Phonics教學(xué)經(jīng)驗(yàn)淺談

1、Phonics教學(xué)經(jīng)驗(yàn)淺談青銅峽市鋁業(yè)學(xué)校 孫永燕作為一名phonics教學(xué)實(shí)驗(yàn)教師，我很榮幸能和大家一起來探討phonics教學(xué)法。談經(jīng)驗(yàn)說不上，我只是將我在phonics教學(xué)上的一些做法及看法加以總結(jié)，與大家共同交流以達(dá)到共勉、共進(jìn)。 一、字母教學(xué) Phonics教學(xué)法的特點(diǎn)首先是要牢牢掌握26個字母的name和sound。在教學(xué)字母時，可讓學(xué)生主要通過模仿記憶，注意看老師的口型，發(fā)音要到位。另外，還可通過字母操，教師示范學(xué)生可自行創(chuàng)造字母操，這樣，在活躍的學(xué)習(xí)氛圍中，學(xué)生牢固的掌握了字母的音與形，真正達(dá)到了見“形”知“音”，呼“名”記“形”。這樣既有利于學(xué)生各種綜合能力的發(fā)展，又有利于p

2、honics教學(xué)在愉悅輕松的環(huán)境中進(jìn)行，學(xué)生學(xué)習(xí)起來和諧而又主動。另外還可通過唱“ABC song”和字母游戲讓學(xué)生熟練掌握。二、音圖、單詞教學(xué)掌握了字母之后，逐漸引入到音圖、單詞教學(xué)。從字母到音圖再到單詞，這是相關(guān)聯(lián)的。如在教音圖at時，學(xué)生首先要清楚字母a 和t的發(fā)音，然后就可拼出音圖的發(fā)音。單詞教學(xué)是phonics教學(xué)的重點(diǎn)，在教學(xué)時，教師需要自制音圖、單詞卡片及圖片，這樣便于檢查學(xué)生的學(xué)習(xí)效果。關(guān)于教具制作，我還會另外提到。純粹的單詞教學(xué)是很枯燥的，我們一定要將單詞融入到句子中來教。除了模仿記憶外，教師要花時間和精力設(shè)計(jì)多種活動方式，如在鞏固單詞時，可采用游戲Bingo、炒單詞、手拍單

3、詞等活動，讓學(xué)生快速掌握該單詞的音、形、意。三、歌曲歌謠的重要作用對于低年級學(xué)生來說，興趣教學(xué)是重點(diǎn)，在教學(xué)中融入歌曲歌謠尤為重要。教師可自行改編歌曲，自創(chuàng)歌謠，我本人喜歡自創(chuàng)歌謠，將本課的重要單詞盡量都融入進(jìn)去，學(xué)生聽來趣味濃厚，說來瑯瑯上口。如在第六課時我編寫了chant: Cup, cup, cup. The cup on the rug. Bug, bug, bug. The bug in the mug. Bus, bus, bus. The bus is very long. Pup, pup, pup. The pup is very cute. 第七課的內(nèi)容編了chant: I

4、 like hen, I like pet. The hen is yellow. The pet is black. The men are in the jet. The jet is wet. The pen is wet and the net is wet , too. 學(xué)生都非常喜歡。我不僅在phonics教學(xué)中使用chant,在新標(biāo)準(zhǔn)英語教學(xué)中，我也經(jīng)常會使用到。四、多媒體輔助教學(xué)的作用Phonics課本在編排上也存在著一些弊端，單詞量大，有的圖片不貼近我們的現(xiàn)實(shí)生活，而且沒有彩圖。因此，為方便我們的教學(xué)，教師可以制作多媒體課件，給學(xué)生以更直觀的吸引。我們不能否認(rèn)和忽略多媒體教學(xué)

5、的重要作用。五、教具的制作與使用在制作教具時，我們盡可能將教具做得大些，美觀些。如我所作的字母，音圖，單詞卡片。單詞教具盡可能實(shí)用些，如我的日歷教具。另外，在phonics教學(xué)中，我們要盡可能采用實(shí)物教具，實(shí)物永遠(yuǎn)是最直觀的一種呈現(xiàn)。 以上只是我在實(shí)驗(yàn)過程中總結(jié)出的一些方法，我還需要繼續(xù)探究、鉆研教法，在實(shí)驗(yàn)中經(jīng)歷了一番“苦”與“痛”后，我和學(xué)生都嘗到了“甜頭”，看到了“曙光”。我們要將phonics教學(xué)進(jìn)行到底！說 課 材 料 Lesson Three孫永燕教材的分析與理解本課安排了四個音圖，九個單詞。重點(diǎn)要求學(xué)生掌握音圖和單詞的準(zhǔn)確發(fā)音，使學(xué)生達(dá)到見詞能讀、聽音能寫的能力。在Phonics

6、教學(xué)中，不僅僅是教給學(xué)生認(rèn)識音圖，學(xué)習(xí)單詞，更重要的是讓學(xué)生領(lǐng)悟Phonics的特點(diǎn)，學(xué)習(xí)Phonics的方法，為長遠(yuǎn)的英語學(xué)習(xí)打好基礎(chǔ)。教法的設(shè)計(jì)與闡述 在教學(xué)本課時，我借助了多媒體課件來輔助教學(xué)，通過課件展示音圖及單詞，并下載了相關(guān)圖片幫助學(xué)生理解單詞的意思。為了進(jìn)一步加深學(xué)生的印象，我又盡可能地拿出一些實(shí)物，如，書包、標(biāo)簽、抹布、帽子等，這樣直觀的教學(xué)能夠幫助學(xué)生快速而有效地記住單詞。對于英語起始年級，一定要注重培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣，所以，在大容量的教學(xué)內(nèi)容中，我安排了很多活動，除了單詞的趣味練習(xí)，還有Chant Clap Your Hands. 而這個Chant中正好有所學(xué)的音圖ap

7、，學(xué)生在愉快的Chant中又鞏固了該音圖。為了活躍學(xué)生的氣氛，我在新知識教學(xué)后安排了一個學(xué)生都感興趣的Bingo游戲，練習(xí)了學(xué)生的聽音、讀音的能力。最后，我又借助實(shí)物cat, rat, 給學(xué)生講述了一個Mag and Tab的故事，這是對教學(xué)的拓展延伸。課堂程序的安排與組織 Step 1.WarmerGreetings.T: Good morning, boys and girls.S: Good morning Ms Sun.T: How are you?S: Im fine, thank you. And you?T: Im fine too, thank you.Sing a song:

8、Good morningReview the letters: A,B,C,G,L,M,N,P,R,S,T Step 2.PresentationTeach ag.CAI shows the letter combination ag. The teacher read the sound of ag. Then the students read after the teacher.Practise the sound of ag one by one.CAI shows the words: bag, tag, rag.T: Who can read these words?S1: bag

9、, tag, ragS2: bag, tag, rag (4) The students read the words one by one.(5) CAI shows the pictures or objects to make the students understand the meaning of these words.(6) The students read the words together. 2. Teach ap (1) CAI shows the phonogram ap, teach the students. (2) Shows the words: nap,

10、cap, map, tap. Use the same way to learn the words. 3. Learn a chant Clap Your Hands. (1) CAI shows the contents of the chant. Pay attention to the word clap. The teacher says the chant with actions firstly. (2) Let the students say after the teacher. (3) The students say the chant with actions. 4.

11、Teach ab. Teach the phonogram ab and the word cab in the same way.5. Teach al. Teach the phonogram al and the word pal in the same way. 6. Read all phonograms and words again. Step 3.PracticeThe teacher shows the objects or pictures and lets the students speak out the words.Have a match between the

12、boys and girls.Get a boy and a girl come to the front, the teacher says the words, the students point to the correct pictures. Step 4.Game Play the game Bingo. The teacher says the words, the students circle. Step 5.StoryThe teacher use the objects to tell a story Mag and TabCAI shows the contents o

13、f this story, get the students read the story. Step 6.HomeworkSay the chant for your parents.Copy the words and read out them. 說 課 材 料韓春麗一、說教材分析Good afternoon，everyone.今天我說課的內(nèi)容是新標(biāo)準(zhǔn)英語（三起點(diǎn)）四年級第四冊Module 5 Unit 1 Amys taller than Lingling. 本課主要學(xué)習(xí)用Amys taller than Lingling.描述個體間的差異以幫助他人區(qū)別。本篇課文主要是以一堂英語課為主

14、線，通過老師點(diǎn)名來比較高矮然后學(xué)生自己來比較年齡為主要內(nèi)容。課文內(nèi)容與學(xué)生生活實(shí)際聯(lián)系緊密，有利于學(xué)生英語學(xué)習(xí)興趣的激發(fā)和積極性的調(diào)動。二、說教學(xué)目標(biāo)英語課程目標(biāo)提出基礎(chǔ)階段英語課程的總體目標(biāo)是培養(yǎng)學(xué)生綜合語言運(yùn)用能力，結(jié)合這一總目標(biāo)和學(xué)生的實(shí)際情況，將本課的教學(xué)目標(biāo)設(shè)計(jì)如下：（一）、知識目標(biāo)：1、能聽、會說Amys taller than Lingling.結(jié)構(gòu)式的句子。2、能聽、說、認(rèn)讀單詞taller,than,older,shorter,younger,stronger。（二）、技能目標(biāo)：通過引導(dǎo)學(xué)生積極參與各項(xiàng)課堂教學(xué)活動，使學(xué)生養(yǎng)成動腦、動口、動手的好習(xí)慣，指導(dǎo)學(xué)生熟練應(yīng)用本課所學(xué)

15、的語言和知識進(jìn)行日常交際，形成綜合運(yùn)用語言的能力。（三）、學(xué)習(xí)策略：通過小組合作、同學(xué)之間競爭等學(xué)習(xí)方式，鼓勵學(xué)生積極與他人合作，共同完成學(xué)習(xí)任務(wù)。（四）、情感態(tài)度目標(biāo)：通過引導(dǎo)學(xué)生參與比高矮、比力氣等活動來練習(xí)說話來開展教學(xué)活動，營造輕松愉快的教學(xué)氛圍，培養(yǎng)學(xué)生的學(xué)習(xí)興趣、培養(yǎng)孩子們在生活中運(yùn)用英語的能力。三、說教學(xué)重、難點(diǎn)培養(yǎng)學(xué)生在特定語境內(nèi)領(lǐng)悟和使用語言交際的能力是小學(xué)英語教學(xué)的重點(diǎn)，本課的句型Amys taller than Lingling.Im older than Lingling.Sams shorter than Daming.Im younger than Daming.

16、對培養(yǎng)學(xué)生的會話能力起著極其重要的作用，所以能聽懂會說句型并能運(yùn)用句式說話練習(xí)是本課的教學(xué)重點(diǎn)。本課的教學(xué)難點(diǎn)是：形容詞的比較級的概念和一些形容詞比較級的一般變化形式。tall- taller; short - shorter; old-older; young- younger;strong- stronger.四、突破重、難點(diǎn)的關(guān)鍵、運(yùn)用情景教學(xué)法，創(chuàng)設(shè)語言情景，讓學(xué)生在情景中學(xué)習(xí)，組織活動讓學(xué)生在活動中掌握知識，在活動中鞏固運(yùn)用新知。五、說教法、學(xué)法為了完成以上教學(xué)目標(biāo)，更好的突出重點(diǎn)，突破難點(diǎn)，按照學(xué)生的認(rèn)知規(guī)律和本課教材的特點(diǎn)，我設(shè)計(jì)了以下教學(xué)方法：1、小組合作學(xué)習(xí)法：把全班同學(xué)四人

17、為一組，課堂各項(xiàng)教學(xué)活動均以小組合作學(xué)習(xí)為主線，接對或全班活動為輔，學(xué)生互相交流、切磋，共同完成學(xué)習(xí)任務(wù)，在合作中感受學(xué)習(xí)英語的樂趣及交流的意義，也通過小組成員的合作培養(yǎng)學(xué)生能夠積極與他人合作，共同完成學(xué)習(xí)任務(wù)。2、情景教學(xué)法：在句型學(xué)習(xí)運(yùn)用中，為學(xué)生提供真實(shí)而有效的語言運(yùn)用環(huán)境。激發(fā)學(xué)生想說的愿望，語言練習(xí)中也有利于學(xué)生表達(dá)能力的提高。3.多媒體直觀教學(xué)法運(yùn)用多媒體教學(xué)課件來輔助教學(xué)，從學(xué)生喜歡和熟知的體育明星導(dǎo)入到我們要學(xué)的重要句式，激發(fā)學(xué)生說的興趣。課件中活潑可愛的大象、小狗和生動形象的大樹、房子都是學(xué)生熟悉并且學(xué)過的單詞，通過這些內(nèi)容的填充，不僅復(fù)習(xí)了舊單詞又學(xué)習(xí)運(yùn)用的新句型，一舉兩得

18、。六、說教具準(zhǔn)備：依據(jù)小學(xué)英語教學(xué)的直觀性、趣味性、實(shí)踐性的教學(xué)原則，結(jié)合合作學(xué)習(xí)和任務(wù)型教學(xué)的新理念，我利用了CD-ROM、單詞卡片、自畫圖、錄音機(jī)等教具，學(xué)生則利用身體資源積極參與教學(xué)活動。七、說教學(xué)程序Step 1: Before the classSing some songs: Step 2: WarmerT: Now, lets play a game. Ill say a word ,then you should say the antonym of the word and you can do the action at the same time.( big small

19、;tall short ;long short; fat thin)Step 3: Greeting T: How are you today? What day is today? What day is tomorrow? Whats the weather like today?T: Today we are going to study Module 5. Module 5 is talking about size. Do you know whats the meaning of size? Have the students guess.(Show a coat and tell

20、 the students that we can know the size of the coat in the label.)Step 4: Learn the sentence: Mr Yao is taller than Mr Liu.1. T: (show CAI: some pictures of Yao Ming and Liu Xiang) Who is he ? Can you tell me something about Yao Ming? Who is he ? Can you tell me something about Liu Xiang? Do you kno

21、w how tall is Yao Ming and how tall is Liu Xiang?T: Compare with the two man, then we can say Mr. Yao is taller than Mr. Liu.(show the new words: than and taller . Have the students read the words after the teacher than read them one by one. Then read the sentence: Mr. Yao is taller than Mr. Liu. )T

22、: Then Mr. Liu said: Im shorter than you. (show new word: shorter and read several times.)Have two students come in front of the class. Stand them next to each other and say who is taller.Do more examples with other pairs of students to give them plenty of examples to the adjective +-er+ than”struct

23、ure.Step 5: Learn the sentence: The man is older than the girl.1.T: (show an old man and a little girls picture) Look at this man. He is old. (show word:old, read it several times then show the comparative of the word:older)T: Look at the cute girl. She is young. (show word:young and read it several

24、 times then show the comparative of the word:younger)2.Have the students look at the picture and say a sentence:The man is older than the girl or the girl is younger than the man.3.Read the sentence together.Step 6: Learn the sentence: Im stronger than name.Show the picture: A strong man .Teaching t

25、he new words: strong and stronger, and have the students read them after the teacher.The teacher has a contest with the students and show the sentence: Im stronger than name.Have the students work in pairs, then say the sentence.Step 7:Look and say,The teacher shows all the comparative words and hav

26、e the students read them.Show a picture: A tree and a house, The tree is taller than the house. Have the students look at the picture and say a sentence using words taller and shorter. Then have the students read the sentences together.The same way with the picture2: An elephant and a dog.Step 8: Le

27、arn the text of Module 5 Unit 1T: (show the head masks) Look, Ms Smart ,Amy . Lingling, Sam and Daming. They are our good friends. Do you want to know who is taller and who is younger? Now lets look at the text.Listen and point: the student listen to the tape and point to the correct pictures.Then r

28、ead after the tape.Answer the question: who is taller and who is youngerand write them on the board. Have the students look at the board and say the sentences together. Have the students read the text in different roles.Have one more group come in front of the class and act the text.Step 9:Summering

29、Step 10. HomeworkDo a survey in their family member and use the structure say some sentences.Family memberAgeHeightWeightFatherMother BOOK 5 Module 3 At the weekend Unit 2 What did Daming do? School: 青銅峽鋁業(yè)學(xué)校 Name: 韓春麗Module 3 At the weekend Unit 2 What did Daming do?Teaching requirement:Talking abou

30、t the past activities.Learn the new words: hour mountain taketookLearn the target language: Where/How/When/What did ？Learn four phonetic symbols: / /; /: / ; / u /; / u: /Learn a new song: The London EyeTeaching focus point:Have the students using the correct past tense forms to talk about the past

31、activities.Can ask and answer the questions: Where/How/When/What did ？Teaching prepairing: Tape Cards Stickers ChartTeaching steps: Step 1. WarmerThe teacher greeting with the students :Good morning ; How are you today?The teacher asks the students what did they do last night? What did you do at the

32、 weekend? Step 2.Talking T: Do you remember the text of unit 1? According to the text,do you know what did Lingling,Sam and Amy do at the weekend? Where did they go? T: How happy they were! Daming ( their good friend) also very happy for hearing that .Can you guess what did Daming say? T:Maybe he sa

33、id I had a good time at the weekend too. What did Daming do at the weekend? Lets listen to the tape. Step3. Listen and sayHave the students close their books .The teache play the tape first time.Then have them open the books and listen to the reading of the text the second time. This time, they must

34、 underline the new words.Teach the new words: hour and mountain. First the teacher read ,then the students repeat. After that, have some individual student read the words, the teacher corrent their pronunciation.Warning the students that they must use “an” in front of the word hour. Play the tape ag

35、ain, have the students repeat.Then have them read the passage after the teacher . Then have some students read it again. Make sure that the students can read it flurently. Step4. DiscussHave the students work in four and discuss how to answer the questions of Activity 2Ask some groups stand up and a

36、nswer the questions.When they answer the questions,they must pay attention to use the past tense form of the verbs. Then the teacher asks the questions have the whole class answer .Have the students think about the questions of Activity 3. They should talk about themslves.Ask some individual student

37、s answer the questions. The other students should listen carefully.Have the students work in pairs. One asks, the other answers. Tell the students that if they connect all the answers of the questions, they can write a passage of their own.Step 5. Learn four phonetic symbolsHave the students focus o

38、n the table.Then play the tape.Tell the students that we are going to learn four phonetic symbols. Write them on the board. The teacher read and the students repeat. Then read the words.Write some words on the board .The words contain the same sounds. Have the students put the words into the correct

39、 column.box ball cook took room hot foot good two moon zoo drop food floor / /: / u / u: /Check their answers in the class.Step 6. Learn a new song: The London EyeHave the students look at the picture and the teacher asks: Whats this? Whats the London Eye? Did you ever see a wheel like this? Where i

40、s it?Get the students to imagine that they were sitting in the London Eye. Maybe they will feel different while singing the song.Play the spoken version and let the students to repeat the words.Now play the second version and let the students listen to the melody or they can sing along with the musi

41、c.Have the students do actions as they sing. They should make circular movements with their hands as they sing round and round. They can point upwards as they sing high up in the sky.They should say the line Look at that! slightly louder than the other lines and then point upwards at the same time.

42、They also can change the line Look at that! into another sentences. Such as: Look at me! / Its so big!/I see the sun.Have a few students come in front of the class sing the song. The other students accompany them with the claps. Step7.Game: Play and say.Before play the game, the teacher should papir

43、e some cards. On it write some places that maybe they went at the weekend; The second sort write the transports; The third sort write some actions maybe they did at the weekend.Have three students choose the cards, then have one student asks the questions :Where did you go at the weekend? How did yo

44、u go there? What did you do at there? The correct student should answer the question loudly. At last, have the students connect the three cards in to a sentence. eg: I went to the park by plane to see monkies. The sentences maybe very interesting. Step 8. Brief summary Step 9. Homework Copy the pass

45、age into the exercise books.Sing the song for your parents.Writing: Unit 2 What did Daming do? Who went to the Great Wall? When did they go? How did they go? What did they do? What did Daming do?Module 4 FoodUnit 1 Do you like meat?Teaching aims(教學(xué)目標(biāo)):1.Get the students to master the following words

46、 and sentences:meat,rice,noodles,fish milk. Do you like? Yes, I do. No, I dont.2.Get the students to use the sentence patterns to ask about likes and dislikes.3.Through activities, the teacher should cultivate the students spirit of competition and cooperation. Important points(教學(xué)重點(diǎn)): The mastery of

47、 the new words and sentences.Difficult points(教學(xué)難點(diǎn)): The students can use the sentence patterns to ask about likes and dislikes.Teaching aids(教學(xué)準(zhǔn)備)： tape recorder, some objects ( meat, a pear, an orange, an apple, pencils, pens, table tennis) cards( fruits cards, basketball, football, teddy , cars,

48、ships and so on)Teaching procedures(教學(xué)過程)：Step1 Warm-up Activities1. Greetings.2. Sing a song.(Please stand up)3.Rewise some words of sports.4. Show a speral word.(Use some pictures of food make up the word “food”) Then have the students guess which letter is it. Then show the new word food .And tea

49、cher the word.Step2 Learn some new words.The teacher shows the cards of the words and teaches how to pronouce the words . Have the students read the words after the teacher . Then the teacher shows the objects of the words,and have the students remember the meaning of the words.Have some groups of t

50、he students come in front of the class and one point to the cards ,one read the words,and another shows the objects.The teacher gives the objects to some students,and get the students hold up the objects. Then the teacher says the words and the students point to the objects.Using the structure of “

51、I like and I dont like” to strengthen the new words. Step3 Ask and answer According to the students saying. The teacher asks questions to them. Do you like _? Yes, I do. Do you like _? No, I dont.Teach the student how to answer the questions. Ask some individual student answer the question. Make sur

52、e the students can answer it. Play the game: The teacher asks the questions, and if the answer is yes, they should stand up, and say the answer together. Then have the other group of students answer the question.Step 4 listen and point The teacher have the students open their books and listen to the

53、 tape and point to the correct sentences.The students read after the tape. Then read after the teacher. Have the students have a rest, and the teacher reads text for them.Have some students read the sentences.Have all the students read the text together.Step 5. HomeworkRead the text several times.Listen to the tape and read afer it.Writing: Module 4 FoodUnit 1 Do you like meat? Yes, I do. noodles? rice? No, I dont. fish? 自評材料 本節(jié)課上完后，基本完成了課前制定的教學(xué)目標(biāo)和任務(wù)，學(xué)生參與課堂活動的面比較廣，大部分同學(xué)課堂參與活動的熱情高，學(xué)生學(xué)完后的效果較好，充分體現(xiàn)了以學(xué)生為主體的新課程理念。因?yàn)閺恼Z言的本質(zhì)上看，英語是一種交際的語言，因此，教師應(yīng)該將它作