1、英語(yǔ)教師語(yǔ)音素質(zhì)與語(yǔ)音教學(xué)一、英語(yǔ)教師自身的語(yǔ)音素質(zhì)二、中國(guó)學(xué)習(xí)者普遍存在的語(yǔ)音問(wèn)題三、在英語(yǔ)教學(xué)中加強(qiáng)語(yǔ)音意識(shí) 發(fā)音、單詞重音、句子重音、 節(jié)奏、語(yǔ)調(diào)四、語(yǔ)音教學(xué)理念：創(chuàng)設(shè)交際語(yǔ)境五、英語(yǔ)語(yǔ)音教學(xué)資源高中英語(yǔ)骨干教師國(guó)培計(jì)劃（2010）英語(yǔ)教師語(yǔ)音素質(zhì)與語(yǔ)音教學(xué)一、英語(yǔ)教師自身的語(yǔ)音素質(zhì)高中英語(yǔ)如何提升教師自身語(yǔ)音素養(yǎng) ？一）、對(duì)中國(guó)學(xué)習(xí)者存在的問(wèn)題有清晰的認(rèn)識(shí):The features of pronunciation which can cause confusion include (Poedjosoedarmo, G. 2007) (1) using the wrong sound,

2、 (2) leaving sounds out, (3) adding sounds, (4) putting stress on the wrong syllable in a word, (5) putting stress on the wrong word in a sentence, (6) using the wrong intonation pattern, (7) combinations of the above 如何提升教師自身語(yǔ)音素養(yǎng) ？一）、對(duì)中國(guó)學(xué)習(xí)者存在的問(wèn)題有清二）、對(duì)語(yǔ)音問(wèn)題可能會(huì)導(dǎo)致的后果有清晰的認(rèn)識(shí)： 1）使聽(tīng)話人抓不住信息 2）使聽(tīng)話人誤解信息 3）或感到

3、受到冒犯 導(dǎo)致交際的失敗或不盡如人意 二）、對(duì)語(yǔ)音問(wèn)題可能會(huì)導(dǎo)致的后果有清晰的認(rèn)識(shí)：三）、舉例說(shuō)明：Movie Clip 1AccentMovie Clip 2Word stressMovie Clip 3Intonation三）、舉例說(shuō)明：Movie Movie Movie A clear picture of the phenomena A clear picture of the phenome四）、解決方法：1、對(duì)英語(yǔ)語(yǔ)音發(fā)音特點(diǎn)與規(guī)律要敏感； 資料語(yǔ)音教學(xué)入門(mén)Teaching Pronunciation: Why, What, When and How Poedjosoedarmo.

4、 G 20072、勤聽(tīng)、多練，不斷提升 resources: / /en/videos http:/www.englisho 四）、解決方法： Demonstration 1: useful resources Demonstration 1: useful resou Demonstration 2: useful resources Demonstration 2: useful resouWhat happen if we do not have internet resources?Set up imitation tasks for practices 大學(xué)外語(yǔ)學(xué)院丁言仁教授（200

5、7）的研究再次指出背誦與模仿是英語(yǔ)學(xué)習(xí)成功的秘訣。)Resources: 有聲名著階梯閱讀（華東師大 出版社引進(jìn)版）Check performance regularly What happen if we do not have Set goals and self encouragementSet goals and self encourageme3、有效的教學(xué)活動(dòng)設(shè)計(jì)以單詞重音、句子重音、節(jié)奏、語(yǔ)調(diào)教學(xué)設(shè)計(jì)為例 Demonstration 3: The teaching of word stress 1) The nature of word stress 2) Placement o

6、f stress 3) On word structure 4) Stress shift: word class, foreign words and context3、有效的教學(xué)活動(dòng)設(shè)計(jì) Demonstration 3: Word stressNature: Louder, longer, higher, unique (p86: i-iv)Level: primary: ( ) secondary: () unstressed: (zero) e.g., examination examinationPlacement, according to word structure: sing

7、le w. or complex w. length of vowel: long or short number of syllables: single, double, 3-syllables part of speech: verb or noun source of words: original or borrowedWord stressNature: Louder, lonOn vowel length & syllable number for content/lexical wordsWhat is a syllable? (C) +V + (C) e.g. cat bat

8、 let but lot 2-syllable word oo oO, Oo oO if 2nd has long V: or diphthong or end with _CCapply, attract, correct, balloonOo if 2nd has short V or /u/ borrow, hollow, money On vowel length & syllable num3-syllable wordoOo if 3rd has short V or _(C), or /u/ encounter, determine, potato, disasterooO if

9、 3rd has long V: or diphthong or end with _CCentertain, interruptOoo if both 2nd & 3rd have short V or 3rd end with_Ccinema, emperor, intellect3-syllable wordOn words structureComplex words = word stem + affix (prefix & suffix)3 types of stress:affix stressed, original word unchanged, stress shiftPr

10、efix : stress on stem , e.g., unhappy, illegalSuffix : (p97)Suffix stressed : -aim, -ee, -eer, -ette, -esqueUnchanged: -able, -age,-al, -en, -ful, -ing, -ishStress shift: -eous,-graphy,-tial, -ic, -ion, -ious, -ty, -iveCompound words = word + word as one word meaning （- - ) e.g. blackbirdor combinat

11、ion of two word meaning（ - -）, e.g fruit-cake,Word structure: N+N, Adj+_ed, No.+N, ADV. (p99)On words structureComplex wordStress shift: word class, foreign words & contextChange in part of speech: n. v. adj. adv.e.g. (p101)combine, permit, digest Borrowed foreign words: English origin: love, care b

12、orrowed words: garageContextual rhythmbad- tempered a bad-tempered teacherA gameThink as much as possible the country names with the following stressed patterns 1) O 2) Oo 3) oO 4) ooO 5) Ooo 6) oOo 7) oOoo 8) ooOoStress shift: word class, forActivity1: Group work to find out the stress of the count

13、ry names. Activity1: Group work to find 英語(yǔ)教師語(yǔ)音素質(zhì)與語(yǔ)音教學(xué)O: France, Laos, Spain, Greece, Chad, Chile,Oo: China, Poland, Oman, Egypt, Ireland, Austria, Israel, Belgium, Iceland, Poland, Gongo, Cuba, Cana, Denmark, German, Togo, Fiji, Finland, Kenya, Libya, Malta, Mali, Burma, Norway, Thailand, Tonga, Tur

14、key, Hungary, Syria, Yemen, India, Britain, JordanoO: Brazil, Peru, Bhudam, Korea, Qatar, Kuwait, Japan, Sudan, Iraq, Iran, VietnamOoo: Angola, Panama, Philippines, Netherlands, Canada, Cameroon, Lebanon, Luxembourg, Portugal, Switzerland, Italy ooO: Pakistan, Palestine, Bangladesh, Singapore, O: Fr

15、ance, Laos, Spain, GreeceoOo: Albania, Algeria, Australia, Bulgaria, Bolivia, Botswana, Grenada, Kampuchea, Zimbabwe, Rwanda, Romania, Malawi, Malaysia, Mongolia, Morogo, Monaco, Nigeria, Sri Lanka, Tunisia, Uganda, New Zealand, JamaicaoOoo: Afghanistan, Dominica, Colombia, America ooOo: Argentina,

16、Ethiopia, Palestinian, Puerto Rico, Costa Rica, Madagascar, Mauritania, Mozambique, Guatemala, NicaraguaoOo: Albania, Algeria, AustralSummary of word stressA tendency of polysyllabic words stressing on syll. with long (V:) or diphthong (VV).About 80% of high frequent N & Adj. stress on first syllabl

17、eWord with affixes tend to stress on stemCompound words tend to stress on first word （from Kennedy: p43-44)Implication for EFL tg. & lg.NS find NNS a “all-strong-form” pronunciation unnatural and foreign sounding.NNS have difficulty understanding NS who mostly use sound changes in communication.Summ

18、ary of word stressA tendenSentence stress/prominenceA sentence consists of one or more rhythm unit.sentence stress falling on content words rather than function/grammar words with exceptions for:Information (new/old/share; contrast; repeated )You are a teacher and Im a teacher too.Intention of speak

19、er (attitude, special emphasis)Are you a teacher? No, but I was a teacher ten years ago.Rhythm (wave shape) The big brown bear ate ten white mice.Sentence stress/prominenceA sProminence highlight most important infoDefinitionA prominent element, i.e., an emphasized & lengthened syllable with pitch u

20、p or down in each speech chunkWhere & why to make it ? When you are expressing:New information( I got a postcard from Sue) Shes in MEXico.In contrast to some other previously mentioned information(Are you leaving at five thirty?) No, SIX thirty.Or simply the most meaningful or important items in the

21、 phraseHes studying econNOMics.Prominence highlight most impPractice of prominence in contextI am reading.What are you doing? I am READing.Whos reading? I am reading.Why arent you reading?! I AM reading.What do you think?a ) I already know what he thinks. 1）What do YOU think? di di Da dib）Should we

22、do it or not? 2） What do you THINK? di di di Dac）Im sorry, I didnt hear what you said. 3） WHAT do you think? Da di di di Practice of prominence in contPractice of prominence in contextMarys dress was blue.Question： Was Marys dress blue?Answer： Marys dress WAS blue (but now shes dyed it purple.)Pract

23、ice of prominence in contActivity2: practice on prominenceProminence: highlight a syllable by lengthening a vowel, changing volume, and a pitch change Where are you going? Back to Freds house.Will you be home this evening? Only after eight p.m.Shall I ring you this evening? Try me after seven p.m.Yo

24、u were there. No, I wasnt.Four levels of sentence stress 1. unstressed syllable 2. lightly stressed (content words) 3. strongly stressed (prominent element) 4. extra strong (contrastive/ emphatic stress)Activity2: practice on promineEnglish Rhythm (p102-103) prominence tonic syllable stressDefinitio

25、n: Regular occurrence of stressed syllables, no matter whether it is separated by unstressed syllables or not.Stress-timed lang. sentence stress, rhythmic unit a stressed He usually reads in the evening.How to dividing rhythm unit (sense group)-unstressed syllable + stressed: Im going home-unstresse

26、d is part of the stressed word: Go home going home Im going home -grammatical related: Give it to John. Hes older than meEnglish Rhythm (p102-103) proActivity 3: Rhythm practice: CATS CHASE MICE.The CATS CHASE MICE.The CATS have CHASED MICE.The CATS have CHASED the MICE.The CATS have been CHASING th

27、e MICE.The CATS might have been CHASING the MICE.Activity 3: Rhythm practice: Suggestions for Chinese EFL learners:Do not stress every word, quicken/weaken unstressed,highlight stressed, linking, pausingGreat Progress is made daily.The boy is interested in enlarging his vocabulary.She dressed . and

28、fed the baby.She wouldve liked to have gone to the movie.She attends the University of Maryland.Suggestions for Chinese EFL leActivity 4: Reading aloud practice Last week I went to the theatre. I had a very good seat. The play was very interesting. I did not enjoy it. A young man and a young woman were sitting be