语音教学设计案例范文初中5篇

语音教学设计案例范文初中5篇

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语音教学设计案例范文初中5篇

语音教学设计案例范文初中第一篇

初中英语语音试讲教案

【篇1、初中英语面试教案万能模板】

teaching aims: knowledge aim:

students will know lin fei’s daily life and some good habits at their aim:

students will improve their listening and speaking aim: after this leon students would like to learn to arrange their life and form good habit in the daily key and difficult points: teaching key points:

students will understand this paage by listening and make a time line of lin fei’s difficult points:

how to describe their own life style of the school day? teaching procedures: step 1 warming-up

do a survey: ask students to fill the questionnaire(with different daily activities and time point， students just need to mark the activities in their time)and invite some students to 2 pre-listening

show some pictures about lin fei’s day and ask students “what does lin fei do in a day? step 3 while-listening play the tape recorder and ask students some : what is the

distance between his school and home?

play the tape recorder another time and give students some other questions to practice their listening : when should lin fei go to school?

q2: how long will it take lin fei to ride to the bus station?

listen to the tape for the third time and then students should describe lin fei’s daily life in their own will have 3 mines to prepare 4 post-listening ask students to look their questionnaires which they filled at the beginning of the cla and give them 5 min to make a short story of their daily life， later some students will share the stories in front of the should give them a guidance of health life 5 summary and homework

summarize this leon with students， and then ask them to design a new schedule of their daily life after the cla， they will share during neXt leon， they also need to read the new paage two times to consolidate the new design teaching reflection

【篇2、初中英语语法宾语从句试讲教案】

宾语从句教学设计

一、导入

1.复习什么是宾语。动词/介词后面的名词就是宾语。i play

are talking about our homework..2.宾语从句就是在宾语的位置上放一个完整的句子。 love that i can earn some coupons.板书：he knows knows what’s wrong with his wife.说出2个句子的宾语。

第一个句子的宾语是一个词构成的，第二个句子的宾语是一个句子，我们称这种做宾语的句子叫宾语从句。在句子中充当宾语的从句叫宾语从句。其中 he knows 叫主句，what’s wrong with him是从句。

说出下面4个句子的主句和从句。

a．he said that he had a very good journey ．he asked if /whether they had ．he told me that the earth goes around the ．he asked me how he could get to the nearest post office.总结：。是主句，剩下的是由that，if，how引导的宾语从句。

初步认识了宾语从句，下面我们开始了解宾语从句的三要素

引导词（连接词）

语序时态（1)从属连词that引导陈述句宾语从句，在口语或者非正式语中可以被省略

比如上面四句话中的a，c就是that引导的陈述句的宾语从句。如果省略掉that，该如何修改。（让学生口头修改）

a．he said that he had a very good journey ．he told me that the earth goes around the ）由从属连词 whether， if 引导一般疑问句的宾语从句，表示“是否”，比如上面的b就是由if引导的

宾语从句，b．he asked if /whether they had ）由连接代词 who，whom，whose，which，what， whoever， whichever， whatever 和连接副词 where， how， why，when引导的宾语从句

代词或副词连接主句和从句，并在从句中担任句子成分，具有一定的意义，不可省略，比如上面的d。

d．he asked me how he could get to the nearest post office.注意：关于是否if/whether

.whether，if 引导宾语从句：两词可互换，但是下列情形除外：（1)．whether从句中有or not

eg:whether rain or not we will go to the )．whether从句做介词宾语

（3）whether后可以加or not，但是if不可以.（4)在不定式前只能用whether.（如：i can’t decide whether to stay.我不能决定是否留下。）（5)避免歧异时，我们常用whether而不用)decide 后边的宾语从句要用课堂

asked her __________she had a ’re worried about ________he is don’t know ________or not he is well.继续观察上面的四句话，请问宾语从句的语序有什么特点？（陈述句语序）不管原来的句子是陈述句，一般疑问句还是特殊疑问句，放在宾语从句里都是陈述句语序。

（板书）改写宾语从句。

陈述句doctor li is very is well-known that _____.一般

疑问句is doctor li very patient? john wants to know __________(用if或者whether引导)

part 1 课堂练习mike gets up at seven in the says that---mike gets up at seven in the morning

the teacher asks--if mike gets up at seven in the morning.我们已经了解了宾语从句的引导词和语序，下面我们来学习下宾语从句的时态。

（卡片，贴在上面时态的旁边）口诀：主现从任意主过从过去从真理用现在一张paper发朗读并且分析主句从句的时态

? 主句用现在时，从句可用任意时态。可归纳为“主现从任意”do you know what time the ship leaves? do you know when john was born?

do you know if john has paed his eXams?

? 主句用过去时，从句用过去的某个时态。可归纳为“主过从过去” he said he had a very good journey asked if they had ．主句用过去时，从句是科学真理、客观常识、名人格言时用一般现在时。

he told me that the earth goes around the sun.(自然真理客观现象)he didn’t know that summer comes after spring when he was five years old.注意：4情态动词could/would用于，“请求”，表示委婉、客气的语气时，从句不受主句的约束。

could you tell me where i can buy a pencil sharpener?

5主句是一般过去时，从句中有具体的过去时间状语，即使从句

动作发生在主句动作前，仍用一般过去时。? the teacher told me she was born in 1960.? i heard that he went to paris last night.宾语从句的一些特殊句式

? 1动词think， find， consider， believe， feel， make 等后it为形式宾语，后跟名

词或形容词作宾补，而真正的宾语——that从句则放在句尾）we think it our duty that we should help find it impoible that he should finish the work in two .否定转移若主句主语为第一人称且谓语动词为think， consider， suppose， believe， eXpect，gue， imagine等，其后的宾语从句含有否定意义，一般要把否定词转移到主句谓语上，从句谓语用肯定式。

i think he won’t come here.（）

i don’t think he will come here.（）

2.当宾语从句的引导词正好做主语的时候，语序不变，比如常用的what和who could you tell me who knows the answer，please？the small children dont know what is in their stockings what’s wrong?（what was wrong）

what’s the matter?（what was the matter）

what’s happening? what happened? eg:

i don’t know what’s the matter.【篇3、英语专业试讲教案初一版】

teaching plan

i background information

（1)students: 40 junior middle school students;(2）cla duration: 45 minutes;

(3）time and date: 3rd， october， 20XX.Ⅱ teaching material unit 3leon 1 why do you like koalas? book2， junior middle english

iii teaching aims: by the end of cla， students are able to（1)say the names of several animals in english (2）eXchange each other’s favorite animal and give an eXplanation

(3）describe an animal confidently in simple english（4)know the places where the different animals teaching contents （1)vocabulary: eight animals’names(tiger，lion，elephant， panda， koala， penguin etc.)and some adjectives that describe the animals(small， cute， friendly scary shy etc.)(2）structure:

animals do you like?

of ….ie a little/bit…

(3）grammar: the usage of why and because(to ask reasons and give reasons)v teaching aids blackboard，chalks，pictures vi teaching methods

group work， whole cla work vii teaching procedures

step 1 warming up(10 minutes， whole cla work)

（1)show students a picture of a dog， a cat and a monkey in order to

introduce the new word “animal”.(2）show pictures of another eight animals， such as tiger， lion， elephant，panda，penguin…and list these new words.(3）ask students to read these new 2 learn the teXt(10 minutes， whole cla work) （1)read the dialogues in the teXtbook and eXplain them.(3）compare the picture of the tiger with the picture of the lion in order

to introduce the meaning of the phrase “kind of”.step 3 interaction(10 minutes， whole cla work and group work) （1)set an eXample for the usages of the new structures “what animals

do you like? why do you like..? because they are kind of…what other animals do you like?”

(2）ask 3 or 4 students the same questions.(3）divide the cla into 8 groups， ask them to eXchange their favorite animals，and give a simple description of 4 presentation(10 minutes， whole cla work)

（1)ask 1 student from each group to give a simple speech of his or

her favorite animals.(2）after students finish their speeches， give them comments and

5 culture learning(5 minutes， whole cla work)

according to pictures， tell students different animals are from different eXample， pandas-china， koalas-australia，lions-africa，penguins-the south pole…viii summary （1)students have learned names of several animals and some adjectives

to describe them;

(2）students have learned to eXchange information about each other’s

favorite animals and give reasons;

(3）students have understood some cultures that different animals come

from different optional activities

teacher lists some other common animals which are not mentioned in the leon such as wolf， fish， foX etc， and asks several students to describe blackboard design ;beautiful ugly;cute=lovely;clever;very scary kind of scary;friendly;shy of+ little/bit + tiger is very lion is kind of animals do you like?-i like…

-why do you like…? orwhy don’t you like…?(why…to ask

reasons)

-because they are kind of +adj.(because…to give reasons)-what other animals do you like?-i like… too.

语音教学设计案例范文初中第二篇

英语语音教案英文版【篇1、英语音标教案】

english phonetic symbols 英语国际音标表（48个）

元音（20个）

辅音（28个）

第一讲教学目标：

1.要求学生熟练掌握元音(vowels)[i:]、[i]、[e]、[?] 和辅音(consonants)[p]、[b]、[t]、[d]、[k]、[g]

2.要求学生熟练掌握字母aa-nn的音标。

教学重点和难点：

1.掌握元音[i:]、[i]、[e]、[?]和辅音[p]、[b]、[t]、[d]、[k]、[g]的正确发音、口形变化及掌握读音规则。

2.掌握辅音和元音的拼读方法。

3.字母aa-nn的音标。教学过程：step1 revision

1.复习26个字母，齐唱abc歌。

2.请个别学生朗读字母presentation

1.告诉学生英语中有26个字母，提问：英语中有多少音标？多少元音，多少辅音？（48个音标，其中元音二十、辅音二十八）元音和辅音的关系就像拼音的声母和韵母一样。

2.今天我们将学习四个前元音[i:]、[i]、[e]、[?]和六个辅音

[p]、[b]、[t]、[d]、[k]、[g]。

展示四个前元音的口形图，告诉他们发音要领，请学生跟读。[i:] 发音时舌尖抵下齿，前舌尽量抬高，口形扁平。（它就是字母ee的音标）。[i]发音时舌尖抵下齿，舌前部抬高，舌两侧抵上齿两侧；口形扁平。[e]发音时舌尖抵下齿，舌前部稍抬起，舌位比[i:]低，唇形中长，开口比[i:]

[?]发音时舌尖抵下齿，舌前部稍抬起，舌位比[e]更低，双唇平伸，成扁平

4.请学生个别读，同桌对读，小组读，注意这四个音的区别。

5.要求学生找出自己知道的，含有[i:]等四个元音的单词，并总结字母组合与发音的关系。如： [i:]e she， be， we

eaeat， clean， teacher eesee， three， meet eykey i police [i]i big， pig， fish y any， many， family a orange [e]e bed，egg， ten a many， any，eabread， sweater， [?]a bag， apple，man

6.教六个辅音[p]、[b]、[t]、[d]、[k]、[g]，告诉学生[p]、[t]、[k]是清辅音，不引起声带震动，而[b]、[d]、[g]是浊辅音，引起声带震动。注意和拼音的区别。学生模仿这六个辅音的发音。

7.告诉学生辅音和元音相拼时，“辅音轻，元音重，两音相拼猛一碰”。 8.在读准单个元音和辅音的基础上，将每一个辅音与元音拼读，反复学习朗读音节。如：[pi:] [pi] [pe] [p?] [bi:] [bi] [be] [b?]? 展示一些音标，请学生起来拼读。step3 practice 1.请学生

按照顺序读这四个元音和六个辅音。

2.任意抽取一张音标卡片，请学生抢答，看哪个小组的回答正确率高。

3.把这十个音标写在黑板的四线格内，注意每个音标在四线格内占的格数，要求学生在练习本上仿写一遍，一定要书写规范。

4.绕口令

a big black bug bit a big black bear and made the big black bear bleed easter eddie eats eighty easter presentation 1.齐读字母aa-nn

2.问学生哪些字母含有[i:] (b，c，d，e，g)，哪些字母含有[e](f，l，m，n)

3.把他们的音标写在黑板上

aa[ei]、bb[bi:]、cc[si:]、dd[di:]、ee[i:]、ff[ef]、gg[d?i:]、hh[ei?]、ii[ai]、jj[d?ei]、kk[kei]、ll[el]、mm[em]、nn[en] 4.请学生根据他们的读音归类。step5 homework 1.熟读音标。2.会默写字母a-n的音标。第二讲

教学目标：

1.要求学生熟练掌握中元音[?:] [?] [?]和辅音（摩擦音）[f] [v] [s] [z]

2.要求学生熟练掌握字母oo-zz的音标。

教学重点和难点：的正确发音、口形变化及读音规则。2.字母oo-zz的音标。教学过程：step1 resivion

1.读音标[i:]、[i]、[e]、[?]、[p]、[b]、[t]、[d]、[k]、[g]

2.默写字母a-n的音标

3.请学生拼读字母的音标。

4.给学生一些单

词的音标，让个别学生拼读，看是否掌握了拼读的规则。step2 presentation

展示三个中元音的口形图，告诉学生他们的发音要领，请学生跟读。

[?] 发音时舌身平放，舌中部略隆起，双唇扁平。[?:] 发音时舌中部比发[?]时略高，双唇扁平。

[?]发音时舌端和舌尖两侧轻触下齿，舌后部靠前部分轻抬起；唇形稍扁，开口度较大，与[?]相似。

2.请学生个别读，同桌对读，小组读，注意这三个音的区别。

3.要求学生找出自己知道的，含有[?:]等三个元音的单词，并总结字母组合与发音的关系。 [?:] er her irbird， girl， shirt orwork， word

urnurse， purple， turn [?] a about， woman， cinema eopen，hello otoday， computer

erfather， mother， worker ordoctor oar cupboard our colour [?] uus， under， number obrother， come， some ouyoung

5.把每个辅音和每个元音相拼。如[f?:] [f?] [f?]? step3 practice 1.把这十二个音标写在黑板的四线格内，注意每个音标在四线格内占的格数，要求学生在练习本上仿写一遍，一定要书写规范。

2.学生按照顺序读黑板上的音标，纠正个别错误。

3.绕口令，区别[s] 和[∫]的发音 she sells sea shells on the seashells she sells are seashells she is she sells seashells by the seashore， i’

m sure she sells seashore 展示一些单词的音标，请学生拼读。step4 presentation 1.读字母oo-zz。

2.找出含有[i:] 和[e]的字母[i:] pp tt vv [e] XX

3.请学生试着写出这五个字母的音标，如果他们写对了给予一定的奖励来激发他们的学习积极性。

4.让学生动起来，尝试写出其他几个字母的音标。

5.把字母oo-zz的音标写在黑板的四线格内。

1.熟读今天所教的音标。

2.默出字母o-z的音标。

【篇2、语音教学英语教案设计】

teaching pronunciation

information: are 40 students in our cla， including 20 girls and 20 all almost 9--10 years are grade 3 in primary : about 15 minutes aims

by the end of the cla， students will be able to:

the pronunciation of the 26 letters and their importance the simple rules of spelling the stre of the words and difficult points consonants: /p/;/t/;/b/;/d/

the consonants and letters: /p/ and p;/t/ and t;/b/ and b;/d/ and d

the words which contain our learnt consonants: bee， day，banana， paper…..methods

the presentation， practice and production(ppp)model of

aids

multi-media， flashcards， radio procedures stage one: greetings

teacher and students greet each : would you like to sing the abc songs together with talking tom? s: yes.……..t: cla， we have learned all the english ， we’ll continue to learn some new things;do you want to make friends with them? s: two: presentation

step1: use ppt to show the chart of international phonetic : ask the students to count how many vowels and consonants are there in this : give some pictures of animal which we’ve learned and ask to answer

“what’s this?”pay attention to the place where there is red three: practice

to say two pairs of to the tape and try to imitate how to read read them by herself and without any some body gestures to let know the vocal the to read it again then read it to their four: consolidation

t: can you tell me which are the letters and which are the phonetic it one by one and match : read it by yourself freely and i will listen to you carefully and give you

some siX: production

step7: display a list of words and play a out which consonant is in the word and read it : work in pairs and discu with each : act any volunteers to present the result and pick out the best : aignment

read the four consonants until you pronounce them correctly and find some words which contain these consonances.【篇3、英语语音课程大纲】

《现代大学英语语音教程》课程标准

适应专业：英语专业

所属系部：第一教研室（专业英语）

课程编号：

课程类型：专业基础课（必修）学时学分：32学时（2学分）

一、课程概述

（一）课程性质

本课程是英语专业的基础课程，它是英语语言学习的基础。它的主要任务是通过课堂教学的各个环节，运用各种教学方法，使学生了解和掌握英语基本语音的发音过程、发音技巧。帮助学生辨别中文语音和英文语音的区别，纠正错误口音，准确掌握英语发音，并且适当了解和分辨不同英语国家典型口音；使学生认识、学习和模仿英语常用语调，英语和汉语在语调及不同语境习惯表达方面的差异，掌握各种常用语境下的语调；了解和掌握连贯语流中节奏、同化、省音和连读等方面的技巧；明确英语语言和语调特点在听、说、交流方面的影

响等。让学生在不断练习的基础上提高英语语音语调方面的技巧，为用英语进行口语交际打好扎实的语音基础。本课程的后续课程主要有综合英语、英语听力与会话等本课程主要目的是通过对学生进行英语语音语调的纠正和强化训练，使学生掌握英语语音的正确发音方法和英语语调的正确使用方法，养成良好的发音和朗读习惯，为进一步的英语学习打下坚实的语音基础。

（二）基本理念

本课程作为一门专业基础课。坚持以“应用为目的，实用为主”的原则。教学内容不仅按照教学大纲的要求，使学生打牢了英语语音的基础，更重要的是激发他们的学习潜能，培养他们的自学能力和表达能力。使学生参与到教学过程的每一环节。在接受挑战的同时也体验到成就感和进步感，增强学习兴趣。本课程有别于理论知识课，其特点在于所使用的语言

材料是系统的、精选的，技能的训练是综合的，同时注意与其它课程有机的衔接，使学生能学以致用，具备良好的英语语音素质，在毕业后熟练自如开展英语会话活动。

（三）设计思路 1.教学改革基本理念

本课程作为一门专业基础课。坚持以“应用为目的，实用为主”的原则。教学内容不仅按照教学大纲的要求，使学生打牢了英语语音的基础，更重要的是激发他们的学习潜能，培养他们的自学能力和表达能力。使学生参与到教学过程的每一环节。在接受挑战的同时也体验到成就感和进步感，增强学习兴趣。本课程有别于理论知识课，其

特点在于所使用的语言材料是系统的、精选的，技能的训练是综合的，同时注意与其它课程有机的衔接，使学生能学以致用，具备良好的英语语音素质，在毕业后熟练自如开展英语会话活动。2.总体设计原则本课程的教学强调其实践性：一是课堂内的实践，注重引导学生将所学的理论用于完成某项交际任务的实践；二是通过开展语音语调大赛-语音语调模仿、演讲、电影配音等旨在通过比赛改善学生的英语发音，提高学生英语的口头表达能力，为学生们提供一个学以致用的机会，一个展现个人才能的舞台，在学生中营造一个多听，多说，多练英语的活泼的学习气氛，更好地满足不同层次学生的需要，同时通过实践培养学生分析问题和解决问题的能力，从而使课程达到最佳的教学效果。3.课程设置依据

专业依据。全国各本科院校英语专业均开设了本课程。培养对象依据。本课程既能够传授系统的语音知识及基本的英语节奏语调，又能够使学生在正确理论指导下，在实践中掌握英语朗读技巧，用流畅、自然、得体、标准的语音语调进行朗读和口头交际。学生对提高语音有较强烈的渴求。4、课程内容结构 date

5.理论与实践比例

理论教学18学时，实践教学14学时。6.课时安排说明本课程总计32学时， 16教学周，2周综合训练，其中理论教学18学时，实践教学14学时（每次课堂教学中2/5 时间用于练习发音；3/5时间用于讲授新内容。7.学时分配

（参看本课程标准“课程内容结构”）

二、课程目标

（一）总体目标

读语音课程的总体目标是训练、培养学生掌握扎实的英语语音基础知识和基本技能，提高他们的英语发音。

（二）具体目标本课程属于英语专业基础课程，含有较多的练习，要求学生在老师的引导下，在掌握英语语音基本知识的基础上，从大量的练习中模仿和学习英语语音和语调的发音及应用技巧，并举一反三运用到听力等其他英语基本技能中，为用英语进行口语交际打基础。本课程的教学目标是着重培养学生的英语语音实践能力，对学生进行系统、严格的英语语音技能训练，同时向学生传授必要的语音基础理论知识，使学生理论联系实际，具有扎实的英语语音基础知识、准确纯正的英语发音、流畅自然的语流语速、敏锐的辨音能力和综合的运用能力，从而帮助学生提高语言整体水平。三、课程内容第一周课程教学内容导论

2学时（其中：理论教学1学时／实践教学1学时）

第二周课程教学内容第1单元单元音（1）

学时分配

2学时（其中：理论教学1学时／实践教学1学时）

第三周课程教学内容

第2单元单元音（2）学时分配

2学时（其中：理论教学1学时／实践教学1学时）

第四周课程教学内容