《麗聲快樂自然拼讀教程》（第四級）Unit10oi,oy教學(xué)設(shè)教學(xué)Studentswillbeabletosaythe/oi/soundwhentheyseeletters<oi>and<oy>.Studentswillbeabletoblendwordswithletters<oi>,<oy>andothersounds.Studentswillbeabletoreadthefollowingwords：boy,spoil,coin,enjoy,point,toys,coilandshowtheirunderstandingbymatchingpictures.Studentswillbeabletospellwordsandsentencestheteachersoundsout.Studentswillbeabletosayandwritethethreenewtrickywords:also.of.eight.Studentswillbeabletoreadsentencescontainingtargetsoundsandtrickywordsindependently.Studentswillbeabletosayandwriteseveralsentencesonthetopicoftheirfavouritestory.Studentswillbeabletocompletethestorytheyheardwithgivenwords.二、教學(xué)重點(diǎn)能夠看到字母組合。i,oy發(fā)出對應(yīng)的音。能夠快速且準(zhǔn)確進(jìn)行含有oi,oy單詞的blending.能夠聽音或者看圖書寫含有oi,oy或者已學(xué)過字母音的單詞。能夠用簡單句描述故事，并嘗試運(yùn)用過渡詞。能夠獨(dú)立讀本單元書中的句子。三、教學(xué)難點(diǎn)能夠書寫自己講述的故事。!1!教學(xué)用具!1!教學(xué)用具?教材■課件?彩筆五,教學(xué)過程Step1Review>Revisethesoundsandtheircorrespondingletters.(Sssaythesoundonebyone)>SounddictationAsksstolistentoalettersoundandwritetheletter(s).設(shè)計(jì)意圖：學(xué)生復(fù)習(xí)字母音形對應(yīng)關(guān)系。

Answers:c/k/ck,1,u,th,oi/oy,ee/ea/e_e,ai/ay/a_e>BlendingEncouragethechildrentosaythesoundsandblendthewordsontheirownasmuchaspossible.Theyshoulddothisfairlyquicklysothattheblendingissmoothandtherearenolongpausesbetweenthesounds.Youcanstillpointtothesoundsandrunyourfingerundertheword,ifdesired,particularlyonthemoredifficultwords.Step2Alternatives>Lookatthepictureandasksswhattheyseeinthepicture.>Saywiththess:Aboyispointingattheboilingwater.>T:Boy,point,boiling,whichsounddidyouhearthreetimes?>Asksshowan/oi/soundiswritten.>Reviewthatthe/oi/soundcanbewritten<oi>and<oy>.>Remindssthatthe<oy>spellingusuallycomesattheendofaword.>Explainthatthisisbecausetheletter<i>istooshytogoattheendofaword.Step3ReadingShowssthetwoalternativespellingsfor/oi/sound.Step3ReadingAsksstowriteitintheairastheysaythe/oi/sound.學(xué)生強(qiáng)化blending的訓(xùn)練設(shè)計(jì)意圖：復(fù)習(xí)/oi/學(xué)生強(qiáng)化blending的訓(xùn)練設(shè)計(jì)意圖：復(fù)習(xí)/oi/和oi,oy的對應(yīng)聯(lián)系.設(shè)計(jì)意圖：練習(xí)各種/oi/word的發(fā)音Read&write書寫/oi/word.Asksstoreadthefirst/oi/sound,“point"，again.Asksswhetherthe/oi/soundisspelt<oi>or<oy>inthisword.Asksstounderlinethelettersmakingthe/oi/soundintheword"point”.Asksswriteoverthedottedword“point“inthelargegrey<oi>digraphontheirpage.Asksstoreadtheremainingwordsandcirclethelettersmakingthe/oi/soundineachword.Asksstowritethewordsinthecorrespondingdigraphsontheirpage.Asksstotalkaboutthepicturearoundthedigraphsandlabelthemwiththewordsonthispage.

>Blendthewordswithss.>Asksstoreadthesentencesandtalkaboutthepictures.>Doadictation.Thechildrenlistentothewordsandholdafingerforeachsound.Thechildrenlistentothewordsagainandwritethemdownonthelinesintheirphonicspupil'sbooks.結(jié)合圖片進(jìn)行單詞的朗讀和理解。在句子中鞏固/oi/的發(fā)音，并結(jié)合圖片理解意思。Step4TrickyWordsUsetheflashcardstorevisethetrickywordstheyhavelearned.Introducethethreenewtrickywords:also,of,eightEncouragesstolookforthetrickybit.(Inthiscase,theword'also'startswithan/orl/sound,justlike'always'(taughtinUnit9)andthe'o'attheendhasan/oa/sound;thefin'of'hasa/v/sound)Asksstowriteinsidethewords“also”“ofand"eight”.Asksstodiscussthepictures.Asksstoreadthesentencestounderstandthethreetrickywordsincontext.WriteoverAsksstotraceinsidetheoutlinelettersintheword<also>,sayingtheletternamesastheydoso.Asksstocoverupallinstancesofthewordontheirpageandtrytocompletealineofthisword,bytracingoverthedottedlettersandfillinginthemissingletters.Asksstorepeatthesestepsfortheword<of><eight>.FillinthegapsAsksstoreadthefirstsentence,pausingatthegap:Therearelotsofemm...sheeponthefann.Asksswhethertheythinktheyshouldwrite<also><of>or<eight>inthisgap.設(shè)計(jì)意圖：學(xué)習(xí)新的trickywords.找到trickywords中不符合拼讀規(guī)律的局部，加強(qiáng)記憶。在句子中結(jié)合圖片理解trickywords的含義。學(xué)習(xí)與鞏固trickywords的書寫.在句子中練習(xí)trickywords的使用

Asksstorereadthesentence,includingtheirchosenword.Askthemiftheythinkthesentencemakessensewiththisword.Asksstowritethecorrectwordinthegapintheirbook.Asksstoreadthenextsentencebythemselvesanddecidewhichofthetrickywordscompletesthesentence.Asksstowritethistrickywordonthelineinthesentence.Dictatethesentences.Asksstowritethesesentencesonthelinesintheirbooks.Asksstoreadeachtrickywords.Asksstocolortheflowerspinkorgreen.Step5WordsandsentencesSpeakingAsksstoreadthetitle.Asksstotalkaboutthecharactersandsettingsofthestory.Asksstotellthestorywithsometransitionalwords.WritingAsksstocopythetitleontothetopline.Asksstowriteasmuchastheycanaboutthestoryontheremaininglines.PictureAsksstodrawsomethingtoillustratethestory.Note:Atthisstage,thechildren'sspellingwillnotalwaysbeaccurate,buttheirworkwillbereadable.Spellinggraduallyimprovesthroughreadingmanybooks