英語(yǔ)語(yǔ)音課程教學(xué)教案

TeachingPlanforEnglishPronunciationPractice《英語(yǔ)語(yǔ)音》課程教學(xué)教案Unit1BasicConcepts:Syllables,Stress&RhythmUnit2Consonants:StopsUnit3Consonants:FricativesandAffricatesUnit4Consonants:Nasals,Approximants&Literal(s)Unit5Vowels:FrontVowels&CentralVowelsUnit6Vowels:BackVowelsUnit7Vowels:DiphthongsUnit8StressedSyllables&UnstressedSyllablesUnit9StressedWords&UnstressedWordsinaSentenceUnit10StrongFormsandWeakFormsUnit11LinkingUnit12RhythmofEnglishSpeechUnit13TypesofIntonationinEnglishUnit14IntonationUnitsofEnglishUnit15Functions&UsesofEnglishIntonationUnit1LessonPlanBasicConcepts:Syllables,Stress&Rhythm(教案：附要點(diǎn)、重點(diǎn)和難點(diǎn))Date: Sept.16-20Class: Classes1,2&3,Grade2002Subject: EnglishPronunciationPracticePurpose:ThestudentswilllearnsomebasicconceptsinEnglishpronunciation.Wearegoingtolearnsomethingaboutsyllables,stressandrhythminEnglish.Atthesametime,theywilllearntosaygreetingsandfarewellwithappropriatepronunciationandintonationinEnglish.Objectives:Studentswillbeableto:Define-intheirownwordsadefinitionfor“syllable”and“stressedsyllable”,thenadefinitionfor“rhythm”and“rhythmicpattern”;Compare–basedontheunderstandingofthebasicconcept,comparedegreesofstressanddifferentrhythmicpatterns;Practice–imitatethetypicalstresspatternsandrhythmicpatternsEnglish.Resources/Materials:Textbook:Wang,Guizhen,AnEnglishPronunciationCourse,EducationPress,Beijing,2000;Handouts:illustrationofstresspatternsandrhythmicpattern;RecordingsofnativespeakersActivitiesandProcedures:Beginbyaskingtheclass tofindouthowmuchthestudents knowaboutpatternsandrhythmicpattersinEnglish,makesurethatitservesthepurposeofstimulatingthestudentstothinkabouttheissueandhavethedesiretofindouttheanswersthemselves.DisplayexamplesbyplayingtherecordingofthenativespeakersshowingtypicalstresspattersandrhythmicpatternsinEnglish.Askthestudentstolistentothetapestomarkoutthestressedsyllablesinwords.Askthestudentstolistentothetapestomarkoutthestressedwordsinsentences.Havethestudentsimitatethestresspatternsandrhythmicpatternstoexperiencetherhythminspeech.Havethestudentssharewhattheyhavelearnedbyreadingoutthepracticematerialsinpairs.HavethestudentslistentotheconversationsrecordedbynativespeakersEnglishandtrytogettherhythmicpatternsintheirspeech.Havethestudentspracticetheguidedconversation.Askthemtopayspecialattentiontothestresstherhythminspeech.Highlightthelanguagefunctionintheconversationinthepractice.Haveseveralpairsofthestudentspresenttheirconversationintheclass.Commentonthestudents’performancebyhighlightingtheachievementofstudentsandtheeffortstheyneedfortheimprovement.Askthestudentstodomorepracticeafterclassandgetreadyforpresentationduringthenextsession.附:要點(diǎn)、重點(diǎn)和難點(diǎn)Unit1BasicConcepts:Syllables,Stress&RhythmInthisunit,wearegoingtolearnsomebasicconceptsinEnglishpronunciation.Wearegoingtolearnsomethingaboutsyllables,stressandrhythminEnglish.Atthesametime,wearegoingtolearntosaygreetingsandfarewellwithappropriatepronunciationandintonationinEnglish.Firstofall,let’slookatthesyllableinEnglish.Pleaselistentothefollowingword:driveway.Now,tellme,howmanysyllablesthereareinthisword?Right.Therearetwo.Pleaselistentothefollowingsentence:Drivehimaway.Tellme,howmanysyllablesthereareinthissentence?Right.Therearefour.IntroductionSo.Whatisasyllable?AsyllableisawordpartandthebasicunitofEnglishrhythm.Englishwordscanhaveone,two,threeorevenmoresyllables.Intheword‘driveway’,therearetwosyllables.Inthesentence‘Drivehimaway’,therearefour.Whatisastressedsyllable?InEnglishwordswithmorethanonesyllable,oneofthemwillreceivestressthantheothers.Stressedsyllablesarethosethataremarkedinthedictionaryasstressed.Forexample,intheword‘driveway’,the firstsyllableisastressedsyllablewhilethesecondsyllableisnot.StressedsyllablesinEnglishareusuallylonger,louder,andhigherinpitch.Listentothefollowingexample:ba NAAAA naSyllable1 Syllable(short) (long)

Syllable3(short)Theword"banana"has3syllables.Syllable1isnotstressedandsoisshort.Syllable2isstressedandsoislongwithaclearvowelsound/ :/.Syllable3isstressedandsoisalsoshort.Hereisashortsummaryaboutthestressedandunstressedsyllables:Stressedsyllablesarestrongsyllables.Unstressedsyllablesareweaksyllables.Stressedsyllables:arelonghaveapitchchangehavefullvowelsounds.Unstressedsyllables:areshortoftenhaveareducedvowelsound.Nowlet’slookattherhythminEnglish.WeallknowthatcorrectpronunciationoftheindividualEnglishsoundsisimportantincommunication.Thewaythesoundsareorganized,however,isoftenmorecrucialforunderstanding.TherhythmofEnglish,forexample,isoneofthetwomajororganizingstructuresthatnativespeakersrelyontoprocessspeech.Whatisrhythm?Rhythmcanbefoundeverywhereinlife:thesoundofaclock,thebeatingoftheheart,thestrokesofaswimmer,andofcourseinpoetryandmusic.Butrhythminlanguageislessfamiliarbecauseitislessobvious.Therhythmofalanguageischaracterizedbythetimingpatternofsuccessivesyllables.Insomelanguages,everysyllableisgivenaboutthesamelength,whileinothers,syllablesvaryinlength. English,strongbeatsarecalledstress--theheartoftherhythmicpattern.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(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)、重音和節(jié)奏規(guī)律。首先，讓我們先來(lái)看看英語(yǔ)的音節(jié)：drivewayDrivehimaway何謂“音節(jié)”？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)奏的最基本的單位。何謂“重讀音節(jié)”？driveway一個(gè)音節(jié)就是重讀音節(jié)，而它的第二個(gè)音節(jié)就是非重讀音節(jié)。英語(yǔ)中的重讀音節(jié)在發(fā)音過(guò)程中往往要比非重讀音節(jié)要長(zhǎng)一些，響亮一些，同時(shí)音調(diào)也稍高一些。例如“banan”一詞有三個(gè)音節(jié)。第一個(gè)音節(jié)是非重音所以發(fā)音所需時(shí)間比較短。第二個(gè)音節(jié)是重讀，所以元音/ :/發(fā)的比較長(zhǎng)，清晰響亮。第三個(gè)音節(jié)同樣屬非重音，所以發(fā)音所需時(shí)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):非重讀音節(jié):1.延續(xù)時(shí)間較短2.元音發(fā)音弱化何謂“英語(yǔ)話語(yǔ)節(jié)奏”？節(jié)奏在我們的日常生活中無(wú)所不在：滴答轉(zhuǎn)動(dòng)的鐘表聲，砰砰不停的心臟跳動(dòng)，游泳的劃水節(jié)拍，優(yōu)美詩(shī)句和音樂的韻律，這些都是節(jié)奏的體現(xiàn)。話語(yǔ)節(jié)奏55如果我要說(shuō)99andmilk”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“somebreadandsomemil”這一短語(yǔ)中，音節(jié)數(shù)是5bread”milk貫穿整個(gè)語(yǔ)音課程學(xué)習(xí)的始終。Unit2LessonPlanConsonants:Stops(教案：附要點(diǎn)、重點(diǎn)和難點(diǎn))Date: Sept.23-27Class: Classes1,2&3,Grade2002Subject: EnglishPronunciationPracticePurpose:ThestudentswilllearnthestopconsonantsinEnglish.Objectives:Studentswillbeableto:Define-intheirownwordsadefinitionfor“stops”;Compare–basedontheunderstandingofthebasicconcept,comparestopsotherconsonants;Practice–imitatethesoundsanddopractice.Resources/Materials:Textbook:Wang,Guizhen,AnEnglishPronunciationCosigherPress,Beijing,2000;Handouts:illustrationofthephonemesinfocus;RecordingsofnativespeakersActivitiesandProcedures:Stimulating:Beginbyaskingtheclasstofindouthowmuchthestudentsknowaboutwhattheyarerequiredtolearn.Makesurethatitservesthepurposeofstimulatingthestudentsto thinkabouttheissueandhavethe desiretofindoutanswersthemselves.DisplayexamplesbyplayingtherecordingofthenativespeakersshowingtypicalpronunciationinEnglish.Askthestudentstolistentothetapestomakeagooddiscriminationoftheinfocus.Havethestudentsimitatethesoundinfocus.Havethestudentssharewhattheyhavelearnedbyreadingoutthepracticematerialsinpairs.HavethestudentslistentotheconversationsrecordedbynativespeakersofEnglishandtrytogetthesoundsinfocuscorrectintheirpronunciation.Havethestudentspracticetheguidedconversation.Askthemtopayspecialattentiontothesoundsinfocusinspeech.Highlightthelanguagefunctionintheconversationinthepractice.Haveseveralpairsofthestudentspresenttheirconversationintheclass.Commentonthestudents’performancebyhighlightingtheachievementofstudentsandtheeffortstheyneedfortheimprovement.Askthestudentstodomorepracticeafterclassandgetreadyforpresentationduringthenextsession.附:要點(diǎn)、重點(diǎn)和難點(diǎn)

Unit2Consonants:StopsInthisunit,wewilllearnthestopconsonantsinEnglish.Thestopconsonantsaremadebycompletelystoppingtheairflowatsomepointinthemouthandthen,formostproductions,releasingitintothesoundthatfollows.TherearesixstopsinEnglish:/p/and/b/areformedbythelips,/t/and/d/aremadeonthegumridgebehindtheupperteeth,and/k/and//occuratthebackofthemouthwherethetonguemakesawealwiththesoftpalate./p/,/t/,/k/arevoicelessstopsastheyarenotaccompaniedbyvibrationfromthelarynx,while/b/,/d/,//thevoicedstops.ThesestopsareamongthemostfrequentsoundsinEnglishandhavefairlyconsistentspellings./p/and/b/Youpronouncethe/p/and/b/bystoppingtheairstreamwithyoulips,buildinguppressureandsuddenlyreleasingtheair.Theycanbeusedatthebeginning,middleandendofwords.Thefollowingaresomeoftheallophonicvariationsof/p/and/b/.Allophonicvariationsof/p/:Allophone Occurrence Example[p]

Aspiratedreleaseininitialwordandstressedpositions poke[p-][p][p:][p]

UnreleasedinwordfinalpositionUnaspiratedreleaseinclusters,esp.after/s/Lengthening,whenanarresting/p/isfollowedbyareleasing/p/Nasalrelease,beforeasyllabicnasal

toptenspotStopStophim.Allophonicvariationsof/b/:Allophone Occurrence[b-] Unreleasedinwordfinalposition[b:] lengthenedwhenanarresting/b/isfollowedbyareleasing/b/

ExamplerobRobBob.[b] Nasalresonance,beforeasyllabicnasal Robhim./t/and/d/The/t/soundisoneofthemostfrequentinEnglishandoccurinallthreepositionsatthewordlevel.Ithasmanyvariationsandisaveryinterestingandproductivesoundinthelanguage./d/isnotasfrequentinEnglishnordoesithavethenumberofvarietiesthat/t/has.Youpronouncethembyblockingtheairstreamwiththetongueanduppergumridge,buildingupairpressureandsuddenlyreleasingit.Thefollowingaresomeoftheallophonicvariationsof/t/and/d/:Allophonicvariationsof/t/:AllophoneOccurrenceExample[t]Aspiratedreleaseinwordinitialandstressedpositionstape[t-][t]UnreleasedinwordfinalpositionUnaspiratedreleaseinconsonantcluster,esp.with/s/coatstop[t]Dentalizedbefore//eighth[t]Nasalrelease,beforeasyllabicnasalbutton[]Flapped,intervocalicallyletter[]Glottalstop,beforesyllabic[n]or[l]button[t:]Lengthening,whenanarresting/t/isfollowedbyareleasing/t/letTim[tr]Affricationofinitialposition/tr/trainAllophonicvariationsof/d/:AllophoneOccurrenceExample[d]Dentalizedbeforeaninterdentalwidth[d-]Unreleasedinwordfinalpositiondad[dl]Bilateralreleasewith/l/padlock[d]Nasalrelease,beforeasyllabicnasalbread'nbutter[]Flapped,intervocalicallyladder[d:]Lengthening,whenanarresting/d/isfollowedbyareleasing/d/sadDave[d3r]Affricationofinitialposition/dr/drain/k/and//Youproduce/k/and//byblockingthebreath-streamwiththebackofthetongueandsoftpalate,buildingupthepressure,andsuddenlyreleasingit.The"hard-c",asincat,andtheletter"k"accountformostofthespellingsof/k/,butthereisalsoasilent-kinwordssuchasknowandknight.Thespellingof//isconsistentinEnglish,althoughthereisasilentversioninwordssuchasgnashandgnat.Both/k/and//canoccuratthebeginning,middle,andendofwordsinEnglish.Thefollowingaresomeoftheallophonicvariationsof/k/and//:Allophonicvariationsof/k/:AllophoneOccurrenceExample[k]Aspiratedreleaseinwordinitialandstressedpositionskeep[k-]Unreleasedinwordfinalpositiontake[k][k:]Unaspiratedreleaseinconsonantcluster,esp.with/s/Lengthening,whenanarresting/k/isfollowedbyareleasing/k/skytakeKim[k]Nasalrelease,beforeasyllabicnasalbeacon[kl]Bilateralreleasewith/l/clock[c]or[k]Assimilatedtoafrontsoundkeen[]Glottalstop,beforesyllabic[n]bacon[k]Rounded,beforearoundedsoundquarterAllophonicvariationsof//:Allophone Occurrence Example[-][:]

UnreleasedinwordfinalpositionandsomeclustersLengthening,whenanarresting//isfollowed

flagbyareleasing// biggrapes[l][][]or

Bilateralreleasebefore/l/Nasalrelease,beforeasyllabicnasalAssimilatedtoafrontedsound

gladpigandgeese[] Rounded,beforearoundedsoundPronunciationdifficulties

gooseTheEnglishstopsdonotgenerallycauseanintelligibilityproblemamongtheChineseEFLlearnersbut somelearnersmaydevoicefinal positionvoicedstopssothattabmaybepronouncedastap,codeascoatand/li:/as/li:k/.Lengtheningthevowelbeforethevoicedstopswillaidintheperceptionofavoicedfinalstop./i:/inneed,forexample,isusuallyalittlebitlongerthan/i:/inneatwhentheyareinsimilarphoneticcontexts.AnotherdifficultywiththeChineseEFLlearnersisthepronunciationofthestopsinconsonantclusters.Drillthesoundsinallpositions,payingcloseattentiontothestrengthofproductionandthedegreeofvoicing.第2單元輔音:塞音在這一單元，我們將學(xué)習(xí)英語(yǔ)的爆破音，也叫塞音。/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//發(fā)音時(shí)，則是用舌后部觸軟/k/是清輔音，因?yàn)榘l(fā)這三個(gè)音時(shí)聲帶無(wú)需振動(dòng)。相反的，/b/，/d/和//在發(fā)音時(shí)，聲帶振動(dòng)，是濁輔音。/p/和/b/當(dāng)你發(fā)/p/和/b/兩音時(shí)，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(gè)音可出現(xiàn)在詞首、詞中和詞尾三個(gè)部位，/p/和/b/在不同的語(yǔ)音環(huán)境中有不同的變體：/p/的音位變體①/p/在詞首且在重讀音節(jié)中時(shí)，是送氣音如poke；②當(dāng)處于詞尾時(shí)，可能失去爆破，如toptea；③在/s/后形成輔音連綴時(shí)，/p/在發(fā)音時(shí)不送氣，如spot；④當(dāng)兩個(gè)/p/相鄰時(shí)，無(wú)需產(chǎn)生兩次爆破，而只是延長(zhǎng)發(fā)音的時(shí)間，如stopPete；⑤當(dāng)/p/Stophi；/b/的音位變體：①當(dāng)處于詞尾時(shí)，不完全爆破，如robtheman；②當(dāng)兩個(gè)[b]相鄰時(shí)，無(wú)需產(chǎn)生爆破，只是延長(zhǎng)發(fā)音時(shí)間，如robBob；③/b/在鼻音前時(shí)，爆破不在口腔，而在鼻腔，如robhim；/t/和/d//t/和/d/是齒齦爆破音./t/的音位變體①/t/在詞首且在重讀音節(jié)中時(shí)，是送氣音如tape；sitstill；③在/s/后形成輔音連綴時(shí)，/t/在發(fā)音時(shí)不送氣，如stop；④當(dāng)處于/ /之前時(shí)，呈齒音化發(fā)音，如eighth；⑤當(dāng)/t/后緊跟著的是鼻音時(shí)，此時(shí)爆破不在口腔，而在鼻腔，就是我們通常說(shuō)的“鼻腔爆破”，如button；⑥當(dāng)處于兩個(gè)元音之間時(shí)，/t/聽起來(lái)近似閃音，如letter；⑦當(dāng)/t/位于成音節(jié)/n/或/l/前時(shí)，便成了聲門爆破音，如little；⑧當(dāng)兩個(gè)/t/相鄰時(shí)，無(wú)需產(chǎn)生兩次爆破，而只是延長(zhǎng)發(fā)音的時(shí)間，如letTim;⑨當(dāng)處于輔音組合/tr/中時(shí)，發(fā)音兼具爆破與摩擦的特征，如train；/d/的音位變體：①當(dāng)處于齒間音（如////）之前時(shí)，呈齒音化發(fā)音，如width；②當(dāng)處于詞尾時(shí)，不完全爆破，如Dadsaidso.③當(dāng)與/l/組合時(shí)，成為舌側(cè)爆破音，如padlook；④/d/在鼻音前時(shí)，爆破不在口腔，而在鼻腔，如bread’nbutter;⑤當(dāng)兩個(gè)/b/相鄰時(shí)，無(wú)需產(chǎn)生爆破，只是延長(zhǎng)發(fā)音時(shí)間，如sadDave⑥當(dāng)處于輔音組合/dr/之中時(shí)，發(fā)音兼具爆破和摩擦的特征，如drain。/k/和//發(fā)/k/和//兩音時(shí)，用舌根頂住軟腭堵住氣流的出路，然后舌根猛地離開軟腭使氣流爆發(fā)而出。/k/是清輔音，//是濁輔音。/k/的音位變體①/k/位于詞首，且在重讀音節(jié)中時(shí)，是送氣音，如keep；②當(dāng)處于詞尾時(shí)，可能失去爆破，如takethree；③在/s/后形成輔音連綴時(shí)，/k/在發(fā)音時(shí)不送氣，如sky④當(dāng)兩個(gè)/k/相鄰時(shí)，無(wú)需產(chǎn)生兩次爆破，而只是延長(zhǎng)發(fā)音的時(shí)間，如takeKim;⑤當(dāng)/k/beacon;⑥當(dāng)與/l/音組合時(shí)，成為舌側(cè)爆破音，如clock；⑦后跟前元音時(shí)，/k/的發(fā)音部位前移，如keen；⑧位于成音節(jié)/n/時(shí)，便成了聲門爆破，如bacon；⑨位于圓唇音之前時(shí)，發(fā)音時(shí)亦呈圓唇，如quarter.//的音位變體①當(dāng)處于詞尾時(shí)，不完全爆破，如lagbehind;②當(dāng)兩個(gè)//相鄰時(shí)，無(wú)需產(chǎn)生爆破，只是延長(zhǎng)發(fā)音時(shí)間，如biggrapes③當(dāng)與/l/組合時(shí)，與成為舌側(cè)爆破音，如glad；④//在鼻音前時(shí)，爆破不在口腔，而在鼻腔，如pigandgoat;⑤后跟前元音時(shí)，發(fā)音部位前移，如geese;⑥位于圓唇音之前時(shí)，發(fā)音時(shí)亦呈圓唇，如goose.發(fā)音難點(diǎn)解析中國(guó)學(xué)生在學(xué)習(xí)英語(yǔ)爆破音時(shí)要注意的問(wèn)題主要有以下兩點(diǎn)：一、爆破音的學(xué)習(xí)，就發(fā)音部位來(lái)說(shuō)，并不難掌握：英語(yǔ)的爆破音與漢語(yǔ)的聲母極為相近。所不同之處主要體現(xiàn)在發(fā)音方法上?？偟?i:/neat中的/i:/二、在學(xué)習(xí)中要注意的另一個(gè)問(wèn)題是這三對(duì)爆破音的音位變體。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)侯爆破音會(huì)失去爆破：takethem；鼻腔爆破音應(yīng)怎么發(fā)：garden；旁流爆破音應(yīng)怎么發(fā)：people；在輔音連綴中，當(dāng)/ptk/出現(xiàn)在/s/之后，“送氣”會(huì)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(yǔ)的爆破音了。Unit3LessonPlanConsonants:FricativesandAffricates(教案：附要點(diǎn)、重點(diǎn)和難點(diǎn))Date: Sept.30Class: Classes1,2&3,Grade2002Subject: EnglishPronunciationPracticePurpose:Thestudentswilllearntheconsonants:“fricatives”and“affricates”inEnglish.Objectives:Studentswillbeableto:Define-intheirownwordsadefinitionfor“fricatives”and“affricates”;Compare–basedontheunderstandingofthebasicconcept,comparethemotherconsonants;Practice–imitatethesoundsanddopractice.Resources/Materials:Textbook:Wang,Guizhen,AnEnglishPronunciationCosigherPress,Beijing,2000;Handouts:illustrationofthephonemesinfocus;RecordingsofnativespeakersActivitiesandProcedures:Stimulating:Beginbyaskingtheclasstofindouthowmuchthestudentsknowaboutwhattheyarerequiredtolearn.Makesurethatitservesthepurposeofstimulatingthestudentsto thinkabouttheissueandhavethedesireto findoutanswersthemselves.DisplayexamplesbyplayingtherecordingofthenativespeakersshowingtypicalpronunciationinEnglish.Askthestudentstolistentothetapestomakeagooddiscriminationoftheinfocus.Havethestudentsimitatethesoundinfocus.Havethestudentssharewhattheyhavelearnedbyreadingoutthepracticematerialsinpairs.HavethestudentslistentotheconversationsrecordedbynativespeakersEnglishandtrytogetthesoundsinfocuscorrectintheirpronunciation.Havethestudentspracticetheguidedconversation.Askthemtopayspecialattentiontothesoundsinfocusinspeech.Highlightthelanguagefunctionintheconversationinthepractice.Haveseveralpairsofthestudentspresenttheirconversationintheclass.Commentonthestudents’performancebyhighlightingtheachievementofstudentsandtheeffortstheyneedfortheimprovement.Askthestudentstodomorepracticeafterclassandgetreadyforpresentationduringthenextsession.附:要點(diǎn)、重點(diǎn)和難點(diǎn)

Unit3(要點(diǎn)、重點(diǎn)和難點(diǎn))Consonants:FricativesandAffricatesThisisUnit3.Inthisunit,wearegoingtolearntwogroupsofconsonants:fricativesandaffricates.Atthesametime,wearegoingtolearnhowtodescribeanobjectandtolearnhowtotalkaboutone’sjobwithappropriatepronunciationandintonationinEnglish.IntroductionWhatdoyouknowaboutfricativesandaffricatesinEnglish?Well,ifthestopscompletelyblocktheairstreamforatimeinthepronunciation,thefricativesonlypartiallyblockit,thuscausingthefriction-likenoisecharacteristicofthesesounds.Thereareninefricativeconsonants,formingthelargestsetofconsonantsinEnglish./t/and/d/areaffricatesounds,whichyouproducebyblockingoffthebreath-streambetweenthetongueandgumridge,forastopandafricative.Thetermaffricatemeans"blend",inthiscase,consistingofastopandafricative./t//d/arethetwoEnglishaffricatesandtheydifferprimarilyintermsofvoicing./f/and/v//f/and/v/arelabio-dentalsounds./f/isvoicelessand/v/isvoiced.Theyfricativesoundsthatyouproducebyforcingthebreathstreambetweenyouteethandlowerlip.Theycanbeusedatthebeginning,middleandendofwords./f/isnotaproblemsoundformostofthestudentsbut/v/maysometimescauseproblems.Itmaysubstituteforanotherbilabialsuchas/w/,orabilabial/b/maybesubstitutedfor/v/.Thereisalsoatendencytodevoice/v/,especiallyattheendsofwords.//and////and//areinterdentalsounds.Theyarefricativesthatyouproducebysqueezingthebreathstreambetweenyourtongueandteeth.//isvoicelessand//isvoiced.Thesesoundstendtoappearrelativelylateinthespeechofchildrenandcauseconsiderablestressforbothnativeandnon-nativespeakersofEnglish.AlthoughthespellingseemstobehighlyconsistentinEnglish,thefactisthatthe"th"combinationisusedforboth//and//.Theycanbeusedatthebeginning,middleandendofwords.Theproblemwith//aremanyandvaried.Adentalized[t]occurswhenthereisinsufficientbreathsupport.Witha/f/or/s/substitution,theproblemisnotwithairflowbutwithplacement.Thissoundwillrequireconsiderableefforttostabilizeinallcontexts.Theproblemwith//isquitesimilar.Withinsufficientairflow,adentalized[d]willoccur.Placementdifficultiesresultina/v/or/z/substitution.DevoicingmayalsobeacommonproblemsinceEnglishorthographyusestheletters"th"forboth//and//.Thefollowingstepsareusefulinthepronunciationdrillforthesetwoconsonants:Lookinamirrorandsaythe[]sound.Makesureyoucanseetheedgeofyourtongueprotrudingbetween teeth.Say[]again.Saythe[]soundoverandoveragain.Don'tmoveyourtonguesounds.Trythefollowing:[]…[]…[]…[]…thin[]…[]…[]…[]…thanks[]…[]…[]…[]…thoughtThesamemethodcanbeappliedtothepracticeof[]sound./s/and/z//s/and/z/arealveolarsounds.Theyarefricativesthatyouproducebyforcingairbetweenyourtongueandtheupperorlowerfrontteeth./s/isvoicelessand/z/isvoiced./s/isoneofthemostusefulsoundsinEnglishbecauseithasanimportantgrammaticalfunctioninformingpossessives(Kate's),thirdpersonsingular,presenttenseverbs(sits),andplurals(seats).Although/z/isnotasfrequentinEnglishspeechas/s/,itperformssimilargrammaticalfunctionsinmarkingpossessive(Susan's),thirdpersonsingular,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. Inthewordprizeforexample,manyspeakersofEnglishdevoicethefinal/z/butlengthenthediphthong.//and////and//arelingua-palatalfricatives.Youproducethemverymuchlikethe/s/and/z/,exceptthetongueisfartherbackandthelipsarerounded.//isvoicelessand//isvoiced.//isnotaparticularlycommonsoundinEnglishorthelanguagesoftheworld,butcanbelearnedquiteeasily.//istheleastfrequentoftheconsonantsEnglishandisnotcommonintheworld'slanguage.//canbeusedininitial,medial,andfinalpositionsinwords,but //isnotfoundinword-initialpositioninEnglishwords.With//and//,liproundingisveryimportant.Forexample,youcanget //bymaking/s/first,thenmovethetonguebodyalittlebackward,thensayitagainwithroundedlips./h/

/h/isavoicelessglottalfricative.Itissimplyastreamofairfromthelarynxdirectedthroughtheopenmouth.Itisnotfoundinword-finalpositioninEnglishwords./h/isnotgenerallyaproblemsound,butsomelearnersmayuseavoicelessvelarfricative[],asasubstitution,whichsoundsmorelikeaChinese(h)inthepronunciationof喝(h)meaning"todrink"./t/and/d//t/and/d/areaffricatesounds,whichyouproducebyblockingoffthebreath-streambetweenthetongueandgumridge,forastopandafricative.Thetermaffricatemeans"blend",inthiscase,consistingofastopandafricative.The/t/isablendcombinedof[t]and[]:itstartsoutasa[t]stopandthenthetonguemovesintothepositionfor[].The/d/isablendof[d]and[]:itstartsoutasa[d]andthenthetonguemovesintotheusualpositionfor[].Both/t/and/d/canoccurininitial,medial,andfinalpositionsinwords./t/and/d/arefairlyeasytoperceiveatnormalconversationallevels.Theoverallstrengthofproductionisimportantfor/t/becauseweakeningleadstoa[]substitution./d/islesstensethan/t/,butitisstillmadewithconsiderablestrength.Weakeningmayleadtoa[]substitution.Liproundingwillhelptostabilizethesound.第3單元輔音:摩擦音和破擦音本單元我們將學(xué)習(xí)兩類輔音：摩擦音和破擦音。如果說(shuō)爆破音是讓氣流成阻，那么摩擦音就是部分地阻塞氣流，發(fā)音時(shí)氣流可以持續(xù)通過(guò)口腔形成縫隙的部位，伴隨而來(lái)的是一種輕微的摩擦聲。摩擦音是英語(yǔ)輔音中數(shù)量最多的一類音，包括/f//v//////s//z//////h//t//d/./t∫/和/d//t/與/d//∫/與//破音和摩擦音組成。/t∫/是清輔音,/d/是濁輔音。/f/ /v//f/和/v/然后將氣流向外擠出。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//v//f代替/v/，特別是/v/在詞尾的時(shí)候。//////和//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//輔音，//是濁輔音。人們發(fā)///t/的出現(xiàn)；發(fā)音部位出錯(cuò)便導(dǎo)致/f/或/s///出齒化音/d//v/或/z/。由于字母組合th//也能發(fā)成//，人們就常常用//代替//。發(fā)音練習(xí)時(shí)可采取幾個(gè)步驟：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//⒊一遍一遍地念//，記住:不要移動(dòng)舌頭的位置。試著做下面的發(fā)音訓(xùn)練：//…//…//…thin//…//…//…thanks//…//…//…thought//的發(fā)音訓(xùn)練。/s/ /z//s/和/z//s//s/在英語(yǔ)中出現(xiàn)頻率很高，因?yàn)樗梢詭椭鷺?gòu)成所有格（如Kate,主語(yǔ)為第三人稱單數(shù)的動(dòng)詞現(xiàn)在時(shí)（如takes）和名詞復(fù)數(shù)（seat。/z//s/，但它在構(gòu)成所有格（Susans，主語(yǔ)為第三人稱單數(shù)的動(dòng)詞的現(xiàn)在時(shí)（runs）和名詞復(fù)數(shù)(dogs)時(shí)，也發(fā)揮了同樣重/s/和/z//s/和/z/的問(wèn)題源自省音。這是由語(yǔ)法成份殘缺（如復(fù)數(shù)、所有格/z/將/z/prize為例，若將/z//s/price。//////和//是腭齦摩擦音。發(fā)//和//時(shí)，舌頭在口腔中的位置比發(fā)/s/與/z/時(shí)靠后，整個(gè)舌面舉平抬向硬腭，雙唇呈圓狀。//是清輔音，//是濁輔音。發(fā)//和/////s/往后靠，接著雙唇突成圓形并吐出//的音。/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，聲門略為收h/發(fā)成漢語(yǔ)普通話中的（h）音，因?yàn)椋╤）“害”(hai)與high。/t∫/ /d3//t∫/和/d3///和////和//的基上來(lái)練習(xí)/t∫/和/d3/的發(fā)音。發(fā)音時(shí)先將舌尖和舌端接觸齒齦，如發(fā)/t/、/d/一樣，同時(shí)舌面前部向硬腭抬起，雙唇稍為突出，發(fā)//和//，其結(jié)果便是破擦音/t∫/和/d3/.Unit4LessonPlanNasals,Approximants&Lateral(s)(教案：附要點(diǎn)、重點(diǎn)和難點(diǎn))Date: Oct.8-11Class: Classes1,2&3,Grade2002Subject: EnglishPronunciationPracticePurpose:Thestudentswilllearntheconsonants:Nasals,Approximants&Lateral(s)inEnglish.Objectives:Studentswillbeableto:Define-intheirownwordsadefinitionforNasals,Approximants&Compare–basedontheunderstandingofthebasicconcept,comparethemotherconsonants;Practice–imitatethesoundsanddopractice.Resources/Materials:Textbook:Wang,Guizhen,AnEnglishPronunciationCosigherPress,Beijing,2000;Handouts:illustrationofthephonemesinfocus;RecordingsofnativespeakersActivitiesandProcedures:Stimulating:Beginbyaskingtheclasstofindouthowmuchthestudentsknowaboutwhattheyarerequiredtolearn.Makesurethatitservesthepurposeofstimulatingthestudentsto thinkabouttheissueandhavethedesireto findoutanswersthemselves.DisplayexamplesbyplayingtherecordingofthenativespeakersshowingtypicalpronunciationinEnglish.Askthestudentstolistentothetapestomakeagooddiscriminationoftheinfocus.Havethestudentsimitatethesoundinfocus.Havethestudentssharewhattheyhavelearnedbyreadingoutthepracticematerialsinpairs.HavethestudentslistentotheconversationsrecordedbynativespeakersEnglishandtrytogetthesoundsinfocuscorrectintheirpronunciation.Havethestudentspracticetheguidedconversation.Askthemtopayspecialattentiontothesoundsinfocusinspeech.Highlightthelanguagefunctionintheconversationinthepractice.Haveseveralpairsofthestudentspresenttheirconversationintheclass.Commentonthestudents’performancebyhighlightingtheachievementofthestudentsandtheeffortstheyneedfortheimprovement.Askthestudentstodomorepracticeafterclassandgetreadyforpresentationduringthenextsession.附:要點(diǎn)、重點(diǎn)和難點(diǎn)

Unit4Nasals,Approximants&Lateral(s)Inthisunit,wewilllearnNasals,approximantsandlateral(s)inEnglish.Likethestops,thenasalsareallmadebyclosingthevocaltractatsomepointinthemouth.Unlikethestopsoranyothersoundsinthelanguage,thereisanopeningintothenasalcavityinthepronunciationsothatthesoundcanberesonatedthroughthenose.Thenasalconsonantsare/m/,/n/,and//./w/,/r/,and/j/arecalledapproximantsbecauseitisanarticulationinwhichthearticulatorsapproacheachotherbutdonotgetsufficientlyclosetoeachothertoproducea"complete"consonantsuchasastop,nasalorfricative./l/iscalleda"lateral"becauseduringitspronunciation,thep