英語教案－語音六家人之第一家人共3篇

英語教案－語音六家人之第一家人共3篇英語教案－語音六家人之第一家人1LessonPlan:TheFirstFamilyofPhonetics

Objective:StudentswilllearnthebasicsofphoneticsandhowspeechsoundsareproducedthroughastudyoftheInternationalPhoneticAlphabet(IPA)andtheorgansinvolvedinspeech.

Gradelevel:8-10

Materialsneeded:Whiteboardorchalkboard,markers/chalk,handoutswiththeIPAchart,mirror,tongueandlipreadingexercises,accesstoonlinephoneticsresources.

Warm-up:(5min)

1.Askstudentsifthey'veeverhadanaccentinalanguagetheyspeakoriftheyhavenoticedadifferentaccentinothers.Discusswhatmightcauseaccentsandhowtheycanvaryamongdifferentlanguagesanddialects.Shareyourownaccentsoraskastudentvolunteertosharetheirs.

Introduction:WhatisPhonetics?(10min)

2.Introducethetopicofphoneticsasthestudyofspeechsoundsandhowtheyareproduced.Explainhowtherearedifferenttypesofsounds,suchasvowelsandconsonants,andhowthesesoundscanvarybothwithinandamongdifferentlanguages.Sharesomeexamplesofwordsthathavesimilarsoundsbutdifferentmeanings,suchas"bean"and"bin",whichdemonstratetheimportanceofunderstandinghowsoundsareproduced.

TheInternationalPhoneticAlphabet(IPA)(15min)

3.IntroducetheIPAandexplainthatitisatoolusedbylinguistsandlanguagelearnerstotranscribesoundsusinguniquesymbolsthatrepresentdifferentsounds.DistributehandoutswiththeIPAchartandgiveabriefoverviewofhoweachsymbolcorrespondstoaspecificsound.Encouragestudentstopracticereadingandwritingthesymbolsandtocompareandcontrastthemwiththesoundstheyrepresent.

OrgansofSpeech(15min)

4.Useavisualaid,suchasaposterordiagram,todescribethedifferentorgansinvolvedinspeech,includingthelips,tongue,teeth,vocalcords,andlungs.Demonstratehoweachorganworkstoproducedifferentsounds,suchasopeningandclosingthelipstomakea"p"soundormovingthetonguetomakea"th"sound.Havestudentspracticemimickingthesemovementsandlisteningtothemselvesinamirror.

TongueandLipTwisters(10min)

5.Introducetongueandliptwistersasafunandinteractivewaytopracticespeechsoundsandarticulation.Chooseafewexamples,suchas"PeterPiperpickedapeckofpickledpeppers"or"Shesellsseashellsbytheseashore,"andhavestudentsrepeatthemslowly,thengraduallypickupthespeed.Encouragestudentstopayattentiontothesoundstheyaremakingandtoanydifficultiestheymighthavewithcertainsounds.

ConclusionandReflection(5min)

6.Reviewthemainconceptscoveredinthelessonbyaskingstudentstosharewhattheylearnedaboutphonetics,theIPA,andtheorgansinvolvedinspeech.Encouragestudentstoreflectonhowtheycanusethisknowledgetoimprovetheirownlanguageskills,suchasbypracticingpronunciationandlisteningmorecloselytoothers.Thankstudentsfortheirparticipationandeffort.

Homework:(optional)

7.Forthosewhowanttocontinuepracticingtheirphoneticsskillsorneedextrahelp,suggestthattheyexploresomeonlineresourcesorappsthatprovideinteractiveexercisesandfeedback.ExamplesmightincludePronunciationCoach,SoundsofSpeech,orSpeechTherapy:Articulation.英語教案－語音六家人之第一家人2LessonPlan:Phonics–TheFirstFamilyintheSixFamilies

Gradelevel:Kindergarten

Objective:Bytheendofthelesson,studentswillbeabletorecognizeandpronouncethephonemes/m/,/a/,/s/,/t/,and/p/,andblendthemtoformwords.

Materials:

-Picturecardsofwordscontainingthephonemes:mat,map,sat,sap,pat

-Whiteboardandmarkers

-Phonicsworksheet

Introduction(10minutes):

1.Greetthestudentsandaskhowtheyarefeelingtoday.

2.Reviewthepreviouslessononthelettersounds/c/,/k/,and/d/.

3.IntroducethefirstfamilyintheSixFamilies:TheMatsfamily.Showthemthepictureofamatandaskiftheyknowwhatitis.

4.Askthestudentsiftheycanhearthe/m/soundintheword“mat.”Explainthat/m/isthefirstsoundintheword“mat.”Pronouncethe/m/soundwiththestudentsafewtimes.

Presentation(15minutes):

1.Showthepicturecardof“mat”andsaythewordoutloud.Askthestudentstorepeatthewordafteryou,emphasizingthe/m/sound.

2.Showthepicturecardsof“map”,“sat”,“sap”,and“pat”onebyone,andaskthestudentstosaythewordsoutloudafteryou.

3.Sayeachwordagain,emphasizingthefirstsoundineachword(/m/in“map”,/s/in“sat”,/s/in“sap”,and/p/in“pat”).Pointtothepicturecardwhensayingthewordtohelpstudentsassociatethewordwithitspronunciation.

Practice(20minutes):

1.HandouttheworksheetcontainingwordsfromtheMatsfamily,andaskthestudentstocirclethepicturethatmatcheseachwordontheworksheet.

2.Havethestudentspracticepronouncingeachwordoutloud,andemphasizethefirstsoundineachword.

3.Writethephonemes/m/,/a/,/s/,/t/,and/p/onthewhiteboard.Sayeachsound,andhavethestudentsrepeateachsoundafteryou.

4.Sayeachword(mat,map,sat,sap,pat)andaskthestudentstodoa“thumbsup”iftheyhearthe/m/,/a/,/s/,/t/,or/p/soundintheword.

5.Havestudentstaketurnssayingwordsandhavingtheclassgivethecorresponding“thumbsup.”

Closing(5minutes):

1.AskthestudentstosayonewordfromtheMatsfamilythattheylearnedtoday.

2.Reviewthesounds/m/,/a/,/s/,/t/,and/p/,andremindthestudentswhichfamilytheybelongto.

3.RemindthestudentsthattherearefivemorefamiliestolearnandthattheywillcontinuestudyingtheSixFamiliesinthenextlesson.

Assessment:

Observationsduringtheactivitieswillserveasinformalassessment.Theworksheetandstudents’participationduringthe“thumbsup”activitywillserveasmoreobjectiveassessment.英語教案－語音六家人之第一家人3LessonPlan:Phonics-TheFirstFamilyofSix:TheShortVowelSounds

Objective:

Studentswillbeabletoidentifyandproducetheshortvowelsounds/a/,/e/,/i/,/o/,and/u/inspokenwords.

Materials:

-Achartoftheshortvowelsoundswithaccompanyingpictures

-Flashcardswithwordscontainingtheshortvowelsounds

-Whiteboardandmarkers

-Audiorecordingofshortvowelsounds

Warm-Up(10minutes):

Havestudentssitinacircleandplayagameof"ISpy"usingsounds.Theteacherwillsay"Ispysomethingthatstartswiththe/a/sound"andstudentswilltaketurnsguessingwhatobjecttheteacherisdescribing(forexample,apple,ant,alligator).

Introduction(5minutes):

Showtheclassthechartoftheshortvowelsoundsandexplainthattheywillbelearningaboutthesesoundstoday.Playtheaudiorecordingoftheshortvowelsoundsandhavestudentsrepeateachsoundafteryou.

Instruction(25minutes):

1.Dividetheclassintosmallgroupsandgiveeachgroupasetofflashcardswithwordscontainingshortvowelsounds.

2.Havethegroupstaketurnspickingacardandsayingthewordoutloud.Theotherstudentsinthegroupwilllistenandidentifywhichshortvowelsoundisbeingusedintheword.

3.Aftereachgrouphasgonethroughalltheircards,bringtheclassbacktogetherandhaveeachgroupshareoneoftheirwords,emphasizingtheshortvow