五下英語(yǔ)U6 spell教學(xué)設(shè)計(jì)

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1、 英語(yǔ)課堂教學(xué)設(shè)計(jì) 課題 PEP5 Unit 6 Work quietly! 課時(shí) 3 課型 Part A Let’s spell 教學(xué)目標(biāo) Knowledge Objectives： 1. Ss from Group A and Group B are able to perceive and inductive the phonics rules of “wh” and spell the words with “wh”. 2. Ss from Group C and Group D are able to spell, read and write the

2、typical words with “wh”. Such as “what”, “where”, “when”, “who”, “whose”. 3. All the Ss are able to distinguish two different sounds of “wh”. 4. Ss are able to ask and write down sentences about “wh” questions. Ability Objectives： 1. Train Ss’ abilities to summarize the phonics rules of “wh”.

3、2. Train Ss’ abilities to spell and read words with “wh”. Emotion Objectives： 1. Improve students’ learning interests. 2. Encourage students to participate in class activities actively. 教學(xué)重點(diǎn) The phonics rules of “wh”. 教學(xué)難點(diǎn) The different phonics rules of “wh”. “wh”-/w/, “wh-o”-/h/ 教

4、學(xué)準(zhǔn)備 PPT, Video, Pictures 教學(xué)方法 Communicative Teaching Method, Task-based Teaching Method, Contrast teaching method 教學(xué)環(huán)節(jié) 教學(xué)流程 師生活動(dòng)和意圖 Step1： Warm-up 熱身環(huán)節(jié) 1. Enjoy a song What a little white mouse. 2. Daily greeting . T： Good morning, boys and girls! T： Nice to m

5、eet you! T： I hope you can enjoy the class today. But don’t be shy. It doesn’t matter you make any mistakes. Teacher and Ss enjoy and try to follow the song together. What a little white mouse. 這首歌內(nèi)容涉及部分含有字母組合“wh”以及發(fā)音/w/的單詞，為本課’wh’發(fā)音學(xué)習(xí)做鋪墊，同時(shí)能夠活躍課堂氣氛。 師生日常問(wèn)好，教師引導(dǎo)學(xué)生積極參與課堂活動(dòng)，為后階段教學(xué)目標(biāo)的完成做準(zhǔn)

6、備。 Step2：Presentation 新知表現(xiàn) 1. Let me know you T introduces Miss White and asks Ss questions with “wh”. (1) Which word do you think? (2) What： What day is it today? etc. When： When is your birthday? etc. Where： Where do you live? etc. Who： Who is your English teacher? etc.

7、 Whose: Whose ___ is it? etc. (呈現(xiàn)含有字母組合“wh”的單詞，讓學(xué)生初步感知、體會(huì)。) 2. Let’s find out (1) Ss listen to the chant and try to find out the words with “wh”. (2) Ss try to sum up the phonic rules of “wh”. “wh” is for /w/, “wh-o” is for /h/. 3. Let’s chant (1) Ss listen to the chant and f

8、ill in the blanks. (2) Ss try to chant together after the tape. Group work: (小組合作) Ss from A-D in each group read the chant sentence by sentence. (3) Ss watch the video and chant together. 4. Let’s read Ss watch the video and read the words in book P60 Ss form Group A and Group

9、B try to look and answer: Which word do you think? Ss from Group C and Group D listen and answer: Which word is it? All the Ss try to answer the “wh” questions they have learned. 分層任務(wù)：A類和B類學(xué)生看圖回答是哪個(gè)單詞，C類和D類聽(tīng)音說(shuō)出是哪個(gè)單詞，全班學(xué)生嘗試回答“wh”相關(guān)的問(wèn)句。 通過(guò)聽(tīng)音，讓學(xué)生找出含有“wh”的單詞，同時(shí)激發(fā)學(xué)生思考，歸納總結(jié)“wh”的發(fā)音規(guī)律: wh在o字母的前面發(fā)做/h/,

10、 其他情況發(fā)做/w/。把自主性交給學(xué)生，注重學(xué)生的個(gè)性化發(fā)展。 1. 讓學(xué)生通過(guò)拆音的方法嘗試拼寫(xiě)出含有wh字母組合的單詞。 2. 小組合作任務(wù)：A、B類學(xué)生負(fù)責(zé)讀較難的句子，C、D類學(xué)生負(fù)責(zé)讀較基礎(chǔ)的句子。通過(guò)小組合作朗讀的形式訓(xùn)練學(xué)生的小組合作能力. 3. 通過(guò)chant形式充分感知模仿操練含有“wh”的單詞及句子，感悟“wh”的不同發(fā)音。 Ss listen and read the words with “wh”. 回歸課本，鞏固操練知識(shí)重點(diǎn)。 Step3：Practice& Extension 操練和拓展 1. Let’s spell S

11、how Ss some other words with “wh” which sounds /w/ and asks them to spell. Tasks for Ss from Group C and Group D. Tasks for Ss form Group A and Group B. 2. Let’s classify wh /w/ /h/ 3. Circle the odd ones. Ss try to figure out the odd ones in which “wh” have different

12、 sounds. 4. Listen and circle. (1) Ss finish the tasks in the book P60. (2) Ss try to compare and read each two words. 5. Ask and write. Ss ask “wh” questions in pairs and finish the tasks inP60. 6.Summarize Ss try to spell and read the words with “wh” which sounds /w/ and /h/ i

13、n different levels. 分層任務(wù): 讓C類和D類學(xué)生拼讀兩星基礎(chǔ)單詞，A類和B類學(xué)生拼讀四星拓展單詞。并在操練時(shí)盡可能關(guān)注學(xué)生整體及每個(gè)學(xué)生個(gè)體，使全班學(xué)生都有機(jī)會(huì)參與課堂教學(xué)環(huán)節(jié)。 個(gè)性任務(wù)：每組三位學(xué)生負(fù)責(zé)隨意認(rèn)讀一個(gè)“wh”相關(guān)單詞，另外一名A類和B類學(xué)生負(fù)責(zé)按發(fā)音規(guī)則給單詞分類，找到正確位置。尊重學(xué)生的個(gè)性化發(fā)展。 學(xué)生找出“wh”發(fā)音不同的單詞。鞏固練習(xí)字母組合“wh”的不同發(fā)音，檢查學(xué)生是否掌握其發(fā)音規(guī)律。 回歸課本，完成課本練習(xí)。 對(duì)比朗讀詞匯，復(fù)習(xí)、鞏固、提升知識(shí)內(nèi)容。 運(yùn)用問(wèn)句操練“wh”疑問(wèn)詞，鞏固

14、復(fù)習(xí)“wh”的發(fā)音，同時(shí)完成課本練習(xí)。 Homework作業(yè)設(shè)計(jì) 1. Read the words in P60. (All the students) 2. Write down three “wh” questions in P60. (All the students) 3. Play letter games with your friends. (Ss from Group A and Group B) 板書(shū)設(shè)計(jì) Uint 6 Work quietly! Let’s s

15、pell wh /w/ /h/ 教學(xué)反思 1. 本課的課型是spell，重點(diǎn)是語(yǔ)音教學(xué)。因此，我的教學(xué)重點(diǎn)放在了含有“wh”字母組合單詞的感知、拼讀上。并在教學(xué)中滲透了“wh”字母組合的發(fā)音規(guī)律的歸納、總結(jié)。學(xué)生基本能夠較好的掌握，教學(xué)目標(biāo)能夠較好的完成。 2. 課堂活動(dòng)還是存在一些不足：首先，字母拼讀的操練能否增加趣味性。本課的操練我設(shè)計(jì)了group work, pair work和個(gè)人活動(dòng)，但有些活動(dòng)仍缺乏一定的趣味性。如何使操練既有意義又有趣味性我還得繼續(xù)學(xué)習(xí)。其次，由于含有“wh”字母組合的單詞量有限，所以在詞匯拼讀操練內(nèi)容偏少，也沒(méi)有能夠給學(xué)生提供較好的繪本或文本來(lái)操練語(yǔ)音。 3. 語(yǔ)音是靠積累的，在今后的教學(xué)中，我們要更好地將語(yǔ)音教學(xué)服務(wù)于對(duì)話、語(yǔ)篇教學(xué)。訓(xùn)練學(xué)生的拼讀能力，為學(xué)生今后的學(xué)習(xí)減輕負(fù)擔(dān)、打下基礎(chǔ)。