大一語(yǔ)音教案

教案2023～2023學(xué)年第一學(xué)期系英語(yǔ)外事管理系教研室(組)大一年級(jí)精讀組課程名稱英語(yǔ)精讀授課年級(jí)2023授課教師職稱四川外語(yǔ)學(xué)院成都學(xué)院教務(wù)處制二○○九年八月教案〔首頁(yè)〕課程名稱精讀授課專業(yè)英語(yǔ)班級(jí)外管1，2班授課方式課堂講授〔√〕實(shí)踐課〔√〕考核方式考試〔√〕考查〔〕課程類別必修課公共必修課〔〕專業(yè)必修課〔√〕選修課公共選修課〔〕專業(yè)限選課〔〕專業(yè)任選課〔〕課程總學(xué)時(shí)120周學(xué)時(shí)8學(xué)時(shí)學(xué)時(shí)分配課堂講授6學(xué)時(shí)；實(shí)踐課2學(xué)時(shí)教學(xué)目標(biāo)1.幫助學(xué)生復(fù)習(xí)和穩(wěn)固中學(xué)已學(xué)的英語(yǔ)語(yǔ)法知識(shí)，讓他們能逐步在實(shí)踐中學(xué)會(huì)運(yùn)用；2.努力豐富學(xué)生的語(yǔ)言知識(shí)，積極介紹新的語(yǔ)言現(xiàn)象，拓展學(xué)生的詞匯量；3.幫助學(xué)生適應(yīng)從中學(xué)到大學(xué)的過(guò)渡，在學(xué)習(xí)詞匯語(yǔ)法的根底上學(xué)會(huì)進(jìn)行文化視野的拓展，培養(yǎng)用英語(yǔ)思維來(lái)閱讀和思考。使用教材教材名稱《現(xiàn)代大學(xué)英語(yǔ)－精讀1》〔ContemporaryCollegeEnglish〕編〔著〕者總主編：楊立民主編：陸培敏出版社及出版時(shí)間外語(yǔ)教學(xué)與研究出版社，2002年8月第二版指定參考書《現(xiàn)代大學(xué)英語(yǔ)－精讀1》〔教師用書〕，總主編：楊立民，外語(yǔ)教學(xué)與研究出版社，2001年9月第一版；《實(shí)用英語(yǔ)語(yǔ)音語(yǔ)調(diào)》(第二版)〔張冠林、孫靜淵著，外語(yǔ)教學(xué)與研究出版社，2001年〕;《大學(xué)一年級(jí)英語(yǔ)語(yǔ)音練習(xí)手冊(cè)》(第三版)〔張冠林著，外語(yǔ)教學(xué)與研究出版社，2006年〕。教案周次第6周，第4次課授課時(shí)間2023年10月日授課章節(jié)PronunciationandIntonationLecture1BasicConcepts本〔章〕節(jié)授課方式課堂講授〔√〕實(shí)踐課〔√〕教學(xué)時(shí)數(shù)2課時(shí)授課要點(diǎn)本〔章〕節(jié)教學(xué)目標(biāo)ThestudentswilllearnsomebasicconceptsinEnglishpronunciation.Wearegoingtolearnsomethingaboutsyllables,stressandrhythminEnglish.Atthesametime,theywilllearntosaygreetingsandfarewellwithappropriatepronunciationandintonationinEnglish.教學(xué)重點(diǎn)和難點(diǎn)1.Define-intheirownwordsadefinitionfor“syllable〞and“stressedsyllable〞,thenadefinitionfor“rhythm〞and“rhythmicpattern〞;2.Compare–basedontheunderstandingofthebasicconcept,comparethedegreesofstressanddifferentrhythmicpatterns;Practice–imitatethetypicalstresspatternsandrhythmicpatternsinEnglish.思考題或作業(yè)1.PreviewLesson22.LearnthenewwordsofLesson2withthehelpofthedictionary.教學(xué)內(nèi)容與組織安排1.ActivitiesandProcedures:Stimulating:BeginbyaskingtheclasstofindouthowmuchthestudentsknowaboutstresspatternsandrhythmicpattersinEnglish,makesurethatitservesthepurposeofstimulatingthestudentstothinkabouttheissueandhavethedesiretofindouttheanswersthemselves.DisplayexamplesbyplayingtherecordingofthenativespeakersshowingthetypicalstresspattersandrhythmicpatternsinEnglish.Askthestudentstolistentothetapestomarkoutthestressedsyllablesinwords.Askthestudentstolistentothetapestomarkoutthestressedwordsinsentences.Havethestudentsimitatethestresspatternsandrhythmicpatternstoexperiencetherhythminspeech.Havethestudentssharewhattheyhavelearnedbyreadingoutthepracticematerialsinpairs.HavethestudentslistentotheconversationsrecordedbynativespeakersofEnglishandtrytogettherhythmicpatternsintheirspeech.Havethestudentspracticetheguidedconversation.Askthemtopayspecialattentiontothestresstherhythminspeech.Highlightthelanguagefunctionintheconversationinthepractice.Haveseveralpairsofthestudentspresenttheirconversationintheclass.Commentonthestudents’performancebyhighlightingtheachievementofthestudentsandtheeffortstheyneedfortheimprovement.Askthestudentstodomorepracticeafterclassandgetreadyforpresentationduringthenextsession.2.BasicConcepts:Syllables,Stress&RhythmInthisunit,wearegoingtolearnsomebasicconceptsinEnglishpronunciation.Wearegoingtolearnsomethingaboutsyllables,stressandrhythminEnglish.Atthesametime,wearegoingtolearntosaygreetingsandfarewellwithappropriatepronunciationandintonationinEnglish.Firstofall,let’slookatthesyllableinEnglish.Pleaselistentothefollowingword:driveway.Now,tellme,howmanysyllablesthereareinthisword?Right.Therearetwo.Pleaselistentothefollowingsentence:Drivehimaway.Tellme,howmanysyllablesthereareinthissentence?Right.Therearefour.3.IntroductionSo.Whatisasyllable?AsyllableisawordpartandthebasicunitofEnglishrhythm.Englishwordscanhaveone,two,threeorevenmoresyllables.Intheword‘driveway’,therearetwosyllables.Inthesentence‘Drivehimaway’,therearefour.Whatisastressedsyllable?InEnglishwordswithmorethanonesyllable,oneofthemwillreceivemorestressthantheothers.Stressedsyllablesarethosethataremarkedinthedictionaryasstressed.Forexample,intheword‘driveway’,thefirstsyllableisastressedsyllablewhilethesecondsyllableisnot.StressedsyllablesinEnglishareusuallylonger,louder,andhigherinpitch.Listentothefollowingexample:ba NAAAA na Syllable1 Syllable2 Syllable3 (short) (long) (short)Theword"banana"has3syllables.Syllable1isnotstressedandsoisshort.Syllable2isstressedandsoislongwithaclearvowelsound/:/.Syllable3isnotstressedandsoisalsoshort.Hereisashortsummaryaboutthestressedandunstressedsyllables: Stressedsyllablesarestrongsyllables.Unstressedsyllablesareweaksyllables. Stressedsyllables:arelonghaveapitchchangehavefullvowelsounds. Unstressedsyllables:areshortoftenhaveareducedvowelsound.Nowlet’slookattherhythminEnglish.WeallknowthatcorrectpronunciationoftheindividualEnglishsoundsisimportantincommunication.Thewaythesoundsareorganized,however,isoftenmorecrucialforunderstanding.TherhythmofEnglish,forexample,isoneofthetwomajororganizingstructuresthatnativespeakersrelyontoprocessspeech.Whatisrhythm?Rhythmcanbefoundeverywhereinlife:thesoundofaclock,thebeatingoftheheart,thestrokesofaswimmer,andofcourseinpoetryandmusic.Butrhythminlanguageislessfamiliarbecauseitislessobvious.Therhythmofalanguageischaracterizedbythetimingpatternofsuccessivesyllables.Insomelanguages,everysyllableisgivenaboutthesamelength,whileinothers,syllablesvaryinlength.InEnglish,strongbeatsarecalledstress--theheartoftherhythmicpattern.教案周次第7周，第4次課授課時(shí)間2023年10月日授課章節(jié)PronunciationandIntonationLecture2FrontVowels&CentralVowels本〔章〕節(jié)授課方式課堂講授〔√〕實(shí)踐課〔√〕教學(xué)時(shí)數(shù)2授課要點(diǎn)本〔章〕節(jié)教學(xué)目標(biāo)Thestudentswilllearntheconsonants:frontvowels¢ralvowelsinEnglish.教學(xué)重點(diǎn)和難點(diǎn)Define-intheirownwordsadefinitionforfrontvowels¢ralvowels;Compare–basedontheunderstandingofthebasicconcept,comparethemwithothervowels;Practice–imitatethesoundsanddopractice.思考題或作業(yè)1.PreviewLesson32.LearnthenewwordsofLesson3withthehelpofthedictionary.教學(xué)內(nèi)容與組織安排=1\*ROMANI.ActivitiesandProcedures:Stimulating:Beginbyaskingtheclasstofindouthowmuchthestudentsknowaboutwhattheyarerequiredtolearn.Makesurethatitservesthepurposeofstimulatingthestudentstothinkabouttheissueandhavethedesiretofindouttheanswersthemselves.DisplayexamplesbyplayingtherecordingofthenativespeakersshowingthetypicalpronunciationinEnglish.Askthestudentstolistentothetapestomakeagooddiscriminationofthesoundsinfocus.Havethestudentsimitatethesoundinfocus.Havethestudentssharewhattheyhavelearnedbyreadingoutthepracticematerialsinpairs.HavethestudentslistentotheconversationsrecordedbynativespeakersofEnglishandtrytogetthesoundsinfocuscorrectintheirpronunciation.Havethestudentspracticetheguidedconversation.Askthemtopayspecialattentiontothesoundsinfocusinspeech.Highlightthelanguagefunctionintheconversationinthepractice.Haveseveralpairsofthestudentspresenttheirconversationintheclass.Commentonthestudents’performancebyhighlightingtheachievementofthestudentsandtheeffortstheyneedfortheimprovement.Askthestudentstodomorepracticeafterclassandgetreadyforpresentationduringthenextsession.=2\*ROMANII.FrontVowels&CentralVowelsInthisunit,wewilllearnthefrontvowelsandcentralvowelsinEnglish.Vowelsaresoundsinwhichthereisnoobstructiontotheflowofairasitpassesfromthelarynxtothelips.Thereare20vowelsinEnglish,amongwhich12arepurevowelsand8arediphthongs.TheEnglishpurevowelscanbeclassifiedaccordingtotheheightoftheraisedpartofthetongue;thepartofthetongueraised,andthepositionofthelips,i.e.whethertheyareroundedorunrounded.TherearefourfrontvowelsinEnglish:/i:/,//,/e/and//.Thereasonthesearecalledfrontvowelsisthatthetonguebodyisshiftedforward,causingthevowelstobeproducedinthefrontofthemouth.Inaddition,thefrontvowelsmaybesubdividedintothosethatarehigh(orclose),like/i:/and//,mid,like/e/,andlow(oropen),like//.Forthetwovowelsinthehighfrontspace,/i:/and//,thetongueisclosetothehardpalate.Likewise,forthelowvowel//thetongueisnearlyflatandthelowerjawmoreopenthanfortheotherfrontvowels.TherearetwocentralvowelsinEnglish:/з:/and//Theyarecalledcentralvowelsbecausetheytendtobeproducedatapointmidwaybetweenthefrontandbackvowelsandbetweenthehighandlowvowels.Ithasbecometraditionaltolocatevowelsonafour-sidedfigure.ThefollowingisadescriptionofthefourEnglishfrontvowelsandtwocentralvowels./i:/&//,/i:/isaverycommonsoundintheworld'slanguages.Itismadebyraisingthebodyofthetonguefromitsrestpositionandshiftingitforward.The//soundismadebyloweringthetongueslightlyfromthehigh-frontpositionfor/i:/.Besides,/i:/isamuchmoretensesoundthan//.ThefactthatEnglishhasthesetwohighfrontvowels,differentiatedbymuscletensionintherootofthetongue,setsitapartfromChineseandmanylanguagesoftheworld.Both/i:/and//canoccurininitial,medial,andfinalpositioninwords.VerylittledifficultyshouldbeencounteredbytheChineselearnersinthepronunciationof/i:/,but//isaproblemsound.Itiseasyforthelearnerstodetectthedifferenceinlength.Whatcountshere,however,isthedifferenceinquality.Itisthereforeimportanttopointoutthefactthattopronounceacorrect//,youneedtoloweryoutonguealittlebitfromthepositionfor/i:/,andmakeitalaxsoundinsteadofatensesoundlike/i:/.Theimportanceofcorrectpronunciationof//liesinthefactthatitisthesecondmostfrequentvowelinEnglish./e/&///e/isalsoanEnglishvowelwithhighfrequencyofoccurrence.Thetonguebodyisshiftedforwardinthemid-plane.//isproducedbyshiftingthebodyofthetongueforwardfromitsrelaxedstate,andloweringitfromthepositionfor/e/.Itisthelowestofthefrontvowels./e/and//donotoccurinfinalpositioninEnglishwords. /e/and//arenotreallyproblemsoundsfortheChineselearners,butmanyofthemfailtomakeacleardistinctionbetweenthetwointheirspeech.Thedifficultyisthattheyhavetomakethecleardistinctionconsistent./з:/&///з:/and//arecentralvowels./з:/ismadewiththetongueintheapproximatemiddleofthemouth.Itoccursonlyinstressedsyllables.//isalsocalledaschwa.Itismadesimilarlyto/з:/,butwithlesstension.//isthemostfrequentlyusedvowelinEnglish.Both/з:/and//mayoccurinallthreewordpositions.Mostlearnersdonothaveproblemsinthepronunciationof/з:/and//,stillweneedtogivespecialattentiontotheschwa.Theproblemwiththeschwamaynotgenerallybeinproduction,butinknowingwhentousethesound.Noothervowel,withtheexceptionoftheotherreducedvowel,//,isasimportanttoanunderstandingoftheEnglishsoundsystemandthewayitfunctionsinunstressedsyllables.教案周次第8周，第4次課授課時(shí)間2023年10月日授課章節(jié)PronunciationandIntonationLecture3BackvowelsinEnglish本〔章〕節(jié)授課方式課堂講授〔√〕實(shí)踐課〔〕教學(xué)時(shí)數(shù)2課時(shí)授課要點(diǎn)本〔章〕節(jié)教學(xué)目標(biāo)ThestudentswilllearnbackvowelsinEnglish.教學(xué)重點(diǎn)和難點(diǎn)Define-intheirownwordsadefinitionforbackvowels;Compare–basedontheunderstandingofthebasicconcept,comparethemwithothervowels;3．Practice–imitatethesoundsanddopractice.思考題或作業(yè)1.Writing:Generationgap.2.PreviewLesson4.教學(xué)內(nèi)容與組織安排ActivitiesandProcedures:Stimulating:Beginbyaskingtheclasstofindouthowmuchthestudentsknowaboutwhattheyarerequiredtolearn.Makesurethatitservesthepurposeofstimulatingthestudentstothinkabouttheissueandhavethedesiretofindouttheanswersthemselves.DisplayexamplesbyplayingtherecordingofthenativespeakersshowingthetypicalpronunciationinEnglish.Askthestudentstolistentothetapestomakeagooddiscriminationofthesoundsinfocus.Havethestudentsimitatethesoundinfocus.Havethestudentssharewhattheyhavelearnedbyreadingoutthepracticematerialsinpairs.HavethestudentslistentotheconversationsrecordedbynativespeakersofEnglishandtrytogetthesoundsinfocuscorrectintheirpronunciation.Havethestudentspracticetheguidedconversation.Askthemtopayspecialattentiontothesoundsinfocusinspeech.Highlightthelanguagefunctionintheconversationinthepractice.Haveseveralpairsofthestudentspresenttheirconversationintheclass.Commentonthestudents’performancebyhighlightingtheachievementofthestudentsandtheeffortstheyneedfortheimprovement.Askthestudentstodomorepracticeafterclassandgetreadyforpresentationduringthenextsession.NotesforTeachersBackVowelsInthisunit,wewilllearnthebackvowelsinEnglish.TherearesixbackvowelsinEnglish.Thebackvowelsareproducedbyshiftingthebodyofthetonguebackfromitscentralposition.Thetipofthetongueremainsatthelevelofthelowerteeth.Thefrontandbackvowelshaveseveralfeaturesincommonaswellassomedifferences.Unlikethefrontvowelsthataremadewithafairlyneutrallipposture,fourofthebackvowelsarerounded.Thebackvowelsmayalsobesubdividedintothosethatarehigh(/u:/and//),mid(/:/and/?/),andlow(/:/and//).ThefollowingisthedescriptionofthesixEnglishbackvowels./u:/and///u:/and//arebothhigh,back,roundedvowels.The/u:/marksthehighestboundaryforthebackvowels,as/i:/doesforthefrontvowels.Therefore,thetongueisretractedfromitsrestpositionandraisedtowardthesoftpalate.ThisvowelisquitecommoninthelanguagesoftheworldandappearswithoutprobleminmostChineselearners.Alongwith/u:/,//completesthevowelsinthehighbackspaceonthevowelschart.Itscorrespondingfrontvowelis//.Whenmakingthesound,thetongueisretractedasfor/u:/butnotelevatedtothesameextent.Inaddition,the//vowelisnotmadewithasmuchtensionintherootofthetongueas/u:/.Thesametense/laxcontrastisalsoseenfor/i:/and//.Thissoundisnotfoundveryfrequentlyasaphonemeinthelanguagesoftheworld,certainlynotinChinesePutonghua.InEnglish,itisnotverycommondespitethefactthatitappearsinsomefrequentlyusedwords,suchasshould,good,andbook./u:/occursatallthethreepositionsofawordwhile//occursonlyinthemiddlepositionofaword,likebookandhook.Toensurecorrectpronunciation,itisimportanttomakethefollowingdistinctionbetween/u:/and//:/u:/isthehighestbackvowel,sotheraisedpartofthetonguefor/u:/ishigherthanthatfor//;thepartofthetongueraisedfor//isnotasbackasthatfor/u:/;/u:/hasquitestrongliproundingwhilethelipsareonlyslightlyroundedfor//./:/&/?//:/isamid-backvowel.Foritsproduction,thetongueisretractedandalmostflatinthemouth.Thevowelisalmostfullybackandhasquitestronglip-rounding./?/isalowvowel.Thelipsareslightlyrounded./?/isadifficultvowelfortheChineselearners.Manyofthemuseashortenedversionof/:/asitssubstitution.Toensurecorrectpronunciation,itisimportanttomakethefollowingdistinctionbetweenthesetwovowels:/?/isalowvowelwhile/:/isamidvowel,sothemouthismoreopenfor/?/,/:/hasquitestrongliproundingwhilethelipsareonlyslightlyroundedfor/?/./:/&//The/:/ismadebyloweringandflatteningthetongueintheoralcavity.Itisalowvowel,butnotasbackasotherbackvowelsinEnglish.//isquitedifferentfromothervowelsinthisgroupinthatitismorelikeacentralvowelthanabackvowel(seethevowelchart).//ismadewiththetongueintheapproximatemiddleofthemouth,perhapsshiftedbackslightly.Itislowerthantheothercentralvowels/з:/and//.Thelippositionisneutral.Itisimportantforthelearnerstomakeacleardistinctionbetween/:/and//intheirpronunciation.教案周次第9周，第4次課授課時(shí)間2023年11月日授課章節(jié)PronunciationandIntonationLecture4DiphthongsinEnglish本〔章〕節(jié)授課方式課堂講授〔√〕實(shí)踐課〔√〕教學(xué)時(shí)數(shù)2學(xué)時(shí)授課要點(diǎn)本〔章〕節(jié)教學(xué)目標(biāo)Thestudentswilllearnvowels:diphthongsinEnglish.教學(xué)重點(diǎn)和難點(diǎn)Define-intheirownwordsadefinitionforVowels:Diphthongs;Compare–basedontheunderstandingofthebasicconcept,comparethemwithothervowels;Practice–imitatethesoundsanddopractice.思考題或作業(yè)1.ReviewthetextofLessonFour2.PreviewLessonFiveandfinishthepre-classwork.教學(xué)內(nèi)容與組織安排ActivitiesandProcedures:Stimulating:Beginbyaskingtheclasstofindouthowmuchthestudentsknowaboutwhattheyarerequiredtolearn.Makesurethatitservesthepurposeofstimulatingthestudentstothinkabouttheissueandhavethedesiretofindouttheanswersthemselves.DisplayexamplesbyplayingtherecordingofthenativespeakersshowingthetypicalpronunciationinEnglish.Askthestudentstolistentothetapestomakeagooddiscriminationofthesoundsinfocus.Havethestudentsimitatethesoundinfocus.Havethestudentssharewhattheyhavelearnedbyreadingoutthepracticematerialsinpairs.HavethestudentslistentotheconversationsrecordedbynativespeakersofEnglishandtrytogetthesoundsinfocuscorrectintheirpronunciation.Havethestudentspracticetheguidedconversation.Askthemtopayspecialattentiontothesoundsinfocusinspeech.Highlightthelanguagefunctionintheconversationinthepractice.Haveseveralpairsofthestudentspresenttheirconversationintheclass.Commentonthestudents’performancebyhighlightingtheachievementofthestudentsandtheeffortstheyneedfortheimprovement.Askthestudentstodomorepracticeafterclassandgetreadyforpresentationduringthenextsession.Vowels:DiphthongsInthisunit,wewilllearnthediphthongsinEnglish.ThereareeightdiphthongsinEnglish.Diphthongsaresoundswhichconsistofamovementofglidefromonevoweltoanother.Perhapsthemostimportantthingtorememberaboutallthediphthongsisthatthefirstpartismuchlongerandstrongerthanthesecondpart.Take/a/asanexample.Mostofthisdiphthongconsistsofthe[a]vowel,andonlyinaboutthelastquarterofthediphthongdoestheglideto[]begin.Astheglideto[]happens,theloudnessofthesounddecreases.Asaresult,the[]partisshorterandquieter.TheEnglishdiphthongscanbeshowninthefollowingdiagram(P69):ThefollowingisadescriptionoftheeightEnglishdiphthongs(70)./ e //e/arecalledcentringdiphthongsbecausetheyallglidet