丽声快乐自然拼读教程4 Unit12 教案

《丽声快乐自然拼读教程》（第四级）Unit12air,ear,are教学设计一.教学•Studentswillbeabletosaythe/air/whentheyseeair,ear,are.Studentswillbeabletoblendwordswithalternatives:air.ear,areas/air/andfullyunderstandthemeaningofwordsinthecontext.Studentswillbeabletospellwordstheteachersoundsout.Studentswillbeabletoreadandwritethetrickywords“every","mother"and"father”.二,教学重点能够熟练掌握/air/的发音规那么。三、教学难点能够进行blending和听写。!1!,教学用具!1!,教学用具五,教学过程

Step1ReviewFlashcardsRevisesomeofthealternativelettersoundspellingstaughtsofar,includingph,softc,softgandigh.设计意图：复习字母组合发音，为后续学习新的发音规那么做铺垫。Step2PhonicsIntroducealternatives:air.ear,areas/air/The/air/sound,asinthewordfair,isanewsoundforthechildren.Askthechildrentolookatthe/air/wordsontheirpage.Readthesewordswiththechildren.Thewordsareasfollows:fairy,stairs,chair,pair,bear.wear.tear.pear,scarecrow,hare,square,dare.Pointoutthelettersmakingthe/air/soundineachword.设计意图：直接呈现发音规那么，结合以往拼读知识拼读新词汇。设计意图：建立音、形及义的对应关系；通Explainthatthe/air/soundisusuallyspeltair.ear.orare.Askthechildrentolookatthebearsandsalmonontheirpage.Askthechildrentoreadeachwordinthesalmonandcirclethelettersmakingthe/air/sound.Askthechildrentolookatthefirstbear.Thebearhasapictureofapearonitsback.Askthechildrenfindthesalmoncontainingthewordpearandjoinittothisbear.Askthemtodothesamewiththeremainingbears.Whenthechildrenhavejoinedallthebearstothecorrectsalmon,theycolourthe/air/picturesinsidethebears.FurtherblendingpracticeWritethefollowinglistofwordsontheboardandblendthemwiththechildren:hairy,spare,wearing,rare,fairly.ReadingsentencesWritethefollowingsentencesontheboard,pointingoutthetrickywordsandblendinganyunknownwordswiththechildren.Ilovethisteddybearmostofall.Theywenttothefairwithouttheirsister.Iwasnotscaredbythephantom.Thehot-airballoonflewveryhigh.Shehaslongbrownhair.AWeshouldsharethepuppetswiththosegirls.Step3TrickywordsFlashcardsUsetheflashcardstorevisesomeofthetrickywordstaughtsofar,includingonce,upon,always,also,of.eight,love,coverandafter.TrickywordsIntroducethethreenewtrickywords:every,motherfather.Thechildrenlookatthewordsinbrownflowersatthe过圈出目标音，强化对新规那么的掌握。设计意图：复习字母音，字母形。设计意图：在情境下复习巩固旧知识。设计意图：过圈出目标音，强化对新规那么的掌握。设计意图：复习字母音，字母形。设计意图：在情境下复习巩固旧知识。设计意图：通过闪卡复习，运用书中活动进行新知识点的呈现和练习，该部分不仅要求学生会读还要求学生会拼写。Encouragethechildrentousethe'sayitasitsounds9techniquewhenwritingmotherfather.(Theyshouldsaymotherasthoughitrhymeswithbother,

andfatherasthoughitrhymeswithgather^)Thechildrenwriteinsidethewordsevery,motherandfatherusingabrownpencil.FillinginthegapsThechildrentraceinsidetheoutlinelettersinthewordevery,sayingtheletternamesastheydoso.Thenthechildrencoverupallinstancesofthewordeveryontheirpageandtrytocompleteacolumnofthisword,bytracingoverthedottedlettersandfillinginthemissingletters.设计意图：在情境下练习如何使用视觉词,要求学生不仅能够朗读、拼写,同时需要会运用。Thechildrenrepeatthesestepsforthewordsmotherand设计意图：在情境下练习如何使用视觉词,要求学生不仅能够朗读、拼写,同时需要会运用。CompletethesentencesReadthefirstsentencetothechildren,pausingatthetwogaps:Myandaremyparents.Askthechildrenwhichofthethreetrickywordstheyhavejustlearntmightfitinthegapsinthissentence.Theyshouldwritemotherfatherinthegaps.Thechildrenreadthenextsentencebythemselvesanddecidewhichtrickywordcompletesthesentence.ATheywritethecorrecttrickywordonthemline.DictationsentencesDictatethefollowingsentences:Hegetsacomiceveryweek.Shepaintedacardforhermother.Fathertookustothepark.设计意图：在情境下训练学生听音能写的能力。设计意图：设计意图：复习巩固视觉词；通过涂色的形式激发学生学习兴趣，巩固记忆。TrickywordflowersThechildrenlookatthetrickywordsflowersatthebottomoftheirpage.Readeachtrickywordwiththechildren.Thewordsareasfollows:also,of,eight,love,cover;after.Thechildrencolourtheflowersusingabrownpencil.FurtherblendingpracticeWritethefollowinglistofwordsontheboardandblendthemwiththechildren:flair,everyone,care,parent,prepare.

设计意图：训练学生书面表达能力，要求学生不仅看词能读，听音能写，同时可以在情景下进行简单的写作。WordsandsentencesWritethetitleontheboard,Intheoldtreelived...设计意图：训练学生书面表达能力，要求学生不仅看词能读，听音能写，同时可以在情景下进行简单的写作。Readthetitlewiththechildren.AAskthechildrenwhatkindofcreature,orcreatures,mightliveintheoldtree.Encouragethechildrendiscusswhattheythinkthecreaturelookslike,orthekindsofthingsthecreaturemightliketodo.Trytodevelopthechildren'sideasintoastory.WritingThechildrenwritethetitle,Intheoldtreelived...onthetopline.Theywriteastoryabouttheoldtreeanditsinhabitantsontheremaininglines.Thechildrencouldwritetheirownstory,ortheywritestorydiscussedbytheclass.PictureThechildrendrawapictureoftheirhomeinthepictureframe.Note1:spellingAtthisstage,thechildren'sspellingwillnotalwaysbeaccurate,buttheirworkwillbereadable.Spellinggraduallyimprovesthroughreadingmanybooksandlearningthealternativeletter-soundspellings.Note2:titleTeachersshouldfeelfreetosettheirownwritingsubject.Thetitleofthewritingexercisedoesappearonthechildren'spages,butthepictureframeisemptyandthelinesareblank.设计意图：训练学生阅读理解能力，要求学生不仅能够拼读还要达成理解。ComprehensionThechildrenlookatthestory,TheMidnightFeast,ontheirpage.设计意图：训练学生阅读理解能力，要求学生不仅能够拼读还要达成理解。Readthestorywiththechildren.Readthefirstquestiontothechildren.Whatistheking'sname?(Thechildrenmightnotbeabletoremembertheking'sname.Ifthechildrenarestruggling,encouragethemtolookfortheanswerinthestoryintheirbooks.)Askthechildrentowritetheiransweronthelinenextto