高中英语教资语音课知识点梳理

高中英语语音基础讲解预览说明:预览图片所展示的格式为文档的源格式展示,下载源文件没有水印,内容可编辑和复制高中英语语音基础讲义基本功训练――英语单词拼读规则总目标：见词能读音，听音能写词。

第一讲元音字母在重读开音节中的读音目标: 1. 知道单词由一个或几个音节组成；知道音节有重读和非重读之分，元音字母在重读音节和非重读音节中按照不同的规律发音。

2．掌握元音字母a, e, i, o, u 在开音节中的读音，一眼看出并立即读出开音节词；3. 掌握发音单一的辅音字母b, d, f, h, j, k, l, m, n, p, r, t, v, w, y, z 在单词中的发音; 4. 会拼读5个元音音素[ei], [i:], [ai], [ ?u], [u:]; 16个辅音音素[j], [b], [d], [f], [h], [d?], [k], [l], [m], [n], [p], [r], [t], [v], [w], [z]一单词的音节英语26个字母中，有5个元音字母：。

（a, e, i, o, u）字母y在其后无元音字母时，充当元音字母，发音与i相同，称为半元音字母。

其余的叫做辅音字母。

辅音字母在单词中发音比较单一，不随音节变化而变化。

所以，读音规则的重点是元音字母的发音规律。

单词由一个或多个音节构成。

音节是以元音为中心的语言单位（[l]或[n]在前后无元音时也能成为音节中心，构成音节）。

一般说来，元音字母发元音，但有时元音字母(如e)不发音，而两个元音字母组合在一起时常常发一个元音（双元音算一个元音），所以，音节的个数以音标中的元音个数（含构成音节的．．．．．．．．．．．．．．．[l]．．．或．[n]．．．）来判断。

单音节词：由一个音节构成的单词。

如big[big], face[feis], teach[ti:t]；双音节词：由两个音节构成的单词。

如china['t ain?], teacher['ti:t?], apple['?pl]；多音节词：由三个或三个以上的音节构成的单词。

英语学科知识与教学能力考点总结教师资格证•高级中学第一部分语言学知识一、语言学绪论考点一语言的定义特征语言是言语交际（verbal communication）的一种方式，是人类用于交流的一种任意的声音符号系统（a system of arbitrary vocal symbols）。

语言的定义特征（Design Features）1.任意性(Arbitrariness):语言符号的形式与其所表示的意义没有天然的联系。

2.二层性(Duality)：语言由声音结构和意义结构组成。

3.创造性(Creativity)：语言可以理解并创造无限数量的新句子。

4.移位性(Displacement)：语言可以表达在当前时间和空间上不存在的物体、事件和观念。

考点二语言的功能语言的功能（Functions of Language）1.信息功能(Informative Function):主导功能。

2.人际功能(Interpersonal Function)：最重要的社会功能。

3.施为功能(Performative Function)：判刑、咒语、命名等。

4.感情功能(Emotive Function)：表达强烈情感的语言，如感叹词/句。

5.寒暄功能(Phatic Function):应酬话phatic language，比如“吃了没？”6.元语言功能(Metalingual Function):用语言讨论语言本身。

7.娱乐功能(Recreational Function):婴儿的咿呀学语等。

考点三语言学的分支1.微观语言学(Microlinguistics)语音学(Phonetics)：研究语音(speech sounds)，包括发音语音学(articulatory phonetics)，声学语音学(acoustic phonetics)和听觉语音学(auditory phonetics)。

音系学（Phonology）：研究出现在某种特定语言中的语音及其组合、分布规律。

解读新课标英语语音知识新课标英语语音知识是英语学习的基础，它包括音素、音节、重音、连读、语调等几个方面。

以下是对这些语音知识的解读：1. 音素（Phonemes）：音素是构成语言的最小单位，英语中有大约44个音素。

掌握音素的发音是学习英语语音的第一步。

例如，/b/、/d/、/æ/等都是英语中的音素。

2. 音节（Syllables）：音节是音素的组合，通常由一个或多个元音音素和辅音音素组成。

英语中的音节可以分为开音节、闭音节和半开音节。

了解不同音节的构成有助于正确发音和拼写。

3. 重音（Stress）：重音是指在单词或短语中某些音节发音时的强调。

英语中的重音分为主要重音和次要重音。

掌握重音的规则有助于提高语音的自然度和流畅度。

4. 连读（Linking）：连读是指在口语中，为了发音的流畅，某些音素会自然地连接在一起。

例如，"and I" 会读作 "an' I"。

掌握连读的技巧可以提高口语的自然度。

5. 语调（Intonation）：语调是语音的高低变化，它帮助表达说话人的情感和意图。

英语中有升调、降调和平调等不同的语调。

正确使用语调可以使交流更加有效。

6. 节奏（Rhythm）：节奏是指说话时音节的快慢和停顿的规律。

英语的节奏感对语音的自然度和清晰度至关重要。

7. 发音规则（Pronunciation Rules）：英语中有许多发音规则，如不发音的字母、同音异形词等。

了解这些规则有助于提高发音的准确性。

8. 口型和舌位（Mouth Shape and Tongue Position）：正确的口型和舌位是发音准确的关键。

例如，发/θ/音时，舌尖要轻触上齿。

9. 语音练习（Pronunciation Practice）：通过模仿、朗读、听力练习等方式，不断练习和纠正发音，是提高语音能力的有效方法。

10. 语音技术（Phonological Techniques）：学习使用语音技术，如音标、语音合成器等，可以帮助学习者更好地理解和掌握英语语音。

学科知识中语言学并不是唯一的部分，不过是比较难理解的部分。

其实语言学只要知道专业名词意思是什么，题目很好做的。

特此整理一份语言学手册，尽量给出通俗解释帮助大家快速掌握抽象在风中的语言学相关概念。

此外，我在百度上看到一个学科知识的总结也挺好的，可以结合TKT知识理解复习。

预祝教资顺利。

一、语言学基本概念1. 语言概念及功能：Language is a system of arbitrary vocal symbols used for human communication. 语言是人类用来交际的任意性的有声符号体系。

语言学概念中，语言本质上是声音符号，文字只是声音的载体。

语言学中认为声音和意义的对应是任意的，是约定俗成的。

我们所创造出来的发音和这个事物的本身并没有任何内在的联系。

说白了就是所有人管叫做“xiao lian”，“xiao lian”才对应了意义，我们也可以管这个叫做“ku lian”，如果大家都这么约定的话。

语言的功能：（便于理解，做通俗解释）信息功能informative：传递信息人际功能interpersonal：表达讲话者身份、地位、态度、动机及其对事物推断等方面的功能施为功能performative：用语言去做事情，比如用“好冷啊”去让人关门。

感情功能emotive function：表达感情感受寒暄功能phatic communication：比如问候娱乐功能recreational function：比如相声元语言功能metalingual function：用语言解释语言（此概念重要）真题链接：The language used to describe the language itself is called __________.A. paralanguageB. special languageC. metalanguageD. interlanguage2. 语言学：Linguistics is the scientific study of language.语言学是对语言的科学研究。

全英高中教资面试干货-------语音课对于ppp（presentation practice production）的课型，presentation的部分非常重要，要讲好这个部分要靠过硬的语音知识和能力。

所以我们既要掌握语音知识，又要知道具体如何用英语去讲去教,以下为语音课课堂讲课方法以及知识干货：1.双元音（diphthong [ˈdɪfˌθɑŋ]）Definition:What does diphthong mean？First of all, look how they are formed?Look at the phonetic symbol here.it is a combination of two vowel sounds, pronounced within one syllable.How to pronounce it:We start on the A sound(双元音中第一个构成的单音，以A来代表），and finish on the B sound(双元音中第二个构成的单音，以B来代表）. When we pronounce it, we smoothly glide from the first sound to the second sound. Look at my mouth, the shape of my mouth and position of my tongue changed. Repeat after me,please.2.舌侧音（Lateral ['lætərəl]sound）There are two different ways of pronouncing it.There is light lateral sound and dark lateral sound.①When the sound is at the beginning of a word, its usually a light L sound.(ex.learn,literal) How to pronounce the light L sound？We press the tip of your tongue on the upper gum.②When the sound is at the end of a word, its usually a dark L sound.(ex.bottle,uncle)How to pronounce the dark L sound？We raise the back of our tongue, and position of our tongue is lowered.3.连读（Liaison [ˈliːəzɑːn]）What is liaison or what does linking sound mean？Literally, sounds are linked together. Its how you connect words when we speak,so that two words are pronounced together.What are the rules？There are basically three cases.①C+C: link consonant sound to consonant sound(dangerous sport;hot day;thank you)②V+V: link vowel sound to vowel sound(you ever;how interesting)add /w/sound or /j/sound or /r/ sound when we try to connect two vowel sounds.③C+V: link consonant sound to vowel sound(take up,speak up)4.句子内单词的重读（stress）Concept：Some words are emphasized, some of them are not. This is called stress.We pronounce some words louder, longer and at a higher-pitched note when we stress. What are the rules：①We stress content words like adverbs, adjectives, nouns, verbs etc. They are the words that convey meanings.②We do not stress function words like prepositions, linking words, articles, pronouns etc. They are the words that do not convey meanings but perform grammatical functions.③If necessary, we can deliberately stress whatever words we want to make an emphasis.5.单词内音节的重读（stress）When it comes to the word made of two syllables, there are two cases.if its a noun like center, we stress the first syllable /cen/if its a verb like admit, we stress the second syllable /mit/For compound words, there are at least three different kinds of conditions.①compound words consist of two nouns like bookshelfwe stress the first part, book②compound words consist of adjective and past participle like middle-agedwe stress the second part,aged③compound words consist of preposition and verb like outshinewe stress the second part, shineFor words with suffix, there are at least two ways of stressing.We can stress the syllable before the suffix (economic)We can also stress the third syllable from the last syllable (biology)Where we stress depends on different suffix.6.停顿（pause）Concept:There are temporary stops in our speech. We stop for an instant or lengthen the last soundfor an instant to catch a breath or help people organize the sense groups and grasp the message.Rules of pause ：We divide the sentence into different sense groups and make a short pause between sense groups but never during a sense group.(Sense groups are closely connected in terms of meaning and grammar. She is /my favorite student /in class.)Never should we pause at any word within a sense group, because in that way, sense group is broken and cannot form a complete same meaning any more.(bad example: If i was young,i would make a /great effort to get into a prestigious college.7.语调（intonation ）Concept:There are rises and falls in our speech. Our voice goes up and down so that our speech is cadenced. This is what we call intonation.Rules of intonation ：Tell me what sentences are in the rising tone and what sentences are in the falling tone? Then try to classify them into different groups. We will find: ①for general questions, we use rising tone ②for special questions introduced by wh-word(who,what,when,where)andstatements, we use falling tone③for alternative questions ,we first use rising tone and then falling tone +④for tag questions, we first use falling tone and then rising tone +sense group 1 sensegroup 2sense group 3wrong pause Example sentence: alternative question: Which kind of beverage would you like, sparkling water of coffee ？ tag question ：You wouldn ’t leave today ，would you ？8.失去爆破（loss of plosive）Concept:When a word ends with one of the plosive sounds like /p/, /b/ ,/t/ ,/d/, /k/, /g/(plosive consonants),no air is followed by a word beginning with one of those plosive sounds or /m/, /n/.Rules：There is a stop at the end of the first consonant. So, we cannot really hear the plosive sound. We mouth it,which means we move the lips without making a sound.Examples: big bang, sit down, sad time9.音的同化（assimilation）Concept:Assimilation is a phonological process in which two sounds that are different become more alike.Rules：①progressive assimilationthe preceding sound is influencing the following soundwhat’s (s z)②regressive assimilationnewspaper( z s)the following sound is influencing the preceding sound③double assimilation(/wu:d u/ /wu:dʒu/)would。

学科知识与教学能力笔记（英语）一、语音考点（一）元音Vowels考点1：元音的舌位图我们先来看看英语单元音的舌位图（P70）。

图的左方为口腔的前部，右方为其后部。

竖线把舌头分成前中后三个部分；横线音标描述汇总：[i:] h igh front tense unrounded vowel[?] high front lax unrounded vowel[u:] high back tense rounded vowel[?]即[u] high back lax rounded vowel[З:]或[?:] central tense unrounded vowel[?] central lax unrounded vowel[e] mid-high front lax unrounded vowel[?] low front lax unrounded vowel [Λ] mid-low back lax unrounded vowel [?:] mid-low back tense rounded vowel [?] low back lax rounded vowel [ɑ:] low back tense unrounded vowel考点2：专有名词基本元音 Cardinal Vowels纯元音Pure Vowels/单元音 Monophthong Vowels如：[aI] 中[a 考点1：Manners of articulation 发音方式 stops 爆破音 [p, b, t, d, k, g] nasal 鼻音 [m, n, ?]fricative 摩擦音 [f, v, θ, e, s, z, ∫, ?, h]、approximant近似音[w, r, j ]、lateral边音[l]、affricate塞擦音[ts, dz, tr, dr]考点2：Places of articulation发音部位[p][b][t][d][k][g][m][n][?][f][v][?][e][s][z][∫] voiceless postalveolar fricative[?] voiced postalveolar fricative[h] glottal fricative[t∫] voiceless postalveolar affricate [d?] voiced postalveolar affricate[l ] alveolar lateral[r] alveolar approximant[w] bilabial approximant[j] palatal approximant（三）Assimilation同化现象：a process by which one sound takes on some or all characteristics of a neighboring sound.Nasalization鼻音化、cap canDentalization齿音、tent tenthVelarization软腭since sinkVoiced frication有声擦音→voiceless无声擦音/__voiceless清音重音。

高中英语语音基础讲义基本功训练――英语单词拼读规则总目标：见词能读音，听音能写词。

第一讲元音字母在重读开音节中的读音目标: 1. 知道单词由一个或几个音节组成；知道音节有重读和非重读之分，元音字母在重读音节和非重读音节中按照不同的规律发音。

2．掌握元音字母a, e, i, o, u 在开音节中的读音，一眼看出并立即读出开音节词；3. 掌握发音单一的辅音字母b, d, f, h, j, k, l, m, n, p, r, t, v, w, y, z 在单词中的发音; 4. 会拼读5个元音音素[ei], [i:], [ai], [ əu], [u:]; 16个辅音音素[j], [b], [d], [f], [h], [dʒ], [k], [l], [m], [n], [p], [r], [t], [v], [w], [z]一单词的音节英语26个字母中，有5个元音字母：。

（a, e, i, o, u）字母y在其后无元音字母时，充当元音字母，发音与i相同，称为半元音字母。

其余的叫做辅音字母。

辅音字母在单词中发音比较单一，不随音节变化而变化。

所以，读音规则的重点是元音字母的发音规律。

单词由一个或多个音节构成。

音节是以元音为中心的语言单位（[l]或[n]在前后无元音时也能成为音节中心，构成音节）。

一般说来，元音字母发元音，但有时元音字母(如e)不发音，而两个元音字母组合在一起时常常发一个元音（双元音算一个元音），所以，音节的个数以音标中的元音个数（含构成音节的．．．．．．．．．．．．．．．[l]．．．或．[n]．．．）来判断。

单音节词：由一个音节构成的单词。

如big[big], face[feis], teach[ti:t⎰]；双音节词：由两个音节构成的单词。

如china['t⎰ainə], teacher['ti:t⎰ə], apple['æpl]；多音节词：由三个或三个以上的音节构成的单词。

英语知识点归纳语音语音是语言交流的基本要素之一，它涉及到发音、声调、重音等方面。

在英语中，也存在着一些特定的语音规则和规范。

下面将详细介绍英语中的语音知识点。

一、辅音音位1. 发音位置英语中的辅音音位包括：唇音、齿音、龈音、舌面音、卷舌音、喉音等。

其中，唇音是以双唇为发音部位，如/p/和/b/；齿音是以舌尖或舌尖与上齿槽之间的接触来发音，如/t/和/d/；龈音是以舌尖或舌尖与上龈腭之间的接触来发音，如/n/和/l/；舌面音是以舌面或舌背与硬腭（即上颚骨）之间的接触来发音，如/k/和/g/；卷舌音是以舌尖或舌尖与上齿槽之间的接触来发音，并使舌后部向软腭（即软颚）靠近，如/r/；喉音是以声带为发音部位，如/h/。

2. 发音方法英语中的辅音音位根据发音方法的不同，又可分为爆破音、摩擦音、鼻音、舌侧音和近音。

爆破音是在发音过程中，由于气流被阻碍而突然释放出来，如/p/和/b/；摩擦音是由于气流通过阻塞部位时，产生摩擦声音，如/f/和/v/；鼻音是气流通过鼻腔而产生的音，如/m/和/n/；舌侧音是舌尖或舌侧与口腔两侧相接触，同时使气流通过舌侧形成的音，如/l/；近音是发音时，舌面（或舌背）与硬腭靠得很近，气流经过时产生近乎中断的音，如/r/。

二、元音音位1. 发音部位英语中的元音音位可以根据舌位的高低和前后位置进行分类。

根据舌位的高低，元音可以分为高元音、中元音和低元音。

高元音是指舌位最高的元音，如/i:/和/u:/；中元音是指舌位略低的元音，如/ε/和/ə/；低元音是指舌位最低的元音，如/æ/和/ɔ:/。

根据舌位的前后位置，元音可以分为前元音、中元音和后元音。

前元音是指舌位最前的元音，如/i:/和/ε/；中元音是指舌位位置略靠后的元音，如/ə/和/ʌ/；后元音是指舌位最后的元音，如/u:/和/ɔ:/。

2. 发音时长英语中的元音音位还可以根据发音时长进行分类。

短元音的发音时长较短，如/æ/和/ʌ/；长元音的发音时长较长，如/i:/和/u:/。

第一部分语音知识1、元音vowel：单元音monophthong、双元音diphthong(1)按舌高部位的位置分：前元音front vowel、中元音central vowel、后元音back vowel(2)按发音的长短分：长元音long vowel、短元音short vowel；(3)按唇的园展分：圆唇元音rounded vowel、非圆唇元音unrounded vowel；(4)按舌抬起的高度分：高元音high vowel、中元音mid vowel、低元音low vowel；(5)按口型大小分：闭元音closed vowel、半闭元音semi-closed vowel、半开元音semi-open vowel、开元音open vowel2、辅音consonant：(1)按发音方式manner of articulation：塞音stop、擦音fricative、塞擦音affricate、鼻音nasal、边音lateral、近音approximant；(2)按发音部位place of 8巾3匕七。

门：双唇音bilabial、唇齿音labiodental、齿音dental、齿音后音post-alveolar、硬颚音palatal、软腭音velar、声门音glottal；(3)按声带振动vocal cord vibration：清辅音voiceless、浊辅音voiced(备注：两个或以上辅音连在一起的现象称为‘辅音连缀constant cluster’，如/tr//dz/)3、音节syllable 的类型：单音节monosyllable、双音节disyllable、m音节three-syllable>^ 音节multisyllable、成音节syllabication(一个辅音加上一个/l/或/m/或/n/)、重读音节stressed syllable4、语音现象phonetic phenomena：连读、重读accent、语调intonation、爆破、同化assimilation、省音elision第五章语言学知识1、语言是言语交际(verbal communication)的一种方式，是人类用于交流的一种任意的声音符号系统(a system of arbitrary vocal symbols)o2、语言的定义特征design features(1)任意性arbitrariness：是指语言符号的形式与其所表示的意义没有天然的联系。

语音课教学设计思路+方案+逐字稿【注意】语音课主要涉及以下六种：(1)停顿（Pause/Stop）：为了使意思表达地更清晰，或者是为了换气的需要，我们在说活或者朗读时，经常需要停顿，在形式上，在有标点的地方需要停顿，在意义上，它与意群有关；(2)意群（Sense group）：一个句子可以按照意义和语法结构分为几个部分，每一个部分可以成为一个意群。

从语义、语法上讲，意群是能表达某种意思的一个词、一组词、一个短语或一个分句、一个从句或一个主句。

(3)语调（Intonation/Tone）：包括以下四种：①升调（Rising tone）：用于一般疑问句（General question）②降调（Falling tone）：用于陈述句（Declarative sentence）、特殊疑问句（Special question）、祈使句（Imperative sentence）、感叹句（Exclamatory sentence）③升降调（Rising-falling tone）：用于选择疑问句（Alternative question）、并列句（Coordinate sentence）④降升调（Falling-rising tone）：用于反义疑问句（Disjunctive question/Tag question）(4)重音（Stress）：包括以下两种：(5)连读（Liaison）：主要包括以下四种：①辅音+元音（Final consonant + initial vowel）：前一个单词以辅音结尾，后一个单词以元音开头；如：pick ~ up；②r/re+元音（r/re + initial vowel）：前一个单词以r/re结尾，后一个单词以元音开头；如：for ~example；③元音+元音（Final vowel + initial vowel）：前一个单词以元音结尾，后一个单词以元音开头；如：how ~ are you？④辅音+辅音（Final consonant + initial consonant）：前一个单词以辅音结尾，后一个单词以辅音开头；后面的辅音实际上是半元音（semi-vowel）；如：luck ~ you；(6)爆破（Plosive）：主要包括以下四种：①失去爆破（Loss of plosive）：当2个爆破音相连时，第一个“引而不发”，第二个爆破；爆破音包括：/b/ /p/ /d/ /t/ /g/ /k/ ；如：doctor；②不完全爆破（Incomplete plosive）：当爆破音后面跟有摩擦音（/f/ /v/ /θ/ /ð/ /s/ /z/ /ʃ/ /ʒ//h/）、破擦音（/tʃ/ /dʒ/）时，前面的爆破音只做部分爆破；如：good friends；③/t/ 或 /d/ + /m/ 或 /n/ 型：如：good morning；④/t/ 或 /d/ + /l/ 型：handle；【设计思路】语音课，我们采用3P模式，即presentation， practice以及production；各个环节可以设计的活动如下：【教案】Teaching PlanTeaching Aims:Knowledge aims:(1)Students can know the meaning of …（语音现象）in English language studying.(2)Students can learn …（材料内容）Ability aims:（根据语音现象选择）①停顿/意群：Students can pause correctly according to the sense group in reading sentences.②语调：Students can recognize different intonations of different sentences, such as declarative sentence, general question.③重读：Students can understand the intention of speaker and the changes of meaning through the changes of stress.④连读：Students can read the sentences more fluently by using the knowledge of liaison.⑤爆破：Students can read English sentences more fluently by using the knowledge of loss of plosive.Emotional aims: （以下内容选一/二即可）(1)Students can get more interests and confidence in learning English.(2)Students will be willing to apply their English into daily use.(3)Students can get the awareness of cooperation with others.Teaching Key & Difficult Points:Teaching key point:Students can know what …（语音现象）is and how to use it.Teaching difficult point:How to make students understand what …（语音现象） is.Teaching Procedures:Step 1 Warming up1.Greetings.2.Lead-in: （以下导入方式选其一即可）①Review the knowledge that we learned before/in the last class with the students: …②Check students’ homework that I assigned in the last class: …③Share a story/saying/experience with students: …④Show students some pictures about … and ask them to think about the following questions:/ Play a short video to the students and ask them to think about the following questions during watching:Q1: …Q2: …⑤Free talk: ask students to discuss the following question and then invite some of them to share their answers:Q: …⑥Tongue twister: read one/some tongue twisters twice for the students and ask them which time is better and why.Tongue twisters: How many cookies could a good cook cook if a good cook could cook cookies?Can you can a can as a canner can can a can?（读的时候，第一遍可以不是很好，第二遍要又快又准，并且要用到材料中所涉及的语音现象；提供的绕口令要与语音现象有关；）Step 2 Presentation(1)Deal with the material: （以下方式取其一即可）①Play the tape once or twice, ask students to get the main idea of it or just ask them one or two questions:Q1: …Q2: …（以上是将材料作为听力材料所设计的活动；若文章要求朗读文章，此步骤可设计成教师朗读；若材料比较简单，可以只听一遍）②Read the passage once or twice, ask students to get the main idea of it or just ask them one or two questions:Q1: …Q2: …（以上是将材料作为阅读材料所设计的活动；若文章要求朗读文章，此步骤可设计成教师朗读；若材料比较简单，可以只读一遍）(2)根据语音现象从以下中选择：①停顿/意群：Read the passage for the students, then ask them “how many stops are there in my reading?”②语调：Read the passage for the students and read some new sentences twice, then ask them “what’s the difference of these two times?”③重音：Read the passage for the students and read some new sentences twice, then ask them “what’s the difference of these two times?”④连读：Read the passage for the students and read some new sentences twice, then ask them “which time is better and why?”⑤爆破：Read the passage for the students and read some new sentences twice, then ask them “what’s the difference of these two times?”(3)Make a summary about the rules of …（语音现象）Step 3 PracticeAsk the students to read the passage with the rules of …（语音现象）, then invite some of them to share and give evaluation.Step 4 ProductionPlay a dubbing game: play a short video and then ask students to play a dubbing game.Step 5 Summary and HomeworkSummary: ask a student/lead the students to summarize the content of this lesson.（总结环节可以是老师自己总结，让同学总结，老师和同学一起总结三种方式，一般使用后两种方式比较好）Homework: ask students to write a short passage about … and make a record of their reading with the rules of …（语音现象） and emotion.Blackboard design:【试讲逐字稿】[自我介绍]:Good morning/afternoon, dear judges, I’m No.X candidate applying for high school English teacher. （有的地方不让说姓名，只能说号码，但有的地方规定要说姓名，进入面试室时，有人会给你看一下注意事项，所以请一定看清，否则说错了会视为作弊，取消资格的）（上面这一句是在敲门得到允许进去后，所做的自我介绍，或者是向考官问好，一般考官会回应说：good morning/afternoon，之后你需要走到讲台上，进行结构化答题，回答结束后，考官会说请开始你的试讲）分割线—下面是真正的试讲逐字稿Today my topic is …, now I’ll start my class.[Greetings]:Class begins, sit down please. Good morning/afternoon, boys and girls, welcome to my class. How are you guys today? Great? Not bad? Glad to hear that. Me? Oh I’m pretty good, thanks for your asking. So are you ready for our class? Ok, good.[Lead-in]：以下方式选其一即可（建议在此步骤中，若能与文章标题联系起来的时候，可以书写板书：具体的标题，若文章没有标题，可以找机会一边说：today we’re going to have a reading class, 一边书写板书：reading）①Before our class, boys and girls, let’s have a quick review about what we learned in the last class. Do you still remember it? Great, you all remember it. Yes, we learned about …. Now as for today we are going to learn more about it/we are going to learn another grammar.②Before our class, boys and girls, do you still remember the task that I assigned for you in the last class? Yes, it is … Ok, so how many of you have prepared it? Show me your hands. Ok Anna, please. （此处停顿几秒，假装Anna在回答）Excellent, I can see you did it with your heart. Now as for today, we are going to learn …/we are going to talk more about …③-1.Before our class, boys and girls, I’d like to share a story with you. After the story, you need to tell me …（此处可以出一个问题）So please listen to me carefully. …（讲故事）So who wants to share your answers with us? Anna, please. …（Anna的回答）Very good, sit down, please. Now as for today, we are going to learn …/we are going to talk more about …③-2.Before our class, boys and girls, I have s sentence for you, please listen to me carefully and please try to guess its meaning …（此处讲一个名人名言）So who wants to share your answers with us? Anna, please. …（Anna的回答）Very good, sit down, please. Now as for today, we are going to learn …/we are going to talk more about …③-3.Before our class, boys and girls, I’d like to share one experience of mine with you …（讲经历）So how about you? Do you have any unforgettable experience? Anna, please share with us. …（Anna的回答）Very good, sit down, please. Now as for today, we are going tolearn …/we are going to talk more about …④Before our class, boys and girls, let’s watch a short video/some pictures, and you need to think about the following questions: Q1: … and Q2: … Are you clear? Ok, great, let’s start here.（观看视频/图片，停顿几秒）Well you have enjoyed the video/the pictures, have you got the answers? Anna, you please. Oh you think … Yes, great, sit down please. How about question 2? Peter, please have a try. You think … I agree with you, sit down please. Now as for today, we are going to learn …/we are going to talk more about …⑤Before our class, boys and girls, I’d like to ask you a question: … Anna, please have a try. Yeah, …（Anna的回答）Wonderful, thank you, sit down please. And? Peter, please. Great, …（Peter的回答）Now as for today, we are going to learn …/we are going to talk more about …⑥Before our class, boys and girls, I have a tongue twister for you. Please listen to me carefully. …（绕口令）and please think about one question: why do you think tongue twister can be spoken so smoothly and quickly? Uh huh, yes, we can speak two or three words in a way of connecting. Good point, and in English, we call it liaison. Now as for today, we are going to learn more about it. （此处是以连读为例）[Presentation]:(1)以下方式选其一即可：①Now let’s listen to the tape. Please listen carefully and try to catch the main idea of it /try to think about the following one/two questions:Q1: …Q2: …Are you clear? Start here.（停顿几秒）It’s over, so have you got the main idea of it? Good, it’s … Very good.②Now let’s take out our paper and look at the reading passage. Please read it carefully to catch the main idea of it/to think about the following one/two questions:Q1: …Q2: …Are you clear? Start here.（停顿几秒）It’s over, so have you got the main idea of it? Good, it’s … Very good.(2) 以下方式选其一即可：①停顿/意群：Ok, now guys, I’ll read the passage for you again, and this time, please focus on my reading, and try to figure out where I stop when I’m reading. You can make notes if necessary, and at last, you need to tell me how many stops in the passage. …（教师朗读文章）Ok, how many stops do you found? Lily you please. …（Lily的回答）Good, sit down please. Do you agree with her? Yes? Very good.②语调：Ok, now guys, I’ll read the passage for you again, and this time, please focus onmy reading, and try to figure out some differences among some sentences. …（教师朗读文章，若没有要求，可以省略）Now it’s time to learn something new. Let’s look at a new sentences. I’ll read it twice, then please tell me the difference of these two times, clear? Ok, …（读两遍）Ok, can you tell me the difference of them? Please discuss it with your partner, then share with us, ok? Good, start.（停顿几秒）Who wants to share? Ok, Lily you please. You used different tones. Good, you got the point, sit down, please.③重音：Ok, now guys, I’ll read the passage for you again, and this time, please focus onmy reading, and try to figure out some differences among some sentences. …（教师朗读文章，若没有要求，可以省略）Now it’s time to learn something new. Let’s look at a new sentences. I’ll read it twice, then please tell me the difference of these two times, clear? Ok, …（读两遍）Ok, can you tell me the difference of them? Please discuss it with your partner, then share with us, ok? Good, start.（停顿几秒）Who wants to share? Ok, Lily you please. You emphasized different words each time. Good, you got the point, sit down, please.④连读：Ok, now guys, I’ll read the passage for you again, and this time, please focus onmy reading, and try to figure out some differences among some sentences. …（教师朗读文章，若没有要求，可以省略）Now it’s time to learn something new. Let’s look at a new sentences. I’ll read it twice, then please tell me which time is better, clear? Ok, …（读两遍）Which one is better? The second time? Ok, can you tell me why the second time is better? Please discuss it with yourpartner, then share with us, ok? Good, start.（停顿几秒）Who wants to share? Ok, Lily you please. Because you speak “…” and “…” in a way of connecting. Good, you got the point, sit down, please.⑤失爆：Ok, now guys, I’ll read the passage for you again, and this time, please focus onmy reading, and try to figure out some differences among some sentences. …（教师朗读文章，若没有要求，可以省略）Now it’s time to learn something new. Let’s look at a new sentences. I’ll read it twice, then please tell me the difference of these two times, clear? Ok, …（读两遍）Ok,can you tell me the difference of them? Please discuss it with your partner, then share with us, ok? Good, start.（停顿几秒）Who wants to share? Ok, Lily you please. You didn’t speak the letter “…” in the word of “…” in the second time. Good, you got the point, sit down, please.(3) 以下方式选其一即可：①停顿/意群：Actually in English, we call it “pause”（此时可以书写板书：what is pause?）. Now I am wondering what the rules of pause are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒，此时可以书写板书：when should we use pause?）Ok, time’s up. So have you found the rules? Well your group think that we should pause when we meet “and ”, “but”, “however”, “that”, “which” etc, and your group think that we should pause when we meet phrases and clauses. Very good. Let’s summarize the rules together. Actually we can say that we should pause in sense groups. So what is sense groups? A sense group is a language group that share the same meaning. That is to say, in a sentence, every word has its own meaning, and when they are combined together, they have a different meaning. When you pause at any word, it cannot convey the complete meaning of the sentence. Then we call it a sense group, clear? Great.②语调：Actually in English, we call it “intonation” or “tone”（此时可以书写板书：what is intonation?）. Now I am wondering what the rules of intonation are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use intonation?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. We use rising tone in general questions, falling tone in declarative sentences, special questions, imperative sentences and exclamatory sentences. We use rising-falling tone in alternative questions, and coordinate sentences. For example, in an alternative question, there are two parts, we use rising tone for the first part, and falling tone for the second part. And we use falling-rising tone in disjunctive questions. For example, in an disjunctive question, there are two parts, we use falling tone for the first part, and rising tone for the second part. Clear? Great.③重音-1：单词重音：Actually in English, we call it “ word stress”（此时可以书写板书：what is word stress?）. Now I am wondering what the rules of it are? Now please work in groups offour to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use word stress?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. For one-syllable words, we need to stress them, for disyllable or try-syllable words, normally we need to stress on the first syllable, and for multi-syllable words, we need to stress on the antepenultimate syllable. Clear? Great.③重音-2：句子重读-Grammatical stress：Actually in English, we call it “grammatical stress”（此时可以书写板书：what is grammatical stress?）. Now I am wondering what the rules of it are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use grammatical stress?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. Normally, we stress the notional words not the functional words. And notional words include nouns, verbs, adjectives, adverbs, etc,. and functional words include prepositions, article, adjunction, interjection, etc,. Clear? Great.③重音-3：句子重读-Logical stress：Actually in English, we call it “logical stress”（此时可以书写板书：what is logical stress?）. Now I am wondering what the rules of it are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use logical stress?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. Normally, we highlight or stress the information that the speaker or someone wants to know. Clear? Great.④连读：Actually in English, we call it “liaison”（此时可以书写板书：what is liaison?）. NowI am wondering what the rules of it are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use liaison?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. Normally, we can say the structure is: Final consonant + initial vowel, which means the first word is ended with a consonant and the second one is beginning with a vowel, such as pick ~ up./Final letter r/re + initial vowel, which means the first word is ended with the letter of r/re, and the second one is beginning with a vowel, such as for ~ example. /Final vowel + initial vowel, which means the first word is ended with a vowel and the second one is beginning with a vowel, such as how ~ are you? /Final consonant + initial consonant, which means the first word is ended with a consonant and the second one is beginning with a consonant, such as luck ~ you.（一般材料中只会涉及一种形式，请根据材料选择相应的形式） Clear? Great.⑤爆破：Actually in English, we call it “loss of plosive”（此时可以书写板书：what is loss of plosive?）. Now I am wondering what the rules of it are? Now please work in groups of four to discuss about it. You will have 5 minutes, clear? Ok, start.（停顿几秒, 此时可以书写板书：when should we use loss of plosive?）Ok, time’s up. So have you found the rules? Well, let’s summarize it together. There are six plosives: /b/ /p/ /d/ /t/ /g/ /k/, when any two of them meet, for the first one, you just give the shape of the mouth, do not need to give any sound of it. Such教师资格证考试—面试—高中英语—教案设计思路+方案+逐字稿as: doctor. /There are six plosives: /b/ /p/ /d/ /t/ /g/ /k/, and when any of them is followed with a fricative (/f/ /v/ /θ/ /ð/ /s/ /z/ /ʃ/ /ʒ/ /h/) or affricative (/tʃ/ /dʒ/), for the plosive, you just give a slight sound. Such as: good friend. /When /t/ or /d/ is followed with /m/ or /n/ or /l/, for /t/ or/d/, you just give the shape of the mouth, do not need to give any sound of it. Such as: good morning. （一般材料中只会涉及一种形式，请根据材料选择相应的形式） Clear? Great.[Practice]:Practice makes perfect. So let’s do some exercises. Please read the passage again. This time, you need to use the rules of …（语音现象）and then we’ll invite some of you to share with us, clear? Ok, start here.（停顿几秒）Now time’s up, who want to have a try? Lucy you please. （不需真正回答，只需停顿几秒，然后直接点评即可）Good, you did a good job, but there’s still some little mistakes. …（改正）Clear? Good, sit down please. Another one? Peter, please have a try.（不需真正回答，只需停顿几秒，然后直接点评即可）Well done, you made no mistake, sit down, please.[Production]:Since we mastered the knowledge well, let’s play a dubbing game, we will watch a movie, for the first time, listen to it carefully, and the second time, it’ll be silent, you need to choose your own character and try to make the scene as interesting as you can, please try to use the rules of …（语音现象）that we just learned, then we’ll have some students to share, clear? Good, start.（停顿几秒）Time’s up. Group one, please share your performance with us. （不需真正回答，只需停顿几秒，然后直接点评即可）Excellent, you all give a wonderful performance. I’m very proud of your progress and smart ideas.[Summary and homework]:How time flies! It’s time to make a summary. Let’s do it together. Today we havelearned … Yes, very good, and the rules of it are …. Ok good, we all did a good job in this class.（老师带领大家一起回答时，当说到重点的时候，要有所停顿，因为我们需要做的是引导学生回答，而不是我们自己回答）Well, after class, I’d like you to write a short passage about … and make a record of your reading with what we learned today. Are you clear? Ok, great. That’s all for today’s class. Goodbye class, see you next time.[结尾]：That’s all for my presentation, thank you![接下来就是答辩]11。

高中英语学习材料语音课知识点梳理1. 音标与发音
- 研究音标的重要性
- 英语音标的分类和规则
- 发音准确性的培养方法
- 常见发音错误的纠正方法
2. 音节与重读
- 什么是音节
- 如何划分英文单词的音节
- 重读音节与非重读音节的区别
- 对重读音节的正确发音和强调
3. 连读与弱读
- 连读现象的产生原因
- 连读规则与例子
- 弱读的定义和特点
- 弱读现象对语音流利度的影响
4. 语调与语速
- 语调的作用和重要性
- 常见的语调模式和意义
- 语速对语音理解的影响
- 如何调整语调和语速提升口语表达能力5. 声调与语气
- 声调的定义和分类
- 声调在不同句型和语境中的运用
- 语气的表达方式和意义
- 如何根据语气调整语音表达
6. 发音技巧与训练方法
- 各个音素的发音技巧
- 常见的发音问题及其矫正方法
- 语音训练的有效方法和技巧
- 利用多媒体研究材料加强发音训练
以上是关于高中英语学习中语音课的知识点梳理。

通过掌握这
些知识，学生可以更好地理解和运用英语语音，提升口语表达能力，增强听力理解能力。

在学习过程中，要注重练习和反馈，不断改进
自己的发音技巧和语音表达能力。

高中教资英语语音知识
本文将介绍高中教资英语语音知识，包括英语音标、音节、重音和连读等方面的内容。

第一部分：英语音标
英语音标是表示英语音素的符号，是学习英语语音的基础。

英语音标分为元音和辅音两类，其中元音有单元音和双元音之分，辅音则有浊音和清音之分。

学习英语语音时需要掌握并熟练掌握各个音标的发音。

第二部分：音节
音节是构成词语的基本单位，是指发音上的一个小部分。

英语中的音节有开音节和闭音节之分，其中开音节是以元音或元音加辅音结尾的音节，闭音节是以辅音或辅音加元音结尾的音节。

在学习英语语音时，需要了解并熟练掌握各种音节的发音。

第三部分：重音
重音是指在一个词中，音量和音调相对较强的部分。

在英语中，重音的位置对于词义的理解和表达非常重要。

在学习英语语音时，需要了解并熟练掌握英语中各种重音的规律和发音方法。

第四部分：连读
连读是指相邻的两个音节在发音上连接在一起，形成一个整体。

在英语中，连读是一种常见的语音现象，也是流利口语的重要要素之一。

在学习英语语音时，需要了解并熟练掌握英语中各种连读的形式和规律。

以上是本文介绍的高中教资英语语音知识，包括英语音标、音节、重音和连读等方面的内容。

学习英语语音是学习英语的基础，希望本文能够对大家有所帮助。

Stress1. How to stress syllables in English?Words are made up of letters and those letters create syllable sounds. You can recognize a syllable by remembering that each one contains a vowel sound.For example, in the word “computer”, there are three syllables: com / pu / ter. The word “bike”, however, has only one syllable. A single syllable may contain as little as just one letter, or as many as five:Idea ——I / de / a / (three syllables)Cough ——cough (one syllable)It’s not the number of letters that make up a syllable, rather it is the number of single vowel sounds. Sometimes, a number of vowels combine to make just a single sound. For example:tr ee=1 sound g oa l = 1 soundIn words that have more than one syllable, one syllable will be stressed. In English, there are a number of word syllable stress patterns.Word Syllable StressIn multi-syllable words, the stress falls on one of the syllables. The other syllables tend to be spoken quickly. This leads to sounds that are not clear on unstressed syllables. In order to improve your pronunciation, focus on pronouncing the stressed syllable clearly.One syllable——StressedAll one-syllable words have the stress on the one syllable. The intonation should go down.•EAT•DRINK•SIGN•WELLTwo-SyllableFirst Syllable Stressed (usually, we stress the first syllable of most 2 syllable noun and adjective)•GIant•PICture•HEAting•HUNgry•THIRStySecond Syllable Stressed (usually, we stress the second syllable of most 2 syllable verb)•aHEAD•aLLOW•rePEATThree ——SyllableFirst Syllable stressed•Energy•Operate•ORganizeSecond Syllable stressed•meMORial•aSSUMPtion•caNAdianThird Syllable stressed•employEE•japanESE•voluntEERWords that end in -cy, -ty, -phy, and -gyAnd words that end in -alStress the third-from-end syllable.•deMOcracy•PsyCHOlogy•creaTIvity•geOGraphy•phiLOsophy2. Stress in sentencesCorrect intonation and stress are the key to speak English fluently with good pronunciation. Intonation and stress refer to the music of the English language. Words that are stressed are key to understanding and using the correct intonation brings out the meaning.T o begin, you need to understand which words we generally stress and which we do not stress. Stress words are considered content words such as:•Nouns ( e.g., kitchen, Peter)•(Most) main verbs (e.g., visit, construct)•Adjectives (e.g., beautiful, interesting)•Adverbs (e.g., often, carefully)•Negatives including negative helping verbs, and words with “no” such as “nothing,” “nowhere,”etc.•Words expressing quantities (e.g., a lot of, a few, many, etc.)Non-stressed words are considered function words such as:•Determiners (e.g.,the, a, some, a few)•Auxiliary (e.g., don’t, am, can, were)•Preposition (e.g. before, next to, opposite)•Conjunctions (e.g., but, while, as)•Pronouns (e.g. they, she, us)•Verbs “have” and “be” even when used as main verbsThey have been learning English for two months.My friends have nothing to do this weened.I would have visited in April if I had known Peter was in town. Jennifer and Alice had finished the report before it was due last week. Natalie will have been studying for four hours by six o’clock.。

高中英语语音知识与发音技巧1、有关语音的概念1) 字母：语言的书写形式。

元音字母a，e，i(y)，o，u2) 音标：词的语音形式。

3) 音素：音的最小的单位。

英语中有48音素。

4) 音节：由元音和辅音构成的发音单位。

ap｀ple，stu｀dent，tea｀cher，un｀der｀stand5) 元音：发音响亮，是乐音；口腔中气流不收阻碍；是构成音节的主要音。

英语中有20个元音6) 辅音：发音不响亮，是噪音；口腔中气流受到阻碍；不是构成音节的主要音。

英语中有28个辅音7) 开音节：a) 辅音+元音+辅音+e name bike home due;b) 辅音+元音 he，go，hi8) 闭音节：a) 辅音+元音+辅音 bad，bed，sit，hot，cup;b)元音+辅音it9) 重读音节：单词中发音特别响亮的音节。

读音规则（1）元音字母在重读音节中的读音（2）元音字母在非重读音节中的读音（3）元音字母在重读音节中的特殊读音（4）-r音节元音字组在重读音节中的读音（5）-re音节元音字组在重读音节中的读音（6）元音字组在重读音节中的读音（7）非重读音节中元音字组和字群的读音（8）非重读音节中元音字组和字群的读音复合词中的第二部分不标注重音符号，但其中的元音字母或元音字组仍按重读音节拼读规则拼读。

例如：everyday[ei] handbag[?] blackboard[?:]有些词随着语言的发展，前后两部分已失去其单独存在的意义，融合成为一个词。

其中的非重读部分要按非重读音节的读音规则发音。

例如：sun太阳 + day[ei]日子＞ Sunday[i] 星期天holy神圣 + day[ei]日子＞ holiday[i] 假日break中断+ fast[α:]斋戒＞ breakfast[?] 早餐cup茶杯 + board木板[?:] ＞ cupboard[?] 碗柜（9）辅字组的读音。

高中英语学科标准语音课知识点梳理一、英语语音基础知识1. 音素与音节- 音素是最小的语音单位，能够区分词义。

- 音节是由一个或多个音素组成的，是语音的基本组成单位。

2. 音标- 音标是表示语音的符号，用来记录声音的发音及特点。

- 常见的音标有国际音标及汉语拼音音标。

3. 发音器官- 发音器官包括舌、唇、牙齿、喉等，它们在发音时起到关键作用。

二、英语语音的基本要素1. 元音- 元音是最基本的音段，没有阻碍气流的发声部分。

- 常见的元音有长元音和短元音。

2. 辅音- 辅音与元音相结合，有阻碍气流的发声部分。

- 常见的辅音有清辅音和浊辅音。

3. 重读- 重读是在发音中给予某音节更大的音量和时间。

- 重读在英语句子中起到区分词义和句意的作用。

三、英语语音规则与技巧1. 连音- 连音是指相邻的两个词在连读时，发音相连的一种现象。

- 常见的连音有连读连写、弱读和浊化等。

2. 弱重音- 弱重音是在词汇、短语或句子中，发音不重的音节。

- 弱重音的准确掌握有助于平衡语音节奏和提高口语表达。

3. 元音转换- 元音转换是指在某些情况下，元音的发音会发生改变。

- 常见的元音转换规则有复合元音、双元音和元音的变位等。

四、英语语音问题与解决方法1. 母语干扰- 母语干扰是指学生在研究英语语音时，受到母语语音系统的影响。

- 可以通过多听多模仿、与外国人交流等方式解决母语干扰问题。

2. 声调错误- 声调错误是指学生在发音时没有正确使用英语的声调。

- 可以通过模仿、练和录音等方式纠正声调错误。

以上是高中英语学科标准语音课知识点的梳理，希望对您有所帮助。

中学英语语音基础讲义基本功训练――英语单词拼读规则总目标：见词能读音，听音能写词。

第一讲元音字母在重读开音节中的读音目标: 1. 知道单词由一个或几个音节组成；知道音节有重读和非重读之分，元音字母在重读音节和非重读音节中依据不同的规律发音。

2．驾驭元音字母a, e, i, o, u 在开音节中的读音，一眼看出并马上读出开音节词；3. 驾驭发音单一的辅音字母b, d, f, h, j, k, l, m, n, p, r, t, v, w, y, z 在单词中的发音; 4. 会拼读5个元音音素[ei], [i:], [ai], [ əu], [u:]; 16个辅音音素[j], [b], [d], [f], [h], [dʒ], [k], [l], [m], [n], [p], [r], [t], [v], [w], [z]一单词的音节英语26个字母中，有5个元音字母：。

（a, e, i, o, u）字母y在其后无元音字母时，充当元音字母，发音与i相同，称为半元音字母。

其余的叫做辅音字母。

辅音字母在单词中发音比较单一，不随音节改变而改变。

所以，读音规则的重点是元音字母的发音规律。

单词由一个或多个音节构成。

音节是以元音为中心的语言单位（[l]或[n]在前后无元音时也能成为音节中心，构成音节）。

一般说来，元音字母发元音，但有时元音字母(如e)不发音，而两个元音字母组合在一起时常常发一个元音（双元音算一个元音），所以，音节的个数以音标中的元音个数（含构成音节的．．．．．．．．．．．．．．．[l]．．．或．[n]．．．）来推断。

单音节词：由一个音节构成的单词。

如big[big], face[feis], teach[ti:t]；双音节词：由两个音节构成的单词。

如china['t ainə], teacher['ti:tə], apple['æpl]；多音节词：由三个或三个以上的音节构成的单词。