丽声快乐自然拼读教程3 Unit 11 ei,ir,ur 教学设计

《丽声快乐自然拼读教程3》Unit11er,ir,ur教学设计一、教学目标Studentswillbeabletosaythe/er/soundwhentheyseeletterser,irandur.Studentswillbeabletoblendwordscontainingthesound/er/andothersounds.Studentswillbeabletoreadthefollowingwords:summer,winter,skirt,shirt,purple,purseandsomevehiclewordswithunderstandingthemeaningswiththehelpofpictures.Studentswillbeabletospellwordstheteachersoundsout.Studentswillbeabletorecognizeandwriteallthecapitalletters.Studentswillbeabletosayandwritethethreenewtrickywords:what,when,why.Studentswillbeabletoreadsentencescontainingtargetsoundsandtrickywordsindependently.Studentswillbeabletosayandwriteseveralsentencesonthetopicoffixingacar.二、教学重点Studentswillbeabletosaythe/er/soundwhentheyseeletterser,irandur.Studentswillbeabletoblendwordscontainingthesound/er/quicklyandcorrectly.Studentswillbeabletowritewordscontainingletterser,ir,urorotherlettersthattheyhavelearntwiththehelpofpicturesorsounds.三、教学难点Studentswillbeabletoblendwordscontainingthesound/er/.三、教学用具TextbookPowerPointColorpen教学过程Step1:ReviewRevisethesoundsandtheircorrespondingletters.(Sssaythesoundonebyone.)SounddictationAskSstolistentoalettersoundandwritetheletter(s).Answers:ar,a,i,sh,ai/ay/a_e,h,oa/ow/o_e,v,j,erBlendingEncouragethechildrentosaythesoundsandblendthewordsontheirownasmuchaspossible.Theyshoulddothisfairlyquicklysothattheblendingissmoothandtherearenolongpausesbetweenthesounds.Youcanstillpointtothesoundsandrunyourfingerundertheword,ifdesired,particularlyonthemoredifficultwords.设计意图:学生复习字母音形对应关系。设计意图:学生强化blending的训练。Step2:AlternativesAskSstolookatthepictureandsoundoutthewordwiththechildren,holdingupafingerforeachsound.‘er’:AskSswhatsoundtheycanhearattheendof“mixer”.AskSstowritedownthewordmixer.‘ir’and‘ur’:Saytheword“shirt”.AskSswhatsoundtheycanhearinthemiddleofthisword.Showthespellingof“shirt”.Explainthat,inthisword,the/er/soundisspelt<ir>.Saytheword“purse”.AskSswhatsoundtheycanhearinthemiddleofthisword.Showthespellingof“purse”.Explainthat,inthisword,the/er/soundisspelt<ur>.Pointoutthatthe‘e’attheendof“purse”issilent.Remindthechildrenthattheynowknowthreedifferentwaystowritethe/er/sound:‘er’,‘ir’and‘ur’.Askthechildrentowriteeachalternativeintheairastheysaythesound.设计意图:学生掌握/er/与er,ir,ur之间的对应联系.Step3:ReadanddrawAskSswhatpicturetheycansee.(Gingerpeople)AskSstoreadthetwowords.AskSstodrawpicturestocorrespondingwords.（如果学生不理解这个词，教师可以展示图片让学生理解后再画。）AskSswhatpicturetheycansee.(Twobirds)AskSstoreadthetwowords.AskSstodrawpicturestocorrespondingwords.（如果学生不理解这个词，教师可以展示图片让学生理解后再画。）AskSswhatpicturetheycansee.(Twoturkeys)AskSstoreadthetwowords.AskSstodrawpicturestocorrespondingwords.（如果学生不理解这个词，教师可以展示图片让学生理解后再画。）AskSstoreadthewordsinthebirds.AskSstoreadthewordsintheturkeys.Explainthewordswithpictures.AskSstoreadthesentencesandtalkaboutthepictures.Doadictation.Thechildrenlistentothewordsandholdafingerforeachsound.ThechildrenlistentothewordsagainandwritethemdownonthelinesintheirPhonicsPupilBooks.设计意图：进行含有/er/的拼读训练，熟悉含有er,ir,ur的拼写。根据图片理解单词的含义。设计意图：让学生围绕图片进行讨论，并独立朗读句子。设计意图：听写单词，加强音形结合。Step4:HandwritingAskSstolookatthealphabetandsaytheletternameswhilepointingtoeachletter.AskSstopausebetweeneachgroup.Revisewritingthetallletters.AskSstowriteinsidetheoutlineletters,pointingouttheyaretallletters.AsktheSstofillinthemissingcapitalletterstocompletethealphabet.AskSstousearedpenciltowritethelettersA-E,ayellowpencilforthelettersF-M,agreenpencilforthelettersN-SandabluepencilforthelettersT-Z.DictationwordsDictatethefollowingwords:can,hen,pit,best,went,wing,chart,three,tried,toadstool.ThechildrenwritethesewordsonthelinesintheirPhonicsPupilBooks.设计意图:复习字母的大小写对应关系以及书写。Step5:TrickyWordsUsetheflashcardstorevisethetrickywordstheyhavelearned.Introducethethreenewtrickywords:what,when,why.AskSstounderlinethe<wh>atthebeginningofeachwordtoremindthemthatthisisthe'trickybit'.In‘only’,thetrickypartis‘o’–insteadof/o/,itmakesan/ou/sound.Alsopointoutthattheoletterin‘old’isthesame.Pointoutthatwhat,when,andwhyareallwordsthatweusetoaskquestions.AskSstoreadthesentences.AskSstoimitatethesesentencestomakemore.Look,copy,cover,write,checkLookatthefirstword,<what>,withSs.Saytheletternamesinthatword.TheSswriteoverthedottedword<what>.AskSstocoverupallinstancesoftheword<what>ontheirpageandtrywritingthewordinthenextcolumn.AskSstochecktheirspelling.AskSstocoverupalltheinstancesoftheword<only>again,andhaveanothergoatwriting<what>inthefinalcolumn.AskSstorepeatthesestepswiththeotherwords.Doadictation.Sswritedownthetrickywordstheyheard.设计意图：学习新的trickywords.在情境中朗读并理解这三个新学的trickywords.设计意图：学习与巩固trickywords的书写。Step6:MatchanddrawAskSstoreadthewordsatthebottomofthepage.AskSstolookatthepicturesintheleavesandtalkaboutthem.AskSstojoineachwordtothecorrespondingpicture.AskSstocolourthepictures.设计意图：学生看图片说出单词，并注意里面的音素，进行拼写的音形对应。Step7:ComprehensionAskSstoreadeachwordatthebottomofthepage.AskSstojoinittothecorrespondingvehicle.Lookatthepictureanddiscussitwiththechildren.Askthemwhattheycanseeinthepicture.Askthemtosayasentenceaboutthepicture.Forexample,“Icanseeacar.”“Theboyis