第一篇：語音課教學(xué)設(shè)計(jì)

Unit 2 My weekend（Let’s spell）教學(xué)設(shè)計(jì) 教材分析：

五年級(jí)上冊Unit 2 My week Let’s spell板塊分為Read, listen and chant;Listen ,repeat and circle以及Listen ,write and say三部分。第一部分呈現(xiàn)了字母組合ee和ea在單詞中發(fā)長音/i:/的發(fā)音規(guī)則；第二部分通過聽單詞、重復(fù)單詞并圈出每組中拼寫不同的單詞的活動(dòng)，強(qiáng)化記憶ee/ea的發(fā)音規(guī)則，幫助學(xué)生根據(jù)發(fā)音規(guī)則讀出新單詞，鞏固學(xué)習(xí)ee/ea的音形對應(yīng)關(guān)系；第三部分則通過聽句子錄音填寫句中所缺單詞的活動(dòng)，引導(dǎo)學(xué)生根據(jù)發(fā)音規(guī)則拼寫單詞，完成句子，學(xué)習(xí)在單線上規(guī)范書寫英文句子。學(xué)情分析：

五年級(jí)學(xué)生經(jīng)過兩年多的英語學(xué)習(xí)，有了簡單的英語基礎(chǔ)知識(shí)和聽、說、讀、寫的能力和初步的自主、合作、探究能力；同時(shí)，學(xué)生對英語學(xué)習(xí)有著較濃厚的興趣，喜歡表達(dá)自己的觀點(diǎn)，也樂于參與英語教學(xué)活動(dòng)。學(xué)生經(jīng)過三、四年級(jí)的學(xué)習(xí)，已經(jīng)掌握了26個(gè)字母的發(fā)音和大小寫的書寫形式，也知道了輔音字母的發(fā)音規(guī)則和五個(gè)元音字母的長、短音的發(fā)音規(guī)則以及一些常見的元音字母組合的發(fā)音規(guī)則。教學(xué)目標(biāo)：

1.學(xué)生能夠通過聽例詞發(fā)音，觀察例詞結(jié)構(gòu)特征，學(xué)習(xí)字母組合ee/ea在單詞中的發(fā)音規(guī)則；

2.能夠讀出符合ee/ea發(fā)音規(guī)則的單詞，并跟著錄音說唱歌謠。

3.能夠根據(jù)單詞的讀音拼寫出符合ee/ea發(fā)音規(guī)則的單詞，并能夠在單線上完成抄寫句子的活動(dòng)，做到書寫規(guī)范正確。教學(xué)重、難點(diǎn)：

教學(xué)重點(diǎn)：能夠掌握字母組合ee/ea在單詞中發(fā)長音/i:/的規(guī)則，并讀出符合ee/ea發(fā)音規(guī)則的單詞。

教學(xué)難點(diǎn):能夠根據(jù)單詞的讀音拼寫出符合ee/ea發(fā)音規(guī)則的單詞。教學(xué)準(zhǔn)備：

1.與教材內(nèi)容相關(guān)的課件、圖片。

2.beef feet meet eat tea read六個(gè)例詞的詞卡：

3.六套字母貼。教學(xué)流程： Step 1 Warming up.1.Greetings.2.Sing” phonics song”.設(shè)計(jì)意圖：讓學(xué)生在phonics song中復(fù)習(xí)字母的常規(guī)發(fā)音，為后面的拼音和拆音做好鋪墊。

Step 2 Production 1.Show the words of ee/ea.設(shè)計(jì)意圖：創(chuàng)設(shè)情景，構(gòu)建有意義的整體語境，引導(dǎo)學(xué)生看圖回答問題，形成了兩個(gè)語篇，語篇中巧妙地復(fù)現(xiàn)了含有字母組合ee/ea的句子：I can see a bee in the green tree.The boys likes to eat beef and drink tea.2.Read out the words, Find out the same and difference.設(shè)計(jì)意圖：引導(dǎo)學(xué)進(jìn)行發(fā)現(xiàn)式的學(xué)習(xí)，通過朗讀、觀察、感知、體驗(yàn)并自己歸納出ee/ea在單詞中的發(fā)/i:/音的規(guī)則。3.Watch a cartoon.設(shè)計(jì)意圖：字母組合ee/ea的phonics chant 節(jié)奏感強(qiáng)，有利于學(xué)生掌握字母組合ee/ea的發(fā)音。4.Learn to how to spell.beef:/b/-/i:/-/f/

/bi:f/ feet:/f/-/i:/-/t/

/fi:t/ meet:/m/-/i:/-/t/

/mi:t/ eat:/i:/-/t/

/i:t/ tea:/t/-/i:/ /ti:/ read:/r/-/i:/-/d/

/ri:d/ 設(shè)計(jì)意圖：通過“拼音”這一語音意識(shí)訓(xùn)練活動(dòng)，運(yùn)用“phonics”

教學(xué)法，指導(dǎo)學(xué)生在拼讀中學(xué)會(huì)自然拼讀的能力，學(xué)生一旦掌握

了自熱拼讀法，就會(huì)逐步形成“見詞能讀”的能力，從而為認(rèn)讀

單詞，提高閱讀能力奠定扎實(shí)的基礎(chǔ)。）5.Spell and read.6.Listen and follow.設(shè)計(jì)意圖：通過直接模仿正確的發(fā)音，養(yǎng)成良好的發(fā)音習(xí)慣。Step 3 Practice 1.Try to read: “ee” sounds /i:/ ：

see

seed

seem

keep

jeep

sheep feed

three

geese 設(shè)計(jì)意圖：根據(jù)輔音字母的發(fā)音和字母組合ee發(fā)/i:/的規(guī)律，利用自然拼讀法做的見詞能讀）2.Try to read: “ea” sounds /i:/ ：

each

beach

peach

eat

seat

meat

tea

team

teach

peak

peat

repeat 設(shè)計(jì)意圖：根據(jù)輔音字母的發(fā)音和字母組合ea發(fā)/i:/的規(guī)律，利用自然拼讀法做到見詞能讀）3.Look, circle and say。4.Read and tick.Eat some beef.Drink some tea.eat tea()

eat beef()

Look at the sweater.It is cheap.sweater cheap()Eat some bread.eat bread()

設(shè)計(jì)意圖：引導(dǎo)學(xué)生通過聽音,訓(xùn)練學(xué)生判斷ea在單詞中的發(fā)音是否一致。

5.Magic game：拆音、聽音拼出符合ee/ea發(fā)/i:/的單詞。（游戲規(guī)則：學(xué)生六人小組合作，利用字母貼學(xué)具，教師朗讀含有ee/ea的單詞，學(xué)生小組合作快速拼出單詞。）

設(shè)計(jì)意圖：引導(dǎo)學(xué)生通過聽音、拆音這一語音意識(shí)訓(xùn)練活動(dòng)，引導(dǎo)學(xué)生相互合作，將聽到的音和相應(yīng)的字母或字母組合對應(yīng)起來，學(xué)會(huì)了聽音拼寫的方法，為接下來的Look, write and say活動(dòng)做好鋪墊。

6.Look, write and say。

設(shè)計(jì)意圖：學(xué)生聽句子，結(jié)合情景寫單詞。這次單詞都是符合發(fā)音規(guī)則的單詞，以此逐步達(dá)成聽音能拼寫單詞的教學(xué)目標(biāo)。Step 4 Production 1.Chant.2.Read the story“The Green family goes out.” 設(shè)計(jì)意圖：學(xué)生朗讀關(guān)于Mr Green 一家外出郊游的故事繪本。在這個(gè)繪本故事中有一些含有ee的生詞，先讓學(xué)生欣賞動(dòng)畫，感知意義，然后利用新學(xué)的發(fā)音規(guī)則，嘗試自己朗讀繪本，達(dá)到了在語篇中見詞能讀的目標(biāo)。Step 5.Summary.Step6.Homework.板書設(shè)計(jì)

Unit 2 My weekend（Let’s spell）

ee/ea

/i:/

beef

feet meet eat tea

read

第二篇：語音課教學(xué)設(shè)計(jì)

語音課教學(xué)設(shè)計(jì)

教學(xué)內(nèi)容

元音字母i, o, u在部分單詞中的發(fā)音規(guī)律

i——[ai] [i] o——[ ?u ] [?] u----[ju:] [?] New words：hole rose fox cute tube toothbrush

教學(xué)目標(biāo)

知識(shí)目標(biāo)

1．學(xué)生能夠聽說拼讀符合i——[ai] [i] o——[ ?u ] [?] u----[ju:] [?] 發(fā)音規(guī)律新詞

2．學(xué)習(xí)符合發(fā)音規(guī)律的新例詞并能拼讀和靈活運(yùn)用

能力目標(biāo):學(xué)生能夠自己發(fā)現(xiàn)發(fā)音規(guī)律并根據(jù)發(fā)音規(guī)律用直呼式拼讀法拼讀單詞 情感目標(biāo): 學(xué)生能夠在教師的引導(dǎo)下自己找到答案,培養(yǎng)學(xué)生的探究意識(shí).重點(diǎn)難點(diǎn)

1． 能夠?qū)W會(huì)直呼式的拼讀方式,并能夠初步掌握稍復(fù)雜新詞的方法 2． 學(xué)生能在教師的引導(dǎo)下歸納出字母組合發(fā)發(fā)音規(guī)律

教學(xué)準(zhǔn)備

1．教師準(zhǔn)備好課件，一束玫瑰花，一些小卡片 教學(xué)設(shè)計(jì)

Step 1 Warm-up: 1.Sing a song---Sing the A B C song.T: Good morning, boys and girls, nice to meet you.S: Nice to meet you, too.T: I’d like to be your friend, shall we sing a song together? “Sing the A B C song.”, can you?（S: Sure.）

(Teacher and the students sing the song together.)

2.T: Very good.Now let’s guess:I have two old letter friends.Who are they?復(fù)習(xí)元音字母Aa Ee的發(fā)音規(guī)律。

Step 2 Presentation

1、T:Now I have 3 new letter friends.Who are they?

引出i, o, u三個(gè)元音字母，T：Which letter do you like?通過三個(gè)元音字母分別用超連接引出單詞及總結(jié)發(fā)音規(guī)律。

2、S1：I like “Ii.” T:Who’s behind i? Let’s look.通過超連接呈現(xiàn)Mike.T:What does Mike like?Guess.通過猜一猜游戲引出單詞bike,rice,kite,ice-cream.讓學(xué)生總結(jié)i [ai]的發(fā)音規(guī)律，教讀。通過What drink does Mike like?出示milk.提問Where is the milk?引出window.通過Open the window.引出pig,fish單詞。讓學(xué)生總結(jié)i [i]的發(fā)音規(guī)律。

3、通過一首chant來歸納鞏固/ai/ /i/的發(fā)音:Bike,bike,ride a bike.Rice,rice,buy some rice.Kite,kite,fly a kite.Ice-cream,ice-cream,I like ice-cream.Milk,milk,drink some milk./i/

Fish,fish,eat some fish.Pig,pig,big big pig.Window,window, pink pink window

4、回到超連接頁面，S2：I like “Oo”.同理引出a teddy bear.提問Where is the teddy bear? In the hole.出示hole新單詞，教師教讀。

5、T：Today teddy bear is very happy.Let’s sing a song with him,ok? Teddy bear,Teddy bear Go your home.Teddy bear,Teddy bear

Open the door.Teddy bear,Teddy bear

Touch your nose.Teddy bear,Teddy bear

show me your rose（玫瑰花）通過歌曲歸納o/?u /的發(fā)音，同時(shí)引出新詞rose T：Where is the rose?教師拿出rose：I like blue rose.What about you?讓學(xué)生用：I like ?rose.作答。

6、T：Teddy bear has a friend.Where is he? Who is he?What does he like?由此引出box,lock,fox,orange.總結(jié)o/?/的發(fā)音。

7、回到超連接頁面，S3：I like“Uu”.同理引出a student :Lily.She likes music.She has a cute cat.The cat is playing a tube.由此歸納Uu[ju:]的發(fā)音。通過提問：Where is the cat?出示bus,umbrella,toothbrush,cup.歸納Uu/?/ 的發(fā)音。

8、Listen and read.模仿語音，跟讀音頻。

9、小組合作操練：給單詞找家。

10、板書

第三篇：語音課教學(xué)反思

元音字母在開音節(jié)和閉音節(jié)中的發(fā)音規(guī)律

——教學(xué)反思

道滘中學(xué)

梁婉華

一、學(xué)情分析與教學(xué)簡要（brief introduction）

筆者認(rèn)為學(xué)生熟練地掌握開閉音節(jié)對今后的單詞拼寫以及單詞記憶大有裨益。由于學(xué)生已經(jīng)有了認(rèn)讀音標(biāo)的基礎(chǔ)，所以在教師的適當(dāng)啟發(fā)與引導(dǎo)下有能力發(fā)現(xiàn)和總結(jié)元音字母在開閉音節(jié)中的發(fā)音規(guī)律。在本節(jié)課中，以任務(wù)教學(xué)為主要基調(diào)，運(yùn)用了實(shí)例、卡片、歌曲、視頻、游戲等教學(xué)手段輔助教學(xué)。

二、優(yōu)點(diǎn)（advantages）

①通過視頻、游戲和實(shí)例等教學(xué)手段引導(dǎo)學(xué)生自己發(fā)現(xiàn)、自己歸納總結(jié)出元音字母在開音節(jié)和閉音節(jié)中的發(fā)音規(guī)律，而不是包辦代替，直接告知。這樣充分體現(xiàn)出學(xué)生在學(xué)習(xí)中的主體地位，把課堂交還給學(xué)生。

②教學(xué)活動(dòng)的形式豐富多樣，既有游戲性質(zhì)的活動(dòng)，又有鞏固性的練習(xí)，而且還有小組的分工合作，做到了聽、說、讀、寫全面發(fā)展，寓教于樂。學(xué)生們熱情高漲，積極參與其中，課堂氣氛十分活躍，達(dá)到較好的教學(xué)效果。

三、不足（disadvantages）

①在游戲的環(huán)節(jié)中，老師雖然說出游戲的規(guī)則，但由于沒有做 出具體的示范，（比如說讓一個(gè)學(xué)生配合演示）結(jié)果導(dǎo)致第一組單詞呈現(xiàn)時(shí)學(xué)生們不知所措。

②講解相對開音節(jié)的時(shí)候，老師把字母“e”說成是一個(gè)會(huì)變魔術(shù)的字母，它能把閉音節(jié)變成開音節(jié)。課后我琢磨了一下，如果把輔音字母比喻成一扇門、把字母“e”比喻成一把鑰匙，鑰匙把門打開就變成開音節(jié)，這樣的比喻更加形象生動(dòng)。

③缺少拓展環(huán)節(jié)。這節(jié)課總體的教學(xué)效果不錯(cuò)，學(xué)生基本能掌握教學(xué)內(nèi)容。后來我發(fā)現(xiàn)可以把內(nèi)容拓展到語法領(lǐng)域。學(xué)生在做以重讀閉音節(jié)結(jié)尾單詞的詞形變化時(shí)往往會(huì)忽略雙寫末尾的輔音字母。其實(shí)在學(xué)生熟練掌握語音知識(shí)后，再強(qiáng)化這一知識(shí)點(diǎn)就水到渠成了。比如說動(dòng)詞的現(xiàn)在分詞sit-sitting, begin-beginning;動(dòng)詞的過去式stop-stopped, drop-dropped等。而且當(dāng)時(shí)離下課還有大約四五分鐘的時(shí)間，應(yīng)該可以補(bǔ)充這個(gè)知識(shí)點(diǎn)?？上М?dāng)時(shí)沒有意識(shí)到！

四、結(jié)語

沒有最好，只有更好。對教學(xué)精益求精是每個(gè)教育工作的追求！

第四篇：語音課教學(xué)反思

今天聽取了李老師的課，既有優(yōu)點(diǎn)，又有缺陷：

一、創(chuàng)設(shè)情境，激發(fā)興趣

李老師用節(jié)奏明快的的字母音樂 Letter Ee – Phonics song把學(xué)生帶入課堂當(dāng)中，即渲染課堂氣氛，又為本課的學(xué)習(xí)做了鋪墊，這使學(xué)生很快進(jìn)入了學(xué)習(xí)狀態(tài)。

二、運(yùn)用多媒體教學(xué)，突出重點(diǎn)，突破難點(diǎn) 李老師用多媒體展示課件，重難點(diǎn)突出，特別是多媒體中的聲音跟圖片展示能吸引學(xué)生的眼球，讓學(xué)生全身心地投入到課堂當(dāng)中。游戲環(huán)節(jié)通過歌曲、歌謠、認(rèn)讀自制英語單詞臺(tái)歷、Bingo游戲等形式，讓學(xué)生一步做到聽音、拆音、拼音、拼寫，發(fā)現(xiàn)發(fā)音規(guī)律，培養(yǎng)學(xué)生的語音意識(shí)和拼讀能力，不僅能起到鞏固新知的作用，還可以極大地激發(fā)學(xué)生學(xué)習(xí)的興趣，這點(diǎn)非常好。而且這堂課結(jié)構(gòu)非常得清晰，條理清楚。三．課堂輕松自如

教師教態(tài)親切、自然，英語口語流利，給學(xué)生創(chuàng)造了良好說的氛圍，使學(xué)生能夠在

輕松愉快的氛圍中感受英語語音。本節(jié)課將課本教材與Phonics Kids，教材有機(jī)融合體驗(yàn)英語語音?；诮滩挠植痪心嘤诮滩?。需要探討的地方：

1、上課形式單一，課堂氣氛不夠活躍。這節(jié)課是語音課，主要學(xué)習(xí)“or”的發(fā)音，但是陳老師所呈現(xiàn)的四個(gè)單詞都是以同樣的形式，這會(huì)讓學(xué)生覺得這節(jié)課非常得乏味。

2、整堂課放手給學(xué)生的時(shí)間少，沒有面向全體學(xué)生。如果能增加生生對話，小組活動(dòng)，可以給少數(shù)性格內(nèi)向羞澀的學(xué)生提供更多口語練習(xí)的機(jī)會(huì)。

3.忽略了教師的引導(dǎo)性和學(xué)生的主體性原則。在這節(jié)課中老師說的比較多，而學(xué)生練習(xí)的太少

4.多媒體課件的聲音太小，這會(huì)影響學(xué)生的聽力

總之，我們的英語教學(xué)應(yīng)體現(xiàn)出學(xué)生的主體性，設(shè)計(jì)多種多樣的活動(dòng)，教學(xué)過程中注意細(xì)節(jié)的處理和發(fā)音的準(zhǔn)確性，評(píng)價(jià)機(jī)制要公平競爭，照顧到學(xué)生的自尊心，確定教學(xué)目標(biāo)時(shí)以實(shí)際運(yùn)用為出發(fā)點(diǎn)，在學(xué)中用，用中學(xué)。

第五篇：語音課教案

Teaching Plans for Phonetics ——Six Vowels: [e?] [a?] [??] [a?] [??] [e?]

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 [e?] [a?] [??] [a?] [??] [e? ] correctly.2).Read the words containing [e?] [a?] [??] [a?] [??] [e? ] correctly.3).Master the pronunciation rules about the six vowels [e?] [a?] [??] [a?] [??] [e? ].2.Ability Objects 1).Be able to read correctly the phonetics of the words, phrases and sentences containing the six vowels: [e?] [a?] [??] [a?] [??] [e? ].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: [e?] [a?] [??] [a?] [??] [e? ].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 Process 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.[e?] and [a?] 1)The students can find the same sound [e?] in the song.2)Practice reading these words: [fe?s]

[de?]

[me?]

[ke?]

[le?]

[ne?m]

[se?m] [ge?m]

[re?n] [tre?n] 3)Sing the English song to learn [a?].Lyrics: Bye bye!Goodbye!My white bike.I don’t like it.Out of sight, out of mind!4)Practice reading these words : [ba?k]

[ma?k]

[wa?t]

[ka?t] [la?k]

[fa?v]

[la?f]

[na?f] 2.[??] and [a?] 1)Teach and learn: [??] The students can find the same sound [e?] 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 :

[??] 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: [[a?]]

By teaching the English words “house, mouse and blouse” to find some monograms which are pronounced [[a?]].4)Practice reading these words: [ma?θ]

[la?d]

[sa?θ]

[?’ra?nd ]

[gra?nd]

[ka?] [’tra?z?z]

[ka?nt]

[’ma?nt?n ] [ha?][na?]

[bra?n][da?n]

[‘fla?? ]

3.[??] and [e?] 1）Teach and learn: [??] 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 : [??] [h??] [n??] [j??] [kl??] 3).Teach and learn: [e? ] 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: [e? ]

[pe? ]

[he? ]

[be? ]

[ee?]

[t?e? ]

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:

[e?t]

[tre?n]

[h?'l??]

[ma?]

[fa?t]

[bra?t]

[???] [s??]

[θr??]

[ha?]

[la?d]

[kra?d] [d??]

[h??]

[n??]

[he? ]

[ste? ]

[skwe? ] 2.Task 2 1)[me?]

[ma?] [l??]

[la?] [b??]

[be? ] 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 class, we have learned the six vowels [e?] [a?] [??] [a?] [??] [e? ].We can use them to help us remember more English words according to the pronunciation rules.Step 5 Homework

1.Practice reading [e?] [a?] [??] [a?] [??] [e? ] correctly and nicely.[e? ] and practice them more often.Step 6 Blackboard Design

Phonetics [e?] [a?] [??] [a?] [??] [e? ]