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nforEnglishPronunciation《英语语音》教学教案Unit1 BasicConcepts:Syllables,Stress&RhythmUnit2 Consonants:StopsUnit Consonants:FricativesandUnit4 Consonants:Nasals,Approximants&Li Unit5 Vowels:FrontVowels&CentralVowelsUnit Vowels:BackUnit Vowels: StressedSyllables&UnstressedUnit9 StressedWords&UnstressedWordsinaSentenceUnit10 StrongFormsandWeakFormsUnit Unit12 RhythmofEnglishSpeechUnit13 TypesofIntonationinEnglishUnit14 IntonationUnitsofEnglishUnit Functions&UsesofEnglishUnit1LessonnBasicConceptsSyllablesStress&Rhythm Classes1,2&3,Grade ThestudentswilllearnsomebasicconceptsinEnglishpronunciation.Wearegoingtolearnsomethingaboutsyllables,stressandrhythminEnglish.Atthesametime,theywilllearntosaygreetingsandfarewellwithappropriatepronunciationandintonationinEnglish.Objectives:StudentswillbeabletoDefine-intheirownwordsadefinitionfor“syllable”and“stressedsyllable”,thenadefinitionfor“rhythm”and“rhythmicpattern”;Compare–basedontheunderstandingofthebasicconcept,comparethedegreesofstressanddifferentrhythmicpatterns;Practice–imitatethetypicalstresspatternsandrhythmicpatternsinTextbook:Wang,Guizhen,AnEnglishPronunciationCourse,HigherEducationPress,Beijing,2000;Handouts:illustrationofstresspatternsandrhythmicRecordingsofnativeActivitiesandBeginbyaskingtheclasstofindouthowmuchthestudentsknowaboutstresspatternsandrhythmicpattersinEnglish,makesurethatitservesthepurposeofstimulatingthestudentstothinkabouttheissueandhavethedesiretofindouttheanswersthemselves.DisyexamplesbyyingtherecordingofthenativespeakersshowingthetypicalstresspattersandrhythmicpatternsinEnglish.AskthestudentstolistentothetapestomarkoutthestressedsyllablesinAskthestudentstolistentothetapestomarkoutthestressedwordsinHavethestudentsimitatethestresspatternsandrhythmicpatternstoexperiencetherhythminspeech.Havethestudentssharewhattheyhavelearnedbyreadingoutthepracticematerialsinpairs.HavethestudentslistentotheconversationsrecordedbynativespeakersofEnglishandtrytogettherhythmicpatternsintheirspeech.Havethestudentspracticetheguidedconversation.AskthemtopayattentiontothestresstherhythminHighlightthelanguagefunctionintheconversationintheHaveseveralpairsofthestudentspresenttheirconversationintheCommentonthestudents’performancebyhighlightingtheachievementofthestudentsandtheeffortstheyneedfortheimprovement.Askthestudentstodomorepracticeafterclassandgetreadyforpresentationduringthenext附:要点、重点和难UnitBasicConcepts:Syllables,Stress&Inthisunit,wearegoingtolearnsomebasicconceptsinEnglishpronunciation.Wearegoingtolearnsomethingaboutsyllables,stressandrhythminEnglish.Atthesametime,wearegoingtolearntosaygreetingsandfarewellwithappropriatepronunciationandintonationinEnglish.Firstofall,let’slookatthesyllableinEnglish.Pleaselistentothefollowingword:driveway. lme,howmanysyllablesthereareinthisword?Right.Therearetwo.Pleaselistentothefollowingsentence:Drivehimaway.lme,howmanysyllablesthereareinthissentence?Right.ThereareSo.WhatisaAsyllableisawordpartandthebasicunitofEnglishrhythm.Englishwordscanhaveone,two,threeorevenmoresyllables.Intheword‘driveway’,therearetwosyllables.Inthesentence‘Drivehimaway’,therearefour.WhatisastressedInEnglishwordswithmorethanonesyllable,oneofthemwillreceivemorestressthantheothers.Stressedsyllablesarethosethataremarkedinthedictionaryasstressed.Forexample,intheword‘driveway’,thefirstsyllableisastressedsyllablewhilethesecondsyllableisnot.StressedsyllablesinEnglishareusuallylonger,louder,andhigherinpitch.Listentothefollowingexample: Syllable1 Syllable2 Theword"banana"has3syllables.Syllable1isnotstressedandsoisshort.Syllable2isstressedandsoislongwithaclearvowelsound.Syllable3isnotstressedandsoisalsoshort.HereisashortsummaryaboutthestressedandunstressedStressedsyllablesarestrongsyllables.Unstressedsyllablesareweaksyllables.Stressedsyllables:arehaveapitchhavefullvowelUnstressedareoftenhaveareducedvowelNowlet’slookattherhythminWeallknowthatcorrectpronunciationoftheindividualEnglishsoundsisimportantincommunication.Thewaythesoundsareorganized,however,isoftenmorecrucialforunderstanding.TherhythmofEnglish,forexample,isoneofthetwomajororganizingstructuresthatnativespeakersrelyontoprocessspeech.WhatisRhythmcanbefoundeverywhereinlife:thesoundofaclock,thebeatingoftheheart,thestrokesofaswimmer,andofcourseinpoetryandmusic.Butrhythminlanguageislessfamiliarbecauseitislessobvious.Therhythmofalanguageischaracterizedbythetimingpatternofsuccessivesyllables.Insomelanguages,everysyllableisgivenaboutthesamelength,whileinothers,syllablesvaryinlength.InEnglish,strongbeatsarecalledstress--theheartoftherhythmicpattern.1单元基本概念：音节、重本单元将向大家介绍英语语音语调的基本概念,主要介绍英语语音的音节、可以有一个、两个三个或的音节。就像我们刚看到的单词driveway有两个音节,Drivehimaway有四个音节。同时，音节又是英语发音节奏的最基本driveway的第重读音节:非重读音节:1.延续时间较短2.元音发音弱化如果我要片面包加一杯牛这里含9个音节，所需的时间就是9个时段。英语的话语节奏则显不同的趋势。例如，在“breadandmilk”短语中，音节数是三个，其中“bread”与“milk”是重读音节。在“somebreadandsomemilk”这一短语中，音节数是5个，其中重读的也是“breadmilk。虽然流利程度和自然程度以及英语理解快速的能力至关重要。Unit2LessonnConsonants:(教案：附要点、重点和难点 Classes1,2&3,Grade ThestudentswilllearnthestopconsonantsinObjectives:StudentswillbeabletoDefine-intheirownwordsadefinitionforCompare–basedontheunderstandingofthebasicconcept,comparestopsandotherconsonants;Practice–imitatethesoundsanddoTextbook:Wang,Guizhen,AnEnglishPronunciationCourse,HigherEducationPress,Beijing,2000;Handouts:illustrationofthephonemesinRecordingsofnativeActivitiesandStimulating:Beginbyaskingtheclasstofindouthowmuchthestudentsknowaboutwhattheyarerequiredtolearn.MakesurethatitservesthepurposeofstimulatingthestudentstothinkabouttheissueandhavethedesiretofindouttheanswersDisyexamplesbyyingtherecordingofthenativespeakersshowingthetypicalpronunciationinEnglish.Askthestudentstolistentothetapestomakeagooddiscriminationofthesoundsinfocus.HavethestudentsimitatethesoundinHavethestudentssharewhattheyhavelearnedbyreadingoutthepracticematerialsinpairs.HavethestudentslistentotheconversationsrecordedbynativespeakersofEnglishandtrytogetthesoundsinfocuscorrectintheirpronunciation.Havethestudentspracticetheguidedconversation.Askthemtopayspecialattentiontothesoundsinfocusinspeech.HighlightthelanguagefunctionintheconversationintheHaveseveralpairsofthestudentspresenttheirconversationintheCommentonthestudents’performancebyhighlightingtheachievementofthestudentsandtheeffortstheyneedfortheimprovement.Askthestudentstodomorepracticeafterclassandgetreadyforpresentationduringthenext附:要点、重点和难

Unit2Inthisunit,wewilllearnthestopconsonantsinThestopconsonantsaremadebycompleystoptheairflowatsomepointinthemouthandthen,formostproductions,releasingitintothesoundthatfollows.TherearesixstopsinEnglish:/p/and/b/areformedbythelips,/t/and/d/aremadeonthegumridgebehindtheupperteeth,and/k/and/g/occuratthebackofthemouthwherethetonguemakesawealwiththesoftpalate./p/,/t/,/k/arevoicelessstopsastheyare paniedbyvibrationfromthelarynx,while/b/,/d/,/g/arethevoicedstops.ThesestopsareamongthemostfrequentsoundsinEnglishandhavefairlyconsistent/p/andYoupronouncethe/p/and/b/bystoptheairstreamwithyoulips,buildinguppressureandsuddenlyreleasingtheair.Theycanbeusedatthebeginning,middleandendofwords.Thefollowingaresomeoftheallophonicvariationsof/p/and/b/.AllophonicvariationsofAspiratedreleaseininitialwordandstressed[p-UnreleasedinwordfinaltopUnaspiratedreleaseinclusters,esp.afterLengthening,whenanarresting/p/isbyareleasingNasalrelease,beforeasyllabicStopAllophonicvariationsof[b-Unreleasedinwordfinallengthenedwhenanarresting/b/isbyareleasingNasalresonance,beforeasyllabicRob/t/andThe/t/soundisoneofthemostfrequentinEnglishandoccurinallthreepositionsatthewordlevel.Ithasmanyvariationsandisaveryinterestingandproductivesoundinthelanguage./d/isnotasfrequentinEnglishnordoesithavethenumberofvarietiesthat/t/has.Youpronouncethembyblockingtheairstreamwiththetongueanduppergumridge,buildingupairpressureandsuddenlyreleasingit.Thefollowingaresomeoftheallophonicvariationsof/t/and/d/:AllophonicvariationsofAspiratedreleaseinwordinitialandstressed[t-UnreleasedinwordfinalUnaspiratedreleaseinconsonantcluster,esp.withDentalizedbefore/Nasalrelease,beforeasyllabicFlapped,[Glottalstop,beforesyllabic[n]orLengthening,whenanarresting/t/isfollowedbyareleasing/t/let Affricationofinitialposition Allophonicvariationsof Dentalizedbeforean [d- Unreleasedinwordfinal lreleasewith Nasalrelease,beforeasyllabic bread'n[] Flapped,intervocalically Lengthening,whenanarresting/d/isfollowedbyareleasing sad Affricationofinitialposition /k/andYouproduce/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/:AllophonicvariationsofAspiratedreleaseinwordinitialandstressed[k-UnreleasedinwordfinalUnaspiratedreleaseinconsonantcluster,esp.withLengthening,whenanarresting/k/isbyareleasingtakeNasalrelease,beforeasyllabic[kl lreleasewith[c]orAssimilatedtoafront[Glottalstop,beforesyllabicRounded,beforearoundedAllophonicvariationsofUnreleasedinwordfinalpositionandsomeLengthening,whenanarresting/g/isbyareleasingbig lreleasebefore[gNasalrelease,beforeasyllabic []orAssimilatedtoafrontedRounded,beforearoundedPronunciationTheEnglishstopsdonotgenerallycauseaninligibilityproblemamongtheEFLlearnersbutsomelearnersmaydevoicefinalpositionvoicedstopssothattabmaybepronouncedastap,codeascoatand/li:g/as/li:k/.Lengtheningthevowelbeforethevoicedstopswillaidintheperceptionofavoicedfinalstop./i:/inneed,forexample,isusuallyalittlebitlongerthan/i:/inneatwhentheyareinsimilarphoneticcontexts.AnotherdifficultywiththeEFLlearnersisthepronunciationofthestopsinconsonantclusters.Drillthesoundsinallpositions,payingcloseattentiontothestrengthofproductionandthedegreeofvoicing.2单元辅音在这一单元，学习英语的音，也叫决阻碍，生音，因此叫音。英语的六个音中：/p/和/b/的发音部位/p/和 ，而只是延长发音的时间，如stop “鼻腔”，如Stophim；①当处于词尾时，不完全，如robthe③/b/在鼻音前时，不在口腔，而在鼻腔，如rob/t/和④当处于/“鼻腔”，如button； ，如Dadsaid 音，如④/d/在鼻音前时，不在口腔，而在鼻腔，如bread’n/k/和 “鼻腔”，如beacon;①当处于词尾时，不完全，如lag ，只是延长发音时间，如big 音，如④/g/在鼻音前时，不在口腔，而在鼻腔，如pigand发音难点解析一、音的学习，就发音部位来说，并不难掌握：英语的音与汉语的说来，英语的三对音的区别特征是清辅音和浊辅音；而区别汉语三对声母的特征则是送气音与非送气音。当英语的音位于词首时，清辅音的送气比汉语的对应音更为有力；浊辅音一般只有轻微的声带振动。当英语的音位于词尾时，可能非常地轻微，此时，帮助辨别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，在相似的语音环境中，need中的/i:/neat二、在学习中要注意的另一个问题是这三对音的音位变体。这些音位变体的主要形式我们已经接触过。例如，什么时侯音会失去：takethem；鼻腔音应怎么发：garden；旁流音应怎么发：people；在辅音连缀中，当/ptk/出现在/s/speak,sky,star。掌握了以上发音方法，我们就能正确地发好英语的Unit3LessonnConsonantsFricativesandAffricates Sept. Classes1,2&3,Grade Thestudentswilllearntheconsonants:“fricatives”and“affricates”inObjectives:StudentswillbeabletoDefine-intheirownwordsadefinitionfor“fricatives”andCompare–basedontheunderstandingofthebasicconcept,comparethemwithotherconsonants;Practice–imitatethesoundsanddoTextbook:Wang,Guizhen,AnEnglishPronunciationCourse,HigherEducationPress,Beijing,2000;Handouts:illustrationofthephonemesinRecordingsofnativeActivitiesandStimulating:Beginbyaskingtheclasstofindouthowmuchthestudentsknowaboutwhattheyarerequiredtolearn.MakesurethatitservesthepurposeofstimulatingthestudentstothinkabouttheissueandhavethedesiretofindouttheanswersDisyexamplesbyyingtherecordingofthenativespeakersshowingthetypicalpronunciationinEnglish.Askthestudentstolistentothetapestomakeagooddiscriminationofthesoundsinfocus.HavethestudentsimitatethesoundinHavethestudentssharewhattheyhavelearnedbyreadingoutthepracticematerialsinpairs.HavethestudentslistentotheconversationsrecordedbynativespeakersofEnglishandtrytogetthesoundsinfocuscorrectintheirpronunciation.Havethestudentspracticetheguidedconversation.Askthemtopayspecialattentiontothesoundsinfocusinspeech.HighlightthelanguagefunctionintheconversationintheHaveseveralpairsofthestudentspresenttheirconversationintheCommentonthestudents’performancebyhighlightingtheachievementofthestudentsandtheeffortstheyneedfortheimprovement.Askthestudentstodomorepracticeafterclassandgetreadyforpresentationduringthenext附:要点、重点和难

Unit(要点、重点和难点Consonants:FricativesandThisisUnit3.Inthisunit,wearegoingtolearntwogroupsofconsonants:fricativesandaffricates.Atthesametime,wearegoingtolearnhowtodescribeanobjectandtolearnhowtotalkaboutone’sjobwithappropriatepronunciationandintonationinEnglish.WhatdoyouknowaboutfricativesandaffricatesinWell,ifthestopscompleyblocktheairstreamforatimeinthepronunciation,thefricativesonlypartiallyblockit,thuscausingthefriction-likenoisecharacteristicofthesesounds.Thereareninefricativeconsonants,formingthelargestsetofconsonantsinEnglish./f/and/f/and/v/arelabio-dentalsounds./f/isvoicelessand/v/isvoiced.Theyarefricativesoundsthatyouproducebyforcingthebreathstreambetweenyouupperteethandlowerlip.Theycanbeusedatthebeginning,middleandendofwords./f/isnotaproblemsoundformostofthestudentsbut/v/maysometimescauseproblems.Itmaysubstituteforanotherbilabialsuchas/w/,orabilabial/b/maybesubstitutedfor/v/.Thereisalsoatendencytodevoice/v/,especiallyattheendsof/θ/and/θ/and/t/areinterdentalsounds.Theyarefricativesthatyouproducebysqueezingthebreathstreambetweenyourtongueandteeth./θ/isvoicelessand/t/isvoiced.Thesesoundstendtoappearrelativelylateinthespeechofchildrenandcauseconsiderablestressforbothnativeandnon-nativespeakersofEnglish.AlthoughthespellingseemstobehighlyconsistentinEnglish,thefactisthatthe"th"combinationisusedfor/θ/and/t/.Theycanbeusedatthebeginning,middleandendofTheproblemwith/θ/aremanyandvaried.Adentalized[t]occurswhenthereisinsufficientbreathsupport.Witha/f/or/s/substitution,theproblemisnotwithairflowbutwithcement.Thissoundwillrequireconsiderableefforttostabilizeinallcontexts.Theproblemwith/t/isquitesimilar.Withinsufficientairflow,a[d]willoccur.cementdifficultiesresultina/v/or/z/substitution.DevoicingmayalsobeacommonproblemsinceEnglishorthographyusestheletters"th"forboth/θ/and/t/.Thefollowingstepsareusefulinthepronunciationdrillforthesetwoconsonants:Lookinamirrorandsaythe[θ]Makesureyoucanseetheedgeofyourtongueprotrudingbetweenyourteeth.Say[θ]again.Saythe[θ]soundoverandoveragain.Don'tmoveyourtonguebetweenTrythe[θ][θ][θ][θ][θ][θ][θ][θ][θ][θ][θ][θ]Thesamemethodcanbeappliedtothepracticeof[t]/s/and/s/and/z/arealveolarsounds.Theyarefricativesthatyouproducebyforcingairbetweenyourtongueandtheupperorlowerfrontteeth./s/isvoicelessand/z/is/s/isoneofthemostusefulsoundsinEnglishbecauseithasanimportantgrticalfunctioninformingpossessives(Kate's),third singular,presenttenseverbs(sits),andplurals(seats).Although/z/isnotasfrequentinEnglishspeechas/s/,itperformssimilargrticalfunctionsinmarkingpossessive(Susan's),third presenttenseverbs(runs),andplurals(dogs).Both/s/and/z/havebeenrankedasthemosttroublesomesoundsinEnglish,butitisrarelyaseriousproblemfortheEFLlearnersoncetheirgrticalrolesaremastered.Theycanbeusedatthebeginning,middleandendofwords.With/s/and/z/,themainproblemcomesfromtheomissions,whichmayresultfromgrticaldeficiencies(plural,possessive,andsoon)orfromafailuretopronouncetheendsofwords.Thedevoicingoffinalposition/z/maybehelpedbylengtheningtheprecedingvowel.Inthewordprize,forexample,manyspeakersofEnglishdevoicethefinal/z/butlengthenthediphthong./f/and/f/and/v/arelingua-palatalfricatives.Youproducethemverymuchlikethe/s/and/z/,exceptthetongueisfartherbackandthelipsarerounded./f/isvoiceless/v/isvoiced./f/isnotaparticularlycommonsoundinEnglishorthelanguagesoftheworld,butcanbelearnedquiteeasily./v/istheleastfrequentoftheconsonantsEnglishandisnotcommonintheworld'slanguage./f/canbeusedininitial,andfinalpositionsinwords,but/v/isnotfoundinword-initialpositioninEnglishWith/f/and/v/,liproundingisveryimportant.Forexample,youcanget/f/making/s/first,thenmovethetonguebodyalittlebackward,thensayitagainwithroundedlips./h/isavoicelessglottalfricative.Itissimplyastreamofairfromthedirectedthroughtheopenmouth.Itisnotfoundinword-finalpositioninEnglish/h/isnotgenerallyaproblemsound,butsomelearnersmayuseavoicelessvelarfricative,asasubstitution,whichsoundsmorelikea(h)inthepronunciationof喝(h)meaning"todrink"./tf/and/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.overallstrengthofproductionisimportantfor/tf/becauseweakeningleadstoasubstitution./dv/islesstensethan/tf/,butitisstillmadewithconsiderablestrength.Weakeningmayleadtoa[v]substitution.Liproundingwillhelptostabilizethe第3单元辅音:摩擦音和破擦音 如果说音是让气流成阻，那么摩擦音就是部分地阻塞气流，发音时气流摩擦音是英语辅音中数量最多的一类音，包括/f//v//θ//t//s//z//f//v//h//音和摩擦音组成。/t∫/是清辅音,/dv/是浊辅音。/f /v对于大多数中国学生来说，发好/f/不成问题，/v/则不然。有些人都把/v/发成双唇音w/或b。此外，人们的发音中还出现将v清音化的趋势，即用f代替/v/，特别是/v/在词尾的时候。/θ//θ//t/是齿间音。发音时，舌尖抵及上齿内侧，或置于上下齿之间，舌身发音部位出错便导致/f/或/s/出现。/t/也着同样的问题，如气流不足，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/θ/也⒈对着镜子，发⒉确信你能看到舌边缘蠕动在上、下齿间。再发一次/θ/…/θ/…/θ/…/θ/…/θ/…/θ/…/θ/…/θ/…/θ/… ,seatsSusan’s，/s/和/z/的问题源自省音。这是由语法成份残缺（如复数、所有格，或没有将/z/清音化。以单词prize为例，若将/z/发成/s/就成了price。//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/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，声门略为收门摩擦音。学习时要注意勿将h发成汉语普通话中的（h）音，因为（h）“害”(hai)与high。 /t∫/和/d3/是破擦音，发音部位与和/ai/相似，因此，可以在发//和/ai/的基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∫/Unit4LessonnNasals,Approximants&La Oct.8- Classes1,2&3,Grade Thestudentswilllearntheconsonants:Nasals,Approximants&La l(s)inObjectives:StudentswillbeabletoDefine-intheirownwordsadefinitionforNasals,Approximants&LaCompare–basedontheunderstandingofthebasicconcept,comparethemwithotherconsonants;Practice–imitatethesoundsanddoTextbook:Wang,Guizhen,AnEnglishPronunciationCourse,HigherEducationPress,Beijing,2000;Handouts:illustrationofthephonemesinRecordingsofnativeActivitiesandStimulating:Beginbyaskingtheclasstofindouthowmuchthestudentsknowaboutwhattheyarerequiredtolearn.MakesurethatitservesthepurposeofstimulatingthestudentstothinkabouttheissueandhavethedesiretofindouttheanswersDisyexamplesbyyingtherecordingofthenativespeakersshowingthetypicalpronunciationinEnglish.Askthestudentstolistentothetapestomakeagooddiscriminationofthesoundsinfocus.HavethestudentsimitatethesoundinHavethestudentssharewhattheyhavelearnedbyreadingoutthepracticematerialsinpairs.HavethestudentslistentotheconversationsrecordedbynativespeakersofEnglishandtrytogetthesoundsinfocuscorrectintheirpronunciation.Havethestudentspracticetheguidedconversation.Askthemtopayspecialattentiontothesoundsinfocusinspeech.HighlightthelanguagefunctionintheconversationintheHaveseveralpairsofthestudentspresenttheirconversationintheCommentonthestudents’performancebyhighlightingtheachievementofstudentsandtheeffortstheyneedfortheAskthestudentstodomorepracticeafterclassandgetreadyforpresentationduringthenextsession.附:要点、重点和难

UnitNasals,Approximants&LaInthisunit,wewilllearnNasals,approximantsandlal(s)inLikethestops,thenasalsareallmadebyclosingthevocaltractatsomepointinthemouth.Unlikethestopsoranyothersoundsinthelanguage,thereisanopeningintothenasalinthepronunciationsothatthesoundcanberesonatedthroughthenose.Thenasalconsonantsare/m/,/n/,and/ŋ/./w/,/r/,and/j/arecalledapproximantsbecauseitisanarticulationinwhichthearticulatorsapproacheachotherbutdonotgetsufficientlyclosetoeachothertoproducea"complete"consonantsuchasastop,nasalorfricative./l/iscalleda"lal"becauseduringitspronunciation,thepassageofairthroughthemouthdoesnotgointheusualwayalongthecentreofthetongue./m/,/n/&/m/and/n/aresimple,straight-forwardconsonants:the/m/occursatthefrontofthemouthandisgroupedwiththelabials,the/n/isproducedontheuppergumridgeandisalveolar.Theceofarticulationof/ŋ/isthesameasthatof/k/and/g/.Itismadewiththebackofthetonguetouchingthesoftpalate.Ifwecomparenasalswithstops,fricativesandaffricates,wewillfindthatthenasalspresentquiteadifferentpictureinthattheyhavesomevowel-likequalities:theycanbesyllabic.Both/m/and/n/canoccurininitial,medial,andfinalpositioninwords./ŋ/,however,neveroccursinword-initialposition.MostEFLlearnershavenoproblemswith/m/and/ŋ/.For/n/,however,itisnecessarytocheckfora/l/substitutionbecauseinsomedialects,[n]and[l]serve AllophonicvariationsofSyllabic:Lengthened,whenanarresting/m/isfollowedbyareleasing/m/: Thelabiodnetalnasal,whenfollowedby/f/:comfortAllophonicvariationsofDentalizedbeforealabiodental/f/or/v/:inviteVelarizedbefore/k/or/g/:thinkSyllabic:Lengthening,when/n/arrestsandreleasesadjoiningsyllables:tenAllophonicvariationsofThealveolar[n],whenfollowedbyanalveolar:takingtenSyllabic:lockandkey/w/and/w/and/j/aresimilarinseveralways.First,theyarecloselyrelatedtoasound:/j/issimilartothevowel/i:/and/w/isverymuchlikethevowel/u:/.Becauseofthis,theyarealsocalledsemivowels.Secondly,neither/j/or/w/willeveroccurinword-finalpositioninEnglish.Thirdly,theyarebothvoicedconsonants.Inpronunciation,for/j/thelipsarerelaxedandthetongueisinthehighfrontspace;for/w/thelipsareroundedandthetongueisinthehighbackspace.Thenthereisamovementawayfromthesepositionstowhateversoundwhichfollows.Themoremoderntermfor/j/and/w/isapproximant,whichisanarticulationinwhichthearticulatorsapproacheachotherbutdonotgetsufficientlyclosetoeachothertoproducea"complete"consonantsuchasaplosive,nasalorfricative./j/and/w/arenotproblemsoundsformostEFLlearnersexceptitisnecessarytoemphasizethefactthatthepronunciationof/w/requiresconsiderablelip/r/istheotherapproximantbesides/j/and/w/inEnglish.Theimportantthingaboutthearticulationof/r/isthatthetipofthetongueapproachesthealveolarareainapproximaythewayitwouldfora/t/or/d/,butneveractuallymakescontactwithanypartoftheroofofthemouth.Duringthepronunciation,thetongueisinfactusuallyslightlycurledbackwardswiththetipraised./r/isadifficultsoundformanyEFLlearners.Thedifficultiesmainlycomeintwoways.Someusethe(r)soundinPutonghua,suchas(rì)日,asasubstitution,whichsoundsmorelikeafricativethananapproximant.Thesubstitutionofaflap-r,whichsoundsmorelikea/l/than/r/,isalsocommonamongthelearners.Experienceshowthatitishelpfultostressthenecessityoftheslightlip-roundinginthepronunciationofthesound.Now,trytomakealong/r/soundandfeelthatnopartofthetongueisincontactwiththeroofofthemouthatanytime.AllophonicvariationsofDevoicedasinvoicelessclusters:treatTheone-tapflap/r/:veryTheretroflexed/r/:Theback/r/,beforeorafter/k/or/g/:crateThefactthatthe/l/phonemeistypicallyproducedwithpotentialairflowaroundoneorbothsidesofthetonguemakesituniqueamongEnglishspeechsounds.Itisalsohighlyvariableintermsofitsarticulation.Severalimportantvariationsexist.Inpronunciation,youproduceitbydropthesidesofthetongueandallowingairtoescapearoundthesides./l/isalsooneoftheEnglishspeechsoundsthatoftencausestroubleforlearners.Checkforthetypicalsubstitutionof/r/or/n/.Anotherimportantfact/l/isthedifferencebetweenthetwodistinctiveallophones:clear-landdark-AllophonicvariationsofSyllabic:"Clear-l",madewiththetongueintheclassicalfrontedposition:lease"Dark-l",(thetonguetipandbladeinthepostalveolarposition):callDevoicedinconsonantclusterswithvoicelessstops:yThepost-palatal,orvelar/l/:milk4辅音腔音、延续音和包括/m、n、/。/w/、/r/、/j/是延续音。发延续音时发音彼此接近，但无接触、无摩擦,亦不产生。l/m///m/和/n发音简单直接。m/是由双唇紧闭发出的音，发音时上下唇紧闭，//ŋ/的发音部位与音/k/和/g/相同，舌后部触及软腭，堵塞口腔通道，双唇大部分中国英语学习者发/m/和/n/都没有问题。我国某些方言中[n]和[l]是自由变异体，来自这些方言区的同学在学习中会有一些。分不清/n/与/l/主要的问题是将鼻腔音/n/与口腔音/l/了。只要严格按照两种不同的发音方法去处理，问题是不难解决的。以下是/m/、/n/与/ŋ/受语音而产生的/m/的音位变体：可自成音节，如something;位于前面的单词以/m/音结束而紧跟着的单词又以msomemore;后接f时发成唇齿鼻音，如comfort/n的音位变体:在唇齿音f/或/v前齿化，如invite;在/k或/g/音前软腭化，如think;自成音节，如button;位于前面的单词以/n/音结束而紧跟着的单词又以/n/音为首时延长发音时间，如tennames;/ŋ/的音位变体:后跟一个齿龈音时受同化而成为齿龈音,如takingten;自成音节，如lockandkey/w /jw和j在三个方面很相似。第一，他们的发音分别与元音u:和i:相似，/w/和/j/都不出现在英语单词的词尾。第三，他们是浊辅音。发/j/时双唇呈扁平状，舌向硬腭抬起，略高于元音/i:/，中间留有小缝隙形成不完全阻碍，气流从缝隙泄出时引起舌前硬腭间摩擦而成音。发/w/时呈发/u:/的，舌向软腭音如音、鼻音以及摩擦音不同的是，它兼具元音与辅音的特点。对于大部分的中国学生来说,发/w/和/j/并不，需要强调的是发/w/时/r//音。注意舌尖不可接触上齿龈，否则就发成了/t/和/d/的音。对于大部分的中国学生来说，发/r/时会出现两种问题。一些学生用汉语普比较”row”与”肉”r，听起来像是在发英语的l，而不是/r/,rowlow。记住发/r/时略有圆唇。/r/的音位变体:位于词首的/r/right;闪音rvery;在k或g后的rcrate/ll在英语语音中很特殊，发音时舌尖抵上齿龈，气流从一侧或两侧逸出。/l/tall,fill。此外，在学习l音时，还要注意它与r与nlight,nightright/l/的音位变体:舌伸向口腔最前部，形成“清晰”[l]，如,lease;舌尖与舌叶位于后齿龈处形成“模糊”[l]call;自成音节，如bottle;与清音形成辅音群时清音化，如y;在软腭音前舌位稍后移，如milk.Unit5Lessonn Oct.14- Classe