Unit 1 Different Friends PartA Let's spell （教学设计）-2026-2027学年人教PEP版英语五年级上册

该小学英语教学设计聚焦Unit 1中元音组合ai和ay的/eɪ/发音及位置规则，通过“Friend Interview”复习单元主题，结合chant插图和音频建立上下文，搭建从已知到新知的学习支架。 资料以归纳式发现为核心，引导学生通过听辨、分类、颜色编码自主总结ai在词中、ay在词尾的规则，融入TPR chant和动手分类活动，培养语言能力与思维品质。分层作业和句子创作任务提升学习能力，助力学生夯实拼读基础，教师易操作且能实现差异化教学。

Unit 1 Different Friends Lesson 3 Part A Let’s Spell I.Text Analysis 1.Theme and Content This lesson centers on the Let’s spell section of Unit 1,focusing on the vowel digraphs ai and ay,both producing the long vowel sound/eɪ/.The core text is a lively chant featuring a dog playing in the rain,accompanied by a target word bank(day,play,rain,say,tail,train,wait,way)and gap-filling exercises.Students will engage in identifying,reading,spelling,and applying these phonics words in context. 2.Meaning and Value The chant provides a meaningful and joyful context for phonetic learning.It fosters phonemic awareness and strengthens the connection between letters and sounds.By mastering the/eɪ/pattern,students enhance their decoding skills,laying a solid foundation for autonomous reading and spelling.The playful narrative also boosts learners' confidence and intrinsic motivation when tackling new words. 3.Ways and Methods Following the structured sequence:Listen-Chant→Observe-Discover→Read-Practice→Create-Apply,the lesson integrates multi sensory activities.Methods include audio-assisted listening,TPR(Total Physical Response)through clapping,collaborative group work,and inductive reasoning.These approaches guide students to internalize the rule actively rather than memorize it passively. II.Student Analysis The target learners are fifth graders who possess basic phonics knowledge and can decode simple CVC(consonant-vowel-consonant)words.They are energetic,enjoy rhythmic chants,and thrive in game-based learning environments.However,they often struggle with the positional spelling of ai versus ay,frequently mixing them up in writing.Therefore,explicit guidance and visual sorting activities are essential to help them notice that ai typically appears in word-medial positions,while ay usually appears at word-final positions.Ample listening,hands-on spelling,and sentence-level practice will be provided to ensure deep consolidation. III.Curriculum Requirements Aligned with the Compulsory Education English Curriculum Standards,this lesson aims to develop students' phonemic awareness.Students are expected to recognize common letter combinations,establish sound-spelling correspondences,independently decode unfamiliar words,spell accurately,and generate simple sentences.Furthermore,the lesson cultivates proactive learning strategies for pronunciation and spelling. IV.Teaching Objectives By the end of the lesson,students will be able to: 1.Language Knowledge:Master the pronunciation/eɪ/for ai and ay;accurately read,spell,and comprehend the eight target words:rain,wait,train,tail,play,day,say,way. 2.Language Skills:Listen,read,and chant the rhyme fluently;complete listening discrimination tasks,fill in blanks correctly,and construct meaningful sentences using ai/ay words. 3.Learning Strategies:Actively discover phonics rules through observation and cooperation,and develop the habit of applying the rule to decode unfamiliar words. 4.Emotional Attitude:Foster a positive attitude towards English spelling through engaging chants and gain a sense of accomplishment in independent word creation. V.Key and Difficult Points Key Points 1.Accurately articulating the/eɪ/sound in ai and ay. 2.Fluently reading and correctly spelling the target vocabulary. 3.Chanting the phonics rhyme with proper rhythm and expression. Difficult Points 1.Positional Rule:Distinguishing that ai is usually placed in the middle of a word(e.g.,rain),whereas ay is often at the end of a word(e.g.,play). 2.Application:Autonomously applying the rule to spell new words and compose original sentences without visual prompts. VI.Teaching Procedures(40 mins) Step 1 Warm-up&Context Setup(5 mins):Activate prior knowledge(Unit theme)&introduce the chant context. Step 2 Presentation&Rule Discovery(10 mins):Inductive exposure to/eɪ/and positional rule of ai/ay. Step 3 Controlled&Semi-controlled Practice(15 mins):Listen-number,sort,fill-in-the-blanks,and chant. Step 4 Production(Creative Application)(7 mins):Create and share a mini-sentence story using target words. Step 5 Summary&Homework(3 mins):Recap the rule and assign tiered homework. VII.Teaching Process in Detail Step 1–Warm-up&Lead-in(5 mins) 1.Greeting&Review:Greet the class and initiate a quick"Friend Interview".Ask several students:What does your best friend like to do?Encourage answers like He/She likes to swim/read,linking back to the unit topic Different friends. 2.Context Setting:Project the chant's illustration(a dog happily playing in the rain).Elicit observations with guided questions:Look at the dog!Is he happy?What is the weather like?(Encourage answers like rain,wet). 3.First Listening:Introduce the chant:Let's listen to this dog's story.Play the audio for the first time,asking students to simply enjoy the beat and catch the mood. Rationale:The"Friend Interview"activates students'prior knowledge and maintains thematic coherence with the unit.The chant illustration and first listening create an enjoyable,curiosity-driven entry point,lowering the affective filter and preparing students for phonetic input. Step 2–Presentation&Rule Discovery(10 mins) 1.Focused Listening:Play the chant for the second time.Instruct students to raise their hands when they hear words with the target/eɪ/sound.Write the elicited words(rain,wait,play,day)on the board. 2.Guided Observation&Discovery:Underline the letter combinations.Ask:What letters do you see in"rain"?What about"play"?Group the words into two columns(ai vs.ay).Guide them to conclude:ai is in the middle,ay is at the end. 3.Explicit Teaching:Drill the eight target words using the"I say,you point"method.Emphasize the mouth shape for/eɪ/(a slight smile).Segment and blend(e.g.,r-ai-n,rain). 4.Color-coding:Use red chalk for ai and blue for ay on the board to visually anchor the positional rule. Rationale:Instead of rote explanation,students are guided through a discovery cycle of"listening→eliciting→categorizing→color-coding".This inductive,student-centered approach deepens phonemic awareness and directly targets the core difficulty–the positional confusion of ai vs.ay–through visual and auditory reinforcement. Step 3–Practice(15 mins) 1.Activity 1:Listen and Number(Differentiation).Play the audio with the eight words in a shuffled order.Students number the words in their textbooks accordingly.Check answers in pairs. 2.Activity 2:Sound-Spelling Sorting(Critical Thinking).Draw two large boxes on the board:ai and ay.Hand out small word cards(including the target words+one or two new simple ones like jay or pain if suitable).Ask students to come to the board and stick the cards into the correct box.This directly addresses the positional confusion. 3.Activity 3:Contextual Fill-in.Play the audio for the sentences.Students complete the gaps:The dog has a short .(tail).He (waits)for the boy.They (play)in the rain.Read the completed sentences chorally. 4.Activity 4:Chant with TPR.Divide the class into two groups.Group A chants the lines with ai words,Group B chants the lines with ay words.Encourage clapping and simple actions(e.g.,make a rain gesture for"rain";wave for"say"). Rationale:The four activities progress from listening discrimination to hands-on sorting,then to contextual gap-filling,and finally to kinesthetic chanting.The"sorting on the board"operation turns an abstract spelling rule into a tactile,memorable task,effectively tackling the persistent confusion.The TPR chant engages multiple senses,reinforcing sound-spelling correspondence while maintaining high student energy. Step 4–Production(Creative Writing)(7 mins) Task:Create a"Rainy Day"Mini-sentence.Students work individually.Ask them to write one or two sentences to describe a rainy day or a friend's activity,using at least two words from the target list.Provide a sentence starter for weaker students:On a...day,I like to... Sharing Circle:Invite 4–5 students to share their sentences aloud.Encourage peers to listen for the/eɪ/sound and applaud. Rationale:This step pushes students from word recognition to creative language use.The sentence starter offers scaffolding for lower-level learners,ensuring differentiation and full participation.The sharing session provides a meaningful purpose for writing and builds a supportive classroom community,embodying the"learning by doing"principle. Step 5–Summary(3 mins) 1.Rule Retrieval:Ask students to close their books.Say:Tell your deskmate:Where do we see"ai"?Where do we see"ay"? 2.Choral Reading:Read all eight target words together one final time,sharply emphasizing the/eɪ/sound. Rationale:The pair-retrieval task promotes cooperative consolidation and meta cognitive reflection.The final choral reading serves as a quick,joyful closure,reinforcing the sound-spelling connection for long-term retention. Homework(Tiered Assignments) Must do:①Read and copy the 8 target words 3 times,paying attention to the colored ai/ay.②Record a video of yourself chanting the rhyme with actions and share it with your family. Choose to do:Write 3 sentences about a friend's hobbies,using at least three different ai/ay words. VIII.Board Design Unit 1 Different friends Lesson 3 Part A Let’s spell ai (in the middle) ay (at the end) r-ai-n pl-ay w-ai-t d-ay tr-ai-n s-ay t-ai-l w-ay The dog has a short tail. He waits for the boy in the rain. They play together on a rainy day. IX.Teaching Reflection The lesson successfully achieved the core phonetic goal.The vast majority of students were able to articulate the/eɪ/sound correctly and fluently read the target words.The inductive discovery approach proved highly effective;students were fully engaged in sorting the words and demonstrated a clear"aha"moment upon realizing the positional rule. However,confusion between ai and ay still persisted for about 20%of students during the quick-writing task,indicating that while visual recognition was strong,kinesthetic output(spelling from memory)requires more reinforcement. Next-step improvements: 1.In the following lesson,I will introduce a"Vowel Team Parking Lot"game—students park word cards in ai or ay garages to gamify the sorting. 2.I will also design a"Dictation Race"(pair work)for the next 5-minute warm-up to provide immediate,low-stakes retrieval practice. 3.For the weaker students who struggled with sentence writing,I will prepare"Sentence Building Blocks"(word strips with pictures)in the next class to bridge the gap between individual words and meaningful context。 学科网（北京）股份有限公司 $