高中英语教师资格证语音课教案

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。

课时：2课时年级：高一教材：人教版高中英语教学目标：1. 通过本节课的学习，学生能够掌握英语音标的基本知识，包括元音和辅音的发音。

2. 培养学生正确的发音习惯，提高英语口语发音的准确性和流畅性。

3. 增强学生的英语听力理解能力，提高对英语语音的敏感度。

教学内容：1. 英语音标的基本知识：元音和辅音的分类、发音要领。

2. 常见单词的发音规则和音节划分。

3. 英语语音的节奏和语调特点。

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

2. 引导学生回顾已学过的英语发音知识，如元音和辅音的基本发音。

二、新知识学习1. 元音和辅音的分类及发音要领：- 教师展示元音和辅音的分类表格，讲解发音要点。

- 学生跟读练习，教师逐一纠正发音错误。

2. 常见单词的发音规则和音节划分：- 教师挑选一些常见单词，讲解发音规则和音节划分。

- 学生跟读练习，教师纠正发音错误。

三、课堂活动1. 分组练习：学生分成小组，互相纠正发音错误，提高发音水平。

2. 发音比赛：每组选出一名代表进行发音比赛，评选最佳发音者。

四、总结1. 教师总结本节课所学内容，强调发音的重要性。

2. 布置课后作业，要求学生复习本节课所学内容。

第二课时一、复习1. 教师提问，检查学生对上节课所学内容的掌握情况。

2. 学生分组练习，互相纠正发音错误。

二、新知识学习1. 英语语音的节奏和语调特点：- 教师讲解英语语音的节奏和语调特点，分析其与汉语的异同。

- 学生跟读练习，教师纠正发音错误。

2. 常见句子的发音练习：- 教师挑选一些常见句子，讲解发音技巧。

- 学生跟读练习，教师纠正发音错误。

三、课堂活动1. 角色扮演：学生分组进行角色扮演，练习英语口语发音。

2. 发音比赛：每组选出一名代表进行发音比赛，评选最佳发音者。

四、总结1. 教师总结本节课所学内容，强调英语语音的重要性。

2. 布置课后作业，要求学生复习本节课所学内容，并练习英语口语。

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。

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。

教资高中英语语音教案【篇一：大一语音教案】教案2009～2010学年第一学期系英语外事管理系教研室(组)大一年级精读组课程名称英语精读授课年级2009授课教师职称四川外语学院成都学院教务处制二○○九年八月教案（首页）教案【篇二：教师资格证高中英语面试教案写法整理】阅读课：导入（图片，问答），读前讨论预测或者听力训练，读中寻读精读标记语法点找主旨句，读后讲解语法点，小组活动teaching topic：teaching aims:1. learn some new words .2. improve students? reading ability and self-study ability.3. enable students to value/love/aware the importance of ... teaching aids: pictures, a tape recorder and ppt.teaching important points:1.improve students? reading ability.2.master the following words.teaching difficult points:1. how to make them to understand the reading text better.2. improve their reading strategy.teaching procedure:step 1: lead-inshow students? pictures on the screen. and ask them what they will do if they are in those situations, let them discuss inpairs and then ask some ss answer the question after 3 minutes. step 2: pre- readingteacher ask the ss to listen to the record to try to grasp the general idea of the passage,try to answer 2 questions.step 3: while- readingusing task-based method to help the ss improve their reading skills in this step.task1. scanning :scanning the text and find the answer of 2 questions. looking for the information quickly without reading the whole text.task2. detail readingread the passage carefully and do true or false exercises on the screen. let ss get further understanding of the article and check their reading results.step 4: language learningfind out the new words and phrases. let them guess from the context.new words:new phrases:step5: summaryss summarize what we have learnt and key points. make an assessment on each group. step6: homeworkwrite a diary with simple past tense.blackboard design：title:questions:new words :文章线索（便于复述）口语课教学过程：看图，问答练习，重点句呈现讲解，小组练习，展示成果teaching objectives:1. be able to master the following words and sentence pattern. and learn the expression of giving advice .3. improve the cooperative spirit and care more about yourself and your family members? health. teaching aids: pictures, a tape recorder and ppt.the teaching focus:1. master the following words and sentence pattern.2. master the expressions of giving advicethe teaching difficulties:1. students may find it difficult to remember all the target new words in the class;2. students may find it difficult to give appropriate advice to the certain disease because of their limited life experience.teaching procedure:step1：warming upgreet ss by asking them: how are you today? then i?ll tell ss that i?m not feeling well today (write the sentence on the blackboard and guide ss to read it.) and get ss to guess the reason freely. if ss can?t get the answer, i?ll tell them that i didn?t have a good sleep last night. so i have a headache. (i say this by doing a gesture)step2: presentation of words and sentence patterns1. let one student imitate he has a kind of disease and ask the class guess what ?s the matter with him. use the following sentence:”what?s the matter with him?” “i have a stomache.”2. show ss pictures of diseases.( write the words on the black board.) step3: pair workask ss to work in pairs and talk about health problems by using the bandage given and using the target language: what?s the matter? i?m not feeling well. i have a …step4: presentation of expressions of giving advicetell ss that i have a cold/cough, ask them: what should i do? ss may give different answers, collect their answers and help them to use: you should/shouldn?t do… during this activity, some phrases will be learned: ...step5: role play1.show the sample dialogue and ask ss to complete it according to the picture orally.ask students to make a four -people group, one of them is a doctor, the other three are patients. ask the ss to role play a dialogue .a: what?s the matter with you?b: i?m not feeling well. i have a _______.a: when did it start?b: about______ ago.a: oh, that?s too bad. / i?m sorry to hear that. youshould/shouldn?t ________ and you should/shouldn?t________...b: yes, i think so.a: _________________.b: thank you, doctor.step5: summaryss summarize what we have learnt. make an assessment on each group.step6: homeworktry to make a story according to the dialogue.blackboard design：title:new words and phrases :sentence pattern :语法课：复习导入，查找标记相关句子，总结规律，练习（造句，讨论）teaching objectives:1.enable the ss to know the uses of adjectives ending in -ing / -ed and the differences between them.2. master the following words and sentence pattern.main word and expression: amazed, amazing, interested, interesting, bored, boring.main structure: the classroom was amazing. i was completely amazed by the classroom. teaching aids: pictures, a tape recorder and ppt.teaching important points:get the ss to know the differences between the adjectives ending in -ing and -ed and learn the uses of them in the sentences.teaching difficult points:understand the differences between the adjectives ending in –ing and –ed and apply them in the sentences .teaching procedure:step 1 lead ingreet the students and say some words which includes the language points. then tell them what we are going to learn is the differences and uses of the adjectives ending in –ing and –ed . ask students to think about the question below and try to figure out the right answer.---can you make a distinguish between the two sentences?i am bored.i am boring .step 2 discovering and explaining.ask the students to read the text and try to find out the sentences which have the adjectives ending in -ing and –ed.try to find the differences and understand the meaning of these adjectives.step 3 group worklet students work in groups and have a discussion. try to find the differences of these adjectives and explain the meaning of these sentences according to the context.step 4 conclusion and exerciseinvite students to make a report about their group discussion and teacher will make a conclusion according to their report. find the grammar rules:1: the –ing form describes the people or things that cause the feeling;（令人?） 2: the –ed form tells us how people feel.（感到?）give some examples to show what they have learned and ask students to do exercise and check the answers. fill in the blank with the correct forms of words.it is a ____ (bore)party and i feel__(bore).step 5 homework1. find out more adjectives ending in -ing and -ed and sentences.e the -ed and -ing form of the words “bore” “interest” “amaze” and “embarrass” to make sentences.blackboard design：title:words and phrases :sentence pattern :.听力课：导入，听主要内容检查主要内容，听细节（给问题），分角色，对话表演写作课：复习导入，展示讨论图片，描述内容/文体，总结关键词语，教师指导，写作文【篇三：教师资格证英文教案】teaching plantype: module lessonmaterial: three days to seeteaching aids: multi-media and blackboardinstructor: zhu yunclass: class 12, senior ii, jianping high schoolteaching objectives:language objectives:1. to build up students’ vocabulary by reading and analyzing famous writings;2. to train students to further develop their reading skills.emotional objectives:1. to cultivate students’ appreciation of the masterpiece;2. to arouse students’ awareness of the beauty of nature;3. to get students to learn to cherish people and things around. ability objectives:1. to develop students’ ability to guess meanings of words through the context;2. to cultivate students’ spirit of cooperation with classmates.teaching proceduresi. presentation: pre-reading1. test students’ awareness of the change of things around;2. give a brief introduction of helen keller.ii. practice: while-readingi) read and understand the first two paragraphs1. did helen keller think it was good or bad if people were stricken blind and deaf for a fewdays at some time during his early adult life?2. how do you know that? (which word tells you?)3. why did helen think it was a good idea for people to losetheir ability of sight and hearing?4. did one of helen’s friends observe anything when she returned from a long walk in thewoods?5. what did she say in reply to helen’s question?6. was her friend also blind (or was she normal)?7. which word tells you that?8. what did she say about the seeing people?9. how do you understand the sentence “the seeing see little”? do you agree? why?10. how did helen feel when saying “how was it possible”?then how did helen feel the beauty of nature?ii) read and appreciate the third paragraph1. students’ are required to read the third paragraph by themselves。

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。

高中英语教师资格证试讲教案一、教学目标1. 知识目标：学生能够掌握英语语法和词汇的基本知识。

学生能够理解和运用所学的英语语法和词汇。

2. 能力目标：学生能够提高英语听、说、读、写的综合能力。

学生能够运用所学的英语语法和词汇进行有效的口语表达和书面表达。

3. 情感目标：学生能够培养对英语学习的兴趣和积极性。

学生能够培养团队合作和自主学习的能力。

二、教学内容1. 章节名称：英语语音知识2. 教学内容：学生能够了解英语音标的基本知识。

学生能够正确发音英语音标。

学生能够辨别英语音标的区别。

三、教学方法1. 讲授法：教师通过讲解英语语音知识，引导学生理解和掌握相关概念。

2. 实践法：教师组织学生进行发音练习和听力练习，提高学生的语音能力。

3. 互动法：教师引导学生进行小组讨论和口语表达，增强学生的参与感和合作意识。

四、教学步骤1. 导入：教师通过引入英语语音的重要性，激发学生的学习兴趣。

2. 讲解：教师讲解英语音标的基本知识和发音规则。

3. 练习：教师组织学生进行发音练习和听力练习。

4. 互动：教师引导学生进行小组讨论和口语表达。

5. 总结：教师对所学内容进行总结，强调重点和难点。

五、作业布置1. 学生完成英语语音练习册的相关题目。

2. 学生准备英语语音的口语表达练习。

教学评价：1. 课堂参与度：观察学生在课堂上的积极参与和发言情况。

2. 作业完成情况：检查学生完成作业的正确性和及时性。

3. 口语表达：评估学生在口语表达中的语音准确性和流畅性。

六、教学评价1. 课后听写：检测学生对英语词汇和语法的掌握情况。

2. 课堂练习：评估学生在课堂上的实时答题能力和理解力。

3. 小组讨论：观察学生在团队合作中的互动交流和语言运用。

七、教学拓展1. 推荐英语学习网站或APP，引导学生自主学习。

2. 组织英语角活动，提高学生的口语表达能力。

3. 鼓励学生参加英语竞赛，激发学习兴趣。

八、教学计划调整1. 根据学生的学习进度和反馈，适时调整教学内容和难度。

教学目标：1. 知识目标：使学生掌握目标语音的发音规律，了解其音标及音素特点。

2. 能力目标：培养学生正确的发音习惯，提高语音语调的表达能力。

3. 情感目标：激发学生学习英语语音的兴趣，培养良好的英语学习态度。

教学重点：1. 目标语音的发音方法。

2. 语音语调的变化规律。

教学难点：1. 目标语音与相近音素的区分。

2. 语音语调在实际语境中的应用。

教学准备：1. 多媒体课件（包含音标、例句、练习等）。

2. 音频资料（包含目标语音的发音示例）。

3. 教学卡片（用于示范发音）。

教学过程：一、导入1. 教师通过简单的英语歌曲或日常用语，引起学生对语音学习的兴趣。

2. 学生分享自己日常生活中遇到的发音难题，教师进行总结和引导。

二、新课导入1. 教师介绍目标语音的音标、音素特点及发音方法。

2. 学生跟读，教师纠正发音。

三、语音练习1. 教师带领学生进行跟读练习，注意发音的准确性。

2. 学生分组进行角色扮演，练习目标语音在日常语境中的应用。

四、语音语调讲解1. 教师讲解语音语调的变化规律，强调重音、连读、意群等要素。

2. 学生跟读练习，教师纠正发音和语调。

五、巩固练习1. 教师布置课后练习题，包括听写、朗读、模仿等。

2. 学生完成练习，教师检查并讲解。

六、总结1. 教师总结本节课所学内容，强调重点和难点。

2. 学生分享学习心得，提出疑问。

七、布置作业1. 完成课后练习题。

2. 复习本节课所学语音知识。

教学评价：1. 课堂参与度：观察学生在课堂上的表现，如跟读、练习、提问等。

2. 发音准确性：通过听写、朗读等方式，评估学生的发音水平。

3. 语音语调：观察学生在实际语境中运用语音语调的能力。

教学反思：1. 教师根据学生的实际情况，调整教学方法和进度。

2. 注重培养学生的发音习惯和语音语调表达能力。

3. 营造轻松愉快的课堂氛围，激发学生的学习兴趣。

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。

---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。

语音课试讲教案双元音/iə/Lesson plan for the pronunciation of ________Teaching aims:（1）Knowledge aim: be able to know how to pronounce the diphthong ________（2）Ability aim: By the end of the class, students should be able to pronounce the diphthong（记着此处换词）________（3）Emotion aim: be able to pronounce the ________more confidentlyTeaching methods: 3-P modelTeaching aids: chock, blackboard, some cardsTeaching procedure:Pronunciation(板书内容)StepⅠGreeting and Lead-in(回答完评委的两个结构化问题，不要再想了！开始上课吧！自己站在讲桌后，右手压左手，自然摆放在腰带扣的地方，也就是肚脐眼的地方，告诉自己放松，再放松！双手越自然越好！气定神怡，平心静气，微笑对评委以及评委身后那不存在还要假装存在的学生，说：)T: Class begins. Good morning/afternoon, boys and girls. Nice to have this English class with you. Today we are going to learn a diphthong（记着此处换词）in English.StepⅡPresentation ⅡShow some cards to the students. Lead in the diphthong（记着此处换词）________T: first，I will show pictures on the blackboard. Do you know, what is this in English?S: this is a________.T: yes, very good. This is a________. Now read after me,________.S:________T:________S:________T: OK, very good. Then the second one, what is this in English?S: this is a ________.T: good. This is a ________. And what is she doing now?S: she is crying.T: so in her eyes, there are ……S: ________T: excellent! There are ________ in her eyes. Read after me. ________S: ________T: ________S: ________T: Ok. Now, another picture, what is this in English?S: this is ________.T: you are great. This is a bottle of ________. Now read after me, ________S: ________T: ________S: ________T: Ok. We have learned these three words:________, ________ and ________. From these words, can you find something in common？S: they all have the sound ________StepⅢPractice ⅢPractice the students the sound ________, and explain the right way to pronounce the sound.T: yes, very good. These words all contain the sound________. Now read after me, ________ /S: ________T: ________S: ________T: ________S: ________T: Ok, very good. Now who can pronounce the sound? Cuqi, you, pleaseS: ________T: ________, read after me.S: ________.T: yes, very good. Lily, can you?S: ________.T: OK Good. Xixi, pleaseS: ________T: yes, very good.S: ________T: OK, excellent. Now, the whole class read after me. ________S: ________T: ________S: ________T: good. Now, do you know the right way to pronounce the diphthong（记着此处换词）________?S: no.T: this is a diphthong（记着此处换词）. It begins with the first sound /i/,( write the /i/ on the blackboard) and glide towards the second sound /ə/,( write the /ə/ on the blackboard) remember, when you pronounce the Zhaozhao . You, please. diphthong（记着此处换词）________, you should change the shape of your mouth as you move from one sound to another. Now, / look at the position of my lips when I pronounce this sound. ________, ________, ________. Now read after me, ________S: ________.T: ________.S: ________.T: ________.S: ________T: very good. Now, I will divide you into two groups. Group 1 read the sound three times, and then group 2. Are you clear?S: Yes.T: ________. One two go.S: ________________________. / /T: very good. Now group2S:________________________ / / /StepⅣProduction ⅣSound discrimination and tongue twisterT: good. You all have done a good job. Now let’s do some exercise of sound discrimination. Listen to me carefully and circle the words which contain the sound ________ from each of the following pairs. N.1, peer pearS: peer, the first one.T: excellent. N.2, tare ________S: the second one.T: are you sure?S: yes.T: OK, very good. N.3deer dareS: the first one.T: great! N.4 mere mareS: mere, the fist one.T: you are so smart. Now, please look at the blackboard. There is a tongue twister. Who can read it out? Miky, you, please.S: a________ and a mare spare mere one second to drink a bottle of ________ without ________.T: very good. A________ and a mare spare mere one second to drink a bottle of ________ without ________. And who would like to try? cuqi, please.S: a________ and a mare spare mere one second to drink a bottle of ________ without ________.T: excellent!StepⅤSummarize ⅤT: today, we have learned the sound ________; remember the right way to pronounce this sound. It begins with the first sound /i/ and glide towards the second sound /ə/, you should practice more after class.StepⅥHomeworkPractice the diphthong（记着此处换词）________ with your partner.备注1：2013真题舌侧音(Lateral) 备课写的内容见下面舌尖顶住上齿向外弹出同时声带震动所发的音例如清晰型：letter lesson lowThe tip of the tongue against the upper teeth popped out at the same time, vocal cord vibration sound made by such as clear type: letter lesson low含糊型：ball school bottleVague type Ball School Bottle舌尖顶住上齿龈，让气流从舌头两边通过，所以叫舌侧音。

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。

教资高中英语语音教案【篇一：大一语音教案】教案2009 ～2010 学年第一学期系英语外事管理系教研室(组)大一年级精读组课程名称英语精读授课年级2009授课教师职称四川外语学院成都学院教务处制二○○九年八月教案（首页）教案【篇二：教师资格证高中英语面试教案写法整理】阅读课：导入（图片，问答），读前讨论预测或者听力训练，读中寻读精读标记语法点找主旨句，读后讲解语法点，小组活动teaching topic ：teaching aims:1. learn some new words .2. improve students? reading ability and self-study ability.3. enable students to value/love/aware the importance of ...teaching aids: pictures, a tape recorder and ppt.teaching important points:1.improve students? reading ability.2.master the following words. teaching difficult points:1. how to make them to understand the reading text better.2. improve their reading strategy.teaching procedure: step 1:lead-inshow students? pictures on the screen. and ask them whatthey will do if they are in those situations, let them discuss inpairs and then ask some ss answer the question after 3minutes. step 2: pre- readingteacher ask the ss to listen to the record to try to grasp thegeneral idea of the passage,try to answer 2 questions.step 3: while- readingusing task-based method to help the ss improve their readingskills in this step.task1. scanning :scanning the text and find the answer of 2 questions. lookingfor the information quickly without reading the whole text.task2. detail readingread the passage carefully and do true or false exercises onthe screen. let ss get further understanding of the article andcheck their reading results.step 4: language learningfind out the new words and phrases. let them guess from thecontext.new words: newphrases: step5:summaryss summarize what we have learnt and key points. make anassessment on each group. step6: homeworkwrite a diary with simple past tense.blackboard design ：title:questions: new words : 文章线索（便于复述）口语课教学过程：看图，问答练习，重点句呈现讲解，小组练习，展示成果teaching objectives:1. be able to master the following words and sentence pattern.and learn the expression of giving advice .3. improve the cooperative spirit and care more about yourselfand your family members? health. teaching aids: pictures, atape recorder and ppt.the teaching focus:1. master the following words and sentence pattern.2. master the expressions of giving advicethe teaching difficulties:1. students may find it difficult to remember all the target newwords in the class;2. students may find it difficult to give appropriate advice tothe certain disease because of their limited life experience.teaching procedure:step1 ：warming upgreet ss by asking them: how are you today? then i?ll tell ssthat i?m not feeling well today (write the sentence on theblackboard and guide ss to read it.) and get ss to guess thereason freely. if ss can?t get the answer, i?ll tell them that ididn?t have a good sleep last night. so i have a headache. (isay this by doing a gesture)step2: presentation of words and sentence patterns1. let one student imitate he has a kind of disease and ask theclass guess what ?s the matter with him. use the followingsentence: ”what?s the matter with him? ”“i have a stomache. ”2. show ss pictures of diseases.( write the words on the blackboard.) step3: pair workask ss to work in pairs and talk about health problems byusing the bandage given and using the target language:what?s the matter? i?m not feeling well. i have a ⋯step4: presentation of expressions of giving advicetell ss that i have a cold/cough, ask them: what should i do?ss may give different answers, collect their answers and helpthem to use: you should/shouldn?t do ⋯during this activity, some phrases will be learned: ...step5: role play1.show the sample dialogue and ask ss to complete itaccording to the picture orally.ask students to make a four -people group, one of them is adoctor, the other three are patients. ask the ss to role play adialogue .a: what?s the matter with you?b: i?m not feeling well. i have a _______. a: when did it start?b: about______ ago.a: oh, that?s too bad. / i?m sorry to hear that. youshould/shouldn?t ________ and you should/shouldn?t________...b: yes, i think so.a: _________________.b: thank you, doctor. step5:summaryss summarize what we have learnt. make an assessment oneach group.step6: homeworktry to make a story according to the dialogue. blackboarddesign ：title:new words and phrases :sentence pattern :语法课：复习导入，查找标记相关句子，总结规律，练习（造句，讨论）teaching objectives:1.enable the ss to know the uses of adjectives ending in -ing /-ed and the differences between them.2. master the following words and sentence pattern.main word and expression: amazed, amazing, interested,interesting, bored, boring.main structure: the classroom was amazing. i was completelyamazed by the classroom. teaching aids: pictures, a taperecorder and ppt.teaching important points:get the ss to know the differences between the adjectivesending in -ing and -ed and learn the uses of them in thesentences.teaching difficult points:understand the differences between the adjectives ending in –ing and –ed and apply them in the sentences .teaching procedure:step 1 lead ingreet the students and say some words which includes thelanguage points. then tell them what we are going to learn isthe differences and uses of the adjectives ending in –ing and –ed . ask students to think about the question below and try tofigure out the right answer.---can you make a distinguish between the two sentences?i am bored.i am boring .step 2 discovering and explaining.ask the students to read the text and try to find out thesentences which have the adjectives ending in -ing and –ed.try to find the differences and understand the meaning of theseadjectives.step 3 group worklet students work in groups and have a discussion. try to findthe differences of these adjectives and explain the meaning ofthese sentences according to the context.step 4 conclusion and exerciseinvite students to make a report about their group discussionand teacher will make a conclusion according to their report.find the grammar rules:1: the –ing form describes the people or things that cause thefeeling; （令人?）2: the –ed form tells us how people feel. （感到?）give some examples to show what they have learned and ask students to do exercise andcheck the answers. fill in the blank with the correct forms of words.it is a ____ (bore)party and i feel__(bore). step 5 homework1. find out more adjectives ending in -ing and -ed and sentences.e the -ed and - ing form of the words “bore ”“interest ” “amaze”and “embarrass ”to make sentences.blackboard design ：title:words and phrases : sentencepattern :.听力课：导入，听主要内容检查主要内容，听细节（给问题），分角色，对话表演写作课：复习导入，展示讨论图片，描述内容/文体，总结关键词语，教师指导，写作文【篇三：教师资格证英文教案】teaching plantype: module lesson material: threedays to seeteaching aids: multi-media and blackboardinstructor: zhu yunclass: class 12, senior ii, jianping high schoolteaching objectives:language objectives:1. to build up students ’vocabulary by reading and analyzing famous writings;2. to train students to further develop their reading skills.emotional objectives:1. to cultivate students ’appreci a ti o onf the masterpiece;2. to arouse students ’awareness of the beauty of nature;3. to get students to learn to cherish people and things around.ability objectives:1. to develop students ’ability to guess meanings of words through the context;2. to cultivate students ’spirit of cooperation with classmates.teaching proceduresi. presentation: pre-reading1. test students ’awareness of the change of things around;2. give a brief introduction of helen keller.ii. practice: while-readingi) read and understand the first two paragraphs1. did helen keller think it was good or bad if people werestricken blind and deaf for a fewdays at some time during his early adult life?2. how do you know that? (which word tells you?)3. why did helen think it was a good idea for people to losetheir ability of sight and hearing?4. did one of helen ’s friends observe anything when she returned from a long walk inthewoods?5. what did she say in reply to helen ’s question?6. was her friend also blind (or was she normal)?7. which word tells you that?8. what did she say about the seeing people?9. how do you understand the sentence “the seeing see little ”?do you agree? why?10. how did helen feel when saying “how was it possible ”? then how did helen feel the beauty of nature?ii) read and appreciate the third paragraph。

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【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。

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。

课程名称：高中英语语音教学课时：2课时教学目标：1. 知识目标：学生能够掌握一般疑问句和特殊疑问句的语调，并能正确表达。

2. 能力目标：通过学习，学生能够在日常生活中运用所学知识，正确运用不同语调表达疑问。

3. 情感目标：激发学生学习英语的兴趣，培养学生对英语语音语调的敏感性。

教学重点：1. 掌握一般疑问句和特殊疑问句的语调特点。

2. 能够运用所学知识，正确表达不同语调。

教学难点：1. 在实际生活中，灵活运用不同语调表达疑问。

2. 注意语调的变化，使语音语调更加自然、生动。

教学准备：1. 多媒体课件2. 语音语调教学音频资料3. 学生练习材料教学过程：第一课时：一、导入1. 教师播放一段英语对话，让学生初步感受英语语音语调的魅力。

2. 引导学生思考：英语语音语调在我们学习英语的过程中有何作用？二、新课导入1. 教师讲解一般疑问句和特殊疑问句的构成，并举例说明。

2. 学生跟读，教师纠正发音。

三、语音语调教学1. 教师讲解一般疑问句和特殊疑问句的语调特点，如升调、降调、停顿等。

2. 学生跟读，教师纠正发音和语调。

四、练习1. 学生进行跟读练习，教师纠正发音和语调。

2. 学生分组练习，互相纠正发音和语调。

五、总结1. 教师总结本节课所学内容，强调一般疑问句和特殊疑问句的语调特点。

2. 学生分享学习心得，提出疑问。

第二课时：一、复习1. 教师提问：上节课我们学习了哪些内容？2. 学生回答，教师点评。

二、巩固练习1. 学生进行跟读练习，教师纠正发音和语调。

2. 学生分组练习，互相纠正发音和语调。

三、实际运用1. 教师创设情境，让学生运用所学知识进行问答练习。

2. 学生进行角色扮演，巩固所学知识。

四、总结1. 教师总结本节课所学内容，强调实际运用的重要性。

2. 学生分享学习心得，提出疑问。

教学反思：本节课通过语音语调的教学，使学生掌握了一般疑问句和特殊疑问句的语调特点，并能够在日常生活中灵活运用。

在教学过程中，要注意以下几点：1. 注重语音语调的示范和纠正，提高学生的语音语调水平。