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摘 要：本教学设计以高考英语听说考试中常见的音的浊化与同化为主题，通过组织听说考试中模仿朗读、角色扮演及故事复述等三种学习活动开展专题语音教学，以帮助学生了解和掌握浊化及同化现象的概念，并熟练运用为教学目标，引导学生在活动过程中运用所学语音知识完成相关的听说任务。
关键词：听说教学；浊化；同化
整体设计思路、指导依据说明
本教学设计选取在高考听说考试中高频出现的语音同化、浊化现象的单词，结合文化、生活话题，自主设计对话、选择合适的故事等语篇作为教学素材，引导学生掌握浊化和同化现象的规律。结合高考听说考试中Part A 模仿朗读，Part B角色扮演及Part C故事复述等考试形式，强化学生浊化与同化的概念，训练学生进行准确发音，强调准确读音的重要性。
本课授课时间为一个课时，45分钟。
学情分析
学生学习态度认真，学习热情高，已经有一定的口语基础，部分学生能够比较流利地用英语表达。但是学生以前没有接受过类似本次课这样专门的语音细节教学的课程，对本次课程的内容“语音浊化和同化”的概念比较模糊，在日常的口头表达中不时会出现这两个方面的错误。
教学目标
在本课学习结束时，学生能够：
（1）了解浊化及同化的现象及概念；
（2）通过听、仿读的方式，掌握浊化及同化现象的发音规则；
（3）运用规则完成相关的口语任务。
教学重点
引导学生掌握浊化及同化的发音规则，在不同的语篇中进行操练，进一步巩固掌握的规则。
教学难点
引导学生辨析、发现、归纳规则。引导学生根据规则完成任务，在过程中进行文化的渗透。
教学资源
多媒体课件、学案、电子白板。
教学过程
1. 步骤一：引入新课
【活动1】谈论寒假计划
（1） T’s greeting： “The winter vacation is coming. Do you have any plan of traveling abroad～”
（2） Ss are encouraged to talk about their favorite tourist destinations.
（3） T guides the Ss to realize that correct pronunciation is important in communication when traveling abroad.
【设计意图】创设情景，引出话题：准确发音的重要性。
【活动2】听对话，找出发音错误
Ss listen to a dialogue between a Chinese tourist and a native American. They are asked to notice the pronunciation of the words they think are incorrect in the dialogue.
T invites the Ss to point out the incorrect pronunciation.
T guides the Ss to compare the correct pronunciation and the incorrect one.
T introduces the topic of the lesson“assimilation and sound voicing （同化与浊化）”.
Dialogue：
A： Would you mind telling me where I can buy some stamps～
B： Excuse me～ But what is “stamp”～
A： Don’t you know stamp～ We stick it on a postcard before it is sent.
B： Oh， I see. You mean “stamp”. And we “stick” a “stamp” on a postcard. Yes， you can buy it in the store. It is just around the corner over there.
A： Thank you very much.
在上述對话中，中国游客在需要同化或浊化的单词发音（下划线部分）均出现了错误。
【设计意图】通过听一段对话，创设语境。让学生对其中的语音进行辨析（录音中的中国游客在音的浊化和同化方面存在明显的错误），引导学生发现这些问题。通过展现问题，教师导入本课主题：音的浊化与同化。
2. 步骤二：分析与实践
【活动3】听对话，学习音的同化规则
Ss listen to a dialogue. T asks the Ss if they notice the pronunciation such as“nice to meet you”， “sorry to have kept you waiting”， and “could you or would you”. T explains the concept of assimilation （音的同化） to the Ss and then guides them to summarize the general rules： （1） when [d] meets [j] then it is pronounced [d3].
e.g. Did you see him～
Could you come round tomorrow～
（2） when [t] meets[j] then it is pronounced [t1]. e.g. I want you to come. I thought you would come. Dialogue：
A： Hey， Rachel！
B： Hey， John， nice to meet you！
A： Nice to meet you too！ Sorry to have kept you waiting.
B： It doesn’t matter！ Please sit down.
A： Thank you！ Could you pass me the menu～ I am starving.
B： Here you are！
A： Thanks. What would you like to eat～
【活动4】根据语境，练习音的同化
Ss are given some situations in Chinese and then use English to express.
（1）你想给你朋友买饮料，于是你问他：
Would you like some drink～
What would you like to drink～
（2）你想让你的朋友帮一个忙，于是你问他：
Could you help me～
Could you do me a favor～
Would you mind giving me a hand～
（3）你的朋友要出国了，你表示会很想念她：
I am going to miss you.
（4）你让你的朋友等了很久，你表示很抱歉：
I am sorry to have kept you waiting.
【活动5】看视频，学习音的浊化规则
Ss watch a video and find out words with the effect of sound voicing. T guides the Ss to analyze these words and to summarize the rule of sound voicing： Voiceless consonant [p]， [t]， [k] after [s] become voiced consonant [b]， [d]， [g].
Text of the video：
Part A of NMET Listening and Speaking Test of 2015 （B）
In the 1960s， a group of researchers came here to study dolphins. Inspired by new discoveries about the animal mind， the researchers believed they could， for the first time， communicate with another species， by teaching dolphins to speak. And so， Margaret’s extraordinary experiment began. Over the coming months， she would live with Peter in the Dolphin House almost full-time. Margaret would immerse him completely in her world to try to teach him English， like a mother teaching a child to speak. After months of living with Peter， the experiment was over. It was time for Margaret to say goodbye.
【活动6】练习音的浊化
（1）绕口令：[t] & [d]
He steps on the stone stairs leading to the store selling stamps.
Police stations are established to stop stealing in the state.
The staff stated that the movie star will stay in the stadium.
They start to study the standard of the stock market.
（2）聽对话，回答问题：
Q1： What is the girl doing～ （She is skating.）
Q2： What does the girl wear～ （She wears a red skirt.）
Q3： Why is the girl so famous～ （She is always getting the highest scores in the final exam. She also wins national scholarship.） Q4： What does Lucy do after class～（She usually discusses with the teachers.）
Q5： What makes the man agree that Lucy is a tough girl～ （She is scared of nothing and won’t be discouraged even though the difficulty she faces is beyond description.）
Dialogue：
W： Who is the girl skating over there～ She is quite skillful.
M： Do you mean the girl in red skirt～ She is Lucy， my schoolmate.
W： Oh， I see. She is famous for always
getting the highest scores in the final exam. She also wins the national scholarship.
M： Yes. She is very hardworking. When others are staring at the screen of their mobile phones， she is studying. Her schedule is always full. Every day after class， you can find her discussing with the teachers of different subjects.
W： Wow， she is really a tough girl.
M： Indeed！ Nothing can scare her. She won’t be discouraged even though the difficulty she faces is beyond description.
（3）故事复述
Ss are required to listen to a story twice. During that time， they should take down necessary notes， especially words with sound of voicing. After that， they retell what they hear in two minutes.
故事梗概：这是语言专家John的个人描述。
关键词：expert（专家）、Spain（西班牙）、explore（探索）
John is a language expert teaching in an experimental middle school. He is good at speaking many languages， especially Spanish. Last summer， he spent a splendid vacation in Spain where he explored different places and experienced many kinds of sports. John is a positive person who never feels desperate even if the situation is despairing. John’s students are inspired by him and they all show respect for this responsible teacher.
【设计意图】引导学生通过观察、比较，总结出音的同化和浊化规则。并设计各类活动（参考模仿朗读，听对话回答问题，故事复述等高考听说考试题型）让学生运用所掌握的规则完成任务。
3. 步骤三：布置作业
Ss are given a group of words and are required to have a group discussion to create a story or describe a person or an event by using at least 10 of the given words： stone， station， expand， expensive， expect， expert， expose， export， express， stair， start， step， stop， store， stamp， study， despair， desperate， respect， response， skin， sky， skip， skim， scan.
【设计意图】通过要求学生使用包含目标语音项目的单词创编故事的活动，进一步帮助学生巩固本课所学。
点评
本教学设计选取语音难点“音的同化与浊化”作为教学内容，是应对听说考试的重要必修课，符合高中阶段语音教学的要求。
教学设计侧重于帮助学生建构相关的语音意识、掌握语音规则、形成语音能力。通过设计包括高考听说题型在内的多种形式的语音练习与语言实践活动，例如：听对话——找错误、听对话/看视频——总结语音规则、读绕口令、听对话——回答问题、复述故事等，引导学生在丰富的口头语篇输入与输出过程中体验、感知、模仿并反复练习，形成针对目标语音项目良好的发音习惯和语感。同时，通过布置语言任务，促使学生运用目标语音知识准确、有效地传达信息、完成交际任务。由于练习材料丰富、任务真实有趣，较好地避免了机械操练可能带给学生的负面情感，让学生在意义的理解、获取和转达中反复操练与使用目标语音知识，学以致用，最终达到良好的训练效果。课后作业要求学生用所给词语创编故事，体现了對学生创作能力的培养，是对学生能力要求的进一步提升。
本案例可供老师们在设计语音专项知识训练课时作为参考。当然，如果能够用一个统一的主题将各个学习活动有机地贯穿起来，共同服务于最终解决一个交际问题，将更有利于学生的知识建构与能力生成。
关键词：听说教学；浊化；同化
整体设计思路、指导依据说明
本教学设计选取在高考听说考试中高频出现的语音同化、浊化现象的单词，结合文化、生活话题，自主设计对话、选择合适的故事等语篇作为教学素材，引导学生掌握浊化和同化现象的规律。结合高考听说考试中Part A 模仿朗读，Part B角色扮演及Part C故事复述等考试形式，强化学生浊化与同化的概念，训练学生进行准确发音，强调准确读音的重要性。
本课授课时间为一个课时，45分钟。
学情分析
学生学习态度认真，学习热情高，已经有一定的口语基础，部分学生能够比较流利地用英语表达。但是学生以前没有接受过类似本次课这样专门的语音细节教学的课程，对本次课程的内容“语音浊化和同化”的概念比较模糊，在日常的口头表达中不时会出现这两个方面的错误。
教学目标
在本课学习结束时，学生能够：
（1）了解浊化及同化的现象及概念；
（2）通过听、仿读的方式，掌握浊化及同化现象的发音规则；
（3）运用规则完成相关的口语任务。
教学重点
引导学生掌握浊化及同化的发音规则，在不同的语篇中进行操练，进一步巩固掌握的规则。
教学难点
引导学生辨析、发现、归纳规则。引导学生根据规则完成任务，在过程中进行文化的渗透。
教学资源
多媒体课件、学案、电子白板。
教学过程
1. 步骤一：引入新课
【活动1】谈论寒假计划
（1） T’s greeting： “The winter vacation is coming. Do you have any plan of traveling abroad～”
（2） Ss are encouraged to talk about their favorite tourist destinations.
（3） T guides the Ss to realize that correct pronunciation is important in communication when traveling abroad.
【设计意图】创设情景，引出话题：准确发音的重要性。
【活动2】听对话，找出发音错误
Ss listen to a dialogue between a Chinese tourist and a native American. They are asked to notice the pronunciation of the words they think are incorrect in the dialogue.
T invites the Ss to point out the incorrect pronunciation.
T guides the Ss to compare the correct pronunciation and the incorrect one.
T introduces the topic of the lesson“assimilation and sound voicing （同化与浊化）”.
Dialogue：
A： Would you mind telling me where I can buy some stamps～
B： Excuse me～ But what is “stamp”～
A： Don’t you know stamp～ We stick it on a postcard before it is sent.
B： Oh， I see. You mean “stamp”. And we “stick” a “stamp” on a postcard. Yes， you can buy it in the store. It is just around the corner over there.
A： Thank you very much.
在上述對话中，中国游客在需要同化或浊化的单词发音（下划线部分）均出现了错误。
【设计意图】通过听一段对话，创设语境。让学生对其中的语音进行辨析（录音中的中国游客在音的浊化和同化方面存在明显的错误），引导学生发现这些问题。通过展现问题，教师导入本课主题：音的浊化与同化。
2. 步骤二：分析与实践
【活动3】听对话，学习音的同化规则
Ss listen to a dialogue. T asks the Ss if they notice the pronunciation such as“nice to meet you”， “sorry to have kept you waiting”， and “could you or would you”. T explains the concept of assimilation （音的同化） to the Ss and then guides them to summarize the general rules： （1） when [d] meets [j] then it is pronounced [d3].
e.g. Did you see him～
Could you come round tomorrow～
（2） when [t] meets[j] then it is pronounced [t1]. e.g. I want you to come. I thought you would come. Dialogue：
A： Hey， Rachel！
B： Hey， John， nice to meet you！
A： Nice to meet you too！ Sorry to have kept you waiting.
B： It doesn’t matter！ Please sit down.
A： Thank you！ Could you pass me the menu～ I am starving.
B： Here you are！
A： Thanks. What would you like to eat～
【活动4】根据语境，练习音的同化
Ss are given some situations in Chinese and then use English to express.
（1）你想给你朋友买饮料，于是你问他：
Would you like some drink～
What would you like to drink～
（2）你想让你的朋友帮一个忙，于是你问他：
Could you help me～
Could you do me a favor～
Would you mind giving me a hand～
（3）你的朋友要出国了，你表示会很想念她：
I am going to miss you.
（4）你让你的朋友等了很久，你表示很抱歉：
I am sorry to have kept you waiting.
【活动5】看视频，学习音的浊化规则
Ss watch a video and find out words with the effect of sound voicing. T guides the Ss to analyze these words and to summarize the rule of sound voicing： Voiceless consonant [p]， [t]， [k] after [s] become voiced consonant [b]， [d]， [g].
Text of the video：
Part A of NMET Listening and Speaking Test of 2015 （B）
In the 1960s， a group of researchers came here to study dolphins. Inspired by new discoveries about the animal mind， the researchers believed they could， for the first time， communicate with another species， by teaching dolphins to speak. And so， Margaret’s extraordinary experiment began. Over the coming months， she would live with Peter in the Dolphin House almost full-time. Margaret would immerse him completely in her world to try to teach him English， like a mother teaching a child to speak. After months of living with Peter， the experiment was over. It was time for Margaret to say goodbye.
【活动6】练习音的浊化
（1）绕口令：[t] & [d]
He steps on the stone stairs leading to the store selling stamps.
Police stations are established to stop stealing in the state.
The staff stated that the movie star will stay in the stadium.
They start to study the standard of the stock market.
（2）聽对话，回答问题：
Q1： What is the girl doing～ （She is skating.）
Q2： What does the girl wear～ （She wears a red skirt.）
Q3： Why is the girl so famous～ （She is always getting the highest scores in the final exam. She also wins national scholarship.） Q4： What does Lucy do after class～（She usually discusses with the teachers.）
Q5： What makes the man agree that Lucy is a tough girl～ （She is scared of nothing and won’t be discouraged even though the difficulty she faces is beyond description.）
Dialogue：
W： Who is the girl skating over there～ She is quite skillful.
M： Do you mean the girl in red skirt～ She is Lucy， my schoolmate.
W： Oh， I see. She is famous for always
getting the highest scores in the final exam. She also wins the national scholarship.
M： Yes. She is very hardworking. When others are staring at the screen of their mobile phones， she is studying. Her schedule is always full. Every day after class， you can find her discussing with the teachers of different subjects.
W： Wow， she is really a tough girl.
M： Indeed！ Nothing can scare her. She won’t be discouraged even though the difficulty she faces is beyond description.
（3）故事复述
Ss are required to listen to a story twice. During that time， they should take down necessary notes， especially words with sound of voicing. After that， they retell what they hear in two minutes.
故事梗概：这是语言专家John的个人描述。
关键词：expert（专家）、Spain（西班牙）、explore（探索）
John is a language expert teaching in an experimental middle school. He is good at speaking many languages， especially Spanish. Last summer， he spent a splendid vacation in Spain where he explored different places and experienced many kinds of sports. John is a positive person who never feels desperate even if the situation is despairing. John’s students are inspired by him and they all show respect for this responsible teacher.
【设计意图】引导学生通过观察、比较，总结出音的同化和浊化规则。并设计各类活动（参考模仿朗读，听对话回答问题，故事复述等高考听说考试题型）让学生运用所掌握的规则完成任务。
3. 步骤三：布置作业
Ss are given a group of words and are required to have a group discussion to create a story or describe a person or an event by using at least 10 of the given words： stone， station， expand， expensive， expect， expert， expose， export， express， stair， start， step， stop， store， stamp， study， despair， desperate， respect， response， skin， sky， skip， skim， scan.
【设计意图】通过要求学生使用包含目标语音项目的单词创编故事的活动，进一步帮助学生巩固本课所学。
点评
本教学设计选取语音难点“音的同化与浊化”作为教学内容，是应对听说考试的重要必修课，符合高中阶段语音教学的要求。
教学设计侧重于帮助学生建构相关的语音意识、掌握语音规则、形成语音能力。通过设计包括高考听说题型在内的多种形式的语音练习与语言实践活动，例如：听对话——找错误、听对话/看视频——总结语音规则、读绕口令、听对话——回答问题、复述故事等，引导学生在丰富的口头语篇输入与输出过程中体验、感知、模仿并反复练习，形成针对目标语音项目良好的发音习惯和语感。同时，通过布置语言任务，促使学生运用目标语音知识准确、有效地传达信息、完成交际任务。由于练习材料丰富、任务真实有趣，较好地避免了机械操练可能带给学生的负面情感，让学生在意义的理解、获取和转达中反复操练与使用目标语音知识，学以致用，最终达到良好的训练效果。课后作业要求学生用所给词语创编故事，体现了對学生创作能力的培养，是对学生能力要求的进一步提升。
本案例可供老师们在设计语音专项知识训练课时作为参考。当然，如果能够用一个统一的主题将各个学习活动有机地贯穿起来，共同服务于最终解决一个交际问题，将更有利于学生的知识建构与能力生成。