O 字母閉音節自然拼讀

宋文娟 劉春平

教學目標：學生能把O字母閉音節與單個輔音相拼，進而拼讀單詞，并在故事中鞏固所學。

選取內容：以PEP三年級下冊第四單元為藍本，涉及了小學英語《課標》規定的絕大部分含O字母閉音節單詞。

設計依據及建議：本設計依據短課時、高頻率、多接觸的英語教學原則而做短課時設計。O字母閉音節分在六個短課時中完成，每個短課時設計建議用時三到五分鐘。

教學準備：

1.在教室內張貼單詞拼讀表(也可以打印好發給學生)：橫排是五個元音字母，豎排是剩余的21個輔音字母。（qu/x/z均不與o相拼。）上課時指圖中的輔音與元音字母o的短音/?/拼讀，讓學生試著拼讀簡單的音節。本課讓學生試將輔音字母與o相拼，如：bo,co,fo,go,ho,jo...

輔音A E I O U b ba be bi bo bu c ca co d da de di do du...元音

2.課前把下面這些圖片貼到教室里，供學生朗讀時使用，也為營造語音教學的氛圍，讓學生試著自己拼讀。

教學設計：（建議用課前五分鐘進行教學）

短課時教學設計一

1.T:Boys and girls,look at“o”,let’s read:o,o,o,/?/,/?/,/?/,bo,co,do,fo,go,ho,jo,ko,lo,mo,no,po,ro,so,to,vo,wo,yo,zo.在與學生拼讀時，可以b-obo式地拼讀，也可以直拼。Then practice in pairs.

2.Show Ssthesewords below:

T:Try to spell these words.Read in groups,then help each other to read them aloud.

3.This time let’s share a funny story.Look at the cat.He says he is the first cat in the world.If you are the cat,how do you say to the little animals?Try it.

4.Ask students to try to read first.Then ask them to listen to the teacher.The teacher will read in different intonation.Students can imitate.

短課時教學設計二

1.Review.Show what they have learned and ask Ss to try to spell.

2.T：Hello,kids.Let’s go on learning“o”.Look at these.Who can spell?If you can spell,please ask others to follow you to spell again.

3.T:Who got a log?Who gotBob?Whogotthefrog?Read and try to tell.

4.Now try to read in your group,then Iwillask some groups to read forus.

5.T:Look! I have got a paper man Tom,a toy dog,a log and a toy frog.I can use them to act the story.Listen:Log,log,Tom got a log.Woof,woof,Tom got a dog.Log,log,Bob got a log,too.Hop,hop,Bob got a frog.Can you?Now prepare in your group,then read.

短課時教學設計三

1.T:Doyou remember Bob,the dog?He spotted a pot.What happened?Let’s read.

“Hop,hop,hop!”Bob,the dog hopped.“A pot!”Bob spotted a pot.“A pot!”“Stop!”The pot is hot.The dog got a shock!Poor dog!

2.Now let’s be Bob.Let’s do:Hop,hop,hop.A pot!Stop!The pot is hot!Poor dog.

3.At last I will give you two pictures.You can spell and read.Look at Tom,look at the fox.What will happen?Maybe Tom got the fox.Maybe the fox got Tom’s pot.Maybe Tom and the fox are friends.Share your idea with your partner.

短課時教學設計四

1.這一課時不安排新的故事閱讀，按照學習遺忘規律，利用PPT展示并復習學生前面所學。

2.Review.Let Ss show the story they like.

短課時教學設計五

1.Do you remember the fox?His name is Ron.He has not got a pot.What did he get?Please read and tell.

Ron is a fox.Ron sits on a slick rock.Ron sits on the rock.Ron spots a big fish.Oh,stop,Ron!Ron can’t stop.Ron slips.Ron got wet.Ron is a wet fox!

2.T:So Ron got wet.This time read in your groups.Try to help each other to read.Let’s seewhich group can read it smoothly.Then let some groups show their reading.

短課時教學設計六

1.T:Hello,children.Do you know any stories about foxes?Do you like foxes?Here is a funny story about fox.First try to spell,then read it.If you have any questions，you can ask me or your partner for help.

After reading,T can ask some questions:Do you like Bob?Why?

2.Homework.

（1）Practice this story in pairs and read it to your family.

（2）Retell the story.

（注：短課時設計一中的故事及圖片來自網絡教材《Phonics kids少兒自然拼讀》；短課時設計二中的故事來自《我的第一套自然拼讀故事8 Russ and the Log》，并依據學生的學情，在使用時進行了適當的改編。)