2010 spring semester-Pingxifu-單詞自然拼讀法-by 蓋飯
因為學生之前反映對於單詞發音沒有認識，不知道一個單詞為什麼這麼發音，也記不住單詞的發音；決定給他們進行“自然拼讀法”的入門。
教學目標：
1. 了解英語作為語音文字的特點：文字和發音的對應關係。培養自主拼讀的意識。
2. 了解A E I O U Y 幾個元音字母的基本發音規則（髮長元音和短元音的兩種情況）
3. 了解基本的元音字母組合的發音規則
詳細教案：
【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]
教學效果：
講完了元音字母a,e,i,o,u,y 常見的發音，字母組合發音沒來得及講到。學生們基本理解了本次課的重要概念，但是還是不太敢進行自主拼讀。
效果分析：
孩子們是第一次接觸自然拼讀的概念，雖然這種方法對於英語零基礎的兒童是最為直接有效的，但對於已經形成了一定固定思維模式的初中孩子來說，有一個觀念轉變的過程。 第一節課下課後，學生們反映不太懂。第二節課就藉助了音標符號，把letter和sound做了一個區分，感覺學生們比較理解了。但同時發現她們對於音標也是掌握得很差的，音標符號基本分不清。（這正反映了音標教學的弊病，學生需要同時記憶兩套不同的符號體系，對於英語這種語音文字來說其實是不必要的。）
同時，學生們有些輔音的發音也存在問題，今天就反映出sh, tr, 都是難點。重讀方面也缺乏意識。
對下次課的建議：
自然拼讀法的內容需要滲透在每一次的教學中，逐步培養起學生自主拼讀的意識和能力。教學過程中要有意識地引導學生髮現發音和拼寫的規律，克服對新單詞的恐懼心理。
細節：
今天的課差點變成跟Angela一對一的輔導課，後來幸好又有四個女孩子參加進來。因為人數較少，對每個孩子的特點印象比較深刻：Angela（原來叫Emily）認真，愛笑但不愛說話，上課很用心，是筆記最認真的一個。Judy大方、積極、基礎不是很好。Mary基礎相對較差，因此面對老師給予的任務總是很不自信。Diana是幾個孩子裡面基礎最好的，參與度也很高。Lisa是一個自尊心特彆強的女孩子，臉上總容易出現一些厭倦的神情，但其實又還是很願意參與活動的。這裡也要反省一下，因為點名的時候不小心漏掉了她，讓她一開始有些情緒。（就這麼幾個人還會漏，汗自己一下……）
Phonics參考資源
http://www.phonicsontheweb.com/theory.php
