发布时间:2017-07-27 来源: 英语 点击:


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.


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.




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/


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.


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


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











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