-
《英语语音》课程教学教案
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit8
Phoneme and Transcription
The Pure Vowels
The
Diphthongs
Rules of Reading of English
Vowel Letters
The Consonants
Connected Speech (1)
Connected Speech (2)
Connected Speech (3)
1
Unit 1 Phoneme and
Transcription
Purpose:
The
students will learn some basic concepts in English
pronunciation. We are going to learn
something about syllables, stress and
rhythm in English. At the same time, they will
learn to say
greetings and farewell
with appropriate pronunciation and intonation in
English.
Objectives: Students will be able to :
1.
Define
-
in
their
own
words
a
definition
for
“syllable”
and
“
stressed
syllable
”,
then a
definition for
“
rhythm
”
and
“
rhythmic
pattern
”
;
2.
Compare
–
based on the understanding
of the basic concept, compare the
degrees of stress and different
rhythmic patterns;
3.
Practice
–
imitate
the
typical
stress
patterns
and
rhythmic
patterns
in
English.
Activities and Procedures:
1.
Begin
by asking the class
to
find out
how much the
students
know about
stress
patterns and rhythmic patters in
English, make sure that it serves the purpose of
stimulating the students to think about
the issue and have the desire to find out the
answers themselves.
2.
Display
examples
by
playing
the
recording
of
the
native
speakers
showing
the
typical stress patters and rhythmic
patterns in English.
3.
Ask the students to listen to the tapes
to mark out the stressed syllables in words.
4.
Ask the
students to listen to the tapes to mark out the
stressed words in sentences.
5.
Have the
students imitate the stress patterns and rhythmic
patterns to experience
the rhythm in
speech.
6.
Have
the
students
share
what
they
have
learned
by
reading
out
the
practice
materials in pairs.
7.
Have
the
students
listen
to
the
conversations
recorded
by
native
speakers
of
English and try to get the rhythmic
patterns in their speech.
8.
Have
the
students
practice
the
guided
conversation.
Ask
them
to
pay
special
attention to the stress the rhythm in
speech.
9.
Highlight the language function in the
conversation in the practice.
10.
Have several
pairs of the students present their conversation
in the class.
11.
Comment
on
the
students
?
performance
by
highlighting
the
achievement
of
the
students and the efforts
they need for the improvement.
12.
Ask the
students to do more practice after class and get
ready for presentation during the next
session.
Basic Concepts: Syllables, Stress &
Rhythm
In this unit, we are
going to learn some basic concepts in English
pronunciation.
We are going to learn
something about syllables, stress and rhythm in
English. At the
2
same
time,
we
are
going
to
learn
to
say
greetings
and
farewell
with
appropriate
pronunciation
and intonation in English.
First of all, let?s look at the
syllable in English.
Please
listen to the following word: driveway.
Now, tell me, how many syllables there
are in this word? Right. There are two.
Please listen to the following
sentence: Drive him away.
Tell me, how
many syllables there are in this sentence? Right.
There are four.
Introduction
So. What is a
syllable?
A syllable is a word part and
the basic unit of English rhythm. English words
can
have
one,
two,
three
or
even
more
syllables.
In
the
word
?driveway?,
there
are
two
syllables. In the sentence ?Drive him
away?, there are four.
What is a stressed syllable?
In
English
words
with
more
than
one
syllable,
one
of
them
will
receive
more
stress than the others. Stressed
syllables are those that are marked in the
dictionary as
stressed. For example, in
the word ?driveway?, the first syllable
i
s a stressed syllable
while
the second syllable is not.
Stressed syllables in English are
usually longer, louder, and higher in pitch.
Listen to the following example:
ba
NAAAA
na
Syllable 1
Syllable 2
(short)
(long)
Syllable 3
(short)
The
word
has
3
syllables.
Syllable
1
is
not
stressed
and
so
is
short.
Syllable 2 is stressed and so is long
with a clear vowel sound
/
?
:/. Syllable 3 is not
stressed and so is also short.
Here is a short summary about the
stressed and unstressed syllables:
Stressed syllables are strong
syllables. Unstressed syllables are weak
syllables.
Stressed
syllables:
-
are
long
-
have a
pitch change
-
have full vowel sounds.
Unstressed syllables:
-
are short
-
often have a
reduced vowel sound.
Now
let?s look at the
rhythm in
English.
We
all
know
that
correct
pronunciation
of
the
individual
English
sounds
is
important
in
communication.
The
way
the
sounds
are
organized,
however,
is
often
more crucial for understanding. The
rhythm of English, for example, is one of the two
major organizing structures that native
speakers rely on to process speech.
What is rhythm?
3
Rhythm can be found
everywhere in life: the sound of a clock, the
beating of the
heart,
the
strokes
of
a
swimmer,
and
of
course
in
poetry
and
music.
But
rhythm
in
language
is
less
familiar
because
it
is
less
obvious.
The
rhythm
of
a
language
is
characterized by the timing pattern of
successive syllables. In some languages, every
syllable is
given about the
same length, while in others, syllables vary in
length.
In
English, strong
beats are called stress -- the heart of the
rhythmic pattern.
音节、重音与节奏
本单元将向大家介绍英语语音语调的基本概念
,
主要介绍英语语音的音节、
重音和节奏规律。
首先，让我们先来看看英语的音节：
单词
driveway
有两个音节。句子
Drive him away
有四个音节。
何谓“音节”？
< br>音节是一个言语单位，常常比一个语音长，但比一个单词短。一个英语单词
可以有
一个、两个三个或更多的音节。就像我们刚看到的单词
driveway
有两个
音节
,
句子
Drive him away
有
四个音节。同时，音节又是英语发音节奏的最基本
的单位。
何谓“重读音节”？
如果一个英语单
词中拥有两个或两个以上的音节，
其中一个音节会比其周围
的音
节要响亮些。重读音节通常在词典中有所标注。例如，单词
driveway
的第
一个音节就是重读音节，而它的第二个音节就是非重读音节。
英语中的重读音节在发音过程中往往要比非重读音节要长一些，响亮一
些，
同时音调也稍高一些。例如，
“
b
anana
”一词有三个音节。第一个音节是非重音，
所以发音
所需时间比较短。第二个音节是重读，所以元音
/
?
:/
发的比较长，清晰
响亮。第三个音节同样属非
重音，所以发音所需时间也很短。
可见，重读音节与非重读音节分别有以下特征：
重读音节
:
⒈声音响亮
⒉延续时间较长
⒊音调较高
非重读音节
:
1.
延续时间较短
2.
元音发音弱化
英语话语节奏：<
/p>
学会发好每一个英语音素，是学好英语语音的基础，正确的
发音在
语言交流中非常重要。
然而，
语音的组合方式对于听者的理解也
起着至关
重要的作用。英语的话语节奏就是其中之一。
何谓“英语话语节奏”？
节奏在我们
的日常生活中无所不在：滴答转动的钟表声，砰砰不停的心脏跳
动，游泳的划水节拍，优
美诗句和音乐的韵律，这些都是节奏的体现。话语节奏
与前面我们所提到的日常生活中显
而易见的节奏不同之处在于：
语言中的话语节
奏不是那么明显与
绝对。
语言中的节奏特征是由一连串音节的长短来体现的。
有<
/p>
一些语言的话语特点是：
每一个音节的音长呈大致相同的趋势，<
/p>
这种音节彼此距
离大致相等的现象被称为
“以音节定时”
节奏。
汉语的话语节奏就有这样的倾向。
例如，
当我说：
“面包加牛奶”
，
这里含
5
个音节，
所需的时间暂且定为
5
个时段。
如果我要说：
“一片面包加一杯牛奶”
，
这里含
9
个音节，
所需的
时间就是
9
个时
段。英语的话语节奏则
显不同的趋势。例如，在“
bread
and
milk
”短语中，音
节数是三个，其中“
bread
”与“
milk
”是重读音节。在“
some
bread
and
some
milk
”这一短语中，音节数是
5
个，其中重读的也是
“
bread
”与“
milk
”
。虽然
4
这两个短语的音节数不同，
但是在话语中，
它
们所需的时间却是大致相同的，
因
为它们有一个共同点：
重读音节数相同。
这种重读音节彼此距离相等的现象就是
“以重音定时”
节奏。
掌握这一英语话语的节奏规律
。
对于提高我们英语口语的
流利程度和自然程度以及英语听力理
解快速解码的能力至关重要。
正因为如此，
< br>我们将重音与节奏的学习放在中心与突出的位置，
从第一单元的概念介绍开始，<
/p>
贯穿整个语音课程学习的始终。
5
Unit 2
The Pure Vowels
Front Vowels & Central Vowels
Purpose:
The students will learn
the
consonants:
Front Vowels & Central
Vowels
in English.
Objectives: Students will be able to :
1.
Define - in their own words a
definition for
Front Vowels & Central
Vowels
;
2.
Compare
–
based
on the understanding of the basic concept, compare
them with
other vowels;
3.
Practice
–
imitate the sounds and do
practice.
Activities and
Procedures:
1.
Stimulating: Begin by asking the class
to find out how much the students know
about
what
they
are
required
to
learn.
Make
sure
that
it
serves
the
purpose
of
stimulating the students to
think about the issue and have the
desire to
find out
the
answers themselves.
2.
Display
examples
by
playing
the
recording
of
the
native
speakers
showing
the
typical pronunciation in English.
3.
Ask the
students to listen to the tapes to make a good
discrimination of the sounds
in focus.
4.
Have the
students imitate the sound in focus.
5.
Have
the
students
share
what
they
have
learned
by
reading
out
the
practice
materials in pairs.
6.
Have
the
students
listen
to
the
conversations
recorded
by
native
speakers
of
English and try to get the sounds in
focus correct in their pronunciation.
7.
Have
the
students
practice
the
guided
conversation.
Ask
them
to
pay
special
attention to the sounds in focus in
speech.
8.
Highlight the language function in the
conversation in the practice.
9.
Have several pairs of the
students present their conversation in the class.
10.
Comment on
the students
?
performance by
highlighting the achievement of the
students and the efforts they need for
the improvement.
11.
Ask
the
students
to
do
more
practice
after
class
and
get
ready
for
presentation
during
the
next session.
In this unit, we will learn
the front vowels and central vowels in English.
V
owels are sounds in which
there is no obstruction to the flow of air as it
passes
from the larynx to the lips.
There are 20 vowels in English, among which 12 are
pure
vowels and 8 are diphthongs. The
English pure vowels can be classified according to
1)
the height of the raised part of the
tongue;
2)
the
part of the tongue raised, and
3)
the position
of the lips, i.e. whether they are rounded or
unrounded.
6
There are four front vowels in English:
/i:/, /
?
/, /e/ and
/
?
/. The reason these are
called front vowels is that the tongue
body is shifted forward, causing the vowels to
be
produced
in
the
front
of
the
mouth.
In
addition,
the
front
vowels
may
be
subdivided into those
that are high (or close), like /i:/ and
/
?
/, mid, like /e/, and low
(or open), like
/
?
/. For the two vowels in
the high front space, /i:/ and
/
?
/, the tongue
is close to the hard palate. Likewise,
for the low vowel /
?
/ the
tongue is nearly flat
and the lower jaw
more open than for the other front vowels.
There
are
two
central
vowels
in
English:
/
з
:/
and
/
?
/
They
are
called
central
vowels
because
they
tend
to
be
produced
at
a
point
midway
between
the
front
and
back vowels and between the high and
low vowels.
It has become traditional
to locate vowels on a four-sided figure. The
following is a
description of the four
English front vowels and two central vowels.
i:
e
/i:/ &
/
?
/,
/i:/ is a
very common sound in the world's languages. It is
made by raising the
body
of
the
tongue
from
its
rest
position
and
shifting
it
forward.
The
/
?
/
sound
is
made by
lowering the tongue slightly
from the high-front position for /i:/. Besides,
/i:/ is
a much more tense
sound than /
?
/.
The
fact
that
English has these two high
front
vowels, differentiated by muscle tension in the
root of the tongue, sets it apart
from
Chinese and many languages of the world. Both /i:/
and /
?
/ can occur in
initial,
medial, and final position in
words.
Very
little
difficulty
should
be
encountered
by
the
Chinese
learners
in
the
pronunciation of /i:/, but
/
?
/ is a problem sound. It
is easy for the learners to detect
the
difference in length. What counts here, however,
is the difference in quality. It is
therefore important to point out the
fact that to pronounce a correct
/
?
/, you need to
1)
lower you
tongue a little bit from the position for /i:/,
and
2)
make it a lax sound instead of a tense
sound like /i:/.
The
importance
of
correct
pronunciation
of
/
?
/
lies
in
the
fact
that
it
is
the
second
most frequent vowel in English.
/e/ &
/
?
/
/e/ is also
an English vowel with high frequency of
occurrence. The tongue body
is shifted
forward in the mid-plane.
/
?
/ is produced by shifting
the body of the tongue
forward from its
relaxed state, and lowering it from the position
for /e/. It is the lowest
of the front
vowels. /e/ and /
?
/ do not
occur in final position in English words.
/e/ and
/
?
/ are not really problem
sounds for the Chinese learners, but many of
them fail to make a clear distinction
between the two in their speech. The difficulty is
7
that they have
to make the clear distinction consistent.
/
з
:/ &
/
?
/
/
з
:/
and
/
?
/
are
central
vowels.
/
з
:/
is
made
with
the
tongue
in
the
approximate
middle of the mouth. It occurs only in
stressed syllables. /
?
/ is
also called a schwa. It
is made
similarly to /
з
:/, but with
less tension. /
?
/ is the
most frequently used vowel
in English.
Both /
з
:/ and
/
?
/ may occur in all three
word positions.
Most
learners do not have problems in the pronunciation
of /
з
:/ and
/
?
/, still we
need
to
give
special
attention
to
the
schwa.
The
problem
with
the
schwa
may
not
generally be in
production, but in knowing when to use the sound.
No other vowel,
with
the
exception
of
the
other
reduced
vowel,
/
?
/,
is
as
important
to
an
understanding
of
the
English
sound
system
and
the
way
it
functions
in
unstressed
syllables.
本单元介绍英语的前元音和中元音。
发音时气流由肺部泄出，不受任何阻碍，气流输出过程畅通无阻不带任何摩
擦，这样发出
的音叫做元音。
元音音素之所以彼此有别，是受到发音器官调
节的结果。发音过程中发音器
官采取某一固定位置直至发音结束的，
是单元音，
如
/
i:,u:
/
。
双元音又称
“滑
音”
，
即在发音过程中发音器官的位置或形状有所变化，
从一个单元音滑向另一个单元
音，发
/
e
?
/
这一双元音就
是从发
/
e
/
开始，朝
/
?
/
的方向滑动，构成
/
e
?
/
。
英语的元音中，有
12
个音元音，
8
个双元音。
单元音的音质取决于以下三个因素：一是舌头
在口腔中位置的高低，即舌头
前、中、后哪一部分抬得最高；二是牙床张开的大小，即张
口程度是合、半合、
还是开；
三是唇形，
发音时唇形是扁平还是圆唇。
在元音发音的过程中起关键作
用
的是舌头，
因此学习元音时就要重点学会正确调节舌位。
元音的
音素也正是根
据发音时舌位的变化情况进行分类的。
单元音可按
发音时舌头前、
中、
后哪一部
分抬得最
高而分成三类：前元音，中元音，后元音。这一单元我们学习的是英语
的前元音与中元音
。
我们先来看看英语前元音与中元音的舌位图（见课本
p
50
）
。图的左方
为口腔
的前部，
右方为其后部。
竖线把
舌头分成前中后三个部分；
横线表示牙床的开合
程度，
图中的框框与圆形表示元音音素发音时舌头抬得最高的那一部分在口腔中
的位置，同时框框中的元音为非圆唇音
,
圆形中的元音为圆唇音。
从图中可以
看到，
/i:/
与
/
< br>?/都是前元音
,
但是发
/i:
/
时牙床近于全合；发
/
?/时，
牙床近于全开。
可见，
发音时调节口的开张
程度就产生的不同的前元音。
试发以
下元音
/i:,
?
, e,
?
/
。
/i:/ /
?
/
< br>把这两个元音放在一起学是为了更好地进行比较。
/i:/
的发音与汉语的
“衣”
发音有点相似，
发音时牙床近于全合，
舌尖抵下齿，
舌前部抬得很高，
升向硬腭，
双唇扁平。
/i:/
与汉语“衣”的发音不同之处在于：汉语“衣”在发音时舌前与
硬腭之间的距
离更窄一些，
且有轻微的摩擦。
大部分中国学生对发好
/i:/
这个音
都有很大的把握。第二号元音<
/p>
/
I
/
的学习则
给大家带来很大的挑战，不少人将
//
?
/
看作是
/i:/
的短元音：发音时
舌位相同，只是将其发作短音。其实，
/i:/
与
/
?
/
的区别主要不在其长
短，
更重要的是质的不同，
即发音时发音器官的位置
8
不同。从舌位图中我们看到：这两个音发音
时有两个不同之处。首先是发
/
?
/<
/p>
时舌在口腔中的位置比发
/i:/
时要低
一些。也就是说
/i:/
在发音时牙床近于全
< br>合，
而
/
?
/
则属半合。
其次，
发
/
?
/
时，
舌头抬高的最高点要比
/i:/
更靠后一些，
因而口腔中形成的气流通道也更宽一些。此外，在发音时
/i:/
的双唇呈扁平状，
口腔肌内紧张，而
/
?
/
的双唇形式居扁平与中常之间，口腔肌
内较为放松。掌握
好以上区别，对发好这两个音极为重要。
/e/ /
?
/
从舌位图我们可以看到：
/e/
与
< br>/
?
/
也是前元音。
/e/
在发音时口的开张度
居半合与半开之间
，
/
?/在发音时，口张至近于全开。
中
国学生在学习这两个音时最常见的错误是用
[
?
]
——一个半开元音——
代替
/e/
与
/
?
/
。也就是说，在发音时，应该发
/e/
的时候口张得太大，应该发
/<
/p>
?
/
时口的开张度又嫌太合，
/e/
与
/
?
/
同时发作
[
?
]
。对于这些学生来说，掌
握好口的开张度是发好这两个音的关键。
在学习
/e/
音时，
还须注意的另外两
点是：
第一，
莫将
/e/
发成中元音，
例如，
我们有时候听到一些人将
when
说成汉语的“问”
，问题就出在这里
。第二，莫将
/e/
发成双元音，如将
setting
说成
*[`s
??
t
??
]
。要解决
这个问题主要是注意
在发
/e/
的过程
中，口的开张度与舌位要保持稳定，不能有变化。
/з:/
/
?
/
从舌位图中我们看到：这两个音在发音时采取的中立的位置，牙床半开合，
舌的中部稍稍
隆起，双唇偏平或中常，就可以发出
/з:/
与
/
?
/
。
在学习这两个音时，需要注意：一、
/
< br>з:
/
只出现在重读音节中而
/
?
/
则只出现
在非重读音节里，亦被称作“非重读央元音”
。二、
/з:/<
/p>
的发音与
/
?
/
不完全相同
:
/з:/
并不是
/
?
/
的单纯延长
,
发
/з:
/
时口形得比
/
?
/
小，舌位也略高于发
/
?
/
时
;
同
时发
/з:/
时双唇偏平，肌肉紧张，而发
/
?
/
时双唇中常、肌肉松弛。三、
/
?<
/p>
/
是英
语元音中出现频率最高的，
也是所有英语音素中出现频率最高的音素。
学习中的
< br>难点是掌握什么时候应该发这个音。
Back Vowels
Purpose:
The
students will learn
the
Back
Vowels
in English.
Objectives: Students will be able to :
1.
Define - in their own words a
definition for
Back Vowels
;
2.
Compare
–
based on the understanding
of the basic concept, compare them with
other vowels;
3.
Practice
–
imitate the sounds and do practice.
Activities and Procedures:
1.
Stimulating:
Begin by asking the class to find out how much the
students know
about
what
they
are
required
to
learn.
Make
sure
that
it
serves
the
purpose
of
stimulating the students to
think about the issue and have the
desire to
find out
the
answers themselves.
2.
Display
examples
by
playing
the
recording
of
the
native
speakers
showing
the
9
typical pronunciation in
English.
3.
Ask
the students to listen to the tapes to make a good
discrimination of the sounds
in focus.
4.
Have the
students imitate the sound in focus.
5.
Have
the
students
share
what
they
have
learned
by
reading
out
the
practice
materials in pairs.
6.
Have
the
students
listen
to
the
conversations
recorded
by
native
speakers
of
English and try to get the sounds in
focus correct in their pronunciation.
7.
Have
the
students
practice
the
guided
conversation.
Ask
them
to
pay
special
attention to the sounds in focus in
speech.
8.
Highlight the language function in the
conversation in the practice.
9.
Have several pairs of the
students present their conversation in the class.
10.
Comment on
the students
?
performance by
highlighting the achievement of the
students and the efforts they need for
the improvement.
11.
Ask
the
students
to
do
more
practice
after
class
and
get
ready
for
presentation
during
the
next session.
Back Vowels
In this unit, we will learn the back
vowels in English.
There are six back
vowels in English. The back vowels are produced by
shifting
the body of the tongue back
from its central position. The tip of the tongue
remains at
the
level
of
the
lower
teeth.
The
front
and
back
vowels
have
several
features
in
common as
well as some
differences. Unlike the front vowels that are made
with a
fairly neutral lip posture, four
of the back vowels are rounded. The back vowels
may
also be subdivided into those that
are high (/u:/ and /
?
/), mid
(/
?
:/ and /
?
/), and low
(/
?
:/ and
/
?
/). The following is the
description of the six English back vowels.
U:
?
?
?
?
:
?
?
?
:
?
/u:/ and
/
?
/
/u:/
and
/
?
/
are
both
high,
back,
rounded
vowels.
The
/u:/
marks
the
highest
boundary for the back vowels, as /i:/
does for the front vowels. Therefore, the tongue
is retracted from its rest position and
raised toward the soft palate. This vowel is quite
10
common in the
languages of the world and appears without problem
in most Chinese
learners.
Along
with
/u:/,
/
?
/
completes
the
vowels
in
the
high
back
space
on
the
vowels
chart.
Its
corresponding
front
vowel
is
/
?
/.
When
making
the
sound,
the
tongue
is retracted as for /u:/ but not elevated to the
same extent. In addition, the
/
?
/
vowel is not
made with as much tension in the root of the
tongue as /u:/. The same
tense/lax
contrast is also seen for /i:/ and
/
?
/. This sound is not found
very frequently
as a phoneme in the
languages of the world, certainly not in Chinese
Putonghua. In
English, it is not very
common despite the fact that it appears in some
frequently used
words, such as
should
,
good
, and
book
. /u:/ occurs at all the
three positions of a word
while
/
?
/ occurs only in the
middle position of a word, like
book
and
hook
. To ensure
correct pronunciation, it is important
to make the following distinction between /u:/
and /
?
/:
1.
/u:/ is the highest back vowel, so the
raised part of the tongue for /u:/ is higher than
that for /
?
/;
2.
the part of
the tongue raised for /
?
/ is
not as back as that for /u:/;
3.
/u:/ has quite
strong lip rounding while the lips are only
slightly rounded for /
?
/.
/
?
:/
& /
?
/
/
?
:/
is a mid-back vowel. For its production, the
tongue is retracted and almost
flat in
the mouth. The vowel is almost fully back and has
quite strong lip-rounding.
/
?
/ is a low vowel. The lips
are slightly rounded. /
?
/ is a difficult vowel for
the Chinese
learners. Many of them use
a shortened version of /
?
:/
as its substitution. To ensure
correct
pronunciation, it is important to make the
following distinction between these
two
vowels:
1.
/
?
/
is a low vowel while /
?
:/ is
a mid vowel, so the mouth is more open for
/
?
/,
2.
/
?
:/ has quite
strong lip rounding while the lips are only
slightly rounded for /
?
/.
/
?
:/ &
/
?
/
The
/
?
:/ is made by lowering and
flattening the tongue in the oral cavity. It is a
low
vowel,
but
not
as
back
as
other
back
vowels
in
English.
/
?
/
is
quite
different
from
other
vowels
in
this
group
in
that
it
is
more
like
a
central
vowel
than
a
back
vowel (see the vowel chart).
/
?
/ is made with the tongue
in the approximate middle
of the mouth,
perhaps shifted back slightly. It is lower than
the other central vowels
/
з
:/ and
/
?
/. The lip position is
neutral. It is important for the learners to make
a clear
distinction between
/
?
:/ and
/
?
/ in their pronunciation.
元音
:
后元音
在这个单元里，
我们将学习英语的后元音。
英语有六个后元音。
发后
元音时，
11
舌身从中间位置向后
移动，舌尖与下齿保持同一水平。英语的前元音在发音时，
唇形是扁平的。
后元音中则有四个圆唇音。
我们可以根据其口的开张程度，
< br>由近
乎全合到近乎全开，逐步张开，舌位依次降低发出以下后元音：
/u:,
?
,
?
:,
?
/
。
我们来看后元音的舌位图。英语的后元音中有四个圆唇音，两个非圆唇音。
< br>从发音时口的开张程度看，
/ u:
/
近乎全合；
/
?
/
属半合；
/
?
:
/
在发音时牙床半开；
/
?
/
在发音时牙床张开；
/
?
/
近乎全开；
/
?
:/
也近乎全开；
/
?
/
与
/
?
:
/
在口的开张
度上相似，但
/
?
/
是圆唇音，
/
?
< br>:/
是非圆唇音；
/
?
:/
的舌位要比
/
?
/
稍前一些。
现在来看看这些音的具体发音。
/
u: /
/
?
/
/ u: /
和
/
?
/
都是高元音、后元音、圆唇
元音。
/ u: /
在英语后元音中，舌位是最
高的。
就如
/ i: /
在前
元音中舌位最高一样。
发此音时，
舌头后缩，
< br>并向软腭隆起。
这个音在当今世界的许多语言中都很常见，
对大多数中国学习者来说，
发此音并
没有多大问题。
/
?
/
在发音时与
/u:/
一样，舌头后缩，但后度不及
/u
:/
，舌面隆起但
程度不及
/u:/<
/p>
。另外，发
/
?
/
音时，肌肉的紧张程度不及
/u:/
。
学习
/ u: /
和
/
?
/
的发音时，要特别注意以下几点：
1
、
/ u: /
是舌位最高的后元音，因此舌头隆得比
/
?
/
音高。
2
、发
/ u: /
< br>音时，舌头隆起部位比
/
?
/<
/p>
更接近舌根。
3
、发
/ u: /
< br>音时，双唇呈滚圆形；发
/
?
/
音时，双唇呈微圆形。
4
、发
/ u: /
< br>音时，肌肉紧张度高而发
/
?
/
时，肌肉轻为松驰。
/
?
: /
/
?
/
/
?
: /
在发音时，舌头后缩牙床半开
，双唇呈滚圆形。
/
?
/
在发音时舌面尽量
压低和往后靠，牙床近乎全开，呈微圆形。
/
?
/
对中国学生来说是一个较难发好
的音，
许多人就用
/
?
: /
的短音来代替。
为确保发音准确，
掌握这两个元音以下的
区别尤为重
要：
1
、
/
?
/
在发音时口的开张度大于
/
?
:
/
，牙床近乎全开。
2
、发
/
?
:
/
音时，双唇呈滚圆形；发
/
?
/
音时，双唇呈微圆形。
/
?
: /
/
?
/
发
/
?
:
/
音时，口要尽量张大，牙床全开，双唇中常，舌尖离开下齿，舌位放
< br>到最低点，同时向后缩，但后度不及
/
?
/
。
/
?
/
不同于其它
后元音。与其说它是
后元音，还不如说它是中元音。发
/
?
/
音时，舌头在口腔里平放着，舌面中部略
抬起，牙床半开，舌位比中元音
/
з<
/p>
: /
要低，双唇中常，肌肉松驰。
<
/p>
练习这两个音的时候，要特别注意它们之间的不同：
1
、
/
?
:
/
的舌位比
/
?
/
后；
2
、
/
?
: /
音口的开张
度比
/
?
/
大
。在练习
/
?
:
/
音时还要注意区分
/
?
:
/
与
/
?
/
。
这两
个音的牙床开张程度是相似的，都属近乎全开，所不同的：一是
/
?
/
的舌位
12
更后一些；二是
/
?
/
是圆唇音而
/
?
: /
是非圆唇音；三是一般说来在
相同的语音环
境中
/
?
:/
的音长于
/
?
/
。
Unit 3
Diphthongs
Purpose:
The students will learn
the
V
owels:
Diphthongs
in English.
Objectives: Students will be able to :
1.
Define - in their own words a
definition for
V
owels:
Diphthongs
;
2.
Compare
–
based
on the understanding of the basic concept, compare
them with
other vowels;
3.
Practice
–
imitate the sounds and do
practice.
Activities and
Procedures:
1.
Stimulating: Begin by asking the class
to find out how much the students know
about
what
they
are
required
to
learn.
Make
sure
that
it
serves
the
purpose
of
stimulating the students to
think about the issue and have the
desire to
find out
the
answers themselves.
2.
Display
examples
by
playing
the
recording
of
the
native
speakers
showing
the
typical pronunciation in English.
3.
Ask the
students to listen to the tapes to make a good
discrimination of the sounds
in focus.
4.
Have the
students imitate the sound in focus.
5.
Have
the
students
share
what
they
have
learned
by
reading
out
the
practice
materials in pairs.
6.
Have
the
students
listen
to
the
conversations
recorded
by
native
speakers
of
English and try to get the sounds in
focus correct in their pronunciation.
7.
Have
the
students
practice
the
guided
conversation.
Ask
them
to
pay
special
attention to the sounds in focus in
speech.
8.
Highlight the language function in the
conversation in the practice.
9.
Have several pairs of the
students present their conversation in the class.
10.
Comment on
the students
?
performance by
highlighting the achievement of the
students and the efforts they need for
the improvement.
11.
Ask
the
students
to
do
more
practice
after
class
and
get
ready
for
presentation
during
the
next session.
Vowels: Diphthongs
In this unit, we will learn
the diphthongs in English.
There are eight diphthongs in English.
Diphthongs are sounds which consist of a
movement of glide from one vowel to
another. Perhaps the most important
thing to
remember about all the
diphthongs is that the first part is much longer
and stronger
13
than the second part. Take
/a
?
/ as an example. Most of
this diphthong consists of the
[a]
vowel, and only in about the last quarter of the
diphthong does
the glide to
[
?
]
begin. As the
glide to [
?
] happens, the
loudness of the sound decreases. As a result,
the
[
?
]
part
is
shorter
and
quieter.
The
English
diphthongs
can
be
shown
in
the
following
diagram (P69):
Diphthong
centring
closing
ending in
?
ending in
?
ending in
?
??
e
?
??
e
?
a
?
??
??
a
?
The following is a description of the
eight English diphthongs (70).
/
??
e
?
??
/
/
??
e
?
??
/
are called centring diphthongs because
they all glide towards the
[
?
] (schwa)
vowel,
as the symbols indicate. The
starting point for /
??
/
is
a little
closer than [
?
]
in
bit, bin
.
/e
?
/ begins with the similar
vowel sound as the [e] of
get,
men
.
/
??
/ has a starting point
slightly closer than [
?
] in
put, pull
.
/ e
?
a
?
??
/
/e
?
/,
/a
?
/
and /
??
/
the three diphthongs
that
glide towards [
?
].
/e
?
/ begins
with
the same vowel sound as the [e] of
get,
men
. /a
?
/ begins
with an open vowel
which is between
front and back; it is quite similar to the
[
?
] in words like
cut, bun
.
The
starting point of /
??
/ is a
little more open than [
?
:]
in
ought, born
. The closing
diphthongs
have
the
characteristic
that
they
all
end
with
a
glide
towards
a
closer
vowel. Because the
second part of the diphthong is weak, they often
do not reach a
position that could be
called close. The important thing is that a glide
from a relatively
more open towards a
relatively more close vowel is produced.
/
??
a
?
/
/
??
a
?
/ are the two
diphthongs that end with a glide towards
[
?
]. So as the
tongue
moves
closer
to
the
roof
of
the
mouth
there
is
at
the
same
time
a
rounding
movement
of the lips. This
movement
is
not
a large one, again because
the second
part of the
diphthong is weak. The vowel position for the
beginning of /
??
/ is the
same as for the
?
]. The lips may be slightly
rounded in anticipation
of
the
glide
towards
[
?
],
for
which
there
is
quite
a
noticeable
lip-rounding.
/a
?
/
begins with a vowel similar to
[
?
:] but a little more
front. There is slight lip-rounding
14
during the glide towards
[
?
].
Pronunciation difficulties with the
diphthongs
Most Chinese EFL learners
have little problem with most of the diphthongs,
but
the following two are particularly
important to ensure correct pronunciation.
1.
Make sure that you have a correct
starting point. For example,
/
?
?
/
start with an [
?
]
which is neither [i:] nor
[
?
]. It is a sound which is
a
little bit closer than
/
?
/ in
big
.
2.
Make
sure
that
the
diphthongs
end
with
a
glide.
One
of
the
problems
with
some
of
the
learners
is
the
production
of
pure
vowels
where
a
diphthong
should
be
pronounced.
For
example,
some
learners
find it difficult
to make a clear distinction between /e/ and
/e
?
/.
元音
:
双元音
本单元介绍的是英语的双元音
。双元音与单元音不同之处在于：单元音在发
音时发音器官自始至终保持某一固定位置，
如
/e/,
/e/
< br>在发音时牙床的开张度居半
合与半开之间，
发音过程中舌
位与唇型一直保持同样的位置不变
,
直至发音结束。
双元音又称“滑音”
，即在发音过程中发音器官的位置或形状有所变化，从
一个
单元音滑向另一个单元音，如
/
e
?
/,
发
/
e
?
/
这一双
元音就是从发
/
e
/
< br>开始，朝
/
?
/
的方向滑动，构成
/
e
?
/
。
发双元音时
要注意两个问题：一是双元音必须一口气完成，如果中断，就会
形成两个音素而不再是一
个双元音了
,
如将
/
e
?
/
发成
< br>:/
e/ /
?
/
。二是要注意
:
英语
双元音
的两个成分中，位于前面的音发音通常清晰响亮，位于后面的则较轻
,
< br>甚
至有点模糊，
英语的双元音的发音就是这样从第一个成
分开始然后滑向第二个成
分
.
如
/
e
?
/.
英语有
8
个双元音。根据发音特点，我们可
以将他们分为三组：
双元音
中向双元音
合口双元音
以
/
?
/
结尾
以
/
?
/
结尾
以
/
?
/
结尾
??
e
?
??
e
?
a
?
??
??
a
?
15
/
??
/
/e
?
/
/
??
/
在发音时从各自的起点朝着中元
音的方向移动
,
故称中向双
元音
, /e
?
/
/a
?
/
/
??
/
/
??
/ /a
?
/
这五个音在发音过程中
,
口形从
开到合
,
因此被称
作合口双元音。
请看双元音的发音舌位图
(
见课本
P70)
。
/
??
/
/e
?
/
/
??
/
是中向双元音
< br>.
/
??
/
< br>在发音时舌位从
[
?
]
滑向
[
?
],
双唇扁
平，
牙床从半合到半开。
要注意
,
这个双元音的第一个成分是
[
?
]
而不是
[i]:/
??
/.
<
/p>
/e/
的第一个成分是一个半开前元音
,
发音时双唇保持扁平：
/e
?
/. /
??
/
发音的
起点
是
[
?
]
,
舌头位置高，圆唇
.
在发音过程
中，舌头朝
[
?
]
的方向移动，双唇往两边
拉开
:
/
??
/
。
/e
?
/
/a
?
/
/
??
/
/
??
/ /a
?
/
是合口双元音
,
其中
/e
?
/
/a
?
/ /
??
/
是朝着
[
?
]
的方
向移动
,
< br>而
/
??
/
< br>/a
?
/
则是朝着
[
?
]
的方向移动。
/e
?
/
在发音时舌
头位置以
[e]
为起
点，朝着
[
?
]
的方向移动。注
意：是“朝着
[
?
]
< br>的方向移动
”
,
但不是非达到<
/p>
[
?
]
不
可
.
牙床开始时半开，逐渐收拢。
/a
?
/
发音起点为前
元音
[a],
舌位低
,
牙床全开，
双唇中常
,
发音
时朝着
[
?
]
的方向移动
,
即牙床逐渐收拢，双唇往两边拉开：
/
??
/
的发音起点为后元
音
[
?
],
牙
床近乎全开，双唇稍圆
,
然后舌头朝着
[
?
]
的方向移动
,
即牙床逐渐闭合
,
双唇从圆到
扁平：
/
??
/.
/
??
/
/a
?
是朝着
[
?
]
的方向移动的合口双元音
.
/
??
/
的发音以中元音作为起
点，朝后元音
[
?
]
的方向移动，唇形从中常到略圆
,
牙床渐合。总的说来，
/
??
/
音在发音时滑动的幅度并不大
:
/
??
/
。
/a
?
/
的发
音以
[a]
作为起点，朝后元音
[
?
]
的方向移动，
此处的
[a]
音稍后于
/a
?
/
的起点，
准确地说，
它位于
/a
?
/
的起点和
[
?
]
之间。
发音时牙床全开，
双唇中常
,
随后舌位朝
[
?
]
的方向滑动
,
< br>牙床逐渐收拢，
双
唇呈圆状，从
[a]
到
[
?
]
滑动幅度较大，牙床从开到合
:
/a
?
/.
我国学生在学习英语双元音时主要应注意以下两点：
1.
确保所发双元音的起点准确无误
.
以
/
??
/
为例
,
该音的起点更接近
[
?
]
而
非
< br>[i:],
发音时，
勿将其发得太长、
太紧
: /
??
/.
又如
/
??
/, <
/p>
该音的起点为
[
?
]
而非
[u:]:
/
??
/.
2.
确保发音过程中的“滑动
”
,
缺了“滑动
”<
/p>
则不成其为双元音了。以
/e
?
/
为例
,
如果缺少了发
音过程的滑动
, /e
?
/
就成了
/e/, pain
与
pen
就没什么区别了。
掌握好以上发音要领，我们就能学好英语的双元音。
16
Unit 4
Rules of
Reading of English Vowel Letters
Purpose:
The students will learn
the
Stressed Syllables & Unstressed
Syllables
in English.
Objectives: Students will be able to :
1.
Define
-
in
their
own
words
a
definition
for
Stressed
Syllables
&
Unstressed
Syllables.
It is a revision and therefore, easy
for most of the students;
2.
Compare
–
based on the understanding
of the basic concept, compare stressed and
unstressed syllables in words and
sentences;
3.
Practice
–
imitate the stress patterns and do practice.
Activities and Procedures:
1.
Stimulating: Begin by asking the class
to find out how much the students know
about
what
they
are
required
to
learn.
Make
sure
that
it
serves
the
purpose
of
stimulating the students to
think about the issue and have the
desire to
find out
the
answers themselves.
2.
Display
examples
by
playing
the
recording
of
the
native
speakers
showing
the
typical pronunciation in English.
3.
Ask the
students to listen to the tapes to make a good
discrimination of the stress
in focus.
4.
Have the
students imitate the stress patterns in focus.
5.
Have
the
students
share
what
they
have
learned
by
reading
out
the
practice
materials in pairs.
6.
Have
the
students
listen
to
the
conversations
recorded
by
native
speakers
of
English and try to get the stress
correct in their pronunciation.
7.
Have
the
students
practice
the
guided
conversation.
Ask
them
to
pay
special
attention to the
stress in speech.
8.
Highlight the language
function in the conversation in the practice.
9.
Have several
pairs of the students present their conversation
in the class.
10.
Comment on the
students
?
performance by
highlighting the achievement of the
students and the efforts they need for
the improvement.
11.
Ask
the
students
to
do
more
practice
after
class
and
get
ready
for
presentation
during
the
next session.
In
this unit, we will learn more about stressed
syllables & unstressed syllables.
We
now have a general view of the sounds in English.
We know how important
correct
pronunciation is to successful communication. We
also learned a little about
the fact
that we need to master other important aspects of
the spoken English in order
to achieve
successful communication. Stress and rhythm are
two essential elements.
Every time you
dance, sing, or clap your hands you emphasize or
stress particular
17
beats
or
sounds.
In
speech,
stress
may
be
defined
as
the
degree
of
intensity
of
loudness placed on a sound; that is,
the amount of force one puts on a syllable or word
to
give
it
importance.
Stress
is
such
an
important
feature
of
spoke
English
that
it
determines not only the rhythmic flow
of words, but also the quality of the vowels.
Correct word and sentence stress in
spoken English can mean the difference between
good communication and no communication
at all.
Three types of
stress can be found in English: primary,
secondary, and zero. The
term primary
stress refers to the strong emphasis a speaker
puts on the most important
syllable of
a particular word. Secondary stress refers to a
less strong emphasis on the
next most
important syllable. Zero stress refers to any
syllable that receives no stress,
and
it is also called unstressed syllable. In other
words, an unstressed syllable receives
no intensity or loudness at all. The
frequent occurrence of unstressed syllable is one
of
the fundamental characteristics of
spoken English, and the one that most
distinguishes
English from Chinese.
A stressed syllable may
contain any one of the vowel sounds except the
schwa,
but any vowel except the
diphthongs /a
?
/ and
/
??
/ can be reduced to
/
?
/ or
/
?
/. In
spoken
English,
there
are
many
more
unstressed
syllables
than
there
are
stressed
syllables.
This
explains
why
the
two
vowels,
/
?
/
and
/
?
/,
are
the
most
frequently
used vowel sounds
in spoken English.
重读音节和非重读音节
在前面几个单元中，我们学习了英语的
44
个音素
。我们非常清楚，正确的
发音是口头交际成功的重要因素。
与此
同时，
我们也非常清楚地认识到，
仅有正
确的发音还不够，
当音素相连形成音节，
进而形成单词与语句
的时候，
我们需要
用英语所特有的重音模式和节奏规律将这些音
素与音节说出来，
才能表达出语句
的含义。
这一单元我们学习的是英语的重音
:
英语单词和句子中的
重读音节与非
重读音节。
我们在听英语语句的时候，
有一些单词或音节听起来比其周围的单词或音
节
要响亮些，
这就是我们通常说的重读。
换句话说，
重音是指一个词或音节的发音
比周围的词或音节的
发音费的劲要大。
一般说来，
重读的单词或音节一般音调较
高，延续时间较长，当然，指的是元音较长。总之，音节与音节之间的区别，最
根本的是在于重读和非重读之间的区别。
重音是英语口语的一个重要特点，<
/p>
每个
单词都有其固定的重音模式，
此外，
重音还具有两大语义功能。
一是我们可以通
过重音区别两个相似的单词：
`import
（名词）
im`port
（动词）
。
The car is a
foreign
import.
这部车是进口货。
We import all our coffee.
我们所有的咖啡都是进口的。
二是我们可以通过重音强调一个音节或单词。
I
said
in
the desk,
not
on
the desk.
我是说在书桌里面而不是在桌面上。
掌握英语的重音规律可以使
语言的表达准确
到位，同时语句重音模式也是话语节奏的基础。
英语的重音可分为三个级别：主重音、次重音与零重音。主重
音就是我们通
常说的重音；
零重音就是我们通常指的非重读音节
。
次重音当然指的就是居于两
者之间，既不是重读音节，又有别
于非重读音节。举个例子：在一些多音节单词
中，
我们常常可以
听到次重音，
如，
满足
（动词）
`satisfy
（名词）
?satis
`faction
。
< br>
句子中也存在次重音。如果将
I was
'
working
'
hard
?
yesterday.
这句话读成：
18
I was
'
working
?
hard yesterday.
句中的最后一个单词
yesterday
失去了句子重音，
但是，该单词所含的三个音节中，第一个音节仍然显得比其他两个音节重一些，
因此，可以称其为次重音。
在学习英语的重音规律时
,
一是要清
楚在一连串的音节中哪些是重读音节
,
哪些是非重读音节，单词
的重音错位可能造成对词义的误解
,
也可能使人完全听
不懂你在说什么。二是要注意将非重读音节读成真正的“零重读
”
,
即非重读音
节听起来要轻
,
要弱
.
我们还将注意的是，在自然流
利的英语口语中，非重读音
节的数目通常大于重读音节数
,
因此，自如地掌握英语的重音对提高口语的流利
程度大有帮助。
此外，
由于重音的转移可能使元音的读音发生一些变化，
我们还
应该注意到这样一个事实：重读音节中所含的元音可以是除央元音<
/p>
/
?
/
以外的任
何一个元音
,
但是，除了
/
??
/
/a
?
/
之外，任何一个元音都可以因为失去重音而
被弱化为
/
?
/
或
/
?
/.
正因为如此，这两个元音就成了在英语的所有音素中出现频
率最
高的音素
.
19
Unit 5
The
Consonants
Purpose:
The students will learn
the stop consonants in English.
Objectives: Students will
be able to :
1.
Define -
in their own words
a definition for
“
stops
”
;
2.
Compare
–
based on the understanding
of the basic concept, compare stops and
other consonants;
3.
Practice
–
imitate the sounds and do
practice.
Activities and Procedures:
1.
Stimulating:
Begin by asking the class to find out how much the
students know
about
what
they
are
required
to
learn.
Make
sure
that
it
serves
the
purpose
of
stimulating the students to
think about the issue and have the
desire to
find out
the
answers themselves.
2.
Display
examples
by
playing
the
recording
of
the
native
speakers
showing
the
typical pronunciation in English.
3.
Ask the
students to listen to the tapes to make a good
discrimination of the sounds
in focus.
4.
Have the
students imitate the sound in focus.
5.
Have
the
students
share
what
they
have
learned
by
reading
out
the
practice
materials in pairs.
6.
Have
the
students
listen
to
the
conversations
recorded
by
native
speakers
of
English and try to get the sounds in
focus correct in their pronunciation.
7.
Have
the
students
practice
the
guided
conversation.
Ask
them
to
pay
special
attention to the sounds in focus in
speech.
8.
Highlight the language function in the
conversation in the practice.
9.
Have several
pairs of the students present their conversation
in the class.
10.
Comment
on
the
students
?
performance
by
highlighting
the
achievement
of
the
students and the efforts
they need for the improvement.
11.
Ask the
students to do more practice after class and get
ready for presentation during the next
session.
Consonants: Stops
In this unit, we will learn the stop
consonants in English.
The
stop consonants are made by completely stopping
the airflow at some point
in the mouth
and then, for most productions, releasing it into
the sound that follows.
There are six
stops in English: /p/ and /b/ are formed by the
lips, /t/ and /d/ are made
on
the
gum
ridge
behind
the
upper
teeth,
and
/k/
and
/
?
/
occur
at
the
back
of
the
mouth where the tongue makes a weal
with the soft palate. /p/, /t/, /k/ are voiceless
stops as they are not accompanied by
vibration from the larynx, while /b/, /d/,
/
?
/ are
20
the voiced stops. These
stops are among the most frequent sounds in
English and have
fairly consistent
spellings.
/p/ and /b/
You pronounce the /p/ and
/b/ by stopping the airstream with you lips,
building up
pressure and suddenly
releasing the air. They can be used at the
beginning, middle and
end of words. The
following are some of the allophonic variations of
/p/ and /b/.
Allophonic variations of /p/:
Allophone
Occurrence
Example
[p
?
]
[p-]
[p ]
[p:]
[p
?
]
Aspirated release in
initial word and stressed positions
poke
Unreleased in word
final position
Unaspirated release in
clusters, esp. after /s/
Lengthening, when an arresting /p/ is
followed
by a
releasing /p/
Nasal release,
before a syllabic nasal
top ten
spot
Stop Pete.
Stop him.
Allophonic variations of /b/:
Allophone
Occurrence
[b-]
Unreleased
in word final position
[b:]
lengthened when an arresting /b/ is
followed
by a releasing
/b/
[b
?
]
Nasal resonance, before a
syllabic nasal
Example
rob
Rob Bob.
Rob
him.
/t/ and /d/
The
/t/
sound
is
one
of
the
most
frequent
in
English
and
occur
in
all
three
positions
at
the
word
level.
It
has
many
variations
and
is
a
very
interesting
and
productive sound in the language. /d/
is not as frequent in English nor does it have the
number of varieties that /t/ has. You
pronounce them by blocking the airstream with
the tongue and upper gum ridge,
building up air pressure and suddenly releasing
it.
The following are some of the
allophonic variations of /t/ and /d/:
Allophonic variations of /t/:
Allophone
Occurrence
Example
21
[t
?
]
[t-]
[t ]
[t
?
]
[t
?
]
[
?
]
[
?
]
[t:]
Aspirated release in word initial and
stressed positions
tape
Unreleased in word final position
Unaspirated release in
consonant cluster, esp. with /s/
Dentalized before
/
?
/
coat
stop
eighth
button
letter
button
let Tim
train
Nasal release, before
a syllabic nasal
Flapped,
intervocalically
Glottal stop,
before syllabic [n] or [l]
Lengthening, when an arresting /t/ is
followed
by a releasing /t/
Affrication of initial
position /tr/
[t
?
r<
/p>
?
]
Allophonic variations of /d/:
Allophone
Occurrence
[d
?
]
[d-]
Example
width
dad
padlock
bread'n butter
ladder
Dentalized before an
interdental
Unreleased in
word final position
Bilateral release with /l/
[
d
?
l ]
[d
?
]
[
?
]
Nasal release, before a
syllabic nasal
Flapped,
intervocalically
[d:]
Lengthening, when an
arresting /d/ is followed
by
a releasing /d/
sad Dave
[d3r]
Affrication of initial
position /dr/
drain
/k/ and /
?
/
You
produce
/k/
and
/
?
/
by
blocking
the
breath-stream
with
the
back
of
the
tongue
and
soft
palate,
building
up
the
pressure,
and
suddenly
releasing
it.
The
cat,
and the
letter
is also a silent-k in words such
as
know
and
knight
. The spelling of
/
?
/ is consistent
in English, although there is a silent
version in words such as
gnash
and
gnat
. Both /k/
and
/
?
/
can
occur
at
the
beginning,
middle,
and
end
of
words
in
English.
The
following are some of the allophonic
variations of /k/ and /
?
/:
22
Allophonic variations of /k/:
Allophone
Occurrence
[k
?
]
[k-]
[k]
[k:]
[k
?
]
Example
Aspirated release in word initial and
stressed positions
keep
Unreleased in word final position
Unaspirated release in
consonant cluster, esp. with /s/
Lengthening, when an arresting /k/ is
followed
by a releasing /k/
Nasal release, before a
syllabic nasal
Bilateral release with /l/
take
sky
take Kim
beacon
clock
keen
bacon
quarter
[
k
?
l ]
[c] or [k]
[
?
]
Assimilated to a front
sound
Glottal
stop, before syllabic [n]
[k
?????
]
Rounded, before a rounded sound
Allophonic
variations of /
?
/:
Allophone
Occurrence
[
?
-]
[
?
:]
Example
flag
Unreleased in word
final position and some clusters
Lengthening, when an arresting
/
?
/ is followed
by a releasing
/
?
/
big grapes
glad
[
??
l ]
[
??
]
Bilateral release before /l/
Nasal release, before a syllabic nasal
Assimilated to a fronted
sound
pig and goat
geese
goose
[
?
] or
[
?
]
[
??????
]
Rounded, before a rounded sound
Pronunciation
difficulties
The
English
stops
do
not
generally
cause
an
intelligibility
problem
among
the
Chinese
EFL learners but
some learners may
devoice final
position voiced stops so
23
that
tab
may be pronounced as
tap
,
code
as
coat
and
/li:
?
/ as /li:k/.
Lengthening the
vowel before the voiced
stops will aid in the perception of a voiced final
stop. /i:/ in
need
,
for
example,
is
usually
a
little
bit
longer
than
/i:/
in
neat
when
they
are
in
similar
phonetic
contexts.
Another
difficulty
with
the
Chinese
EFL
learners
is
the
pronunciation
of
the
stops
in
consonant
clusters.
Drill
the
sounds
in
all
positions,
paying close attention to the strength
of production and the degree of voicing.
辅音
:
塞音
在这一单元，我们将学习英语的爆破音，也叫塞音。
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
/<
/p>
?
/
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
/
?
/
在发音时，声带振动，是浊辅音。
/p/
和
/b/ <
/p>
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
< br>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
；
⑤当
/p/
后紧跟着的是鼻音时，
此时爆破不在口腔，
而在鼻腔，
就是我们通常说的
“鼻腔爆破”
，如
Stop
him
；
/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
< br>[b]
相邻时，无需产生爆破，只是延长发音时间，如
r
ob Bob
；
③
< br>/b/
在鼻音前时，爆破不在口腔，而在鼻腔，如
rob
him
；
/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，<
/p>
让气流爆发而出。
/t/
的音位变体
< br>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
< br>/s/
后形成辅音连缀时，
/t/
在发音时不送气，如
stop
；
④当处于
/ /
之前时，呈齿音化发
音，如
eighth
；
⑤当
/t/
后紧跟着的是鼻音时，此时爆破不在口腔
，而在鼻腔，就是我们通常说的
“鼻腔爆破”
，如
button
；
⑥当处于
两个元音之间时，
/t/
听起来近似闪音，如
< br>letter
；
⑦当
/t/
位于成音节
/n/
或
/l/
前时，便成了声门爆破音，如
little
；
⑧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;
⑨当处于辅音组合
/tr/
中时，发音兼具爆破与摩擦的特征，如
train
；
24
/d/
的音位变体：
①当处于齿间音（如
/
?
/
/
?
/
）之前时，呈齿音化发音，如<
/p>
width
；
②当处于词尾时，不完全爆破，如
Dad said so.
③当与
/l/
组合时，成为舌侧爆破音
，如
padlook
；
④
/d/
在鼻音前时，爆破不在口腔，而在鼻腔，如
bread’n butter;
⑤
当两个
/b/
相邻时，无需产生爆破，只是延长发音时间，如<
/p>
sad Dave
⑥当处于辅音组合
/
dr/
之中时，发音兼具爆破和摩擦的特征，如
drain
。
/k/
和
/
?
/
发
/k/
和
/
?
/
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，
/
?
/
是浊辅音。
/k/
的音位变体
< br>①
/k/
位于词首，且在重读音节中时，是送气音，如<
/p>
keep
；
②当处于词尾时，可能失去爆破，如
take
three
；
③在
< br>/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当
/k/
后紧跟着的是鼻音时，
此时爆破不在口腔
，
而在鼻腔，
就是我们通常说的
“鼻腔
爆破”
，如
beacon;
⑥当与
/l/
音组合时，成为舌侧爆破音，如<
/p>
clock
；
⑦后跟前元音时，
/k/
的发音部位前移，如
< br>keen
；
⑧位于成音节
/n/
时，便成了声门爆破，如
bacon
；
⑨位于圆唇音之前时，发音时亦呈圆唇，如
quarter.
/
?
/
的音位
变体
①当处于词尾时，不完全爆破，如
lag behind; <
/p>
②当两个
/
?
/
相邻时，无需产生爆破，只是延长发音时间，如
big
grapes
③当与
/l/
组合时，
与成为舌侧爆破音，如
glad
；
<
/p>
④
/
?
/
在鼻音前时，爆破不在口腔，而在鼻腔，如
pig and
goat;
⑤后跟前元音时，发音部位前移，如
geese;
⑥位于圆唇音之前时，发音时亦呈圆唇，如
goose.
发音难点解析
中国学生在学习英语爆破音时要注意的问题主要有以下两点：
一、爆破音的学习，就发音部位来说，并不难掌握：英语的爆破音与汉语的
声母（
b
，
p
，
d
，
t
< br>，
k
，
g
）极为相近。所不同之处主要体现在发音方法上。总的
说来，
英语的三对爆破音的区别特征是清辅音和浊辅音；
而区别汉语三对声母的
特征则是送气音与非送气音。
当英语的爆破音位于词首时，
清辅音的送气比汉语
的对应音更为有力；
浊辅音一般只有轻
微的声带振动。
当英语的爆破音位于词尾
时，
< br>爆破可能非常地轻微，
此时，
帮助辨别清浊辅音的一个重
要特征就是位于爆
破音前的元音的长度。例如，在相似的语音环境中，
< br>need
中的
/i:/
通常比<
/p>
neat
中的
/i:/
< br>稍长一些。
另外，
当浊辅音位于两个元音之间时，
声带振动则是必须的。
二、在学习中要注意
的另一个问题是这三对爆破音的音位变体。这些音位变
体的主要形式我们已经接触过。例
如，什么时侯爆破音会失去爆破：
take them
；
鼻腔爆破音应怎么发：
garden
；旁流爆
破音应怎么发：
people
；在辅音连缀中，
当
/p t k/
出现在
/s
/
之后，
“送气”会减弱，如
spea
k, sky, star
。
掌握了以上发音方法，我们就能正确地发好英语的爆破音了。
25
Consonants:
Fricatives and Affricates
Purpose:
The
students will learn
the consonants:
“
fricatives
”
< br> and
“
affricates
” in
English.
Objectives: Students will be able to :
1.
Define -
in their own words
a definition for
“
fricatives
”
and
“
affricates
”
;
2.
Compare
–
based
on the understanding of the basic concept, compare
them with
other consonants;
3.
Practice
–
imitate the sounds and do
practice.
Activities and
Procedures:
1.
Stimulating: Begin by asking the class
to find out how much the students know
about
what
they
are
required
to
learn.
Make
sure
that
it
serves
the
purpose
of
stimulating the students to
think about the issue and have the
desire to
find out
the
answers themselves.
2.
Display
examples
by
playing
the
recording
of
the
native
speakers
showing
the
typical pronunciation in English.
3.
Ask the
students to listen to the tapes to make a good
discrimination of the sounds
in focus.
4.
Have the
students imitate the sound in focus.
5.
Have
the
students
share
what
they
have
learned
by
reading
out
the
practice
materials in pairs.
6.
Have
the
students
listen
to
the
conversations
recorded
by
native
speakers
of
English and try to get the sounds in
focus correct in their pronunciation.
7.
Have
the
students
practice
the
guided
conversation.
Ask
them
to
pay
special
attention to the sounds in focus in
speech.
6.
Highlight the language function in the
conversation in the practice.
7.
Have several
pairs of the students present their conversation
in the class.
8.
Comment
on
the
students
?
performance
by
highlighting
the
achievement
of
the
students and the efforts
they need for the improvement.
9.
Ask the students to do more
practice after class and get ready for
presentation during the next
session.
Consonants: Fricatives and
Affricates
In
this
unit,
we
are
going
to
learn
two
groups
of
consonants:
fricatives
and
affricates. At the same time, we are
going to learn how to describe an object and to
learn
how
to
talk
about
one?s
job
with
appropriate
pronunciation
and
intonation
in
English.
Introduction
What do you
know about fricatives and affricates in English?
26
Well, if the
stops completely block the airstream for a time in
the pronunciation,
the fricatives only
partially block it, thus causing the friction-like
noise characteristic
of
these
sounds.
There
are
nine
fricative
consonants,
forming
the
largest
set
of
consonants in English.
/t
?
/
and
/d
?
/
are
affricate
sounds,
which
you
produce
by
blocking
off
the
breath-stream between the tongue and
gum ridge, for a stop and a fricative. The term
affricate
means
in
this
case,
consisting
of
a
stop
and
a
fricative.
/t
?
/
and
/d
?
/are the two
English affricates and they differ primarily in
terms of voicing.
/f/ and
/v/
/f/
and
/v/
are
labio-dental
sounds.
/f/
is
voiceless
and
/v/
is
voiced.
They
are
fricative
sounds
that
you
produce
by
forcing
the
breathstream
between
you
upper
teeth
and lower lip. They can be used at the beginning,
middle and end of words.
/f/ is not a problem sound for most of
the students but /v/ may sometimes cause
problems. It may substitute for another
bilabial such as /w/, or a bilabial /b/ may be
substituted for /v/. There is also a
tendency to devoice /v/, especially at the ends of
words.
/
?
/ and
/
?
/
/
?
/
and
/
?
/
are
interdental
sounds.
They
are
fricatives
that
you
produce
by
squeezing the breathstream between your
tongue and teeth.
/
?
/
is
voiceless and
/
?
/
is
voiced. These sounds tend to appear
relatively late in the speech of children and
cause
considerable stress for both
native and non-native speakers of English.
Although the
spelling seems to be
highly consistent in English, the fact is that the
is used for both
/
?
/ and
/
?
/. They can be used at the
beginning, middle and end of
words.
The problem with
/
?
/
are many and varied. A dentalized [t] occurs when
there is
insufficient
breath
support.
With
a
/f/
or
/s/
substitution,
the
problem
is
not
with
airflow but with
placement. This sound will require considerable
effort to stabilize in
all
contexts.
The
problem
with
/
?
/
is
quite
similar.
With
insufficient
airflow,
a
dentalized
[d]
will
occur.
Placement
difficulties
result
in
a
/v/
or
/z/
substitution.
Devoicing may
also be a common problem since English orthography
uses the letters
?
/ and
/
?
/. The following steps are
useful in the pronunciation drill for
these two consonants:
1.
Look in a
mirror and say the [
?
]
sound.
2.
Make sure you can see the edge of your
tongue protruding between your
teeth.
Say [
?
] again.
3.
Say the
[
?
] sound over and over
again. Don't move your tongue between
sounds.
Try the
following:
[
?
]
…
[
?
]
…
[
?
]
…
[
?
]
…
thin
[
?
] …
[
?
] …
[
?
] …
[
?
] …
thanks
[
?
] …
[
?
] …
[
?
] …
[
?
] …
thought
The same
method can be applied to the practice of
[
?
] sound.
27
/s/ and /z/
/s/ and /z/ are alveolar sounds. They
are fricatives that you produce by forcing air
between
your
tongue
and
the
upper
or
lower
front
teeth.
/s/
is
voiceless
and
/z/
is
voiced.
/s/
is
one
of
the
most
useful
sounds
in
English
because
it
has
an
important
grammatical
function
in
forming
possessives
(Kate's),
third
person
singular,
present
tense verbs (sits),
and plurals (seats). Although /z/ is not as
frequent in English speech
as /s/, it
performs similar grammatical functions in marking
possessive (Susan's), third
person
singular, present tense verbs (runs), and plurals
(dogs). Both /s/ and /z/ have
been
ranked
as
the
most
troublesome
sounds
in
English,
but
it
is
rarely
a
serious
problem
for
the
Chinese
EFL
learners
once
their
grammatical
roles
are
mastered.
They can be used
at the beginning, middle and end of words.
With /s/ and /z/, the main
problem comes from the omissions, which may result
from
grammatical
deficiencies
(plural,
possessive,
and
so
on)
or
from
a
failure
to
pronounce the ends of
words. The devoicing of final position /z/ may be
helped by
lengthening the preceding
vowel.
In the word
prize,
for example, many
speakers of
English devoice the final
/z/ but lengthen the diphthong.
/
?
/ and
/
?
/
/
?
/ and
/
?
/ are lingua-palatal
fricatives. You produce them very much like the
/s/
and /z/, except the tongue is
farther back and the lips are rounded.
/
?
/
is voiceless
and
/
?
/
is
voiced.
/
?
/
is
not a particularly common sound in English or the
languages of
the world, but can be
learned quite easily.
/
?
/
is
the least frequent of the consonants in
English and is not common in the
world's language.
/
?
/
can be used in initial, medial,
and
final positions in words, but
/
?
/
is not found
in word-initial position in English
words.
With
/
?
/ and
/
?
/, lip rounding is very
important. For example, you can get
/
?
/
by
making
/s/
first,
then
move
the
tongue
body
a
little
backward,
then
say
it
again
with rounded lips.
/h/
/h/
is
a
voiceless
glottal
fricative.
It
is
simply
a
stream
of
air
from
the
larynx
directed
through
the
open
mouth.
It
is
not
found
in
word-
final
position
in
English
words.
/h/ is not generally a problem sound,
but some learners may use a voiceless velar
fricative
[
?
],
as
a
substitution,
which
sounds
more
like
a
Chinese
(h)
in
the
pronunciation of
喝
(h) meaning
/t
?
/ and
/d
?
/
/
t
?
/
and
/d
?
/
are
affricate
sounds,
which
you
produce
by
blocking
off
the
breath-stream between the tongue and
gum ridge, for a stop and a fricative. The term
affricate means
/
t
?
/
is a
blend combined of [t] and
[
?
]: it starts out as a [t]
stop and then the tongue moves
into the
position for [
?
]. The
/d
?
/ is a blend of [d] and
[
?
]: it starts out as a [d]
and
28
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