麗聲快樂自然拼讀教程4 Unit12 教案

1、 麗聲快樂自然拼讀教程（第四級）Unit 12 air, ear, are 教學設計一、教學目標 Students will be able to say the /air/ when they see air, ear, are.Students will be able to blend words with alternatives: air, ear, are as /air/ and fully understand the meaning of words in the context.Students will be able to spell words the teacher

2、 sounds out.Students will be able to read and write the tricky words “every”, “mother” and “father”.二、教學重點 能夠熟練掌握/air/的發(fā)音規(guī)則。三、教學難點 能夠進行blending和聽寫。 四、教學用具教材課件彩筆教學過程Step 1 ReviewFlash cardsRevise some of the alternative letter sound spellings taught so far, including ph, soft c, soft g and igh.設計意圖:復

3、習字母組合發(fā)音，為后續(xù)學習新的發(fā)音規(guī)則做鋪墊。Step 2 PhonicsIntroduce alternatives: air, ear, are as /air/ The /air/ sound, as in the word fair, is a new sound for the children.Ask the children to look at the /air/ words on their page.Read these words with the children.The words are as follows:fairy, stairs, chair, pair,b

4、ear, wear, tear, pear,scarecrow, hare, square, dare.Point out the letters making the /air/ sound in each word.Explain that the /air/ sound is usually spelt air, ear, or are.Ask the children to look at the bears and salmon on their page.Ask the children to read each word in the salmon and circle the

5、letters making the /air/ sound.Ask the children to look at the first bear. The bear has a picture of a pear on its back.Ask the children find the salmon containing the word pear and join it to this bear.Ask them to do the same with the remaining bears.When the children have joined all the bears to t

6、he correct salmon, they colour the /air/ pictures inside the bears.Further blending practiceWrite the following list of words on the board and blend them with the children:hairy, spare, wearing, rare, fairly. Reading sentencesWrite the following sentences on the board, pointing out the tricky words

7、and blending any unknown words with the children.I love this teddy bear most of all.They went to the fair without their sister.I was not scared by the phantom.The hot-air balloon flew very high.She has long brown hair.We should share the puppets with those girls.設計意圖:直接呈現(xiàn)發(fā)音規(guī)則, 結合以往拼讀知識拼讀新詞匯。設計意圖:建立音

8、、形及義的對應關系；通過圈出目標音，強化對新規(guī)則的掌握。設計意圖:復習字母音，字母形。設計意圖：在情境下復習鞏固舊知識。Step 3 Tricky wordsFlash cardsUse the flash cards to revise some of the tricky wordstaught so far, including once, upon, always, also, of, eight, love, cover and after. Tricky wordsIntroduce the three new tricky words: every, mother and fat

9、her.The children look at the words in brown flowers at the top of the page: every, mother and father.Encourage the children to use the say it as it sounds technique when writing mother and father.(They should say mother as though it rhymes with bother, and father as though it rhymes with gather.)The

10、 children write inside the words every, mother and father using a brown pencil. Filling in the gapsThe children trace inside the outline letters in the word every, saying the letter names as they do so.Then the children cover up all instances of the word every on their page and try to complete a col

11、umn of this word, by tracing over the dotted letters and filling in the missing letters.The children repeat these steps for the words mother and father. Complete the sentencesRead the first sentence to the children, pausing at the two gaps:My _ and _ are my parents.Ask the children which of the thre

12、e tricky words they have just learnt might fit in the gaps in this sentence.They should write mother and father in the gaps.The children read the next sentence by themselves and decide which tricky word completes the sentence.They write the correct tricky word on them line. Dictation sentencesDictat

13、e the following sentences:He gets a comic every week.She painted a card for her mother.Father took us to the park.設計意圖：通過閃卡復習，運用書中活動進行新知識點的呈現(xiàn)和練習，該部分不僅要求學生會讀還要求學生會拼寫。設計意圖：在情境下練習如何使用視覺詞，要求學生不僅能夠朗讀、拼寫，同時需要會運用。設計意圖：在情境下訓練學生聽音能寫的能力。Tricky word flowersThe children look at the tricky words flowers at the b

14、ottom of their page.Read each tricky word with the children.The words are as follows:also, of, eight, love, cover, after. The children colour the flowers using a brown pencil.Further blending practiceWrite the following list of words on the board and blend them with the children:flair, everyone, car

15、e, parent, prepare.設計意圖：復習鞏固視覺詞；通過涂色的形式激發(fā)學生學習興趣， 鞏固記憶。Words and sentencesWrite the title on the board, In the old tree lived.Read the title with the children.Ask the children what kind of creature, or creatures, might live in the old tree.Encourage the children discuss what they think the creature l

16、ooks like, or the kinds of things the creature might like to do.Try to develop the childrens ideas into a story.WritingThe children write the title, In the old tree lived. on the top line.They write a story about the old tree and its inhabitants on the remaining lines.The children could write their

17、own story, or they write story discussed by the class. 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 work will be readable. Spelling gradually improves through reading many books and

18、learning the alternative letter-sound spellings.Note 2: titleTeachers should feel free to set their own writing subject. The title of the writing exercise does appear on the childrens pages, but the picture frame is empty and the lines are blank.ComprehensionThe children look at the story, The Midni

19、ght Feast, on their page.Read the story with the children.Read the first question to the children.What is the kings name?(The children might not be able to remember the kings name. If the children are struggling, encourage them to look for the answer in the story in their books.)Ask the children to write their answer on the line next to the first question.Ask the children to read the remaining questions to themselves, writing their