教師資格證面試-語(yǔ)音課備考手冊(cè)

TeachingPlanforEnglishPronunciationUnitBasicConcepts:Syllables,Stress&UnitConsonants:UnitConsonants:FricativesandUnitConsonants:Nasals,Approximants&UnitVowels:FrontVowels&CentralUnitVowels:BackUnitVowels:StressedSyllables&UnstressedUnitStressedWords&UnstressedWordsinaUnitStrongFormsandWeakUnitUnitRhythmofEnglishUnitTypesofIntonationinUnitIntonationUnitsofUnitFunctions&UsesofEnglishUnit1BasicConcepts:SyllablesStress&Rhythm Sept.16- Classes1,2&3,Grade EnglishPronunciationThestudentswilllearnsomebasicconceptsinEnglishpronunciation.Wearegoingtolearnsomethingaboutsyllables,stressandrhythminEnglish.Atthesametime,theywilllearntosaygreetingsandfarewellwithappropriatepronunciationandintonationinEnglish.Objectives:StudentswillbeabletoDefine-intheirownwordsadefinitionfor“syllable”and“stressedsyllable”,thenadefinitionfor“rhythm”and“rhythmicpattern”;Compare–basedontheunderstandingofthebasicconcept,comparethedegreesofstressanddifferentrhythmicpatterns;Practice–imitatethetypicalstresspatternsandrhythmicpatternsinTextbook:Wang,Guizhen,AnEnglishPronunciationCourse,HigherEducationPress,Beijing,2000;Handouts:illustrationofstresspatternsandrhythmicRecordingsofnativeActivitiesandBeginbyaskingtheclasstofindouthowmuchthestudentsknowaboutstresspatternsandrhythmicpattersinEnglish,makesurethatitservesthepurposeofstimulatingthestudentstothinkabouttheissueandhavethedesiretofindouttheanswersthemselves.DisplayexamplesbyplayingtherecordingofthenativespeakersshowingthetypicalstresspattersandrhythmicpatternsinEnglish.AskthestudentstolistentothetapestomarkoutthestressedsyllablesinAskthestudentstolistentothetapestomarkoutthestressedwordsinHavethestudentsimitatethestresspatternsandrhythmicpatternstoexperiencetherhythminspeech.Havethestudentssharewhattheyhavelearnedbyreadingoutthepracticematerialsinpairs.HavethestudentslistentotheconversationsrecordedbynativespeakersofEnglishandtrytogettherhythmicpatternsintheirspeech.Havethestudentspracticetheguidedconversation.AskthemtopayattentiontothestresstherhythminHighlightthelanguagefunctionintheconversationintheHaveseveralpairsofthestudentspresenttheirconversationintheCommentonthestudents’performancebyhighlightingtheachievementofthestudentsandtheeffortstheyneedfortheimprovement.Askthestudentstodomorepracticeafterclassandgetreadyforpresentationduringthenext附:要點(diǎn)、重點(diǎn)和UnitBasicConcepts:Syllables,Stress&Inthisunit,wearegoingtolearnsomebasicconceptsinEnglishpronunciation.Wearegoingtolearnsomethingaboutsyllables,stressandrhythminEnglish.Atthesametime,wearegoingtolearntosaygreetingsandfarewellwithappropriatepronunciationandintonationinEnglish.Firstofall,let’slookatthesyllableinEnglish.Pleaselistentothefollowingword:Now,lme,howmanysyllablesthereareinthisword?Right.Therearetwo.Pleaselistentothefollowingsentence:Drivehimaway.lme,howmanysyllablesthereareinthissentence?Right.ThereareSo.WhatisaAsyllableisawordpartandthebasicunitofEnglishrhythm.Englishwordscanhaveone,two,threeorevenmoresyllables.Intheword‘driveway’,therearetwosyllables.Inthesentence‘Drivehimaway’,therearefour.WhatisastressedInEnglishwordswithmorethanonesyllable,oneofthemwillreceivemorestressthantheothers.Stressedsyllablesarethosethataremarkedinthedictionaryasstressed.Forexample,intheword‘driveway’,thefirstsyllableisastressedsyllablewhilethesecondsyllableisnot.StressedsyllablesinEnglishareusuallylonger,louder,andhigherinpitch.Listentothefollowingexample: Syllable1 Syllable2 Theword"banana"has3syllables.Syllable1isnotstressedandsoisshort.Syllable2isstressedandsoislongwithaclearvowelsound.Syllable3isnotstressedandsoisalsoshort.HereisashortsummaryaboutthestressedandunstressedStressedsyllablesarestrongsyllables.Unstressedsyllablesareweaksyllables.Stressedsyllables:arehaveapitchhavefullvowelUnstressedareoftenhaveareducedvowelNowlet’slookattherhythminWeallknowthatcorrectpronunciationoftheindividualEnglishsoundsisimportantincommunication.Thewaythesoundsareorganized,however,isoftenmorecrucialforunderstanding.TherhythmofEnglish,forexample,isoneofthetwomajororganizingstructuresthatnativespeakersrelyontoprocessspeech.WhatisRhythmcanbefoundeverywhereinlife:thesoundofaclock,thebeatingoftheheart,thestrokesofaswimmer,andofcourseinpoetryandmusic.Butrhythminlanguageislessfamiliarbecauseitislessobvious.Therhythmofalanguageischaracterizedbythetimingpatternofsuccessivesyllables.Insomelanguages,everysyllableisgivenaboutthesamelength,whileinothers,syllablesvaryinlength.InEnglish,strongbeatsarecalledstress--theheartoftherhythmicpattern.1單元基本概念：音節(jié)、重音與本單元將向大家介紹英語(yǔ)語(yǔ)音語(yǔ)調(diào)的基本概念,主要介紹英語(yǔ)語(yǔ)音的音節(jié)、可以有一個(gè)、兩個(gè)三個(gè)或的音節(jié)。就像我們剛看到的單詞driveway有兩個(gè)音節(jié)Drivehimaway有四個(gè)音節(jié)。同時(shí)，音節(jié)又是英語(yǔ)發(fā)音節(jié)奏的最基本driveway的第重讀音節(jié):非重讀音節(jié):1.延續(xù)時(shí)間較短2.元音發(fā)音弱化9個(gè)音節(jié)，所需的時(shí)間就是9個(gè)時(shí)段。英語(yǔ)的話語(yǔ)節(jié)奏則顯不同的趨勢(shì)。例如，在“breadandmilk”短語(yǔ)中，音節(jié)數(shù)是三個(gè)，其中“bread”與“milk”是重讀音節(jié)。在“somebreadandsomemilk”這一短語(yǔ)中，音節(jié)數(shù)是5個(gè)，其中重讀的也是“bread”與“milk”。雖然流利程度和自然程度以及英語(yǔ)理解快速的能力至關(guān)重要。Unit2Consonants:(教案：附要點(diǎn)、重點(diǎn)和難點(diǎn) Sept.23- Classes1,2&3,Grade EnglishPronunciationThestudentswilllearnthestopconsonantsinObjectives:StudentswillbeabletoDefine-intheirownwordsadefinitionforCompare–basedontheunderstandingofthebasicconcept,comparestopsandotherconsonants;Practice–imitatethesoundsanddoTextbook:Wang,Guizhen,AnEnglishPronunciationCourse,HigherEducationPress,Beijing,2000;Handouts:illustrationofthephonemesinRecordingsofnativeActivitiesandStimulating:Beginbyaskingtheclasstofindouthowmuchthestudentsknowaboutwhattheyarerequiredtolearn.Makesurethatitservesthepurposeofstimulatingthestudentstothinkabouttheissueandhavethedesiretofindouttheanswersthemselves.DisplayexamplesbyplayingtherecordingofthenativespeakersshowingthetypicalpronunciationinEnglish.Askthestudentstolistentothetapestomakeagooddiscriminationofthesoundsinfocus.HavethestudentsimitatethesoundinHavethestudentssharewhattheyhavelearnedbyreadingoutthepracticematerialsinpairs.HavethestudentslistentotheconversationsrecordedbynativespeakersofEnglishandtrytogetthesoundsinfocuscorrectintheirpronunciation.Havethestudentspracticetheguidedconversation.Askthemtopayspecialattentiontothesoundsinfocusinspeech.HighlightthelanguagefunctionintheconversationintheHaveseveralpairsofthestudentspresenttheirconversationintheCommentonthestudents’performancebyhighlightingtheachievementofthestudentsandtheeffortstheyneedfortheimprovement.Askthestudentstodomorepracticeafterclassandgetreadyforpresentationduringthenext附:要點(diǎn)、重點(diǎn)和

Unit2Consonants:Inthisunit,wewilllearnthestopconsonantsinThestopconsonantsaremadebycompleystoptheairflowatsomepointinthemouthandthen,formostproductions,releasingitintothesoundthatfollows.TherearesixstopsinEnglish:/p/and/b/areformedbythelips,/t/and/d/aremadeonthegumridgebehindtheupperteeth,and/k/and/g/occuratthebackofthemouthwherethetonguemakesawealwiththesoftpalate./p/,/t/,/k/arevoicelessstopsastheyarenot paniedbyvibrationfromthelarynx,while/b/,/d/,/g/arethevoicedstops.ThesestopsareamongthemostfrequentsoundsinEnglishandhavefairlyconsistentspellings./p/andYoupronouncethe/p/and/b/bystoptheairstreamwithyoulips,buildinguppressureandsuddenlyreleasingtheair.Theycanbeusedatthebeginning,middleandendofwords.Thefollowingaresomeoftheallophonicvariationsof/p/and/b/.AllophonicvariationsofAspiratedreleaseininitialwordandstressed[p-UnreleasedinwordfinaltopUnaspiratedreleaseinclusters,esp.afterLengthening,whenanarresting/p/isbyareleasingNasalrelease,beforeasyllabicStopAllophonicvariationsof[b-Unreleasedinwordfinallengthenedwhenanarresting/b/isbyareleasingNasalresonance,beforeasyllabicRob/t/andThe/t/soundisoneofthemostfrequentinEnglishandoccurinallthreepositionsatthewordlevel.Ithasmanyvariationsandisaveryinterestingandproductivesoundinthelanguage./d/isnotasfrequentinEnglishnordoesithavethenumberofvarietiesthat/t/has.Youpronouncethembyblockingtheairstreamwiththetongueanduppergumridge,buildingupairpressureandsuddenlyreleasingit.Thefollowingaresomeoftheallophonicvariationsof/t/and/d/:AllophonicvariationsofAspiratedreleaseinwordinitialandstressed[t-UnreleasedinwordfinalUnaspiratedreleaseinconsonantcluster,esp.withDentalizedbefore/Nasalrelease,beforeasyllabicFlapped,[Glottalstop,beforesyllabic[n]orLengthening,whenanarresting/t/isfollowedbyareleasing/t/let Affricationofinitialposition Allophonicvariationsof Dentalizedbeforean [d- Unreleasedinwordfinal Bilateralreleasewith Nasalrelease,beforeasyllabic bread'n[] Flapped,intervocalically Lengthening,whenanarresting/d/isfollowedbyareleasing sad Affricationofinitialposition /k/andYouproduce/k/and/g/byblockingthebreath-streamwiththebackofthetongueandsoftpalate,buildingupthepressure,andsuddenlyreleasingit.The"hard-c",asincat,andtheletter"k"accountformostofthespellingsof/k/,butthereisalsoasilent-kinwordssuchasknowandknight.Thespellingof/g/isconsistentinEnglish,althoughthereisasilentversioninwordssuchasgnashandgnat.Both/k/and/g/canoccuratthebeginning,middle,andendofwordsinEnglish.Thefollowingaresomeoftheallophonicvariationsof/k/and/g/:AllophonicvariationsofAspiratedreleaseinwordinitialandstressed[k-UnreleasedinwordfinalUnaspiratedreleaseinconsonantcluster,esp.withLengthening,whenanarresting/k/isbyareleasingtakeNasalrelease,beforeasyllabic[klBilateralreleasewith[c]orAssimilatedtoafront[Glottalstop,beforesyllabicRounded,beforearoundedAllophonicvariationsof Unreleasedinwordfinalpositionandsomeclusters Lengthening,whenanarresting/g/isfollowedbyareleasing big Bilateralreleasebefore [g] Nasalrelease,beforeasyllabicnasal []or Assimilatedtoafronted Rounded,beforearounded PronunciationTheEnglishstopsdonotgenerallycauseaninligibilityproblemamongtheChineseEFLlearnersbutsomelearnersmaydevoicefinalpositionvoicedstopssothattabmaybepronouncedastap,codeascoatand/li:g/as/li:k/.Lengtheningthevowelbeforethevoicedstopswillaidintheperceptionofavoicedfinalstop./i:/inneed,forexample,isusuallyalittlebitlongerthan/i:/inneatwhentheyareinsimilarphoneticcontexts.AnotherdifficultywiththeChineseEFLlearnersisthepronunciationofthestopsinconsonantclusters.Drillthesoundsinallpositions,payingcloseattentiontothestrengthofproductionandthedegreeofvoicing.2單元輔音:在這一單元，學(xué)習(xí)英語(yǔ)的音，也叫決阻礙，生音，因此叫音。英語(yǔ)的六個(gè)音中：/p/和/b/的發(fā)音部位/p/和 “鼻腔”，如Stophim；①當(dāng)處于詞尾時(shí)，不完全，如robthe②當(dāng)兩個(gè)[b]相鄰時(shí)，無(wú)需產(chǎn)生，只是延長(zhǎng)發(fā)音時(shí)間，如rob③/b/在鼻音前時(shí)，不在口腔，而在鼻腔，如rob/t/和④當(dāng)處于/“鼻腔”，如button； ，如Dadsaid 音，如④/d/在鼻音前時(shí)，不在口腔，而在鼻腔，如bread’n⑤當(dāng)兩個(gè)/b/相鄰時(shí)，無(wú)需產(chǎn)生，只是延長(zhǎng)發(fā)音時(shí)間，如sad/k/和 “鼻腔”，如beacon;①當(dāng)處于詞尾時(shí)，不完全，如lag ，只是延長(zhǎng)發(fā)音時(shí)間，如big 音，如④/g/在鼻音前時(shí)，不在口腔，而在鼻腔，如pigand發(fā)音難點(diǎn)一、音的學(xué)習(xí)，就發(fā)音部位來(lái)說(shuō)，并不難掌握：英語(yǔ)的音與漢語(yǔ)的說(shuō)來(lái)，英語(yǔ)的三對(duì)音的區(qū)別特征是清輔音和濁輔音；而區(qū)別漢語(yǔ)三對(duì)聲母的特征則是送氣音與非送氣音。當(dāng)英語(yǔ)的音位于詞首時(shí)，清輔音的送氣比漢語(yǔ)的對(duì)應(yīng)音更為有力；濁輔音一般只有輕微的聲帶振動(dòng)。當(dāng)英語(yǔ)的音位于詞尾時(shí)，可能非常地輕微，此時(shí)，幫助辨別清濁輔音的一個(gè)重要特征就是位于爆破音前的元音的長(zhǎng)度。例如，在相似的語(yǔ)音環(huán)境中，need/i:neat二、在學(xué)習(xí)中要注意的另一個(gè)問(wèn)題是這三對(duì)音的音位變體。這些音位變體的主要形式我們已經(jīng)接觸過(guò)。例如，什么時(shí)侯音會(huì)失去：takethem；鼻腔音應(yīng)怎么發(fā)：garden；旁流音應(yīng)怎么發(fā)：people；在輔音連綴中，當(dāng)/ptk/出現(xiàn)在/s/speak,sky,star。Unit3 Sept. Classes1,2&3,Grade EnglishPronunciationThestudentswilllearntheconsonants:“fricatives”and“affricates”inObjectives:StudentswillbeabletoDefine-intheirownwordsadefinitionfor“fricatives”andCompare–basedontheunderstandingofthebasicconcept,comparethemwithotherconsonants;Practice–imitatethesoundsanddoTextbook:Wang,Guizhen,AnEnglishPronunciationCourse,HigherEducationPress,Beijing,2000;Handouts:illustrationofthephonemesinRecordingsofnativeActivitiesandStimulating:Beginbyaskingtheclasstofindouthowmuchthestudentsknowaboutwhattheyarerequiredtolearn.Makesurethatitservesthepurposeofstimulatingthestudentstothinkabouttheissueandhavethedesiretofindouttheanswersthemselves.DisplayexamplesbyplayingtherecordingofthenativespeakersshowingthetypicalpronunciationinEnglish.Askthestudentstolistentothetapestomakeagooddiscriminationofthesoundsinfocus.HavethestudentsimitatethesoundinHavethestudentssharewhattheyhavelearnedbyreadingoutthepracticematerialsinpairs.HavethestudentslistentotheconversationsrecordedbynativespeakersofEnglishandtrytogetthesoundsinfocuscorrectintheirpronunciation.Havethestudentspracticetheguidedconversation.Askthemtopayspecialattentiontothesoundsinfocusinspeech.HighlightthelanguagefunctionintheconversationintheHaveseveralpairsofthestudentspresenttheirconversationintheCommentonthestudents’performancebyhighlightingtheachievementofthestudentsandtheeffortstheyneedfortheimprovement.Askthestudentstodomorepracticeafterclassandgetreadyforpresentationduringthenext附:要點(diǎn)、重點(diǎn)和難

Unit(要點(diǎn)、重點(diǎn)和難點(diǎn)Consonants:FricativesandThisisUnit3.Inthisunit,wearegoingtolearntwogroupsofconsonants:fricativesandaffricates.Atthesametime,wearegoingtolearnhowtodescribeanobjectandtolearnhowtotalkaboutone’sjobwithappropriatepronunciationandintonationinEnglish.WhatdoyouknowaboutfricativesandaffricatesinWell,ifthestopscompleyblocktheairstreamforatimeinthepronunciation,thefricativesonlypartiallyblockit,thuscausingthefriction-likenoisecharacteristicofthesesounds.Thereareninefricativeconsonants,formingthelargestsetofconsonantsinEnglish./f/and/f/and/v/arelabio-dentalsounds./f/isvoicelessand/v/isvoiced.Theyarefricativesoundsthatyouproducebyforcingthebreathstreambetweenyouupperteethandlowerlip.Theycanbeusedatthebeginning,middleandendofwords./f/isnotaproblemsoundformostofthestudentsbut/v/maysometimescauseproblems.Itmaysubstituteforanotherbilabialsuchas/w/,orabilabial/b/maybesubstitutedfor/v/.Thereisalsoatendencytodevoice/v/,especiallyattheendsof/θ/and/θ/and/t/areinterdentalsounds.Theyarefricativesthatyouproducebysqueezingthebreathstreambetweenyourtongueandteeth./θ/isvoicelessand/t/isvoiced.Thesesoundstendtoappearrelativelylateinthespeechofchildrenandcauseconsiderablestressforbothnativeandnon-nativespeakersofEnglish.AlthoughthespellingseemstobehighlyconsistentinEnglish,thefactisthatthe"th"combinationisusedforboth/θ/and/t/.Theycanbeusedatthebeginning,middleandendofTheproblemwith/θ/aremanyandvaried.Adentalized[t]occurswhenthereisinsufficientbreathsupport.Witha/f/or/s/substitution,theproblemisnotwithairflowbutwithplacement.Thissoundwillrequireconsiderableefforttostabilizeinallcontexts.Theproblemwith/t/isquitesimilar.Withinsufficientairflow,adentalized[d]willoccur.Placementdifficultiesresultina/v/or/z/substitution.DevoicingmayalsobeacommonproblemsinceEnglishorthographyusestheletters"th"forboth/θ/and/t/.Thefollowingstepsareusefulinthepronunciationdrillforthesetwoconsonants:Lookinamirrorandsaythe[θ]Makesureyoucanseetheedgeofyourtongueprotrudingbetweenyourteeth.Say[θ]again.Saythe[θ]soundoverandoveragain.Don'tmoveyourtonguebetweenTrythe[θ][θ][θ][θ][θ][θ][θ][θ][θ][θ][θ][θ]Thesamemethodcanbeappliedtothepracticeof[t]/s/and/s/and/z/arealveolarsounds.Theyarefricativesthatyouproducebyforcingairbetweenyourtongueandtheupperorlowerfrontteeth./s/isvoicelessand/z/isvoiced./s/isoneofthemostusefulsoundsinEnglishbecauseithasanimportantgrammaticalfunctioninformingpossessives(Kate's),third singular,presenttenseverbs(sits),andplurals(seats).Although/z/isnotasfrequentinEnglishspeechas/s/,itperformssimilargrammaticalfunctionsinmarkingpossessive(Susan's),thirdsingular,presenttenseverbs(runs),andplurals(dogs).Both/s/and/z/havebeenrankedasthemosttroublesomesoundsinEnglish,butitisrarelyaseriousproblemfortheChineseEFLlearnersoncetheirgrammaticalrolesaremastered.Theycanbeusedatthebeginning,middleandendofwords.With/s/and/z/,themainproblemcomesfromtheomissions,whichmayresultfromgrammaticaldeficiencies(plural,possessive,andsoon)orfromafailuretopronouncetheendsofwords.Thedevoicingoffinalposition/z/maybehelpedbylengtheningtheprecedingvowel.Inthewordprize,forexample,manyspeakersofEnglishdevoicethefinal/z/butlengthenthediphthong./f/and/f/and/v/arelingua-palatalfricatives.Youproducethemverymuchlikethe/s/and/z/,exceptthetongueisfartherbackandthelipsarerounded./f/isvoicelessand/v/isvoiced./f/isnotaparticularlycommonsoundinEnglishorthelanguagesoftheworld,butcanbelearnedquiteeasily./v/istheleastfrequentoftheconsonantsinEnglishandisnotcommonintheworld'slanguage./f/canbeusedininitial,andfinalpositionsinwords,but/v/isnotfoundinword-initialpositioninWith/f/and/v/,liproundingisveryimportant.Forexample,youcanget/f/making/s/first,thenmovethetonguebodyalittlebackward,thensayitagainwithroundedlips./h/isavoicelessglottalfricative.Itissimplyastreamofairfromthedirectedthroughtheopenmouth.Itisnotfoundinword-finalpositioninEnglish/h/isnotgenerallyaproblemsound,butsomelearnersmayuseavoicelessvelarfricativeasasubstitution,whichsoundsmorelikeaChinese(h)inthepronunciationof喝(h)meaning"todrink"./tf/and/tf/and/dv/areaffricatesounds,whichyouproducebyblockingoffthebreath-streambetweenthetongueandgumridge,forastopandafricative.Thetermaffricatemeans"blend",inthiscase,consistingofastopandafricative.The/tf/isblendcombinedof[t]and[f]:itstartsoutasa[t]stopandthenthetonguemovesthepositionfor[f].The/dv/isablendof[d]and[v]:itstartsoutasa[d]andthentonguemovesintotheusualpositionfor[v].Both/tf/and/dv/canoccurininitial,medial,andfinalpositionsinwords./tf/and/dv/arefairlyeasytoperceiveatnormalconversationallevels.Theoverallstrengthofproductionisimportantfor/tf/becauseweakeningleadstoasubstitution./dv/islesstensethan/tf/,butitisstillmadewithconsiderableWeakeningmayleadtoa[v]substitution.Liproundingwillhelptostabilizethe3單元輔音:摩擦音和破擦音本單元學(xué)習(xí)兩類(lèi)輔音：摩擦音和破擦音。摩擦音是英語(yǔ)輔音中數(shù)量最多的一類(lèi)音，包括/f//v//θ//t//s//z//f//v//h//音和摩擦音組成。/t∫/是清輔音,/dv/是濁輔音。/f /v對(duì)于大多數(shù)中國(guó)學(xué)生來(lái)說(shuō)，發(fā)好/f/不成問(wèn)題，/v/則不然。有些人都把/v/發(fā)成雙唇音w/或b。此外，人們的發(fā)音中還出現(xiàn)將v清音化的趨勢(shì)，即用f代替/v/，特別是/v/在詞尾的時(shí)候。/θ//θ//t/是齒間音。發(fā)音時(shí)，舌尖抵及上齒內(nèi)側(cè)，或置于上下齒之間，舌身發(fā)音部位出錯(cuò)便導(dǎo)致/f/或/s/出現(xiàn)。/t/也著同樣的問(wèn)題，如氣流不足，便發(fā)出齒化音/d/；發(fā)音部位有誤，便發(fā)成/v/或/z/。由于字母組合th既能發(fā)成/θ/也⒈對(duì)著鏡子，發(fā)⒉確信你能看到舌邊緣蠕動(dòng)在上、下齒間。再發(fā)一次/θ/…/θ/…/θ/…/θ/…/θ/…/θ/…/θ/…/θ/…/θ/… ,seatsSusan’s，將/z/清音化。以單詞prize為例，若將/z/發(fā)成/s/就成了price。//發(fā)/f/和/v/時(shí)，口形要呈圓狀。例如，發(fā)/f/時(shí)，先擺好/s/的口形，然后舌身/h發(fā)/h/音時(shí)，摩擦不發(fā)生在口腔中的任何部位，發(fā)音時(shí)口張開(kāi)，聲門(mén)略為收門(mén)摩擦音。學(xué)習(xí)時(shí)要注意勿將h發(fā)成漢語(yǔ)普通話中的（h）音，因?yàn)椋╤）“害”(hai)與high。 /t∫/和/d3/是破擦音，發(fā)音部位與和/ai/相似，因此，可以在發(fā)//和/ai/的基Unit4 Oct.8- Classes1,2&3,Grade EnglishPronunciationThestudentswilllearntheconsonants:Nasals,Approximants&Lateral(s)inObjectives:StudentswillbeabletoDefine-intheirownwordsadefinitionforNasals,Approximants&Compare–basedontheunderstandingofthebasicconcept,comparethemwithotherconsonants;Practice–imitatethesoundsanddoTextbook:Wang,Guizhen,AnEnglishPronunciationCourse,HigherEducationPress,Beijing,2000;Handouts:illustrationofthephonemesinRecordingsofnativeActivitiesandStimulating:Beginbyaskingtheclasstofindouthowmuchthestudentsknowaboutwhattheyarerequiredtolearn.Makesurethatitservesthepurposeofstimulatingthestudentstothinkabouttheissueandhavethedesiretofindouttheanswersthemselves.DisplayexamplesbyplayingtherecordingofthenativespeakersshowingthetypicalpronunciationinEnglish.Askthestudentstolistentothetapestomakeagooddiscriminationofthesoundsinfocus.HavethestudentsimitatethesoundinHavethestudentssharewhattheyhavelearnedbyreadingoutthepracticematerialsinpairs.HavethestudentslistentotheconversationsrecordedbynativespeakersofEnglishandtrytogetthesoundsinfocuscorrectintheirpronunciation.Havethestudentspracticetheguidedconversation.Askthemtopayspecialattentiontothesoundsinfocusinspeech.HighlightthelanguagefunctionintheconversationintheHaveseveralpairsofthestudentspresenttheirconversationintheCommentonthestudents’performancebyhighlightingtheachievementofstudentsandtheeffortstheyneedfortheAskthestudentstodomorepracticeafterclassandgetreadyforpresentationduringthenextsession.附:要點(diǎn)、重點(diǎn)和

UnitNasals,Approximants&Inthisunit,wewilllearnNasals,approximantsandlateral(s)inLikethestops,thenasalsareallmadebyclosingthevocaltractatsomepointinthemouth.Unlikethestopsoranyothersoundsinthelanguage,thereisanopeningintothenasalinthepronunciationsothatthesoundcanberesonatedthroughthenose.Thenasalconsonantsare/m/,/n/,and/?/./w/,/r/,and/j/arecalledapproximantsbecauseitisanarticulationinwhichthearticulatorsapproacheachotherbutdonotgetsufficientlyclosetoeachothertoproducea"complete"consonantsuchasastop,nasalorfricative./l/iscalleda"lateral"becauseduringitspronunciation,thepassageofairthroughthemouthdoesnotgointheusualwayalongthecentreofthetongue./m/,/n/&/m/and/n/aresimple,straight-forwardconsonants:the/m/occursatthefrontofthemouthandisgroupedwiththelabials,the/n/isproducedontheuppergumridgeandisalveolar.Theplaceofarticulationof/?/isthesameasthatof/k/and/g/.Itismadewiththebackofthetonguetouchingthesoftpalate.Ifwecomparenasalswithstops,fricativesandaffricates,wewillfindthatthenasalspresentquiteadifferentpictureinthattheyhavesomevowel-likequalities:theycanbesyllabic.Both/m/and/n/canoccurininitial,medial,andfinalpositioninwords./?/,however,neveroccursinword-initialposition.MostChineseEFLlearnershavenoproblemswith/m/and/?/.For/n/,however,itisnecessarytocheckfora/l/substitutionbecauseinsomeChinesedialects,[n]and[l]serveasfreeAllophonicvariationsofSyllabic:Lengthened,whenanarresting/m/isfollowedbyareleasing/m/: Thelabiodnetalnasal,whenfollowedby/f/:comfortAllophonicvariationsofDentalizedbeforealabiodental/f/or/v/:inviteVelarizedbefore/k/or/g/:thinkSyllabic:Lengthening,when/n/arrestsandreleasesadjoiningsyllables:tenAllophonicvariationsofThealveolar[n],whenfollowedbyanalveolar:takingtenSyllabic:lockandkey/w/and/w/and/j/aresimilarinseveralways.First,theyarecloselyrelatedtoasound:/j/issimilartothevowel/i:/and/w/isverymuchlikethevowel/u:/.Becauseofthis,theyarealsocalledsemivowels.Secondly,neither/j/or/w/willeveroccurinword-finalpositioninEnglish.Thirdly,theyarebothvoicedconsonants.Inpronunciation,for/j/thelipsarerelaxedandthetongueisinthehighfrontspace;for/w/thelipsareroundedandthetongueisinthehighbackspace.Thenthereisamovementawayfromthesepositionstowhateversoundwhichfollows.Themoremoderntermfor/j/and/w/isapproximant,whichisanarticulationinwhichthearticulatorsapproacheachotherbutdonotgetsufficientlyclosetoeachothertoproducea"complete"consonantsuchasaplosive,nasalorfricative./j/and/w/arenotproblemsoundsformostChineseEFLlearnersexceptitisnecessarytoemphasizethefactthatthepronunciationof/w/requiresconsiderablelip/r/istheotherapproximantbesides/j/and/w/inEnglish.Theimportantthingaboutthearticulationof/r/isthatthetipofthetongueapproachesthealveolarareainapproximaythewayitwouldfora/t/or/d/,butneveractuallymakescontactwithanypartoftheroofofthemouth.Duringthepronunciation,thetongueisinfactusuallyslightlycurledbackwardswiththetipraised./r/isadifficultsoundformanyChineseEFLlearners.Thedifficultiesmainlycomeintwoways.Someusether)soundinChinesePutonghua,suchasrì)日asasubstitution,whichsoundsmorelikeafricativethananapproximant.Thesubstitutionofaflap-r,whichsoundsmorelikea/l/than/r/,isalsocommonamongthelearners.Experienceshowthatitishelpfultostressthenecessityoftheslightlip-roundinginthepronunciationofthesound.Now,trytomakealong/r/soundandfeelthatnopartofthetongueisincontactwiththeroofofthemouthatanytime.AllophonicvariationsofDevoicedasinvoicelessclusters:treatTheone-tapflap/r/:veryTheretroflexed/r/:Theback/r/,beforeorafter/k/or/g/:crateThefactthatthe/l/phonemeistypicallyproducedwithpotentialairflowaroundoneorbothsidesofthetonguemakesituniqueamongEnglishspeechsounds.Itisalsohighlyvariableintermsofitsarticulation.Severalimportantvariationsexist.Inpronunciation,youproduceitbydropthesidesofthetongueandallowingairtoescapearoundthesides./l/isalsooneoftheEnglishspeechsoundsthatoftencausestroubleforChineselearners.Checkforthetypicalsubstitutionof/r/or/n/.Anotherimportantfact/l/isthedifferencebetweenthetwodistinctiveallophones:clear-landdark-AllophonicvariationsofSyllabic:"Clear-l",madewiththetongueintheclassicalfrontedposition:lease"Dark-l",(thetonguetipandbladeinthepostalveolarposition):callDevoicedinconsonantclusterswithvoicelessstops:playThepost-palatal,orvelar/l/:milk4輔音腔音、延續(xù)音和旁包括/m、n、/。/w/、/r/、/j/是延續(xù)音。發(fā)延續(xù)音時(shí)發(fā)音彼此接近，但無(wú)接觸、無(wú)摩擦,亦不產(chǎn)生。///m//m和n發(fā)音簡(jiǎn)單直接。m是由雙唇緊閉發(fā)出的音，發(fā)音時(shí)上下唇緊閉，/?/的發(fā)音部位與音/k/和/g/相同，舌后部觸及軟腭，堵塞口腔通道，雙唇大部分中國(guó)英語(yǔ)學(xué)習(xí)者發(fā)/m/和/n/都沒(méi)有問(wèn)題。我國(guó)某些方言中[n]和[l]是自由變異體，來(lái)自這些方言區(qū)的同學(xué)在學(xué)習(xí)中會(huì)有一些。分不清/n/與/l/主要的問(wèn)題是將鼻腔音/n/與口腔音/l/了。只要嚴(yán)格按照兩種不同的發(fā)音方法去處理，問(wèn)題是不難解決的。以下是/m/、/n/與/?/受語(yǔ)音而產(chǎn)生的/m/的音位變體：可自成音節(jié)，如something;位于前面的單詞以/m/音結(jié)束而緊跟著的單詞又以msomemore;后接f時(shí)發(fā)成唇齒鼻音，如comfort/n/的音位變體:在唇齒音/f/或/v/invite;在/k/或/g/音前軟腭化，如think;自成音節(jié)，如button;位于前面的單詞以/n/音結(jié)束而緊跟著的單詞又以/n/音為首時(shí)延長(zhǎng)發(fā)音時(shí)間，如tennames;/?/的音位變體:后跟一個(gè)齒齦音時(shí)受同化而成為齒齦音,takingten;自成音節(jié)，如lockandkey/w /jw和j在三個(gè)方面很相似。第一，他們的發(fā)音分別與元音u:和i相似，/w/和/j/都不出現(xiàn)在英語(yǔ)單詞的詞尾。第三，他們是濁輔音。發(fā)/j/時(shí)雙唇呈扁平狀，舌向硬腭抬起，略高于元音/i:/，中間留有小縫隙形成不完全阻礙，氣流從縫隙泄出時(shí)引起舌前硬腭間摩擦而成音。發(fā)/w/時(shí)呈發(fā)/u:/的，舌向軟腭對(duì)于大部分的中國(guó)學(xué)生來(lái)說(shuō),發(fā)/w/和/j/并不，需要強(qiáng)調(diào)的是發(fā)/w/時(shí)/r//音。注意舌尖不可接觸