麗聲快樂(lè)自然拼讀教程4 Unit10 oi, oy 教案

1、 麗聲快樂(lè)自然拼讀教程（第四級(jí)）Unit 10 oi, oy教學(xué)設(shè)一、教學(xué)目標(biāo) Students will be able to say the /oi/ sound when they see letters and .Students will be able to blend words with letters , and other sounds.Students will be able to read the following words：boy, spoil, coin, enjoy, point, toys, coil and show their understandin

2、g by matching pictures.Students will be able to spell words and sentences the teacher sounds out.Students will be able to say and write the three new tricky words: also, of, eight.Students will be able to read sentences containing target sounds and tricky words independently. Students will be able t

3、o say and write several sentences on the topic of their favourite story.Students will be able to complete the story they heard with given words.二、教學(xué)重點(diǎn) 能夠看到字母組合oi, oy發(fā)出對(duì)應(yīng)的音。 能夠快速且準(zhǔn)確進(jìn)行含有oi, oy單詞的blending. 能夠聽(tīng)音或者看圖書(shū)寫含有oi, oy或者已學(xué)過(guò)字母音的單詞。 能夠用簡(jiǎn)單句描述故事，并嘗試運(yùn)用過(guò)渡詞。 能夠獨(dú)立讀本單元書(shū)中的句子。三、教學(xué)難點(diǎn) 能夠書(shū)寫自己講述的故事。 四、教學(xué)用具教材課件彩

4、筆教學(xué)過(guò)程Step 1 ReviewRevise the sounds and their corresponding letters.(Ss say the sound one by one)Sound dictationAsk ss to listen to a letter sound and write the letter(s).Answers: c/k/ck, l, u, th, oi/oy, ee/ea/e_e, ai/ay/a_eBlendingEncourage the children to say the sounds and blend the words on the

5、ir own as much as possible. They should do this fairly quickly so that the blending is smooth and there are no long pauses between the sounds.You can still point to the sounds and run your finger under the word, if desired, particularly on the more difficult words.設(shè)計(jì)意圖:學(xué)生復(fù)習(xí)字母音形對(duì)應(yīng)關(guān)系。學(xué)生強(qiáng)化blending 的訓(xùn)練S

6、tep 2 AlternativesLook at the picture and ask ss what they see in the picture.Say with the ss: A boy is pointing at the boiling water.T: Boy, point, boiling, which sound did you hear three times?Ask ss how an /oi/ sound is written.Review that the /oi/ sound can be written and .Remind ss that the spe

7、lling usually comes at the end of a word.Explain that this is because the letter is too shy to go at the end of a word. 設(shè)計(jì)意圖:復(fù)習(xí)/oi/和oi, oy的對(duì)應(yīng)聯(lián)系.Step 3 Reading Show ss the two alternative spellings for /oi/ sound.Ask ss to write it in the air as they say the /oi/ sound.Ask ss to sound out and read th

8、e /oi/ words.Read & writeAsk ss to read the first /oi/sound, “point”, again.Ask ss whether the /oi/ sound is spelt or in this word.Ask ss to underline the letters making the /oi/ sound in the word “point”.Ask ss write over the dotted word “point” in the large grey digraph on their page.Ask ss to rea

9、d the remaining words and circle the letters making the /oi/ sound in each word.Ask ss to write the words in the corresponding digraphs on their page.Ask ss to talk about the picture around the digraphs and label them with the words on this page.Blend the words with ss.Ask ss to read the sentences a

10、nd talk about the pictures.Do a dictation.The children listen to the words and hold a finger for each sound.The children listen to the words again and write them down on the lines in their phonics pupils books.設(shè)計(jì)意圖：練習(xí)各種/oi/word的發(fā)音書(shū)寫/oi/word.結(jié)合圖片進(jìn)行單詞的朗讀和理解。在句子中鞏固/oi/的發(fā)音，并結(jié)合圖片理解意思。Step 4 Tricky WordsU

11、se the flash cards to revise the tricky words they have learned.Introduce the three new tricky words: also, of, eightEncourage ss to look for the tricky bit.(In this case, the word also starts with an /orl/ sound, just like always (taught in Unit 9) and the o at the end has an /oa/ sound; the f in o

12、f has a /v/ sound)Ask ss to write inside the words “also” “of” and “eight”.Ask ss to discuss the pictures.Ask ss to read the sentences to understand the three tricky words in context.Write overAsk ss to trace inside the outline letters in the word , saying the letter names as they do so.Ask ss to co

13、ver up all instances of the word 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 ss to repeat these steps for the word .Fill in the gapsAsk ss to read the first sentence, pausing at the gap:There are lots of emm sheep o

14、n the farm.Ask ss whether they think they should write or in this gap.Ask ss to reread the sentence, including their chosen word.Ask them if they think the sentence makes sense with this word. Ask ss to write the correct word in the gap in their book.Ask ss to read the next sentence by themselves an

15、d decide which of the tricky words completes the sentence.Ask ss to write this tricky word on the line in the sentence.Dictate the sentences.Ask ss to write these sentences on the lines in their books.Ask ss to read each tricky words.Ask ss to color the flowers pink or green.設(shè)計(jì)意圖：學(xué)習(xí)新的tricky words.找到

16、tricky words中不符合拼讀規(guī)律的部分，加強(qiáng)記憶。在句子中結(jié)合圖片理解tricky words的含義。學(xué)習(xí)與鞏固tricky words的書(shū)寫.在句子中練習(xí)tricky words的使用Step 5 Words and sentencesSpeakingAsk ss to read the title.Ask ss to talk about the characters and settings of the story.Ask ss to tell the story with some transitional words.WritingAsk ss to copy the ti

17、tle onto the top line.Ask ss to write as much as they can about the story on the remaining lines.PictureAsk ss to draw something to illustrate the story.Note: At this stage, the childrens spelling will not always be accurate, but their work will be readable. Spelling gradually improves through reading many books and learning the alternative letter-sound spellings.設(shè)計(jì)意圖：運(yùn)用簡(jiǎn)