五下英語U6 spell教學設計

英語課堂教學設計課題PEP5 Unit 6 Work quietly! 課時3課型Part A Lets spell教學目標Knowledge Objectives：1. Ss from Group A and Group B are able to perceive and inductive the phonics rules of “wh” and spell the words with “wh”.2. Ss from Group C and Group D are able to spell, read and write the typical words with “wh”. Such as “what”, “where”, “when”, “who”, “whose”.3. All the Ss are able to distinguish two different sounds of “wh”. 4. Ss are able to ask and write down sentences about “wh” questions.Ability Objectives：1. Train Ss abilities to summarize the phonics rules of “wh”.2. Train Ss abilities to spell and read words with “wh”.Emotion Objectives：1. Improve students learning interests.2. Encourage students to participate in class activities actively.教學重點The phonics rules of “wh”.教學難點The different phonics rules of “wh”. “wh”-/w/, “wh-o”-/h/教學準備PPT, Video, Pictures教學方法Communicative Teaching Method, Task-based Teaching Method, Contrast teaching method教學環(huán)節(jié)教學流程師生活動和意圖Step1：Warm-up熱身環(huán)節(jié)1. Enjoy a song What a little white mouse.2. Daily greeting. T： Good morning, boys and girls! T： Nice to meet you! T： I hope you can enjoy the class today. But dont be shy. It doesnt matter you make any mistakes.Teacher and Ss enjoy and try to follow the song together.What a little white mouse. 這首歌內容涉及部分含有字母組合“wh”以及發(fā)音/w/的單詞，為本課wh發(fā)音學習做鋪墊，同時能夠活躍課堂氣氛。師生日常問好，教師引導學生積極參與課堂活動，為后階段教學目標的完成做準備。Step2：Presentation 新知表現 1. Let me know youT introduces Miss White and asks Ss questions with “wh”.(1) Which word do you think?(2) What： What day is it today? etc. When： When is your birthday? etc. Where： Where do you live? etc. Who： Who is your English teacher? etc. Whose: Whose _ is it? etc. (呈現含有字母組合“wh”的單詞，讓學生初步感知、體會。)2. Lets find out(1) Ss listen to the chant and try to find out the words with “wh”.(2) Ss try to sum up the phonic rules of “wh”. “wh” is for /w/, “wh-o” is for /h/.3. Lets chant (1) Ss listen to the chant and fill in the blanks. (2) Ss try to chant together after the tape. Group work: (小組合作) Ss from A-D in each group read the chant sentence by sentence. (3) Ss watch the video and chant together.4. Lets read Ss watch the video and read the words in book P60Ss form Group A and Group B try to look and answer: Which word do you think? Ss from Group C and Group D listen and answer: Which word is it? All the Ss try to answer the “wh” questions they have learned.分層任務：A類和B類學生看圖回答是哪個單詞，C類和D類聽音說出是哪個單詞，全班學生嘗試回答“wh”相關的問句。通過聽音，讓學生找出含有“wh”的單詞，同時激發(fā)學生思考，歸納總結“wh”的發(fā)音規(guī)律: wh在o字母的前面發(fā)做/h/, 其他情況發(fā)做/w/。把自主性交給學生，注重學生的個性化發(fā)展。1. 讓學生通過拆音的方法嘗試拼寫出含有wh字母組合的單詞。2. 小組合作任務：A、B類學生負責讀較難的句子，C、D類學生負責讀較基礎的句子。通過小組合作朗讀的形式訓練學生的小組合作能力.3. 通過chant形式充分感知模仿操練含有“wh”的單詞及句子，感悟“wh”的不同發(fā)音。Ss listen and read the words with “wh”. 回歸課本，鞏固操練知識重點。Step3：Practice& Extension 操練和拓展1. Lets spell Show Ss some other words with “wh” which sounds /w/ and asks them to spell.Tasks for Ss from Group C and Group D.Tasks for Ss form Group A and Group B.2. Lets classifywh /w/h/ 3. Circle the odd ones.Ss try to figure out the odd ones in which “wh” have different sounds.4. Listen and circle.(1) Ss finish the tasks in the book P60.(2) Ss try to compare and read each two words.5. Ask and write. Ss ask “wh” questions in pairs and finish the tasks inP60.6.SummarizeSs try to spell and read the words with “wh” which sounds /w/ and /h/ in different levels.分層任務: 讓C類和D類學生拼讀兩星基礎單詞，A類和B類學生拼讀四星拓展單詞。并在操練時盡可能關注學生整體及每個學生個體，使全班學生都有機會參與課堂教學環(huán)節(jié)。個性任務：每組三位學生負責隨意認讀一個“wh”相關單詞，另外一名A類和B類學生負責按發(fā)音規(guī)則給單詞分類，找到正確位置。尊重學生的個性化發(fā)展。學生找出“wh”發(fā)音不同的單詞。鞏固練習字母組合“wh”的不同發(fā)音，檢查學生是否掌握其發(fā)音規(guī)律。回歸課本，完成課本練習。對比朗讀詞匯，復習、鞏固、提升知識內容。運用問句操練“wh”疑問詞，鞏固復習“wh”的發(fā)音，同時完成課本練習。Homework作業(yè)設計1. Read the words in P60. (All the students)2. Write down three “wh” questions in P60. (All the students)3. Play letter games with your friends. (Ss from Group A and Group B)板書設計Uint 6 Work quietly!Lets spellwh/w/h/教學反思1. 本課的課型是spell，重點是語音教學。因此，我的教學重點放在了含有“wh”字母組合單詞的感知、拼讀上。并在教學中滲透了“wh”字母組合的發(fā)音規(guī)律的歸納、總結。學生基本能夠較好的掌握，教學目標能夠較好的完成。2. 課堂活動還是存在一些不足：首先，字母拼讀的操練能否增加趣味性。本課的操練我設計了group work, pair work和個人活動，但有些活動仍缺乏一定的趣味性。如何使操練既有意義又有趣味性我還得繼續(xù)學習。其次，由于含有“wh”字母組合的單詞量有限，所以在詞匯拼讀操練內容偏少，也沒有能夠給學生提供較好的繪本或文本來操練語音。3. 語音是靠積累的，在今后的教學中，我們要更好地將語音教學服務于對話、語篇教學。訓練學生的拼讀能力，為學生今后的學習減輕負擔、打下基礎。