规范语音语调，美化英语语言——“英语语音语调”教学设计，本文主要内容关键词为：英语论文,语调论文,语音论文,教学设计论文,语言论文，此文献不代表本站观点，内容供学术参考，文章仅供参考阅读下载。
一、教材依据
外研版《英语》（新标准）高中英语必修一至必修四，《新概念英语》第二册
二、设计思想
英语的语音、语调对提高学生的英语听说能力、传达思想感情、表达个人意图意义重大。新课标七级和八级目标均有对语音语调的要求：能听懂熟悉话题的内容，识别不同语气所表达的不同态度，能在交流中使用恰当的语调、语气和节奏表达个人的意图和情感。因此，学好语音语调对学生长期的英语学习，特别是培养英语的美感，实现跨文化交流很有必要。
这节课是对外研社教材pronunciation部分的整合，这里的pronunciation主要涉及stress（重音，包括词重读和句重读），intonation（语调），rhythm（音节），liaison（连读），sense group（意群）五大部分，主要集中在前四册书中。由于每册书每模块的pronunciation部分的内容很少，学生学起来比较零散，而且由于高一课时比较紧张，这一部分也不作为重点，因此我们对这部分内容进行了整合。主要学习stress（重音）和intonation（语调）在英语当中常见的规则。本节课借助了外研社的“点读笔”这一非常便捷、先进的教学设备。“点读笔”和外研社教材的有机融合使我们能够灵活地运用教材上所有的有声材料，课堂练习也更加丰富。我将这堂课分为两部分，一部分处理重音问题，一部分解决语调问题。
三、教学目标设计
1.帮助学生对英语语音语调有一个较为清晰和全面的认识，并且使学生意识到语音语调的重要性。
2.通过美化学生的语音语调，从而提高学生的英语听说水平。
四、教学重、难点
1.了解英语重音规则，辨别词重音和句重音。
2.明确英语语调的基本特征，辨识不同句式中语调的不同。句式不同、语调不同可以表达不同的情感、意图和态度。
五、教学过程及教学方法
Step I Lead in
1.Show students a video clip and ask them a few questions about intonation and lead in the topic.
2.Show students the requirement of the New Curriculum Standard for intonation and let them realize the importance of intonation.
七级：
听：能听懂熟悉话题的内容，识别不同语气所表达的不同态度。
说：能用恰当的语调和节奏表达自己的意图。
八级：
听：能识别不同语气所表达的不同态度。
说：能在交流中使用恰当的语调、语气和节奏表达个人的意图和情感。
3.Help students make clear of the connection of stress,syllable and vowel.
【设计意图及方法】
通过一段调频中人物语音语调的变化所隐含的不同意思和感情，使学生加深对语音语调重要性的认识，使学生明确语音语调作为教材每一模块的组成部分，在听说交际、传达思想感情方面起到很重要的作用。本环节采用了情境导入式的教学方法。
Step Ⅱ Presentation and practice of stress
1.Read these words and notice the stressed sound.
（1）instruction
（2）behavior
（3）previous
（4）impress
（5）fluency
（6）teenager
（7）record
（8）contact
（9）increase
（10）import
2.Practise the dialogue,underlining the words which should be stressed.
Interviewer:Did you travel by plane?
Mary Lennon:By plane? No,of course not! We travelled by ship!
Interviewer:How long did that take?
Mary Lennon:About seven days.
Interviewer:Did you enjoy it?
Mary Lennon:No! I hated it!
Interviewer:Why? Were you sick?
Mary Lennon:No,I was bored!
3.Read the sentences and underline the words that you think are important and should be stressed.
Interviewer:How often do you use the Internet?
Tom:Every day.
Interviewer:At school or at home?
Tom:At school and at home.
Interviewer:How much time do you spend on the Internet at home?
Tom:As much time as I can.About five hours.
Interviewer:Five hours a week?
Tom:No! Five hours a day!
Challenge:
That man said（that）/that that（that）that man said/is not right.
【设计意图及方法】
重音具体分为词重音和句重音。这两种重音有时候一致，有时候有区别，并且经常相互影响。词重音部分，首先帮助学生明确重读与音节和元音之间的关系。语言中的单词是由音节组成的。音节是由单词中元音的数量决定的，而只有双音节和多音节的词才有音节的重读。举出两组单词，先让学生自己读，然后随着点读笔进行模仿。其中第二组的特点是相同单词随着重音的不同而词性不同，并且配以例句。句重音部分，首先帮助学生总结规律，即一般情况下实词该重读，这里的实词主要包括名词、专有名词、动词、形容、大多数副词、数词、动名词、动词的现在分词和过去分词形式、双音节介词、特殊疑问词、指示代词，但在具体的语境中会有所不同。相同的句子由于重音不同，往往会引起歧义。通过课本中两段对话的练习，让学生自己体会并且跟随点读笔朗读。接下来给学生一个challenge，出示：That man said（that）/that that（that）that man said/is not right.这个有趣的复合句子，起到了画龙点睛的作用，激发了学生的兴趣。在讨论环节，学生以及现场听课的老师进行了热烈的探讨，而在展示环节，学生踊跃举手回答问题，将整堂课推向了高潮。本环节采用了小组讨论的方法。
Step Ⅲ Presentation and practice of intonation
1.Read the sentences and pay attention to the intonation.Does the voice go up or down at the end?
（1）Is there any water in this kettle?
（2）Can she type this letter for me?
（3）Do you want a cup?
（4）Where do you come from?
（5）What's the climate like in your country?
（6）Which seasons do you like best?
2.Read the sentences and notice the intonation going up or down.
（1）When my husband was going into the dining room this morning,he dropped some coins on the floor.
（2）We looked for them,but we could not find them all.
（3）While we were having breakfast,our little boy,Tommy,found two small coins on the floor.
（4）We both tried to get the coins,but it was too late.
3.Notice the difference in the intonation of sentences with non-defining attributive clauses.
（1）Ancient China was a place where states were often at war with each other.
（2）But it was also a time when there were many great philosophers.
（3）Mencius was a thinker whose teachers were very similar to those of Confucius.
（4）The power of the Yangtze River,which is the world's third longest river,has been harnessed by the Three Gorges Dam.
（5）Sun Yat-sen,who was the leader of the 1911 Revolution,first suggested the idea of a dam across the Yangtze River in.
4.Read the following sentence in different tones.
The music is so loud!（surprised）
The music is so loud!（angry）
The music is so loud!（happy）
The music is so loud!（sad）
【设计意图及方法】
众所周知，人们在说话的时候为了能够更明白更完善地表达自己的思想感情，会不断地改变自己声音的频率，使声调起伏有致，富于变化，让别人听起来更生动、更具有吸引力，这便涉及英语语调问题。语调是说话人组织话语意义的一种手段。它对在交际过程中把握说话人的感情、态度，突出重点，分析句子结构以及隐含意义起着至关重要的作用，因此对语调的学习应不亚于对词汇和语法的学习。英语学习者若能对语调的基本特征有所了解，就会更好地理解对方和表达自己的思想。这一环节主要分成4个部分：疑问句（包括一般疑问句和特殊疑问句）的语调；内含逗号的并列句和复合句的语调；定语从句（限定性和非限定性定语从句）的语调；同一个句子以不同的语气体现不同的感情色彩。其中最后一个活动成为了这堂课的又一个亮点。以不同的语气读相同的句子，从而体现不同的感情色彩，让学生极感兴趣。小组活动中，每位学生都积极参与，大胆尝试，完全融入了语言学习的美感当中，也充分体现了我们一直倡导的以美育人、愉悦课堂的教学理念。本环节采用了小组讨论、情境表演的方法。
Step Ⅳ Assignment
Practise the dialogues with proper pronunciation after class.
Dialogue one:He's awful!
Jane:What's Ron Marston like,Pauline?
Pauline:He's awful! He telephoned me four times yesterday,and three times the day before yesterday.
Pauline:He telephoned the office yesterday morning and yesterday afternoon.My boss answered the telephone.
Jane:What did your boss say to him?
Pauline:He said,“Pauline is typing letters.She can't speak to you now!”
Pauline:Then I arrived home at six o'clock yesterday evening.He telephoned again.But I didn't answer the phone!
Jane:Did he telephone again last night?
Pauline:Yes,he did.He telephoned at nine o'clock.
Jane:What did you say to him?
Pauline:I said,“This is Pauline's mother.Please don't telephone my daughter again!”
Jane:Did he telephone again?
Pauline:No,he didn't!
Dialogue two:Terrible toothache
Nurse:Good morning,Mr.Croft.
Mr.Croft:Good morning,nurse.I was to see the dentist,please.
Nurse:Do you have an appointment?
Mr.Croft:No.I don't.
Nurse:Is it urgent?
Mr.Croft:Yes,it is.It's very urgent.I feel awful.I have a terrible toothache.
Nurse:Can you come at 10 a.m.on Monday,April 24th?
Mr.Croft:I must see the dentist now,nurse.
Nurse:The dentist is very busy at the moment.Can you come at 2 p.m.?
Mr.Croft:That's very late.Can the dentist see me now?
Nurse:I'm afraid that he can't,Mr.Croft.Can't you wait till this afternoon?
Mr.Croft:I can wait,but my toothache can't!
Dialogue three:The French test
Gary:How was the exam,Richard?
Richard:Not too bad.I think I passed English and Mathematics.The questions were very easy.How about you,Gary?
Gary:The English and Maths papers weren't easy enough for me.I hope I haven't failed.
Richard:I think I failed the French paper.I could answer sixteen of the questions.They were very easy.But I couldn't answer the rest.They were too difficult for me.
Gary:French test are awful,aren't they?
Richard:I hate them.I'm sure I'ye got a low
Gary:Oh,cheer up! Perhaps we didn't do badly.The guy next to me wrote his name at the top of the paper.
Richard:Yes?
Gary:Then he sat there and looked at it for three hours! He didn't write a word!
Dialogue four:A trip to Australia
Mike:Look,Scott.This is a photograph I took during my trip to Australia.
Scott:Let me see it,Mike.
Scott:This is a good photograph.Who are these people?
Mike:They're people I met during the trip.
Mike:That's the ship we traveled on.
Scott:What a beautiful ship!
Scott:Who's this?
Mike:That's the man I told you about.Remember?
Scott:Ah,yes.The one who offered you a job in Australia.
Mike:That's right.
Scott:Who's this?
Mike:Guess!
Scott:It's not you,is it?
Mike:That's right.
Mike:I grew a beard during the trip,but I shaved it off when I came home.
Scott:Why did you shave it off?
Mike:My wife didn't like it!
【设计意图及方法】
通过这节课，学生对英语语音、语调有了较为清晰和全面的认识。当然，语言美感的培养并不是一两节课能够完成的任务，一堂课并不能完全解决学生的语音语调问题，这也要求我们教师在日常的教学过程穿插、融入语音语调方面的指导。课上的展示与总结固然重要，但课后的巩固练习也必不可少。而且一堂课下来，学生兴致盎然，意犹未尽，因此课后作业的布置应围绕本课内容，给学生更多的机会来练习语音语调。
六、课后反思
通过这节课，学生对英语语音、语调有了较为清晰和全面的认识。这对他们今后的英语学习，特别是对词重音、句重音以及不同语调传达不同意图和情感起到一定的指导作用。只要学生提高了对语音语调重要性的认识，培养其敏锐的感知能力和反应能力，经过长期的学习和积累，一定能够轻松应对语音语调问题，从而提高他们的英语听说能力及语言交流能力，使学生能够更加准确、恰当地进行语音表达，顺利实现有效的语言交际目标。作为教师，我们应首先规范自己的语音语调，因为课堂上教师所传达的信息和方式对学生的影响最直接也最深远，如果我们能够在语音语调中传达出鲜明和积极的信息，学生一定会受益匪浅。