教学案例 （前元音）
2016-04-16 19:02阅读：
教学案例（前元音）
一、教学案例背景：
对中国学生来说，英语中的一些元音音素发音非常接近，例如[e]和
[æ]、[i:]
和[i]等。由这些音素组成的词，听起来也容易混淆，例如bed和bad。这一对意思完全不同的词，却只有一个因素有差别。在英语中有许多这样具有相似发音的词，它们在汉语中并不能找到相应的比照。例如，在汉语里面，[i]并没有长短的分别，[e]和
[æ]的区别在汉语里也找不到对应。所以，学习这些元音音素非常重要。
二、案例实施过程：
Step1---lead-in
Listen to some Tongue Twisters
1. I wish to wish the wish
you wish to wish, but if you wish the wish the witch wishes, I
won’t wish the wish you wish to wish.
2. Fred fed ted bread, and
Ted fed Fred bread.
3
.
I scream, you scream, we all scream
for ice cream!
4. Can you imagine an
imaginary menagerie manager imagining managing an imaginary
menagerie?
5. Don’t pamper damp scamp
tramps that camp under ramp lamps.
Step2-----Presentation
1.The teacher presents the front vowels[i] [i:]
[e] [æ] by pronouncing the four sounds.
2. The teacher asks students to pronounce the four vowels
correctly, paying attention to the positions of lips, teeth and
tongues.
我通过让学生听一段绕口令，并让他们注意其中相同的发音，然后呈现出四个前元音[i] [i:][e]
[æ]。让学生们跟我反复朗读。注音发音部位。然后通过下面练习一，听并且跟读下列单词。注意划线部分的发音。这部分活动我采取了先集体后个人，即先全班齐读，后分组朗读最后让个别学生读的方式。在模仿练习过程中，我发现有些学生不敢读，害怕出错，这时，我给与及时的指导并鼓励他们放声朗读。
Step 3 -------Practice
Practice1:
Listen and read the following words.
[i:] We see
meet tea meat piece
thief
[i] pig beside
excuse pretty Sunday
holiday money
[e] pen pencil lesson
bread heaven marry
many
[æ] cap flag
glad hand act
map sand black
Practice2;
Listen to the tape and decide whether the following pairs of
words you hear are the same or different. If they are the same,
write a ( S ), if they are different ,write a ( D
)
1)heel—hill (D) 2) chick---check(D)
3) least---list(D)
4)seat---sit (D) 5) field---filled(D)
6)bit---bet(D)
7)seeks—six(D) 8) dead—dad(D)
9)
guess---gas(D)
Practice3:
Listen to the tape and circle the word you hear from each of
the following pairs.
1).heat hit
2) cheap
chip
3) set sat
4) reach
rich
5) said sad
6)will
well
7) lend land
8) wrist
rest
9) end and
10) hid
head
辨音能力是英语听力的基础。要获得良好的辨音能力，只有通过反复的练习。在练习二，三辨音练习中。练习二学生们完成的比较好，但在练习三中出现的问题就比较多。主要是cheap和
chip, reach和 rich ，set和
sat， end和
and。针对这种情况，我让学生们记录下来自己错误的地方，反复听两音之间的区分，找出其不同。
Practice4:
Pair practice: work in pairs. Student A says Sentence(a)or
(b),StudentB says the matching answer.
Student
A
|
Student
B
|
1.a. Are they going to leave
together?
b. Are they going to live together?
|
Yes, they’re leaving by
bus
Yes, they’ve bought a new house.
|
2.a. Did you see the
chick?
b. Did you see the check?
|
It’s out in the
garden.
It’s in my pocket.
|
3. a. What is “a
ban”?
b. What is “a ben”?
|
An order
A hill.
|
4.a. What does “land”
mean?
b. What does “lend” mean?
|
Earth
To give out for some time
|
5.a. Can you feel the bottle on
the table?
B .Can you fill the bottle on the table?
|
No, it’s far away.
No, the water is too hot.
|
Practice5:
Listento the tape and decide whether(A) or (B) should be the
matching answer.
Example: Look at the beautiful colour of the
bell.
Q:Yes, isn’t the _______,too!
A. feather beautiful
√B.sound lovely
1. Why? Don’t you_______?
A. know him B. like
pets
2. Sure. I have several red______ anyway.
A. pins
B. pens
3.I’m going to_______.
A. write a letter B.
fry some eggs.
4. The speaker is talking about a ________.
A. seater
B. sitter
5.The speaker is looking for a ______.
A. bad roll
B. bed-roll
6. The speaker is talking about the ______
A. band B.
bend
7.The speaker is talking about the old
man’s_______.
A> will B.
well
8. Oh, forget it. They are_____.aren’t they?
A.blue
B.dead
练习四，五是活用语音知识的练习。要求学生根据情景回答问题，对话的内容和形式都是围绕四个音素的区别。其目的是让学生在练习听力的同时练习他们的语言表达能力。练习四中第一题leave和
live，第三题ban和
ben，练习五中第四，五两题问题较多。针对问题我反复让学生听录音，注意语境，以及词和词发音的不同。
三、教学反思：
我在教学中尽量通过各种形式，让学生练习这四个元音音素的区别。练习设置由浅入深。通过练习我发现，学生语音能力的提高不是立竿见影的，它需要持之以恒的训练和练习，不仅需要教师课前精心准备，也需要学生的配合。因此，教师在教学的过程中应当不断对学生进行英语语音的重要性的教育，提高学生的学习积极性。教师要运用各种手段创造愉快的学习氛围，并通过不时的鼓励，帮助学生放下心理包袱，大胆开口练习，将所学的语音知识运用到日常交际中。
