小学英语语音教案.doc

教师姓名单 位上课年级课题名称於 艳金华市西苑小学四年级What can you see？教学内容字母组合ee和ow在部分单词中的发音规律ee i： 以及 以Ee为韵脚的rhymeow u 以及以ow 为韵脚的poemnew words：sheep cheese coffee snow window yellow 设计思路 在导入阶段，教师巧妙的利用组合简笔画逐步引出学生已学单词，在自然的师生交流过程中逐步引出关键次和主题句型，并且按照单词的难易程度合理安排了关键次的出现顺序，使学生能够拾阶而上，扎实掌握直呼式拼读法的同时能够兼顾逻辑性和趣味性，由此 学生恩能够够很自然的归纳出字母组合在单词中的发音规律。语音课其设计意图不能光停留在单词的发音和拼读方式上，最终新授的单词仍然需要被灵活运用得以巩固。因此操练过程中教师本着词不离句的原则，把看似孤立的关键词分别编成活泼的rhyme和优美的poem，并且用悦目的组合简笔画层次分明的展现。即巩固了知识点又丰富了学生的语言结构。操练阶段和拓展阶段都设计了不同梯度的活动供不同基础的学生选择，拓展阶段的选词造句更升华了主题，把原本枯燥无味的语音教学变得生动活泼，实效非凡。 教学目标知识目标1.学生能够听说拼读符合ee- I:和ow- u 发音规律的新词 2.学习符合发音规律的新例词并能拼读和灵活运用 3.熟练掌握分别以ee和ow为韵脚的一首韵文和小诗能力目标:学生能够自己发现发音规律并根据发音规律用直呼式拼读法拼读单词.情感目标: 学生能够在教师的引导下自己找到答案,培养学生的探究意识.重点难点 1 能够学会直呼式的拼读方式,并能够初步掌握稍复杂新词的方法2. 学生能在教师的引导下归纳出字母组合发发音规律板书设计bee tree green kmsfptwbee snow snowman window yellowlow-slow 教学步骤和说明：Step 1 Warm- up: 1.Sing a song - In the classroomT: Good morning, boys and girls, nice to meet you. S: Nice to meet you, too.T: Id like to be your friend, shall we sing a song together? “In the classroom”, can you?（S: Sure.）(Teacher and the students sing the song together.)Step2. T: Well, the classroom is really beautiful. There are flowers and pictures. Now, please look around this one, what can you see in this classroom? (cai shows the key sentence what can you see ,I can see S1: I can see a door. I can see fans and lightsS2: I can see walls and windows.S3: I can see boardsT: Where is the board?S4: its on the wall.T: whats on the board, can you see? (T draws a part of a bee)S:I can see a butterfly. I can see a flower.(T finishes the bee.)Ss: a bee. T: could you spell it ?S:b-ee(师四线格板书bee)T: Follow me b-i:bi:(师请多位学生用拼读法读单词)T：Now，what can you see？（Ss answer one by one ： I can see a bee.）Step3:T draws a tree with a green chalk and ask:now,look,where is the bee?Ss: Its in the tree.(相同的方式板书tree以及请学生拼读)T ：what color is the tree？Ss：it is green.(板书拼读r-ee-nreen-green)T:now ,what can you see?(引导学生说:I can see a bee in the green tree.)T; let s say the sentence like this-xx xx x| xx xx x|.(按此节奏说歌谣)T: well done, lets revise it.(Cai shows the whole rhyme step by step and chant together.)Teacher asks, Ss answer. Boys ask girls answer. Then choose some students to chant by themselves.kmsfptwbeeCai shows b ee bee Ss say them together tr eetreer-ee -reegreenT: So ee says_? ss:i:.Twritethe picture -1on the board step by step m-ee can you read this?ss:meemeet:m-ee-t, how to read?ss:m-ee meemeet.The same way to practice b-ee-f ,k-ee pThen t choose any two letters ,let S1,s2. read the new words.Shows the cai, give some words more difficult, Ss try to read them . fishsh sheepchairch cheesecockcocoffeelee jeep need seem free geese Step4: t draws a white Christmas tree on the board and ask:what can you see?Ss: I can see a tree.T: What color is it?Ss: it is white.(why?)Ss cant answer, T can add some snow.T: do you like it -snow?相同的方式板书snow以及请学生拼读n-ownow-snowSs:yes ,I like snow.T: me,too,-because I can make a -(draws a snowman)Ss: xueren.T: right,we call it snowman in English. (板书snowman请学生拼读)Draw a yellow window.(先画窗框) ask: what can you see?Ss: I can see a picturewindowphoto(T finishes the window)Ss: its a window.T:what color is it? Ss: it is yellow.分别板书window和yellow先后请学生拼读.Yellow-low can you read this ? low-slow. what about this word?Ss:l-ow-lowslow.(t act out the meaning of slow)(t draws a piece of snow on the window)look, where is the snow?Ss: its on the window.Cai shows a small poem with the picture step by step and teacher read it slowly to the class. Then Ss try to say the poem.Snow snow Fall slow On the window That is yellow Cai shows the following, ss read them together n-ow-now snow d-ow-dowwindowl-ow-lowyellow T: So ow says_? Ss: uT: can you read these new words? bow sowlow blow flowrow growown step6: lets playT shows 6 word cards let ss make sentences with the wordwords.Sheep cheese coffeeWindow yellow snowFor .example: if you get one card-coffee:-I like coffee.i dont like coffee.Sheep-sheep is whiteIf you got sheep and coffee-sheep likes coffee, sheep has coffeeHomework1. Make sentences just as you did in the class2. Try to find more words that have ee says i: or ow says u in them, write them down and read them.3. Try to make a small poem with these words.注: 课堂中所有板书以及课件出现的ee和ow都分别用红色和绿色字体引起学生的注意,帮助学生归纳不至混淆.活跃气氛，拉进师生关系，自然引出下个步骤关于classroom的提问。用学生熟悉的场景引出和本课的主题句型直接相关的真实对话，温故而知新。同时使学生学会观察，为下一步教师在黑板上的简笔画bee作铺垫。只画出bee的头部和身体不但留以悬念吸引学生的注意，引起思考也能分散板书绘画的时间来增加师生的交流。教师完成简笔画 ，用学生熟悉的单词bee来第一次引出含ee单词的拼读，由于单词难度小，几乎所有的学生都会非常愿意尝试bee的新读法：b-i:bi:画上tree,使bee处于树枝间,目的仍在用学生已学简单的词汇再次因出含ee单词的发音,green的引出同理.教师选择这样的三个例词来让学生熟悉拼读的方法为了后面的rhyme作准备,在交流过程中渐渐熟悉rhyme的内容远比一次性出现全篇更容易被学生接受.用多种方式操练和巩固rhyme不仅不枯燥还很有趣味性,学生掌握的的更轻松,ee的发音已然潜移默化.此时再回到单词的拼读方式中让学生再次回顾它的发音,便于他们自己总结出发音规律.用一字开花的方式让学生来拼读新词,进一步巩固和运用知识点学生熟悉简单的新词拼读之后再拿出稍难的新词来加强方框中的单词以旧引新,使学生能够举一反三,教师将同时出示图卡使学生明白它们的中文含义并且为最后一个步骤单词造句游戏埋下了伏笔.简笔画白色圣诞树引出snow(首次出现ow的新词) 问学生是否喜欢雪,不仅为了避免枯燥的跟读,也为雪人的出现打了基础.简笔画snowman,可爱的造型具有一定的美感.再次出现含ow的单词,教师直接让自己拼读.只画出窗框,同样为了增加趣味性和师生的交流并引起思考.由yellow引出 low再及slow层次分明,学生很容易自己读出新词加深印象.为下一步的poem 做铺垫用缓慢而优美的语调让学生体会poem和节奏欢快rhyme 完全不同的意境使学生能够在理解的基础上用同样优美的语调来诠释这首小诗.回顾ow 的拼读并由学生自己归纳它的发音规律.适时给出新词,此时 学生拼读新词的能力已经水到渠成.给学生不同难度的造句练习,拓展学生的思维,加强新词发音的训练先用单个的词造句,然后逐步增加到2个(甚至是试着编绕口令)看学生的水平和能力酌情采用.教师姓名单 位上课年级课题名称沈 瑶杭州市长寿桥小学五年级 twinkle, twinkle, little star 教学内容语音教学：诗歌 Twinkle, Twinkle, Little Star 设计思路语音教学除了发音，还包括语调、节奏、强弱等方面的教学。英语诗歌具有节奏明快，押韵巧妙有趣的特点，所以极富美感。一首诗歌往往会包含许多的语音现象，所以是进行语音教学的极好素材。本课选用学生熟悉的歌曲 Twinkle, Twinkle, Little Star 题材的诗歌为教学内容，通过简笔画、音乐等媒体创设一个美丽的语言情景来赏析诗歌：宁静的夜晚，鸟在唱歌，树随风起舞，美丽的露珠滋润了花朵，星星闪耀着光芒，通过朗读和引导让学生发现一些语音现象，指导学生运用优美的语音语调、节奏等朗诵诗歌，从而培养学生良好的语感及对学生进行美的熏陶。 教学目标1 . 能用优美的语音语调朗诵 Twinkle ,Twinkle, Little Star小诗，掌握诗中的一些语音现象：如连读 “will you”、爆破“goodbye”、押韵“set、wet”、“light，night，goodbye”和重读等。2认读音标：/e/、/ai/ 及了解字母组合的发音，并能将/e/与/ai/与一些辅音音标/b/，/p/，/t/，/g/，/d/，/h/,/l/，/m/，/n/拼读。3能运用所学的语音知识分析并朗诵小诗Row Your Boat4形成一定的语感及对美的感受能力。重点难点*教学重点：朗读 Twinkle ,Twinkle, Little Star，掌握诗中的一些语音现象。会读音标：/e/和/ai/，了解相关字母组合。*教学难点： 能运用所学的语音知识分析并朗诵小诗Row Your Boat。 能运用优美的语音语调朗诵诗歌，提高语感和对美的感受能力。 板书设计 简笔画3 (clouds and the sunset) /e/ /ai/ ing简笔画 1 set light singing (birds singing) wet night dancing 简笔画2 (trees dancing) 简笔画4 简笔画 5 row a boat (grass with dew) 教学步骤和说明： Teaching steps I.warm-up:II.Presentation:IIIDrills： IV Extension:V.endTeaching process歌曲: .教师配乐范读诗歌：Twinkle ,Twinkle, Little Star,简笔画。1观察教师所画情景：“What can you see?” 学生从诗中找出key words，图文结合，进一步理解诗意。2学生读找出的词，引导学生发现相同发音部分，学习相关音标：/e/ 和/ai/： a练习拼读: b联想含有/e/和/ai/的单词，找出相关的字母组合。 /e/ e，ea/ai/ i, ie, igh, y, ye 3学生跟读诗歌，发现押韵、重音、连读和爆破等语音现象。a. 教师边带读边注重音符号和连读符号：同桌讨论,尝试在其它句子上找一找重音和连读,并标出。b. 根据所注符号有感情地朗读全诗.c呈现诗的最后两句：twinkle, twinkle, little star, “Will you _ ?”学生试读并选择： A.、sleep B. say hello C. say goodbye 由此发现“押韵”规律。 注意: goodbye /d/ 不完全爆破 5.全班配乐朗读全诗,个人展示表演.赏析 简笔画呈现情境: “The bird is singing, the tree is dancing, the little star is shining,What a beautiful night! Look, there is a boy, hes sleeping and dreaming. Whats in his dream? Lets listen.”听歌曲：1. 教师简笔画帮助学生理解诗歌大意.2. 小组合作,运用已学语音知识分析诗(注上语音符号)3. 小组表演朗诵歌曲,互评. 4Close your eyes，act the poem，and image your dreams.Talk about your dream: (What s in your dream? What color is your dream? My dream tastes . My dream is. ) 5.Homework: write a little poem 歌曲. Design points用学生熟悉的歌曲导入。 简笔画整体呈现歌曲情境，使学生初步感知新的语言材料。set light singing wet night dancing学生在朗读中发现一些读音规律。 /e/, /pe/,/me/,/le/,/se/ /lai/,/mai/,/dai/,/pai/et/,/eg/,/en/ /ai/ /ait/,/aip/,/ai/set/,/let/,/men/. .the bird is singing, . . the tree is dancing,通过填充的形式，让学生选择合适的词语，从中体会诗歌末尾的押韵。通过美丽的夜景引入美丽的梦，教师用简笔画呈现Row Your Boat的情境：划着小船，船儿自由自在地漂，小鱼在快乐地游。请学生闭眼听歌想象，感受小诗优美的意境。从color，taste，dream is (具体的事物) 讨论dream，指导学生写诗的方法和技巧，尝教师姓名单 位上课年级课题名称李 浩永嘉外国语实验小学五年级Pronunciation er教学内容掌握字母组合er在词尾的发音规律设计思路以PEP 5教材为蓝本，根据儿童心理特点，自编了本教学内容。本课适合各个段有一定英语基础的小学生。本课围绕教学内容，以有教育意义的小故事为主线，结合各种形式总结出语言发音规律，通过简单充满乐趣的小活动，来掌握、练习和运用这一规律。教学目标1， 知识技能目标：a, 学会发音并能在已知单词中找出相同规律的单词。 b, 根据发音规律能够听，说，读和写基础单词。2，情感文化培养： a, 通过学习，理解团结就是力量。 b, 培养同学之间的合作能力，积极运用所学语言进行表达和交流。重点难点本教学的难点是部分单词的发音， 如：the stronger brother, the thinner Peter等以及长句的阅读与表达。板书设计 Pronunciation 简笔画 pa_ _ _ far_ _ _ ti_ _ _ dri_ _ _ 教学步骤和说明教学步骤设计说明Step1, Warm-up a, 歌曲问好，激发学生学习兴趣。 b, 师生介绍，互相认识 c, 学说简单的Chant： 简笔画 （ Peter, Peter, near the river, tears the paper!） T: What do you see? S1S2: A piece of paper! T: And then? Ss: A boy. T: He is Peter. Tell me where he is. Ss: He is near the river. T: What does he do there? Ss:（学说）Tears the paper.Step2, Presentation1, sentences making Super Peter teacher father (单词依次出现，请学生说简单的句子) T: Now I have got a sentence for you. Peters father is a super teacher.(学生跟读) Which two letters are the same in these four words? Ss: er T/Ss: er says.2, 找出发音规律及根据发音书写 (1) T: Give me more words. In which words er says . (2) er brother sharpener father dinner computer finger paper river (3) b-er l-er k-er n-er p-er v-er m-er 写出：pa_ _ _ far_ _ _ ti _ _ _ dri _ _ _ 3, 学习strong /stronger以及形容词比较级的发音 (1) 课件图片展示 strong/ stronger thin /thinner,学生跟读。 （2）看单词读： tall taller 一起说说做做：big bigger small smaller fat fatter short shorter T: big S: bigger small smaller fat fatter short shorterold older Young younger Strict stricter nice nicer (3) 师生一起看课件读： tall taller big bigger small smaller fat fatter short shorterold older4,课件人物重新出现学习stronger brother/ thinner Peter和单词winner。 T: They are two brothers. 学生学读 stronger brother/ thinner Peter. 引：The stronger brother PK the thinner Peter. 学生读两次 引：课件动作 winner. Ss: The stronger brother is a winner.学生学说这个简单的绕口令。Step3, Consolidation/Practice. 1,绕口令PKT: So you are very good at tongue twisters. Lets have a PK.Mary is my mothers fathers brothers teacher. My father and mother eat dinner together at a river. 学生分单人PK单人，两人PK两人。2，回到Peter and his brother PK的事情上，阅读含ER的句子。图片引： The stronger brother PK the thinner Peter. (1)T: Where are they? Ss: They are near the river. T: Who is a winner and why? Ss: Peters brother is a winner. Because he is stronger. (2) 学生朗读小篇章： Near the river, the stronger brother PK the thinner Peter. The brother is stronger, he is a winner. T: Why do they PK each other?课件帮助下 Ss: Peter tears brothers paper. Brother hurts Peters finger!课件引：学说 Brother: You tear my paper! Peter: You hurt my finger!3, 课件出示两副学过的图片。 在教师的带领下。一人讲解事件，另两人扮演Peter 和 brother.( Near the river, the stronger brother PK the thinner Peter. The brother is stronger, he is a winner. The stronger brother says: “You tear my paper!”. The thinner Peter says: “You hurt my finger!”) 4. father出现 T: Who is this man? Why is he here? Ss: He asks Peter and Peters brother to tear a paper.(课件) 学生阅读短文： Peters father is a teacher. He loves thinner Peter and stronger brother. He tells two brothers what is a winner. He asks Peter and Peters brother to tear a paper(报纸).5, 课件解释father要说的道理. （课件）学生模仿父亲：You two tear this paper! T: Can they tear a paper? Ss: Yes, Two brothers can tear a paper. T: What about a stack of papers? Ss: Two brothers cant tear many papers T: Why? T/Ss: Many papers put together and become stronger. T/ Ss: So two brothers put together and become stronger. 结论：Many of us put together and become stronger, we cant fight each other. We are friends.6, 课件出示五副学过的图片进行事件再现和表演。 （Near the river, the stronger brother PK the thinner Peter. The stronger brother says: “You tear my paper!”. The thinner Peter says: “You hurt my finger!”. Father asks Peter and Peters brother to tear a paper. Father says: “You two tear this paper!” Two brothers can tear a paper but two brothers cant tear many papers. Because many papers put together become stronger. So two brothers put together become stronger. They are good brothers and good friends.)Step 4, Homework1, In what areas we put together and become stronger.2, Pick up some of the words and make a tongue twister with “ER” words.通过一步步的简笔画吸引学生注意力，加上上口chant激发学生学习热情。同时让学生初步接触了“er”组合的发音。在接触chant的同时解决了接下来要接触的词汇。通过阅读已知的单词，让学生找出发相同音的单词。同时出现的句子意思，（Peters father is a super teacher）贯穿了整个故事的内容。进行形容词比较级拓展，为学生六年级比较级的学习作好铺垫同时也达到了练习语音的效果。通过学生熟悉的生活中的语言让课堂更加贴近学生。