英語語音課程教案

1、Teaching Plan for English Pronunciation &Intonation for Communication英語語音教程課程教學教案備注: 上學期30課時完成 Unit 1 Basic Concepts: Syllables, Stress & RhythmUnit 2 Consonants: StopsUnit 3 Consonants: Fricatives and AffricatesUnit 4 Consonants: Nasals, Approximants & Literal(s)Unit 5Vowels: Front Vowe

2、ls & Central VowelsUnit 6Vowels: Back VowelsUnit 7 Vowels: DiphthongsUnit8Stressed Syllables & Unstressed SyllablesUnit 9 Stressed Words & Unstressed Words in a SentenceUnit 10Strong Forms and Weak FormsUnit 11LinkingUnit 12Rhythm of English SpeechUnit 13Types of Intonation in English Un

3、it 14Intonation Units of English Unit 15Functions & Uses of English IntonationUnit 1Lesson PlanBasic Concepts: Syllables, Stress & Rhythm(教案：附要點、重點和難點)Class:Classes 1-5 Grade 2008Purpose: The students will learn some basic concepts in English pronunciation. We are going to learn something ab

4、out 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 defi

5、nition 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.Resources/Materials: 1. Textbook: Wang, Guizhen, An En

6、glish Pronunciation Course, Higher Education Press, Beijing, 2000;2. Handouts: illustration of stress patterns and rhythmic pattern;3. Recordings of native speakersActivities and Procedures: 1. Begin by asking the class to find out how much the students know about stress patterns and rhythmic patter

7、s 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. As

8、k 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 shar

9、e 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 attentio

10、n 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 the students and the efforts they nee

11、d for the improvement.12. Ask the students to do more practice after class and get ready for presentation during the next session.附: 要點、重點和難點Unit 1Basic Concepts: Syllables, Stress & RhythmIn this unit, we are going to learn some basic concepts in English pronunciation. We are going to learn som

12、ething 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, lets look at the syllable in English.Please listen to the following word: driveway.Now, tell me, how many

13、 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.IntroductionSo. What is a syllable?A syllable is a word part and the basic unit of English rhythm. English wor

14、ds 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 th

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

16、 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 /B:/. Syllable 3 is not stressed and so is also short.Here is a short summary about the stressed and unstressed

17、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 pro

18、nunciation 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 rhy

19、thm?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 s

20、yllables. 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.第1單元基本概念：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

21、 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

22、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?？梢?，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

23、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“s

24、ome 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 2Lesson PlanConsonants: Stops(教案：附要點、重點和難點)Pu

25、rpose: 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.R

26、esources/Materials: 1. Textbook: Wang, Guizhen, An English Pronunciation Course, Higher Education Press, Beijing, 2000;2. Handouts: illustration of the phonemes in focus;3. Recordings of native speakersActivities and Procedures: 1. Stimulating: Begin by asking the class to find out how much the stud

27、ents 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 E

28、nglish.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 rec

29、orded 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. H

30、ave 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 t

31、he next session.附: 要點、重點和難點Unit 2Consonants: StopsIn 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 En

32、glish: /p/ and /b/ are formed by the lips, /t/ and /d/ are made on the gum ridge behind the upper teeth, and /k/ and /g/ 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, whil

33、e /b/, /d/, /g/ are the voiced stops. These stops are among the most frequent sounds in English and have fairly consistent spellings./p/ and /b/You pronounce the /p/ and /b/ by stopping the airstream with you lips, building up pressure and suddenly releasing the air. They can be used at the beginnin

34、g, middle and end of words. The following are some of the allophonic variations of /p/ and /b/. Allophonic variations of /p/:AllophoneOccurrenceExamplepHAspirated release in initial word and stressed positionspokep-Unreleased in word final positiontop tenp Unaspirated release in clusters, esp. after

35、 /s/spotp:Lengthening, when an arresting /p/ is followedby a releasing /p/Stop Pete.p(Nasal release, before a syllabic nasalStop him.Allophonic variations of /b/:AllophoneOccurrenceExampleb-Unreleased in word final positionrobb:lengthened when an arresting /b/ is followedby a releasing /b/Rob Bob.b(

36、Nasal resonance, before a syllabic nasalRob him./t/ and /d/The /t/ sound is one of the most frequent in English and occur in all three positions at the word level. It has many variations and is a very interesting and productive sound in the language. /d/ is not as frequent in English nor does it hav

37、e the number of varieties that /t/ has. You pronounce them by blocking the airstream with the tongue and upper gum ridge, building up air pressure and suddenly releasing it. The following are some of the allophonic variations of /t/ and /d/:Allophonic variations of /t/:AllophoneOccurrenceExampletHAs

38、pirated release in word initial and stressed positionstapet-Unreleased in word final positioncoatt Unaspirated release in consonant cluster, esp. with /s/stopt0Dentalized before /P/eightht(Nasal release, before a syllabic nasalbuttonRFlapped, intervocalicallyletter?Glottal stop, before syllabic n or

39、 lbuttont:Lengthening, when an arresting /t/ is followed by a releasing /t/let TimtSr8Affrication of initial position /tr/trainAllophonic variations of /d/:AllophoneOccurrenceExampled9Dentalized before an interdentalwidthd-Unreleased in word final positiondad dél Bilateral release with /l/padlo

40、ckd(Nasal release, before a syllabic nasalbread'n butterR Flapped, intervocalicallyladderd:Lengthening, when an arresting /d/ is followedby a releasing /d/sad Daved3rAffrication of initial position /dr/drain/k/ and /g/You produce /k/ and /g/ by blocking the breath-stream with the back of the ton

41、gue and soft palate, building up the pressure, and suddenly releasing it. The "hard-c", as in cat, and the letter "k" account for most of the spellings of /k/, but there is also a silent-k in words such as know and knight. The spelling of /g/ is consistent in English, although th

42、ere is a silent version in words such as gnash and gnat. Both /k/ and /g/ can occur at the beginning, middle, and end of words in English. The following are some of the allophonic variations of /k/ and /g/:Allophonic variations of /k/:AllophoneOccurrenceExamplekHAspirated release in word initial and

43、 stressed positionskeepk-Unreleased in word final positiontakekUnaspirated release in consonant cluster, esp. with /s/skyk:Lengthening, when an arresting /k/ is followed by a releasing /k/take Kimk(Nasal release, before a syllabic nasalbeacon kél Bilateral release with /l/clockc or kAssimilated

44、 to a front soundkeen?Glottal stop, before syllabic nbaconk¤¤¤¤¤Rounded, before a rounded soundquarterAllophonic variations of /g/:AllophoneOccurrenceExampleg-Unreleased in word final position and some clustersflagg:Lengthening, when an arresting /g/ is followed by a releasi

45、ng /g/big grapesgél Bilateral release before /l/gladg(Nasal release, before a syllabic nasalpig and goatï or gAssimilated to a fronted soundgeeseg¤¤¤¤¤Rounded, before a rounded soundgoosePronunciation difficultiesThe English stops do not generally cause an intellig

46、ibility problem among the Chinese EFL learners but some learners may devoice final position voiced stops so that tab may be pronounced as tap, code as coat and /li:g/ as /li:k/. Lengthening the vowel before the voiced stops will aid in the perception of a voiced final stop. /i:/ in need, for example

47、, is usually a little bit longer than /i:/ in neat when they are in similar phonetic contexts. Another difficulty with the Chinese EFL learners is the pronunciation of the stops in consonant clusters. Drill the sounds in all positions, paying close attention to the strength of production and the deg

48、ree of voicing.第2單元 輔音 : 塞音在這一單元，我們將學習英語的爆破音，也叫塞音。英語的爆破音共有三對，發(fā)音方法是：使氣流在口腔某處成阻，再讓氣流沖決阻礙，爆破生音，因此叫爆破音。英語的六個爆破音中：/p/和/b/的發(fā)音部位是雙唇；/t/和/d/的發(fā)音部位是舌尖和齒齦；/k/和/g/發(fā)音時，則是用舌后部觸軟腭形成阻塞而爆破生音。其中/p/，/t/和/k/是清輔音，因為發(fā)這三個音時聲帶無需振動。相反的，/b/，/d/和/g/在發(fā)音時，聲帶振動，是濁輔音。/p/和/b/當你發(fā)/p/和/b/兩音時，雙唇合攏而形成阻塞，然后讓氣流沖決阻礙，爆破生音。這兩個音可出現(xiàn)

49、在詞首、詞中和詞尾三個部位，/p/和/b/在不同的語音環(huán)境中有不同的變體：/p/的音位變體/p/在詞首且在重讀音節(jié)中時，是送氣音如poke；當處于詞尾時，可能失去爆破，如top tea；在/s/后形成輔音連綴時，/p/在發(fā)音時不送氣，如spot；當兩個/p/相鄰時，無需產生兩次爆破，而只是延長發(fā)音的時間，如stop Pete；當/p/后緊跟著的是鼻音時，此時爆破不在口腔，而在鼻腔，就是我們通常說的“鼻腔爆破”，如Stop him；/b/的音位變體：當處于詞尾時，不完全爆破，如rob the man；當兩個b相鄰時，無需產生爆破，只是延長發(fā)音時間，如rob Bob；/b/在鼻音前時，爆破不在口腔

50、，而在鼻腔，如rob him；/t/和/d/t/和/d/是齒齦爆破音. 發(fā)這兩個音時，用舌尖抵齒齦成阻，讓氣流爆發(fā)而出。/t/的音位變體/t/在詞首且在重讀音節(jié)中時，是送氣音如tape；當處于詞尾時，可能失去爆破，如sit still；在/s/后形成輔音連綴時，/t/在發(fā)音時不送氣，如stop；當處于/ /之前時，呈齒音化發(fā)音，如eighth；當/t/后緊跟著的是鼻音時，此時爆破不在口腔，而在鼻腔，就是我們通常說的“鼻腔爆破”，如button；當處于兩個元音之間時，/t/聽起來近似閃音，如letter；當/t/位于成音節(jié)/n/或/l/前時，便成了聲門爆破音，如little；當兩個/t/相鄰時，

51、無需產生兩次爆破，而只是延長發(fā)音的時間，如let Tim;當處于輔音組合/tr/中時，發(fā)音兼具爆破與摩擦的特征，如train；/d/的音位變體：當處于齒間音（如/W/ /T/）之前時，呈齒音化發(fā)音，如width；當處于詞尾時，不完全爆破，如Dad said so.當與/l/組合時，成為舌側爆破音，如padlook；/d/在鼻音前時，爆破不在口腔，而在鼻腔，如breadn butter;當兩個/b/相鄰時，無需產生爆破，只是延長發(fā)音時間，如sad Dave當處于輔音組合/dr/之中時，發(fā)音兼具爆破和摩擦的特征，如drain。/k/和/g/發(fā)/k/和/g/兩音時，用舌根頂住軟腭堵住氣流的出路，然后

52、舌根猛地離開軟腭使氣流爆發(fā)而出。/k/是清輔音，/g/是濁輔音。/k/的音位變體/k/位于詞首，且在重讀音節(jié)中時，是送氣音，如keep；當處于詞尾時，可能失去爆破，如take three；在/s/后形成輔音連綴時，/k/在發(fā)音時不送氣，如sky當兩個/k/相鄰時，無需產生兩次爆破，而只是延長發(fā)音的時間，如take Kim;當/k/后緊跟著的是鼻音時，此時爆破不在口腔，而在鼻腔，就是我們通常說的“鼻腔爆破”，如beacon;當與/l/音組合時，成為舌側爆破音，如clock；后跟前元音時，/k/的發(fā)音部位前移，如keen；位于成音節(jié)/n/時，便成了聲門爆破，如bacon；位于圓唇音之前時，發(fā)音時亦

53、呈圓唇，如quarter./g/的音位變體當處于詞尾時，不完全爆破，如lag behind;當兩個/g/相鄰時，無需產生爆破，只是延長發(fā)音時間，如big grapes當與/l/組合時，與成為舌側爆破音，如glad；/g/在鼻音前時，爆破不在口腔，而在鼻腔，如pig and goat;后跟前元音時，發(fā)音部位前移，如geese;位于圓唇音之前時，發(fā)音時亦呈圓唇，如goose.發(fā)音難點解析中國學生在學習英語爆破音時要注意的問題主要有以下兩點：一、爆破音的學習，就發(fā)音部位來說，并不難掌握：英語的爆破音與漢語的聲母（b，p，d，t，k，g）極為相近。所不同之處主要體現(xiàn)在發(fā)音方法上?？偟恼f來，英語的三對爆

54、破音的區(qū)別特征是清輔音和濁輔音；而區(qū)別漢語三對聲母的特征則是送氣音與非送氣音。當英語的爆破音位于詞首時，清輔音的送氣比漢語的對應音更為有力；濁輔音一般只有輕微的聲帶振動。當英語的爆破音位于詞尾時，爆破可能非常地輕微，此時，幫助辨別清濁輔音的一個重要特征就是位于爆破音前的元音的長度。例如，在相似的語音環(huán)境中，need中的/i:/通常比neat中的/i:/稍長一些。另外，當濁輔音位于兩個元音之間時，聲帶振動則是必須的。二、在學習中要注意的另一個問題是這三對爆破音的音位變體。這些音位變體的主要形式我們已經接觸過。例如，什么時侯爆破音會失去爆破：take them；鼻腔爆破音應怎么發(fā)：garden；旁

55、流爆破音應怎么發(fā)：people；在輔音連綴中，當/p t k/出現(xiàn)在/s/之后，“送氣”會減弱，如speak, sky, star。掌握了以上發(fā)音方法，我們就能正確地發(fā)好英語的爆破音了。Unit 3Lesson PlanConsonants: Fricatives and Affricates(教案：附要點、重點和難點)Purpose: The students will learn the consonants: “fricatives” and “affricates” in English.Objectives: Students will be able to : 1. Define

56、- in their own words a definition for “fricatives” and “affricates”;2. Compare based on the understanding of the basic concept, compare them with other consonants;3. Practice imitate the sounds and do practice.Resources/Materials: 1. Textbook: Wang, Guizhen, An English Pronunciation Course, Higher Education Press, Beijing, 2000;2. Handouts: illustration of the phonemes in focus;3. Recordings of native spea