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1、精品_精品资料_高中语音课英文教案【篇一：高中英语语音教学】新高中英语是人民训练出版社、课程教材讨论所依据训练部制定的一般高中英语课程标准试验下称课程标准编写的 高中课程标准试验教科书.高中英语课程总的目标是培育同学综合 语言运用才能,即口头交际和笔头交际的才能.口语沟通包含听和 说,在口语沟通中交际的双方既要听懂另一方的话语,又要能使用 自然标准的语音语调表达意义.听懂话语和口头表达意义都需要掌 握口语的特点,这都与语音有关.因此,语音教学在培育交际才能 方面扮演着重要的角色,是语言教学的重要内容之一课程标准第 64 页,也是培育同学综合语言运用才能教学工作的一个组成部分.在倾听信息处理过程
2、中,听者要懂得使用连贯话语语音现象的学问去切分声音和解决歧义的问题何广铿,2022 ： 35 ,因此,外国同学不管是否在自己的讲话中使用英语的弱读、连读、同化、省音等语音形式,他们必需懂得其存在.不然的话,他们要听懂一般英语口语会有困难 cruttenden, 2022: 292.从这个意义上来说, 在语音教学中讲授英语连贯话语中的弱读、连读、同化、省音等现象有助于培育学习者的倾听才能.当然,假如他们在话语中能使用这些语音形式,他们的话语会更像目的语的话语.再者,由于英语存在不同的语体,如英国英语、美国英语等,明白它们的异同也能提高学习者的倾听才能.我们可以说为了交际才能的培育,英语方言的学问
3、应成为我国英语学习者语音学习的内容.一些语音学家仍对外国同学学习英语语调提出了看法.外国同学如要培育较好的朗读技巧,需要懂得把英语话语切分为恰当的语调群intonational phrases,也可称 tone groups, thought groups.外国同学应留意把调核放在句子的焦点.外国同学仍必需懂得使用可编辑资料 - - - 欢迎下载精品_精品资料_恰当的语调,其中包括降 升调去表述意义 cruttenden, 2022: 275, 276 .这意味着要胜利交际,外国同学在学习英语时仍应留意意群语调群、停顿和语调的正确使用.对学习者来说,这是在 说方面的要求.依据上面的论述并结合课
4、程标准语音项目表的内容,高中英语课程语音教与学的内容可以综合概括如下：一、教学内容通过英语语音教与学,同学1. 进一步稳固基本读音才能,即能按读音规章读出新单词的音.2. 明白操英语为本族语的人士如何在连贯话语中使用连读、弱读、同化、不完全爆破、停顿和不同的语调等进行口语沟通.3. 把握英语元、辅音的发音,连贯话语中重音、连读、弱读、不完全爆破、停顿和语调的使用. 4. 在基本把握英语腔调这里指received pronunciation下称 rp 的基础上,接触美国腔调这里指general american下称 ga ,为顺当进行交际打下基础.5. 把握朗诵和演讲的语音技巧.上面五个方面的教
5、学内容可以详细描述如下：1. 基本读音才能包括把握1元音字母和元音字母组合在重读音节的读音,如role, polite, cheat等.2元音字母和常见元音字母组合在轻读音节的读音,如finally, position, valley等.3辅音字母及辅音连缀的读音,如judge, stage, include等.2 明白操本族语的英语人士在连贯话语中使用不同的语音手段进行沟通.这些语音手段包括：可编辑资料 - - - 欢迎下载精品_精品资料_1连读 两单词同属一意群时,前一单词以辅音结尾,而后一单词以元音开头,结尾的辅音与开头的元音连读celce-murcia, 2022ed: 121,122
6、 . celce-murcia, et al, 1996: 158, 159.如：lisa wrote a letterall of them 两单词同属一意群时,前一单词以r 或 re 结尾,后一单词以元音开头,这时原不发音的字母r 发/r/,与后开头的元音连读cruttenden, 2022: 288, 289.如：for a meetinghere is a letter.2弱读 明白/是非重读音节显现最普遍的元音,也是语篇中频率显现最高的元音 cruttenden, 2022: 148. 把握最常用的功能词的弱读形式cruttenden, 2022: 252, 253.roach, 1
7、991: 103-108. the: 弱读形式在辅音前读 /h/,在元音前读 /h/ a, an: 弱读形式在辅音前读 /,在元音前读 /n/ and: 弱读形式 /n/ 和/nd/ but: 弱读形式 /bt/可编辑资料 - - - 欢迎下载精品_精品资料_ that: 弱读形式在引出从句时读 /ht/ ,作指示代词用强式读音 /h#t/ than: 弱读形式 /hn/ his: 弱读形式 /z/ ,但在句子开头和作物主代词读/hz/ her: 弱读形式在辅音前读 /,在元音前读 /r/ .在句首读 /h/ your: 弱读形式在辅音前读 /j/ ,在元音前读 /jr/ he: 弱读形式 /
8、,在句首读 /h/ him: 弱读形式 /m/ them: 弱读形式 /hm/ us: 弱读形式 /s/ at: 弱读形式 /t/, 在句末读 /#t/ for: 弱读形式在辅音前读 /f/,在元音前读 /fr/ .在句末读 /f:/ from: 弱读形式 /frm/, 在句末读 /frm/ of: 弱读形式 /v/, 在句末读 /v/ to: 弱读形式在辅音前读 /t/,在元音前读 /tu/ .在句末读 /tu/ as: 弱读形式 /z/, 在句末读 /#z/ some: 弱读形式作 “一些 ”解时读 /sm/ ,作 “某一 ”解和在句末时读/sm/ there: 作引导词,弱读形式在辅音前
9、读/h/ ,在元音前读 /hr/ .在句末和作指示代词读 /he/ can, could:弱读形式分别读 /kn , kd/ ,在句末分别读 /k#n/ 和/kud/可编辑资料 - - - 欢迎下载精品_精品资料_ have, has, had:弱读形式分别读 /v, z, d/ ,在句末分别读 /h#v, h#z, h#d/ . have 在 i, we, you, they 后读/v/ . had在 i, he, she, we, you, they后读/d/ shall, should:弱读形式分别读 /.l, .d/ .在句末分别读 /.#l, .ud/ must: 作“必需 ”解时,
10、弱读形式在辅音前读 /ms/ ,在元音前时读/mst/ .在句末读 /mst/ .作估计意为 “必定 ”时读 /mst/ do：作助动词时,弱读形式在辅音前读/d/ ,在元音前读 /du/ ,在句末读 /du:/ does: 弱读形式 /dz/, 在句末读 /dz/ am：弱读形式在 i 后读/m/ ,在其他的方读 /m/ .在句末读 /#m/ are: 弱读形式在辅音前读 /,在元音前读 /r/,在句末读 / was: 弱读形式 /wz/, 在句末读 /wz/3同化 顺同化：前面的一个音影响后一个音,使后面的音变得跟它相像.例如： whats /wts/ on the desk. 逆同化：后
11、面一个音倒过来影响前面一个音,使前面的音变得与它相像.例如： this shop /h. .p/ 相互同化：两个连在一起的音念起来不太便利,于是就相互影响, 混合成为一个新的、折衷的比较好念的音.例如：would you/ wud9/like to become famous.4意群与停顿在自然的语篇中,人们使用停顿把言语分成便于处理的一块块,这 些分割成的部分称意群 thought groups, tone groups or intonational phrases.意群常常是一个有意义的语法单位,与句可编辑资料 - - - 欢迎下载精品_精品资料_子或分句相对应.例如新高中英语模块一第三
12、单元阅读短文前几句可以由停顿用 /表示分为假设干意群.my name is wang kun./ since middle school,/ my sister wang wei and i / have dreamed about taking a great bike trip./ when we graduated from college,/ we finally got the chance to do it /.5语调 把握三种常用的调型,即升调、降调和降 升调.除升、降调外, 在英语中降 升调是一种显现频率很高的调型cruttenden, 2022: 276, o connor,
13、 1976: 150.3. 把握英国英语 rp 和美国英语 ga 之间的主要区分.课文单词注 rp 的发音,教学拟以 rp 为教学腔调,介绍 ga 的目的是让同学明白不同腔调的特点,在倾听懂得中不会显现懂得障碍.1元音差异 当字母 a 显现在辅音 /f , g , s/ 或在 “鼻音 +辅音 ”前时,在 rp念/, 在 ga 念/#/.例如：单词 rp ga bath /bg/ /b#g/ ask/sk/ /#sk/dance /dns/d#ns/ 当字母 o 在词中念 rp / 时,在 ga 念/.例如： 单词 rpgablock/blk/ /blk/quality / kwlt/ kwlt
14、/但在 /g, 0, s, f,g/前,上述字母 o 虽在 rp 念/,但在 ga 不念/,而念/的长音.听起来 /的长音与 rp/:/ 相像.可编辑资料 - - - 欢迎下载精品_精品资料_ 在某些单词中 rp 和 ga 使用不同元音.例如： 单词 rp gaclerk /klk/kl9:rk/ ate /et/ /et/either / h/ i:hr/tomato /t mt/ /t mt/ record / rek:d/ / rek9:rd/2辅音差异 在 ga 中字母 r 在全部位置,即词首、词尾、元音前、元音后, 都发卷舌音.该 /r/ 音【篇二：英语语音教案】英语语音课程教学教案
15、unit 1unit 2unit 3unit 4unit 5unit 6unit 7 unit8phoneme and transcription the pure vowels the diphthongs rules of reading of english vowel letters the consonants可编辑资料 - - - 欢迎下载精品_精品资料_connected speech 1 connected speech 2 connected speech 3unit 1 phoneme and transcription purpose:the students will
16、learn some basic concepts in englishpronunciation. 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 -
17、in their own words a definition for“ syllable” and“ stressedsyllable”, then a definition for“ rhythm ” and“ rhythmic pattern”;2. comparebased on the understanding of the basic concept, compare thedegrees of stress and different rhythmic patterns;3. practiceimitate the typical stress patterns and rhy
18、thmic patterns inenglish.activities and procedures:1. begin by asking the class to find out how much the students know about stress patterns 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
19、answers themselves.可编辑资料 - - - 欢迎下载精品_精品资料_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 t
20、he 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 conversat
21、ions 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
22、 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
23、 next session.basic concepts: syllables, stress rhythm可编辑资料 - - - 欢迎下载精品_精品资料_in 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 f
24、arewell 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.te
25、ll 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 senten
26、ce .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
27、 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 longsyllable 3short可编辑资料 - - - 欢迎下载精品_精品资料_the word banana has 3 syllables. syllable 1 is not stressed and so
28、 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:- a
29、re 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, h
30、owever, 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 sw
31、immer, 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
32、length. in english, strongbeats are called stress - the heart of the rhythmic pattern.可编辑资料 - - - 欢迎下载精品_精品资料_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.第一,让我们先来看看英语的音节：单词 driveway有两个音节.句子 drive him away有四个音节.何谓 “音节 ”？音节是一个言语单位,常常比一个语音长,但比一个单词短.一个英语单词可以有一个、两个三个或更多的音节.就像我们刚看到的单词 driveway有两个音节
33、, 句子 drive him away有四个音节.同时, 音节又是英语发音节奏的最基本的单位.何谓 “重读音节 ”？假如一个英语单词中拥有两个或两个以上的音节,其中一个音节会 比其四周的音节要洪亮些.重读音节通常在词典中有所标注.例如, 单词 driveway的第一个音节就是重读音节,而它的其次个音节就是非重读音节.英语中的重读音节在发音过程中往往要比非重读音节要长一些,响亮一些,同时音调也稍高一些.例如,“banana”一词有三个音节.第一个音节是非重音,所以发音所需时间比较短.其次个音节是重读,所以元音 / :/ 发的比较长,清楚洪亮.第三个音节同样属非重音, 所以发音所需时间也很短.可见
34、,重读音节与非重读音节分别有以下特点：重读音节 : 声音洪亮 连续时间较长 音调较高英语话语节奏：学会发好每一个英语音素,是学好英语语音的基础, 正确的发音在语言沟通中特别重要.然而,语音的组合方式对于听 者的懂得也起着至关重要的作用.英语的话语节奏就是其中之一.可编辑资料 - - - 欢迎下载精品_精品资料_何谓 “英语话语节奏 ”？节奏在我们的日常生活中无所不在：滴答转动的钟表声,砰砰不停 的心脏跳动,游泳的划水节拍,美丽诗句和音乐的韵律,这些都是 节奏的表达.话语节奏与前面我们所提到的日常生活中显而易见的 节奏不同之处在于：语言中的话语节奏不是那么明显与肯定.语言 中的节奏特点是由一连串
35、音节的长短来表达的.有一些语言的话语 特点是：每一个音节的音长呈大致相同的趋势,这种音节彼此距离 大致相等的现象被称为 “以音节定时 ”节奏.汉语的话语节奏就有这样的倾向.例如,当我说： “面包加牛奶 ”,这里含 5 个音节,所需的时间暂且定为 5 个时段.假如我要说：“一片面包加一杯牛奶 ”,这里含 9 个音节,所需的时间就是9 个时段.英语的话语节奏就显不同的趋势.例如,在 “bread and milk”短语中,音节数是三个, 其中“bread ”与“milk ”是重读音节.在 “some bread and somemilk ”这一短语中,音节数是5 个,其中重读的也是 “ bread
36、 ”与“ milk .”虽然这两个短语的音节数不同,但是在话语中,它们所需的时间却是大 致相同的,由于它们有一个共同点：重读音节数相同.这种重读音 节彼此距离相等的现象就是 “以重音定时 ”节奏.把握这一英语话语的节奏规律.对于提高我们英语口语的流利程度和自然程度以及英 语听力懂得快速解码的才能至关重要.正由于如此,我们将重音与节奏的学习放在中心与突出的位置,从第一单元的概念介绍开头,贯穿整个语音课程学习的始终.【篇三：高中英语优质课全英教案】introduce a placefrom module2 unit4 communication workshopi. teaching aims a
37、t the end of this lesson, students will可编辑资料 - - - 欢迎下载精品_精品资料_1. be very interested in writing an article to introduce a place.2. be able to use suitable person, tense, layout, sentence structures and linking words to introduce a place .3. be proud of our capital beijing and our hometown jiaozuo an
38、d love them. ii. teaching key points and difficult points1. teacher leads students to understand and master the layout, sentence structures and linking words effectively.2. teacher leads students to master the way to use advanced and various sentence structures.iii. teaching and learning methodsproc
39、ess-focused writing approach, group work, cooperative learning. iv. teaching procedure1. teacher arouses students interests by showing some photos of some famous cities in the world, and singing thesong,“ welcome to beijing”.2. teacher shows the sample article of beijing to students. this article se
40、rves as language input before writing.3. teacher asks students questions to lead them to understand and master the layout, sentence structures and linking words effectively.e.g.“ how many paragraphs are there in the article.”answer: 1. introduction. 2. things to see. 3. things to do. 4. ending words
41、.“ what factors are included in the first paragraph.”answer: general description, location, area, population, history, climate and temperature.“ can you find and circle the beautiful and advanced sentences in the article.” answer:可编辑资料 - - - 欢迎下载精品_精品资料_location : 1. is located in 2. lies in.area: 1
42、.covers an area of 2. is ethsecond/third/.largest city in the world as regards area. etc.4. students work in groups and cooperate with each other to answer these questions.5. teacher introduces the writing task“ write an article to introduce jiaozuo.6. teacher divides students into groups of six and
43、 arouses them to express the photos of jiaozuo in best possible ways according to the sentence structures in the article of beijing. meanwhile, teacher encourages students to join simple sentences together with linking words, relative pronouns, present participles, etc. to form more advanced and mor
44、e various sentence structures.7. students write the first drafts by themselves.8. teacher stimulates students to check and correct their own drafts; meanwhile, teacher provides the standards of checking and correcting. for example, the content, the layout, the language, the linking words, the handwr
45、iting, the tense and person, the grammar and the spelling.9. teacher divides students into groups of six and arousesthem to check and correct their partners articles. teacher provides the standards of checking and correcting again.10. teacher chooses two typical articles to examine before class; stu
46、dents learn how to check fully and effectively.10. teacher help the students to summarize some typical and common mistakes among students articles, and correct and analyze them.12. homework. polish the first draft and rewrite it.可编辑资料 - - - 欢迎下载精品_精品资料_v. after-class reflection教后反思1. by singing a song to lead in, students are deeply aroused to read the sample article of beijing, but my si