攀登英语字母组合音-all(Make-a-call)

PlayingReadingThinking攀登英语字母组合教学设计all-Makeacall一、教学内容与教材分析1、本节课教授的是攀登英语字母组合all-Makeacall的阅读文章，该故事讲述了高先生（Mr.Tall）和矮先生(Mr.Small)之间发生的事情：高先生很高，矮先生很矮，矮先生想和高先生说说话，没想到遇到了麻烦。最后聪明的矮先生想到了一个好办法-打电话。这个故事在帮助孩子了解科技给生活带来方便的同时，还能启发孩子体验到高与矮、大与小的外形差异永远阻挡不了好朋友之间的友谊。2、该文章主要是以对话为主，也有较多的旁白，注意含有all，并发/ɔːl/的单词，如:tall,small,wall,ball等。对话相对较短，内容简单，并且每段对话配有图片，学生易于理解。3、该故事新奇有趣，寓意深刻，短小精悍。有些单词如tall,small,ball都在以前的泛读书本学过，学生理解起来也比较容易。二、学生分析1、授课对象为二年级孩子。二年级的孩子，年龄处于7-8岁间，喜欢绘本阅读故事，喜欢丰富多彩的绘图，对图片观察非常细致，具有极大的好奇心。2、学生学习本课前，在之前的自然拼音课本上也学过相关的单词，如tall,small,ball等，对于理解整个故事来说很有帮助，也比较容易掌握。3、学生学习本内容时，应该相对还是比较容易理解故事内容的，学生能通过图片预测和猜测故事内容，难点在于文中出现的一些动词，如：paint,play,hear,talk,give等，难点二是学生要根据all的发音规律，自己想出或者通过小组讨论找出除本故事外更多all发/ɔːl/的单词。三、教学目标1、知识目标：（1）学完本课后，学生能够知道字母组合all发/ɔːl/的音。（2）学生能够理解故事情节和读懂故事。2、能力目标：学生能够用根据all发/ɔːl/的规律，大声有感情朗读和认读故事3、情感目标：（1）进一步培养学生的英语阅读兴趣；（2）提高学生的合作意识和进行自主探究的能力。四、教学重难点分析1、教学重点：通过运用自然拼音all发音规律，学习认读和理解故事2、教学难点：根据mindmap复述故事五、教学策略1、本节课是一节Phoncis&Reading课，通过篇章故事阅读在篇章中学习词汇更加容易理解和记忆。2、让学生总结更多的wordsfamily，帮助学生总结单词的规律，有利于孩子的单词记忆。3、通过写的游戏和写的活动，培养学生的写的能力。六、教具准备：PPT,cards,video,headwears七、教学流程图Song:Nowtall,nowsmallSong:Nowtall,nowsmallBrain-storming:Canyoufindthesamelettersintheunderlinedwords?(all)Warm-upspeechWarm-upspeechPicturetalking:Introducethetitle,andthemainroleMr.Tall&Mr.SmallHowdotheylooklikeandWhatdotheywanttodo?Picturetalking:Introducethetitle,andthemainroleMr.Tall&Mr.SmallHowdotheylooklikeandWhatdotheywanttodo?Pre-readingspeech1.Firstreading:Treadsinalivelyway.1.Firstreading:Treadsinalivelyway.2.SecondReading:Listenandfollow,findthe2.SecondReading:Listenandfollow,findthe“all”words,pronouncemorewordsthathavethesamepattern.While-ReadingWhile-Reading3.Thirdreading:Openandread3.Thirdreading:OpenandreadPost-reading2.Actoutthestoryingroups.1.Retellthestorywithcharactermap.Post-reading2.Actoutthestoryingroups.1.Retellthestorywithcharactermap.3.Learnmorewordshavethesamesound.3.Learnmorewordshavethesamesound.1.Sharethestorytoyourfamily/friends.Usethewaytospellotherwordswith1.Sharethestorytoyourfamily/friends.Usethewaytospellotherwordswithueui.Homework2.Makeaposterwithmore–2.Makeaposterwithmore–allwords八、具体教学过程Step1.Warm-upT：Goodafternoon,boysandgirls.Howareyoutoday?Ss:Fine…T:Beforeclass,Iwilldevideyouinto2groups,G1andG2.Look,thereisaladderforG1,theotherforG2.Atthetopoftwoladders,thereisabiggift.Ifyourgroupgets5points,youcanclimbuponesteptotheladder.Whichgroupisthefirstonetogettothetop,youcangetthegifts,okay?Ss:Okay.T:Let’ssingasong.Everybodystandsupandfollowme.Danceandsingthesong-NowTall,NowSmall.T:Nowchildren,canyoufindthesamelettersintheunderlinedwords?Ss:allT:Clever!“all”.What’sthesoundof“a-l-l”?Ss:/ɔːl/T:Yes.TodayIwilltellyouaninterestingstoryaboutall,thatis“Makeacall”.Step2.Pre-readingPicturetalking:asksomequestionstoattractkids’attentionT:Wearegoingtolearnastory-Makeacall.What’sonthepicture?Ss:mobilephone.T:HowmanymobilephonesarethereandWhatcanwedowiththem?Ss:Talktomyparents.T:Yes,wecanuseittomakeacall.Inthisstory,Mr.TallandMr.Smallalsomakeacall.Why?Step3.Whilereading1.Firstreading:TreadsinalivelywaywiththepicturesT:Whoisheandhowdoeshelookslike?Ss:Mr.Tall.Heistall.T:What’sinMr.Tall’shand?Ss:Aball.T:Whoisheandhowdoeshelookslike?Ss:Mr.Small.HeisSmall.T:What’sinMr.Small’shand?Ss:Abrush.T:Whatdotheywanttodo?Ss:Mr.Tallwantsto…Mr.Smallwantsto…T:Oneday,Mr.SmalltalktoMr.Tallandaskhimtopaintwalls.WhatdoesMr.Tallsay,didhesayyes?Ss:Mr.Tallsay…(What?Playballs?)T:SoMr.Tallcan’thearMr.Small.AndMr.Smallshouts,says…Ss:Nowball!Walls!T:ThistimecanMr.TallhearMr.Small?Ss:No.T:HowdoesMr.Smallfell?Ss:Angry.T:Look,whoiscoming?Quack,Quack!Ss:Aduck.T:Whatistheduckdoing?Ss:Makeacall.T:CanMr.SmallthinkofagoodideatoletMr.Tallhearhim?Ss:Yes.T:What’sthegoodidea?Ss:MakeacalltoMr.Tall.T:Yes.Mr.SmallgivesMr.Tallacall.CanMr.TallhearMr.Smallnow?Ss:Yes,NowMr.TallcanhearMr.Small.T:Whatdotheysay?Ss:“OK!Let’spaintwalls”“Andwecanplayball”T:Whatdotheywanttodotogether?Ss:Theypaintwallsandplayballtogether.2.SecondReading:Listenandfollowthetape.Findthesamelettersandcirclethewords,thenpronounce

them.3.ThirdReading:openandread.Imitatethereadingindifferentways:bygrouporindividualStep4.Postreading1．Retellthestorywithcharactermap.T:Boysandgirls,canyouretellthestory?2.Actoutthe