高中英语教师资格证语音课教案
英语教资语音教案设计模板
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。
高中英语教案语音课模板
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。
高中教资语音试讲教案模板
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。
教案高中英语语音模板
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
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。
高中英语语音教资教案模板
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
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。
高中英语语音课型教案模板
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。
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TopicTeaching Aims:1.Knowledge aim: The students will be able to know how topronounce…/what is…2.Ability aim: The students will be able to pronounce ...3.Emotional aim: The students will be able to pronounce ... moreconfidently.Teaching methods:3-P model (Presentation, Practice, Production) Teaching Aid:blackboard, PowerPoint, some cards, picture of vocal organ Teaching Procedures:1.Step 1: Greeting and Lead-in①Daily greeting②Lead-in:2.Step 2: presentationShow some cards to the students and ask them what it is.（Ask student to read three sentences）3.Step 3: PracticeLet students practice the sound, and explain the right way to pronounce the sound.4.Step 4: ProductionSound discrimination and tongue twister5.Step 5: Summary (or consolidation)T: Today, we have learned …, please remember the right way topronounce... You should practice more after class.6.Step 6: HomeworkPractice the…with your partner and find more example of …Teaching reflection:Blackboard Design:案例：一、音标教案Lessen plan for the pronunciation of /i?/Teaching aims:（1）Knowledge aim: be able to know how to pronounce the diphthong /i?/ （2）Ability aim: By the end of the class, students should be able to pronounce the diphthong/i?/（3）Emotional aim: be able to pronounce the /i?/more confidentlyTeaching methods: 3-P model(Presentation, Practice, Production) Teaching aids: chock, blackboard, some cardsTeaching procedure:1)StepⅠGreeting and Lead-in2)StepⅡ PresentationShow some cards to the students. Lead in the diphthong /i?/3)StepⅢ Practiceexplain the right way to pronounce the sound and practice the students the sound /i?/.4)StepⅣ ProductionSound discrimination and tongue twisterStepⅤ SummarizeStepⅥ HomeworkPractice the diphthong /i?/ with your partner.稿子：Class begins. Good morning/afternoon, boys and girls. Nice to have this English class with you. Today we are going to learn a diphthong in English.T: first，I will show some cards. Do you know, what is this in English? T: yes, very good. This is a deer. Now read after me, deer.T: deerT: OK, very good. Then the second one, what is this in English?T: good. This is a girl. And what is she doing now?T: Yes, she is crying, so in her eyes, there is …T: excellent! There are tears in her eyes. Read after me. TearT: tearT: Ok. Now, another picture, what is this in English?T: you are great. This is a bottle of beer. Now read after me, beer T: beerT: Ok. We have learned these three words: deer, tear and beer. From these words, can you find something in common？T: yes, very good. These words all contain the sound/i?/. Now read after me, /i?/ /T: /i?/T: /i?/T: Now, do you know the right way to pronounce the diphthong /i?/? T: this is a diphthong. It begins with the first sound /i/,( write the /i/ on the blackboard) and glide towards the second sound /?/,( write the /?/ on the blackboard) remember?T: Ok, very good. Now who can pronounce the sound? Aslan, you, please T: /i?/, read after me.T: yes, very good. Lily, can you?T: OK Good. Candy, pleaseT: yes, very good.T: Ellen, how about you?T: Good. But 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. /i?/, /i?/, /i?/. Now read after me, /i?/T: OK, excellent. Now, the whole class read after me. /i?/T: /i?/T: /i?/.T: /i?/.T: very good. Now, I will divide you into two groups. Group 1 read the sound three times, and then group 2. Do I make myself clear?S: Yes.T: /i?/. One two go.T: very good. Now group2T: good. You all have done a good job. Now le t’s do some exercise of sound discrimination. Listen to me carefully and circle the words which contain the sound /i?/ from each of the following pairs. , peer pearT: excellent. , tare tearT: are you sure?T: OK, very good. dareT: great! mere mareT: you are so smart. Now, please look at the blackboard. There is a tongue twister. Who can read it out? Miky, you, please.T: very good. A deer and a mare spare mere one second to drink a bottle of beer without tears. And who would like to try? cuqi, please.T: excellent!T: today, we have learned the sound /i?/; remember the right way to pronounce this sound. It begins with the first sound /i/ and glide towards the second sound /?/, you should practice more after class. Your homework is to practice the diphthong /i?/ with your partner. OK. That's all for today's class. See you!TopicTeaching Aims:1.Knowledge aim: The students will be able to know how topronounce…/what is…2.Ability aim: The students will be able to pronounce ...correctly3.Emotional aim: The students will be able to speak English moreconfidently.Teaching methods:3-P model (Presentation, Practice, Production)Teaching Aid: blackboard, PowerPoint, some cards,Teaching Procedures:1.Step 1: Greeting and Lead-in①Daily greeting②Lead-in: play a video and ask the students to pay attention to thepronunciation of native speakers. Then, ask some question about the video: What are they talking about? Do you notice how theypronounce …? …2.Step 2: presentationRead the text and ask students to underline the parts where the pronunciation phenomenon is similar with the one shown in the video.Ask students to conclude the common point of those parts.Based on what students say, explain the pronunciation phenomenon 3.Step 3: PracticeAsk students to read the text again.Ask students to read the examples on PPT.4.Step 4: ProductionSound discrimination and tongue twisterAsk students to discuss… with their partners.5.Step 5: SummaryBriefly summarize the skill to pronounce …6.Step 6: HomeworkPractice the…with your partner and find more example of …Teaching reflection:Blackboard Design:语音教学试讲真题内容But she began to trust him, she told him how she was overweight and this made her feel unhappy .also she felt her home wasn’t elegant enough for someone like larry who wanted to improve his social position基本要求针对段落长句设计示范连读重读的教学步骤。