unit 8Affricates Consonants
专八-语言学 (1)
清浊特征 places
● 浊辅音 voiced consonants ●清辅音 voiceless consonants
6. Phonetics 语音学
6.4 关于元音 Vowels 1．概念：A sound pronounced with no obstructio of the air stream发音中没有出现任何气流阻塞 2． 分类： 舌翘位置 the part of the tongue that is raised、 舌高 the extent to which the tongue rises 嘴唇的形状 the shape of the lips
6. Phonetics 语音学
6.2 语音学中两个重要概念 1． 言语语音 Speech sounds： ● 是语音学研究的对象，亦可叫做音段 Segment 或者 音素 Phone； ● 分为两种：辅音 consonants 和元音 vowels 2． 发音器官 Speech organs： ● 声带 the Vocal Cords：位于咽喉 the Larynx 中， 咽喉突出的部分较喉结 The Adam’s Apple ● 三个回声腔： 咽腔 the Pharynx、口腔 the oral cavity 和鼻腔 the nasal cavity
新编第二版新视野大学英语第三册unit_8_words
① n. the state of being mixed up 困惑，迷乱
6)confusion: ② n. the act of confusing; mixing up 混淆
Translation There was some confusion as to whether we had won or lost. 关于我们是赢了还是输了，人们众说纷纭。 We’ve got three people called Paul James working for us, so it often caused con混淆。
v. keep for the purpose of producing young
breed:
animals or plants 饲养，繁殖
Translation Only the Chinese have successfully bred pandas and raised their babies in captivity. 只有中国人成功地进行了人工繁殖和哺育大熊猫。 They’ve bred a new variety of rose with larger flowers. 他们栽培了能开大花朵的新品种玫瑰。
Translation Tea was transplanted from China to India and Sri Lanka. 茶树是从中国移种到印度和斯里兰卡的。 Doctors transplanted a monkey’s heart into a two-yearold child. 医生们将一颗猴子的心脏移植到一个两岁的孩子身上。
Association
词根： trans－跨越 横贯 transcontinental 跨洲 trans－normal transmit
英语语音课程教学教案
Teaching Plan for E nglish Pronunciation Practice《英语语音》课程教学教案Unit 1 Basic Concepts: Syllables, Stress & RhythmUnit 2 Consonants: StopsUnit 3 Consonants: Fricatives and AffricatesUnit 4 Consonants: Nasals, Approximants & Literal(s) Unit 5 Vowels: Front Vowels & Central VowelsUnit 6 Vowels: Back VowelsUnit 7 Vowels: DiphthongsUnit8 Stressed Syllables & Unstressed SyllablesUnit 9 Stressed Words & Unstressed Words in a Sentence Unit 10 Strong Forms and Weak FormsUnit 11 LinkingUnit 12 Rhythm of English SpeechUnit 13 Types of Intonation in EnglishUnit 14 Intonation Units of EnglishUnit 15 Functions & Uses of English IntonationUnit 1Lesson PlanBasic Concepts: Syllables, Stress & Rhythm(教案：附要点、重点和难点)Date: Sept.16-20Class: Classes 1, 2 & 3, Grade 2002Subject: English Pronunciation PracticePurpose: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 :and “stressed1.Define - in their own words a definition for “syllable”then a definition for “rhythm” and “rhythmic pattern”;syllable”，pare – based on the understanding of the basic concept, compare thedegrees of stress and different rhythmic patterns;3.Practice –imitate the typical stress patterns and rhythmic patterns inEnglish.Resources/Materials:1.Textbook: Wang, Guizhen, An English Pronunciation Course, HigherEducation Press, Beijing, 2000;2.Handouts: illustration of stress patterns and rhythmic pattern;3.Recordings of native speakersActivities and Procedures:1.Begin by asking the class to find out how much the students know about stresspatterns 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 thetypical 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 experiencethe rhythm in speech.6.Have the students share what they have learned by reading out the practicematerials in pairs.7.Have the students listen to the conversations recorded by native speakers ofEnglish and try to get the rhythmic patterns in their speech.8.Have the students practice the guided conversation. Ask them to pay specialattention 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.ment on the students’performance by highlighting the achievement of thestudents 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 nextsession.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 canthere are two have one, two, three or even more syllables. In the word ‘driveway’,e four.syllables. In the sentence ‘Drive him away’, there arWhat 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 asfirst syllable is a stressed syllable stressed. For example, in the word ‘driveway’, thewhile the second syllable is not.Stressed syllables in English are usually longer, louder, and higher in pitch.Listen to the following example:ba NAAAA naSyllable 1 Syllable 2 Syllable 3(short) (long) (short)The word "banana" has 3 syllables. Syllable 1 is not stressed a nd so is short. Syllable 2 is stressed and so is long with a clear vowel sound /:/. Syllable 3 is not stressed and so is also short.Here is a short summary about the stressed and unstressed syllables:Stressed 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单元基本概念：音节、重音与节奏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、重音和节奏规律。
英语专八人文知识之语言学(详细简化版)
专八加油↖(^ω^)↗语言学（缩略版）1 语言的四个特征:任意性（Arbitrariness），二重性（Duality），创造性（Creativity），移位性（Displacement）2 语言的七个功能：信息功能（Informative），人际功能（Interpersonal Function），施为功能（Performative），感情功能（Emotive Function），寒暄功能（Phatic Communion），娱乐功能（Recreation Function）元语言功能（Metalingual Function）3 语言学的主要分支：语音学（Phonetics），音系学（Phonology）形态学（Morphology），句法学（Syntax)，语义学（Semantics），语用学（Pragmatics），4 宏观语言学（Macrolinguistics）的分支：心理语言学（Psycholinguistics），社会语言学（Sociolinguistics），人类语言学（Anthropological Linguistics，计算机语言学（Computational linguistics）5 规定式（Prescriptive）---描述事情应该是怎样的（describe how things ought to be）描写式（Descriptive）---描述事情本是怎样的（describe how thing are）6 共时研究（Synchronic）---以某个特定时期的语言为研究对象（takes a fixed instant as its point of observation）历时研究（Diachronic）---研究语言各个阶段的发展变化（Study of a language through the course of its history）7 语言（Langue）---说话者的语言能力(the linguistic competence of the speaker）言语（Parole）---语言的实际现象或语料（the actual phenomena or data of linguistic）----索绪尔（Saussure）区分8 语言能力（Competence）---理想语言使用者关于语言的知识储备（underlying knowledge)语言运用（Performance）---真实的语言使用者在实际场景中语言的使用（Actual use ofLanguage)----乔姆斯基（Chomsk）区分9 语音学主要分支:发音语言学（Articulatory Phonetics），声学语言学（Acoustic Phonetics）。
Lg Points_unit 8 新编英语教程第三版 重点知识
Text II. Writing SkillsThe text is a short narrative piece of writing which vividly and amusingly relates how a young inexperienced stand-in teacher attempts to control a class that has frightened away a succession of substitutes for their own teachers. The writer is particularly successful in his effective use of comic exaggeration. The narrative is convincing due to the writer’s keen observation of the behaviour of a young and inexperienced teacher when his authority is threatened.1.The various ways in which comic exaggeration is achieved.A.The use of vivid similes.A simile is a direct comparison of one thing to another by using the word like or as.e.g. To make this clear, he showed me his thumb, a huge thing, like a pocket cudgel.B.The use of appropriate metaphors.A metaphor is a phrase which describes one thing in terms of another thing with which it can becompared without using the word like or as.e.g. I was inwardly all white flag.C.The use of striking contrast.One thing is put in sharp contrast with another so that a strong effect is produced.e.g. Enormous boys were everywhere,…Was I really so puny?D.The use of parallelisms to intensify the meaning.I was toying inwardly with ideas of thunderbolts, earthquakes, and mass executions.E.The use of vocabulary which emphasizes not the normal order in a classroom but that offighting and war.2.An excellent description of a situation which is totally out of control.3.A keen observation of the behaviour of a young , weak, inexperienced teacher.II. Language Points1.keep sb/sth under one’s thumb: control sb/stheg:--- What should a teacher do?--- He should keep his students under his thumb.--- What should a father do?--- He should keep his children under his thumb.2. cudgel: n. short thick stick or club 短棒take up the cudgel for: fight for, support strongly 为… 而奋斗；极力支持eg: People in that country are taking up the cudgels for freedom.--- What are you taking up the cudgels for now?--- We are taking up the cudgels for a good future.3. pale: adj. bloodless, upsetfeel pale at sth.eg: He felt / turned pale at the news/failure.4.startle①startle (v.)ck of surprise to; cause to move or jumpeg: What he said startled me.②startling (adj.)eg: What he said was startling.③startled (adj.)eg: He was startled to hear what he said.5.substitute7. duck (v.)①to push under water 潜入水里eg: He ducked his head in the stream to get cool.②try to escape by hiding quickly 闪躲eg: He saw a police and ducked behind a car.③try to avoid a difficulty or an unpleasant situationeg: When he came across difficulties, he ducked.8. placate①placate (v.) soothe, pacify; make calm, quiet and satisfiedto placate sbeg: The boy is crying, his mother is trying to placate him.②placatory (adj.)eg: He is placatory. ( trying to placate )9. inward①inward (adj.) situated within; turned towards the inside在内部的，内部的，内向的eg: inward happiness/ inward vision / inward fears / an inward existencethe inward parts of the body/ an inward slant of the eyeHe has achieved inward peace.The explorers discovered an inward passage.②inward/inwards: adv 向内地，向内（心）eg: The door opened inward into the room.Fold the paper inward.To turn one’s thoughts inward.Nostalgia turned his reflections inward.③inwardly (adv.) from the inside of the hearteg: Inwardly, he was seething with rage.He was inwardly assured by her sincerity.10. get nowhere: accomplish nothing; make no progress; have no resulteg: I am sure you’ll get nowhere if you change schools consta ntly.This kind of criticism will get you nowhere.( will not do you any good / youwon’t get any result if you use this kind of criticism. )11. what is the worst of it----the most unfortunate thing is that …eg: I did not buy anything that day. What was the worst of it was that I lost my purse.I could not get on the bus. What was the worst of it was that I was hurt seriously.12 . nail down①nail down say clearly 说清楚a) ( often ) (sth) be nailed down.eg: The matter could be nailed down.This theory can’t be nailed down.b) to nail sth downeg: He at last nailed the sale down.②nail sb down to stha) make sb. express his ideas 使说出明确的意见eg: I can’t nail him down to anything.Par. Nobody can make him express his opinion towards this matter.We tried to make him express his opinion about this agreement.b) make sb. keep his promise. 使遵守诺言，使肯定eg: I intend to nail him down to his promise.13. inverted sentence:eg: I managed to make out that mixed up with these giants was a certain amount of furniture= … that a certain amount of furniture was mixed up with these giants.Note:When a participle or an adverb or an adjective or a prepositional phrase or a negative word is put at the beginning, we can reverse the order of the sentence.eg: Facing me are 24 young boys and girls.In front of me stands a tall boy.In the middle of the room sat an old man.14. negligent15. indignation①indignation (n.) anger caused by injustice, misconduct etc.eg: They felt strong indignation against their teachers.An indignation meeting will be held. ( a meeting to express public indignation ).②indignant (adj.) angryeg: be indignant at sth. / be indignant with sb.16. plead/pleaded/pleadedplead/plead/plead17. toy with①think not very seriously about 不太认真地思考eg: He toyed with the idea of buying a yacht.He is toying with the matter mentioned by the students.He could still go to Australia. That was something he’d often toyed with but never done anything positive about.②handle carelessly or absent-mindedly 玩(某物)，玩弄eg: H e wasn’t hungry and sat toying with his food.He is toying with a pencil.Some boys have developed a habit of toying with a pen in class.③(fig.) 玩弄eg: He’s just toying with her affections/ feelings.18. wry (adj.) pulled or twisted out of shapeeg: make a wry face 做鬼脸a wry smile: a forced smile 苦笑19. blush①blush (v.) become red in the face from shame or confusionblush for/witheg: She blushed for / with shame. 因羞愧而脸红I blush for you. ( because of what you have done or said. )blush ateg: She blushed at the thought of what she did. 想到... 就脸红②blush (n.) reddening of the faceeg: She turned away to hide her blushes.20. strike: v. attract the attention of ; have a strong effect upon the mind.sth. strike sb.: sth comes to sb’s mind / occurs to sb 造成...的印象，吸引..注意eg: How did the idea strike you?The plan strikes me as ridiculous.An idea struck me that I should do it at once.Par. An idea suddenly came to his mind.It occurred to him that she was not telling the truth.It occurred to me that I should finish the work earlier.Sudden fear came to my mind.21. mount①vt.a)to go up ( a hill, a ladder etc. )eg: I have to mount the ladder to reach the top shelf.He mounted the stairs slowly.Par. They are going up the hill.It’s difficult for the old man to go up the stairs.b) get on a horse etc.eg: The man mounted the camel and rode away.Par. He got on his horse,She got on her bicycle with difficulty.②vi.a)become greater in amounteg: The cost of living mounts steadily.Par. The expenses are becoming more and more.b) (of blood) rise into the cheekseg: A blush mounted to the girl’s face. (脸红了) Translation (unit 10)1.一个好的老师应该想尽办法管好自己所教的班。
《英语语音》课程教学大纲
《英语语音》课程教学大纲课程编号：311zx030c课程名称：英语发音课程类别：专业选修课教学时数：32学分：2课程性质：本课程是小学教育本科英语方向的专业选修课程，是提高学生英语听力和口头表达能同时，它也是英语教学中最基本的技能之一。
本课程的任务是对学生进行系统的英语发音训练，帮助学生掌握正确的英语发音、词组、重音和语篇节奏，学会用正确恰当的发音和语调表达思想，从而达到有效沟通和示范他人学习英语发音的目的。
课程目标:知识：使学生掌握以下知识：英语44个音素的发音原则；？音节结构；？音素变化规律；？单词和句子重音模式；连贯话语中的连读、失去爆破、同化、强读和弱读、话语节奏等规律；?英语语调种类及其交际功能；能力和技能：使学生具备以下能力和技能：能克服朗读的坏习惯，纠正错误发音；能在语流中清楚准确、流畅自然地发出各个音素，并能辨别正常速度语流中的英语各音素；?读准一般单词的重音并掌握元音和辅音在单词中不同情况下长度的变化；?能富有节奏地朗读小学教材中的歌谣和韵律；能用标准的发音和语调朗读中小学英语教材中的对话和故事；？能在交流中达到自然、恰当、流畅的发音和语调；？能够根据发音和语调理解和表达隐含的意图和态度。
态度与情感：一能主动地寻求他人帮助找出自己英语发音存在的问题；能积极采用各种有效的学习方法和学习策略来提高和提高学生的英语阅读水平；？享受语音训练，增强自信。
先修后续课程：学习本课程之前，学生已经修完《大学英语》（一）至《大学英语》（三），本课成是小学教育英语专业学生学习其他英语专业的基础。
同步课程包括高级英语（I），后续课程包括高级英语（II）、英语视听说、小学英语教学与研究等。
课程内容：第1单元基本概念：音节、重音和节奏【目的要求】了解英语音节、重音和节奏的特征及其在英语语音学习中的重要作用。
【重点与难点】英语话语节奏规律。
【主要内容】● 理论与实践教学内容（2学时）一、英语音节的划分；二、重读音节和非重读音节的特点；3、英语语篇的节奏。
英语语音培训辅音2
trip, drip
truck, drug troop, droop
//
true,chew
/,/
Cats, bats, nights
//
Beds, goods, deeds
/,/ Beds, hands, yards
//
Semi vowels
/j/
/w/
硬腭半元音
双唇软腭半元音
Semi vowels yes, yeast, year
/j/
Semi vowels
/w/
wit, wood, while, world, word
vine, wine vet, wet
very well
while
Some students leave out the phoneme /m/ when they occur finally. Read each word pair. tie/tai/ time/taim/ tea/ti:/ team/ti:m/ see/si:/ seem/si:m/ cry/krai/ crime /kraim/ say /sei/ same /seim/ blue/blu:/ bloom/blu:m/
Consonants （共28个辅音）
辅音按照发音方式可分为几下六种： 爆破音（plosive，6) 摩擦音（fricative，10) 破擦音 （affricate，6) 鼻音 (nasal，3) 舌边音(lateral， 1) 半元音(semi-vowel， 2)
爆破音Plosives (six)
Pay attention to the pronunciation of the following words:
(完整版)大学一年级英语语音练习手册教学计划
《英语语音》教课纲领一、课程名称：英语语音二、课程类型：专业选修课三、教课时数：周学时数 2 ，总学时数 20四、学分： 2五、开课时间：第二学期六、开课专业：英语专业七、教课对象：英语专业本科一年级学生八、教课目标：英语语音课的目的是向学生系统介绍英语语音和语调的知识，使学生经过学习和练习掌握英语的发音、语流的规律、语调的功能，基本上能正确使用英语语音、语调朗诵、表达思想并进行社交。
九、课程内容：本课程要求以学生练习为主，从听辨语音、语调能力的培育下手，将听力、发音与口头表达三方面的训练密切联合起来，既重申基本功的训练，又注意活用练习。
教课内容要求突出以下几方面：(1)英语音素的正确发音方法、辨音能力、模拟能力综合训练；(2)英语的单词重音及语句重音的基本规律、表现形式、表意功能的讲解与训练；(3) 英语语流的节奏规律、基本特点、基本因素、强∕弱读式的训练； (4)英语所独有的语音、语调的构造、功能及其在社交中的运用。
十、教课时间安排：学期周内容学时1Pretest, Unit 1 Basic Concepts: Syllables, Stress & Rhythm22Unit 2 Consonants: Stops2第3Unit 3 Consonants: Fricatives & Affricates2一4Unit 4 Consonants: Nasals, Approximants&学Lateral(s)2期5Unit 5 Vowels: Front Vowels & Central Vowels2 6Unit6 Vowels: Back Vowels27Unit 7 Vowels: Diphthongs28Unit 8 Stressed Syllables & Unstressed Syllables219Unit 9 Stressed Words & Unstressed Words in a Sentence210Unit 10 Strong Forms & Weak Forms211Unit 11 Linking212Unit 12Rhythm of English Speech213Unit 13Types of Intonation in English214Unit 14Intonation Units of English215Unit 15Functions & Uses of English Intonation2十一、所用教材：（1）《英语语音教程》王桂珍编著高等教育第一版社, 2000（2）《大学一年级英语语音练习手册》张冠林编外语教课与研究第一版社, 1988十二、教课参照书目：（1）《国际音标与语音》汪福祥李孚声著外文第一版社, 1999（2）《国际音标与语音语调》张卓宏王文广等著清华大学第一版社 , 2003（3） Cruttenden, A. Gimson's Pronunciation of English, 外语教课与研究第一版社， 2000（4） Hancock, M. English Pronunciation in Use, Cambridge University Press, 2003（5） Roach, P.English Phonetics and Phonology,Cambridge University Press, 1983.十三、查核方式：学期末考试与平常成绩和讲堂表现相联合。
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Teaching philosophy and methods
The teaching process is based on the “student-oriented” philosophy. The teaching method is a student-centered comprehensive method, namely the teaching is instructed by missions, assisted by explanations, demonstrations from the teacher and the tape-recorder etc., accompanied and reinforced by a great deal of practice.
3. Sentences 句子（8m） /t∫/ Don’t be fooled. She is no chicken. There is nothing to choose between them. She has no choice but to quit the job. They are chewing the fat to cheat the journey. /dз/ She has done a jolly good job. You must be joking. If you hurt her she will bear you a grudge. I’d like to have some orange juice. 4.Tongue twisters Chuck cheap chocolate chips Try Gerry’s charming German cherry gin. Jane’s drainboard drain just drained Jane’s drainage.
Chapter Eight
Affricates Consonants: /t∫/ /dЗ/ 破擦音
Teaching goals Teaching philosophy and methods: Teaching expectations Time arrangements (total: 3 periods) Teaching procedions
Students are assigned to find the definition of affricates and know the names and places of the speech organs involved Students are assigned to listen to and imitate the tapes recommended by the teacher before hand. Students are expected to be very active and attentive in class. Students should finish on time the after-class assignments including listening to and imitating the recommended tapes and reading aloud the words, phrases, sentences, tongue twisters, chants/rhymes, singing songs etc. assigned by the teacher.
Ⅱ. Introduction
1. T introduces the definition of affricates in terms of the manner, place and force of articulation, shows Ss the diagrams of the speech organs, Ss are required to locate the speech organs involved in pronouncing affricates. 2. T pronounces respectively the two affricates clearly, loudly and slowly, Ss listen closely and quietly for the correct pronunciation. 3. Ss imitate T first chorally & then individually.
Teaching goals
Lead students to understand the definition of affricates and the names and places of the speech organs involved. Lead the students to know the characteristics of affricates in terms of the manner of articulation, the place of articulation and the force of articulation. Help students differentiate affricates from fricative sounds /t∫/ and /dЗ/ . Help students acquire correct pronunciation of affricates (T sets good models, detect and help Ss correct whatever mistakes they may have; then Ss do repetition work chorally and individually, in groups and in pairs).
III. Practice
1.Words /t∫/ chat / charm / cheer / cheque / cheap / cheat / nature / touch /dз/ jolly / juice / jam / judge / change / larger / knowledge 2. Phrases /t∫/ have a chat / a blank cheque / the chief editor / a charming young lady / a child of nature / cherish it / rise to challenge /dз/ jump at the chance / join hands with / stew in one' s own juice a plain Jane / a joint venture / make a sound judgement
Ⅳ. Summary and after-class assignments
1. Review and remember the words, phrases, sentences, tongue twisters and the chant learned in class. ( T will have a check in the next lesson)
Time arrangements (total: 1 periods)
Teaching procedure in details:
Affricates破擦音 Ⅰ. Warming-up exercise 1) Go over the plosives /t/ & /d/, and the fricatives /∫/ & /З/. 2) Ask students to read the following phrases in falling tone and rising tone, pay attention to the words containing /t/ & /d/ sounds. / t / talk big / a bad taste / tidy up / tailor-made / d / out of date / from dawn to dusk day in and day out / dog days /∫/ put in the shade / a sharp-sighted man shallow-headed men / have no shame /З/ take no measures / the Treasury adopt effective measures / at one’s leisure
2. Make sentences, dialogues and /or advertising slogans containing the affricates.
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