麗聲快樂自然拼讀教程4 Unit4 教案

1、 麗聲快樂自然拼讀教程（第四級）Unit 4 a_e, ay, ai 教學(xué)設(shè)計(jì)一、教學(xué)目標(biāo) Students will be able to say the /ai/ when they see a_e, ay, ai.Students will be able to blend words with alternatives: a_e, ay, ai as /ai/ and fully understand the meaning of words in the context.Students will be able to spell words the teacher sounds o

2、ut.Students will be able to read and write the tricky words “want” and “because”.二、教學(xué)重點(diǎn) 能夠熟練掌握/ai/的發(fā)音規(guī)則。三、教學(xué)難點(diǎn) 能夠進(jìn)行blending和聽寫。四、教學(xué)用具教材課件彩筆教學(xué)過程Step 1 ReviewFlash cardsReview some of the alternative letter sound spellings taught so far, including ph, soft c and soft g.設(shè)計(jì)意圖:復(fù)習(xí)字母組合發(fā)音，為后續(xù)學(xué)習(xí)新的發(fā)音規(guī)則做鋪墊。Ste

3、p 2 PhonicsIntroduce alternatives: a_e, ay, ai as /ai/Remind the children of the three main ways to write the /ai/ sound: ai, ay and a_e.Remind the children that the “ay” spelling usually comes at the end of a word.Tell them that this is because the letter i is too shy to go at the end of a word, so

4、 its cousin, toughly takes its place.The children look at the /ai/ words on their page.Point out that the “wh” at the beginning of the word whale makes a /w/ sound.Read these words with the children.The words are as follows:whale, paint, play, snake, train, tray,name, may, cake, tail, snail, hail.Re

5、ad the first /ai/ word, whale, again.Ask the children whether the /ai/ sound is spelt ai, a_e or ay in this word.They should say a_e.Using a yellow pencil, the children underline the letters making the /ai/ sound in the word whale.Then they write over the dotted word whale in the large yellow a_e di

6、graph on their page.The children read the remaining words and circle the letters making the /ai/ sound in each word.Then they write the words in the corresponding digraphs on their page. Further blending practiceWrite the following list of words on the board and blend them with the children:grain, c

7、aveman, stray, make, spray. Reading sentencesWrite the following sentences on the board, pointing out the tricky words and blending any unknown words with the children.We eat our cornflakes with milk.I made a mistake on the other page.Were you playing with my skates?The goldfish had many scales.Were

8、 the oranges nice?The other hamster is still in its cage. 設(shè)計(jì)意圖:直接呈現(xiàn)發(fā)音規(guī)則, 結(jié)合以往拼讀知識(shí)拼讀新詞匯。建立音、形及義的對應(yīng)關(guān)系；通過圈出目標(biāo)音，強(qiáng)化對新規(guī)則的掌握。復(fù)習(xí)字母音，字母形。設(shè)計(jì)意圖：在情境下復(fù)習(xí)鞏固舊知識(shí)。Step 3 Tricky wordsFlash cardsUse the flash cards to review some of the tricky wordstaught so far, including any, many, more, before, other and were.Tricky

9、 wordsIntroduce the two new tricky words: want and because.Ask the children to look at the words in green flowers at the top of the page.Teach the children to use the say it as it sounds technique, when spelling the word “want”.When writing “want”, the children should try to say it with an /a/ sound

10、 in the middle, as though the word rhymes with pant.For spelling the word “because”, it may help the children to learn this mnemonic:Big elephants catch ants under small elephants.Write the mnemonic on the board.Read the words to the children, pointing to the first letter of each word as you say it.

11、Point out that if you write down the first letter of each word in this sentence, it spells “because”.Ask the children to write inside the words “want” and “because” using a green pencil. Filling in the gapsAsk the children to trace inside the outline letters in the word “want”, saying the letter nam

12、es as they do so.Ask the children to cover up all instances of the word “want” on their page and try to complete a line of this word, by tracing over the dotted letters and filling in the missing letters.Ask the children to repeat these steps for the word “because”.Complete the sentencesRead the fir

13、st sentence, pausing at the gap: Do you _ to help?Ask the children whether they think they should write “want” or “because” in this gap.(They should write “want” in the gap.) Dictation sentencesDictate the following sentences:We want more good books.I need my coat because it is raining.設(shè)計(jì)意圖：通過閃卡復(fù)習(xí)，運(yùn)

14、用書中活動(dòng)進(jìn)行新知識(shí)點(diǎn)的呈現(xiàn)和練習(xí)，該部分不僅要求學(xué)生會(huì)讀還要求學(xué)生會(huì)拼寫。設(shè)計(jì)意圖：在情境下練習(xí)如何使用視覺詞，要求學(xué)生不僅能夠朗讀、拼寫，同時(shí)需要會(huì)運(yùn)用。設(shè)計(jì)意圖：在情境下訓(xùn)練學(xué)生聽音能寫的能力。MnemonicsAsk the children to read the mnemonic:Big elephants catch ants under small elephants.Remind the children that if they write down the first letter of each word in this sentence, it spells “bec

15、ause”.(On the childrens page, the first letter of each word in this mnemonic is an outline letter. The children trace inside these letters to spell because.)設(shè)計(jì)意圖：在情境下訓(xùn)練學(xué)生字母的書寫及朗讀句子的能力；同時(shí)通過趣味的方式強(qiáng)化視覺詞的拼寫。Words and sentencesWrite the title on the board, My House.Read the title with the children.Some ch

16、ildren might not live in a house. This is a good opportunity to discuss the various different types of homes the children have.Ask a child to say one sentence about his or her home. For example,I live in a big apartment. My house is quite small.My house has a nice garden.You may need to stop the chi

17、ld at the end of their sentence, as most children will try to carry on.Ask some other children to say a sentence about their home. Encourage the children to say a different sentence each.WritingThe children copy the title, My House, onto the top line.They write as much as they can about their home o

18、n the remaining lines.PictureThe children draw a picture of their home in the picture frame.Note 1: spellingAt this stage, the childrens spelling will not always be accurate, but their works will be readable. Spelling gradually improves through reading many books and learning the alternative letter-sound spellings.Note 2: titleTeachers should feel free to set their own writing subjects. The title of the writing exercise does appear on the childrens pages, but the picture frame is empty and the lines