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本文结合《牛津小学英语4A》（译林版）Unit 8 In class一课的F板块Listen and repeat和G板块Say a rhyme教学片断，谈谈我校教师的语音教学实践。
一、语音教学语境化
【片段一】G部分歌谣导入教学
1.由单元主题结合师生真实经历，自由问答，引出歌谣
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.学编韵律小诗
T：Well done！Read and pay attention to the last word in each line again.
T：Can you find the rhyme foot（韵脚）？
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.以本单元B部分词汇为例：eat，drink，draw，read
T：Make sentences with some more words（再用含有韵脚的词造句）.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】这样的教学过程让学生观察发现了rhyme的特点，同时对编chant的方法做了指导，从韵脚的特征到主题的确定，再用含有韵脚的词造句。此做法帮助学生将已学词汇知识进行了有效地串联复习，而且还自然地过渡到语音的学习。根据课堂教学的实际情况来看，这种方法取得了较好的效果。
二、音标教学适度化
【片段二】由歌谣教学内容过渡到语音规则的发现与运用实践
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？
学生看图回答。教师同法教字母Rr在单词中的读音／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】教师由rhyme和图片巧妙地引出4个单词：sofa，seven，rabbit，run，并引导学生比较红色字母的发音，总结发音规律，并举例加以拓展。教师适时呈现音标，在教学中注重音形结合呈现教学内容，重视引导学生认识共同音素后反复诵读。通过教师的问题，学生的注意力由单词到短语再到整句，变机械重复为意义操练。
三、语音练习情境化
【片段三】教师提供语境，将语音教学向教材外适度拓展，鼓励学生自我创新
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】教师引导学生了解了基本的语音规律后，设计了看图说句的内容，既巩固了旧知，又适当拓展，不仅查漏补缺，更鼓励学生学以致用。
根据以上的教学实践，我们发现生动活泼的引导形式，不仅给小学生们营造了轻松愉快的语音学习氛围，而且能开阔思路、丰富想象，从而增强语音教学的效率。
（作者单位：江苏省扬州市育才小学）
一、语音教学语境化
【片段一】G部分歌谣导入教学
1.由单元主题结合师生真实经历，自由问答，引出歌谣
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.学编韵律小诗
T：Well done！Read and pay attention to the last word in each line again.
T：Can you find the rhyme foot（韵脚）？
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.以本单元B部分词汇为例：eat，drink，draw，read
T：Make sentences with some more words（再用含有韵脚的词造句）.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】这样的教学过程让学生观察发现了rhyme的特点，同时对编chant的方法做了指导，从韵脚的特征到主题的确定，再用含有韵脚的词造句。此做法帮助学生将已学词汇知识进行了有效地串联复习，而且还自然地过渡到语音的学习。根据课堂教学的实际情况来看，这种方法取得了较好的效果。
二、音标教学适度化
【片段二】由歌谣教学内容过渡到语音规则的发现与运用实践
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？
学生看图回答。教师同法教字母Rr在单词中的读音／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】教师由rhyme和图片巧妙地引出4个单词：sofa，seven，rabbit，run，并引导学生比较红色字母的发音，总结发音规律，并举例加以拓展。教师适时呈现音标，在教学中注重音形结合呈现教学内容，重视引导学生认识共同音素后反复诵读。通过教师的问题，学生的注意力由单词到短语再到整句，变机械重复为意义操练。
三、语音练习情境化
【片段三】教师提供语境，将语音教学向教材外适度拓展，鼓励学生自我创新
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】教师引导学生了解了基本的语音规律后，设计了看图说句的内容，既巩固了旧知，又适当拓展，不仅查漏补缺，更鼓励学生学以致用。
根据以上的教学实践，我们发现生动活泼的引导形式，不仅给小学生们营造了轻松愉快的语音学习氛围，而且能开阔思路、丰富想象，从而增强语音教学的效率。
（作者单位：江苏省扬州市育才小学）