第一篇：Unit 2 Colours語(yǔ)音課教案(實(shí)小楊中芹)

Unit 2 Colours

A Letters and sounds 實(shí)驗(yàn)小學(xué) 楊中芹

一、教學(xué)目標(biāo)與要求：

知識(shí)目標(biāo): 能聽(tīng)，說(shuō)，讀，寫字母Aa, Bb, Cc, Dd的大小寫。技能目標(biāo)：了解四個(gè)字母名稱以及他們?cè)趩卧~中的發(fā)音。

情感目標(biāo)：讓學(xué)生敢于開(kāi)口說(shuō)英語(yǔ)，不怕出錯(cuò)誤，體會(huì)學(xué)英語(yǔ)的樂(lè)趣。學(xué)習(xí)策略：積極與他人合作，共同完成學(xué)習(xí)任務(wù)，在課堂上集中注意力，培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣。

文化意識(shí)：了解字母的排序功能，以及字母組合所蘊(yùn)含的含義。

二、教學(xué)重難點(diǎn)

1、重點(diǎn)掌握字母Aa到Dd的規(guī)范發(fā)音和在四線三格中正確書寫。

2、字母在單詞中的發(fā)音規(guī)律。

三、課前準(zhǔn)備

1、課件，字母卡片，學(xué)生卡片（大卡片和小卡片），彩筆。

四、教學(xué)步驟 1.Preparation(1)Free talk:

T: Hello!Ss: Hi.T: Hello!I’m Miss Yang.Ss: Hi, I’m… T: What’s your name? S1: My name’s…

Goodbye!Ss: Bye.(2)同學(xué)們，你們喜歡唱歌嗎？現(xiàn)在讓我們一起唱一首ABC song，OK？（課件播放英文字母歌，讓學(xué)生跟唱）2．Presentation(1)字母呈現(xiàn)

T: 在英語(yǔ)王國(guó)中，我們有26位字母朋友，相信同學(xué)們和他們已經(jīng)比較熟悉了，今天，老師給你們帶來(lái)了前四位，誰(shuí)認(rèn)識(shí)這四位朋友，讓我們一起來(lái)讀一遍：Aa, Bb, Cc, Dd.(出示課件)

今天，我們來(lái)深入認(rèn)識(shí)了解這四位朋友，首先登臺(tái)的是第一位朋友，Let’s watch the Cartoon,（課件播放卡通A動(dòng)畫）T: What’s this? Ss: Aa.T: It’s big A.It’s small A.領(lǐng)讀字母Aa.強(qiáng)調(diào)字母A的發(fā)音。讓學(xué)生看老師的口型，發(fā)A這個(gè)字母時(shí)，口型有個(gè)變化，由開(kāi)到合，然后讓學(xué)生由部分到個(gè)別輪流讀，注意要及時(shí)糾正學(xué)生的發(fā)音。

同學(xué)們，仔細(xì)觀察一下大寫字母A像什么？Ss: 像寶塔，梯子。（課件出示），再看一下小寫字母a像什么？Ss: 像小女孩扎了個(gè)小辮。

同學(xué)們，看16頁(yè)下面的字母筆順，我們認(rèn)真觀察大寫字母A由幾筆寫成，在四線格中占什么位置，小寫字母a由幾筆寫成，在四線格中占什么位置。同學(xué)們回答，教師強(qiáng)調(diào)一筆的寫法。（教師出示卡片）讓學(xué)生伸出手一起，教師板書，學(xué)生書空。教師邊板書邊說(shuō)，大A像山有條路，小a像頭長(zhǎng)小辮。T：Can you write? Let’s write them on your card.教師發(fā)指令，讓學(xué)生跟說(shuō)。Aa，A a，Aa , show an Aa.（領(lǐng)讀兩遍）

T：教師講解A是字母本身發(fā)的音，但在單詞中有不同的發(fā)音，出示單詞ant和apple,讓學(xué)生體會(huì)字母a在單詞中的發(fā)音，領(lǐng)讀/? /，并強(qiáng)調(diào)發(fā)音口型，然后出示Aa Aa Aa /? / /? / /? /，教師領(lǐng)讀。

T: 同學(xué)們，Aa在字母表中的順序排列第一，它就是老大，每一個(gè)字母在字母表中的位置是固定的，永遠(yuǎn)都不變。那么字母表中的第二個(gè)字母是什么呢？ 用同樣的方法教學(xué)字母Bb, Cc, Dd.（2）Listen and repeat

讓學(xué)生指著16頁(yè)下面的字母聽(tīng)錄音跟讀，然后再齊讀一遍。

讓學(xué)生拿出寫好的四張卡片，把Aa Bb C c Dd四張排在一起，老師領(lǐng)著全部說(shuō)一遍，再跟錄音說(shuō)一遍。

讓學(xué)生再看課本16頁(yè)的字母和單詞，跟讀一遍。3．Practice

(1)讓學(xué)生拿出寫好的字母卡片，教師做示范，讓學(xué)生把每張卡片從中間裁開(kāi)，打亂順序，同桌兩人一組找大小寫朋友。

（2）找8個(gè)學(xué)生上臺(tái)分兩排站好，四個(gè)同學(xué)拿大寫字母，四個(gè)同學(xué)拿小寫字母，然后找到朋友后相互介紹。4．Production

(1)Listen and circle(聽(tīng)一聽(tīng)，圈一圈)(2)用學(xué)過(guò)的字母順序給四個(gè)國(guó)家排順序。（3）Do you know?(文化意識(shí)的滲透)5．Progress

做基礎(chǔ)訓(xùn)練練習(xí)題。

小結(jié)：大A像山有條路，小a像頭長(zhǎng)小辮。

大B像13臉對(duì)臉，小b像勺肚向右。大C像個(gè)大月亮，小c像個(gè)小月亮。大D就像半塊餅，小d像勺肚向左。

Homework:

1、聽(tīng)錄音，跟讀16頁(yè)課文三遍。

2、在四線格內(nèi)書寫字母Aa~Dd,每個(gè)寫五遍，并標(biāo)上筆順。

3、課下搜集生活中的字母，制作字母簡(jiǎn)報(bào)或貼畫。

最后欣賞字母發(fā)音歌，讓學(xué)生認(rèn)真聽(tīng)，體會(huì)字母在單詞中的發(fā)音。

第二篇：語(yǔ)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? ]

第三篇：語(yǔ)音課教案

English Name: Star

Chinese Name:金鑫

Student ID: 20111201141043

Date: Dec.16

BACKGROUND INFORMATION:

English Gramma Class Middle school students grade 7 Students: 4

Duration:10 min.LONG RANGE OBJECTIVES：

1.Learn 6 English vowels([ i:].[ i].[e].[?].[?].[?:])MATRRIALS: 1.Vowels cards,gestures.2.Some exercise papers

INSTRUCTION: Present ion: Step1:Review(1minutes)

A.before having class,students need to review what they have learned last class.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].[?].[?].[?:]

for example [ i:] sheep, see

Write it on the paper and hand in.

第四篇：小學(xué)語(yǔ)音課教案

小學(xué)英語(yǔ)語(yǔ)音課教案

一、教學(xué)目標(biāo)設(shè)計(jì)

1、學(xué)情分析

本節(jié)課的授課對(duì)象是小學(xué)二年級(jí)學(xué)生。二年級(jí)學(xué)生經(jīng)過(guò)近兩年的攀登英語(yǔ)的學(xué)習(xí)基礎(chǔ)，有了簡(jiǎn)單的英語(yǔ)基礎(chǔ)知識(shí)和聽(tīng)說(shuō)能力；同時(shí)，學(xué)生對(duì)英語(yǔ)學(xué)習(xí)有著較濃厚的興趣，喜歡表達(dá)自己的觀點(diǎn)，也具備初步的自主、合作、探究能力。

2、教學(xué)內(nèi)容

本課的教學(xué)內(nèi)容是phonic kids英語(yǔ)語(yǔ)音教材中的內(nèi)容，是一節(jié)單純的語(yǔ)音課型。攀登英語(yǔ)2A已經(jīng)學(xué)會(huì)朗誦26個(gè)字母，本節(jié)課的重點(diǎn)是啟發(fā)學(xué)生通過(guò)仔細(xì)讀單詞，自己總結(jié)出元音輔音字母Pp、Ss、Dd、Cc、Rr的讀音以及通過(guò)chant來(lái)掌握與am、ad、at字母組合的發(fā)音。讓學(xué)生獲得成功感，進(jìn)而提升自主學(xué)習(xí)的能力。

3、教學(xué)目標(biāo)

知識(shí)目標(biāo)：

能通過(guò)認(rèn)讀總結(jié)出p、s、d、c、r在單詞中的讀音，借助拼讀方法fyn讀出p、s、d、c、r與am、ad、at等組合成的單詞： “Pig、pink、park、Pam、Sam、dog、duck、car、cat、rat”

能力目標(biāo)：

（1）引導(dǎo)學(xué)生積極參加小組活動(dòng)，促進(jìn)他們養(yǎng)成動(dòng)腦、動(dòng)口和動(dòng)手的好習(xí)慣，初步形成主動(dòng)學(xué)習(xí)的意識(shí)。

（2）培養(yǎng)學(xué)生的分析能力。

情感目標(biāo)：

（1）借助chant的押韻和節(jié)奏感進(jìn)一步提高學(xué)生對(duì)英語(yǔ)的學(xué)習(xí)熱情及學(xué)習(xí)興趣。

（2）鼓勵(lì)學(xué)生積極主動(dòng)參與課堂活動(dòng)，大膽開(kāi)口，主動(dòng)模仿。

教學(xué)重點(diǎn)、難點(diǎn)：

能夠聽(tīng)懂，拼讀，認(rèn)讀例詞“Pig、pink、park、Pam、Sam、dog、duck、car、cat、rat”

教具準(zhǔn)備：課件

二、教學(xué)過(guò)程設(shè)計(jì)

Step1、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!

Step2、Presentation

1、導(dǎo)入：教師指向某個(gè)字母，示意學(xué)生舉手回答：“what is this?”個(gè)別舉手回答，答對(duì)的及時(shí)表?yè)P(yáng)。答錯(cuò)的，詢問(wèn)其他學(xué)生：“who can try?”如果幾個(gè)人讀錯(cuò)則有必要重復(fù)加強(qiáng)認(rèn)讀。

重點(diǎn)認(rèn)讀這節(jié)課出現(xiàn)的字母。

2、呈現(xiàn)：出示漢語(yǔ)生詞卡片。(what’s this in Chinese? How to read them?生：用拼音)請(qǐng)個(gè)別學(xué)生講講怎么用漢語(yǔ)拼音拼讀生詞。其他學(xué)生補(bǔ)充。課件出示帶實(shí)物的字母表，讓孩子們認(rèn)讀實(shí)物的單詞。

（Ok,Let’s try to use Ping yin read the words in English.）現(xiàn)在讓我們?cè)囉脻h語(yǔ)拼音的方法來(lái)拼讀英語(yǔ)單詞看行不行？ Today we are going to spell these words.今天我們來(lái)學(xué)習(xí)用拼音把單詞拼讀出來(lái)。

播放課件,讓學(xué)生看三只小豬的圖片認(rèn)讀單詞。師指圖片：“Who are they?”全體學(xué)生回答。師問(wèn)：who can read them out ? 個(gè)別讀出課件上的單詞，并且讓學(xué)生嘗試把單詞拼讀出來(lái)。T:In the alphabet it’s “P”,but in the word it sounds /p/.So we say “p sounds /p/”

3、操練：

a.全體跟讀，齊讀操練。b.分組齊讀操練。

c.開(kāi)火車，看哪組，哪個(gè)人讀得好 group by group, one by one in group。d.個(gè)別展示

注意及時(shí)鼓勵(lì)和表?yè)P(yáng)學(xué)生。分組劃星，看哪一組得到的星最多?？偨Y(jié)字母發(fā)音的方法，課件出示（p sounds /p/）。

依此類推，分別出示圖片讓學(xué)生拼讀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個(gè)小印第安人的歌曲，學(xué)生跟唱。

Now let’s chant with the indians, ok.播放教學(xué)視頻。期間在適當(dāng)?shù)牡胤綍和＃寣W(xué)生跟讀。

5、操練：

a.全體跟讀，齊讀操練。b.分組齊讀操練。c.開(kāi)火車，看哪組，哪個(gè)人讀得好 group by group, one by one in group。d.小組展示。Step4、Summary

Step5、homework: Tell you father and mother what have you learnt today? 告訴你的爸爸媽媽今天學(xué)到了什么？

Step6、Say thank you and say good bye to all the teacher.

第五篇：小學(xué)英語(yǔ)語(yǔ)音課教案

Background information Students:32 primary school students of the fouth grade Lesson duration:10 mins

Teacher objectives By the end of the lesson, students should be able to: pronounce correctly

Teacher contents 1.[?] 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 lesson, 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 [?], open your mouth, follow me [?] [?] [?].–Look at you deskmate’s mouth, does he/she open his/her mouth.—One time again [?] [?] [?].--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 message 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 lesson).