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六年级英语(下)Unit 2 Turn left at the corner教学设计
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Step 3 Presentation (19’)
1. Write “across” on the blackboard and tell the students the sound of /kr/, and show the sound of /gr/, then drill it one by one.
T: Do you think they are good? now I have a question, according to their action, where is the shopping mall. Yes, it is across from the Super Candy
T:Now watch TV please, across from, c says what ? yes /k/ , r says what , yes /r/ if I put /k/ and /r/ together, how to speak: good /kr/ now read after me.
( Put the /kr/ on the blackboard)
2. Tell the difference between the sound /kr/ and /gr/ by the listening practice
T: Now /kr/ is no.1 /gr/ is no.2. I read them ,you tell me the number, /kr/ 1. /gr/ 2 now . /kr/ /gr/
T: I tell you the number, you tell me /kr / or /gr/. 1,2,2 , 112.
3. Review the sounds of the vowels, and enable the students try to read the vowels with the target sounds /kr/ and /gr/.
T:Now , look at the word, across, (ask a student) o says what?
( take the vowel of the o and then one card by another to review some vowels and then put them with /kr/ /gr/ together to practice.)
4. Show the phonetic sounds of six words and enable the students to try to read by themselves.
T: Very good. You can spell it by yourselves. You can read it according to the sounds. Now I have six words. Can you read it according to the sounds?
5. Enable the students to try to spell the words and learn the meaning of six words together
① Talk about the picture of “cream”, listen and repeat after the audio
T: who can read it? Two students read it, and then
T: let us check it.
(Play the sound. Then students read after TV for three times , and then ask the students to spell them according to the sound)
T: Who can spell it? cr says /kr/…
T: What is your favorite food in summer? And then fill in the blank and then show the picture of cream.
② Talk about the picture of “crab”, listen and repeat after the audio.
T: Who can read this word? Let us check it .
(Play the sound. Then students read after TV for three times and then ask the students to spell them according to the sound)
T: How many legs does a crab have? Show the picture，then ask how the crab walks ,
T: the teacher asks “does the crab walk like this?”
(The teacher walks like a model. And then ask one student to show how the crab walks.)
③ Talk about the picture of “crocodile”, listen and repeat after the audio.
T: the crab is big or small, ok small , let us learn something big/bigger. who can read it ? two students read it ,
T: let us check it.
(Play the sound. Then students read after TV for three times nd then ask the students to spell them according to the sound)
T: Who can spell it? cr says /kr/
T: Can you say something about crocodile (show the picture)
T: Who can act the crocodile? (Students act)
④ Talk about the picture of “grass”, listen and repeat after the audio.
T: what does the crocodile eat? Does the crocodile eat this one? Yes, let us check it out
T: Who can read this? Two students read it,
T: let us check it.
(Play the sound. Then students read after TV for three times nd then ask the students to spell them according to the sound)
T: who can spell it? gr says /gr/
T: What color is the grass?
⑤ Talk about the picture of “grapes”, listen and repeat after the audio.
T: Do you like eating grass? Do you like eating this? hehe ok, Who can read it who can read it ?
T: Who can spell it?
(Play the sound. Then students read after TV for three times nd then ask the students to spell them according to the sound)
T: Is the grape spicy? How does the grapes taste?
⑥ Talk about the picture of “grocery store”, listen and repeat after the audio.
T: I know you want to eat grapes? But where can you buy the grapes?
T: How do you spell “grocery store”?
6. Conclusion:
Listen to the audio and repeat;
Flash cards of the words: Can you read them faster?
T: you read them very well, can you read them very fast, let us check.
When I say ready go, you have to begin to read. But words will go up and disappear at last. So you should finish reading them before they disappear. We try first.
设计意图：新授单词的过程自然、流畅。先从听力辨音游戏让学生分清 /kr/ 和 /gr/ 的清浊发音，再从由辅音群与不同元音的组合训练学生的语音意识，为后面学生看音标自学单词的发音做好了充分的铺垫；接着看音标拼写单词，提高了他们的“见词能读、听词能拼”的语音能力；最后再联系生活实际学习单词的意义，如学生说到“The crab has 8 legs.” “The crocodile is terrible. It has a big mouth.”。最后在总结语音规则及单词发音时，我采用听录音跟读及谁读的更快的游戏，加快他们读的速度，激发兴趣，实现了”开心学英语”的目的。
