教资高中英语语音教案

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英语教资语音教案设计模板

一、教学目标1. 知识目标：- 学生能够识别并正确发音国际音标中的元音和辅音。

- 学生能够理解并掌握重音、连读、节奏等语音现象的基本概念。

2. 技能目标：- 学生能够运用所学音标准确拼读单词。

- 学生能够在实际交流中正确运用语音知识，提高口语表达的清晰度和准确性。

3. 情感态度目标：- 学生能够对英语语音学习产生兴趣，增强学习动力。

- 学生能够在小组合作中培养团队精神和合作意识。

二、教学重难点1. 重点：- 国际音标的正确发音。

- 语音现象的识别和应用。

2. 难点：- 辅音的发音技巧和细微差别。

- 语音现象在实际语境中的运用。

三、教学准备1. 教具：国际音标卡片、多媒体课件、录音机、英语歌曲等。

2. 学情分析：针对学生的英语水平和语音基础，调整教学内容和难度。

四、教学过程（一）导入（5分钟）1. 通过播放英语歌曲或视频，激发学生的学习兴趣。

2. 简要介绍本次课的语音学习内容，引起学生的注意。

（二）新课讲授（20分钟）1. 元音发音：- 展示国际音标卡片，讲解元音的发音位置和发音方法。

- 学生跟读练习，教师个别纠正发音。

- 分组练习，学生互评发音。

2. 辅音发音：- 类似于元音发音，讲解辅音的发音位置和发音方法。

- 学生跟读练习，教师个别纠正发音。

- 分组练习，学生互评发音。

3. 语音现象：- 讲解重音、连读、节奏等语音现象的基本概念。

- 通过例句演示语音现象，让学生感知并模仿。

- 学生练习，教师点评。

（三）巩固练习（15分钟）1. 拼读练习：- 学生根据所学音标拼读单词，教师纠正发音。

- 学生分组进行拼读比赛，提高学习兴趣。

2. 口语练习：- 学生运用所学语音知识进行口语表达，教师点评。

- 学生分组进行角色扮演，模拟实际交际场景。

（四）总结与作业（5分钟）1. 教师总结本次课的学习内容，强调重点和难点。

2. 布置作业，巩固所学知识。

五、板书设计1. 国际音标卡片展示。

2. 语音现象示意图。

3. 重点单词和例句。

高中教资语音试讲教案模板

课时安排：2课时教学目标：1. 知识目标：学生能够掌握元音字母组合的发音规律，如：a-e, i-e, o-e, u-e 等。

2. 能力目标：学生能够通过观察、模仿、练习等方式，正确发音元音字母组合。

3. 情感目标：培养学生对英语语音学习的兴趣，提高学生的自信心。

教学重点：1. 元音字母组合的发音规律。

2. 学生能够准确、流利地发音。

教学难点：1. 学生能够理解和掌握元音字母组合的发音规律。

2. 学生能够在实际语境中运用所学的发音规律。

教学准备：1. 多媒体课件，包括图片、视频、音频等。

2. 语音教材。

3. 发音练习卡片。

教学过程：第一课时一、导入1. 教师播放一段英语歌曲，引导学生注意歌曲中的元音字母组合。

2. 提问：同学们能听出歌曲中的哪些元音字母组合？二、新课讲授1. 教师讲解元音字母组合的发音规律，如：a-e, i-e, o-e, u-e等。

2. 展示多媒体课件，展示每个元音字母组合的发音示例。

3. 教师示范发音，学生跟读。

三、课堂练习1. 学生根据教材上的练习，进行元音字母组合的发音练习。

2. 教师巡视指导，纠正发音错误。

四、总结1. 教师总结本节课所学的元音字母组合的发音规律。

2. 鼓励学生课后多加练习，提高发音水平。

第二课时一、复习1. 教师提问：同学们还记得我们上一节课学过的元音字母组合的发音规律吗？2. 学生回答，教师点评。

二、新课讲授1. 教师讲解元音字母组合在实际语境中的应用。

2. 展示多媒体课件，展示实际语境中的元音字母组合。

3. 教师示范发音，学生跟读。

三、课堂练习1. 学生根据教材上的练习，进行元音字母组合的实际语境发音练习。

2. 教师巡视指导，纠正发音错误。

四、拓展1. 教师播放一段英语对话，要求学生找出对话中的元音字母组合，并正确发音。

2. 学生分组进行练习，教师点评。

五、总结1. 教师总结本节课所学的元音字母组合在实际语境中的应用。

2. 鼓励学生在日常生活中多听、多说、多练习，提高英语发音水平。

高中语音英语授课教案

高中语音英语授课教案教案标题：高中语音英语授课教案教案目标：1. 通过本节课的学习，学生将能够准确地发音英语中的元音和辅音音素。

2. 学生将能够运用所学的语音知识，提高英语口语表达的准确性和流利度。

教学重点：1. 英语元音音素的正确发音和区分。

2. 英语辅音音素的正确发音和区分。

教学难点：1. 区分英语中一些相似的元音音素，如/i:/和/ɪ/。

2. 区分英语中一些相似的辅音音素，如/s/和/θ/。

教学准备：1. 课件或投影仪。

2. 音频材料或视频材料。

3. 学生练习用的音标表。

教学过程：Step 1: 引入新知1. 向学生展示英语中的元音和辅音的音标表，并解释其作用和用法。

2. 播放一段包含多种元音和辅音的英文录音，让学生尝试听辨并列举出所听到的音素。

Step 2: 学习元音音素1. 介绍元音音素的分类和发音特点，如前元音、中元音和后元音。

2. 播放包含不同元音音素的录音，让学生跟读并纠正发音错误。

3. 给学生分发练习材料，让他们进行元音音素的发音练习。

Step 3: 学习辅音音素1. 介绍辅音音素的分类和发音特点，如清辅音和浊辅音。

2. 播放包含不同辅音音素的录音，让学生跟读并纠正发音错误。

3. 给学生分发练习材料，让他们进行辅音音素的发音练习。

Step 4: 针对难点进行讲解和练习1. 分别解释/i:/和/ɪ/的发音特点，并进行示范和练习。

2. 分别解释/s/和/θ/的发音特点，并进行示范和练习。

Step 5: 综合练习1. 播放一段包含多种元音和辅音的英文录音，让学生尝试听辨并发音。

2. 给学生分发一篇短文，让他们阅读并标注出短文中的元音和辅音音素。

3. 学生之间进行口语练习，使用所学的语音知识进行对话。

Step 6: 总结和反馈1. 对本节课的内容进行总结，并强调学生在日常学习中的应用。

2. 鼓励学生反馈本节课的学习体会和困惑。

教学延伸：1. 学生可通过录音或视频自我评估自己的语音发音准确性，并进行改进。

教案高中英语语音模板

一、教学目标1. 知识目标：（1）学生能够掌握本节课的语音知识点，包括元音、辅音、连读、弱读、语调等。

（2）学生能够正确发音，提高语音语调水平。

2. 能力目标：（1）学生能够运用所学语音知识进行口语交流。

（2）学生能够通过听、说、读、写等环节，提高英语实际运用能力。

3. 情感目标：（1）激发学生对英语语音学习的兴趣，培养良好的学习习惯。

（2）增强学生的自信心，提高英语学习的积极性。

二、教学重点与难点1. 教学重点：（1）元音、辅音的发音方法及音标。

（2）连读、弱读、语调等语音现象的运用。

2. 教学难点：（1）元音、辅音发音的准确性。

（2）连读、弱读、语调等语音现象在实际口语交流中的应用。

三、教学过程1. 导入（1）通过播放英语歌曲、视频等，让学生感受英语语音的魅力，激发学习兴趣。

（2）简单介绍本节课的学习内容，让学生对课程有初步的了解。

2. 元音、辅音教学（1）展示元音、辅音的音标，让学生熟悉发音部位和发音方法。

（2）通过示范、跟读等方式，让学生掌握元音、辅音的发音技巧。

（3）进行听力练习，让学生辨别不同元音、辅音的发音。

3. 连读、弱读、语调教学（1）讲解连读、弱读、语调的概念和作用。

（2）通过示范、跟读等方式，让学生掌握连读、弱读、语调的运用方法。

（3）进行听力练习，让学生辨别不同语音现象在实际口语交流中的应用。

4. 综合练习（1）让学生进行口语练习，运用所学语音知识进行对话。

（2）组织小组活动，让学生在合作中提高语音水平。

（3）进行听写练习，巩固所学语音知识。

5. 总结与反思（1）教师总结本节课的学习内容，强调重点和难点。

（2）学生反思自己的学习情况，提出改进措施。

（3）布置课后作业，巩固所学语音知识。

四、教学评价1. 课堂表现：观察学生在课堂上的学习态度、参与度等。

2. 作业完成情况：检查学生的课后作业，了解学生对语音知识的掌握程度。

3. 口语交流能力：通过口语练习，评估学生的语音运用能力。

高中英语教资面试语音课教案逐字稿

高中英语教师资格证面试–语音课型真题–教案–逐字稿–板书1.题目: 语音教学试讲2.内容New Discoveries in ScienceMiracles in medicineSeem to happen everydaySomewhere in a countryA scientist leads the way.She is looking for the answerTo a problem long agoWhat the answer will turn out to beShe may never knowBut she works to get the job doneShe never will give inNew discoveries in scienceAre what we need to win3. 基本要求(1)朗读所给段落(2)配合教学内容适当板书(3)针对所给材料划线部分, 设计相应的语音教学活动(4)用英文试讲(5)试讲时间: 10分钟教案Knowledge ObjectiveStudents will recognize and understand the rules of rhymeAbility ObjectiveStudents can write rhyming coupletsEmotional ObjectiveStudents get interested in appreciating English poemsTeaching Key and Difficult Points:Key Point – Students get to understand the rules of rhymeDifficult Point – Students are able to write rhyming coupletsTeaching Method3P (Presentation – Practice – Production)Teaching ProcedureLead-inHave a quick review on rules of stress with studentsPresentation1.The teacher reads the poem and students try to get the main idea of the poem2.The teacher reads the poem again and have students recognize something in commonof the underlined words3.The teacher explains the rules of rhymePractice1.Students read the poem to their elbow partners and then the teacher invite some of themto read the poem in front of the whole class2.The teacher reads some rhyming couplets and asks students which words are rhymed Presentation1.Students work in groups and try to write rhyming couplets2.The teacher invites students to read their rhyming coupletsSummaryThe teacher helps students to summarize what they have learned in classHomeworkStudents write a short poem with rhyming couplets and hand it in tomorrow逐字稿(Greeting)Good morning, boys and girls. How are you doing today? Great? Glad to hear that. If you are ready, let’s begin our class.(Lead-in)Last week, we studied rules of stress. So, let’s have a quick review first. Michael, do we need to place stress on a one-syllable word? (Michael…) Exactly, Michael, thank you. We always place stress on a one-syllable word. Then Nina, what about a two-syllable word?(Nina…) Good job. Thank you, Nina. The first syllable is usually stressed when it comes to a two-syllable word, like “custom” and “many”. Jenny, what words are often stressed in a sentence? (Jenny…) Thank you, Jenny, you’re right. Content words such as verbs, nouns, adjectives are usually stressed. Leo, what words are not stressed in a sentence?(Leo…) Thank you, Leo. Yes, we don’t place stress on structure words like articles, conjunctions and prepositions. Excellent. You guys did a fantastic job last week.(Presentation)Today we are still going to learn some rules about pronunciation. Now I’ll read you a poem. After that, I would like you to tell me what this poem is about. Now please listen to the poem.Well, Cynthia, what is this poem about? (Cynthia…). Exactly, Cynthia, thank you. Of course, this poem is about new discoveries in science. Now everyone please open your book and turn to page five. I’ll read it again and this time I would like you guys to pay special attention to the underlined words. Then you can have a discussion with your elbow partner on what things in common these words have in terms of pronunciation. Now, I’ll read the pome again. Please listen carefully. (The teacher read the poem.) Well, you can start discussing with your elbow partner. Here we go.T ime’s up. Alex, do you find something in common among the underlined words? (Alex…). Thank you, Alex. You’re quite perceptive. They have same sounds in the final syllables which usually include a vowel sound, like “day” and “way”, “ago” and “know”, “in” and “win”. People refer to this phenomenon as rhyme in English. As to pairs of lines that end in words that rhyme, people refer to them as rhyming couplets.(Practice)N ow, I’ll give you 3 minutes to read the poem by yourselves. Then I’ll invite some of you to read the poem. Let’s begin.Time’s up. Billy, can you read the poem for us?(Billy…) Great job, Billy. Thank you.Now, I’ll read you some rhyming couplets. After that, I would like you to tell me the rhyming words in them. Here we go.Terry, what are the rhyming words in the couplet I just read? (Terry…) Thank you, Terry. Well done. “Cat” and “Hat” are the rhyming words.(Presentation)N ow, It’s time you write some rhyming couplets. You need to work with your elbow partner and write two rhyming couplets. You have 5 minutes. Let’s begin.T ime’s up. Amy, could you share your couplets with us?(Amy…) Thank you, Amy. Fantastic job there.(Summary)N ow let’s have a quick recap. Sunny, can tell me what is rhyme? (Sunny…). Thank you, Sunny. And Derek, what is a rhyming couplet? (Derek…). Exactly. Thank you, Derek.(Homework)Let’s call it a day. As for the homework, you need to write a short poem with rhyming couplets and hand it in tomorrow. Thank you for your time, boys and girls. Have a good day.板书RhymeDay – Way /ei/Ago – Know /nəʊ/In – Win /in/。

高中英语语音教资教案模板

课时：1课时教学目标：1. 让学生掌握英语语音的基本概念和发音规则。

2. 提高学生的英语口语表达能力。

3. 培养学生良好的英语学习习惯。

教学重点：1. 英语音标、元音和辅音的发音规则。

2. 常用单词的发音和短语。

教学难点：1. 学生对英语音标的掌握程度。

2. 学生在发音过程中容易出现的问题。

教学准备：1. 教学课件2. 录音设备3. 音标卡片4. 英文歌曲或小故事教学过程：一、导入1. 教师播放一段英文歌曲或小故事，引导学生关注英语语音的韵律和节奏。

2. 提问：同学们，你们能听出这首歌曲或这个故事中的语音特点吗？引导学生思考英语语音的重要性。

二、新授课1. 教师讲解英语音标、元音和辅音的发音规则，结合具体例词进行示范。

2. 学生跟读，教师纠正发音错误。

3. 教师发放音标卡片，让学生通过卡片学习音标。

三、巩固练习1. 教师播放录音，学生跟读，提高发音准确度。

2. 学生分组练习，互相纠正发音错误。

3. 教师选取一些常用单词和短语，让学生进行发音比赛。

四、课堂小结1. 教师总结本节课所学内容，强调英语语音的重要性。

2. 学生分享自己在学习过程中遇到的问题，教师进行解答。

五、课后作业1. 学生回家后，复习本节课所学内容，巩固发音。

2. 每天进行英语口语练习，提高发音水平。

教学反思：1. 教师在教学过程中要注意引导学生关注英语语音的韵律和节奏，让学生在轻松愉快的氛围中学习。

2. 教师要注重纠正学生的发音错误，提高发音准确度。

3. 教师可以采用多种教学方法，如游戏、歌曲、故事等，激发学生的学习兴趣。

4. 教师要关注学生的个体差异，因材施教，让每个学生都能在英语语音学习上取得进步。

高中英语语音课教案

高中英语语音课教案教案标题：高中英语语音课教案教学目标：1. 学生能够正确辨认和发音英语中的元音音标及其变体。

2. 学生能够正确辨认和发音英语中的辅音音标及其变体。

3. 学生能够通过练习提高口语表达的流利度和准确性。

教学内容：1. 英语中的元音音标及其变体2. 英语中的辅音音标及其变体3. 口语练习和发音校正教学准备：1. 一些英语音标的图片或卡片2. PPT或投影仪3. 合适的练习材料和录音设备教学流程：Step 1：引入通过播放一段带有标准英语发音的录音，并提问学生是否能听出其中的区别和特点。

Step 2：学习元音音标及其变体1. 利用图片或卡片展示英语中的元音音标，并教授其发音和示范单词。

2. 播放相应的音频材料，让学生模仿发音。

3. 练习中提醒学生注意舌位和口腔形状的变化。

Step 3：学习辅音音标及其变体1. 利用图片或卡片展示英语中的辅音音标，并教授其发音和示范单词。

2. 播放相应的音频材料，让学生模仿发音。

3. 练习中提醒学生注意舌位、气流和嘴唇的变化。

Step 4：口语练习和发音校正1. 分发学生练习材料，让他们用所学的音标发音并读出相应的单词或句子。

2. 学生之间进行口语对话练习，互相纠正发音错误。

3. 教师进行集体发音校正，鼓励学生多加练习。

Step 5：总结和延伸总结所学的元音音标和辅音音标，并提供一些延伸的学习资源供学生进一步练习和巩固。

Step 6：作业布置布置适当的作业，包括练习发音、听力和口语表达。

教学反思：语音是学习英语的基础，掌握正确的发音对学生提高听说能力至关重要。

通过本次教学，学生能够正确辨认和发音英语中的元音音标及其变体，以及辅音音标及其变体。

同时，通过练习和校正，学生的口语表达能力得到了提高。

在后续教学中，应加强对语音教学的巩固和拓展。

高中英语语音教案模板

课时：2课时教学目标：1. 让学生掌握英语语音的基本知识，包括元音、辅音、音节、语调等。

2. 培养学生正确发音的能力，提高他们的英语口语水平。

3. 培养学生对英语语音的敏感度，提高他们的听力理解能力。

教学重点：1. 元音、辅音的发音方法和口型。

2. 音节的划分和重音位置。

3. 语调的变化和运用。

教学难点：1. 复合元音的发音。

2. 辅音连缀的发音。

3. 语调的把握。

教学准备：1. 多媒体课件。

2. 英语语音教材。

3. 发音练习材料。

教学过程：第一课时一、导入1. 教师简要介绍英语语音的重要性，激发学生的学习兴趣。

2. 学生分享自己在学习英语语音过程中遇到的困难和问题。

二、新课导入1. 教师讲解元音、辅音、音节、语调等基本概念。

2. 学生跟读教材中的语音示例，模仿正确的发音。

三、语音练习1. 教师带领学生进行元音、辅音的发音练习，纠正发音错误。

2. 学生分组进行音节划分和重音位置的练习。

四、课堂小结1. 教师总结本节课的重点内容，强调发音方法和技巧。

2. 学生分享自己在课堂上的收获和体会。

第二课时一、复习导入1. 教师检查学生对上节课内容的掌握情况，提问学生。

2. 学生分享自己在学习英语语音过程中的进步和困惑。

二、新课导入1. 教师讲解复合元音、辅音连缀的发音方法。

2. 学生跟读教材中的语音示例，模仿正确的发音。

三、语音练习1. 教师带领学生进行复合元音、辅音连缀的发音练习，纠正发音错误。

2. 学生分组进行语调变化的练习。

四、课堂小结1. 教师总结本节课的重点内容，强调发音方法和技巧。

2. 学生分享自己在课堂上的收获和体会。

五、作业布置1. 复习本节课所学内容，完成课后练习。

2. 每天进行英语语音的跟读练习，提高发音水平。

教学反思：本节课通过讲解、练习、小结等环节，帮助学生掌握了英语语音的基本知识，提高了他们的发音能力和听力理解能力。

在教学过程中，教师应注意以下几点：1. 注重学生的发音纠正，引导学生养成良好的发音习惯。

2023年高中英语教师资格证语音课教案

TopicTeaching Aims:1.Knowledge aim: The students will be able to know how to pronounce…/whatis…2.Ability aim: The students will be able to pronounce ...Emotiona.aim.Th.student.wil.b.abl.t.pronounc....mor.confidently.Teaching methods:3-P model (Presentation, Practice, Production)Teaching Aid: blackboard, PowerPoint, some cards, picture of vocal organ Teaching Procedures:1.Step 1: Greeting and Lead-in①Daily greeting②Lead-in:2.Step 2: presentationShow some cards to the students and ask them what it is.（Ask student to read three sentences）3.Step 3: PracticeLet students practice the sound, and explain the right way to pronounce the sound.4.Step 4: ProductionSound discrimination and tongue twister5.Step 5: Summary (or consolidation)6.T.Today.w.hav.learne.….pleas.remembe.th.righ.wa.t.pronounce...Yo.shoul.practic.mor.afte.class.7.Step 6: HomeworkPractice the…with your partner and find more example of …Teaching reflection:Blackboard Design:案例：一、音标教案Lessen plan for the pronunciation of /iə/Teaching aims:（1）Knowledge aim: be able to know how to pronounce the diphthong /iə/（2）Ability aim: By the end of the class, students should be able to pronounce the diphthong/iə/（3）Emotional aim: be able to pronounce the /iə/more confidentlyTeaching methods: 3-P model(Presentation, Practice, Production)Teaching aids: chock, blackboard, some cardsTeaching procedure:1)StepⅠGreeting and Lead-in2)StepⅡPresentation3)Sho.som.card.t.th.students.Lea.i.th.diphthon./iə.4)StepⅢPractice5)explai.th.righ.wa.t.pronounc.th.soun.an.practic.th.student.th.soun./iə/.6)StepⅣProductionSound discrimination and tongue twisterStepⅤSummarizeStepⅥHomeworkPractice the diphthong /iə/ with your partner.稿子：Clas.begins.Goo.morning/afternoon.boy.an.girls.Nic.t.hav.thi.Englis.clas.wit.you.Toda .w.ar.goin.t.lear..diphthon.i.English.T.first, .wil.sho.som.cards.D.yo.know.wha.i.thi.i.English?T.yes.ver.good.Thi.i..deer.No.rea.afte.me.deer.T: deerT.OK.ver.good.The.th.secon.one.wha.i.thi.i.English.T.good.Thi.i..girl.An.wha.i.sh.doin.now.T: Yes, she is crying, so in her eyes, there is …T.excellent.Ther.ar.tear.i.he.eyes.Rea.afte.me.Tea.T: tearT.Ok.Now.anothe.picture.wha.i.thi.i.English.T.yo.ar.great.Thi.i..bottl.o.beer.No.rea.afte.me.bee.T: beerT.Ok.W.hav.learne.thes.thre.words.deer.tea.an.beer.Fro.thes.words.ca.yo.fin.somethin.mon.T.yes.ver.good.Thes.word.al.contai.th.sound/iə/.No.rea.afte.me./iə..T: /iə/T: /iə/T: Now, do you know the right way to pronounce the diphthong /iə/?T.thi.i..diphthong.I.begin.wit.th.firs.soun./i/,.writ.th./i.o.th.blackboard.an.glid.toward.t h.secon.soun./ə/,.writ.th./ə.o.th.blackboard.remember.T.Ok.ver.good.No.wh.ca.pronounc.th.sound.Aslan.you.pleas.T./iə/.rea.afte.me.T.yes.ver.good.Lily.ca.you.T.O.Good.Candy.pleas.T.yes.ver.good.T: Ellen, how about you?T.Good.Bu.yo.shoul.chang.th.shap.o.you.mout.a.yo.mov.fro.on.soun.t.another.Now.lo o.a.th.positio.o.m.lip.whe..pronounc.thi.sound./iə/./iə/./iə/.No.rea.afte.me./iə/T.OK.excellent.Now.th.whol.clas.rea.afte.me./iə.T: /iə/T./iə/.T./iə/.T.ver.good.Now..wil.divid.yo.int.tw.groups.Grou..rea.th.soun.thre.times.an.the.grou.2.D..mak.mysel.clear.S.Yes.T./iə/.On.tw.go.T.ver.good.No.group.T.good.Yo.al.hav.don..goo.job.No.let’.d.som.exercis.o.soun.discrimination.Liste.t.m. carefull.an.circl.th.word.whic.contai.th.soun./iə.fro.eac.o.th.followin.pairs.N.1.pee.pea.T.excellent.N.2.tar.tea.T: are you sure?T.OK.ver.good.N.3dee.dar.T: great! N.4 mere mareT.yo.ar.s.smart.Now.pleas.loo.a.th.blackboard.Ther.i..tongu.twister.Wh.ca.rea.i.out.Mi ky.you.please.T.ver.good..dee.an..mar.spar.mer.on.secon.t.drin..bottl.o.bee.withou.tears.An.wh.woul. lik.t.try.cuqi.please.T: excellent!T.today.w.hav.learne.th.soun./iə/.remembe.th.righ.wa.t.pronounc.thi.sound.I.begin.wit.th.firs.soun./i.an.glid.toward.th. secon.soun./ə/.yo.shoul.practic.mor.afte.class.You.homewor.i.t.practic.th.diphthon./i ə.wit.you.partner.OK.That'.al.fo.today'.class.Se.you!TopicTeaching Aims:1.Knowledge aim: The students will be able to know how to pronounce…/whatis…2.Ability aim: The students will be able to pronounce ...correctly3.Emotional aim: The students will be able to speak English more confidently. Teaching methods:3-P model (Presentation, Practice, Production)Teaching Aid: blackboard, PowerPoint, some cards,Teaching Procedures:1.Step 1: Greeting and Lead-in①Daily greeting2.Lead-in.pla..vide.an.as.th.student.t.pa.attentio.t.th.pronunciatio.o.nativ.speakers.Then.as.som.questio.abou.th.video.Wha.ar.the.talkin.about.D.yo.notic.ho.the.prono unc.….…3.Step 2: presentationRead the text and ask students to underline the parts where the pronunciation phenomenon is similar with the one shown in the video.Ask students to conclude the common point of those parts.Based on what students say, explain the pronunciation phenomenon4.Step 3: PracticeAsk students to read the text again.Ask students to read the examples on PPT.5.Step 4: ProductionSound discrimination and tongue twisterAsk students to discuss… with their partners.6.Step 5: SummaryBriefly summarize the skill to pronounce …7.Step 6: HomeworkPractice the…with your partner and find more example of …Teaching reflection:Blackboard Design:语音教学试讲真题内容But she began to trust him, she told him how she was overweight and this made her feel unhappy .also she felt her home wasn’t elegant enough for someone like larry who wanted to improve his social position基本规定针对段落长句设计示范连读重读旳教学环节。

教师资格证考试-面试-高中英语-教案模板+逐字稿-语音课

语音课教学设计思路+方案+逐字稿【注意】语音课主要涉及以下六种：(1)停顿（Pause/Stop）：为了使意思表达地更清晰，或者是为了换气的需要，我们在说活或者朗读时，经常需要停顿，在形式上，在有标点的地方需要停顿，在意义上，它与意群有关；(2)意群（Sense group）：一个句子可以按照意义和语法结构分为几个部分，每一个部分可以成为一个意群。

从语义、语法上讲，意群是能表达某种意思的一个词、一组词、一个短语或一个分句、一个从句或一个主句。

(3)语调（Intonation/Tone）：包括以下四种：①升调（Rising tone）：用于一般疑问句（General question）②降调（Falling tone）：用于陈述句（Declarative sentence）、特殊疑问句（Special question）、祈使句（Imperative sentence）、感叹句（Exclamatory sentence）③升降调（Rising-falling tone）：用于选择疑问句（Alternative question）、并列句（Coordinate sentence）④降升调（Falling-rising tone）：用于反义疑问句（Disjunctive question/Tag question）(4)重音（Stress）：包括以下两种：(5)连读（Liaison）：主要包括以下四种：①辅音+元音（Final consonant + initial vowel）：前一个单词以辅音结尾，后一个单词以元音开头；如：pick ~ up；②r/re+元音（r/re + initial vowel）：前一个单词以r/re结尾，后一个单词以元音开头；如：for ~example；③元音+元音（Final vowel + initial vowel）：前一个单词以元音结尾，后一个单词以元音开头；如：how ~ are you？④辅音+辅音（Final consonant + initial consonant）：前一个单词以辅音结尾，后一个单词以辅音开头；后面的辅音实际上是半元音（semi-vowel）；如：luck ~ you；(6)爆破（Plosive）：主要包括以下四种：①失去爆破（Loss of plosive）：当2个爆破音相连时，第一个“引而不发”，第二个爆破；爆破音包括：/b/ /p/ /d/ /t/ /g/ /k/ ；如：doctor；②不完全爆破（Incomplete plosive）：当爆破音后面跟有摩擦音（/f/ /v/ /θ/ /ð/ /s/ /z/ /ʃ/ /ʒ//h/）、破擦音（/tʃ/ /dʒ/）时，前面的爆破音只做部分爆破；如：good friends；③/t/ 或 /d/ + /m/ 或 /n/ 型：如：good morning；④/t/ 或 /d/ + /l/ 型：handle；【设计思路】语音课，我们采用3P模式，即presentation， practice以及production；各个环节可以设计的活动如下：【教案】Teaching PlanTeaching Aims:Knowledge aims:(1)Students can know the meaning of …（语音现象）in English language studying.(2)Students can learn …（材料内容）Ability aims:（根据语音现象选择）①停顿/意群：Students can pause correctly according to the sense group in reading sentences.②语调：Students can recognize different intonations of different sentences, such as declarative sentence, general question.③重读：Students can understand the intention of speaker and the changes of meaning through the changes of stress.④连读：Students can read the sentences more fluently by using the knowledge of liaison.⑤爆破：Students can read English sentences more fluently by using the knowledge of loss of plosive.Emotional aims: （以下内容选一/二即可）(1)Students can get more interests and confidence in learning English.(2)Students will be willing to apply their English into daily use.(3)Students can get the awareness of cooperation with others.Teaching Key & Difficult Points:Teaching key point:Students can know what …（语音现象）is and how to use it.Teaching difficult point:How to make students understand what …（语音现象） is.Teaching Procedures:Step 1 Warming up1.Greetings.2.Lead-in: （以下导入方式选其一即可）①Review the knowledge that we learned before/in the last class with the students: …②Check students’ homework that I assigned in the last class: …③Share a story/saying/experience with students: …④Show students some pictures about … and ask them to think about the following questions:/ Play a short video to the students and ask them to think about the following questions during watching:Q1: …Q2: …⑤Free talk: ask students to discuss the following question and then invite some of them to share their answers:Q: …⑥Tongue twister: read one/some tongue twisters twice for the students and ask them which time is better and why.Tongue twisters: How many cookies could a good cook cook if a good cook could cook cookies?Can you can a can as a canner can can a can?（读的时候，第一遍可以不是很好，第二遍要又快又准，并且要用到材料中所涉及的语音现象；提供的绕口令要与语音现象有关；）Step 2 Presentation(1)Deal with the material: （以下方式取其一即可）①Play the tape once or twice, ask students to get the main idea of it or just ask them one or two questions:Q1: …Q2: …（以上是将材料作为听力材料所设计的活动；若文章要求朗读文章，此步骤可设计成教师朗读；若材料比较简单，可以只听一遍）②Read the passage once or twice, ask students to get the main idea of it or just ask them one or two questions:Q1: …Q2: …（以上是将材料作为阅读材料所设计的活动；若文章要求朗读文章，此步骤可设计成教师朗读；若材料比较简单，可以只读一遍）(2)根据语音现象从以下中选择：①停顿/意群：Read the passage for the students, then ask them “how many stops are there in my reading?”②语调：Read the passage for the students and read some new sentences twice, then ask them “what’s the difference of these two times?”③重音：Read the passage for the students and read some new sentences twice, then ask them “what’s the difference of these two times?”④连读：Read the passage for the students and read some new sentences twice, then ask them “which time is better and why?”⑤爆破：Read the passage for the students and read some new sentences twice, then ask them “what’s the difference of these two times?”(3)Make a summary about the rules of …（语音现象）Step 3 PracticeAsk the students to read the passage with the rules of …（语音现象）, then invite some of them to share and give evaluation.Step 4 ProductionPlay a dubbing game: play a short video and then ask students to play a dubbing game.Step 5 Summary and HomeworkSummary: ask a student/lead the students to summarize the content of this lesson.（总结环节可以是老师自己总结，让同学总结，老师和同学一起总结三种方式，一般使用后两种方式比较好）Homework: ask students to write a short passage about … and make a record of their reading with the rules of …（语音现象） and emotion.Blackboard design:【试讲逐字稿】[自我介绍]:Good morning/afternoon, dear judges, I’m No.X candidate applying for high school English teacher. （有的地方不让说姓名，只能说号码，但有的地方规定要说姓名，进入面试室时，有人会给你看一下注意事项，所以请一定看清，否则说错了会视为作弊，取消资格的）（上面这一句是在敲门得到允许进去后，所做的自我介绍，或者是向考官问好，一般考官会回应说：good morning/afternoon，之后你需要走到讲台上，进行结构化答题，回答结束后，考官会说请开始你的试讲）分割线—下面是真正的试讲逐字稿Today my topic is …, now I’ll start my class.[Greetings]:Class begins, sit down please. Good morning/afternoon, boys and girls, welcome to my class. How are you guys today? Great? Not bad? Glad to hear that. Me? Oh I’m pretty good, thanks for your asking. So are you ready for our class? Ok, good.[Lead-in]：以下方式选其一即可（建议在此步骤中，若能与文章标题联系起来的时候，可以书写板书：具体的标题，若文章没有标题，可以找机会一边说：today we’re going to have a reading class, 一边书写板书：reading）①Before our class, boys and girls, let’s have a quick review about what we learned in the last class. Do you still remember it? Great, you all remember it. Yes, we learned about …. Now as for today we are going to learn more about it/we are going to learn another grammar.②Before our class, boys and girls, do you still remember the task that I assigned for you in the last class? Yes, it is … Ok, so how many of you have prepared it? Show me your hands. Ok Anna, please. （此处停顿几秒，假装Anna在回答）Excellent, I can see you did it with your heart. Now as for today, we are going to learn …/we are going to talk more about …③-1.Before our class, boys and girls, I’d like to share a story with you. After the story, you need to tell me …（此处可以出一个问题）So please listen to me carefully. …（讲故事）So who wants to share your answers with us? Anna, please. …（Anna的回答）Very good, sit down, please. Now as for today, we are going to learn …/we are going to talk more about …③-2.Before our class, boys and girls, I have s sentence for you, please listen to me carefully and please try to guess its meaning …（此处讲一个名人名言）So who wants to share your answers with us? Anna, please. …（Anna的回答）Very good, sit down, please. Now as for today, we are going to learn …/we are going to talk more about …③-3.Before our class, boys and girls, I’d like to share one experience of mine with you …（讲经历）So how about you? Do you have any unforgettable experience? Anna, please share with us. …（Anna的回答）Very good, sit down, please. Now as for today, we are going tolearn …/we are going to talk more about …④Before our class, boys and girls, let’s watch a short video/some pictures, and you need to think about the following questions: Q1: … and Q2: … Are you clear? Ok, great, let’s start here.（观看视频/图片，停顿几秒）Well you have enjoyed the video/the pictures, have you got the answers? Anna, you please. Oh you think … Yes, great, sit down please. How about question 2? Peter, please have a try. You think … I agree with you, sit down please. Now as for today, we are going to learn …/we are going to talk more about …⑤Before our class, boys and girls, I’d like to ask you a question: … Anna, please have a try. Yeah, …（Anna的回答）Wonderful, thank you, sit down please. And? Peter, please. Great, …（Peter的回答）Now as for today, we are going to learn …/we are going to talk more about …⑥Before our class, boys and girls, I have a tongue twister for you. Please listen to me carefully. …（绕口令）and please think about one question: why do you think tongue twister can be spoken so smoothly and quickly? Uh huh, yes, we can speak two or three words in a way of connecting. Good point, and in English, we call it liaison. Now as for today, we are going to learn more about it. （此处是以连读为例）[Presentation]:(1)以下方式选其一即可：①Now let’s listen to the tape. Please listen carefully and try to catch the main idea of it /try to think about the following one/two questions:Q1: …Q2: …Are you clear? Start here.（停顿几秒）It’s over, so have you got the main idea of it? Good, it’s … Very good.②Now let’s take out our paper and look at the reading passage. Please read it carefully to catch the main idea of it/to think about the following one/two questions:Q1: …Q2: …Are you clear? Start here.（停顿几秒）It’s over, so have you got the main idea of it? Good, it’s … Very good.(2) 以下方式选其一即可：①停顿/意群：Ok, now guys, I’ll read the passage for you again, and this time, please focus on my reading, and try to figure out where I stop when I’m reading. You can make notes if necessary, and at last, you need to tell me how many stops in the passage. …（教师朗读文章）Ok, how many stops do you found? Lily you please. …（Lily的回答）Good, sit down please. Do you agree with her? Yes? Very good.②语调：Ok, now guys, I’ll read the passage for you again, and this time, please focus onmy reading, and try to figure out some differences among some sentences. …（教师朗读文章，若没有要求，可以省略）Now it’s time to learn something new. Let’s look at a new sentences. I’ll read it twice, then please tell me the difference of these two times, clear? Ok, …（读两遍）Ok, can you tell me the difference of them? Please discuss it with your partner, then share with us, ok? Good, start.（停顿几秒）Who wants to share? Ok, Lily you please. You used different tones. Good, you got the point, sit down, please.③重音：Ok, now guys, I’ll read the passage for you again, and this time, please focus onmy reading, and try to figure out some differences among some sentences. …（教师朗读文章，若没有要求，可以省略）Now it’s time to learn something new. Let’s look at a new sentences. I’ll read it twice, then please tell me the difference of these two times, clear? Ok, …（读两遍）Ok, can you tell me the difference of them? Please discuss it with your partner, then share with us, ok? Good, start.（停顿几秒）Who wants to share? Ok, Lily you please. You emphasized different words each time. Good, you got the point, sit down, please.④连读：Ok, now guys, I’ll read the passage for you again, and this time, please focus onmy reading, and try to figure out some differences among some sentences. …（教师朗读文章，若没有要求，可以省略）Now it’s time to learn something new. Let’s look at a new sentences. I’ll read it twice, then please tell me which time is better, clear? Ok, …（读两遍）Which one is better? The second time? Ok, can you tell me why the second time is better? Please discuss it with yourpartner, then share with us, ok? Good, start.（停顿几秒）Who wants to share? Ok, Lily you please. Because you speak “…” and “…” in a way of connecting. Good, you got the point, sit down, please.⑤失爆：Ok, now guys, I’ll read the passage for you again, and this time, please focus onmy reading, and try to figure out some differences among some sentences. …（教师朗读文章，若没有要求，可以省略）Now it’s time to learn something new. Let’s look at a new sentences. I’ll read it twice, then please tell me the difference of these two times, clear? Ok, …（读两遍）Ok,can you tell me the difference of them? Please discuss it with your partner, then share with us, ok? Good, start.（停顿几秒）Who wants to share? Ok, Lily you please. You didn’t speak the letter “…” in the word of “…” in the second time. Good, you got the point, sit down, please.(3) 以下方式选其一即可：①停顿/意群：Actually in English, we call it “pause”（此时可以书写板书：what is pause?）. Now I am wondering what the rules of pause are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒，此时可以书写板书：when should we use pause?）Ok, time’s up. So have you found the rules? Well your group think that we should pause when we meet “and ”, “but”, “however”, “that”, “which” etc, and your group think that we should pause when we meet phrases and clauses. Very good. Let’s summarize the rules together. Actually we can say that we should pause in sense groups. So what is sense groups? A sense group is a language group that share the same meaning. That is to say, in a sentence, every word has its own meaning, and when they are combined together, they have a different meaning. When you pause at any word, it cannot convey the complete meaning of the sentence. Then we call it a sense group, clear? Great.②语调：Actually in English, we call it “intonation” or “tone”（此时可以书写板书：what is intonation?）. Now I am wondering what the rules of intonation are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use intonation?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. We use rising tone in general questions, falling tone in declarative sentences, special questions, imperative sentences and exclamatory sentences. We use rising-falling tone in alternative questions, and coordinate sentences. For example, in an alternative question, there are two parts, we use rising tone for the first part, and falling tone for the second part. And we use falling-rising tone in disjunctive questions. For example, in an disjunctive question, there are two parts, we use falling tone for the first part, and rising tone for the second part. Clear? Great.③重音-1：单词重音：Actually in English, we call it “ word stress”（此时可以书写板书：what is word stress?）. Now I am wondering what the rules of it are? Now please work in groups offour to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use word stress?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. For one-syllable words, we need to stress them, for disyllable or try-syllable words, normally we need to stress on the first syllable, and for multi-syllable words, we need to stress on the antepenultimate syllable. Clear? Great.③重音-2：句子重读-Grammatical stress：Actually in English, we call it “grammatical stress”（此时可以书写板书：what is grammatical stress?）. Now I am wondering what the rules of it are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use grammatical stress?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. Normally, we stress the notional words not the functional words. And notional words include nouns, verbs, adjectives, adverbs, etc,. and functional words include prepositions, article, adjunction, interjection, etc,. Clear? Great.③重音-3：句子重读-Logical stress：Actually in English, we call it “logical stress”（此时可以书写板书：what is logical stress?）. Now I am wondering what the rules of it are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use logical stress?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. Normally, we highlight or stress the information that the speaker or someone wants to know. Clear? Great.④连读：Actually in English, we call it “liaison”（此时可以书写板书：what is liaison?）. NowI am wondering what the rules of it are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use liaison?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. Normally, we can say the structure is: Final consonant + initial vowel, which means the first word is ended with a consonant and the second one is beginning with a vowel, such as pick ~ up./Final letter r/re + initial vowel, which means the first word is ended with the letter of r/re, and the second one is beginning with a vowel, such as for ~ example. /Final vowel + initial vowel, which means the first word is ended with a vowel and the second one is beginning with a vowel, such as how ~ are you? /Final consonant + initial consonant, which means the first word is ended with a consonant and the second one is beginning with a consonant, such as luck ~ you.（一般材料中只会涉及一种形式，请根据材料选择相应的形式） Clear? Great.⑤爆破：Actually in English, we call it “loss of plosive”（此时可以书写板书：what is loss of plosive?）. Now I am wondering what the rules of it are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use loss of plosive?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. There are six plosives: /b/ /p/ /d/ /t/ /g/ /k/, when any two of them meet, for the first one, you just give the shape of the mouth, do not need to give any sound of it. Such教师资格证考试—面试—高中英语—教案设计思路+方案+逐字稿as: doctor. /There are six plosives: /b/ /p/ /d/ /t/ /g/ /k/, and when any of them is followed with a fricative (/f/ /v/ /θ/ /ð/ /s/ /z/ /ʃ/ /ʒ/ /h/) or affricative (/tʃ/ /dʒ/), for the plosive, you just give a slight sound. Such as: good friend. /When /t/ or /d/ is followed with /m/ or /n/ or /l/, for /t/ or/d/, you just give the shape of the mouth, do not need to give any sound of it. Such as: good morning. （一般材料中只会涉及一种形式，请根据材料选择相应的形式） Clear? Great.[Practice]:Practice makes perfect. So let’s do some exercises. Please read the passage again. This time, you need to use the rules of …（语音现象）and then we’ll invite some of you to share with us, clear? Ok, start here.（停顿几秒）Now time’s up, who want to have a try? Lucy you please. （不需真正回答，只需停顿几秒，然后直接点评即可）Good, you did a good job, but there’s still some little mistakes. …（改正）Clear? Good, sit down please. Another one? Peter, please have a try.（不需真正回答，只需停顿几秒，然后直接点评即可）Well done, you made no mistake, sit down, please.[Production]:Since we mastered the knowledge well, let’s play a dubbing game, we will watch a movie, for the first time, listen to it carefully, and the second time, it’ll be silent, you need to choose your own character and try to make the scene as interesting as you can, please try to use the rules of …（语音现象）that we just learned, then we’ll have some students to share, clear? Good, start.（停顿几秒）Time’s up. Group one, please share your performance with us. （不需真正回答，只需停顿几秒，然后直接点评即可）Excellent, you all give a wonderful performance. I’m very proud of your progress and smart ideas.[Summary and homework]:How time flies! It’s time to make a summary. Let’s do it together. Today we havelearned … Yes, very good, and the rules of it are …. Ok good, we all did a good job in this class.（老师带领大家一起回答时，当说到重点的时候，要有所停顿，因为我们需要做的是引导学生回答，而不是我们自己回答）Well, after class, I’d like you to write a short passage about … and make a record of your reading with what we learned today. Are you clear? Ok, great. That’s all for today’s class. Goodbye class, see you next time.[结尾]：That’s all for my presentation, thank you![接下来就是答辩]11。

高中英语语音课教案模板

---一、课程信息课程名称：高中英语语音授课对象：高一年级课时安排：2课时教学目标：知识目标：掌握元音、辅音、连读、弱读等语音知识，了解语音在句子中的作用。

能力目标：提高学生的英语口语表达能力，增强听力理解能力。

情感目标：激发学生学习英语语音的兴趣，培养学生良好的语音语调。

二、教学内容第一课时：元音发音：/i/、/ɪ/、/ɑ/、/ɔ/、/u/、/ʊ/辅音发音：/b/、/d/、/f/、/ɡ/、/h/、/j/、/k/、/l/、/m/、/n/、/p/、/r/、/s/、/t/、/v/、/z/、/ʃ/、/ʒ/、/tʃ/、/dʒ/连读和弱读第二课时：句子重音和语调语音练习和活动三、教学过程第一课时1. 导入：播放一段英语歌曲，引导学生关注语音和语调。

提问：你们平时是如何学习英语语音的？引出本节课的主题：英语语音知识。

2. 新课讲解：元音发音：通过图片、口型示范、录音等方式，讲解元音的发音方法。

辅音发音：通过图片、口型示范、录音等方式，讲解辅音的发音方法。

连读和弱读：通过例句、录音等方式，讲解连读和弱读的规则。

3. 语音练习：学生跟读练习：跟读老师播放的录音，注意发音的准确性。

小组练习：分组进行语音练习，互相纠正发音错误。

4. 总结：回顾本节课所学内容，强调重点和难点。

布置课后作业，要求学生练习发音。

第二课时1. 复习：复习上节课所学内容，检查学生的学习情况。

2. 新课讲解：句子重音：通过例句、录音等方式，讲解句子重音的规则。

语调：通过例句、录音等方式，讲解语调的规则。

3. 语音练习：学生跟读练习：跟读老师播放的录音，注意句子重音和语调。

小组练习：分组进行语音练习，互相纠正发音错误。

4. 语音活动：语音游戏：通过游戏形式，提高学生的语音语调感知能力。

角色扮演：学生分组进行角色扮演，练习语音和语调。

5. 总结：回顾本节课所学内容，强调重点和难点。

布置课后作业，要求学生练习语音和语调。

四、教学评价课堂表现：观察学生的参与度、积极性等。

教案高中英语语音模板范文

一、教学目标1. 知识目标：掌握英语元音音素的发音方法，区分长元音和短元音。

2. 能力目标：提高学生的英语口语发音能力，培养良好的发音习惯。

3. 情感目标：激发学生对英语语音学习的兴趣，增强自信心。

二、教学重点与难点1. 教学重点：掌握英语元音音素的发音方法，学会区分长元音和短元音。

2. 教学难点：长元音和短元音的发音区别，以及如何在口语中准确发音。

三、教学准备1. 教师准备：教学课件、录音机、卡片、镜子等。

2. 学生准备：笔记本、笔。

四、教学过程（一）导入1. 教师用英语简短介绍元音音素的概念和重要性。

2. 学生分享自己以前学习英语语音的体验。

（二）新课讲解1. 教师展示英语元音音素的发音图，讲解每个元音音素的发音部位和发音方法。

2. 学生跟随教师练习发音，注意发音的准确性和清晰度。

3. 教师播放录音，让学生对比自己的发音，找出差距。

4. 学生分组练习，互相纠正发音错误。

（三）长元音和短元音的区分1. 教师讲解长元音和短元音的区别，并举例说明。

2. 学生练习区分长元音和短元音，可以借助卡片进行练习。

3. 教师播放录音，学生跟读，巩固长元音和短元音的发音。

（四）口语练习1. 教师设计一些简单的口语练习题，让学生在课堂上进行练习。

2. 学生分组进行口语练习，互相评价，找出对方的优点和不足。

3. 教师点评学生的口语发音，指出需要改进的地方。

（五）总结与作业1. 教师总结本节课的学习内容，强调重点和难点。

2. 学生回顾所学知识，分享自己的学习心得。

3. 布置作业：回家后，练习长元音和短元音的发音，并录制自己的发音，与标准发音进行对比。

五、教学反思1. 教师在教学中要注意观察学生的发音情况，及时纠正错误。

2. 采用多种教学方法，激发学生的学习兴趣，提高教学效果。

3. 关注学生的个体差异，因材施教，使每个学生都能在英语语音学习中取得进步。

高中英语语音教学教案4篇.doc

高中英语语音教学教案4篇高中英语语音教学教案篇1【课题】Unit 5 Lesson 25【重点】第三人称做主语,拼写他人名字,询问与他人有关的问题。

根据音标词能够正确拼写出单词。

【难点】its 和 it’s 的辨析。

询问与他人有关的问题。

【过程】一、热身/ 复习(warm-up / revision)日常口语会话。

游戏:猜猜他是谁。

教师叙述,学生猜,如果学生程度较高,也可以由学生来叙述。

eg: There is a boy. He has short hair, small nose… Who is he?学生用He is …或 His name is…回答。

说说自己:介绍一下自己的情况,复习第四单元内容,同时为新课做准备。

二、呈现新课(presentation)教师展示图片 ( 小猫和小鸟 )教师问:Who is she? Who is he? What are their names?Do you know how to spell their names?教师播放腾图教育资源中的配套课件。

回答刚才教师的提问。

模仿课文对话。

教师播放声音,学生跟读。

两人一小组,练习对话。

请几组到前面来表演。

学习单词:教师读词,由学生试着拼字母。

教师带读单词。

学生做拼读练习。

游戏:看看哪组写的快:发给每组一张小纸条,从排头开始写:Can you spell your name?这句话,然后向后传,看哪组写得快,哪组写得好。

三、趣味操练(practice)给课件配音:教师播放课件,但关掉声音,由学生来配音。

自编小对话:学生自愿结合,编写小对话。

请几组到前面来表演。

师生共同给予评价。

看图练习:教师或学生做示范:I have a bird. Its name is [′pCli ]. [ ka:l] [′mimi] [rEUz] [sAm] [keit] Can you spell its name?让几个同学模仿。

高中英语教案模板语音课

课程目标：1. 知识目标：学生能够正确识别和发音英语音标，掌握常见的语音规则。

2. 技能目标：学生能够运用所学语音知识进行单词的拼读和听力理解。

3. 情感目标：激发学生对英语学习的兴趣，培养良好的学习习惯。

教学内容：1. 单元语音知识：包括元音、辅音、连读、弱读、语调等。

2. 单词拼读技巧：如何根据音标拼读单词。

3. 听力训练：通过听力练习提高学生的语音感知能力。

教学时间：2课时教学过程：第一课时一、导入（5分钟）1. 教师播放一段英语歌曲或视频，引导学生关注歌曲或视频中的语音特点。

2. 学生分享自己对语音的感受和观察。

二、新授（30分钟）1. 介绍音标：教师展示国际音标图，讲解元音和辅音的基本发音方法。

2. 语音规则：讲解常见的语音规则，如元音的发音、辅音的发音、连读、弱读、语调等。

3. 单词拼读：通过实例演示如何根据音标拼读单词，并让学生进行练习。

三、练习（20分钟）1. 单词拼读练习：教师提供一些单词，让学生根据音标拼读出来。

2. 听力练习：播放一段听力材料，让学生根据听到的内容选择正确的答案。

四、总结（5分钟）1. 教师总结本节课的重点内容，强调音标和语音规则的重要性。

2. 学生回顾所学内容，提出疑问。

第二课时一、复习（10分钟）1. 教师提问上一节课的内容，检查学生对音标和语音规则的理解。

2. 学生回答问题，巩固所学知识。

二、巩固练习（30分钟）1. 单词拼读巩固：教师提供一些较难的单词，让学生根据音标拼读出来。

2. 听力练习：播放一段较长的听力材料，让学生完成听力任务。

三、拓展练习（20分钟）1. 语音游戏：教师组织一些语音游戏，如“音标接龙”、“发音竞赛”等，提高学生的语音感知能力。

2. 学生自由练习：学生自由组合，互相练习发音，纠正彼此的错误。

四、总结（5分钟）1. 教师对本节课进行总结，强调语音在英语学习中的重要性。

2. 学生分享自己的学习心得，提出对下一节课的期望。

教学反思：1. 教师在教学过程中要注意观察学生的学习情况，及时调整教学方法和进度。

英语语音教资教案

英语语音教资教案教案标题：英语语音教学教学目标：1. 学生能够正确发音并区分英语中的元音和辅音。

2. 学生能够正确运用语音规则，提高英语口语表达的准确性和流利度。

教学重点：1. 元音和辅音的发音2. 语音规则的运用教学难点：1. 区分英语中的元音和辅音2. 掌握语音规则并正确运用教学准备：1. 课件或教学板书2. 英语语音教学素材3. 练习题和活动安排教学过程：Step 1：导入通过播放一段包含多种元音和辅音的英语语音录音，引导学生对英语语音产生兴趣，并激发学习的欲望。

Step 2：学习元音和辅音的发音通过示范和练习，引导学生正确发音并区分英语中的元音和辅音。

可以通过口型和舌位的训练，帮助学生掌握正确的发音技巧。

Step 3：学习语音规则介绍英语中常见的语音规则，如元音的读音变化规则、辅音的浊化和清音化规则等。

通过例子和练习，帮助学生理解和掌握这些规则，并能够在实际口语表达中正确运用。

Step 4：练习和活动设计各种口语练习和活动，如口语对话练习、语音测验等，帮助学生巩固所学知识并提高口语表达的准确性和流利度。

Step 5：总结对本节课所学内容进行总结，并鼓励学生在日常生活中多加练习，提高英语口语水平。

教学扩展：可以邀请外教进行口语教学，或者组织学生进行英语口语比赛，激发学生学习英语语音的积极性和自信心。

教学反思：教师应根据学生的实际情况和学习进度，灵活调整教学内容和方法，确保教学效果的最大化。

教学评价：通过口语练习、测验和课堂互动等方式，对学生的口语表达能力和语音准确性进行评价和反馈，帮助学生及时发现和纠正问题。

高中英语语音教学教案

高中英语语音教学教案【篇一：英语语音课程教案】teaching plan for english pronunciation intonation forcommunication《英语语音教程》课程教学教案备注: 上学期30课时完成unit 1unit 2unit 3unit 4unit 5unit 6unit 7unit8unit 9unit 10unit 11unit 12unit 13unit 14unit 15unit 1basic concepts: syllables, stress rhythmconsonants: stops consonants: fricatives and affricates consonants: nasals, approximants literal(s) vowels: front vowels central vowels vowels: back vowels vowels: diphthongs stressed syllables unstressed syllables stressed words unstressed words in a sentence strong forms and weak forms linking rhythm of english speech types of intonation in english intonation units of english functions uses of english intonationclass:purpose: lesson plan basic concepts: syllables, stress rhythm (教案：附要点、重点和难点) classes 1-5 grade 2008the students will learn some basic concepts in english pronunciation. we are going to learn something about syllables, stress and rhythm in english. at the same time, they will learnto say greetings and farewell with appropriate pronunciation and intonation in english.objectives: students will be able to :1. define - in their own words a definition for “syllable” and “stressedsyllable”, then a definition for “rhythm” and “rhythmic pattern”;2. compare – based on the understanding of the basic concept, compare thedegrees of stress and different rhythmic patterns;3. practice – imitate the typical stress patterns and rhythmic patterns inenglish.resources/materials:1. textbook: wang, guizhen, an english pronunciation course, highereducation press, beijing, 2000;2. handouts: illustration of stress patterns and rhythmic pattern;3. recordings of native speakersactivities and procedures:1. begin by asking the class to find out how much thestudents know about stress patterns and rhythmic patters in english, make sure that it serves the purpose of stimulating the students to think about the issue and have the desire to find out the answers themselves.2. display examples by playing the recording of the native speakers showing the typical stress patters and rhythmic patterns in english.3. ask the students to listen to the tapes to mark out the stressed syllables in words.4. ask the students to listen to the tapes to mark out the stressed words in sentences.5. have the students imitate the stress patterns and rhythmic patterns to experience the rhythm in speech.6. have the students share what they have learned by reading out the practice materials in pairs.7. have the students listen to the conversations recorded by native speakers of english and try to get the rhythmic patterns in their speech.8. have the students practice the guided conversation. ask them to pay special attention to the stress the rhythm in speech.9. highlight the language function in the conversation in the practice.10. have several pairs of the students present their conversation in the class.11. comment on the students? performance by highlighting the achievement of the students and the efforts they need for the improvement.12. ask the students to do more practice after class and get ready for presentation during the next session.附: 要点、重点和难点unit 1basic concepts: syllables, stress rhythmin this unit, we are going to learn some basic concepts in english pronunciation. we are going to learn something about syllables, stress and rhythm in english. at the same time, we are going to learn to say greetings and farewell with appropriate pronunciation and intonation in english.first of all, let?s look at the syllable in english.please listen to the following word: driveway.now, tell me, how many syllables there are in this word? right. there are two. please listen to the following sentence: drive him away.tell me, how many syllables there are in this sentence? right. there are four.introductionso. what is a syllable?a syllable is a word part and the basic unit of english rhythm. english words can have one, two, three or even more syllables. in the word ?driveway?, there are two syllables. in the sentence ?drive him away?, there are four.what is a stressed syllable?in english words with more than one syllable, one of them will receive more stress than the others. stressed syllables are those that are marked in the dictionary as stressed. for example, in the word ?driveway?, the first syllable is a stressed syllable while the second syllable is not.stressed syllables in english are usually longer, louder, and higher in pitch. listen to the following example:syllable 1 syllable 2 (short) (long)syllable 3(short)the word banana has 3 syllables. syllable 1 is not stressed and so is short. syllable 2 is stressed and so is long with a clear vowel sound /?:/. syllable 3 is not stressed and so is also short. here is a short summary about the stressed and unstressed syllables:stressed syllables are strong syllables. unstressed syllables are weak syllables. stressed syllables:- are long- have a pitch change - have full vowel sounds. unstressed syllables:- are short- often have a reduced vowel sound.now let?s look at the rhythm in english.we all know that correct pronunciation of the individual english sounds is important in communication. the way the sounds are organized, however, is often more crucial for understanding. the rhythm of english, for example, is one ofthe two major organizing structures that native speakers rely on to process speech.what is rhythm?rhythm can be found everywhere in life: the sound of a clock, the beating of the heart, the strokes of a swimmer, and of course in poetry and music. but rhythm in language is less familiar because it is less obvious. the rhythm of a language is characterized by the timing pattern of successive syllables. in some languages, every syllable is given about the same length, while in others, syllables vary in length. in english, strong beats are called stress -- the heart of the rhythmic pattern.第1单元基本概念：音节、重音与节奏本单元将向大家介绍英语语音语调的基本概念, 主要介绍英语语音的音节、重音和节奏规律。

教案高中英语语音模板范文

课题：英语语音及语调的掌握与应用教学对象：高中一年级学生教学目标：1. 让学生掌握英语语音的基本概念和发音规则。

2. 培养学生正确的发音习惯，提高英语口语交流能力。

3. 通过语音练习，增强学生对英语语调的感知和运用能力。

教学重点：1. 元音和辅音的发音方法。

2. 连读、弱读、重音和节奏的运用。

教学难点：1. 辅音的发音技巧。

2. 语调的变化与句子意义的表达。

教学准备：1. 多媒体课件，包括语音示例、练习题等。

2. 录音设备，用于播放标准发音。

3. 课堂活动道具，如卡片、单词卡片等。

教学过程：一、导入（5分钟）1. 通过展示一些日常生活中的英语对话片段，引导学生关注语音和语调的重要性。

2. 提问：同学们认为好的英语口语应该具备哪些特点？引发学生对语音学习的兴趣。

二、新授（20分钟）1. 元音和辅音的发音：- 通过PPT展示元音和辅音的发音图示，讲解发音部位和发音方法。

- 播放标准发音录音，让学生跟读，纠正发音错误。

- 进行小组练习，让学生互相听音、纠正发音。

2. 连读、弱读、重音和节奏：- 介绍连读、弱读、重音和节奏的概念，通过实例讲解其在句子中的运用。

- 播放含有不同语调的句子，让学生感知语调的变化。

- 进行角色扮演，让学生在实际对话中运用所学知识。

三、练习（15分钟）1. 发音练习：- 分组进行单词、短语的发音练习，互相纠正发音错误。

- 教师随机抽查学生的发音，给予指导和评价。

2. 语调练习：- 播放不同语调的句子，让学生判断句子含义，并尝试模仿。

- 进行小组讨论，分析不同语调在句子中的作用。

四、巩固（10分钟）1. 课堂小结：- 教师总结本节课所学内容，强调重点和难点。

- 学生分享学习心得，提出疑问。

2. 课后作业：- 完成课后语音练习题，巩固所学知识。

- 每天坚持跟读英语材料，提高发音水平。

五、教学反思1. 教师根据学生的反馈，调整教学方法和内容，提高教学效果。

2. 注重培养学生的自主学习能力，鼓励学生在课后进行语音练习。

高中英语教资语音课教案模板

一、教材分析本节课选用自人教版高中英语教材，以语音知识为核心，旨在帮助学生掌握英语语音的基本规律，提高英语口语发音的准确性和流畅性。

二、教学目标1. 知识目标：- 学生能够掌握英语元音、辅音的基本发音规则。

- 学生能够识别和区分不同音素的发音。

- 学生能够理解并运用连读、弱读等语音现象。

2. 能力目标：- 学生能够运用所学语音知识进行日常口语交流。

- 学生能够通过模仿和练习提高英语口语发音的准确性和流畅性。

3. 情感目标：- 学生能够对英语语音学习产生兴趣，增强学习英语的自信心。

- 学生能够在学习过程中培养良好的学习习惯和团队合作精神。

三、教学重难点1. 重点：- 英语元音、辅音的发音规则。

- 连读、弱读等语音现象的运用。

2. 难点：- 英语元音、辅音发音的准确性。

- 语音现象在实际口语中的应用。

四、教学方法1. 讲授法：教师讲解语音知识，引导学生理解和掌握。

2. 演示法：教师示范发音，帮助学生直观地感受发音方法。

3. 练习法：通过大量的练习，帮助学生巩固所学知识。

4. 合作学习法：小组讨论和合作练习，提高学生的口语表达能力。

五、教学工具1. 多媒体课件2. 音响设备3. 英语教材4. 练习题六、教学过程1. 导入（5分钟）- 教师通过播放英语歌曲或视频，激发学生的学习兴趣。

- 提问：同学们，你们平时在学习英语的过程中，有没有遇到发音上的困难？2. 新课讲授（20分钟）- 教师讲解英语元音、辅音的发音规则，结合图片和视频进行示范。

- 引导学生识别和区分不同音素的发音。

- 讲解连读、弱读等语音现象，并举例说明。

3. 练习环节（15分钟）- 学生跟读练习，教师巡回指导。

- 小组合作练习，互相纠正发音。

- 游戏环节，如“谁是最佳发音王”，提高学生的参与度。

4. 总结与反思（5分钟）- 教师总结本节课的重点内容，强调发音的重要性。

- 学生分享学习心得，提出自己在发音上遇到的问题。

七、板书设计1. 英语元音、辅音发音规则2. 连读、弱读现象3. 发音练习方法八、教学评价与反思1. 评价方式：- 课堂参与度- 发音准确性- 口语表达能力2. 教学反思：- 不断优化教学方法，提高教学效果。

高中英语语音讲解教案模板

高中英语语音讲解教案模板一、教学目标1.让学生掌握英语音标，了解发音规则；2.培养学生正确的发音习惯，提高口语表达能力；3.使学生能够运用所学语音知识，进行有效听力理解。

二、教学重点1.英语音标及发音规则；2.发音器官的正确使用；3.听力训练。

三、教学难点1.辅音字母组合的发音；2.元音字母组合的发音；3.连读、弱读、同化等语音现象。

四、教学准备1.PPT课件；2.音标卡片；3.发音示范视频；4.听力练习材料。

五、教学过程1.导入（1）向学生介绍英语音标的重要性和实用性；（2）激发学生的学习兴趣，让他们认识到学习音标对提高英语水平的帮助。

2.基本概念讲解（1）介绍音标的概念及分类；（2）讲解音标的书写规则；（3）演示音标的发音方法。

3.发音规则讲解（1）讲解元音字母的发音规则；（2）讲解辅音字母的发音规则；（3）讲解字母组合的发音规则。

4.发音练习（1）分组进行音标发音练习；（2）教师逐一纠正发音错误；（3）学生自主练习，巩固发音。

5.听力训练（1）播放听力材料，让学生听懂大意；（2）分析听力材料中的语音现象；（3）让学生模仿听力材料中的发音，提高听力理解能力。

6.互动环节（1）学生自由发挥，用所学音标进行交流；（2）教师点评，给出建议；7.课堂小结（1）回顾本节课所学内容；（2）强调音标的重要性；（3）布置课后作业。

六、课后作业1.复习本节课所学的音标及发音规则；2.自主进行发音练习，提高发音水平；3.完成听力练习，提高听力理解能力。

七、教学反思1.本节课的教学效果如何，有哪些不足之处；2.学生对音标的掌握程度，如何进一步提高；3.如何激发学生的学习兴趣，让他们主动参与课堂。

通过本节课的学习，学生应能够掌握基本的英语音标及发音规则，具备一定的发音能力。

教师应根据学生的实际情况，调整教学策略，提高教学效果。

同时，教师要关注学生的学习兴趣，让他们在愉快的氛围中学习英语。

重难点补充：一、教学重点补充1.英语音标及发音规则：利用PPT展示音标表，同时播放每个音标的发音示范；引导学生通过跟读、模仿来熟悉音标发音；设计小测验，让学生辨别并拼写出所听到的音标。