丽声我的第一套自然拼读故事书第三级TheBigHat大大的帽子教案

1、丽声我的第一套自然拼读故事书（第三级）The Big Hat教学设计-教学目标复习前几册故事中与本册内容有关的知识点。复习巩固a, e, i, o, u的发音。复习解码CVC单词。能够快速识别并朗读视觉词had, was和off。能够顺利解码故事书中的CVC单词。能够流利朗读故事并理解大意。尝试梳理故事大意为故事起名字。二、教学重点故事书中的CVC单词的教学。提高学生朗读故事书的流利度三、教学难点能够顺利解码故事书中的CVC单词并流利朗读故事书!1!1!1!教学用具!1!教学用具 绘本 课件视觉词卡片 拼读卡五.教学过程Step 1 Warm & Review1.呈现已知并与本课内容相关的知识

2、点，让学生看 到字母后说出相对应的字母音。提问建议：设计意图复习巩固已知知识点，训练拼读 技能，为新授知识点和拼读练习 做铺垫。- Please speak out the sound of the letters.Step 2 PhonicsL呈现课件“Let s learn.,让学生体会拼读过程。设计意图首先明确教授字母发音，学生尝提问建议：提问建议：What is this letter?What sound does letter a make?Letter a sound /a/.How do you read this word?Whats the meaning of man?W

3、ho is a man in your family?Do you have hats?Can you show me mad?提问建议：What is this letter?提问建议：What is this letter?What sound does letter a make?Letter a sound /a/.How do you read this word?Whats the meaning of man?Who is a man in your family?Do you have hats?Can you show me mad?试用新授音拼读单词，通过图片 和问题呈现词

4、义。之后通过筛子 游戏训练拼读（从形到音）。紧接着通过字母卡拼单词训练 拼读。（从音到形）最后通过炸 弹游戏，练习视觉词识别和朗 读。教师给学生以组为单位发放拼读卡，老师朗读单词,学生根据发音规则拼出单词。老师准备视觉词卡片进行视觉词呈现，之后用课件做see & say的练习。提问建议：Please read out the words.设计意图学生在教师的带领下了解故事 主人公，感知故事题材中人物这 一重要要素。设计意图学生在教师的带领下了解故事 主人公，感知故事题材中人物这 一重要要素。Step 3 Before Reading跳过观察封面环节，介绍故事主人公。提问建议：Lefs intr

5、oduce the characters in this story.Whafs this animal?Can you read out its name?Is it a big cat?Look at this man, what is his name?Is he a big man?How about his hat, is it big?Can you read out its name?Is it a big dog?Step 4 While Reading1.逐页图片环游P3提问建议：What was the man?Was Tex a big man?Can you circl

6、e the word was?P4提问建议：Who was the man?What did Tex have?Was it big?P5提问建议：Who was the cat?P6提问建议：Who was in the hat?Was the dog in this hat?Can you show me bob and dip?P7提问建议：Can you try to read out the sentence?P8提问建议：Where did Rex sit?Where was Max?P9提问建议：What happened to Max?Where did Rex sit?PIO

7、提问建议：What do you think Max will say?Pll提问建议：Was Max happy?设计意图该学段学生处于英语启蒙阶段， 学生刚刚接触拼读内容，并且语 言基础薄弱，需要老师的带领和 引导。因此读中环节建议教师采 用逐页图片环游且同时处理文 本的形式开展。通过图片环游和 提问，帮助学生理解文本，并在 互动过程中设计关于音素意识 培养的活动。学生先读，后听， 验证拼读学习的效果。及时纠正 发音，提升课堂学习质量。之后， 通过小组阅读的方式，提升阅读 乐趣。学生互帮互助，与同伴共 同进步。Can you try to read out the sentence?Can you show me mad?P12提问建议：Was Tex happy?Can you try to read out the sentence?P13提问建议：What did Rex do?3,让学生打开书，整体听一遍故事。Step 5 Post Reading.让