语音课教案英语语音课教学设计

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TeachingPlanforEnglishPronunciationPractice《英语语音》课程教学教案Unit1BasicConcepts:Syllables,Stress

[b]

[d]

[g];

摩擦音fricativeconsonants:

[s]

[f]

[θ]

[∫];

[z]

[v]

[ð]

[];

[h]

[r]

鼻音nasalconsonants:[m]

[n]

[ŋ];

舌边音（旁流音）lateralconsonants:[l];

半元音semi-vowels:

[j]

[w];

破擦音affricateconsonants:

[ts]

[t∫]

[dz]

[d]

[tr][dr].II.phoneticpractice发音练习

III．hardpointsexplaination

难点阐明：

[∫]：shy,show,sharp；

汉语拼音sh(施)→x(西)：先定好发“施”的翘舌动作，在上齿后部发出“西”音，然后去除“xi”的韵母。

[

]：pleasure,usual

汉语拼音r(日)→y(衣）[t∫]：change,teach

汉语拼音ch(吃)→q（七）；

[d

]：charge,danger

汉语拼音zh(智)→j(机)IV.Englishtonguetwisterpractice英语绕口令练习：

1.Shesellstheshellsatthesea-shore,andtheshellsshesellsaresea-shells,I’msure.’Causeshesellstheshellsonthesea-shore,theshellsshesellsaresea-shellsforsure.2.PeterPiperpickedapackofpickledpeppers.

IfPeterPiperpickedapackofpickledpeppers,

howmanypickledpeppersdidPeterPiperpick?VI.interestingnumbersreciltingpractice

趣味数字背诵练习：用“流水诵记法”背诵一百位圆周率小数

目的：通过这一练习，使学生体验语音节律和联想对记忆的强化和整合作用，使较长的记忆单元变为一个有机的整体，纯熟后可达成一气呵成的成果。一口气背完一百位圆周率小数最快仅7秒。

π=3.1415926

535897932

834626433

38297502884

19716939

9375105

8209749

445923078

1640628

6208998

6280348

253421170679…

英语音标教学中非拉丁字母的符号如何输入？方法一、插入字符。在word中，不同字体的字符容量是不同的，MicrosoftRereranceSansSerif等字体包含了非拉丁字母的其他国际音标符号。输入方法如下：使用“插入”→“符号”→“字体”选择：

1、MicrosoftRereranceSansSerif:[ˊ‚∶æεəʌɔϑð∫ʒŋαʧdʒ]2、“MsGothic”：

[ʹ͵:æɛәʌɔӨðʃӡŋɑʧʤ]3、“MsMincho”：

[´͵:ӕɛəʌɔѲðʃӡŋɑʧʤ]4、“LucidaSansUnicode”：[`

͵

ː

æ

ɛ

ǝ

ʌ

ɔ

θ

ð

ʃ

ʒ

ŋ

ɑ

ʧ

ʤ]方法二：利用在线服务输入，复制并粘贴到word上。网址：

1、/2、http://.e-lang.co.uk/mackichan/call/pronus/type.html方法三：利用网络上的英语音标在线学习网页。网址：

1、http://..hk/dict/phonetic/home.html2、http://./how/pronunc-soundsipa.htm方法四：利用网络在线词典，查出单词的注音，复制并粘贴到word上。在线词典:GigaMedia,Taiwan在线英汉词典：.tw/Yahoo奇摩线上英汉字典：/韦氏大字典网络版

Merriam-WebsterOn-lineDictionaryhttp://./netdict.htm剑桥线上辞典CambridgeDictionariesOn-line

http://./netdict.htm方法五：将这些音标复制下来，保存为一个特意的文档，要用时就复制过去。

[æ]

[ә][Λ

][

]

[ɑ:

][εә

]

[θ]

[ð]

[∫]

[]]

[ŋ]

音位标记（中括号）：[

]

长音符号：[ː]

重音符号：[ˊ]

次重音符号：[,]元音：[æ]

[ə]

[ʌ]

[εə]

[ɔ]

[αː]辅音：[ϑ]

[ð]

[∫]

[ʒ]

[ŋ]说明:网页上展现的方框"ʒ”,

说明该网页的显示字体库中没有相应字符,无法正常显示.Unit1LessonPlanBasicConcepts:Syllables,Stress2.Compare–basedontheunderstandingofthebasicconcept,comparethedegreesofstressanddifferentrhythmicpatterns;3.Practice–imitatethetypicalstresspatternsandrhythmicpatternsinEnglish.Resources/Materials:1.Textbook:Wang,Guizhen,AnEnglishPronunciationCourse,HigherEducationPress,Beijing,2000;2.Handouts:illustrationofstresspatternsandrhythmicpattern;3.RecordingsofnativespeakersActivitiesandProcedures:1.BeginbyaskingtheclasstofindouthowmuchthestudentsknowaboutstresspatternsandrhythmicpattersinEnglish,makesurethatitservesthepurposeofstimulatingthestudentstothinkabouttheissueandhavethedesiretofindouttheanswersthemselves.2.DisplayexamplesbyplayingtherecordingofthenativespeakersshowingthetypicalstresspattersandrhythmicpatternsinEnglish.3.Askthestudentstolistentothetapestomarkoutthestressedsyllablesinwords.4.Askthestudentstolistentothetapestomarkoutthestressedwordsinsentences.5.Havethestudentsimitatethestresspatternsandrhythmicpatternstoexperiencetherhythminspeech.6.Havethestudentssharewhattheyhavelearnedbyreadingoutthepracticematerialsinpairs.7.HavethestudentslistentotheconversationsrecordedbynativespeakersofEnglishandtrytogettherhythmicpatternsintheirspeech.8.Havethestudentspracticetheguidedconversation.Askthemtopayspecialattentiontothestresstherhythminspeech.9.Highlightthelanguagefunctionintheconversationinthepractice.10.Haveseveralpairsofthestudentspresenttheirconversationintheclass.11.Commentonthestudents’performancebyhighlightingtheachievementofthestudentsandtheeffortstheyneedfortheimprovement.12.Askthestudentstodomorepracticeafterclassandgetreadyforpresentationduringthenextsession.附:要点、重点和难点Unit1BasicConcepts:Syllables,Stress2.Compare–basedontheunderstandingofthebasicconcept,comparestopsandotherconsonants;3.Practice–imitatethesoundsanddopractice.Resources/Materials:1.Textbook:Wang,Guizhen,AnEnglishPronunciationCourse,HigherEducationPress,Beijing,2000;2.Handouts:illustrationofthephonemesinfocus;3.RecordingsofnativespeakersActivitiesandProcedures:1.Stimulating:Beginbyaskingtheclasstofindouthowmuchthestudentsknowaboutwhattheyarerequiredtolearn.Makesurethatitservesthepurposeofstimulatingthestudentstothinkabouttheissueandhavethedesiretofindouttheanswersthemselves.2.DisplayexamplesbyplayingtherecordingofthenativespeakersshowingthetypicalpronunciationinEnglish.3.Askthestudentstolistentothetapestomakeagooddiscriminationofthesoundsinfocus.4.Havethestudentsimitatethesoundinfocus.5.Havethestudentssharewhattheyhavelearnedbyreadingoutthepracticematerialsinpairs.6.HavethestudentslistentotheconversationsrecordedbynativespeakersofEnglishandtrytogetthesoundsinfocuscorrectintheirpronunciation.7.Havethestudentspracticetheguidedconversation.Askthemtopayspecialattentiontothesoundsinfocusinspeech.8.Highlightthelanguagefunctionintheconversationinthepractice.9.Haveseveralpairsofthestudentspresenttheirconversationintheclass.10.Commentonthestudents’performancebyhighlightingtheachievementofthestudentsandtheeffortstheyneedfortheimprovement.11.Askthestudentstodomorepracticeafterclassandgetreadyforpresentationduringthenextsession.附:要点、重点和难点Unit2Consonants:StopsInthisunit,wewilllearnthestopconsonantsinEnglish.Thestopconsonantsaremadebycompletelystoppingtheairflowatsomepointinthemouthandthen,formostproductions,releasingitintothesoundthatfollows.TherearesixstopsinEnglish:/p/and/b/areformedbythelips,/t/and/d/aremadeonthegumridgebehindtheupperteeth,and/k/and/g/occuratthebackofthemouthwherethetonguemakesawealwiththesoftpalate./p/,/t/,/k/arevoicelessstopsastheyarenotaccompaniedbyvibrationfromthelarynx,while/b/,/d/,/g/arethevoicedstops.ThesestopsareamongthemostfrequentsoundsinEnglishandhavefairlyconsistentspellings./p/and/b/Youpronouncethe/p/and/b/bystoppingtheairstreamwithyoulips,buildinguppressureandsuddenlyreleasingtheair.Theycanbeusedatthebeginning,middleandendofwords.Thefollowingaresomeoftheallophonicvariationsof/p/and/b/.Allophonicvariationsof/p/:AllophoneOccurrenceExample[pH]Aspiratedreleaseininitialwordandstressedpositionspoke[p-]Unreleasedinwordfinalpositiontopten[p]Unaspiratedreleaseinclusters,esp.after/s/spot[p:]Lengthening,whenanarresting/p/isfollowedbyareleasing/p/StopPete.[p(]Nasalrelease,beforeasyllabicnasalStophim.Allophonicvariationsof/b/:AllophoneOccurrenceExample[b-]Unreleasedinwordfinalpositionrob[b:]lengthenedwhenanarresting/b/isfollowedbyareleasing/b/RobBob.[b(]Nasalresonance,beforeasyllabicnasalRobhim./t/and/d/The/t/soundisoneofthemostfrequentinEnglishandoccurinallthreepositionsatthewordlevel.Ithasmanyvariationsandisaveryinterestingandproductivesoundinthelanguage./d/isnotasfrequentinEnglishnordoesithavethenumberofvarietiesthat/t/has.Youpronouncethembyblockingtheairstreamwiththetongueanduppergumridge,buildingupairpressureandsuddenlyreleasingit.Thefollowingaresomeoftheallophonicvariationsof/t/and/d/:Allophonicvariationsof/t/:AllophoneOccurrenceExample[tH]Aspiratedreleaseinwordinitialandstressedpositionstape[t-]Unreleasedinwordfinalpositioncoat[t]Unaspiratedreleaseinconsonantcluster,esp.with/s/stop[t0]Dentalizedbefore/P/eighth[t(]Nasalrelease,beforeasyllabicnasalbutton[R]Flapped,intervocalicallyletter[?]Glottalstop,beforesyllabic[n]or[l]button[t:]Lengthening,whenanarresting/t/isfollowedbyareleasing/t/letTim[tSr8]Affricationofinitialposition/tr/trainAllophonicvariationsof/d/:AllophoneOccurrenceExample[d9]Dentalizedbeforeaninterdentalwidth[d-]Unreleasedinwordfinalpositiondad[dél]Bilateralreleasewith/l/padlock[d(]Nasalrelease,beforeasyllabicnasalbread"nbutter[R]Flapped,intervocalicallyladder[d:]Lengthening,whenanarresting/d/isfollowedbyareleasing/d/sadDave[d3r]Affricationofinitialposition/dr/drain/k/and/g/Youproduce/k/and/g/byblockingthebreath-streamwiththebackofthetongueandsoftpalate,buildingupthepressure,andsuddenlyreleasingit.The"hard-c",asincat,andtheletter"k"accountformostofthespellingsof/k/,butthereisalsoasilent-kinwordssuchasknowandknight.Thespellingof/g/isconsistentinEnglish,althoughthereisasilentversioninwordssuchasgnashandgnat.Both/k/and/g/canoccuratthebeginning,middle,andendofwordsinEnglish.Thefollowingaresomeoftheallophonicvariationsof/k/and/g/:Allophonicvariationsof/k/:AllophoneOccurrenceExample[kH]Aspiratedreleaseinwordinitialandstressedpositionskeep[k-]Unreleasedinwordfinalpositiontake[k]Unaspiratedreleaseinconsonantcluster,esp.with/s/sky[k:]Lengthening,whenanarresting/k/isfollowedbyareleasing/k/takeKim[k(]Nasalrelease,beforeasyllabicnasalbeacon[kél]Bilateralreleasewith/l/clock[c]or[k]Assimilatedtoafrontsoundkeen[?]Glottalstop,beforesyllabic[n]bacon[k¤¤¤¤¤]Rounded,beforearoundedsoundquarterAllophonicvariationsof/g/:AllophoneOccurrenceExample[g-]Unreleasedinwordfinalpositionandsomeclustersflag[g:]Lengthening,whenanarresting/g/isfollowedbyareleasing/g/biggrapes[gél]Bilateralreleasebefore/l/glad[g(]Nasalrelease,beforeasyllabicnasalpigandgoat[ï]or[g]Assimilatedtoafrontedsoundgeese[g¤¤¤¤¤]Rounded,beforearoundedsoundgoosePronunciationdifficultiesTheEnglishstopsdonotgenerallycauseanintelligibilityproblemamongtheChineseEFLlearnersbutsomelearnersmaydevoicefinalpositionvoicedstopssothattabmaybepronouncedastap,codeascoatand/li:g/as/li:k/.Lengtheningthevowelbeforethevoicedstopswillaidintheperceptionofavoicedfinalstop./i:/inneed,forexample,isusuallyalittlebitlongerthan/i:/inneatwhentheyareinsimilarphoneticcontexts.AnotherdifficultywiththeChineseEFLlearnersisthepronunciationofthestopsinconsonantclusters.Drillthesoundsinallpositions,payingcloseattentiontothestrengthofproductionandthedegreeofvoicing.第2单元

辅音

:塞音在这一单元，我们将学习英语的爆破音，也叫塞音。

英语的爆破音共有三对，发音方法是：使气流在口腔某处成阻，再让气流冲决阻碍，爆破生音，因此叫爆破音。英语的六个爆破音中：/p/和/b/的发音部位是双唇；

/t/和/d/的发音部位是舌尖和齿龈；

/k/和/g/发音时，那么是用舌后部触软腭形成阻塞而爆破生音。其中/p/，/t/和/k/是清辅音，由于发这三个音时声带无需振动。相反的，/b/，/d/和/g/在发音时，声带振动，是浊辅音。

/p/和/b/当你发/p/和/b/两音时，双唇合拢而形成阻塞，然后让气流冲决阻碍，爆破生音。这两个音可展现在词首、词中和词尾三个部位，/p/和/b/在不同的语音环境中有不同的变体：

/p/的音位变体①/p/在词首且在重读音节中时，是送气音如poke；

②当处于词尾时，可能失去爆破，如toptea；

③在/s/后形成辅音连缀时，/p/在发音时不送气，如spot；

④当两个/p/相邻时，无需产生两次爆破，而只是延长发音的时间，如stopPete；

⑤当/p/后紧跟着的是鼻音时，此时爆破不在口腔，而在鼻腔，就是我们通常说的“鼻腔爆破”，如Stophim；

/b/的音位变体：

①当处于词尾时，不完全爆破，如robtheman；

②当两个[b]相邻时，无需产生爆破，只是延长发音时间，如robBob；

③/b/在鼻音前时，爆破不在口腔，而在鼻腔，如robhim；

/t/和/d//t/和/d/是齿龈爆破音.发这两个音时，用舌尖抵齿龈成阻，让气流爆发而出。

/t/的音位变体①/t/在词首且在重读音节中时，是送气音如tape；

②当处于词尾时，可能失去爆破，如sitstill；

③在/s/后形成辅音连缀时，/t/在发音时不送气，如stop；

④当处于//之前时，呈齿音化发音，如eighth；

⑤当/t/后紧跟着的是鼻音时，此时爆破不在口腔，而在鼻腔，就是我们通常说的“鼻腔爆破”，如button；

⑥当处于两个元音之间时，/t/听起来近似闪音，如letter；

⑦当/t/位于成音节/n/或/l/前时，便成了声门爆破音，如little；

⑧当两个/t/相邻时，无需产生两次爆破，而只是延长发音的时间，如letTim;⑨当处于辅音组合/tr/中时，发音兼具爆破与摩擦的特征，如train；

/d/的音位变体：

①当处于齿间音（如/W//T/）之前时，呈齿音化发音，如width；

②当处于词尾时，不完全爆破，如Dadsaidso.③当与/l/组合时，成为舌侧爆破音，如padlook；

④/d/在鼻音前时，爆破不在口腔，而在鼻腔，如bread’nbutter;⑤当两个/b/相邻时，无需产生爆破，只是延长发音时间，如sadDave⑥当处于辅音组合/dr/之中时，发音兼具爆破和摩擦的特征，如drain。

/k/和/g/发/k/和/g/两音时，用舌根顶住软腭堵住气流的出路，然后舌根猛地离开软腭使气流爆发而出。/k/是清辅音，/g/是浊辅音。

/k/的音位变体①/k/位于词首，且在重读音节中时，是送气音，如keep；

②当处于词尾时，可能失去爆破，如takethree；

③在/s/后形成辅音连缀时，/k/在发音时不送气，如sky④当两个/k/相邻时，无需产生两次爆破，而只是延长发音的时间，如takeKim;⑤当/k/后紧跟着的是鼻音时，此时爆破不在口腔，而在鼻腔，就是我们通常说的“鼻腔爆破”，如beacon;⑥当与/l/音组合时，成为舌侧爆破音，如clock；

⑦后跟前元音时，/k/的发音部位前移，如keen；

⑧位于成音节/n/时，便成了声门爆破，如bacon；

⑨位于圆唇音之前时，发音时亦呈圆唇，如quarter./g/的音位变体①当处于词尾时，不完全爆破，如lagbehind;②当两个/g/相邻时，无需产生爆破，只是延长发音时间，如biggrapes③当与/l/组合时，与成为舌侧爆破音，如glad；

④/g/在鼻音前时，爆破不在口腔，而在鼻腔，如pigandgoat;⑤后跟前元音时，发音部位前移，如geese;⑥位于圆唇音之前时，发音时亦呈圆唇，如goose.发音难点解析中国学生在学习英语爆破音时要留神的问题主要有以下两点：

一、爆破音的学习，就发音部位来说，并不难掌管：英语的爆破音与汉语的声母（b，p，d，t，k，g）极为相近。所不同之处主要表达在发音方法上。总的说来，英语的三对爆破音的识别特征是清辅音和浊辅音；

而识别汉语三对声母的特征那么是送气音与非送气音。当英语的爆破音位于词首时，清辅音的送气比汉语的对应音更为有力；

浊辅音一般只有微弱的声带振动。当英语的爆破音位于词尾时，爆破可能分外地微弱，此时，扶助分辩清浊辅音的一个重要特征就是位于爆破音前的元音的长度。例如，在好像的语音环境中，need中的/i:/通常比neat中的/i:/稍长一些。另外，当浊辅音位于两个元音之间时，声带振动那么是务必的。

二、在学习中要留神的另一个问题是这三对爆破音的音位变体。这些音位变体的主要形式我们已经接触过。例如，什么时侯爆破音会失去爆破：takethem；

鼻腔爆破音应怎么发：garden；

旁流爆破音应怎么发：people；

在辅音连缀中，当/ptk/展现在/s/之后，“送气”会减弱，如speak,sky,star。

掌管了以上发音方法，我们就能正确地发好英语的爆破音了。Unit3LessonPlanConsonants:FricativesandAffricates(教案：附要点、重点和难点)Date:Sept.30Class:Classes1,22.Compare–basedontheunderstandingofthebasicconcept,comparethemwithotherconsonants;3.Practice–imitatethesoundsanddopractice.Resources/Materials:1.Textbook:Wang,Guizhen,AnEnglishPronunciationCourse,HigherEducationPress,Beijing,2000;2.Handouts:illustrationofthephonemesinfocus;3.RecordingsofnativespeakersActivitiesandProcedures:1.Stimulating:Beginbyaskingtheclasstofindouthowmuchthestudentsknowaboutwhattheyarerequiredtolearn.Makesurethatitservesthepurposeofstimulatingthestudentstothinkabouttheissueandhavethedesiretofindouttheanswersthemselves.2.DisplayexamplesbyplayingtherecordingofthenativespeakersshowingthetypicalpronunciationinEnglish.3.Askthestudentstolistentothetapestomakeagooddiscriminationofthesoundsinfocus.4.Havethestudentsimitatethesoundinfocus.5.Havethestudentssharewhattheyhavelearnedbyreadingoutthepracticematerialsinpairs.6.HavethestudentslistentotheconversationsrecordedbynativespeakersofEnglishandtrytogetthesoundsinfocuscorrectintheirpronunciation.7.Havethestudentspracticetheguidedconversation.Askthemtopayspecialattentiontothesoundsinfocusinspeech.6.Highlightthelanguagefunctionintheconversationinthepractice.7.Haveseveralpairsofthestudentspresenttheirconversationintheclass.8.Commentonthestudents’performancebyhighlightingtheachievementofthestudentsandtheeffortstheyneedfortheimprovement.9.Askthestudentstodomorepracticeafterclassandgetreadyforpresentationduringthenextsession.附:要点、重点和难点Unit3(要点、重点和难点)Consonants:FricativesandAffricatesThisisUnit3.Inthisunit,wearegoingtolearntwogroupsofconsonants:fricativesandaffricates.Atthesametime,wearegoingtolearnhowtodescribeanobjectandtolearnhowtotalkaboutone’sjobwithappropriatepronunciationandintonationinEnglish.IntroductionWhatdoyouknowaboutfricativesandaffricatesinEnglish?Well,ifthestopscompletelyblocktheairstreamforatimeinthepronunciation,thefricativesonlypartiallyblockit,thuscausingthefriction-likenoisecharacteristicofthesesounds.Thereareninefricativeconsonants,formingthelargestsetofconsonantsinEnglish./tF/and/dV/areaffricatesounds,whichyouproducebyblockingoffthebreath-streambetweenthetongueandgumridge,forastopandafricative.Thetermaffricatemeans"blend",inthiscase,consistingofastopandafricative./tF/and/dV/arethetwoEnglishaffricatesandtheydifferprimarilyintermsofvoicing./f/and/v//f/and/v/arelabio-dentalsounds./f/isvoicelessand/v/isvoiced.Theyarefricativesoundsthatyouproducebyforcingthebreathstreambetweenyouupperteethandlowerlip.Theycanbeusedatthebeginning,middleandendofwords./f/isnotaproblemsoundformostofthestudentsbut/v/maysometimescauseproblems.Itmaysubstituteforanotherbilabialsuchas/w/,orabilabial/b/maybesubstitutedfor/v/.Thereisalsoatendencytodevoice/v/,especiallyattheendsofwords./W/and/T//W/and/T/areinterdentalsounds.Theyarefricativesthatyouproducebysqueezingthebreathstreambetweenyourtongueandteeth./W/isvoicelessand/T/isvoiced.Thesesoundstendtoappearrelativelylateinthespeechofchildrenandcauseconsiderablestressforbothnativeandnon-nativespeakersofEnglish.AlthoughthespellingseemstobehighlyconsistentinEnglish,thefactisthatthe"th"combinationisusedforboth/W/and/T/.Theycanbeusedatthebeginning,middleandendofwords.Theproblemwith/W/aremanyandvaried.Adentalized[t]occurswhenthereisinsufficientbreathsupport.Witha/f/or/s/substitution,theproblemisnotwithairflowbutwithplacement.Thissoundwillrequireconsiderableefforttostabilizeinallcontexts.Theproblemwith/T/isquitesimilar.Withinsufficientairflow,adentalized[d]willoccur.Placementdifficultiesresultina/v/or/z/substitution.DevoicingmayalsobeacommonproblemsinceEnglishorthographyusestheletters"th"forboth/W/and/T/.Thefollowingstepsareusefulinthepronunciationdrillforthesetwoconsonants:1.Lookinamirrorandsaythe[W]sound.2.Makesureyoucanseetheedgeofyourtongueprotrudingbetweenyourteeth.Say[W]again.3.Saythe[W]soundoverandoveragain.Don"tmoveyourtonguebetweensounds.Trythefollowing:[W]…[W]…[W]…[W]…thin[W]…[W]…[W]…[W]…thanks[W]…[W]…[W]…[W]…thoughtThesamemethodcanbeappliedtothepracticeof[T]sound./s/and/z//s/and/z/arealveolarsounds.Theyarefricativesthatyouproducebyforcingairbetweenyourtongueandtheupperorlowerfrontteeth./s/isvoicelessand/z/isvoiced./s/isoneofthemostusefulsoundsinEnglishbecauseithasanimportantgrammaticalfunctioninformingpossessives(Kate"s),thirdpersonsingular,presenttenseverbs(sits),andplurals(seats).Although/z/isnotasfrequentinEnglishspeechas/s/,itperformssimilargrammaticalfunctionsinmarkingpossessive(Susan"s),thirdpersonsingular,presenttenseverbs(runs),andplurals(dogs).Both/s/and/z/havebeenrankedasthemosttroublesomesoundsinEnglish,butitisrarelyaseriousproblemfortheChineseEFLlearnersoncetheirgrammaticalrolesaremastered.Theycanbeusedatthebeginning,middleandendofwords.With/s/and/z/,themainproblemcomesfromtheomissions,whichmayresultfromgrammaticaldeficiencies(plural,possessive,andsoon)orfromafailuretopronouncetheendsofwords.Thedevoicingoffinalposition/z/maybehelpedbylengtheningtheprecedingvowel.Inthewordprize,forexample,manyspeakersofEnglishdevoicethefinal/z/butlengthenthediphthong./F/and/V//F/and/V/arelingua-palatalfricatives.Youproducethemverymuchlikethe/s/and/z/,exceptthetongueisfartherbackandthelipsarerounded./F/isvoicelessand/V/isvoiced./F/isnotaparticularlycommonsoundinEnglishorthelanguagesoftheworld,butcanbelearnedquiteeasily./V/istheleastfrequentoftheconsonantsinEnglishandisnotcommonintheworld"slanguage./F/canbeusedininitial,medial,andfinalpositionsinwords,but/V/isnotfoundinword-initialpositioninEnglishwords.With/F/and/V/,liproundingisveryimportant.Forexample,youcanget/F/bymaking/s/first,thenmovethetonguebodyalittlebackward,thensayitagainwithroundedlips./h//h/isavoicelessglottalfricative.Itissimplyastreamofairfromthelarynxdirectedthroughtheopenmouth.Itisnotfoundinword-finalpositioninEnglishwords./h/isnotgenerallyaproblemsound,butsomelearnersmayuseavoicelessvelarfricative[x],asasubstitution,whichsoundsmorelikeaChinese(h)inthepronunciationof喝(h)meaning"todrink"./tF/and/dV//tF/and/dV/areaffricatesounds,whichyouproducebyblockingoffthebreath-streambetweenthetongueandgumridge,forastopandafricative.Thetermaffricatemeans"blend",inthiscase,consistingofastopandafricative.The/tF/isablendcombinedof[t]and[F]:itstartsoutasa[t]stopandthenthetonguemovesintothepositionfor[F].The/dV/isablendof[d]and[V]:itstartsoutasa[d]andthenthetonguemovesintotheusualpositionfor[V].Both/tF/and/dV/canoccurininitial,medial,andfinalpositionsinwords./tF/and/dV/arefairlyeasytoperceiveatnormalconversationallevels.Theoverallstrengthofproductionisimportantfor/tF/becauseweakeningleadstoa[F]substitution./dV/islesstensethan/tF/,butitisstillmadewithconsiderablestrength.Weakeningmayleadtoa[V]substitution.Liproundingwillhelptostabilizethesound.第3单元

辅音

:摩擦音和破擦音本单元我们将学习两类辅音：摩擦音和破擦音。

假设说爆破音是让气流成阻，那么摩擦音就是片面地阻塞气流，发音时气流可以持续通过口腔形成缝隙的部位，伴随而来的是一种微弱的摩擦声。

摩擦音是英语辅音中数量最多的一类音，包括/f//v//W//T//s//z//F//V//h//tF//dV/./t∫/和/dV/是破擦音。发音时，舌尖抵住上齿龈后部，所产生的音既含/t/与/d/的爆破，又含/∫/与/V/的摩擦。“破擦音”这个词本身暗含“混合”之意，即由爆破音和摩擦音组成。/t∫/是清辅音,/dV/是浊辅音。

/f//v//f/和/v/是唇齿音。前者是清辅音，后者是浊辅音。发音时，上齿紧挨下唇，然后将气流向外挤出。

对于大多数中国学生来说，发好/f/不成问题，/v/那么不然。有些人都把/v/发成双唇音/w/或/b/。此外，人们的发音中还展现将/v/清音化的趋势，即用/f/代替/v/，更加是/v/在词尾的时候。

/W//T//W/和/T/是齿间音。发音时，舌尖抵及上齿内侧，或置于上下齿之间，舌身平放口中，气流从舌尖与上下齿之间形成的缝隙中挤出，摩擦生音。/W/是清辅音，/T/是浊辅音。

人们发/P/时，往往展现一些问题，例如，气流缺乏便导致齿化音/t/的展现；

发音部位出错便导致/f/或/s/展现。/T/也面临着同样的问题，如气流缺乏，便发出齿化音/d/；

发音部位有误，便发成/v/或/z/。由于字母组合th既能发成/W/也能发成/T/，人们就往往用/W/代替/T/。发音练习时可采取几个步骤：

⒈对着镜子，发/W/⒉确信你能看到舌边缘蠕动在上、下齿间。再发一次/W/⒊一遍一遍地念/W/，记住:不要移动舌头的位置。

试着做下面的发音训练：

/W/…/W/…/W/…thin/W/…/W/…/W/…thanks/W/…/W/…/W/…thought可以用同样的方法举行/T/的发音训练。

/s//z//s/和/z/是齿龈音。发音时，舌尖抵上齿龈，气流从舌前端与齿龈间挤出，产生磨擦。/s/是清辅音，/z/是浊辅音。/s/在英语中展现频率很高，由于它可以扶助构成全体格（如Kate‘s）,主语为第三人称单数的动词现在时（如takes）和名词复数（如seats）。/z/的使用率远不及/s/，但它在构成全体格（如Susan’s），主语为第三人称单数的动词的现在时（runs）和名词复数(dogs)时，也发挥了同样重要的语法功能。人们普遍认为/s/和/z/是英语中最令人头痛的音，然而对于我国学生来说，一旦掌管它们的语法作用，其他问题都迎刃而解了。

/s/和/z/的问题源自省音。这是由语法成份残缺（如复数、全体格），或没有将词尾的音发出等造成的。/z/在词尾时，人们有时只是拖长位于前面的元音同时将/z/清音化。以单词prize为例，若将/z/发成/s/就成了price。

/F//V//F/和/V/是腭龈摩擦音。发/F/和/V/时，舌头在口腔中的位置比发/s/与/z/时靠后，整个舌面举平抬向硬腭，双唇呈圆状。/F/是清辅音，/V/是浊辅音。

发/F/和/V/时，口形要呈圆状。例如，发/F/时，先摆好/s/的口形，然后舌身往后靠，接着双唇突成圆形并吐出/F/的音。

/h/发/h/音时，摩擦不发生在口腔中的任何部位，发音时口张开，声门略为收缩，气流通过声门时只有微弱的摩擦，就像人们长出一口气那样，因此人们管它叫声门摩擦音。学习时要留神勿将/h/发成汉语普遍话中的（h）音，由于（h）在发音时，舌根接近软腭，所产生的气流带明显的摩擦。请留神这两个音的识别：“害”(hai)与high。

/t∫//d3//t∫/和/d3/是破擦音，发音部位与/S/和/Z/好像，因此，可以在发/S/和/Z/的根基上来练习/t∫/和/d3/的发音。发音时先将舌尖和舌端接触齿龈，如发/t/、/d/一样，同时舌面前部向硬腭抬起，双唇稍为突出，发/F/和/V/，其结果便是破擦音/t∫/和/d3/.Unit4LessonPlanNasals,Approximants2.Compare–basedontheunderstandingofthebasicconcept,comparethemwithotherconsonants;3.Practice–imitatethesoundsanddopractice.Resources/Materials:1.Textbook:Wang,Guizhen,AnEnglishPronunciationCourse,HigherEducationPress,Beijing,2000;2.Handouts:illustrationofthephonemesinfocus;3.RecordingsofnativespeakersActivitiesandProcedures:1.Stimulating:Beginbyaskingtheclasstofindouthowmuchthestudentsknowaboutwhattheyarerequiredtolearn.Makesurethatitservesthepurposeofstimulatingthestudentstothinkabouttheissueandhavethedesiretofindouttheanswersthemselves.2.DisplayexamplesbyplayingtherecordingofthenativespeakersshowingthetypicalpronunciationinEnglish.3.Askthestudentstolistentothetapestomakeagooddiscriminationofthesoundsinfocus.4.Havethestudentsimitatethesoundinfocus.5.Havethestudentssharewhattheyhavelearnedbyreadingoutthepracticematerialsinpairs.6.HavethestudentslistentotheconversationsrecordedbynativespeakersofEnglishandtrytogetthesoundsinfocuscorrectintheirpronunciation.7.Havethestudentspracticetheguidedconversation.Askthemtopayspecialattentiontothesoundsinfocusinspeech.8.Highlightthelanguagefunctionintheconversationinthepractice.9.Haveseveralpairsofthestudentspresenttheirconversationintheclass.10.Commentonthestudents’performancebyhighlightingtheachievementofthestudentsandtheeffortstheyneedfortheimprovement.11.Askthestudentstodomorepracticeafterclassandgetreadyforpresentationduringthenextse