英语语音教案第十一单元连读(1)Unit 11 Linking(1)
九年级英语unit11英文教案(含5篇)
九年级英语unit11英文教案(含5篇)第一篇:九年级英语unit11英文教案Unit 11 Could you please tell me where the restrooms are? Ⅰ. Teaching Aims and Demands 1. Knowledge Objects(1)Key Vocabulary restroom, shampoo, stamp(2)Target Language Excuse me. Can you please tell me where I can get a dictionary? Sure.There’s a bookstore on River Road. 2. Ability Objects (1)Train students’ listening ability.(2)Train students’ communicative competence.3.Moral Object Helping each other is very important. It is a good quality.Ⅱ. Teaching Key Point Target Language Ⅲ. Teaching Difficult Points 1.How to train students’ listening ability.2.How to train students’ communicative competence.Ⅳ.Teaching Procedures Step Ⅰ Revision T: You’re new to this school. You need to know where the main office is.How can you ask where the main office is? S1: Where’s the main office? T: That’s one way to ask. But there is a more polite way you can ask.You can say, “Can you tell me where the main o ffice is?” Class repeat. Can you tell me where the main office is? Ss: Can you tell me where the main office is? T: That’s correct.Now let’s say you want to know where Classroom 1 is. How can you ask? S2: Can you tell me where Classroom 1 is? T: Good!Ther e’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat. Could you tell me how to get to Classroom 1? Ss: Could you tell me how to get to Classroom 1? T: That’s right. Very good.Step Ⅱ 1a Go through the instructions w ith the class.Read the list of things to the class. To review the meaningof each item on the list, invite different students to say each phrase in their own words.Point to the lettered parts of the picture one by one. Ask a student: What kind of place is this? What do they sell there? Do we have one in our community? What is the name of the one in our community? Point out the sample answer.Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store.There may be more than one correct answer for some blanks.While students are working, move around the room offering help as necessary.Step Ⅲ 1b Read the instructions to students. Point out the two conversations that are shown in the picture. As you listen, fill in the blanks with words you hear in the recording. Play the recording the first time.Students only listen.Play the recording a second time.This time ask them to fill in the blanks with the words you hear. Check the answers with the whole class.Step Ⅳ 1c Read the instructions to the class.Point out the list of things people need and the pictures of the places in activity 1a.Say.Look at activity la.Have a conversation with a partner. Ask your parter politely where you can do theseThe First Period thi ng and then answer your partner’s questions.As students work, listen to some pairs in order to check the progress and help with pronunciation as needed.After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations.Step Ⅴ Homework Review the target language.Ⅰ. Teaching Aims and Demands 1. Knowledge Objects(1)Key Vocabulary escalator, furniture, exchange money, elevator(2)Target Language Excuse me.Do you know where I can exchange money? Sure.There’s a bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore.2.Ability Objects(1)Train students’ listening ability.(2)Train students’ communicative competence. 3. Moral Objects If someone asks you how to get to the place he wants to go to, you should tell him the way correctly.Ⅱ.Teaching Key Points 1.Key Vocabulary exchange money 2. Target Language Excuse me. Do you know where I can exchange money? Sure.There’s a bank on the second floor.3.Structures Do you know where I can buy shampoo? Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary? Ⅲ. T eaching Difficult Points 1. Indirect questions.2.How to improve studen ts’ listening ability.Ⅳ.Teaching Procedures Step Ⅰ Revision Check homework.Step Ⅱ 2a Read the instructions and point to the list of directions.Get students to name the items in the picture such as escalator, elevator, shoe store, and so on.Play the recording. Students only listen.Tell them that the picture may help them understand what they are hearing.Play the recording again. This time ask students to write a number next to four of the directions.Check the answers with the whole class.Step Ⅲ 2b Point tothe picture. Say, now you will hear the recording again. This time show where the boy went as he followed the directions to the drug store. Draw a line on the picture in your book.Play the recording again and ask students to draw the line on their own. Check the answer with the class.Step Ⅳ 2c Ask a pair of students to read the sample conversation aloud to the class.Read the instructions aloud.Say.Make conversations using information about the places in the picture with your partners.As students work, move around the classroom checking the progress of the pairs and offering help as needed.The Second Period Ask one or two pairs to say their conversations to the class. Ask the rest of the class to look at the picture as they listen.Step Ⅴ Homework Ask the students to write three sentences with the starters of the structures.The Third Period Ⅰ.Teaching Aims and Demands 1.Knowledge Objects(1)Key Vocabulary hang out, fresh, advantage, disadvantage, block(2)Target Language Go out the front door and take a right. Walk about three blocks. Go past the park, and turn left onto Oak Street.3.Moral Objects Anything has both advantages and disadvantages.We should treat everything correctly.Ⅱ.Teaching Key Point Train students’ listening, speaking, reading and writing ability.Ⅲ.Teaching Difficult Points How to improve students’ integrating skills.Ⅳ.Teaching Procedures Step Ⅰ Revision T: Yesterday we learned the structures.Do you know where…? Could you tell me how to get to…? Can you ple ase tell me where…? Now who can make sentencesby using the structures? Step Ⅱ 3a Read the instructions. Point out the blank lines under the words Advantages and Disadvantages below the interview.You will write your answers in these blanks.Read the first two sentences at the top of the article.Explain that the interviewer will talk to several teenagers.Get students to read the interview on their own quickly.When they have finished, ask if there are any words or sentences they don’t understand. If there are, explain them.Ask students to read the interview again and write the advantages and disadvantages.Check the answers with the whole class.Step Ⅲ 3b Read the instructions. Point out the conversation in the box and invite two students to read it to the class.Point out the list of advantages and disadvantages in Activity 3a. Say, You can use these items and any other items you can think of as you talk about places you usually hang out.Ask students to work in groups of four or five. As they work, move around the classroom helping the groups as necessary.Make sure they talk about both advantages and disadvantages.Ask several groups to act out part of their conversation to the class.Step Ⅳ 4 Read the instructions to the class. Get students to look back at the picture and activities on the first page of this unit.Point out the sample language in the box. Invite a student to read it to the class.Ask students to say the names of some stores and other places in the community and write them on the board. Say, Each group can choose three of these places to write about, or you canchoose another place you know of Write careful directions from the school to each place, but do not say the name of the place. You can use the words this place instead. In order to help students work, draw a simple map showing the school and several nearby streets.When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about.Step Ⅴ Homework 1. Ask students to choose two places in the community and write careful directions from the school to each place.2. Finish off the exercises on pages 46~47 of the workbook.Ⅰ. Teaching Aims and Demands 1. Knowledge Objects(1)Key Vocabulary fascinating, convenient, safe, restroom, inexpensive(2)Target Language Can you tell me where there’s a good place to eat? Of course. What kind of food do you like? 2.Ability Objects(1)Train students’ writing and speaking ability.(2)Train students’ ability to understand the target language in spoken conversation.(3)Train students’ ability to use the target language.Ⅱ. Teaching Key Points 1. Key Vocabulary convenient, safe, restroom inexpensive 2.Target Language Can you tell me where there’s a good place to eat? Of course. What kind of food do you like? Ⅲ. Teaching Difficult Points 1.How to improve students’ writing and speaking ability.2.How to use the target language.Ⅳ.Teaching Procedures Step Ⅰ Revision Check homework.Step Ⅱ 1a Go through the instructions with the class.Read the words in the box to the class and ask if there are any of these words that students don’t understand. If so, helpstudents to explain the meaning of the word.Then read the instructions again and point out the sample answer.Get a student to read the sample answer to the class. Point out that students can also write other words after the word clean. Ask students to write words from the box in the blanks on their own.Help students if needed.Correct the answers by having students read what qualities he or she listed.Step Ⅲ 1b Read the instructions to the class.Point out the example in the box.Invite two students to read it to the class.Now work with a partner.Look at the words in the box and use them to talk about places in your own city.As students talk, move around the classroom checking their work. Offer language support as needed.Invite several pairs of students to say their conversations to the class.Step Ⅳ 2a Point to the picture and ask students to tell what is happening. If necessary, explain that the scene shows a family on vacation.They are asking the man for information about various things to do in Sunville.Go through the instructions and point to the chart.Play the recording. Students only listen the first time.Play the recording again. Ask students to write the places people ask about.Check the answers with the whole class.Step Ⅴ 2b Read the instructions and point to the chart. You will hear the same recording again.This time listen carefully to the answers the cleck gives. Write the answers in the blanks alone.The Fourth Period Point out the sample answer.Play the recording again.Ask students to write their answers in the blanks. Check the answers.Step Ⅵ 2c Point to the sample conversation. Invite two students to read it to theclass. Read the instructions. Role play the conversations you hear on the tape.Get students to work in pairs.Move around the room checking the progress of the pairs and offering help as needed.Ask one or two pairs to say their conversations to the class.Step ⅦHomework Talk about some places using the words in la, then write down the conversations.Ⅰ. Teaching Aims and Demands 1. Knowledge Objects(1)Key Vocabulary water slide, clown, dress up, have fun(2)Practise reading an article.(3)Practise writing something using the target language.2.Ability Objects(1)Train students’ reading ability.(2)Train students’ writing ability.Ⅱ. Teaching Key Point Practise reading and writing using the target language.Ⅲ. Teaching Difficult Point How to write a guide to a place.Ⅳ.Teaching Procedures Step I Revision Review the target language presented in this unit. Check homework. Step Ⅱ 3a Invite a student to read the article aloud to the class. Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class.Ask students to read the article again and complete the chart. Get students to do the work on their own or in pairs. As they work, move around the classroom and offer help as necessary. Check the answers. Step m 3b Read the instructions to the class. Point to the first two sentences and ask a student to read these sentences to the class.Look back at Activities 2a and 2b. Use this information to help you complete the guide to Sunville. Ask the students to complete the brochure on their own. As they work, walk around the classroom offering help and answering questions as needed.Invite a student to read the completed article to the class.Step Ⅳ 3c Read the instructions to the class.Ask students to say the names of some of the places they might write about. Write a list of these places on the board for students to use as they write their guides.Ask students to work on their own. Tell them that they can use what they wrote for activity 3b as a guide. They can write the guide for all tourists, teenagers, families, or people on a budget. As they work, move around the room offering help as needed.Correct the students’ work. Ask some students to read their guides and correct them.Step Ⅴ Part 4 G o through the instructions with the class.Get students to look back at the guides they wrote in Activity 3c.Ask students to work in groups of four or five students. Let different students play the role of the booth worker and the different tourists.Make sure every student has a chance to participate.Ask one or two groups to say one of their conversations to the class.The Fifth Period Step Ⅵ Homework 1. Read the article in 3a again. 2. Write a guide to our city.Ⅰ. Teaching Aims and Demands 1. Knowledge Objects(1)Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating.(2)Write some questions using the target language.2.Ability Objects Train students’ writing ability.Ⅱ.Teaching Key Points 1.Fill in blanks and make sentences.2.Write questions using the target language.Ⅲ. Teaching Difficult Point Make sentences using “beautiful, safe, delicious, convenient,fascinating”.Ⅳ.Teaching Procedures Step Ⅰ Revision Check homework. Ask a few students to read the article in 3a. Then ask a few students to read their guides.Step Ⅱ Part 1 Look at the words in the box. Ask a student to read them. Make sure the students understand the meaning of the words. You are to fill in the blanks with the words. In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement.Ask students to fill in the blanks on their own. Check the answers.Step ⅢPart 2 Go through the instructions with the class.Look at the example with the students.Ask students what the answer would be.Ask a student to read the question and answer it.Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt. Get students to complete the work in pairs.Check the answers.Ask a few students to read their questions.Step Ⅳ Just for Fun!Ask all the students to read the conversation.Ask: What is funny about this cartoon? Help students to explain. A Martian is a person from the planet Mars.There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant.Invite some pairs of students to present this conversation to the rest of the class.Step Ⅴ Summary and Homework In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit. After class, please finish the questions in 2 in your exercise books.Then finish the exercises on pages 47~48 of the workbook as well.The Sixth PeriodThe Seventh PeriodⅠ Teaching Aims and Demands 1. Knowledge Objects(1)Key Vocabulary image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks(2)Text: Grown-ups like cartoons, too. 2. Ability Objects(1)Fast-reading to get a general idea of the text.(2)Careful-reading to get the detailed information in the text.(3)Learn the words and phrases from the context.Ⅱ. Teaching Key Points 1. Key vocabulary.2.Train students’ reading a nd writing skills.Ⅲ.Teaching Difficult Point Train students’ reading and writing skills.Ⅳ. Teaching Procedures Step I Key Vocabulary Say the words and have students repeat them again and again until they can pronounce them fluently and accurately. Step Ⅱ Part 1 Read the title Grown-ups like cartoons, too.To the class. Ask, what do you think the article is about? Look at the picture.Ask students to describe what is happening in the picture. Ask students to answer the five questions.But don’t look at the reading text.Instead, they use their background knowledge to try to answer the questions. As students work, walk around, looking at their progress.When most students finish the task, ask students to answer the questions with a parter.Elicit answers from the students. Ask if other students have the same or different answers. Do not give the correct answers to the students at this point. Wait until students have finished the reading and let them revise their answers accordingly. StepⅢ Part 2 Read the te xt quickly, then summarize each paragraph in your own words. As the students are doing this, move around the classroom to make sure they can do the task in English. Ask five students to report their answers.Draw students’ attention to the instructions.Ask students to complete the task individually or in pairs.As they work, walk around the classroom to make sure students discuss their reasons in English. Have students report their answers.Encourage students to use complete sentences.Step Ⅳ Part 3 Point to the story. Look at the words indicated in bold.Ask different students to guess the meaning.Don’t give them the correct answers. Ask students to read the article once. Say, pay attention to the bold words and expressions. And note any other words or sentences, you don’t understand. Read in context, guessing their meanings from the other words around them. Ask students to read the article again for comprehension.Read the instructions with the students and have them look at the example.Then ask students to match the correct meanings with the correct words and expressions. Allow them one or two minutes to do this.Check the answers: Get students to make sentences with the words and expressions. Remind them to look at the article again for extra help.Answers to this activity will vary.Then ask a students to write his/her answers on the blackboard.Help correct any mistakes.Step Ⅴ Part 4 Read the instructions to the class. Elicit the first answer from the students from memory.Make sure that they understand what they need to do.Ask students to do the activity on their own or in pairs. Asthey work, walk around the classroom offering help students may need. Check the answers.Step Ⅵ Part 5 Read the task with the students.Ask students to do the activity in small groups. Try to put creative and artistic students in each group. Check the answers and have students show or act out their cartoons for the class. Optional activityAs an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles.Students can then write their own English stories in the speech bubbles.Step Ⅶ Homework 1.Read the story in 2 again for further comprehension.2.Revise the target language in this unit.第二篇:九年级英语unit 15教案雨龙中学高效课堂(二次备课)导学案课题:Unit 15 We’re trying to save the manatees!备课组:英语主备教师:杨翠芳授课时间:3.8—3.12授课班级:82,83,84备课组长审核签字:【预习导学——不看不讲】一、明确目标:1.学会区分并正确使用“一般现在时,现在进行时,现在完成时,to + 动词原形,被动语态”;2.阅读3a与3b,并按要求完成课后练习;3.掌握课文中出现的重点词组;4.保护动物,人人有责;二、自主学习:1.翻译GF部分,并区分相应语法和时态;2.翻译词组:(1)反对做某事;(2)适合;(3)对…感到吃惊;(4)活生生的教科书;(5)为某人提供某物;(6)关心、照顾;(7)同意;(8)不同意;三、检查释疑:各小组中对子相互检查自主学习部分,并说说不同答案的理由;【合作探究——不议不讲】一、合作学习: 2.Read a letter to the editor in 3b and give your opinion.3.Debate二、探究展示:各小组对子相互检查合作学习部分的答案,对疑问点提出自己的意见;【导学测评——不练不讲】一、导学测评(一)基础题——初显身手同步解析与测评:单项选择4,5, 8, 9 ;(二)能力题——挑战自我译一译:1.我不同意你的观点,我认为动物园是动物生活的好地方。
【语音课教案】英语语音课教学设计
【语音课教案】英语语音课教学设计Teaching Plan for English Pronunciation Practice 《英语语音》课程教学教案Unit 1 Basic Concepts: Syllables, Stress Rhythm Unit 2 Consonants: Stops Unit 3 Consonants: Fricatives and Affricates Unit 4 Consonants: Nasals, Approximants Literal(s) Unit 5 Vowels: Front Vowels Central Vowels Unit 6 Vowels: Back Vowels Unit 7 Vowels: Diphthongs Unit8 Stressed Syllables Unstressed Syllables Unit 9 Stressed Words Unstressed Words in a Sentence Unit 10 Strong Forms and Weak Forms Unit 11 Linking Unit 12 Rhythm of English Speech Unit 13 Types of Intonation in English Unit 14 Intonation Units of English Unit 15 Functions Uses of English Intonation 概论English Phonemes Study 英语音素学习1. Some concepts about phonology: 几个语音学的概念1)letters: words spelling symbols. 字母:词语的拼写符号。
2) phonetic elements (phoneme1): voice elements inspeaking.音素:语音的要素。
Module11Unit1教案
在Module 11 Unit 1《我们的未来》这节课中,我发现学生们对一般将来时态的兴趣较为浓厚。他们在学习过程中积极参与,课堂氛围活跃。以下是我对这节课的一些思考:
1.导入新课环节,通过提问方式引发学生对未来的思考,成功地激发了他们的学习兴趣。然而,在今后的教学中,我还可以尝试更多元化的导入方式,如播放与未来相关的短视频、展示未来科技的图片等,以便让学生更直观地感受到一般将来时态的应用场景。
-创造性运用一般将来时态:鼓励学生运用所学知识进行创造性表达,如编写关于未来的小故事。
举例:
-难点1:区分“I am studying to be a doctor.”(我正在学习成为一名医生。)和“I will be a doctor in the future.”(未来我将成为一名医生。)的用法。
2.在新课讲授环节,我注重了理论与实践相结合,通过案例分析让学生更好地理解一般将来时态的用法。但在讲解难点内容时,我发现部分学生对一般将来时态与现在进行时态的区别仍存在困惑。在今后的教学中,我需要更加耐心地引导学生,通过更多实例来强化他们的理解。
3.实践活动环节,分组讨论和实验操作让学生们充分动脑、动手,提高了他们的实践能力。但在活动过程中,我也注意到部分学生参与度不高,可能是由于他们对主题不感兴趣或讨论难度较大。针对这一问题,我将在下一次教学中调整讨论主题,使之更具趣味性和实用性。
4.学生小组讨论环节,学生们积极分享自己的观点,课堂气氛热烈。但在引导讨论过程中,我发现自己在提问时缺乏针对性,导致部分学生思考方向偏离主题。为提高课堂效率,我将在今后的教学中优化提问策略,引导学生更加深入地探讨问题。
5.总结回顾环节,学生对一般将来时态的掌握程度较高,但仍有个别学生存在疑问。在今后的教学中,我将加强对学生的个别辅导,确保他们能够真正掌握所学知识。
英语语音教案第十一单元连读(2)Unit 11 Linking(2)
详细教学内容I. Review通过给学生听一首英文歌,让学生指出歌唱演员唱歌时的连读现象。
II. Ways of linking3.To make smooth transitions when words are separated by more than two consonants, i.e. treat them as consonant sequences, as in "next topic".两个相同的辅音连在一起,把它们看作是连读的辅音.next topicWas Smith in?What time?without Tim4.To make smooth transitions when the preceding word ends with a vowel and thefollowing word begins also with a vowel sound by adding a slight /j/ or /w/, as in "my arm".如果前一个词以元音结尾,后一个也以元音开头,这两个音中间有时可以连起来读(连音之间有一个很短的过渡音/w/或/j/。
Please do it.(中间加了/w/,因为前面以一个圆唇音结尾)We are leaving. (中间加了/j/,因为前面以一个扁唇音结尾)We saw a big pig.I don’t want to go out.Take my arm.5.To change the pronunciation of some final and initial consonants, as in "Didyou …".In connected speech in English, sounds are often replaced by other sounds under the influence of their neighbors. Sometimes, two neighboring sounds influence each other and are replace by a third sound which is different from both the original sounds. This kind of pronunciation change is known as assimilation.音的同化Did you? 在口语中通常读作/di dзu:/。
2017-2018最新人教版初中初三九年级英语第十一单元unit11教学设计-教案 (1)(5页)备课教案教学设计
Unit11-Sad-movies-make-me-cry-教学设计教学准备1. 教学目标1. 语言目标,words and expressions 生词和短语。
2. 能力目标,能然学生谈论事情是怎样影响他们的心情。
3. 情感目标,能够让学生理解事情对他们产生的影响。
2. 教学重点/难点重点单词1. drive v. 迫使.2. lately adv. 最近,不久前;3. friendship n. 友谊,友情;重点词组1. make me sleepy使我困倦2. drive sb crazy使…发疯3. 越…越…the more…, the more4. yes and no好坏参半好坏参半5. be friends with sb是某人的朋友6. feel left out感觉被忽视重点句式:1. I’d rather go to Blue Ocean because I like to listen to quiet music while I’m eating. But that music make me sleepy.2. Waiting for Amy drove Tina crazy.3. The movie was so sad that it made Tina and Amy cry.4. Sad movies don’t make John cry. They just make him want to leave quickly.教学难点make sb + infinitivemake sb + adjective3. 教学用具多媒体设备,课件、录音机、学生分组4. 标签教学过程1、Lead-inT: Most of uslike music. A piece of soft music makes us feel relaxed, a loud music may makeus feel boring and an exciting one makes us happy and excited. If you and yourfriends are at a restaurant with loud music on, you could hardly hear what yourfriends are saying. How does the music make you feel? Now look at the pictureon Page 102. There are two restaurants in the picture. In one of the restaurants, a loud music is broadcasting; while in the other, we can only finda quiet and comfortable place. Which restaurant do you like? Would you feel thesame as the two girls do in the picture?S1: I’d like togo to the Blue Lagoon because I don’t like loud music. It makes me angry. This loud music may drive the guests away.S2: I’d like to go to the Blue Lagoon too because I like quiet music just like the girl in the picture does. It makes me feel at ease.S3: I’d like togo to Rockin Restaurant. I like loud music. It makes me feel excited.This loud musicmakes me want to dance.S4: I’d like togo to Rockin Restaurant too. I think loud music makes me feel energetic. Thisloud music makes me feel encouraging.T: So, the thingsin the restaurant may affect the people eating there. According to some science study, it is our own feelings that works, but not the things around us affecting us though different things may have different effect upon us.2、Step II ListeningAsk the students tolisten to Amy and Tina talking about the two restaurants and do the exercises.T: Next we’ll hear a dialogue between Amy and Tina. Now listen and find out how the music in the two restaurants affect them.Play the recording and check the answers.3、课堂讲授动词make的使役用法,make sb后分别接了形容词和不定式短语。
新人教版七年级下册英语 Unit 11 第1课时 教案(教学设计)
Step 5
Role-Play (2d)
1. Let Ss learn about the
background
of
the
conversation.
2. Let Ss read the conversation together.
3. Explain the difficulties.
4. Let Ss read in pairs.
精品文档 精心整理 Unit 11 How was your school trip?
Section A(1a---2d)
知识目标
技能目标 情感目标
milk, cow, horse, feed, farmer, quite, anything, grow, farm, pick, excellent, countryside,milk 单词 a cow, ride a horse, feed chickens, quite a lot (of. . . ), in the countryside
A: Yes, I did. I saw quite a lot.
⑦Q: Did they pick any strawberries on the farm?
精品文档 可编辑的精品文档
精品文档 精心整理
A: Yes, they did.
⑧Q: How were the strawberries?
激发学生的 学习兴趣。
ducks, cats, chickens, cows,
pigs, dogs and horses. They
are animals.
1. Show a picture and tell Ss:
This is also a farm. Last week
Unit11-连读English Pronunciation and Intonation英语语音课文要点
Unit 11Linking连读本单元我们学习的是英语话语中的另一个语音现象:连读。
何谓“连读”?我们在说话时,语音一连串地发出,便产生语流。
连读是指在谈话,尤其是自然的语流中,句中或短语中相接邻的词之间的连接。
换句话说,英语的话语规律是把同一意群中的重读与非重读单词连在一起说, 词与词之间的过渡自然而不存在停顿。
所以我们听英语话语时听到的是一个词的结尾直接连到另一个词的开头。
这种语音现象被称为连读。
连读是英语口语中非常普遍的语音现象。
如果你在说英语时一个一个单词地的讲而不是按照英语的语音规律将词与词连接起来,听者完全可能听不懂你在说什么。
掌握英语连读这一语音现象不仅有助于提高我们英语话语的流利程度,有助于信息的表达,同时也有助于提高我们的听力。
英语话语中词与词之间应该如何连读?简单地说,连读时就是把位于前面的单词的最后一个音与下一个单词的第一个音自然地混为一体, 使你的话语听起来流利自然。
以下几种连读的方法可以帮你达到这一目的。
1.当一个词以辅音结尾,后面一个词以元音开头时, 将前一个单词结尾的辅音与下一个单词开头的元音连在一起读,如post⋃office;2.当单词以元音/ :/与/☯/结尾且后面单词以元音开头时,中间加一/r/音,这叫做r音连读,如her⋃ own(称r音连读), the idea⋃of(称外加音r的连读);3.当两个词之间存在两个或两个以上辅音时,连接这两个词的办法就是将其作为辅音组合处理,如next⋃topic;4.当前一个单词以元音结尾而紧接着的单词又以元音开头时,两个元音应尽量连起来念, 必要时两个单词中间可以加个轻柔的/j/或/w/作为转折,如my⋃arm;5.有时一个音由于受邻接的音的影响而发生读音变化,即我们通常称之为“同化”的语音现象,如Did you…?在学习英语连读时需要注意的是:连读是连贯讲话时自然发生的语音现象。
讲话的语速快了,相邻的词一气呵成地连贯而出则是再自然不过的了。
七年级英语上册Unit;11单元课时教案
七年级英语上册Unit;11 单元课时教案七年级英语上册unit 11 单元课时教案第1 课时unit 11 section a(1a-2c)〔总第53 课时〕【学习目标】:1.娴熟驾驭本课单词和短语.2.学会谈论自己及他人的日常生活及日常作息习惯,并能合理支配.3.驾驭时辰表达法.【学习重点】:谈论自己及他人的日常生活及日常作息习惯.【学习过程】:一、自主学习〔老师寄语:knowledge is power.〕学习任务一:会读写、本课4 个单词及5 个短语。
1、个人自读、记忆本课单词。
2、小组相互检查单词读的状况。
3、小组内竞赛,看谁记得快、准,并展示〔默写〕单词:时间淋浴,淋浴器通常..... 点钟短语:几点,什么时候去上学起床淋浴;洗澡吃早饭4、谨慎视察1a 的图画,将词语与图片搭配,并核对答案。
学习任务二:利用时辰表达法,自由的表达时间.1、个人读出以下时间.5:00 five o'clock 6:00 six o'clock7:00 seven o'clock 8:00 eight o'clock9:02 nine two 10:20 ten twenty11:35 eleven thirty-five2、小组为单位,读出1a 中的时间.3、听1b 录音,完成以下表格.shower schedule(淋浴时辰表)bobmaryjerryrickaliciatime4、听2b 录音,完成下表.activitiesget upruneat breakfasttake a showergo to schooltime 学习任务三:运用句型what time ...?谈论rick 的日常生活及rick 一家的淋浴时间.1、熟读1a 中的对话,理解并复述.2、小组为单位,两人合作,谈论rick 的日常生活(分别扮演rick 和采访者).3、熟读2c 中的对话,理解并复述.4、小组为单位,两人合作,谈论rick 一家的淋浴时间二、合作共建〔老师寄语:many hands make light work. 〕小组探讨该如何表达时间?写出以下时间.9:00 11:0010:39 12:07三、系统总结〔老师寄语:no man can do two things at once.〕如何询问他人的日常作息时间?例如:①你什么时候吃早饭?7:30.you? 7:30.②你的妈妈什么时候洗澡? 9:25.your mother a ? at 9:25.总结句型:a: ? b:a: ? b:四、诊断评价〔一〕依据汉语完成句子。
英语连读(Linking)——教学PPT课件
And then she asks me, "Do you feel all right?"
And I say, "Yes, I feel wonderful tonight."
I feel wonderful because I see the
in your eyes.
And the
of it all is that you just don't realize
6
Dictations No.2
Fill the blanks with right phrases.
• 1.Where did you hear about it? • 2.Cherry likes to stare at everyone. • 3.Chris put the money here and there. • 4.Yellow is unaware of her beauty.
4
Dictations No.1
Fill the blanks with right phrases.
• 1. Abby and I brush our teeth every day. • 2. Sophia will neverput it off until tomorrow what she can do today. • 3.Zoe is not at all who she was. • 4. The news made Angela jump out of her skin.
15
More Practice
• The work is half finished. • Give me an example of the problem. • Take only a little at a time. • Come on in. • If I only had a car. • This looks like a job for me.
【精选】人教版七年级下册英语Unit11第十一单元优秀教案
【精选】人教版七年级下册英语Unit11第十一单元优秀教案Unit 11 How was your school trip?第一课时Section A (1a-1c)【学习目标】1.重点单词:milk,cow,horse,feed,farmer,quite2.重点短语:go for a walk, milk a cow, ride a horse, feed chickens, talk with a farmer, take some photos, quite a lot 3.重点句式:—Did you see any cows?—Yes, I did. I saw quite a lot.—Did you ride a horse?—No, I didn't. But I milked a cow.【学习重点】1.掌握一般过去时态2.掌握一般过去时态中动词过去式的变化规则【学习难点】1.掌握一般过去时态2.掌握一般过去时态中动词过去式的变化规则【自主学习】一、预习课本P61新单词并识记,完成下面的汉译英。
1.挤奶__________ 2.奶牛__________3.马__________ 4.喂养__________5.农民__________ 6.相当__________二、认真预习1a,1b和1c,找出下列短语和句型。
1.去散步2.给奶牛挤奶3.骑马4.喂鸡5.和农民交谈6.照一些相片7.你见过奶牛吗?是的,我见过很多。
8.你骑过马吗?没有,但是我给奶牛挤过奶。
【课堂导学】Step 1情景导入Teacher:We had a school trip last week, did you have a good time? How was your school trip?Students:Not bad/Pretty good/Great/Terrible.Teacher:Did you take any photos? Did you feed chickens? What did you do? Please tell us what you did.Do you want to know what Carol did?环节说明:以上周的校游为话题,引出一般过去时态,简洁明了,直奔主题。
Unit11 教案Let’s go to the theme park.让我们一起去主题公园 教案
课题Unit 11 Let’s go to the theme park.课时数4教材解读本单元主要学习有关娱乐场所的词汇,如roller coaster、teacups、bumper car、big wheel、merry-go-round等,要求学生在听、说、认、读之后能达到正确书写的程度。
对于本课中出现的句型,如I want to ride on the roller coaster./ I want to ride on the merry-go-round./I want to ride in the bumper car.要求学生能熟练运用,并能由此拓展,进行交流。
通过谈论主题公园中的各种设施,培养他们自由表达个人游乐兴趣的能力。
教学目标A类:1、掌握五会(听、说、读、写、译)单词roller coaster、teacups、bumper car、big wheel、theme park、ride2、掌握四会(听、说、读、译)单词Children's Day、merry-go-round、Wow!3、能够运用所学音标独立完成单词的发音。
B类:1、熟练运用句型I want to ride... 我想要乘坐...2、Lesson 31 Look, listen and read 部分课文的熟练朗读及其意的理解。
3、Lesson 32 Listen and read部分的认读及其意的理解。
C类:1、通过让学生动手设计理想的主题公园,培养他们的创新意识。
2、通过多种形式的活动,激发学生学习英语的兴趣。
第一课时个体学习清单教学目标1、能够认读、英汉互译roller coaster、teacups、bumper car、big wheel、merry-go-round、theme park这六个短语以及单词ride.2、掌握句型I want to ride on / in the... 我想乘坐...教学版块一:导入(1’)1.师生问候和老师打招呼教学版块二:Learn the new words and sentence.(24’)1.出示PPT呈现大标题Let’s go to the theme park.让我们一起去主题公园吧。
外研版英语九年级上册Module11 Unit1 精品教案
Module11 Unit1 精品教案
一、课型:Listening and speaking
二、教学目标:
1.通过本课的学习,学生能够正确运用下列单词和词组:bet、you bet、the thing is、general, standard, feeling, difficulty, subject, add, recently, be in with a chance, menu …
2. 能够听懂包含定语从句的对话。
3. 能够谈论某人比赛的经历。
三、教学重难点:能够运用定语从句谈论比赛经历。
四、教学准备:
课堂整体运用任务型教学模式,培养学生小组进行合作交流学习能力。
本课指导学生通过听说获取信息,培养学生的听说技能。
课前将本课所需要的录音、图片和文字制成课件,使抽象的语言变得直观,为学生运用英语进行交际创设情景,实现师生互动,生生互动和人机互动的多向交流。
五、预习要求:根据音标学习本课新单词。
六、教学过程:。
unit11教学设计(合集5篇)
unit11教学设计(合集5篇)第一篇:unit11 教学设计Unit 11 What time do you go to school?Section A(1A-----2C)一、本单元设计意图《英语(新目标)》是以任务型语言教学为基础的英语教材,它体现“以学生为中心”的教学思想。
在教学实际当中,我们应该坚持“以学生为主体,以任务教学为主线,以教学为主导,以学生的能力培养为重点,逐步培养学生自主学习的能力”的教学策略。
教材中每个单元都是一个独立的话题,但它在学生的实际生活中连成了一个整体。
本单元的教学设计本着新目标的理念,针对学生的实际及教学实际来实施的。
一)教材分析 1.教学内容分析本单元是教材的十一单元,它以学生最为熟悉的日常作息习惯为谈论话题,通过对句型:--What time is it?--It is six.--What time do you usually get up?--I usually get up at six a.m.练习时间的表达和询问方式,同时逐步的培养学生合理安排时间的能力。
整个单元以谈论日常作息时间安排为主线,将日常生活中所涉及到的语言、词汇和时间的表达法融入一系列的小任务中,初一的学生通过完成一个个的任务达到交际的目的,从而能够合理的安排自己的作息时间;且初步了解时差。
2.教学对象分析学生通过前段时间的学习,对一般现在时态的用法已经有了一定的语感和模仿运用的能力,也能够用简单的英语表达个人意见。
通过本单元学习能基本掌握时间的表达法并能用英语谈论作息时间安排。
3.教学目标λ通过本单元的学习,使学生掌握相关的时间表达方法以及相关的词汇,能够就生活中的时间安排及日常活动来交谈;λλ通过情景设计来激发学生学习的学习兴趣,并培养学生的自主学习和与他人合作的精神;通过谈论作息时间及日常活动,培养学生合理安排作息时间的意识。
4.教学难点λ时间的表达法5:15 five-fifteen(a quarter past five)11:50 eleven-fifty(ten to eleven)6:30 six thirty(half past six)λ第三人称单数谓语动词的运用λ本单元的新词汇多及内容跨度大也给学生在理解和掌握上带来了一定的困难。
Module11Unit1InChina,weopenagiftlater教案
4.培养学生的团队合作能力:在小组讨论和对话练习中,培养学生与他人合作、共同解决问题的能力。
本节课的核心素养目标与新教材要求相符,注重培养学生的语言能力、文化意识、思维品质和学习能力。
三、教学难点与重点
五、教学反思
在今天的教学中,我发现学生们对中西方在送礼和收礼方面的文化差异产生了浓厚的兴趣。在导入新课环节,通过提问引发学生们的好奇心,他们积极参与讨论,分享了自己在日常生活中遇到的类似情况。这一点让我深感欣慰,也说明这个话题与学生的生活息息相关,有助于激发他们的学习兴趣。
在新课讲授环节,我发现学生们对与礼物相关的词汇和一般现在时态的运用掌握得较好。通过案例分析,他们能够将所学知识应用到实际情境中,这表明理论联系实际的教学方法取得了良好的效果。但同时,我也注意到部分学生在语法运用上还存在一些问题,如时态混淆等,这是我在今后的教学中需要重点关注的。
同学们,今天我们将要学习的是Module 11 Unit 1 In China, we open a gift later这一章节。在开始之前,我想先问大家一个问题:“你们在日常生活中是否遇到过收到礼物时应该立即打开还是等一会儿再打开的情况?”这个问题与我们将要学习的内容密切相关。通过这个问题,我希望能够引起大家的兴趣和好奇心,让我们一同探索中西方在送礼和收礼方面的文化差异。
(二)新课讲授(用时10分钟)
1.理论介绍:首先,我们要了解中西方在送礼和收礼方面的基本礼仪。在中国,我们通常会……(详细解释中国的礼仪),而在西方,他们则……(解释西方的礼仪)。了解这些礼仪对于跨文化交际非常重要。
2.案例分析:接下来,我们来看一个具体的案例。这个案例展示了在收到礼物时,中西方的不同反应和处理方式,以及如何妥善处理这些差异。
新外研版九年级上册英语 Module 11 Unit 1 教案(教学设计)
Module11 PhotosUnit 1 He's the boy who won the photo competition lastyear!单词feeling,difficulty,recently,subject,add,Understand the attributive clauses with who or which.To be able to talk about one’s competition experiences.Step 1 Warming upStudents look at the pictures and answer the questions.Step 2完成教材Activities 1~3的任务1.Work in pairs. Look at the picture and say what is happening. (Activity 1)(1)学生两两分组观察本单元的图片,讨论并描述图片中的信息,然后记录讨论结果。
(2)教师抽点学生归纳总结讨论结果,教师对其进行点评,注意学生对词汇和语法的运用是否准确。
(3)教师准备几张比较有意思的照片,让学生试着进行描述。
环节说明:本活动可以激活一定的背景知识,同时通过描述图片使学生了解相关词汇,建议采用个体活动和小组活动的方式。
如果学生水平比较高的话,可以要求学生用句子表达,而不是用简单的单词。
2.Listen and complete the sentences. (Activity 2)本活动是活动1的延伸,要求学生根据听力材料补全句子。
3.Listen and read. Now answer the questions. (Activity 3)第一部分可以采用常规操作,第二部分建议采用个体活动的方式,确保每个学生都能回答出题。
在反馈阶段,教师要注意让学生解释信息获取和推理的方式,也可以采用小组竞争的形式,正确回答问题最多的小组获胜。
初中七年级英语Unit11 教案+说课稿 人教新目标版
第11单元How was your school trip?类别课程标准要求掌握的内容话题School trips 学校旅游Section A 单词milk v.挤奶 cow n.奶牛 horsen.马feed v.喂养;饲养 farmer n.农民;农场主quite adv.相当;完全 anything pron.任何东西;任何事物grow v.种植;生长;发育 farm n.农场v.务农;种田pick v.采;摘 excellent adj.极好的; 优秀的countryside n.乡村;农村 yesterday adv.昨天flower n.花 worry v.& n.担心;担忧luckily adv.幸运地;好运地 sun n.太阳短语milk a cow给奶牛挤奶 ride a horse 骑马feed chickens 喂鸡 quite a lot (of…)许多in the countryside 在乡下;在农村show sb. around…带领某人参观……last week上个星期 go fishing 去钓鱼句型1.—How was your school trip?你的学校郊游怎么样?—It was great! 好极了!2.—Did you go to the zoo?你去动物园了吗?—No, I didn’t. I went to a farm.不,我没有。
我去农场了。
3.Luckily,it didn’t rain, and the sun came out again.幸运的是,没有下雨,太阳又出来了。
Section B 单词museum n.博物馆 fire n.火;火灾painting n.油画;绘画 exciting adj.使人兴奋的;令人激动的lovely adj.可爱的 expensive adj.昂贵的cheap adj.廉价的;便宜的 slow adj.缓慢的;迟缓的fast adv.& adj.快地(的) robot n.机器人guide n.导游;向导 gift n.礼物;赠品dark adj.黑暗的;昏暗的 everything pron.所有事物;一切interested adj.感兴趣的 hear 听到;听见短语fire station 消防站 all in all总的说来be interested in 对……感兴趣go on a school trip 举行一次学校旅行along the way 沿途 learn about 了解buy sb. sth. 给某人买某东西 not… at all根本不;完全不句型1. All in all,it was an exciting day. 总的说来,这是令人兴奋的一天。
Module11Unit1教案
2.教学难点
-形容词的选择:学生需要能够根据上下文和人物特点选择恰当的形容词,这是本节课的一大难点。
-句型的灵活应用:学生需要理解并能够在不同的语境中灵活运用句型,而不是死记硬背。
-口语表达:对于一些学生来说,用英语表达个人看法可能存在困难,特别是在需要使用形容词和复杂句型的情况下。
3.文化意识:通过学习英语词汇和表达方式,了解并尊重不同文化背景下人们对性格特点的评价标准;
4.学习能力:提高学生在真实语境中运用所学知识进行沟通合作的能力,激发自主学习兴趣,培养持久的学习动力。
三、教学难点与重点
1.教学重点
-形容词的运用:重点掌握如何使用词汇如shy, kind, funny等形容词来描述人物性格特点。
3.成果展示:每个小组将向全班展示他们的讨论成果和角色扮演的对话。
(四)学生小组讨论(用时10分钟)
1.讨论主题:学生将围绕“形容词和句型在实际生活中的应用”这一主题展开讨论。他们将被鼓励提出自己的观点和想法,并与其他小组成员进行交流。
2.引导与启发:在讨论过程中,我将作为一个引导者,帮助学生发现交流中的问题,分析如何更有效地使用形容词和句型。
(二)新课讲授(用时10分钟)
1.理论介绍:首先,我们要了解如何使用形容词和句型来描述人物特点。形容词是描述性的词汇,它们能够帮助我们更准确地表达看法。句型“What do you think of...?”则是询问他人对某人或某物的评价。
2.案例分析:接下来,我们来看一个具体的案例。课文中的角色是如何评价彼此的?这个案例展示了在实际对话中如何使用形容词和句型。
外研版九年级英语上册教案 Module11 Unit1
English
Lesson style
Listening and speaking
Teacher
Teaching Material
Module11Photos
Unit 1He’s the boy who won the photo competition last year!
Teaching Aims
Teaching Key Points1.The usages of the key words and phrases.
2.Theattributiveclauses with which and who.
3.Listenand understand the conversation about entering a photo competition.
After-class
reflections
A: Nice photo! Why don’t you call it …
B: That’s a good idea. I’m sure I’m in with a chance.
1.模仿课文朗读,培养学生英语语音语调;
2.熟悉课文内容,为输出对话做好准备。
Language Points
1. Explain some important phrases and sentences.
3.Have Ss read the conversation in pairs.
有任务读对话,让学生收集重要信息,并让学生熟悉课文内容,为输出
对话做好准备
。
Post listening
Group work.
1. Have Ss read the conversation in pairs.
unit11Thesoundsoftheworld(人教版高一英语上册教案教学设计)
unit11 The sounds of the world(人教版高一英语上册教案教学设计)Period 1 Listening and speaking仁化二中王雪琼Teaching Aims1. To train the students’ ability of listening and improve their spoken English .2. Talk about different kinds of music .3. Practice giving advice and making suggestion .Teaching important points :1. How to improve the students’ ability of listening and their spoken English .Teaching difficult points :1. How to grasp the words of the song .2. How to talk about different kinds of music .3. How to give advice and make suggestions .Teaching AidsA media computerTeaching methods1. Individual work , pair work and team work .2. Feeling and setting happily blended method .Teaching Time 45 minutesTeaching proceduresStep 1. Lead in1. Greet the students .T : Good morning boys and girls .I am happy to be your English teacher today. I’m Miss Wang . I hope we can get on well with each other in this class.T :What is the weather like today ?S :It’s raining .T :It’s really cold .You should put on more coats.T :When is Christmas? Do you like Christmas?S :December the 25th is Christmas .We all like it .T :Me too .Because we can receive a lot of presents.2.Play the song YESTERDAY ONCE MORE and COUNTYR ROADS TAKE ME HOME to the students. Introduce some information about the songs to the students.3.Tell the students that we are going to talk something about music. Ask them some questions.T : Do you like music?S : Yes .I like it.T : Which song do you like best?S : I like YESTERDAY ONCE MORE best.T : There are many kinds of music. Different places have different music.Step 2 . Warming up1. Look at the map in the textbook and talk about different continents and different countries in the world.Show the Ss. more maps and pictures and let them know the diversity of the world.2. Listen to the music on the tape. Where do you think the music comes from?Ask the student one by one.music: 1 Russia music: 2 South America music:3 Asiamusic: 4 Africa3. Discussion⑴ Which piece of music do you like best why ?⑵What makes you think this music comes from ?characteristics(3)What are the differences between the songs you haveheard?Styles , rhythm ,instruments.⑷Can you guess what the songs are about?Step 3. Listening1. Introduce the songs to the students. They are different kinds of music.2. After listening let the Ss. do the team work and ask one of each group to report after their discussion.1).what would be a good title for the song?Music 1:Happy Christmas Music 2:Father and sonMusic 3: Dedicated follower of fashion2).What is the song about ?Music 1 is about Christmas . Music2 is about a father and a son . Music3 is about fashion .3).How does the song make you feel?Happy /soft /exciting4).Do you like the song?I like it very much .(1=not at all 10=very much)5).How would you describe the song?Step 4. Speaking :1. Create a dialogue to go over the sentences we have learned about asking for and giving advice in unit 7.T : I have some problems these days. I really need your advice. Would you like to help me?S1 : SureT : Thanks. Christmas is coming .I want to send a gift to my friend. Can you help me decide what to buy for her?S1 : Maybe you could buy….. ?T : That’s a good idea. But what advice can you give me, S2?S2 : How about ……?T : My friend likes music very much .Especially folk songs .S3 : Why not buy her a John Denver’s CD?T : A good suggestions. Thank you .2. RevisionMaking suggestions and giving adviceMaybe we could.....?Can I ask for some advice ?How about …. ?Why not .....?3. Play the tape to the students. Answer the questions after listening.1).How many people are there in the dialogue ?Who are they ?Three . They are Joe ,Susan and Peter.2).what kind of music does Peter love?He loves Rock music3).what is Joe going to buy for Peter ?He loves Rock music3. Pay attention to some sentences.Can you help me decide what to buy for Peter’s birthday?That’s a great idea.I’m not sure.4. Let the students practice the dialogue for three minutes and act it out .Step 5 Exercise1.Finish the following dialogue.John: Hi Lily! Tomorrow is the Teacher's Day. We'd better buy some gifts for our teacher.Lily :That's a good idea . What do you want to buy?John:I'm not sure .Oh, yes, Mr. Wu loves music. Maybe we could buy him a new CD.Lily: What kind of music does he love ? Popular or classical?John : He loves folk songs.Lily : How about buying him a CD ?John : Yes, That's a good suggestion ! .He will love it .1.I'm not sure.2.That's a good suggestion !3.How about buying him CD?4 .That's a good idea . 5.Maybe we could buy him a new CD.2.If time is enough , let the students act the dialogue out .Step 6 Summary1. Talk about different kinds of music2 .How to give advice and make suggestionsMaking suggestions and giving adviceMaybe we could.....?Can I ask for some advice ?How about …..?Why not .....?Step 7 Homework1. Use the following situation to create a dialogueStudent AYour classmate needs your advice. Please help him or her to decide what to do.Student BYou have been asked to select songs for a radio program on Children's Day in your school. You need help to decide which three songs you should choose.2.Review and preview the lesson.附幻灯片说明1. Unit 11 The sounds of the world 课题2. Goals 学习目标3.Singers’ pictures and songs 歌星图片和两首歌《昨日重现》和《乡村路带我回家》4. Maps and answers 五大洲地图及答案5. Discussion 讨论三首歌的四个问题6. Listen and answer 听和说7. Making suggestions and giving advice征求意见8. Answer after listening .听后回答9. Speaking 说10. Practice the dialogue 练习对话11. Exercise练习12. Summary小结13. Homework作业14.谢谢观看二零零三年十二月。
六年级英语下册unit11(1)课件北师大版
双唇成圆形,牙床
ure; 近乎半合,舌尖不 sure
/uə /
our;
触下齿,发“屋”之 长音,然后从“屋”
tour
oor 音过渡到“厄”音。 poor
字母 音标 组合
发音技巧
举例
双唇外突成圆
/ɔi/
oy; oi
形,发“奥” 音,逐渐过渡 为双唇扁平分 开,发“一”
boy toy coin
之短音。
1. Listen and follow
音 标
字母 组合
发音技巧
举例
双唇张开, ear
ear; 牙床由窄至半 deer
/iə/
eer;
开舌抵下齿逐 渐过渡为上卷,
idea
ea 从“一”音过
渡到“厄”音。
ere; 双唇张开后略圆牙 there /eə / air; 床张开相当宽,舌 chair
ear 尖卷上渐至卷后。 pear
2 Work alone
Listen and write down the time of Michael’s daily activities.
Michael’s daily activities
gets up
goes to school has lunch flies a kite
goes home has dinner
It’s a quarter past one. (It’s one fifteen.) It’s twenty to two.
( It’s one forty.)
3b Useful expressions It’s time to go home. See you next time.
Kangkang meets Baby Monkey on his way
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详细教学内容
I. Introduction
Today, we’ll learn a concept called linking. Watch a video of Obama’s speech. What phenomena do you notice in his speech?
II. What is linking?
Linking means connecting and in speech linking is to connect two words together. The native speakers of English naturally and fluently connect words together. If you don’t link words together, your speech will sound like stiff(生硬的) and mechanical, a kind like computer generating word: Hi! How are you? So it is important to link words together so you can sound smooth and your speech will be interesting to listen to and you’ll have the natural and smooth connection.
(They move smoothly from one word to the next without making any sudden stops. So when we listen to their speech, we hear the end of one word flow straight into the beginning of the next. This phenomenon of joining words together is called linking.)
III. How to link words in English speech?
Speakers of English join words together by blending or joining the last sound of a word with the initial sound of the following word. Following are the various ways to help you achieve the linking so that your speech will become fluent and natural. 1、When a word ends with a consonant and the following word begins with a vowel, we connect these words together--- we link the final consonant to the initial vowels of the following word.
当一个词以辅音结尾,后面一个词以元音开头时, 将前一个单词结尾的辅音与下一个单词开头的元音连在一起读.
It is a book. Or : It’s a book.
In an instant
Take an apple.
He lives in America.
John is a friend of mine.
Can I look at it?
Give him a pen.
There is a generation gap between us.
2、To link the final vowels /з:/ and / / to a following vowel by adding the /r/ sound, which is called linking-r, as in "her own", or intrusive-r, as in "the idea of".
如果前一个词以元音/ : / /α: // : / / / / i/ /ε/ / u/结尾,后
一个以元音开头,朗读的时候可以在两个音中间加上一个/r/音,这种现象叫做/r/连读。
more interesting
four inches
for a few week
a mother of two
sure as it is
on our own
连读
汉英两种语言不仅在音节结构上有很大的差别,在话语中词与词的连接上也有一套规则。
英语话语中同一意群的词之间的关系是极为密切的。
部分学生意识不到这一点,话语中不会通过连读、同化等方法使意群中的词与词之间产生一定的联系。
结果是所说的话语语流欠妥,听者不易听懂;有的人在听英美人士说话时常常将连读的词组或经过音的同化的词组当作是自己没有学过的词汇。
这种影响在初学者中极为常见。
连读是英语口语中非常普遍的语音现象。
如果你在说英语时一个一个单词地的讲而不是按照英语的语音规律将词与词连接起来,听者完全可能听不懂你在说什么。
掌握英语连读这一语音现象不仅有助于提高我们英语话语的流利程度,有助于信息的表达,同时也有助于提高我们的听力。
英语话语中词与词之间应该如何连读?
简单地说,连读时就是把位于前面的单词的最后一个音与下一个单词的第一
个音自然地混为一体, 使你的话语听起来流利自然。
以下几种连读的方法可以帮
你达到这一目的。
There are three important things that you need to know about linking:
(1)Don’t speak very fast
A lot of students when they first learn the concept of linking, they think they have to
speak very fast: John is a friend of mine. That is not what linking is. Linking is smooth and connected speech.
(2)Stress the content words
You still need to remember the concept of stress the content/ key words.
John is a friend of mine.
(3)Don’t link between two thought groups
For example, if I say : I’ll call you up / in an instant. You don’t link when
there is a coma, or when you want to make a pause.
在学习英语连读时需要注意的是:连读是连贯讲话时自然发生的语音现象。
讲话的语速快了,相邻的词一气呵成地连贯而出则是再自然不过的了。
反之,说话语速慢时,连读的现象自然就少一些。
因此,不要把连读理解成有意识的拼读,使之显得生硬、欠自然。