英语语音学试题
英语语音学试题
一、Explain the terms (30 points)
1、consonant cluster
2、nasal plosion
3、lateral plosion
4、an initial consonant cluster
5、missing explosion
6、fricatives
二、Reading comprehention and translation (30 points) Americans think a great deal about time. They constantly refer to time and the value of keeping busy. From childhood, they learn to value time, and their language reflects this preoccupation with it. As children, they are taught to be on time for events and to do work on time. They learn that the price of committing a crime is to do time in prison. When they are having a good time, they say that time flies; they say sadly of someone who is dying that he is living on borrowed time. From the time of its beginning, American English has reflected this preoccupation with time. Nowhere can this sense of time be seen more clearly than in the working place. Working Americans are bound to the clock. It is a commonly held belief that one should balance
work against a set time, for example an 8 hour day or a 40 hour week. Anything over these time limits is overtime, and the worker should receive more money per hour for work done during overtime. Time during nonworking hours is also considered very precious. Whether an American decides on a hectic weekend schedule, when Saturday and
Sunday are filled with activities, or on a relaxed weekend, the time will be regarded as valuable. Some Americans feel they have a love / hate relationship with time. They love the comforts that progress has brought through work, but they hate the bondage to the clock and the pressures of a time-oriented society. There is little doubt that many Americans feel they have become servants of the clock.
M: What are some of the expressions reflecting Americans' preoccupation with time?
F: ___________________________________________.
M: What is overtime?
F: ___________________________________________.
M: Why do many Americans feel they have become servants of the clock?
F: ___________________________________________.
三、Writing 30
Family
《英语语音》课程标准-教学大纲-对应刘森教材-上海外语教育出版社
英语语音课程标准 课程名称：英语语音 总学时数：40 （实践课学时数：20 ） 学分数：2 适用专业：英语专业 一、概述 （一）课程性质 性质：随着我国国际交往的日益深入，我们越来越意识到语音教学是语言教学的一项重要内容。规范而自然的语音、语调不仅为有效的口语交际打下了良好基础，更会给人留下良好印象、交流无障碍成为每一个英语学习者孜孜以求的目标。本课程将语音的训练与学生英语听力和口语表达的训练结合起来。让学生更好地进行语言交际:能自如地对所听到的英语语篇进行解码，没有障碍，轻松自如；能流畅地表达所要表达的思想，流利顺畅，要点突出，使人听起来清晰明了，从而帮助学生在英语听说能力的发展方面打下坚实的基础，通过语音学习学会进行更为有效地使用英语进行交际。 （二）课程定位 本课程是英语专业低年级的必修课程，属于专业技能课模块，是基础课中的基础。 它的基本要求是使学生能够熟练掌握英语语音的基本理论，并在实际会话中形成流畅的语气、语调，它要求学生认真完成老师布置的作业，养成良好的学习习惯，提高自主学习能力，培养合作及探究性学习能力。该课程教学要与其他各门课程教学密切协作，学好语音需要其它课程的推动，而其他课程也需要语音的促进，语音与其他课程相互作用，共同发展。 （三）课程设计思路 本课程采取的是“讲座-语音实验室实践-口语练习-课堂总结”相结合的上课模式，这种模式强调把机械的语音操练变成具有交际意义的听辨和交互式的练习，从而帮助学生通过语音学习学会进行更为有效的交际。 课程的教学强调其实践性：一是课堂内的实践-语言实验室的实践、网上练习的实践，注重引导学生将所学的理论用于完成某项交际任务的实践；二是通过开展"语音语调大赛"-"语音语调模仿"、"演讲"、"电影配音"等旨在通过比赛改善学生的英语发音，提高学生英语的口头表达能力,为学生们提供一个学以致用的机会,一个展现个人才能的舞台,在学生中营造一个多听,多说,多练英语的活泼的学习气氛,更好地满足不同层次学生的需要，同时通过实践培
外语系英语教育专业三年制专科教学计划
外语系英语教育专业三年制专科教学计划 一、培养目标 本专业培养能够适应21世纪初中及小学教育需要的, 具有创新精神和实践能力的德、智、体、美全面发展的初中和小学英语教师。 二、基本规格要求 1. 热爱社会主义祖国,拥护中国共产党领导,具有为国家富强、民族振兴而奋斗的理想、事业心和责任感。 2. 树立科学的世界观、正确的人生观和价值观；形成科学的思想方法、良好的道德情操和自我教育的能力。 3. 具有较扎实的英语基础知识、基本技能和人文修养；具有较强的自学能力和分析问题解决问题的能力。 4. 掌握基本科研方法；掌握计算机基础知识和应用技能，达到规定的等级要求；具有初步的图书情报资料检索能力。 5. 了解体育运动的基本知识,掌握科学锻炼和养护身体的技能和方法,养成科学锻炼身体的良好习惯,身心健康。 三、课程修读要求 本专业为全日制三年专科,毕业须修满132 学分,总计2412学时。专业主干课为基础英语,24学分; 高级英语, 8学分; 英语泛读, 8学分; 英语教学法,2学分; 英语语言学, 2学分。
四、课程结构比例表 五、课程方案表
六、实践教学计划表
七、课程简介 课程编码： 课程名称：基础英语(I--IV)(Basic English) 主要内容：本课程是一门综合英语技能课, 也是专业主干课. 主要内容是通过课文学习英语语音、语法、词汇、篇章结构、语言功能意念等基础知识，进行听、 说、读、写、译基本技能训练，使学生逐步提高语篇阅读理解能力,了解 英语各种文体的表达方式和特点,扩大词汇量和熟悉英语常用句型, 具备 基本的口笔头表达能力, 为学习高级英语打下坚实的基础。 学时数：432 学分数：24 课程类型: 必修 适用专业：英语教育专业三年制专科 预修课程：无 授课方式：课堂讲授、提问、讨论及口、笔头练习 考核方式：书面闭卷考试 教材：《新编英语教程》（修订版，1--4册），李观仪主编，上海外语教育出版社，1999年 参考书：《新编英语教程教师用书》（修订版，1--4册），李观仪主编，上海外语教育出版社，2000年 课程编码: 课程名称: 高级英语(I--II)(Advanced English) 主要内容: 高级英语是英语专业高级阶段的一门语言综合课程, 主要内容是通过阅读和分析政治、经济、社会、语言、文学、教育、哲学等方面的英语名作, 巩固和加强英语各项技能的综合训练，强化文化意识、语篇意识、语用意 识，提高逻辑思维及判断能力，使学生能较熟练地得体地进行英汉语口笔 头的双向交流。 学时数：144 学分数：8 课程类型: 必修
英语语音学要点
辅音发音要点 爆破音 英语的爆破音共有三对，发音方法是：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，因为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。这两个音可出现在词首、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当处于词尾时，可能失去爆破，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； /b/ 的音位变体： ①当处于词尾时，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； /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当处于词尾时，可能失去爆破，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当处于/θ/之前时，呈齿音化发音，如eighth； ⑤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; /d/ 的音位变体： ①当处于词尾时，不完全爆破，如Dad said so. ②当两个/b/相邻时，无需产生爆破，只是延长发音时间，如sad Dave /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当处于词尾时，可能失去爆破，如take three； ③在/s/后形成辅音连缀时，/k/在发音时不送气，如sky ④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后跟前元音时，/k/的发音部位前移，如keen；
27037 本科自考英语语言学概论精心整理 Chapter 4 Phonology
Chapter 4 Phonology(音位学) 4.1 phonetics and phonology:语音学与音位学的区分 Both phonetics and phonology are concerned with speech.语音学和音位学都士对语音的研究。 定义区别 -Phonetics is a study of the production, perception and physical properties of speech sounds. 语音学是研究语音的生产、感知和物理性质的。 -Phonology studies how speech sounds are combined，organized，and convey meanings in particular languages.研究语音如何在在特定的语言中结合、组织和表达含义。 ---Phonology is language-specific.it is the study of how sounds are organized and used in natural languages.音位学是特定于语言的。它的研究对象是自然语言中的声音是如何组织和使用的。 ---Phonetics is a study of speech sounds while phonology is a study of the sound syst em of a language.语音学是一个研究语音的然后音位学是研究一种语言的声音系统的学科。 4.2 Phonemes，phones and allophones 音位、音子、音位变体 Different languages have different phonological systems.不同的语言有不同的语音系统。 定义： ①Phones are the smallest identifiable phonetic unit or segment found in a stream of speech. 音子就是在连续的发音中可辨认的最小语音单位或片段。 ②Allophones are the phones which represent a phoneme in a language and cannot change word meaning by substituting any of the set for another.音位变体是指代表语言中音位的音子，即使以一个取代另一个也不改变词义。 ③Phonemes are the minimal distinctive units in the sound system of a language.音位是语言系统中最小的独特的单位。 Allophones are the realization of a particular phoneme while phones are the realizatio n of phonemes in general.音位变体是一个特定音素的认知而音子则是一般的音素。 4.3Minimal pairs 最小对立体 The phonologist is concerned with what difference are significant or technically speaki ng, distinctive. Minimal pair---a pair of words which differ from each other by one sound. Three conditions（情况）: 1）the two froms are different in meaning意义不同 2）the two forms are different in one sound segment声音片段不同 3）the different sounds occur in the same position of the two words.不同声音发生在两个单词的相同位置 Minimal set: a group of words can satisfy（满足）the three conditions . Minimal pairs help determine phonemes. 最小对立体用来定义音位。 4.4 identifying phonemes 识别音素 4.4.1 contrastive distribution，complementary distribution and free variation 对比分布，互补分布和自由变异 The distribution of a sound refers to the collective environments in which the sound concerned may appear.一个声音的分布是指其有关的声音可能出现的集体环境。 1）contrastive distribution对比分布 If two or more sounds can occur in the same environment and the substitution of on
语音学和音位学 练习题
第2章语音学和音位学 Phonetics&Phonology 1.phonetics is the study of_______. A.all the sounds that occur in the world’s languages B.sppech sounds used by human languages to represent C.the differernces between sounds used in human languages and sounds in nature D.how phonological differences can lead to misunderstanding 2./m, n/ are ____. A.fricatives B.dentals C.glides D.nasals 3./w, j/ belong to ____. A.fricatives B. dentals C. glides D. nasals 4.Which of the following vowel is the rounded vowel? A.[i：] B.[u：] C.[i] D.[a：] 5.In the field of phonology, which of the following does NOT belong to the suprasegmental features? A.stress B.tone C.intonation D.syllable 6.Classification of vowels are made up of the followings EXCEPT____. A.the position of the tongue B.the openness of the mouth C.The shape of the lip D.The width of the vowels 7.A sound which is capable of distinguishing one word or one shape of a word from another in a given language is a______. A.phoneme B.allophone C.phone D.allomorph 8./p, t, k / are______. A.fricatives B. affricates C. glides D.stops 9./kuku:/ is a bird’s call. The name of such a bird is CUCKOO which is an example of ______. https://www.360docs.net/doc/dc5226086.html,nguage universals B.onomatopoeia C.teaching grammars D.morphs 10.The vowel [u:] in [fu:d] (food) is a____ vowel.
英语语言学教程胡壮麟版
英语语言学教程(胡壮麟版) Chapter one. Invitation to Linguistic. 1. What is language? “ Languageis system of arbitrary vocal symbols used for human communication. It is a system, since linguistic elements are arranged systematically, rather than randomly. Arbitrary, in the sense that there is usually no intrinsic connection between a work (like “book”) and the object it refers to. This explains a is explained by the fact that different languages have different “ books ”“:book ”in English, “ livre in” French, “shu” ii n eCseh. It is symbolic, because words are associated with objects, actions, ideas etc. by nothing but convention. Namely, people use the sounds or vocal forms to symbolize what they wish to refer to. It is vocal, because sound or speech is the primary medium for all human languages. Writing systems came much later than the spoken forms. The fact that small children learn and can only learn to speak (and listen) before they write (and read) also indicates that language is primarily vocal, rather than written. The term “ human” in the definition is meant to specify that language is human specific. 2. Design Features of Language. “ Design features ” here refer to the defining properties of human language that tell the difference between human language and any system of animal communication. They are arbitrariness, duality, productivity, displacement, cultural transmission and interchangeability (1) Arbitrariness: By “ arbitrariness ”, we mean there is no logical connection between meanings and sounds. (2) Duality: The property of having two levels of structures (phonological and grammatical), units of the primary level being composed of elements of the secondary level and each level having its own principles of organization. (3) Productivity: Productivity refers to the ability to the ability to construct and understand an indefinitely large number of sentences in one?s native language, including those that has never heard before, but that are appropriate to the speaking situation. The property that enables native speakers to construct and understand an indefinitely large number of utterances, including utterances that they have never previously encountered. (4) Displacement: “ Displacement ”, as one of the design features of the human language, refers to the fact that one can talk about things that are not present, as easily as he does things present. In other words, one can refer to real and unreal things, things of the past, of the present, of the future. Language itself can be talked about too. (5) Cultural transmission: This means that language is not biologically transmitted from generation to generation, but that the details of the linguistic system must be learned anew by each speaker. (6) Interchangeability: Interchangeability means that any human being can be both a producer and a receiver of messages. 3. Functions of Language. Language has at least seven functions: phatic, directive, Informative, interrogative, expressive, evocative and performative. (1) Phatic function: The “ phaticfunction r”efers to language being used for setting up a certain atmosphere or maintaining social contacts (rather than for exchanging information or ideas). Greetings, farewells, and comments on the weather in English and on clothing in Chinese all serve this function. (2) Directive function: The “ directive function ”thamt laenagnusage may be used to get the hearer to do something. Most imperative sentences perform this function, e. g., “Tell me the res you finish. ” (3) Informative function: Language serves an “ informational function ”when used to tell something, characterized by the use of declarative sentences. Informative statements are often labeled as true (truth) or false (falsehood). (4) Interrogative function: When language is used to obtain information, it serves an “ interrogat
【外语学习】实用英语语音学 电子教案c3
Chapter 3 Liaison If we want to speak English fluently, we must try to avoid pronouncing each word as if it were isolated. We must try to link words together smoothly and naturally. In English one word is not separated from another by pausing or hesitating; the end of one word flows straight on to the beginning of the next, e.g. First of all /'f?:st??v ? '?:l/ Some of us /'sΛm??v??s/ The linking of words in connected speech may be divided into the following types: 1)when the final sound of the word before is a consonant you must link the final consonant to the initial vowel sound of the next word. It will help if you treat the final consonant as if it were transferred to the next words. Examples: put it on /'puti't? n/ look at it /'luk?tit/ think of it /'θi?k?vit / 2)When the final sound of the word before is a vowel you must link the vowel sound to the initial vowel should of the next word. Here a short and gentle /j/ or /w/ is used. a)after /i:/, /i/ and the diphthongs(双元音) /ei, ai, ? i/,which end in /i/,we can use a very gentle /j/ as the link. Examples: the other /ei?j?'Λe?/ he is my uncle. /hi:?j? iz mai?j?'Λ?kl/ she ate some./? i:?j??t s?m/ However, we do distinguish between “my ears” and “my years”, etc. “years”/ji?z/ has a longer and stronger/j/ than the shorter and gentle link /j/ before “ears”. b)After /u:/, /u/ and the diphthongs /?u, au/, which end in /u/, we can use a gentle /w/ as the link. Examples: two others /'tu:?w?'Λe?z/ do it /'du: ?w?it/ how old /'hau?w?'?uld/ Again we distinguish between “two-eyed” and “too wide”: /'tu:?w?'aid/, /'tu:'waid/ 3)When a word ending with “r” or “re” goes before a word beginning with a vowel sound /r/ is usually pronounced as a link.
2021年初中英语语音的知识点总复习附答案
一、选择题 1．从A、B、C、D四个选项中找出所含元音音素不同的一个。 A．Bob B．dog C．orange D．photo 2．We should stress(重读) ______ syllable when we read the word “potato”． A．the first B．the second C．the third D．the last 3．下列单词中元音字母a 的发音与其他三个不同的是________。 A．thanks B．jacket C．map D．name 4．下列各组字母中全部是元音字母的是 ____。 A．a, e, o, r B．a, i, u, e C．o, u, e, n 5．My______ /'fe?v?r?t/ snack is potato chips. A．favorite B．free C．foreign D．future 6．Go down this street and turn ______ / left / .You will see a library in front of you. A．light B．left C．let D．lift 7．根据朗读基本知识要求，以下哪个句子应该在句末读升调？ A．When do you get up every day? B．Which subject do you like better, English or Chinese? C．Can I try it again? D．Here you are. 8．下列单词中画线部分的读音不同的是______。 A．mother B． their C．thing D．these 9．Which word of the following do esn’t have the same stress as the others? A．Absent. B．Insect. C．Translate. 10．Choose one of the letters with different pronunciation. A．cake B．face C． apple D．late 11．Which of the following underlined parts is different in pronunciation from others? A．Who can tell me how to operate the machine? B．The lane is too narrow. C．How great Sheshan State Resort is! D．We can take the cable to the top of the mountain. 12．Could you help clean up the classroom? It's /'d?: ti/. A．date B．dirty C．doubt D．duty 13．从A、B、C、D四个选项中找出所含元音音素不同的一个。 A．he B．red C．she D．me 14．Which of the following underlined part is different in pronunciation from the others? A．Have you heard the news? B．How do you learn English? C．What's wrong with your heart? D．Why did you get up so early? 15．China is ________ancient country and people all over the world come to learn Chinese
英语(心得)之英语发音困难音：-l-音和-n-音的研究
英语论文之英语发音困难音：/l/音和/n/音的研究 英语发音困难音：/l/音和/n/音的研究曹敏青岛农业大学山东青岛 266109 摘要：对于英语中的两个音/l/音和/n/音，本文就英语/l/的发音及其与汉语/l/音的比较、英语/n/的发音及其与汉语/n/音的比较，以及汉语/l/音与/n/音的混淆及其对英语发音的影响三方面进行阐述比较，希望对英语语音教学起到一定积极作用。关键词：/l/音 /n/音发音比较在英语发音教学中，/l/音和/n/音是两个困难音。/l/音和/n/音在中国不同地区的方言中经常被混淆（特别是南方），英语中两个音的发音与汉语中相对应的发音也存在很大不同，给英语语音教学带来难度。在发音过程中，这两个音是每个学生都面临的挑战，从事英语语音教学的老师应该予以注意。1 英语/l/的发音，及其与汉语/l/音的比较1.1英语/l/的发音在英语发音中，/l/音被称为边音，因为在发音时舌尖要顶在上牙齿的后面即上齿龈处，舌头的两边下降，以使气流通过。气流通过时无阻碍，边音/l/属于辅音。英语发音中，/l/音被分为两个音，即：清晰音/l/和模糊音/l/。清晰音发音时，舌尖顶在上牙齿的后面，硬腭处相对应的舌前部上抬，至短元音/i/的位置，气流从舌两边送出。清晰音/l/只在英音发音中出现，美语发音不存在这个音。而且该音在英音发音中只出现于元音前，如“late”，或半元音前，如/j/。模糊音/l/发
音时，舌尖顶在上牙齿的后面，舌前部下降，舌后部上抬至短元音/u/的位置，气流从舌两边送出。在英音发音中，该音出现在辅音前，如field，或音节末，如fill。美语发音中所有的/l/音都为模糊音。1.2与汉语/l/发音的比较汉语中的/l/音只出现于音节开始位置，如“亮liang”，不会像英语发音一样出现于音节末，如“little”。因为中国的学生没有在词末发/l/音的习惯，所以通常会以其他音取代/l/音，如把“little”发成类似汉语拼音“leitou(r)”的音。笔者在英语教学中发现，因与母语发音习惯相关，这样的错音比较难纠正。在发音教学中应该要求学生发音时，舌尖一定要接触到上齿龈处，不可离开，也不可向后卷发卷舌音。汉语中的/l/音，相对来说，会更像清晰音/l/，与模糊音/l/没有相似之处。1.3发音技巧若将此音发对，首先要考虑的是发音时找准舌尖的位置，发成清晰音或是模糊音是次要考虑的问题。怎样在汉语发音基础上把此音发对呢？汉语拼音中发/l/的单音时，舌尖先与上齿龈处接触，后又分开，气流主要不是由舌两边发出，而是沿着舌中，向外发出。声音似汉字“了”的发音。发英语音标/l/时，可以取与汉语拼音/l/相同的舌位，只是要注意舌尖保持与上齿龈的接触，不可分开，气流由舌两边发出。如此发音，基本上可以找准发音位置，特别是舌尖的位置。若要准确地发出清晰音或模糊音，要在此基础上参看上述的相对发音舌位，找准舌后部上抬的位置，反复练习揣摩。有的学者指出，/l/在元音后可以发成类似汉语拼音“ou”或汉
英语语音学习的几点心得
大凡语言皆有声，学英语自然也要学好语音。学好语音不但有利于正确地以声音表达思想，而且对词汇的学习和记忆大有帮助。传统单词教学都离不开大量的机械操练，久而久之使学生味同嚼蜡，毫无趣味。如果我们在声音上进行信息加工，即通过学生的听觉器官去感知单词的发音，将其声音遗留在学生的脑中，那么学生在听完一个单词之后，过了数天甚至数年回忆起来，尚有“音犹在耳”、“余音绕梁”的感觉。 1、声音呈现，感知新词 对语言材料的感知和理解程度，在很大程度上取决于呈现材料的方式。利用学生的听觉感官呈现新知，加深学生对单词的感知印象，使之尽快地进入长时记忆，同时利用在呈现环节中获得的丰富的语音信息完善该词在学生脑海中的存储形式，以便随时被激活提取。如动物词汇教学中，以听声音的形式呈现单词dog\duck\cat，抓住学生的好奇心，吸引学生注意力，给学生留下深刻的第一印象，可以为单词记忆打下了良好的基础。 2、改变声音节奏，强化语感 孤立读单词，不仅使学生感到词汇学习的枯燥无味，失去兴趣，而且还不能让学生理解该词的真正含义与用法。因此，可以改变音的长短操练单词。如：Apple, apple, this is an apple。教师边说边有节奏地拍4次手，同一句话说3-4遍，第一遍比正常说话速度慢，然后逐渐加快，比一比谁说得又准有快。这样训练能强化学生对单词发音的记忆，并培养良好的语感。同时还可以改变音的高低。我在教反义词的时候是这样操练的：如long-short long, long, long(声音越来越高)，short, short, short(声音越来越低)；同样可以加上动作，如tall, tall, tall (声音越来越高，用手演示越来越高)，short, short, short (声音越来越低，用手演示越来越矮)，还有big和small等等。
英语语音教程(整理版)
1 音节（Syllables ） 英语中一个元音构成一个音节，一个元音加上一个或一个以上的辅音也只构成一个音节。 如：I /ai/ , it /it/, ,bite /bait/, thrift/ θrift / 2 重读音节Stressed syllables 单音节词都有一个重读音节，但不标出重音符号。 双音节或多音节词有一个音节的元音比其它音节的元音长而响亮，这个长而响亮的音节称为重读音节.有些多音节词中除了主重音（Primary Stress），还可以有次重音（Secondary Stress)。重音符号表在重读音节的左上角，次重音符号标在左下角。 3.元音字母在重读开音节和重读闭音节中读法： （1）、开音节：有两种开音节。一种叫做绝对开音节，就是元音字母后没有辅音字母，例如no,me.另一种叫做相对开音节，就是在元音字母后面有辅音字母（辅音字母r除外）还有一个无声的字母e，note use face等，在重读开音节中元音字母都读他们字母表的音 （2）闭音节：元音字母后面有辅音字母（r除外）时，这个元音字母构成的音节叫做闭音节。 bad lamp thank yes sit hot mother sun (3)-r音节: 元音字母与辅音字母-r结合，构ar, or, ir, er, ur音节。 car horse girl her nurse (4)-re：元音字母与-re结合，构成are ere ire ore ure音节。 are读作/??/ care dare ere读作/??/, /??/ here there ire读作/a??/ fire tire(疲倦) ore读作/?:/ more wore ure读作/j??/ pure(纯碎) cure（医治） 4 英语单词重音可遵循以下规律： 1 )双音节词作为名词，重音在第一个音节；作为动词，重音在第二个音节。 ?名词动词 'Record ['rek??d] re'cord[ri'k?:d] 'Object ['?bd?ikt] ob'ject [?b'd?ekt] 2) 复合名词重音一般在第一个音节上 'Blackboard 'Handbag 'Bookstore 'classroom 复合动词重音一般在第二个音节上 Short'change ill-'treat 3 )有些复合词有双重重音 'Arm'chair 'kind'hearted 'four-'footed 'Second-'handed 4 )少数复合词重音在第二音节 What'ever who'ever your'self through'out
Unit 5 What’s your favorite food
Unit 5
What’s your favorite food?
Unit 5 What’s your favorite food?
Part One：Basic Information 1. Teaching hours 教学时数：4hours 2. Teaching aims and requirements 教学目的与要求： ? To develop the students’ communicative skills of asking for and offering suggestions. ? To improve the students’ listening and speaking abilities on people’s food preferences. 3. Teaching emphasis 教学重点： The students are supposed to learn how to 3.1. Listening for People’s Food Preferences, 3.2. Asking for and Offering Suggestions, 3.3. Understanding and Talking About Food. 4. Teaching difficulties 教学难点： ? How to ask for and offer suggestions. ? Liasons 连读 Consonant cluster
?I’ve been feeling restless and listless lately.
?I know exactly what you mean. ?Do farmers still use windmills? ?Your kindness will be repaid. ?I need to wash my hands.
1
英语语音学习技巧
英语语音学习技巧 [出处] [作者] 黄滨 [内容] 多年教英语的经验告诉我，学习英语首先要过好国际音标关。音标教学是英语教 学的重要组成部分和基础，决不可忽视。不少学生就是因为音标关过不了而放弃 英语这门课的。为此，我在音标教学中进行了以下改革，收到了较好的教学效果。 首先，在学习１２个单元音时，我分了几个步骤来进行。 第一步把１２个单元音按接近音编成６组，使学生记好其中〔ｉ：〕、〔ｅ〕、〔Λ〕、 〔ｕ〕、〔Ｃ〕、〔〕、〔θ〕这６个主要音素即可。在教〔ｉ：〕这个音素时，我 把外衣反复脱掉、穿上，反复带读〔ｉ：〕，用实物传感记忆，用实物
诱发记忆。 在教〔ｅ〕这个音素时，我将一个同学叫上讲台，我作出一副很冷的样子，我和 她紧紧挨在一起，再反复带读〔ｅ〕，用动作传感记忆。就这样，把６个音素很 快教完。然后马上讲解这６个音素与别外６个音素之间的区别，学生们很快就掌 握了这１２个音素。 第二步把６个主要音素编成极简单的顺口溜。〔ｉ：〕、〔ｅ〕、〔Λ〕为一组，〔ｕ〕、 〔Ｃ）〕、〔〕为一组。两分钟后，同学们就全部将它们溜会了。 第三步把１２个音素编成号，写在黑板上，要求同学们记忆住它们的顺序。我在 黑板上刚把中与的顺序写完，同学们就把１２个音素的顺序背会了。然后我马上 把黑板擦掉。我快速问３号、５号、１０号…，采用快速强记。全班叫任何同学 都可以对答如流，甚至有些学生到临下课时还达到倒背如流。 在２８个辅音音素里面有几个难读，我采用谐音记忆法。比如教〔ｔ
ｓ〕这个音 素，我们说“吃饭”，而东北人却说成“刺饭”。班上东北学生很少，很多人还是 第一次听到，有一种新奇感，不自觉地就脱口而出，整个教室“刺饭”声此起彼 伏。马上教〔ｔｓ〕这个音素，自然就很快地掌握了。 在教〔∫〕这个音素时，我学着农村妇女撵小鸡的样子，嘴里不停地发“嘘”的 声音，绕教室一周，同学们也跟着“嘘、嘘”。这样〔∫〕这个音素也就学会了。 其他的音素，采用多种类似方法，效果都很好。在三年教学中，我要求学生每背 一个单词必须读出单词，并写出音标。反复循环，提高记忆。这期间无论是小考 还是大考，２／３以上的学生答语音题准确率都达到１００％。从兰州市教育局 对’９５年的中考成绩统计来看，我班英语成绩名列兰州市第一名，全班平均为 ９８．２分，全班５３名毕业生中１００分以上的有３５人。我认为，这一成绩 的取得跟音标教教学的改进有很大关系。