因为学生之前反映对于单词发音没有认识，不知道一个单词为什么这么发音，也记不住单词的发音；决定给他们进行“自然拼读法”的入门。
教学目标：
1. 了解英语作为语音文字的特点：文字和发音的对应关系。培养自主拼读的意识。
2. 了解A E I O U Y 几个元音字母的基本发音规则（发长元音和短元音的两种情况）
3. 了解基本的元音字母组合的发音规则
详细教案：
【First Class】
1. T’s self-introduction (3’)
2. warm-up game: snowball (10’）
a) Each student thinks of one sentence giving some information about herself.
b) Then students speak out in turn, each one repeats all the sentences that are spoken before her, in the correct order.
3. What’s missing? – Introducing the vowels: A E I O U and Y （2’）
4. Phonics Rule No. 1 :long vowels（10’）
a) a as in ape, ate, cake, late, make
b) ee as in green, tree, sweet, sleep
c) i as in bite, light, kind, white, rice
d) o as in hole, ghost, fold, no, pole
e) u as in lunar, June, lute, flu
f) y as in shy, fly, sly
5. group contest- word hunt (5’)
a) Divide the class into three or four groups.
b) Each group has a piece of paper with A E I O U Y on it.
c) Groups compete to find as many words as possible with A E I O U Y making the sounds mentioned above.
6. Phonics Rule No. 2 : short vowels（5’）
a) a as in apple, mat, bad, land, fat
b) e as in red, net, pet, wet, bed
c) i as in bit, dictionary, ship, king, in
d) o as in fog, frog, hot, lot, pot
e) u as in uncle, bus, must, mud, cut
f) y as in lily, silly, beauty, ready, belly
7. group contest- creative sentence making (10’)
a) Divide the class into three or four groups.
b) Each group has a piece of paper.
c) Each group chooses a letter from a,e,i,o,u,y and tries to make a correct sentence containing as many words with that letter as possible. e.g. a fat bat is eating an apple on a mat.
【Second Class】
1. Review: sorting words (10’)
2. Rule No. 3: vowel combination（15’）
“when two vowels go walking, the first one does the talking”.
ai/ay as in day, say, play, spray, and tray
ea as in eat, sea, each, leaf, peach, mean, team, ease
oa as in oat, boat, coat, groan
ue as in blue, glue, clue, true
ui as in suit, fruit, juice
3. Phonics Rule No. 4 silent “gh”（10’）
augh, eigh, igh
4. group contest- long words challenges (10’)
a) Listen and select the words
ambulence,absolutely, backwards, beanstalk, confident, cafeteria, darkness, dashboard, fabulous, featherweight, internet, helicopter, impossible, intelligence, judgement, kangaroo, liberty, library, magazine, mysterious, necessary, nickname, package, pocketbook, raccoon, ridiculous, satisfaction, secondary, secretary, touchstone, timetable, victory, vaccine, wonderland, woodpecker, xylophone, yogurt, yesterday, zigzag
b) Read these long words.
c) Listen and try to spell the words [use the words in the textbook]
教学效果：
讲完了元音字母a,e,i,o,u,y 常见的发音，字母组合发音没来得及讲到。学生们基本理解了本次课的重要概念，但是还是不太敢进行自主拼读。
效果分析：
孩子们是第一次接触自然拼读的概念，虽然这种方法对于英语零基础的儿童是最为直接有效的，但对于已经形成了一定固定思维模式的初中孩子来说，有一个观念转变的过程。 第一节课下课后，学生们反映不太懂。第二节课就借助了音标符号，把letter和sound做了一个区分，感觉学生们比较理解了。但同时发现她们对于音标也是掌握得很差的，音标符号基本分不清。（这正反映了音标教学的弊病，学生需要同时记忆两套不同的符号体系，对于英语这种语音文字来说其实是不必要的。）
同时，学生们有些辅音的发音也存在问题，今天就反映出sh, tr, 都是难点。重读方面也缺乏意识。
对下次课的建议：
自然拼读法的内容需要渗透在每一次的教学中，逐步培养起学生自主拼读的意识和能力。教学过程中要有意识地引导学生发现发音和拼写的规律，克服对新单词的恐惧心理。
细节：
今天的课差点变成跟Angela一对一的辅导课，后来幸好又有四个女孩子参加进来。因为人数较少，对每个孩子的特点印象比较深刻：Angela（原来叫Emily）认真，爱笑但不爱说话，上课很用心，是笔记最认真的一个。Judy大方、积极、基础不是很好。Mary基础相对较差，因此面对老师给予的任务总是很不自信。Diana是几个孩子里面基础最好的，参与度也很高。Lisa是一个自尊心特别强的女孩子，脸上总容易出现一些厌倦的神情，但其实又还是很愿意参与活动的。这里也要反省一下，因为点名的时候不小心漏掉了她，让她一开始有些情绪。（就这么几个人还会漏，汗自己一下……）
Phonics参考资源
http://www.phonicsontheweb.com/theory.php