大学一年级英语语音练习手册 教学计划

英语语音教学计划Introduction:英语语音教学计划旨在帮助学生提高英语发音技巧，使其能够流利、自信地进行口语交流。

本计划分为四个部分：重点音素教学、语音练习、模仿训练和实践应用。

通过系统而有趣的教学方法，学生将能够有效地掌握英语语音知识和技能。

Part 1: 重点音素教学本部分旨在教授学生英语中的关键音素，包括清浊音辨析、元音、辅音和连读等内容。

通过音素的教学与练习，学生将更好地理解英语语音的基本规律。

1. 清浊音辨析- 介绍清音和浊音的区别。

- 提供汉语和英语中常见清浊音的对比。

- 给出相关的口语练习和听力训练。

2. 元音- 着重介绍英语中的长短元音。

- 引导学生正确发音，并提供练习的音频材料。

- 组织学生进行语音对比和口语表达。

3. 辅音- 分类介绍英语中的辅音，并重点指出难点音。

- 提供正确的发音示范，并进行实践练习。

- 引导学生通过对比分析，改正自身发音问题。

4. 连读- 引导学生了解英语中的连读规则。

- 提供有关连读的示例，并进行模仿训练。

- 鼓励学生通过口头练习加强连读技巧。

Part 2: 语音练习本部分旨在通过各种练习活动帮助学生巩固所学的语音知识，并提高发音准确性和流利度。

1. 单词发音- 提供一系列基础词汇、常用短语和句子的发音练习。

- 引导学生注意重音和音调，并加强语音与语义的联系。

2. 对话练习- 提供真实生活对话材料，帮助学生练习正确的语音语调。

- 分角色进行模拟对话，帮助学生将所学语音知识运用到实际场景中。

3. 句子朗读- 提供不同类型的句子，要求学生朗读并重点发音。

- 教师通过示范和纠正，提高学生的语音发音水平。

Part 3: 模仿训练本部分通过模仿外教或标准的英语录音材料，让学生尽可能地接近地道英语。

通过反复模仿，学生将逐渐形成优秀的语音习惯。

1. 视频教学- 提供各种语音发音视频材料，学生通过观看并模仿，加强自己的发音技巧。

- 学生可反复观看和模仿，直至能够准确地复制目标音。

英语语音教学计划计划6篇英语语音教学计划计划 (1) 为了搞好本学期的教学工作,更高的提高教育教学质量,现将本学期的教学工作计划如下:一、指导思想：1、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心,培养创新精神;2、整体设计目标，体现灵活开放，目标设计以学生技能，语言知识，情感态度，学习策略和文化意识的发展为基础;3、突出学生主体，尊重个体差异;4、采用活动途径，倡导体验参与，即采用任务型的教学模式，让学生在老师的指导下通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功;5、注重过程评价，促进学生发展，建立能激励学生学习兴趣和自主学习能力发展的评价体系。

总之，让学生在使用英语中学习英语，让学生成为GoodUser而不仅仅是Learner。

让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。

6、以全面提高英语教育教学质量为目标。

突出两个侧重，即侧重隐性效应，即苦练内功，转差培优。

二、所教班级学生基本情况分析：本届七年级新生和以往初一学生相比在英语基础方面很薄弱，由于在小学英语课并未受到足够的重视，他们在写的技能方面基本上没有得到过训练，连音标和字母的拼读都没有掌握好。

经过上学期的不懈努力，年段学生的基础知识得到了加强，学习态度也有所好转。

但是学生整体的惰性还是很强，自觉性很差。

另外，学生在情感态度,学习策略方面还存在诸多需要进一步解决的问题。

例如：很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流;有些同学在学习中缺乏小组合作意识;大多数同学没有养成良好的学习习惯，不能做好课前预习课后复习，学习没有计划性和策略性;不善于发现和总结语言规律，不注意知识的巩固和积累。

三、主要教学工作：1、以优化课堂结构，提高教学效率为中心。

向45分钟要质量，要做到这点我要做到提前备课，没有教案不得进课堂;认真上好每一节课。

《英语语音》教课纲领一、课程名称：英语语音二、课程类型：专业选修课三、教课时数：周学时数 2 ，总学时数 20四、学分： 2五、开课时间：第二学期六、开课专业：英语专业七、教课对象：英语专业本科一年级学生八、教课目标：英语语音课的目的是向学生系统介绍英语语音和语调的知识，使学生经过学习和练习掌握英语的发音、语流的规律、语调的功能，基本上能正确使用英语语音、语调朗诵、表达思想并进行社交。

九、课程内容：本课程要求以学生练习为主，从听辨语音、语调能力的培育下手，将听力、发音与口头表达三方面的训练密切联合起来，既重申基本功的训练，又注意活用练习。

教课内容要求突出以下几方面：(1)英语音素的正确发音方法、辨音能力、模拟能力综合训练；(2)英语的单词重音及语句重音的基本规律、表现形式、表意功能的讲解与训练；(3) 英语语流的节奏规律、基本特点、基本因素、强∕弱读式的训练； (4)英语所独有的语音、语调的构造、功能及其在社交中的运用。

十、教课时间安排：学期周内容学时1Pretest, Unit 1 Basic Concepts: Syllables, Stress & Rhythm22Unit 2 Consonants: Stops2第3Unit 3 Consonants: Fricatives & Affricates2一4Unit 4 Consonants: Nasals, Approximants&学Lateral(s)2期5Unit 5 Vowels: Front Vowels & Central Vowels2 6Unit6 Vowels: Back Vowels27Unit 7 Vowels: Diphthongs28Unit 8 Stressed Syllables & Unstressed Syllables219Unit 9 Stressed Words & Unstressed Words in a Sentence210Unit 10 Strong Forms & Weak Forms211Unit 11 Linking212Unit 12Rhythm of English Speech213Unit 13Types of Intonation in English214Unit 14Intonation Units of English215Unit 15Functions & Uses of English Intonation2十一、所用教材：（1）《英语语音教程》王桂珍编著高等教育第一版社, 2000（2）《大学一年级英语语音练习手册》张冠林编外语教课与研究第一版社, 1988十二、教课参照书目：（1）《国际音标与语音》汪福祥李孚声著外文第一版社, 1999（2）《国际音标与语音语调》张卓宏王文广等著清华大学第一版社 , 2003（3） Cruttenden, A. Gimson's Pronunciation of English, 外语教课与研究第一版社， 2000（4） Hancock, M. English Pronunciation in Use, Cambridge University Press, 2003（5） Roach, P.English Phonetics and Phonology,Cambridge University Press, 1983.十三、查核方式：学期末考试与平常成绩和讲堂表现相联合。

课程名称：大学英语语音授课对象：大学英语一年级学生课时安排：2课时教学目标：1. 认知目标：学生能够掌握英语基本音素的发音方法和技巧。

2. 功能目标：学生能够运用正确的语音、语调进行日常交流。

3. 意义目标：学生能够理解并运用语音知识提高听力理解和口语表达能力。

教学内容：1. 英语基本音素及其发音。

2. 连读、弱化、节奏和语调。

3. 语音与听力、口语的关系。

教学重点：1. 英语基本音素的正确发音。

2. 连读和弱化现象的处理。

教学难点：1. 语音与语调的结合运用。

2. 语音对听力理解和口语表达的影响。

教学过程：第一课时一、导入（5分钟）1. 教师简要介绍语音学习在英语学习中的重要性，强调正确发音对提高听力、口语和阅读能力的作用。

2. 展示一段标准英语发音的录音，让学生初步感受英语语音的特点。

二、新课讲授（25分钟）1. 英语基本音素：- 介绍元音音素（/i:/, /ɪ/, /e/, /æ/, /ɑ:/, /ɒ/, /u:/, /ʌ/, /ɔ:/, /ʊ/）和辅音音素（/p/, /b/, /t/, /d/, /k/, /g/, /f/, /v/, /θ/, /ð/, /s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/, /h/, /m/, /n/, /ŋ/, /l/, /r/, /w/, /j/）的发音方法和技巧。

- 通过示范和模仿练习，让学生掌握每个音素的发音。

2. 连读和弱化：- 介绍连读和弱化的概念，展示常见例句。

- 通过听力和口语练习，让学生熟悉连读和弱化现象。

三、课堂练习（20分钟）1. 学生分组进行音素发音练习，教师巡回指导。

2. 学生进行听音辨音练习，巩固对音素的识别能力。

四、总结与反馈（5分钟）1. 教师总结本节课的重点内容，强调正确发音的重要性。

2. 学生反馈学习过程中遇到的问题，教师进行解答。

第二课时一、复习与巩固（10分钟）1. 学生复习上节课学习的音素发音，教师抽查。

课程名称：大学英语语音授课对象：大学英语一年级学生课时：2课时教学目标：1. 认知目标：使学生掌握英语音标的基本知识，了解英语语音的特点。

2. 功能目标：培养学生正确的发音方法，提高英语口语交流能力。

3. 意义目标：增强学生对英语语音学习的兴趣，提高英语学习的自信心。

教学重点：1. 英语音标的认读和拼读。

2. 英语语音的节奏和语调。

教学难点：1. 音标与音素的关系。

2. 语音的节奏和语调对口语表达的影响。

教学过程：第一课时一、导入1. 教师简要介绍英语语音在英语学习中的重要性，激发学生的学习兴趣。

2. 展示一段英语口语视频，让学生感受英语语音的美感。

二、讲解英语音标1. 介绍英语音标的分类（元音和辅音）。

2. 讲解元音音标和辅音音标的发音方法。

3. 通过图片、动画等形式展示音标的发音部位和发音方法。

三、练习1. 学生跟读音标，教师纠正发音。

2. 学生分组练习，互相纠正发音。

四、总结1. 教师总结本节课的学习内容，强调音标的重要性。

2. 学生分享学习心得，提出疑问。

第二课时一、复习1. 教师检查学生对音标的掌握情况。

2. 学生跟读音标，教师纠正发音。

二、讲解英语语音的节奏和语调1. 介绍英语语音的节奏和语调的特点。

2. 讲解如何通过调整语调来表达不同的语气和情感。

三、练习1. 学生跟读句子，教师纠正发音和语调。

2. 学生分组练习，互相纠正发音和语调。

四、角色扮演1. 学生分组进行角色扮演，运用所学语音知识进行对话。

2. 教师巡回指导，纠正发音和语调。

五、总结1. 教师总结本节课的学习内容，强调语音的节奏和语调对口语表达的重要性。

2. 学生分享学习心得，提出疑问。

教学反思：1. 本节课通过多种教学手段，使学生掌握了英语音标的基本知识和发音方法。

2. 在练习环节，教师应注重个别指导，帮助学生纠正发音错误。

3. 在角色扮演环节，教师应鼓励学生大胆开口，提高英语口语表达能力。

课后作业：1. 学生跟读教材中的句子，注意发音和语调。

英语语音教学计划计划（精选23篇）英语语音教学计划计划篇1一、课标要求要求学生对英语有好奇心，喜欢听他人说英语。

能根据教师的简单指令做游戏、做动作、做事情（如涂颜色、连线）。

能做简单的角色扮演。

能唱简单的英文歌曲，说简单的英语歌谣。

能在图片的帮助下听懂和读懂简单的小故事。

能交流简单的个人信息，表达简单的情感和感觉。

能书写字母和单词。

对英语学习中接触的外国文化习俗感兴趣。

二、情况分析1.学生情况分析：学生对英语已有一定的认识，也具有一定的能力，而且他们兴趣较浓，接受能力也很好。

我相信只要我能继续坚持信念，端正教学态度，正确运用多种教学方法，积极调动小助手的作用，相信在本学期，学生的英语听说读写能力将进一步提高。

2.教材分析：这套4B教材具有以下一些特点：1、从视听说入手，注重听说训练，着重培养学生的语感和初步用英语进行简单日常交流的能力；并通过听、说、读、写、唱、游、演、画、做等活动激发学生的学习兴趣，帮助学生养成良好的学习习惯，形成有效的学习方法，发展自主学习的能力，为进一步学习打下基础。

2、按“话题－功能－结构－任务”相结合的原则编写，并力求使话题、功能、结构和任务四个方面在比较真实的情景中紧密联系，融为一体。

3、内容贴近学生的生活和学习实际，并配有大量生动活泼、富有情趣的插图，以利于学生在比较接近于实际的情景中进行听说训练，也为教师组织教学活动提供方便。

本册教材的知识要求是掌握一定量的词汇，基本句子结构和一定量的日常交际用语。

教材编排体现了“由浅入深、由易到难、循序渐进，逐步扩展、点面结合、不断复现”的原则。

三、教学目标与要求1、能按照四会和三会要求掌握所学单词。

2、能按照四会要求掌握所学句型。

3、能使用日常交际用语，进行简单的交流，做到大胆开口，发音清楚,语调正确，达到学以致用的目的。

4、能在图片、手势、情景等非语言提示的帮助下，听懂清晰的话语和录音。

5、养成听、说、读英语的习惯，认真模仿语音语调，以逐步培养语感。

<大学一年级英语语音练习手册>参考教案“A Handbook of English Pronunciation Exercise for First-year College Students”Purpose of this course:To help students be able to pronouncecorrectly all the individual speechsounds in English;To pronounce correctly the speechsounds in their combinations in isolatedwords as well as in sentences;To speak fluently with correct rhythm,including the correct placement ofstresses and pauses and the transitionof sounds according to the context;To speak with appropriate intonationaccording to the context.Methods adopted:sound recognition,tape listening and recording,imitation show,…English consonantThere are 24 consonants in English. These consonants may be classified according to the following:1.place of articulation2.manner of articulation3.voicing, i.e. voiced or voicelessAccording to the place of articulation, consonants can be divided into:1.bilabial (two lips)bio-dental (top teeth/bottom lip)3.dental (tongue tip/top teeth)4.alveolar (tongue tip/tooth ridge)5.post-alveolar (tongue tip/hard palate)6.palate-alveolar (tongue mid/hard palate)7.palatal (tongue mid/hard palate)8.velar (tongue back/soft palate)9.glottal (not localized)According to the manner of articulation we can distinguish:1.stops2.fricatives3.affricates4.nasalsterals6.semi-vowelsEnglish vowelsThere are 20 vowels in English, among which 12 are pure vowels and 8 are diphthongs. A diphthong is a glide from one vowel to another within one syllable.The English pure vowels can be classified according to :1.the height of the raised part of the tongue:2.the part of the tongue raises;3.the position of the lipsEnglish Phonemes IEat it ease isBeat bit seen sinDeed did feel fillDeep dip neat knitLeak lick each itchSeat sit leave liveMeal mill steal stillDiscrimination exerciseeat it atebeat bit betseat sit setfeel fill fellheel hill hellbean bin Benteen tin tenlead lid ledleast list lestcheek chick checklow no rowlot not rotlock knock rocklight night rightlip nip riplap nap raplaw nor rawlice nice riceleading needing readinglocking knocking rockingEnglish Phonemes IIMinimal pairscot court cod cord pot port cock corkfox forks not noughtshot short spot sportsod sword don dawnchock chalk tot taughtodder order hock hawkThis is a story about a robber. He wanted to rob a shop. He was a short man but he climbed over the top of the wall and opened the door of the shop. Inside the shop there was a box with a strong lock. He thought that there was a lot of money in the box. He tore off the top of the box and saw it was full of chalk.part pot portpark pock porkcart cot caughtcard cod cordtart tot taughtstark stock storksin fin thinsank fang thanksought fought thoughtsole foal thoughserve first thirstsix fix thissick fickle thickseem fee themesaw four thawEnglish Phonemes IIIMinimal pairsget gate wet waittell tail sell sailpen pain fell failled laid west waistmet mate red raidless lace pest pastebell bail lens lanesYou’d better wait or you’ll get wet.The men came in the main gate.On what date did he pay the debt?Will the child get well?He was trying to fill the tank when he fell in.Please tell us an exciting tale.We must pay our debt on that date.The circus bear drank beer.The doctor blew air into Tim’s ear.She burst into tears when she saw the tears in her dress.bet bat bateletter latter laterbread brad braidmet mat matepen pan painred rat raidless lass laceden dan danebed bad badeplen plan plainmen man mainsaw shore choresip ship chipmass mash matchlass lash latchsock shock chockseep sheep cheapsill shill chillEnglish Phonemes IVMinimal pairspool pull suit soot cooed could wooed woodfool full who’d hood stewed stood kook cooklukewarm look shooed shouldRead the following sentences, paying special attention to the pronunciation of1.Did you pull him into the pool?2.Only a fool would fill the tank so full.3.Please take a look at Luke.4.There’s black soot all over your white suit.5.Who’d like to wear this hood?6.That foal is very full.7.It broke in the brook.8.Please pull on the pole.9.Will the cook bring me a Coke?10.The bowl has a red bull on it.Discrimination exercise.book boot boatshould shooed showedsoot suit sortfoot food foughtlook luke lockcook coot coatboot booth boozegoods goose gourdsdon dawn donefull fool fallloon loom alonefewf eel vealfail fail veilfine vine winefail vale walefeel veal wheelfin thin winRevisionMinimal pairswheel will hill hellbeach bitch did deadsaid sad send sanddrank drunk tramp trump duck dirk tough turffood full cooed couldart ought park porknut nought done dawnsuck sock collar callerspot sport moss remorseshed shade pepper papersheep shape weak wake sneer snare really rarely hate height raise risesnore snow corn coneJone Joan honor ownerstout stole loud loadDiscrimination exercise.Bead bid bed badeHeal hill hell hailLead lid led laidKeen kin ken canCart cot caught cutDarn don dawn doneMarch match much marshLark lack luck lockHeart hat hut hotLark luck lurk lockSharp shut shirt shotBarn bun burn bornWill wheel well wailShaw shoe show sureShake shape shade sharkCaught curt coat cotWalk work woke wokSpot spook sport spokeBorn barn burn bunFills feels fields filledHoles those dose foesCatch gage cash cagePlace prays prize priceToil toll tall toeLack knack rack lakeSlipped slept slapped slatSome sun sung sunkSought fought thought shortBreeze breathe breath briefThree tree free streetThrough shrew true drewLice nice rice liesPractice reading the following sentences.1.They met us at the corner of the street.2.I’ll bet you five dollars that you can’t finish it.3.they attached the bottles on the rack.4.Don’t pat that dog; it bites.5.Her room was kept very neat and tidy.6.Throw them in the bin, will you?7.This bag weighs half a ton.8.I’ll pick you up at nine.9.He’s done what he can.10.Shove it in the cart.11.Your wife’s in Ward 9, Mr. Brown.12.Where is the cord of my dressing gown?13.M! That was a good dinner.14.Take no notice; he’s in a bad mood again.15.He landed flat on his face in a pool of muddy water.16.What on earth were you taught when you went toschool?17.I do hope I get a part in that play.18.I don’t think tha t’ll suit you very well.Consonant ClustersDefinition:Two, three, or four or even more consonants follow one after the other.Practice reading the following consonant clusters.1．Initials1)./Sp/ spy speak spit spark sport spade spinster/St/ stay steal till steak star story standSk/ sky ski sketch school scold skateSf/ sphere sphinx sphericalSm/ small smile smoke smith smackSn/ snow sneeze snake snap snatchSl/ sleep slide slow slim slot slumSw/ swear swap swag sway sweet swerve2).Pl/ pr/ play please plot pray press printTr/ tw/ tr/ tree train truck twice twin twelve tweed twist Kl/kr/kw/ climb claim clique clock clerk cry cream crush croak cradle crack quite quick quit quote queen quiverBl/br/ blue blow black blame blush blow block breathe broad bring bright brotherDr/dw/ dress dream dry drain draw dread drum Dwell dwarf dwindleGl/gr/ glass glide glow glad globe gloryGreen grow great grass grab gradeFl/fr/ fly flow flee flesh fling flat flirt from frame frank free French frail Three throw threat through throat throb shriek shrink shrewd shrill shrimp3).Spr/ spring spray sprout spruce spread sprinkleStr/ string strong street straight strideSkr/ scream screw script scroll scratchSpl/ spleen splay splash splendid splintSkw/ square squeeze squat squint squeak2．Final1). Voiceless consonants + /s/:Caps lips books roofs smiths desks maths lakes2). Voiced consonants + /z/:Dogs pigs cabs ribs leaves proves clothes seems harms sons means girls miles sings songs words3). Voiceless consonants + /t/:Stoped stepped asked kicked kissed, missed washed finished watched touched4). Voiced consonants + /d/:Robbed, rubbed begged hugged loved moved seized seemed harmed learned burned longed banged called smiled5). Voiceless consonants + /ts/:Tests, rests, beasts, feasts, boasts, hosts, gifts, shifts6). Voiced consonants + /dz/:Fields, shields, wields, folds, holds, ends, spends, pretends, extendsSome rules to follow:In terms of initial clusters,A./s/ + /p,t,k,f,m,n,l,w,j/Don't add an / / or / / after /s/.B./p,t,k,b,d,g,f, v,m,n/+ /l,r,w,j/Note: The second consonant is most often formed while the first one is being pronounced. If it is difficult for some of the clusters, try to make the tongue glide from one to the other smoothly and continuously so that there is no sudden change between them.In terms of final clusters,When a stop is immediately followed by another, the closure of the speech organs for the second consonant is made while the closure of the speech organs for the second consonant is made while the closure for the first is still in position. When a stop is followed by a syllabic /n/, the explosion of the stop takes place through the nose.When a stop is followed by a lateral, it is called a lateral explosion.Incomplete Plosion1.P losives + plosivesActive, blackboard, bookcase, postcard, September, put down, wet ground, next door, stop talking, keep quiet, take care, not bad, great concern, hard times, quite different, waste time, a great deal2.p losives + Fricatives1). Friendship first, old friends, step forward, red flags, abright future, sweet flowers, ripe fruit, a complete failure advance, advice, a kind voice, a one-sided view, first visit, second volume, constant vigilance, a complete victory2). Just think, a thousand thanks, get through, take three,bright thought, the right thing, abstract theory, black thread, get there, just then, take this, ask them3). Red stars, bright sky, first step, keep silent, shortstories, folk songs, deep snow, a great success, a good season, a big zoo, a good zipper4). Bookshelves, first shift, don’t shout, look sharp, makesure, a good shot, a smart shirt, a public show3.p losives + Affricativeswhite chalk, great changes, loud cheers, a good try, a god child, thei first chapter, a bit dry, a second choice, a good job, a black jacket, a big tree, a big jar, a hard journey, excellent judgment, a fast train, a sweet dream, a cold drinkNasal PlosionT, d + m, nGood morning, attend meetings, not mine, help me, a good memory, a different meaning, an important matter, midnight, at noon, not now, don’t know, odd numbers, quite near, good news, urgent needs, a loud noiseLateral PlosionT,d, + lLittle battle, bottle, cattle, gentle, kettle, settle, title, bundle, candle, handle, idle, middle, paddle, needle, boldly, friendly, hardly loudly, proudly, rapidly, at least, at leisure, at liberty, an outline, a red lantern, the third lesson, a good leader, the second longestLiasion/LinkingDefinitionTo blend or join the final consonant of one word with the initial vowel of the following word, as in “walk out”.To link the vowel and to a following vowel by /r/, as in “her own”When the two words are separated by more than two consonants, treat them as consonant sequences, as in “next Friday”.When the words are separated by two or more than two vowels, there are also various ways of avoiding the gap.1. consonant + Vowelcome in, work out, good idea, think of it, read it again, speak English, first of all, not at all, all of us, look at it, pick it up, put it on, take it along, take it away, leave it alone, an hour, an egg, an end, in an hour, in August, in an instant, put on, put it on, put it up, let him in, best of all, take it all,, back in a minute, an hour and a half, one of us, make it up, a cup of tea, a bottle of ink, a bowl of rice, a box of sweets, keep on, above all, stand up, take off, take it off2. r-linkingthere is, there are, our own, more over, for ever, after all, far away, here and there, father and mother, remember it, for instanced, later on, for a moment, for an hour, a pair of shoes, a pair of trousers, for example, more or less, far and wide, a matter of fact.3. vowel + vowelI am, you are, she is , go out, any other, too often, go on,try it, try again, throw away, no objection,, very interesting, highly important, day in and day out, go away, no end, see off, stay up, we agree, May I, who else, how oldw-linkinggo outj-linkingsee offStressDefinition:Word Stress may be defined as the degree of intensity or loudness placed on a sound; that is, the amount of force one gives to a syllable or word to give it importance.Sentence stress refers to the word or words in a sentence that receive a strong accent.The alternation of different kinds of stress in a sentence is called speech rhythm.Some rules to follow:1.Content words are usually stressed.Nouns, verbs, adj., adv., demonstratives, possessive pronouns, negatives, intensive or reflexive pronoun, interrogative words, interjections2.Function words are usually not stressed: articles, personal,reflexive and reciprocal pronouns, monosyllabic preposition and conjunctionsRhythm and intonation practice:1. Solomon GrundySolomon Grundy,Born on a Monday,Christened on a Tuesday,Married on a Wednesday,Ill on a Thursday,worse on a Friday,Died on Saturday,Buried on Sunday,that was the end of Solomon Grundy.2. The Months of the YearIn January it snows,In February it blows,in March it still freezes,in April there are breezes.In may comes the sun.In June we have fun.In July time’ll fly.Then in August,there’s the forecast ofschool in September,come October summer’s over.In November just remember,it’s almost Decemberand the end of the year.3. Exercises for rhythmO OTime’s up, make haste, next week, work hard, good workO o ONever mind, wait and see, leave at once, come along, hurry up, practice hard, what a crowd, thanks a lot, out of date, hard and fastO o O oWait a moment, time is precious, glad to see you, go and get it, just imagineo O o O oI hope you like it. I beg your pardon. You’d better hurry. I’m very sorry. It doesn’t matter....AssimilationDefinitionIn connected speech in English, sounds are often replaced by other sounds under the influence of their neighbors. Sometimes, two neighboring sounds influence each other and are replaced by a third sound which id different from both the original sounds. This kind of pronunciation change is known as assimilation. (refer to page 113)Practice the following phrases.Did you understand?Would you do me a favor? Could your friend see us? Don’t you like it?Won’t you go with us? Couldn’t you do it by yourself? Weren’t you at home?Is your mother home?Does your father work?Has your car been repaired?What’s your name?Tha t’s your friend.It’s your turn.Use your head.Nice to meet you.I can’t fit you in.Didn’t you find it?What number did you dial? Should you need help, just call. When does your new job start? It’s what you’d expect.Don't you have any others?You made your bed, didn’t you?It’s too bad that you’ll not be here.Mary’s university’s in another state.Pat’s usually on time.They’d used it all up.Is that what you’ve accomplished?He helped you, didn’t he?We all missed you.I can lend you mine, if you like.Who told you that?I’ll come again next year.He has left you, hasn’t he?ElisionDefinitionIt means the dropping of a sound or sounds, Elision(母音省略) can take place within a word. It also takes place in the vicinity of word boundaries.Practice reading the following words and phrases.Robbery, murderer, camera, suffering, nursery, ordinary, family, university, correct, direction, anxious, distinct, thanked, linked, exactly, handbag, friendship, Get another, not alone,He was annoyed.Take her along,first light, just one,kept quiet,This fruit tastes sour.ContractionDefinitionDropping of sounds in negative statements. We say he’s not or he isn’t instead of he is not. This is called contraction. Aren’t, can’t, couldn’t , daren’t, didn’t , doesn’t , don't’, hadn’t, hasn’t , isn’t, mayn’t mightn’t, mustn’t, needn’t, oughtn’t, shan’t, shouldn’t, usedn’t, wasn’t, weren’t, won’t, wouldn’tIntonation: the use of tonesSimple IntonationThe falling tone:Indicating definiteness and completeness, often used in the following types of sentences:1.ordinary statementsHe came on Tuesday.I’d like some tea.2.wh-questionsWhen did you come?What’s the time?3.imperative sentencesPut it over there!Go and find it!4.exclamatory sentencesWhat an awful film that was!What a surprise!The rising tone:Indicating uncertainty, incompleteness or politeness, often used in the following types of sentences:1.Yes-no questionsIs he coming tonight?2.statements intended as questionsYou like it?You are coming, too?3.statements intended to be soothing (安慰的)orencouragingCome with us.I won’t drive too fast.4.repetition 重复questionWho told you to do it?When did you come?5.Greetings (on parting)Good morning.Good evening.Good night.So long/Good bye./Cheerio.The falling-rising tone:Combining the functions of the fall and the rise with aIt is used toetc. It is used in the following types of sentences:1.statements where contrast is impliedYou can come on Tuesday but not Monday.He doesn’t want it but his brother may.2.statements which imply reservationI know his face.I like the color of your dress.3.statements which show disagreement or contradiction-I can’t do it. -You can.-She arrived on Monday. -On Tuesday.4. warningsBe careful.Don’t be late.Combined Intonationthe intonation of Simple Sentences1.falling + falling intonation 一个主语+谓语部分We must meet troubles boldly and not let them frighten us.He had been working very hard lately, helping her parents in the experiment.She can speak fairly well, but by no means perfect.2.rising +falling intonationTo understand the present, it is necessary to view it against the past.In spite of difficulties, the work was soon completed.At the very most, she can’t be more than 1 year of age.3.falling + rising intonation 主语+ 插入语He was right, nevertheless.She’s very hard-working, on the other hand.In early summer it rains a lot, generally.the intonation of Compound Sentences1.falling + falling intonation 主谓+ 主谓None of us is perfect; we all make mistakes.I can never talk easily with him; we seem to havenothing in common.I had a headache this morning but it soon passed off.She agrees completely, or at least she says so.The tress are budding, yet the air still feels like winter.I was learning fast and everybody was very pleased.2.rising + falling intonation 选择性问句Do you like this one or that one?Do you understand that or is the point still not clear? the intonation of Complex Sentences 复杂句1.rising + falling intonation 从句+ 主句;主句+ 从句When there is work to do, you should be ready to lenda hand.As he went out, he slammed the door.Think carefully before you speak.Don’t stop trying until you have solved the problem.2.rising + falling先行词/+定语从句（升调）+ 谓语部分（降调）The idea that you can achieve without hard work is quite wrong.Swimming, which is a good sport, makes people strong.Never say anything behind a person’s back that you wouldn’t say to his face.3.rising + falling后跟名词性从句做宾语的动词（升调）；名词性从句做主语时的主语部分（升调）(包含it 做形式主语的情形it is。

课时：2课时教学对象：大学英语专业一年级学生教学目标：1. 让学生掌握英语国际音标的基本发音规则。

2. 提高学生英语发音的准确性和语调的自然性。

3. 培养学生良好的英语口语习惯，提高英语口语表达能力。

教学内容：1. 英语国际音标的基本发音规则2. 常用单词的发音示例3. 英语语调及重音的掌握教学步骤：一、导入1. 老师通过PPT展示一些英语国家的风景图片，引导学生思考：为什么英语发音很重要？2. 学生自由发言，老师总结：英语发音准确可以帮助我们更好地交流，提高口语表达能力。

二、讲解英语国际音标的基本发音规则1. 老师讲解元音和辅音的发音方法，结合PPT上的音标图示进行说明。

2. 学生跟读，老师纠正发音。

三、常用单词的发音示例1. 老师选取一些常用单词，如：good, bad, happy, sad等，讲解其发音。

2. 学生跟读，老师纠正发音。

四、英语语调及重音的掌握1. 老师讲解英语语调的规律，结合PPT上的示例进行说明。

2. 学生跟读，老师纠正发音和语调。

五、课堂练习1. 老师出示一些单词，让学生分组练习发音和语调。

2. 每组选派代表上台展示，老师点评。

六、总结与反思1. 老师总结本节课的学习内容，强调发音和语调的重要性。

2. 学生谈谈自己的学习体会，老师进行点评。

教学评价：1. 课堂参与度：观察学生在课堂上的发言和练习情况。

2. 发音准确度：通过学生跟读和展示，评价学生的发音准确度。

3. 语调自然性：通过学生跟读和展示，评价学生的语调自然性。

教学反思：1. 教师应根据学生的实际情况，调整教学进度和内容。

2. 注重学生的发音和语调训练，提高学生的英语口语表达能力。

3. 鼓励学生积极参与课堂练习，培养学生的团队协作能力。