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How to teach English phonetics in junior secondary schools 初中英语语音教学

How to teach English phonetics in junior secondary schools 初中英语语音教学. 责任专家：刘道义. Questions for discussion ( 思考题） Why teach phonetics 为什么教语音？ What kind of accent to teach 教哪种英语语音？ What to teach 语音教学包含哪些内容？ When to teach phonetics 何时安排语音教学？ How to teach phonetics 怎样教语音？.

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How to teach English phonetics in junior secondary schools 初中英语语音教学

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  1. How to teach English phoneticsin junior secondary schools初中英语语音教学 责任专家：刘道义

  2. Questions for discussion (思考题）Why teach phonetics 为什么教语音？What kind of accent to teach 教哪种英语语音？What to teach 语音教学包含哪些内容？When to teach phonetics 何时安排语音教学？How to teach phonetics 怎样教语音？

  3. Why teach phonetics 为什么教语音？ To help lay a good foundation for learning English vocabulary语音为词汇学习打基础 To help with listening and speaking 语音影 响听说 To affect reading and writing 语音影响读写

  4. Why teach phonetics 为什么教语音？ • To build up students’confidence in learning English 好语音能增强学习英语 的信心 • To improve intelligibility 语音影响表意 • To create a favorable impression语音 影响形象

  5. Why is teaching phonetics important? What problems do students have with English pronunciation? Using the wrong sound Making long vowels short Leaving sounds out

  6. Why is teaching phonetics important? Adding sounds Putting stress on the wrong syllable in a word Putting stress on the wrong word in a sentence Using the wrong intonation pattern … (G. Poedjosoedarmo, 2007)

  7. What kind of accent to teach 教哪种英语语音？ What are the main varieties of English accent? • SSB (Standard Southern British) rather than RP (Received Pronunciation) • GA (General American)

  8. What kind of accent to teach 教哪种英语语音？ Which accent should we teach？ • Either SSB or GA as a basis • Better to expose students to a variety of accents, so that they will be able to understand most people they meet.

  9. What to teach 语音教学包含哪些内容？ What is required in the Curriculum Standards? 1. Pronunciation of 26 letters a, e, i (y), o, u in stressed/unstressed syllables Vowel combinations in stressed syllables Common vowel combinations in stressed syllables

  10. What to teach 语音教学包含哪些内容？ Consonant combinations (ch, dg, th, tch, ph, ng, nk) Consonant clusters (bl-, cl-, fl-, gl-, br-, cr-, sm-, sp-, pr-, qu-) Syllabic sounds (–ble, -ple, -cle, -gle, -dle, -sin, -ten, -ven)

  11. What to teach 语音教学包含哪些内容？ 2. Word stress and sentence stress 3. Sound variation liaison （连读） incomplete explosive weak form assimilation （同化）

  12. What to teach 语音教学包含哪些内容？ 4. Intonation and rhythm sense group and pausing rising and falling tones rhythm

  13. What to teach 语音教学包含哪些内容？ Use of pronunciation, intonation, stress and rhythm in oral communication 6. Pronunciation and enunciation skills in reading aloud and speeches 7. English pronunciation differences in major English speaking countries (mainly taught in senior high school)

  14. Phonic workWithout learning phonetic symbols （IPA）直拼法 Letters have sounds. (24) Sounds make up words. Letters combine in syllables to make words. CVCVC CVCE CCVC CVVC CVCC , etc

  15. Phonic workWithout learning phonetic symbols （IPA）直拼法 Many words follow a regular pattern, but many don’t. Connect spelling with pronunciation 听其音知其形，见其形知其音

  16. Letters have sounds

  17. Example 1 案例一 方法一：掐头法学读音 读下列辅音字母名称音，将其第一个音去掉，余下的音 即为该字母在单词中的读音。 /f/ Ff /ef/ /l/ Ll /el/ /m/ Mm /em/ /n/ Nn /en/ /s/ Ss /es/ /ks/ Xx /eks/

  18. 方法二：去尾法学音素 读下列辅音字母名称音，将其后面的音去掉，余下的音 即为该字母在单词中的读音。 /p/ Pp /pi:/ /b/ Bb /bi:/ /s/ /k/ Tt /ti:/ Cc /si:/ /t/ /d/ /v/ Dd /di:/ Vv /vi:/ Jj /d3eI/ /z/ Zz /zi:/ /d3/ Kk /keI/ /k/

  19. 方法三：对比法学读音 读下列辅音字母在单词中的读音与汉语拼音g，h，y，w，r有相似之处，注意不要混淆。 Gg Hh Yy Ww Rr /w/ /r/ /h/ /j/ /g/ yes 是的 egg 鸡蛋 red 红色的 well 好的 hen 母鸡 /eg/ /jes/ /red/ /hen/ /wel/

  20. Teach phonetic symbols （IPA）教音标Vowels andconsonants元音和辅音的读音示范 有声版国际音标表

  21. a, e, i (y), o, u in stressed syllables Open Close a name /eɪ/ map /æ/ e we /i:/ wet /e/ i hi /aɪ/ hit /ɪ/ (y) why /aɪ/ physics /ɪ/ o note /əʊ/ not /ɒ/ u flute /u:/ flush /ʌ/

  22. a, e, i, o, u, y in unstressed syllables

  23. Vowel letter combinations in stressed syllables R-syllables ar /ɑ:/ art car far hard garden er /ɜ:/ her hers term nerve service ir /ɜ:/ sir bird girl firm thirty or /ɔ:/ or for torn morn forty ur /ɜ:/ urge fur hurt nurse turning

  24. Vowel letter & vowel letter combinations in stressed syllables元音字母及其字母组合在重读音节中的读音 /i:/ e ea ee i ie beeach feel police field /ɪ/ i e bit England /e/ e ea a best head many /æ/ a bank /ʌ/ u o but come love front mother

  25. Vowel letter & vowel letter combinations in stressed syllables /ɔ:/ or ore oor our al ar born more door four call war au aw ou(gh) cause draw brought /ɑ:/ a(n) a(s) a(th) al ar au dance class father half farm aunt /eɪ/ a ai ay eigh cage rain Mayeight /aɪ/ i ie igh y hike die light fly /əʊ/ oo(ld) o(st) oa ow hope hold most road grow

  26. Vowel letter & vowel letter combinations in stressed syllables /ɜ:/ er ir ur or ear certain first turn word early /ʊ/ u oo ou full foot could /u: / u o oo ew blue move cool flew /ju:/ u ew use new /ɒ/ o a crop want

  27. Vowel letter & vowel letter combinations in stressed syllables /aʊ/ ou ow count brown /ɔɪ/ oi oy coin toy /ɪə/ ea ear eer ere idea dear deer here /eə/ air are ear eir ere chair care bear their where /ʊə/ our ure oor tour sure poor

  28. Sounds make up words Letters combine in syllables to make words. CV(V)he she no by hi tea die day VC(C) at is us on off ebb add ant CVC hat hen did top cut get fan van CVCEhate Pete home cute kite fame CCVC thin ship than chat shot knot plug CVVC lead coat loud food foot dial CVCC fish cash neck bank cent want Many words follow a regular pattern, but many don’t. give have two one climb often Wednesday

  29. Can you read these words? dab den cod cluck braid dado 轻拍 巢穴 鳕 咯咯叫 辫子 墙裙 duck chuck chuckle 抛，扔 暗自笑 lot log loggerhead 原木 笨蛋 fun fund fundamental 基金 基本的

  30. Word syllables cot cot·tage cot·tager 幼儿床 村舍 村民 pan pan·el pan·elist 专门小组 小组成员 myth myth·ical myth·ology 神话的 神话

  31. Assignment 1 作业（1） 请对您正在使用的一册初中课本中的词汇做一调查，把符合拼读规则的单词挑出来，按照元音字母或元音字母组合在重读音节中的拼读规则归类。

  32. Consonants & common consonant combinations

  33. Consonant clusters /pl-/ please /pr-/ pride /sl-/ slow /bl-/ bleed /fr-/ fry /sm-/ smoke /fl-/ fleet /kr-/ cry /sn-/ snow /kl-/ clean /ɡr-/ gride /sw-/ swan /ɡl-/ gleam /br-/ bright /sp-/ speak /θr-/ through /sk-/ skate /st-/ star

  34. Syllabic sounds /b/, /p/, /t/, /d/, /k/, /ɡ/, /f/, /v/, /s/,/z/,/ʃ//ʒ/ + /m/, /n/, /l/ Examples: able apple little middle uncle single often novel person reason bottom seven pencil puzzle lesson fashionversion

  35. Assignment 2 作业（2） 请根据前面列举的辅音字母和辅音字母组合的拼读规则，从现行初中课本中找出合适的例词来，完成以下表格。表格的开头示例如下：

  36. Word stress A word with two or more than two syllables has word stress. Two syllables doctor teacher worker ▔ . again repeat excuse . ↘

  37. Word stress Three syllables or more elephant Saturday exercise visitor ▔˙. tomato expensive suggestion . ▔ . a′bility al′ternative

  38. Sentence stress a book a Chinese book ink and paper Liaison anEnglish class breadand milk itis there is goodidea think aboutit asa matterof fact

  39. Incomplete explosion right now around the corner don’t know egg plant eight pictures ask the doctor Sound change Would you...? Nice to meetyou. Did you...?

  40. Intonation — the falling and rising tones · · － · ↘ · · · ↘ . . . — ↘ . — . ↗ I’m an English teacher. Sit down, please.

  41. Intonation — the falling and rising tones — — · . . ↘ . . _ . . _ ↗ . . _ . ↗ · ↘ Whose eraser is this? Is the book on the shelf yours? Are the boxes yours or theirs?

  42. · — · — . . . ↗ ↘ . ↘ . . — . — . . . . ↗ ↘ . ↗ —. — . . ↘ ↘ . —. — . . . ↘ ↗ You don’t have any brother or sister, do you? What a beautiful day, isn’t it？

  43. Sense group, pausing and rhythm Twinkle, twinkle, little star, How I wonder ︱what you are. Up above the world so high, Like a diamond in the sky. Twinkle, twinkle, little star, How I wonder ︱what you are. He said︱that he wouldn’t be able ︱to cometomorrow.

  44. Assignment 3 作业（3） 请朗读下面一首小诗，并标出重读音节和语调： Who has seen the wind? Neither I nor you. But when the leaves hang trembling The wind is passing thro’.

  45. Assignment 3 作业（3） 请朗读下面一首小诗，并标出重读音节和语调： Who has seen the wind? Neither you nor I. But when the trees bow down their heads The wind is passing by. — Cristina Rossetti

  46. When to teach phonetics 何时安排语音教学？ 语音教学贯穿英语教学的全过程 Pronunciation practice should come more often at the beginning stage. 起始阶段安排语音教学 Correcting a pronunciation error on the spot 当场纠音

  47. When to teach phonetics 何时安排语音教学？ A planned activity which is in conjunction with focus on words and structure. 结合词汇与句型教学 Phonetics should be taught in connection with meaningful language practice (e.g. with listening, speaking, reading and writing practice). 结合四项技能训练进行

  48. Three stages of phonetic teaching in junior high school Stage 1 From letters to sounds: a name e hei kite o nou blue Stage 2 From sounds to letters or letter combinations: /i:/ eeaeeiie beeach feel police field

  49. Three stages of phonetic teaching in junior high school Stage 3 Suprasegmental features (超切分音位特征，即朗读技巧） word stress, sentence stress, liaison, explosive, assimilation, intonation, pause, rhythm, etc

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