Ropes下的phonics教学研讨活动

小学英语Phonics自然拼读法的实践与反思引言在小学英语教学中，Phonics自然拼读法作为一种有效的教学方法，被越来越多的教师所采用。

本文将结合我国小学英语教学实际，对Phonics自然拼读法的实践进行深入探讨，并在此基础上进行反思，以期为我国小学英语教师提供有益的参考。

Phonics自然拼读法的概述Phonics自然拼读法是一种通过学习字母和字母组合的发音规则，引导学生正确拼读单词的教学方法。

它强调音素与字母之间的对应关系，帮助学生建立起字母发音的认知，从而提高阅读和拼写能力。

Phonics自然拼读法适用于英语为非母语的国家和地区，尤其适用于小学阶段的学生。

实践过程1. 教学准备在开展Phonics自然拼读法教学前，教师需要进行充分的准备工作，包括对Phonics自然拼读法的深入了解，搜集相关教学资源，如教材、教具等。

2. 教学内容教学内容主要包括字母的发音规则、字母组合的发音规则以及特殊情况的处理。

教师需要将这些内容系统地传授给学生，并注重培养学生的发音准确性。

3. 教学方法- 直观演示：教师通过实物、图片等直观教具，生动形象地展示字母和字母组合的发音。

- 互动教学：教师设计各种互动游戏，让学生在轻松愉快的氛围中学习Phonics自然拼读法。

- 分层教学：针对不同学生的学习水平，教师进行有针对性的教学，确保每个学生都能掌握Phonics自然拼读法。

4. 教学评价通过定期测试、课堂表现等方式，对学生的Phonics自然拼读法学习情况进行评价，以便及时发现并解决问题。

反思与建议1. 加强师资培训：进一步提高小学英语教师对Phonics自然拼读法的认识，提高他们的教学水平。

2. 改进教学方法：结合我国小学英语教学实际，不断创新和优化Phonics自然拼读法的教学方法，提高教学效果。

3. 注重学生个体差异：在教学过程中，关注每个学生的学习进度，针对不同学生制定合适的教学计划。

4. 增加实践机会：鼓励学生在生活中多运用Phonics自然拼读法，提高他们的实际运用能力。

巧用phonics教学策略让英语课堂动起来
汪丽霞
【期刊名称】《青年时代》
【年(卷),期】2015(000)007
【摘要】Phonics教学，即自然拼音教学。

2012年版PEP英语三年级教材中新加入了这一学习英语语音的方法。

该方法注重把letter和sound结合起来，对零起点的三年级学生快速地认、读、拼单词有很大的促进作用。

本文笔者结合自己的教学经验浅谈了三个有关phonics教学的策略，能有效提高学生对单词的拼读能力，让学生积极主动地参与课堂中来，同时增加了学生学习英语的信心和兴趣，为后期的教学奠定了一定的基础。

【总页数】1页(P144-144)
【作者】汪丽霞
【作者单位】安徽省池州市东至县木塔乡中心校茶溪小学安徽池州 247274【正文语种】中文
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教案：五年级上册英语第五单元Ropes单元目标：1. 能听懂、会说、会读本单元的生词和重点句子。

2. 能用英语简单描述绳子的特点和用途。

3. 能够运用本单元所学知识进行简单的交流和讨论。

第一课时：教学内容：1. 学习本单元的生词和重点句子。

2. 通过对绳子的观察和描述，培养学生的观察能力和表达能力。

教学步骤：1. 热身活动：让学生自由讨论他们知道的绳子的用途。

2. 引入新课：展示绳子的图片，引导学生说出绳子的英文单词“rope”。

3. 学习生词：教授本单元的生词，让学生听读并模仿。

4. 学习句子：教授本单元的重点句子，让学生听读并模仿。

5. 实践活动：让学生观察绳子，并用英语描述绳子的特点和用途。

第二课时：教学内容：1. 复习本单元的生词和重点句子。

2. 运用本单元所学知识进行简单的交流和讨论。

教学步骤：1. 复习生词和句子：让学生听写本单元的生词，并用所学句子进行问答。

2. 小组活动：让学生分组，用英语讨论绳子的用途，并展示给其他同学。

3. 角色扮演：让学生分组扮演不同的角色，用英语进行绳子买卖的交流和讨论。

第三课时：教学内容：1. 学习本单元的故事。

2. 通过对故事的讨论和表演，培养学生的语言表达能力和创造力。

教学步骤：1. 引入新课：展示本单元故事的图片，引导学生说出故事的主要角色和情节。

2. 学习故事：教授本单元的故事，让学生听读并模仿。

3. 讨论活动：让学生分组讨论故事中的情节和角色，并分享给其他同学。

4. 表演活动：让学生分组表演故事，鼓励他们创造性地添加对话和动作。

第四课时：教学内容：1. 复习本单元的故事。

2. 运用本单元所学知识进行写作练习。

教学步骤：1. 复习故事：让学生复述本单元的故事情节和角色。

2. 写作练习：让学生根据本单元的故事，写一篇小作文，描述故事中的情节和角色。

第五课时：教学内容：1. 复习本单元的生词和重点句子。

2. 进行单元测试，检查学生的学习效果。

1. 复习生词和句子：让学生听写本单元的生词，并用所学句子进行问答。

英语“ROPES合力英语教学法”＂ROPES合力英语教学法＂是株洲市教科院结合我市英语教学的实际提出来的。

英语单词ROPES是拔河比赛用的＂绳索＂的复数形式，即大家齐心协力，拧成一股绳，合力搞好英语“成型性课堂建设”，将其建设成为简单、有效、富有生命力，具有特色的英语教学文化。

“ROPES合力英语教学法”课堂教学基本框架图示:一、Review（复习）第一阶段为复习阶段，也可以是准备阶段（Preparation）。

我们可将Warm up（热身）、Lead in（导入）融入其中。

Review，Warm up，Lead in的顺序不用分得很清楚，可根据实际情况而定。

第一，复习巩固（热身）第二，温故知新（导入）通过复习自然导入新课。

直接将旧知与新知联系。

第三，激活铺垫二、Overview（概述）这里指对这堂课的学习目标、内容或任务用语言做一个基本的描述。

其实它就是“目标教学法”中的展示教学目标这一环节。

三、Presentation（呈现）这里的“Presentation”指教师的“呈现”。

在这个环节中，要注意三个关键词“review”，“lead in”and “make connections”。

，即：通过复习旧知，导入新知，帮组学生在新旧知识之间建立联系，“搭建桥梁”。

该环节仍然是以语言输入为主的环节。

在这个环节中他们主要处于理解、认识、初步识记阶段。

教学形式主要通过视听的方式，向学生介绍新的语言材料。

教师将新旧知识练习在一起，可运用讲故事教学法，结合学生的生活实际、创设贴近学生生活的语言情景，将新的知识，如单词、句型、语法、对话情境、语篇等呈现给学生。

四、Engagement（全力以赴参与操练）此环节为Let me try（让我尝试）。

这种尝试是在老师的指导或帮助下进行的。

学生经过了Let me know（Review、overview，presentation）教学板块中的各种活动,对新旧知识（信息或策略等）以及它们之间的关联和内在的联系有理清晰的认识和理解，每个学生带着明确的学习目标或任务，进入到了Engagement全力以赴的实践操练过程中。

四年级下册第六单元The ROPES合力英语教学法备课资料汇编◆Overview●The overview of this unit in mind map●Task assignmentThe main task for this Unit is how to go shopping and buy things.In this class, we are to learn Part A’s Let’s talk & Let’s learn. Our task today is: How to describe the goods and choose the right goods for your trip.Tasks for the comprehensive lesson of Part A.In this class, we are to put Part A together. Our tasks are:1. Make short dialogues to buy something for your trip like the dialogue in Let’s talk onpage 58. Proper extension is appreciated.2. Try to make a new dialogue by putting it together what we have learned in Part A.Tasks for Let’s spell1. Read the story fluently and accurately.2. Group work: Say as many sentences as possible with the words from this givenwords.Task for Let’s talk & Let’s learn Part BOur task for this lesson is how to choose goods and ask for the prices.Tasks for the comprehensive lesson of Part B.In this class, we are to put what we have learned in this unit together. Our task is: Go shopping and buy something for cold days.Task for Story time: Act out the play on page 65 to have fun.●Explicit objectivesReviewSentence patternsThe … is long/ big/…It’s hot/ cold. I put on my T-shirt/ …Learn the followingWordsglove, scarf, umbrella, sunglasses, pretty, expensive, cheap, nice, try on, size, of course, too, just, how much, eighty, dollar, sale, more, usSentence patternsCan I help you?Can I try it/ them on?How much is/ are …?How do you like this/ these …?What size?Review all the pronunciation in this book.◆Review●Greeting& Free talkT: Boys and girls, good morning/ afternoon.What time is it? It’s time for English class.What’s the weather like today?●Warm up, review or lead inEnjoy the songs and answer some questions.✧The song “Who’s wearing yellow today?”(for the warm-up or the lead-in of Let’s talk &Let’s learn Part A)Script of the songWho is wearing yellow today, yellow today, yellow today?Who is wearing yellow today, yellow today?Who is wearing red today, red today, red today?Who is wearing red today, red today?( green , blue, black, white, violet, grey, orange, brown)Questions about the song1.What color is your T-shirt/ dress?2.Who is wearing yellow/ red today?3.Is your T-shirt pretty?4.Where did you buy your T-shirt?✧The cartoon “Peppa Pig--- shopping” (for the warm-up or the lead-in of Let’s talk & Let’sPart B, and it may also be used in engagement or for homework)Script of the cartoon of “shopping”Peppa and George are going shopping. Peppa and George like shopping. George loves sitting in the trolley. So does Peppa.Peppa: Daddy, can I sit in the trolley, too?Daddy: You’re too big for the trolley, Peppa.Peppa: Oh.Daddy: But you can help with the shopping.Peppa: Oh, goody!Mummy: We’ve got four things on the list.Daddy: Tomatoes, spaghetti, onions and fruit.Peppa: I’ll find it all. This way.Peppa and George love shopping.Mummy: Peppa, first, we need tomatoes.Peppa: Hmmmm! I can see them! I can see them! Here are the tomatoes, Mummy.Mummy: Well done, Peppa!Peppa: One, two, three, four.Mummy: Now put them in the trolley.Peppa: I found the tomatoes!Daddy: Well done, Peppa.Tomatoes, that’s one thing off the list. What’s next on the list?Peppa: Spaghetti.George: Pi-getty!Daddy: That’s right, George, but it’s called spa-ghe-tti.George: Pi-getty!Spaghetti is Peppa and George’s favorite food.Daddy: I wonder where the spaghetti is?Peppa: I can see it! This way! Spaghetti! Look, Mummy! Here’s the spaghetti. Mummy: Well done, Peppa. Let’s put this spaghetti in the trolley.Peppa: Yes, Mummy.George: Pi-getty!Peppa: George, it’s called spa-ghe-tti.George: Pi-getty!Daddy: What’s next on the list, Peppa?Peppa: Crisps!Daddy: Crisps are not on the list.Mummy: We have plenty of crisps at home, Peppa.Daddy: Have another guess.Peppa: Hmmmm. I just can’t remember.Mummy: Can you remember, George?George: Dine-Saw!Mummy: Dinosaur?Peppa: George, there aren’t any dinosaurs in the supermarket!Daddy: No, George. The next thing on the list is onions.Peppa: Onions! I remember now! Here they are!Mummy: Well done.Peppa: One, two, three, four! Onions.Daddy: Very good. That’s nearly everything on our list. There’s one last thing on the list.A plant? Is that on the list?Daddy: Oh, no, George. The last thing on the list is fruit.George: Oh.Mummy: Never mind, George. You can choose the fruit. Where is the fruit?Peppa: Over there.There are apples and oranges and bananas and a very big melon.Mummy: What fruit shall we have, George? Apple?Daddy: Oranges?Peppa: Bananas?George: A melon!This is the checkout where all the food is paid for.Assistant: Tomatoes, spaghetti, onions, melon, chocolate cake …Mummy &Peppa: Chocolate cake?Chocolate cake? Is that on the list?Mummy: Peppa? Did you put the chocolate cake in the trolley?Peppa: No, Mummy.Mummy: George? Did you put the chocolate cake in the trolley?George: No.Mummy: Well, I didn’t put it in.Peppa: Then who did?Daddy: Er… I thought it might be nice for pudding.Mummy: Daddy Pig!Peppa: Naughty Daddy!Daddy: Sorry! It just looked so delicious.Mummy: It does look rather yummy. Oh, let’s pretend it was on the list.George: Chocolate cake!Daddy: Hurray!Questions about the story1.Where does Peppa’s family go?2.What do they buy?3.Who put the chocolate cake in the trolley?4.Where do they pay for?✧Phonics Song 3 (for the warm-up or the lead-in or the revision of Let’s spell)Let chant on page 60.Let ‘s sing on page 64.◆Presentation●Show a picture of shopping mall and let Ss to talk about the things in it.Questions and answers----Where is it?---- It’s the shopping mall/ supermarket.---- What can you do there?---- I can buy the things I need.---- What can you see/ buy there?---- I can see/ buy T-shirt…Play the video of Part A Let’s talk, ask some questions.1. Where are John and his mother? (In the shop.)2. What do they want to buy? (They want to buy a pair of shoes for John.)3. What size does John wear? ( Size 7.)Watch it again and check the answers.●Learn the following new words: sunglasses, gloves, umbrella, scarfLearn the meaningShow pictures or objects to explain the meaning of each word.Match the pictures to the words.Learn how to say these words.um-brel-la---How many letters are there in umbrella? 8---How many syllables? 3---And how many sounds? 5sun-glassesThere are two words in this word, what are they? Can you say some more words like this?glovesSay the sound of o-e.Give some more words which contain o-e to students and let them to read.scarfscare scary scalarcard hard markleaf thief beef●Learn the new sentences in Part A.Can I help you?Show a movie about shopping.How does the shop assistant say? Can I help you?When can we use this sentence? ( go shopping, help others )The gloves are nice.Show the objects and let students to describe them.Pay attention to use right be verbs.e.g. The umbrella is good.The sunglasses are cool.The scarf is pretty.Can I try it/ them on?Take one thing (an umbrella or another thing) and say , ”Can I try it on?” Then put onthe thing and let the students to understand the meaning.Then take a pair of gloves and say ,”Can I try them on?” Let the students to use it andthem correctly.Learn the phonics skills in ‘Let’s spell.’✧Phonics song 3(for the warm-up or the lead-in See or the revision of Let’s spell)✧Script of the songay, ay, day, ay, day ai, ai, snail, ai, snailee, ee, cheese, ee, cheese ea, ea, ears, ea, earsoa, oa, boat, oa, boat ow, ow, slow, ow, slowoy, oy, boy, oy, boy oi, oi, coins, oi, coinser, er, tiger, er, tiger ir, ir, girl, ir, gilrur, ur, purse, ur, purse igh, igh, night, ight, nightou, ou, mouse, ou, mouse ow, ow, cow, ow, cowoo, oo, foot, oo, foot oo, oo, spoon, oo, spoonar, ar, car, ar, car or, or, fork, or, forkth, th, mouth, th, mouth th, th, this, th, thissh, sh, sheep, sh, sheep ch, ch, cheeks, ch, cheeksph, ph, elephant, ph, elephant wh, wh, what, wh, whatay, ai, ee, ea, oa, ow, oy, oi, er, ir, ur, igh, ou, ow, oo, ar, or,th, th, sh , ch, ph, wh✧Open your books at page 60. Look at the words and try to read them aloud.✧Classify these words according to the sounds.computer dinner -er girl cirle -irnurse turn -ur work world homework -orwall mall -all little circle people -lecard park -ar✧Group work: Say as many sentences as possible with the words from this given words.✧Say more words like these.✧Look, listen and write.Look at the pictures and describe them. Listen to the sentences and write the missingwords.✧Listen and chant.Learn to chant the chant on page 60, first listen and then chant.Learn to sing the song on page 64, first listen and then sing.Story time on page 65.Open your books at page 65. How many pictures are there in the story?Where is Zoom?For story time✧Try to read the dialogue in pairs to see whether you can read it correctly. Circle theword you can read.✧Get to know the meaning of the story.1. What is Zoom doing? (going shopping)2. What does Sheep want to buy? (a skirt)3. How much does Sheep think of the skirt? (16 dollars)4. How much is the skirt? (91 dollars)✧Enjoy listening to the story.●Learn the following new words in Part B: nice, pretty, cheap, expensiveLearn the meaningShow pictures or objects to explain the meaning of each word.Learn how to say these words.nicei-e rice five nine kite knifei six big pig mix milkpret-ty---How many letters are there in pretty? 6---How many syllables? 2---And how many sounds? 5cheapcheer chair cheese chickentea sea beat seat leadex-pen-sive---How many letters are there in expensive? 9---How many syllables? 3●Learn Part B Let’s talk and make dialogues in pairs or groups.How much is it? It’s …How much are they? They’re …✧Show some pictures and know the money in different countries.1 dollar ($1 ) 1 cent (￠1)1 franc ( Fr 1) 10 franc (Fr 10 )1 pound (￡1) 1 pound (￡1)1 penny✧Enjoy the movie: How Much Food Can You Buy For $5 Around The World✧Script of the movieBananas Australia 3 lbsFrance 5 lbsUSA 8.5 lbsEthiopia 25 lbsCoffee Italy 0.5 lbsUSA 0.8 lbsFrance 1 lbsIndia 1.5 lbsBig Mac Australia 1 MacRussia 2 MacsJapan 1.5 MacsUSA 1.15 MacsSweden 0.65 MacsRice USA 7 lbsChina 12 lbsAfghanista 14 lbsJapan 2 lbs (In Japan, people spend a lot of money on rice.) Potatoes UK 5.5 lbsUSA 7.75 lbsEthiopia 31 lbsEggs Sweden 15 eggsCanada 19 eggsUSA 34 eggsChina 57 eggsGround beef France 0.75 lbChina 1 lbUSA 1.5 lbsUK 2.25 lbsBeer ．．．Play the recording or video of Part B Let’s talk. Ask and answer the questions.1. How many people are there in the talk? 32. Where are they? ( In a clothes shop.)3. What does Sarah like? ( A skirt.)4. How much is this skirt? ( 89 dollars.)5. Does Sarah buy the skirt at last? (No, it’s too expensive.)It will be cold soon. You have 50 yuan. Choose three things. (Let’s act.)◆Engagement●Individual workTry to read the dialogue on page58, 61 and 65.And read after the recording of each of the dialogue twice.Listen and circle. Listen to 5 sentences and circle the right words.1. This pencil is ( cheap, jeep ) .2. That dress is ( colour, colourful ).3. I like this skirt. It’s ( pretty, pity ).4. Oh, that toy bus is too ( excuse, expensive ).5. ( How much, How many ) is it?Choose and write. Choose the right word to finish the sentence.1. How much ______ it?2. This pair of sneakers ______ nice.3. How much ______ the jeans?4. This T-shirt _____ cheap.5. These oranges ______ ten yuan.6. That dress _____ very pretty.7. I want the sandals. How much _____ they?Tick or cross. Look at the picture and think the sentences are right or not.¥¥¥9¥2¥261. The dress is ninety-eight yuan.2. The ruler is cheap.3. The hat is twenty-five yuan.4. The toy bus is ten yuan.5. The coat is very expensive.6. The T-shirt is thirty-one yuan.Let’s chant on page 60, first listen and then chant.Read and write on page 63.Read and answer. Read the poster for sale and answer the questions.Look and write. Look at the pictures and write the sentences.Let’s sing on page 64, first listen and then sing.Let’s check on page 64.Listen, tick or cross and repeat the sentences one by one.Look and match the pictures to the sentences.Read the following sentences, and try catch the meaning:1.My father is a worker.2.Father works with computer.3.The girl say hello to her sir.4.The wall in the mall is white.5.Turn back to the park with a card in your hand.6.People make a little circle together.●Pair Work:Guess the price. Look at this dress, one writes the price and another guesses the price.Then exchange and play it again.A: ( writes 42 yuan on the paper) Guess.How much is it?B: Twenty yuan.A: No. It’s more expensive.B: Fifty yuan.A: No. It’s cheaper.…B: It’s forty-two yuan.A: That’s right!Look, answer and say.A. Look at the picture and ask and answer the questions.1. How much is the T-shirt?2. Is the jacket ninety-two yuan?3. Are the pants expensive?4. Is the dress pretty?5. Which one do you like best?B. Talk about the clothes with your partner.--- This T-shirt is pink. It’s pretty. I lik e it. --- That dress is beautiful. But it’s too small. --- The pants are nice. But it’s too long.--- The shorts are cheap. It fits me well.● Group workLet ’s play on page 62. Ask and finish the form. Then report.In groups of four, one acts the shop assistant and others act the customers.e.g. A: Can I help you? B: Yes. I want a jacket.C: Look at that jacket. It’s pink. D: It has a kitty. It’s pretty. C: Yes, it’s nice. B: How much is it? A: It’s 92 yuan.B: Oh, it’s too expensive.D: Do you have a cheaper one? A: Sorry, we haven’t.Draw, talk and guess.In groups of four, each member draws a pair of shoes and writes the size and price, puts his or her works together with the others’ and then talk about his picture to the other members. The listeners guess which picture he or she is talking about. Then make a dialogue according to the pictures in groups.¥28¥64¥73¥92¥16 ¥30 ¥53 ¥39For reference: --- Can I help you?--- Yes, I want 2 kg apples. I also want … and … --- How much are they? --- They’re … yuan.Let ’s act on page 61.You have one hundred yuan. What can you buy? Please think and finish the list. Thentalk with your partner and see whose list is better.¥ 5 /kg ¥ 4 /kg ¥ 2 /kg ¥12 /kg¥ 3/kg ¥ 7 /kg ¥ 9 /kg ¥ 6 /kg_______________ _______________ _______________ _______________ _______________ ¥19 ¥31¥12¥10¥65 ¥27¥3¥20 ¥48¥9¥23¥34For reference:A: I’ll buy a jacket. It’s 65 yuan. I also will buy a … The total is 98 yuan.B: I’ll buy a pair of sneakers. They’re 48 yuan. I’ll buy a … The total is 100 yuan. My list is better.◆Summary●Task fulfillmentGo shopping for your parents.✧Talk about your mother or father with your friends:--- I want to buy a gift for my mom.----Me too.----My mother is pretty. She likes flowers very much. I want to buy some flowers.----I want to buy gloves for my mother.✧Our task for this lesson is how to describe the goods and choose the right goods foryour trip. (Summary holiday is coming. You want to have a trip. Le t’s go shopping foryour trip. )Sample task fulfillment:----Can I help you?----Yes, I want a pair of sunglasses.----How about this pair?----They’re nice. How much are they?----They’re 25 yuan.----OK, I’ll take them.The representative of each group reads the words and sentences fluently and accurately, and makes sentences with the given words as many as they can.1.See which group read the words fluently and accurately. Classify the words and saymore words like these.Make sentences with the given words as many as they can. If they can make the sentences to be a passage, that’s great.Acting out the play on page 65 in pairs for their group.●FeedbackTake out your exercise book. Let’s have a dictation.I’ll read 5 words, each twice slowly. You write it down in your exercise book. Those who write 3 or more will get awarded, 1 point for 3, 2 for 4 and 3 points for full marks.Oral cloze test. Read aloud the Following dialogue, making it complete by filling in the blanks with the missing words, each blank one word.After you finish it, hand it in, please.—Can I help ______?—______. This dress _____ pretty. How _______ is it?—It’s eighty-five yuan.—Can I try ____ on?—________.—Is ______ OK?---Yes, it’s just _____.●SummaryLet’s make a summary to what we have learned today. (T and Ss do it together)Questions and answers about what we have learned in this lesson/unit.1.How many new words we’ve learned today?2.What are the key words we’ve learned this lesson?3.What is / are the question(s) we’ve learned and how to answer the question(s)?…Who can tell us what we have learned.We have got to know the words to describe goods. They’re…We have learned how to go shopping and buy something.…●HomeworkPractice rapping the chants or singing the songs learned or enjoyed in class.Listen and read after the recordings of this unit after each just learnt one.Practice the tasks you did in each class.Read the rhymes.Rhyming Fun1. Why did the dog barkWhile running through the park?Was it because it was so dark?It’s so dark.I cannot find Mark.2. A farmerAnd a teacherAre riding on a scooter.A painter,A hunter,And a bakerAre working together.3. The skirt of the girl is dirty,So is her shirt.The girl in a pink skirtLikes to twirl her skirt.4. What a magic fur purse!The nurse turnsAnd the purse burns.5. Peter Piper PickedA peck of pickled peppers;A peck of pickled peppersPeter Piper picked;If Peter Piper pickedA peck of pickled peppers,There’s the peck of pickled peppersPeter Piper picked?All the homework should be checked at the appropriate time.。

教案：五年级上册英语第五单元Ropes教学目标：1. 能听懂、会说、会读本单元的生词和重点句子。

2. 能理解并运用本单元所学的词汇和句型进行简单的交流。

3. 能通过本单元的学习，提高自己的团队合作能力和动手能力。

教学内容：一、单词：1. rope（绳子）2. jump（跳）3. high（高的）4. low（低的）5. team（团队）6. turn（轮到）7. catch（抓住）二、重点句型：1. Can you jump high?2. Can you jump low?3. It's my turn.4. Catch the rope.三、语法：一般疑问句1. Can you + 动词原形+ 其它？2. Yes, I can. / No, I can't.四、情景交际：1. A: Can you jump high?B: Yes, I can. / No, I can't.2. A: It's my turn.B: OK, go ahead.3. A: Catch the rope.B: OK, I will.五、教学步骤：1. 热身（5分钟）老师带领学生做简单的跳绳运动，让学生充分活动身体。

学生自由发言，分享自己对跳绳的喜爱和经验。

2. 引入（10分钟）老师出示跳绳，引导学生说出与跳绳相关的单词和句子。

学生两人一组，用绳子进行简单的跳跃练习。

3. 教学新单词和句型（15分钟）老师出示单词卡片，引导学生跟读单词。

老师给出句型，引导学生模仿和运用句型进行交流。

4. 小组活动（10分钟）学生分成小组，每组轮流进行跳绳比赛。

老师在旁边指导，纠正学生的动作和发音。

5. 总结和作业（5分钟）老师引导学生总结本节课所学的内容。

学生回家后，用所学单词和句型编写一个小故事，明天分享给同学。

教学评价：1. 学生能正确听懂、说出一般疑问句和回答。

2. 学生能在小组活动中熟练运用所学单词和句型进行交流。

教案：五年级上册英语第五单元Ropes一、教学目标1. 知识目标：（1）能够听懂、会说、会读本单元的生词和重点句子。

（2）能够理解并运用本单元的核心句型进行交流。

（3）能够描述绳子的特点和用途。

2. 能力目标：（1）能够用英语进行简单的购物交流。

（2）能够用英语描述物品的特点和用途。

3. 情感目标：培养学生的团队协作精神和动手操作能力。

二、教学内容1. 核心句型：What are these/that? They are…2. 生词：rope, string, tape, scissors, hole, knots, tight, loose3. 重点句子：（1）What are these? They are ropes.（2）How many holes do they have? They have two holes. （3）How many knots are there? There are three knots. （4）Is the rope tight or loose? It’s tight.三、教学重点与难点1. 重点：核心句型、生词和重点句子的运用。

2. 难点：描述绳子的特点和用途。

四、教学方法1. 任务型教学法：通过完成各种任务，让学生在实践中掌握语言知识。

2. 情境教学法：创设真实的购物情境，让学生在情景中学会描述物品的特点和用途。

3. 合作学习法：引导学生分组讨论，培养团队协作精神。

五、教学步骤1. 热身活动（5分钟）（1）跟唱歌曲“Old MacDonald Had a Farm”。

（2）老师出示各种绳子，让学生猜一猜、说一说绳子的用途。

2. 引入新课（10分钟）（1）老师出示绳子，引导学生说出绳子的英文名称“rope”。

（2）学习核心句型“What are these? They are…”。

（3）学习生词：string, tape, scissors, hole, knots, tight, loose。

《运用Phonics教学法提高学生英语词汇拼读能力的策略研究》课题研究小结在学校领导的关心和支持下，经过参与课题组各位英语教师的不懈努力和潜心研究，我们终于圆满地完成了此次课题的研究任务，现将本学期课题组的实践研究工作做如下总结。

一、严抓常规管理本学期，我们课题组成员期初探讨制订详细的课题组工作计划，并统一部署，实行课题组周工作制，各教师分层落实，全面关注每位教师课题开展的情况及进度，同时利用互听互评和推出课题论证课等途径，跟进课题的开展实施，并解决课题实施过程中的困难和疑惑，有效促进课题组计划实施与开展，保证课题顺利结题。

二、理论指导研究为了弥补老师们对phonics认识不足的情况，我们课题组主要以英语教研和读书交流会为载体，通过学习，理论引领，提升认识。

每两周开展一次英语教研活动，由课题组老师轮流主讲，谈谈对phonics教学的亲身实践，交流心得，大家畅所欲言，谈困惑、谈问题、谈建议，实现短板补足，精益求精；同时，每2周一次的英语教研活动，会提前布置一位老师阅读相关的phonics的理论文章，在教研活动中，互谈学习心得，取长补短。

其资料主要来源于教育专著、教研杂志上、网上，实现全员共享，互相学习、提高。

我们还经常会观看名师的课例，细心分析他们的教学设计，记录他们的每一个环节，对比、归纳异同，再结合自身实际，加以运用。

我们非常珍惜每一次“走出去”的学习交流的机会，使老师们对phonics 的教学理念由一无所知、一知半解，到现在的基本了解，我们一天天地在学习，一步步地在探索，一点点地在进步。

三、塑造育人氛围利用班级多媒体，播放Phonics Kids配套的语音视频，这些内容生动有趣，激发了学生的求知欲望，学生非常喜爱，耳濡目染，学生很快就掌握了教本中所要学的语音知识。

我们选取的教材Phonics Kids蒲公英英语拼读王，采用的是卡通人物，配套的素材有歌曲、视频等，我们坚持每天5分钟的“Phonics Time”活动，和孩子们一起边唱边跳，成为了孩子们积累phonics的进步阶梯。