《丽声快乐自然拼读教程3》Unit 6 Long Vowels(Magic e)教学设标标Students will be able to recognize long vowels(Magic e:<a_e>9<e_e>,<i_e>,<o_e>and<u_e>)and read long vowel sounds.•Students will beable toidentify long vowel sounds in words.•Students will beable towrite long vowels and words containing long vowelsproperly.•Students will beable torecognize and read alphabet and tricky words.•Students will beable toblend and understand the meaning of words in thecontext.•Students will beable toread and write the target words and sentences.二、教学重点Students will be able to learn the function of magic e and read the corresponding long vowel when they see the long vowel.•Studentswillbe ableto write long vowels and words correctly.•Studentswillbe ableto identify long vowel sounds.•Studentswillbe ableto recognize and read tricky words.•Studentswillbe ableto read and write words and sentenceswith the help of the teacher.三、教学难点•Students will be able to read and write words and sentences with the help of the teacher.三、教学用具•Textbook•PowerPoint•Color pen四,教学过程Step 1:Flashcard review•Review 42 sounds that children learned in book 1-2.
设计意图：带着学生复习旧知识，为新知识的学习做准备。Step 2:Long vowels Magic e•Explain to the children that,when a word has more than one vowel,the’magic’from the second vowel can sometimes hop back over one letter and change the first short vowel into a long vowel.•Point out that the’magic’can only hop back over one consonant.•Encourage the children to say,"When two vowels go walking,the first does the talking/•This saying explains both the vowel digraphs that the children already know,like<ai>9<ee>9<ie><oa>and<ue>,and the split digraphs like the<i_e>in bike.•The children look at the blending words at the top of the page.•Read the first word to the children:smoke.•The children listen for,and identify,the long vowel sound:/oa/.•Point out the letters that make the/oa/sound in the word smoke,<o_e>.•Read the other words with the children:smoke,use,game,eve,mule,hive,these,joke,shave,side.•Point out to the children that they know one way of writing the long vowels:<ai>,<ee>,<ie>,<oa>and<ue>.•Explain to the children that there are other ways to write these long vowel sounds.•Write<a_e>9<e_e>9<i_e>,<o_e>and<u_e>on the board and get the children to say each letter sound as you point to it.Vowel forest trees•The children look at the words written in the leaves.•Read out the first word:Pete.•The children listen for,and identify,the long vowel sound:/ee/.•Ask the children which letters are making the/ee/sound in this word.•They should say the<e_e>digraph.•The children circle the letters making the/ee/sound.•Point out that the word Pete is joined to the tree containing the picture of Pete.The children colour in this picture.
设计意图：导入长元音，通过小游戏和活动进行长元音的学习和练习。
•The children read the remaining words.They circle the letters making the long vowel sound in each word and then join the word to the matching picture.•When they have joined all the words to the correct pictures,the children can colour the pictures.Step 3:Handwriting and dictation Dictation•Dictate the following words:van,jug,yes,west,jump,shin,thud,cheep,quilt,starfish.•The children write these words on the lines in their Phonics Pupil Books.Handwriting•Revise writing the capital letters:G,0,U,L,F,B,J,Z,W,V,Y,X,Q.The children trace inside the outline letters in the boxes.•If the outline letter is a capital letter,the children write the corresponding lower-case letter in the second half of the box,as with the example,<g>.•If the outline letter is a lower-case letter,the children write the corresponding capital letter in the second half of the box.The alphabet•Look at a copy of the alphabet with the children.•Say the alphabet,pointing to each letter as you say it and pausing between each group:A-E,F-M,N-S,T-Z.Outline letters•At the bottom of the page,revise writing the lower-case letters<y>,<x>and<q>.•Teach the children how to write the capital letters<Y>,<X>and<Q>.•The children trace inside the outline letters and write over the dotted letters,making sure that they start each letter at the dot.
设计意图：帮助学生学习长元音字母、单词的书写。同时，帮助学生进行字母音形的复习和强化，为下面的教学做准备。设计意图通过闪卡、游戏等活动训练学Step 4:Tricky words Flashcards•Use the flash cards,or tricky words flowers to revisethe tricky words already taught including you,your,some,come,said,here,there and they.Tricky wordsIntroduce the three new tricky words:me,one,by.The children look at these words in the flowers at the top of the page.•Point out that the word by is the same as my,but with a<b>at the beginning.•The children could underline the<y>at the end of each of these words in purple,to remind them that this is the"tricky bit’.•The children write inside the word my using a yellow pencil and the words one and by using a red pencil.Look,copy,cover,write,check•Look at the first word umy’’with the children.•Say the letter names(not the letter sounds)in thatword.The children write over the dotted word my.•Then the children cover up all instances of the word my on their page and try writing the word in the next column.•Once the children have had one try at writing my,they check their spelling.Then they cover up all instances of the word my again,and have another go at writing the word in the final column.•Repeat these steps with the words one and by.Writing activitiesLook at the first picture with the children and say the word cue.•The children listen for the sounds in the word cue:/c/,/ue/.•They write over the dotted word cue underneath the picture.•The children look at the rest of the pictures.They say each word to themselves and identify all the sounds in each word.•The children write the words on the lines underneath the picture.•There is a line for each sound in the words.•A longer line indicates that a digraph is needed.•The pictures are:cue,sheep,coat,road,barn,pie,three,snail,goat.Step 5:Blending practice fire,date,smoke,shade,hive,kite,file。
