小学教育课件教案音标语音表达自信地说英语

小学教育ppt课件教案音标语音表达自信地说英语目录CONTENTSCourseIntroductionandObjectivesBasicknowledgeofphoneticsWordpronunciationpracticeSentenceintonationandrhythmmasteryDialoguesimulationandrole-playingSelfevaluationandreflection01CHAPTERCourseIntroductionandObjectivesInternationalizationtrendWiththeaccelerationofglobalization,Englishhasbecometheinternationalcommonlanguage,andimprovingEnglishpronunciationandexpressionabilityiscrucialforelementaryschoolstudents.DisciplinefoundationEnglishphoneticexpressionisthefoundationofEnglishlearningandisofgreatsignificanceforimprovingstudents'listening,speaking,reading,andwritingabilities.SelfconfidencecultivationThroughphoneticlearningandphonetictraining,helpstudentsconfidentlyspeakEnglishandimprovetheirEnglishcommunicationskills.Coursebackgroundandsignificance

TeachingobjectivesandrequirementsKnowledgeobjectiveMasterthepronunciationrulesoftheInternationalPhoneticAlphabetandunderstandbasicphoneticknowledge.AbilityobjectiveTobeabletoaccuratelyandfluentlyreadwordsandsentences,andengageinsimpleEnglishconversations.EmotionalgoalTocultivatestudents'interestandconfidenceinlearningEnglish,andtobewillingtospeakup.TextbookcontentSelectEnglishpronunciationtextbooksthataresuitableforthecognitivecharacteristicsofprimaryschoolstudents,includingphoneticpronunciation,wordspelling,sentencereading,andothercontent.TeachingfocusPhoneticpronunciationandwordspelling,helpingstudentsmasterpronunciationrulesthroughextensivepractice.TeachingdifficultiesTheskillsoflinkingandweakreadinginEnglishphoneticsrequirepatientguidancefromteachersandextensivepracticebystudents.Textbookanalysisandselection02CHAPTERBasicknowledgeofphoneticsPhoneticAlphabetDefinition:PhoneticAlphabetisasymbolusedtorecordphonemesandidentifythepronunciationofwordsinalanguage.Thefunctionofphoneticsymbolsistohelpstudentsaccuratelygraspthepronunciationofwords,improvetheiroralexpressionability,andenhancetheirconfidenceinEnglish.TheConceptandFunctionofPhoneticAlphabetTheInternationalPhoneticAlphabet(IPA)isasetofinternationallyrecognizedphoneticsymbolsusedtoindicatethepronunciationofvariouslanguages.AmericanPhoneticAlphabet,alsoknownasKKPhoneticAlphabet,ismainlyusedtoindicatethepronunciationofAmericanEnglish.TherearecertaindifferencesinsymbolsandpronunciationrulesbetweentheInternationalPhoneticAlphabetandtheAmericanPhoneticAlphabet,butmostphoneticsymbolsaresimilar.Studentscanchoosetolearnaccordingtotheirownneeds.InternationalPhoneticAlphabetAmericanPhoneticAlphabetComparisonComparisonbetweenInternationalPhoneticAlphabetandAmericanPhoneticAlphabetVowellettershavedifferentpronunciationrulesinstressedopenandclosedsyllables,suchasthepronunciationoflettersa,e,i,o,u,etc.Thepronunciationofconsonantlettersisrelativelyfixed,buttherearealsosomespecialsituationsthatneedattention,suchasthepronunciationofletterssuchasc,g,s,x,etc.Improvepronunciationaccuracyandfluencythroughimitation,following,andpractice;Payattentiontopronunciationelementssuchasmouthshape,tongueposition,andbreath;Listen,speak,andpracticemoretocultivateasenseofEnglishlanguage.VowelpronunciationrulesConsonantpronunciationrulesPronunciationskillsCommonpronunciationrulesandtechniques03CHAPTERWordpronunciationpractice[i:][ɪ]、[e][æ]]:Whenpronouncing,thetipofthetongueshouldbepressedagainsttheteeth,thefronttongueshouldberaisedasmuchaspossible,thelipsshouldbeflat,andthemouthshapeshouldbefromhalfopentoclosed.Forexample:bee,tea,see,tree.Whenpronouncing,thetipofthetongueispressedagainstthelowerteeth,thefronttongueisslightlyraised,thelipsareflat,andthemouthshapeisalwayshalfopen.Forexample:big,city,busy,minute.Firstvowel[i[ɪ]VowelPronunciationMethodsandExamples[e]Whenpronouncing,thetipofthetongueispressedagainsttheteeth,andthedegreeofliftingofthefronttongueisbetween[ɪ]Between[æ],thelipshapeisslightlyflattened.Forexample:bed,get,let,pet.Whenpronouncing,placethetipofthetongueagainsttheteeth,naturallyflattenthefronttongue,andextendthelipsflatonbothsides.Forexample:bad,cat,hat,map.VowelPronunciationMethodsandExamples[ʌ]：Whenpronouncing,thetipofthetongueshouldbeawayfromthelowerteeth,thetipofthetongueshouldlightlytouchthelowergums,andthemiddleofthetongueshouldbeslightlyraised.Forexample:cut,luck,but,must.[ɜ:]：Whenpronouncing,thetipofthetongueshouldbeawayfromthelowergums,thetongueshouldbeflatandslightlyretracted,andthelipshapeshouldbemoderate.Forexample:girl,work,hurt,number.[ɜ]：Whenpronouncing,thetipofthetongueshouldbeawayfromthelowergums,thetongueshouldbeflatandretracted,andthelipshouldbeslightlyflattened.Forexample:about,color,doctor,forget.VowelPronunciationMethodsandExamplesExplosives:[p],[b],[t],[d],[k],[g][p]Closeyourlipstightly,thensuddenlyopenthem,allowingairtorushoutofyourmouthandmakeapoppingsound.Forexample:pen,pig,happy,up.[b]Closeyourlipstightly,thensuddenlyopenthem,allowingairtorushoutofyourmouthwhileyourvocalcordsvibrate.Forexample:bag,big,happy,up.PronunciationmethodsandexamplesofconsonantsPronunciationmethodsandexamplesofconsonants[t]Pressthetipofyourtongueagainstyourgums,holdyourbreath,andthensuddenlypopthetipofyourtongueopen,allowingairtosprayoutofyourmouth.Forexample:ten,time,hat,get.[d]Pressthetipofyourtongueagainstyourgums,holdyourbreath,andthenpopthetipofyourtongueopentolettheairflowoutofyourmouth,whileyourvocalcordsvibrate.Forexample:dog,dad,hand,head.[k]Pressthebackofthetongueagainstthesoftpalate,holdthebreath,andthensuddenlyleavetoexpelthebreath.Forexample:cat,king,back,happy.[g]Pressthebackofthetongueagainstthesoftpalate,holdyourbreath,andthensuddenlyleave,sendingoutyourbreathwhileyourvocalcordsvibrate.Forexample:big,go,guess,language.LinkingInthesamesemanticgroup,iftwoadjacentwordsendwithaconsonantphonemeandstartwithavowelphoneme,theconsonantandvowelshouldbenaturallycombinedtoformasyllable,whichiscalledlinking.Forexample:"Iam~an~Englishboy."(pronouncedas"IamanEnglishboy")"CanI~havealook~atit?"(pronouncedas"CanIhavealookatit?")WeakreadingWordsthatarenotemphasizedinasentenceareoftenreadweakly.Theformofweakpronunciationisusuallyaweakeningofthepronunciationofvowelphonemes.Forexample,"to"isoftenweakenedto"t"insentencesə”Or"tu".Forexample:"Iwanttogo."(pronouncedas"Iwantt")əGo.)Skillssuchaswordlinkingandweakreading04CHAPTERSentenceintonationandrhythmmastery

ThepatternofintonationchangesindeclarativesentencesTheintonationofdeclarativesentencesgenerallydecreases,indicatingtheendofthediscourseandanaffirmativetone.Indeclarativesentences,iftherearecontrastingoremphasizingelements,theintonationwillrise.Theintonationchangesinlongsentencesarecomplexandneedtobejudgedbasedonthemeaningandcontextofthesentence.Theintonationofinterrogativesentencesgenerallyrises,indicatingthetoneofquestioningorinquiry.Inspecialinterrogativesentences,thepositionwheretheintonationrisesisusuallyontheinterrogativeword.Ininterrogativesentences,theintonationwillriseattheendofeachoption,indicatingaquestionabouttheoption.TheintonationvariationpatternofinterrogativesentencesTheintonationofexclamationsentencesgenerallydecreases,indicatingstrongemotionsoremotions.Theintonationofimperativesentencesgenerallyrisesorstabilizes,indicatingatoneofrequest,command,orsuggestion.Inexclamationandimperativesentences,thepositionofstresshasasignificantimpactonintonationandrequiresspecialattention.Theintonationcharacteristicsofexclamationandimperativesentences05CHAPTERDialoguesimulationandrole-playingSimulatethesceneofshoppinginasupermarket,practicedailylanguagesuchasaskingpricesandselectingproductsthroughdialogue.SupermarketshoppingSimulateasceneofdininginarestaurant,practicingconversationssuchasordering,askingfordishes,andcheckingout.DininginarestaurantSimulatescenesofschoollife,includingclassroominteraction,askingquestionsfromteachers,andpracticingdialoguewithclassmates.SchoollifeSimulationofdialogueinreal-lifescenariosRoleplayingactivitydesignChooseastorythatissuitablefortheageofthestudents,havethemplaytherolesinthestory,andpresenttheplotthroughperformanceanddialogue.StoryRoleletstudentsplaydifferentrolesinthefamily,suchasparents,children,brothersandsisters,andcarryoutdialogueexercisesinfamilylife.FamilyrolesGuidestudentstoplaydifferentprofessionalroles,suchasdoctors,policeofficers,teachers,etc.,andengageindialoguesimulationsrelatedtotheircareers.Professionalroles010203PronunciationandintonationGuidestudentstopronouncecorrectly,practicechangesinintonation,andmakeEnglishexpressionmorenaturalandfluent.FacialexpressionsandbodylanguageEncouragestudentstouserichfacialexpressionsandbodylanguagetoassistlanguageexpressionandenhanceconfidence.DialogueskillsTeachstudentshowtouseappropriatevocabularyandsentencestructuresfordialogue,aswellashowtolistenandrespondtotheopinionsofothers,toimprovecommunicationskills.Developingconfidentexpressionskills06CHAPTERSelfevaluationandreflectionRecordingcomparison01Havestudentsrecordtheirownpronunciationandcompareitwithstandardpronunciationtoidentifydifferencesandshortcomings.Selfreflection02Guidestudentstoreflectontheirpronunciationandthinkabouthowtoimproveandenhanceit.Developaplan03Basedonstudents'selfreflection,developaperso