Unit 6 Review1

1、更好的教育 更好的發(fā)展教學(xué)設(shè)計(jì)及反思開課時(shí)間2017.04.20課例級(jí)別校級(jí)公開課教學(xué)內(nèi)容Phonics: Ww, Xx, Yy & Zz教學(xué)目標(biāo)By the end of the lesson, Ss will be able to know the name and shape of the letters Ww, Xx, Yy & Zz.By the end of the lesson, Ss will be able to know the sound of the letters Ww, Xx, Yy & Zz.Ss will be interested in English.教學(xué)重

2、點(diǎn)1. The name and shape of the letters Ww, Xx, Yy & Zz.2. The sound of the letters Ww, Xx, Yy & Zz.教學(xué)難點(diǎn)1. The shape of the letters Ww, Xx, Yy & Zz.2. The sound of the letters Ww, Xx, Yy & Zz.教學(xué)輔助Multi-media and word cards教學(xué)設(shè)計(jì)Step I Lead-in1. Enjoy a song: Alphobolocks T: Good morning, boys and girls.

3、 Nice to meet you. Let have fun with phonics today. First, lets enjoy a song: Alphobolocks.2. Look and say: Students look at the the alphabet and say the sound of the letters in the help of T. T: This is my friend Judy. She likes letters too. She wants to know the sounds of the letters. Lets help he

4、r. A says? B says? C says?.Oops! The last four letters are missing! Lets go and find them. 【設(shè)計(jì)意圖】視聽引領(lǐng),舊知鋪墊： 通過一首歡快的歌曲喚醒學(xué)生關(guān)于字母聲音的記憶。接著創(chuàng)設(shè)Judy喜歡字母的情境，和學(xué)生一起復(fù)述已學(xué)字母的聲音。通過找字母的情境引出本節(jié)課教學(xué)目標(biāo)Fun with phonics：Ww, Xx, Yy and Zz。學(xué)生在喜聞樂見的視、聽、說過程中進(jìn)入英語學(xué)習(xí)狀態(tài)。Step II Presentation and PracticeA: Ww is in the water.1. Mee

5、t Ww: T shows a picture of Judy in the park where there is a river. And then two fish carrying “W” and “w” appear in the water. T teaches the name of letter Ww. Then the two fish carry watch and window. T guides Ss to find w in the word by saying w w w, w is for. T: Wow! We are in the park now! Its

6、beautiful. Where is Ww? S1: Its in the water. T: Yes! Ww is in the water. This is big W(T pointing to the word card). This is little w(T pointing to the word card). T uses the word card to drill the name of Ww. T: Big w has something for us. Look! Its a window. We can find w here. So we can say “w w

7、 w, w is for window”. Lets chat together. Ss: w w w, w is for window. T: Little w also has something for us. Look! Its a watch. We can find w here. So we can say “w w w , w is for watch”. Lets have a try. Ss: w w w, w is for watch. T use different ways to drill the sentences. 【設(shè)計(jì)意圖】 創(chuàng)設(shè)情境,尋找Ww： 通過創(chuàng)設(shè)J

8、udy尋找Ww的情境，引出“Ww is in the water.”一語雙關(guān)。 由Ww兩條小魚帶出watch和window兩個(gè)單詞，讓學(xué)生在單詞中感悟字母w，并用w w w, w is for.這個(gè)朗朗上口的句子幫助學(xué)生記憶關(guān)于w的兩個(gè)例詞。2. Listen and imitate: T uses the PPT to make the two fish carrying Ww talk. Ss listen and imitate the sound of letter Ww /w/. T: Listen carefully! Ww can talk. (T plays the sound

9、 /w/.) What does Ww say? S2: Ww says /w/ T: Great! Lets bubble with the fish and say /w/. 【設(shè)計(jì)意圖】體會(huì)發(fā)音，有趣操練： 創(chuàng)設(shè)魚吐泡泡發(fā)出聲音，讓學(xué)生感悟w的發(fā)音。并通過和魚一起吐泡泡操練/w/的發(fā)音。 3.Listen and chant: T shows the word card of watch and window. This time, T guides the Ss to feel the sound w makes/w/ in the beginning of words. And T

10、uses a chant to help Ss consolidate the sound /w/ as beginning sound of the words. T: w says /w/. So we can say /w/ /w/ window, /w/ /w/ watch. (T uses word card to drill.) T: w says /w/. So we can say the chant like this /w/ watch /w/ window watch window window. 【設(shè)計(jì)意圖】由字母到單詞，chant鞏固字母音： 用單詞卡片，將剛剛學(xué)習(xí)的

11、兩個(gè)單詞，從發(fā)音的角度重新認(rèn)讀，讓學(xué)生感悟w在單詞中的發(fā)音。并通過節(jié)奏明快的chant幫助學(xué)生理解和記憶。教師還為chant配以音樂，調(diào)動(dòng)學(xué)生積極性。B: Xx is in the box.4. Do and say: T shows Xx on the PPT. T cross her arms and say big X and cross her fingers and say little x. Ss watch and imitate. Then T gives gestures, and Ss do and say. T: We find Ww. Ww goes to their

12、friends. What about the next letter? Whats this? Ss: Xx. T: Look I have a big X here.(T crosses her arms) I also have a little x here.(T crosses her fingers) T: Now, listen to my gestures. Do and say! 【設(shè)計(jì)意圖】用肢體語言發(fā)現(xiàn)Xx的聯(lián)系與區(qū)別：低年段的學(xué)生注意力時(shí)間短，通過做做動(dòng)作，表演的形式可以有效吸引他們的注意力。用手臂擺出X，用手指擺出x，形象生動(dòng)的像學(xué)生演示了這兩個(gè)字母的共同點(diǎn)和不同。5

13、. Look for and chant: T hides Xx in the box. Ss try to find Xx by asking Mr fox (Nick): fox, fox, where is Xx? T: Here comes Mr fox. We can find x in the word fox. So we can say: x x x, x is for fox. Ss: x x x, x is for fox. T: Xx runs away. Where is Xx? Lets ask Mr fox! Fox, fox. Where is Xx? Ss: F

14、ox, fox. Where is Xx? T: Is it here? (T points to the picture on the PPT and asks fox.) Fox: No. T: Is it here? (T points to the box on the PPT and asks Ss, while making Xx rise from the box.) Ss: Yes. T: Great! Xx is in the box. You did a good job! I have a gift for you. Its a chant.Fox, fox.Where

15、is Xx?Xx, Xx.Xx in the box. 【設(shè)計(jì)意圖】創(chuàng)設(shè)情境，尋找Xx： 通過創(chuàng)設(shè)尋找Xx的情境，引出Xx的例詞fox, box。并以chant的形式進(jìn)行操練。為chant配以音樂吸引學(xué)生注意力。6.Listen and chant: By asking Mr fox how Xx talk, Ss learn the sound x makes: /ks/. T makes up a chant to help Ss consolidate /ks/ as ending sound of the words. T: This is a box. This is a fox.

16、What does Xx say? Lets ask Mr Fox. Mr Fox: /ks/ /ks/ box, /ks/ /ks/ fox. Xx says /ks/. T: What does Xx say? Ss: /ks/ T: Look! We can say this chant like this: /ks/ box /ks/ fox box fox fox. Lets try. 【設(shè)計(jì)意圖】聽詞辯音，操練發(fā)音： 學(xué)生聽fox, box兩詞的尾音來自主感悟，歸納Xx的發(fā)音/ks/。通過用手指在空中化叉的形式，操練/ks/的發(fā)音，學(xué)生很有興趣。在學(xué)生熟練掌握Xx發(fā)音的基礎(chǔ)上，輔以

17、節(jié)奏感強(qiáng)的chant不僅記住了Xx的發(fā)音，也記憶了Xx在單詞中的發(fā)音。C: Yy and Zz are in the zoo.7. Look for and paint: T shows the word cards of the last two letters. T gives a clue that theyre in the zoo. Ss are required to find Yy in the picture of the zoo. T: We find Xx. What are the last two letters. Ss: Yy and Zz. (T shows wor

18、d cards and does demonstrating reading.) T: Where are they? Computer: Theyre in the zoo. T: Can you find Yy in the zoo? Paint them out. 【設(shè)計(jì)意圖】看圖尋字母，檢驗(yàn)字形： 教師在上一環(huán)節(jié)用單詞卡片簡單的介紹了字母Yy和Zz的字形，在這一環(huán)節(jié)設(shè)計(jì)通過在圖片中找出Yy來檢驗(yàn)學(xué)生對(duì)Yy字形的認(rèn)知，同時(shí)也達(dá)到有效鞏固的目的。學(xué)生在涂涂畫畫中記憶字形，調(diào)動(dòng)學(xué)生學(xué)習(xí)積極性。8. Look and say: T shows example words: yellow & y

19、o-yo. T encourages Ss too make up the sentence by using: y y y, y is for. T: You found all the Yy. I paint the Yy with what colour? S3: yellow T: Great! Its yellow. Look! There is a y. So we can say the chant: y y y, y is for.? Who can try?S4: y y y, y is for yellow.T: Its yellow too. Whats this?S5:

20、 Its a yo-yo.T: We can also make up a chant: y y y, y is for.? Who can try?S6: y y y, y is for yo-yo.【設(shè)計(jì)意圖】舊知新用，學(xué)Yy例詞： 教師在和學(xué)生核對(duì)圖中Yy的過程中，將字母涂成黃色，喚醒學(xué)生舊知 “yellow” 并引導(dǎo)學(xué)生發(fā)現(xiàn)單詞中的首字母y。通過前兩個(gè)字母學(xué)習(xí)，鼓勵(lì)學(xué)生創(chuàng)編chant: y y y, y is for yellow。9. Listen and say: T plays the sound of yellow and yo-yo and asks Ss to feel t

21、he sound “y” makes.Computer: yellow, yellow, yo-yo, yo-yoT: What does Yy say?Ss: /j/T: /j/ /j/ yellow /j/ /j/ yo-yo【設(shè)計(jì)意圖】聽詞辯音，操練發(fā)音： 教師播放單詞yellow和yo-yo的發(fā)音，讓學(xué)生去感受字母作為首音字母y的發(fā)音。通過用開小火車，擊掌讀，小老師領(lǐng)讀的多樣的形式讀/j/ /j/ yellow /j/ /j/ yo-yo，操練y的發(fā)音。10. Look and say: Ss are asked to find Zz in the picture. They can

22、find zoo and zebra. Ss are encouraged to make up a chat like: z z z, z is for. T: Where is Zz? S7: zoo, zebra T: Z is for zoo. Z is for zebra. Who can say the chant? S8: z z z, z is for zoo. S9: z z z, z is for zebra. 【設(shè)計(jì)意圖】看圖尋詞，創(chuàng)編chant： 學(xué)生通過觀察找出圖中關(guān)于z的兩個(gè)例詞：zoo, zebra。教師鼓勵(lì)學(xué)生創(chuàng)編chant來有效記憶這兩個(gè)例詞。11. List

23、en and imitate: T plays a video of a chant about letter zs sound.Rhyme: zebra zebra How do you do? Z says z z Zoo zoo zoo 【設(shè)計(jì)意圖】原聲示范，模仿聽讀： 通過多媒體調(diào)動(dòng)學(xué)生積極性，語音語調(diào)給了學(xué)生準(zhǔn)確的示范性，并針對(duì)學(xué)生掌握不好的地方可以重復(fù)操練，提高課堂效率，也給了學(xué)生準(zhǔn)確的示范性。12. Play a game: Plant VS zombies Ss say the right times of /z/ according to the hint on the PP

24、PT to fight with zombies. T: Zombies are coming! Lets fight with them. Look at the PPT say the right times of /z/ and you can get the according amount of peas needed to fight with the zombies. 【設(shè)計(jì)意圖】多樣形式，操練發(fā)音： 以植物大戰(zhàn)僵尸為載體，根據(jù)PPT提示，發(fā)出相應(yīng)數(shù)量的/z/音來打倒僵尸，讓學(xué)生在玩中學(xué)，在學(xué)中玩。13. Enjoy a song: Phonics song T: we now

25、find all the letters. Lets enjoy a song: phonics song. 【設(shè)計(jì)意圖】總結(jié)歸納，調(diào)整狀態(tài)： 新授部分結(jié)束，給予學(xué)生一個(gè)及時(shí)，有條理的總結(jié)。用一首phonics song一來是為了鞏固，二來也是為了調(diào)整學(xué)生狀態(tài)，讓他們有一個(gè)適當(dāng)?shù)姆潘蓵r(shí)間。Step III Consolidation1. Listen and choose: There are 4 trains appearing one by one on the PPT. On each carriage, there will be a letter. T plays the sound of the letters. Ss finds out the right one. T: Lets play a game. Listen and circle the right answer out. 【設(shè)計(jì)意圖】聽音識(shí)字母，有趣檢驗(yàn)： 以找出發(fā)音火車廂的形式，調(diào)動(dòng)學(xué)生積極性。有效有趣地檢驗(yàn)學(xué)生對(duì)本節(jié)課教學(xué)目標(biāo)是否達(dá)成。Listen and circle: T plays 6 pieces of voice. Ss circle out the right beginning letter according to the voice. T: Great!