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A Thesis Paper for English Language Teaching09级3班贺文雯 0907403035 1．Int1roductionUnder today’s situation marked with a technological revolution, development of knowledge economy and economic globalization, China will further open up the market of service and trade and create more fields for foreign investment. Chinese people begin to work with them. English learner in China are beginning to realize that the ability to communicate should be emphasize ,that is, speaking should be stressed in the learning and teaching English as a foreign language. Nowadays, the officials in education Criteria for English course, the requirements for speaking in middle schools are set explicitly. Language serves a social function for interactive communication in every day life. Although the ability to communicate has been recognized as the focus of many approaches and methods in the field of language teaching, English teaching and learning in China has been based on the teaching and learning of grammar, vocabulary, translation, etc. “Dumb English” is very common among middle school students and even the majority of English learners in China. The importance of communication in English has not gained enough attention and the teaching of oral English has long been ignored.Traditionally, presentation, practice, production approach is still being implemented in the course of oral English teaching and is still playing a very important role in China. The main reason why English teachers like to use it is because of its “reliability”. It mostly shows out the aim of classroom teaching. It guarantees the main role of teachers’. In the classroom, the teacher can completely control the class. But the weakest point of this method is that: the students are learning English passively. They just learn and recite what the teachers have taught. They don’t know how to use what they have learnt. That is to say, what the students learn in the classroom is the “dead” knowledge. They can’t use it flexible.If we can bring a different view of language learning into the classroom, then whatever the restrictions, the situation will gradually change.As we all know, any effective foreign language course aims at developing the skills of listening, speaking, reading and writing ． Each of these four skills is based on three main elements of language ： pronunciation ， vocabulary andgrammar ． Pronunciation is the first important category of the three ． In this article, the author will provide the readers with some practical suggestions for teaching phonetic ．Purposes of English Phonetics TeachingAny effective foreign language course aims at developing the skills of listening, speaking, reading and writing ． Each of these four skills is based on three main elements of language ： pronunciation ， vocabulary and grammar ． Pronunciation is the first important category of the three ． Good pronunciation is important to the English learner if he wants to understand the spoken words and to be understood when he is speaking ．To have a good pronunciation means:(1) to articulate correctly all the speech sounds in English in their combinations, in isolated words as well as in sentences ；(2) to speak with correct accents and to link the sounds, rhythm, pauses and intonation together fluently ．Organizations of English Phonetics TeachingThis paper articulates the phonetics teaching in second language learning. It contains six parts. They are as followings.The design of the paper: a system design of the period with all the modules might be used; a detailed module design of module presentation two with specific data of content, techniques, interaction size, method, and functions; a exhaustive lesson plan of module two, including the background information and teaching procedure of the period;The discussion which demonstrates the rationales used and their realization; The conclusion contains the summary of the researching process, the assessment of this paper and the author’s future plan concerning this area.2. Design2.1 listsrhythm, vowels, consonants, pitches, intonation, stress, liaison, incomplete plosive.●vowels: the position of the tongue●consonants: voiced and voiceless – the vibration of the vocal cords; paying attention of the consonants in the end of a word, e.g., /fu:d/, /drINk/●pitches: the change of pitch range –used as a device to communicate emotion and meaning●intonation: “English intonation is musical” –used to convey meaning, emotion, involvement, and empathy, also a way of modifying the strength of what we’re saying ●stress: word stress and sentence stressWord stress -- Two important rules about word stress: one word, one stress; the stress is always on a vowel.Sentence stress -- usually only notional words are stressed, but we stress certain words in a sentence according our intentions and feelings, e.g., SIT down, please/sit●liaison: the linking of words in speech, in particular when the second word begins with a vowel, e.g., an egg is often pronounced /5Ene^/ with no noticeable break between the two words●incomplete plosive: two consonants linked together, the first one is not sounded,e.g., blackboard.2.2 SystemThe whole in 45 minutes will be divided into eight parts: first is revision in five minutes, next is presentation one in ten minutes, next is drill one in five minutes, then is presentation two in five minutes and dill two in five minutes, the next is practice in ten minutes, then consolidation in three minutes, and the last part is assignment in two minutes.2.3 Module2.3.1 Content: basic knowledge of phonetics2.3.2 Techniques: T: what is rhythm? Ss: answer the teacher's questions.2.3.3 Size: individual and the pair work2.3.4 Method: deductive2.3.5 duration: 15 minutes2.3.6 Function: to guide the students to form a complete knowledge on the basic content of phonetics.2.4 lesson planI Background Information1.1 Students: senior high school students of grade 11.2 Type of class: multi-task1.3 Content: Articulation of Each Consonant1.4 Objectives : after this class, my students will be able to : ①students to know the correct articulation of each consonant: ②to distinguish vowels and consonant;③ pronunciation independent.1.5 Place and time:. 101 10:00am—10:45am1.6 Materials: textbook, lesson Plan, picture1.7 Aid: blackboardII Process2.1 A brief review of the classification of consonants.2.2 Presentation1. Correct articulation of plosive and the phonetic features of plosive.2. Correct articulation of affricate and the phonetic features of affricate.3. Correct articulation of fricative and the phonetic features of fricative.4. Correct articulation of nasal and the phonetic features of nasal.5. Correct articulation of lateral and the phonetic features of lateral.6. Correct articulation of frictionless continuant and the phonetic features of frictionless continuant.7. Correct articulation of semi-vowel and the phonetic features of semi-vowel.2.3. Difficult point1. The phonetic features of each consonant2. Consonant clusters3. Incomplete plosion2.4. Practice1. Read the sample words on the textbook.2. Watch clips3. Practice consonants by class activities.2.5. Homework:1. Do the exercises on the text book.2. Read the sheet of “songs”.3. Make a record by reading all of the English phonemes.3 DiscussionsMany theories can be used in this paper, but two main theories are used, they are: teaching is to save time and teach is for not teaching again. Teaching is to save not only the teachers' time but also students'. For primary school students, they go to school to get the basic knowledge of each course, for middle school students, their major aim is to learn the techniques on how to learn, how use knowledge into life and so on. No matter what kind of purpose, their final goal is the techniques. The principle of combining instructor’s guiding role and Ss’ initiative can be seen in the methods used in teaching procedure. This principle helps to involve Ss in rather than let them be the sole observer. Instructor’s guiding role is played in the procedure of review and presentation and assignment. Ss’ initiative is stimulated when they are needed to participate in..4. Conclusion:English phonetics is very important and necessary to learn at the beginning stage. It turns out to be useful in helping the students to learn English better. Having realized the urgent need for English phonetics teaching, this paper investigates the difficulties of phonetics learning as well as the solutions to them, and some rules and practical examples in English phonetics teaching.Cultivating English phonetics teaching methodology, as discussed at length, is a long and painstaking course for teachers and students. There is never an ending point for English teachers to enlarge both their knowledge and subject-relevant information. It is out of the author’s hope that a time-efficient phonetic training mode can be established under the guidance put forward by this paper. However, it has many demerits.The research is not deep because the author cares only the teaching content itself neglecting the expansion of knowledge.This research and its implement lack a sense of artistic. Not so many teaching arts were used. Improvements of artistically teaching have to be made.Considering the demerits of the research, the author will attach more emphasis on deepening the teaching and teaching arts. Still, more research about other knowledge points will be made in the attempts of cultivating Ss who are highly developed in an all-round way.The methods presented by the author, as is hoped, can serve as the launching pad for critiques from other experts to elicit discussions and experiments on providing excellence and efficiency in English phonetics teaching.Teachers of phonetics may assign the students to do more oral practices. Tape-recording can be regarded as a good example for the students to do it. By checking their tapes, teachers quickly know some common problems troubling them and find out effective solutions to deal with these problems.。