Supplementary Materials for Phonetics List of Phonetic Symbols
Vowels
Pure vowels
1.Front v. /i:/ /i/ /e/ /? /
2.Central v. / ?:r/ / ?r/ / ?/ /Λ/
3.Back v. /a:/ /a:r/ /?/ /?:/ /?:r/ /u/ /u:/
Diphthongs /ei/ /ai/ / ?i/ / ?u/ /au/ /i?/ / i?r/ / ??r/ /u?/ Consonants
1.Stops /p, b/ /t, d/ /k, g/
2.Frictives /f, v/ /s, z/ /θ/-/e/ /∫/-/? / /h/ /r/
3.Affricatives /t∫/- /d? / /tr, dr/ /ts, ds/
4.Nasals /m/ /n/ /? /
https://www.doczj.com/doc/33516028.html,terals /l/ /l/
6.Semi vowels /w/ /j/
Front vowels /i:/ /i/ /e/ /? /
-/i:/----- key seat feel secret breathe
police machine prestige receipt
-/i://i/-------- happy seed seat sit
league leak lick
seized ceased cyst
--------Tongue Twister
Tim is as thin as a pin, but it isn’t a sin to be thin.
-/e/------breath says said bury
edge led sesame rebel (n.)
---//---------sand land marry hat
cap garage Stand up.
--------Tongue Twister
Jack’s black cat is catching a fa t rat.
Dialogue
A: What’s the matter, Alice? You look so unhappy.
B: I had a bad day yesterday.
A: What happened?
B: I went shopping and lost my bag.
A: Your bag? Did you get it back?
B: I went back for it. But it was already gone.
A: That’s too bad. I’m sorry to hear it.
Back vowels /a:/ /a:r/ /?/ /?:/ /?:r/ /u/ /u:/
-/a:/------calm palm Chicago moustache na?ve
-/a:r/------car cart card heart park hard large pardon hectare part
-/? /------When the letter “a ” appears in front of one of
the following letters, it is pronounced as / ? /.
-ss; -st; -sk; -th; -f; -lf; -m; -n; -gh
/s/ /θ/ /f/ /m/ /n/
glass-class-pass; fast-last-master-vast-past;
ask-task-basket; path-bath; after-staff-draft;
half-calf; command-demand
dance-chance-advance-advantage-plant-aunt-
branch-answer-can’t; laugh-draught
--------Martin’s aunt is taking a sun-bath in the afternoon.
The dance party in the farmyard lasted far into the night.
After class, half of the students went out of the classroom.
“You want to lose the chance?” the teacher asked.
Time passes very fast.
-/?/-----cough because sausage Australia
knowledge sorry wander --- wonder
- ------Lots and lots of clocks and watches are on sale in the shops. -/?:/ -----all of us almost always also
-/?:r/------George had four daughters born in autumn.
horse more door four morning
-/u:/ /u/-----new duty Tuesday produce tomb
-------- It’s Coo l
At noon I took a book,
And sat by the pool near the school.
I soon took off my shoe,
And put my foot in the pool.
Oh, how cool!
A: George, what’re you gonna do tomorrow?
B: John and I plan to play hockey in the morning.
A: And in the afternoon?
B: Well, after a long nap, we’ll go yachting with Monica.
A: You’re sure to have a nice day tomorrow.
B: What’re you gonna do?
A: Lots of wok in the office and lots of chores at home. How I envy you, George.
Central vowels / ?:r/ / ?r/ / ?/ /Λ/
-/ ?:r/--------desert-dessert
-/ ?r/----Saturday yesterday effort better
-/ ?/ -----about again panda China sofa
Australia breakfast possible famous delicious campus
-/Λ/------sun son country southern double
blood does love courage cousin
tongue housewife muscle oven stomach
--------I gave her some peals for her thirty-first birthday.
Father and mother gathered the butter together.
Martha doesn’t like to go to the cinema or the theatre. She prefers the concert
Hurry up! The sun has come up. Don’t touch the muddy duck.
--------Tongue Twister
Once upon a barren moor
there dwelt a bear, also a boar.
The bear couldn’t bear the boar,
the boar thought the bear a bore.
At last, the bear could bear no more
that boar that bored him on the moor.
And so one morn he bored the boar.
That boar will bore the bear no more.
Dialogue:
A: Were you ever hurt in an accident?
B: Yes, once. I hurt my head, and Igot a burn on my leg.
A: Were you taken to the emergency room?
B: Well, a person help me get there. Then the doctors and nurses were certainly concerned. So I survived.
A: You were really lucky, weren’t you?
Diphthongs/ei/ /ai/ / ?i/ / ?u/ /au/ /i?/ / i?r/ / ??r/ /u?r/
-/ei/-----halfpenny change steak ballet bouquet
-/ai/ ------aisle isle height either neither minute diary-dairy
- / ?i/-----boy noise oil employ
-/ ?u/ go no
-/au/-------down town brow frown bow house bowel doubt drough
--------found----fond down----don
pound----pond town----ton
-/i?/-----idea theatre museum
-/ i?r/----hear here ear
-/??r/ bear----beard----moustache
pear----pearl----tear (n.)----tear (v.)----mayor
-/u?r/----tourist
Plosives/ Stops /p/- /b/ /t/- /d/ /k/ -/g/
-/p/-----peak happy rapid
-/b/-----spin Spain sport whisper respect
--------captain top boy cheap cheese
--------cap----cab mop----mob
-----Tongue Twister
Peter Pepper picked up a peck of pickled peppers.
Did Peter Pepper pick up a peck of pickled peppers?
If Peter Pepper picked up a peck of pickled peppers,
Where is the peck of pickled peppers Peter Pepper picked up.
-/t/------too task tie
-/d/-----steak stone start
-football that day great joke Good morning!
Water better butter Peter Betty forty
Betty bought a bit of better butter.
But said she: “This butter is bitter.
It’ll make my batter bitter.”
Fricatives /f/ -/v/ /s/ -/z/ /θ/-/e/ /∫/-/? / /r/ /h/
--/f//v/------five view
--------Forty fat farmers found a field of fine fresh fodder.
Now, if the forty fat farmers found a field of fine fresh fodder,
Where is the field of fine fresh fodder those forty fat farmers found. -/s//z/------seize
-/θ//-e /-----think thank thought these those
--------Neither my mother nor my father likes this weather.
-/∫/-/? /------she shell shore
--------She sells seashells on the seashore,
And the shells she sells ar e seashells, I’m sure.
‘cause if she sells seashells on the seashore,
The shells she sells are seashells for sure.
-/r/-----spring scream for ever far away there is
-----Robert Rolly rolled a round roll around.
If Robert Rolly rolled a round roll around ,
Where is the round roll Robert rolled around.
Laterals /l/ /l/
-/l/-------love glad only failure million sleep
-/l/------feel girl help world almost
Nasals /m/ /n/ /? /
-/n/-------snow----slow now----loud
----The next number is neither nine nor ninety-nine,
but nine thousand nine hundred and ninety-nine.
-/n/-/? /-----sin----sing thin----thing son----song
--singer singing sing a song
The Old Man is Snoring
It’s raining. It’s sin ging.
The old man is snoring.
He jumped into bed.
And bumped his head,
And couldn’t get up the next morning.
Affricates /t∫/- /d? / /tr/-/dr/ /ts/-/ds/
-/t∫/------China cheap choice choose chose chosen
-/d? /------Our Joe wants to know if your Joe
will lend our Joe your Joe’s banjo.
If your Joe won’t lend our Joe your Joe’s banjo,
Our Joe won’t lend your Joe
our Joe’s banjo when our Joe has a banjo.
Jack watched George eat a peach on the bridge near the church.
-/tr/--/dr/-----track try entry poetry street
---The tracker tracked and tricked and trapped the tricky trickster.
半元音/w/ /hw/ /j/
-/w/ what where why when
-/j/ year/ear
| ?s’treil j?| | ?p?’t ju:niti| | ‘t∫?pstiks | | lΛg’zu?ri?s || ‘h?nds?m | | ?’kaunt?nt | | d?i’?mitrik?l | | pres’ti:?| | k?fi’ti?ri?| |dis’tr?i /
--------c.+ /n/
/t/ cotton written certainly
/d/ pardon garden suddenly
/s/ lesson listen person
/z/ season prison
/v/ seven eleven seventy
/f/ often
c+/l/
little/ capital
----schedule lieutenant clerk textile missile epoch leisure hurry ate advertisement anti- address record either neither tomato magazine research
Stress
Word Stress
sometimes bamboo produce homeland
decide goldsmith rehearsal timetable
well-known cafeteria Arabic calligraphy
necessity afternoon grandchild occasional
individually everyday disagreeable geometrical
appropriate rectangular abbreviation diameter
receipt longevity approximate mooncake
Sentence Stress
1. We made the same mistakes on the test
2. ------ That’s my sweater.
------Oh no, it isn’t. It’s my sweater.
3. ------Would you like me to write the letter?
------No. I want him to write it.
4.------Is Colin happy in his job?
------No. He is going to move.
------What’s Colin going to do?
------He’s going to move.
------Did you say Colin had moved?
------No. He’ going to move.
5.------When is Peter’s birthda y?
------It’s on the twenty-first.
------Is Peter’ birthday on the thirty-first?
------No. It’s on the twenty-first.
------Did you say Peter’s birthday was on the twenty-fourth?
------No. It’s on the twenty-first.
English Songs
1. Silent Night, Holy Night
Silent night, holy night,
All is calm, all is bright.
Round your virgin mother and child,
Holy infant, so tender and mild,
Sleeping heavenly peace.
Sleeping heavenly peace.
2. Auld Lang Syne
Should all acquaintance be forgot,
And never brought to mind?
Should all acquaintance be forgot,
And days of auld lang syne?
For auld lang syne, my dear,
For auld lang syne.
We’ll take a cup of kindness yet
For auld lang syne.
3. Edelweiss
Edelweiss, edelweiss.
Every morning you greet me.
Small and white, clean and bright,
You look happy to meet me.
Blossom of snow may you bloom and grow, Bloom and grow for ever.
Edelweiss, edelweiss,
Bless my homeland forever.
4. Do-Re-Me
Let’s start at the very beginning,
A very good place to start.
When you read you begin with A B C, When you sing you begin with Do Re Mi, Do Re Mi, Do Re Mi,
The first three notes just happen to be.
Do Re Mi, Do Re Mi,
Do Re Mi Fa So La Ti,
Doe, a deer, a female deer,
Ray, a drop of golden sun,
Me, a name I call myself,
Far, a long, long way to run,
Sew, a needle pulling thread,
La, a note to follow “Sew”,
Tea, a drink with jam and bread.
That’ll bring us back to Do, Do, Do,
Do Re Mi Fa So La Ti Do So Do.
5. Jingle Bells
Dashing through the snow,
In a one-horse open sleigh,
Over the fields we go,
Laughing all the way;
Bells on bobtail ring,
Making spirits bright,
What fun it’s to ride and sing
A sleighing song tonight!
Jingle bells, jingle bells,
Jingle all the way!
Oh! What fun it’s to ride in a
One-horse open sleigh!
Jingle bells, Jingle bells,
Jingle all the way!
Oh! What fun it’s to ride in a one-horse open sleigh.
6. Old Black Joe
Gone are the days when my heart was young and gay; Gone are my friends from the cotton fields away;
Gone from the earth to a better land I know,
I hear their g entle voices calling, “Old Black Joe”.
I’m coming, I’m coming,
For my head is bending low.
I hear their gentle voices calling, “Old Black Joe”.
7. Oh, No, John
On yonder hill there stands a creature,
Who she is I don’t know;
I shall go and court her for her beauty,
She must answer yes or no,
Oh, no, John, no, John, no, John, no!
My father was a Spanish captain,
Went to sea a month ago;
First he kissed me, then he left me,
Bid me always answer “No”.
Oh, no, John, no John, no, John, no!
8. Five Hundred Miles
If you miss the train I’m on,
You will know that I am gone.
You can hear the whistle blows a hundred miles.
A hundred miles, a hundred miles, a hundred miles, a ……You can hear the whistle blows a hundred miles.
Lord, I’m one. Lord, I’m two.
Lord, I’m three, Lord, I’m four.
Lord, I’m five hundred miles away from home.
Away from home, away from home,
Away from home, away from home.
Lord, I’m five hundred miles away from home.
Not a shirt on my back.
Not a penny to my name.
Lord, I’m five hundred miles away from home. Away from home, away from home
Away from home, away from home.
Lord, I’m five hundred miles away from home.
8. Home on the Range
Oh, give me a home where the buffalo roam, Where the deer and the antelope play,
Where seldom is heard a discouraging word, And the skies are not cloudy all day.
Home, home on the range,
Where the deer and the antelope play,
Where seldom is heard a discouraging word, And the skies are not cloudy all day.
9. Long Long Ago
Tell me the tales that to me were so dear. Long long ago, long long ago.
Sing me the songs I delighted to hear.
Long long ago, long ago.
Now you’ve come, my grief is gone.
Let me forget how love has won.
Let me believe that you love as you loved. Long long ago, long ago.
Long long ago, long ago.
10. My Bonnie is Over the Ocean
My Bonnie is over the ocean.
My Bonnie is over the sea.
My Bonnie is over the ocean.
Oh, bring back my Bonnie to me.
Bring back, bring back.
Oh, bring back my Bonnie to me, to me. Bring back, bring back.
Oh, bring back my Bonnie to me.
11. You are My Sunshine
The other night, dear, as I lay sleeping.
I dreamed I held you in my arms.
When I awoke, dear, I was mistaken.
And I hung my head and cried.
You are my sunshine, my only sunshine.
You make me happy when skies are gray.
You’ll never know, dear, how much I love you.
Please don’t take my sunshine away.
You told me once, dear, you really loved me.
And no one else could come between.
But now you’ve left me and love another,
Yes, you’ve shattered all my dreams
12. Yesterday Once More
When I was young I’d listen to the radio,
waiting for my favorite songs.
When they played I’d sing along,
It made me smile
Those were such happy time and not so long ago,
How I wondered where they’d gone,
But they’re back again
Just like a long lost friend.
All the songs I love so well.
Every sha-la-la-la every wo wo still shine.
Every shing-a-ling-a-ling
That they’re starting to sing so fine.
When they get to the part,
Where he’s breaking her heart,
It can really make me cry,
Just like before.
It’s yesterday once more.
13. She’ll be Come in Around the Mountain
She’ll be come in around the mountain when she comes. She’ll be come in around the mountain when she comes. She’ll be come in around the mountain,
--------
--------
When she comes.
Short Plays
Fly Soup
Characters:
Henry Smith (S); a waiter (W); customer 1,2,3(C1, C2, C3); the restaurant manager(M)
Scene: a crowded New York restaurant
S: Waiter! Waiter!
W: Yes?
S: There’s a fly in my soup.
W: But that’s impossible.
S: Look!
W: Where?
S: There. What’s that?
W: What?
S: That little black speck of wet wings. What’s that?
W: Black paper. It’s black paper.
S: It is not black paper. It’s a fly.
C1: What’s wrong?
C2: What’s the matter?
C3: What is it?
S: There’s a fly in my soup.
W: He says th ere’s a fly in his soup.
C1: Where is it?
C2: Let me see.
S: There!
C3: Yes. That’s a fly.
W: No, it isn’t.
S: Yes, it is.
W: No, it isn’t.
M: What’s going on here?
W: This man says there’s a fly in his soup.
M: There’s a fly in his soup in my restaurant?
That’s impossible.
S: Here, what’s this? Is this a fly or not?
M: Shea! Please, Mr. Shea! Waiter, bring us steak dinner.
S: Well, maybe, bring us steak dinner and wine and pie and coffee.
C1: What’s that?
C2: What?
C1: This.
C2, C3: What is it?
C1: it’s a box of flies.
M: Get out of my restaurant. Get out!
Tongue Twister
1.A big black bug bit a big black bear made the big black bear bleed blood.
Good morning blackboard
2.Peter Pepper picked up a peck of pickled peppers.
Did Peter Pepper pick up a peck of pickled peppers?
If Peter Pepper picked up a peck of pickled peppers,
Where is the peck of pickled peppers Peter Pepper picked up.
3.Forty fat farmers found a field of fine fresh fodder.
Now, if the forty fat farmers found a field of fine fresh fodder,
Where is the field of fine fresh fodder those forty fat farmers found.
4.She sells seashells on the seashore.
The shells she sells are seashells, I’m sure.
‘cause if she sells seashells on the seashore,
the shells she sells are seashells for sure.
5.Robert Rolly rolled a round roll around.
If Robert Rolly rolled a round roll around,
Where is the round roll Robert rolled around.
Exercises for rhythm
1.One, Two, Three, Four, five
One two three four five,
Once I caught a fish alive.
Six seven eight nine ten,
then I let it go again.
Why did you let it go?
‘cause it bit my finger so.
Which finger did it bite?
This little finger on the right.
1.Swift the Moment Flies Away.
Swift the moment flies away.
First the hours and then the day.
Next the week the month the year,
Go away and disappear.
2.In the Merry Month of May
In the merry month of May,
All the little birds are gay.
They all hop, land, sing and say,
The winter days are far away.
Welcome, welcome the merry may.
3.Four seasons
Spring is gay with flower and song
Summer is hot and days are long.
Autumn is rich with fruit and grain,
Winter brings snow and the New Year again.
4.The Snow Man
We built a snow man nice and white
And decorated him very bright,
With a big top hat and a carrot nose,
And a scarf as red a full-bloomed rose.
This snow man came alive one day.
And we did laugh and dance and play.
By our fireplace he knelt,
And too soon, our snow man did melt.
5.Dreams
Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
6.I breathed a song into the air,
it fell to earth I knew not where.
for who has sight so keen and strong,
that it can follow the flight of songs.
7.Two Little Dragons
Two little dragons lived in a wood.
One was bad one was good.
One went walking straight to school.
One went fishing in Cranberry pool.
One learned add-up and takeaway.
One spent all his time in play.
One helped mother when school was done,
One chased little boys just for fun.
If you were a dragon and lived in a wood,
Would you be bad or would you be good?
Topics for discussion
1. Talk with you partner about your personal preference for weather.
2. Ask you friend to help you with your English studies
3. Buying shoes in a shoe shop, talking with the shop assistant.
talk with your partner about what you think you’ll be doing in the winter vocation.
4. Discuss with your partner what are the advantages and disadvantages of having a phone, give your own opinions.
6.Make a dinner date with your friend on the phone.
语音练习 jazz chants
1. Sh! Sh! Baby's sleeping !
Presentation notes: I usually introduce this chants by asking the students what they say when Someone is making too much noise.I write their answers on the blac kboard, including Sh, Hush Please be quite and shut up, explaining the reason we are asking for silence is that the baby's sleeping.
I said,Sh! Sh! Baby's sleeping!
I said , Sh! Sh! Baby's sleeping!
What did you say?
What did you say ?
I said Sh! Sh! Baby's sleeping!
I said, Sh! Sh! Baby's sleeping!
What did you say?
What did you say ?
I said,Please be quite,Baby's sleeping!
I said,Please be quite,Baby's sleeping!
What did you say?
What did you say?
What did you say?
I said , Shut up! Shut up! Baby's sleeping !
I said, Shut up! Shut up !Baby's sleeping !
WAAAAAAAAAAAAAAAAAAAA
Easter
Easter Sunday is a Christian festival commemorating the Resurrection of Christ. It is in spring, usually in April. The idea of the egg as a symbol of new life was adopted to symbolize the Resurrection. Easter is a joyful church holiday, and many churches have an outdoor service at sunrise on this day. Children and their parents color hard-boiled eggs before Easter. Late Saturday night or early Sunday morning the eggs are hidden, and the children have an Easter egg hunt Sunday. Usually little candies and perhaps a large chocolate egg are hidden along with real eggs. Little children believe the Easter rabbit comes and leaves the eggs for them. By this time of the year, winter is over and the weather is getting warmer. Many people buy new spring clothes and wear them for the first time on Easter Sunday.
Most of us like to eat potatoes. But most people do not know what part of the potato is best for food. Take a sharp knife and cut from the middle of the potato a slice as thin as paper. Hold the slice between your eyes and the light. You will see that the potato has a skin, an outside rim, and an inside part. The outside rim which is immediately beneath the skin of the potato is the most valuable part of all. This is often thrown away with the skin. Even the skin itself is better for food than the inside. When eating a baked potato, if you scoop out the inside and leave the outside, you are wasting the best of it. If you cannot eat the whole potato, eat the outside and leave the inside.
Verse-reading:
London Bridge is falling down,
Falling down, falling down.
London Bridge is falling down,
My fair lady.
Exercises for Incomplete Plosion, Nasal and Lateral plosion
1.Incomplete plosion
blackboard, great concern, friendship first, a one-sided view
constant vigilance, a complete victory, abstract theory,a public show, white chalk, excellent judgement
2.Nasal Plosion
/t,d+m,n/ good morning, attend meetings, midnight, good news
An important matter, don’t know
https://www.doczj.com/doc/33516028.html,teral Plosion
/t,d+l/ little, battle,bottle
handle, candle, middle
boldly, friendly, loudly
at least, at last,at lunch
an outline, the third lesson
Exercises for Linking
1.Consonant +Vowel
Good idea/ read it again/ an hour/ in an hour/ in August/ in an instant/ let him in/ back in a minute/ a bottle of ink/ a bowl of rice/ above all/ take it off 2.R-linking
There is/ our own/ far away/ father and mother/ for instance
3.Vowel+vowel
/i/ I am/ try again/ stay up
/u/ go out/ go on/ throw away
Exercises for Weak Forms
a an /?, ?n / a table/ an ugly man/ an honest girl
am / ?m, m / I’m all right./ I’m in a terrible hurry.
and / ?nd, ?n / John and Kate left early.
Are /? / The boys are here.
Can /k?n/ What can I do to help you.
Been /bin/ All the work’s been done.
He /hi, i/ He told me a story./ What was it he said?
Ice-breaking Team Activity: Say it in Different Mood
Your team has 10 minutes to practice the following sentences according to the instructions in brackets.
Your team has 2 sentences to perform. When performing, your team has to face the audience and say the 2 sentences picked by the host of the game.
Criteria
1.Able to present the sentence in the right mood as instructed.
2.Good pronunciation and intonation.
3.Good-cooperation---members being active to perform and teaam spirit shown.
4.Able to finish performance within the set time(30 seconds)
Score
5 marks good performance
3 marks average performance
1 marks improvement much needed
Sentences
1.The missing animals is found in the rainforest.(secretly)
2.The missing animals is found in the rainforest.(surprisingly)
3.The missing animals is found in the rainforest.(announcing good news to the
public)
4.Don’t move! Or you’ll die.(whispering to your friends when you two are hiding)
5.Don’t move! Or you’ll die.(shouting to warn your friend of the danger)
6.Don’t move! Or you’ll die.(threatening the victim)
7.What a good suggestion you make! (with appreciation)
8.What a good suggestion you make! mockingly)
9.Oh my goodness! Susan has broken the record!
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
Supplementary Materials for Phonetics List of Phonetic Symbols Vowels Pure vowels 1.Front v. /i:/ /i//e/ /? / 2.Central v. / ?:r// ?r// ?/ / Λ/ 3.Back v. /a:/ /a:r/ / ?/ / ?:/ / ?:r//u//u:/ Diphthongs /ei/ /ai// ?i/ / ?u/ /au/ /i ?/ / i ?r/ / ??r/ /u ?/ Consonants 1.Stops /p, b/ /t, d/ /k, g/ 2.Frictives /f, v/ /s, z/ /θ/-/ e/ /∫/-/ ? / /h/ /r/ 3.Affricatives /t∫/ - /d? / /tr, dr/ /ts, ds/ 4.Nasals /m/ /n/ /? / https://www.doczj.com/doc/33516028.html,terals /l/ /l/ 6.Semi vowels /w/ /j/ Front vowels/ i:/ /i/ /e/ / ? / -/i:/--- -- key seat feel secret breathe police machine prestige receipt - /i://i/ ------- happy seed seat sit league leak lick seized ceased cyst Tongue Twister Tim is as thin as a pin, but it isn ' t a sin to be thin /e/ -- ---- breath says said bury edge led sesame rebel (n.) --/ / --------- sand land marry hat cap garage Stand up. -------- Tongue Twister Jack ' s black cat is catncgh ia fat rat. Dialogue A: What 's the matter, Alice? You look so unhappy. B: I had a bad day yesterday. A: What happened? B: I went shopping and lost my bag. A: Your bag? Did you get it back?
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
“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
英语语音教案英文版
英语语音教案英文版 【篇一：英语音标教案】 兀音（20个） 辅音（28个） 第一讲教学目标: (vowels) ［i:］ 、［i ］、［e ］、⑺和辅音 教学重点和难点: 1.掌握元音［i:］、［i ］、［e ］、［?］和辅音［p ］、［b ］、［t ］、［d ］、［k ］、［g ］ 的正确发音、口形变化及掌握读音规则。 2.掌握辅音和元音的拼读 方法。3.字母aa-nn 的音标。 教学过程： step1 revision 1. 复习26个字母，齐唱abc 歌。 2.请个别学生朗读字母 a-n. step2 prese ntati on 1.告诉学生英语中有26个字母，提问：英语中有多少音标？多少元 音，多少 辅音？ （ 48个音标，其中元音二十，辅音二十八） 音的关系就像拼音的声母和韵母一样。 2.今天我们将学习四个前元音 ［t ］、［d ］、［k ］、回。 en glish phon etic symbols 英语国际音标表（48个） (consonants)［p ］ 、［b ］、 ［t ］、［d ］、［k ］、回 2.要求学生熟练掌握字母 aa-nn 的音标。 1.要求学生熟练掌握元音 兀音和辅 ［i:］、［i ］、［e ］、［?］和六个辅音［p ］、［b ］、
3. ppt展示四个前元音的口形图，告诉他们发音要领，请学生跟读。［i:］发音时舌尖抵下齿，前舌尽量抬咼，口形扁平。（它就是字母ee 的音标）。［i］发音时舌尖抵下齿，舌前部抬高，舌两侧抵上齿两侧；口形扁平。［e］发音时舌尖抵下齿，舌前部稍抬起，舌位比［i:］低，唇 形中长，开口比［i:］ 大。 ［?］发音时舌尖抵下齿，舌前部稍抬起，舌位比［e］更低，双唇平伸，成扁平 形。 4?请学生个别读，同桌对读，小组读，注意这四个音的区别。 5. 要求学生找出自己知道的，含有［i:］等四个元音的单词，并总结字母组合与发音的关系。如： [i:]e she, be, we eaeat, clea n, teacher eesee, three, meet eykey i police [i]i big, pig, fish y any, many, family a orange [e]e bed, egg, ten a many, any, eabread, sweater, ［?］a bag, apple, man 6. 教六个辅音［p］、［b］、［t］、［d］、［k］、［g］，告诉学生［p］、［t］、［k］是清辅音，不引起声带震动，而［b］、［d］、回是浊辅音，引起声带震动。注意和拼音的区别。学生模仿这六个辅音的发音。 7. 告诉学生辅音和元音相拼时，辅音轻，元音重，两音相拼猛一碰”。 8. 在读准单个元音和辅音的基础上，将每一个辅音与元音拼读，反复学习朗读音
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
高中英语教师资格证 语音课教案 Revised on November 25, 2020
Topic Teaching Aims: 1.Knowledge aim: The students will be able to know how to pronounce…/what is… 2.Ability aim: The students will be able to pronounce ... 3.Emotional aim: The students will be able to pronounce ... more confidently. Teaching methods:3-P model (Presentation, Practice, Production) Teaching Aid: blackboard, PowerPoint, some cards, picture of vocal organ Teaching Procedures: 1.Step 1: Greeting and Lead-in ①Daily greeting ②Lead-in: 2.Step 2: presentation Show some cards to the students and ask them what it is. （Ask student to read three sentences） 3.Step 3: Practice Let students practice the sound, and explain the right way to pronounce the sound. 4.Step 4: Production Sound discrimination and tongue twister 5.Step 5: Summary (or consolidation) T: Today, we have learned …, please remember the right way to pronounce... You should practice more after class. 6.Step 6: Homework Practice the…with your partner and find more example of … Teaching reflection: Blackboard Design: 案例： 一、音标教案 Lessen plan for the pronunciation of /i/ Teaching aims: （1）Knowledge aim: be able to know how to pronounce the diphthong /i/ （2）Ability aim: By the end of the class, students should be able to pronounce the diphthong/i/ （3）Emotional aim: be able to pronounce the /i/more confidently Teaching methods: 3-P model(Presentation, Practice, Production)