丽声快乐自然拼读教程4 Unit12 教案

1、 丽声快乐自然拼读教程（第四级）Unit 12 air, ear, are 教学设计一、教学目标 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、教学重点 能够熟练掌握/air/的发音规则。三、教学难点 能够进行blending和听写。 四、教学用具教材课件彩笔教学过程Step 1 ReviewFlash cardsRevise some of the alternative letter sound spellings taught so far, including ph, soft c, soft g and igh.设计意图:复

3、习字母组合发音，为后续学习新的发音规则做铺垫。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.设计意图:直接呈现发音规则, 结合以往拼读知识拼读新词汇。设计意图:建立音

8、、形及义的对应关系；通过圈出目标音，强化对新规则的掌握。设计意图:复习字母音，字母形。设计意图：在情境下复习巩固旧知识。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.设计意图：通过闪卡复习，运用书中活动进行新知识点的呈现和练习，该部分不仅要求学生会读还要求学生会拼写。设计意图：在情境下练习如何使用视觉词，要求学生不仅能够朗读、拼写，同时需要会运用。设计意图：在情境下训练学生听音能写的能力。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.设计意图：复习巩固视觉词；通过涂色的形式激发学生学习兴趣， 巩固记忆。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