《音标和语音教学》PPT课件.ppt

Teaching letters, sounds and pronunciation (字母、音标和语音教学),By Lan Weihong,Technique 1: 音标、字母、单词一体教学,Lets experience,T: /ei/, A. Cake. Would you like some cake? (教师手指单词卡cake中的 字母A) T: /i:/, E. Tea. Would you like some tea? (教师手指单词卡t中的字母E和A) T: /ai/, I. Rice. Would you like some rice? (教师手指单词卡rice 中的 字母I ) T: /ou /, O. No. Never say no.,Lets reflect,1. When can we use the technique? 2. What objective can be reached by using the technique?,这是在字母音标一体教学同时，把一些与字母读音相同的单词、或符合英语发音基本规则的拼写比较简单的单词同时进行教学，让学生在学习字母读音和音标读音的同时，学习词汇、训练语调。 目标 了解简单的拼读规律；,Technique 2 音标、单词一体教学 （直接拼音法 直呼式音标教学）,A,B,C,D,E,F,G,A, A, Jane makes a face. /b/,/b/, Ball. Boys are playing ball. /s/,/s/. Sea. Swim in the sea. /d/, /d/. Desk. Hands on the desk. /i:/, /i:/ . We, he, she. /f/,/f/. Four, five, four. / / , / / . Orange. Orange is orange. /g/, /g/. Girl. Girls are playing game.,H,I,J,K,L,M,N,/ h/,/h/, hot. Summer is hot. / ai/, /ai/, lets fly kites. / d /, / d /, jacket. Put on your jacket. / k/, /k/, kids. The kids are cute. /l/, / l/ , like. Mice like rice. /m/, / m/, mummy. Mummy is my beloved. /n/, /n/, Nancy. Nancys her name.,O,P,Q,R,S,T,O, O. The goat is cold. /p/,/p/. Pears. Pupils like pears. /kw/, /kw/, quick. The queen is quick. /r/,/r/, round. The red apple is round. / /,/ /, sure. She is not sure. /t/,/t/, tea. The teachers drinking tea.,U,V,W,X,Y,Z,U, U. USA. /v/, /v/, very. Very, very good. /w/,/w/, wind. The winds and the waves. /ks/, /ks/, box. Sixty-six boxes. /j /, /j/, year. Year after year. /z/,/z/, zoo. Whos in the zoo?,Lets reflect: What are the advantages of teaching sounds as above?,目标: 了解单词是由字母构成的。 掌握字母在单词中的发音. 通过发音规则识记单词 培养语感,Technique 3: 音标词汇归类教学,Lets experience:,T: (出示图片monkey) Whats this? Ss: Monkey. T: (出示单词monkey, 指着字母m) /m/, M. Monkey. Ss: Monkey. T: (教读) /m/, M. Morning. Good morning. /m/, M. Home. Lets go home.,T: OK, boys and girls. Lets look for words with /m/, M. Lets have a match. Lets see who can find the most words with /m/, M. OK? One word, one point. Ready? Go!,Lets reflect: 1. When can we use the technique? 2. What objective can the technique reach? 3. How to apply the technique?,在单元的复习课上，教师可以将符合同一读音规则的词汇归类进行教学，这些词汇可能是本单元、本册教材中的单词，也可以是整个小学阶段应该学习的单词，甚至可以是教材以外的单词。归类通常可以多次重复，将一个单词在元音、辅音、重读音节、非重读音节中多次归类。归类的目的是帮助小学生巩固这些单词的读音，提高学生认读单词的能力。,目标: 通过读音规则分类识记单词. 巩固单词的读音，提高学生认读单词的能力,Technique 4: 重音规律总结教学 elephant (用手势) Christmas weekend banana today tomorrow,How are you? Im fine. Thank you. Im sorry. Red apple. I like red apple.,Lets reflect,What objective can be reached? 4、了解单词有重音； 5、语音清楚，语调自然。 对英语单词重音的规则进行总结，同时特别提醒不符合重音规则的单词, 一开始就让儿童有良好的重音语感是很关键.,Technique 5: 用饶口令进行语音教学,Lets read.,1. ei , ei, baker, baker，baker Im a baker, baker, baker Baking cakes, cakes, cakes By the lake,lake, lake. ,2. Kate bakes a cake at the gate. 3. The boy plays with a toy. 4. She sells seashell on the seashore.,Lets reflect,What objective? When to use? 饶口令是语音辨别区分的好方法。饶口令宜用语儿童在基本掌握语音的准确发音之后进行近似音辨别区分时，而不宜用于一开始的语音教学中。,Technique 6: 用歌曲进行语音教学 Technique 7: 用韵句进行语音教学 Page 204-211,Chant: Left, right,Left foot, right foot. Left foot. Right. Marching all day and marching all night. Go straight on and now turn right. Left foot, right foot. Left foot. Right. Come on, kids. You are doing right.,Shake your shoulders,Shake, shake, shake your shoulders Shake them up and down Shake, shake, shake your shoe And stamp it on the ground.,Teaching procedure,让学生一面跟着老师打节拍一面完整地听录音中的chant或是听老师说, 整体感知chant 如果chant中有生词, 要等学生完整地听完一遍再采用词汇教学的方式方法解释,再放一遍录音(中间不暂停), 让学生小声跟着节奏吟唱, 跟读有困难的学生可以不用开口; 教师伴随节拍或表演动作用稍慢于录音的速度教读, 对学生吟唱有困难的句子或单词进行多次模仿; 组织学生一面跟着录音吟唱,一面表演chant,语音教学应该注意的几个问题,注意听的质量，提高模仿效果 利用普通话的正迁移作用, 尽量减少汉语和方言的负迁移作用 对英语和汉语相似而不同的语音或是学生的母语所不存在的音要重点练习,从一开始就要教儿童按照真实的交际形式读英语、说英语 要避免那种在小学语文教学中存在的拖长腔的唱读，这不仅会导致儿童说不好英语，而且会影响他们听的能力的提高。,通过语流教语音。 教学目标中所说的：“了解单词有重音；语音清楚，语调自然”等目标主要是通过语流教学来实现。 什么叫做语流？,语流是由音（sound)、律(rhythm)、调(intonation) 结合而成。音是指音素、单词和句子的发音，律是指节奏，即发音的轻、重、长短、快慢等现象；调是指语句的升降调和平调。为了适应真实的交际需要，英语语音的元音、辅音、单词的重音、句子的重音、节奏、连读、语调等必须通过语流进行教学才能达到准确、自然。,鼓励和表扬为主，讲究纠正语音错误的方法 How to help the pupils when they make mistakes? How to avoid mistakes?,虽然学生发音错了, 教师还是带着兴趣与支持的语气按照正常的语音、语调、重音重复几次正确的发音，不要肯定“正确”或“错误”，直到学生能基本上能模仿老师的发音。 教师有意识地在学生容易犯错误的地方加强模仿的次数（如结合即兴编的韵句进行）或加重重音，拉长音节的长度。,把正确的单词写在黑板上，在学生容