教师资格证初中英语连读

发布时间:2017-07-27 来源: 英语 点击:

篇一:小学英语教师资格证面试说课稿···语音语调版

Good morning, my dear judges. I’m No. -----. It’s lesson. My topic is ----------. Now, I will explain the lesson/ from the following 6 parts.

Part 1 Analysis of Teaching materials

This lesson is from Module--- Unit--- /of the New Standard English /for primary school

andemphasize And the will be represented in the t/for students to study it.

Part 2 Analysis of Students My students areinprimaryschool, which are the initial stage/ of English learning. So it stresses on the emotion of the students/ and creates awell beginning/ for the students. Besides, they are active/ and interested in new things.

Part 3 Analysis of Teaching aims

According to my students and teaching materials, I set 3 teaching aims as follows:

The first one is knowledge aim, letstudents/ read and remember the new words/ and sentences, such as---- The second one isability aim, my students can talk about------- /with each other in English/ and train the students’ ability/ of working in groups.

The last one is emotional aim, this lesson can improve/ the students’ consciousness/ of goodcooperation/andproper competition.

Part 4 Analysis of Teaching key point and difficult point Firstly, the key point is that/make surestudents can master key words/ and sentences correctly. Secondly, the difficult point/ is that how to talk about_________/in daily life.

Part 5 Analysis of Teaching and learning methods

I will use TPR, task-based language teaching method/ and situational approach. Besides, Powerpoint, blackboard and pictures will be needed.

Part 6 Analysis of Teaching procedures

The next one is the most important part/ of my teachin(来自:WwW.xltkwJ.cOm 小龙 文档 网:教师资格证初中英语连读)g, so I will talk about my teaching procedures/ from the following 5 steps:

Step 1: Lead-in

After greeting withstudents, I’ll begin the lesson/ by the chant we have learnedyesterday/ with students/ to draw their attention. Then letstudents listen and chant Activity 1/ to make them have a first impression/ about -------.

Finally, Iwill say: “Today, I want to do a survey----What did you do lastSunday? This way/ can help us/ arrange our time. Now, open your books.”

I design this step/ in order to create a good atmosphere/ for my students.

Step 2 Presentation

I will say: “You have known/ what did theydo yesterday, butdo you knowwhat did your best friend Amy do/ on Monday? Let’s have a look.”

1. Letstudentslistento the tape first time, in order to/helpstudents get the main idea/ of this dialogue.

2. Before listeningto the dialogue/ for the second time, I will asksome questions/ andcircle the “-ed” words. Such as/what did Amy do yesterday? What aboutTom? After the listening, I will choose 3students/toanswer the questions/ to elicitthe key words and sentences.

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3. I will play a TPR game/ to lead in new words and sentences/ to train their pronunciation. For example--------

4. After the game, I will make my students/listen to the third time. Students will listen and repeatthe text. I will pay attention to their pronunciation/ and intonation.

Finally, I will have a of this text in group.

In step2, Students will breakthrough the key points/ so that they can be familiar with/ the key words and sentences.

Step3 Practice Firstly, basic training

Students will play a game/-apple down. I will divide the students into/4 groups. Each group stands for a key word. When one group says this word, the group should down. If the group is wrong, they can be out. Such as/ one group say “washed down, washed down.”/The“washed” group should down quickly. This game can improve students’ interests/ of Englishlearning/ and proper competition.

Secondly,expanding training

I will show some pictures/ to describe my daily life last Sunday. And let students answer the question/“what did you do last Sunday?”/“I cooked rice last Sunday”

Then letStudents do pair work/ to make a dialogue/ with the key words and sentences. ------“What did you do last Sunday?”

--------“I washed clothes last Sunday.”

Step4 Extension

Let studentsfinish this survey/ about their mother’s plan last Sunday. Then Students can discuss in group. In this step, we can master the difficult points/ and key points. The most important, letStudents know their mum is so tired, so we should help them do some housework. Step5 Summary and homework

After this lesson, I’ll summarize the lesson/ by asking the whole class,read the words/ and sentences/ on the blackboard/ to review/ what we have learned.

The homework is/ to listen to this dialogue/ and read it to Students’ parents.

Lastbut not least, this is my blackboard design. This is my topic, those are my key words and sentences. So in this way, my blackboard will be easy to understand/ for my Students.

This is my class. Thank you for your listening.

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篇二:英语发音规则

英语发音规则

清音浊化: /sp/→ /sb/ spring,/st/→ /sd/ stay, /sk/→ /sg/ skirt,/str/→ /sdr/ street.清对清,浊对浊------清音后发/t/,浊音后发/d/

规则动词+ed的读音:

1.以清辅音结尾的读/t/, 如worked, liked, cooked

2.以浊辅音结尾的读/d/, 如rained, answered, traveled, attached 3.以t和d结尾的读/id/.如needed, visited, landed

不完全爆破: (做好要发出这个爆破音的准备,但不要发出音来) ⒈ /p/,/b/,/t/,/d/,/k/,/g/这6个爆破音中的任何两个音素相邻时,前者发不完全爆破音,后者则要完全地、彻底地进行爆破。如: 1) He has a ba(d) col(d) today.

2) You shoul(d) ta(k)e care of the children. Gla(d) to meet you. 3) The girl in the re(d) coat was on a bla(ck) bike jus(t) now. 4) The bi(g) bus from the fa(c) tory is full of people. 5) Wha(t) time does he get up every morning 6) This is an ol(d) pi(c)ture of a bi(g) car. 7) The ol(d) do(c)tor has a ca(t), too.

8) We’re going to work on a farm nex(t) Tuesday. 9) What would you like, ho(t) tea or bla(ck) coffee? 10) It’s a very col(d) day, but it’s a goo(d) day.

⒉爆破音/p/,/b/,/t/,/d/,/k/,/g/+摩擦音时不完全爆破。如: 1) Have you rea(d) the book abou(t) tha(t) child。 2) The thir(d) chair is broken.

⒊爆破音/p/,/b/,/t/,/d/,/k/,/g/在/m/,/n/,/l/,/s/的前面时不完全爆破。如: 1) Goo(d) morning,sir. 2) Goo(d) night.

3) They are very frien(d)ly to us.

连读:

在同一意群中,前一词以辅音音素结尾,后一词以元音音素开头,在说话或朗读句子时,习惯上很自然地将这两个音素合拼在一起读出来,这种语音现象叫连读。 1.1 “辅音+元音”型连读

1)以辅音结尾的单词+元音开头的单词: I'm?an?English boy. It?is?an?old book.

Ms Black worked in?an?office last?yesterday.I called?you half?an?hour?ago. Put?it?on, please. Not?at?all. Please pick?it?up.

2 )以辅音结尾的单词+h 开头的单词:h 不发音,与前面的辅音连读What wil(l he) [wili]do?Ha(s he) done it before?Mus(t he) [ti] go?Can he do it?Should he??

Tell him to ask her? Lea(ve him) [vim].

3 )“/t/+元音”型连读

如果前一个词是以[t]结尾的,后一个词是以元音开头,这时的[t]要轻读成[d],

例如:What a 读成[wd ] 。What a beautiful girl! 4 )“/w/+元音”型连读

如果前一个词是以/w/结尾,后一个词是以元音开头,这时的w 不但要发/w/ , 而且还要与后面的元音发生连读。 例如:I saw it.读成[ais?:wit] 。1.2 “r/re+元音”型连读

如果前一个词是以-r 或者-re 结尾,后一个词是以元音开头,这时的r 或re 不但要发/r/ ,而且还要与后面的元音拼起来连读。They're my father?and mother.I looked for?it here?and there.There?is a football under?it.There?are some books on the desk.Here?is a letter for you.Here?are four?eggs.But where?is my cup?

Where?are your brother?and sister?

但是,如果一个音节的前后都有字母r ,即使后面的词以元音开头,也不能连读。

The black clouds are coming nearer and nearer. (nearer 与and 不可连读)

1.3 “辅音+半元音”型连读

1)英语语音中的/j/和/w/是半元音,如果前一个词是以辅音结尾,后一个词是以半元音,特别是/j/开头,此时也要连读。Thank?you. Nice to meet?you.

Did?you get there late?again?Would?you like?a cup?of tea?Could?you help me, please?

2 )音的同化也是一种连读的现象,两个词之间非常平滑的过渡,导致一个音受临音影响而变化。①因发音时舌位的影响而发生同化:/d+j/→/d?/: Would you...?/t+j/→/t?/: Can't you... ?/s+j/→/?/: Miss you/z+j/→/?/: Has your??

②因轻浊音的影响而发生的同化:/e/→/θ/: with thanks→/wiθ’ θ?nks//z/→/s/: has to→/’h?stu:/used to→/’ju:stu//v/→/f/: have to→/h?f’tu:/1.4 “元音+元音”型连读

篇三:高中英语教师资格证面试经验分享贵州2016

面试科目:高中英语

时间:2016年1月10日

地点:贵州师范大学宝山校区教务处考点

考试准备:考试前两周网上搜了下各种课型的教案模板,结构化答辩的问题,把高中课本所有的语法看了一遍,语音元音辅音复习了下(就是没有复习连读啊、同化啊、弱读啊、重读啊等语音技巧)

考试过程:1.我的准考证上写的是12:00-12:15进入候考室,我11点左右就在外面等着了,等到11点半就让我进入候考室等着了,候考室里乌泱泱一大片人,找了个空位就坐下了,结果一等就等了三个小时,考英语的太多了,而且英语进行的很慢,眼看着考生物、地理、思想品德、语文、数学的成群结队地出去抽题,我们就只能在那儿默默等。

2.到2:20终于喊了我们名字,可以出去抽题了,把准考证身份证给抽题老师,她直接就给打印出来备课纸了,根本不像之前有人说的那样是抽两道题选一道,结果,我一抽抽了个语音课!!!考英语的都知道,最不想讲的就是语音,抽到简直是点儿背到家了啊,艾玛,抽到题的那刻心都快碎了啊,但是都到那一步了,退堂鼓也不能打,只能硬着头皮上了,写好教案就上了,我抽的题是一道语音的连读题,这也算不幸中的万幸了,起码没有让我讲音的同化什么的,我就进备课室了,二十分钟写教案时间,其实五六分钟就写完了,其他时间一直在想该怎么讲,备完课就出来去讲课。

3.进去之前我敲了敲门,老师就给我开门了,然后老师还跟我说了两句话,还有多少人什么的,我是几点抽的题什么的,主要老师在那儿听一天课也确实很累了。然后老师就开始问我结构化答辩的问题,我的结构化答辩的问题是:一,如果你是一个特别严格的老师,有一天在班级qq群上发现有学生说不喜欢你怎么办;二,如果在班级期中测评的时候你发现学生给你打的分很低你会怎么做。其实这两个问题很相似,我就每个答了三四点。之后老师就说好的,你可以开始讲课了,但是你要注意你只有十分钟的时间,我就说好的,然后就开始讲课了。讲完课老师就说,好了,你擦一擦黑板就可以结束了,本来这里应该还有一个环节是回答问题的,老师可能太累了,而且人太多,直接就省略了,让我走了。

4.走之前老师会给一个放行条,拿着它,走之前给那个保安大叔,就可以出去了。

考完体会:考完就觉得真的是所有课型都不能放过,已知课型有听力,口语,阅读,写作,语篇,词汇,语法,语音这八种。听力、阅读、写作、语篇、口语课最好讲,词汇、语法次之,语音最不好讲啊!但其实也是因为平时对语音这方面积累的少,要是都掌握了,就不觉得难讲了吧!之前我一直怀有侥幸心理,希望自己抽到阅读课,因为看网上好多人都说抽到阅读课的几率是最大的,结果,没曾想真的是不能怀有侥幸心理。万幸,我终于硬着头皮讲完了,虽然课堂上可能会有一些错误,但是总体架构什么的应该是没有错的。不知道自己会不会过,写出来经验帮助下别人,希望给自己积攒些运气,成绩出来能够通过。

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