教师

姓名

单  位

上课年级

课题名称

於 艳

金华市西苑小学

四年级

What can you see？

教学

内容

字母组合ee和ow在部分单词中的发音规律

ee——[  i：]  以及 以Ee为韵脚的rhyme

ow——[ Əu ]  以及以ow 为韵脚的poem

new words：sheep  cheese  coffee

           snow  window  yellow

设计

思路

    在导入阶段，教师巧妙的利用组合简笔画逐步引出学生已学单词，在自然的师生交流过程中逐步引出关键次和主题句型，并且按照单词的难易程度合理安排了关键次的出现顺序，使学生能够拾阶而上，扎实掌握直呼式拼读法的同时能够兼顾逻辑性和趣味性，由此 学生恩能够够很自然的归纳出字母组合在单词中的发音规律。语音课其设计意图不能光停留在单词的发音和拼读方式上，最终新授的单词仍然需要被灵活运用得以巩固。因此操练过程中教师本着词不离句的原则，把看似孤立的关键词分别编成活泼的rhyme和优美的poem，并且用悦目的组合简笔画层次分明的展现。即巩固了知识点又丰富了学生的语言结构。

操练阶段和拓展阶段都设计了不同梯度的活动供不同基础的学生选择，拓展阶段的选词造句更升华了主题，把原本枯燥无味的语音教学变得生动活泼，实效非凡。

教学

目标

知识目标1.学生能够听说拼读符合ee--- [I:]和ow---[ Əu ]发音规律的新词

         2.学习符合发音规律的新例词并能拼读和灵活运用

         3.熟练掌握分别以ee和ow为韵脚的一首韵文和小诗

能力目标:学生能够自己发现发音规律并根据发音规律用直呼式拼读法拼读单词

.情感目标: 学生能够在教师的引导下自己找到答案,培养学生的探究意识.

重点

难点

  1 能够学会直呼式的拼读方式,并能够初步掌握稍复杂新词的方法

2. 学生能在教师的引导下归纳出字母组合发发音规律

板书

设计

        yellow—low---slow

教学步骤和说明：

Step 1 Warm- up: 1.Sing a song --- In the classroom

T: Good morning, boys and girls, nice to meet you.

S: Nice to meet you, too.

T: I’d like to be your friend, shall we sing a song  together? “In the classroom”, can you?（S: Sure.）

(Teacher and the students sing the song together.)

Step2. T: Well, the classroom is really beautiful. There are flowers and pictures. Now, please look around this one, what can you see in this classroom?  (cai shows the key sentence what can you see ,I can see …

S1: I can see a door. I can see fans and lights

S2: I can see walls and windows.

S3: I can see boards…

T: Where is the board?

S4: it’s on the wall.

T: what‘s on the board, can you see? (T draws a part of a bee)

S:I can see a butterfly. I can see a flower.(T finishes the bee.)

Ss: a bee.

T: could you spell it ?S:b-ee(师四线格板书bee)

T: Follow me  [b]-[i:]—[bi:](师请多位学生用拼读法读单词)

T：Now，what can you see？（Ss answer one by one ： I can see a bee.）

Step3:T draws a tree with a green chalk and ask:now,look,where is the bee?

Ss: It’s in the tree.(相同的方式板书tree以及请学生拼读)

T ：what color is the tree？Ss：it is green.(板书拼读r-ee-n—reen---green)

T:now ,what can you see?(引导学生说:I can see a bee in the green tree.)

T; let ‘s say the sentence like this----xx xx x| xx xx x|.(按此节奏说歌谣)

T: well done, let’s revise it.

(Cai shows the whole rhyme step by step and chant together.)

Teacher asks, Ss answer. Boys ask girls answer. Then choose some students to chant by themselves.

Cai shows b —ee— bee   Ss say them together

tr —ee—tree

r-ee -ree—green

T: So ee says____?  ss:[i:].

Twritethe picture -1on the board step by step

m-ee can you read this?ss:m—ee—mee

t:m-ee-t, how to read?ss:m-ee –mee—meet.

The same way to practice b-ee-f ,k-ee p…

Then t choose any two letters ,let S1,s2.. read the new words.

Shows the cai, give some words more difficult, Ss try to read them .

lee     jeep                  

need   seem                  

free    geese                   

Step4: t draws a white Christmas tree on the board and ask:

what can you see?

Ss: I can see a tree.

T: What color is it?Ss: it is white.(why?)

Ss can’t answer, T can add some snow.

T: do you like it ---snow?

相同的方式板书snow以及请学生拼读n-ow—now---snow

Ss:yes ,I like snow.

T: me,too,---because I can make a ---------(draws a snowman)

Ss: xueren.

T: right,we call it snowman in English. (板书snowman请学生拼读)

Draw a yellow window.(先画窗框) ask: what can you see?

Ss: I can see a picture\window\photo…

(T finishes the window)Ss: it’s a window.

T:what color is it? Ss: it is yellow.

分别板书window和yellow先后请学生拼读.

Yellow----low  can you  read this ?  low----slow. what about this word?Ss:l-ow-low—slow.(t act out the meaning of ‘slow’)

(t draws a piece of snow on the window)look, where is the snow?

Ss: it’s on the window.

Cai shows a small poem with the picture step by step  and teacher read it slowly to the class. Then Ss try to say the poem.

Snow snow \ Fall slow \On the window \ That is yellow    

Cai shows the following, ss read them together

 n-ow-now— snow

d-ow-dow—window

l-ow-low—yellow

 T: So ow says____? Ss: [əu]

T: can you read these new words?

bow  sow

low   blow   flow

row   grow

own

step6: let’s play

T shows 6 word cards let ss make sentences with the word\words.

Sheep cheese coffee

Window yellow snow

For .example: if  you  get  one card------coffee:----

I like coffee.i don’t like  coffee.

Sheep-----sheep is  white…

If you  got sheep and  coffee------sheep likes coffee, sheep has coffee…

Homework

1.   Make sentences just as you did in the class

2.   Try to find more words that have ee says[ i: ]or ow says [əu] in them, write them down and read them.

3.   Try to make a small poem with these words.

注: 课堂中所有板书以及课件出现的ee和ow都分别用红色和绿色字体引起学生的注意,帮助学生归纳不至混淆.

活跃气氛，拉进师生关系，自然引出下个步骤关于classroom的提问。

用学生熟悉的场景引出和本课的主题句型直接相关的真实对话，温故而知新。同时使学生学会观察，为下一步教师在黑板上的简笔画bee作铺垫。

只画出bee的头部和身体不但留以悬念吸引学生的注意，引起思考也能分散板书绘画的时间来增加师生的交流。

教师完成简笔画 ，用学生熟悉的单词bee来第一次引出含ee单词的拼读，由于单词难度小，几乎所有的学生都会非常愿意尝试bee的新读法：

[b]-[i:]—[bi:]

画上tree,使bee处于树枝间,目的仍在用学生已学简单的词汇再次因出含ee单词的发音,green的引出同理.

教师选择这样的三个例词来让学生熟悉拼读的方法为了后面的rhyme作准备,在交流过程中渐渐熟悉rhyme的内容远比一次性出现全篇更容易被学生接受.

用多种方式操练和巩固rhyme不仅不枯燥还很有趣味性,学生掌握的的更轻松,ee的发音已然潜移默化.

此时再回到单词的拼读方式中让学生再次回顾它的发音,便于他们自己总结出发音规律.

用一字开花的方式让学生来拼读新词,进一步巩固和运用知识点

学生熟悉简单的新词拼读之后再拿出稍难的新词来加强

方框中的单词以旧引新,使学生能够举一反三,教师将同时出示图卡使学生明白它们的中文含义并且为最后一个步骤单词造句游戏埋下了伏笔.

简笔画白色圣诞树引出snow(首次出现ow的新词)

问学生是否喜欢雪,不仅为了避免枯燥的跟读,也为雪人的出现打了基础.

简笔画snowman,可爱的造型具有一定的美感.再次出现含ow的单词,教师直接让自己拼读.

只画出窗框,同样为了增加趣味性和师生的交流并引起思考.

由yellow引出 low再及slow层次分明,学生很容易自己读出新词加深印象.

为下一步的poem 做铺垫

用缓慢而优美的语调让学生体会poem和节奏欢快rhyme 完全不同的意境

使学生能够在理解的基础上用同样优美的语调来诠释这首小诗.

回顾ow 的拼读并由学生自己归纳它的发音规律.

适时给出新词,此时 学生拼读新词的能力已经水到渠成.

给学生不同难度的造句练习,拓展学生的思维,加强新词发音的训练

先用单个的词造句,然后逐步增加到2个(甚至是试着编绕口令)看学生的水平和能力酌情采用.

教师

姓名

单 位

上课年级

课题名称

沈 瑶

杭州市长寿桥小学

五年级

《 twinkle, twinkle, little star 》

教学

内容

语音教学：诗歌  《 Twinkle, Twinkle, Little Star 》

设计

思路

语音教学除了发音，还包括语调、节奏、强弱等方面的教学。英语诗歌具有节奏明快，押韵巧妙有趣的特点，所以极富美感。一首诗歌往往会包含许多的语音现象，所以是进行语音教学的极好素材。本课选用学生熟悉的歌曲《 Twinkle, Twinkle, Little Star 》题材的诗歌为教学内容，通过简笔画、音乐等媒体创设一个美丽的语言情景来赏析诗歌：宁静的夜晚，鸟在唱歌，树随风起舞，美丽的露珠滋润了花朵，星星闪耀着光芒……，通过朗读和引导让学生发现一些语音现象，指导学生运用优美的语音语调、节奏等朗诵诗歌，从而培养学生良好的语感及对学生进行美的熏陶。

教学

目标

1 . 能用优美的语音语调朗诵《 Twinkle ,Twinkle, Little Star》小诗，掌握诗中的一些语音现象：如连读 “will you”、爆破“goodbye”、押韵“set、wet”、“light，night，goodbye”和重读等。

2．认读音标：/e/、/ai/ 及了解字母组合的发音，并能将/e/与/ai/与一些辅音音标/b/，/p/，/t/，/g/，/d/，/h/,/l/，/m/，/n/拼读。

3．能运用所学的语音知识分析并朗诵小诗《Row Your Boat》

4．形成一定的语感及对美的感受能力。

重点

难点

*教学重点：

朗读《 Twinkle ,Twinkle, Little Star》，掌握诗中的一些语音现象。

会读音标：/e/和/ai/，了解相关字母组合。

*教学难点：

  能运用所学的语音知识分析并朗诵小诗《Row Your Boat》。

  能运用优美的语音语调朗诵诗歌，提高语感和对美的感受能力。

板书

设计

          简笔画3

 (clouds and the sunset)      /e/     /ai/          ing

简笔画 1              set      light    singing

  (bird’s singing)          wet     night    dancing                       

                                  简笔画2 (tree’s dancing)

 简笔画4           简笔画 5 row a boat

 (grass with dew)

教学步骤和说明：

Teaching steps

I.warm-up:

II.Presentation:

III．Drills：

IV Extension:

V.end

Teaching  process

歌曲:<<Twinkle, Twinkle Little Star>> .

教师配乐范读诗歌：《Twinkle ,Twinkle, Little Star》,简笔画。

1．观察教师所画情景：“What can you see?”

学生从诗中找出key words，图文结合，进一步理解诗意。

2．学生读找出的词，引导学生发现相同发音部分，学习相关音标：/e/ 和/ai/：

  a．练习拼读:                                

  b．联想含有/e/和/ai/的单词，找出相关的字母组合。

     /e/  e，ea

/ai/   i, ie, igh, y, ye

3．学生跟读诗歌，发现押韵、重音、连读和爆破等语音现象。

a.  教师边带读边注重音符号和连读符号：

同桌讨论,尝试在其它句子上找一找重音和连读,并标出。

b. 根据所注符号有感情地朗读全诗.

c．呈现诗的最后两句：twinkle, twinkle, little star,

                          “Will you ______________ ?”

学生试读并选择： A.、sleep   B. say ‘hello’  C. say ‘goodbye’   由此发现“押韵”规律。

    注意: goodbye /d/ 不完全爆破

 5.全班配乐朗读全诗,个人展示表演.

赏析<<Row your Boat>>

简笔画呈现情境: “The bird is singing, the tree is dancing, the little star is shining,

What a beautiful night! Look, there is a boy, he’s sleeping and dreaming. What’s in his dream?  Let’s listen.”

听歌曲：<<Row your boat>>

1.      教师简笔画帮助学生理解诗歌大意.

2.      小组合作,运用已学语音知识分析诗(注上语音符号)

3.      小组表演朗诵歌曲,互评.

   4．Close your eyes，act the poem，and  image your dreams.

Talk about your dream:

     (What ‘s in your dream?

     What color is your dream?

     My dream tastes ….

     My dream is…. )

   5.Homework: write a little poem <<my little dream >>

歌曲<<Row Your Boat>>.

      Design points

用学生熟悉的歌曲导入。

简笔画整体呈现歌曲情境，使学生初步感知新的语言材料。

set      light    singing

   wet     night    dancing

学生在朗读中发现一些读音规律。

/e/,   

 /pe/,/me/,/le/,/se/                     /lai/,/mai/,/dai/,/pai/

/et/,/eg/,/en/ 

/ai/                            /ait/,/aip/,/ai

/set/,/let/,/men/

.       .

  .       .

 the tree is dancing,

通过填充的形式，让学生选择合适的词语，从中体会诗歌末尾的押韵。

通过美丽的夜景引入美丽的梦，教师用简笔画呈现《Row Your Boat》的情境：划着小船，船儿自由自在地漂，小鱼在快乐地游……。

请学生闭眼听歌想象，感受小诗优美的意境。

从color，taste，dream is (具体的事物) 讨论dream，指导学生写诗的方法和技巧，尝

教师

姓名

单 位

上课年级

课题名称

李 浩

永嘉外国语实验小学

五年级

Pronunciation — er

教学

内容

掌握字母组合er在词尾的发音规律

设计

思路

以PEP 5教材为蓝本，根据儿童心理特点，自编了本教学内容。本课适合各个段有一定英语基础的小学生。本课围绕教学内容，以有教育意义的小故事为主线，结合各种形式总结出语言发音规律，通过简单充满乐趣的小活动，来掌握、练习和运用这一规律。

教学

目标

1，  知识技能目标：

a, 学会发音并能在已知单词中找出相同规律的单词。

   b, 根据发音规律能够听，说，读和写基础单词。

2，情感文化培养：

   a, 通过学习，理解团结就是力量。

  b, 培养同学之间的合作能力，积极运用所学语言进行表达和交流。

重点

难点

本教学的难点是部分单词的发音， 如：the stronger brother, the thinner Peter等以及长句的阅读与表达。

板书

设计

 Pronunciation

                        简笔画

 pa__ __ __    far__ __ __   ti__ __ __   dri__ __ __      

教学步骤和说明

教学步骤

设计说明

Step1, Warm-up

   a, 歌曲问好，激发学生学习兴趣。

   b, 师生介绍，互相认识

   c, 学说简单的Chant：

   简笔画 （ Peter, Peter, near the river, tears the paper!）

   T: What do you see?

   S1S2: A piece of paper!

   T: And then?

   Ss: A boy.

   T: He is Peter. Tell me where he is.

   Ss: He is near the river.

   T: What does he do there?

   Ss:（学说）Tears the paper.

Step2, Presentation

1, sentences making

   Super Peter teacher father (单词依次出现，请学生说简单的句子)

   T: Now I have got a sentence for you.

   Peter’s father is a super teacher.(学生跟读)

   Which two letters are the same in these four words?

   Ss: er

   T/Ss: er says….

2, 找出发音规律及根据发音书写

   (1) T: Give me more words. In which words er says ／／ .

   (2) er  brother sharpener father dinner

         computer finger paper river

   (3)

        ~ ~b-er  ~ ~l-er  ~ ~k-er  ~ ~n-er 

~ ~p-er  ~ ~v-er  ~ ~m-er

     写出：pa_ _ _  far_ _ _  ti _ _ _  dri _ _ _

3, 学习strong /stronger以及形容词比较级的发音

   (1) 课件图片展示 strong/ stronger  thin /thinner,学生跟读。

  （2）看单词读： tall taller 

       一起说说做做：big bigger  small smaller  fat fatter

                      short  shorter

                    T: big          S: bigger

                      small           smaller

                      fat             fatter

                      short           shorter

old             older

                      Young          younger

                      Strict           stricter

                      nice            nicer

   (3) 师生一起看课件读：

                      tall            taller

                      big            bigger

                      small          smaller

                      fat             fatter

                      short           shorter

old             older

4,课件人物重新出现学习stronger brother/ thinner Peter和单词winner。

    T: They are two brothers.

    学生学读 stronger brother/ thinner Peter.    

 引：The stronger brother  PK  the thinner Peter.

    学生读两次

    引：课件动作 winner.

    Ss: The stronger brother is a winner.

学生学说这个简单的绕口令。

Step3, Consolidation/Practice.

1,绕口令PK

T: So you are very good at tongue twisters. Let’s have a PK.

Mary is my mother’s father’s brother’s teacher.

   My father and mother eat dinner together at a river.

   学生分单人PK单人，两人PK两人。

2，回到Peter and his brother PK的事情上，阅读含ER的句子。

图片引：  The stronger brother PK the thinner Peter.

  (1)T: Where are they?

  Ss: They are near the river.

  T: Who is a winner and why?

  Ss: Peter’s brother is a winner. Because he is stronger.

 (2) 学生朗读小篇章：

    Near the river,

    the stronger brother PK the thinner Peter.

    The brother is stronger, he is a winner.

T: Why do they PK each other?

课件帮助下 Ss: Peter tears brother’s paper. Brother hurts Peter’s finger!

课件引：学说  Brother:  You tear my paper!

                 Peter:   You hurt my finger!

3, 课件出示两副学过的图片。

   在教师的带领下。一人讲解事件，另两人扮演Peter 和 brother.

( Near the river, the stronger brother PK the thinner Peter. The brother is stronger, he is a winner. The stronger brother says: “You tear my paper!”. The thinner Peter says: “You hurt my finger!”)

4. father出现

   T: Who is this man? Why is he here?

   Ss: He asks Peter and Peter’s brother to tear a paper.(课件)

   学生阅读短文：

   Peter’s father is a teacher. He loves thinner Peter and stronger brother. He tells two brothers what is a winner. He asks Peter and Peter’s brother to tear a paper(报纸).

5, 课件解释father要说的道理.

  （课件）学生模仿父亲：You two tear this paper!

   T: Can they tear a paper?

   Ss: Yes, Two brothers can tear a paper.

   T: What about a stack of papers?

   Ss: Two brothers can’t tear many papers

   T: Why?

   T/Ss: Many papers put together and become stronger.

   T/ Ss: So two brothers put together and become stronger.

   结论：Many of us put together and become stronger, we can’t fight each other. We are friends.

6, 课件出示五副学过的图片进行事件再现和表演。

  （Near the river, the stronger brother PK the thinner Peter. The stronger brother says: “You tear my paper!”. The thinner

   Peter says: “You hurt my finger!”. Father asks Peter and Peter’s brother to tear a paper. Father says: “You two tear this paper!” Two brothers can tear a paper but two brothers can’t tear many papers. Because many papers put together become stronger. So two brothers put together become stronger. They are good brothers and good friends.)

Step 4,  Homework

1, In what areas we put together and become stronger.

2, Pick up some of the words and make a tongue twister with “ER” words.

通过一步步的简笔画吸引学生注意力，加上上口chant激发学生学习热情。同时让学生初步接触了“er”组合的发音。在接触chant的同时解决了接下来要接触的词汇。

通过阅读已知的单词，让学生找出发相同音的单词。同时出现的句子意思，（Peter’s father is a super teacher）贯穿了整个故事的内容。

进行形容词比较级拓展，为学生六年级比较级的学习作好铺垫同时也达到了练习语音的效果。

通过学生熟悉的生活中的语言让课堂更加贴近学生。

通过朗朗上口的绕口令和同学们之间的绕口令PK大赛，把学习热情推向高潮。

故事慢慢的发展开来。

学生模范此时此境兄弟俩的语气。酝酿情绪，为下面的表演做准备。

在趣味的故事中学习“er”发音。该活动设计照顾到了学生的听，读和演。

阅读小篇章，培养五年级学生的故事阅读能力。

借助熟知的传统故事，通过英语课再次传达给了学生教育意义。

通过听，说，演把“er”组合的单词放在情景里让学生慢慢地不知不觉中

教师

姓名

单  位

上课年级

课题名称

於 艳

金华市西苑小学

四年级

What can you see？

教学

内容

字母组合ee和ow在部分单词中的发音规律

ee——[  i：]  以及 以Ee为韵脚的rhyme

ow——[ Əu ]  以及以ow 为韵脚的poem

new words：sheep  cheese  coffee

           snow  window  yellow

设计

思路

    在导入阶段，教师巧妙的利用组合简笔画逐步引出学生已学单词，在自然的师生交流过程中逐步引出关键次和主题句型，并且按照单词的难易程度合理安排了关键次的出现顺序，使学生能够拾阶而上，扎实掌握直呼式拼读法的同时能够兼顾逻辑性和趣味性，由此 学生恩能够够很自然的归纳出字母组合在单词中的发音规律。语音课其设计意图不能光停留在单词的发音和拼读方式上，最终新授的单词仍然需要被灵活运用得以巩固。因此操练过程中教师本着词不离句的原则，把看似孤立的关键词分别编成活泼的rhyme和优美的poem，并且用悦目的组合简笔画层次分明的展现。即巩固了知识点又丰富了学生的语言结构。

操练阶段和拓展阶段都设计了不同梯度的活动供不同基础的学生选择，拓展阶段的选词造句更升华了主题，把原本枯燥无味的语音教学变得生动活泼，实效非凡。

教学

目标

知识目标1.学生能够听说拼读符合ee--- [I:]和ow---[ Əu ]发音规律的新词

         2.学习符合发音规律的新例词并能拼读和灵活运用

         3.熟练掌握分别以ee和ow为韵脚的一首韵文和小诗

能力目标:学生能够自己发现发音规律并根据发音规律用直呼式拼读法拼读单词

.情感目标: 学生能够在教师的引导下自己找到答案,培养学生的探究意识.

重点

难点

  1 能够学会直呼式的拼读方式,并能够初步掌握稍复杂新词的方法

2. 学生能在教师的引导下归纳出字母组合发发音规律

板书

设计

        yellow—low---slow

教学步骤和说明：

Step 1 Warm- up: 1.Sing a song --- In the classroom

T: Good morning, boys and girls, nice to meet you.

S: Nice to meet you, too.

T: I’d like to be your friend, shall we sing a song  together? “In the classroom”, can you?（S: Sure.）

(Teacher and the students sing the song together.)

Step2. T: Well, the classroom is really beautiful. There are flowers and pictures. Now, please look around this one, what can you see in this classroom?  (cai shows the key sentence what can you see ,I can see …

S1: I can see a door. I can see fans and lights

S2: I can see walls and windows.

S3: I can see boards…

T: Where is the board?

S4: it’s on the wall.

T: what‘s on the board, can you see? (T draws a part of a bee)

S:I can see a butterfly. I can see a flower.(T finishes the bee.)

Ss: a bee.

T: could you spell it ?S:b-ee(师四线格板书bee)

T: Follow me  [b]-[i:]—[bi:](师请多位学生用拼读法读单词)

T：Now，what can you see？（Ss answer one by one ： I can see a bee.）

Step3:T draws a tree with a green chalk and ask:now,look,where is the bee?

Ss: It’s in the tree.(相同的方式板书tree以及请学生拼读)

T ：what color is the tree？Ss：it is green.(板书拼读r-ee-n—reen---green)

T:now ,what can you see?(引导学生说:I can see a bee in the green tree.)

T; let ‘s say the sentence like this----xx xx x| xx xx x|.(按此节奏说歌谣)

T: well done, let’s revise it.

(Cai shows the whole rhyme step by step and chant together.)

Teacher asks, Ss answer. Boys ask girls answer. Then choose some students to chant by themselves.

Cai shows b —ee— bee   Ss say them together

tr —ee—tree

r-ee -ree—green

T: So ee says____?  ss:[i:].

Twritethe picture -1on the board step by step

m-ee can you read this?ss:m—ee—mee

t:m-ee-t, how to read?ss:m-ee –mee—meet.

The same way to practice b-ee-f ,k-ee p…

Then t choose any two letters ,let S1,s2.. read the new words.

Shows the cai, give some words more difficult, Ss try to read them .

lee     jeep                  

need   seem                  

free    geese                   

Step4: t draws a white Christmas tree on the board and ask:

what can you see?

Ss: I can see a tree.

T: What color is it?Ss: it is white.(why?)

Ss can’t answer, T can add some snow.

T: do you like it ---snow?

相同的方式板书snow以及请学生拼读n-ow—now---snow

Ss:yes ,I like snow.

T: me,too,---because I can make a ---------(draws a snowman)

Ss: xueren.

T: right,we call it snowman in English. (板书snowman请学生拼读)

Draw a yellow window.(先画窗框) ask: what can you see?

Ss: I can see a picture\window\photo…

(T finishes the window)Ss: it’s a window.

T:what color is it? Ss: it is yellow.

分别板书window和yellow先后请学生拼读.

Yellow----low  can you  read this ?  low----slow. what about this word?Ss:l-ow-low—slow.(t act out the meaning of ‘slow’)

(t draws a piece of snow on the window)look, where is the snow?

Ss: it’s on the window.

Cai shows a small poem with the picture step by step  and teacher read it slowly to the class. Then Ss try to say the poem.

Snow snow \ Fall slow \On the window \ That is yellow    

Cai shows the following, ss read them together

 n-ow-now— snow

d-ow-dow—window

l-ow-low—yellow

 T: So ow says____? Ss: [əu]

T: can you read these new words?

bow  sow

low   blow   flow

row   grow

own

step6: let’s play

T shows 6 word cards let ss make sentences with the word\words.

Sheep cheese coffee

Window yellow snow

For .example: if  you  get  one card------coffee:----

I like coffee.i don’t like  coffee.

Sheep-----sheep is  white…

If you  got sheep and  coffee------sheep likes coffee, sheep has coffee…

Homework

1.   Make sentences just as you did in the class

2.   Try to find more words that have ee says[ i: ]or ow says [əu] in them, write them down and read them.

3.   Try to make a small poem with these words.

注: 课堂中所有板书以及课件出现的ee和ow都分别用红色和绿色字体引起学生的注意,帮助学生归纳不至混淆.

活跃气氛，拉进师生关系，自然引出下个步骤关于classroom的提问。

用学生熟悉的场景引出和本课的主题句型直接相关的真实对话，温故而知新。同时使学生学会观察，为下一步教师在黑板上的简笔画bee作铺垫。

只画出bee的头部和身体不但留以悬念吸引学生的注意，引起思考也能分散板书绘画的时间来增加师生的交流。

教师完成简笔画 ，用学生熟悉的单词bee来第一次引出含ee单词的拼读，由于单词难度小，几乎所有的学生都会非常愿意尝试bee的新读法：

[b]-[i:]—[bi:]

画上tree,使bee处于树枝间,目的仍在用学生已学简单的词汇再次因出含ee单词的发音,green的引出同理.

教师选择这样的三个例词来让学生熟悉拼读的方法为了后面的rhyme作准备,在交流过程中渐渐熟悉rhyme的内容远比一次性出现全篇更容易被学生接受.

用多种方式操练和巩固rhyme不仅不枯燥还很有趣味性,学生掌握的的更轻松,ee的发音已然潜移默化.

此时再回到单词的拼读方式中让学生再次回顾它的发音,便于他们自己总结出发音规律.

用一字开花的方式让学生来拼读新词,进一步巩固和运用知识点

学生熟悉简单的新词拼读之后再拿出稍难的新词来加强

方框中的单词以旧引新,使学生能够举一反三,教师将同时出示图卡使学生明白它们的中文含义并且为最后一个步骤单词造句游戏埋下了伏笔.

简笔画白色圣诞树引出snow(首次出现ow的新词)

问学生是否喜欢雪,不仅为了避免枯燥的跟读,也为雪人的出现打了基础.

简笔画snowman,可爱的造型具有一定的美感.再次出现含ow的单词,教师直接让自己拼读.

只画出窗框,同样为了增加趣味性和师生的交流并引起思考.

由yellow引出 low再及slow层次分明,学生很容易自己读出新词加深印象.

为下一步的poem 做铺垫

用缓慢而优美的语调让学生体会poem和节奏欢快rhyme 完全不同的意境

使学生能够在理解的基础上用同样优美的语调来诠释这首小诗.

回顾ow 的拼读并由学生自己归纳它的发音规律.

适时给出新词,此时 学生拼读新词的能力已经水到渠成.

给学生不同难度的造句练习,拓展学生的思维,加强新词发音的训练

先用单个的词造句,然后逐步增加到2个(甚至是试着编绕口令)看学生的水平和能力酌情采用.

教师

姓名

单 位

上课年级

课题名称

华 洁

宁波市镇海应行久外语实验学校

五年级

Please open your mouth!

教学

内容

以PEP小学英语教材五年级上册Unit 2 和 Unit 3中的Pronunciation中的部分内容为蓝本，着重语音教学/au/ 和/əu/的单词及相应的情景句型。

设计

思路

以PEP小学英语教材五年级上册Unit 2 和 Unit 3中的Pronunciation中的部分内容为蓝本，以语音教学/au/ 和/əu/ 为主线，从单词拼读入手，过渡到句子的呈现，到最后的情景片断练习，让学生由易而难，潜移默化地掌握ow, ou, oa三个字母组合的不同发音，认识到同样的字母组合可以有不同的发音，不同的字母组合可以有同样的发音。本课中以简笔画情景再现和小组合作为核心，脱离枯燥的语音教学模式，重点培养学生良好的语音语感，激发学生对语音教学的兴趣，提高学生的自主学习能力，为他们以后的词汇拼读和识记打下良好的语音基础。

教学

目标

知识目标：

1、  学生掌握/au/ 和/əu/两个音标的准确发音。

2、掌握ow, ou, oa三个字母组合的不同发音。

能力目标：

1、让学生在语音教学中寻找规律，认识到同样的字母组合可以有不同的发音，不同的字母组合可以有同样的发音。

2、  学生学会小组合作学习和探究式的学习方式。

3、  培养学生利用生活中真实的情景进行连词成句，成段的综合表达能力。

情感目标：

1、培养学生的合作精神和良好的竞争意识。

2、从教学中意识到语音教学的快乐，让学生学会会学习，善学习。

重点

难点

1、掌握/au/ 和/əu/两个音标的准确发音。

2、掌握ow, ou, oa三个字母组合的不同发音。

3、 培养学生利用生活中真实的情景进行连词成句，成段的综合表达能力。

板书

设计

教学步骤和说明

Step1  Warming-up

a)        Sing a song:  Head, shoulders, knees and toes……

b)        TPR: Touch your head.

        Open your mouth.

        Wave your arms.

        Shake your body…….

   3. Show a mouth: Look, what’s this?  Yes, it’s a mouth. Ou,  ou,  /au/,/au/ mouth.

Step2  Presentation

1. Present ou /au/ from drawing.

① Draw a mouse on the blackboard: Look, what’s this?       It’s a mouse.

② Draw a house out of the mouse: Where is the mouse?       It’s in a house.

③ Draw a ball next to the mouse: What’s the mouse playing with?     A ball.

                            Is the ball round?          Yes, it’s round.

Where is the round ball?     It’s on the ground.

④ Try to make a sentence:

A mouse is in a house and playing with a round ball on the ground.

⑤ Try to find in these words ou is pronounced /au/.

⑥ Show /au/ and read it. Then show the words under/au/ and let pupils spell them.

2. Present  ow /au/ from card.

① Show the card of ou. Then turn ou into ow : Ow is also pronounced /au/ .

② Let pupils read the words with ow.

3. Present ow /əu/ from pictures.

① Show a flower: Look, it’s a beautiful flower. What color is it?  It’s yellow.

② Show a flow: Look, what’s this?                         Flow.

③ Show some flowers growing along the flow: Yes, slow flow makes the flowers grow.

④ Try to find here ow is not pronounced /au/, but is pronounced /əu/.

flower                        flow

yellow                         grow

4. Play a game:  Looking for our houses.

① Show the cards of ow’s words:

Look, they are the children of ow. Now they can’t find their own houses. Let’s help them, ok? 

② Let half of the class take the card /au/, and the other half take the card /əu/. Then teacher show the ow’s words and let them say:

Eg: Flower, flower, /au/,  /au/, come here. 

   Flow, flow, /əu/, /əu/, come here.

5.Present oa /əu/ from drawing.

① Draw an opening window:

Look, the children of ow find their houses. And the mouse is also in his house. Look, what’s in the house?   It’s a window.

② Draw a goat: Let’s open the window and see who’s coming?      A goat.

③ Draw a yellow coat on the goat: What’s the goat wearing?        A coat.

What color is the coat?         It’s yellow.

④ Draw a boat under the goat: Where is the goat?                 It’s in a boat.

⑤ Try to find here oa is pronounced /əu/ and let pupils read the word under /əu/.

6. Read all these  words of ou, ow,  oa.

7． Try to make a chant:

Open your mouth.        Milk the cow.

Catch the mouse.        Now, now.

Clean your house.       Put on your crown.  

Water the flower.        Wow, wow!

Step3   Practice and consolidation.

Activity 1: Game: Which is missing? Show all the words and hide one of them to let pupils guess which is missing.

Activity 2: Making sentences:

① Show four words: mouse  yellow  house  coat. And use them into sentences.

A mouse wears a yellow coat and he is in a big house.

② Let pupils choose the words and make sentences.

They can use one word into one sentence and get one mouth. If they use two words ,they can get two mouths. If three, get three mouths.

Activity 3: Listen, read and clap.

Step 3 Homework

1.      Let weaker pupils make sentences with one or two words.

2.      Let better pupils make sentences with three or more words.