仁爱教材语音设计理念及训练策略

1、谈英语语音教学,杨晓钰 西南大学外国语学院,The role of pronunciation,1) Poor pronunciation may cause problems for the learning of other skills. 2) Bad intonation can lead to important misunderstanding. A: Would you please turn down the radio a little bit? B: Sorry. ( I dont want to.) B：Sorry? ( What did you say?),屠蓓（北京外

2、国语大学教授，中国语音界权威） Why is good pronunciation so important? If you want to communicate with people, you must understand and be understood. If you have a good pronunciation, you have confidence to communicate with native speakers. And if you have good pronunciation, just like girls have beautiful dresses

3、 and boys have well cut suits.,You give people very good impression. The first impression is very important and its often the last impression. And the more important, if you have good pronunciation, you have more opportunities, such as in a job interview. If you have good pronunciation, you can make

4、 more friends when you go to parties. People like to talk to you. Good pronunciation goes a long way.,教材教不完 Why？ 学生不能自主拼读单词 Why？ 缺乏目标设定，缺乏从不会到会过 程 足够的拼读练习 缺乏对学生语音学习困难的把握 What?,语音项目表,1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。语音教学应注重语义与语境、语调与语流相结合，不要一味追求单音的准确性。 2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

5、仿和实践的机会，帮助学生养成良好的发音习惯。 3英语有不同的口音，如：英国口音、美国口音等。教学中，应让学生在基本掌握一种口音的基础上，适当接触不同的口音，为他们发展交际能力打下基础。,1基本读音 （1）26个字母读音 （2）元音字母在单词中的基本读音 （3）常见的元音字母组合在重读音节中的读音 （4）常见的辅音字母组合在单词中的基本读音，如： th, sh, ch等 （5）辅音连缀的读音，如black, class, flag, glass, plane, sleep, bright, cry, sky, small, speak, star, street, splash, spring,

6、 screen, programme, quiet （6）成节音的读音，如table, people, uncle, single, middle, little, parcel, basin, cousin, often, seven,2重音 （1）单词重音 （2）句子重读 3意群的读音 （1）连读和失去爆破 （2）弱读与同化 4语调与节奏 （1）语调（升调，降调） （2）节奏,英语课程标准语音目标描述（二级）,知道错误的发音会影响交际； 知道字母名称的读音； 了解简单的拼读规律； 了解单词有重音； 语音清楚，语调自然。,英语课程标准语音目标描述（五级）,了解语音在语言学习中的意义； 了解英

7、语语音包括发音、重音、连读、语调、节奏等内容； 在日常生活会话中做到语音语调基本正确、自然、流畅； 根据重音和语调的变化理解和表达不同的意图和态度； 根据读音拼写单词和短语。,What are the common pronunciation problems?,Q: What are your students pronunciation problems? Pronunciation problems will vary greatly from one country to another. Common problems that are likely to occur:,1. Dif

8、ficult in pronouncing sounds which do not exist in the students own language, e.g. for many students, the sound in the and the vowel in bird.,Problems,I thought a thought. But the thought I thought wasnt the thought I thought I thought. If the thought I thought I thought had been the thought I thoug

9、ht, I wouldnt have thought so much. I wish to wish the wish you wish to wish, but if you wish the wish the witches wishes, I wont wish the wish you wish to wish.,2. Using the wrong sound 1) Use of simple vowels instead of diphthongs, e.g. /i:/ instead of /i/; Come here. 2) Confusion of similar sound

10、s, e.g./i:/ and /I/, or /b/ and /p/; sheep ship beach bitch 3) Use of the wrong sound six sex,Can you can a can as a canner can can a can? 你能像罐头工人一样装罐头吗？ How many cookies could a good cook cook if a good cook could cook cookies? A good cook could cook as many as cookies as a good cook whoc could coo

11、k cookies.,There is no need to light a night light on a light night like tonight, for a bright night light is just like a slight light.,3. Leaving sounds out The most frequent examples of this type involve simplifying consonant clusters or even deleting a word final consonant sound. clothes My name

12、is Shelley. 4. Difficult in pronouncing consonant clusters, e.g. /desks/, /klips/,5. Adding sounds Add schwa to break up the consonants in a difficult cluster. bring 6. Putting stress on the wrong syllable in a word content hospital inference 7. Tendency to give all syllables equal stress, and a fla

13、t intonation,8. Putting stress on the wrong word in a sentence To identify the element that is thought to be the newest and most important bit of information Whats your name? 9. Using the wrong intonation pattern Stand up. Sorry. Yes. 10. Combined problems,Project English 的语音设计,语音板块整体设计 注重自主学习能力的培养

14、A.整体设计，阶段侧重 根据课程标准对语音教学的要求，整体考虑初中阶段语音教学，能够较好地培养学生独立拼读单词的能力。,七年级：完成标准所要求的主要语音内容，如26个字母的学习；常见元音和辅音字母组合的拼读；辅音连缀和成音节的读音；语调和节奏；单词、词组和句子的重音；句子的连读。每个话题的Section A和C各有两项语音练习，注重知识的循环和练习的综合性。,八年级：加强单词、词组和句子重音的练习，特别是意群的读音，即连读和失去爆破以及弱读和同化的练习。每个Topic的Section B和复习单元各有1-2项语音训练。强调通过积极应用巩固所学语音知识。 九年级：语音的综合训练，特别是朗读。复习

15、单元各有1-2项语音综合训练。,B. 合理安排内容和呈现顺序 根据音素的使用频率和母语正迁移的原则选择和安排语音教学内容和呈现的顺序，让学生通过第一课的语音教学便能够进行单词的拼读，让学生能够逐渐形成听音写单词的能力。以七年级上册第一课为例：,C. 以标准为准则进行词汇选择 在语音练习的词汇选择上，尽可能选择标准1500-1600以内的词汇，并适当拓展，为学生以后的词汇学习打下一定的基础，降低了词汇学习难度。,D. 多种活动设计，训练拼读能力 在基本音素和单词呈现的基础上，通过各种活动加强拼读能力的训练，使学生在练习中获得自信，通过不断的实践掌握拼读规律和提高拼读能力，为最终成为自主的学习者打下坚实的基础。,宏观计划 第一学期学会单词的拼读（Aim） 第一个月，第二个月，第三个月的目标， .（Goals) 每一周，每一节课所需要达成的目标 （Objectives) （这一目标是一个动态的过程，需要根据学生情况作相应的调整）,1. 了解课标要求和语言学习规律，明白语音教学不只是音标教学； 2. 明确语音教学的重要性； 3. 了解母语中没有的音，以及重庆地方音的干扰； 4. 了解教材的语音设置规律和意图，结合学生实际，有效使用教材； 5. 明确语音各阶段目的，设计宏观计划； 6. 整合课文音标进行归类复习教学；,7