上海师范大学英语专业课程教学大纲

上海师范大学英语专业课程教学大纲

《英语语音》

一、 课程基本信息

授课对象：外国语学院英语语言文学专业一年级学生 课程类别：必修课 周课时数：2 上课周数：18 总学时：36

考试方式：笔试和口试结合

二、 课程的性质、目的和任务

英语语音课程是英语专业开设的一门专业基础课程。开设的对象是英语专业一年级新生，开设的时间是一学期，是培养学生良好发音的基础学科，为必修考试课。本课程的教学目的是通过对语音知识的系统学习和听辨、模仿等训练，使学生了解英语语音的基本知识和基本理论，掌握正确、标准的英语发音，学会使用自然得体的语音语调表达思想，以达到有效交际的目的。正确的语音语调是英语专业学生必须具备的基本功之一，并且语音能力直接影响到听力和口语的提高。因此语音课的任务就是让学生在正常的语流中学习英语的发音，使学生能操一口流利顺畅、清晰易懂、交际自如的英语，通过语音学习学会交际。

三、课程教学内容的基本要求、重点和难点

本课程采用《英语语调的结构、功能及应用》（卜友红编著）和《英语语音

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教程》（王桂珍主编），教学内容基本按照课本编排的顺序实施。内容主要包括：44个音素的发音，词重音，句重音，强读与弱读。学生应掌握下列知识和技能： 1．了解音素、音位变体、宽式标音和窄式标音、最小对立对、互补分布等基本概念；

2．掌握英语44个音素的发音；

3．了解英语的音节结构，掌握不同音素组合的发音；

4．正确的把握词与词之间的过渡，使同一意群的词连贯、流畅地连接在一起； 5．掌握每个多音节词的重音模式；熟悉并会使用单词的强读式与弱读式； 6．正确地把握句子重音；掌握正确的话语节奏规律；

7．正确得体地使用语调；最重要的是，通过使用正确的语音语调达到交际的目的。

8．本课程的重点和难点在于如何正确地把握重音、话语节奏规律及语调，也就是说，如何通过使用正确的语音语调达到交际的目的，形成自然流畅的语流，养成良好的口语习惯。

四、教学方式及学时分配

语音课程是一门实践性比较强的课程，因此本课程采用的方法是进，讲授，举例，领读，课堂实践注重听说齐头并进。

练习形式：每单元的练习都从音的听辨入手，使学生在正确辨音的基础上开口练习。口语练习以朗读和模仿为主，从简单的单词、句子的朗读到对话、段落的模

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仿直至较为复杂的、置于自然语言环境中的模仿。

练习内容：每单元的练习都从该单元的重点语音练习项目开始，帮助学生提高听音、辨音的能力和对不同的音、重音、节奏和语调的觉察力。为了使学生能将所学得的知识自然、得体地使用出来，本教程每个单元都围绕着某个特定的语言功能展开听与说的练习，目的在于训练学生用正确的语音语调自然得体地进行会话。

教学进度：本课程共含18单元，每单元2课时，共用36课时完成。

教学内容与教学进度如下（注：可按教学实际情况适当调整）：

Unit 1 The Description of speech sound

教学时数：2 学时

教学要点：Basic concepts in Phonetics 教学内容：

1. Outline of the course 2. Phonetics and phonology 3. Main features of phonetics 4. Physiology of pronunciation 5. Phonetic transcription 6. Phoneme and allophone

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7. Phonemic contrast，minimal pair and complementary distribution

考核要求：

To remember and understand the basic concepts.

Unit 2 Vowels in English

教学时数：4 学时 教学要点：

1. To know the three ways of describing a pure vowel.

2. To get familiarized with the description of pure vowels and diphthongs according

to the vowel chart.

3. To know the characteristics of English pure vowels and diphthongs. 4. To pronounce the vowels correctly.

教学内容：

1. Three ways of classifying or a pure vowel (1) The height of the tongue (high, mid, low) (2) The location of the tongue (front, central, back) (3) The posture of the lips (rounded or unrounded)

2. Description of the twelve pure vowels according to the chart in the textbook:

/i:/ /?/ /e/ /?/ /ɑ?/ /?/ /?:/ /?/ /u:/ /?:/ /?/ /?/

3. To considere the characteristics of the diphthongs and to describe them in terms

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of a movement (or ‘glide’) from one vowel position to another.

4. To design a variety of classroom activities for focusing on diphthongs in the

classroom.

5. To 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.

考核要求：

1. To know the three ways of describing a pure vowel.

2. To get familiarized with the description of pure vowels and diphthongs according

to the vowel chart.

3. To know the characteristics of English pure vowels and diphthongs. 4. To pronounce the vowels correctly.

Unit 3 Consonants in English

教学时数：4学时 教学要点：

1. To know the three ways of dividing consonants. 2. To be familiarized with the description of a consonant. 3. To know the three stages of a complete plosion. 4. To pronounce the consonants correctly.

5. To teach students some skills in articulating the consonant clusters and other difficult sounds.

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6. To raise the students awareness that Chinese has very few consonant clusters.

教学内容：

1. Three ways of dividing consonants (1) the places of articulation (2) the manners of articulation (3) the state of the vocal cords

2. Three stages of a complete plosion /p/ /b/ /t/ /d/ /k/ /g/ (1) the closure/closing

(2) the stop/compression (3) the release/explosion

3. Incomplete plosion

4. Fricatives and Affricates /f/ /v/ /θ/ /e/ /s/ /z/ /?/ /?/ /h/ 5. Nasals, Approximants and Lateral /m/ /n/ /?/ /w/ /r/ /j/ /l/

考核要求：

1．To know the three ways of dividing consonants. 2．To be familiarized with the description of a consonant. 3．To know the three stages of a complete plosive. 4．To pronounce the consonants correctly.

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/?/ /?/ 5．To know the common forms of consonant clusters.

6．To pronounce the consonant clusters correctly and avoid squashing any vowels in between.

Unit 4 Word Stress & Sentence Stress

教学时数：2学时 教学要点：

1. The definition of stress

2. Two kinds of stress: word stress and sentence stress

教学内容： 1. Word stress

1) The definition of stress

2) Word stress: primary stress, secondary stress and zero stress 3) Stress vs. unstress in terms of loudness, pitch, vowel quality

2. Sentence stress

1) The definition of sentence stress 2) Words usually stressed in a sentence 3) Words usually unstressed in a sentence

考核要求：

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1. Definition of stress 2. Degrees of word stress

3. Word stress; to get word stress correctly

4. Sentence stress: to know which words are usually stressed in a sentence

Unit 5 Weakening

教学时数：2学时 教学要点：

1. The strong and weak forms of the functional words 2. The pronunciation of the weak forms

教学内容：

1. The importance of learning weak forms of the words 2. The strong and weak forms of the functional words 3. The practice of the weak forms

考核要求：

1. To know the strong and weak forms of the functional words. 2. To know the most frequently reduced weak forms. 3. To pronounce the weak forms correctly.

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Unit 6 Rhythm (I)

教学时数：4学时 教学要点：

1．To raise students’ awareness of the importance of stress in English through clearly patterned rhythm in speech.

2．To perceive differences between the rhythmic patterns of English and Chinese and acquire more rhythmic and fluent speech in oral communication.

教学内容：

1. Stress-timed rhythm vs. syllable-timed rhythm 2. Metric foot in English poetry 3. Rhythm and music 4. Work on rhythms 5. Rhythm-group 6. Rhythmic structure 7. Division of rhythmic group 8. Work on rhythmic patterns

考核要求：

1. Get the students know what the rhythm is in English speech. 2. Get the students to understand the rhythmic structure. 3. Let the students practise common rhythmic patterns.

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4. Help the students to read nursery rhymes, sentences, paragraphs rhythmically. 5. Ask students to read nursery rhymes, jazz chants, phrases, sentences and passages rhythmically.

6. Let them work in pairs. First mark the rhythmic stress, and then read the passages.

Unit 7 Liaison (Linking)

教学时数：2学时 教学要点：

7. The definition of linking

8. The different speech flows between Chinese and English 9. Types of linking 10. The practice of linking

教学内容： 1. Definition

2. The different speech flows between Chinese and English 3. Types of linking:

1) Liaison: consonant + vowel

2) Hiatus: vowel + vowel: [j]-glide and [w]-glide 3) Linking [r] 4) Intrusive [r]

5) Practice of linking 2学时

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a) Give students sentences and ask them to ease the transition between words. b) Give students a passage and ask them to mark the word boundaries where linking is likely to occur, and then read the passage aloud.

考核要求：

1. To know the different types of linking.

2. To read phrases, sentences and passages fluently.

Unit 8 Assimilation & Elision

教学时数：2 学时 教学要点：

1．The definition of assimilation and elision 2．Kinds of assimilation and elision 3．The practice of assimilation and elision

教学内容：

1. The definition of assimilation and elision 2. Kinds of assimilation 1) Direction of change 2) Assimilation of voicing

3) Assimilation of place of articulation 4) Assimilation of manner of articulation

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5) Coalescence of place and manner of articulation 3. Rules of elision

考核要求：

1. The definition of assimilation and elision

2. The different kinds of assimilation and rules of elision

3. The ability to find out the assimilated words in connected speech and read it naturally and fluently

Unit 9 Intonation

教学时数：8 学时 教学要点：

1. Definition of intonation 2. Forms of English intonation 3. Types of tones 4. Functions of intonation 5. Application of intonation

教学内容：

General Introduction to Intonation 2学时

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1. The definition of intonation

2. Tone language vs. intonation language 3. Intonation group 4. Transcription conventions 5. Components of intonation group

Nuclear tone 2学时 1) Kinetic Tones

2) Tone I Falling (high fall and low fall) 3) Tone II Rising (high rise and low rise) 4) Tone III Falling-Rising 5) Tone IV Rising-Falling

The Functions of Intonation and Nucleus placement 2学时 1. The semantic function of intonation 2. The attitudinal function of intonation 3. The grammatical function of intonation 4. The accentual function of intonation 5. Nucleus placement 1) Broad focus 2) Narrow focus

3) Information focus: new information vs. old information

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The application of English intonation 2 学时

1. Basic meanings of the kinetic tones in English 2. Intonation and sentence types

3. Tone unit division and syntactic boundaries 4. Application of intonation to oral communication

考核要求：

1. To understand the basic concepts of intonation 2. To know the different types of tones 3. To master the functions of intonation

4. To apply the intonation to oral communication

Chapter 10 General Revision

教学时数：4 学时 教学要点： General revision:

1. Basic concepts of the theoretic knowledge offered in class. 2. Written part of the revision: 1 & 2 3. Oral part of the revision: Oral practice

教学内容：

1. To review what has been presented, produced and discussed in class.

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2. To review the written part which cmprises a number of tasks relevant to each lecture for individual study and reflection, or for discussion and revision in class. 3. To ask students work in pairs and try to find the answer to each task. 4. To offer an answer key after class.

5. To ask students to listen to the oral part for focusing on phonemes, stress, rhythm, intonation and connected speech.

考核要求：

1. To understand the basic concepts of phonetic theories. 2. To have a better pronunciation and intonation.

3. To apply what has been learned to oral communication as natural and fluently as possible.

三、课程教材

1. Baker, A. Ship or Sheep? London: Cambridge University Press [M]. 1981. 2. 卜友红，《英语语调的结构、功能及应用》，外语教学与研究出版社，2003年第一版。

3．王桂珍，《英语语音教程》，高等教育出版社，2000年7月第一版。

四、主要参考书目

Brazil, D. Discourse Intonation [M]. English Language Research, Birmingham:

University of Birmingham. 1975.

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Catford, J C. Fundamental Problems in Phonetics [M]. Edinburgh: Edinburgh

University Press. 1977.

Celce-Murcia M, Briton D, Goodwin J. Teaching Pronunciation: A Reference for

Teachers of English to Speakers of Other Languages [M]. Cambridge: Cambridge University Press. 1996.

Cruttenden, A. Gimson’s Pronunciation of English [M]. 6th ed. Beijing: Foreign

Language Teaching and Research Press. 2001.

Crystal, D. A Dictionary of Linguistics and Phonetics [M]. London: Blackwell. 1985. Gimson, A. C. An Introduction to the Pronunciation of English [M]. 4th ed. London:

Edward Arnold. 1989.

Halliday, M. A. K. Intonation and Grammar in British English [M]. New York: The

Hague Mouton. 1967.

Hudson, R. A, Holloway A F. Variation in London English [M]. Mimeo, Dept. of

Phonetics and Linguistics, University College London. 1977.

Jones, D. English Pronouncing Dictionary [M]. 1st ed. Cambridge: Cambridge

University Press. 1917.

Jones, D. English Pronouncing Dictionary [M]. 13th ed. London: Dent. 1967. Jones, D. (Revised and Edited by Gimson A C). Everyman’s English Pronouncing

Dictionary [M]. 14th ed. Cambridge: Cambridge University Press. 1981 Jones, D. English Pronouncing Dictionary [M]. 17th ed. Cambridge: Cambridge

University Press. 2006.

O’Connor, J D. Phonetics [M]. Harmondsworth: Penguin. 1973.

Ramsaran, S. Studies in the Pronunciation of English [M]. London: Routledge. 1990.

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Roach, P. English Phonetics and Phonology: A Practical Course [M]. 2nd ed. Beijing:

Foreign Language Teaching and Research Press. 2000.

Roach, P. Phonetics [M]. Shanghai: Shanghai Foreign Language Education Press.

2003.

Wells, J C. Accents of English [M]. Cambridge: Cambridge University Press. 1982. Yule, G, Hoffman P, Damico J. Paying Attention to Pronunciation: The Role of

Self-monitoring in Perception [J]. TESOL Quarterly. 1987.

蔡龙权. 大学生英语口语训练[M]. 上海: 上海科学普及出版社, 2003. 宋学东. 论交际能力中的语音能力价值[J]. 上海师范大学学报, 2002. 汪文珍. 英语语音[M]. 上海: 上海外语教育出版社, 1999.

张凤桐. 英国英语语音学和音系学[M]. 四川: 四川大学出版社, 2005. 张冠林. 大学一年级英语语音练习手册[M]. 四川: 四川大学出版社, 2005. 周考成. 英语语音学引论[M]. 四川: 四川大学出版社, 2002.

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