Using LanguageⅠ教学评价实录

课题

课程类型

Skills for reading aloud

Listening&Speaking

课时安排

40 mins

Teaching aims：

To improve the accuracy of students’ phonetics

To inspire students to speak English boldly by singing songs or watching videos and help them improve their pronunciation in a relaxing environment

Teaching important and difficult points：

Important points:

Dealing with linking, the weak form, loss of explosion, the sound of assimilation, pause, tones and so on Difficult points: 1、the young / the old 2、created / needed

3、cats/ birds

4、faces/roses/teaches/pages/fishes (/s/、

/z/ 、/tʃ/、/dʒ/、

/ʃ/)

Teaching methods: Communicative methods

Teaching Aids: Multi-computer system

Teaching Procedures Step1: Appreciate a song Far away from home and ask some of them to tell their feelings about the song.(3mins) Step2:T selects a part of the song and ask Ss to pay attention to the colorful phonemes.(2mins) I'm loving living every single day but sometimes ⌒

I feel so

I hope to find ⌒

a little peace ⌒

of mind and ⌒

I just

want to know Step3:New lesson(25mins)

Skill 1：Dealing with linking 我们在听英语时，会发现漂亮的口语听起来流畅，有跳跃感和音乐感。这是由连读带来的效果。连读的规则如下：

1.

辅音+元音。前一个词以辅音结尾，后一个词以元音开头时，这两个音可以连读。

check⌒up

put⌒away

Not ⌒

at ⌒

all.

dress ⌒up

play a trick⌒on

set⌒

off

turn⌒up (课文短语)

2.

连接音/r/。英语中，如果单词以r或re结尾（如fire，hear），r

一般不发音，但当后面接有一个元音开头的单词时，r发音，读/r/，并与后面的元音连读。如：for ever读/fə'revə/。

There⌒is a book.

Forget our work for ⌒a little while. （课文句子）

Where ⌒

is home on the milky way of stars I dry my eyes again In my dreams I'm not so far ⌒

away from home Skill 2：Dealing with the weak form

1. of的弱读形式：

of 在词典中的音标及它的重读形式为：

/ɔv /，而当它出现在句子中时，很少采取strong form, 而会采取其弱读形式，即

/əv/。

2.

of 与其他单词的连读

当of 前面单词的最后一个音为辅音时，该辅音与of的弱读形式的起首元音/ə/构成连读，可以构成一个音节来发音；同样道理，当of后面单词的第一个音为元音时，该元音与of弱读形式结尾的辅音/ v /也构成连读。例如下面的短语：

some⌒of you

a lot⌒of books

first ⌒

of ⌒

all festivals and celebrations⌒

of

the end⌒of (课文短语) I hope to find a little peace ⌒

of mind

I hope to be a part ⌒

of you again

baby let us shine 3.常用介词在重读和弱读时的不同发音：

单词

from

to

of

重读形式

/frɔm/

/tuː/

/ɔv/

弱读形式

/frəm/

/tə/

/əv/

at

for

/æt/

/fɔː/

/ət/

/fə/

Skill 3：Dealing with loss of explosion

当前面一个单词的最后一个音是辅音，后面一个单词的第一个音也还是辅音，那么前面一个单词的最后一个辅音一般可以不发出来。失爆练习(下划线部分为失爆部分)

at most

at best

at present

At that time people would starve if food was difficult to find.（课文例句）

I hope to find a little peace of mind and I just want to know Skill 4：Dealing with the sound of assimilation

在语音学中，一个音由于受到其前后音的影响而转化成另外一个音的现象叫同化。最明显的例子是当我们朗读did you时，在口语中通常读作/dɪ'dʒuː/。同化既可以发生在同一词或复合词内，也可以发生在句子中相邻的两个词之间。掌握音的同化规律有利于提高听力理解的水平和朗读能力。

/d/+/j//=/dʒ/

Would you like a glass of water? /t/+/j//=/tʃ/

Won’t you come to my party?

without you I'll be so far away from home

Skill 5：Dealing with pause

讲英语或读英语时，尤其是遇到长句时，适当的停顿很重要。停顿并非随心所欲读累了就停，而要根据意群（句子中构成相对独立完整的意思的语言单位）来停。

I count on you no matter what they say. I count on you /no matter what they say. At that time / people would starve / if food was difficult to find, / especially during the cold winter months. Skill 6：Dealing with the tones 1. Rising tone 英语中的升调一般用于:

a. 一般疑问句，如：

Do you come here a lot? ↗

Are you a boy? ↗

b. 选择疑问句的前半部分，如：

Is she a teacher ↗ or doctor? ↘

c. 若干相同类目的词语并列出现时，除最后一项外，如：

I like apples, ↗ pears ,↗ and bananas.

d. 表示疑问的陈述句，如：

You don’t work here? ↗

2. falling tone英语中的降调一般用于：

a. 特殊疑问句：

What are you doing? ↘

Where is the girl? ↘

b. 感叹句：

What a game! ↘

How beautiful you are! ↘

c. 选择疑问句的最后一个选项，如：

Do you apples↗ or pears? ↘

d. 并列出现的若干相同类目词语的最后一项，如：

I want a house with a dining room, ↗ two

bedrooms, ↗and a basement. ↘

在Reading Aloud中，仍需要注意以下几种情况：

1、the young / the old

2、

created / needed

3、cats/ birds

4、faces/roses/teaches/pages/fishes (/s/、

/z/ 、/tʃ/、/dʒ/、

/ʃ/)

Step 4: Let’s appreciate the song again with the reading skills (3mins)

Step5:Let’s analyze para.1 on page 1 in our textbooks and practise it with the skills we have learned today. (5mins) Festivals⌒and celebrations⌒of all kinds/

have been held everywhere /since⌒ ancient times.↘Most⌒ ancient festivals/ would celebrate the

end⌒ of cold weather,/planting in spring↗ and harvest in⌒ autumn.↘Sometimes/ celebrations would be held/ after hunters had caught⌒ animals.↘At that time/people would starve/ if food was difficult to find,/especially during the cold winter

months.↘Today’s festivals have many origins:/some⌒are religious,↗/some seasonal,↗/and some for special people or⌒events.↘

Step6:Let’s summarize the skills of Part A Read Aloud (1min) Step7:Homework(1min) Practise Para.2

in our text on page 2 with the skills we have learned today. If possible, please send your records to me.