高中语音课英文教案

高中语音课英文教案【篇一：高中英语语音教学】新高中英语是人民教育出版社、课程教材研究所根据教育部制定的《普通高中英语课程标准（实验）》（下称《课程标准》）编写的高中课程标准实验教科书。

高中英语课程总的目标是培养学生综合语言运用能力，即口头交际和笔头交际的能力。

口语交流包含听和说，在口语交流中交际的双方既要听懂另一方的话语，又要能使用自然规范的语音语调表达意义。

听懂话语和口头表达意义都需要掌握口语的特点，这都与语音有关。

因此，语音教学在培养交际能力方面扮演着重要的角色，是语言教学的重要内容之一（《课程标准》第64页），也是培养学生综合语言运用能力教学工作的一个组成部分。

在聆听信息处理过程中，听者要懂得使用连贯话语语音现象的知识去切分声音和解决歧义的问题（何广铿，2002：35），因此，外国学生不管是否在自己的讲话中使用英语的弱读、连读、同化、省音等语音形式，他们必须懂得其存在；不然的话，他们要听懂普通英语口语会有困难（cruttenden, 2001: 292）。

从这个意义上来说，在语音教学中讲授英语连贯话语中的弱读、连读、同化、省音等现象有助于培养学习者的聆听能力。

当然，如果他们在话语中能使用这些语音形式，他们的话语会更像目的语的话语。

再者，由于英语存在不同的语体，如英国英语、美国英语等，明了它们的异同也能提高学习者的聆听能力。

我们可以说为了交际能力的培养，英语方言的知识应成为我国英语学习者语音学习的内容。

一些语音学家还对外国学生学习英语语调提出了意见。

外国学生如要培养较好的朗读技巧，需要懂得把英语话语切分为恰当的语调群（intonational phrases，也可称 tone groups, thought groups）；外国学生应注意把调核放在句子的焦点；外国学生还必须懂得使用恰当的语调，其中包括降—升调去表述意义（cruttenden, 2001: 275, 276）。

这意味着要成功交际，外国学生在学习英语时还应注意意群（语调群）、停顿和语调的正确使用。

对学习者来说，这是在说方面的要求。

根据上面的论述并结合《课程标准》语音项目表的内容，高中英语课程语音教与学的内容可以综合概括如下：一、教学内容通过英语语音教与学，学生 1. 进一步巩固基本读音能力，即能按读音规则读出新单词的音；2. 明了操英语为本族语的人士如何在连贯话语中使用连读、弱读、同化、不完全爆破、停顿和不同的语调等进行口语交流；3. 掌握英语元、辅音的发音，连贯话语中重音、连读、弱读、不完全爆破、停顿和语调的使用；4. 在基本掌握英语口音（这里指 received pronunciation 下称 rp）的基础上，接触美国口音（这里指general american下称 ga），为顺利进行交际打下基础；5. 掌握朗诵和演讲的语音技巧。

上面五个方面的教学内容可以具体描述如下：1. 基本读音能力包括掌握（1）元音字母和元音字母组合在重读音节的读音，如 role, polite, cheat 等。

（2）元音字母和常见元音字母组合在轻读音节的读音，如 finally, position, valley 等。

（3）辅音字母及辅音连缀的读音，如 judge, stage, include 等。

2 明了操本族语的英语人士在连贯话语中使用不同的语音手段进行交流。

这些语音手段包括：（1）连读①两单词同属一意群时，前一单词以辅音结尾，而后一单词以元音开头，结尾的辅音与开头的元音连读（celce-murcia, 2001(ed): 121，122；celce-murcia, et al, 1996: 158, 159）。

如：lisa wrote a letter︶all of them︶②两单词同属一意群时，前一单词以 r 或 re 结尾，后一单词以元音开头，这时原不发音的字母 r 发/r/，与后开头的元音连读（cruttenden, 2001: 288, 289）。

如：for a meeting︶here is a letter.︶（2）弱读①明了//是非重读音节出现最普遍的元音，也是语篇中频率出现最高的元音（cruttenden, 2001: 148）。

②掌握最常用的功能词的弱读形式（cruttenden, 2001: 252, 253；roach, 1991: 103-108）。

● the: 弱读形式在辅音前读/h/，在元音前读/h/● a, an: 弱读形式在辅音前读//，在元音前读/n/● and: 弱读形式/n/和/nd/● but: 弱读形式/bt/● that: 弱读形式在引出从句时读/ht/，作指示代词用强式读音/h#t/● than: 弱读形式/hn/● his: 弱读形式/z/，但在句子开头和作物主代词读/hz/● her: 弱读形式在辅音前读//，在元音前读/r/；在句首读/h/● your: 弱读形式在辅音前读/j/，在元音前读/jr/● he: 弱读形式//，在句首读/h/● him: 弱读形式/m/● them: 弱读形式/hm/● us: 弱读形式/s/● at: 弱读形式/t/, 在句末读/#t/● for: 弱读形式在辅音前读/f/，在元音前读/fr/；在句末读/f:/● from: 弱读形式/frm/, 在句末读/frm/● of: 弱读形式/v/,在句末读/v/● to: 弱读形式在辅音前读/t/，在元音前读/tu/；在句末读/tu/● as: 弱读形式/z/, 在句末读/#z/● some: 弱读形式作“一些”解时读/sm/，作“某一”解和在句末时读/sm/● there: 作引导词，弱读形式在辅音前读/h/，在元音前读/hr/；在句末和作指示代词读/he/● can, could: 弱读形式分别读/kn，kd/，在句末分别读/k#n/和/kud/● have, has, had: 弱读形式分别读/v, z, d/，在句末分别读/h#v,h#z, h#d/；have 在 i, we, you，they 后读/v/；had 在 i, he, she, we, you, they 后读/d/● shall, should: 弱读形式分别读/.l, .d/；在句末分别读/.#l, .ud/● must: 作“必须”解时，弱读形式在辅音前读/ms/，在元音前时读/mst/；在句末读/mst/；作推测意为“必定”时读/mst/● do：作助动词时，弱读形式在辅音前读/d/，在元音前读/du/，在句末读/du:/● does: 弱读形式/dz/, 在句末读/dz/● am：弱读形式在 i 后读/m/，在其他地方读/m/；在句末读/#m/● are: 弱读形式在辅音前读//，在元音前读/r/，在句末读//● was: 弱读形式/wz/, 在句末读/wz/（3）同化①顺同化：前面的一个音影响后一个音，使后面的音变得跟它相似。

例如：whats (/′wts/) on the desk?②逆同化：后面一个音倒过来影响前面一个音，使前面的音变得与它相似。

例如：this shop (/h. .p/)③相互同化：两个连在一起的音念起来不太方便，于是就互相影响，混合成为一个新的、折衷的比较好念的音。

例如：would you(/′wud9/)like to become famous?（4）意群与停顿在自然的语篇中，人们使用停顿把言语分成便于处理的一块块，这些分割成的部分称意群（thought groups, tone groups or intonational phrases）。

意群经常是一个有意义的语法单位，与句子或分句相对应。

例如新高中英语模块一第三单元阅读短文前几句可以由停顿（用/表示）分为若干意群。

my name is wang kun./ since middle school,/ my sister wang wei and i / have dreamed about taking a great bike trip./ whenwe graduated from college,/ we finally got the chance to do it /...（5）语调①掌握三种常用的调型，即升调、降调和降—升调。

除升、降调外，在英语中降—升调是一种出现频率很高的调型（cruttenden, 2001: 276, o’connor, 1976: 150）。

3. 掌握英国英语（rp）和美国英语（ga）之间的主要区别。

课文单词注 rp 的发音，教学拟以 rp 为教学口音，介绍 ga 的目的是让学生了解不同口音的特点，在聆听理解中不会出现理解障碍。

（1）元音差异①当字母a 出现在辅音/f，g，s/或在“鼻音+辅音”前时，在rp 念//，在 ga 念/#/。

例如：单词 rp gabath /bg/ /b#g/ask/sk/ /#sk/dance /dns//d#ns/②当字母 o 在词中念 rp //时，在ga念//。

例如：单词rpgablock/blk/ /blk/quality /′kwlt//′kwlt/但在 /g, 0, s, f,g/前，上述字母 o 虽在 rp 念//，但在 ga 不念//，而念//的长音。

听起来//的长音与 rp/:/相似。

③在某些单词中 rp 和 ga 使用不同元音。

例如：单词 rp gaclerk /klk//kl9:rk/ate /et/ /et/either /′h//′i:hr/tomato /t′mt/ /t′mt/record /′rek:d/ /′rek9:rd/（2)辅音差异①在 ga 中字母 r 在所有位置，即词首、词尾、元音前、元音后，都发卷舌音。

该 /r/音【篇二：英语语音教案】《英语语音》课程教学教案unit 1unit 2unit 3unit 4unit 5unit 6unit 7unit8phoneme and transcription the pure vowels the diphthongs rules of reading of english vowel letters the consonants connected speech (1) connected speech (2) connected speech (3)unit 1 phoneme and transcriptionpurpose: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 learnto 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 “stressedsyllable”, then a definition for “rhythm” and “rhythmic pattern”;2. compare – 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.activities and procedures:1. begin by asking the class to find out how much thestudents 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 highlightingthe 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.basic 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 thesame 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:syllable 1 syllable 2 (short) (long)syllable 3(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 / :/. 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 individualenglish 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 ofthe two major organizing structures that native speakers relyon 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, strongbeats are called stress -- the heart of the rhythmic pattern.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。