《英语语音》教案对应刘森编,上海外语教育出版社

英语语音教案对应刘森编,上海外语教育出版社 英语语音课程教案授课题目Section IIntroduction教学时数4学时授课类型理论课实践课教学目的、要求The studentswill learnsome basioncepts in English pronunciation.We aregoing to learn somethingabout purpose of the course,the definitionof standard English pronunciation,organs ofspeech,English consonantsand vowels.教学重点manipulate theorgan of the pronunciation教学难点overe wrongpronunciation of English vowels and consonants教学方法和手段1.Reflective studyand autonomouslearning2.Student-centered andtask-based teachingmethods3.Handouts:illustration of the phonemesin focus4.Recordings ofnative speakers参考书目1动感英语国际音标与语音语调，张卓宏等主编，清华大学出版社,高等教育出版社。 2大学一年级英语语音练习手册，张冠林，外语教学与研究出版社。 英语语音课程教案教学内容及过程教学内容与教学设计Main Contentsand TimeDistribution旁批1.purpose of the course;standard English pronunciation;organs ofspeech(1period)2.English consonantsand vowels(3periods)Teaching Procedures:1st period1.Warmingup A.T showsthe tableof26alphabets andgive Ss2minutes toread themclearly,then invitesone/two studentstry toread them.B.T evaluatesthe pronunciation of thosestudents.C.T invitesall of the studentsread themone byone.字母A aB bC cD dE eF fG gH hI iJ jK kL lM m名称eibi:si:di:i:efd?i:eit?aid?eikeielem字母N nO oP pQ qR rS sT tU uV vW wX xY yZ z名称enoupi:kju:?resti:ju:vi:d?blju:ekswaizi:2.Brief introductionabout pronunciation2The teacherintroduces somethingabout purpose of thecourse,standardEnglishpronunciation andorgans ofspeech.1.Purpose of thecourseQ:What doesgood pronunciationmean?Ss discussabout itand Tdoes theconclusion.2.Standard Englishpronunciation A.T showssome videoclips aboutEnglish aentsof peoplefrom differentcountries.B.Compared with the videoclips,T introducesthe standardEnglishpronunciation3.Organs ofspeech A.The organof pronunciation（PowerPoint）B.International PhoicAlphabet（IPA）Phoneme音素是具有区别词义作用的最小语音单位。 20vowelsand28consonants标准英国英语中共有44个音素，其中20个为元音音素，24个为辅音音素和音标（美音略有不同）2nd-4th periodEnglish consonants1.Display examplesby playingthe recordingof thenative speakersshowing thetypical pronunciationin English.32.Ask the students tolisten to the tapesto makea gooddiscrimination of the sounds in focus.3.Have the students imitatethe soundin focus.English consonants(24/28consonants)a.爆破音/p/,/b/,/t,/d/,/k/,/b.摩擦音/f/，/v/，/，/?/，/s/，/z/,/，/?/,/h/,/r/c.破擦音/t/，/d?/，/tr/，/dr/，/ts/，/dz/d.鼻音/m/,/n/,/?/e.旁流音（舌侧音）/l/f.半元音/w/,/j/English vowels1.Display examplesby playingthe recordingof thenative speakersshowing thetypical pronunciationin English.2.Ask the students tolisten to the tapesto makea gooddiscrimination of the sounds in focus.3.Have the students imitatethe soundin focus.English vowels(20vowels)(A)单元音（12个）a.前元音/i:/,/i/,/e/,/?/b.后元音/:/,/?/,/?:/,/u/,/u:/,/c.中元音/?:/,/?/(B)双元音（8个）a.合口双元音/ei/,/?u/,/ai/,/au/,/?i/4b.集中双元音/i?/,/?/,/u?/作业布置1.练习音标和字母的读音。 2.语音综合训练Abbreviation listenand readthe abbreviationsUN United States ICOInternational OlympicCommittee USAUnitedStatesof AmericanVOA Voiceof AmericanCCTV ClosedCircuit TelevisionBC beforeChrist a.m.ante meridianCD pactdisk ATMautomated tellermachine IDidentity cardWTO theword tradeorganization UKunited kingdomBTV Beijingtelevision BBCBritish BroadcastingCorporations A.D.anno dominip.m.post meridianmph milesper hourPC personalputer MAMaster ofArts DJdisc jockeyVIP veryimportant person课后小结5英语语音课程教案授课题目Section IIEnglish phonemes教学时数12学时授课类型理论课实践课教学目的、要求The studentswill learnEnglish vowelsand consonants.At the same time,they willlearn tosay greetingsand farewell,asking forthe timeand introductionswith appropriatepronunciation andintonation in English.教学重点Pronounce vowelsand consonantscorrectly教学难点Overe wrongpronunciationof English vowelsand consonants教学方法和手段1.Reflective studyand autonomouslearning2.Student-centered andtask-based teachingmethods3.Handouts:illustration of the phonemesin focus4.Recordings ofnative speakers参考书目1动感英语国际音标与语音语调，张卓宏等主编，清华大学出版社。 高等教育出版社。 2大学一年级英语语音练习手册，张冠林，外语教学与研究出版社。 6英语语音课程教案教学内容及过程教学内容与教学设计Main Contentsand TimeDistribution1.English vowels(2periods)2.English consonants(2periods)3.Consolidation onEnglish phonemes(2periods)4.实践环节(6periods)旁批Oral practice(saying hello)；Oral practice(saying goodbye)Oral practice(Asking forthe time)；Oral practice(Introductions)Oral practice(shopping)；Oral practice(Asking for a favour)Teaching Procedures:1st-2nd periodEnglish vowelsCompare with the followingvowels in pairs./i:/&/?/The/?/sound is made bylowering the tongue slightlyfrom thehigh-front positionfor/i:/.Besides,/i:/is amuch moretense soundthan/?/./e/&/?/?/is producedby shiftingthe bodyof the tongue forwardfrom itsrelaxed state,and loweringit fromthe positionfor/e/./:/&/?/7/:/and/?/are central vowels./?/is also called aschwa.It ismade similarlyto/:/,but withless tension./u:/and/?/To ensurecorrect pronunciation,it isimportant to make the following distinctionbetween/u:/and/?/:1./u:/is thehighest back vowel,so theraised part of the tongue for/u:/is higherthan thatfor/?/;2.The partof the tongue raisedfor/?/is notas backas thatfor/u:/;3./u:/has quitestrong liprounding whilethe lips are onlyslightly roundedfor/?/./?:/&/?/To ensurecorrect pronunciation,it isimportant to make the following distinctionbetween these two vowels:1./?/is a low vowelwhile/?:/is amid vowel,so the mouth is more openfor/?/,2./?:/has quitestrong liprounding whilethe lipsare onlyslightly roundedfor/?/./?:/&/?/The/?:/alowvowel,but notas backas otherback vowelsin English./?/ismorelike acentralvowelthan abackvowel./?/e?/?/?e?/are calledcentring diphthongsbecause theyall glide towards the?(schwa)vowel,as thesymbols indicate.8/e?/a?/?/e?/,/a?/and/?/the threediphthongs thatglide towards?./e?/begins with thesamevowel sound./a?/begins with an openvowel whichis betweenfront andback./?/a?/?a?/are thetwo diphthongsthat endwithaglidetowards?.This movementis nota largeone,again becausethe secondpartof the diphthongis weak.3rd-4th period实践环节Do someexercises;Oral practice(saying hello)；Oral practice(saying goodbye).5th-6th periodEnglish consonantsCompare withthefollowingthe stopconsonants in pairs./p/and/b/You pronouncethe/p/and/b/by stoppingthe airstream with youlips,building uppressure and suddenly releasingthe air./t/and/d/You pronounce/t/and/d/by blockingthe airstreamwiththetongue andupper gumridge,building upair pressureand suddenlyreleasing it.9/k/and/?/You produce/k/and/?/by blockingthe breath-streamwiththe back of thetongue andsoft palate,building upthe pressure,andsuddenlyreleasing it.Fricatives andAffricates/f/and/v/f/and/v/are labio-dental sounds./f/is voicelessand/v/is voiced.They arefricative soundsthat you produce by forcing the breath-stream betweenyou upperteeth andlower lip./?/and/?/The followingsteps areuseful in the pronunciationdrill forthesetwoconsonants:1.Look in a mirrorand saythe?sound.2.Make sureyou cansee theedge ofyour tongueprotruding betweenyour teeth.Say?again.3.Say the?sound overand overagain.Dont moveyour tonguebetween sounds.The samemethod canbe appliedto the practice of?sound./s/and/z/s/and/z/are alveolarsounds.They arefricatives thatyouproduce byforcingair betweenyour tongueand theupper orlower frontteeth./s/is voicelessand/z/is voiced./?/and/?/10/?/and/?/are lingua-palatal fricatives.You producethem verymuch likethe/s/and/z/,except thetongue isfarther backand thelipsarerounded./?/is voicelessand/?/is voiced./h/h/is avoiceless glottalfricative.It issimply astream ofair fromthe larynxdirected throughthe openmouth./t?/and/d?/t?/and/d?/are affricatesounds,which youproducebyblocking offthebreath-stream betweenthetongueand gumridge,forastop anda fricative.Compare withthefollowingthe Nasals,approximants andlateral(s)./m/,/n/&/?/m/ours at the frontof themouth andis groupedwiththelabials,the/n/is producedon theupper gumridge andis alveolar./?/ismadewiththebackofthetonguetouching thesoft palate./w/and/j/w/and/j/are closelyrelated toa vowelsound:/j/is similarto the vowel/i:/and/w/is verymuch likethevowel/u:/.Because ofthis,they arealsocalledsemivowels./r/During thepronunciation,thetongueis infact usuallyslightly curledbackwards withthe tipraised,but neveractually makescontact withany partoftheroof ofthemouth.11/l/The factthat the/l/phoneme istypically producedwith potentialair flowaround oneor bothsides ofthetonguemakes itunique amongEnglish speechsounds.It isalso highlyvariable interms ofits articulation.7th-8th period实践环节Do someexercises;Oral practice(Asking forthe time)；Oral practice(Introductions).9th-10th periodConsolidation onEnglish phonemes1.Have the students imitatethe soundin focus.2.Have the students sharewhat theyhave learnedby readingout the practice materialsin pairs.3.Have the students listen to theconversations recordedby native speakers of English andtry toget thesoundsin focus correctin theirpronunciation.4.Have the students practicethe guidedconversation.Ask themto pay special attention to thesoundsin focus in speech.11st-12nd period实践环节Do text-exercises;12Oral practice(shopping)；Oral practice(Asking fora favour).作业布置Ask the students todo morepractice afterclass andget readyfor presentationduring thenext section.课后小结13英语语音课程教案授课题目Section IIIWord Stressand SentenceStress,Linking Assimilation,Elision andContraction,Strong&Weak Forms教学时数12学时授课类型理论课实践课教学目的、要求1.Stressed Syllables&Unstressed Syllablesin English.2.Stressed Words&Unstressed Wordsin aSentence in English.3.Strong Formsand WeakForms in English.4.Linking in English.教学重点1.Stressed Words&Unstressed Wordsin aSentence in English.2.Strong Formsand WeakForms in English.教学难点Strong formsand weakforms.教学方法和手段1.Reflective studyand autonomouslearning2.Student-centered andtask-based teachingmethods3.Handouts:illustration ofthe phonemesin focus4.Recordings ofnative speakers参考书目1动感英语国际音标与语音语调，张卓宏等主编，清华大学出版社。 高等教育出版社。 2大学一年级英语语音练习手册，张冠林，外语教学与研究出版社。 14英语语音课程教案教学内容及过程教学内容与教学设计Main Contentsand TimeDistribution5.English vowels(2periods)6.English consonants(2periods)7.Consolidation onEnglish phonemes(2periods)8.实践环节(6periods)Oral practice(Talking about the weather)Oral practice(Asking forhelp)Oral practice(Asking theway)Oral practice(Warning)Oral practice(Talking aboutpast experience)Oral practice(meeting peopleat theairport)Oral practice(Talking abouthouses)Teaching Procedures:Part1Stressed Syllables&Unstressed Syllables旁批1.Stimulating:Begin byasking the class to find outhow muchthe studentsknow aboutwhat theyare requiredto learn.Make surethat itserves thepurpose ofstimulating the students tothink about the issue and have the desire to find out the answers themselves.2.Display examplesby playingthe recordingofthenative speakersshowing thetypical pronunciationin English.153.Ask the students tolisten to the tapesto makea gooddiscrimination ofthe stress in focus.4.Have the students imitatethe stresspatterns in focus.5.Have the students sharewhat theyhave learnedby readingout the practice materialsin pairs.6.Have the students listen to theconversations recordedby native speakers of English andtry toget the stress correctin theirpronunciation.7.Have the students practicethe guidedconversation.Ask themto payspecial attentionto the stress inspeech.8.Highlight thelanguage functionin theconversation in the practice.9.Have severalpairs ofthe studentspresent theirconversation in the class.10.Comment onthe studentsperformance byhighlighting theachievement ofthe studentsand theefforts theyneed forthe improvement.11.Ask the students todo morepractice afterclass andget readyfor presentationduring thenext session.Part2Stressed Words&Unstressed WordsinaSentence1.Stimulating:Begin byasking the class to find outhow muchthe studentsknow aboutwhat theyare requiredto learn.Make surethat itserves thepurpose ofstimulating the students tothink about the16issueand havethe desireto find out theanswers themselves.2.Display examplesby playingthe recordingofthenative speakersshowing thetypical pronunciationin English.3.Ask the students tolisten to the tapesto makea gooddiscrimination ofthe stress infocus.4.Have the students imitatethe stresspatterns infocus.5.Have the students sharewhat theyhave learnedby readingout the practice materialsin pairs.6.Have the students listen to theconversations recordedby native speakers of English andtry toget the stress correctin theirpronunciation.7.Have the students practicethe guidedconversation.Ask themto payspecial attentionto thestress inspeech.8.Highlight thelanguage functionin theconversation in the practice.9.Have severalpairs ofthe studentspresent theirconversation in the class.10.Comment onthe studentsperformance byhighlighting theachievement ofthe studentsand theefforts theyneed forthe improvement.11.Ask the students todo morepractice afterclass andget readyfor presentationduring thenext session.Part3strong formsand weakforms171.Stimulating:Begin byasking the class to find outhow muchthe studentsknow aboutwhat theyare requiredto learn.Make surethat itserves thepurpose ofstimulating thestudents tothink about the issueand havethe desireto find out theanswers themselves.2.Display examplesby playingthe recordingofthenative speakersshowing thetypical pronunciationinEnglish.3.Ask thestudents tolisten to the tapesto makea gooddiscrimination ofthestress infocus.4.Have thestudents imitatethestresspatterns infocus.5.Have thestudents sharewhat theyhave learnedby readingout the practice materialsin pairs.6.Have thestudents listen to theconversations recordedby native speakers ofEnglish andtry toget thestress correctin theirpronunciation.7.Have thestudents practicethe guidedconversation.Ask themto payspecial attentionto thestress inspeech.8.Highlight thelanguage functionin theconversation inthe practice.9.Have severalpairs ofthestudentspresent theirconversation inthe class.10.Comment onthestudentsperformance byhighlighting theachievement ofthestudentsand theefforts theyneed forthe improvement.1811.Ask thestudents todo morepractice afterclass andget readyfor presentationduring thenext session.Part4Linking1.Stimulating:Begin byasking the class to find outhow muchthestudentsknow aboutwhat theyare requiredto learn.Make surethat itserves thepurpose ofstimulating thestudents tothink about the issueand havethe desiretofind out theanswers themselves.2.Display examplesby playingthe recordingofthenative speakersshowing thetypical pronunciationinEnglish.3.Ask thestudents tolisten to the tapesto makea gooddiscrimination oflinking in connected speech.4.Have thestudents imitatethe linkingin utterances.5.Have thestudents sharewhat theyhave learnedby readingout thepractice materialsin pairs.6.Have thestudents listento theconversations recordedby native speakers ofEnglish andtry toget thelinking correctin theirpronunciation.7.Have thestudents practicethe guidedconversation.Ask themto payspecial attentionto thestress inspeech.8.Highlight thelanguage functionintheconversation inthepractice.9.Have severalpairs ofthestudentspresent theirconversation inthe class.1910.Comment onthestudentsperformance byhighlighting theachievement ofthestudentsand theefforts theyneed forthe improvement.11.Ask thestudents todo morepractice afterclass andget readyfor presentationduring thenext session.实践环节Oral practice(Talking about the weather)Oral practice(Asking forhelp)Oral practice(Asking theway)Oral practice(Warning)Oral practice(Talking aboutpast experience)Oral practice(meeting peopleattheairport)Oral practice(Talking abouthouses)作业布置Ask thestudents todo morepractice afterclass andget readyfor presentationduring thenext section.课后小结20英语语音课程教案授课题目Section IVRhythmic StructureofEnglish&Intonation教学时数12学时授课类型理论课实践课教学目的、要求1.Linking inEnglish2.Types ofIntonation inEnglish3.Intonation UnitsofEnglishinEnglish4.Use ofEnglish Intonation教学重点1.Types ofIntonation inEnglish2.Use ofEnglish Intonation.教学难点Use ofEnglish Intonation教学方法和手段1.Reflective studyand autonomouslearning2.Student-centered andtask-based teachingmethods3.Handouts:illustration ofthe phonemesinfocus4.Recordings ofnativespeakers参考书目1动感英语国际音标与语音语调，张卓宏等主编，清华大学出版社。 高等教育出版社。 2大学一年级英语语音练习手册，张冠林，外语教学与研究出版社。 21英语语音课程教案教学内容及过程教学内容与教学设计Teaching Procedures:Part1Rhythm ofEnglish Speech旁批1.Stimulating:Begin byasking theclass tofind outhow muchthestudentsknow aboutwhat theyare requiredto learn.Make surethat itserves thepurpose ofstimulating thestudents tothink about the issueand havethe desiretofindouttheanswers themselves.2.Display examplesby playingthe recordingofthenativespeakersshowing thetypical pronunciationinEnglish.3.Ask thestudents tolistento the tapesto makea gooddiscrimination ofrhythmic patternsin connectedspeech.4.Have thestudents imitatethe speechrhythm inutterances.5.Have thestudents sharewhat theyhave learnedby readingoutthepractice materialsin pairs.6.Have thestudents listentotheconversations recordedby nativespeakers ofEnglish andtry toget therhythm correctin theirpronunciation.7.Have thestudents practicethe guidedconversation.Ask themto payspecial attentiontothestressinspeech.8.Highlight thelanguage functionintheconversation inthepractice.229.Have severalpairs ofthestudentspresent theirconversation intheclass.10.Comment onthestudentsperformance byhighlighting theachievement ofthestudentsand theefforts theyneed forthe improvement.11.Ask thestudents todo morepractice afterclass andget readyfor presentationduring thenext session.Part2Types ofIntonation inEnglish1.Stimulating:Begin byasking theclass tofindouthow muchthestudentsknow aboutwhat theyare requiredto learn.Make surethat itserves thepurpose ofstimulating thestudents tothink aboutthe issueand havethe desiretofindouttheanswers themselves.2.Display examplesby playingthe recordingofthenativespeakersshowing thetypical pronunciationinEnglish.3.Ask thestudents tolistentothe tapesto makea gooddiscrimination ofrhythmic patternsin connectedspeech.4.Have thestudents imitatethe speechrhythm inutterances.5.Have thestudents sharewhat theyhave learnedby readingoutthepractice materialsin pairs.6.Have thestudents listentotheconversations recordedby nativespeakers ofEnglish