrespondingletterwrittenonth .Playseveraltimes,invitingdifferentstudentstoth toplayaslisteners.活动名称Backto时间10分材料:5准备时间1分课前准备:把字母分别写到纸上，把其它两像棍一样卷起来说明:复习字母、字母音和发音。把字母写到白板上。老师邀请两位学生到白板上来，给这两位学生每人一张带字母的纸，让他们面对白板，背对其他学生。老师举起带字母的让其他学生看到，白板上两位学生看不到。其他学生发老师举起来的字母音。白板上两位学生听其他同学发音，用手里的纸棒指相应的单词。多玩几次，邀请不同的学生到白板上来听。ActivityActivityname:CHHandsUp,HandsDownTime:10minutesMaterials:Ifpossible,useamirrorsostudentscanseetheirmouthswhilepronouncingthisPreparationtime:Instruction:Whenintroducingthe"ch"sound,pointouttostudentsthatthesoundof"ch"isitsownsound.It'snotthe/k/soundof""cat""plusthe/h/soundof""horse""eventhoughthosearethetwolettersusedtomakethesound.Studentscanconfusethesoundof"ch"withthe"Jj"sound.Helpthemtorecognizethesoftsoundof"ch"versusthehardersoundof"Jj,"whichcanbefeltinthethroatwhenDividestudentsintothreegroups.Onegrouplistensforthe"ch"soundatthebeginningofawordsuchas"chair."Theywavetheirhandsandsay"ch,ch,ch!"whentheyhearit.Thesecondgrouplistensforthe"ch"soundinthemiddleofawordsuchas"kitchen."Theystretchtheirarmsupandsay"ch,ch,ch!"whentheyhearit.Thethirdgrouplistensforthesoundat ofaword.Theylowertheirhandsandsay"ch,ch,ch!"whentheyhearit.Listofwordstobesaidveryslowlywithlongpausesbetweeneachone:"chin,recharge,chip,kitchen,touch,chop,chill,luncheon,chat,check,chick,peach,chess,much,rich,lunches,each,punch,peaches,touched,couch,bunch,children,stitch,couches,such,touches,pouch,unchill,chair."Pleasenotethatitiseasiertohearthe"ch"soundatthebeginningofawordandhardesttohearitinthemiddleofawordorwhenitiscombinedwithanotherconsonantasin"stitch."Extrachallenge:Ifstudentscan t,onegroupcansaythewordsforanothergroupandcheckwhetherthey'rerightorwrong.活动名称CHHandsUp,Hands时间10分材料如果可以的话，请用一个镜子，这样学生们在发音的时候可以看到自己的口型。准备时间:无课前准备说明:当介绍“ch”这个声音的时候，向学生ch代表的就是自身的音。而不像cat中/k/音或者horse中的/h/音。虽然这两个字母也被用来发音学生可能比较容易“ch”和“Jj”这两个音。帮助他们分辨“ch”是比较柔和的音，而“Jj”是对浊一点的音，在发音的时候会感受到喉咙的颤动是不同的要招手说""ch,ch,ch!"".第二组听""ch""音在中间的单词，如“kitchen”。在听到这个单词的时候，他们要伸展，并说“ch,ch,ch!”。第三组听”“ch”音在词尾的单词。在听到这个单词的时候，他们放下手说“ch,ch,ch!”。以下是可以参考使用的单词，注意每个单词都要慢请注意，听到ch”音开头的单词是比较容易的，而听到ch”音在中间的单词是比较难的，尤其是当它跟另一个辅音在一起的时候，比如sch”。额外：如果学生可以做到的话，一组可以说一些单词，另外一组来判断对错PronunciationThesamplewordsinthepronunciation sservetohelpstudentshearthesoundandinmanycasespresentavarietyofwaystospellthatsound.Thisistoencouragestudentstobeabletopronouncethesoundindifferentwords.Reviewingthe willhelpwithpronunciation,butyoumayneedtoexplainthatEnglishcanusedifferentspellingstomakethesamesound.Phonicsfocusesononespellingofthesoundatatime.Thisistoavoidconfusionandtohelpstudentslearntosoundoutlettersandstartreading.Oncestudentsknowhowtoreadandarelearningtospell,theycanlearnaboutthevariationsinspelling.语音里的示例词有助于学生听到声音，并在许多情况下展示了拼写这个读音的各种方法。这是为了鼓励学生能够读不同单词里的同一个音。复习可以帮助学生发音，但是老师可能需要跟学生解释一下在英文里，不同的拼写可能会发同样的音。Phos主要是一次介绍一个拼写。这是为了避免，并帮助学生更好地给字母发音并开始阅读。一旦学生知道如何阅读，并学会拼读，他们就能够学拼写里的变种。ListenandHowtoThisactivityreinforcestheideaofcountingsyllables.Explaintoyourstudentswhatasyllableis.Itisonepartofaword.Somewordshaveonlyonepartandsomewordshavemorethanonepart.Encouragestudentstoreadtheword,thenclicktheaudiotochecktheirpronunciation.Whenstudentsheartheaudio,theyneedtothinkabouthowmanysyllablesthereareintheAfterthis,havethemchoosethe鼓励学生先读单词，接着点击音频查看学生的发音是否正确。当学生听到单词的发音，学生需要去思考这个单词包含几个音节。解释后，让学生进行选择ListenandHowtoThisactivityreinforcestheideaofcountingsyllables.Explaintoyourstudentswhatasyllableis.Itisonepartofaword.Somewordshaveonlyonepartandsomewordshav