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《13.Ff》教学设计

执教：段琳月   指导老师：赵玲

教材分析：二年级教材为福尼斯校本教材，教材内容包括音图、单词、文本和课后习题。老师可以根据单词和文本来设计活动，增强学习的趣味性，并由拓展词汇加强学生的拼读能力，课后练习丰富有趣，提高学生学习的积极主动性，让学生逐步能掌握听说读写的能力。

学情分析：基于一年级的童谣学习，学生对于英语兴趣浓厚，能理解课堂教师的英语指令；通过二年级的福尼斯拼读学习，学生已掌握初步的拼读技巧，也有一定的词汇基础，对于不认识的单词也能够通过拼读技巧拼读出来，并通过听音和拼读技巧写出单词，逐步达到“见词能读 听音能写”的目标。

教学目标：

1、 知识目标：

（1）能听、说、读、写音图Ff

（2）能听、说、读四会单词gift, frog, fish, fan和三会单词fly, leaf, fat.

（3）能朗读课文文本。

（4）能掌握“辅元辅”的发音规则。

2、 能力目标：

（1）锻炼学生听说读写的能力和拼读技巧。

（2）训练学生主动观察单词结构，寻找发音规律的能力。

（3）通过小组合作的方式，学生能学会人际交往与合作。

3、情感目标：在举办生日派对的情境中，学生能够了解感恩和分享能带来更多快乐，并将这情感价值运用到当堂课以及生活当中，学会感恩与分享，提升交往能力。

教学重点：Ff，gift, frog, fish, fan, fly, leaf, fat，“辅元辅”发音规则

教学难点：学生能自主拼读more words中的fly, leaf, fat，能流利的朗读课文文本，能掌握“辅元辅”发音规则。

教学课时：13课时

教学准备：多媒体课件、录音、道具。

教学流程：

1.Greeting

T: Good evening, everyone. Nice to meet you. How are you?

Ss: I’m happy.

T: I’m happy too. What’s the date today?

Ss: It’s December 8^th.

T: Yeah, that’s right. It’s December now. Winter is coming. Take good care of yourself. OK?

Ss: OK.

2.Review

T: Now let’s review. Open your Phonics, turn to page 57. Gg, hands ready?

Ss: Sound the phonogram and words.

T: Grate. I like your gestures. Let’s read your English book, turn to page 23. Part 2. Ready?

Ss: Read the text.

T: I like your pronunciation and intonation. From the text, we know that Sam’s at a party, right? So is Sam happy?

SS: No. Sam is not happy.

T: Why? Why is Sam not happy?

Ss: Because he doesn’t his clothes.

T: Yes, maybe he has his own opinion about his style. (微信声音响） Oh, speak of the devil, here’s Sam now. Let’s talk to him. Hi, Sam. （PPT呈现Sam人物）

Sam: Hi, my friends. Today is my birthday. I want to hold a new party. Do you want to come to my Birthday Party?

T: So do you want to go to Sam’s party?

Ss: Yes.

T: Tada! Sam is coming. (老师戴头套扮演Sam）

3.Sing a Song

T: Hello, boys and girls. Welcome to my party. I prepare some activities for you. First, let’s sing a party song. Are you ready? Let’s go! --- Action song

Ss sing and dance.

T: Wow, you’re so passionate! Give me ten!

4.Free Talk

T: After singing the song, I feel a little hungry. Do you want to eat some food? Let’s do activity 2. Look. (展示真正的食物） Here are some food for you---meat, sweets, cookies, and bread. What’s your favorite food?

Ss: My favorite food is…（给回答的同学分享相应的食物。）

【设计意图】：本阶段学习活动基于所创设的派对的场景，并以此为教学主线，贯穿整堂英语课的学习。以Sam的口吻邀请学生同唱一首欢快的派对英语歌以激趣，奠定课堂派对情境的基调，引导同学们互相讨论喜欢吃的食物并分享，大胆自信的展示自己，提升学生知识运用的能力。

5.Lead-in

T: Someone likes bread, someone likes sweets. For me, my favorite food is fruit milkshake, waffles and french fries. Look at the words. What’s the same phonogram?

Ss: Ff.

T: That’s right. Let’s do activity 3---learning a new phonogram-Ff. Now please enjoy the video, then answer me the following questions. Q1. How many sounds does it have? Q2. Is it a vowel or consonant? Clear?

Ss watch the video and answer the questions.

Q1. How many sounds does it have?

Ss: It has one sound.

Q2. Is it a vowel or consonant?

Ss: It’s a consonant.

T: Can you sound this phonogram?

S1 Sounds Ff.

T: Now let me show you. (老师示范音图的拼读)

Practice: boys & girls, together

T: You can sound it. Can you write it? （老师示范音图书写）

T: Now open your book. Turn to page 62. Part 1. Trace it one time and write it three times. Go.（关注学生握笔姿势和坐姿）

6.Sound the Key Words and Read the Key Sentences

T: Most of you have a good handwriting. So I have some surprises for you.

T: Tadadada. Look? What are they?

Ss: 礼物。

T: Yeah, here’re are three gifts. So what’s this?

Ss: Gift.

T: One team, one gift. Team leaders come here. （老师给每个小组发一个礼物盒）

T: Let’s open them one by one. (每个组围在一起，依次打开盒子)

T: Oh, listen, what’s the sound?

Ss: 青蛙

T: What’s this?

Ss: 青蛙/frog.

T: It is a frog. （挨个打开每组的礼物盒子，依次呈现单词gift, frog, fish, fan并板书）

T: Look at the words. Can you sound them? Great. Let’s do activity 4---sound the words. Pay attention, “sh”, it’s a multiple phonogram, you should sound “sh”, and use two fingers. Clear? Now please work in teams, go. （学生通过小组合作自主拼读本课的关键词）

(1)   key word: gift

key sentence: I see pink. It is a gift.

T: The first word ‘gift’, which team can try?

Team 1 shows.

T: Are they right? Let me show you.

Practice: boys & girls, PK

T: What’s this?

Ss: It’s a gift.

T: I heard someone says ‘it’s’. Pay attention, it’s =it is. So ‘it’s a gift’ equals ‘it is a gift’.

Ss: It is a gift..

T: What color do you see?

Ss: I see pink.

T: So you can say “I see pink. It is a gift.” （此处学生可以根据PPT展示和前面的引导生成完整的句子）

T: Let’s read with the rhyme. （教师出示chant节奏，给句子伴奏。）

(2)   key word: frog

key sentence: I see green. It is a frog.

T: ‘frog’, which team can try?

Team 2 shows.

T shows.

Practice: leaders & members, PK

T: Who can try?

S1 sounds..

T: Can you jump like a frog?

S1 shows.

T: Wow! You look like a real frog. Here’s a little gift for you. （教师给学生分发小青蛙玩具作为礼物奖励。）

T: What’s this?

Ss: It is a frog.

T: What color do you see?

Ss: I see green.

I see green. It is a frog. （教师出示出chant节奏，给句子伴奏。）

(3)   key word: fish

key sentence: I see red. It is a fish.

T: ‘fish’, which team can try?

Team 3 shows.

T: What’s this phonogram?

Ss: Ii.

T: Which sound?

Ss: The first sound.

T: So it should be ‘i’. Let me show you.

Practice: team by team, PK

T: So what’s this?

Ss: It is a fish.

T: What color do you see?

Ss: I see red.

I see red. It is a fish. （教师出示出chant节奏，给句子伴奏。）

(4)   key word: fan

key sentence: I see blue. It is a fan.

T: ‘fan’, which team can try?

Team 4 shows.

Practice: group by group, 开火车

L1 shows.

T: Feel the wind from the fan. （老师用小风扇给拼对的学生感受风）

T: What’s this?

Ss: It is a fan.

T: What color do you see?

Ss: I see blue.

I see blue. It is a fan. （教师出示出chant节奏，给句子伴奏。）

7.Read the Text

T: You can sound the words and read the sentences. Well down. Let’s read the text.

I see

I see blue. It is a fan.

I see red. It is a fish.

I see green. It is a frog.

I see pink. It is a gift.

T: You read it very well. Let’s follow the chant.

T: Wow, you’re good at rhymes. Maybe you can be a DJ at the next party.

8.Challenge More

T: You have finished the four activities. Wonderful! I have a big surprise for you. Tada. My birthday cake. （教师端出蛋糕）

T: But here’s a piece of paper in the cake. Let’s pull it out. I need a helper, come on! 1,2, pull! 1,2, pull! But here are some words on the paper. Can you sound them? Let’s do activity 5---challenge more. Work in teams, go.

(1)   key word: fly

T: Which team?

Team1 shows.

T: You’re right. Here’s a piece of cake for your team. （老师奖励拼读正确的学生吃蛋糕）

Practice: boys & girls, together

(2)   key word: leaf

T: Which team?

T2 shows. （老师奖励拼读正确的学生吃蛋糕）

Practice: leaders & members, together

(3)   key word: fat

T: Which team?

T4 shows. （老师奖励拼读正确的学生吃蛋糕）

T: Is the cake yummy?

Ss: Yes.

T: But we can’t eat too much, otherwise we will be fat.

【设计意图】：本环节学习活动旨在帮助学生在生日派对的情景中理解福尼斯内容，自主探索讨论学习音图Ff的关键词汇gift, frog, fish, fan, fly, leaf, fat.和核心语言 I see…It is a… 以参加Sam的生日派对为课堂主线活动并贯穿全程，提出问题，结合任务驱动学生自主学习新知。学生在老师的引导下，去思考和回答老师的问题串、模仿、合作操练关键词汇和核心语言，逐步理解文本大意、抓取关键信息、习得与内化核心知识。

9.“CVC”发音规则

(1)   Find out rules

T: Look at the word “fat”, “a” it’s a vowel. Which sound? You’re so clever. Now look at the words, they all have vowels. Which sound are the vowel?

Ss: The first sound.

T: Think about it, why are all vowels the first sound?

Ss answer.

T: That’s an interesting point. Maybe. Now let me tell you. For example, “fat”, “f”, it’s a vowel or consonant?

Ss: Consonant

T: How about “a”?

Ss: Vowel

T: “n”?

Ss: Consonant.

T: Consonant, vowel, consonant-CVC. If the structure is CVC, the vowel makes the first sound. （同时呈现PPT）

T: Now let’s learn more from the video.

(2)   Brainstorm

T: Now you know the CVC rule. Let’s do an activity about it. Let’s have a brainstorming. Think about a CVC word. For example. Vowel, vowel, vowel. Is it a CVC word? No! Consonant, vowel, consonant. Is it a CVC word? Sure. Consonant, vowel, consonant. Is it a CVC word? Absolutely. Clear? （PPT展示单词引导学生思考）Pair-work. Go.

T: Which pair can try?

Ss try. （学生回答，老师板书在黑板上）

【设计意图】：本阶段学习活动旨在让学生归纳总结和迁移创新，通过观察学的关键词理解“辅元辅”发音规则，创造性地运用发音规则进行展示，学生从构建新知走向拓展延伸，根据已有的规则，通过两两合作进行讨论，并将学过的“辅元辅”单词展示出来，将所学的旧知归纳总结。教师营造一种合作性的学习氛围，鼓励学生大胆展示，提升学生的学习兴趣和自信心。

10.Sublimation

T: Now you’ve finished all the activities. Excellent! Let’s see which team is the winner? Congratulations! Team xx. You’re the Party Kings. Put the crowns on. Are you happy? No matter you win or lose, be happy is the most important thing. Let me share gifts for all of you. （放音乐，发礼物）

T: Are you happy?

Ss: Yes.

T: I’m happy too. Let’s take a photo with your happiness. 321, yeah. Let me post a moment for this happy time. （做出发朋友圈的动作，PPT同时呈现） ‘Be grateful and share, be happy with each other’. I wish you can always be grateful and share, always be happy.

T: That’s all for today. Goodbye, everyone.

Ss: Goodbye, Ealin.

【设计意图】：本阶段学习活动旨在情感升华，通过前面的一系列活动里的铺垫，借Sam之口向小朋友们表示感谢，让学生也感受到馈赠与感恩之间的正向影响，自然而然的引出育人价值。

板书设计：

教学反思：

1.本堂课缺乏让孩子们增强体验感的活动设计，活动设置不够丰富有趣，孩子参与的面不够广。

2.对于发音规则CVC，孩子的掌握情况不够好，以至于课堂后期活动的活跃度不够。

3.单词拼读操练不足，需要增强多样性，激发竞争机制。