英语语音教学的教案

英语语音教学的教案【篇一：七年级英语语音教学教案】七年级语音教学教案一、教学内容：教学生掌握12个单元音和并通过英语日惯用语来让学生操练语音二、教学目的：（一）知识与技能1.学会12个单元音以及它们的音标的书写；2.理解音素、元音和辅音的概念；3.精确朗诵12个单元音和含有单元音的字母和单词;4.能懂并且学会说4句英语日惯用语。(1)atfirstlookatmeandlistentomecarefully,please.(2)followme,please.(3)isthatclear?(clear?)(4)theletter“e”ispronounced//.（二）过程与办法1.通过模仿—定型—自动化三个学习过程，使学生对要发音的要领有更深的体会，从而掌握单元音的精确读法；2.通过跟读、独自练读、接力读、唱读、双人读、小组竞赛等多个方式，培养学生良好的注意品质和合作学习意识。3.初步掌握语音的学习办法。（三）情感、态度和价值观1.通过语音学习让学生体验中英两种语言文化的差别性，让学生理解英语和汉语发音的区别，激发学生对英语学习的爱好。2.懂得拼读是英语自学的最基本能力，而学会48个音素是获得拼读能力的基础，进一步激发英语学习的热情和爱好。三、教学重点:1.掌握单元音的发音要领，能够大声精确地朗诵这些音素和含有单元音的字母以及单词；2.学会书写12个单元音；3.学会说某些简朴英语惯用口语来训练自己英语口语发音。四、教学难点：1.掌握发音要领；2.精确的朗诵音标五、教学环节:step1:organization（5’）1.师生问好(规范规定)。(1)---goodafternoon.--goodafternoon.(2)—howareyoutoday?(3)---we’reverywell.thankyou.andyou?----i’mfine,too.2.课堂组织（1）每个同窗的位置能够用两个号码来定位，即number_和row_例如??例1，2，3??问学生有什么规律？s1：排叫做row,而列叫做number,背面的数字则表达第几排或者第几列。练习：个人说一下自己的位置，然后运用全身反映法做一种orderandaction练习。（2）教学生学英语日惯用语----lookatmeandlistentomecarefully.----followme,please.----isthatclear?(clear?)-----theletter“e”ispronounced/;/.step2:introductionandrevision(5’)1.英语中有多少个字母？几个元音字母？几个辅音字母？什么是半元音字母？它们的发音有什么规律？2.为什么要学习音标？什么是音素、元音音素、辅音音素？什么是音标？英语音素的构成构造；3.介绍本节课的教学目的。step3：presentation(3)1.atfirstlistentotwelveenglishvowels://;//;//;//;//;//;//;//;//;//;//;//.2.让学生说一说第1、5、7、9、11有什么共同点？其它的呢？3.1和2，3和4，5和6，7和8，9和10，11和12之间在发音口型变化方面有什么特点？step4:teachingandpractising1.向学生逐个介绍12个元音的发音要领并且进行示范朗诵；学生跟读、独自练读、接力读、唱读、双人读、小组竞赛等形式，使学生对要发音的要领有更深的体会，从而掌握单元音的精确读法。（10’）（1）//发音要领：1．舌尖抵住下齿，舌前部尽量抬向硬腭；2．双唇扁平，向两侧展开。//--eebbccddggppttvvzz//--heshewemethese//--teaeatreadneatmeat//--feelneedsweetfreethree(2)//发音要领：1．它不是//的单纯缩短我而成的；2.舌尖抵住下齿，舌前部尽量抬向腭硬，但没有//那么高；3.牙齿半开，齿间能够容下一种小指；4.双颊自然张开，双颊放松。//--itisbigcitylist(3)//发音要领：1.舌尖抵住下齿，舌前部抬至口腔为半开半闭；2.牙齿半开，齿间能够容下一种食指；3.双唇自然地展向两侧。//--ffllmmnnssxx//--betterbestneverletrestsenthelp//--readybreadbreakfastweatherdead朗诵下列小诗：good,better,best.neverletitrest,tillgoodisbetter,andbetter，best.(4)//发音要领：1.舌尖抵住下齿，舌前部尽量抬向硬腭，但是比//抬得要低某些；2.牙床开的较大，能够容得下食指和中指；3.发音时喉部较紧。//--catrathatthatdadbatsacks(5)//发音要领：1.舌中部伸向口腔中部，使使口部半张半合，舌尖轻轻抵住下齿；2.双唇扁平，向两侧展开。//--hermerchantnervous//--girlskirtthirteenthirtyfirst//--purplenurse(6)//发音要领：1.它是//的短音；2.但当它处在词尾时比不处在词尾时发的更短。//--sisterbrotherteacherlaterletter//--aboutagainagosofaaway//--doctormonitorcolor(7)//发音要领：1.舌位很低，舌尖离开下齿；2.牙床全开，口要张大。//--carhardcardfarmfar【篇二：英语语音教案】unit1unit2unit3unit4unit5unit6unit7unit8unit9unit10unit11unit12unit13unit14unit15teachingplanforenglishpronunciationpractice《英语语音》课程教学教案basicconcepts:syllables,stressrhythmconsonants:stopsconsonants:fricativesandaffricatesconsonants:nasals,approximantsliteral(s)vowels:frontvowelscentralvowelsvowels:backvowelsvowels:diphthongsstressedsyllablesunstressedsyllablesstressedwordsunstressedwordsinasentencestrongformsandweakformslinkingrhythmofenglishspeechtypesofintonationinenglishintonationunitsofenglishfunctionsusesofenglishintonationunit1lessonplanbasicconcepts:syllables,stressrhythm(教案：附要点、重点和难点)date:sept.16-20class:classes1,23,gradesubject:englishpronunciationpracticepurpose:thestudentswilllearnsomebasicconceptsinenglishpronunciation.wearegoingtolearnsomethingaboutsyllables,stressandrhythminenglish.atthesametime,theywilllearntosaygreetingsandfarewellwithappropriatepronunciationandintonationinenglish.objectives:studentswillbeableto:1.define-intheirownwordsadefinitionfor“syllable”and“stressedsyllable”,thenadefinitionfor“rhythm”and“rhythmicpattern”;2.compare–basedontheunderstandingofthebasicconcept,comparethedegreesofstressanddifferentrhythmicpatterns;3.practice–imitatethetypicalstresspatternsandrhythmicpatternsinenglish.resources/materials:1.textbook:wang,guizhen,anenglishpronunciationcourse,highereducationpress,beijing,;2.handouts:illustrationofstresspatternsandrhythmicpattern;3.recordingsofnativespeakersactivitiesandprocedures:1.beginbyaskingtheclasstofindouthowmuchthestudentsknowaboutstresspatternsandrhythmicpattersinenglish,makesurethatitservesthepurposeofstimulatingthestudentstothinkabouttheissueandhavethedesiretofindouttheanswersthemselves.2.displayexamplesbyplayingtherecordingofthenativespeakersshowingthetypicalstresspattersandrhythmicpatternsinenglish.3.askthestudentstolistentothetapestomarkoutthestressedsyllablesinwords.4.askthestudentstolistentothetapestomarkoutthestressedwordsinsentences.5.havethestudentsimitatethestresspatternsandrhythmicpatternstoexperiencetherhythminspeech.6.havethestudentssharewhattheyhavelearnedbyreadingoutthepracticematerialsinpairs.7.havethestudentslistentotheconversationsrecordedbynativespeakersofenglishandtrytogettherhythmicpatternsintheirspeech.8.havethestudentspracticetheguidedconversation.askthemtopayspecialattentiontothestresstherhythminspeech.9.highlightthelanguagefunctionintheconversationinthepractice.10.haveseveralpairsofthestudentspresenttheirconversationintheclass.11.commentonthestudents?performancebyhighlightingtheachievementofthestudentsandtheeffortstheyneedfortheimprovement.12.askthestudentstodomorepracticeafterclassandgetreadyforpresentationduringthenextsession.附:要点、重点和难点unit1basicconcepts:syllables,stressrhythminthisunit,wearegoingtolearnsomebasicconceptsinenglishpronunciation.wearegoingtolearnsomethingaboutsyllables,stressandrhythminenglish.atthesametime,wearegoingtolearntosaygreetingsandfarewellwithappropriatepronunciationandintonationinenglish.firstofall,let?slookatthesyllableinenglish.pleaselistentothefollowingword:driveway.now,tellme,howmanysyllablesthereareinthisword?right.therearetwo.pleaselistentothefollowingsentence:drivehimaway.tellme,howmanysyllablesthereareinthissentence?right.thereareroductionso.whatisasyllable?asyllableisawordpartandthebasicunitofenglishrhythm.englishwordscanhaveone,two,threeorevenmoresyllables.intheword?driveway?,therearetwosyllables.inthesentence?drivehimaway?,therearefour.whatisastressedsyllable?inenglishwordswithmorethanonesyllable,oneofthemwillreceivemorestressthantheothers.stressedsyllablesarethosethataremarkedinthedictionaryasstressed.forexample,intheword?driveway?,thefirstsyllableisastressedsyllablewhilethesecondsyllableisnot.stressedsyllablesinenglishareusuallylonger,louder,andhigherinpitch.listentothefollowingexample:syllable1syllable2(short)(long)syllable3(short)thewordbananahas3syllables.syllable1isnotstressedandsoisshort.syllable2isstressedandsoislongwithaclearvowelsound/:/.syllable3isnotstressedandsoisalsoshort.hereisashortsummaryaboutthestressedandunstressedsyllables:stressedsyllablesarestrongsyllables.unstressedsyllablesareweaksyllables.stressedsyllables:-arelong-haveapitchchange-havefullvowelsounds.unstressedsyllables:-areshort-oftenhaveareducedvowelsound.nowlet?slookattherhythminenglish.weallknowthatcorrectpronunciationoftheindividualenglishsoundsisimportantincommunication.thewaythesoundsareorganized,however,isoftenmorecrucialforunderstanding.therhythmofenglish,forexample,isoneofthetwomajororganizingstructuresthatnativespeakersrelyontoprocessspeech.whatisrhythm?rhythmcanbefoundeverywhereinlife:thesoundofaclock,thebeatingoftheheart,thestrokesofaswimmer,andofcourseinpoetryandmusic.butrhythminlanguageislessfamiliarbecauseitislessobvious.therhythmofalanguageischaracterizedbythetimingpatternofsuccessivesyllables.insomelanguages,everysyllableisgivenaboutthesamelength,whileinothers,syllablesvaryinlength.inenglish,strongbeatsarecalledstress--theheartoftherhythmicpattern.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,重要介绍英语语音的音节、重音和节奏规律。首先，让我们先来看看英语的音节：单词driveway有两个音节。句子drivehimaway有四个音节。何谓“音节”？音节是一种言语单位，经常比一种语音长，但比一种单词短。一种英语单词能够有一种、两个三个或更多的音节。就像我们刚看到的单词driveway有两个音节,句子drivehimaway有四个音节。同时，音节又是英语发音节奏的最基本的单位。何谓“重读音节”？如果一种英语单词中拥有两个或两个以上的音节，其中一种音节会比其周边的音节要响亮些。重读音节普通在词典中有所标注。例如，单词driveway的第一种音节就是重读音节，而它的第二个音节就是非重读音节。英语中的重读音节在发音过程中往往要比非重读音节要长某些，响亮某些，同时音调也稍高某些。例如，“banana”一词有三个音节。第一种音节是非重音，因此发音所需时间比较短。第二个音节是重读，因此元音/:/发的比较长，清晰响亮。第三个音节同样属非重音，因此发音所需时间也很短。可见，重读音节与非重读音节分别有下列特性：重读音节:⒈声音响亮⒉延续时间较长⒊音调较高非重读音节:1.延续时间较短2.元音发音弱化英语话语节奏：学会发好每一种英语音素，是学好英语语音的基础，对的的发音在语言交流中非常重要。然而，语音的组合方式对于听者的理解也起着至关重要的作用。英语的话语节奏就是其中之一。何谓“英语话语节奏”？节奏在我们的日常生活中无所不在：滴答转动的钟表声，砰砰不停的心脏跳动，游泳的划水节拍，优美诗句和音乐的韵律，这些都是节奏的体现。话语节奏与前面我们所提到的日常生活中显而易见的节奏不同之处在于：语言中的话语节奏不是那么明显与绝对。语言中的节奏特性是由一连串音节的长短来体现的。有某些语言的话语特点是：每一种音节的音长呈大致相似的趋势，这种音节彼此距离大致相等的现象被称为“以音节定时”节奏。汉语的话语节奏就有这样的倾向。例如，当我说：“面包加牛奶”，这里含5个音节，所需的时间暂且定为5个时段。如果我要说：“一片面包加一杯牛奶”，这里含9个音节，所需的时间就是9个时段。英语的话语节奏则显不同的趋势。例如，在“breadandmilk”短语中，音节数是三个，其中“bread”与“milk”是重读音节。在“somebreadandsomemilk”这一短语中，音节数是5个，其中重读的也是“bread”与“milk”。即使这两个短语的音节数不同，但是在话语中，它们所需的时间却是大致相似的，由于它们有一种共同点：重读音节数相似。这种重读音节彼此距离相等的现象就是“以重音定时”节奏。掌握这一英语话语的节奏规律。对于提高我们英语口语的流利程度和自然程度以及英语听力理解快速解码的能力至关重要。正由于如此，我们将重音与节奏的学习放在中心与突出的位置，从第一单元的概念介绍开始，贯穿整个语音课程学习的始终。【篇三：英语语音教案】《英语语音》课程教学教案unit1purpose:thestudentswilllearnsomebasicconceptsinenglishpronunciation.wearegoingtolearnsomethingaboutsyllables,stressandrhythminenglish.atthesametime,theywilllearntosaygreetingsandfarewellwithappropriatepronunciationandintonationinenglish.objectives:studentswillbeableto:1.define-intheirownwordsadefinitionfor“syllable”and“stressedsyllable”,thenadefinitionfor“rhythm”and“rhythmicpattern”;2.compare–basedontheunderstandingofthebasicconcept,comparethedegreesofstressanddifferentrhythmicpatterns;3.practice–imitatethetypicalstresspatternsandrhythmicpatternsinenglish.resources/materials:1.handouts:illustrationofstresspatternsandrhythmicpattern;2.recordingsofnativespeakersactivitiesandprocedures:1.beginbyaskingtheclasstofindouthowmuchthestudentsknowaboutstresspatternsandrhythmicpattersinenglish,makesurethatitservesthepurposeofstimulatingthestudentstothinkabouttheissueandhavethedesiretofindouttheanswersthemselves.2.displayexamplesbyplayingtherecordingofthenativespeakersshowingthetypicalstresspattersandrhythmicpatternsinenglish.3.askthestudentstolistentothetapestomarkoutthestressedsyllablesinwords.4.askthestudentstolistentothetapestomarkoutthestressedwordsinsentences.5.havethestudentsimitatethestresspatternsandrhythmicpatternstoexperiencetherhythminspeech.6.havethestudentssharewhattheyhavelearnedbyreadingoutthepracticematerialsinpairs.7.havethestudentslistentotheconversationsrecordedbynativespeakersofenglishandtrytogettherhythmicpatternsintheirspeech.8.havethestudentspracticetheguidedconversation.askthemtopayspecialattentiontothestresstherhythminspeech.9.highlightthelanguagefunctionintheconversationinthepractice.10.haveseveralpairsofthestudentspresenttheirconversationintheclass.11.commentonthestudents?performancebyhighlightingtheachievementofthestudentsandtheeffortstheyneedfortheimprovement.12.askthestudentstodomorepracticeafterclassandgetreadyforpresentationduringthenextsession.附:要点、重点和难点unit1basicconcepts:syllables,stressrhythminthisunit,wearegoingtolearnsomebasicconceptsinenglishpronunciation.wearegoingtolearnsomethingaboutsyllables,stressandrhythminenglish.atthesametime,wearegoingtolearntosaygreetingsandfarewellwithappropriatepronunciationandintonationinenglish.firstofall,let?slookatthesyllableinenglish.pleaselistentothefollowingword:driveway.now,tellme,howmanysyllablesthereareinthisword?right.therearetwo.pleaselistentothefollowingsentence:drivehimaway.tellme,howmanysyllablesthereareinthissentence?right.thereareroductionso.whatisasyllable?asyllableisawordpartandthebasicunitofenglishrhythm.englishwordscanhaveone,two,threeorevenmoresyllables.intheword?driveway?,therearetwosyllables.inthesentence?drivehimaway?,therearefour.whatisastressedsyllable?inenglishwordswithmorethanonesyllable,oneofthemwillreceivemorestressthantheothers.stressedsyllablesarethosethataremarkedinthedictionaryasstressed.forexample,intheword?driveway?,thefirstsyllableisastressedsyllablewhilethesecondsyllableisnot.stressedsyllablesinenglishareusuallylonger,louder,andhigherinpitch.listentothefollowingexample:syllable1syllable2(short)(long)syllable3(short)thewordbananahas3syllables.syllable1isnotstressedandsoisshort.syllable2isstressedandsoislongwithaclearvowelsound/:/.syllable3isnotstressedandsoisalsoshort.hereisashortsummaryaboutthestressedandunstressedsyllables:stressedsyllablesarestrongsyllables.unstressedsyllablesareweaksyllables.stressedsyllables:-arelong-haveapitchchange-havefullvowelsounds.unstressedsyllables:-areshort-oftenhaveareducedvowelsound.nowlet?slookattherhythminenglish.weallknowthatcorrectpronunciationoftheindividualenglishsoundsisimportantincommunication.thewaythesoundsareorganized,however,isoftenmorecrucialforunderstanding.therhythmofenglish,forexample,isoneofthetwomajororganizingstructuresthatnativespeakersrelyontoprocessspeech.whatisrhythm?rhythmcanbefoundeverywhereinlife:thesoundofaclock,thebeatingoftheheart,thestrokesofaswimmer,andofcourseinpoetryandmusic.butrhythminlanguageislessfamiliarbecauseitislessobvious.therhythmofalanguageischaracterizedbythetimingpatternofsuccessivesyllables.insomelanguages,everysyllableisgivenaboutthesamelength,whileinothers,syllablesvaryinlength.inenglish,strongbeatsarecalledstress--theheartoftherhythmicpattern.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,重要介绍英语语音的音节、重音和节奏规律。首先，让我们先来看看英语的音节：单词driveway有两个音节。句子drivehimaway有四个音节。何谓“音节”？音节是一种言语单位，经常比一种语音长，但比一种单词短。一种英语单词能够有一种、两个三个或更多的音节。就像我们刚看到的单词driveway有两个音节,句子drivehimaway有四个音节。同时，音节又是英语发音节奏的最基本的单位。何谓“重读音节”？如果一种英语单词中拥有两个或两个以上的音节，其中一种音节会比其周边的音节要响亮些。重读音节普通在词典中有所标注。例如，单词driveway的第一种音节就是重读音节，而它的第二个音节就是非重读音节。英语中的重读音节在发音过程中往往要比非重读音节要长某些，响亮某些，同时音调也稍高某些。例如，“banana”一词有三个音节。第一种音节是非重音，因此发音所需时间比较短。第二个音节是重读，因此元音/:/发的比较长，清晰响亮。第三个音节同样属非重音，因此发音所需时间也很短。可见，重读音节与非重读音节分别有下列特性：重读音节:⒈声音响亮⒉延续时间较长⒊音调较高非重读音节:1.延续时间较短2.元音发音弱化英语话语节奏：学会发好每一种英语音素，是学好英语语音的基础，对的的发音在语言交流中非常重要。然而，语音的组合方式对于听者的理解也起着至关重要的作用。英语的话语节奏就是其中之一。何谓“英语话语节奏”？节奏在我们的日常生活中无所不在：滴答转动的钟表声，砰砰不停的心脏跳动，游泳的划水节拍，优美诗句和音乐的韵律，这些都是节奏的体现。话语节奏与前面我们所提到的日常生活中显而易见的节奏不同之处在于：语言中的话语节奏不是那么明显与绝对。语言中的节奏特性是由一连串音节的长短来体现的。有某些语言的话语特点是：每一种音节的音长呈大致相似的趋势，这种音节彼此距离大致相等的现象被称为“以音节定时”节奏。汉语的话语节奏就有这样的倾向。例如，当我说：“面包加牛奶”，这里含5个音节，所需的时间暂且定为5个时段。如果我要说：“一片面包加一杯牛奶”，这里含9个音节，所需的时间就是9个时段。英语的话语节奏则显不同的趋势。例如，在“breadandmilk”短语中，音节数是三个，其中“bread”与“milk”是重读音节。在“somebreadandsomemilk”这一短语中，音节数是5个，其中重读的也是“bread”与“milk”。即使这两个短语的音节数不同，但是在话语中，它们所需的时间却是大致相似的，由于它们有一种共同点：重读音节数相似。这种重读音节彼此距离相等的现象就是“以重音定时”节奏。掌握这一英语话语的节奏规律。对于提高我们英语口语的流利程度和自然程度以及英语听力理解快速解码的能力至关重要。正由于如此，我们将重音与节奏的学习放在中心与突出的位置，从第一单元的概念介绍开始，贯穿整个语音课程学习的始终。unit2purpose:thestudentswilllearnthestopconsonantsinenglis