1、- 1 - Teaching Plan for The Sounds Of D, E, F in Unit 2 My Classroom 【Analysis of the teaching material】 本模块选自广东人民出版社出版的广东版小学英语（三年 级起点） ，三年级上册，第二单元 My Classroom 的字母语音教 学版块，内容为字母 D、E、F 的发音规律。 课本中的教学材料非常简单，就三个字母 D，E，F，(注： 字母书写已在二年级学过，此课中只简单进行复习)和其发音规 律的代表词 dog, elephant 和 fish， ，因此教师应围绕此重点内 容进行教学内容的整合
2、和拓展，通过创编故事、歌谣等，增加 学生的字母语音感知、训练、输入和输出量，让学生熟练掌握 字母 DEF 的发音规律，培养语音意识，做到“见词能读，听音能拼” ，提高其英语综合能力。 【Analysis of the learning situation】 1 1学生年龄特点和认知特点分析：学生年龄特点和认知特点分析： 本课教学对象是小学三年级学生，年龄在 8 到 9 岁左右，他们具有强烈的求知欲，对事 物充满好奇，喜欢游戏，模仿能力强，可塑性强。他们的学习动机主要取决于对学习内容感 兴趣的程度。他们的认知发展具有明显的符号性和逻辑特点，以形象思维为主，思维活动依 赖具体的事物和经验的支持，缺
3、乏抽象性思维。本课教学中，将针对学生的年龄特点和认知 特点，通过创编的故事、歌谣来引导其感知、归纳，通过游戏活动来进行操练、训练，通过 故事阅读来达到运用，让学生能在快乐中学习。 2 2语言知识和技能分析：语言知识和技能分析： 学生们在一、 二年级时已学过北师大版教材， 英语有一定的基础。 会读和写出 26 个字母， 会一些简单的词汇和对话。本课中的 dog, elephant, fish 等词汇他们在一年级教材中已接 触过，会认读。学生对语音也接触过，有一点语音意识，但并不能熟练掌握语音知识和拼读 技能。 3 3学习能力分析：学习能力分析： 三年级的孩子的学习能力由被动学习向主动学习转变，其
4、注意力、记忆力、理解能力、 思维能力、表达能力等学习能力在不断增强。注意力保持的时间能更持久了，由 15-20 分钟 - 2 - 提高到 20-30 分钟，内在动机开始成为其学习动力，但是外在激励和调动仍是孩子学习的重 要动力。在本课时教学中，老师将采用各种教学手段，调动和激励孩子们，同时注意培养他 们的观察、归纳、探索、表达等学习能力。 【Teaching Objectives】 1. Knowledge objectives: （1）Students can develop their phonological awareness. （2）Students can generally pe
5、rceive and understand the phonological rules of Letters DEF: D is pronounced d, E is pronounced e and F is pronounced f. （3）Students can understand that the phonological rules can help them read, differ and spell the words which contain the letter D/E/F correctly. 2. Ability objectives: （1）Students
6、can listen and distinguish words according to the phonological rules of Letters DEF. （2）Students can read the words correctly according to the phonological rules of Letters DEF. （3）Students can spell the words correctly according to the phonological rules of Letters DEF. （4） Students can read the st
7、ory which is written with lots of words containing letters DEF and generally understand it with the help of pictures. （5）Students can master and use the phonological rules of letters DEF gradually. 3. Learning strategies: （1）Students can learn to make conclusions by perception. （2）Students can learn
8、 to adjust their pronunciation by constant practicing. （3）Students can learn to cooperate with others in groups. 4. Emotion objectives: （1）Students can be active and confident when they read words in English. （2）Students can take part in the activities actively and happily in class. （3）Students can
9、develop their interest in learning English. 【Teaching Key Points】 - 3 - 1. Students can perceive and master the phonological rules of letters DEF: D is pronounced d, E is pronounced e and F is pronounced f. 2. Students can use the phonological rules of Letters DEF to help them listen, distinguish, a
10、nd read the words which contain the letter D/E/F correctly. 3. Students can develop their phonological awareness. 【Teaching Difficult Points】 1. Students can use the phonological rules of Letters DEF to spell the words which contain the letter D/E/F correctly. 2. Students can read the story which is
11、 written with lots of words containing letters DEF and understand it with the help of pictures. 【TeachingAids】 Computer, PPT, original story books, animal cards, letter cards and students worksheets. 【TeachingApproaches】 Situational teaching method, task-based activities, collaborative learning appr
12、oach, cooperation study methods. 【Teaching period】the 3rdperiod of Unit 2 【Teaching Procedure】 Step. Warming up (2 minutes) 1.A game. (Magic eyes) T: Lets play a game first-magic eyes. Lets see what letters come to our class today. Then, flash the cute pictures of letters A to F on PPT and let stude
13、nts say what - 4 - letters they are. (LetterA/B/C/D/E/F). Read the letters, differ D from B. 设计意图：设计意图：课前通过玩“考眼力”的游戏热身, 选择符合他们年龄特征的 卡通字母形象，采用打乱字母顺序在 PPT 上一闪而过，让学生说出字母的游戏 方式，即能调动学生兴趣，活跃课堂，为上课做好准备，又能起到复习字母的 作用。而齐读字母能巩固字母读音，同时区分易混字母 B、D 的读音，为本课学 习其发音铺垫。 2.A chant. T: In Unit 1, we learned the sounds of
14、ABC, now lets chant together. Let students follow and video and chant together, help them review the sounds of ABC. 设计意图：设计意图： 新课前，通过上一单元的歌谣热身，既 能激活学生头脑里已有的字母发音规律的图式，又 能调动学生的学习兴趣，活跃课堂气氛，为新课做准备。 Step . Lead-in and presentation (4 minutes) 1.Lead in the story of Gogos Trip. T: Whos this? (Gogo.) Gogo
15、is very happy. Hes travelling today. What animals does Gogo meet? Lets listen to the story. 设计意图设计意图： 在呈现教师原创的故事前， 介绍故事情境， 设置听故事的任务： What animals does Gogo meet?, 激发学生听的兴趣，让学生带着任务去听,培 养学生听、寻具体信息的能力。 2. Presentation of the story and the phonological words. Read and act out the story to the students,
16、with the actions, the pictures and sounds - 5 - on PPT. 设计意图：设计意图：呈现原创的故事，故事情境简单（Gogo is travelling. He invites the animals to travel with him.） ，情节设计上利用了课本人物 Gogo 会变魔法的特征，设计了他帮助小动物们的情节，语言简单，反复复现，利于 孩子们朗朗上口， 同时在故事中， 巧妙地融入了本课语音的代表词汇： elephant, dog, fox, duck, fish, frog 等，使学生在语篇中初步感知 DEF 的语音发音，避免了 孤立
17、地、缺乏语境地教学语音。 3. Focus on the phonological words. After the story, T: What animals does Gogo meet? Ask students to find out what animals Gogo meet in the story. Stick the picture cards of “elephant, dog, duck, fish, fox, frog” on Bb when students find them out. Read the words together. 设计意图：设计意图：通过让孩
18、子们找出故事中出现的动物（elephant, dog, fox, duck, fish, frog） ，张贴卡片在黑板上，从而导入含字母 DEF 发音的单词，突 - 6 - 出重点，帮助学生聚焦字母 DEF 的发音，至此，完成教学重点的导入呈现环节。 Step . Learn and practice (15 minutes) 1. Transition of the story. T:Lets go on with Gogos story: Where are they going? The first place is the Letter Factory. Every letter ma
19、kes a sound in the factory. 设计意图：设计意图：仍以本课创设的情境 Gogos trip 为主线，让学生们跟着 Gogo 来到第一个地点 Letter Factory，自然过渡到新课学习环节，为视频呈现字母 DEF 的发音做铺垫。 2. Learn the phonological rules of letter D. T：What sound does D say? Lets watch a video. Teacher plays the video of Letter Factory for students to watch and learn the so
20、unds of letter D. After students watch the video, ask them, “What letter is it? What sound does it make?” Teach students to write letter D correctly and help them find the sound of D, D says d. 设计意图设计意图：通过播放剪辑的字母工厂的视频，调动学生兴趣，再次在 语境中呈现字母 D 的发音规律，让学生感知、发现和学习字母 D 发d的发音规 律，锻炼学生感知、归纳的能力, 同时，教 D 字母的正确书写。
21、3. Practice of the phonological words of letter D. - 7 - Help students read some easy words that have the D sound on PPT. (duck, dog, dig, did, dad , desk) 设计意图设计意图：给学生一些较为简单的含有字母 D 发d的语音单词，让学生更 多地感知和练习字母 D 发d的发音规律，使学生逐步从感知、发现到掌握、运 用语音规律，逐步达到“见词能读” 。 4. Learn and practice of the phonological rules o
22、f letter E/F. T: Then, what sound does E/F say? Lets watch the video and find out. Play the short videos of Letter Factory for students to watch and learn the sounds of letter E/F. After students watch the video, ask them, “What letter is it? What sound does it make?” Teach students to write letter
23、E/F correctly and Help students find the sound of E, E says e, and the sound of F, F says f. Help students read some easy words that have the E/F sound on PPT. 设计意图设计意图：仍然利用学生喜欢视频的特点，通过播放字母工厂的小视 频， 呈现字母 E、 F 的发音规律， 让学生在语境中感知、 发现和学习字母 E 发e， 字母 F 发f的发音规律。然后给出一些较为简单的相应语音词汇给学生练习此 发音规律，使学生逐步从感知、发现到掌握、运用语
24、音规律，逐步达到“见词 - 8 - 能读”, 同时, 教 E/F 字母的正确书写。 5. Pair-work: Read more words. T: Now youve known the sounds of letter DEF. Can you read more words? Let students work in pairs and read more words to practice the phonological rules of letters DEF. 设计意图设计意图：此环节将从训练难度上进一步提高，从上一环节让学生“跳一 跳，能摘到葡萄” ，试着运用本课中的字母 D
25、EF 的语音规律来分步训练简单的、 只换一个字母、学生就能读出的单词，到此环节提高难度、综合训练学生掌握 和运用语音规律来读一些难的、学生甚至都没接触过的单词，使学生的掌握和 运用程度进一步提高，真正达到“见词能读” 。 6. Classification and check. T: Lets go on with Gogos story. Look! Mother letters DEF are coming to find their children. D-Duck. (T gives an example and moves the “duck” card next to Letter
26、 D card at the same time.) Can you help them? Ask students to classify the words of animals according to their sounds and move the animal pictures next to the relevant letters. 设计意图设计意图：回到本课的故事主线 Gogos Trip，设置让 DEF 字母妈妈们来 找孩子的任务，教师先做一个示范，然后让学生们根据发音规律，把刚才贴黑 板的动物卡片进行分类，贴在相应的字母卡旁边，加强构建学生头脑中 DEF 的 发音图式，
27、同时检测学生是否已掌握本课的发音规律。 Step . Consolidation by playing games (10 - 9 - minutes) T: Thank you for helping Mother Letters. Look, where are they now? The game park. 设计意图设计意图：回到本课的故事主线 Gogos Trip， 设置 Gogo 和他的旅途伙 伴们一起来到了游乐园的故事情境，由学习、操练环节自然过渡到用游戏巩固 读音规律环节，并为下一步将通过各种游戏分别训练学生“听音辩词” 、 “听音 能拼”和“见词能读”等语音能力做铺垫。 1.
28、 Game 1: Who is the Sniper? Direction: Listen and “shot” the right words by circling them on the worksheets. Students will try to differ the similar words by listening to their sounds. (1. dad, bad;2. dish, fish; 3. bad, bed4.dog, fog) 设计意图设计意图：通过“神枪手”游戏训练学生“听音辩词”的能力，进一步巩 固和运用本课语音规律，培养学生的语音意识和能力。 2.
29、 Game 2: Open Sesame Direction: Listen and rearrange the letters. If you are right, the door of the castle will open and you will know whats in it. Students will try to spell the words according to the sounds. (dog, pet, fox, fish) - 10 - 设计意图：设计意图：通过“芝麻开门”游戏，引导学生“听音拼词” ，进一步巩固 和运用本课语音规律，培养学生的语音意识和能力
30、。 3. Game 3: Spelling Park （group-work） Direction: Work in groups, try to spell some words with the given letters, and stick them on the cards. Teacher makes an example first, then, students will work in groups, try to make their own words with the letter cards and read them. Then present their work
31、 in class. 设计意图：设计意图：通过“拼读乐园”游戏，开放性训练学生的语音能力，让学生 进行小组合作学习，综合运用其自身已有的语音图式，用卡片组合出多样化的、 自己能读出来的单词，锻炼学生根据已掌握的发音规律拼读和拼写单词的能力。 培养学生的语音意识和能力。 Step . Extension by reading a story (8 minutes) Go on with Gogos story. The third place is the story land. 1. Ignite the reading interest. To ignite students reading
32、 interest, focus on the cover of the story book, introduce “Dads Pet House”, and ask students to guess whats in it. 设计意图设计意图：回到本课的故事主线 Gogos Trip， 设置 Gogo 和他的旅途伙 伴们一起来到了故事乐园的故事情境，由巩固环节自然过渡到运用和拓展环节。 在阅读教师原创的含本课各种语音词的故事前，让学生看封面猜故事内容，激 发学生的阅读兴趣。 2. Group-work: Read the story. - 11 - Ask students to rea
33、d the story in groups of four. The story is written with the words that have DEF sounds. Then, the teacher reads the story sentence by sentence and help students understand it by pictures and body language. (The original story: Dad had a pet house. Dog and duck, under the desk. Ten red hens, ten red
34、 eggs. Fox played with fish and frog. Whats this under the bed? Elephants legs. Haha, Dad had a toy elephant!) 设计意图：设计意图：通过教师创编的绘本故事 Dads Pet House，在故事语境中融 入含字母 DEF 发音的词汇，进一步拓展和训练学生的“见词能读”的自然拼读 能力和阅读能力，把语音规律最终落实到语篇中，培养阅读兴趣，同时让学生 在小组合作中体会到成功感。 3. Chant. T: Gogo is going home. Hes chanting. Play the c
35、hant for students to follow. The chant is written according to the story. 设计意图设计意图：通过创设 Gogo 在回家路上 chanting 的情境，以一首基于本故 - 12 - 事编的 chant 来结束本课的主线 Gogos Trip，让学生在朗朗上口的歌谣中结 束本课的学习。 Step . Sum-up and Homework. (1 minute) 1. Focus on the blackboard, and sum-up the sounds of DEF.D says d, E says e and F says f. 2.Assign homework for students. (To read the words and stories on the worksheet.) 设计意图设计意图：聚焦黑板，对本课所学的字母 DEF 的发音再次总结，并布置作 业。作业二的读故事，把语音规律落实到课堂上创编的两篇故事语篇中，即充 分利用了教师创编的语篇，又能提高学生的综合能力。 【Blackboard-writing】
