Then the CD will be played so that the Ss can check whether they have pronouncedeach paircorrectly3.Listening PracticeExercise 4: Same or Different?Exercise 5: DictationExercise 7: Listen for the MeaningExercise9:DiscriminationExercise/u/,/u:/,/vl,/fl,/vl,/wPart Il: Word StressThe Ss are supposed to mark out the stressed syllables in the given words.Part Ill: Intonation PracticeThe Ss will listen to the MP3 and mark out the tones of the given words and theyare supposed to read the words.Part IV:Oral PracticeThe Ss will listen to the dialogue to know how to make introductions and toimitatehowtospeak standard andfluentEnglish.Assignments:ListentotheCDagainafterclassMake up a dialogue which is about making introductions and then practice thedialogue.11
11 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: Listen for the Meaning Exercise 9: Discrimination Exercise /u/, /u:/, /v/, /f/, /v/, /w/ Part II: Word Stress The Ss are supposed to mark out the stressed syllables in the given words. Part III: Intonation Practice The Ss will listen to the MP3 and mark out the tones of the given words and they are supposed to read the words. Part IV: Oral Practice The Ss will listen to the dialogue to know how to make introductions and to imitate how to speak standard and fluent English. Assignments: Listen to the CD again after class. Make up a dialogue which is about making introductions and then practice the dialogue
LessonvEnglishPhonemes (V)IBackgroundInformationStudents:English majors,freshmenLesson Duration: 2 class hoursII.Teaching ObjectivesBytheend of thelesson,studentsshouldknowabout thedifferencebetweenminimalpairs and minimal sets.With thehelp of minimal pairs or minimal sets,they aresupposed to know about the difference between different phonemes. The Ss are alsosupposed to notice and figure out word stress and intonation. As to oral ability, theyshouldknowaboutexpressions concerning shoppingII.Teaching Contents1.minimal pairs and minimal sets (a review of previous lectures)2. word stress3.intonation practice4.oral practice (shopping)IV.Key and Difficult Points1. Key Points:thedifferences between English /phonemes2. 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 Englishphonemes that are usually mixed. Listening and reading practice will be given in classto check whetherthey have known thedifferences.VI.TeachingAidsMulti-media devices, audio and videoteaching facilitiesVI. Teaching ContentsPart I.Minimal Pair and Minimal Sets1.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/stood12
12 Lesson V English Phonemes (V) 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 the difference between minimal pairs and minimal sets. With the help of minimal pairs or minimal sets, they are supposed to know about the difference between different phonemes. The Ss are also supposed to notice and figure out word stress and intonation. As to oral ability, they should know about expressions concerning shopping. Ⅲ.Teaching Contents 1. minimal pairs and minimal sets (a review of previous lectures) 2. word stress 3. intonation practice 4. oral practice (shopping) Ⅳ.Key and Difficult Points 1. Key Points: the differences between English /phonemes 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 English phonemes that are usually mixed. 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 and Minimal Sets 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
When two different forms are identical in the consonant part and are different inthe vowel part, they are said to form a minimal sete.g. loud/load, raise/ rise, really/ rarely2. Reading PracticeOn Page 42, there are two columns in either of which are minimal pairs orminimal sets that distinguish the English phonemes previously studied. The teacherwill teach the students how to read each pair. Then the CD will be played so that theSs can check whether they have pronounced each pair correctly.Exercise 6: Read the Following Pairs of SentencesExercise 10:PracticeReading Aloud the Following Sentences3.ListeningPracticeExercise 2: Same or Different?Exercise 3: Dictation (1)Exercise 4: Dictation (II)Exercise5:CircletheWordYouHearinParenthesesExercise7:ChoosetheCorrectAnswertotheQuestionsYouHearfromtheMP3Exercise8:DiscriminationExerciseExercise 9: Choose the Word You Hear from Each of the Sentences.Part II: Word StressMark out the Stressed Syllables in the Following WordsPart Ill: Intonation PracticeThe Ss will listen to the MP3 and mark out the tones of the given words and theyare supposed to read thewords.Part IV: Oral PracticeThe Ss will listen to the dialogue to learn some expressions related to shoppingand mark out the correct intonation of the sentences.Assignments:Listen to the CD again after class.Mark out the Stressed Syllables in the Following Words (P48)13
13 When two different forms are identical in the consonant part and are different in the vowel part, they are said to form a minimal set. e.g. loud/ load, raise/ rise, really/ rarely 2. Reading Practice On Page 42, there are two columns in either of which are minimal pairs or minimal sets that distinguish the English phonemes previously studied. 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. Exercise 6: Read the Following Pairs of Sentences Exercise 10: Practice Reading Aloud the Following Sentences 3. Listening Practice Exercise 2: Same or Different? Exercise 3: Dictation (I) Exercise 4: Dictation (II) Exercise 5: Circle the Word You Hear in Parentheses Exercise 7: Choose the Correct Answer to the Questions You Hear from the MP3. Exercise 8: Discrimination Exercise Exercise 9: Choose the Word You Hear from Each of the Sentences. Part II: Word Stress Mark out the Stressed Syllables in the Following Words Part III: Intonation Practice The Ss will listen to the MP3 and mark out the tones of the given words and they are supposed to read the words. Part IV: Oral Practice The Ss will listen to the dialogue to learn some expressions related to shopping and mark out the correct intonation of the sentences. Assignments: Listen to the CD again after class. Mark out the Stressed Syllables in the Following Words (P48)
LessonVIConsonant ClustersI.Background InformationStudents:English majors, freshmenLesson Duration: 2 class hoursI.Teaching ObjectivesBy the end of the lesson, students should knowII.Teaching Contents1.Consonant clusters2.Consonant sequences3.Sound discrimination and transcription4.Intonation practice5.Oral practice (asking for a favor)IV.Key and Difficult Points1.KeyPoints:the definition of consonant clusters and that of consonant sequences2. Difficult Points:How to string the consonant clustersThe smooth transition of consonant clusters and consonant sequencesV.TeachingApproachTask-Based Language Teaching Approach, explanation and practiceVI.Learning StrategiesThe Ss are supposed to get familiar with the definition of consonant clusters andthat of consonant sequences, how to string the consonant clusters and the smoothtransition of consonant clusters and consonant sequences. Listening and readingpractice will be given in class.VI.Teaching AidsMulti-media devices, audio and video teaching facilitiesVI. Teaching ContentsPart I. Consonant Clusters1.Definition:Consonant Cluster: There are cases where two, three or four or even moreconsonants follow one after another. The string of consonants is said to beaconsonantcluster.Itis importanttoknowthesmoothtransitionoftheconsonants.14
14 Lesson VI Consonant Clusters I. Background Information Students: English majors, freshmen Lesson Duration: 2 class hours Ⅱ.Teaching Objectives By the end of the lesson, students should know Ⅲ.Teaching Contents 1. Consonant clusters 2. Consonant sequences 3. Sound discrimination and transcription 4. Intonation practice 5. Oral practice (asking for a favor) Ⅳ.Key and Difficult Points 1. Key Points: the definition of consonant clusters and that of consonant sequences 2. Difficult Points： How to string the consonant clusters The smooth transition of consonant clusters and consonant sequences Ⅴ.Teaching Approach Task-Based Language Teaching Approach, explanation and practice Ⅵ.Learning Strategies The Ss are supposed to get familiar with the definition of consonant clusters and that of consonant sequences, how to string the consonant clusters and the smooth transition of consonant clusters and consonant sequences. Listening and reading practice will be given in class. Ⅶ.Teaching Aids Multi-media devices, audio and video teaching facilities Ⅷ. Teaching Contents Part I. Consonant Clusters 1. Definition: Consonant Cluster: There are cases where two, three or four or even more consonants follow one after another. The string of consonants is said to be a consonant cluster. It is important to know the smooth transition of the consonants
2.ClassificationofConsonantClusters(1). Initial Clustersa. /s/ + /p, t,k, f, m, n, I, w, j/:stillspeedspedsteelsportstopskillschoolscansmithsmilesmashsnakesnacksleeveslipspheresnowb. /p, t, k, b, d, g, f, v, m, n/+/, r, w, j/playpleasepresstreetrytricetuneprayclimbquitedutythrillglowcrynewsmusicc. clusters of three consonantsspreadskewerspringstrongsquarespray(2). Final Clustersa. Clusters of Two Consonantsfactsleptwritecertainsuddenburdenshelvemilklengthwashedcupscatsb. Clusters of Three Consonantsfactslapsednextthankedhelpedtitlesfilmsbattlesmodelsbeltsc.ClustersofFourConsonantstextssixthspromptstemptsPart II: Consonant Sequences1.Definition:Consonant Sequence: In phrases, one word may end with a consonant cluster andthenext startwithanother consonant cluster.Whenthese consonant clusters comeoneafteranother,theyarecalledconsonantsequences.2.ClassificationofConsonantSequences Sequences of Two Consonantsa.What timeslip pastlook carefullyShop girlblack dogcheap cheeseb. Sequences of Three Consonantsthank youBestmanfix thisNice tunelong skirtloud crySequences of Four ConsonantsC.Next Sundaysmall squaregood student15
15 2. Classification of Consonant Clusters (1). Initial Clusters a. /s/ + /p, t, k, f, m, n, l, w, j/: speed sped sport steel still stop skill school scan smith smile smash snake snow snack sleeve slip sphere b. /p, t, k, b, d, g, f, v, m, n/ + /l, r, w, j/ play please pray press tree try trice tune climb cry quite duty thrill news glow music c. clusters of three consonants spread spring spray strong square skewer (2). Final Clusters a. Clusters of Two Consonants slept fact write certain sudden burden cups cats milk shelve length washed b. Clusters of Three Consonants facts lapsed next thanked helped titles films battles models belts c. Clusters of Four Consonants texts sixths prompts tempts Part II: Consonant Sequences 1. Definition: Consonant Sequence: In phrases, one word may end with a consonant cluster and the next start with another consonant cluster. When these consonant clusters come one after another, they are called consonant sequences. 2. Classification of Consonant Sequences a. Sequences of Two Consonants What time slip past look carefully Shop girl black dog cheap cheese b. Sequences of Three Consonants Best man fix this thank you Nice tune long skirt loud cry c. Sequences of Four Consonants Next Sunday small square good student