Revision: T: It’s a song about letters. How many letters we learned now? S: 26. T: Here comes letter A出示单词生读。 T: Look, do you know their names? Let’s read. 出示含有a 的单词cat, cap, man, hand, black, bag学生朗读 T: In these words, a says S: /ӕ/ T: Some new words for you, try to read them. 教师给出所有a-e单词，学生先尝试拼读，然后听音跟读 T: How to pronounce a-e? Let’s learn. (设计意图：通过复习字母a在重读闭音节中发音，为后面的语音区分做好准备。同时，尝试借助已有知识经验去拼读新词。) Presentation: 1.学习name, cake, make, Jake T: Look at this boy, his name is Jake. 课件出示后一句，红色强调name, Jake两个单词 S: 拼读单词 教师板书name T: Jake is a good boy at home. What can he do? Look at the picture出示蛋糕图 S: It’s a cake. T: Yes, Jake can make a cake. S: 拼读单词 T: Can you spell? .. S: m-a-k-e→make c-a-k-e→cake 教师根据学生给出的字母板书make 和cake （设计意图：结合具体单词进行拆读法的示范和练习，使学生熟练地掌握拼读方法。） T: Now, let’s chant出示歌谣第一小节 S: Listen and chant学生试着朗读，个别展示 （设计意图：在歌谣中再次感知和体验a-e的发音） 2.学习a-e发音规律 T: Pay attention to these words: name, Jake, make, cake. Let’s read them again. S: 拼读单词 教师用课件红色突出显示a-e: T: In these words, a-e sounds? S: /ei/ 教师板书/ei/ （设计意图：引导生通过观察单词的共性，自己归纳发音规则，培养学生观察和归纳的思维品质。） 3.学习face, Dave T: Jake has a good friend, what is his name? Can you read? 出示Dave S: 拼读单词 教师板书Dave. T: Look, Dave has got a round face. Please help me to write here. S: face 教师板书face （设计意图：通过引导学生依据发音规则去尝试自主拼读写单词，让他们在拼读中获得学习的成功感受。） 4.学唱歌谣 T: Can you chant? 出示歌谣后半段。 S: Listen and chant. 听完录音后，个别学生展示，然后出示全部歌谣。 T: This time, let’s chant together. S: Chant together. (设计意图：通过练习说唱，进一步强化对发音规则的记忆，感受歌谣的韵律美。) | 
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