说明phonics课程fast kj lesson plan1小时版alo7-section sounds and spelling

1、Alo7FastPhonics-SoundsandSpelling(LessonTitle Phonics Phonics Sight TitleHowtoBeginning Students should be familiar with the letter name and letter Whentheyheartheaudio,theycanrecognizethatspokenwordsaremadeupofdifferent Students can identify the letter sound association at the beginning of 初级学习学生需熟

2、悉字母名称音与字母发当学生听到音频时，他们能知晓该单词是由不同发音组学生能识别字母位于单词词首的发音Students should be familiar with the letter name and letter Whentheyheartheaudio,theycanrecognizethatspokenwordsaremadeupofdifferent Students can identify the letter sound association at the beginning of Students can ingsoundofaStudents can pronounce

3、 the basic letter sounds with StudentscancountthesyllableswhentheyhearawordofthreeorfewerStudents can segment and combine letter-sound graphemes in simple 中级学习学生需熟悉字母名称音与字母发当学生听到音频时，他们能知晓该单词是由不同发音组学生能识别字母位于单词词首的发学生能识别字母位于单词词尾的发学生能准确地发出字母对应的基本发当学生听到某个单词时，能数出所包含音节学生能拆分并组合简单单词Students should be familia

4、r with the letter name and letter Whentheyheartheaudio,theycanrecognizethatspokenwordsaremadeupofdifferent Students can identify the letter sound association at the beginning of Students can ingsoundofaStudents can pronounce the basic letter sounds with Students can segment and combine letter-sound

5、graphemes in simple Students can recognize a few written words when they hear words spoken in a Studentscandecode(read)anunknownword thatfollowsthe rulesofphonics andhas fiveorfewerletters.Theydecodeitbylookingatthelettersoftheword andsoundingout the letter-sound graphemes in order.高级学习学生需熟悉字母名称音与字母

6、发当学生听到音频时，他们能知晓该单词是由不同发音组学生能识别字母位于单词词首的发学生能识别字母位于单词词尾的发学生能准确地发出字母对应的基本发当学生听到某个单词时，能数出所包含音节学生能拆分并组合简单单词的音当学生听故事时，能辨认出一些单词读规则拼读单词（单词）过单词顺序读出对应HowtoPhonicsisapartofEnglishlanguagethathelpsstudentstoassociatethesoundsofEnglish with its letters.自然拼读在英语语言学习过程中能帮助学生理解音与字母的对应HowtoThis is the phonics present

7、ation page., have the class say the letter name(s) of the letter(s). Then, ask the students what the sound of thisbinationis.PlaytheaudiotocheckiftheyknowitorOr before clicking the audio, if the students dont know the sound, ask them to look at the picturestoseeiftheyknowtheexamplewords.Ifthestudent

8、sknowthepictures,thenask them if they can guess the sound of the letter from the word.Each phoneme of the word is clickable. You cwaysaskyourstudentsiftheyknowthe sound. Then encourage your class to blend them together to say the full word.Someofthepictureshaveanimations,whilesomearestillpictures.It

9、dependsonthe meaning of the word.Thepositionoftheletter(s)isshownfromlefttoright.lyourstudentsthatthis bination can be put in the beginning/middle/end of a word.这个页面是自然拼读的展示页面。首先，让学生说出目标学习字母。其次，问学生这个字母（组合）的发音是什么，然后音频看看学生是否答对，若学生不知道如何发音，也可以鼓励学生根据示例单词配图，询问是否知道单词的发音，如果学生这个单词的发让学生根据单词的发音推测字母（组合）的发音。其次也可

10、以让学生猜这个字母在这个单词中单独的发页击发师询问对应的发发读单词。部分是含有动画效果的，部分是静态图，这取决于单词的种类单词的显示顺标学习进让这（组合现在单词Activity Time: 5 minutesMaterials: none Instruction: Ask the students to close their eyes and use their ears to listen, then click on a word.Ifthe binationisatthebeginningoftheword,studentsneedtoraise their left hand. If

11、 the bination is at of the word, students need to raise their right hand. If they hear the sound is in the middle of the word, students need to clap their hands.活课部分是含有动画效果的，部分是静态图，这取决于单词的种类单词的显示顺标学习进让这（组合现在单词Activity Time: 5 minutesMaterials: none Instruction: Ask the students to close their eyes a

12、nd use their ears to listen, then click on a word.Ifthe binationisatthebeginningoftheword,studentsneedtoraise their left hand. If the bination is at of the word, students need to raise their right hand. If they hear the sound is in the middle of the word, students need to clap their hands.活Preparati

13、on time: 8 Before class preparation: Write a word with an N in it on each piece of pr. Some of the words should have an N at the beginning of the word, some in the middle, and some at the end. Please make the groups of initial, middle, and final N about the samber of students. Here are some words to

14、 choose from: Initial: no, nose, noise, name, neck, net, not, note, now, nut, number, new, north, night, nip Middle: panda, dinner, sunny, candy, and, count,winter, windy,donut,hand,under,pencil,lunch,thanks,ontoFinal:man,run,lion,an, sun, can, win, ten, question, children, pen, brown, in, on, woman

15、Instruction:HandeachchildaprwithawordwithanNonit.Whenyouhandthechild the pr, say the word and have the child say it back. If students arent very familiar with the look of the lowercase letter n, have each child to show you the letter n in the word. Thenhavethechildrenorderthemselvesinlinesofthree:th

16、estudentwiththeinitialN at the front of the line, the middle N in the middle, and the final n at the back. The group that lines up , wins. With your help, each group says its words.活Pronunciation The sample words in the pronunciationsservetohelpstudentshearthesoundandin manycasespresentavarietyofway

17、stospellthatsound.Thisistoencouragestudentstobe able to pronounce the sound in different words. Reviewing thewill help with pronunciation,butyoumayneed toexplainthatEnglishcanusedifferentspellingstomake the same sound. Phonics focuses on one spelling of the sound at a time. This is to avoid confusio

18、n and to help students learn to sound out letters and start reading. Once students know how to read and are learning to spell, they can learn about the variations in spelling.语音里的示例词有助于学生听到声音，并在许多情况下展示了拼写这个读音的各种方法。这是为了鼓励学生能够读不同单词里的同一个音。复习可以帮助学生发音，但是老师可能需要跟学生解释一下在英文里，不同的拼写可能会发同样的音。Phos 主要是一次介绍一个拼写。这是

19、为了避免，并帮助学生更好地给字母发音并开始阅读。一旦阅读读们够变ListenandHowtoThis activity reinforces the idea of counting syllables. Explain to your students what a syllableis.Itisonepartofaword.Somewordshaveonlyonepartandsomewordshave more than one part.Encouragestudentstoreadtheword ,thenclicktheaudiotochecktheirpronunciation.

20、 Whenstudentshearthe audio,theyneedtothink abouthow manysyllablesthereareinthe After this, have them play the drum with the samber as they count. Each time studentsplaythedrum,theyllhearonesyllablesound.Iftheyhearthedong,dongsound that means its wrong.Repeatthewordwiththeaudio,andclickthehighlighted

21、letters.Studentswillheareach syllable sound.读单词击音发单词的发这个单词节。让学生根据音说活Materials: Prepare a table contains these 2: cat, not, sat, tanPreparation time: 5 Beforeclasspreparation:Theteachercanchangethewordsaccordingtothelearning Instruction: The teacher says a group of words from the list and the student

22、s write down the number according to the word position. For example, cut, not, sat, tan. The students shouldwrite1,2,2,2.Thenaskstudentstoworkinpairs-onereadsthewords,theother one writes the number. Have the students switch roles so that each has a turn.活English text and books. Help them to notice t

23、he spaces between words and the appearance of sentences in English. Use search and find questions to prompt them to mention that English is always read from top to bottom and left to right. Can students find capitalized words andnoticethatsomecapital(alsocalleduppercaseor big)letterslookdifferent th

24、an theirlowercaseversions?Observantstudentswillbeabletofinddifferencesinpunctuation: periods,commas,andapostrophes.Ifyouwant,youcanmentionhyphens,colons,andsemi- colons.Ifyourclassisup forachallenge,show themsomeitalicizedtext,liketherest ofthis sentence. It is often difficult for beginning readers

25、of English to read a word in italicized text. Can one of your students read a simple italicized word, such as it, up, as, no, hi, or 读Phonics Sris 的时候在文里搜寻，鼓生文和书英文本 和书之间的不同。帮助他们英语单词之间的空格和句子呈现的样子。用“搜索和寻找”问题发现阅读们的单词，发现一大的，起它们的形态是样的？观生能够到标点同逗，略。你意的，也提到连字 符冒分。你学备好迎就他们看斜文比如这句 话。对语初级阅读来说，斜字较的你学有有读简单的 词t,

26、, s, ,hi,” 或“eReading Helpstudentstosaythewords,no,moon,nine,ten,monkey,andsing.Pointoutthatwhen an N comes before a G or a K, the sounds blend together as in sing and monkey. Read the story aloud again. When the students see the moon in the sky, the students say, Moon, monkeys, moon! When the moon

27、is shown only in the water, the students say, No, monkeys, no! Check students pronunciation of the N in moon and the n sound in monkey. The IPA symbol for the nk sound of monkey is /k/., , 强调当字母N 出现在字母G 或字K 前面时，他们的发音是合在一起的，例如在sing monkey 中。老师再次大声朗读故事，若学生看StoryWhatarethengatthestartoftheWhydidthemonk

28、eysthinkthemoonwasintheHowdidthegraymonkeyknowthemoonwasnotinthe在故事的开头，猴子都在干什么为什么猴子会认为月亮在水中那只灰色的猴子是如何得知月亮不在水中的HowtoPhonicsisapartofEnglishlanguagethathelpsstudentstoassociatethesoundsofEnglish with its letters.自然拼读在英语语言学习过程中能帮助学生理解音与字母的对应HowtoThis is the phonics presentation page., have the class sa

29、y the letter name(s) of the letter(s). Then, ask the students what the sound of thisbinationis.PlaytheaudiotocheckiftheyknowitorOr before clicking the audio, if the students dont know the sound, ask them to look at the picturestoseeiftheyknowtheexamplewords.Ifthestudentsknowthepictures,thenask them

30、if they can guess the sound of the letter from the word.Each phoneme of the word is clickable. You cwaysaskyourstudentsiftheyknowthe sound. Then encourage your class to blend them together to say the full word.Someofthepictureshaveanimations,whilesomearestillpictures.Itdependsonthe meaning of the wo

31、rd.The position of theletter(s) is shown from left to right.lyourstudentsthatthis bination can be put in the beginning/middle/end of a word.这个页读页让说标学习问这（组）的发音么然后音频学是对，若不道发可以鼓励学生根据示说明: 让学生闭上眼睛用耳朵聆听，老师点击单词音频。如果目标学习字母（组合）位Activity Time: 5 minutesMaterials:Ifpossible,useamirrorsostudentscanseetheirmouth

32、swhilepronouncingthis Preparation time: Instruction: After showing the lowercase and uppercase letter I, lead the students in saying its sound five times. Line up the students. When they hear the I sound, they walk quickly. When they hear the name of the letter, they walk slowly. When they hear a wo

33、rd that has neither the letters sound nor its name, they stop. You can start by slowly saying this list of words and adding other appropriate words: I, I , I, I, I, it, it, it, it, it, fish, fish, fish, fish, fish, mom, mom, mom, mom, mom, its, its, its, its, its, class, class, class class, class, i

34、s, is, is,is,is,is,I,I,I,I,I,nose,nose,nose,nose,nose,I,I,I,I,I,cook,cook,cook,cook,cook,I,I,I,I, I, kiss, kiss, kiss, kiss, kiss, in, in, in, in, in, o, o, o, o, o, goodbye. Wave to the students. If this list is too hard for your students, you can play this game by using only the word it and the le

35、tter name I.活cook, cook, cook, I, I, I, I, I, kiss, kiss, kiss, kiss, kiss, in, in, in, in, in, o, o, o, o, o,goodbye.并且跟学生挥手。如果这个单词表对学生来说太难的话，你可以只用it和ITime: 5 minutes Materials: none Instruction: Ask the students to close their eyes and use their ears to listen, then click on a word.Ifthe binationi

36、satthebeginningoftheword,studentsneedtoraise their left hand. If the bination is at of the word, students need to raise their right hand. If they hear the sound is in the middle of the word, students need to clap their hands.活fish, fish, mom, mom, mom, mom, mom, its, its, its, its, its, class, class

37、, class class, class, is, is, is,is,is,is,I,I,I,I,I,nose,nose,nose,nose,nose,I,I,I,I,I,cook,cook,cook,cook,cook,I,I,I,I, I, kiss, kiss, kiss, kiss, kiss, in, in, in, in, in, o, o, o, o, o, goodbye. Wave to the students. If this list is too hard for your students, you can play this game by using only

38、 the word it and the letter name I.活SegmenttheHowtoClicktheaudiotohearthesound.Askyourstudentstorepeatthesoundtheyhear.Thenask them what letter makes that sound. Ask a student to drag the letter to the correct place.HavethestudentrepeattheBefore clicking the submit button, try to blend the word. The

39、n check the 点击喇叭音频，让学生根据音频重复发音，问问看学生哪个对应这个发音的字母是什么，选择一位学生把这个字母拖拽到正确的位置，再让学生重复这个发音。在点击提交按钮试读单词。Time: 5 minutesMaterials: none Instruction:Choosesomewordsthathavethreephonemes,suchassad,top,net,tin,etc. The teacher says:Listentome.ShoutthesoundsyouSad!Sad!Sad!(Studentsshout:Sad!Sad!Sad!) Lets spilt it

40、.Givemethebeginningsound.(Studentssay:/s/) Give me the middle sound. (Students say: /a/) Give meing sound. (Students say: /d/) Thats right!活Time: 5 minutesMaterials: none Before class preparation: Instruction:Choosesomewordsthathavethreephonemes,suchassad,top,net,tin,etc. The teacher says:Listentome

41、.ShoutthesoundsyouSad!Sad!Sad!(Studentsshout:Sad!Sad!Sad!) Lets spilt it.Givemethebeginningsound.(Studentssay:/s/) Give me the middle sound. (Students say: /a/) Give me ing sound. (Students say: /d/) Thats right!活Time: 5 minutes Materials: none Instruction:Onceyourstudentsarefamiliarwiththelettersou

42、nd,askthemiftheycanthink of more words that contain the same sound.Have your students form a line and start with the student. Say p, p, push. Then move tothenextstudent.continuetosayawordwiththePsound.Ifsomeonecannotthink a word, then hes out. Whoever says the most words wins the game.活HowtoAfterlea

43、rningthelettersound,nowletsreadastoryaboutthis学习好字母发音后，老师带领学生读一读与这个字母相关的故事When reading the Phonics Stories, hunt through the text of the stories and encourage students to point out some differences between Chinese text and books compared to English text and books. Help them to notice the spaces betw

44、een words and the appearance of sentences in English. Use search and find questions to prompt them to mention that English is always read from top to bottom and left to right. Can students find capitalized words andnoticethatsomecapital(alsocalleduppercaseor big)letterslook different than theirlowercaseversions?Observantstudentswillbeabletofinddifferencesinpunctuation: periods,commas,andapostrophes.Ifyouwant,youcanmenti