推荐第1篇：小学语音课教案
小学英语语音课教案
一、教学目标设计
1、学情分析
本节课的授课对象是小学二年级学生。二年级学生经过近两年的攀登英语的学习基础，有了简单的英语基础知识和听说能力；同时，学生对英语学习有着较浓厚的兴趣，喜欢表达自己的观点，也具备初步的自主、合作、探究能力。
2、教学内容
本课的教学内容是phonic kids英语语音教材中的内容，是一节单纯的语音课型。攀登英语2A已经学会朗诵26个字母，本节课的重点是启发学生通过仔细读单词，自己总结出元音辅音字母Pp、Ss、Dd、Cc、Rr的读音以及通过chant来掌握与am、ad、at字母组合的发音。让学生获得成功感，进而提升自主学习的能力。
3、教学目标
知识目标：
能通过认读总结出p、s、d、c、r在单词中的读音，借助拼读方法fyn读出p、s、d、c、r与am、ad、at等组合成的单词： “Pig、pink、park、Pam、Sam、dog、duck、car、cat、rat”
能力目标：
（1）引导学生积极参加小组活动，促进他们养成动脑、动口和动手的好习惯，初步形成主动学习的意识。
（2）培养学生的分析能力。
情感目标：
（1）借助chant的押韵和节奏感进一步提高学生对英语的学习热情及学习兴趣。
（2）鼓励学生积极主动参与课堂活动，大胆开口，主动模仿。
教学重点、难点：
能够听懂，拼读，认读例词“Pig、pink、park、Pam、Sam、dog、duck、car、cat、rat”
教具准备：课件
二、教学过程设计
Step
1、Warming up
1、Introduce and Greeting .（I am Cookey.My name is Cookey .Hello boys and girls.Nice to meet you.）
2、We are studying English now.Can you chant“ ABC ”？ 出示字母表.Follow me please!
Step
2、Presentation
1、导入：教师指向某个字母，示意学生举手回答：“what is this?”个别举手回答，答对的及时表扬。答错的，询问其他学生：“who can try?”如果几个人读错则有必要重复加强认读。
重点认读这节课出现的字母。
2、呈现：出示汉语生词卡片。(what’s this in Chinese? How to read them?生：用拼音)请个别学生讲讲怎么用汉语拼音拼读生词。其他学生补充。课件出示带实物的字母表，让孩子们认读实物的单词。
（Ok,Let’s try to use Ping yin read the words in English.）现在让我们试用汉语拼音的方法来拼读英语单词看行不行？ Today we are going to spell these words.今天我们来学习用拼音把单词拼读出来。
播放课件,让学生看三只小猪的图片认读单词。师指图片：“Who are they?”全体学生回答。师问：who can read them out ? 个别读出课件上的单词，并且让学生尝试把单词拼读出来。T:In the alphabet it’s “P”,but in the word it sounds /p/.So we say “p sounds /p/”
3、操练：
a.全体跟读，齐读操练。 b.分组齐读操练。
c.开火车，看哪组，哪个人读得好 group by group, one by one in group。 d.个别展示
注意及时鼓励和表扬学生。分组划星，看哪一组得到的星最多。 总结字母发音的方法， 课件出示（p sounds /p/）。
依此类推，分别出示图片让学生拼读pink park seal sing dog car cat rat.Step
3、extention Are you tired now? Now let’s have a rest and sing ten little indians ok?播放10个小印第安人的歌曲，学生跟唱。
Now let’s chant with the indians, ok.播放教学视频。期间在适当的地方暂停，让学生跟读。
5、操练：
a.全体跟读，齐读操练。 b.分组齐读操练。 c.开火车，看哪组，哪个人读得好 group by group, one by one in group。 d.小组展示。 Step
4、Summary
Step
5、homework: Tell you father and mother what have you learnt today? 告诉你的爸爸妈妈今天学到了什么？
Step
6、Say thank you and say good bye to all the teacher.
推荐第2篇：小学英语语音课教案
Background information Students:32 primary school students of the fouth grade Leon duration:10 mins
Teacher objectives By the end of the leon, students should be able to: pronounce correctly
Teacher contents 1.[æ] 和 [e] 2.Vocabulary of examples: and, land ,bag, man, had, sad和 end, lend, beg, men, head, said
Teaching procedures: Step 1.Warming up a) Greating each other:-- Hello, eyeryone! How are you today? – I’m fine, thank you.And you? –I am fine.b)--Through the last leon, who can tell me, we know how many consonants and how many vowels in the phonetics? –28 consonants and 20 vowels.Step 2.Presentation a)—Look at this letter vowel [æ], open your mouth, follow me [æ] [æ] [æ].–Look at you deskmate’s mouth, does he/she open his/her mouth.—One time again [æ] [æ] [æ].--Now follow me read these words: and, land, bag, man, had, sad.b) —Look at this letter vowel [e], this is small [e], follow me [e] [e] [e].--Now follow me read these words: end, lend, beg, men, head, said.
Step 3.Practice --Let’s play a game.This game named Fly Swatter.I need two volunteers select which one is I read, and use a fly swatter hit it immediately.Other people can show me your answer by your finger one or two.
(1)
(2) a)apple desk b)bed
cat c)bag
egg d)pen
hat Step 4.Production --Now, read this short paragraph , I will give you a few minutes to practice before I ask someone to perform.You have reached Ellen Edwards.i am sorry I can’t answer right now.I am away from my desk.Please leave a meage and I will get back to you as soon as I can.
Homework --Learn to sing this English’s song.Apple round, apple red Apple juicy, apple sweet Apple, apple, I love you Apple sweet I love to eat
Reflection:( to be written immediately after the leon).
推荐第3篇：小学全英文 教案
Unit 6
Let\'s eat Teaching Objectives 1.Objectives for Affect Let the students know that they should save food and share food with friends.2.Objectives for Language Knowledge Learn the new sentences “I like …” and “Have some…”.
Learn the new words “tea, cake, coke, chicken, hot dog, hamburger, bread, French fries…”.3.Objectives for Language Skills Be able to pronounce the words and sentences correctly.Be able to know how to share food with friends.Key Points 1.The sentences: “I like …” and “Have some…”
2.Some words: chicken, hot dog, hamburger, bread, French fries… Difficult Points The pronunciation of the words “chicken, bread and French fries”.Teaching Aids CAI ppt, pictures Teaching Approaches Game teaching Teaching Steps 1.Warming-up Sing the song“Let’s have a picnic” together.T：Hello, boys and girls! How are you? Ss: I’m fine, thank you.And you? T: Very well, thank you.Let’s sing a song, OK? Ss: OK! 2.Leading-in Daily talk.T: Do you like cake? S1: Yes, I do.T: Do you like milk? S2: Yes, I do.T: OK.Today, I will show something delicious for you.Do you want to have a look? 3.Presentation
(1)Let students watch the CAI ppt.(2)The teacher show some pictures of food.Students learn the words “tea, cake, coke, chicken, hot dog, hamburger, bread, French fries”.
T：Do you know what it is ? S1：Bread.T：What are these? S2：Hamburger.T: Hamburgers.Ss: Hamburgers.…
(3) The teacher play the recording to students.(4) The teacher teach students know how to use the sentence “I like …”.4.Practice （1）Let students introduce the food they like in groups by using the sentence “I like …”.
（2）Let’s act Let students act about the story in the text book, then ask several students to show in front of the cla.(3) Let’s play
Let students play the paing game by using the words about food.5.Conlidation Review the sentences and words in the text book.Let students reads the text book.Extension Read and color: Give pictures to the students, then let them color it and read the words of the food.Board-writing Unit 6
Let’s eat
I like chicken (hot dog, hamburger, bread, French fries).Homework 1.Do some exercises in the text book.
推荐第4篇：语音课教案
English Name: Star
Chinese Name:金鑫
Student ID: 20111201141043
Date: Dec.16
BACKGROUND INFORMATION:
English Gramma Cla Middle school students grade 7 Students: 4
Duration:10 min.LONG RANGE OBJECTIVES：
1.Learn 6 English vowels ([ i:].[ i].[e].[æ].[ə] .[ə:] ) MATRRIALS: 1.Vowels cards,gestures.2.Some exercise papers
INSTRUCTION: Present ion: Step1:Review(1minutes)
A.before having cla,students need to review what they have learned last cla.Step2:1.Teacher ask questions “how to read the English words that we don’t know?”
Give students a few seconds to think about the question.And after for a
while ,i will lead to the topic .
2.Today ,we are going to learn some new friends
to help us to read the words.
3.give some words that they have learned and the words’pronunciation all
have ([ i]) .(pig,big,ship).Teacher read it one by one ,and ask the students
“do they have same sound in each word? Which sound?” Next ,i will tell the
students the same sound , and teach them how to read it.teacher take out
the vowel card, let students see its spelling .When we read the “i”,
We could move our finger half second ,when we read the “i”.
4.Read long “i”,( she, he,they).student find the same sound.teacher take out
the vowel card, let students see its spelling when teaching long “i”,
we could move our finger for a second, which students could feel the
difference between short “i”and long “i” .
5.The following 4 vowels , i will use the same ways to teach teach them,
but i will let students read the words,and let themselves find the same sound
and i teach them the vowels and skills.
Step3:do activity
1: OK ! Guys let\'s play a game.________”what do you see?”
Give four vowel cards and let students see them for 2 seconds.
Take away the cards and ask “what do you see?”
2: now , i know all of you guys do a good job.
Let us play another game called“which one is lost ?” I will let one student stand up
read the vowel cards .After he finished, i will mix true them ,and pick one away,and
ask “which one is lost ”
Step4:more practice(5) Give some exercise to students, all of students need to finish it independently.
After for one minutes, i will call one give us the answer and read it .Exercise.
Read and find the difference from the other words, write the answers in the bracket.
1.( ) A big
B ship C pick D green 2.( ) A father B see
C tiger D mother 3.( ) A bed B map C pen
D desk 4.( ) A her B nurse C bird D teacher 5.( ) A bee B tea
C sit
D she
CLOSURE:
B:Review the 6 vowels EVALUATION(homework):
A: find another two words contain for each [ i:].[ i].[e].[æ].[ə] .[ə:]
for example [ i:] sheep, see
Write it on the paper and hand in .
推荐第5篇：语音课教案
Teaching Plans for Phonetics ——Six Vowels: [eɪ] [aɪ] [əʊ] [aʊ] [ɪə] [eə]
Ⅰ.Analysis of the Teaching and Learning 1.The Analysis of Students Nowadays more and more students are not interested in English．They have difficulties in reading and remembering English words.
2.The Analysis of Teaching 1).Phonetic teaching is the walking stick to English learners.2).It’s useful for them to remember more English words.3).It can also help them to pronounce new words by themselves.Ⅱ.Teaching Aims 1.Knowledge Objects 1) Read the six vowels [eɪ] [aɪ] [əʊ] [aʊ] [ɪə] [eə ] correctly.2).Read the words containing [eɪ] [aɪ] [əʊ] [aʊ] [ɪə] [eə ] correctly.3).Master the pronunciation rules about the six vowels [eɪ] [aɪ] [əʊ] [aʊ] [ɪə] [eə ].2.Ability Objects 1).Be able to read correctly the phonetics of the words, phrases and sentences containing the six vowels: [eɪ] [aɪ] [əʊ] [aʊ] [ɪə] [eə ] .2).Enable to recognize and read these phonetic.3.) Enable to get the right pronunciation.3.Moral Objects
1).Master some ways of learning English.2).Students learn to cooperate with each other by learning with a group.Ⅲ.Key Points and Difficult Points 1.Enable the students to read the six vowels: [eɪ] [aɪ] [əʊ] [aʊ] [ɪə] [eə ] .
which includes how to read them correctly.2.Learn how to change the shape of your mouth.3.Learn how to understand pronunciation rules.4.Enable the students to know the ways of reading the phonetic symbols.Ⅳ.Teaching Methods 1.Ask-based Language Teaching 2.Communicative Approach 3.Game Approach Ⅴ.Teaching Aids: 1.A blackboard.2.A computer.3.A tape recorder.Ⅵ.Teaching Proce Step 1 Warming up 1.A free talk with students.2.Sing an English song to cause the attention of the students and to lead in the teaching materials.Lyrics: Rain, rain, go away! Come again another day.Little children want to play.Step 2 Presentation 1.[eɪ] and [aɪ] 1) The students can find the same sound [eɪ] in the song.2) Practice reading these words: [feɪs]
[deɪ]
[meɪ]
[keɪ]
[leɪ]
[neɪm]
[seɪm] [geɪm]
[reɪn] [treɪn] 3) Sing the English song to learn [aɪ].Lyrics: Bye bye! Goodbye! My white bike.I don’t like it.Out of sight, out of mind! 4) Practice reading these words : [baɪk]
[maɪk]
[waɪt]
[kaɪt] [laɪk]
[faɪv]
[laɪf]
[naɪf] 2.[əʊ] and [aʊ] 1)Teach and learn: [əʊ] The students can find the same sound [eɪ] in the song.Chant:
Snow, snow, white and cold.Where do you go? I don’t know ! I don’t know where I go ! 2) Practice reading these words :
[əʊ] o
ow
oa
old no
now
coat
old so
know
boat
cold go
low
goat
sold nose
show
road
told home
window
road
hold Rome
grow
float
gold 3)Teach and learn: [[aʊ]]
By teaching the English words “house, mouse and blouse” to find some monograms which are pronounced [[aʊ]].4) Practice reading these words: [maʊθ]
[laʊd]
[saʊθ]
[ə’raʊnd ]
[graʊnd]
[kaʊ] [’traʊzəz]
[kaʊnt]
[’maʊntən ] [haʊ][naʊ]
[braʊn][daʊn]
[‘flaʊə ]
3.[ɪə] and [eə] 1）Teach and learn: [ɪə] Chant：
The New Year’s near! Where’s the deer? It’s near here.
Can you hear with your ears? It’s clear. My dear deer! 2) Try to read these words : [ɪə] [hɪə] [nɪə] [jɪə] [klɪə] 3).Teach and learn: [eə ] Ask and answer about the pictures: A: Where’s the bear/pear? B: It’s on the chair.A: Where’s the chair? B: It’s over there! 4) Try to read these words: [eə ]
[peə ]
[heə ]
[beə ]
[ðeə]
[tʃeə ]
English songs :
Where, Where, Where’s the bear?
It’s on the chair.Bear, bear, bear, It’s on the chair!
Step 3 Practice 1.Task 1:
[eɪt]
[treɪn]
[hə\'ləʊ]
[maɪ]
[faɪt]
[braɪt]
[ʃəʊ] [səʊ]
[θrəʊ]
[haʊ]
[laʊd]
[kraʊd] [dɪə]
[hɪə]
[nɪə]
[heə ]
[steə ]
[skweə ] 2.Task 2 1) [meɪ]
[maɪ] [ləʊ]
[laʊ] [bɪə]
[beə ] 3.Task 3 Tongue Twisters: Kate likes nice kites .Mike likes white bikes.Kate is flying her nice kites..Mike is riding his white bike.Kate likes riding Mike’s bike.Mike likes flying Kate’s kite.4.Task 4 Raps:
How’s the cow? Friendly and brown.Let down your milk for the busy town! Step 4 Summary In this cla, we have learned the six vowels [eɪ] [aɪ] [əʊ] [aʊ] [ɪə] [eə ] .We can use them to help us remember more English words according to the pronunciation rules.Step 5 Homework
1.Practice reading [eɪ] [aɪ] [əʊ] [aʊ] [ɪə] [eə ] correctly and nicely.
[eə ] and practice them more often.Step 6 Blackboard Design
Phonetics [eɪ] [aɪ] [əʊ] [aʊ] [ɪə] [eə ]
推荐第6篇：小学英语口语全英文教案
Teaching Plan
2011-5-11
school： Grade： Cla： Teacher：content of courses
Topic11.My Pet Turtle
Teaching aims
Listen to say familiar three sentence patterns and their
answer form——What is your favorite …?\\My favorite … is…
Teaching difficult points
first-person converting and reconverting
teaching media
1.Teacher preparation teaching material matching tapes
2.Prepare relevant part of the courseware
3.Teachers learned patterns card ready
Teaching steps
1.Warming-up/Revision.
（1）Daily conversation display.
（2）play“Let us sing together” songs the recording, the teachers
and students singing and do the action
2.Presentation
（1）The tortoise knowledge introduction
T:Look and think.
（2）Teachers fast.Pictures of animals show series:
daddy turtle,mommy turtle, brother turtle, baby turtle.Accordingto see pictures about students cultivate animal words observationand memory.
(3)Listen to recording ,then practice in pairs.The next lead
“What is your favorite pet?”， First , take out to the whole , then askseveral students answer shows the correct answer form.
“ My favorite pet is…”
3.Practice
（1）Let’s do a game!
I will ask two students to do it.one say “what’s your favorite pet?”,the other do a reply and expre it with your body languag-e.
(2)Exchange.
4.Now read the text quickly and find out other sentence pa-erns ：when and where did you get it?\\how often do you feed it?\\why do you like it?\\Is it a turtle?And so forth.
5.Aignment
You should know “what is his\\her favorite ….?”and their answer form.Next cla teacher will check it ,oh
推荐第7篇：小学英语口语全英文教案
Teaching Plan
Topic.My Pet Turtle Teaching aims Listen to say familiar three sentence patterns and their answer form——What is your favorite …?\\My favorite … is…
Teaching difficult points
first-person converting and reconverting teaching media 1.Teacher preparation teaching material matching tapes 2.Prepare relevant part of the courseware
3.Teachers learned patterns card ready Teaching steps 1.Warming-up/Revision.
（1）Daily conversation display.（2）play“Let us sing together” songs the recording, the teachers and students singing and do the action 2.Presentation
（1）The tortoise knowledge introduction T:Look and think.
（2）Teachers fast.Pictures of animals show series: daddy turtle,mommy turtle, brother turtle, baby turtle.
According
to see pictures about students cultivate animal words observation and memory.(3) Listen to recording ,then practice in pairs.The next lead “What is your favorite pet?”， First , take out to the whole , then ask several students answer shows the correct answer form. “ My favorite pet is…” 3.Practice （1）Let’s do a game!
I will ask two students to do it.one say “what’s your favorite pet?”,the other do a reply and expre it with your body languag-e.
(2)Exchange.
4.Now read the text quickly and find out other sentence pa -erns ：when and where did you get it?\\how often do you feed it?\\why do you like it?\\Is it a turtle? And so forth.5.Aignment
You should know “what is his\\her favorite ….?”and their answer form.Next cla teacher will check it ,oh
推荐第8篇：全英文教案
Unit 5 Do you like candies? Warming up: 1.Sing a song 《Apple Tree》.2.Look and say.(Review the words about food and drinks).Presentation and practice: 1.Present the new words and sentences: banana, grape Do you like …？ Yes, I do./ No, I don’t.T: I like apples.I like oranges.They are fruits.Now, I will give you two riddles.Let’s gue what fruits they are.a.They are yellow.They are sweet.The monkeys like them very much.What are they? b.They are purple.They are nice.We eat them in summer.What are they? (Teach the new words: banana, grape) T: I like grapes.Do you like grapes? 2.Teach the new words: candy, candies.T: (在黑板上画简笔画) Look, what’s this? Ss: It’s a candy.T: Look, what are these? Ss: They’re candies.3.Teach the new words: bread, cookie, cake.T: Look, what’s this? S1: It’s bread.T: What’s this? S2: It’s a cookie.…
4.Present the new word: tea.T: I’m thirsty.I want to drink something.I like water.Do you like water? Do you like tea? 5.Game: a.Bomb.T: Look, it’s a bomb.When there is a bomb near the word, don’t read it.b.Yes or No.T: There are some word cards in my hand.If I say correctly, you should say “ Yes”.If I’m wrong, you should say “No”.6.Chant.a.Read the chant together.b.Make a new chant.Work in pairs.c.Show themselves.7.Practice the sentences:
Does…like…? Yes, she/he does.
/
No, she/he doesn’t.Teaching Proce: 1.Listen and answer the questions: a.Does Wu Chen like candies? b.Does the monkey like bananas? c.Does it like ice-creams? 2.Listen and repeat.3.Try to read together.4.Read in roles.5.Make a new dialogue.Development: Happy Big Wheel.
推荐第9篇：全英文教案
We have new friends
08英本7班 谢芷静 04b10740841 Cla Type:New Teaching Context:PEP Grade:Five
1、Preparation 1) Analysis of the context It’s the final cla of the unit,designed to consolidate what they learned before.That’s why I lay much emphasis on practicing sentence patterns.The content is about other people’s appearances and characteristics.
2) Anlysis of the students The five-grade pupil have approached to English and accumulated certain amount of knowledge towards it.
2、Teaching objectives 1) Knowledge to enable students’s abilities to speak,read and listen to the words and phrases: “clever,quiet,pretty,Carl,Cathy,Carla” “…hiar,…eyes,a…nose,a…mouth” “She’s cute./He’s clever./….”
to let them be able to listen to,speak,read and write the following words and senteces: “her,his,eyes,nose,mmouth”
“What’s her name?Her name is Zhou Pei.What’s his name?His name is Peter” .2) Emotion to further stimulate students’s paion towards English learning and encourage them to take part in the course activities energetically,creating situations and speaking to their partners actively with the words and patterns they learned.
3) Learning strategy to strengthen their focus on the cla and improve their capability of observing people’s appearances and characteristics.
4) Culture
to get to know the expreion of foreign descriptions of people appearances and characteristics.
3、Teaching Strategy On the premise of task-based approach,I combine various teaching methods together,such as Happy Teaching ,Situation Teaching and TPR.I take advantage of multimedia like PPT to help me illustrate the language point and get myself understood.In addition to that,the adopt of multimedia can also make the cla more vividly so that students won’t be bored but excited during the learning proce.
4、Teaching Procedure 1) Warm up a、Sing the song Head and shoulders knees and toes together.the teacher leads students to touch correct body parts with the music to review the expreion of that part to prepare students for the next study of human charcteristics.
b、Play a touching game.Choose one student from each group,ask them to stand in a line in front of the cla.First,the teacher gives the order,”touch your…”,the students do as the teacher says.Who is wrong will be out.Then the order students can give the order too.The pupil who stands through the game could win his group and himself a ★ as the price.Because of the competion,the whole cla’s attention could be drawed to the game.During the game,I’ll write the key words on the blackboard and practice them vocally in the game.They are”eyes,nose,mouth.
2）Presentation a、Do the dialogue with the students.T: What’s your name? S: My name is…
T: What’s his/her name
S2: His/Her name is…(Board writing: ”What’s her name? Her name is…What’s his name?His name is…”)
b、The students practice in groups of four.
c、The students act out the dialogues in groups.The teacher gives them proper aement,and give the best three groups ★.Then teaches the new words(clever,quiet,pretty) in chant:Clever,clever,he is clever.Quiet,quiet,she is quiet.Pretty,pretty,she is pretty.Through T-S and S-S practices,the new words and patterns could be reinforced with the fomer learned words and sentences.The form of Chant can help students remember the words.
d、Ask a student to come to the front. T：What’s her/his name? Ss:Her/His name is…
T:Look,she/he has…hair…eyes,a…nose,and a…mouth.She/He is…
e、Play a gueing game.Use the computer to show the features of the famous athletes of the 29th Olympic Games,and ask the students to gue what’s her/his name? By relating the newly learned knowledge to the Olympic winners,the teacher could rouse students study interests and patriotism at the same time.
3) Practice a、Books open.The students listen to the tape and repeat.
b、Describe yourself: My name is…I have… hair…eyes, a…nose, and a…mouth.I ’m clever….I can…I’m interested in…
Picturing themselves help them to apply the knowledge into reality.
4) Play a gueing game.a、Describe your friend and let your clamates find hin or her.E g: I have a good friend.She is quiet.She has short hair.She has a moon face.Her eyes are big and her mouth is small.She’s very tall.What’s her name? Her name is…
b、Describe a famous people or a cartoon character(an actor, an actre, a singer, an athlete etc.)and let your clamates to gue what her or his name is.
c、Let’s chant.Look at the screen and chant with the tape to consolidate the pronunciation/k/.
5) Aement a、The teacher makes a short summary to go over the cla and make comments on students performance. b、Praise the winner groups and encourage the other groups to motivate the students to join in the activities and increase their interests in English.
推荐第10篇：全英文教案
牛津英语8A unit4全英文教案
作者：佚名
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Warm-up activities 1 Create an interest in the iue of sharing the limited natural resources.Depending on therest of the cla, choose one of the following situations: * A group of students are stranded on an island.There is not enough food available for urvive.* Astronauts are stranded in space.They do not have enough oxygen for everyone to sur2 Make a list of people involved in the situation, a list of the resources available (e.g., fwater, etc.) and a list of how long everyone is able to survive.Ss have to decide whether thtogether sharing what they have or they are going to occupy all the resources for their own s3 Ss study the pictures and read the conversation first on their own, then in pairs.Ask tw students to role-play the conversation.Presentation 1 Ss complete Part A.Encourage them to do the task without any pre-teaching of keywoswers orally with the whole cla.2 Divide Ss into pairs and ask them to do the survey in Part B1 3 Encourage them to discu in pairs why they like or do not like the animals.Ask themwn their ideas.Language points Look delicious, If you eat my food, I won‟t talk to you., no one, in danger, a report on Homework 1 Learn the language points by heart.2 一课三练 P.43 3 Preview the Reading Part.Revision 1 Review key vocabulary according to the general ability of the cla.Presentation (Readi1 On the Bb, write the following list of sentences on the Bb: * Xi Wang is the name of a baby giant panda.* Baby giant panda s are very small when they were born.* They grow very quickly.* Xi Wang has to find her own food when she is 20 months old.* Hunters kill giant pandas and sell their fur.2 Divide the cla into three groups and allocate one part to each group.While students on their own, ask them to underline the words they do not know.Then go through the worave underlined.Ask students to explain briefly how they know that the sentences on the Bb entifying and listing key facts in the text.Presentation (Reading B& C) 1 Ask Ss to draw a parallel between the growth of the baby giant panda and a human bhey know what happens to people while they grow up.Write the following words/phrases on Adult old person teenager baby middle-aged person Young adult child toddler Draw a timeline and encourage Ss to come forward and write each word at the correct pmeline.Ask them to draw a more creative growth chart.2 Ask students to do a birth chart of themselves.Tell them to add their photos to the chPresentation (Reading D) 1 Revise the words listed in the box in Part D.2 Ask students to complete Part D.Then ask some Ss to read the sentences aloud to chece of words.3 If they show interest, ask them to practice the text for a presentation for 2-3 minutes.Presentation (Reading E) 1 Ask Ss to read the conversation in Part E in pairs to check if there are any words thew.Then ask Ss to complete the sentences individually.2 Ask six Ss to read the conversation while the rest of the cla check their answers.Language points (Part A) The story of Xi Wang, only 10 days old, it means…, was born, weigh just 100 grams, as, for the first time, eight months later, not…any more, grow into, at the very beginning, up a day, bamboo shoots, have to look after herself, have another baby, It is adj.(for sb.) to doe problems, kill it for its fur, nowhere to live, on their own, need help, in danger, take the fons to do, protect giant pandas, make giant panda reserves bigger, encourage sb.to do, there Language points (Part B& C) Keep sb./sth.Safe from danger, large areas of land with trees, special areas for wild anime Homework 1 Learn the language points by heart.2 一课三练 P.44-45 3 Preview the Vocabulary Part.Presentation (Vocabulary) 1 Creat an interest in animals.Try to extend the context by asking Ss if they would likeanimal and , if they do, which one they would choose.2Use the task to check Ss‟ knowledge of name of animals.Ask Ss to gue the names inst and then compare with a partner.3 Check answers with the whole cla.Read all the words under the pictures and ask Ss itions.Language points Polar bear---North Pole, wolf----wolves Homework 1 Learn the language points by heart.2 一课三练 P.46 3 Preview the Grammar Part.Presentation (Grammar Part A) 1 Try to elicit the conditional structure by asking questions such as What will happen if school lats? What will happen if you break your favourite toy? Try to think of sentences whs‟ own experience.Write the most interesting answers on the Bb.Ask Ss to include the “If”-l.Read all the sentences again and ask more able Ss to elicit the rule.2 Write some more open “If”-clauses on the Bb and ask Ss to finish the sentences with as.Help Ss reformulate their ideas into correct sentences and write them on the Bb.3 Ask Ss to match the sentences on their own and then compare answers with a partner.e able student to read the sentences aloud for the rest of the cla to check answers.4 For Part A2, Ask Ss to complete the sentences on their own and then compare answerner.Check answers with the whole cla.5 Ask Ss to complete “Work out the rule” at the bottom of page 61.Presentation (Grammar Part B) 1 Ask Ss to read through the rules and the sample sentences on their own.Then check uby asking them to think of other examples.2 Write several “If”-clauses on the Bb and ask more able Ss to complete them with theirRemind them to write about repeated and predictable situations instead of poible results.3 Explain the context of Part B1.Revise the words in the box.4 Ask students to complete the sentences individually.5 Ask Ss to read the conversation with a partner checking the accuracy of their sentences answers with the cla.Presentation (Grammar Part B2) 1 Try to creat interest in learning interesting things about wild animals.Tell them that Antroduces new information about tigers and wolves.2 Explain the context of writing a report.Revise the structure of conditional sentences.3 Ask Ss to read the report on their own to make sure that there are no unfamiliar wordomplete the sentences individually and compare them with a partner.Check answers with the Language points Grow more bamboo, run the other way, go to North Africa, walk through a rainforest, leut wild animals, arrive at noon, see the feeding of animals, get enough information for my clack people, spit poison, step on them, male wolves Homework 1 Learn the language points by heart.2 一课三练 P.47-48 3 Preview the Integrated skills Part.Presentation (Integrated skills A) 1 Invite students to talk about what they like about tigers and wolves.Brainstorm any inf general knowledge about the two animals.2 Ask Ss to study the two fact files in pairs.Check the meaning of some of the words.3 Help Ss focus on the general context by asking general questions they may be able to listening for the first time.Write them on the Bb: * What is the name of the largest living cat? * What is Millie‟s favourite animal?
Play the recording.Students listen carefully for keywords to answer the questions.4 Play the recording for again and ask students to find out the miing facts in the fact he tape for the third time for Ss to check the answers.5 Ask Ss to read the letter in pairs and discu any words they do not understand.Comp without looking at the fact sheetson page 64.Then ask them to look at the fact sheets to chers and make corrections if neceary.6 Ask more able Ss to read aloud the letter.Presentation (Integrated skills B) 1 Ask students to practice the conversation in pairs and then change roles.Identify any wses they do not know.2 Ask students to create their own conversation using information from the fact sheets.Language points Live as a family, good at hunting other animals, make medicine, friendly towards each otiving areas, make medicine from their bones, buy clothes made of animal fur, look lovely one‟s life, someone else,
Homework 1 Learn the language points by heart.2 一课三练 P.49 3 Preview the Pronunciation, Main task & Check out Part.Presentation (Pronunciation) 1 Remind Ss of communicative purpose of conditional sentences.2 Play the recording for Part A and ask Ss to listen carefully.Ss imitating the rising and patterns.3 Ask students to read Simon‟s presentation with correct the rising and falling voices.4 Ask students to read Millie‟s presentation in Part B quietly on their own.Play the recoSs to listen carefully and mark where Millie‟s voice rises and falls with the correct arrows.5 Tell students to read them again, and answer the „Wh-„questions.Students work in pairLanguage points (Pronunciation) Peaceful animals, live in family groups, continue to build roads, have suitable homes, makand, make a lot of money, sell elephants‟ tusks, train them,
Presentation(Main task) 1 Talk to Ss about the purpose of writing reports.Elicit from the different reports.Explaorts, we do not normally say „I feel…‟ or „I like…‟ and do not include personal comments.2 Read the title of the report in Part A.Create an interest in the topic by asking what thnt about giant panda in this unit.3 Ask students to skim through the report quickly and give each paragraph.4 Ss complete Simon‟s report in Part C on their own.Ask more able Ss to read it aloud answers.Language points (Main task) Spend a lot of time drinking their mums‟ milk, at a time, get smaller and smaller, becomkeep taking the land, what action can the club take? Sharp paws, walk upright Presentation (Checkout) 1 Set a time limit for reading the sentences in Part A and for filling the blanks.Ask Ss the task on their own.2 Ask students to Proceed to Part B after completing Part A.3 Ss complete Part B on their own and then compare answers in pairs.Language points (Checkout) Climbing, what about playing football?, a friend like Alan, answer questions correctly Homework 1 Learn the language points by heart.2 一课三练 P.50-52 3 Preview the Unit 5
第11篇：全英文教案
I.Teaching Aims And Demands The teaching aim is established建立，确定 according to the New Curriculum of Primary School English.1.Knowledge objects (1)To enable the students to understand and speak five new words and two sentence patterns: wear, shirt, T-shirt, dre, skirt.He’s wearing a… She’s wearing a… (2)To be able to describe someone else more freely.(3)To enlarge the Ss’ vocabulary. 2.Ability objects (1)To develop the Ss’ speaking strategy.
(2)To develop the Ss’ vocabulary strategy.(word gueing etc.) (3)To encourage the students cooperation amongst处于。。。中 in their studies.3.Moral objects To arouse唤醒 the students’ interest of learning English and to have them participate actively in language communication.To stimulate刺激 the students’ creativity .II.Teaching Key And Difficult Points The teaching key and difficult points are based on the aims and demands.Teaching Key Points : To grasp领悟 the five new words and two sentence patterns. Teaching Difficulties: 1.Improve Ss’s speaking ability to describe others more freely 2.Develop their lateral侧面的 thinking through games .III.Teaching Aids A Computer IV .Teaching Methods 1.Student-centered teaching 2.Task-based learning任务型教学方法
3.Communication through learning
4.Situational teaching method情境教学法 V.Studying Ways
Activity-based learning(individual 个别的work; pair work; group work; cla work) VI.Teaching Procedure Step 1 warm up
to arouse Ss’ interest ,play a “colour song” on the computer, let the students become familiar with the phrase “ Who’s wearing…”
Step 2 Lead-in To introduce the new words and sentences ,I create a situation here, Sam and Amy are Australian children , they decide to buy some summer clothes because it’s getting hotter in their county.What will they buy?
(purpose: To present the new words and increase students geographical knowledge at the same time) Step 3 practice After presentating the new words, the students need some activities to practice them.Students greatly welcome games.They can create a cheerful and light-hearted environment and arouse students’ interest in learning English.Games are considered one of the most effective ways to improve efficiency in language learning.So in this part, I will use a power point I prepared to play some games with the students: 1.Let them try to memorize how many models are wearing a T- shirt/ shirt/ dre/skirt?
2.How many models they can introduce by using the sentence in a limit time: He’s /She’s wearing a … 3.And the third game is to try to answer some questions according to the shadow pictures. 阴影图片 Step 4 extension
(to develop their creativity and speaking ability) Organize Ss into groups of four and discu “ how can you help them to find “the miing person（situation: a little child is lost in a shopping mall and he/she is trying to find his parent） Step 5 Homework Design a T-shirt , or some other clothes that you like.Blackboard Design Topic sentences and key words are written to help Ss know the main content of this cla.
第12篇：语音课赛课教案
Unit 8 She wears a white and black sweater 教学内容：湘少版英语四年级上册第八单元 F部分U的短音发音及chant.教学目标：
1.认知目标：让学生掌握字母U的发音及其规律。
2.能力目标：通过模仿、操练、表演等活动，培养学生的语言表达能力、观察能力和思维能力。
3.情感目标：培养学生的英语学习兴趣，帮助学生建立分析新单词读音的信心。教学重点和难点：
重点：字母U的短音发音 难点：字母U的短音发音规律 Step 1 warming-up Boys and girls, let’s do phonics exercises ,ready, steady, go! Letter ALetterAaaaA is for apple Letter B Letter BbbbB is for bird Letter C Letter C k kkC is for cat Letter D Letter D dddD is fordog Letter U letter U, u uu , U is for up板书Uu
Step 2 Presentation and drill T：U has another sound, let’s listen!
Show the video!
Read the /ʌ/sound, T: U is jumping happily, let’s do it like this.
Look! Who is coming ? P
/P/ -up S /s/ -us T
/t/-ut N /n/-un B /b/-ub G
/g/-ug
T: Some other friends are coming!
Look! They’re taking photos , u is in the middle..hug but cut cup mud
step 3 Practice T: let’s write:
Listen to me carefully, then help U find out his friends and fill the blanks.___d_____ u____b______ ____t____ u_____b_____ ___r_____ u______b____ 长沙市高新区雷锋小学
匡铱芬
四年级英语语音教案
T：listen to the chant, then chant Rub-a –dub-dub( 打鼓咚咚响) Three mice in a tub Rowing up a river Rowing up upup
T: show the video, chant T: sing the chant,
Step 4 Summary We see with our eyes, wehear with our ears, Do these, I think we can learn English well.长沙市高新区雷锋小学
匡铱芬 we think with our brains…
四年级英语语音教案
第13篇：全英文教案 Unit2
Teaching Plan （45mins） Unit2 English around the world Part 1 ：Analysis of teaching material
The theme of this cla is “English language and its development, different kinds of English”.Researching the topic of the development of the history of English language, which can make students strengthen the understanding of the English language, especially for the understanding of the trend of English development.After finished this cla, the students can comprehend the variety levels and plurality of English language, which can help students develop the consciousne of intercultural.
Part 2: Teaching Aims
1.Knowledge Objects
①Talk about English and its development, different kinds of English.②Talk about the difficulties in language communication.③Learn to make dialogue by using request & command.④Learn to transfer from Direct Speech into Indirect Speech.⑤Learn to organize ideas and give opinions by the way of brainstorming.2.Ability Objects
（1）Important word and phrase Subway, elevator, petrol, gas, official, voyage, conquer, native, come up, apartment, actually, base, at present, gradually, vocabulary, make use of, latter, identity, fluently, frequently, usage, command （2）Grammar and sentence
①English is a language spoken all around the world.②There are more than 42 countries where the majority of the people speak English.③The number of people who learn English as a foreign language is more than 750 million.④In China students learn English at school as a foreign language, except for those in Hong Kong, where many people speak English as a first or a second language.3.Moral Objects
Let the students obtain the knowledge about the development of English language by reading, expand international horizons, aggrandize the culture consciousne, arouse their enthusiasm for English learning.
Part 3: Teaching Key Points and Teaching Difficulties
1.To be able to get the main idea from the text.2.To be able to solve the problem by analyzing.3.To be able to use the different learning strategies for different reading purposes.
Part 4: Teaching method
1.Scenario communication method 2.Task based Language Teaching method 3.The heuristic teaching method
Create the scenarios, lead in the topic, group discuions and exchange, inspire the learning initiative of student with the heuristic teaching method Part 5:
Teaching Procedures Step1： Warming up
Let the students look at the following picture, then ask them some questions like these: Which words in the picture are British English or American English? Which country do you think has the most English learners？ Step2：Lead in
I play a short video about people from England making voyages to conquer other parts of the world, then ask the students: Why is English the most widely used in so many countries? Why has English changed over time？ Step3：Fast reading
1.Let the students read the text as quickly as they can, then decide whether the statements are true or false:
（1）There is no difference between American English and British English. （2）Written English is the same in both American English and British English. （3）Sometimes people from the two countries have difficulty in understanding each other. （4）The English language in the world always stay the same as the language used in Britain.
2.Show the students some important words and expreions.（1）include包括，包含
（2）play an important role / part in 扮演重要角色 （3）even if / though 即使，即便 （4）a large number of 许多，大量的 （5）communicate with 和...交流 （6）be based on 建立在......的基础上 （7）make use of 利用，使用 Step 4： Careful reading 1.Let the students read the paage carefully and then make a time line of the development of English.2.Let the students read the paage again and fill in the blanks with the words from the text.It is not easy for a Chinese person to speak English as ___ as a ___ English speaker.One reason is that English has a large ___.It also has different usage in different English speaking countries.If you use “flat”instead of “___”, people in America will know you have learned British English.If you use the word “___”instead of “lift”in Britain, people will know you have studied American English.
3.Let the students listen to the text carefully and repeat the sentences. Step 5 ：Group work
Ask and answer the questions like these: When did five to seven million people speak English? Why did English begin to be spoken in many other countries? Which country may have the largest number of English learners? Step 6 ：Practice
Retell the history of English and tell the differences of ancient English and modern English, British English and American English. Step 7：Summary
Answer questions: Tell us what did you learn from this leon? Why do you think people all over the world want to learn English？ Then give “The road to modern English”.
Step 8：Homework
1.Go over the text and try to learn all the useful words and expreions in this part by heart.2.Write a paage about your English learning.
Part 6: After-cla reflection
The eential aim of English teaching is to promote the skills of listening, speaking, reading, writing, and the ability of comprehension, and to strengthen their consciousne of cro cultural communication.The four skills link closely, and they do not exist in isolation, this leon will integrate these four links to the whole teaching proce, which make students basically achieved the knowledge of this leon and enable students to systematically understand the knowledge they have learned.At the same time, we can achieve the teaching aim of this cla.
第14篇：万能全英文教案
一．Teaching aims: 1.Knowledge aim To enable the students to master the key words, phrases and language points, such as....(从文中找两个单词、一个短语和一个语言点就可以了) 2.Ability aim To improve the students reading abilities, such as skimming and scanning.3.Emotional aim 根据文章大体内容编一个情感目标。 二．Teaching important and difficult points: 1.Teaching important points To master the key words, phrases and language points, such as....(从文中找两个单词、一个短语和一个语言点就可以了) 2.Teaching difficult points: To improve the students reading abilities, such as skimming and scanning.三．Teaching method: Task-based language teaching method (意思是任务型教学法) Cooperative language learning approach(意思是合作语言学习教学法) 四．Teaching aids: 1.A projector 2.Multimedia 3.A tape recorder 五．Teaching procedures Step 1 Lead-in The teacher will show the students some pictures about the topic of this cla to arouse the students’ interest of this leon.Step 2.Pre-reading The teacher will give the students two questions and ask them to discu.After the discusion, the teacher will ask the students to show their own opinions.Step 3.While-reading
Activity 1: The students will be asked to read the text quickly and answer the questions the teacher shows on the screen.This activity can help to improve the students’ skimming ability.Activity 2: The students will be asked to read the text carefully again and underline what they don’t understand.Then discu in groups.If they still have any difficulty, the teacher will help to explain.Step 4.Post-reading In this part, the teacher will give the studetns another two questions to discu.They can use what they have learned in this cla.Step 5.Consolidation After the students have learned the text, the teacher will ask them to do some relative exercise to consolidate the knowledge they have learned in this cla.Step 6.Summary To ask the students to summarize what they have learned in this cla.It can help the students to have a clear understanding of what they’ve learned.Step 7.Homework The students will be asked to write a short composition about the topic of this cla.They can use the the key word, phrases and language points in this cla.It can help the students to consolidate what they have learned.六.Blackboard design （罗列几个单词、短语、知识点）
第15篇：小学英语《Look at》 me 全英文教案.
Topic: Unit 2 Look at me
Teaching Content: 1.Vocabulary: eye, ear, nose, mouth, face.2.Sentence pattern: This is my eye/ear…
Teaching Aims: 1.Can listen, speak, read and write the eye, ear, nose, mouth, face about body part, and can introduce these parts of themselves body in English.
2.Understand to instruction terms of expreing touch, can listen clear, and do appropriate action according to instruct.
3.Get the correct pronunciation of new words and sentences.
Teaching Important Points: Learn words about eye, ear, nose, mouth, face.
Teaching Difficult Points: 1.The pronounce of “mouth” is more difficult, teacher can remind students appropriately, pay attention to pronounce of “th”.
2.Master the new words and sentences correctly.
Teaching Aids: 1.A sheep and about pictures of eye, ear, nose, mouth, face.2.Body language.
Teaching Procedures: Step 1 Greetings (1 minutes)
T: Good morning, boys and girls.S: Good morning, teacher.T: Long time no see.S: Long time no see, too.T: How are you, today? S: I\'m fine, thank you.And you? T: I’m fine, too, thank you.
Step 2 Revision (4 minutes) Review content of last leon orally.T: Last leon, what did we learn? Do you remember?
Page 1 S: Yes, I do.T: Ok, now, you say it and I write down.S: pig, cat, tiger, sheep.T: Well down.Now, read the words, you together, one two begin.S: Read all words.T: Very good.
Step 3 Warming-up and Leading-in (3 minutes)
T: Everyone, pay attention to me, what’s this in English? S: It’s a sheep.T：Yes, it’s a sheep, a beautiful sheep.Now, if I were a sheep, I will introduce my body parts, listen to me carefully.This is my …? S: Eye.T: Yes, eye, this is my eye.Ok, today, let’s learn new content about body parts.Step 4 Presentation (15 minutes) 1.The teacher uses picture to introduce new words: eye, ear, nose, face, mouth.And lead to new words: eye，ear，nose，mouth , face.Let students learn about words fist step.2.Teach and read words: eye，ear，nose, mouth , face.Notice: The pronounce of “mouth” is more difficult, teacher can remind student, pay attention to pronounce of “th”.3.All students read words together aloud.4.Listen and touch:
According to the instruct of teacher, the teacher say: touch your eye, touch your ear… the students do action.Be quickly.5.Play a game: when the teacher says, touch your eye, ear, face…you don’t do any action, but sheep says, touch your eye, ear, face…you must do action.6.4 students come to the platform, play the game, show themselves to everyone.If someone is wrong, he or she will go back their seat, the last one is winner, the teacher will give he or she a candy bar, after cla, and clap hands for them.Step 5 Practice
(10 minutes)
1.The teacher points at myself: Good morning.I\'m Mi Liao.Look at me.I introduce my body parts.Point at myself body parts and say: This is my eye.Use same method introduce: ear, nose, mouth, face.
2.Let students follow me, read and touch themselves body parts. 3.Group activity: listen and point.
Page 2 The teacher lets students practice by themselves, pair-work, and then, exchange.
4.The teacher lets some students come to the platform introduce themselves body parts.And give them encourage.5.Practice news and the sentence pattern together use body language.Step 6 Consolidation (7 minutes) Games: the teacher divides students into two groups, the teacher says sentence, one student of a group run to platform quickly and write it down on the blackboard and read it aloud.So, he or she winner, after that, exchange other student.Like this, five times.Finally, the winner will won a award（a beautiful star）,and give encourage to failure.
Step 7 Summary ( 3 minutes) All students read new words and sentence aloud.The teacher make a summery, repeat content of this leon.
Step 8 Homework (2 minutes) Copy the new words and sentence pattern three times.
Page 3
Teaching Reflections 小学开设英语课是当代社会发展的需要，可以有效地提高我国英语水平。小学生模仿力、记忆力、可塑性强，具有许多成年人甚至中学生不具备的优越条件，小学开设英语可以发挥他们学习语言的潜力。小学开设英语课可以使小学生了解其他国家和民族的优秀文化传统，开阔眼界，扩展他们的知识，提高他们的思想品德修养，树立国际意识。因此，我市已经从小学三年级开始开设英语课，采用的是PEP教材。这套教材把语言功能、结构、话题、任务有机结合，采用了多种教学方法，并注意利用多种媒体。
本堂课中间主要还采用了课前运动，分组比赛，分组演练，游戏活动，等一系列形式来进行这节课的教学，其主要目的在于培养三年级学生对英语产生浓郁的学习兴趣。俗话说：“兴趣是最好的老师”。我要说，兴趣也是学习好英语的前提，当然任何事物都是这样。除此之外，逐步认知身体部位的新授单词以及本课的重点句型 “This is my…”。 因为每一个环节的紧凑安排，合理的分散重，难点等环节，使学生不自觉的在欢快的氛围当中已经做到了学以致用，这也是我的目的所在。不过，我觉得在一些细节操作上仍然有所欠缺。在小组练习句型游戏时，学生对新句型掌握不太牢固，因而有些学生说出来的时候不是那么准确。在以后的教学中，我会努力加强个人文化知识的学习以及让学生有效及时地掌握理解新知识，巩固旧知识，让课堂变得更加生动形象有趣。
Page 4
第16篇：语音课心得
本部 物电学院1105 张强 2011112030536
语音课心得
自从初中开始学习英语,我就对英语的兴趣蛮大的,当时,有时候听到电视或者是广播里面说着流利的英语,我就想成为像他们那样的人,甚至那个时候虽然听不懂那些英语说的是什么意思,但是我却自言自语的模仿那个调调.当然，就算是李阳也不会听得懂我说的是什么。
也曾经有那么一种冲动,就是自从我学习了英语之后,每次看到外国人的时候,就想上去和他用英语交流交流。但是一次都没有实现过，首先是自己的英语口语确实不怎么样，担心别人听不懂。另外也似乎没有那个自信和勇气去和外国人交流。我想，这肯定不是我一个人的问题，而是大多数中国的学生的问题。对于很多学的东西，都没有发挥的现实生活。然而我觉得学习的知识还是要用，多用才能更加的融会贯通。我们肯定都有体会，现实生活中自己亲身经历的和亲自做的东西，会记得更加深刻。比如我们的理论课，它听起来绝对是枯燥无味的，但是一旦在实验操作课上，你就会集中精神在实验上面，并且在做的过程中，你的理论知识自然而然的被调用和巩固，这样就会学的更加深刻了。
在我看来，当学生在未步入大学的时候，由于国家教育体制以及老师的教学水平所限，我们学生的口语一直是全国学生的一个弱项。但是，口语对一个将要走上工作岗位的大学生来说，从前人的大多数经验看来，英语口语在找工作时，还是显得比较重要的。当前，世界都在朝国际化的方向发展，而英语已经成了国际化的语言，那么英语就是我们将来走向世界的一块垫脚石。中国所谓的哑巴英语，在一定程度上能够帮助我们学习和掌握当今世界上最新最先进的技术，使我们的知识更加超前。但是，人在将自己推销到国际上时，仅仅哑巴英语是不行的，我们必须用嘴，一张能说流利英语的嘴来推销自己，这样就会为自己赢得更多机会。尤其在应试跨国公司的时候，能说得一口流利的英语可以是一块敲门砖。所以，在大学里，我们这些大学生就要抓住一切机会和资源去提高自己的英语口语是必须的。比如一些演讲比赛，口语课程，口语训练俱乐部都是不错的选择。我校的英语语音选修课就是我利用的一个资源。下面就来说说我从刘老师的语音课中的一些问题和感受。
首先是最基本的元音与辅音的发音标准，老师跟我们看英国人的发音视频，我觉得这个还是不错的。在大一的时候我曾经上过口语课，当时对元音和辅音的标准读法基本不知道，比如说发音的时候舌头该怎么放，嘴唇该呈什么形状。通过上个学期和这个学期的两轮语音课，基本算是掌握了这些音素的读法。但是，一旦放在一个单词的音标里面来读的时候，常常就会一时的忘记具体点的发音标准,这应该是大多数学生存在的问题。因为我们的口语底子较弱。
在读句子方面，大致分为连读，叠合以及意群与停顿这三大块。在这块方面我觉得是最难得地方。
比如说，在连读这一块里面，这一条规则:以辅音结尾的单词 + h开头的单词h不发音，与前面的辅音连读。例句，Ha(s he) [zi] done~it before?在有老师的标示的音标的时候，我还是可以读的出来。但是一旦脱离了音标，把该句放在一短话中的时候，我就不可能那么顺利的读出来了。这就是我们非英语专业学英语的短处。无法以专业的角度来记忆这些读法，那么我们就只能拥有短暂的记忆与读音。
还有就是，平时我们读英语的时候都是逐个单词的读，基本不注意意群与停顿，更不谈那些复杂的升降调了。而口语，从我看过的美国电影的时候，里面的原味英语发音那应该是比较标准的，但是很多时候，即使那句话里面的单词我们都认识，但是我们不看翻译的时候还是不能听懂那些句意。在我看来，就是因为我们的口语差，那些演员所读出的连读，弱读以及略读，本来发音就快，再加上我们不能够正确分辨那些口语的读法，比如不注意他们的停顿，因此也就不能够理解到意群，更不用说句意了。更加的贴切的口语例子是在听英语歌曲的时候，我觉得英语歌曲是个练口语的好东西。虽说歌曲唱出来的韵律是由曲来决定的，但是其歌词，以及歌手在唱这些歌词的时候，还是非常注重于英语本身的口语读法结构的。比如说名曲>就是一个很明显的例子。
我还是非常喜欢刘老师在课间休息的时候为我们放的那些她精心挑选的英文歌曲，这样不仅可以使我们放松，也能够学到一些口语结构的读法。刘老师的教学内容巩固了我的英语口语基础，这在我今后练习口语的时候一定会是有所帮助的。
我的建议就是希望老师能够在课堂上为我们放一些地道的具有口语代表性的英文长句或者段落，顺便带上英文字幕。因为毕竟我们在日常生活中与别人交流的时候很多时候都是句子。我觉得要是我们平时听多了一些常见的连读，略读等口语现象的话，自身的口语水平也会因此慢慢来提高，毕竟英语是一门语言，不但需要用脑来悟，更需要的是用嘴来说 。其实很简单的道理，那些美国小孩，在他们还没有学会写英语的时候，他们已经就拥有用英语与别人交流的能力了。因此就证明了学习英语是一个英语环境的影响，你听多了，用多了自然就会了，这是一个慢慢积累的 过程。同时老师也可以为我们提供一些这样的资源，以便我们在课堂之外仍然可以学学。
再一点就是希望老师能够多多提供一些机会给同学们自己来开口读英语。我上面已经说过，虽然我们现在已经是大学生了，然而由于自身口语的欠缺，已经使很多人都害怕说英语了，即使在面对一个外国朋友的时候，也没有那个勇气。所以，我建议在课前或者课后，让一些同学能有机会走上讲台来面对大家说一点英语，一方面能训练学生说英语的勇气，另一方面也能让老师能够更加方便的发现我们在发音上的错误，使老师以后有针对性的教学。
再次感谢刘老师为我们上的语音课，因为其实用性很强，所以是非常值得去好好学的。我也会坚持的把英语口语学下去，让它成为自己的一种通向成功的强大的武器。
第17篇：语音课介绍
语音课介绍
语音，是以英语为母语国家人士在学习英语前必学的一门技术。英语源属于拉丁语系，英语本身的发音就表示相应的意思。在英语中，有70%的单词发音是有规律可循的，所以，只要掌握发音规律，就可以轻松习得大量的单词，因此，英语语音的学习是关键。传统的非英语母语系国家人士学习英语采用国际音标学习，音标对小学生而言复杂难懂，比较枯燥，不容易掌握。目前随着国际英语教学趋势，音标逐步的退出小学教育，转而学习科学有效的语音学习法。
为了迎合国际英语的教学趋势，夏恩英语也不断的进行努力与改进。夏恩教学体系内关于语音的教学分四个阶段。
阶段一：学习26字母的发音，以及26字母的逻辑顺序。
阶段二：学习字母组合的发音规律，看到单词可以直拼，听到发音可以分解成字母。可以大大提高记忆单词的速度，避免传统的死记硬背。
阶段三：学习词根，词缀的变化规律，系统的整理单词，扩充词汇量。
阶段四：语音技能的综合运用，掌握语音技能。
学生在小学阶段学习英语语音的必要性：
1.在10-12岁之前，孩子在学习第二门外语时，根据“布罗卡斯区”的理论验证，可
以在以后的英语学习中，把英语学得和母语一样好。
2.在小学阶段，孩子的下颚发育还没有完全，在这个阶段学习语音，可以很好的矫正
孩子的发音。
3.语音学习是英语学习的入门技能，掌握发音规律，可以提高背诵单词的速度，是学
生
4.语音是阅读的基础，掌握了语音技能，可以提高单词在脑海中的反映速度，对后期
的英语阅读打下夯实基础，进而提高阅读速度。
第18篇：小学英语教学如何上好语音课
小学英语教学如何上好语音课
语音即语言的物质外壳，是语言符号系统的载体。它由人的发音器官发出，负载着一定的语言意义。语言依靠语音实现它的社会功能。语言是音义结合的符号系统，语言的声音和语言的意义是紧密联系的，因此，语言虽是一种声音，但由于一般的声音有着本质的区别。学好英语首先要解决发音问题，只有发音正确，才能让别人听懂，才能起到交际作用，学不好语音会影响词汇的积累和记忆，产生读和写方面的种种困难。
那如何提高语音教学的成效，让学生听得得懂，说得出，用得好英语呢？以下是我在小学英语教学中语音教学方面的一些体会与策略。
一，分阶段系统学习策略
教师要对小学各年级的学生提出不同的要求，并分阶段多i小学生进行语音教学，确保学生学到系统的语言知识。建议三四年级使用《趣味拼读学单词》进行自然拼读法。1，能听辩，认读26个字母。能用升降调发音正确，知道单词是由字母组成的。2，知道字母名称音，了解简单的拼读规律，知道不同的句子使用不同的升降调朗读。3，知道五个元音字母在开闭音节中的发音。五六年级的学生要求做到以下几点：1，知道字谜组合在单词中的一般发音，并尝试拼读新词。2，能根据重音与语调的变化，准确表达不同的意图和态度。3，能正确流利朗读课文，语调，节奏轻重等基本正确。4，引导学生拼读一些简单的音调此，学会听音写词。
二，示范性策略
只有教师具备良好地语音素养，能正确，有效地示范和指导，才能使学生长期在标准流利的语音环境中，在潜移默化中形成良好的发音。以下两方面值得教师重视。1，提高自身语音素养，正确示范。2，规范英语课堂用语。
三，提高语音教学的有效性策略
为了避免学生失去学习英语的兴趣，产生为难情绪，应将语音教学渗透到日常的字母，单词，句子教学中，让学生自而然的学会语音知识。1，在字母和词汇教学中渗透兴趣教学法。如音素归类法，辨别对比法等。2，在句型教学中渗透朗读技巧，教师可以通过动作和手势引导学生升，降调朗读句子，通过打节拍引起学生对单词重音及句中的停顿。3，布置有声作业。如设计口语过关练习，看图片说句子，读儿歌或绕口令等。4，掌握查词典的方法。
总的来说，掌握了语音，学生就掌握了一种学习英语单词的重要方法，扫清了英语学习道路上的一大拦路虎，为今后的学习打下了坚实的基础。
第19篇：小学英语语音课教学案例
小学英语语音课教学案例
城关小学 晏焕芝
一、教学目标设计
1、学情分析
本节课的授课对象是小学四年级学生。四年级学生经过近两年的英语学习，有了简单的英语基础知识和听说读写的能力；同时，学生对英语学习有着较浓厚的兴趣，喜欢表达自己的观点，也具备初步的自主、合作、探究能力。
2、教学内容
本课的教学内容是PEP小学英语四年级下册第
一、二单元C部分pronunciation的内容，是一节单纯的语音课型。四年级上册已经学习了26个字母及例词，学生可以初步了解其中的21个辅音字母在单词中的读音。本节课的重点是启发学生通过仔细读单词，自己总结出元音字母Aa和Ee的发音规律，让学生获得成功感，进而提升自主学习的能力。
3、课标解读
小学四年级应达到《义务教育英语课程标准》一级标准。虽然在课程标准的一级标准里对语音没有明确要求，但有关小学语音教学的二级要求中对语音目标的要求是：（1）知道错误的发音会影响交际；（2）知道字母名称的读音；（3）了解简单的拼读规律；（4）了解单词有重音。（5）语音清楚，语调自然。
4、教学目标
知识目标：
能够听懂，会说，会读音标“ [ei] [æ] [i:] [e]和例词cake， snake，grapes， face，apple， bag， cat， hat， we，me， he， she，egg， bed， desk， pen”
能力目标：
（1）引导学生积极参加小组活动，促进他们养成动脑、动口和动手的好习惯，初步形成主动学习的意识。
（2）培养学生的分析能力。
情感目标：
（1）进一步提高学生对英语的学习热情及学习兴趣。
（2）鼓励学生积极主动参与课堂活动，大胆开口，主动模仿。
教学重点、难点：
能够听懂，会说，会读音标“ [ei] [æ] [i:] [e]和例词cake， snake，grapes， face，apple， bag， cat， hat， we，me， he， she，egg， bed， desk， pen”
教具准备：
课件、单词卡片和磁铁。
二、教学模式设计
授课的主要内容为《PEP小学英语》四年级下册第
一、二单元C部分pronunciation的内容，是一节单纯的语音课型。本节课的重点是启发学生通过仔细读单词，自己总结出元音字母Aa和Ee的发音规律，会读课本中的16个例词和四个音标[ei] ，[æ]，[i:]和 [e]。让学生获得成功感，进而提升自主学习的能力。教案设计如下：
Step
1、Warming up
1、Greeting each other。
2、Sing“ ABC” song.Step
2、Presentation
1、教师询问：How many letters are there in English? How many vowel letters are there in English? What are they?
2、出示课件。今天我们就来学习元音字母Aa和Ee的发音规则。（What do the“Aa” and“Ee” sound like in the word?）播放课件或磁带，学生听。
3、播放课件或磁带，学生跟读之后回答：What does“Aa” and sound like in these words?引导学生回答:Aa sounds like[ei] in cake，grape，snake，face。Aa sounds like [æ] in apple , bag ,cat ,hat .
4、老师边示范教读音标[ei]、[æ]和相应的例词。
5、以开火车的方式检查学生读。cake, face, name , make plate , take, snake ,grape.
6、以同样的方式教学字母Ee的发音。Ee sounds like [i:] in we，me，she，he。Ee sounds like [e] in bed，pen， desk egg。
7、全班齐读课本Pronunciation中的单词。
Step
3、Practice 游戏“找主人”
1、游戏“找主人”
教师准备单词卡片。分别发给不同的学生。让学生根据我们学习的发音规则，将卡片放在正确的位臵。（今天我们的单词小朋友，出去玩了之后，都找不到自己的家了。请帮单词小朋友找出自己的主人。找对一个加二分。）
2、读一读，判断下面每组词划线部分的读音是否相同。
（1）hat face ( ) （2）cake apple ( ) （3）desk me ( )
（4）three we ( )
3、读一读，找出划线部分发音不同的单词。
（1）A .we B.three C.red
（2）A .name B.map C.cake （3）A .he B.bed C.she
（4）A .grapes B.make C.that Step
4、Production Let’s read:
1、I’m a cat.I’m a fat cat.I’m a fat black cat.I’m a fat black cat in a hat.
2、Good，better，best.Never let it rest.Till good is better .And better best .教学方法是学说顺口溜和TPR教学法。设计意图：学说顺口溜不仅可以使知识变得简单、生动、印象深刻，而且通过这样的训练，真正将语音教学落到实处。
Step
5、Summary
What did you learn in this cla? We learned Aa and Ee’s pronunciation.
教学方法是启发式教学法。设计意图：通过对知识的小结，帮助学生将本课的信息进行加工、储存，从而明确教学目标、重点和难点；对学生的表现进行总结评价，以评价促发展，培养小组团队精神，激励学生大胆开口，积极活动，为小组争得荣誉。
Step
6、Homework
做活动手册上的习题
教学方法是学说顺口溜教学法。设计意图：学说顺口溜不仅可以使知识变得简单、生动、印象深刻，而且通过这样的训练，真正将语音教学落到实处。
三、第一次教学片段
根据教案设计，本节课的知识目标为：能够听懂，会说，会读音标“ [ei] [æ] [i:] [e]和例词cake， snake，grapes， face，apple， bag， cat， hat， we，me， he， she，egg， bed， desk， pen”能力目标为：引导学生积极参加小组活动，促进他们养成动脑、动口和动手的好习惯，初步形成主动学习的意识。培养学生的分析能力。情感目标为：进一步提高学生对英语的学习热情及学习兴趣。鼓励学生积极主动参与课堂活动，大胆开口，主动模仿。
本节课在实施的过程中，发挥了教师的主导和学生的主体作用。但是一节非常传统的课，按部就班，从头到尾就是填鸭式满堂灌。而且教学形式十分单一，都是采用啊“老师教，学生跟”这种教学模式。直接影响了教学效果。没有完成预设教学程序，在练习环节设计三个活动，结果只做了一个并且还有点乱。也没有成预设教学目标，只有少数学生的发现总结出元音字母Aa和Ee在单词里的基本发音规则，准确读出例词。也没有充分调动学生的积极性，课堂不够活跃。
四、课后反思
《义务教育英语课程标准》提出：小学英语的主要目标是激发和培养学生的学习兴趣，是学生掌握一定的语言基础知识和基本技能，培养学生初步应用英语进行交际的能力以及发展学生的智力和个性。由此可见，学生学习兴趣的培养是十分重要，不可忽视的。而我的这一节课在巩固练习部分虽然也设计了游戏活动，但对真正激发全体学生的学习兴趣和积极性并不太有效，而且占用时间太长。在巩固练习部分还有两个练习题，有一定的难度，并不是每位同学都能做出来，所以不能很好调动学生的积极性，激发不了学生的兴趣。课堂气氛也很沉闷，教学效果自然就大打折扣。因此，小学语音教学课一定要有好的教学方法。若没有好的教学方法，语音学习就像和背单词一样枯燥无味，小学英语语音教学必须从小学生的心理和生理特点出发，遵循语言学习的规律，从改变学生的学习方式入手，通过听、说、做、说、演、唱、玩、比、读等多种语言学习方式来达到教学目标。音标教学能否达到预期目的和理想效果，要使学生学得好，最关键的问题是如何引导，如何去教。
五、改进设计和第二次教学
（一）改进设计
总结第一次失败的教训，笔者有了以下的收获：（1）明确于本节课的重点是启发学生通过仔细读单词，自己总结出元音字母Aa和Ee的发音规律，会读课本中的16个例词和四个音标[ei] ，[æ]，[i:]和 [e]。让学生获得成功感，进而提升自主学习的能力。（2）音标教学能否达到预期目的和理想效果，要使学生学得好，最关键的问题是如何引导，如何去教。笔者对原教学设计做了如下修改：
Step
1、Warming up
1、师生问候。
设计意图：拉进师生之间的距离。
2、共唱歌曲“ ABC” song.之后，询问：在ABC歌曲里有多少个字母？多少个元音字母？从而导入新课。今天我们来学习元音字母Aa和Ee的发音。
教学方法是用歌曲教学法。设计意图：轻松的歌曲可以减缓学生课前的紧张情绪，营造和谐的英语学习氛围。同时为新课教学做铺垫。
Step
2、Presentation
1、教师出示课件，播放课件，学生听后回答：“上面单词中a的发音相同吗？”
教学方法是直观教学法。设计意图：通过让学生感知、体验，自己总结出元音字母Aa在单词中的发音规律。
2、播放课件，学生跟读之后回答：What does“Aa” sounds like in these words?引导学生回答:Aa sounds like[ei] in cake，grape，face，snake。教学方法是直观教学法。
设计意图：通过让学生感知、体验，自己总结出元音字母Aa在单词中的发音规律。
3、老师教读音标[ei]及例词。（编歌谣：爷爷砍树，[ei] [ei] [ei]） 教学方法TPR和编唱歌谣教学法。设计意图：在教授音标的时候，采用TPR和编唱歌谣教学法。有利于激发学生的兴趣，帮助学生记忆。
4、播放课件，学生跟读之后回答：What does“Aa” sounds like in these words?引导学生回答:Aa sounds like [æ] in apple , bag ,cat ,hat .
教学方法是直观教学法。设计意图：通过让学生感知、体验，自己总结出元音字母Aa在单词中的发音规律。
5、老师教读音标[æ]及例词 。（编歌谣：大嘴巴，大嘴巴，[æ] [æ] [æ]）
教学方法TPR和编唱歌谣教学法。设计意图：在教授音标的时候，采用TPR和编唱歌谣教学法。有利于激发学生的兴趣，帮助学生记忆。
6、以同样的方式教学字母Ee的发音。Ee sounds like [i:] in we，me，she，he。Ee sounds like [e] in bed，pen， desk egg。（编歌谣：穿针引线，[i:] [i:] [i:]；小嘴巴，小嘴巴，[e] [e] [e]）
教学方法是直观教学法，TPR和编唱歌谣教学法。设计意图：通过让学生感知、体验，自己总结出元音字母Ee在单词中的发音规律。有利于激发学生的兴趣，帮助学生记忆。
7、全班齐读课本11页和23页Pronunciation中的单词。
教学方法是朗读教学法。设计意图：让学生对本节课所学内容有个整体回顾。
Step
3、Prctice
1、看动作猜音标
2、看口形猜音标。
3、听音标举卡片。
教师准备若干音标卡片，然后教师说：Show me your［ei］,Show me your[æ] ,Show me your[i:]，Show me your [e]。
4、听单词举音标卡片。
老师准备单词卡片若干。如：老师举单词卡cake，让学生找字母a在单词cake的发音，举起相应的音标卡片。
Step
4、Production
1、游戏“找家人”。
教师把全班分成四个小组。准备单词卡片若干和四张画有房子的纸。每张房屋上分别写上四个音标。要求学生帮四个音标找到他们的家人并贴在画有房间的纸上。最先完成没有错误的组为优胜组。给每个人奖励一个小贴片。
教学方法有TPR和游戏教学法。设计意图：通过学生亲自参与体验、游戏和合作的方式激发学生学习的兴趣，考察学生的分析与记忆能力。形成积极地学习态度。
2、说一说
[ei][ei][ei] Say“OK”.
[æ] [æ] [æ] Look at the blackboard. [i:] [i:] [i:] Drink some tea.
[e] [e] [e] Let it rest.
教学方法是学说顺口溜教学法。设计意图：学说顺口溜不仅可以使知识变得简单、生动、印象深刻，而且通过这样的训练，真正将语音教学落到实处。
Step
5、Summary
What did you learn in this cla? We learned Aa and Ee’s pronunciation.
教学方法是启发式教学法。设计意图：通过对知识的小结，帮助学生将本课的信息进行加工、储存，从而明确教学目标、重点和难点。
Step
6、Homework
做活动手册上的习题。
（二）第二次教学片段 本次试教过程循序渐进，从热身活动到巩固练习环节，每个教学环节都是根据学生的知识水平、接受能力而设计。各教学环节衔接自然、层次清晰，教学目标明确，教学重点突出。课堂上主意调动学生的积极性，教学过程体现了学生的主体性，学生的学习积极性较高。注意将语言知识的学习与实际运用相结合，在发展学生运用能力的同时，特别注意培养学生观察、思考、分析和总结的能力。采用多媒体课件，单词卡片形象直观的教学手段，结合歌曲、编顺口溜、TPR和游戏等教学法。通过感知、体验、实践、参与和合作等方式，充分发挥了教师的主导和学生的主体作用。引导学生在合作学习中体验、探究、发现问题、寻找解决问题的方法。学生能顺利的发现总结出元音字母Aa和Ee在单词里的基本发音规则，准确读出例词。符合小学生的生理和心理特点，激发了他们学习英语的兴趣，取得了良好的教学效果。
（三）点评（师训教研中心 汪 老师）
这堂课关注到每个学生的情感，激发了他们学习英语的兴趣，帮助他们建立了学习的成就感和自信心。授课教师无论在目标设定、教学过程和课程评价等方面都突出以学生为主体的思想。
授课教师在教学过程中，主要通过了活动途径，倡导体验参与，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。在学习过程中进行情感和策略调整，以形成积极地学习态度，促进语言实际运用能力的提高。主要体现在以下几个方面：
1、在导入部分，通过唱字母歌，复习字母，再导入新课，不仅活跃了课堂气氛，也为下面的音标教学做铺垫，学习音标后，形成对比，认识到字母与音素读音的不同。
2、在教授音标的时候，教师示范口型，采用全身反应法和编顺口溜相结合，十分形象，学生很容易接受，记忆也更加深刻。
3、教师用小学生所喜爱的游戏方式贯穿整堂课。学习音标如同一年级小朋友学习汉语拼音一样，有一个音与形的认识过程。课堂上，要求学生仔细听音、观察口形、认真模仿，但是课堂上模仿、拼读过程一长，学生很容易厌烦，所以在语言操练教学中，授课教师运用编看动作猜音标，看口形猜音标，听音标举卡片和听单词举音标卡片等方法来集中学生的注意力，激发学生的兴趣和学习欲望。
4、在语言输出环节，采用游戏“找家人”活动，通过小组合作、充分利用学生资源，让优等生带学困生一起学习，这样不仅提高了学习效率，让优等生更加有成就感，学困生也觉得自己备受关注，在优等生的帮助下，是学习更有信心。
5、在拓展部分，教师编了一个顺口溜以达到更好地掌握Aa和Ee在单词中的发音和发音规律。编顺口溜不仅可以使知识变得简单，生动、印象深刻，而且通过这样的训练，真正将音标教学和语音教学落到实处。
然而，本节课也有一些需要改进的地方。例如，在热身启动环节时学生 和 老师配合的不够默契。另外，授课教师虽然对学生参与课堂的表现进行了适时地评价，注重用“Excellent./Super./Great./Good”等激励性语言，小贴片和卡片等对学生进行表扬，但评价形式只停留在教师对学生的评价上，缺乏学生的自评和互评。这些问题需要在以后的教学中进一步加以改善。
六、再次反思
仔细反思这节课，我认为主要的收获有以下几点：
1、重温课程标准，有了新的感悟。为了完成送教下乡的任务，我不得不重温课程标准，并在实践中产生了新的感悟。基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。语言知识和语言技能是综合运用能力的基础，而学好语音又是掌握语言知识和语言技能的垫脚石。语言学家和心理学家的发现表明，语言的学习不仅对外语学习者口语的提高至关重要，也直接影响其听力水平。如果学生发音不准，即使他听到这个单词也很难辨认出，更谈不上用英语交流了。英语单词的拼写和发音之间有一定的内在联系，发音不好，还会影响到词汇的记忆和积累。语音学好了，对于记忆单词、发展听说、提高阅读写作能力，都有很大的帮助。
2、学习国际音标的主要目的是培养学生的拼读能力。单纯的音素认读、记忆和反复拼读练习确实比较单调乏味，但只要我们多花点心思，在教法上多做文章，乏味的音标教学一样会变得趣味黯然。因此，我们英语教师在语音教学应不断地实践总结适合小学生的趣味活波的游戏等教学方法来加快学生认读，提高教学效果，达到语言教学的目的。
3、有效的教学活动的设计一定要建立在学生已有知识经验的基础上，否则一切活动都是低效甚至是无效的，在第一次教学阶段我没有充分考虑学生的知识经验，对学生的语言基础做了错误的定位，导致教学不能顺畅进行。通过反思我认识到，教师备课一定要先备学生，只有了解学生的认知水平，才能设计出有利于学生学习的教学活动，才能有效开展教学。
4、教学在课堂上要善于调动学生的学习积极性，发挥学生的主观能动性。只有学生的内在动机被激发了，各项活动才能有效地发挥作用。
5、一线教师的专业成长离不开专家、教研员以及教育行政领导的引领和指导。专家点评有利于帮助教师加深对教材的理解，也有利于教师提高自己的教学技能。因此，我们教师应珍惜每一次教研活动，在教学实践中不断学习和进取。
第20篇：小学英语语音课教学案例
小学英语语音课教学案例
【案例背景】：
一、学情分析
本节课的授课对象是小学四年级学生。四年级学生经过近两年的英语学习，有了简单的英语基础知识和听说读写的能力；同时，学生对英语学习有着较浓厚的兴趣，喜欢表达自己的观点，也具备初步的自主、合作、探究能力。
二、教学内容
本课是安徽外研社小学英语Book4 Unit5 Leon5.是一节单独的语音课。本节课的重点是启发学生通过仔细听读单词，自己区别出oo字母组合的不同发音，让学生获得成功感，进而提升自主学习的能力。
三、教学目标
1.知识目标：能够听懂，读懂音标[u]和[u]及例词food, spoon, zoo, boots,book,cook,look,good 2.能力目标：
（1）引导学生积极参加小组活动，促进他们养成动脑、动口和动手的好习惯，初步形成主动学习的意识。
（2）培养学生的分析能力。 3.情感目标：
（1）进一步提高学生对英语的学习热情及学习兴趣。 （2）鼓励学生积极主动参与课堂活动，大胆开口，主动模仿。
四、教学过程： Step1.Warming up
1、Greeting each other。
2、Sing a song“Who’s she?” Step2.Presentation Show “oo” on the blackboard.What does the “oo” sound like in the word? 播放录音，学生听。
Can you find the difference? 请学生试着说出含有oo 字母组合的单词的不同之处。
2.Write two “oo”on the blackboard.List two lines of words.将单词区分呈现，并标出不同的音标。并请学生朗读。 Step3.Practice Look，Write，Match Read.Say.将所学单词融合在一段短文中，可以使知识更加系统，简单，生动。而且通过这样的训练，真正将语音落到实处。 Step4.Extension 请学生们想一想其他的含有oo字母组合的单词，并大声朗读 Play a game: Find your families.教学方法：小组活动加TPR教学法 【案例分析】：
语言知识和语言技能是综合运用能力的基础，而学好语音又是掌握语言知识和语言技能的垫脚石。语言学家和心理学家的发现表明，语言的学习不仅对外语学习者口语的提高至关重要，也直接影响其听力水平。如果学生发音不准，即使他听到这个单词也很难辨认出，更谈不上用英语交流了。
学习国际音标的主要目的是培养学生的拼读能力。单纯的语音学习确实比较单调乏味，但只要我们多花点心思，在教法上多做文章，乏味的音标教学一样会变得趣味黯然。例如，小组活动，游戏教学，TPR教学方法都有利于提高学生学习的兴趣和效果。因此，我们英语教师在语音教学应不断地实践总结适合小学生的趣味活泼的教学方式。另外，教学在课堂上要善于调动学生的学习积极性，发挥学生的主观能动性。只有学生的内在动机被激发了，各项活动才能有效地发挥作用。 1.2.1.
