6. 语音课PPP

英语教资面试 语音课PPP——流程汇总，打印背诵，如课程设计思路--呈现语音现象，教师播放录音，感知语音现象（若是单词，则适当进行词汇教学），引导学生分析材料，发现语音规则。

语音课PPP

• 流程思路
  • Lead-in
    • 上接导入部分 Okay, what do you think of their pronunciation?Any volunteers？(环顾四周）Hands up please.（停）Great, Cindy, tell me your answer, please. Oh, good job. Thank you, Cindy, sit down, please. Cindy said she found...(本课所授知识点） That's a good point, we are going to learn something about this.
    • Today, we are going to learn some phonetic symbols.
    • Please listen to the tape. The material will be read for 3 times. You should listen carefully and find out where the material is best read. Clear? Let's start. (停） Okay, we have finished listening to the tape. What do you think of their pronunciation?/Who can tell me the differences? Any volunteers？(环顾四周）Hands up please.（停） Oh, good job. Thank you, Cindy, sit down, please. Cindy says in the first time, that material is read without any pauses/(本课所授语音知识点）; in the second time, the material is read with some pauses/(本课所授语音知识点）, but we can't understand the sentence because of the pauses/(本课所授语音知识点）; in the third time, the material is read with the right pauses/(本课所授语音知识点）,which makes us understand it more easily. Do you agree with her? Excellent. That's a good point, we are going to learn something about this.
      • 意群
  • Presentation
    • 例： ① Look here, boys and girls. Listen to me carefully, this is the new knowledge we wre going to learn today: the word stress. (what) ② We use it to read words more exactly. (when) ③ As we can see, one word may be one syllable, two syllables and more than two syllables, right? (details) ④ We should remind that when we read two-syllable words, normally we stress the first syllable for nouns, and stress the second syllable for verbs. As for multisyllable words, we stress the third from the bottom.（supplement）
      • 重音
    • We are going to listen to the tape for the first time, again, pay attention to the pronunciation especially. I'll invite a student to conclude his findings. （停）Okay, have you find something special? I'd like to hear your findings. Great, Jim, tell me your answer please.（停）Oh, good job, sit down please. Jim thought people in the tape speak...That's great! Now listen to another tape which have the same content but people changed their pronunciation. Compare it with the first tape. If you find the difference between two tapes, you will find the pronunciation rule. Have you find something special?（停）Excellent, sit down, please. Now let's conclude the pronunciation rule on the blackboard.
    • Now, let's listen to the third material again. (停）Ok，now we've listened. I have a question for you? Where we should pause when we are reading a sentence?(停，环顾四周）互动 Generally, we usually pause when a sense group ends and a new snese group starts. Do you know what a sense group is? (环顾四周） In order to make us understand the long sentence better, ...
    • What is loss of plosive? Do you know the rule of it? Now please work in groups to discuss about it. 5 minutes for you. (停）Ok, time's up. Have you find the rules? 互动 Let's summarize it together. 【板书：p，b，t，d，k，g】 讲解规则 【板书：cheap book，sit down，midday】Who can give other examples? (环顾四周）Alice（期待状）Would you please have a try？（停）Ok, thank you. Your pronounciation is very good. Please have a seat.
      • 失去爆破
    • 类型一
      • 教授单词发音 pronunciation
        • ① 处理语言材料，设置问题（针对语音现象）（若是材料中有划线单词，则适当进行词汇教学） ② 引导学生找共同点，发现规则 ③ 教师归纳规则，讲解规则
        • ① Listening/Reading: Have a basic understanding of the material. ② Observation: Find the sentences with the same pronunciation rule. ③ Pronunciation learning: Conclude the rule of pronunciation.
    • 类型二
      • 语音现象 intonation；linking；stress；sense group and pause
        • ① 处理语言材料，设置问题（针对语音现象） ②引导学生分析材料，发现规则 例：语调：区分问句和陈述句；听录音，发现语调差异 重音：听录音，圈出重音与非重音，分析单词的共性 连读：请学生朗读，听录音，对比分析 意群：请学生试着划分意群，并对比录音发现停顿 ③ 教师归纳规则，讲解要点
  • Practice
    • Practice makes perfect. Now that we have learned this rule. Let's practice it on our own. Please turn to Page 24 and do the exercise of this unit. Finish them and share your answer with us. 5 minutes for you. Let's start. Have you finished it? Who wants to be the brave guy? Hands up, please. So that I can find you. Great, you please. （停）Perfect. Please have a seat. It seems Lucy have master the usage of this prounciation rule.
    • listen and mimic
    • do a pair work
    • play a game
    • mark the tones
    • dubbing game
      • Since we have mastered the knowledge well. Let's play a dubbing game.We will watch a movie. For the first time, listen carefully, and for the second time, it will be silent. You need to choose your own character and try to make the scene as interesting as you can, all right? Then we will have a dubbing competition. Clear? 课堂互动 Excellent! You all give wonderful performance. I am very proud of your progress and smart ideas.
  • Production
    • discussion （分组讨论，分组展示）（拓展规则，深化课堂）
    • brainstorming （找出更多符合本课语音知识点的例子）
    • role play (make a dialogue)
      • Now it's time to divide you into several groups and let you do some practice together. You can read the conversation on your own then let your deskmate check if you have any pronunciation problems. After that, I'll choose one pair of you to display your dialogue on the stage. Let's get started（停） Are you ready? Which group wants to display their dialogue on the stage? Ok, you two, please. Wow, you really did a good job. Please go back to your seat.
    • do a survey
  • Summary and Homework
• 课程设计思路
  • 呈现语音现象
    • 教师播放录音，感知语音现象（若是单词，则适当进行词汇教学）
    • 引导学生分析材料，发现语音规则
      • 语调：圈出问句和陈述句
      • 重音&连读：请学生朗读，注意分析
      • 发音：寻找单词之间的共同点
• 语音课专业术语解释
  • 语调 intonation
    • 是什么？
      • The intonation is the way that your voice rises and falls as you speak.
    • How many kinds of basic intonations in English？ 5
    • If one sentence is a statement, or special question, we should use the falling intonation.
    • If the sentence is a yes or no question, we use rising intonation.
  • 重音 stress
    • 是什么？
      • Stress refers to the degree of force used in producing a syllable.
    • 单词重音 word stress
      • When we read two-syllable words, normally we stress the first syllable for nouns, and stress the second syllable for verbs. When a word has a syllable, we should stress it. As for multisyllable words, we stress the third from the bottom.
    • 句子重音 sentence stress
      • We usually stress the content words, but sentence stress is subjective. We should change it according to the situations. Normally, we highlight or stress the information that the speaker or someone wants to know.
  • 连读 liaison
    • 辅音+元音 (final consonant+initial vowel)
      • If the former word ends with a consonant, and the following word begins with a vowel, we can read them together.
        • e.g. Can I help you, pick it up, put up
    • r/re+元音 (r/re+initial vowel)
      • It means the former word ends with the letter of r/re, and the following word begins with a vowel.
        • e.g. for example, for away, remember it, later on
    • 元音+元音 (final vowel+initial vowel）
      • It means the former word ends with a vowel, and the following word begins with a vowel.
        • e.g. who else, you are, go away
  • 爆破 plosive
    • 不完全爆破 incomplete plosive
      • When any of plosives is followed with a fricative or affricative, for the plosive, for the plosive, you just give a slight sound.
        • e.g. a big change, a big horse, a good friend
    • 失去爆破 loss of plosive
      • When two plosives are in contact, there is a complete loss of the first sound, and a plosion is heard only after the second consonant. This phenomenon is known as loss of plosive.
      • If the plosives /p/ /b/ /t/ /d/ /k/ /g/ are next to each other. We pronounce the former plosive silently.
        • e.g. He has a bad cold today.
    • 舌边爆破 lateral plosion，鼻腔爆破 nasal plosion
      • When /t/ /d/ is followed with /m/ /n/ or /d/，you just give the shape of the mouth, don't need to give any sound of it.
        • e.g. good night, button burden, good morning
  • 弱读 weak form
    • We usually use weak forms of function words, that is, we read them with a lower key, faster and sometimes change the vowel into schwa.
      • e.g. can, should, the, did
  • 同化 assimilation
    • Assimilation is phonological process in which two sounds that are different become more alike.
    • The assimilation refers to when one word is next to another word, the two words might have changed in their pronunciation. Because they influenced each other.
    • 顺同化 progressive assimilation
      • work /wɜːk/+ed /d/→worked /wɜːkt/
    • 逆同化 regressive assimilation
      • news /njuːz/+paper /ˈpeɪpə(r)/→newspaper /ˈnjuːzpeɪpə(r)/
    • 相互同化 double assimilation
      • did /dɪd/+you /juː/→did you /dɪdʒuː/
  • 意群 sense group/停顿 pausing
    • A sentence can be divided into several small pieces according to the meanings and grammatical structures. Each part is called a sense group. It can be a word, phrase, a short sentence or a clause. And we don't pause in the middle of the sense group. We pause at the end of each sense group. There should be a short pause, which is usually shorter than after a sentence.
  • rhythm
  • the pronunciation of the -ed ending
• 语音术语
  • 强调 emphasis
  • 音系 phonetic
  • 音标 phonetic symbol
  • 重复 repetition
  • 停顿 stop
  • 语音 pronunciation
  • 摩擦音 fricative
  • 塞擦音 affricative
  • 语调 tone
  • 语调 intonation
    • 升调 rising tone
      • The rising tone is used in general question, the former part of the alternation sentence, the first-have compound sentence.
        • e.g. Is this your father?↗ Is he your father ↗or your uncle↘? I have a pen↗, a pencil↗ and an eraser↘ in my bag.
    • 降调 falling tone
      • The falling tone is used in declarative sentence（陈述句）, imperative sentence (祈使句），special question sentence（特殊疑问句）and exclamatory sentence（感叹句）
        • e.g. I am a student.↘ Please open the door.↘ Where are you from?↘ What a nice day!↘
    • 升降调 rising-falling tone
    • 降升调 falling-rising tone
    • 平调 flat tone