英語語音教案

1、英語語音教案英語語音課程教學教案Unit 1 Phoneme and TranscriptionUnit 2 The Pure VowelsUnit 3 The DiphthongsUnit 4 Rules of Reading of English Vowel LettersUnit 5The ConsonantsUnit 6Connected Speech (1)Unit 7 Connected Speech (2)Unit8Connected Speech (3)Unit 1 Phoneme and TranscriptionPurpose: The students will lear

2、n 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 - i

3、n 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 r

4、hythmic 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

5、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

6、 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 nat

7、ive 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 t

8、he students present their conversation in the class.11. Comment 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

9、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 the same time, we are going to learn to say greetings and farewell with appropriate pronunciation an

10、d 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

11、 sentence? Right. There are four.IntroductionSo. 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

12、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 is a stressed syllable while the second syllable is

13、not. Stressed syllables in English are usually longer, louder, and higher in pitch.Listen to the following example:baNAAAAna Syllable 1Syllable 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

14、 clear vowel sound /B:/. 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.Uns

15、tressed 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 is important in communication. The way the sounds are organized, however, is often more crucial for understanding. The rhythm

16、 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 la

17、nguage 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 h

18、eart of the rhythmic pattern.音節(jié)、重音與節(jié)奏本單元將向大家介紹英語語音語調的基本概念, 主要介紹英語語音的音節(jié)、重音和節(jié)奏規(guī)律。首先，讓我們先來看看英語的音節(jié)：單詞driveway有兩個音節(jié)。句子Drive him away有四個音節(jié)。何謂“音節(jié)”？音節(jié)是一個言語單位，常常比一個語音長，但比一個單詞短。一個英語單詞可以有一個、兩個三個或更多的音節(jié)。就像我們剛看到的單詞driveway有兩個音節(jié), 句子Drive him away有四個音節(jié)。同時，音節(jié)又是英語發(fā)音節(jié)奏的最基本的單位。何謂“重讀音節(jié)”？如果一個英語單詞中擁有兩個或兩個以上的音節(jié)，其中一個音節(jié)會比其周圍

19、的音節(jié)要響亮些。重讀音節(jié)通常在詞典中有所標注。例如，單詞driveway的第一個音節(jié)就是重讀音節(jié)，而它的第二個音節(jié)就是非重讀音節(jié)。英語中的重讀音節(jié)在發(fā)音過程中往往要比非重讀音節(jié)要長一些，響亮一些，同時音調也稍高一些。例如，“banana”一詞有三個音節(jié)。第一個音節(jié)是非重音，所以發(fā)音所需時間比較短。第二個音節(jié)是重讀，所以元音/B:/發(fā)的比較長，清晰響亮。第三個音節(jié)同樣屬非重音，所以發(fā)音所需時間也很短。可見，重讀音節(jié)與非重讀音節(jié)分別有以下特征：重讀音節(jié): 聲音響亮 延續(xù)時間較長 音調較高非重讀音節(jié): 1.延續(xù)時間較短 2.元音發(fā)音弱化英語話語節(jié)奏：學會發(fā)好每一個英語音素，是學好英語語音的基礎，正確

20、的發(fā)音在語言交流中非常重要。然而，語音的組合方式對于聽者的理解也起著至關重要的作用。英語的話語節(jié)奏就是其中之一。何謂“英語話語節(jié)奏”？節(jié)奏在我們的日常生活中無所不在：滴答轉動的鐘表聲，砰砰不停的心臟跳動，游泳的劃水節(jié)拍，優(yōu)美詩句和音樂的韻律，這些都是節(jié)奏的體現(xiàn)。話語節(jié)奏與前面我們所提到的日常生活中顯而易見的節(jié)奏不同之處在于：語言中的話語節(jié)奏不是那么明顯與絕對。語言中的節(jié)奏特征是由一連串音節(jié)的長短來體現(xiàn)的。有一些語言的話語特點是：每一個音節(jié)的音長呈大致相同的趨勢，這種音節(jié)彼此距離大致相等的現(xiàn)象被稱為“以音節(jié)定時”節(jié)奏。漢語的話語節(jié)奏就有這樣的傾向。例如，當我說：“面包加牛奶”，這里含5個音節(jié)，所

21、需的時間暫且定為5個時段。如果我要說：“一片面包加一杯牛奶”，這里含9個音節(jié)，所需的時間就是9個時段。英語的話語節(jié)奏則顯不同的趨勢。例如，在“bread and milk”短語中，音節(jié)數(shù)是三個，其中“bread”與“milk”是重讀音節(jié)。在“some bread and some milk”這一短語中，音節(jié)數(shù)是5個，其中重讀的也是“bread”與“milk”。雖然這兩個短語的音節(jié)數(shù)不同，但是在話語中，它們所需的時間卻是大致相同的，因為它們有一個共同點：重讀音節(jié)數(shù)相同。這種重讀音節(jié)彼此距離相等的現(xiàn)象就是“以重音定時”節(jié)奏。掌握這一英語話語的節(jié)奏規(guī)律。對于提高我們英語口語的流利程度和自然程度以及英

22、語聽力理解快速解碼的能力至關重要。正因為如此，我們將重音與節(jié)奏的學習放在中心與突出的位置，從第一單元的概念介紹開始，貫穿整個語音課程學習的始終。Unit 2The Pure VowelsFront Vowels & Central VowelsPurpose: 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 F

23、ront 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 requi

24、red 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 liste

25、n 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

26、 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 p

27、resent 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 wi

28、ll 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 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 accor

29、ding to 1) 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.There are four front vowels in English: /i:/, /I/, /e/ and /A/. The reason these are called front vowels is that the tongue body is shif

30、ted 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 /I/, mid, like /e/, and low (or open), like /A/. For the two vowels in the high front space, /i:/ and /I/, the tongue is close

31、to the hard palate. Likewise, for the low vowel /A/ the tongue is nearly flat and the lower jaw more open than for the other front vowels.There are two central vowels in English: /:/ and /E/ They are called central vowels because they tend to be produced at a point midway between the front and back

32、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: e /i:/ & /I/,/i:/ is a very common sound in the worlds languages. It is made by raising the body of

33、 the tongue from its rest position and shifting it forward. The /I/ sound is made by lowering the tongue slightly from the high-front position for /i:/. Besides, /i:/ is a much more tense sound than /I/. The fact that English has these two high front vowels, differentiated by muscle tension in the r

34、oot of the tongue, sets it apart from Chinese and many languages of the world. Both /i:/ and /I/ 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 /I/ is a problem sound. It is easy for the

35、 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 /I/, 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 ten

36、se sound like /i:/. The importance of correct pronunciation of /I/ lies in the fact that it is the second most frequent vowel in English./e/ & /A/e/ is also an English vowel with high frequency of occurrence. The tongue body is shifted forward in the mid-plane. /A/ is produced by shifting the body o

37、f 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 /A/ do not occur in final position in English words./e/ and /A/ are not really problem sounds for the Chinese learners, but many of them fail to make a clear distinct

38、ion between the two in their speech. The difficulty is that they have to make the clear distinction consistent./:/ & /E/:/ and / are central vowels. /:/ is made with the tongue in the approximate middle of the mouth. It occurs only in stressed syllables. /E/ is also called a schwa. It is made simila

39、rly to /:/, but with less tension. /E/ is the most frequently used vowel in English. Both /:/ and /E/ may occur in all three word positions. Most learners do not have problems in the pronunciation of /:/ and /E/, still we need to give special attention to the schwa. The problem with the schwa may no

40、t generally be in production, but in knowing when to use the sound. No other vowel, with the exception of the other reduced vowel, /I/, is as important to an understanding of the English sound system and the way it functions in unstressed syllables. 本單元介紹英語的前元音和中元音。發(fā)音時氣流由肺部泄出，不受任何阻礙，氣流輸出過程暢通無阻不帶任何摩擦

41、，這樣發(fā)出的音叫做元音。元音音素之所以彼此有別，是受到發(fā)音器官調節(jié)的結果。發(fā)音過程中發(fā)音器官采取某一固定位置直至發(fā)音結束的，是單元音，如/i:,u:/。雙元音又稱“滑音”，即在發(fā)音過程中發(fā)音器官的位置或形狀有所變化，從一個單元音滑向另一個單元音，發(fā)/eI/這一雙元音就是從發(fā)/e/開始，朝/I/的方向滑動，構成/eI/。英語的元音中，有12個音元音，8個雙元音。單元音的音質取決于以下三個因素：一是舌頭在口腔中位置的高低，即舌頭前、中、后哪一部分抬得最高；二是牙床張開的大小，即張口程度是合、半合、還是開；三是唇形，發(fā)音時唇形是扁平還是圓唇。在元音發(fā)音的過程中起關鍵作用的是舌頭，因此學習元音時就要重

42、點學會正確調節(jié)舌位。元音的音素也正是根據(jù)發(fā)音時舌位的變化情況進行分類的。單元音可按發(fā)音時舌頭前、中、后哪一部分抬得最高而分成三類：前元音，中元音，后元音。這一單元我們學習的是英語的前元音與中元音。我們先來看看英語前元音與中元音的舌位圖（見課本p50）。圖的左方為口腔的前部，右方為其后部。豎線把舌頭分成前中后三個部分；橫線表示牙床的開合程度，圖中的框框與圓形表示元音音素發(fā)音時舌頭抬得最高的那一部分在口腔中的位置，同時框框中的元音為非圓唇音, 圓形中的元音為圓唇音。從圖中可以看到，/i:/與/都是前元音,但是發(fā)/i:/時牙床近于全合；發(fā)/時，牙床近于全開?？梢姡l(fā)音時調節(jié)口的開張程度就產(chǎn)生的不同的

43、前元音。試發(fā)以下元音/i:, I, e, /。/i:/ /I/把這兩個元音放在一起學是為了更好地進行比較。/i:/的發(fā)音與漢語的“衣”發(fā)音有點相似，發(fā)音時牙床近于全合，舌尖抵下齒，舌前部抬得很高，升向硬腭，雙唇扁平。/i:/與漢語“衣”的發(fā)音不同之處在于：漢語“衣”在發(fā)音時舌前與硬腭之間的距離更窄一些，且有輕微的摩擦。大部分中國學生對發(fā)好/i:/這個音都有很大的把握。第二號元音/I/的學習則給大家?guī)砗艽蟮奶魬?zhàn)，不少人將/I/看作是/i:/的短元音：發(fā)音時舌位相同，只是將其發(fā)作短音。其實，/i:/與/I/的區(qū)別主要不在其長短，更重要的是質的不同，即發(fā)音時發(fā)音器官的位置不同。從舌位圖中我們看到：

44、這兩個音發(fā)音時有兩個不同之處。首先是發(fā)/I/時舌在口腔中的位置比發(fā)/i:/時要低一些。也就是說/i:/在發(fā)音時牙床近于全合，而/I/則屬半合。其次，發(fā)/I/時，舌頭抬高的最高點要比/i:/更靠后一些，因而口腔中形成的氣流通道也更寬一些。此外，在發(fā)音時/i:/的雙唇呈扁平狀，口腔肌內緊張，而/I/的雙唇形式居扁平與中常之間，口腔肌內較為放松。掌握好以上區(qū)別，對發(fā)好這兩個音極為重要。/e/ / /從舌位圖我們可以看到：/e/與/ /也是前元音。/e/在發(fā)音時口的開張度居半合與半開之間，/ /在發(fā)音時，口張至近于全開。中國學生在學習這兩個音時最常見的錯誤是用Z一個半開元音代替/e/與/ /。也就是說

45、，在發(fā)音時，應該發(fā)/e/的時候口張得太大，應該發(fā)/時口的開張度又嫌太合，/e/與/ /同時發(fā)作Z。對于這些學生來說，掌握好口的開張度是發(fā)好這兩個音的關鍵。在學習/e/音時，還須注意的另外兩點是：第一，莫將/e/發(fā)成中元音，例如，我們有時候聽到一些人將when說成漢語的“問”，問題就出在這里。第二，莫將/e/發(fā)成雙元音，如將setting說成*sZItIN。要解決這個問題主要是注意在發(fā)/e/的過程中，口的開張度與舌位要保持穩(wěn)定，不能有變化。/:/ /E/ 從舌位圖中我們看到：這兩個音在發(fā)音時采取的中立的位置，牙床半開合，舌的中部稍稍隆起，雙唇偏平或中常，就可以發(fā)出/:/與/E/。在學習這兩個音時

46、，需要注意：一、/:/只出現(xiàn)在重讀音節(jié)中而/E/則只出現(xiàn)在非重讀音節(jié)里，亦被稱作“非重讀央元音”。二、/:/的發(fā)音與/E/不完全相同: /:/ 并不是/E/的單純延長, 發(fā)/:/時口形得比/E/小，舌位也略高于發(fā)/E/時; 同時發(fā)/:/ 時雙唇偏平，肌肉緊張，而發(fā)/E/時雙唇中常、肌肉松弛。三、/E/是英語元音中出現(xiàn)頻率最高的，也是所有英語音素中出現(xiàn)頻率最高的音素。學習中的難點是掌握什么時候應該發(fā)這個音。Back VowelsPurpose: The students will learn the Back Vowels in English.Objectives: Students will

47、 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 muc

48、h 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 pronunci

49、ation 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 convers

50、ations 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 pra

51、ctice.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 presentatio

52、n during the next session.Back VowelsIn 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 a

53、nd 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 /J/), mid (/R:/ and / /), and low (/B:/

54、and /Q/). The following is the description of the six English back vowels. J U: U R C:Q Q B: /u:/ and /J/u:/ and /J/ 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 posit

55、ion 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:/, /J/ completes the vowels in the high back space on the vowels chart. Its corresponding front vowel is /I/. When making the sound, the

56、 tongue is retracted as for /u:/ but not elevated to the same extent. In addition, the /J/ 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 /I/. This sound is not found very frequently as a phoneme in the languages of the

57、 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 /J/ 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 /J/: 1. /u:/ is the highest back vowel, so the raised part of the tongue for /u:/