Teaching Points: I Basic Concepts:
IPA = International Phonetic Alphabet
RP =Received Pronunciation = Standard Pronunciation = The Queen ' s English Phonology: the study of how sounds are organized and used in natural
Ian guages.
Phoneme: In a Ianguage or dialect, a phoneme is the smallest seglental unit of sound employed to form -mea nin gful con trasts betwee n ut4era nces.
Phonetics: a branch of lin'uistics that comprises the study of the sounds of huma n speech..
n Constitution:
The pure vowels:the front vowels, the back vowels, the cen tral vowels;
The diphthongs:the clos ing diphth on gs, the cen teri ng diphth on gs;
The consonants:the plosive consonants,the frica4ive consonants,the affricate consonan ts, the n asal consonan ts, the lateral consonan ts, the semi-vowels.
川The pure vowels:
Vowels are sounds in which there is no obstructio n to the flow of air as it passes from the larynx to the lips. There are 20 vowels in English, among which 12 are pure vowels and 8 are diphth on gs. The En glish pure vowels can be classified accordi ng to
1) the height of the raised part of the tongue;
2) the part of the tongue raised, and
3) the position of the lips, i.e. whether they are rounded or unrounded.
i The Front Vowels:
There are four front vowels in En glish. Whe n they are pronoun ced, the ton gue body is shifted forward, caus ing the vowels to be produced in the front of the mouth. In addition, the front vowels may be subdivided into those that are high (or close), middle and low (or ope n). For the two vowels in the high front space, the ton gue is close to the hard palate. Likewise, for the low vowel, the tongue is nearly flat and the lower jaw more ope n tha n for the other front vowels.
/i:/ & / i /,
/i:/ is a very com mon sound in the world's Ian guages. It is made by rais ing the body of the tongue from its rest position and shifting it forward. The / i / sound is made by lowering the tongue slightly from the high-front position for /i:/. Besides, /i:/ is a much more tense sound than / i /. The fact that English has these two high front vowels, differentiated by muscle tension in the root of the tongue, sets it apart from Chinese and many Ianguages of the world. Both /i:/ and / i / can occur in initial, medial, and final position in words.
Very little difficulty should be encountered by the Chinese learners in the pronunciation of /i:/, but / i / is a problem sound. It is easy for the learners to detect the difference in length. What counts here, however, is the difference in quality. It is therefore important to point out the fact that to pronounce a correct / i /, you need to
1) lower you tongue a little bit from the position for /i:/, and
2) make it a lax sound in stead of a tense sound like /i:/.
The importanee of correct pronunciation of / i / lies in the fact that it is the second most
freque nt vowel in En glish.
/e/ & / ? /
/e/ is also an En glish vowel with high freque ncy of occurre nee. The ton gue body is shifted forward in the mid-pla ne. /?/ is produced by shift ing the body of the ton gue forward from its relaxed state, and lowering it from the position for /e/. It is the lowest of the front vowels. /e/ and /? / do not occur in final position in English words.
/e/ and /? / are not really problem sounds for the Chin ese lear ners, but many of them fail to make a clear distinction between the two in their speech. The difficulty is that they have to make the clear distinction consistent.
ii The Central VOwels:
There are three central vowels in English: / 3, / ? /and /A/. When they are pronoun ced, they tend to be produced at a point midway betwee n the front and back vowels and betwee n the high and low vowels.
/ 3/ & / ? /
/ 3/ and / ? / are central vowels. / 3/ is made with the tongue in the approximate middle of the mouth. It occurs only in stressed syllables. /? / is also called a schwa. It is made similarly to / :/, but with less tension. / ? / is the most frequently used vowel in En glish. Both / 3/ and / ? / may occur in all three word positi ons.
Most learners do not have problems in the pronunciation of / 3/ and / ? /, still we n eed to give special atte nti on to the schwa. The problem with the schwa may not gen erally be in producti on, but in knowing whe n to use the sound.
/ A /
/ A is made with the tongue in the approximate middle of the mouth, perhaps shifted back slightly. It is lower than the other central vowels / 3/ and / ?/. The lip positi on is n eutral.
iii The Back V6wels:
There are five back vowels in En glish. The back vowels are produced by shifting the body of the ton gue back from its cen tral positi on. The tip of the ton gue remai ns at the level of the lower teeth. The front and back vowels have several features in com mon as well as some differe nces. Un like the front vowels that are made with a fairly n eutral lip posture, four of the back vowels are roun ded. The back vowels may also be subdivided into those that are high (/u:/ and /u/), mid (/?: / and / ?/), and low (/ a:/).
/u:/ and /u/
/u:/ and /u/ are both high, back, rounded vowels. The /u:/ marks the highest boun dary for the back vowels, as /i:/ does for the front vowels. Therefore, the ton gue is retracted from its rest position and raised toward the soft palate. Along with /u:/, /u/ completes the vowels in the high back space on the vowels chart. Its corresponding front vowel is / i /. When making the sound, the tongue is retracted as for /u:/ but not elevated to the same exte nt. In additi on, the /u/ vowel is not made with as much tension in the root of the tongue as /u:/. The same tense/lax contrast is also seen for /i:/ and / i /. This sound is not found very freque ntly as a pho neme in the Ian guages of the world, certai nly not in Chin ese Put on ghua. In En glish, it is not very com mon despite the fact that it appears in some frequently used words, such Mould, good, and book. /u:/ occurs at all the three positions of a word while /u/ occurs only in the middle position of a word, like book and hook. To ensure correct pronunciation, it is important to make
the following distinction between /u:/ and /u/:
1. /u:/ is the highest back vowel, so the raised part of the tongue for /u:/ is higher than that for
/u/;
2. the part of the tongue raised for /u/ is not as back as that for /u:/;
3. /u:/ has quite strong lip rounding while the lips are only slightly rounded for /u/.
/ ? :/ & / ?/
/ ?: / is a mid-back vowel. For its product ion, the ton gue is retracted and almost
flat in the mouth. The vowel is almost fully back and has quite stro ng lip-ro un di ng. ?/ is a low vowel. The lips are slightly rounded. / ?/ is a difficult vowel for the Chinese
learners. Many of them use a shortened version of /?: / as its substitution. To ensure correct pronunciation, it is important to make the following distinction between these two vowels:
1. / ?/ is a low vowel while / ?: / is a mid vowel, so the mouth is more open for /?/,
2. / ?:/ has quite strong lip rounding while the lips are only slightly rounded for / ?/.
/a:/
The /a:/ is made by lowering and flattening the tongue in the oral cavity. It is a low vowel, but not as back as other back vowels in En glish.
IV The diphthongs:
There are eight diphthongs (also gliding vowels) in English. Diphthongs are sounds which consist of a movement of glide from one vowel to another. Perhaps the most importa nt thing to remember about all the diphth ongs is that the first part is much Ion ger and stronger tha n the sec ond part.
The closing diphthongs have the characteristic that they all end with a glide towards a closer vowel. Because the sec ond part of the diphtho ng is weak, they ofte n do not reach a positi on that could be called close. The centring diphth ongs all glide towards the ? ] (schwa) vowel, as the symbols in dicate.
Most Chinese EFL learners have little problem with most of the diphthongs, but the followi ng two are particularly importa nt to en sure correct pronun ciati on.
a. Make sure that you have a correct starting point.
b. Make sure that the diphtho ngs end with a glide.
* The Triphthongs:
a mono syllabic vowel com
b in ati on involving a quick but smooth moveme nt of the articulator from one vowel quality to another that passes over a third.
V The Rules of Reading of English Vowel Letters
i relative concepts
Syllables: A syllable is a word part and the basic unit of English rhythm. English words can have one, two, three or even more syllables. (a letter or a comb in ati on of letters
uttered together, or at a sin gle effort or in pulse of the voice.)
Stressed Syllables: Stressed syllables are those that are marked in the dictionary as
stressed.( Stressed syllables in En glish are usually Ion ger, louder, and
higher in pitch.)
* Stressed syllables are stro ng syllables. Un stressed syllables are weak syllables.
Stressed syllables:
-are long
- have a pitch cha nge
- have full vowel soun ds.
Un stressed syllables:
-are short
- ofte n have a reduced vowel sound.
Open Syllables A syllable ending in a vowel sound.(also called free syllables). It contain s the absolute ope n syllables(i n a syllable, nothing comes after the vowel letter) &
the relative ope n syllables(i n a syllable, the vowel letter is followed by a
consonant letter and a mute vowel letter).
Closed Syllables: A syllable ending in a consonant. (also called checked syllables) Stressed Closed Syllables: in a mono syllabic word, the vowel letter is followed by one or more consonant letters.(short vowel)
ii The length of the vowels
1. Long vowels and diphtho ngs are Ion ger in stressed syllables tha n whe n followed by an
un stressed syllable or syllables.
|eg| the vowel /?:/ is Ion ger in call /k ?: l/ than in calli ng /k ?: Ii?/, the vowel /au/ in house /haus/ is Ion ger tha n in houses /'hauziz/.
2. Long vowels and diphth ongs are Ion ger in stressedsyllables tha n in un stressed syllables: |eg| the /?:/ in record /ri'k ?:d/ is Ion ger than the / ?:/ in record /'r?k?:d/. Similarly the /ai/ i n idle /'aidl/ is Ion ger tha n the /ai/ i n idea /ai'di?/.
3. Short vowels are Ion ger before voiced consonants tha n before voiceless consonan ts.
|eg| the /i/ in pig /pig/ is Ion ger tha n in pick /pik/.
4. Short vowels /?/, /i/ are Ion ger and more disti net in an un stressed ending syllable tha n
they are at the beg inning of a word or in the middle of an un stressed syllable.
|eg| the /?/ i n better/'bet?/ is Ion ger and more disti net tha n it is inalong /?'l??/ or in forget /f?'get/. Similarly the /i/ in happy /'h?pi/ is Ion ger and more disti net than it is in exam
/ig'z?m/ or in college.
5. The short vowel /?/ is quite long whe n followed by voiced consonan ts, especially in the
adjectives ending in , badadad, glad, etc. and in some nouns, man, bag, jam, etc. Back, that at the end of a sentence are ofte n pronoun ced with long /?/.
W The Consonants:
Consonants:a speech sound made by completely or partly stopp ing the flow of air being breathed out through the mouth.
i The Plosive Consonants
The plosive (stop) consonants are made by completely stopping the airflow at some point in the mouth and the n, for most producti on s, releas ing it into the sound that follows.
There are six plosive consonants in En glish: /p/ and /b/ are formed by the lips, /t/ and /d/ are made on the gum ridge behi nd the upper teeth, and /k/ and /g/ occur at the back of the mouth where the ton gue makes a weal with the soft palate. /p/, /t/, /k/ are voiceless stops as they are not accompanied by vibration from the larynx, while /b/, /d/, /g/ are the voiced stops.
/p/ and /b/
You pronounce the /p/ and /b/ by stopp ing the airstream with you lips, build ing up pressure and sudde nly releas ing the air. They can be used at the begi nning, middle and end of words.
/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 Ian guage. /d/ is not as freque nt in En glish nor does it have the number of varieties that /t/ has. You pronounce them by blocking the airstream with the ton gue and upper gum ridge, build ing up air pressure and sudde nly releas ing it. /k/ and /g/
You produce /k/ and /g/ by blocking the breath-stream with the back of the tongue and soft palate, building up the pressure, and suddenly releasing it. The "hard-c", as in cat, and the letter "k" acco unt for most of the spelli ngs of /k/, but there is also a sile nt-k in words such ask now and kni ght. The spelli ng of /g/ is con siste nt in En glish, although there is a sile nt versi on in words such as gn ash and gn at. Both /k/ and /g/ can occur at the begi nning, middle, and end of words in En glish.
* The En glish stops do not gen erally cause an in telligibility problem among the Chinese EFL learners but some learners may devoice final position voiced stops so that tab may be pronoun ced astap, code as coat and /li: / as /li:k/. Len gthe ning the vowel before the voiced stops will aid in the perception of a voiced final stop. /i:/ in n eec| for example, is usually a little bit Ion ger tha n /i:/ in n eat whe n they are in similar pho netic con texts. Ano ther difficulty with the Chin ese EFL lear ners is the pronun ciati on of the stops in consonant clusters.
ii The Fricative Consonants
If the stops completely block the airstream for a time in the pronunciation, the fricatives only partially block it, thus causing the friction-like noise characteristic of these soun ds. There are ten fricative consonan ts, formi ng the largest set of consonants in En glish.
/f/ and /v/
/f/ and /v/ are labio-dental sounds. /f/ is voiceless and /v/ is voiced. They are fricative sounds that you produce by forcing the breathstream between you upper teeth and lower lip. They can be used at the beg inning, middle and end of words.
/f/ is not a problem sound for most of the students but /v/ may sometimes cause problems. It may substitute for ano ther bilabial such as /w/, or a bilabial /b/ may be substituted for /v/. There is also a tendency to devoice /v/, especially at the ends of words.
/ ? / and/ e /
/ ? / and / e / are in terde ntal soun ds. They are fricatives that you produce by squeezing the breath stream between your tongue and teeth? / is voiceless and/ e / is voiced. These sounds tend to appear relatively late in the speech of children and cause considerable stress
for both native and non-native speakers of English. Although the spelling seems to be highly consistent in English, the fact is that the "th" comb in ati on is used for both / ? / and / e /. They can be used at the beg inning, middle and end of words.
The problem with / ? / are many and varied. A dentalized [t] occurs when there is insufficient breath support. With a /f/ or /s/ substitution, the problem is not with airflow but with placement. This sound will require considerable effort to stabilize in all con texts. The problem with / e / is quite similar. With in sufficie nt airflow, a dentalized [d] will occur. Placement difficulties result in a /v/ or /z/ substitution. Devoici ng may also be a com mon problem since En glish orthography uses the letters "th" for both / ? / and / e /. The following steps are useful in the pronunciation drill for these two consonan ts:
1. Look in a mirror and say the [? ] sound.
2. Make sure you can see the edge of your tongue protruding between your teeth.
Say ? ] aga in.
3. Say the [? ] sound over and over again. Don't move your tongue between soun ds. /s/ and /z/
/s/ and /z/ are alveolar sounds. They are fricatives that you produce by forcing air between your tongue and the upper or lower front teeth. /s/ is voiceless and /z/ is voiced. /s/ is one of the most useful sounds in English becauseit has an important grammatical function in forming possessives(Kate's), third person singular, present tense verbs (sits), and plurals (seats). Although /z/ is not as freque nt in En glish speech as /s/, it performs similar grammatical functions in marking possessive (Susan's), third person singular, present tense verbs (runs), and plurals (dogs). Both /s/ and /z/ have been ranked as the most troublesome sounds in English, but it is rarely a serious problem for the Chinese EFL learners once their grammatical roles are mastered. They can be used at the beginning, middle and end of words.
With /s/ and /z/, the main problem comes from the omissions, which may result from grammatical deficiencies (plural, possessive,and so on) or from a failure to pronounce the ends of words. The devoicing of final position /z/ may be helped by lengthening the preceding vowel. In the word prize, for example, many speakers of English devoice the final /z/ but lengthen the diphthong.
/ j /and / 3 /
/ j / and 131 are linguaalatal fricatives. You produce them very much like the /s/ and /z/, except the tongue is farther back and the lips are rounded/.j/ is voiceless and /3/ is voiced. /j/ is not a particularly common sound in English or the languages of the world, but can be learned quite easily. /3/ is the least frequent of the consonants in English and is not common in the world's language. /j/ can be used in initial, medial, and final positions in words, but /3/ is not found in word-initial position in English words.
With / j / and /3/, lip rounding is very important. For example, you can ge/t j/ by making /s/ first, then move the tongue body a little backward, then say it again with rounded lips.
/h/
/h/ is a voiceless glottal fricative. It is simply a stream of air from the larynx directed through the open mouth. It is not found in word-final position in English words.
/r/
/r/ is the other approximant besides /j/ and /w/ in English. The important thing about the articulation of /r/ is that the tip of the tongue approaches the alveolar area in approximately the
way it would for a /t/ or /d/, but never actually makes contact with any part of the roof of the mouth. During the pronunciation, the tongue is in fact usually slightly curled backwards with the tip raised.
/r/ is a difficult sound for many Chinese EFL learners. The difficulties mainly come in two ways. Some use the (r) sound in Chin ese Put on ghua, such as)(r 日,as a i substitution, which sounds more like a fricative than an approximant. The substitution of a flap-r, which sounds more like a /l/ than /r/, is also common among the learners. Experience show that it is helpful to stress the necessity of the slight lip-rounding in the pronunciation of the sound.
iii The Affricate Consonants
/t j a/nd /d3/ are affricate sounds, which you produce by blocking off the breath-stream between the tongue and gum ridge, for a stop and a fricative. The term affricate means "blend", in this case, consisting of a stop and a fricative. /t j/ and /d3/ are the two English affricates and they differ primarily in terms of voicing.
iv The Nasal Consonants
Like the stops, the nasals are all made by closing the vocal tract at some point in the mouth. Unlike the stops or any other sounds in the language, there is an opening into the nasal cavity in the pronunciation so that the sound can be resonated through the nose. The nasal consonants are /m/, /n/, and? //.
/m/, /n/ & / ? /
/m/ and /n/ are simple, straight-forward consonants: the /m/ occurs at the front of the mouth and is grouped with the labials, the /n/ is produced on the upper gum ridge and is alveolar. The place of articulation of / ? / is the same as that of /k/ and /g/. It is made with the back of the tongue touching the soft palate. If we compare nasals with stops, fricatives and affricates, we will find that the nasals present quite a different picture in that they have some vowel-like qualities: they can be syllabic. Both /m/ and /n/ can occur in initial, medial, and final position in words. / ? /, however, never occurs in word-initial position.
Most Chinese EFL learners have no problems with /m/ and /? /. For /n/, however, it is necessary to check for a /l/ substitution because in some Chinese dialects, [n] and [l] serve as free variants.
v The Lateral Consonants
/l/
The fact that the /l/ phoneme is typically produced with potential air flow around one or both sides of the tongue makes it unique among English speech sounds. It is also highly variable in terms of its articulation. Several important variations exist. In pronunciation, you produce it by dropping the sides of the tongue and allowing air to escape around the sides.
/l/ is also one of the English speech sounds that often causes trouble for Chinese learners. Check for the typical substitution of /r/ or /n/. Another important fact about /l/ is the difference between the two distinctive allophones: clear-l and dark-l.
vi The Semi-vowels
/w/ and /j/
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/936971981.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
《英语语音》课程标准 课程名称：英语语音 课程类别：专业基础课 教学学时：36 课程学分：2 先行课程：英语语音 适用专业：英语专业 参考教材：《英语语音》上海外语教育出版社2008年3月（主编：汪文珍 一、课程性质 《英语语音》是英语专业的必修课。语音教学是英语教学的首要任务，本课程从英语元音和辅音学习入手，进一步讲解和操练单词重音、句子重音、强读式和弱读式、节奏、停顿和语调，同时注重实际训练，通过学习英、美语言朗读材料，帮助学生形成语感，提高英美语音和语调的水平，感受英美语言和语调所表达的微妙感情及其诗情画意的魅力。 本教程以课堂实际训练为主，适当讲解有关理论，并在理论的指导下进一步加强实践。学生通过本课程的学习，能把语音学习提高到一个新的高度。为其他相关学科的学习奠定坚实的基础。 二、课程目标 （一）知识目标 1、了解英语语音的基本理论和基本朗读技巧。 2、学习英语元音、辅音音素的读音和常见字母组合的发音。
（一）教学重点：国际音标、音位和音标的概念 （二）教学难点：对音位学的认识 三、主要教学内容 （一）主要内容：国际音标、语音音标对照表、英国标准音 （二）主要内容：音位和音位学，字母、音位和音标 四、考核知识、技能点 国际音标、音标 第二章单元音教学学时数：4 第一节发音器官 一、教学目的及要求：结合英语语音发音器官图向学生介绍英语语音发音过程中应灵活使用到的发音器官或部位。 二、教学重点与难点 （一）教学重点：如何正确运用发音器官 （二）教学难点：对发音器官图的辨识 三、主要教学内容 （一）主要内容：发音器官及其相应的名称 （二）主要内容：舌位图 四、考核知识、技能点 发音器官图、舌位图 第二节前元音
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”
“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
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
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
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/?:/
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)
Background information Students:32 primary school students of the fouth grade Lesson duration:10 mins Teacher objectives By the end of the lesson, students should be able to: pronounce correctly Teacher contents 1.[?] 和 [e] 2.Vocabulary of examples: and, land ,bag, man, had, sad和end, lend, beg, men, head, said Teaching procedures: Step 1.Warming up a)Greating each other:-- Hello, eyeryone! How are you today? – I’m fine, thank you. And you? –I am fine. b)--Through the last lesson, who can tell me, we know how many consonants and how many vowels in the phonetics? –28 consonants and 20 vowels. Step 2. Presentation a)—Look at this letter vowel [?], open your mouth, follow me [?] [?]
[?]. –Look at you deskmate’s mouth, does he/she open his/her mouth.—One time again [?] [?] [?]. --Now follow me read these words: and, land, bag, man, had, sad. b)—Look at this letter vowel [e], this is small [e], follow me [e][e] [e]. --Now follow me read these words: end, lend, beg, men, head, said. Step 3. Practice --Let’s play a game. This game named Fly Swatter. I need two volunteers select which one is I read, and use a fly swatter hit it immediately. Other people can show me your answer by your finger one or two. (1) (2) a)apple desk b)bed cat c)bag egg d)pen hat Step 4. Production --Now, read this short paragraph , I will give you a few minutes to practice before I ask someone to perform. You have reached Ellen Edwards. i am sorry I can’t answer right now. I am away from my desk. Please leave a message and I will get back to you as soon as I can.
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