《英语语音》课程教学教案
Unit 1 Phoneme and Transcription
Unit 2 The Pure Vowels
Unit 3 The Diphthongs
Unit 4 Rules of Reading of English Vowel Letters Unit 5 The Consonants
Unit 6 Connected Speech (1)
Unit 7 Connected Speech (2)
Unit8 Connected Speech (3)
Unit 1 Phoneme and Transcription
Purpose:
The students will learn some basic concepts in English pronunciation. We are going to learn something about syllables, stress and rhythm in English. At the same time, they will learn to say greetings and farewell with appropriate pronunciation and intonation in English.
Objectives: Students will be able to :
1.Define - in their own words a definition for “syllable”and “stressed
syllable”, then a definition for “rhythm” and “rhythmic pattern”;
https://www.doczj.com/doc/d217595727.html,pare – based on the understanding of the basic concept, compare the
degrees of stress and different rhythmic patterns;
3.Practice –imitate the typical stress patterns and rhythmic patterns in
English.
Activities and Procedures:
1.Begin by asking the class to find out how much the students know about stress
patterns and rhythmic patters in English, make sure that it serves the purpose of stimulating the students to think about the issue and have the desire to find out the answers themselves.
2.Display examples by playing the recording of the native speakers showing the
typical 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 experience
the rhythm in speech.
6.Have the students share what they have learned by reading out the practice
materials in pairs.
7.Have the students listen to the conversations recorded by native speakers of
English and try to get the rhythmic patterns in their speech.
8.Have the students practice the guided conversation. Ask them to pay special
attention 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.
https://www.doczj.com/doc/d217595727.html,ment on the students?performance by highlighting the achievement of the
students 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 next
session.
Basic Concepts: Syllables, Stress & Rhythm
In 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 the
same time, we are going to learn to say greetings and farewell with appropriate pronunciation and intonation in English.
First of all, let?s 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. Introduction
So. What is a syllable?
A syllable is a word part and the basic unit of English rhythm. English words can have one, two, three or even more syllables. In the word …driveway?, there are two syllables. 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 more stress than the others. Stressed syllables are those that are marked in the dictionary as stressed. For example, in the word …driveway?, the first syllable i s a stressed syllable while the second syllable is not.
Stressed syllables in English are usually longer, louder, and higher in pitch.
Listen to the following example:
ba NAAAA na
Syllable 1 Syllable 2 Syllable 3
(short) (long) (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 not stressed 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 let?s look at the rhythm in English.
We all know that correct pronunciation of the individual English sounds is important in communication. The way the sounds are organized, however, is often more crucial for understanding. The rhythm of English, for example, is one of the two major organizing structures that native speakers rely on to process speech.
What is rhythm?
Rhythm can be found everywhere in life: the sound of a clock, the beating of the heart, the strokes of a swimmer, and of course in poetry and music. But rhythm in language is less familiar because it is less obvious. The rhythm of a language is characterized by the timing pattern of successive syllables. In some languages, every syllable is given about the same length, while in others, syllables vary in length. In English, strong beats are called stress -- the heart of the rhythmic pattern.
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: ⒈声音响亮⒉延续时间较长⒊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：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 some milk”这一短语中，音节数是5个，其中重读的也是“bread”与“milk”。虽然
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。
Unit 2 The Pure Vowels
Front Vowels & Central Vowels
Purpose:
The students will learn the consonants: Front Vowels & Central Vowels in English. Objectives: Students will be able to :
1. Define - in their own words a definition for Front Vowels & Central Vowels;
2. Compare – based on the understanding of the basic concept, compare them with other vowels;
3. Practice – imitate the sounds and do practice.
Activities and Procedures:
1. Stimulating: Begin by asking the class to find out how much the students know about what they are required to learn. Make sure that it serves the purpose of stimulating the students to think about the issue and have the desire to find out the answers themselves.
2. Display examples by playing the recording of the native speakers showing the typical pronunciation in English.
3. Ask the students to listen to the tapes to make a good discrimination of the sounds in focus.
4. Have the students imitate the sound in focus.
5. Have the students share what they have learned by reading out the practice materials in pairs.
6. Have the students listen to the conversations recorded by native speakers of English and try to get the sounds in focus correct in their pronunciation.
7. Have the students practice the guided conversation. Ask them to pay special attention 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 the students and the efforts they need for the improvement.
11. Ask the students to do more practice after class and get ready for presentation during the next session.
In this unit, we will learn the front vowels and central vowels in English.
V owels are sounds in which there is no obstruction to the flow of air as it passes from the larynx to the lips. There are 20 vowels in English, among which 12 are pure vowels and 8 are diphthongs. The English pure vowels can be classified according to
1)the height of the raised part of the tongue;
2)the part of the tongue raised, and
3)the position of the lips, i.e. whether they are rounded or unrounded.
There are four front vowels in English: /i:/, /?/, /e/ and /?/. The reason these are called front vowels is that the tongue body is shifted forward, causing the vowels to be produced in the front of the mouth. In addition, the front vowels may be subdivided 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 tongue is close to the hard palate. Likewise, for the low vowel /?/ the tongue is nearly flat and the lower jaw more open than for the other front vowels.
There are two central vowels in English: /з:/ and /?/ They are called central vowels because they tend to be produced at a point midway between the front and back vowels and between the high and low vowels.
It has become traditional to locate vowels on a four-sided figure. The following is a description of the four English front vowels and two central vowels.
/i:/ & /?/,
/i:/ is a very common sound in the world's languages. It is made by raising the body of the tongue from its rest position and shifting it forward. The /?/ sound is made by lowering 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 high front vowels, differentiated by muscle tension in the root of the tongue, sets it apart from 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 the pronunciation of /i:/, but /?/ is a problem sound. It is easy for the learners to detect the difference in length. What counts here, however, is the difference in quality. It is therefore important to point out the fact that to pronounce a correct /?/, you need to
1)lower you tongue a little bit from the position for /i:/, and
2)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 the second most frequent vowel in English.
/e/ & /?/
/e/ is also an English vowel with high frequency of occurrence. The tongue body is shifted forward in the mid-plane. /?/ is produced by shifting the body of the tongue forward from its relaxed state, and lowering it from the position for /e/. It is the lowest of 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 of them fail to make a clear distinction between the two in their speech. The difficulty is
that they have to make the clear distinction consistent.
/з:/ & /?/
/з:/ and / / are central vowels. /з:/ is made with the tongue in the approximate middle of the mouth. It occurs only in stressed syllables. /?/ is also called a schwa. It is made similarly to /з:/, but with less tension. /?/ is the most frequently used vowel in English. Both /з:/ and /?/ may occur in all three word positions.
Most learners do not have problems in the pronunciation of /з:/ and /?/, still we need to give special attention to the schwa. The problem with the schwa may not generally 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 an understanding of the English sound system and the way it functions in unstressed syllables.
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:/ /?/
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
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/ / ? /
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*[`s??t??]。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。
/з:/ /?/
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/з:/与/?/。
在学习这两个音时，需要注意：一、/з:/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、/з:/的发音与/?/不完全相同: /з:/ 并不是/?/的单纯延长, 发/з:/时口形得比/?/小，舌位也略高于发/?/时; 同时发/з:/ 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 Vowels
Purpose:
The students will learn the Back Vowels in English.
Objectives: Students will be able to :
1. Define - in their own words a definition for Back Vowels;
2. Compare – based on the understanding of the basic concept, compare them with other vowels;
3. Practice – imitate the sounds and do practice.
Activities and Procedures:
1. Stimulating: Begin by asking the class to find out how much the students know about what they are required to learn. Make sure that it serves the purpose of stimulating the students to think about the issue and have the desire to find out the answers themselves.
2. Display examples by playing the recording of the native speakers showing the
typical pronunciation in English.
3. Ask the students to listen to the tapes to make a good discrimination of the sounds in focus.
4. Have the students imitate the sound in focus.
5. Have the students share what they have learned by reading out the practice materials in pairs.
6. Have the students listen to the conversations recorded by native speakers of English and try to get the sounds in focus correct in their pronunciation.
7. Have the students practice the guided conversation. Ask them to pay special attention 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 the students and the efforts they need for the improvement.
11. Ask the students to do more practice after class and get ready for presentation during the next session.
Back Vowels
In this unit, we will learn the back vowels in English.
There are six back vowels in English. The back vowels are produced by shifting the body of the tongue back from its central position. The tip of the tongue remains at the level of the lower teeth. The front and back vowels have several features in common as well as some differences. Unlike the front vowels that are made with a fairly neutral lip posture, four of the back vowels are rounded. The back vowels may also be subdivided into those that are high (/u:/ and /?/), mid (/ :/ and /?/), and low
(/ :/ and /?/). The following is the description of the six English back vowels.
/u:/ and /?/
/u:/ and /?/ are both high, back, rounded vowels. The /u:/ marks the highest boundary for the back vowels, as /i:/ does for the front vowels. Therefore, the tongue is retracted from its rest position and raised toward the soft palate. This vowel is quite
common in the languages of the world and appears without problem in most Chinese learners. Along with /u:/, /?/ completes the vowels in the high back space on the vowels chart. Its corresponding front vowel is /?/. When making the sound, the tongue is retracted as for /u:/ but not elevated to the same extent. In addition, the /?/ vowel is not made with as much tension in the root of the tongue as /u:/. The same tense/lax contrast is also seen for /i:/ and /?/. This sound is not found very frequently as a phoneme in the languages of the world, certainly not in Chinese Putonghua. In English, it is not very common despite the fact that it appears in some frequently used words, such as should, good, and book. /u:/ occurs at all the three positions of a word while /?/ occurs only in the middle position of a word, like book and hook. To ensure correct pronunciation, it is important to make the following distinction between /u:/ and /?/:
1./u:/ is the highest back vowel, so the raised part of the tongue for /u:/ is higher than that for /?/;
2.the part of the tongue raised for /?/ is not as back as that for /u:/;
3./u:/ has quite strong lip rounding while the lips are only slightly rounded for /?/.
/ :/ & /?/
/ :/ is a mid-back vowel. For its production, the tongue is retracted and almost flat in the mouth. The vowel is almost fully back and has quite strong lip-rounding. /?/ is a low vowel. The lips are slightly rounded. /?/ is a difficult vowel for the Chinese learners. Many of them use a shortened version of / :/ as its substitution. To ensure correct pronunciation, it is important to make the following distinction between these two vowels:
1./?/ is a low vowel while / :/ is a mid vowel, so the mouth is more open for /?/,
2./ :/ has quite strong lip rounding while the lips are only slightly rounded for /?/. / :/ & /?/
The / :/ is made by lowering and flattening the tongue in the oral cavity. It is a low vowel, but not as back as other back vowels in English. /?/ is quite different from other vowels in this group in that it is more like a central vowel than a back vowel (see the vowel chart). /?/ is made with the tongue in the approximate middle of the mouth, perhaps shifted back slightly. It is lower than the other central vowels /з:/ and /?/. The lip position is neutral. It is important for the learners to make a clear distinction between / :/ and /?/ in their pronunciation.
元音: 后元音
在这个单元里，我们将学习英语的后元音。英语有六个后元音。发后元音时，
舌身从中间位置向后移动，舌尖与下齿保持同一水平。英语的前元音在发音时，唇形是扁平的。后元音中则有四个圆唇音。我们可以根据其口的开张程度，由近
乎全合到近乎全开，逐步张开，舌位依次降低发出以下后元音：/u:, ?, :, ?/。
我们来看后元音的舌位图。英语的后元音中有四个圆唇音，两个非圆唇音。从发音时口的开张程度看，/ u: /近乎全合；/ ? /属半合；/ : /在发音时牙床半开；
/ ? /在发音时牙床张开；/? /近乎全开；/ :/也近乎全开；/? /与/ :/在口的开张度上相似，但/ ? /是圆唇音，/ :/是非圆唇音；/ :/的舌位要比/ ? /稍前一些。
现在来看看这些音的具体发音。
/ u: / / ?/
/ u: /和/?/都是高元音、后元音、圆唇元音。/ u: /在英语后元音中，舌位是最高的。就如/ i: /在前元音中舌位最高一样。发此音时，舌头后缩，并向软腭隆起。这个音在当今世界的许多语言中都很常见，对大多数中国学习者来说，发此音并没有多大问题。/?/在发音时与/u:/一样，舌头后缩，但后度不及/u:/，舌面隆起但程度不及/u:/。另外，发/?/音时，肌肉的紧张程度不及/u:/。
学习/ u: /和/?/的发音时，要特别注意以下几点：
1、/ u: /是舌位最高的后元音，因此舌头隆得比/?/音高。
2、发/ u: /音时，舌头隆起部位比/?/更接近舌根。
3、发/ u: /音时，双唇呈滚圆形；发/?/音时，双唇呈微圆形。
4、发/ u: /音时，肌肉紧张度高而发/?/时，肌肉轻为松驰。
/ : / / ? /
/ : /在发音时，舌头后缩牙床半开，双唇呈滚圆形。/? /在发音时舌面尽量压低和往后靠，牙床近乎全开，呈微圆形。/? /对中国学生来说是一个较难发好
的音，许多人就用/ : /的短音来代替。为确保发音准确，掌握这两个元音以下的区别尤为重要：
1、/? /在发音时口的开张度大于/ : /，牙床近乎全开。
2、发/ : /音时，双唇呈滚圆形；发/? /音时，双唇呈微圆形。
/ : / / ? /
发/ : /音时，口要尽量张大，牙床全开，双唇中常，舌尖离开下齿，舌位放
到最低点，同时向后缩，但后度不及/?/。/?/不同于其它后元音。与其说它是
后元音，还不如说它是中元音。发/?/音时，舌头在口腔里平放着，舌面中部略抬起，牙床半开，舌位比中元音/з: /要低，双唇中常，肌肉松驰。
练习这两个音的时候，要特别注意它们之间的不同：1、/ : /的舌位比/?/
后；2、/ : /音口的开张度比/?/大。在练习/ : /音时还要注意区分/ : /与/? /。这两个音的牙床开张程度是相似的，都属近乎全开，所不同的：一是/? /的舌位
更后一些；二是/? /是圆唇音而/ : /是非圆唇音；三是一般说来在相同的语音环
境中/ :/的音长于/? /。
Unit 3 Diphthongs
Purpose:
The students will learn the V owels: Diphthongs in English. Objectives: Students will be able to :
1. Define - in their own words a definition for V owels: Diphthongs;
2. Compare – based on the understanding of the basic concept, compare them with other vowels;
3. Practice – imitate the sounds and do practice.
Activities and Procedures:
1. Stimulating: Begin by asking the class to find out how much the students know about what they are required to learn. Make sure that it serves the purpose of stimulating the students to think about the issue and have the desire to find out the answers themselves.
2. Display examples by playing the recording of the native speakers showing the typical pronunciation in English.
3. Ask the students to listen to the tapes to make a good discrimination of the sounds in focus.
4. Have the students imitate the sound in focus.
5. Have the students share what they have learned by reading out the practice materials in pairs.
6. Have the students listen to the conversations recorded by native speakers of English and try to get the sounds in focus correct in their pronunciation.
7. Have the students practice the guided conversation. Ask them to pay special attention 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 the students and the efforts they need for the improvement.
11. Ask the students to do more practice after class and get ready for presentation during the next session.
Vowels: Diphthongs
In this unit, we will learn the diphthongs in English.
There are eight diphthongs in English. Diphthongs are sounds which consist of a movement of glide from one vowel to another. Perhaps the most important thing to remember about all the diphthongs is that the first part is much longer and stronger
than the second part. Take /a?/ as an example. Most of this diphthong consists of the [a] vowel, and only in about the last quarter of the diphthong does the glide to [?] begin. As the glide to [?] happens, the loudness of the sound decreases. As a result, the [?] part is shorter and quieter. The English diphthongs can be shown in the following diagram (P69):
Diphthong
centring closing
ending in ?ending in ?ending in ?
??e???e?a? ???a?The following is a description of the eight English diphthongs (70).
/??e???/
/?? e???/ are called centring diphthongs because they all glide towards the [?] (schwa) vowel, as the symbols indicate. The starting point for /??/ is a little closer than [?] in bit, bin. /e?/ begins with the similar vowel sound as the [e] of get, men. /??/ has a starting point slightly closer than [?] in put, pull.
/ e?a? ?/
/e?/, /a?/ and / ?/ the three diphthongs that glide towards [?]. /e?/ begins with the same vowel sound as the [e] of get, men. /a?/ begins with an open vowel which is between front and back; it is quite similar to the [?] in words like cut, bun. The starting point of / ?/ is a little more open than [ :] in ought, born. The closing diphthongs have the characteristic that they all end with a glide towards a closer vowel. Because the second part of the diphthong is weak, they often do not reach a position that could be called close. The important thing is that a glide from a relatively more open towards a relatively more close vowel is produced.
/??a?/
/??a?/ are the two diphthongs that end with a glide towards [?]. So as the tongue moves closer to the roof of the mouth there is at the same time a rounding movement of the lips. This movement is not a large one, again because the second part of the diphthong is weak. The vowel position for the beginning of /??/ is the same as for the "schwa" vowel [?]. The lips may be slightly rounded in anticipation of the glide towards [?], for which there is quite a noticeable lip-rounding. /a?/ begins with a vowel similar to [ :] but a little more front. There is slight lip-rounding
during the glide towards [?].
Pronunciation difficulties with the diphthongs
Most Chinese EFL learners have little problem with most of the diphthongs, but the following two are particularly important to ensure correct pronunciation.
1.Make sure that you have a correct starting point. For example, /? /
start with an [?] which is neither [i:] nor [?]. It is a sound which is a
little bit closer than /?/ in big.
2.Make sure that the diphthongs end with a glide. One of the
problems with some of the learners is the production of pure vowels
where a diphthong should be pronounced. For example, some learners
find it difficult to make a clear distinction between /e/ and /e?/.
元音: 双元音
本单元介绍的是英语的双元音。双元音与单元音不同之处在于：单元音在发音时发音器官自始至终保持某一固定位置，如/e/, /e/在发音时牙床的开张度居半合与半开之间，发音过程中舌位与唇型一直保持同样的位置不变,直至发音结束。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，如/e?/, 发/e?/这一双元音就是从发/e/开始，朝/?/的方向滑动，构成/e?/。
发双元音时要注意两个问题：一是双元音必须一口气完成，如果中断，就会形成两个音素而不再是一个双元音了, 如将/e?/发成:/e/ /?/。二是要注意:英语双元音的两个成分中，位于前面的音发音通常清晰响亮，位于后面的则较轻,甚至有点模糊，英语的双元音的发音就是这样从第一个成分开始然后滑向第二个成分. 如/e?/.
英语有8个双元音。根据发音特点，我们可以将他们分为三组：
双元音
中向双元音合口双元音
以/?/结尾以/?/结尾以/?/结尾
??e???e?a? ???a?
/??/ /e?/ /??/在发音时从各自的起点朝着中元音的方向移动,故称中向双元音, /e?/ /a?/ / ?/ /??/ /a?/这五个音在发音过程中,口形从开到合, 因此被称作合口双元音。
请看双元音的发音舌位图(见课本P70)。
/??/ /e?/ /??/是中向双元音. /??/在发音时舌位从[?]滑向[?], 双唇扁平，牙床从半合到半开。要注意,这个双元音的第一个成分是[?]而不是[i]:/ ??/. /e/的第一个成分是一个半开前元音,发音时双唇保持扁平：/e?/. /??/发音的起点是[?], 舌头位置高，圆唇. 在发音过程中，舌头朝[?]的方向移动，双唇往两边拉开: /??/。
/e?/ /a?/ / ?/ /??/ /a?/是合口双元音, 其中/e?/ /a?/ / ?/是朝着[?]的方向移动,而/??/ /a?/则是朝着[?]的方向移动。/e?/在发音时舌头位置以[e]为起点，朝着[?]的方向移动。注意：是“朝着[?]的方向移动”,但不是非达到[?]不可. 牙床开始时半开，逐渐收拢。/a?/发音起点为前元音[a], 舌位低,牙床全开，双唇中常,发音时朝着[?]的方向移动,即牙床逐渐收拢，双唇往两边拉开：/ ?/的发音起点为后元音[ ],牙床近乎全开，双唇稍圆,然后舌头朝着[?]的方向移动, 即牙床逐渐闭合,双唇从圆到扁平：/ ?/.
/??/ /a?是朝着[?]的方向移动的合口双元音. /??/的发音以中元音作为起点，朝后元音[?]的方向移动，唇形从中常到略圆,牙床渐合。总的说来，/??/音在发音时滑动的幅度并不大: /??/。/a?/的发音以[a]作为起点，朝后元音[?]的方向移动，此处的[a]音稍后于/a?/的起点，准确地说，它位于/a?/的起点和[ ]之间。发音时牙床全开，双唇中常,随后舌位朝[?]的方向滑动,牙床逐渐收拢，双唇呈圆状，从[a]到[?]滑动幅度较大，牙床从开到合: /a?/.
我国学生在学习英语双元音时主要应注意以下两点：
1. 确保所发双元音的起点准确无误. 以/??/为例, 该音的起点更接近[?]而
非[i:], 发音时，勿将其发得太长、太紧: /??/. 又如/??/, 该音的起点为[?]而非[u:]: /??/.
2.确保发音过程中的“滑动”,缺了“滑动”则不成其为双元音了。以/e?/为例,
如果缺少了发音过程的滑动, /e?/就成了/e/, pain与pen就没什么区别了。
掌握好以上发音要领，我们就能学好英语的双元音。
Unit 4 Rules of Reading of English Vowel Letters
Purpose:
The students will learn the Stressed Syllables & Unstressed Syllables in English. Objectives: Students will be able to :
1. Define - in their own words a definition for Stressed Syllables & Unstressed Syllables. It is a revision and therefore, easy for most of the students;
2. Compare – based on the understanding of the basic concept, compare stressed and unstressed syllables in words and sentences;
3. Practice – imitate the stress patterns and do practice.
Activities and Procedures:
1. Stimulating: Begin by asking the class to find out how much the students know about what they are required to learn. Make sure that it serves the purpose of stimulating the students to think about the issue and have the desire to find out the answers themselves.
2. Display examples by playing the recording of the native speakers showing the typical pronunciation in English.
3. Ask the students to listen to the tapes to make a good discrimination of the stress in focus.
4. Have the students imitate the stress patterns in focus.
5. Have the students share what they have learned by reading out the practice materials in pairs.
6. Have the students listen to the conversations recorded by native speakers of English and try to get the stress correct in their pronunciation.
7. Have the students practice the guided conversation. Ask them to pay special attention to the stress 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 the students and the efforts they need for the improvement.
11. Ask the students to do more practice after class and get ready for presentation during the next session.
In this unit, we will learn more about stressed syllables & unstressed syllables.
We now have a general view of the sounds in English. We know how important correct pronunciation is to successful communication. We also learned a little about the fact that we need to master other important aspects of the spoken English in order to achieve successful communication. Stress and rhythm are two essential elements.
Every time you dance, sing, or clap your hands you emphasize or stress particular
beats or sounds. In speech, stress may be defined as the degree of intensity of loudness placed on a sound; that is, the amount of force one puts on a syllable or word to give it importance. Stress is such an important feature of spoke English that it determines not only the rhythmic flow of words, but also the quality of the vowels. Correct word and sentence stress in spoken English can mean the difference between good communication and no communication at all.
Three types of stress can be found in English: primary, secondary, and zero. The term primary stress refers to the strong emphasis a speaker puts on the most important syllable of a particular word. Secondary stress refers to a less strong emphasis on the next most important syllable. Zero stress refers to any syllable that receives no stress, and it is also called unstressed syllable. In other words, an unstressed syllable receives no intensity or loudness at all. The frequent occurrence of unstressed syllable is one of the fundamental characteristics of spoken English, and the one that most distinguishes English from Chinese.
A stressed syllable may contain any one of the vowel sounds except the schwa, but any vowel except the diphthongs /a?/ and / ?/ can be reduced to /?/ or /?/. In spoken English, there are many more unstressed syllables than there are stressed syllables. This explains why the two vowels, /?/ and /?/, are the most frequently used vowel sounds in spoken English.
重读音节和非重读音节
在前面几个单元中，我们学习了英语的44个音素。我们非常清楚，正确的发音是口头交际成功的重要因素。与此同时，我们也非常清楚地认识到，仅有正确的发音还不够，当音素相连形成音节，进而形成单词与语句的时候，我们需要用英语所特有的重音模式和节奏规律将这些音素与音节说出来，才能表达出语句的含义。这一单元我们学习的是英语的重音: 英语单词和句子中的重读音节与非重读音节。
我们在听英语语句的时候，有一些单词或音节听起来比其周围的单词或音节要响亮些，这就是我们通常说的重读。换句话说，重音是指一个词或音节的发音比周围的词或音节的发音费的劲要大。一般说来，重读的单词或音节一般音调较高，延续时间较长，当然，指的是元音较长。总之，音节与音节之间的区别，最根本的是在于重读和非重读之间的区别。重音是英语口语的一个重要特点，每个单词都有其固定的重音模式，此外，重音还具有两大语义功能。一是我们可以通过重音区别两个相似的单词：`import （名词）im`port （动词）。The car is a foreign import.这部车是进口货。We import all our coffee. 我们所有的咖啡都是进口的。二是我们可以通过重音强调一个音节或单词。I said in the desk, not on the desk. 我是说在书桌里面而不是在桌面上。掌握英语的重音规律可以使语言的表达准确到位，同时语句重音模式也是话语节奏的基础。
英语的重音可分为三个级别：主重音、次重音与零重音。主重音就是我们通常说的重音；零重音就是我们通常指的非重读音节。次重音当然指的就是居于两者之间，既不是重读音节，又有别于非重读音节。举个例子：在一些多音节单词中，我们常常可以听到次重音，如，满足（动词）`satisfy （名词）…satis`faction。
句子中也存在次重音。如果将I was 'working 'hard yesterday. 这句话读成：
I was 'working hard yesterday. 句中的最后一个单词yesterday失去了句子重音，但是，该单词所含的三个音节中，第一个音节仍然显得比其他两个音节重一些，因此，可以称其为次重音。
在学习英语的重音规律时, 一是要清楚在一连串的音节中哪些是重读音节,哪些是非重读音节，单词的重音错位可能造成对词义的误解,也可能使人完全听不懂你在说什么。二是要注意将非重读音节读成真正的“零重读”, 即非重读音节听起来要轻, 要弱. 我们还将注意的是，在自然流利的英语口语中，非重读音节的数目通常大于重读音节数,因此，自如地掌握英语的重音对提高口语的流利程度大有帮助。此外，由于重音的转移可能使元音的读音发生一些变化，我们还应该注意到这样一个事实：重读音节中所含的元音可以是除央元音/?/以外的任何一个元音, 但是，除了/??/ /a?/之外，任何一个元音都可以因为失去重音而被弱化为/?/或/?/. 正因为如此，这两个元音就成了在英语的所有音素中出现频率最高的音素.
Unit 5 The Consonants
Purpose:
The students will learn the stop consonants in English.
Objectives: Students will be able to :
1. Define - in their own words a definition for “stops”;
2. Compare – based on the understanding of the basic concept, compare stops and other consonants;
3. Practice – imitate the sounds and do practice.
Activities and Procedures:
1. Stimulating: Begin by asking the class to find out how much the students know about what they are required to learn. Make sure that it serves the purpose of stimulating the students to think about the issue and have the desire to find out the answers themselves.
2. Display examples by playing the recording of the native speakers showing the typical pronunciation in English.
3. Ask the students to listen to the tapes to make a good discrimination of the sounds in focus.
4. Have the students imitate the sound in focus.
5. Have the students share what they have learned by reading out the practice materials in pairs.
6. Have the students listen to the conversations recorded by native speakers of English and try to get the sounds in focus correct in their pronunciation.
7.Have the students practice the guided conversation. Ask them to pay special attention 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.
https://www.doczj.com/doc/d217595727.html,ment on the students?performance by highlighting the achievement of the
students and the efforts they need for the improvement.
11.Ask the students to do more practice after class and get ready for presentation during the next
session.
Consonants: Stops
In this unit, we will learn the stop consonants in English.
The stop consonants are made by completely stopping the airflow at some point in the mouth and then, for most productions, releasing it into the sound that follows. There are six stops in English: /p/ and /b/ are formed by the lips, /t/ and /d/ are made on the gum ridge behind the upper teeth, and /k/ and /?/ occur at the back of the mouth where the tongue makes a weal with the soft palate. /p/, /t/, /k/ are voiceless stops as they are not accompanied by vibration from the larynx, while /b/, /d/, /?/ are
小学英语语音课教学案例 城关小学晏焕芝 一、教学目标设计 1、学情分析 本节课的授课对象是小学四年级学生。四年级学生经过近两年的英语学习，有了简单的英语基础知识和听说读写的能力；同时，学生对英语学习有着较浓厚的兴趣，喜欢表达自己的观点，也具备初步的自主、合作、探究能力。 2、教学内容 本课的教学内容是PEP小学英语四年级下册第一、二单元C部分pronunciation的内容，是一节单纯的语音课型。四年级上册已经学习了26个字母及例词，学生可以初步了解其中的21个辅音字母在单词中的读音。本节课的重点是启发学生通过仔细读单词，自己总结出元音字母Aa和Ee的发音规律，让学生获得成功感，进而提升自主学习的能力。 3、课标解读 小学四年级应达到《义务教育英语课程标准》一级标准。虽然在课程标准的一级标准里对语音没有明确要求，但有关小学语音教学的二级要求中对语音目标的要求是：（1）知道错误的发音会影响交际；（2）知道字母名称的读音；（3）了解简单的拼读规律；（4）了解单词有重音。（5）语音清楚，语调自然。 4、教学目标 知识目标： 能够听懂，会说，会读音标“[ei][?] [i:] [e]和例词cake，snake，grapes， face，apple， bag， cat， hat， we，me， he，she，egg， bed， desk，pen”
能力目标： （1）引导学生积极参加小组活动，促进他们养成动脑、动口和动手的好习惯，初步形成主动学习的意识。 （2）培养学生的分析能力。 情感目标： （1）进一步提高学生对英语的学习热情及学习兴趣。 （2）鼓励学生积极主动参与课堂活动，大胆开口，主动模仿。 教学重点、难点： 能够听懂，会说，会读音标“[ei][?] [i:] [e]和例词cake，snake，grapes， face，apple， bag， cat， hat， we，me， he，she，egg， bed， desk，pen” 教具准备： 课件、单词卡片和磁铁。 二、教学模式设计 授课的主要内容为《PEP小学英语》四年级下册第一、二单元C 部分pronunciation的内容，是一节单纯的语音课型。本节课的重点是启发学生通过仔细读单词，自己总结出元音字母Aa和Ee的发音规律，会读课本中的16个例词和四个音标[ei]，[?]，[i:]和 [e]。让学生获得成功感，进而提升自主学习的能力。教案设计如下：Step1、Warming up 1、Greeting each other。 2、Sing“ ABC” song. Step2、Presentation 1、教师询问：How many letters are there in English? How many vowel letters are there in English? What are they? 2、出示课件。今天我们就来学习元音字母Aa和Ee的发音规则。（What do the
英语语音教程教案 张业雀 Unit 1 本章的学习内容是音节、重音、节奏及如何打招呼和道别。 音节(Syllable)：能构成音节的音必须是比邻近的音更为响亮而突出的音。元音的发音响亮，所有的元音都能构成音节。辅音的发音较弱，一般不能单独构成音节，只有三个响辅音[m][n][l]可以同它们前面的另外一个辅音构成章节。例： good /???? (1)father / ?????? (2) familiar /?????●??? (3) practice English / ???????? ????●??? (4) 重音(Stress)：在双音节或多音节英语单词里，通常有一个音节特别响亮，这个音节就是具有单词重音的音节。重音音节的音调通常更长、更响亮、更高。有三种强度不同的级别：重音、次重音、非重音。由两个名词组成的合成词，重音通常落在第一个名词上。例：beautiful / ??◆????◆●/ (3) important / ?????????? / (3) pronunciation / ???????????????/ (5) possibility / ???????●???/ (5) snowman / ???????/ (2) cowboy / ??????/ (2) 节奏(Rhythm)：英语节奏的特点表现为重读音节出现的间隔大致相等。例： There are 10 students in the class. (8) They will have a meeting tomorrow. (9) I bought a book yesterday. (7) 语言功能：打招呼、道别 常用句型：1. hello/hi 2. my name is … 3. Shall I call you…? 4. Good to see you. 5. See you later.
英语音标教学教案 Lesson 1 第一课英语字母名称音 Letters and abbreviations 字母和缩写 Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz Letters(字母分类) Abbreviations(缩写单词) Lesson 2 第二课15个辅音字母及a的短音音素 Look, listen and say看,听和说 Pronunciation 掐头法学读音读下列辅音字母名称音,将其第 一个音去掉,余下的音,即为该字母在单词中的读音。 Ff /ef/ Ll/el/ Mm /em/ Nn /en/ Ss /es/ Xx /eks/ 去尾法学读音读下列辅音字母名称音,将其后 面的音去掉,余下的音,即为该字母在单词中的读音。 Bb /bi:/ Cc /si:/ Dd /di:/ Jj /d?e I/ Kk /ke I/ Pp /pi:/ Tt /ti:/ Vv /vi:/ Zz /zi:/ Learn to read学习读一读 f l m n s x b c d j k p t v z f l m n s x b c d j k p t v z Aa/ ?/
fat f-a-t fat cat c-a-t cat man m-a-n man flat fl-a-t flat 肥的、胖的猫男人公寓 A fat cat is in a man's hat. 一只肥猫在一个男人的公寓里。 can c-a-n can fan f-a-n fan van v-a-n van 罐头电扇货车 A can and a fan are on a van. 一听罐头和一台电扇在一辆货车里。 cap c-a-p cap map m-a-p map lap l-a-p lap dad d-a-d dad 帽子地图膝爸爸 A cap and a map are on Dad's lap. 一顶帽子和一张地图放在爸爸的膝盖上。 Sounds and spellings发音和拼写A (歌 谣)a-a-Max a-a-Jan a-a-van a-a-dad a-a-cat a-a-cap a-a-bag a-a-flag a-a-rat a-a-am a-a-and a-a-ran a-a-has a-a-yak a-a-sad a-a-jazz Enjoy yourself开心一下: Dad has a lad Dad's lad is bad. Dad is mad. Dad's lad is sad. 爸爸有一个小孩爸爸的小孩很坏。爸爸快要疯了。爸爸的小孩很悲伤。New words 新单词Has lad bad mad sad 有小孩;小伙子坏的疯狂的悲伤的 Lesson 3 第三课5个辅音字母及e的短音音素 Review复习
英语教案语音课 【篇一：英语语音教案】 《英语语音》课程教学教案 unit 1 unit 2 unit 3 unit 4 unit 5 unit 6 unit 7 unit8 phoneme and transcription the pure vowels the diphthongs rules of reading of english vowel letters the consonants connected speech (1) connected speech (2) connected speech (3) unit 1 phoneme and transcription purpose: the students will learn some basic concepts in english pronunciation. we are going to learn something about syllables, stress and rhythm in english. at the same time, they will learn to say greetings and farewell with appropriate pronunciation and intonation in english. objectives: students will be able to : 1. define - in their own words a definition for “syllable” and “stressed syllable”, then a definition for “rhythm” and “rhythmic pattern”; 2. compare – based on the understanding of the basic concept, compare the degrees of stress and different rhythmic patterns; 3. practice – imitate the typical stress patterns and rhythmic patterns in english. activities and procedures: 1. begin by asking the class to find out how much the students know about stress patterns and rhythmic patters in english, make sure that it serves the purpose of stimulating the
《英语语音》课程标准 课程名称：英语语音 课程类别：专业基础课 教学学时：36 课程学分：2 先行课程：英语语音 适用专业：英语专业 参考教材：《英语语音》上海外语教育出版社2008年3月（主编：汪文珍 一、课程性质 《英语语音》是英语专业的必修课。语音教学是英语教学的首要任务，本课程从英语元音和辅音学习入手，进一步讲解和操练单词重音、句子重音、强读式和弱读式、节奏、停顿和语调，同时注重实际训练，通过学习英、美语言朗读材料，帮助学生形成语感，提高英美语音和语调的水平，感受英美语言和语调所表达的微妙感情及其诗情画意的魅力。 本教程以课堂实际训练为主，适当讲解有关理论，并在理论的指导下进一步加强实践。学生通过本课程的学习，能把语音学习提高到一个新的高度。为其他相关学科的学习奠定坚实的基础。 二、课程目标 （一）知识目标 1、了解英语语音的基本理论和基本朗读技巧。 2、学习英语元音、辅音音素的读音和常见字母组合的发音。
（一）教学重点：国际音标、音位和音标的概念 （二）教学难点：对音位学的认识 三、主要教学内容 （一）主要内容：国际音标、语音音标对照表、英国标准音 （二）主要内容：音位和音位学，字母、音位和音标 四、考核知识、技能点 国际音标、音标 第二章单元音教学学时数：4 第一节发音器官 一、教学目的及要求：结合英语语音发音器官图向学生介绍英语语音发音过程中应灵活使用到的发音器官或部位。 二、教学重点与难点 （一）教学重点：如何正确运用发音器官 （二）教学难点：对发音器官图的辨识 三、主要教学内容 （一）主要内容：发音器官及其相应的名称 （二）主要内容：舌位图 四、考核知识、技能点 发音器官图、舌位图 第二节前元音
“低段学生发音、重音、语调和节奏能力培养”的教学解决策略 石榴街道中心小学冒园园《英语课程标准》中指出学生在英语基础教育阶段应该学习和掌握包括语音、词汇、语法、功能和话题等五个方面的基础知识。语言有三大要素语音、词汇和语法，其中语音是最基本的因素。语音是学好语言的基础，语音教学是语言教学的重要内容之一。自然规范的语音、语调将为有效的口语交际打下良好的基础。在小学英语教学中，教师应特别重视语音教学。语音教学的目的就是要教会学生正确、流利的发音，以达到能正确地听懂别人的谈话和通过说来表情达意，进而促进读和写的能力的发展。 我在小学英语教学实践中发现，语音教学的效果不尽如人意。一些学生没有学好语音，不会诵读，也就难以朗读单词和句子。学生学习英语出现两极分化、掉队，其中一个重要原因就是学生未学好语音，没有过好语音关。因为学生语音未学好，发音不准，听音能力差，不仅学不会口语，甚至连听课、记单词、读句子都有困难，从而对英语学习不感兴趣，产生畏难情绪，甚至放弃学习，丧失学习英语的兴趣和信心。如何提高语音教学的成效，让学生听得懂、说得出、用得好呢?对于小学英语教学来说，课堂是教学的主阵地，帮助学生形成有效的英语语音学习策略是每位英语教师的职责，也是新课程标准所制定的学习目标之一。教师应根据新课程标准中的二级语音学习目标和学习策略目标来研究如何搞好语音教学以及如何引导学生形成有效的语音学习策略，使其掌握正确的发音要领，养成正确的发音习惯，学会规范的发音，发展自主学习语言的能力。 以下是我在小学英语课程教学中采用的一些语音教学方法： 1、培养意识。 培养学生的语音意识是帮助学生形成有效的语音学习策略的首要条件。小学生在学习英语时，已经掌握了汉语的语音，形成了汉语语音的习惯，当他们初学英语语音时往往按汉语的发音去听和发出英语语音。这时，教师在教学过程中就要有意识地分析比较，培养他们英语语音的意识，使他们将自己的发音纳入英语语音系统，从而正确地感知和复现外语语音。例如，有位学生在初学英语时用汉字注单词的音，我发现这一情况后没有立即在课堂上当着全班学生的面批评他，(怕产生负面影响，引起其他同学的效仿)，而是在课后用正确的语音语调和他用汉字注的音分别把单词读了一遍，他听了以后自己先笑了起来(因为听起来很怪)，立刻用橡皮把汉字擦去了。从那以后他课上、课下总是在认真地听、努力地记，最终模仿出了一口纯正的语音语调。 2、模仿练习。 新课程标准指出在英语教学起始阶段，语音教学主要应通过模仿来进行，教师应提供大量听音、模仿和实践的机会，帮助学生养成良好的发音习惯。学习英语发音，最基本、最有效的方法是模仿。特别是小学生，他们年龄小，模仿能力强，你怎么教，他就怎么学，不需要作任何讲解。模仿练习一般分三个步骤。 ①听音。听音是学习语音的第一步。应该让学生多听音，教师何以提供原声语音资料，使他们接触和学习地道的发音。当然课堂上听的最多的是教师的示范发音。这就要求教师本身发音要准确、规范。只有在听清楚、听准确的基础上，才能使学生模仿，也才能模仿得对，模仿得准确。在教学中，为了让一个班四、五十个学生都能听清、听准，我经常是“走着教语音”，有时在教室前面说一遍，然后走到教室后面让学生转过身再说一遍。这样使每一个学生都能听清，为正确模仿
小学英语语音课教学案例 课题：pep grade 4(second) unit 1 & unit 2 part C pronunciation 研究内容：帮助学生认识英语的最基础部分---音标。让他们在认读音标的基础上试着在以后能自己拼读单词，同时 纠正发音，让发音更准确清晰；另一方面也可以提高 英语的学习效率。 执教者：周小玲 一、教学目标设计 1、学情分析 本节课的授课对象是小学四年级学生。四年级学生经过近两年的英语学习，有了简单的英语基础知识和听说读写的能力；同时，中低学生对英语学习有着较浓厚的兴趣，喜欢表达自己的观点，也具备初步的自主、合作、探究能力。 2、教学内容 本课的教学内容是PEP小学英语四年级下册第一、二单元C 部分pronunciation的内容。四年级上册已经学习了26个字母及例词，学生已经初步了解其中的21 个辅音字母在单词中的读音。本节课的重点是启发学生通过仔细读单词，自己总结出元音字母Aa和Ee的发音规律，使学生获得成功的喜悦，进而提升自主学习的能力。
3、课标解读 小学四年级应达到《义务教育英语课程标准》一级标准。虽然在课程标准的一级标准里对语音没有明确要求，但有关小学语音教学的二级要求中对语音目标的要求是：（1）知道错误的发音会影响交际；（2）知道字母名称的读音；（3）了解简单的拼读规律；（4）了解单词有重音。（5）语音清楚，语调自然。 4、教学目标 知识目标： 能够听懂，会说，会读音标“ [ei] [?] [i:] [e]和例词cake， snake，grapes， face，apple ， bag ， cat ， hat，we，me ， he ， she，egg ， bed ， desk ，pen” 能力目标： （1）引导学生积极参加小组活动，促进他们养成动脑、动口和动手的好习惯，初步形成主动学习的意识。 （2）培养学生的分析能力。 情感目标： （1）进一步提高学生对英语的学习热情及学习兴趣。 （2）鼓励学生积极主动参与课堂活动，大胆开口，主动模仿。 5、教学重点、难点： 能够听懂，会说，会读音标“ [ei] [?] [i:] [e]和例词cake， snake，grapes， face，apple ， bag ， cat ， hat，we，me ， he ， she，egg ， bed ， desk ，pen”
第一课 一、音标是什么 简要介绍音标，并展示音标图 二、本课目标：前元音/i:/ /?/ /e/ /?/； 三、音标精讲 （一）、/i:/ 代表单词：sheep [?i:p] 【嘴巴微微张开，呈扁平口型】 Ice cream /a?s kri:m/ Key/ki:/ Police /p??li:s/ 口语表达： I’ll be on holiday next week . 我下周开始度假。 An ice cream for me , please . 请给我一个冰激凌。 【音标儿歌】 蜜蜂，蜜蜂是 bee , bee , bee 豌豆，豌豆是 pee , pee , pee 茶叶，茶叶是 tea , tea , tea (二)、/?/ 代表单词：ship /??p/ 【嘴巴微微张开，呈扁平口型】
Fish /fi?/ Kid /k?d/ City/?s?ti//口语表达： Zip your lips ! 闭嘴！ Shanghai is a big city . 上海是座大城市。 【音标儿歌】 它呀，它呀是 it , it , it 晚饭，晚饭是dinner , dinner , dinner 家庭，家庭是 family , family , family 【发音训练】 /?/ /i:/ pick /p?k/ peak / pi:k/ is ease /i:z / it /?t / eat /i:t / rich /r?t? / reach /ri:t?/ 【轻松一刻】 When I was just a little girl, 当我还是个小女孩， I asked my mother, 我问妈妈， "What will I be? “将来我会变成什么样子呢？ Will I be pretty? Will I be rich?" 我是否会变得美丽、富有？” Here's what she said to me: 她对我说： "Que sera, sera, “世事不可强求 Whatever will be, will be; 顺其自然吧。 The future's not ours to see. 我们不能预见未来。
英语语音课教学设计参考教案 教学过程： Step1: Leading-in Greeting and listen to the radio T: Good morning, boys and girls. How are you today? Fine, thank you. Before the class, I have a song for you. It's the chant in the book “My hobby is making cakes”. When you listen to the radio, I want you to count how many times /ei/ appears. Are you clear? OK. Now let's begin. Step2: Presentation Write words that include /ei/, then teach the pronunciations. Ss read after the teacher and then practice the pronunciations in words. Step3: Practice Activity1: arrange the order Students listen to teacher's instruction and arrange the order. Name, cake, eight Activity2: find the difference Teacher read four words at a time and students tell which one is different. day, day, day, say Activity3: complete the words c_k_, _ _ght, n_ _ e, d_ _, s_ _ Step4: Consolidation
初中英语语音教学
初中英语语音教学 ［摘要］本文探讨了初中英语语音教学的策略，介绍了英语语音教学方面的体会，以及语音教学的方法和探讨，旨在引导教师结合自己的教学实际，思考优化语音教学的方法和途径。 关键词：初中英语语音 在本人执教的这些年中发现了一种怪现象：初中学生在初一开始学习英语时，都怀有强烈的学习兴趣和良好的愿望，希望学好英语。但时隔不久，有些学生就开始消极、灰心、厌烦、甚至放弃，形成大面积掉队想象。根据教学研究观察发现其根源在初一，且关键在于语音未能及早过关。大多数学生不知道英语单词的拼写跟发音之间的密切联系，往往不是科学地从音到形去记单词，而是从字母到拼写形式去死记硬背，就这样忘了又记，记了又忘。另一方面，用汉字注音的想象屡见不鲜，而根据汉字注音读出来的单词和句子令人啼笑皆非。在初一不打好语音基础，就会给以后的英语学习就留下严重的“病根”。它会严重阻碍英语学习能力和运用能力的提高，所以，语音教学有着不可忽视的重要意义： 首先，保证正确的输入与储存 学会正确、准确的英语语音语调，才能把所学的英语语言材料以正确的声音形象输入大脑并储存起来。这种正确的英语语音语调在大脑中的输入与储存是学好英语的基本保证。
其次，保证正确的理解听到的英语信息 只有自己储存的英语语音语调形象正确、规范，才能够听懂他人说的或录音、广播等媒介输入大脑中的正确、规范的英语。那些用不正确的英语语音语调储存的英语语言材料，是不可能与正确的英语语音语调的输入产生可理解的共鸣的。所以，凡语音语调不正确的英语学习者，其听力理解能力都很差。 再次，保证打好英语学习的基础 学好英语语音语调是打好英语学习的关键。英语语调学好了，记忆单词，输入句子，英语朗读，提高口语，进行阅读写作，乃至自学英语都有了坚实的基础。相反语音语调学不好，连单词的拼写都成问题，记忆单词、句子难，不但听力差，而且说的能力也无法提高。不仅学不好口语交际。而且阅读和写作也大受影响。更难以获得自学英语的能力。事实证明，许多词汇、语法、阅读、写作上的“暗病”都是由于最初没有打好英语语音基础所致。 那么，如何才能做好语音教学呢？为了帮助学生顺利过好学习英语的第一关-----语音关，在教学过程中本人始终恪守以下教学要点。 1. 听清模仿与规则对比相结合 初中学生学习语音，主要的途径是在听清教师的发音或听清录音的基础上，进行反复的模仿。听是学习语音的第一步，先听清楚、听准确、听仔细、听充分，才能了解音的特点：音质、音色、音长、音响等。所以先听音，后模仿，听清发准，这是语音教学的基本步骤。在很多情况下，学生的语音语调不好，是由于听得不够，未听仔细，没有听清就模仿所致。所以我们教师应多创造条件让学生多听教师和录音提供的标准语音语调，而且要听清、听准、听熟，在此基础上才能进行模仿。模仿时，可以先集体模仿，然后可以单独模仿。集体模仿可以节省时间，大家齐声开口练习发音器官，使胆小、内向的学生也敢于与大家一起练习。个别单独模仿才能检查出学生模仿的质量，便于有针对性地指导与纠正。 对于学生感到困难的音和调，仅靠模仿还不够。必要时应辅以适当的规则讲解与对比，可以帮助学生掌握发音和语调的要领，具体把握好发音的限度。例如，告诉学生发[e]时，上下牙之间可容一指宽的距离；而发[?]时，上下牙之间可容两指，这样学生练时就有了大致的标准。又如，仅向学生说明一般疑问
一、 1.题目：语音教学试讲2018年1月6日 2.内容 Here are, in front of Peking University, the most famous university in China. The campus is also known as “Yan Yuan”, the garden of Yan. It’s close to the Yuanming Garden and the Summer Palace. The university opened in 1898 during the Qing Dynasty and it was the most important educational institution in the whole of China then. 3.基本要求 （1）朗读所给段落; （2）配合教学内容适当板书; （3）针对所给材料的内容，设计训练连读的语音教学活动。 （4）用英文试讲； （5）试讲时间，10分钟。 语音教学试讲教案 1. Teaching aims 1) Knowledge aim Students will be able to master the rules of liking. 2) Ability aim Students can train their listening and speaking skills. 3) Emotional aim Students can be more confident in learning English.. 2. Important and difficult points 1) Important point Students will be speaking the linked words correctly. 2) Difficult point Students can use the rules of linking in a real situation. 3. Teaching and learning methods Communicate teaching method; task-based teaching method；group work method; cooperation study method; independent study method 4. Teaching procedures Step 1: Warming up I will present a English song “Valder Fields” Step 2: Presentation 1)Students will listen to the tape to get the main idea of the passage 2)Students will listen again and understand the whole passage sentence by sentence. 3)Students will listen to the tape and imitate the pronunciation and intonation of the passage 4) Students will find out the rules of linking: Like a bridge, joining the words together is called linking. We can join the final consonant of one word with the initial vowel of the following word. Step 3: Practice
小学英语语音教学 有统计表明，人们在日常使用语音的实践活动中，“听”占45%，“说”占30%，“读”占16%，“写”占9%，而“听”和“说”与语音直接相关，语音教学的重要性和 意义是毋庸置疑的。但是，在实际教学中，“重听说，重交际”的思想并没有得 到很好的体现，“轻语音”，轻视语音教学的方法，忽视语音教学与词汇教学、 听说、交际的关系等问题还非常普遍，英语语音教学在教学中是一个被忽视或 遗忘的“块面”。随着小学英语教学的发展、英语教师队伍的优化和教师专业素 养地提升，开展英语语音教学是英语教学发展的需要。 一、英语语音基本常识 1、音素。音素是语言的最小单位。英语中共有48各音素，英语的语音就 是由这48个音素组成的。音素有元音和辅音之分。 1）元音（20个）：发音时声带振动，气流通过口腔时不受阻碍。 元音的分类： 根据舌位的变化可分为：前元音、中元音和后元音。 根据口形变化情况可分为：单元音（12个，口形不变）和双元音（8个， 口形变化）。 2）辅音（28个）：气流通过口腔或鼻腔时受到阻碍，发音时声带不振 动的是清辅音（11个），发音时声带振动的是浊辅音（17个）。 2、英语音素分类表 元音单元 音 /i:/ /Ⅰ/ /e/ /A/ /\:/ /[/ /Q/ /B:/ /D/ /R/ /J/ /u:/ 双元 音 /eI/ /[J/ /aI/ /aJ/ /RI/ /I[/ /e[/ /J[/ 辅音清辅 音 /p/ /t/ /k/ /f/ /s/ /W/ /F/ /tF/ /tr/ /ts/ /h/
浊辅音/b/ /d/ /g/ /v/ /z/ /T/ /V/ /dV/ /dr/ /dz/ /r/ /l/ /m/ /n/ /N/ /w/ /j/ 3、音节 1）音节是语音的最小片断，一个元音就可以构成一个音节，一个元音加一个或几个辅音也可以构成一个音节。如，I/aI/, best/best/ 2）成节音：发音时比较响亮的辅音/l/ /m/ /n/又叫成节音。 3）成音节：在后面没有元音的情况下，成节音可以和前面的其它辅音构成音节，所构成的音节叫成音节。如,lesson/5lesn/, table/5teIbl/ 4）单音节：一个单词只含有一个音节的，称作单音节；双音节：一个单词含有两个音节的，称作双音节；多音节：一个单词含有三个或更多音节的，称 作多音节。 5）单词重音/音节重读：在双音节或多音节的单词中，必有一个音节读得 特别重，其余音节读得相对轻而弱，读得重的音节就是单词的重音/重读音节。 注音标时，会在重读音节左上方标上重音符号“′”。 4、开音节 1）以发音的元音字母结尾的音节。如，me, she. 2）以一个元音字母 + 一个辅音字母（r除外）+ 不发音的e结尾的音节。如，make, grape, like, these. 在重读开音节中，元音字母发其本身的音。 5、闭音节 以一个元音字母 + 一个辅音字母（r除外）或几个辅音字母结尾的音节。如，big, desk, milk. 二、如何开展语音教学 小学生活泼可爱、乐于接受新的东西，在语言学习方面模仿能力强。于是，广大小学英语教师利用这一优势，让学生大量地进行模仿和跟读。应该说，这 种做法在词汇、语音教学中收到了较好的效果。但是，语音教学只有模仿是远
英语语音 元音辅音的学习 一、元音 熟悉元音舌位图对于准确掌握元音的发音非常重要。通过元音舌位图的指导，在元音学习时明白舌位的变化，在练习的过程中能有意识地感到发音的部位。舌头抬起的高度（high、mid、low）;舌头最高部分的位置（front、central、back）;元音的长度或强度（long or short; tense or lax）;唇的圆展（rounded or unrounded） 二、辅音 在辅音学习中，对发音常识的认知，比如发音与发音器官的关系，唇齿音的位置，肌肉的紧张与松弛程度，声带的振动与否，气流的通道是口腔还是鼻腔等，都将对音的准确与否产生影响。在学习过程中，发音常识能给与理性指导。辅音的分类非常细致，总共有6个爆破音；9个摩擦音；2个塞擦音；3个鼻音；3个近似音；1
个边音。 注意，在英语中有/b//d//g//p//k/等辅音，汉语中也有。但汉语中的/b//d//g/等是不送气的，声带基本不震动。所以大家可以感受到，英语辅音是压迫出声的，气流冲破感要强得多，声带震动也强烈。如果我们仍用发汉语辅音的习惯去发英语辅音，那么会有“波”“泼”“摸”之类的音出现，cat会发成“凯特”，book会发成“布克”等等。这就是明显的中式英语，所以应特别注意英语辅音中发音时的气流冲破感。 三、常见易错易混元音、辅音 前元音/i/ /i:/ 和短元音/I/ /i/ Believe me. 相信我。 It's a deal. 一言为定。 I mean it. 我是认真的。 Zip your lips! 闭上你的嘴！ It's Greek to me. 我完全听不懂。 Business is business. 公事公办。 I beat him down to fifteen.我把价给他杀到了15元。 后元音/?/和/?:/
在语言教学中，语音占很重要的位置，语言就是用来交流的如果语音不准确会给交流带来很多障碍，甚至误解。而英语在我国作为第二语言来学习，有她的特殊性。首先，她不是母语，在学习中运用的地方不像母语那么多。其次，她现在低年级就开始教授，相比以前学生的学习特点有一定的特殊性。 一、了解小学英语单词语音教学的特殊性 以前有很多学者都认为在小学低年级最好不要先学习音标，尤其不要集中地学习音标。 那么是不是就靠老师反复的领读，学生听后模仿，教师纠正来解决镀银的问题呢？ 我们都知道人的大脑都有先入为主的特点，即指先听进去的话或先获得的印象往往在大脑中占有主导地位，以后再遇到不同的意见时，就不容易接受。如果学生第一遍听得读音是不正确的，或是听得不清楚有误差的，那么要去纠正他是非常的困难的。所以小学英语单词语音教学有一定的特殊性。 在教学中我们常常会发现，同样教一个单词，总有几个学生不能很好的模仿老师的发音，导致发音不准确。要解决这个问题，只有让学生掌握发音规律。当然小学阶段不要一开始就讲语言知识、语言规则，更不要学生记规律条文，而是要分不同阶段逐步的渗透语音教学。如：低年级的孩子学习英语，应该在掌握了一定单词之后，通过“自然拼读法”，渗透发音规律。 二、在不同阶段进行不同的程度的语音教学 低年级可根据汉语拼音进行辅音字母发音规律的渗透，不能让初学者只单纯地靠行为习惯、机械模仿、鹦鹉学舌的方式来学习掌握英语，否则就将低估学生的认知能力，抑制学生的积极主动性，使学生养成学习英语有口无心的习惯。初次学习字母，在教学了某个字母后可以给出一组由这个字母开头或含有该字母的单词，让学生在认读过
程中，初步感知该字母在单词中的发音，尤其是辅音。比如教学了字母 b 后，给出一组单词 book 、box 、boy 、bag ,然后请学生认读，初步感知字母 b 在这些单词中的发音。类似的发音还有很多。如汉语拼音中的 b、p、m、f、d、t、n、l、g、k、h、s、z、等，发音就类似于英语中的辅音[b] 、[p] 、[m] 、[f]、 [d]、 [t] 、[n]、[l]、 [g] 、[k] 、[h]、 [s]、 [z]。学生借助于已有的汉语拼音知识去学习相关的英语语音，就会减轻学习的负担，使学习由难转易，同时也有助于提高学生的学习兴趣，避免呆板、枯燥的死记规则。而对比英、汉语音间的不同点，可以使学生引起注意，防止出错。 从中年级开始我们要帮助学生有效的拼读和记忆单词，避免死记硬背。记忆单词的方法有很多种，其中按音节拼读、记忆是保持有效记忆的一种较好的方法。我们仍旧以teacher 为例，可以这样引导：t-e-a, tea ,”c-h-e-r”，teacher。这样的引导，可以帮助学生以音节为单位进行记忆，是对字母组合等发音规律的一种实际运用。坚持这样的训练，一段时间后，学生即使对单词的拼写有所遗忘，但只要会读这个单词，他就能根据字母组合的发音规律回忆起来。而且这样的方法还便于学生今后按音节、举一反三地记忆单词。并进行元音字母发音规律的渗透。、 高年级则可渗透音标教学，这符合现行的英语课程教学标准。因此在教学新单词时不仅可以让学生试读，教师还可以板书音标，划分音节，再带领学生一起拼读出新单词，对一个单词中发音有难度的音节尤其需要这样的引导。 三、通过各种方式进行语音教学 (1)以旧带新? 对于刚学英语的低年级小学生来说，认读单词对他们来说极其困难，读完就忘是常有的事，以旧带新、音形义结合是最适合他们的记忆方法。如，在低年级中简单的
Background information Students:32 primary school students of the fouth grade Lesson duration:10 mins Teacher objectives By the end of the lesson, students should be able to: pronounce correctly Teacher contents 1.[?] 和 [e] 2.Vocabulary of examples: and, land ,bag, man, had, sad和end, lend, beg, men, head, said Teaching procedures: Step 1.Warming up a)Greating each other:-- Hello, eyeryone! How are you today? – I’m fine, thank you. And you? –I am fine. b)--Through the last lesson, who can tell me, we know how many consonants and how many vowels in the phonetics? –28 consonants and 20 vowels. Step 2. Presentation a)—Look at this letter vowel [?], open your mouth, follow me [?] [?]
[?]. –Look at you deskmate’s mouth, does he/she open his/her mouth.—One time again [?] [?] [?]. --Now follow me read these words: and, land, bag, man, had, sad. b)—Look at this letter vowel [e], this is small [e], follow me [e][e] [e]. --Now follow me read these words: end, lend, beg, men, head, said. Step 3. Practice --Let’s play a game. This game named Fly Swatter. I need two volunteers select which one is I read, and use a fly swatter hit it immediately. Other people can show me your answer by your finger one or two. (1) (2) a)apple desk b)bed cat c)bag egg d)pen hat Step 4. Production --Now, read this short paragraph , I will give you a few minutes to practice before I ask someone to perform. You have reached Ellen Edwards. i am sorry I can’t answer right now. I am away from my desk. Please leave a message and I will get back to you as soon as I can.
小学英语语音教学设计 一、教学目标设计 1、学情分析 本节课的授课对象是小学四年级学生。四年级学生经过近两年的英语学习，有了简单的英语基础知识和听说读写的能力；同时，学生对英语学习有着较浓厚的兴趣，喜欢表达自己的观点，也具备初步的自主、合作、探究能力。 2、教学内容 本课的教学内容是PEP小学英语四年级下册第一、二单元C部分pronunciation的内容，是一节单纯的语音课型。四年级上册已经学习了26个字母及例词，学生可以初步了解其中的21 个辅音字母在单词中的读音。本节课的重点是启发学生通过仔细读单词，自己总结出元音字母Aa和Ee的发音规律，让学生获得成功感，进而提升自主学习的能力。 3、课标解读 小学四年级应达到《义务教育英语课程标准》一级标准。虽然在课程标准的一级标准里对语音没有明确要求，但有关小学语音教学的二级要求中对语音目标的要求是：（1）知道错误的发音会影响交际；（2）知道字母名称的读音；（3）了解简单的拼读规律；（4）了解单词有重音。（5）语音清楚，语调自然。 4、教学目标 知识目标：
能够听懂，会说，会读音标“[ei] [?] [i:] [e]和例词cake， snake，grapes，face，apple ，bag ，cat ，hat，we，me ，he ，she，egg ，bed ，desk ，pen” 能力目标： （1）引导学生积极参加小组活动，促进他们养成动脑、动口和动手的好习惯，初步形成主动学习的意识。 （2）培养学生的分析能力。 情感目标： （1）进一步提高学生对英语的学习热情及学习兴趣。 （2）鼓励学生积极主动参与课堂活动，大胆开口，主动模仿。 教学重点、难点： 能够听懂，会说，会读音标“[ei] [?] [i:] [e]和例词cake， snake，grapes，face，apple ，bag ，cat ，hat，we，me ，he ，she，egg ，bed ，desk ，pen” 教具准备： 课件、单词卡片和磁铁。 二、教学模式设计 授课的主要内容为《PEP小学英语》四年级下册第一、二单元C部分pronunciation的内容，是一节单纯的语音课型。本节课的重点是启发学生通过仔细读单词，自己总结出元音字母Aa和Ee的发音规律，会读课本中的16个例词和四个音标[ei]，[?] ，[i:]和[e]。让学生获得成功感，进而提升自主学习的能力。教案设计如下： Step1、Warming up