SectionIIntroductionI.Background InformationStudents: English majors, freshmenLesson Duration: 2 class hoursII.Teaching ObjectivesBy the end of the lesson, students should know about1.Purpose of the Course2.Standard English Pronunciation3.Organs of Speech4.English Consonants5. English Vowelsandknow howto correctly pronounce the 44 English speech sounds.II.Teaching Contents1.Purpose of the Course2. Standard English Pronunciation3.Organs of Speech4.English Consonants5. English VowelsIV.Key and Difficult Points1. KeyPoints:the classification of English consonants and that of vowels2. Difficult Points:the articulation places and manners of English speech soundsthe correct pronunciation of English consonants and vowelsV.TeachingApproachTask-Based LanguageTeachingApproachVI.Learning StrategiesThe Ss are supposed to get familiar with how each consonant or vowel isarticulated, listen to the CD and try to pronounce the speech sound correctlyVI.Teaching AidsMulti-media devices, audio and video teaching facilitiesVI. Teaching Contents1.Purpose of the CourseSuccessful communication1
1 Section I Introduction Ⅰ. Background Information Students: English majors, freshmen Lesson Duration: 2 class hours Ⅱ.Teaching Objectives By the end of the lesson, students should know about 1. Purpose of the Course 2. Standard English Pronunciation 3. Organs of Speech 4. English Consonants 5. English Vowels and know how to correctly pronounce the 44 English speech sounds. Ⅲ.Teaching Contents 1. Purpose of the Course 2. Standard English Pronunciation 3. Organs of Speech 4. English Consonants 5. English Vowels Ⅳ.Key and Difficult Points 1. Key Points: the classification of English consonants and that of vowels 2. Difficult Points： the articulation places and manners of English speech sounds the correct pronunciation of English consonants and vowels Ⅴ.Teaching Approach Task-Based Language Teaching Approach Ⅵ.Learning Strategies The Ss are supposed to get familiar with how each consonant or vowel is articulated, listen to the CD and try to pronounce the speech sound correctly. Ⅶ.Teaching Aids Multi-media devices, audio and video teaching facilities Ⅷ. Teaching Contents 1.Purpose of the Course Successful communication
1) to pronounce correctly the individual speech sounds in English;2)to pronounce correctly the speech sounds in their combinations in isolated words aswell as in sentences;3) to speak fluently with correct rhythm, including the correct placement of stressesandpausesandthetransitionofsoundsaccordingtothecontext;4)to speak with appropriate intonation according to the context2.StandardEnglishPronunciationGeneral British and General AmericanIn this book:General British3.Organs of SpeechA side view of parts ofthe throat, mouth and noseVocal cords, vibration4.English Consonants24 English Consonantsthe classification according to1)place ofarticulation;bilabial, labio-dental, dental, alveolar, post-alveolar, palate-alveolar, palatal,velar, glottal2)manner ofarticulation;plosives,fricatives,affricatives,nasals, lateral, approximants3) voicingvoiced, voicelessPlace of ArticudationArticutation-dkStopPosive9bPnDNasalm0053h-sz1Approdmant(w)j41Lateralsd35. English Vowels20vowels=12purevowels+8biphthongs2
2 1) to pronounce correctly the individual speech sounds in English; 2) to pronounce correctly the speech sounds in their combinations in isolated words as well as in sentences; 3) to speak fluently with correct rhythm, including the correct placement of stresses and pauses and the transition of sounds according to the context; 4) to speak with appropriate intonation according to the context 2.Standard English Pronunciation General British and General American In this book: General British 3.Organs of Speech A side view of parts of the throat, mouth and nose Vocal cords, vibration 4. English Consonants 24 English Consonants the classification according to 1） place of articulation; bilabial, labio-dental, dental, alveolar, post-alveolar, palate-alveolar, palatal, velar, glottal 2） manner of articulation; plosives, fricatives, affricatives, nasals, lateral, approximants 3） voicing voiced, voiceless 5. English Vowels 20 vowels = 12 pure vowels + 8 biphthongs
the classification of pure vowels according to1)theopennessofthemouth;close, half-close, half-open,open2)the part of the tongueraised;front,central, back3)thepositionofthelipsrounded ones, unrounded onesFrontBackDiphthongs:Centralou:.i:erarauorHigh.1uUea.UQ:3:0Mid.eD.A.a:.aLowIXAfter-Class Assignments1) listen to the CD and try to pronounce each speech sound correctly2)listentoBBCnews orVOAnewstoappreciate standardEnglish3
3 the classification of pure vowels according to 1） the openness of the mouth; close, half-close, half-open, open 2） the part of the tongue raised; front, central, back 3） the position of the lips rounded ones, unrounded ones IX After-Class Assignments 1）listen to the CD and try to pronounce each speech sound correctly; 2）listen to BBC news or VOA news to appreciate standard English
SectionIl EnglishPhonemesLessonI EnglishPhonemes (1)IBackground InformationStudents: English majors, freshmenLesson Duration: 2 class hoursI.TeachingObjectivesBy the end of the lesson, students should know about how to differentiate the minimalpairs /i:/, /il, /r/, //, /l/, /n/, and know about word stress, have some intonation (risetone, fall tone) practice and know how to greet others in EnglishII.Teaching Contents1. minimal pairs: /i:/, /il, /tl, //, //, /n/2. word stress3.intonation practice4.oral practice (saying hello)IV.Key and Difficult Points1. Key Points:the differences between/i/ and /il, /r/ and /, / and /n/2. Difficult Points:thedictation and discrimination practiceV.TeachingApproachTask-Based Language Teaching Approach, explanation and practiceVI.Learning StrategiesThe Ss are supposed to get familiar with the differences between /i:/ and /il, /r/and //, // and /n/. Listening and reading practice will be given in class to checkwhethertheyhaveknown thedifferences.VI.TeachingAidsMulti-media devices, audio and video teaching facilitiesVI. Teaching ContentsPart LMinimal Pair1.definition:When two different forms are identical in every way except for onesound segment which occurs in the same place in the strings, they are said to form aminimal pair.e.g. eat/ it, beat/ bit, heat/ hit, seen/ sin, neat/knit, leave/ live2. Reading Practice4
4 Section II English Phonemes Lesson I English Phonemes (1) I. Background Information Students: English majors, freshmen Lesson Duration: 2 class hours Ⅱ.Teaching Objectives By the end of the lesson, students should know about how to differentiate the minimal pairs /i:/, /i/, /r/, /l/, /l/, /n/, and know about word stress, have some intonation (rise tone, fall tone) practice and know how to greet others in English. Ⅲ.Teaching Contents 1. minimal pairs: /i:/, /i/, /r/, /l/, /l/, /n/ 2. word stress 3. intonation practice 4. oral practice (saying hello) Ⅳ.Key and Difficult Points 1. Key Points: the differences between /i:/ and /i/, /r/ and /l/, /l/ and /n/ 2. Difficult Points： the dictation and discrimination practice Ⅴ.Teaching Approach Task-Based Language Teaching Approach, explanation and practice Ⅵ.Learning Strategies The Ss are supposed to get familiar with the differences between /i:/ and /i/, /r/ and /l/, /l/ and /n/. Listening and reading practice will be given in class to check whether they have known the differences. Ⅶ.Teaching Aids Multi-media devices, audio and video teaching facilities Ⅷ. Teaching Contents Part I.Minimal Pair 1. definition: When two different forms are identical in every way except for one sound segment which occurs in the same place in the strings, they are said to form a minimal pair. e.g. eat/ it, beat/ bit, heat/ hit, seen/ sin, neat/ knit, leave/ live 2. Reading Practice
On Page 19,there aretwo columns in either of which areminimal pairs thatdistinguish /i:/from /i.The teacherwill teach the students how to read each pair.Then the CD will be played so that the Ss can check whether they have pronouncedeach pair correctly3.Listening PracticeExercise 4: Same or Different?Exercise5:DictationExercise 7: Circle the Word That You HearExercise 8: Listen forthe MeaningExercise10:DiscriminationExercise/i/,/i/,/r/,//,//,/n/Part II: Word StressThe Ss will read after theteacher and feel thedifference betweenthe stressedsyllables and the unstressed ones.Part Ill: Intonation PracticeThe Ss will read after the teacher and feel the difference between the rise tone andthefall tonePartIV:Oral PracticeThe Ss will listen to the dialogue to know how to greet others and to imitate howtospeakstandardandfluentEnglishAssignments:ListentotheCDagainafterclassP22, point out the stressed syllablesS
5 On Page 19, there are two columns in either of which are minimal pairs that distinguish /i:/ from /i/. The teacher will teach the students how to read each pair. Then the CD will be played so that the Ss can check whether they have pronounced each pair correctly. 3.Listening Practice Exercise 4: Same or Different? Exercise 5: Dictation Exercise 7: Circle the Word That You Hear Exercise 8: Listen for the Meaning Exercise 10: Discrimination Exercise /i:/, /i/, /r/, /l/, /l/, /n/ Part II: Word Stress The Ss will read after the teacher and feel the difference between the stressed syllables and the unstressed ones. Part III: Intonation Practice The Ss will read after the teacher and feel the difference between the rise tone and the fall tone. Part IV: Oral Practice The Ss will listen to the dialogue to know how to greet others and to imitate how to speak standard and fluent English. Assignments: Listen to the CD again after class P22, point out the stressed syllables
Lesson II English Phonemes (II)IBackground InformationStudents: English majors, freshmenLesson Duration: 2 class hoursI.Teaching ObjectivesBy the end of the lesson, students should know about how to differentiate the minimalpairs/o:/, /o/, /s/, /o/, //, /f/, and know about word stress, have some intonation (risetone, fall tone) practice and know how to say good bye to others.I.Teaching Contentsminimal pairs:/o:/,/0/,/s/,/0/,/0/,/f/1.2. word stress3.intonation practice4.oral practice (saying goodbye)IV.Key and Difficult Points2. Key Points:the differences between/o:/and /o/, /s/ and //, /0/and /f/2. Difficult Points:the dictation and discrimination practiceV.TeachingApproachTask-Based Language Teaching Approach, explanation and practiceVI.Learning StrategiesThe Ss are supposed to get familiar with the differences between /o:/ and /o/, /s/and /0/, /0/ and /f/. Listening and reading practice will be given in class to checkwhethertheyhaveknown thedifferencesVI.Teaching AidsMulti-media devices, audio and video teaching facilitiesVI. Teaching ContentsPart L.Minimal Pair1. definition: When two different forms are identical in every way except for onesound segment which occurs in the same place in the strings, they are said to form aminimal pair.e.g. court/ cot, cord/cod, sport/ spot, dawn/Don, naught / not2. Reading PracticeOn Page 25, there are two columns in either of which are minimal pairs that6
6 Lesson II English Phonemes (II) I. Background Information Students: English majors, freshmen Lesson Duration: 2 class hours Ⅱ.Teaching Objectives By the end of the lesson, students should know about how to differentiate the minimal pairs/ɔ:/, /ɔ/, /s/, /θ/, /θ/, /f/, and know about word stress, have some intonation (rise tone, fall tone) practice and know how to say good bye to others. Ⅲ.Teaching Contents 1. minimal pairs: /ɔ:/, /ɔ/, /s/, /θ/, /θ/, /f/ 2. word stress 3. intonation practice 4. oral practice (saying goodbye) Ⅳ.Key and Difficult Points 2. Key Points: the differences between /ɔ:/ and /ɔ/, /s/ and /θ/, /θ/ and /f/ 2. Difficult Points： the dictation and discrimination practice Ⅴ.Teaching Approach Task-Based Language Teaching Approach, explanation and practice Ⅵ.Learning Strategies The Ss are supposed to get familiar with the differences between /ɔ:/ and /ɔ/, /s/ and /θ/, /θ/ and /f/. Listening and reading practice will be given in class to check whether they have known the differences. Ⅶ.Teaching Aids Multi-media devices, audio and video teaching facilities Ⅷ. Teaching Contents Part I.Minimal Pair 1. definition: When two different forms are identical in every way except for one sound segment which occurs in the same place in the strings, they are said to form a minimal pair. e.g. court/ cot, cord/ cod, sport/ spot, dawn/ Don, naught / not 2. Reading Practice On Page 25, there are two columns in either of which are minimal pairs that
distinguish/o:/from/o/.Theteacherwillteachthestudentshowto read eachpairThen the CD will be played so that the Ss can check whether they have pronouncedeachpair correctly3.ListeningPracticeExercise 4: Same or Different?Exercise 5:DictationExercise7:CircletheWord ThatYouHearExercise8:ListenfortheMeaningExercise 10:Discrimination Exercise/o:/,/o/,/s/,//,/e/,/f/Part II: Word StressThe Ss will read after the teacher and feel the difference between the stressedsyllables and the unstressed ones.Part Ill: Intonation PracticeThe Ss will read after the teacher and feel the difference between the rise tone andthe fall tone.PartIV:Oral PracticeThe Ss will listen to the dialogue to know how to say goodbye to others and toimitatehowtospeak standard andfluentEnglish.Assignments:Listen to the CD again after classP28, point out the stressed syllables7
7 distinguish /ɔ:/ from /ɔ/. The teacher will teach the students how to read each pair. Then the CD will be played so that the Ss can check whether they have pronounced each pair correctly. 3.Listening Practice Exercise 4: Same or Different? Exercise 5: Dictation Exercise 7: Circle the Word That You Hear Exercise 8: Listen for the Meaning Exercise 10: Discrimination Exercise/ɔ:/, /ɔ/, /s/, /θ/, /θ/, /f/ Part II: Word Stress The Ss will read after the teacher and feel the difference between the stressed syllables and the unstressed ones. Part III: Intonation Practice The Ss will read after the teacher and feel the difference between the rise tone and the fall tone. Part IV: Oral Practice The Ss will listen to the dialogue to know how to say goodbye to others and to imitate how to speak standard and fluent English. Assignments: Listen to the CD again after class P28, point out the stressed syllables
Lesson I1EnglishPhonemes (1I)IBackground InformationStudents:English majors, freshmenLesson Duration: 2 class hoursI.Teaching ObjectivesBy the end of the lesson, students should know about how to differentiate the minimalpairs /e/, /ei/, /J/, /s/, /J/, /tJ/, and know about word stress, have some intonation (risetone, fall tone) practice and know how to ask for time in English.I.Teaching Contents1.minimal pairs: /el, /eil,/J/, /s/, /J/, /tJ/2. word stress3.intonation practice4.oral practice (askingfortime)IV.Key and Difficult Points3. KeyPoints:the differences between/e/ and /eil, /J/ and /sl,/f/ and /tf/2. Difficult Points:the dictation and discrimination practiceV.TeachingApproachTask-Based Language Teaching Approach, explanation and practiceVI.Learning StrategiesThe Ssare supposed toget familiar with the differences between/e/and/ei/, /j/and /s/, /f/ and /t/. Listening and reading practice will be given in class to checkwhethertheyhaveknown thedifferences.VI.TeachingAidsMulti-media devices, audio and video teaching facilitiesVI. Teaching ContentsPartL.MinimalPair1. definition: When two different forms are identical in every way except for onesound segment which occurs in the same place in the strings, they are said to form aminimal pair.e.g.get/ gate, wet/wait, fell/ fail, west/ waste, sell/ sail2. Reading PracticeOn Page 31, there are two columns in either of which are minimal pairs that
8 Lesson III English Phonemes (III) I. Background Information Students: English majors, freshmen Lesson Duration: 2 class hours Ⅱ.Teaching Objectives By the end of the lesson, students should know about how to differentiate the minimal pairs /e/, /ei/, /ʃ/, /s/, /ʃ/, /tʃ/, and know about word stress, have some intonation (rise tone, fall tone) practice and know how to ask for time in English. Ⅲ.Teaching Contents 1. minimal pairs: /e/, /ei/, /ʃ/, /s/, /ʃ/, /tʃ/ 2. word stress 3. intonation practice 4. oral practice (asking for time) Ⅳ.Key and Difficult Points 3. Key Points: the differences between /e/ and /ei/, /ʃ/ and /s/, /ʃ/ and /tʃ/ 2. Difficult Points： the dictation and discrimination practice Ⅴ.Teaching Approach Task-Based Language Teaching Approach, explanation and practice Ⅵ.Learning Strategies The Ss are supposed to get familiar with the differences between /e/ and /ei/, /ʃ/ and /s/, /ʃ/ and /tʃ/. Listening and reading practice will be given in class to check whether they have known the differences. Ⅶ.Teaching Aids Multi-media devices, audio and video teaching facilities Ⅷ. Teaching Contents Part I.Minimal Pair 1. definition: When two different forms are identical in every way except for one sound segment which occurs in the same place in the strings, they are said to form a minimal pair. e.g. get/ gate, wet/ wait, fell/ fail, west/ waste, sell/ sail 2. Reading Practice On Page 31, there are two columns in either of which are minimal pairs that
distinguish /e/ from /ei/. The teacher will teach the students how to read each pair.Then the CD will be played so that the Ss can check whether they have pronouncedeach pair correctly3.Listening PracticeExercise 4: Same or Different?Exercise 5:DictationExercise7:CircletheWordThatYouHearExercise 8: Listen for the MeaningExercise 10:Discrimination Exercise/el, /eil,/J/, /s/,/J/,/t/Part II: Word StressThe Ss will read after the teacher and feel the difference between the stressedsyllables andtheunstressedones.Part Ill: Intonation PracticeThe Ss will read after the teacher and feel the difference between the rise tone andthe fall tone.PartIV:Oral PracticeThe Sswill listento thedialoguetoknowhowto ask fortime and to imitatehowtospeak standardandfluent EnglishAssignments:Listen to the CD again after classP34, point out the stressed syllables9
9 distinguish /e/ from /ei/. The teacher will teach the students how to read each pair. Then the CD will be played so that the Ss can check whether they have pronounced each pair correctly. 3.Listening Practice Exercise 4: Same or Different? Exercise 5: Dictation Exercise 7: Circle the Word That You Hear Exercise 8: Listen for the Meaning Exercise 10: Discrimination Exercise /e/, /ei/, /ʃ/, /s/, /ʃ/, /tʃ/ Part II: Word Stress The Ss will read after the teacher and feel the difference between the stressed syllables and the unstressed ones. Part III: Intonation Practice The Ss will read after the teacher and feel the difference between the rise tone and the fall tone. Part IV: Oral Practice The Ss will listen to the dialogue to know how to ask for time and to imitate how to speak standard and fluent English. Assignments: Listen to the CD again after class P34, point out the stressed syllables
LessonIVEnglishPhonemes (IV)IBackground InformationStudents: English majors, freshmenLesson Duration: 2 class hoursII.Teaching ObjectivesBytheend of thelesson,studentsshouldknowabouthowtodifferentiatetheminimalpairs/u/,/u:/,/v/, /f/,/v/,/w/, and knowabout word stress,have someintonation (risetone,fall tone)practiceandknowhowto makeintroductions inEnglishI.Teaching Contents1. minimal pairs:/u/, /u:/, /v/, /f/, /vl, /w/2. word stress3.intonation practice4.oral practice (making introductions)IV.Key and Difficult Points4.KeyPoints:the differences between /u/ and /u:/, /v/ and /f/, />/ and /w/2. Difficult Points:the dictation and discrimination practiceV.TeachingApproachTask-Based Language Teaching Approach,explanation and practiceVI.LearningStrategiesThe Ss are supposed to get familiar with the differences between /u/ and /u:/, /v/and /f/, /v/ and /wl. Listening and reading practice will be given in class to checkwhether they haveknown thedifferences.VI.TeachingAidsMulti-media devices, audio and video teaching facilitiesVI. Teaching ContentsPartL.MinimalPair1.definition: When two different forms are identical in every way except for onesound segment which occurs in the same place in the strings, they are said to form aminimal pair.e.g. pool/ pull, fool/full, suit/ soot, shooed/should, stewed/stood2. Reading PracticeOn Page 37, there are two columns in either of which are minimal pairs thatdistinguish /u/ from /u:/. The teacher will teach the students how to read each pair10
10 Lesson IV English Phonemes (IV) I. Background Information Students: English majors, freshmen Lesson Duration: 2 class hours Ⅱ.Teaching Objectives By the end of the lesson, students should know about how to differentiate the minimal pairs /u/, /u:/, /v/, /f/, /v/, /w/, and know about word stress, have some intonation (rise tone, fall tone) practice and know how to make introductions in English. Ⅲ.Teaching Contents 1. minimal pairs:/u/, /u:/, /v/, /f/, /v/, /w/ 2. word stress 3. intonation practice 4. oral practice (making introductions) Ⅳ.Key and Difficult Points 4. Key Points: the differences between /u/ and /u:/, /v/ and /f/, /v/ and /w/ 2. Difficult Points： the dictation and discrimination practice Ⅴ.Teaching Approach Task-Based Language Teaching Approach, explanation and practice Ⅵ.Learning Strategies The Ss are supposed to get familiar with the differences between /u/ and /u:/, /v/ and /f/, /v/ and /w/. Listening and reading practice will be given in class to check whether they have known the differences. Ⅶ.Teaching Aids Multi-media devices, audio and video teaching facilities Ⅷ. Teaching Contents Part I.Minimal Pair 1. definition: When two different forms are identical in every way except for one sound segment which occurs in the same place in the strings, they are said to form a minimal pair. e.g. pool/ pull, fool/ full, suit/ soot, shooed/ should, stewed/ stood 2. Reading Practice On Page 37, there are two columns in either of which are minimal pairs that distinguish /u/ from /u:/. The teacher will teach the students how to read each pair