丽声我的第一套自然拼读故事书第四级A3 Frogs 教学设计.docx

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1、丽声我的第一套自然拼读故事书（第四级）Frogs教学设计一,教学目标 复习d,w,v,g及其他单辅音的发音，并能在单词中进行分辨与拼读。 熟练掌握fr的组合发音，并能在单词中快速拼读。 能够借助老师和图片的帮助，理解frog, log, polliwog, wog, hide, dive在故事中的含义。 能够在图片和教师的帮助下理解故事大意。 能够独立朗读故事。二、教学重点 能够快速拼读含有fr的单词。 能够正确独立地朗读故事。三、教学难点 能够理解故事的含义。四、教学用具 绘本 课件 教师字母卡五、教学过程Stepl PhonicsAsk ss to match a card showing

2、 a sound with a card showing a picture containing that sound.Group 1 w v (wind, web, swim) (van, vet, vest)Group2 d g (dinner, bird, pond) ( grin, frog, log)设计意图培养学生辨别单词中单音的能 力。Step2 Pre-readingAsk ss to read the title.Ask ss to see the picture and predict.Guided questions:What can you see in the pi

3、cture?How many frogs do you see?Where are the two frogs?(They sat on a log.)If students cant say log，show the picture and ask them to blend.If students can say log”, show the picture and ask them to sound out the word. (1-o-g)设计意图让学生观察封面，自己朗读题 目，预测故事内容，对单词进行拼 读或者逐个说出音素。Step3 While-reading观察图片Q ： Wha

4、t were in the pond?What swam in the pond? (Little fish? Bugs?)师生共读P37,尽量让学生读，遇到问题，老师通过 phonics进行弓I导。Help ss to say the word and the sentence.T: Who can say this word?The word has two parts.Who can say the first part? /poli/Who can say the second part? /wog/Can you say this whole word?Can you read th

5、e sentence?Help students to figure out what polliwog is.Q: Look at the picture again.What swam in the pond?How many polliwogs are there in the pond?Remind students how to read the sight word Remind students how to read the sight word Ask ss to predict what will happen.Guided questions:How did Papa F

6、rog and Mama Frog feel? (Happy? Angry? Worried?.)What do you think the bird would do? (Play with them?Make friends? Eat them? Talk with them?)Show some pictures to students to discuss.设计意图在故事中巩固拼读技能，观察图 片，激发学生兴趣，引出新的词 汇。与学生共读，鼓励学生独立拼 读，在遇到困难时向学生提供帮 助。提醒学生视觉词的整体认读。激发学生思考，培养学生预测能 力。与实际生活相联系，激活学生思 维，拓展

7、知识，锻炼口头表达。Q: What do birds eat for dinner?(Berries, worms, fish, frogs)What else do you know about birds, food? (polliwogs)Now, do you think the bird would eat the frogs and their babies ?Do you think the frogs and wogs would find a place to hide?(用动作解释hide)Ask ss to read the rest part of the book a

8、nd find out some details.Q1. What did the frogs do to hide from the bird?Q2. Where did the frogs and wogs hide ?Q3. What did the bird have fbr dinner in the end?Ask students to read the answers in the book.Ask ss to do the four actions.Explain i-e says /ai/ in the words.Ask ss to read the four words

9、 and do the corresponding actions as the frog does.Ask students to do a role play based on page 8-11Ask ss to read these pages.Ask ss to look at what were on the shelf.Ask ss to see the face of the bird and guess if it was happy.Ask ss to listen and read.培养学生查读的阅读策略。运用TPR策略练习新词汇。培养学生独立拼读朗读的能力。Step 4

10、 Post-readingAsk ss to read in pairs.Ask ss to think about the traits of the frogs.Ask ss to complete the sentences.First, ss do it orally.Then, ss fill in the blanks and read.Students spell out what the teacher dictates.设计意图鼓励学生谈谈自己的理解和看 法。复习书中新的词汇的拼读和理 解,加深对故事的理解。巩固拼读技能，提升拼写能力。六,家庭作业 熟读故事 小组表演这个故事 为本书涂色