《英语语音》课程教学教案Unit 1Purｐｏse: Tｈe sｔudeｎｔs wiｌl ｌeaｒn some bａsic concｅｐｔs ｉｎ Ｅnｇlish ｐronunciatioｎ. We arｅ ｇoing to learｎ something aｂout sylｌａbｌeｓ, stresｓ and rhythｍ ｉn Enｇlish. At the samｅ tｉme, ｔｈey wilｌ leａrn to say greeｔingｓ and farewell wｉtｈ ａｐproｐrｉａte pｒonunciatｉon ａｎd ｉｎtｏnaｔｉon iｎ Enｇｌisｈ.Objectｉｖes: Ｓｔudｅnts wiｌｌ bｅ abｌｅ to : 1. Definｅ - ｉn thｅir oｗn worｄs a definition ｆor “sylｌable” and “ｓtreｓsｅd ｓyllａｂlｅ”， then a definiｔｉoｎ for “rhythm” and “rhｙthｍiｃ pａtｔern”；2. Ｃompａrｅ – baseｄ on ｔhｅ ｕｎｄersｔaｎding of ｔｈｅ bａsic cｏncept， coｍpare thｅ dｅgｒｅｅs oｆ stresｓ ａｎd dｉｆfｅrenｔ rhythmic pａtｔerns;3. Ｐractice – ｉmitａtｅ ｔｈe typiｃａl stress patterns and rhythｍiｃ paｔterns in Engｌish．Rｅsourceｓ/Maｔerials: 1. Handouts: iｌluｓtrａtiｏn of ｓtrｅss pａtteｒns aｎd ｒhythmic pattern；2. Recordinｇｓ of natｉve speakeｒsＡｃtiｖities and Proｃedures: 1. Begｉn by asｋinｇ tｈe claｓs ｔo find ouｔ how much tｈe stｕdeｎｔs know abouｔ sｔrｅss ｐａｔteｒnｓ aｎd rhyｔhｍic pattｅrs iｎ English, make sure that it ｓｅrveｓ thｅ ｐurｐosｅ of stimulａtiｎg tｈｅ sｔudｅnｔs tｏ ｔhiｎk aboｕt thｅ iｓｓuｅ and have tｈe ｄesire to find oｕt the answerｓ themselveｓ．2. Display ｅｘａmplｅｓ by plａying tｈｅ recordiｎg ｏf ｔhe nａtive speａkｅrs shｏwing ｔhe typicaｌ ｓtｒｅｓs pattｅｒs anｄ rｈythmic ｐaｔｔｅrｎs in English.3. Asｋ the sｔudeｎtｓ tｏ listen to thｅ tapｅs to mａrｋ ouｔ the sｔrｅsｓｅｄ sｙllabｌes ｉn wｏｒds.4. Ask the sｔudenｔｓ to ｌistｅｎ tｏ thｅ ｔａpes tｏ maｒｋ ｏut the streｓsｅｄ woｒds in sentencｅｓ.5. Ｈaｖe the studenｔs ｉｍｉｔaｔe ｔhe stress patterns and rhｙthｍic pａtterｎs to experｉencｅ the rhyｔhm iｎ speeｃh．6. Hａve the ｓtuｄentｓ shaｒe what ｔhｅy haｖe lｅaｒｎed by ｒeaｄing oｕt the prａｃｔiｃe matｅriaｌs ｉn ｐａiｒs.7. Hａve the students lｉstｅn to the cｏnveｒsations recｏrded ｂy natｉｖe speakeｒs oｆ Enｇlisｈ and ｔry tｏ ｇet thｅ rhｙthmiｃ pattｅrns iｎ thｅiｒ ｓpeｅcｈ．8. Hａｖe tｈe sｔｕdeｎtｓ practｉce the ｇｕｉded coｎversａtion. Ask them to ｐａｙ sｐecial attｅntｉon ｔｏ tｈe strｅss thｅ ｒｈyｔhm in ｓpeech. 9. Hiｇｈlight ｔhe ｌaｎguage functiｏn iｎ the convｅrsation ｉn the ｐrａｃticｅ.10. Ｈavｅ severaｌ pairs of tｈe ｓtudentｓ ｐｒesent their conveｒｓaｔion in tｈe cｌass.11. Commenｔ oｎ thｅ stｕｄｅｎts’ peｒformance by hｉghlightｉnｇ the achievｅmenｔ oｆ the studｅnｔs and ｔｈe effortｓ theｙ ｎeed fｏｒ the imｐｒoveｍent.12. Ａｓk ｔｈｅ sｔuｄenｔs to do mｏｒe pｒａctiｃｅ afteｒ ｃlass and get ready for presentａtion dｕｒing the next ｓeｓsion.附： 要点、重点和难点Unit 1Basｉｃ Concｅpts: Ｓｙllables, Sｔrｅsｓ ＆ RhythmＩn this uｎit, wｅ are gｏｉｎg to lｅarn ｓome basic cｏｎcepts ｉｎ Enｇlｉｓh ｐrｏｎuncｉation. Ｗe aｒｅ goinｇ tｏ learn something aboｕt ｓyllables, strｅｓs and rｈythm iｎ Ｅｎglish． Aｔ the same ｔｉmｅ, we aｒe ｇoinｇ to ｌearn ｔo ｓay ｇreetings and faｒｅwell ｗｉｔh approprｉate prｏnｕnciａtiｏn anｄ ｉｎｔonatｉｏn iｎ Eｎｇｌish.First ｏｆ ａll, lｅt’s look aｔ tｈe syllable ｉn Eｎｇlｉsｈ.Please liｓten to the ｆolｌowing wｏrd: ｄｒiveway.Now, tell mｅ, how mａｎy syllables theｒｅ are in this ｗｏrd? Right． Theｒｅ aｒe two.Ｐlease ｌisten to ｔhe fｏllｏｗｉng sｅnteｎce: Ｄrive ｈiｍ ａwaｙ．Tｅll ｍe, how ｍanｙ syllablｅs ｔhere ａｒｅ in ｔhis sｅnｔeｎce？ Right． Tｈｅrｅ aｒe ｆouｒ.IntroductiｏnSｏ. What ｉs a syllabｌe?A sｙllable iｓ a ｗord part ａnd the basic ｕnit of Enｇｌiｓｈ rhyｔhm. Engｌiｓh wordｓ can ｈａve oｎe， ｔwo, ｔhree or ｅｖｅn morｅ syｌlabｌes. Ｉn the word ‘dｒiveway’, ｔｈere are ｔｗo ｓyllａｂles. Ｉｎ tｈe ｓentence ‘Dｒｉｖe him aｗay’, tｈere ａre four． Whａｔ is a ｓtrｅssｅd syｌlａbｌe?In Ｅnglish wｏrds with ｍore tｈan ｏｎｅ ｓｙｌlablｅ, ｏne of them wｉｌｌ ｒeceｉvｅ more ｓtreｓs thaｎ tｈe oｔｈeｒs. Ｓtreｓsed ｓｙllabｌｅs are ｔｈose thaｔ are mａｒｋeｄ ｉｎ the dｉcｔionarｙ aｓ stresｓed. For exａmple, in the wｏrd ‘ｄriｖｅway’， the fiｒst sｙｌlａbｌｅ is ａ ｓtressed ｓyｌlａbｌe ｗhile the second ｓylｌable ｉs not． Sｔｒessｅd syllableｓ in Enｇlisｈ aｒe usuallｙ longeｒ, ｌouder, anｄ higher iｎ ｐitｃh.Listen tｏ ｔhe folｌowing exampｌe:ｂa NAAＡAﻩﻩnａﻩﻩﻩ Sｙllable 1ﻩSyｌlaｂlｅ ２ﻩ Sｙllabｌe 3ﻩﻩ (ｓｈort)ﻩﻩ （ｌoｎg)ﻩﻩ (sｈoｒｔ）Ｔhe word "ｂａnana＂ hａs ３ ｓyllａbles. Ｓｙｌｌａbｌｅ 1 ｉs nｏt stressｅｄ aｎd ｓo is ｓhorｔ． Sｙllaｂle 2 iｓ ｓtreｓｓｅd and so ｉｓ long with a cleaｒ vｏｗeｌ sound /B：/． Sｙllable ３ is nｏt sｔｒesseｄ and so ｉs aｌｓo shorｔ.Ｈerｅ is a short sｕmmaｒｙ abｏut the ｓtｒeｓｓed aｎd ｕnstressｅd ｓyllablｅs:ﻩStrｅssed ｓｙllablｅs ａrｅ sｔroｎｇ sｙllabｌｅｓ． Ｕnｓtrｅssed sylｌaｂｌes are ｗｅak syllａbleｓ. Stｒessｅd sylｌabｌｅs:- arｅ long- havｅ a piｔch cｈanｇｅ- ｈave ｆull ｖｏｗｅｌ soｕndｓ. Ｕnstreｓsｅd sｙlｌａｂles:- aｒe sｈorｔ- ｏfｔen havｅ ａ ｒeｄucｅd vowel sｏunｄ.Noｗ leｔ’s lｏok aｔ the ｒhyｔhm iｎ Ｅngｌish.We ａll ｋｎｏw thaｔ coｒreｃt proｎｕnciation oｆ ｔhe ｉndｉｖｉｄual Ｅｎglｉｓh soｕnds iｓ importaｎｔ iｎ coｍmｕｎｉｃａtioｎ． Tｈe way the sounds are ｏrganizｅd， ｈoｗｅver, is oｆteｎ more ｃruciａl for uｎdｅrsｔaｎdinｇ. Tｈe ｒｈythｍ ｏf Eｎglish, fｏr examplｅ, is oｎｅ ｏf the twｏ mａjor orｇａnｉｚｉｎg strｕctureｓ tｈaｔ nativｅ sｐeakers ｒely ｏｎ ｔｏ ｐrocｅｓs speech. Ｗhat ｉs rhyｔhｍ？Rhytｈm can be ｆounｄ ｅｖeｒyｗheｒe in liｆｅ: thｅ ｓｏunｄ of ａ clock, thｅ bｅaｔing of tｈe ｈeａrt， thｅ strｏkes of a sｗiｍmeｒ, and of cｏurse in ｐoｅtrｙ and muｓic． Buｔ rhyｔｈｍ in laｎguａgｅ is less familiar bｅcａuse it ｉs ｌess obviｏｕｓ． The ｒｈytｈm of ａ language is cｈaractｅｒizｅｄ by tｈe ｔimｉｎg ｐattｅrn ｏｆ sｕcｃeｓｓive sylｌablｅs. Ｉn sｏme laｎguages, every ｓyllable is gｉｖen about thｅ ｓamｅ ｌeｎgｔh, while in otｈers, syｌｌableｓ ｖａry in lｅngth. In Ｅnglｉsh, strong beats aｒｅ calｌｅｄ stresｓ -- the hｅａｒt ｏｆ the rｈythｍic paｔtern.第1单元ﻩ基本概念：音节、重音与节奏本单元将向人们简介英语语音语调的基本概念, 重要简介英语语音的音节、重音和节奏规律。
一方面，让我们先来看看英语的音节：单词driveｗay有两个音节句子Ｄrｉve ｈim aｗay有四个音节ﻩ何谓“音节”?音节是一种言语单位,常常比一种语音长,但比一种单词短一种英语单词可以有一种、两个三个或更多的音节就像我们刚看到的单词drivewａy有两个音节, 句子Ｄrive ｈim ａwａｙ有四个音节同步,音节又是英语发音节奏的最基本的单位何谓“重读音节”?如果一种英语单词中拥有两个或两个以上的音节,其中一种音节会比其周边的音节要响亮些重读音节一般在词典中有所标注例如，单词driｖeｗaｙ的第一种音节就是重读音节,而它的第二个音节就是非重读音节英语中的重读音节在发音过程中往往要比非重读音节要长某些，响亮某些,同步音调也稍高某些例如，“bａnanａ”一词有三个音节第一种音节是非重音，因此发音所需时间比较短第二个音节是重读，因此元音/B:/发的比较长，清晰响亮第三个音节同样属非重音，因此发音所需时间也很短可见，重读音节与非重读音节分别有如下特性:重读音节: ⒈声音响亮 ⒉延续时间较长 ⒊音调较高非重读音节: 1．延续时间较短 2.元音发音弱化英语话语节奏:学会发好每一种英语音素,是学好英语语音的基本，对的的发音在语言交流中非常重要。
然而，语音的组合方式对于听者的理解也起着至关重要的作用英语的话语节奏就是其中之一何谓“英语话语节奏”？节奏在我们的平常生活中无所不在:滴答转动的钟表声，砰砰不断的心脏跳动，游泳的划水节拍，优美诗句和音乐的韵律，这些都是节奏的体现话语节奏与前面我们所提到的平常生活中显而易见的节奏不同之处在于：语言中的话语节奏不是那么明显与绝对语言中的节奏特性是由一连串音节的长短来体现的有某些语言的话语特点是：每一种音节的音长呈大体相似的趋势，这种音节彼此距离大体相等的现象被称为“以音节定期”节奏汉语的话语节奏就有这样的倾向例如，当我说：“面包加牛奶”,这里含５个音节,所需的时间暂且定为5个时段如果我要说:“一片面包加一杯牛奶”,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“brｅad ａnｄ milk”短语中,音节数是三个,其中“bｒead”与“milk”是重读音节在“some bｒead and some ｍiｌk”这一短语中，音节数是５个,其中重读的也是“brｅａd”与“milk”虽然这两个短语的音节数不同,但是在话语中,它们所需的时间却是大体相似的，由于它们有一种共同点:重读音节数相似。
这种重读音节彼此距离相等的现象就是“以重音定期”节奏掌握这一英语话语的节奏规律对于提高我们英语口语的流利限度和自然限度以及英语听力理解迅速解码的能力至关重要正由于如此,我们将重音与节奏的学习放在中心与突出的位置，从第一单元的概念简介开始，贯穿整个语音课程学习的始终Unit 2Pｕrｐose: The sｔudents ｗiｌl learｎ ｔhｅ stoｐ consoｎaｎｔs ｉn Eｎｇlisｈ.Objectiveｓ: Stuｄentｓ wiｌｌ be able to : 1． Ｄefinｅ - in theｉr oｗn worｄs a ｄeｆｉniｔｉon foｒ “stoｐｓ”;2. Cｏmｐare – ｂased on ｔhe undersｔａｎdinｇ of the bａsｉc cｏｎｃept， compare stops and othｅｒ consonantｓ;3． Pracｔice – imitate ｔhe ｓｏunds and do pracｔicｅ.Ｒｅｓｏurcｅs/Ｍａtｅｒialｓ: 1. Teｘtｂook: Wａng， Guizhｅn, An Ｅnglｉｓh Pｒonuｎciation Couｒse, Hｉgher Eｄuｃatiｏｎ Press, Ｂeijiｎｇ, ;２． Haｎdoｕｔs: ilｌusｔｒaｔioｎ ｏf thｅ phonｅmes in ｆｏcｕｓ；３. Recordings of native ｓpeａkersAｃtivitiｅs and Ｐroceduｒeｓ: 1. Sｔｉmulaｔinｇ: Ｂegｉｎ by aｓkｉng ｔhe class to ｆind ｏut how mucｈ the ｓｔｕdents ｋnow aｂｏut what ｔhey ａre ｒｅquiｒｅd ｔｏ learn. Make sure tｈat it sｅｒveｓ ｔhe ｐurpose ｏf stimｕｌａtiｎg the sｔudeｎts to thｉｎk about the iｓsuｅ ａｎd hａｖｅ the dｅsirｅ ｔo fiｎd oｕt ｔｈe anｓweｒｓ themseｌｖeｓ．２. Display ｅxamｐles by playｉng the recｏｒding of ｔhe ｎativｅ speakerｓ ｓhowinｇ thｅ tｙpｉｃal pｒｏnuｎciatｉｏn iｎ Enｇｌisｈ.3. Ask thｅ stｕdeｎｔs tｏ lｉsten tｏ the tａｐes to makｅ ａ ｇｏｏd ｄiscｒiminatioｎ oｆ the soｕnds in fｏcus.4. Have ｔhｅ studeｎts ｉmｉtate the ｓound ｉn focus.5. Ｈaｖe ｔhe stｕdｅnts sｈarｅ wｈａt they ｈaｖｅ learnｅｄ by rｅadiｎg out thｅ ｐｒactice maｔerｉaｌs in pairs.6. Ｈave tｈｅ students ｌisten to tｈｅ converｓａtions ｒｅcoｒdｅd by nａtiｖe speakｅrs oｆ Ｅｎglｉsh and try to get ｔｈe sounds ｉn fｏcus correct iｎ thｅiｒ pronunciation.7. Ｈave the stuｄents praｃtice ｔhe guｉdｅd coｎversaｔioｎ. Asｋ them to ｐay sｐecial atｔention ｔｏ the souｎｄs in focus in ｓｐeecｈ. 8. Higｈligｈt the language fuｎction iｎ ｔhe conversａtion iｎ tｈe pｒactｉce.9. Have sｅveraｌ pａiｒｓ of tｈe ｓｔｕdents prｅsent ｔheir conｖersａtｉoｎ in tｈe class．10. Cｏｍmｅnt oｎ the sｔuｄentｓ’ peｒfｏrmance ｂy highlightｉnｇ ｔhe aｃhieｖeｍｅnｔ oｆ the sｔudeｎｔs and the effoｒts thｅｙ need for the imｐrovement．11. Ask the ｓｔudenｔs to do ｍorｅ pracｔice after class aｎd get rｅaｄｙ ｆor pｒeｓenｔatｉon during tｈe ｎext ｓeｓsioｎ.附： 要点、重点和难点Unｉｔ ２ﻩＣoｎsonaｎｔs: StopsIn this uｎiｔ, we will leaｒn the stop consonants in Ｅngｌish. Ｔhｅ stｏｐ ｃonｓｏnanｔｓ are ｍａde by ｃompletelｙ stｏｐｐing ｔhｅ airflow at some ｐｏiｎt in the mｏuth aｎd theｎ, for moｓt producｔiｏns, releaｓing iｔ into the ｓounｄ thaｔ ｆolｌｏｗs. Therｅ ａre six sｔops ｉn Engliｓｈ： /ｐ/ ａnd ／b/ ａre foｒｍed by ｔhe ｌips, /t／ and /ｄ/ aｒe ｍａde ｏn ｔhe ｇum ridge bｅhinｄ ｔｈe uppeｒ teeth， and /ｋ／ and /g/ ｏccur aｔ tｈe back of the mｏuth ｗhere the toｎgue mａkｅｓ ａ weal ｗｉth ｔｈｅ soft palate. /p/, /t／, /k/ arｅ ｖoiceｌess stops aｓ ｔhey are ｎot aｃcｏmpanied by viｂration from the lａｒｙnx, whｉlｅ /b／, ／d／, /g/ aｒe the voiceｄ ｓtops． Thｅｓe sｔoｐs are aｍong the mosｔ freｑuent ｓounds iｎ Engｌish anｄ haｖe ｆaｉｒly ｃｏｎsiｓtenｔ ｓpｅｌlｉnｇs./p/ aｎd /b/Yｏｕ pronｏuｎce ｔhe ／ｐ/ aｎd /b／ bｙ stoppｉnｇ tｈe ａirstreａm wｉth you lｉpｓ, ｂｕildiｎg up prｅsｓure ａｎｄ ｓuddenｌｙ rｅｌeａsiｎg the aiｒ. Thｅy can be uｓed ａt thｅ begiｎｎing, miｄdｌe anｄ eｎd ｏf wｏrdｓ. The ｆollowing ａre ｓomｅ ｏf the alloｐhonic ｖarｉａtｉoｎs ｏf /p/ anｄ /b/． Allophonic vａriatioｎs oｆ ／p/:AllophｏｎeﻩOｃcuｒrenceﻩﻩ ﻩﻩﻩﻩﻩ ﻩﻩExaｍple[pH]ﻩ ﻩAｓpiraｔed ｒelease in inｉｔial woｒｄ aｎｄ ｓtｒeｓsed pｏｓｉtｉons pokｅ［p-] ﻩ Ｕnreｌeased ｉn word finaｌ ｐｏsitiｏn ﻩﻩ tｏp ten[p ]ﻩﻩ Uｎａｓｐirated ｒelease iｎ clｕｓters， eｓp． aｆtｅr /s/ﻩﻩ ﻩspｏt[p:] ﻩＬeｎgtheninｇ, when an ａrrｅｓｔing /p／ is followeｄﻩﻩ ｂy ａ relｅaｓing /p/ﻩ ﻩﻩﻩﻩ Stoｐ Peｔe．[p(] ﻩ Naｓal ｒeleaｓe, befｏrｅ ａ sylｌabic naｓａlﻩ ﻩ ﻩStop him．Aｌｌｏphoｎic vａriationｓ of /b／：AllｏphoneﻩＯｃcuｒrｅｎcｅﻩ ﻩﻩﻩ ﻩﻩﻩExamｐle［b-］ ﻩﻩＵnreleasｅd in word fiｎaｌ ｐosiｔionﻩ ﻩ roｂ［ｂ：］ﻩ lengthｅned wｈen ａn ａrｒestｉnｇ /ｂ/ ｉs followed ﻩ by a rｅleasing ／b/ ﻩ Roｂ Bob.[b(]ﻩﻩ Ｎａｓal reｓonancｅ, befoｒe ａ sylｌａbic nａｓal ﻩﻩＲob ｈim．／t／ and /ｄ/Tｈe ／t/ souｎd is ｏｎｅ of the mosｔ fｒeｑｕｅnt in Ｅｎgｌiｓh and occur in all three posｉtionｓ at tｈe word lｅｖel. It has mａｎｙ varｉaｔioｎs aｎｄ iｓ a vｅｒy interesting and producｔｉve sound in ｔhe languａｇｅ. /d/ iｓ nｏt as frequenｔ in Eｎglish ｎor ｄoeｓ ｉt have the ｎuｍber ｏｆ varieties ｔｈat /ｔ／ ｈas. You pｒonounce tｈｅm ｂy ｂｌockｉnｇ thｅ airｓtream wｉth the ｔonguｅ ａｎd uｐper ｇｕm ridge， ｂｕildｉng up aｉr prｅssure and suddenlｙ reｌeasiｎg it． Thｅ ｆolｌowｉng arｅ somｅ of the allophonic ｖariatｉoｎｓ of /t／ ａnd /d/:Aｌloｐｈｏnｉc ｖaｒiationｓ ｏf /ｔ／:Alｌopｈonｅ Oｃｃurrｅnｃeﻩﻩ ﻩﻩ ﻩﻩ Ｅxample[tH]ﻩ ﻩAspiratｅd rｅｌeaｓe in ｗｏｒd inｉtiａｌ anｄ stresｓｅd positｉoｎs ｔape[t－] ﻩﻩＵnrｅleased iｎ wｏrd ｆiｎaｌ ｐosiｔion ﻩ ｃoat[t ］ ﻩﻩUnasｐｉrated release ｉn consonaｎt cluster， eｓｐ. with /s/ stop[t0] ﻩ Ｄentalized beｆｏre /P/ﻩﻩ ﻩﻩﻩﻩeightｈ[t(］ ﻩ Nasal ｒｅlｅａse, bｅfore a syｌlaｂic nasal ﻩﻩﻩbuｔｔon[R]ﻩ Ｆlaｐｐed, iｎｔervｏｃａlicａllyﻩ ﻩﻩﻩﻩﻩﻩletter[?］ﻩﻩﻩGｌottaｌ stｏp, before ｓyｌlabic [n］ or [l]ﻩﻩﻩ ｂuttｏn[t:]ﻩﻩ Lengtｈｅning, when an ａｒｒｅstiｎg /t／ iｓ ｆoｌlowed bｙ a releａsing /ｔ/ ﻩ lｅt Tim[ｔSｒ8] Afｆricaｔion of inｉtiａl poｓitｉｏn /tｒ/ ﻩ ﻩ traｉnAｌｌｏｐhoniｃ ｖarｉatｉonｓ of /d/:Alloｐhｏne Ocｃuｒrencｅ ﻩ ﻩ ﻩ ﻩ Examｐle[d9]ﻩ ﻩDeｎtalized beｆorｅ ａn interdenｔalﻩﻩ ﻩﻩ wiｄth［d-] Unrｅleased in ｗord finaｌ positionﻩﻩ ﻩﻩﻩｄad[ dél ] Biｌatｅｒal relｅase ｗｉｔh /ｌ/ ﻩ ﻩﻩﻩ ﻩpadｌock[d(］ﻩﻩ Nasal release, ｂeｆoｒｅ a syllaｂic nasal ﻩ bread'n buttｅｒ[R ]ﻩ Flapped, intervocalicallyﻩ ﻩ ﻩ ﻩladｄer[ｄ:] ﻩLengthening, when an arresting /d/ ｉｓ followedﻩﻩ ﻩ by ａ reｌeasiｎg /d/ ﻩ ｓad Ｄaｖe[d3r]ﻩ Aｆfriｃation ｏf iｎitｉaｌ posｉtiｏn /ｄr/ ﻩﻩ dｒaｉn/k/ and ／g/You produce ／k/ and /g/ by blｏcｋinｇ thｅ bｒｅatｈ-ｓｔｒｅam with ｔhe back of ｔｈe ｔoｎgue and sｏft palate, buildiｎｇ uｐ the pressuｒe， anｄ sudｄenlｙ releaｓing iｔ. Tｈe ＂ｈard-c", as iｎ cat, ａnd ｔｈe letter ＂k" aｃcoｕｎt ｆor most ｏf the ｓｐｅlliｎgs oｆ /k／， ｂuｔ there iｓ ａｌsｏ ａ silenｔ-k ｉn ｗoｒdｓ sｕch as ｋｎow ａnd knight. Ｔｈe spellｉng oｆ /g/ iｓ consiｓtent in Ｅnglｉsｈ, aｌthｏugｈ ｔhere iｓ a silenｔ version in wordｓ sｕch as gnaｓh ａnｄ gnat. Bｏtｈ /ｋ／ ａnｄ /g/ can occur at tｈe ｂｅｇｉｎｎing, ｍｉdｄle, and end of woｒds in Eｎglish. The folｌowing arｅ some of ｔhe allｏphonic variａｔionｓ ｏf /ｋ/ and /g／：Aｌｌｏphｏｎic vａriations of /k／:ＡllｏphoneﻩＯccurreｎｃeﻩ ﻩ ﻩﻩﻩﻩﻩ Exampｌe［kH]ﻩﻩﻩAspｉｒated ｒeｌｅase in wｏrｄ iｎitial and streｓsｅd pｏsｉtiｏｎｓ keeｐ[k－］ﻩ ﻩＵnｒeleaseｄ in word fｉｎal ｐosition take[ｋ]ﻩﻩﻩUｎａｓｐirａted rｅleａse in coｎsonａnt ｃluｓteｒ, esp. with ／s／ﻩsｋy[k:] Lengｔｈening, wｈen aｎ arreｓting /k/ ｉs ｆollｏwｅｄ ﻩﻩ ﻩby a releａsｉnｇ /ｋ/ ﻩ ﻩ take Kim[ｋ(]ﻩ Nａｓaｌ reｌeａsｅ， befｏrｅ a syllａbｉｃ nasalﻩﻩﻩ ﻩbeacoｎ［ kél ] ﻩ Bilatｅｒal relｅase witｈ /ｌ/ﻩ ﻩ ﻩﻩclocｋ[c］ or [k]ﻩ Aｓsimilated tｏ a froｎt soｕｎｄﻩﻩﻩﻩﻩﻩkeen[?]ﻩ ﻩGｌottａl stoｐ, before ｓyllabic [n]ﻩ ﻩﻩﻩbａcon[k¤¤¤¤¤] Ｒｏunded， befoｒe a roundeｄ ｓound ﻩﻩﻩ ﻩqｕarteｒAlｌｏphonｉc ｖariations of /g/:AｌlｏｐhoｎeﻩＯccｕrrｅnce ﻩ ﻩ ﻩﻩﻩ ﻩＥｘample[g－］ﻩ ﻩUnｒeｌｅasｅｄ in ｗｏｒd ｆｉnal ｐｏsiｔion and sｏmｅ cｌusteｒs ﻩｆlag[g:］ﻩ Ｌenｇthenｉng， ｗheｎ aｎ arrestｉｎg /g/ is foｌloweｄ ﻩ ﻩ ｂy a releａsiｎg ／g/ ﻩ ﻩﻩbiｇ gｒａpes［gél ] ﻩBiｌａteｒal ｒeleａse ｂefore /ｌ/ ﻩ ﻩ ﻩﻩｇlａd[g(] ﻩﻩＮasal relｅａse， bｅｆore a ｓyllabiｃ ｎasａｌﻩﻩ ﻩpig ａnd gｏaｔ[ï] oｒ [g] Assimilａteｄ ｔo a frontｅd sound ﻩﻩﻩ gｅeｓｅ[g¤¤¤¤¤]ﻩﻩ Roundeｄ, beforｅ a rounded ｓｏuｎdﻩ ﻩﻩ ﻩgｏoｓeＰｒｏnｕnｃiatioｎ ｄｉｆficｕｌtiｅsＴhe Ｅｎgｌisｈ stｏps do nｏt geｎｅrally cause an intｅｌlｉgｉbility ｐroblem amonｇ the Chinｅse EＦＬ learｎｅrs but somｅ learnｅｒｓ may ｄevoｉcｅ fｉnaｌ ｐositiｏn vｏiｃed sｔoｐs sｏ that tａb ｍay ｂe pｒonoｕnｃed as tａp， code ａｓ coat ａnd /ｌi：g/ as /li:ｋ/. Lenｇtｈｅnｉng tｈe ｖowｅl ｂefｏre thｅ vｏiced stoｐｓ wiｌｌ aid iｎ ｔｈｅ ｐeｒｃeｐtion oｆ a voiced fｉｎal sｔop． /i:/ in neｅd, for eｘamｐlｅ， is usuａllｙ a liｔtle bit longｅr than /i:／ in nｅat when they arｅ iｎ simiｌaｒ phonetｉｃ cｏntexts． Aｎｏthｅｒ difｆiculty wｉｔh ｔhe Cｈinｅse EＦL learｎerｓ is thｅ pronｕnciatioｎ ｏf the ｓｔops ｉn consonant cluｓters. Drｉｌl thｅ sounｄs in all pｏsiｔioｎｓ, pａyiｎｇ cｌose atteｎtion ｔｏ the strengｔh of productiｏｎ ａｎd ｔhe degree oｆ voicｉng.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,发音措施是: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，则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出目前词首、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当处在词尾时,也许失去爆破，如top tea;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ｓtop Ｐeｔe;⑤当／p／后紧跟着的是鼻音时,此时爆破不在口腔,而在鼻腔，就是我们一般说的“鼻腔爆破”，如Ｓtop hｉm；／b/的音位变体：①当处在词尾时,不完全爆破,如rob the man;②当两个[ｂ]相邻时,无需产生爆破，只是延长发音时间，如ｒｏb Bob；③／b/在鼻音前时，爆破不在口腔，而在鼻腔，如rｏb ｈim;/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当处在词尾时，也许失去爆破，如ｓｉt still;③在/s/后形成辅音连缀时，/ｔ／在发音时不送气，如stoｐ;④当处在/ /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，就是我们一般说的“鼻腔爆破”,如butｔon；⑥当处在两个元音之间时,/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let Tiｍ;⑨当处在辅音组合/tr／中时,发音兼具爆破与摩擦的特性,如traｉn；/d/的音位变体:①当处在齿间音（如/W/ /T/)之前时，呈齿音化发音,如ｗidｔh;②当处在词尾时,不完全爆破，如Dａd saｉｄ sｏ.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’n ｂｕtter；⑤当两个/b/相邻时,无需产生爆破,只是延长发音时间，如sad Daｖe⑥当处在辅音组合/dr/之中时,发音兼具爆破和摩擦的特性，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当处在词尾时，也许失去爆破，如taｋe three；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ｔaｋｅ Kｉm;⑤当/ｋ／后紧跟着的是鼻音时，此时爆破不在口腔,而在鼻腔,就是我们一般说的“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当处在词尾时，不完全爆破,如lａg behinｄ;②当两个/g/相邻时，无需产生爆破,只是延长发音时间，如big grapes③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pig and gｏat；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注意的问题重要有如下两点:一、爆破音的学习，就发音部位来说，并不难掌握:英语的爆破音与汉语的声母(b,p,ｄ,t,k，g)极为相近。
所不同之处重要体目前发音措施上总的说来,英语的三对爆破音的区别特性是清辅音和浊辅音；而区别汉语三对声母的特性则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相应音更为有力;浊辅音一般只有轻微的声带振动当英语的爆破音位于词尾时,爆破也许非常地轻微，此时，协助辨别清浊辅音的一种重要特性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:/一般比neaｔ中的/ｉ:/稍长某些此外,当浊辅音位于两个元音之间时，声带振动则是必须的二、在学习中要注意的另一种问题是这三对爆破音的音位变体这些音位变体的重要形式我们已经接触过例如，什么时侯爆破音会失去爆破:take tｈem；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/ｐ t k/出目前/s／之后,“送气”会削弱，如speａk, sky， sｔar掌握了以上发音措施,我们就能对的地发好英语的爆破音了Ｕnit ３Purpoｓe: Ｔｈe sｔudents ｗilｌ ｌearn the coｎｓｏnanｔｓ： “fricatives” ａｎd “afｆriｃatｅs” in Ｅnglｉsh．Oｂjectiｖes: Ｓtｕdenｔs wiｌl be ablｅ ｔｏ : １． Define - in tｈeｉｒ owｎ woｒds ａ deｆinitiｏn for “ｆｒiｃａｔｉves” ａnd “ａｆｆｒiｃａteｓ”；２. Cｏmparｅ – basｅd on the undeｒstａnding of ｔhe basic cｏnｃeｐt, ｃompaｒe them wiｔh other consonanｔs;3. Ｐrａctiｃe – imiｔaｔe tｈe sｏuｎds and ｄｏ practｉｃｅ.Ｒesoｕｒces/Materiaｌs： 1. Texｔｂoｏk： Ｗanｇ， Ｇuizhen, An Enｇｌiｓh Pronunciaｔion Ｃouｒｓe， Hiｇher Eｄucatioｎ Pｒess, Bｅｉｊiｎg, ；２. Ｈａｎdouts: illuｓtrａｔiｏn ｏｆ ｔhe pｈonｅmeｓ in focus；3. Ｒecordｉngｓ of ｎative speakｅｒsActivｉtiｅｓ aｎd Procedｕrｅs： 1. Stｉmuｌatinｇ： Ｂｅgin by askinｇ the clasｓ tｏ find oｕt how much the ｓtｕｄents knｏw abｏuｔ whaｔ thｅy are required to ｌｅａrn. Mａkｅ sure tｈat iｔ servｅｓ thｅ purpoｓe of ｓｔimｕlaｔｉnｇ ｔｈｅ stuｄents tｏ thiｎk ａbout the issｕe anｄ hａve tｈe dｅsirｅ to finｄ out ｔhｅ answeｒs tｈemsｅｌｖes.2． Ｄｉsplaｙ examplｅｓ ｂｙ plａying thｅ recordｉng of ｔhｅ native spｅakｅrs showｉng the tｙpｉcal pｒonｕｎciaｔｉon iｎ Enｇlｉsh.３. Aｓｋ the sｔｕdents to lisｔｅn to ｔhｅ tapes ｔo maｋe a gｏｏd discriminａtｉｏｎ oｆ thｅ soundｓ ｉｎ focus．4． Ｈaｖe the studｅnts iｍitate the sound ｉn ｆoｃus．５． Havｅ the ｓｔuｄentｓ ｓhａｒe what theｙ ｈａve learｎed by reａdｉng oｕｔ ｔｈe practice mateｒｉaｌs ｉn paｉrｓ.6. Have thｅ sｔuｄents ｌisｔen ｔo the ｃoｎversatｉoｎｓ recoｒｄed bｙ ｎatｉve sｐｅaｋerｓ of Enｇlish and try to geｔ the sounｄs in focus correcｔ iｎ thｅiｒ pｒｏnuｎcｉaｔiｏn.7. Ｈavｅ the studenｔs ｐracｔicｅ thｅ guiｄｅｄ ｃonveｒsatiｏｎ. Ask ｔｈem to pay ｓｐeciaｌ ａttｅｎｔｉoｎ to thｅ sounds ｉn focus in spｅｅch. 6. Hｉghｌiｇｈt ｔhe languａge fｕnctｉon ｉn thｅ ｃoｎvｅrsatioｎ ｉn the ｐractiｃe.7. Hａve seｖｅral pairｓ ｏｆ the ｓｔudｅnts pｒeseｎt theｉｒ conversatiｏn iｎ the class.8. Ｃomｍｅnt on the stuｄｅｎtｓ’ ｐeｒformａncｅ by highligｈtｉng tｈe achieｖemenｔ ｏf ｔhｅ stuｄents aｎd the efforts thｅy neeｄ ｆor the impｒｏｖemenｔ.9. Aｓk ｔhe studentｓ tｏ ｄo more praｃtｉｃe aｆｔｅr clasｓ and get ｒeａdｙ for ｐｒeseｎtaｔｉon ｄｕｒiｎｇ ｔhｅ ｎext seｓsiｏn.附: 要点、重点和难点Unit 3(要点、重点和难点)Ｃonsonants: Frｉcatives aｎｄ ＡffricａｔｅsＴhis is Ｕnit 3. In ｔhis unit, ｗe ａrｅ ｇoing tｏ learn tｗo groups ｏf consonａnts: frｉcａｔives and ａｆfricates． At the ｓamｅ tｉme, ｗe are goｉng ｔo ｌearn hoｗ tｏ deｓcribe aｎ ｏbjｅｃt and to lｅａrn hoｗ to ｔaｌｋ abouｔ ｏｎｅ’ｓ joｂ with apprｏpriate pｒｏnuｎciatｉon ａnd intｏnation in Engｌisｈ.IntrodｕctionWhat do you kｎow ａbouｔ ｆｒicaｔiｖes and affｒｉcaｔes in English?Ｗeｌl, ｉf the stops cｏmpletely blocｋ ｔhe airstream for ａ ｔime in the prｏｎuｎciation, ｔhe fｒicaｔiｖes onlｙ partially block it， thus causing the fｒiｃtioｎ-like ｎoiｓe cｈarａcteristic of ｔhese ｓounds. Thｅre are nine friｃａtive ｃｏｎsonants, forｍing ｔhe ｌaｒgest set of cｏnsonａｎts iｎ Englｉsh. /tF/ ａｎd ／dV／ arｅ aｆｆｒicaｔe ｓoｕnds， whiｃh yoｕ ｐroduce by blocking ofｆ the breath-stream betwｅｅn the tongue ａnd ｇｕm ridgｅ, ｆｏr a sｔop and a frｉcativｅ． Tｈｅ terｍ ａｆｆricａte meａnｓ "bleｎｄ", in thｉs ｃaｓe， ｃonsｉstinｇ oｆ a ｓｔop ａnd a ｆricａｔive. /tF/ aｎd /dV/arｅ tｈｅ ｔｗｏ Eｎｇliｓh afｆｒicates and they diffeｒ ｐｒimａrily ｉn tｅrms of voｉcｉng.／ｆ／ and /v//f／ and /v/ arｅ laｂio－ｄental sｏｕndｓ. /f／ is voicｅleｓs ａnd ／ｖ/ is ｖoiｃed. Tｈｅy aｒe ｆricative soｕnds thaｔ ｙｏu pｒodｕcｅ ｂy forcing ｔhe bｒeathstream betwｅen you upｐer tｅeth and loｗeｒ ｌiｐ. Tｈey can ｂe usｅｄ at the beginning， miｄdle and ｅnd of words． /f/ iｓ ｎot ａ pｒoblem sｏuｎd for ｍｏst of thｅ sｔｕdenｔs but ／v/ ｍａy ｓoｍetiｍｅｓ cause prｏblｅms． It may substｉtutｅ foｒ aｎotｈer bilabial ｓuch as /w/, or ａ biｌabiａl ／b／ may be substiｔuｔed ｆｏr /v/． Therｅ ｉs ａｌso ａ tｅｎdeｎcy ｔo devｏｉce ／v／, ｅｓｐeciaｌly aｔ the ends ｏf woｒds./W/ aｎd /T//W／ and /T/ ａｒｅ ｉnｔerｄenｔal soｕｎｄs. Theｙ are fricａtives that。