毕晓云 刘春平

教学目标：通过拼读、朗诵、阅读等方式，学生学习、体验并记忆AI，AY字母组合在单词中的发音。能运用所学，听出、读出、写出符合发音规律的课标规定的含有AI，AY的单词。通过阅读，提高学生词汇量，开阔其视野，培养其积极的情感态度。

选取内容：以PEP五年级上册第五单元为蓝本，同时加入了其他版本教材中含有AI,AY字母组合的单词。为巩固所学，还涉及了含有AI，AY的非课标类单词。

设计依据及建议：本设计依据短课时、高频率、多接触的英语教学原则而做短课时设计。AI与AY字母组合分别设计了三个短课时，每个短课时设计教学用时建议不超过三到五分钟，非课标类单词只需要会读，能看图片知道意思即可。

教学设计：

短课时教学设计一

1.First let’s sing a song:“Rain,rain,go away”.Then write the title on the blackboard.

(Pic.1)

2.In this song,we sing“Rain, rain, go away”. I pronounce“rain”as r-ai-nrain.Listen again,so how to read“ai”?What about“ain”?学生说出读音并反复朗读ain/ein/。

3.Now let’s read more words with “ain”.Show them Pic.1 and ask students to read by themselves.

So you can see,ifyou remember “ain”,you can read and write many words with“ain”.So come on,let’s look at Pic.2.Read again and try to remember the words.

(Pic.2)

Then show Pic.3,I will read,students finish the words.

(Pic.3)

4.You can read the words,then can you read the story?Try it.

（图片来自百度）

Students try to read,then I will ask some of them to read.Next ask them to read after me.

Homework:Please read it after this class.Next class,I will ask some groups to show your reading.

短课时教学设计二

1.Firstask some ofthe groups to show their reading.

2.Wehavelearnedmany words with “ain”.So you know how to pronounce “ai”?Good.Let’s read again.“ai”/eI/,“ai”/eI/,“ai”as in rain.

3.You know ai/eI/and you can read “ain”,so how about“ail”?Ask some of them to read it.This time try to read some words with“ail”.Look!

Here is a snail.Let’s read together.Now read by your-selves.While reading,remember thewordswith“ail”.

This time look at the picture again.Can you fill in the blanks and read again? Try it.（图片来自“Phonic kids”）

4.You did a good job.Come on,let’s meet more words and rhyme with“ai/eI/”.

(Show students a bait and toy fish.)T:Look,this is a bait.Bait the fish,bait,bait,bait!Can you write the word“bait”?Show me! Good.Now look at the PPT,

5.Now Iwillread some wordswith “ai”.Whenyou listen,please write them down；Whentheywritedown,show them thewordsonPPT,ask them to check by themselves.aid—paid—laid—maid;6.Maybe some of you can’t write them correctly.So after this class,in your group one reads the words, the other writesthe words.See if you can write them correctly.Next class,let’s have a race about writing the words.

短课时教学设计三

1.T: First let’s have a dictation.Listen to the words I read,you write them down.(听写后，由各小组组长负责检查并通报听写成绩。)

2.Boys and girls,you can write the words.So let’s read tworhymes.Iwillask some groupsto show withoutpracticing.（图片来自“Phonics kids”）

3.Here I have got a funny story about “two snails”.Look,show students this picture.Who are they?Where are they going?Can you guess?

4.Letstudentsguessand then show the story.First ask students to read quickly and get the main idea.

（故事来自《我的第一套自然拼读故事书》）

Read again,while reading,put the pictures in right order.

Then show them the right order and then show them the thingking map.Please look at the mindmapandretellthe story.

T:What’s the story tell us about?Yes,maybe you are slow.Butneverstop,you willbe great!

短课时教学设计四

1.First show the story about“two snails”,ask them to read or act.

2.T:Do you remember the song“Rain,rain,go away,come again anotherday”? In this song,we got“Rain,again,away,day”(Show on PPT).Look at the fourwords.What’sthesame among them? Yes.“ai” /ei/,“ay”/ei/too.Theyhavethe same kind of pronunciation.PPT shows “ai”and“ay”,lead to read.Ask some students to read.

We have learned some words with “ay”,can you remember?Ask some students to say some words with“ay”.The students may say:Day,today,way, away, Monday... Board them as this:

Line 1:Day,may,way,away,play,stay

Line 2:Today,Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday

T:Listen carefully.Are all of the “ay”s make the same sound?Yes,they are different.“Ay” has two kinds of pronunciation.One is/eI/,the other is/I/.Look at the two lines again.Can you find out when “ay”is/eI/and when“ay”is/I/?(听录音或听教师示范朗读，发现其中的不同，找出规律，教师适当点拨，再认读单词。)

So in thisclasswe are only going to learn ay/eI/.I havemanywordswith ay/eI/,show them on PPT.

Day,may,way,away,play,stay,lay,hay,bay,pay,stay,sway,ray,jay,clay,tray

Now let’s say a chant.

Please read and then choose a picture to write a chant after this class.

短课时教学设计五

1.First ask students to say the chant.Then ask them to write the chant and in groups check it.

2.Here Ihave another chant.Listen and follow,then chant in your group,then ask some groups to show.

（图片来自百度）

（图片来自“Phonics kids”）

While groups show,teacher guides their reading.

Here comes May and Ray.Where are they?What are they doing?Listen and try to answer.

3.This time,read by yourself.While reading,with the help of the pictures,try to catch the meanings of the story.

（图片自学生手绘）

(图片内容：May and Ray are playing with clay in the bay.May made a hen.The hen laid eggs on the hay.Miss Waves say:Go away!Go away!

4.Doyou wanttoknow more things aboutMay and Ray?Now listen,ray and May are talking.Let’s follow them to say the tongue twister.

Ray:Hi,May.May is not“may”the word, May is no“May”the month.You may stay on the bay,you may stay at the hay.

May:That’s a lot of fun.I can say,too.A hen lays eggs on the hay,the hay is near the bay,waves say:Go away,go away.

If you can,you can recite the tongue twister.If you can’t,please read it more smoothly,and that’s the homework.

短课时教学设计六

1.Students show the tongue twister.

2.T:You know May and Ray.Today Rayvisited May.Read and tell:Who did Ray meet?What did May show?Did Ray like the farm?How do you know?

First read by yourself,then discussthe questionsin your group.

Aftergetting the answer,ask students to listen and imitate.