语音教学设计_语音教学教学设计

语音教学设计由刀豆文库小编整理，希望给你工作、学习、生活带来方便，猜你可能喜欢“语音教学教学设计”。

背景:

上海出版社牛津英语3A开始时就有了语音教学,从开始学习字母时,学生就学习了26个字母及以该字母为首的单词的发音,初步对语音有所了解,我发现学生读单词的能力较以前版本在同等程度有了提高.在拿到3B的教科书时,我发现3B的语音教学内容,主要是五个元音字母的发音,如果学生真正掌握了元音字母开闭音节的发音,那么学生不尽尽认读能力有了提高,而且能帮助他们很快记住单词,避免死记硬背和用汉语注音的方法来记忆单词.进而提高教学质量.因此在教学中,我十分重视语音教学,让学生掌握单词的发音特点和方法,还要记住一些常用的字母组合音,进而在小学英语学习阶段提高听,说,读,写等运用能力奠定良好的基础.下面这节课是我在3B教学中的语音教学课堂设计.Teaching Aims: 1 Be able to read the words with the letter “i”correctly.2 Be able to distinguish two basic kind of pronunciation of the letter“i”in the words.3 Know something about some pronunciationrules.Teaching procedures: 1 Warming-up : Enjoy the song.T: Let's listen and sing a song“ABC song ”together.设计思路:用已学过的歌曲将学生带入英语学习的氛围,同时也为引出下一个教学环节做铺垫.Presentation: T:Boys and girls ,are you happy? Today we will meet an old friend.Let's see who is he? Oh,it's letter “I”.T: The letter is our old friend.Can you tell me who's his friend? Ss: big/rabbit/nine...T:

Look.I have eight friends.They are all its friends.Can you read them ?(Show the eight friends with the letter “i”.)bike pig milk kite fish window rice ice--cream S: bike pig milk...T: let's call loudly,“bike--bike--bike”.Ss: bike--bike--bike T:The letter “i”in the word is pronunced as what?(引出“i”第一个发音/ai/,但是不出音标,而是固定一个手势并加以强化)Ss:Pig--pig--pig.T: The letter “i”in the word is pronunced as what?(引出“i”第一个发音/i/,但是不出音标,而是固定一个手势并加以强化)(学生猜对一个,教师逐一分析并强化元音字母i在开闭音节单词中的发音.)设计思路

这种不出现音标的教学方法可以避免增加小学生英语学习的负担,同时教学中教师通过手势强化这种轻松的学习方法,更加有利于学生在无意识中快速掌握字母“i”在单词中的两种基本发音.(2)Help the words find their homes.T:Boys and girls.Here are some friends of letter“i”.They can't find their homes.Let's help them.Look,there are two homes of the letter“i”.Home1 is called /ai/.Home2 is called /i/.Can you help them find their homes.For example,“rice”---/ai/---rice,it's at home1, and“sit”--/i/--sit, it's at home2.What about the others?(单词如下:rice sit milk pig kite fish five six ride sister chick nice)T: Now ,boys and girls,look at Home1 and Home2.Can you find rules about the pronunciation of these words? You may talk in groups first.S: 以 i-e 形式出现的单词,字母“i”在单词中发/ai/;以i形式出现的单词,字母 “i” 在单词中发/i/.T: Very good.Let's read the words together.S: i-e-/ai/-rice, i-e-/ai/-nine...(手势强化)

i--/i/--sit, i--/i/--it/is...(手势强化)设计思路

在上一步的教学的基础上让学生读一读,想一想,最后在此基础上进行比较,发现和归纳,必要时还给予学生讨论的机会,以换取学生的主体意识,打开学生智慧的大门,从而让他们自己获得知识,技能和方法.(3)Put the apples into the right baskets.T: Boys and girls ,now look at the blackboard.There is an apple tree here.On the tree, there are many apples.Now let's pick them and claify them.Which ones should be put into Basket5 ? Which ones should be put into Basket6 ? Now let's try.Students pick the apple one by one.When someone picks one apple, he or she must read this word on the apple and then speak out the pronunciation of letter “i” in this word, and at last put it into the right basket.在活动中教师还要及时对每个小组进行评价,以激发全体学生的参与热情,吸引全体学生课堂上的注意力.苹果上的单词如下: life gift tip dive mice pipe lift it is fine.设计思路

这个活动对于学生来说具有一定的挑战性,学生经过前面的学习基本能拼读出这些单词,但是有些单词是生词前面没出现过.通过这样的活动可以让学生把所学知识用于实际,使不同程度的学生都有成就感,增强自信心,增添学习英语的乐趣,进而长久保持对英语学习的兴趣.3 Consolidation and extention(1)Let's chant T: boys and girls ,you did very well.I'll show you a chant.Let's relax ourselves.Bike bike ride a bike.Kite kite fly a kite.Ice-cream ice-cream I like ice-creams.Pig, pig, walk like a pig.Milk, milk, it is white.Fish, fish, it is lovely.T: Now , boys and girls,who can find the words with letter“i”pronunced as /ai/ in this chant?

Which ones are pronunced as /i/?

Ss find these words.(2)Who read better the teacher or students? T:Boys and girls,please read the chant again.Then I'll reda it.Let's compare who reads better and tell me the difference.设计思路: 我在这里插入一首英语歌谣,一方面让学生中途轻松一下,另一方面通过教师与学生对比读歌谣的形式引出语音教学中连读这一新知识点,最终让学生读出英语的语感来.4 Homework Aign the homework Read the “Tongue twisters”and next cla ask studentsto show in cla.Mike rides a bike behind a white dike.Bill is picking a big pig in a big ship.Bob got a lot of boxes on the top of a hot pot.设计思路:

将课堂教学适当延伸到课外,从而更好地巩固课堂所学的知识.