英语语音教案英文版

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英语语音教案中英文双解

英语语音教案中英文双解一、教学内容本节课选自《新概念英语》第一册第3章，详细内容主要涉及英语元音和辅音的发音规则，重点讲解元音音素[iː]、[e]、[æ]和辅音音素[p]、[b]、[t]、[d]的发音技巧及常见词例。

二、教学目标1. 让学生掌握元音[iː]、[e]、[æ]和辅音[p]、[b]、[t]、[d]的发音方法，提高学生的发音准确性。

2. 培养学生运用所学音素拼读和识记单词的能力。

3. 增强学生的英语听说能力，激发学生学习英语的兴趣。

三、教学难点与重点重点：元音[iː]、[e]、[æ]和辅音[p]、[b]、[t]、[d]的发音方法。

难点：发音时舌位、口型的掌握及发音之间的区别。

四、教具与学具准备1. 教具：录音机、磁带、PPT、卡片。

2. 学具：课本、练习册、笔、纸。

五、教学过程1. 实践情景引入（5分钟）利用PPT展示不同场景的图片，引导学生用英语描述图片内容，自然引入本节课的发音教学内容。

2. 例题讲解（15分钟）① 讲解元音[iː]、[e]、[æ]的发音方法，展示舌位、口型图，并举例单词（如see、me、cat）。

② 讲解辅音[p]、[b]、[t]、[d]的发音方法，展示发音器官图，并举例单词（如pat、bat、time、day）。

3. 随堂练习（15分钟）① 学生跟读单词，教师纠正发音。

② 学生两人一组，互相练习发音，教师巡回指导。

4. 小组竞赛（10分钟）将学生分成小组，进行发音接力比赛，提高学生的参与度和积极性。

六、板书设计1. 板书发音规则，包括元音[iː]、[e]、[æ]和辅音[p]、[b]、[t]、[d]。

2. 列出重点单词，用不同颜色标出每个音素。

七、作业设计1. 作业题目：② 选择适当的音素填空：I can see a (cat) and a (bat)on the (tree).2. 答案：① sea、meet、egg、cat、pat、bat、time、day。

小学英语教资面试语音课全英教案及试讲逐字稿

小学英语教资面试语音课全英教案及试讲逐字稿Traffic lights teaching plan1.题目：Traffic lights2.内容：Red light,red light stop stop stop;Yellow light,yellow light wait wait wait;Green light,green light go go go3.基本要求：（1）注意文中的爆破音（2）彩色粉笔板书（3）全英授课教案如下：注：1.教案中加粗部分为教案不可或缺的部分2.教案中红色且有下划线部分为教案可以按照此模板更改内容的地方。

3.教案中的中文目的是帮助理解，在写的过程中不用写出来。

1.Teaching Aims（教学目标）:Knowledge aim（知识目标）:Students will know the way of pronouncing d, p, t and know the safe way to cross the road.Ability aim（能力目标）:Through different activities, students will read the chant fluently and vividly, their speaking ability can be improved.Emotional aim（情感态度与价值观）:After this lesson, students will form good habit to cross road and have safety consciousness.2.Teaching Key Points and Teaching Difficult Points （教学重难点）:Teaching Key Points（教学重点）:Students will learn how to cross the road safely and read the chant correctly.Teaching Difficult Points（教学难点）:To help students feel the plosive and they can read the chant vividly.3.Teaching Procedures（教学步骤）:Step 1 Warming-up1. Do a chant together.Red is color for the tomatoYellow is color for the banana…2. Ask students to find different colors in their life.(Flower, table, skirt, shopping mall, trafficlight …)Step 2 Presentation1. Invite three students to read this chant and makea comparison to find the difference between their readings.2. Make a summary about how to read “d, p, t” ina sentence. And the teacher should read at least two times for students to make sure that students can understand it.Step 3 PracticeListen to the tape again and students read the chant in teams in 3 minutes, and then they will make a competition, the winner will get small gifts (post card, book marks and so on) from the teacher.Step 4 Production1. Give students 2 minutes; they need to collect some words which contain d, p or t with their desk mates (dog, food, feet…).2. Brainstorm (2 minutes).Which kinds of habits can help us avoid being injured in our life?Teacher should give them a guidance and summary about the way to protect themselves in their life.Step 5 Summary and homeworkRead the chant together, and ask them to make a small dance for it, we will perform it next class, students also need to sing this chant to their parents.Blackboard Design（板书设计）:试讲逐字稿：Hello ,boys and girls, how are you today?Yes, i am great. thank you.Now I hope all of you can like my lesson,and hope you can sing a song ,little star, do you know?Ok, let us begin.Twinkle twinkle little star, how I wonder what you areUp above the world so high, like a diamond in the skyOk,you did a good job.Now back to today ’ s topic.Traffic lightsRead them after me .Red,red light, light stop,stopYellow,yellow light,light wait,waitGreen,green light,light go,goThen,read by yourself. I will ask someone to show his voice. And I will ask you into two groups .Boys group 1, girls group 2.Which group do better, I will give them reward.Now let’s action.Time is up.please stop. start your presentation.Lucy,can you read these words?wow,great.Ok, sit down,please. Bob, and you? Well down,you did a good job.As we all known, you give us a good example.So we have learned all the things of today, let us reveiw them. Read after me, let’s read the chant together.Red light,red light stop stop stop;Yellow light,yellow light wait wait wait;Green light,green light go go goLast but not least, class is over, I must say goodbye to you. Goodbye, everyone, see you next time.。

英语教案语音课

英语教案语音课【篇一：英语语音教案】《英语语音》课程教学教案unit 1unit 2unit 3unit 4unit 5unit 6unit 7unit8phoneme and transcription the pure vowels the diphthongs rules of reading of english vowel letters the consonants connected speech (1) connected speech (2) connected speech (3)unit 1 phoneme and transcriptionpurpose:the students will learn some basic concepts in english pronunciation. we are going to learn something about syllables, stress and rhythm in english. at the same time, they will learnto say greetings and farewell with appropriate pronunciation and intonation in english.objectives: students will be able to :1. define - in their own words a definition for “syllable” and “stressedsyllable”, then a definition for “rhythm” and “rhythmic pattern”;2. compare – based on the understanding of the basic concept, compare thedegrees of stress and different rhythmic patterns;3. practice – imitate the typical stress patterns and rhythmic patterns inenglish.activities and procedures:1. begin by asking the class to find out how much thestudents know about stress patterns and rhythmic patters in english, make sure that it serves the purpose of stimulating thestudents to think about the issue and have the desire to find out the answers themselves.2. display examples by playing the recording of the native speakers showing the typical stress patters and rhythmic patterns in english.3. ask the students to listen to the tapes to mark out the stressed syllables in words.4. ask the students to listen to the tapes to mark out the stressed words in sentences.5. have the students imitate the stress patterns and rhythmic patterns to experience the rhythm in speech.6. have the students share what they have learned by reading out the practice materials in pairs.7. have the students listen to the conversations recorded by native speakers of english and try to get the rhythmic patterns in their speech.8. have the students practice the guided conversation. ask them to pay special attention to the stress the rhythm in speech.9. highlight the language function in the conversation in the practice.10. have several pairs of the students present their conversation in the class.11. comment on the students? performance by highlighting the achievement of the students and the efforts they need for the improvement.12. ask the students to do more practice after class and get ready for presentation during the next session.basic concepts: syllables, stress rhythmin this unit, we are going to learn some basic concepts in english pronunciation. we are going to learn something about syllables, stress and rhythm in english. at thesame time, we are going to learn to say greetings and farewell with appropriate pronunciation and intonation in english.first of all, let?s look at the syllable in english.please listen to the following word: driveway.now, tell me, how many syllables there are in this word? right. there are two. please listen to the following sentence: drive him away.tell me, how many syllables there are in this sentence? right. there are four.introductionso. what is a syllable?a syllable is a word part and the basic unit of english rhythm. english words can have one, two, three or even more syllables. in the word ?driveway?, there are two syllables. in the sentence ?drive him away?, there are four.what is a stressed syllable?in english words with more than one syllable, one of them will receive more stress than the others. stressed syllables are those that are marked in the dictionary as stressed. for example, in the word ?driveway?, the first syllable is a stressed syllable while the second syllable is not.stressed syllables in english are usually longer, louder, and higher in pitch. listen to the following example:syllable 1 syllable 2 (short) (long)syllable 3(short)the word banana has 3 syllables. syllable 1 is not stressed and so is short. syllable 2 is stressed and so is long with a clear vowel sound / :/. syllable 3 is not stressed and so is also short. here is a short summary about the stressed and unstressed syllables:stressed syllables are strong syllables. unstressed syllables are weak syllables. stressed syllables:- are long- have a pitch change- have full vowel sounds.unstressed syllables:- are short- often have a reduced vowel sound.now let?s look at the rhythm in english.we all know that correct pronunciation of the individual english sounds is important in communication. the way the sounds are organized, however, is often more crucial for understanding. the rhythm of english, for example, is one of the two major organizing structures that native speakers rely on to process speech.what is rhythm?rhythm can be found everywhere in life: the sound of a clock, the beating of the heart, the strokes of a swimmer, and ofcourse in poetry and music. but rhythm in language is less familiar because it is less obvious. the rhythm of a language is characterized by the timing pattern of successive syllables. in some languages, every syllable is given about the same length, while in others, syllables vary in length. in english, strongbeats are called stress -- the heart of the rhythmic pattern.音节、重音与节奏本单元将向大家介绍英语语音语调的基本概念, 主要介绍英语语音的音节、重音和节奏规律。

英语语音教案

《英语语音》课程教学教案Unit 1Purpose:The students will learn some basic concepts in English pronunciation. We are going to learn something about syllables, stress and rhythm in English. At the same time, they will learn to say greetings and farewell with appropriate pronunciation and intonation in English.Objectives: Students will be able to :1.Define - in their own words a definition for “syllable”and “stressedsyllable”, then a definition for “rhythm” and “rhythmic pattern”;pare – based on the understanding of the basic concept, compare thedegrees of stress and different rhythmic patterns;3.Practice –imitate the typical stress patterns and rhythmic patterns inEnglish.Resources/Materials:1.Handouts: illustration of stress patterns and rhythmic pattern;2.Recordings of native speakersActivities and Procedures:1.Begin by asking the class to find out how much the students know about stresspatterns and rhythmic patters in English, make sure that it serves the purpose of stimulating the students to think about the issue and have the desire to find out the answers themselves.2.Display examples by playing the recording of the native speakers showing thetypical stress patters and rhythmic patterns in English.3.Ask the students to listen to the tapes to mark out the stressed syllables in words.4.Ask the students to listen to the tapes to mark out the stressed words in sentences.5.Have the students imitate the stress patterns and rhythmic patterns to experiencethe rhythm in speech.6.Have the students share what they have learned by reading out the practicematerials in pairs.7.Have the students listen to the conversations recorded by native speakers ofEnglish and try to get the rhythmic patterns in their speech.8.Have the students practice the guided conversation. Ask them to pay specialattention to the stress the rhythm in speech.9.Highlight the language function in the conversation in the practice.10.Have several pairs of the students present their conversation in the class.ment on the students’performance by highlighting the achievement of thestudents and the efforts they need for the improvement.12.Ask the students to do more practice after class and get ready for presentation during the nextsession.附: 要点、重点和难点Unit 1Basic Concepts: Syllables, Stress & RhythmIn this unit, we are going to learn some basic concepts in English pronunciation. We are going to learn something about syllables, stress and rhythm in English. At the same time, we are going to learn to say greetings and farewell with appropriate pronunciation and intonation in English.First of all, let’s look at the syllable in English.Please listen to the following word: driveway.Now, tell me, how many syllables there are in this word? Right. There are two. Please listen to the following sentence: Drive him away.Tell me, how many syllables there are in this sentence? Right. There are four. IntroductionSo. What is a syllable?A syllable is a word part and the basic unit of English rhythm. English words can have one, two, three or even more syll ables. In the word ‘driveway’, there are two syllables. In the sentence ‘Drive him away’, there are four.What is a stressed syllable?In English words with more than one syllable, one of them will receive more stress than the others. Stressed syllables are those that are marked in the dictionary as stressed. For example, in the word ‘driveway’, the first syllable is a stressed syllable while the second syllable is not.Stressed syllables in English are usually longer, louder, and higher in pitch.Listen to the following example:ba NAAAA naSyllable 1 Syllable 2 Syllable 3(short) (long) (short)The word "banana" has 3 syllables. Syllable 1 is not stressed and so is short. Syllable 2 is stressed and so is long with a clear vowel sound / :/. Syllable 3 is not stressed and so is also short.Here is a short summary about the stressed and unstressed syllables:Stressed syllables are strong syllables. Unstressed syllables are weak syllables.Stressed syllables:-are long-have a pitch change-have full vowel sounds.Unstressed syllables:-are short-often have a reduced vowel sound.Now let’s look at the rhythm in English.We all know that correct pronunciation of the individual English sounds is important in communication. The way the sounds are organized, however, is often more crucial for understanding. The rhythm of English, for example, is one of the two major organizing structures that native speakers rely on to process speech.What is rhythm?Rhythm can be found everywhere in life: the sound of a clock, the beating of the heart, the strokes of a swimmer, and of course in poetry and music. But rhythm in language is less familiar because it is less obvious. The rhythm of a language is characterized by the timing pattern of successive syllables. In some languages, every syllable is given about the same length, while in others, syllables vary in length. In English, strong beats are called stress -- the heart of the rhythmic pattern.第1单元基本概念：音节、重音与节奏本单元将向大家介绍英语语音语调的基本概念, 主要介绍英语语音的音节、重音和节奏规律。

英语语音教案模板范文

课程名称：英语语音与听力授课对象：初级英语学习者授课时长： 2课时教学目标：1. 学生能够正确发音英语元音和辅音。

2. 学生能够识别和区分英语中的重音和语调。

3. 学生能够运用所学语音知识进行简单的日常对话。

教学内容：1. 英语元音和辅音的发音规则。

2. 重音和语调的基本概念。

3. 常见单词和句型的语音练习。

教学步骤：第一课时一、导入（5分钟）- 通过播放一段英语歌曲或视频片段，引起学生对英语语音的兴趣。

- 提问学生：What do you notice about the way the people are speaking? 引导学生关注语音的特点。

二、元音发音教学（30分钟）- 展示元音字母和相应的发音符号。

- 通过图片、手势等方式帮助学生理解发音部位和发音方法。

- 进行元音发音练习，如：i/ɪ/、e/ɛ/、ɑ:/ɔ:/、ʌ/ʊ/、u/ʌ/。

- 分组练习，每组选一个单词进行发音，其他组进行纠正。

三、辅音发音教学（30分钟）- 介绍辅音的分类，如：清辅音、浊辅音、双辅音等。

- 通过发音示范和练习，让学生掌握不同辅音的发音。

- 练习辅音组合的发音，如：st, nd, rd, th等。

四、总结与作业（5分钟）- 总结本节课所学内容，强调重点和难点。

- 布置作业：回家后练习本节课所学的元音和辅音发音，并记录下来。

第二课时一、复习与巩固（10分钟）- 检查学生的发音练习情况，纠正错误。

- 通过游戏或竞赛形式，巩固学生对元音和辅音发音的记忆。

二、重音与语调教学（30分钟）- 介绍重音的概念，通过例子说明重音在句子中的作用。

- 讲解语调的类型，如：升调、降调、升降调等。

- 练习重音和语调的运用，如：朗读短文，注意句子中的重音和语调。

三、综合练习（20分钟）- 让学生根据所学知识，组成简单的对话。

- 鼓励学生在对话中运用重音和语调，使对话更加生动。

四、总结与反馈（5分钟）- 总结本节课所学内容，强调重音和语调的重要性。

小学英语人教版四上字母i语音教案

小学英语人教版四上字母i语音教案教案标题：小学英语人教版四上字母i语音教案教学目标：1. 学生能够正确地发音和辨认字母i及其相关的单词。

2. 学生能够正确地运用字母i及其相关的单词进行口头表达。

3. 学生能够通过活动和游戏的方式提高对字母i语音的理解和运用能力。

教学重点：1. 掌握字母i的发音及其相关的单词。

2. 运用字母i及其相关的单词进行口头表达。

教学准备：1. 教学课件或黑板。

2. 字母i的大字卡片和小字卡片。

3. 相关的单词卡片：ink, pig, fish, sit, etc.4. 录音设备。

教学过程：Step 1: 引入新知1. 利用教学课件或黑板展示字母i的大字卡片，向学生介绍字母i的形状和发音。

2. 通过发音示范和学生跟读的方式，让学生正确地模仿发音。

Step 2: 单词学习1. 利用教学课件或黑板展示字母i的小字卡片，并逐个教授相关的单词：ink, pig, fish, sit,等。

2. 每个单词教授后，让学生跟读单词，并帮助他们理解单词的意思。

3. 通过示范和学生模仿的方式，让学生正确地发音和拼读这些单词。

Step 3: 句子练习1. 利用教学课件或黑板展示一些简单的句子，包含字母i及其相关的单词。

2. 逐句教授这些句子，并让学生跟读。

3. 鼓励学生运用所学的单词和句子进行口头表达，可以进行小组活动或角色扮演。

Step 4: 游戏活动1. 制作一个“找字母i”游戏，将字母i和其他字母混合在一起，让学生找出字母i 并大声读出来。

2. 制作一个“连连看”游戏，将字母i和相关的单词卡片放在桌上，让学生根据发音和字母找出相匹配的卡片。

3. 利用录音设备录制一些字母i的发音和相关的单词，让学生通过听觉辨认的方式找出正确的发音。

Step 5: 总结和评价1. 回顾所学的字母i及其相关的单词和句子。

2. 对学生的发音和口头表达进行评价和反馈。

3. 鼓励学生继续练习和巩固所学内容。

教学延伸：1. 带领学生去图书馆或使用互联网，寻找更多包含字母i的单词和句子。

初一英语语音教学教案(3篇)

第1篇教学目标：1. 让学生掌握元音字母组合的发音规则。

2. 培养学生正确的发音习惯，提高口语表达能力。

3. 增强学生对英语学习的兴趣，激发学习热情。

教学重点：1. 元音字母组合的发音规则。

2. 元音字母组合在单词中的发音。

教学难点：1. 学生对元音字母组合发音规则的掌握。

2. 学生在单词中正确运用元音字母组合的发音。

教学准备：1. 多媒体课件，包括元音字母组合的图片、单词例句等。

2. 音标卡片，用于示范发音。

3. 录音设备，用于播放标准发音。

教学过程：一、导入1. 教师用英语问候学生，引入课堂主题。

2. 教师简要介绍元音字母组合在英语中的重要性。

二、新课导入1. 教师展示元音字母组合的图片，如：a-e, i-e, o-e等。

2. 教师用音标卡片示范元音字母组合的发音，并让学生跟读。

三、讲解与练习1. 教师详细讲解元音字母组合的发音规则，如：- a-e 发音为 /e/- i-e 发音为 /i/- o-e 发音为 /ə/2. 教师列举一些包含元音字母组合的单词，如：see, meet, close等，让学生跟读并注意发音。

四、拓展练习1. 教师播放一段包含元音字母组合的对话或短文，让学生跟读并注意发音。

2. 学生分组进行角色扮演，练习使用元音字母组合的单词进行对话。

五、总结与反思1. 教师总结本节课所学内容，强调元音字母组合的发音规则。

2. 学生分享学习心得，提出自己在发音过程中遇到的问题。

六、课后作业1. 学生回家后，跟读课文中的元音字母组合单词，注意发音。

2. 学生尝试用元音字母组合的单词进行造句。

教学反思：本节课通过多媒体课件、音标卡片和录音设备等多种教学手段，帮助学生掌握元音字母组合的发音规则。

在教学过程中，教师注重引导学生积极参与，通过跟读、角色扮演等方式，提高学生的口语表达能力。

课后作业的设计有助于巩固所学知识，提高学生的自主学习能力。

在教学过程中，教师还需关注学生的个体差异，针对不同学生的学习需求进行个性化指导，以提高教学效果。

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英语语音教案英文版【篇一：英语音标教案】english phonetic symbols 英语国际音标表（48个）元音（20个）辅音（28个）第一讲教学目标：1. 要求学生熟练掌握元音(vowels) [i:]、[i]、[e]、[?] 和辅音(consonants)[p]、[b]、[t]、[d]、[k]、[g]2. 要求学生熟练掌握字母aa-nn的音标。

教学重点和难点：1. 掌握元音[i:]、[i]、[e]、[?]和辅音[p]、[b]、[t]、[d]、[k]、[g]的正确发音、口形变化及掌握读音规则。

2. 掌握辅音和元音的拼读方法。

3. 字母aa-nn的音标。

教学过程： step1 revision1. 复习26个字母，齐唱abc歌。

2. 请个别学生朗读字母a-n.step2 presentation1. 告诉学生英语中有26个字母，提问：英语中有多少音标？多少元音，多少辅音？（48个音标，其中元音二十，辅音二十八）元音和辅音的关系就像拼音的声母和韵母一样。

2. 今天我们将学习四个前元音[i:]、[i]、[e]、[?]和六个辅音[p]、[b]、[t]、[d]、[k]、[g]。

3. ppt展示四个前元音的口形图，告诉他们发音要领, 请学生跟读。

[i:] 发音时舌尖抵下齿，前舌尽量抬高，口形扁平。

（它就是字母ee 的音标）。

[i]发音时舌尖抵下齿，舌前部抬高，舌两侧抵上齿两侧；口形扁平。

[e]发音时舌尖抵下齿，舌前部稍抬起，舌位比[i:]低，唇形中长，开口比[i:]大。

[?]发音时舌尖抵下齿，舌前部稍抬起，舌位比[e]更低，双唇平伸，成扁平形。

4. 请学生个别读，同桌对读，小组读，注意这四个音的区别。

5. 要求学生找出自己知道的，含有[i:]等四个元音的单词，并总结字母组合与发音的关系。

如：[i:]e she, be, weeaeat, clean, teacher eesee, three, meet eykey i police[i]i big, pig, fish y any, many, family a orange[e]e bed, egg, ten a many, any,eabread, sweater, [?]a bag, apple, man6. 教六个辅音[p]、[b]、[t]、[d]、[k]、[g]，告诉学生[p]、[t]、[k]是清辅音，不引起声带震动，而[b]、[d]、[g]是浊辅音，引起声带震动。

注意和拼音的区别。

学生模仿这六个辅音的发音。

7. 告诉学生辅音和元音相拼时，“辅音轻，元音重，两音相拼猛一碰”。

8. 在读准单个元音和辅音的基础上，将每一个辅音与元音拼读，反复学习朗读音节。

如：[pi:] [pi] [pe] [p?] [bi:] [bi] [be] [b?]? 9.ppt展示一些音标，请学生起来拼读。

step3 practice1. 请学生按照顺序读这四个元音和六个辅音。

2. 任意抽取一张音标卡片，请学生抢答，看哪个小组的回答正确率高。

3. 把这十个音标写在黑板的四线格内，注意每个音标在四线格内占的格数，要求学生在练习本上仿写一遍，一定要书写规范。

4.绕口令a big black bug bit a big black bear and made the big blackbear bleed blood.each easter eddie eats eighty easter eggs. step4 presentation1. 齐读字母aa-nn2. 问学生哪些字母含有[i:] (b,c,d,e,g)，哪些字母含有[e](f,l,m,n)3. 把他们的音标写在黑板上aa[ei]、bb[bi:]、cc[si:]、dd[di:]、ee[i:]、ff[ef]、gg[d?i:]、hh[ei?]、ii[ai]、jj[d?ei]、kk[kei]、ll[el]、mm[em]、nn[en] 4. 请学生根据他们的读音归类。

step5 homework 1. 熟读音标。

2. 会默写字母a-n的音标。

第二讲教学目标：1. 要求学生熟练掌握中元音[?:] [?] [?]和辅音（摩擦音）[f] [v] [s] [z]2. 要求学生熟练掌握字母oo-zz的音标。

教学重点和难点：的正确发音、口形变化及读音规则。

2. 字母oo-zz的音标。

教学过程： step1 resivion1. 读音标[i:]、[i]、[e]、[?]、[p]、[b]、[t]、[d]、[k]、[g]2. 默写字母a-n的音标 3. 请学生拼读字母的音标。

4. 给学生一些单词的音标，让个别学生拼读，看是否掌握了拼读的规则。

step2 presentation1. ppt展示三个中元音的口形图，告诉学生他们的发音要领，请学生跟读。

[?] 发音时舌身平放，舌中部略隆起，双唇扁平。

[?:] 发音时舌中部比发[?]时略高，双唇扁平。

[?]发音时舌端和舌尖两侧轻触下齿，舌后部靠前部分轻抬起；唇形稍扁，开口度较大，与[?]相似。

2. 请学生个别读，同桌对读，小组读，注意这三个音的区别。

3. 要求学生找出自己知道的，含有[?:]等三个元音的单词，并总结字母组合与发音的关系。

[?:] er herirbird, girl, shirt orwork, wordurnurse, purple, turn [?] a about, woman, cinema eopen, hello otoday, computererfather, mother, worker ordoctor oar cupboard our colour[?] uus, under, number obrother, come, some ouyoung5. 把每个辅音和每个元音相拼。

如[f?:] [f?] [f?]? step3 practice 1. 把这十二个音标写在黑板的四线格内，注意每个音标在四线格内占的格数，要求学生在练习本上仿写一遍，一定要书写规范。

2. 学生按照顺序读黑板上的音标，纠正个别错误。

3. 绕口令，区别[s] 和[∫]的发音 she sells sea shells on the seashore.the seashells she sells are seashells she is sure. if she sells seashells by the seashore, i’m sure she sells seashore shells.4. ppt展示一些单词的音标，请学生拼读。

step4 presentation 1. 读字母oo-zz。

2. 找出含有[i:] 和[e]的字母[i:] pp tt vv [e] ss xx3. 请学生试着写出这五个字母的音标，如果他们写对了给予一定的奖励来激发他们的学习积极性。

4. 让学生动起来，尝试写出其他几个字母的音标。

5. 把字母oo-zz 的音标写在黑板的四线格内。

1. 熟读今天所教的音标。

2. 默出字母o-z的音标。

【篇二：语音教学英语教案设计】teaching pronunciationi. background information:1. there are 40 students in our class, including 20 girls and 20 boys. they all almost 9--10 years old. they are grade 3 in primary school.2. time: about 15 minutesii. teaching aimsby the end of the class, students will be able to:1. know the pronunciation of the 26 letters and their importance2. understand the simple rules of spelling3. know the stress of the wordsiii. important and difficult points1. new consonants: /p/; /t/; /b/; /d/2. tell the consonants and letters: /p/ and p; /t/ and t; /b/ and b; /d/ and d3. read the words which contain our learnt consonants: bee, day, banana, paper….. iv. teaching methodsthe presentation, practice and production (ppp) model of teaching.v. teaching aidsmulti-media, flashcards, radiovi.teaching proceduresstage one: greetingsteacher and students greet each other.t: would you like to sing the abc songs together with talking tom?s: yes.……..t: ok. well down. last class, we have learned all the english letters. today, we’ll continue to learn some new things; do you want to make friends with them? s: yes.stage two: presentationstep1: use ppt to show the chart of international phonetic alphabet.step2: ask the students to count how many vowels and consonants are there in thischart.step3: give some pictures of animal which we’ve learned and ask ss to answer“what’s this?”pay attention to the place where there is red marked.stage three: practicestep4. learn to say two pairs of consonant. listen to the tape and try to imitate howto read them.step5.teacher read them by herself and without any sound.give some body gesturesto let ss know the vocal organs.step6. guide the ss to read it again then read it to their partner. stage four: consolidationt: can you tell me which are the letters and which are the phonetic symbols. ss answer it one by one and match them.t: read it by yourself freely and i will listen to you carefully and give yousome offer.stage six: productionstep7: display a list of words and play a game. find out which consonant is in theword and read it out.step8: work in pairs and discuss with each other.step9: act out. ask any volunteers to present the result andpick out the best team. vii: assignmentread the four consonants until you pronounce them correctly and find some words which contain these consonances.【篇三：英语语音课程大纲】《现代大学英语语音教程》课程标准适应专业：英语专业所属系部：第一教研室（专业英语）课程编号：课程类型：专业基础课（必修）学时学分：32学时（2学分）一、课程概述（一）课程性质本课程是英语专业的基础课程，它是英语语言学习的基础。