Phonics教学经验浅谈

1、Phonics教学经验浅谈青铜峡市铝业学校 孙永燕作为一名phonics教学实验教师，我很荣幸能和大家一起来探讨phonics教学法。谈经验说不上，我只是将我在phonics教学上的一些做法及看法加以总结，与大家共同交流以达到共勉、共进。 一、字母教学 Phonics教学法的特点首先是要牢牢掌握26个字母的name和sound。在教学字母时，可让学生主要通过模仿记忆，注意看老师的口型，发音要到位。另外，还可通过字母操，教师示范学生可自行创造字母操，这样，在活跃的学习氛围中，学生牢固的掌握了字母的音与形，真正达到了见“形”知“音”，呼“名”记“形”。这样既有利于学生各种综合能力的发展，又有利于p

2、honics教学在愉悦轻松的环境中进行，学生学习起来和谐而又主动。另外还可通过唱“ABC song”和字母游戏让学生熟练掌握。二、音图、单词教学掌握了字母之后，逐渐引入到音图、单词教学。从字母到音图再到单词，这是相关联的。如在教音图at时，学生首先要清楚字母a 和t的发音，然后就可拼出音图的发音。单词教学是phonics教学的重点，在教学时，教师需要自制音图、单词卡片及图片，这样便于检查学生的学习效果。关于教具制作，我还会另外提到。纯粹的单词教学是很枯燥的，我们一定要将单词融入到句子中来教。除了模仿记忆外，教师要花时间和精力设计多种活动方式，如在巩固单词时，可采用游戏Bingo、炒单词、手拍单

3、词等活动，让学生快速掌握该单词的音、形、意。三、歌曲歌谣的重要作用对于低年级学生来说，兴趣教学是重点，在教学中融入歌曲歌谣尤为重要。教师可自行改编歌曲，自创歌谣，我本人喜欢自创歌谣，将本课的重要单词尽量都融入进去，学生听来趣味浓厚，说来琅琅上口。如在第六课时我编写了chant: Cup, cup, cup. The cup on the rug. Bug, bug, bug. The bug in the mug. Bus, bus, bus. The bus is very long. Pup, pup, pup. The pup is very cute. 第七课的内容编了chant: I

4、 like hen, I like pet. The hen is yellow. The pet is black. The men are in the jet. The jet is wet. The pen is wet and the net is wet , too. 学生都非常喜欢。我不仅在phonics教学中使用chant,在新标准英语教学中，我也经常会使用到。四、多媒体辅助教学的作用Phonics课本在编排上也存在着一些弊端，单词量大，有的图片不贴近我们的现实生活，而且没有彩图。因此，为方便我们的教学，教师可以制作多媒体课件，给学生以更直观的吸引。我们不能否认和忽略多媒体教学

5、的重要作用。五、教具的制作与使用在制作教具时，我们尽可能将教具做得大些，美观些。如我所作的字母，音图，单词卡片。单词教具尽可能实用些，如我的日历教具。另外，在phonics教学中，我们要尽可能采用实物教具，实物永远是最直观的一种呈现。 以上只是我在实验过程中总结出的一些方法，我还需要继续探究、钻研教法，在实验中经历了一番“苦”与“痛”后，我和学生都尝到了“甜头”，看到了“曙光”。我们要将phonics教学进行到底！说 课 材 料 Lesson Three孙永燕教材的分析与理解本课安排了四个音图，九个单词。重点要求学生掌握音图和单词的准确发音，使学生达到见词能读、听音能写的能力。在Phonics

6、教学中，不仅仅是教给学生认识音图，学习单词，更重要的是让学生领悟Phonics的特点，学习Phonics的方法，为长远的英语学习打好基础。教法的设计与阐述 在教学本课时，我借助了多媒体课件来辅助教学，通过课件展示音图及单词，并下载了相关图片帮助学生理解单词的意思。为了进一步加深学生的印象，我又尽可能地拿出一些实物，如，书包、标签、抹布、帽子等，这样直观的教学能够帮助学生快速而有效地记住单词。对于英语起始年级，一定要注重培养学生学习英语的兴趣，所以，在大容量的教学内容中，我安排了很多活动，除了单词的趣味练习，还有Chant Clap Your Hands. 而这个Chant中正好有所学的音图ap

7、，学生在愉快的Chant中又巩固了该音图。为了活跃学生的气氛，我在新知识教学后安排了一个学生都感兴趣的Bingo游戏，练习了学生的听音、读音的能力。最后，我又借助实物cat, rat, 给学生讲述了一个Mag and Tab的故事，这是对教学的拓展延伸。课堂程序的安排与组织 Step 1.WarmerGreetings.T: Good morning, boys and girls.S: Good morning Ms Sun.T: How are you?S: Im fine, thank you. And you?T: Im fine too, thank you.Sing a song:

8、Good morningReview the letters: A,B,C,G,L,M,N,P,R,S,T Step 2.PresentationTeach ag.CAI shows the letter combination ag. The teacher read the sound of ag. Then the students read after the teacher.Practise the sound of ag one by one.CAI shows the words: bag, tag, rag.T: Who can read these words?S1: bag

9、, tag, ragS2: bag, tag, rag (4) The students read the words one by one.(5) CAI shows the pictures or objects to make the students understand the meaning of these words.(6) The students read the words together. 2. Teach ap (1) CAI shows the phonogram ap, teach the students. (2) Shows the words: nap,

10、cap, map, tap. Use the same way to learn the words. 3. Learn a chant Clap Your Hands. (1) CAI shows the contents of the chant. Pay attention to the word clap. The teacher says the chant with actions firstly. (2) Let the students say after the teacher. (3) The students say the chant with actions. 4.

11、Teach ab. Teach the phonogram ab and the word cab in the same way.5. Teach al. Teach the phonogram al and the word pal in the same way. 6. Read all phonograms and words again. Step 3.PracticeThe teacher shows the objects or pictures and lets the students speak out the words.Have a match between the

12、boys and girls.Get a boy and a girl come to the front, the teacher says the words, the students point to the correct pictures. Step 4.Game Play the game Bingo. The teacher says the words, the students circle. Step 5.StoryThe teacher use the objects to tell a story Mag and TabCAI shows the contents o

13、f this story, get the students read the story. Step 6.HomeworkSay the chant for your parents.Copy the words and read out them. 说 课 材 料韩春丽一、说教材分析Good afternoon，everyone.今天我说课的内容是新标准英语（三起点）四年级第四册Module 5 Unit 1 Amys taller than Lingling. 本课主要学习用Amys taller than Lingling.描述个体间的差异以帮助他人区别。本篇课文主要是以一堂英语课为主

14、线，通过老师点名来比较高矮然后学生自己来比较年龄为主要内容。课文内容与学生生活实际联系紧密，有利于学生英语学习兴趣的激发和积极性的调动。二、说教学目标英语课程目标提出基础阶段英语课程的总体目标是培养学生综合语言运用能力，结合这一总目标和学生的实际情况，将本课的教学目标设计如下：（一）、知识目标：1、能听、会说Amys taller than Lingling.结构式的句子。2、能听、说、认读单词taller,than,older,shorter,younger,stronger。（二）、技能目标：通过引导学生积极参与各项课堂教学活动，使学生养成动脑、动口、动手的好习惯，指导学生熟练应用本课所学

15、的语言和知识进行日常交际，形成综合运用语言的能力。（三）、学习策略：通过小组合作、同学之间竞争等学习方式，鼓励学生积极与他人合作，共同完成学习任务。（四）、情感态度目标：通过引导学生参与比高矮、比力气等活动来练习说话来开展教学活动，营造轻松愉快的教学氛围，培养学生的学习兴趣、培养孩子们在生活中运用英语的能力。三、说教学重、难点培养学生在特定语境内领悟和使用语言交际的能力是小学英语教学的重点，本课的句型Amys taller than Lingling.Im older than Lingling.Sams shorter than Daming.Im younger than Daming.

16、对培养学生的会话能力起着极其重要的作用，所以能听懂会说句型并能运用句式说话练习是本课的教学重点。本课的教学难点是：形容词的比较级的概念和一些形容词比较级的一般变化形式。tall- taller; short - shorter; old-older; young- younger;strong- stronger.四、突破重、难点的关键、运用情景教学法，创设语言情景，让学生在情景中学习，组织活动让学生在活动中掌握知识，在活动中巩固运用新知。五、说教法、学法为了完成以上教学目标，更好的突出重点，突破难点，按照学生的认知规律和本课教材的特点，我设计了以下教学方法：1、小组合作学习法：把全班同学四人

17、为一组，课堂各项教学活动均以小组合作学习为主线，接对或全班活动为辅，学生互相交流、切磋，共同完成学习任务，在合作中感受学习英语的乐趣及交流的意义，也通过小组成员的合作培养学生能够积极与他人合作，共同完成学习任务。2、情景教学法：在句型学习运用中，为学生提供真实而有效的语言运用环境。激发学生想说的愿望，语言练习中也有利于学生表达能力的提高。3.多媒体直观教学法运用多媒体教学课件来辅助教学，从学生喜欢和熟知的体育明星导入到我们要学的重要句式，激发学生说的兴趣。课件中活泼可爱的大象、小狗和生动形象的大树、房子都是学生熟悉并且学过的单词，通过这些内容的填充，不仅复习了旧单词又学习运用的新句型，一举两得

18、。六、说教具准备：依据小学英语教学的直观性、趣味性、实践性的教学原则，结合合作学习和任务型教学的新理念，我利用了CD-ROM、单词卡片、自画图、录音机等教具，学生则利用身体资源积极参与教学活动。七、说教学程序Step 1: Before the classSing some songs: Step 2: WarmerT: Now, lets play a game. Ill say a word ,then you should say the antonym of the word and you can do the action at the same time.( big small

19、;tall short ;long short; fat thin)Step 3: Greeting T: How are you today? What day is today? What day is tomorrow? Whats the weather like today?T: Today we are going to study Module 5. Module 5 is talking about size. Do you know whats the meaning of size? Have the students guess.(Show a coat and tell

20、 the students that we can know the size of the coat in the label.)Step 4: Learn the sentence: Mr Yao is taller than Mr Liu.1. T: (show CAI: some pictures of Yao Ming and Liu Xiang) Who is he ? Can you tell me something about Yao Ming? Who is he ? Can you tell me something about Liu Xiang? Do you kno

21、w how tall is Yao Ming and how tall is Liu Xiang?T: Compare with the two man, then we can say Mr. Yao is taller than Mr. Liu.(show the new words: than and taller . Have the students read the words after the teacher than read them one by one. Then read the sentence: Mr. Yao is taller than Mr. Liu. )T

22、: Then Mr. Liu said: Im shorter than you. (show new word: shorter and read several times.)Have two students come in front of the class. Stand them next to each other and say who is taller.Do more examples with other pairs of students to give them plenty of examples to the adjective +-er+ than”struct

23、ure.Step 5: Learn the sentence: The man is older than the girl.1.T: (show an old man and a little girls picture) Look at this man. He is old. (show word:old, read it several times then show the comparative of the word:older)T: Look at the cute girl. She is young. (show word:young and read it several

24、 times then show the comparative of the word:younger)2.Have the students look at the picture and say a sentence:The man is older than the girl or the girl is younger than the man.3.Read the sentence together.Step 6: Learn the sentence: Im stronger than name.Show the picture: A strong man .Teaching t

25、he new words: strong and stronger, and have the students read them after the teacher.The teacher has a contest with the students and show the sentence: Im stronger than name.Have the students work in pairs, then say the sentence.Step 7:Look and say,The teacher shows all the comparative words and hav

26、e the students read them.Show a picture: A tree and a house, The tree is taller than the house. Have the students look at the picture and say a sentence using words taller and shorter. Then have the students read the sentences together.The same way with the picture2: An elephant and a dog.Step 8: Le

27、arn the text of Module 5 Unit 1T: (show the head masks) Look, Ms Smart ,Amy . Lingling, Sam and Daming. They are our good friends. Do you want to know who is taller and who is younger? Now lets look at the text.Listen and point: the student listen to the tape and point to the correct pictures.Then r

28、ead after the tape.Answer the question: who is taller and who is youngerand write them on the board. Have the students look at the board and say the sentences together. Have the students read the text in different roles.Have one more group come in front of the class and act the text.Step 9:Summering

29、Step 10. HomeworkDo a survey in their family member and use the structure say some sentences.Family memberAgeHeightWeightFatherMother BOOK 5 Module 3 At the weekend Unit 2 What did Daming do? School: 青铜峡铝业学校 Name: 韩春丽Module 3 At the weekend Unit 2 What did Daming do?Teaching requirement:Talking abou

30、t the past activities.Learn the new words: hour mountain taketookLearn the target language: Where/How/When/What did ？Learn four phonetic symbols: / /; /: / ; / u /; / u: /Learn a new song: The London EyeTeaching focus point:Have the students using the correct past tense forms to talk about the past

31、activities.Can ask and answer the questions: Where/How/When/What did ？Teaching prepairing: Tape Cards Stickers ChartTeaching steps: Step 1. WarmerThe teacher greeting with the students :Good morning ; How are you today?The teacher asks the students what did they do last night? What did you do at the

32、 weekend? Step 2.Talking T: Do you remember the text of unit 1? According to the text,do you know what did Lingling,Sam and Amy do at the weekend? Where did they go? T: How happy they were! Daming ( their good friend) also very happy for hearing that .Can you guess what did Daming say? T:Maybe he sa

33、id I had a good time at the weekend too. What did Daming do at the weekend? Lets listen to the tape. Step3. Listen and sayHave the students close their books .The teache play the tape first time.Then have them open the books and listen to the reading of the text the second time. This time, they must

34、 underline the new words.Teach the new words: hour and mountain. First the teacher read ,then the students repeat. After that, have some individual student read the words, the teacher corrent their pronunciation.Warning the students that they must use “an” in front of the word hour. Play the tape ag

35、ain, have the students repeat.Then have them read the passage after the teacher . Then have some students read it again. Make sure that the students can read it flurently. Step4. DiscussHave the students work in four and discuss how to answer the questions of Activity 2Ask some groups stand up and a

36、nswer the questions.When they answer the questions,they must pay attention to use the past tense form of the verbs. Then the teacher asks the questions have the whole class answer .Have the students think about the questions of Activity 3. They should talk about themslves.Ask some individual student

37、s answer the questions. The other students should listen carefully.Have the students work in pairs. One asks, the other answers. Tell the students that if they connect all the answers of the questions, they can write a passage of their own.Step 5. Learn four phonetic symbolsHave the students focus o

38、n the table.Then play the tape.Tell the students that we are going to learn four phonetic symbols. Write them on the board. The teacher read and the students repeat. Then read the words.Write some words on the board .The words contain the same sounds. Have the students put the words into the correct

39、 column.box ball cook took room hot foot good two moon zoo drop food floor / /: / u / u: /Check their answers in the class.Step 6. Learn a new song: The London EyeHave the students look at the picture and the teacher asks: Whats this? Whats the London Eye? Did you ever see a wheel like this? Where i

40、s it?Get the students to imagine that they were sitting in the London Eye. Maybe they will feel different while singing the song.Play the spoken version and let the students to repeat the words.Now play the second version and let the students listen to the melody or they can sing along with the musi

41、c.Have the students do actions as they sing. They should make circular movements with their hands as they sing round and round. They can point upwards as they sing high up in the sky.They should say the line Look at that! slightly louder than the other lines and then point upwards at the same time.

42、They also can change the line Look at that! into another sentences. Such as: Look at me! / Its so big!/I see the sun.Have a few students come in front of the class sing the song. The other students accompany them with the claps. Step7.Game: Play and say.Before play the game, the teacher should papir

43、e some cards. On it write some places that maybe they went at the weekend; The second sort write the transports; The third sort write some actions maybe they did at the weekend.Have three students choose the cards, then have one student asks the questions :Where did you go at the weekend? How did yo

44、u go there? What did you do at there? The correct student should answer the question loudly. At last, have the students connect the three cards in to a sentence. eg: I went to the park by plane to see monkies. The sentences maybe very interesting. Step 8. Brief summary Step 9. Homework Copy the pass

45、age into the exercise books.Sing the song for your parents.Writing: Unit 2 What did Daming do? Who went to the Great Wall? When did they go? How did they go? What did they do? What did Daming do?Module 4 FoodUnit 1 Do you like meat?Teaching aims(教学目标):1.Get the students to master the following words

46、 and sentences:meat,rice,noodles,fish milk. Do you like? Yes, I do. No, I dont.2.Get the students to use the sentence patterns to ask about likes and dislikes.3.Through activities, the teacher should cultivate the students spirit of competition and cooperation. Important points(教学重点): The mastery of

47、 the new words and sentences.Difficult points(教学难点): The students can use the sentence patterns to ask about likes and dislikes.Teaching aids(教学准备)： tape recorder, some objects ( meat, a pear, an orange, an apple, pencils, pens, table tennis) cards( fruits cards, basketball, football, teddy , cars,

48、ships and so on)Teaching procedures(教学过程)：Step1 Warm-up Activities1. Greetings.2. Sing a song.(Please stand up)3.Rewise some words of sports.4. Show a speral word.(Use some pictures of food make up the word “food”) Then have the students guess which letter is it. Then show the new word food .And tea

49、cher the word.Step2 Learn some new words.The teacher shows the cards of the words and teaches how to pronouce the words . Have the students read the words after the teacher . Then the teacher shows the objects of the words,and have the students remember the meaning of the words.Have some groups of t

50、he students come in front of the class and one point to the cards ,one read the words,and another shows the objects.The teacher gives the objects to some students,and get the students hold up the objects. Then the teacher says the words and the students point to the objects.Using the structure of “

51、I like and I dont like” to strengthen the new words. Step3 Ask and answer According to the students saying. The teacher asks questions to them. Do you like _? Yes, I do. Do you like _? No, I dont.Teach the student how to answer the questions. Ask some individual student answer the question. Make sur

52、e the students can answer it. Play the game: The teacher asks the questions, and if the answer is yes, they should stand up, and say the answer together. Then have the other group of students answer the question.Step 4 listen and point The teacher have the students open their books and listen to the

53、 tape and point to the correct sentences.The students read after the tape. Then read after the teacher. Have the students have a rest, and the teacher reads text for them.Have some students read the sentences.Have all the students read the text together.Step 5. HomeworkRead the text several times.Listen to the tape and read afer it.Writing: Module 4 FoodUnit 1 Do you like meat? Yes, I do. noodles? rice? No, I dont. fish? 自评材料 本节课上完后，基本完成了课前制定的教学目标和任务，学生参与课堂活动的面比较广，大部分同学课堂参与活动的热情高，学生学完后的效果较好，充分体现了以学生为主体的新课程理念。因为从语言的本质上看，英语是一种交际的语言，因此，教师应该将它作