英语语音教案.pdf

英语语音课程教学教案英语语音课程教学教案Unit 1Unit 1Unit 2Unit 2Unit 3Unit 3Unit 4Unit 4Unit 5Unit 5Unit 6Unit 6Unit 7Unit 7Unit8Unit8Phoneme and TranscriptionPhoneme and TranscriptionThe Pure VowelsThe Pure VowelsThe DiphthongsThe DiphthongsRules of Reading of English Vowel LettersRules of Reading of English Vowel LettersThe ConsonantsThe ConsonantsConnected Speech(1)Connected Speech(1)Connected Speech(2)Connected Speech(2)Connected Speech(3)Connected Speech(3)1Unit 1 Phoneme and TranscriptionUnit 1 Phoneme and TranscriptionPurpose:Purpose:The students will learn some basic concepts in English pronunciation.We are going to learnsomething about syllables,stress and rhythm in English.At the same time,they will learn to saygreetings and farewell with appropriate pronunciation and intonation in English.Objectives:Students will be able to:Objectives:Students will be able to:1.Define-in their own words a definition for“syllable”and“stressedsyllable”,then a definition for“rhythm”and“rhythmic pattern”;2.Compare based on the understanding of the basic concept,compare thedegrees of stress and different rhythmic patterns;3.Practice imitate the typical stress patterns and rhythmic patterns inEnglish.Activities and Procedures:Activities and Procedures:1.Begin by asking the class to find out how much the students know about stresspatterns and rhythmic patters in English,make sure that it serves the purpose ofstimulating the students to think about the issue and have the desire to find out theanswers themselves.2.Display examples by playing the recording of the native speakers showing thetypical stress patters and rhythmic patterns in English.3.Ask the students to listen to the tapes to mark out the stressed syllables in words.4.Ask the students to listen to the tapes to mark out the stressed words in sentences.5.Have the students imitate the stress patterns and rhythmic patterns to experiencethe rhythm in speech.6.Have the students share what they have learned by reading out the practicematerials in pairs.7.Have the students listen to the conversations recorded by native speakers ofEnglish and try to get the rhythmic patterns in their speech.8.Have the students practice the guided conversation.Ask them to pay specialattention to the stress the rhythm in speech.9.Highlight the language function in the conversation in the practice.10.Have several pairs of the students present their conversation in the class.11.Comment on the students performance by highlighting the achievement of thestudents and the efforts they need for the improvement.12.Ask the students to do more practice after class and get ready for presentation during the nextsession.Basic Concepts:Syllables,Stress&RhythmBasic Concepts:Syllables,Stress&RhythmIn this unit,we are going to learn some basic concepts in English pronunciation.We are going to learn something about syllables,stress and rhythm in English.At the2same time,we are going to learn to say greetings and farewell with appropriatepronunciation and intonation in English.First of all,lets look at the syllable in English.Please listen to the following word:driveway.Now,tell me,how many syllables there are in this word?Right.There are two.Please listen to the following sentence:Drive him away.Tell me,how many syllables there are in this sentence?Right.There are four.IntroductionIntroductionSo.What is a syllable?A syllable is a word part and the basic unit of English rhythm.English words canhave one,two,three or even more syllables.In the word driveway,there are twosyllables.In the sentence Drive him away,there are four.What is a stressed syllable?In English words with more than one syllable,one of them will receive morestress than the others.Stressed syllables are those that are marked in the dictionary asstressed.For example,in the word driveway,the first syllable i s a stressed syllablewhile the second syllable is not.Stressed syllables in English are usually longer,louder,and higher in pitch.Listen to the following example:baNAAAAnaSyllable 1Syllable 2(short)(long)Syllable 3(short)The word banana has 3 syllables.Syllable 1 is not stressed and so is short.Syllable 2 is stressed and so is long with a clear vowel sound/:/.Syllable 3 is notstressed and so is also short.Here is a short summary about the stressed and unstressed syllables:Stressed syllables are strong syllables.Unstressed syllables are weak syllables.Stressed syllables:-are long-have a pitch change-have full vowel sounds.Unstressed syllables:-are short-often have a reduced vowel sound.Now lets look at the rhythm in English.We all know that correct pronunciation of the individual English sounds isimportant in communication.The way the sounds are organized,however,is oftenmore crucial for understanding.The rhythm of English,for example,is one of the twomajor organizing structures that native speakers rely on to process speech.What is rhythm?3Rhythm can be found everywhere in life:the sound of a clock,the beating of theheart,the strokes of a swimmer,and of course in poetry and music.But rhythm inlanguage is less familiar because it is less obvious.The rhythm of a language ischaracterized by the timing pattern of successive syllables.In some languages,everysyllable is given about the same length,while in others,syllables vary in length.InEnglish,strong beats are called stress-the heart of the rhythmic pattern.音节、重音与节奏音节、重音与节奏本单元将向大家介绍英语语音语调的基本概念,主要介绍英语语音的音节、重音和节奏规律。首先，让我们先来看看英语的音节：单词 driveway 有两个音节。句子 Drive him away 有四个音节。何谓“音节”？音节是一个言语单位，常常比一个语音长，但比一个单词短。一个英语单词可以有一个、两个三个或更多的音节。就像我们刚看到的单词 driveway 有两个音节,句子 Drive him away 有四个音节。同时，音节又是英语发音节奏的最基本的单位。何谓“重读音节”？如果一个英语单词中拥有两个或两个以上的音节，其中一个音节会比其周围的音节要响亮些。重读音节通常在词典中有所标注。例如，单词 driveway 的第一个音节就是重读音节，而它的第二个音节就是非重读音节。英语中的重读音节在发音过程中往往要比非重读音节要长一些，响亮一些，同时音调也稍高一些。例如，“banana”一词有三个音节。第一个音节是非重音，所以发音所需时间比较短。第二个音节是重读，所以元音/:/发的比较长，清晰响亮。第三个音节同样属非重音，所以发音所需时间也很短。可见，重读音节与非重读音节分别有以下特征：重读音节:声音响亮 延续时间较长 音调较高非重读音节:1.延续时间较短 2.元音发音弱化英语话语节奏：英语话语节奏：学会发好每一个英语音素，是学好英语语音的基础，正确的发音在语言交流中非常重要。然而，语音的组合方式对于听者的理解也起着至关重要的作用。英语的话语节奏就是其中之一。何谓“英语话语节奏”？节奏在我们的日常生活中无所不在：滴答转动的钟表声，砰砰不停的心脏跳动，游泳的划水节拍，优美诗句和音乐的韵律，这些都是节奏的体现。话语节奏与前面我们所提到的日常生活中显而易见的节奏不同之处在于：语言中的话语节奏不是那么明显与绝对。语言中的节奏特征是由一连串音节的长短来体现的。有一些语言的话语特点是：每一个音节的音长呈大致相同的趋势，这种音节彼此距离大致相等的现象被称为“以音节定时”节奏。汉语的话语节奏就有这样的倾向。例如，当我说：“面包加牛奶”，这里含 5 个音节，所需的时间暂且定为 5 个时段。如果我要说：“一片面包加一杯牛奶”，这里含 9 个音节，所需的时间就是 9 个时段。英语的话语节奏则显不同的趋势。例如，在“bread and milk”短语中，音节数是三个，其中“bread”与“milk”是重读音节。在“some bread and somemilk”这一短语中，音节数是5 个，其中重读的也是“bread”与“milk”。虽然4这两个短语的音节数不同，但是在话语中，它们所需的时间却是大致相同的，因为它们有一个共同点：重读音节数相同。这种重读音节彼此距离相等的现象就是“以重音定时”节奏。掌握这一英语话语的节奏规律。对于提高我们英语口语的流利程度和自然程度以及英语听力理解快速解码的能力至关重要。正因为如此，我们将重音与节奏的学习放在中心与突出的位置，从第一单元的概念介绍开始，贯穿整个语音课程学习的始终。5Unit 2Unit 2The Pure VowelsThe Pure VowelsFront Vowels&Central VowelsFront Vowels&Central VowelsPurpose:Purpose:The students will learnthe consonants:Front Vowels&Central VowelsFront Vowels&Central Vowels in English.Objectives:Students will be able to:Objectives:Students will be able to:1.Define-in their own words a definition for Front Vowels&Central Vowels Front Vowels&Central Vowels;2.Compare based on the understanding of the basic concept,compare them withother vowels;3.Practice imitate the sounds and do practice.Activities and Procedures:Activities and Procedures:1.Stimulating:Begin by asking the class to find out how much the students knowabout what they are required to learn.Make sure that it serves the purpose ofstimulating the students to think about the issue and have the desire tofind out theanswers themselves.2.Display examples by playing the recording of the native speakers showing thetypical pronunciation in English.3.Ask the students to listen to the tapes to make a good discrimination of the soundsin focus.4.Have the students imitate the sound in focus.5.Have the students share what they have learned by reading out the practicematerials in pairs.6.Have the students listen to the conversations recorded by native speakers ofEnglish and try to get the sounds in focus correct in their pronunciation.7.Have the students practice the guided conversation.Ask them to pay specialattention to the sounds in focus in speech.8.Highlight the language function in the conversation in the practice.9.Have several pairs of the students present their conversation in the class.10.Comment on the students performance by highlighting the achievement of thestudents and the efforts they need for the improvement.11.Ask the students to do more practice after class and get ready for presentation during thenext session.In this unit,we will learn the front vowels and central vowels in English.Vowels are sounds in which there is no obstruction to the flow of air as it passesfrom the larynx to the lips.There are 20 vowels in English,among which 12 are purevowels and 8 are diphthongs.The English pure vowels can be classified according to1)the height of the raised part of the tongue;2)the part of the tongue raised,and3)the position of the lips,i.e.whether they are rounded or unrounded.6There are four front vowels in English:/i:/,/,/e/and/.The reason these arecalled front vowels is that the tongue body is shifted forward,causing the vowels tobe produced in the front of the mouth.In addition,the front vowels may besubdivided into those that are high(or close),like/i:/and/,mid,like/e/,and low(or open),like/.For the two vowels in the high front space,/i:/and/,the tongueis close to the hard palate.Likewise,for the low vowel/the tongue is nearly flatand the lower jaw more open than for the other front vowels.There are two central vowels in English:/:/and/They are called centralvowels because they tend to be produced at a point midway between the front andback vowels and between the high and low vowels.It has become traditional to locate vowels on a four-sided figure.The following is adescription of the four English front vowels and two central vowels.i:e/i:/&/i:/&/,/,/i:/is a very common sound in the worlds languages.It is made by raising thebody of the tongue from its rest position and shifting it forward.The/sound ismade by lowering the tongue slightlylowering the tongue slightly from the high-front position for/i:/.Besides,/i:/is a much more tense sound than/.The fact that English has these two highfront vowels,differentiated by muscle tension in the root of the tongue,sets it apartfrom Chinese and many languages of the world.Both/i:/and/can occur in initial,medial,and final position in words.Very little difficulty should be encountered by the Chinese learners in thepronunciation of/i:/,but/is a problem sound.It is easy for the learners to detectthe difference in length.What counts here,however,is the difference in quality.It istherefore important to point out the fact that to pronounce a correct/,you need to1)lower you tongue a little bit from the position for/i:/,and2)make it a lax sound instead of a tense sound like/i:/.The importance of correct pronunciation of/lies in the fact that it is thesecond most frequent vowel in English./e/&/e/&/e/is also an English vowel with high frequency of occurrence.The tongue bodyis shifted forward in the mid-plane./is produced by shifting the body of the tongueforward from its relaxed state,and lowering it from the position for/e/.It is the lowestof the front vowels./e/and/do not occur in final position in English words./e/and/are not really problem sounds for the Chinese learners,but many ofthem fail to make a clear distinction between the two in their speech.The difficulty is7that they have to make the clear distinction consistent./:/&/:/&/:/and/are central vowels./:/is made with the tongue in the approximatemiddle of the mouth.It occurs only in stressed syllables./is also called a schwa.Itis made similarly to/:/,but with less tension./is the most frequently used vowelin English.Both/:/and/may occur in all three word positions.Most learners do not have problems in the pronunciation of/:/and/,still weneed to give special attention to the schwa.The problem with the schwa may notgenerally be in production,but in knowing when to use the sound.No other vowel,with the exception of the other reduced vowel,/,is as important to anunderstanding of the English sound system and the way it functions in unstressedsyllables.本单元介绍英语的前元音和中元音。发音时气流由肺部泄出，不受任何阻碍，气流输出过程畅通无阻不带任何摩擦，这样发出的音叫做元音。元音音素之所以彼此有别，是受到发音器官调节的结果。发音过程中发音器官采取某一固定位置直至发音结束的，是单元音，如/i:,u:/。双元音又称“滑音”，即在发音过程中发音器官的位置或形状有所变化，从一个单元音滑向另一个单元音，发/e/这一双元音就是从发/e/开始，朝/的方向滑动，构成/e/。英语的元音中，有 12 个音元音，8 个双元音。单元音的音质取决于以下三个因素：一是舌头在口腔中位置的高低，即舌头前、中、后哪一部分抬得最高；二是牙床张开的大小，即张口程度是合、半合、还是开；三是唇形，发音时唇形是扁平还是圆唇。在元音发音的过程中起关键作用的是舌头，因此学习元音时就要重点学会正确调节舌位。元音的音素也正是根据发音时舌位的变化情况进行分类的。单元音可按发音时舌头前、中、后哪一部分抬得最高而分成三类：前元音，中元音，后元音。这一单元我们学习的是英语的前元音与中元音。我们先来看看英语前元音与中元音的舌位图（见课本 p50）。图的左方为口腔的前部，右方为其后部。竖线把舌头分成前中后三个部分；横线表示牙床的开合程度，图中的框框与圆形表示元音音素发音时舌头抬得最高的那一部分在口腔中的位置，同时框框中的元音为非圆唇音,圆形中的元音为圆唇音。从图中可以看到，/i:/与/都是前元音,但是发/i:/时牙床近于全合；发/时，牙床近于全开。可见，发音时调节口的开张程度就产生的不同的前元音。试发以下元音/i:,e,/。/i:/i:/把这两个元音放在一起学是为了更好地进行比较。/i:/的发音与汉语的“衣”发音有点相似，发音时牙床近于全合，舌尖抵下齿，舌前部抬得很高，升向硬腭，双唇扁平。/i:/与汉语“衣”的发音不同之处在于：汉语“衣”在发音时舌前与硬腭之间的距离更窄一些，且有轻微的摩擦。大部分中国学生对发好/i:/这个音都有很大的把握。第二号元音/I/的学习则给大家带来很大的挑战，不少人将/看作是/i:/的短元音：发音时舌位相同，只是将其发作短音。其实，/i:/与/的区别主要不在其长短，更重要的是质的不同，即发音时发音器官的位置8不同。从舌位图中我们看到：这两个音发音时有两个不同之处。首先是发/时舌在口腔中的位置比发/i:/时要低一些。也就是说/i:/在发音时牙床近于全合，而/则属半合。其次，发/时，舌头抬高的最高点要比/i:/更靠后一些，因而口腔中形成的气流通道也更宽一些。此外，在发音时/i:/的双唇呈扁平状，口腔肌内紧张，而/的双唇形式居扁平与中常之间，口腔肌内较为放松。掌握好以上区别，对发好这两个音极为重要。/e/e/从舌位图我们可以看到：/e/与/也是前元音。/e/在发音时口的开张度居半合与半开之间，/在发音时，口张至近于全开。中国学生在学习这两个音时最常见的错误是用 一个半开元音代替/e/与/。也就是说，在发音时，应该发/e/的时候口张得太大，应该发/时口的开张度又嫌太合，/e/与/同时发作。对于这些学生来说，掌握好口的开张度是发好这两个音的关键。在学习/e/音时，还须注意的另外两点是：第一，莫将/e/发成中元音，例如，我们有时候听到一些人将 when 说成汉语的“问”，问题就出在这里。第二，莫将/e/发成双元音，如将setting 说成*st。要解决这个问题主要是注意在发/e/的过程中，口的开张度与舌位要保持稳定，不能有变化。/:/:/从舌位图中我们看到：这两个音在发音时采取的中立的位置，牙床半开合，舌的中部稍稍隆起，双唇偏平或中常，就可以发出/:/与/。在学习这两个音时，需要注意：一、/:/只出现在重读音节中而/则只出现在非重读音节里，亦被称作“非重读央元音”。二、/:/的发音与/不完全相同:/:/并不是/的单纯延长,发/:/时口形得比/小，舌位也略高于发/时;同时发/:/时双唇偏平，肌肉紧张，而发/时双唇中常、肌肉松弛。三、/是英语元音中出现频率最高的，也是所有英语音素中出现频率最高的音素。学习中的难点是掌握什么时候应该发这个音。Back VowelsBack VowelsPurpose:Purpose:The students will learnthe Back VowelsBack Vowels in English.Objectives:Students will be able to:Objectives:Students will be able to:1.Define-in their own words a definition for Back Vowels Back Vowels;2.Compare based on the understanding of the basic concept,compare them withother vowels;3.Practice imitate the sounds and do practice.Activities and Procedures:Activities and Procedures:1.Stimulating:Begin by asking the class to find out how much the students knowabout what they are required to learn.Make sure that it serves the purpose ofstimulating the students to think about the issue and have the desire tofind out theanswers themselves.2.Display examples by playing the recording of the native speakers showing the9typical pronunciation in English.3.Ask the students to listen to the tapes to make a good discrimination of the soundsin focus.4.Have the students imitate the sound in focus.5.Have the students share what they have learned by reading out the practicematerials in pairs.6.Have the students listen to the conversations recorded by native speakers ofEnglish and try to get the sounds