衢州中等专业学校
教 研 组: 讲课教师： 讲课日期：汇报课
教案 研究课 英语组 杨 慧 2015年10月
浙江省衢州中等专业学校课时工作计划
NO. 课时序号 授课班级 授课日期 课的类型 教学内容 教 学 目 标 教 材 分 析 2015学年第 1学期 第 10 课时 工作课时 1 课时 15电商2 10.18 新授课 练习课 实验课 复习课 √ 测验课 综合课 48音素的复习和巩固 1.再一次将20个元音和28个辅音进行到位的复习和巩固 2.能够通过复习和巩固保证每一个学生能正确的发音 3.能够通过复习和巩固拓展到将任何一个其他的单词正确发音 重 点 复习和巩固 难 点 拓展学生的能力 教具准备 教 学 后 记 学生们学习认真， 上课活跃，参与度高。教师既能关注到个体的需求，又能充分关注整体的学习进度。点面结合，循序渐进，是一堂比较成功的优质有效的公开课。
Step 1. Warming up
T: Good afternoon, everyone. I bet you are all familiar with the song I have just played for you. Yes, it’s sung by our First Lady Peng Liyuan. You all know that Peng Mama is a great singer, but do you know that she can also speak English well? Let’s watch a short video first. …
T: What do you think of her English?...very beautiful and standard, right?
Just imagine, if our great first lady couldn’t speak every English word correctly, will you still think she is elegant and beautiful? Ss: no.
T: That’s right. So pronunciation is very important. That’s why today I am going to have a phonetic symbols class with you today. Now let’s look at the blackboard.
Step 2. Consolidation
1. Can you still remember them?
2. Let’s review the difficulties Part I:
/i: / bee [bi:] meet[mi:t] /i / ticket [ˋtikit] sit [s?t] /e / bed [bed] red[red]
/? / apple [ˋ?pl] cat [k?t]
Teacher leads twice each and show them how to pronounce in details, make examples such as : when we pronounce bee, make your mouth sound like the Chinese character yi or 衣 Part II:
[u:] food [fu:d] fruit [fru:t] [u] foot [f?t] book [b?k] [?:] fork [f?:k] daughter [ˋd?:t?] [?] dog [d?ɡ] god [ɡ?d] [ɑ:] laugh [lɑ:f] star [stɑ:] Part III
[ei] cake [keik] late[leit]
[ai] cry [krai] bye [ba?] [?i] toy [t?i] boy[b?i] [?u] boat [b?ut] go[ɡ?u] [au] mouth [mauθ] mouse [maus] [i?] beer [bi?] deer [di?] [ε?] bear [b??] chair [t???] [u?] sure[?u?] poor[pu?] Step 3. Let ‘s review consonants difficulties Part I
/θ/ /e/ thank[θ??k] neither[’ni:e?] /tr/ /dr/ try[trai] drive[draiv] /ts/ /dz/ wants[w?nts] words[w?:dz] /?/ /?/ fish[fi?] treasure[’tre??] /t?//d?/ China[’t?a?n?] job[d??b] Part II
/θ/ /e/ thank[θ??k] neither[’ni:e?] /tr/ /dr/ try[trai] drive[draiv] /ts/ /dz/ wants[w?nts] words[w?:dz] /?/ /?/ fish[fi?] treasure[’tre??] /t?//d?/ China[’t?a?n?] job[d??b] Step 4. Development Activity 1:
After consolidation part, teacher can ask students to read 26 alphabets, check them if they can read correctly and standard. Actually, many ss have problems in reading the following letters:
C, F, G, J, M, N, R, X, Z
Teacher show them with correct phonetic symbols and check how they read. Activity 2:
Teacher can prepare a few difficult and new words from the about learning new text to check ss’ transferring ability. For example: seldom /sel-d?m/ adv. 很少，罕见 parents /’p??-r?n-ts/ n. 家长/父母亲 grandparents /’gr?nd-,p??-r?n-ts/ n.祖父母 air-conditioner /??-k?n-’di-??-n?/ n.空调机 poker /p?u-k?/ n. 纸牌，扑克
recently /’ri:-sn-t-li/ adv.近来，最近 sincerely /sin-’si?-li/ adv. 真诚地 Activity 3:
Teacher prepare a chart with phonetic symbols and words, give ss 3 minutes to prepare in groups, and then invite each from a group to read loudly in class.
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