资格证面试语音课材料
教资面试教案语音模板范文
一、课题名称《语音与表达技巧》二、教学目标1. 知识与技能目标：- 掌握普通话语音的基本要素，包括声母、韵母、声调及语流音变。
- 学会运用语音知识进行正确的发音和表达。
- 了解语音在沟通中的作用和重要性。
2. 过程与方法目标：- 通过小组讨论、角色扮演等方式，提高学生的实践能力。
- 通过听、说、读、写的综合训练，提升学生的语音表达能力。
3. 情感态度与价值观目标：- 培养学生对语音学习的兴趣，增强学习普通话的自信心。
- 增强学生的语言规范意识，提升跨文化交流的能力。
三、教学重难点1. 教学重点：- 普通话声母、韵母、声调的正确发音。
- 语流音变的理解和应用。
2. 教学难点：- 语音与表达技巧的结合运用。
- 在实际沟通中运用语音知识，提高表达效果。
四、教学方法- 讲授法：讲解普通话语音的基本知识。
- 小组讨论法：通过小组合作，提高学生的参与度和实践能力。
- 角色扮演法：通过模拟实际情境，让学生体验语音表达的重要性。
- 案例分析法：通过分析典型案例，帮助学生理解和掌握语音技巧。
五、教学过程环节一：导入- 教师播放一段普通话标准发音的音频，引导学生关注语音的重要性。
- 提问：同学们，你们认为语音在沟通中扮演着怎样的角色？环节二：新课讲授1. 声母、韵母、声调讲解：- 通过多媒体展示声母、韵母、声调的图片和发音示例。
- 教师示范发音，学生跟读练习。
2. 语流音变讲解：- 介绍语流音变的概念和常见现象。
- 通过案例分析，让学生理解语流音变的规律。
环节三：小组讨论与角色扮演- 将学生分成小组，每组选择一个主题进行角色扮演，模拟实际沟通场景。
- 在角色扮演过程中，要求学生运用所学的语音知识进行表达。
环节四：总结与反馈- 教师总结本节课的重点内容，强调语音表达的重要性。
- 学生分享学习心得，教师进行点评和指导。
六、作业布置- 练习普通话语音，并录制自己的发音视频。
- 观看相关语音教学视频，加深对语音知识的理解。
资格证小学英语面试试讲讲义5篇
目录一、听说课-What do you want to eat?二、写作课-At the farm三、阅读课-Nancy and Jenny四、语法课-What is he doing?五、语音课-Is this your pencil?一、听说课-What do youwant to eat?1.题目：What do you want to eat?2.内容：food: ice cream, milk, cake, hamburger, pizza, hot dogA:What do you want to eat?B:I want ice cream, of course.3.基本要求：(1)全英授课(2)培养学生的口语能力，体现学生的互动性教案What do you want to eat?Teaching PlanI Teaching AimsKnowledge aims1. Students can understand the meaning of the new words, such as i ce cream, cake, hamburger and so on.2. Students can use the sentence pattern to express the food they like to eat.Ability aimThrough different activities, students can improve their listening and speaking ability.Emotional aimStudents will be confident to communicate with others in English and can cooperate with others in groupwork.II Teaching Key &Difficult PointsKey point: students can master the meaning of new words as well as sentence patterns. Difficult point: students can express the topic about food in their daily life.IIITeaching procedures:Step 1: Warming upSing a chant namedtomato with students together, the content is as follow:Tomato tomato wash washwash;Tomato tomato cut cutcut;Tomato tomato cook cookcook;Tomato tomato eat eateat;Step 2: Presentation1.Show some pictures about food, then present the new words: ice cream, milk, cake, hamburger, pizza,hot dog;2. Teacher read the words one time and students read them three times;3. Play a word game named show and say, students are divided into two groups, when teacher showstudents one picture, they should say according word, the faster group will be awarded withmore stars.Step 3: Practice1. Listen to the tape and then answer questionsabout what does B and A want to eat;2. Play a game “Hot potato” to ask Ss what do they want to eat.Step 4: ProductionStudents are required to do a pair work, one actas a waiter, and the other act as customer, thenmake anew conversation with the topic about food,and then perform it in front of the class.Step 5: Summary & HomeworkAsk students to say what they have got one byone.Students share what they like to eat to theirfamily members.IVBlackboard design二、写作课-At the farm1. 题目：At the farm2.内容：3.基本要求：（1）讲解写作（2）设计相应的教学活动（3）全英文授课教案At the farmTeaching PlanI Teaching AimsKnowledge aimStudents can read and write some words related to vegetables and animals correctly.Ability aimStudents can make connection between English words and real objects and will develop their writingability.Emotional aimStudents can find the beauty in English and foster a good habit of writing English.II Teaching Key &Difficult PointsKey point: Students can read and write some words related to vegetables and animals correctly.Difficult point: Students can make connection between English words and real objects and will developtheir writing ability.IIITeaching procedures:Step 1: Warming upGreet students. Ask them what did they so during weekends. Sing the song “old MacDonald’s farm”, thenlead in this lesson “At the farm” Step 2: Presentation&Practice1. Set up a situation that is on Mr. MacDonaldfarm, draw some pictures on the blackboardand then askstudents what they are to present differentwords related to vegetables and animals in thisclass.2. Show the picture of the farm and studentsfind out the animals and vegetables that theysee.Then let students look around the classroom.Say some sentences with the structure “the eare…”“thosare...” Step 3: Production1. Students write down their description byusing the sentence: These are.../Thoseare…about the thingsthey can see in the classroom.2. Students share their answers in the class, and teacher checks their writing and correctmistakes.3. Teacher write a right sentence on the blackboard and tell students the rule to write English sentences.Step 4: Summary & HomeworkAsk students what they have learnt in this class. Homework: share their writing with theirparents and i n troduce Mr. MacDonald’s farm to them.IVBlackboard design三、阅读课-Nancy andJenny1.题目：Nancy and Jenny2.内容：Nancy and Jenny are twin sisters. They looklike each other. Jenny’s hair is longer than Nancy’s hair.Nancy is taller than Jenny. They like running.But Nancy runs faster than Jenny. They alsolike singing.Jenny sings better Nancy. Nancy is quieter than Jenny. Jenny is smarter than Nancy. Their bagsare black.Nancy’s bag is bigger than Jenny’s bag.3.基本要求：(1)让学生读懂并理解这篇课文(2)讲解阅读技巧教案Nancy and JennyTeaching PlanI Teaching AimsKnowledge aimsStudents can understand this short passage and master some expressions about comparative degree.Ability aimsStudents will improve their reading efficiency and reading ability.Emotional aimStudents are willing to read a lot of English reading materials in their daily life.II Teaching Key &Difficult PointsKey point: Students can understand this short passage and master some expressions about comparativedegree.Difficult point: foster good habit of reading English materials in their daily life.IIITeaching procedures:Step 1: Warming upShow two pictures of Jenny and Nancy, ask students what do they find then share their answer with eachother.Step 2: PresentationRead the short passage for the first time and they need to read it as fast as the can, ask them what is themain idea of this passage and students share answers.Students read the passage for the second time and ask them to find what are the different characteristicsmentioned in the passage? Then find the exact answers. eg. Whose hair is longer?Step 3: PracticeSs do a role play. They can play Nancy or Jenny and do a self introduction.Step 4: ProductionDraw a picture of best friend and describe she/ he in Ss’ own words. Invite some students to be the story teller to introduce his or her friends.Step 5: Summary & HomeworkStudents look at the blackboard and summarize this class, and the homework is that students introduceJenny and Nancy to their friends or parents. IVBlackboard design四、语法课-What is hedoing?1.题目：What is he doing?2.内容：A: What is he doing?B: He is writing a letter.He is kicking a ball.He is flying a kite.He is watering the flowers.He is cycling.3.基本要求：(1)全英授课(2)重点讲解现在进行时(3)配合教学内容适当板书教案What is he doing?Teaching PlanI Teaching AimsKnowledge aimStudents can know the meaning and structureof simple present progressive tense.Ability aims1.Students can use the simple progressive tense to describe what the third person is doing.2.Students can improve their speaking ability. Emotional aimsStudents can improve the confidence ofspeaking English and cultivate their interest in English learning.II Teaching Key &Difficult PointsKey point: the meaning and structure ofsimple present progressive tense.Difficult point:how to improve theconfidence of speaking English and cultivatetheir interest in Englishlearning.IIITeaching procedures:Step 1: Warming-up1. Greet students2. Enjoy an English song Happy New YearStep 2: Presentation & Practice1. Guessing game. Ask students to guess the phrases of pictures about Tom’s daily life.2. Ask students to find the similarities about the verbs and explain the rule of changing intoV–ing form.Some add -ing after the root form of verbs and verbs ended with silently -e should omit the letter -e and add-ing after it.3. Give them some verbs and let them change into V-ing, dance, make, give, clean,play, sing.Step 3: ProductionAsk them to take out the family photos and introduce their family members with present progressive tense.Step 4: Summary & HomeworkAsk students to review what they have learnt. Homework: Practice the sentence pattern with their parents.IVBlackboard design五、语音课-Is this yourpencil?1.题目：Is this your pencil?2.内容：red robot ruler rubber(1) A red robot have a ruler and a rubber(2) rhyme time3.基本要求：(1)要求设计成语音课(2)全英文试讲(3)有适当板书教案Is this your pencil?Teaching PlanI Teaching AimsKnowledge aims1. Students can master the pronunciation of r- and the letter group -er.2. Students can know the meaning of the four words.Ability aims1.Students can pronounce r- and -er correctly and clearly.2.Students can read some English tongue twister.Emotional aimStudents can improve the confidence of English learning and foster the interest in speaking English.II Teaching Key &Difficult PointsKey point: the pronunciation of r- and theletter group -er.Difficult point: how to read English tongue twister fluently and correctly.IIITeaching procedures:Step 1: Warming-upGreet studentsTry to read some tongue twisters.A. My name’s Jake, I make a cake. I put it on a plate, And eat it by the lake.B. She sells seashells by the seashoresStep 2: Presentation & Practice1. Draw a stick figure of the robot with a rulerand a rubber in his hand, painting the robot witha redchalk, and learn the four new words together, then read after the teacher for three times.2. Emphasize the pronunciation of r- and -er. ([r]curl the tongue tip close to the upper gum, have a roundmouth shape, vocal cord vibrate. [?r] curl the tongue)3. Recall more words with r- or -erStep 3: ProductionGroup work. Organizing the words into tongue twisters with -er or -r. (A red robot has a ruler and a rubber.Red rose is raised in a reading room. Whether the weather be fine or whether the weather be not. Whether theweather be cold or whether the weather be hot. We’ll weather the weather whether we like it or not.)Step 4: Summary & HomeworkAsk students read the words and tongue twisters as a summary.Homework: Collect more tongue twister after class and share with others next class.IVBlackboard design。
教资面试小学语音课知识点
教资面试小学语音课知识点一、声音的产生和传播声音是由物体振动产生的，通过空气、固体或液体等媒介的振动传播而成。
在小学语音课中，了解声音的产生和传播是非常重要的知识点。
1. 声音的产生声音的产生需要以下条件：•振动源：物体的振动是声音产生的前提。
例如，乐器的弦振动、人的声带振动等都会产生声音。
•媒介：声音需要通过媒介传播，常见的媒介是空气。
当物体振动时，会使空气中的分子发生振动，从而形成声波。
•声源和听者：声音需要有声源产生，通过媒介传播到听者的耳朵，才能被听到。
2. 声音的传播声音通过振动传播，可以传播到不同的媒介中。
在空气中传播时，声音的传播速度约为每秒343米。
除了振动传播外，声音还可以通过电信号的方式传播，例如电话或扩音器等。
二、声音的基本属性了解声音的基本属性对于小学语音课非常重要，它们包括音调、音量和语速。
1. 音调音调是声音的高低，是由振动频率决定的。
频率越高，音调越高；频率越低，音调越低。
在语音教学中，音调的正确使用可以帮助学生更好地表达意思和情感。
2. 音量音量是声音的大小，由声音的强度决定。
声音强度越大，音量越大；声音强度越小，音量越小。
在课堂教学中，教师需要注意控制自己的音量，以保证学生听到清晰的声音。
3. 语速语速是指说话的速度快慢。
语速过快可能导致学生听不清楚，语速过慢则可能让学生产生困倦感。
在小学语音课中，教师需要根据学生的理解能力和接受程度来控制语速。
三、语音语调的教学方法为了帮助学生掌握正确的语音语调，教师可以采取以下方法：1. 模仿法教师可以通过模仿的方式引导学生学习正确的语音语调。
例如，教师可以示范正确的发音，让学生模仿并纠正错误。
2. 对比法教师可以将错误的发音与正确的发音进行对比，让学生听出差异，并指导他们如何改正错误。
3. 句子演练法教师可以设计一些句子或对话，要求学生按照正确的语音语调进行朗读。
通过反复练习，帮助学生培养正确的语音习惯。
4. 录音评估法教师可以让学生录制自己的朗读音频，并进行评估。
教资面试教案语音模板范文
一、教学目标1. 知识与技能目标：学生能够正确发出声母b、p、m、f的音，并能正确书写。
2. 过程与方法目标：通过听、说、读、写等环节，学生能够掌握声母b、p、m、f 的发音技巧。
3. 情感态度与价值观目标：培养学生对语音学习的兴趣，提高学生的语言表达能力。
二、教学重难点1. 教学重点：声母b、p、m、f的发音方法及正确书写。
2. 教学难点：声母b、p、m、f在词语中的运用及发音的清晰度。
三、教学方法1. 讲授法：讲解声母b、p、m、f的发音特点及书写规则。
2. 演示法：教师现场演示发音方法，帮助学生直观理解。
3. 练习法：通过听音、跟读、模仿等练习，提高学生的发音水平。
4. 小组合作法：学生分组练习，互相纠正发音，共同提高。
四、教学过程（一）导入新课1. 教师通过展示声母b、p、m、f的图片，引导学生关注这些声母。
2. 提问：同学们，你们知道这些声母分别是什么吗？它们有什么特点？3. 学生回答，教师总结：今天我们将学习声母b、p、m、f的发音及书写。
（二）新课讲授1. 教师讲解声母b、p、m、f的发音方法，强调发音时的口型、气流和声带振动。
2. 教师现场演示发音，学生跟读，纠正发音错误。
3. 学生分组练习，互相纠正发音，教师巡回指导。
（三）巩固练习1. 教师播放含有声母b、p、m、f的词语，学生跟读并说出词语。
2. 学生分组进行词语接龙游戏，要求使用声母b、p、m、f。
（四）课堂小结1. 教师总结本节课所学内容，强调声母b、p、m、f的发音特点及书写规则。
2. 学生分享学习心得，教师点评。
五、作业布置1. 复习本节课所学内容，巩固声母b、p、m、f的发音及书写。
2. 选择含有声母b、p、m、f的词语，编写一段短文。
六、板书设计1. 课题：声母b、p、m、f的发音与运用2. 内容：发音方法、书写规则、练习方法注：以上教案仅供参考，具体教学过程可根据实际情况进行调整。
教师资格证考试-面试-高中英语-教案模板+逐字稿-语音课
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: …⑥Tongu.twister.rea.one/som.tongu.twister.twic.fo.th.student.an.as.the.whic.tim.i.bette.an.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]:Goo.morning/afternoon.dea.judges.I’.No..candidat.applyin.fo.hig.schoo.Englis.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]:Clas.begins.si.dow.please.Goo.morning/afternoon.boy.an.girls.welcom.t.m.class.Ho.ar.yo.guy.toda y.Great.No.bad.Gla.t.hea.that.Me.O.I’.prett.good.thank.fo.you.asking.S.ar.yo.read.fo.ou.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）①Befor.ou.class.boy.an.girls.let’s.class.D.yo.stil.remembe.it .Great.yo.al.remembe.it.Yes.w.learne.abou.….No.a.fo.toda.w.ar.goin.t.lear.mor.abou.it/w.ar.goin.t.l ear.anothe.grammar.②s.class.Yes.i.i..Ok.s.ho.man.o.yo.hav.prepare.it.Sho.m.you.hands.O.Anna.please.（此处停顿几秒, 假装Anna在回答）Excellent..ca.se.yo.di.i.wit.you.heart.No.a.fo.today.w.ar.goin.t.lear.…/w.ar.goin.t.tal.mor.abou.…③-1.Befor.ou.class.boy.an.girls.I’.lik.t.shar..stor.wit.you.Afte.th.story.yo.nee.t.tel.m.…（此处可以出一个问题）S.pleas.liste.t.m.carefully..（讲故事）.Anna.please.…（Anna的回答）Ver.good.si.down.please.No.a.fo.today.w.ar.goin.t.lear.…/w.ar.goin.t.tal.mor.abou.…③-2.Befor.ou.class.boy.an.girls..hav..sentenc.fo.you.pleas.liste.t.m.carefull.an.pleas.tr.t.gues.it.meanin..（此处讲一个名人名言）.Anna.please.…（Anna的回答）Ver.good.si.down.please.No.a.fo.today.w.ar.goin.t.lear.…/w.ar.goin.t.tal.mor.abou.…③-3.Befor.ou.class.boy.an.girls.I’.lik.t.shar.on.experienc.o.min.wit.yo.…（讲经历）.…（Anna的回答）Ver.good.si.down.please.No.a.fo.today.w.ar.goin.t.lear.…/w.ar.goin.t.tal.mor.abou.…④Befor.ou.class.boy.an.girls.let’.watc..shor.video/som.pictures.an.yo.nee.t.thin.abou.th.followin.qu estions.Q1..an.Q2..Ar.yo.clear.Ok.great.let’.star.here.（观看视频/图片, 停顿几秒）Wel.yo.hav.enjoye.th.video/th.pictures.hav.yo.go.th.answers.Anna.yo.please.O.yo.thin..Yes.great.si .dow.please.Ho.abou.questio.2.Peter.pleas.hav..try.Yo.thin...agre.wit.you.si.dow.please.No.a.fo.tod ay.w.ar.goin.t.lear.…/w.ar.goin.t.tal.mor.abou.…⑤Befor.ou.class.boy.an.girls.I’.lik.t.as.yo..question..Anna.pleas.hav..try.Yeah.…（Anna的回答）Wonderful.than.you.si.dow.please.And.Peter.please.Great.…（Peter的回答）No.a.fo.today.w.ar.goin.t.lear.…/w.ar.goin.t.tal.mor.abou.…⑥Befor.ou.class.boy.an.girls..hav..tongu.twiste.fo.you.Pleas.liste.t.m.carefully..（绕口令）an.pleas.thin.abou.on.question.wh.d.yo.thin.tongu.twiste.ca.b.spoke.s.smoothl.an.quickly.U.huh.ye s.w.ca.spea.tw.o.thre.word.i..wa.o.connecting.Goo.point.an.i.English.w.cal.i.liaison.No.a.fo.today.w. ar.goin.t.lear.mor.abou.it.（此处是以连读为例）[Presentation]:(1)以下方式选其一即可:①No.let’.liste.t.th.tape.Pleas.liste.carefull.an.tr.t.catc.th.mai.ide.o.i./tr.t.thin.abou.th.followin.one/tw .questions:Q1: …Q2: …Ar.yo.clear.Star.here.（停顿几秒）It’.over.s.hav.yo.go.th.mai.ide.o.it.Good.it’..Ver.good.②No.let’.tak.ou.ou.pape.an.loo.a.th.readin.passage.Pleas.rea.i.carefull.t.catc.th.mai.ide.o.it/t.thin.ab ou.th.followin.one/tw.questions:Q1: …Q2: …Ar.yo.clear.Star.here.（停顿几秒）It’.over.s.hav.yo.go.th.mai.ide.o.it.Good.it’..Ver.good.(2) 以下方式选其一即可:①停顿/意群: Ok.no.guys.I’l.rea.th.passag.fo.yo.again.an.thi.time.pleas.focu.o.m.reading.an.tr.t.figur.ou.wher..sto.whe.I’.read st.yo.nee.t.tel.m.ho.man.stop.i.th.passage.…（教师朗读文章）Ok.ho.man.stop.d.yo.found.Lil.yo.please.…（Lily的回答）Good.si.dow.please.D.yo.agre.wit.her.Yes.Ver.good.②语调: Ok.no.guys.I’l.rea.th.passag.fo.yo.again.an.thi.time.pleas.focu.o.m.reading.an.tr.t.figur.ou.som.difference.amon. som.sentences.…（教师朗读文章, 若没有要求, 可以省略）No.it’.tim.t.lear.somethin.new.Let’.loo.a..ne.sentences.I’l.rea.i.twice.the.pleas.tel.m.th.differenc.o.thes.tw.times.clear.Ok.…（读两遍）.ok.Good.start.（停顿几秒）e.differen.tones.Good.yo.go.th.point.si.down.please.③重音: Ok.no.guys.I’l.rea.th.passag.fo.yo.again.an.thi.time.pleas.focu.o.m.reading.an.tr.t.figur.ou.som.difference.amon. som.sentences.…（教师朗读文章, 若没有要求, 可以省略）No.it’.tim.t.lear.somethin.new.Let’.loo.a..ne.sentences.I’l.rea.i.twice.the.pleas.tel.m.th.differenc.o.thes.tw.times.clear.Ok.…（读两遍）.ok.Good.start.（停顿几秒）Wh.want.t.share.Ok.Lil.yo.please.Yo.emphasize.differen.word.eac.time.Good.yo.go.th.point.si.dow n.please.④连读：Ok.no.guys.I’l.rea.th.passag.fo.yo.again.an.thi.time.pleas.focu.o.m.reading.an.tr.t.figur.ou.som.difference.amon. som.sentences.…（教师朗读文章, 若没有要求, 可以省略）No.it’.tim.t.lear.somethin.new.Let’.loo.a..ne.sentences.I’l.rea.i.twice.the.pleas.tel.m.whic.tim.i.better.clear.Ok.…（读两遍）Whic.on.i.better.Th.secon.time.Ok.ca.yo.tel.m.wh.th.secon.tim.i.better.Pleas.discus.i.wit.you.partne .ok.Good.start.（停顿几秒）Wh.want.t.share.Ok.Lil.yo.please.Becaus.yo.spea.“….an.“….i..wa.o.connecting.Good.yo.go.th.point.si.down.please.⑤失爆：Ok.no.guys.I’l.rea.th.passag.fo.yo.again.an.thi.time.pleas.focu.o.m.reading.an.tr.t.figur.ou.som.difference.amon. som.sentences.…（教师朗读文章，若没有要求，可以省略）No.it’.tim.t.lear.somethin.new.Let’.loo.a..ne.sentences.I’l.rea.i.twice.the.pleas.tel.m.th.differenc.o.thes.tw.times.clear.Ok.…（读两遍）.ok.Good.start.（停顿几秒）Wh.want.t.share.Ok.Lil.yo.please.Yo.didn’.spea.th.lette.“….i.th.wor.o.“….i.th.secon.time.Good.yo.go.th.point.si.down.please.(3) 以下方式选其一即可:①停顿/意群: Actuall.i.English.w.cal.i.“pause”（此时可以书写板书:wha.i.pause?）.No..a.wonderin.wha.th.rule.o.paus.are.No.pleas.wor.i.group.o.fou.t.discus.abou.it.Y o.wil.hav..minutes.clear.Ok.start.（停顿几秒, 此时可以书写板书: .pause?）Ok.time’.up.S.hav.yo.foun.th.rules.Wel.you.grou.thin.tha.w.shoul.paus.whe.w.mee.“an.”.“but”.“however”.“that”.“which.etc.an.you.grou.thin.tha.w.shoul.paus.whe.w.mee.phrase.an.clauses.Ver.good.Let’.summ ariz.th.rule.together.Actuall.w.ca.sa.tha.w.shoul.paus.i.sens.groups.S.wha.i.sens.groups..sens.grou.i nguag.grou.tha.shar.th.sam.meaning.Tha.i.t.say.i..sentence.ever.wor.ha.it.ow.meaning.an.whe.t pl et.meanin.o.th.sentence.The.w.cal.i..sens.group.clear.Great.②语调: Actuall.i.English.w.cal.i.“intonation.o.“tone.（此时可以书写板书:wha.i.intonation?）.No..a.wonderin.wha.th.rule.o.intonatio.are.No.pleas.wor.i.group.o.fou.t.discus. abou.it.Yo.wil.hav..minutes.clear.Ok.start.（停顿几秒.此时可以书写板书: .intonation?）Ok.time’.up.S.hav.yo.foun.th.rules.Well.let’.risin.ton.i.genera.question s.fallin.ton.i.declarativ.sentences.specia.questions.imperativ.sentence.an.exclamator.sentences.W. us.rising-fallin.ton.i.alternativ.questions.an.coordinat.sentences.Fo.example.i.a.alternativ.question.ther.ar.tw .falling-.fallin.ton.fo.t h.firs.part.an.risin.ton.fo.th.secon.part.Clear.Great.③重音-1: 单词重音: Actuall.i.English.w.cal.i..wor.stress.（此时可以书写板书:wha.i.wor.stress?）.No..a.wonderin.wha.th.rule.o.i.are.No.pleas.wor.i.group.o.fou.t.discus.abou.it.Y o.wil.hav..minutes.clear.Ok.start.（停顿几秒.此时可以书写板书: .wor.stress?）Ok.time’.up.S.hav.yo.foun.th.rules.Well.let’.summariz.i.together.Fo.one-syllabl.words.w.nee.t.stres.them.fo.disyllabl.o.try-syllabl.words.normall.w.nee.t.stres.o.th.firs.syllable.an.fo.multi-syllabl.words.w.nee.t.stres.o.th.antepenultimat.syllable.Clear.Great.③重音-2: 句子重读-Grammatica.stress: Actuall.i.English.w.cal.i.“grammatica.stress.（此时可以书写板书:wha.i.grammatica.stress?）.No..a.wonderin.wha.th.rule.o.i.are.No.pleas.wor.i.group.o.fou.t.discus.a bou.it.Yo.wil.hav..minutes.clear.Ok.start.（停顿几秒.此时可以书写板书:.grammatica.stress?）Ok.time’.up.S.hav.yo.foun.th.rules.Well.let’.summariz.i.together.Normally.w.stres.th.notiona.wo rd.no.th.functiona.words.An.notiona.word.includ.nouns.verbs.adjectives.adverbs.etc,.an.functiona. word.includ.prepositions.article.adjunction.interjection.etc,.Clear.Great.③重音-3: 句子重读-Logica.stress: Actuall.i.English.w.cal.i.“logica.stress.（此时可以书写板书: wha.i.logica.stress?）.No..a.wonderin.wha.th.rule.o.i.are.No.pleas.wor.i.group.o.fou.t.discus.abou.it .Yo.wil.hav..minutes.clear.Ok.start.（停顿几秒.此时可以书写板书: .logica.stress?）Ok.time’.up.S.hav.yo.foun.th.rules.Well.let’.summariz.i.together.Normally.w.highligh.o.stres.th.i nformatio.tha.th.speake.o.someon.want.t.know.Clear.Great.④连读：Actuall.i.English.w.cal.i.“liaison.（此时可以书写板书：wha.i.liaison?）.No..a.wonderin.wha.th.rule.o.i.are.No.pleas.wor.i.group.o.fou.t.discus.abou.it.Yo.wi l.hav..minutes.clear.Ok.start.（停顿几秒.此时可以书写板书：.liaison?）Ok.time’.up.S.hav.yo.foun.th.rules.Well.let’.summariz.i.together.Normally.w.ca.sa.th.structur.is.F ina.consonan..initia.vowel.whic.mean.th.firs.wor.i.ende.wit..consonan.an.th.secon.on.i.beginnin.wit ..vowel.suc.a.pic..up./Fina.lette.r/r..initia.vowel.whic.mean.th.firs.wor.i.ende.wit.th.lette.o.r/re.an.th. secon.on.i.beginnin.wit..vowel.suc.a.fo..example./Fina.vowe..initia.vowel.whic.mean.th.firs.wor.i.en de.wit..vowe.an.th.secon.on.i.beginnin.wit..vowel.suc.a.ho..ar.you./Fina.consonan..initia.consonant. whic.mean.th.firs.wor.i.ende.wit..consonan.an.th.secon.on.i.beginnin.wit..consonant.suc.a.luc..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：Actuall.i.English.w.cal.i.“los.o.plosive.（此时可以书写板书：wha.i.los.o.plosive?）.No..a.wonderin.wha.th.rule.o.i.are.No.pleas.wor.i.group.o.fou.t.discus.abou.it .Yo.wil.hav..minutes.clear.Ok.start.（停顿几秒.此时可以书写板书：.los.o.plosive?）教师资格证考试—面试—高中英语—教案设计思路+方案+逐字稿Ok.time’.up.S.hav.yo.foun.th.rules.Well.let’.summariz.i.together.Ther.ar.si.plosives./b./p./d./t./g. /k/.whe.an.tw.o.the.meet.fo.th.firs.one.yo.jus.giv.th.shap.o.th.mouth.d.no.nee.t.giv.an.soun.o.it.Suc .as.doctor./Ther.ar.si.plosives./b./p./d./t./g./k/.an.whe.an.o.the.i.followe.wit..fricativ.(/f./v./θ..ð./s./z./ʃ./ʒ./h/.o.affricativ.(/tʃ./dʒ/).fo.th.plosive.yo.jus.giv..sligh.sound.Suc.as.goo.friend./Whe./t.o./d.i.followe.wit./m.o./n.o./l/.fo./t. o./d/.yo.jus.giv.th.shap.o.th.mouth.d.no.nee.t.giv.an.soun.o.it.Suc.as.goo.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]:Practic.make.perfect.S.let’.th.rule.o .…（语音现象）an.the.we’.clear.Ok.star.here.（停顿几秒）No.time’.up.wh.wan.t.hav..try.Luc.yo.please.（不需真正回答, 只需停顿几秒, 然后直接点评即可）Good.yo.di..goo.job.bu.there’.stil.som.littl.mistakes.…（改正）Clear.Good.si.dow.please.Anothe.one.Peter.pleas.hav..try.（不需真正回答, 只需停顿几秒, 然后直接点评即可）Wel.done.yo.mad.n.mistake.si.down.please.[Production]:Sinc.w.mastere.th.knowledg.well.let’.pla..dubbin.game.w.wil.watc..movie.fo.th.firs.time.liste.t.i.car efully.an.th.secon.time.it’.th.rul e.o.…（语音现象）tha.w.jus.learned.the.we’l.hav.som.student.t.share.clear.Good.start.（停顿几秒）Time’.up. .（不需真正回答, 只需停顿几秒, 然后直接点评即可）Excellent.yo.al.giv..wonderfu.performance.I’.ver.prou.o.you.progres.an.smar.ideas.[Summary and homework]:Ho.tim.flies.It’.tim.t.mak..summary.Let’.d.i.together.Toda.w.hav.learne..Yes.ver.good.an.th.r ule.o.i.ar.….O.good.w.al.di..goo.jo.i.thi.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.afte.class.I’.lik.yo.t.writ..shor.passag.abou..an.mak..recor.o.you.readin.wit.wha.w.learne.toda y.Ar.yo.clear.Ok.great.That’.al.fo.today’.class.Goodby.class.se.yo.nex.time.[结尾]:That’s all for my presentation, thank you![接下来就是答辩]11。
教师资格证考试-面试-高中英语-教案模板+逐字稿-语音课
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。
高中英语教资面试语音课教案逐字稿
高中英语教师资格证面试–语音课型真题–教案–逐字稿–板书1.题目: 语音教学试讲2.内容New Discoveries in ScienceMiracles in medicineSeem to happen everydaySomewhere in a countryA scientist leads the way.She is looking for the answerTo a problem long agoWhat the answer will turn out to beShe may never knowBut she works to get the job doneShe never will give inNew discoveries in scienceAre what we need to win3. 基本要求(1)朗读所给段落(2)配合教学内容适当板书(3)针对所给材料划线部分, 设计相应的语音教学活动(4)用英文试讲(5)试讲时间: 10分钟教案Knowledge ObjectiveStudents will recognize and understand the rules of rhymeAbility ObjectiveStudents can write rhyming coupletsEmotional ObjectiveStudents get interested in appreciating English poemsTeaching Key and Difficult Points:Key Point – Students get to understand the rules of rhymeDifficult Point – Students are able to write rhyming coupletsTeaching Method3P (Presentation – Practice – Production)Teaching ProcedureLead-inHave a quick review on rules of stress with studentsPresentation1.The teacher reads the poem and students try to get the main idea of the poem2.The teacher reads the poem again and have students recognize something in commonof the underlined words3.The teacher explains the rules of rhymePractice1.Students read the poem to their elbow partners and then the teacher invite some of themto read the poem in front of the whole class2.The teacher reads some rhyming couplets and asks students which words are rhymed Presentation1.Students work in groups and try to write rhyming couplets2.The teacher invites students to read their rhyming coupletsSummaryThe teacher helps students to summarize what they have learned in classHomeworkStudents write a short poem with rhyming couplets and hand it in tomorrow逐字稿(Greeting)Good morning, boys and girls. How are you doing today? Great? Glad to hear that. If you are ready, let’s begin our class.(Lead-in)Last week, we studied rules of stress. So, let’s have a quick review first. Michael, do we need to place stress on a one-syllable word? (Michael…) Exactly, Michael, thank you. We always place stress on a one-syllable word. Then Nina, what about a two-syllable word?(Nina…) Good job. Thank you, Nina. The first syllable is usually stressed when it comes to a two-syllable word, like “custom” and “many”. Jenny, what words are often stressed in a sentence? (Jenny…) Thank you, Jenny, you’re right. Content words such as verbs, nouns, adjectives are usually stressed. Leo, what words are not stressed in a sentence?(Leo…) Thank you, Leo. Yes, we don’t place stress on structure words like articles, conjunctions and prepositions. Excellent. You guys did a fantastic job last week.(Presentation)Today we are still going to learn some rules about pronunciation. Now I’ll read you a poem. After that, I would like you to tell me what this poem is about. Now please listen to the poem.Well, Cynthia, what is this poem about? (Cynthia…). Exactly, Cynthia, thank you. Of course, this poem is about new discoveries in science. Now everyone please open your book and turn to page five. I’ll read it again and this time I would like you guys to pay special attention to the underlined words. Then you can have a discussion with your elbow partner on what things in common these words have in terms of pronunciation. Now, I’ll read the pome again. Please listen carefully. (The teacher read the poem.) Well, you can start discussing with your elbow partner. Here we go.T ime’s up. Alex, do you find something in common among the underlined words? (Alex…). Thank you, Alex. You’re quite perceptive. They have same sounds in the final syllables which usually include a vowel sound, like “day” and “way”, “ago” and “know”, “in” and “win”. People refer to this phenomenon as rhyme in English. As to pairs of lines that end in words that rhyme, people refer to them as rhyming couplets.(Practice)N ow, I’ll give you 3 minutes to read the poem by yourselves. Then I’ll invite some of you to read the poem. Let’s begin.Time’s up. Billy, can you read the poem for us?(Billy…) Great job, Billy. Thank you.Now, I’ll read you some rhyming couplets. After that, I would like you to tell me the rhyming words in them. Here we go.Terry, what are the rhyming words in the couplet I just read? (Terry…) Thank you, Terry. Well done. “Cat” and “Hat” are the rhyming words.(Presentation)N ow, It’s time you write some rhyming couplets. You need to work with your elbow partner and write two rhyming couplets. You have 5 minutes. Let’s begin.T ime’s up. Amy, could you share your couplets with us?(Amy…) Thank you, Amy. Fantastic job there.(Summary)N ow let’s have a quick recap. Sunny, can tell me what is rhyme? (Sunny…). Thank you, Sunny. And Derek, what is a rhyming couplet? (Derek…). Exactly. Thank you, Derek.(Homework)Let’s call it a day. As for the homework, you need to write a short poem with rhyming couplets and hand it in tomorrow. Thank you for your time, boys and girls. Have a good day.板书RhymeDay – Way /ei/Ago – Know /nəʊ/In – Win /in/。
2023年12月高中英语教资面试真题教案逐字稿 高中英语语音课-语调
2023年12月高中英语教资面试真题教案逐字稿高中英语语音课-语调1. 题目：语音教学试讲2. 内容Female: I had a fantastic holiday in Egypt.Male: Yes? (showing interest)Female: The hotel was really fantastic. There were two swimming pools, a huge lake with windsurfing, tennis courts...Male: Mm, were there? (interested)Female: I went on a boat with a glass bottom looking at the amazing multi-coloured fish.Male: Mm, did you really? (interested)Female: Here is a photo of my family outside the hotel.Male: Mm. (not interested)Female: And this is a photo from our bedroom window.Male: Yes? (totally uninterested)3. 基本要求：(1) 朗读所给对话。
(2) 配合教学内容适当板书。
(3) 针对所给材料内容，设计关于语调的教学活动。
(4) 用英文试讲。
(5) 试讲时间：10分钟。
教案English Intonation in ConversationsObjectives:1. To understand the role of intonation in English conversations.2. To identify and practice different types of intonation.3. To apply intonation effectively in casual conversations. Materials Used:1. Copies of the conversation.2. Audio recordings of different intonations.3. Visual aids (pictures, graphs).Methodology:Introduction:Intonation is the rise and fall of the voice, which changes the meaning of a sentence. It is a crucial aspect of communication, especially in English, where intonation can significantly alter the intended meaning of a sentence.Activity 1:Students will listen to the given conversation and identify the intonation patterns used by the speakers. They will be asked to mark the rises and falls in the voice.Activity 2:Students will be shown different visual aids (graphs, pictures) that represent different intonation patterns. They will be asked to identify each pattern and its typical use in casual conversations.Activity 3:Students will practice different intonation patterns by reciting sentences with each pattern. They will be encouraged to use different rises and falls in their voices while reciting the sentences.Activity 4:Students will role-play the given conversation, using the intonation patterns they have just practiced. They will be asked to make their voices rise and fall appropriately, based on the content of their sentences. Conclusion:Students will be asked to reflect on the role of intonation in communication. They will be encouraged to apply what they have learned in casual conversations with their peers.Assessment:Assessment will be based on students' ability to identify and use different intonation patterns effectively in their role-plays. Feedback will be provided on their performance, focusing on improvements needed in their intonation usage.逐字稿Introduction to English IntonationGood morning/afternoon, everyone! Today, we’re going to explore an important aspect of language that adds depth and meaning beyond the words themselves: intonation.Intonation, or the rise and fall of the voice, is a crucial element of communication. In English, it’s not just about the words you use; it’s about the way you use your voice to convey your message. Think of intonation as a form of non-verbal communication, much like facial expressions or body language.Types of Intonation1. Flat Intonation:When the voice remains at the same pitch throughout a sentence, it’s known as flat intonation. This is often used for statements or when the speaker is being matter-of-fact.2. Rising Intonation:As the name suggests, the pitch rises at the end of a sentence or phrase. This is often used for questions or statements that require confirmation.3. Falling Intonation:The pitch falls at the end, often indicating a statement of fact or a completed thought.Functions of Intonation1. Emphasis:Intonation can highlight certain words or phrases, adding emphasis to them. For example, in the sentence "I love _cookies_!" the intonation on "cookies" would likely be higher, emphasizing that particular word.2. Meaning Modification:The same sentence can have different meanings depending on the intonation used. For instance, "I love you" can mean "I am in love with you" or simply "I am fond of you," depending on the intonation pattern used.3. Emotional Expression:Intonation is also a key indicator of emotions. A rising intonation at the end of a sentence can indicate surprise, curiosity, or uncertainty, while a falling intonation might indicate disappointment or resignation. Practice and Tips1. Listen and Imitate:The best way to learn intonation is by listening to native speakers and imitating their patterns. Watch movies or TV shows with English subtitles to hear how native speakers use intonation.2. Record and Review:Use voice recording apps to record yourself speaking English and then review the recording. Pay attention to your intonation patterns and identify areas for improvement.3. Practice with Friends:Have a friend help you practice by reciting lines from movies or scripts and focusing on your intonation. They can give feedback on your patterns and suggest improvements.4. Consistency:It’s important to be consistent with your intonation patterns, as inconsistency can confuse listeners and dilute your message. Practice regularly to ensure consistency in your speech.Remember, intonation is a learned skill that takes time and practice to master. Don’t be too hard on yourself; every step forward is a step in theright direction!That’s it for today’s lesson on English intonation! I hope you’ ve found it informative and helpful. Remember to practice regularly and you’ll soon see improvements in your English communication skills. Thank you for listening!。
初中英语教资面试语音课教案模板
初中英语教资面试语音课教案模板教案标题：初中英语教资面试语音课教案模板教学目标：1. 学生能够正确发音并掌握英语中的基本语音规则。
2. 学生能够准确区分英语中的元音和辅音，并正确使用它们。
3. 学生能够通过练习提高口语表达的流利度和准确性。
教学重点：1. 英语中的基本语音规则。
2. 元音和辅音的区分及正确发音。
3. 口语表达的流利度和准确性。
教学准备：1. 教学课件或投影仪。
2. 音频材料。
3. 学生练习册。
4. 白板或黑板。
教学过程：Step 1: 引入（5分钟）- 向学生介绍今天的课程内容，即英语语音的学习。
- 提问学生是否遇到过英语发音困难的情况，以激发学生的学习兴趣。
Step 2: 发音规则讲解（10分钟）- 使用课件或黑板，向学生介绍英语中的基本发音规则，例如元音和辅音的发音方式。
- 通过示范和解释，帮助学生理解并掌握这些规则。
- 提供一些常见的例子，让学生听、模仿和发音。
Step 3: 元音和辅音的区分（15分钟）- 向学生解释英语中的元音和辅音的区别，并列举一些常见的元音和辅音的例子。
- 使用音频材料播放这些元音和辅音的发音示范，让学生跟读并纠正他们的发音。
- 通过练习，帮助学生巩固元音和辅音的区分和正确发音。
Step 4: 口语练习（15分钟）- 将学生分成小组，让他们进行口语练习。
- 提供一些口语练习题目，例如简单的问答或对话。
- 鼓励学生在练习中使用正确的发音和流利的口语表达。
Step 5: 总结与评价（5分钟）- 对学生进行总结，复习今天的学习内容，并解答他们可能遇到的问题。
- 向学生提供反馈和评价，鼓励他们在今后的学习中继续努力。
拓展活动：- 鼓励学生在日常生活中多听多说英语，提高他们的口语能力。
- 提供一些在线语音练习资源，供学生在课后进行自主学习和练习。
教学反思：- 教师应注意学生的发音情况，及时纠正错误，并给予正面的鼓励和指导。
- 教师应根据学生的实际水平和学习需求，调整教学内容和难度，以确保教学效果的最大化。
小学教师资格证面试英语
小学教师资格证面试英语小学教师资格证面试英语一、语音课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)Emotion aim: be able to pronounce the /i /more confidentlyTeaching methods: 3-P model(Presentation, Practice, Production)Teaching aids: chock, blackboard, some cardsTeaching procedure:Pronunciation(板书内容)StepⅠGreeting and Lead-inT: 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.StepⅡ PresentationShow some cards to the students. Lead in the diphthong /i /StepⅢ PracticePractice the students the sound /i /, and explain the right way to pronounce the sound. T: yes, very good. These words all contain the sound/i /. Now read after me, /i / /StepⅣ ProductionSound discrimination and tongue twisterStepⅤ SummarizeT: 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.StepⅥ HomeworkPractice the diphthong /i/ with your partner.考生在试讲过程中，一定要学会合理分配板书和讲授的时间。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
/ei/
cake face game lake name grade make age player date gate away wake radio change plate taste hate
A:wake up X#，it’s nearly 7o’clock!
B；Ok mum,please turn on the radio, I want to listen to the weather report.
A:OK,...the weather reporter said today’s weather is going to change ,you need to take an umbrella!
B:Oh,is it true?but today we have a sports meeting!
A:Now,get up quickly or you will be late!and don’t forget to wash these plates after school.
B:Er ,ok!
/i:/
be he me we these kilo
/ai/
Bike fine kite rice time hide rise nice size wife like bright diary kind twice item price design
/əʊ/
Go home no nose so oh over bowl hero show ghost most kilo total whole note both
/æ/
Cap cat dad man map happy hand match activity lab mad bag as lantern grandparent carrot snack plan than carry practice
Take this bag
/e/
Desk egg pen red yes help lend test wet every tennis member else best letter seldom rest never
/ɪ/
Big city him sit with film bill risk silk tennis which history hill wish picnic festival trick
/ɒ/
Box dog long not stop hot job top rock lot clock modern borrow
/ʌ/
But cup duck run sun mum gun just luck club fun just dumpling
Activities the sounds of vowels
Read the words below ,then put them in the correct sound groups
Look at the groups of words ,try to read the new words according to the sound of the word in the centre in each group
Read the following sentences.pay attention to the sounds of the letters in bold
Read the phrases below,pay attention to the different sounds of the letters in bold
Activities The sounds of consonants
Read the words below.pay attention to the different sounds of the letters in bold
Fill in different letters to make up two words for each group.
Practise saying the following sentences.pay attention to the sounds of the letters in bold.。