音形巧結合 講練一體化

本文結合《牛津小學英語4A》（譯林版）Unit 8 In class一課的F板塊Listen and repeat和G板塊Say a rhyme教學片斷，談談我校教師的語音教學實踐。

一、語音教學語境化

【片段一】G部分歌謠導入教學

1.由單元主題結合師生真實經歷，自由問答，引出歌謠

T：Let’s talk about Mike.Look at the screen.It’s time for class.What may his teacher say？

S1：You are late.

T：If you are late，what would you say to your teacher？

S2：Excuse me，Ms Zhu. May I come in？

T：Then what may Ms Zhu say？

S3：Come in and sit down.

T：That true.

T：Look，I can make a chant about this. Can you read it？（PPT）.

Ss read in chorus.

2.學編韻律小詩

T：Well done！Read and pay attention to the last word in each line again.

T：Can you find the rhyme foot（韻腳）？

S1：Yes.They are four，door，eight，late，ten，again.

T：Can you make a new chant？Let me help you.

S2：OK.

T：Choose a topic.以本單元B部分詞匯為例：eat，drink，draw，read

T：Make sentences with some more words（再用含有韻腳的詞造句）.For example：Eat，eat，eat the meat

S2：Drink，drink，drink the milk.

S3：Draw，draw，draw the door.

S4：Read，read，read the word.

T：Now you have a new chant.Let’s read our new chant together.

【分析】這樣的教學過程讓學生觀察發現了rhyme的特點，同時對編chant的方法做了指導，從韻腳的特征到主題的確定，再用含有韻腳的詞造句。此做法幫助學生將已學詞匯知識進行了有效地串聯復習，而且還自然地過渡到語音的學習。根據課堂教學的實際情況來看，這種方法取得了較好的效果。

二、音標教學適度化

【片段二】由歌謠教學內容過渡到語音規則的發現與運用實踐

T：Now look at the rhyme again. Pay attention to these two words.（six，seven） These two words have the same sound. Who can tell me？

S1：／s／.

T：Yes.The letter“s” here makes the sound／s／.Read after me.／s／ six seven.Try to say some more words.

S2：A sofa.

S3：A skirt.

T：Look，what’s on the sofa？（How many rabbits？）What are they doing？

學生看圖回答。教師同法教字母Rr在單詞中的讀音／r／。

T：Now look at the picture.Can you read a sentence with the words？

S：Seven rabbits are running on the sofa.

【分析】教師由rhyme和圖片巧妙地引出4個單詞：sofa，seven，rabbit，run，并引導學生比較紅色字母的發音，總結發音規律，并舉例加以拓展。教師適時呈現音標，在教學中注重音形結合呈現教學內容，重視引導學生認識共同音素后反復誦讀。通過教師的問題，學生的注意力由單詞到短語再到整句，變機械重復為意義操練。

三、語音練習情境化

【片段三】教師提供語境，將語音教學向教材外適度拓展，鼓勵學生自我創新

T：Good job！Let’s do some exercises.

T：What can you see？

S1：I can see a rubber.

S2：It’s small.

S3：It’s red.

T：Who can make a sentence with these words？

S4：I can see a small red rubber.

T：This is my sister.Where’s she？What’s she doing？

S5：She is reading.

S6：She is in her room.

S7：Perhaps it’s a storybook.

T：Try to complete the sentence：Myisain the .

S8：My sister is reading a storybook in the room.

T：Great！Here are some more words，try to make up sentences with them.

【分析】教師引導學生了解了基本的語音規律后，設計了看圖說句的內容，既鞏固了舊知，又適當拓展，不僅查漏補缺，更鼓勵學生學以致用。

根據以上的教學實踐，我們發現生動活潑的引導形式，不僅給小學生們營造了輕松愉快的語音學習氛圍，而且能開闊思路、豐富想象，從而增強語音教學的效率。

（作者單位：江蘇省揚州市育才小學）