小学英语专题讲座.docx

.自然拼读进阶（及国际音标）Phonetics授课教材学生姓名:任课教师:老师就读年级:年级授课日期:2017..铭一教育自然拼读＆音标目录语音知识 (2)Lesson 1p b t d k g a e i o u (3)Lesson 2c ck s ss z f v m n h l ll (4)Lesson 3a_e e_e i_e o_e u_e ar er ir ur or (5)Lesson 4r rr j w y x bl pl cl gl fl br pr cr gr fr (6)Lesson 5sm sn sl sw sp st sc sk 期中复习及测试 (8)Lesson 6ai ay au aw al air ere ea (9)Lesson 7ph ch sh s th nt nd nk ng wr wh kn (10)Lesson 8ea ee ew ie ts ds qu tw tr dr tion (11)Lesson 9oi oy oo o oa ou our 期末总复习 (12)Lesson 10期末测试及教学分析展示 (14)语音知识（一）基本的语音概念铭一教育 自然拼读＆音标音素：发音的最小单位。

英语有元音20 个，辅音 28 个。

元音：元是重要的意思。

元音是发音时经常读到的，响亮的音。

辅音： 辅助的发音，像中文的声母。

元音字母和辅音字母： 在英语中有 5 个元音字母： A,E,I,O,U, 2个半元音字母 Y,W 。

其他都是辅音字母。

字母组合：两个或两个以上的字母在一起并有其特定的发音， 这种语音现象称为字母组合， 如 ar /a:/,oo / :/ 。

重读：相连的音节中某个音节发音突出的现象。

英语的重音是自由重音， 重读符号一般在重读音节前或元音上。

音调： 英语有两种基本语调：升调（ ↗），降调（ ↙ ）。

英语国际音标表（ 48 个）元音（ 20 个）长元音 [ ɑ:] [?:] [?:] [i:] [u:]短元音 [?] [?] [?] [i][u][e][? ]双元音[ei] [ai] [?i][i?] [??] [u?][?u][au]辅音（ 28 个）清辅音[p][t][k][f]θ [s][ ]浊辅音 [b][d] ɡ [v][e] [z][ ]清辅音 [?] [h] [? ] [? ] [tr]浊辅音 [?] [r] [? ] [? ][dr]鼻音 [m] [n] [?]半元音[j][w]边音 [1]26 个字母发音表Lesson 11.IPAp //---pat pen pig pot put paper b //---bat bed big box but book t / /---ten t ime take talk tell t axi d //---dad bad duck dog day dear k //---kid kite cake take make lake g //---good game gate gun go dog a //---bag bad sad fat man apple e //---bed bet pen get leg lefti // ---big sit dig fit hill milk o //---box fox dog hot lot noto //---son mother brother other love some u //---but bus sun run cut nut Phonemic spellingpin pop tin nut pot did dad but pit*bit cub*fin*Ted*dot fan bat fun top lot hot kiss cut luck gun but fox fat mapLesson 21.IPAc //---( 在字母 a,o,u 前)cap card call carryc //---(在字母 e,i,前)cent city circle iceck //---cock chick tru ck clock black rocks //---sad sell sit say sun sorry ss / /---pass less miss loss success discuss z //---zero zebra zed zoo zip zones //---has raise excuse please these tho se f //---fat farm four five fine fastv //---very leave five verb vote visitm //---map mad m ilk make warm movie n //---nine nice not now fun fanh //---hot help hello how hate hopl / /---leg left late lion girl schoolll / /---mall tall full ball hill small2.Practice(1) Phonemic spellingfed got nut hit late pass very dollar hut nim fond victory vest lotfit catch sing luck save family crack check jazz ham team cinema leg sameLesson 31.IPAa_e /e lake take cake bake safe save/---e_e /i:/---eve bee seed these Chinese Japanese i_e /a/---kite bike ride like write siteo_e home nose bone hope rose smoke/ /---u_e /cute tube fuse use pure excuse :/---ar //---far mark card park farm harder //---（在重读音节）her verb herb term serve //---(在非重读音sister moth er teacher work er rul er节）ir //---sir third bird dir ty firm gir lur //---fur hurt turn nurse burn Thur sday or /:/---born corn dor k for k hor se nor th(Lesson 41.IPAr / /---red rice run rain read roomrr //---borr ow tomo rrow parrot porr idge surr ender carrotj //---June July jacket jazz jam jumpw //---wet week w ait warm watch w iney / /---yes you your year yet yelly /a /---my why fly sky spy pl y*y / /---sunny rain y wind y cloud y snowy studyx //---box fox fix taxi max faxbl //---bl ack bl ock bl ank bl ame bl ess bl ondpl //---pl ay pl an pl ane pl ate pl ease pl uscl //---clean clear class clock clap cl imbgl //---gl ad gl ass gl obe gl ue gl ide gl oryfl //---fl y fl oor fl ag fl at fl ame fl ashbr //---bring br eakfast br idge br ead br and br eathpr //---price pr ay pr ide pr etty pr ime pr actice cr //---cry cross cream crab crime crackgr //---grass gr een gr ape gr eat gr eet grandma fr //---fr y fr og fr om fr ee fr ame fr iend 2.Practice(1)Phonemic spellingleg late rot rat Jack went jogrock relax yam mall windy fly dry block bless plate plant clock ox clap glass glum grab fix crab friend frist Note:Lesson 51. IPAsm /smile smell smart smoke smooth Smith/---sn //---snack snap snow sneaker snake snipsl //---slow sleep slam slack slim slysw //---swim sweet sweep swing sweater swearsp / /---speak spell spring space speed spoonst //---star step stand stamp stone start sc //---scan scar scarf school scare scab sk //---sky skirt skate skin skip skill(1) Dictation期中测试（笔试80%+口试 20%）1.写出下列字母以及字母组合对应音标（ 48 分）：p b t d k ae i o u g cs z f v h mn l r j w xy y y bl pl clgl fl br pr cr frar er cl ir or ur2.朗读并写出下列单词的音标（ 32 分）：pen red nut fan batmap big cab bad potpot cap bag me sunwent fly wet yes fatgood glass pig make_scarvery sad play five grassblack priceLesson 61.IPAai //---aim rain wait fail rail painay //---day say pay way may gayau /:/ ---autumn August daughter taught caught autumn aw /:/ ---saw law paw*caw*draw lawn* al /:/ ---all call fall talk wall walk air //---air hair pair fair chair airere there where somewhere everywhere there where / /---ea //---head dead health breakfast ready feather ea /i:/---tea sea pea read reach east 2.Practice(1) Phonemic spellingspeed afraid mind small way clap taught cause paw four chalk chair pair claw same mum feather dead tea peaLesson 71.IPAph //---ph one ph oto telephone ph ase ph rase elephant ch //---chair ch eap chalk rich chip mu chsh //---she ship shop fish shoe shyd //---dad bad dig dog day dearth //---th ree th ank th in th ick th ink th irdth //---th is th at th em th ey th eir th erent //---lent bent sent hunt faint saintnd /wind kind sand fond bond blo nd/---nk //---pink ink tank bank blank thi nkng //---bang hang sing ring king bri ngs / /---measure trea sure pleasure leisure enclosure expo sure wr //---wr ite wr ong wr ap wr ing wr est wr estle wh / /---wh o wh ose wh ole wh om wh oop wh olly wh //---wh en wh at wh ere wh y wh ich wh itekn //---know kn ife kn ock kn ot kn ight kn ee (1) Phonemic spellingphrase phone chin*cheek shame shy thinthing there tent*wind sand tank pink hang strong measure pleasure wrist write whose who whale which knife knock lent threeNote:chin: 下巴tent: 帐篷wrist: 手腕enclosure: 包围exposure: 暴露Lesson 81.IPAea //---head dead health breakfast ready feather ea/i:/---tea sea pea read reach eastee /i:/---see bee tree free beef street ew /:/--few new mew*dew hew jew*ie /a/---tie lie die pie hie vieie/i:/---piece field belie ve achieve niece br iefts /ts/---cats boa ts coats jackets lights streets ds/dz/---birds clouds roads foo ds beds fin ds qu /qu ick qu ite qu een qu arter qu estion qu ack /---tw//---tw in tw elve tw enty tw inkle tw ister*tw ilight* tr//---tr ee tr ip tr y tr ain tr uck tr oopdr / /---drum dr ink dr aw dr ess dr ive dr eam tion /action caution section station mention vacation /-2.Practice(1) Phonemic spellingfeather dead tea pea deep sheep mew dew*die lie field chief*caution section sheets jackets beds birds queen quite twin twice train tree drank dressNote:jew: 犹太人twister: 缠绕twilight:黄昏mew: 猫叫dew: 露水chief: 首领Lesson 91.IPAoi //---oi l toi l soi l coi n joi n noi se oy //---boy toy joy soy goy enjoy oo //--book loo k foo t goo d coo k too k oo /:/---too zoo moo n noon room foo do //---go open ok both ago nooa //---boat coat road soap goal floatou //---ou t lou d clou d house round gr ound our/our sour*hour lour*flour scour* /--our /:/---four your pour *cour se *sour ce*mour n* 2.Practice(1) Phonemic spellingsoil noise coin boy toy foot look room noon boat soap road goal cloud house sour four your courseNote:lour: 阴沉scour: 擦亮mourn:哀悼期末总复习1.元音部分短元音[i][? ][][][Λ][e][? ]长元音[i:][ ][ ?:][u:][]双元音 [e ][a ][][][][ ][ ][ ] 2.辅音部分清辅音[p][t][k][f][θ][s][ts][∫][t ∫][tr]浊辅音[b][d][g][v][e][z][dz][ ][ ][dr]其他辅音[m][n][ ][h][l][w][r][j]3.听写 48个国际音标4.写出下列字母或字母组合对应的音标p：b：t:d：g:v:a_e：o_e：e_e：i_e：u_e：a：o：e：i：u：ee：ea：ew：wh ：ar：ir：er：ur ：or ：oo ：oa：ou：dr ：our ：oi:oy：kn：ck：qu ：tw：tr ：5.拼读练习pin gate five June these ten cow dot bank burn brother born wait plus bat bread great clock speed shout storm fur herb windy broom mother peach free way round because talk fair station bird fun sleep knock。

小学英语教研活动专题讲座：怎样使小学英语课导入得以成功教学既是一门科学,也是一门艺术，“善歌者使人继起其声，善教者使人继其志”。

怎样使人继其声、继其志，这便是教学的艺术。

作为英语教师，不但要有各种基础知识，更重要的是要有较强的语言表达能力和课堂组织能力。

“志无言不形，而言不畅则意不达”。

教师有好的语言表达能力，将直接影响其“传道、授业、解惑”。

特别是英语教学，我们有英语的语言环境和文化氛围,要让学生完全接受老师所传授的知识，主要依赖于课堂教学。

课堂教学是学生获取知识的主要渠道，小学生自我管理能力比较差，对英语课是否感兴趣，主要取决于教师的讲授方法。

小学英语教师应讲求一些技巧，使学生愉快地走进课堂，愉快地学习英语，愉快地摘取英语王国里的桂冠。

俗话说：“良好的开端是成功的一半。

”上课也是一样，教师的循循诱导，能使学生产生强烈的求知欲和好奇心，从而更积极主动地参加课堂教学，为整节课的成功作准备，为整个英语教学的成功奠定良好的基础。

“万事开头难”。

如果能够开好头，那么小学英语教学就成功有望了。

因此，课堂导入的好坏是一节课成败的关键所在。

怎样使小学英语课导入得以成功呢？以下列举几种方法。

一、积极提醒，回到课堂小学生都是一些生性好动的儿童，大部分人在上课铃声响过后，还没从课间游戏中收回心来。

教师应该提前进教室站在讲台上，学生看到英语老师来了，就知道下一节是英语，他们会立刻拿出书本，做好上课的准备。

如果学生在上课铃响之后才开始准备书本，这边急急忙忙，那边慌慌张张，教室里一阵骚乱，学生怎能把心收回来？因此，教师要提前拿出一部分时间来提醒学生，让他们尽快把心收回到课堂上来。

二、伴随音乐，放声歌唱小学生在幼儿园学到许多琅琅上口的儿歌，这些儿歌都是小朋友喜闻乐见的。

小学英语课本中也有许多非常动听的歌曲，例如："Good Morning! In the Classroom. My Father and My Mother.”等等，教师应充分发挥音乐的优势。

小学英语培训讲座稿关于低段英语教学的思考各位领导，各位同仁，我是来自___的___。

感谢中心校组织这次低调而实在的活动，让我们有机会一起研究和探讨。

今天，我们有幸聆听了***老师的精彩课堂和___的分享，为我们的英语教学带来了新的元素。

作为英语老师，我们不断研究和培训，不断成长。

我也不例外，通过各种培训，我收获了很多。

一、听专家的讲座，收获全新的教育理念和思想每次研究，我们总是期待听到有意义的课堂。

名师专家们的课堂魅力是我们无法模仿的，但他们传递的教育理念和思想可以应用到我们的教学中。

我印象最深的是___老师的一节对话课，通过角色扮演将对话简单而真实地呈现出来。

她的5W （who，when。

where。

what。

why）对阅读课的解说让我们觉得阅读教学如此简单。

___老师的个人魅力更是无与伦比，他的英语课就像一个轻松的英语聚会，尤其是歌曲游戏在他的课堂信手拈来。

二、听公开课，感受课堂的魅力，聆听学生最真的声音。

每次公开课都能感受到阳光热情的教师的专业素养，目睹精彩的课堂生成。

就像今天的课堂一样。

三、教学竞技，找到差距，提升自我无论是校内还是校外的公开课，我们的课一般都会经过多次的试教。

有过这样教学竞赛经历的老师都会感叹进步神速，教学能力得到快速提升。

但怎么去经营一个自己认为最理想的英语课堂呢？每个人都不一样，但有一点是可以肯定的，在课堂上，老师和学生是平等的交流，彼此分享思考的快乐，顿悟的惊喜。

今天我想借中心校给我们组织的这次机会，聊一聊我理想的低段英语课堂。

我想谈一下我在教三年级时的经历。

我一开始觉得这个年级的课程非常简单，几个单词和问候语就能搞定了。

但是，实际情况却让我大吃一惊。

因为学生没有语言环境，简单的词汇和句型也很难学好。

我必须花费很多时间和精力来管理课堂，让学生活跃起来。

但是，即使我做了这些努力，第二节课还是会回到原点。

针对这种情况，我进行了思考和行动。

我们学校一直关注语音教学和高年级的阅读语篇教学，但是低年级的教学却被忽略了。

第77轩心“核皿词范、履得、句型篆习大脑体操作业兒成情况知识梳理勿仏引导的特殊翼问句whdt通常用作疑问代词，意思是“什么”。

由其引导的特殊疑问句的用法如下：(1)问职业是什么-What's your father? 相当于What's your father，s job?或What does your father do?你爸爸是干什么工作的？-He's an office worker.他是个办公室职员。

(2)问星期-What day is it today?相当于Wha/t day of the week is it today?今天星期儿？Tt's Friday.星期五。

(3)询问时间-What' s the time now?相当于What time is it now?现在几点啦？-It's nine o' clock now.现在九点整。

(4)问天气情况-What's the weather like today?相当于How is the weather today?今天天气怎么样？Tt's cloudy and windy.多云、有风。

教学重•难点1.Who引导的特殊疑问句是什么。

2.怎样由陈述句转化为who引导的特殊疑问句。

3.怎么回答who引导的特殊疑问句趣味引入特色讲舞( )1、 -- What can you _ for the party?do B、doing C、does答案：A解析：情态动词后跟动词原形( )2> ____ can Chen Jie do for the .party ?As Flow What C、Where答案：B 解析：句意为陈杰为聚会做了什么？( )3. ____ would you 1 ike to eat?A. WhatB. WhereC. Which答案:A解析：问“什么”用what捉问将下列单词排序，组成正确句子4^ can you what do ?答案:What can you do?解析：疑问词放句首，后跟情态动词，再加代词与助动词5、can .do he else What ?答案：What else can he do?解析：疑问词放句首，后跟情态动词、代词与助词根据答句写问句，问句写答句.6、A: What can you do ?B:答案 :I can swim解析：人称代词放句首，情态动词跟其后，加动词原形当壹练习A()1、----- W hat would you like to jeat ? —I’ d like some _A^ bread B> milk C^ water答案：A()2、—What would you like to drink ? —I’ d like some_ A^ food B> bread C> orange juice答案：c动脑筋，完成对话3. Whatyouin the picture 9 •ice cream andsandwich .答案： can;see;An;a4. would Sarahto eat?_____ would 1 ike some bread ________ chicken. 答案：What; 1 ike; I ;and 将下列单词排序，组成正确句子。

小学英语专家讲座稿范文Learning English at the elementary level is a critical foundation for future academic and professional success. As an experienced English language educator, I am honored to share my insights and strategies for effectively teaching English to young students. In this lecture, I will discuss key principles and best practices that can help elementary school teachers foster strong English language skills in their pupils.One of the most important factors in elementary English education is creating a supportive and engaging learning environment. Young students need to feel comfortable taking risks and making mistakes as they develop their language abilities. Teachers should strive to cultivate a classroom atmosphere that is warm, encouraging, and free of excessive pressure or criticism. Providing plenty of opportunities for students to practice speaking, listening, reading, and writing in low-stakes, collaborative activities can go a long way in building their confidence and fluency.Another crucial element is ensuring lessons are age-appropriate andtailored to students' proficiency levels. Elementary school children have very different cognitive, social, and emotional needs compared to older students. Curriculum and instructional methods must be carefully designed to capture their short attention spans, capitalize on their natural curiosity, and scaffold learning in a step-by-step manner. For instance, relying heavily on visual aids, hands-on manipulatives, songs, and games can make language instruction more accessible and enjoyable for young learners.In addition, effective elementary English teaching requires a balanced, integrated approach that develops all four core language skills concurrently. It is not enough to solely focus on rote vocabulary memorization or grammar drills. Students need ample practice applying their knowledge in authentic, communicative contexts. Lessons should seamlessly incorporate listening, speaking, reading, and writing activities that reinforce and build upon one another. This holistic methodology helps students make meaningful connections and achieve well-rounded proficiency.Furthermore, elementary English teachers must be adept at fostering active student engagement. Passive, lecture-based instruction is generally ineffective for this age group. Instead, lessons should be interactive, dynamic, and centered around student participation. Strategies such as pair work, small group discussions, total physical response techniques, and project-based learning can encouragestudents to actively use the language. When students are actively involved in the learning process, they are more likely to stay motivated and make tangible progress.Equally important is the judicious use of the students' native language, when appropriate. While the target language should be the primary medium of instruction, judiciously incorporating the students' first language can serve as a valuable scaffold. This can involve providing translations, clarifying complex concepts, or checking for comprehension. Used strategically, the students' native language can help minimize frustration and facilitate smoother transitions as they acquire English.Finally, effective assessment and feedback are critical components of quality elementary English instruction. Teachers must employ a balanced approach that includes both formative and summative assessments. Formative assessments, such as informal observations, exit tickets, and learning journals, allow teachers to continuously monitor student progress and adjust lessons accordingly. Summative assessments, like unit tests and performance-based tasks, provide valuable data on students' overall language proficiency. Providing students with clear, constructive feedback on their strengths and areas for improvement is also essential for promoting learning and growth.In conclusion, teaching English effectively at the elementary level requires a multifaceted approach that addresses the unique needs and characteristics of young learners. By creating a supportive learning environment, delivering age-appropriate and skills-integrated lessons, fostering active engagement, judiciously using the students' native language, and implementing well-rounded assessment practices, elementary school teachers can lay a strong foundation for their students' lifelong English language development. Through the implementation of these research-based strategies, we can empower our youngest learners to become confident, competent users of the English language.。

小学英语新课标讲座稿在小学英语教学中，新课标为我们提供了一个全新的教学框架，旨在培养学生的综合语言运用能力，提高学生的跨文化交际意识，以及激发学生的学习兴趣。

以下是关于小学英语新课标讲座的一些要点：一、新课标的教学目标新课标明确了小学英语教学的总体目标是培养学生的英语基础知识和基本技能，同时注重学生思维品质和文化意识的培养。

教学目标分为知识与技能、过程与方法、情感态度与价值观三个维度。

二、课程内容的设置新课标强调课程内容的实用性和趣味性，包括日常生活用语、基本语法结构、词汇、语音、听力、口语、阅读和写作等方面。

同时，新课标鼓励教师结合学生的实际生活经验和兴趣，创造性地使用教材。

三、教学方法的创新新课标提倡采用多种教学方法，如情景教学、任务型教学、合作学习等，以适应不同学生的学习风格和需求。

教师应灵活运用多媒体教学资源，提高教学的互动性和趣味性。

四、评价方式的多元化新课标倡导形成性评价与终结性评价相结合的评价体系。

评价不仅要关注学生的语言知识掌握情况，还要关注学生的语言运用能力、学习策略和情感态度。

五、跨文化交际能力的培养新课标特别强调跨文化交际能力的培养，鼓励学生了解不同文化背景下的交际习惯和表达方式，增强学生的国际视野和文化敏感性。

六、家校合作的重要性新课标认为家校合作对于学生的英语学习至关重要。

家长的支持和参与可以为学生提供更多的学习资源和实践机会，帮助学生在家庭环境中巩固和运用所学知识。

七、教师专业发展新课标要求教师不断更新教学理念，提高教学技能，积极参与教研活动，以适应教育改革的需要。

教师应成为终身学习者，不断提升自己的专业素养。

八、课程资源的开发与利用新课标鼓励教师开发和利用各种课程资源，包括教材、教辅、网络资源等，以丰富教学内容，提高教学效果。

通过以上这些要点，我们可以看出新课标对小学英语教学提出了更高的要求，同时也为教师和学生提供了更多的发展空间和可能性。

教师应深入理解新课标的精神，积极实践新课标的要求，不断提高教学质量，促进学生的全面发展。