英语语音课教案英文版.pdf

英语语音课教案英文版【篇一：英语语音教案】unit 1 unit 1 unit 2 unit 2 unit 3 unit 3 unit 4 unit 4 unit 5 unit 5 unit 6 unit 6 unit 7 unit 7 unit8 unit8 unit 9 unit 9 unit 10 unit 10 unit 11 unit 11 unit 12 unit 12 unit 13 unit 13 unit 14 unit 14 unit 15 unit 15 teaching plan for english pronunciation practice teaching plan for english pronunciation practice 英语语音英语语音课程教学教案课程教学教案 basic concepts:syllables,stressbasic concepts:syllables,stressrhythmconsonants:stops consonants:fricatives andrhythmconsonants:stops consonants:fricatives andaffricates consonants:nasals,approximants literal(s)vowels:affricates consonants:nasals,approximants literal(s)vowels:front vowels central vowels vowels:back vowels vowels:front vowels central vowels vowels:back vowels vowels:diphthongs stressed syllables unstressed syllables stresseddiphthongs stressed syllables unstressed syllables stressedwords unstressed words in a sentence strong forms andwords unstressed words in a sentence strong forms andweak forms linking rhythm of english speech types ofweak forms linking rhythm of english speech types ofintonation in englishintonation units of englishfunctions usesintonation in englishintonation units of englishfunctions usesof english intonationof english intonationunit 1unit 1 lesson plan lesson plan basic concepts:syllables,stress rhythm basic concepts:syllables,stress rhythm(教案：附要点、重点和难点教案：附要点、重点和难点)date:sept.16-20 date:sept.16-20 class:classes 1,2 3,grade 2002 class:classes 1,2 3,grade 2002 subject:english pronunciation practice subject:english pronunciation practice purpose:purpose:the students will learn some basic concepts in english the students will learn some basic concepts in englishpronunciation.we are going to learn something about syllables,pronunciation.we are going to learn something about syllables,stress and rhythm in english.at the same time,they will learnstress and rhythm in english.at the same time,they will learnto say greetings and farewell with appropriate pronunciationto say greetings and farewell with appropriate pronunciationand intonation in english.and intonation in english.objectives:students will be able to:objectives:students will be able to:1.define-1.define-in their own words a definition for“syllable”andin their own words a definition for“syllable”and“stressed“stressedsyllable”,then a definition for“rhythm”and“rhythmicsyllable”,then a definition for“rhythm”and“rhythmicpattern”;pattern”;pare pare based on the understanding of the basic concept,based on the understanding of the basic concept,compare thecompare the degrees of stress and different rhythmic patterns;degrees of stress and different rhythmic patterns;3.practice 3.practice imitate the typical stress patterns and rhythmic imitate the typical stress patterns and rhythmicpatterns inpatterns in english.english.resources/materials:resources/materials:1.textbook:wang,guizhen,an english pronunciation course,1.textbook:wang,guizhen,an english pronunciation course,higherhigher education press,beijing,2000;education press,beijing,2000;2.handouts:illustration of stress patterns and rhythmic 2.handouts:illustration of stress patterns and rhythmicpattern;pattern;3.recordings of native speakers 3.recordings of native speakers activities and procedures:activities and procedures:1.begin by asking the class to find out how much the 1.begin by asking the class to find out how much thestudents know about stress patterns and rhythmic patters instudents know about stress patterns and rhythmic patters inenglish,make sure that it serves the purpose of stimulating theenglish,make sure that it serves the purpose of stimulating thestudents to think about the issue and have the desire to findstudents to think about the issue and have the desire to findout the answers themselves.out the answers themselves.2.display examples by playing the recording of the native 2.display examples by playing the recording of the nativespeakers showing the typical stress patters and rhythmicspeakers showing the typical stress patters and rhythmicpatterns in english.patterns in english.3.ask the students to listen to the tapes to mark out the 3.ask the students to listen to the tapes to mark out thestressed syllables in words.stressed syllables in words.4.ask the students to listen to the tapes to mark out the 4.ask the students to listen to the tapes to mark out thestressed words in sentences.stressed words in sentences.5.have the students imitate the stress patterns and rhythmic 5.have the students imitate the stress patterns and rhythmicpatterns to experience the rhythm in speech.patterns to experience the rhythm in speech.6.have the students share what they have learned by reading 6.have the students share what they have learned by readingout the practice materials in pairs.out the practice materials in pairs.7.have the students listen to the conversations recorded by 7.have the students listen to the conversations recorded bynative speakers of english and try to get the rhythmic patternsnative speakers of english and try to get the rhythmic patternsin their speech.in their speech.8.have the students practice the guided conversation.ask 8.have the students practice the guided conversation.askthem to pay specialthem to pay specialattention to the stress the rhythm in speech.attention to the stress the rhythm in speech.9.highlight the language function in the conversation in the 9.highlight the language function in the conversation in thepractice.practice.10.have several pairs of the students present their 10.have several pairs of the students present theirconversation in the class.conversation in the ment on the students?performance by highlighting ment on the students?performance by highlightingthe achievement of the students and the efforts they need forthe achievement of the students and the efforts they need forthe improvement.the improvement.12.ask the students to do more practice after class and get 12.ask the students to do more practice after class and getready for presentation during the next session.ready for presentation during the next session.附附:要点、重点和难点要点、重点和难点 unit 1 unit 1 basic concepts:syllables,stress rhythm basic concepts:syllables,stress rhythm in this unit,we are going to learn some basic concepts in in this unit,we are going to learn some basic concepts inenglish pronunciation.we are going to learn something aboutenglish pronunciation.we are going to learn something aboutsyllables,stress and rhythm in english.at the same time,wesyllables,stress and rhythm in english.at the same time,weare going to learn to say greetings and farewell withare going to learn to say greetings and farewell withappropriate pronunciation and intonation in english.appropriate pronunciation and intonation in english.first of all,let?s look at the syllable in english.first of all,let?s look at the syllable in english.please listen to the following word:driveway.please listen to the following word:driveway.now,tell me,how many syllables there are in this word?right.now,tell me,how many syllables there are in this word?right.there are two.please listen to the following sentence:drivethere are two.please listen to the following sentence:drivehim away.him away.tell me,how many syllables there are in this sentence?right.tell me,how many syllables there are in this sentence?right.there are four.there are four.introduction introduction so.what is a syllable?so.what is a syllable?a syllable is a word part and the basic unit of english rh a syllable is a word part and the basic unit of english rhythm.english words can have one,two,three or even moreythm.english words can have one,two,three or even moresyllables.in the word?driveway?,there are two syllables.insyllables.in the word?driveway?,there are two syllables.inthe sentence?drive him away?,there are four.the sentence?drive him away?,there are four.what is a stressed syllable?what is a stressed syllable?in english words with more than one syllable,one of them will in english words with more than one syllable,one of them willreceive more stress than the others.stressed syllables arereceive more stress than the others.stressed syllables arethose that are marked in the dictionary as stressed.forthose that are marked in the dictionary as stressed.forexample,in the word?driveway?,the first syllable is aexample,in the word?driveway?,the first syllable is astressed syllable while the second syllable is not.stressed syllable while the second syllable is not.stressed syllables in english are usually longer,louder,and stressed syllables in english are usually longer,louder,andhigher in pitch.listen to the following example:higher in pitch.listen to the following example:syllable 1 syllable 2(short)(long)syllable 3(short)syllable 1 syllable 2(short)(long)syllable 3(short)the word banana has 3 syllables.syllable 1 is not stressed and the word banana has 3 syllables.syllable 1 is not stressed andso is short.syllable 2 is stressed and so is long with a clearso is short.syllable 2 is stressed and so is long with a clearvowel sound/:/.syllable 3 is not stressed and so is also short.vowel sound/:/.syllable 3 is not stressed and so is also short.here is a short summary about the stressed and unstressed here is a short summary about the stressed and unstressedsyllables:syllables:stressed syllables are strong syllables.unstressed syllables stressed syllables are strong syllables.unstressed syllablesare weak syllables.stressed syllables:-are long-have a pitchare weak syllables.stressed syllables:-are long-have a pitchchange-have full vowel sounds.unstressed syllables:change-have full vowel sounds.unstressed syllables:-are short-are short-often have a reduced vowel sound.-often have a reduced vowel sound.now let?s look at the rhythm in english.now let?s look at the rhythm in english.we all know that correct pronunciation of the individual we all know that correct pronunciation of the individualenglish sounds is important in communication.the way theenglish sounds is important in communication.the way thesounds are organized,however,is often more crucial forsounds are organized,however,is often more crucial forunderstanding.the rhythm of english,for example,is one ofunderstanding.the rhythm of english,for example,is one ofthe two major organizing structures that native speakers relythe two major organizing structures that native speakers relyon to process speech.on to process speech.what is rhythm?what is rhythm?rhythm can be found everywhere in life:the sound of a clock,rhythm can be found everywhere in life:the sound of a clock,the beating of the heart,the strokes of a swimmer,and ofthe beating of the heart,the strokes of a swimmer,and ofcourse in poetry and music.but rhythm in language is lesscourse in poetry and music.but rhythm in language is lessfamiliar because it is less obvious.the rhythm of a language isfamiliar because it is less obvious.the rhythm of a language ischaracterized by the timing pattern of successive syllables.incharacterized by the timing pattern of successive syllables.insome languages,every syllable is given about the same length,some languages,every syllable is given about the same length,while in others,syllables vary in length.in english,strongwhile in others,syllables vary in length.in english,strongbeats are called stress-the heart of the rhythmic pattern.beats are called stress-the heart of the rhythmic pattern.第第 1 1 单元单元 基本概念：音节、重音与节奏基本概念：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,主要介绍英语语音主要介绍英语语音的音节、重音和节奏规律。的音节、重音和节奏规律。首先，让我们先来看看英语的音节：首先，让我们先来看看英语的音节：单词单词 drivewaydriveway 有两个音节。句子有两个音节。句子 drive him awaydrive him away 有四个音节。有四个音节。何谓何谓“音节音节”？音节是一个言语单位，常常比一个语音长，但比一个单词短。一个音节是一个言语单位，常常比一个语音长，但比一个单词短。一个英语单词可以有一个、两个三个或更多的音节。就像我们刚看到的英语单词可以有一个、两个三个或更多的音节。就像我们刚看到的单词单词 drivewaydriveway 有两个音节有两个音节,句子句子 drive him awaydrive him away 有四个音节。同时，有四个音节。同时，音节又是英语发音节奏的最基本的单位。音节又是英语发音节奏的最基本的单位。何谓何谓“重读音节重读音节”？如果一个英语单词中拥有两个或两个以上的音节，其中一个音节会如果一个英语单词中拥有两个或两个以上的音节，其中一个音节会比其周围的音节要响亮些。重读音节通常在词典中有所标注。例如，比其周围的音节要响亮些。重读音节通常在词典中有所标注。例如，单词单词 drivewaydriveway 的第一个音节就是重读音节，而它的第二个音节就是的第一个音节就是重读音节，而它的第二个音节就是非重读音节。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一些，响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一些，响亮一些，同时音调也稍高一些。例如，亮一些，同时音调也稍高一些。例如，“banana”“banana”一词有三个音节。一词有三个音节。第一个音节是非重音，所以发音所需时间比较短。第二个音节是重第一个音节是非重音，所以发音所需时间比较短。第二个音节是重读，所以元音读，所以元音/:/:/发的比较长，清晰响亮。第三个音节同样属非重音，发的比较长，清晰响亮。第三个音节同样属非重音，所以发音所需时间也很短。所以发音所需时间也很短。可见，重读音节与非重读音节分别有以下特征：可见，重读音节与非重读音节分别有以下特征：重读音节重读音节:声音响亮声音响亮 延续时间较长延续时间较长 音调较高音调较高非重读音节非重读音节:1.:1.延续时间较短延续时间较短 2.2.元音发音弱化元音发音弱化英语话语节奏：学会发好每一个英语音素，是学好英语语音的基础，英语话语节奏：学会发好每一个英语音素，是学好英语语音的基础，正确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正确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。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。何谓何谓“英语话语节奏英语话语节奏”？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。语言中的节奏特征是由一连串音节的长短来体现的。有一些语言的话语中的节奏特征是由一连串音节的长短来体现的。有一些语言的话语特点是：每一个音节的音长呈大致相同的趋势，这种音节彼此距离特点是：每一个音节的音长呈大致相同的趋势，这种音节彼此距离大致相等的现象被称为大致相等的现象被称为“以音节定时以音节定时”节奏。汉语的话语节奏就有这节奏。汉语的话语节奏就有这样的倾向。例如，当我说：样的倾向。例如，当我说：“面包加牛奶面包加牛奶”，这里含，这里含 5 5 个音节，所需个音节，所需的时间暂且定为的时间暂且定为 5 5 个时段。如果我要说：个时段。如果我要说：“一片面包加一杯牛奶一片面包加一杯牛奶”，这里含这里含 9 9 个音节，所需的时间就是个音节，所需的时间就是 9 9 个时段。英语的话语节奏则显个时段。英语的话语节奏则显不同的趋势。例如，在不同的趋势。例如，在“bread and milk”“bread and milk”短语中，音节数是三个，短语中，音节数是三个，其中其中“bread”“bread”与与“milk”“milk”是重读音节。在是重读音节。在“some bread and some“some bread and somemilk”milk”这一短语中，音节数是这一短语中，音节数是 5 5 个，其中重读的也是个，其中重读的也是“bread”“bread”与与“milk”“milk”。虽然这两个短语的音节数不同，但是在话语中，它们所需。虽然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同的，因为它们有一个共同点：重读音节数相同。的时间却是大致相同的，因为它们有一个共同点：重读音节数相同。这种重读音节彼此距离相等的现象就是这种重读音节彼此距离相等的现象就是“以重音定时以重音定时”节奏。掌握这节奏。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。程度以及英语听力理解快速解码的能力至关重要。正因为如此，我们将重音与节奏的学习放在中心与突出的位置，从正因为如此，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。第一单元的概念介绍开始，贯穿整个语音课程学习的始终。【篇二：七年级英语语音教学教案】七年级语音教学教案七年级语音教学教案一、一、教学内容：教学内容：教学生掌握教学生掌握 1212 个单元音和并通过英语日常用语个单元音和并通过英语日常用语 来让学生操练语音来让学生操练语音二、教学目标：二、教学目标：（一）知识与技能（一）知识与技能 1.1.学会学会 1212 个单元音以及它们的音标的书写；个单元音以及它们的音标的书写；2.2.理解音素、元音和辅音的概念；理解音素、元音和辅音的概念；3.3.准确朗读准确朗读 1212 个单元音和含有单元音的字母和单词个单元音和含有单元音的字母和单词;4.4.能懂并且学会说能懂并且学会说 4 4 句英语日常用语。句英语日常用语。(1)(1)at first look at me and listen to me carefully,please.at first look at me and listen to me carefully,please.(2)follow me,please.(2)follow me,please.(3)is that clear?(clear?)(3)is that clear?(clear?)(4)the letter“e”is pronounced/.(4)the letter“e”is pronounced/.（二）过程与方法（二）过程与方法 1.1.通过模仿通过模仿定型定型自动化三个学习过程，使学生对要发音的要领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，从而掌握单元音的准确读法；有更深的体会，从而掌握单元音的准确读法；2.2.通过跟读、独自练读、接力读、唱读、双人读、小组竞赛等多种通过跟读、独自练读、接力读、唱读、双人读、小组竞赛等多种方式，培养学生良好的注意品质和合作学习意识。方式，培养学生良好的注意品质和合作学习意识。3.3.初步掌握语音的学习方法。初步掌握语音的学习方法。（三）情感、态度和价值观（三）情感、态度和价值观 1.1.通过语音学习让学生体验中英两种语言文化的差异性，让学生理通过语音学习让学生体验中英两种语言文化的差异性，让学生理解解英语和汉语发音的区别，激发学生对英语学习的兴趣。英语和汉语发音的区别，激发学生对英语学习的兴趣。2.2.知道拼读是英语自学的最基本能力，而学会知道拼读是英语自学的最基本能力，而学会 4848 个音素是获得拼读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兴趣。能力的基础，进一步激发英语学习的热情和兴趣。三、教学重点三、教学重点:1.1.掌握单元音的发音要领，能够大声准确地朗读这些音素和含有单掌握单元音的发音要领，能够大声