英语语音语调教学教案(3)

2. Learn the phonetic alphabet. 学习音标。

Use the phonetic alphabet page (at the beginning of most good dictionaries)as a guide to pronouncing new words.

3. Don't forget to learn the word stress of a new word. 注意单词重音。

Every English word has its own stress, or intonation. For example, the word "believe" has two syllables (be and lieve), but only the secondsyllable is stressed. We say be'lieve and not 'be lieve. Your dictionary will show the syllable stress by an apostrophe (') before the syllable to be stressed.

Word stress is important. In fact, it is more likely that someone misunderstands you because of wrong word stress than because of thewrong pronunciation of a sound.

4. Work out which sounds cause you most problems in English. 找出自己的弱点，专门解决。

Depending on what your first language is, you may have problems with certainsounds. For example, French speakers have difficulties with "th";speakers of Mandarin have difficulties with "r" or "l", and Arabic speakers have difficulties with "p" and "b", For example, "pair" and "bear"; "pond" and"bond"; "pie" and "buy" etc.

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5. Be aware of intonation and sentence stress. 注意句子的重读。

Not all words in a sentence have equal stress, and generally only the "information" words (nouns and verbs) are stressed.

'Where's the 'pen I 'gave you?

'Where's the 'red 'pen I 'gave you?

Where's the 'red and 'blue 'pen I 'gave you 'yesterday?

The unstressed words (such as "the", "I","you" and "and") don't carry as much "weight" as the stressed words. They become much smaller in length, and are almost abbreviated. For example, "and" becomes "un".

Changing stress 根据意思改变重读

Sentence stress isn't "fixed" like word stress. In fact, you can stress words that are normally unstressed in order to highlight different meanings.

For example:

I 'love you. (Love, rather than just like.)

'I love you. (With the stress on I to highlight that it's me rather than another person who loves you.) I love 'you. (And nobody else.) $ v7 l Y: e; E( {) O, B( ]' q" I2 _- b+ u( q) y' e% p4 q- m$ V! J; ~* l7 @) s: . u, T& {7 T' H# V+ h% A3 V5 {

英语语音语调教学教案

Intonation 不同情境不同语调

There are a couple of easy to remember rules about intonation. Usually our voices go up at the end of the sentence to show a question, and down at the end to show a statement.

Intonation is also important in "tag questions":

You know him, don't you? (With rising intonation on "don't you?"to show it's a question)

You know him, don't you. (With falling intonation on "don't you" to show it's a statement you expect the other person to agree with.)

6. Learn to recognize spelling patterns. 根据拼写规则发音。

For example, "tion" on the end of a word is pronounced "shun", while "sion" can be pronounced "zhun".There are often many ways to pronounce a particular spelling pattern, but itcertainly helps to know what the variations are. For example, the pattern"ough" can be pronounced "uff" as in "enough" and "tough", or "or" as in "ought" and"bought" or "oh" as in "although" and"dough".

7. Don't rush. 不要比速度，合适语速比清晰。

If you speak too fast, the danger is that you could skip over some words,fail to pronounce them completely, or mix them up. If you speak too slowly, you might end up sounding unnatural. But it's better to speak slowly and clearly than too quickly. ! n: a% Z5 w; K$ |, y: p3 y% g2 H+ k+ ~6 n3 M6 U1 j" M1 H M* N q8 \: p/ n* W/ c" u% q7 B# g; F' `1 \

关于英语语感培养的几点思考

一,挖掘教学内容,领悟语感. 语感是建立在一定语言内容的基础上的,小学英语的语感训练在语音,词句,会话等教学活动中自然有机地进行.

1, 在语音教学中渗透语感 语音教学我觉得应是小学启蒙阶段的重要任务.因此,我在语音教学时,通过把好语音关,从而渗透语感.如在字母和音标教学中,引导学生找规律,让学生注意音标发音的细微差别,将近音字母编成绕口令,希望通过绕口令和谐的音调,明快的节奏给学生以美的感受,自然地渗透语感.

2, 在词句教学中深化语感 在单词教学中,我让学生利用已学的音标和拼读方法,先试读,在必要时给予纠正,来提高学生的拼读能力.教词时,将升,降调一起教给学生,遇到双音节以上的单词时,提醒学生注意重音,使学生养成习惯,以便在读语句或会话时,语调升,降比较自然流畅. 句子是能表达比较完整的意思的语言单位.人们在用句话表述

英语语音语调教学教案

一个意思的同时,会自然地融入自己的喜怒哀乐等情感,于是同一句话用不同的语气,采用不同的表达方式,便产生不同的句意.所以在句子教学中培养学生的语感是行之有效的.在句子教学中,不是单纯强调句子语调的升降,句子重音,词语的连续等语法逻辑处理,还要加入人的思想情感.如教学:"How do you do "除了要求读起来连贯,流畅并用降调外,还应加入自己的感受,要表现出与他人第一次见面时的喜悦与兴奋之情,从而深化语感.

3, 在会话教学中提高语感 语言是交际的工具,外语教学的目的要培养学生创造性地,有目的地运用外语进行交际的能力.因此,我在自身教学时始终努力让学生在"用中学",传递给学生语言的交际的思想.交际功能是语言最本质的社会功能,培养小学生用外语进行简单交际的能力,必须从理解内容和提高学生语感入手,会话教学是最直接,最有效的形式.在会话教学中,设计各种情景让学生充分地说,尽情地表现.并且,每单元都流出表演时间,让学生自社情景,加入动作,表情和实物,进行充分交谈,以求增加会话容量,提高学生的语感.

谈语音语调的魔力和重要性

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