上海民工子弟预备年级趣味英语语音教学 68页

AcknowledgementsAtfirst,IwanttoexpressmysincerestgratitudetoProfessorXuHaimingforhisexcellentteachingandinstructiveguide.Atthesametime,I‘mgratefultoalltheteacherswhohavegivenlessonstomeinShanghaiInternationalStudiesUniversity,andthen,I‘msothankfultheclassmateswhohavehelpedmesomuch.IamalsoverygratefultomyfriendsandcolleaguesinDongLiaoyangJuniorHighSchool,whoseencouragementandfriendshiparethegreatfortuneIamendowedwithespeciallywhenIwasintrouble.Thehandstheylentmeenabledmetosetmymindatease.Veryspecialappreciationgoestomylovelystudents.TheirwillingnesstodiscusswithmeandtheirconcernwithEnglishpronunciationproblemskindledmyenthusiasmfortheprojectaboutphonology.Lastbutnotleast,myheartfeltgratitudeshouldalsobeextendedtomyfamilymembers.Withouttheirhelp,thecomingoutofthispaperisimpossible.Duringtheseyearsofstudy,mymotherhastakenallthehouseworkforme.Myhusbandhasbeenalwaysencouragingmetogoahead.Mydaughter‘ssmile,warmhugandsweatkisshavedrivenawaymytirednessandbroughtinspirationsforme.Thus,Icansuccessfullyfinishthispaper. 摘要随着上海经济的发展，越来越多的农民工子弟进入上海的普通中学进行学习。由于各种原因，民工子弟学生的英语基础相对薄弱并且大部分学习兴趣不高，因此在教学过程中如何激发他们学习英语的兴趣和提高学习能力和主动性非常关键。本文作者首先介绍了研究英语语音教学的理论并对比分析各种理论在实际应用中的不足，其次，提出快乐教学概念，基于快乐教学法，结合上海市农民工子弟学生的特点提出一种新的趣味活动英语语音教学法。该方法充分利用学生的好奇心理，通过各种有趣的活动和游戏将枯燥的语音学习变得生动、活泼，从而极大程度的激发学生学习英语的兴趣和提高他们学习英语的能力和主动性。该方法的有效性在作者多年的实际工作中得到了验证。同时作者也指出了该方法需要进一步研究和改进的方向。关键词：英语语音教学、快乐教学法、趣味活动英语语音教学法 AbstractWiththedevelopmentoftheeconomyinShanghai,moreandmorechildrenfrommigrantworker‘sfamiliesgetenrolledinnormalShanghaimiddleschoolstoreceiveeducation.Forvariousreasons,comparedwiththatoflocalShanghaistudents,theEnglishofchildrenfrommigrantworker‘sfamiliesarerelativelyweakandmostofthemarenotinterestedinlearningthislanguageatall,therefore,itisnecessarytomotivatemoreofthesechildren‘sinitiativetolearnEnglishandenhancetheirabilitytolearnEnglish.Afterstudyingseveralmodernpopularpronunciationteachingmethodsandanalyzinginsufficiencyoftheminpractice,theauthorputsforwardanewpronunciationteachingmethodbasedontheHappyTeachingpedagogy:PedagogyofTeachingEnglishPronunciationwithFunActivities.Takingfulladvantagesofthecuriositiesofstudentsinpsychologythroughavarietyoffunactivitiesandgames,theteachercanmakethepronunciationteachinglivelyandinterestingthroughthismethod.Itgreatlyarousesstudents‘interestinlearningEnglishandenhancestheirabilityandmotivationtolearnEnglish.Forthepastseveralyears,theauthorhasadoptedsuchmethodinteachingEnglishpronunciation.Theauthor‘smanyyearsofexperienceshaveproveditseffectivenessinimprovingstudents‘Englishlevelanditsgreatusetoarousethestudents‘interestinlearningEnglish.Atthesametime,theauthoralsorecognizeslimitationsofthismethodandseekssuggestionsforfurtherresearch.KeyWords:Englishpronunciationteaching,happyteaching,teachingpronunciationwithfunactivities ContentsACKNOWLEDGEMENTS摘要ABSTRACTCHAPTER1INTRODUCTION...........................................................................................................11.1THEIMPORTANCEOFTHEPRONUNCIATIONTEACHING.....................................................................11.2THEPURPOSEANDSIGNIFICANCEOFTHESTUDY.............................................................................41.3THESTRUCTUREOFTHEDISSERTATION...........................................................................................5CHAPTER2LITERATUREREVIEW...............................................................................................72.1REVIEWOFPRONUNCIATIONTEACHINGPEDAGOGY........................................................................72.1.1Audiolingualism......................................................................................................................82.1.2ContrastiveAnalysis..............................................................................................................102.1.3CommunicativeLanguageTeaching.....................................................................................122.2HAPPYTEACHINGMETHOD...........................................................................................................142.3SUMMARY.....................................................................................................................................16CHAPTER3PRONUNCIATIONTEACHINGWITHFUNACTIVITIES................................173.1PRONUNCIATIONTEACHINGAREAS................................................................................................173.2FUNACTIVITIESINCLASSROOMS...................................................................................................193.2.1ChantandPoemsforChildren..............................................................................................203.2.2TongueTwisters.....................................................................................................................213.2.3.MinimalPairs.......................................................................................................................233.2.5.Agameoflisteninganddrawing..........................................................................................243.2.5.Otherfunactivitiesforlanguageclassroom........................................................................253.3SUMMARY.....................................................................................................................................27CHAPTER4APRESENTSTUDY....................................................................................................284.1.THEDESIGNOFTHESTUDY...........................................................................................................284.2THEQUESTIONNAIREANDTHEANALYSIS.......................................................................................294.3THEPRE-TESTANDTHEMOTIVATIONOFTHESTUDENTS................................................................314.4THEAPPLICATIONOFTHEFUNACTIVITIESINPRONUNCIATIONTEACHING......................................344.4.1ASamplelessoninphoneticsymbol......................................................................................344.4.2Asamplelessonintextbook...................................................................................................404.5POST-TESTANDTHEIRACHIEVEMENT............................................................................................454.6SUMMARY.....................................................................................................................................46CHAPTER5CONCLUSION..............................................................................................................475.1MAJORFINDINGS...........................................................................................................................475.2LIMITATIONSANDSUGGESTIONSFORFUTURERESEARCH..............................................................47BIBLIOGRAPHY.................................................................................................................................49APPENDIXITHEQUESTIONNAIREONTEACHERS’UNDERSTANDINGOF PRONUNCIATIONANDPRONUNCIATIONTEACHING..........................................................52APPENDIXII预备年级英语摸底试卷..............................................................................................53APPENDIXIII预备年级学生的英语语音情况调查问卷.................................................................58APPENDIXIV:2009学年度第一学期预备年级音标抽查卷............................................................59 Chapter1IntroductionItisveryobviousthatpronunciationplaysaveryimportantroleinEnglishteachingandstudying.Buttheimportanceofpronunciationhasn‘tarousedenoughattentionformanyteachersandstudents.Thischapteremphasizestheimportanceandnecessityofthepronunciationstudy.Inthelastsection,theconstructionofthedissertationisdemonstrated.1.1TheimportanceofthepronunciationteachingInlanguagestudy,listeningandspeakingismoreimportantthanwritingandreadingbecauseunderstandingtheothersbylisteningandexpressingyouropinionbyspeakingismorecommonandimportantinoralcommunication.InChina,almostalltheEnglishexaminations,especiallytheexamsforthesecondaryschoolandcollegeentranceexaminations,areonlyinvolvedinwrittenEnglish,notinoralEnglishatallorverylittle.Inordertogetahighscoreintheseexaminationsandenteranidealschool,theteachers,studentsandtheirparentsfocusonwrittenEnglish,buttheyareunwillingtospendmuchtimeandenergyinspokenEnglish,theyeventhinkitisawasteoftimeandenergytoteachorstudypronunciation.Asthemostfundamentalcomponent,itisclearlythatpronunciationteachingandstudyingisneglectedinourEnglishlessonsforalongtime.So,theconsequenceisthatitisverydifficultformanyChinesetospeakEnglishdespiteofhowlongtheyhavelearnedEnglish,howmanyEnglishvocabulariestheyhaverememberedandhowhighthescorestheyhaveachievedintheexam.ItisthesamecaseevenfortheuniversityorgraduatedstudentsafterleaningEnglishformorethantenyears.So,itisafailureforourEnglishteachingthattherearetoomanydumbEnglishlearners.ManyoftheEnglishlearnersinChinacanread,evenwritetosomeextent,buttheycannotlistenandspeak.ItispopularthatalmostallEnglishteachersteachstudentsgrammarandvocabulary,makethempracticetheirfunctionaldialogues,letthemtakepartinall1 kindsofskillactivitiesandpracticetheirlisteningandreadingabilities.Yetmostoftheseteachersmakelittleattempttoteachpronunciationinanynormalwayandonlypayattentiontoitinpassing.Itispossiblethattheyarenervousofdealingwithsoundsandintonation;maybetheyhavetoomuchtodoalreadyandpronunciationteachingwillonlymakethingsworse.Theybelievethatmanystudentscanacquiredesirablepronunciationinthecourseoftheirstudyevenwithoutformalpronunciationtraining,andwithoutspecificpronunciationteaching.However,itisnotthecase.Thefactisthatsincenotenoughimportanceisattachedtopronunciationteaching,andwecannotfocusourattentiononthepronunciationofourlessons.Thus,withoutovertpronunciationteaching,fewstudentscanacquirereasonablepronunciation.Theimportanceforpronunciationteachingliesinthefollowingaspects.Firstly,pronunciationteachingcannotonlymakestudentsawareofdifferentsoundsandsoundfeatures,butalsocanimprovetheirspeakingimmeasurably.Suchfeaturesasconcentratingonsounds,showingwherewordsshouldbestressed,allthesethingsgivethemextrainformationaboutspokenEnglishandhelpthemachievethegoalofimprovedcomprehensionandintelligibility.Secondly,pronunciationteachingcanalsoimprovelearners"confidenceandmotivation.Beinglackofformalpracticeinpronunciation,mostlearnerswholearnEnglishasthesecondlanguagesareworriedabouttheirpronunciation.ItbecomesverydifficultforthemtocommunicatewithforeignersfluentlyandexpresstheiropinionaccuratelyinEnglishevenafterlearningEnglishformanyyears.ItisverylikelyforstudentstospeakEnglishfluentlyandbeautifullyafterovertpronunciationteachingandpracticing.Theywillbemoreconfidentandbewillingtoopentheirmouths;itwillnotbedifficultforthemtocommunicatewithforeigners.Thirdly,pronunciationstudyingcannotonlyimprovetheoralEnglishofthestudents,butalsohelpthemtolistenbetterandstudyvocabularymoreeasily.Theregularrulesofthephoneticssymbolscanhelpthemmemorizealotofvocabularieseasily.Lastly,pronunciationclassescanalsobeaneffectivewayforstudentstoimprovetheirself-assessmentskills.Rajadurai(2001)writesaboutMalaysianstudentswhotookpronunciationclassessaying,"…studentsfeltthatpronunciationclasseshadhelpedmakethemmoreconsciousoftheirown2 pronunciationandawareofwaysinwhichtheirpronunciationdifferedfromthemodeloffered(p.14)."Unlikenativespeakers,itisdifficultorimpossibleforsecondlanguagelearnerstosmoothawaytheiraccentcompletely,especiallyforthelearnerswhostartlearningEnglishwhentheyareteenager.Therefore,manylanguageteachershavetoreevaluatetheirgoalsinrespecttopronunciation.Teachersmustfocusonhelpingstudentsimprovetheirpronunciationandtheirabilitytomonitorandcorrecttheirownpronunciation.Robertson(2003:14,citedinMorley)saidthat"intelligiblepronunciationisanessentialcomponentofcommunicativecompetence"Hammond(1995)suggeststhatthiscanbedoneinaCLTenvironment,butthebestmethodistoprovideexplicitclassroompronunciationinstruction.Helpingthestudentstakemorecontroloftheirlearningisanimportant"nextstep"inthelearningprocess.Duringthatstepteachersmustrememberthatstudentsneedasolidunderstandingofphoneticsandphonologybeforetheycanbeexpectedtomonitortheirownspeechorutilizeself-evaluationeffectively(Vitanova&Miller,2002).ResearchbyJones,RusminandEvans,(1994)citedinJones(1997),showedthatbyteachingphonologicalrules,teacherscanhelpstudentsbecomebetterequippedtolistentotheirownspeechandcatchtheirownmistakes.Accordingtoseveralresearchers,languageteacherscanimprovetheirstudents"pronunciationmarkedlydrillingminimalpairsinordertohelpthemimprovetheirintelligibility(Hansen,1995).Byraisingthestudents"awarenessofsupra-segmentalaspectssuchasconnectedspeechandwordstressandhelpingthemtobecomemoreautonomouslearners,teacherscantakeadvantageofthepositiveaspectsofteachingstudentsinsteadofsimplyassumingthatit"stoolatetoimprovetheirpronunciation.Teachersneedtochangethegoalsfromexpectingstudentstospeaklikenativespeakerstohavingthemmakestridesindifferentareasofpronunciationandhelpingthemtoidentify,understand,andovercometheirweaknesses.Itcanbeconcludedthatpronunciationteachingisnotjustawaytoteachstudentstosoundwell,butanimportantwayforthestudentstounderstandtheothersandbeunderstoodbytheothersandcanimprovetheircommunicationskills.As3 communicationisthemostbasicgoalforlanguagelearning,itisnotoveremphasizedforpronunciationinlanguagelearning,bothteachersandstudentsshouldpaymoreattentiontopronunciationlearningandpracticing.1.2ThepurposeandsignificanceofthestudyShanghai,thelargestcityinChina,getsthefastestgrowingeconomyintheworld.Nowadays,moreandmorepeoplecometoShanghaiandlivehere,includingalotofpeasantswhowanttomakemoneyinbigcities.Followingtheirparents,moreandmorechildrentransferfromruralschoolstourbanschoolswhiletheyareinaprimaryschool.However,mostofthechildrenhavenothadanEnglishlessonuntiltheycometoShanghaibecausealotofprimaryschoolsdon‘tprovideEnglishlessonsinruralareawhereEnglishteachinghasn‘tbeenreceiveditsdueimportance.Whentheyenrollinajuniorhighschool,naturally,itisdifficultforthemtocatchupwithotherstudentsinthesameclassroom.TheyarepooratpronunciationandintonationwhichpreventthemfromimprovingtheirEnglish.Theyareboredatmemorizingagreatnumberofnewwords.TheyloseinterestinEnglishandevenwanttogiveitup.Howshouldteachersdealwiththesestudents?Doestheteachercontinuetogivealessonaccordingtotheschedule?Orputasidetheteachingmaterialforthetimebeingandbeginwiththebasic?HavingagoodcommandofpronunciationisnotonlytheneedofEnglishlanguagecommunicationbutthepre-conditionoflearningEnglishwell.Formanyyears,wehavereachedaconsensusthatpronunciationteachingisanessentialpartoflanguagecourses.Withthedevelopmentandpopularizationofthecommunicationapproach,peoplebegintohighlighttheimportanceofEnglishpronunciationinlanguageteaching,especiallyinprimaryschool,pronunciationteachingisoneofthetopmostaspectsinEnglishteachingandlearning.Thisthesisaimstofindaneffectivewaytoarousetheabovementionedstudents‘interestinglearningEnglish,whichrequiresormoreattentiontobepaidtopronunciationteachingclassroom.Suchnotionofhappyteachingiscombinedwith4 thepracticalsituationofthestudentsinthisthesis,whichpromptanewwayininspiringthestudentstostudypronunciationinamoreinterestingandactiveway.ThismethodcanhelpthemtoimprovetheiroralEnglish.Atthesametime;itcanbeextendedtotheotherruralorurbanprimaryschoolsinChina.1.3ThestructureofthedissertationThisdissertationconsistsoffivechapters.Chapteronebrieflyintroducestheimportanceofthepronunciationteachingandthengivesabriefintroductiontothebackgroundinformationofthestudy,theaimandscopeofthestudyaswellasthestructureofthedissertation.ChaptertwogivesaliteraturereviewontherelevanttheoriesaboutpronunciationpedagogysuchasAudiolingualMethod,ContrastiveAnalysis,andCommunicativeLanguageTeaching.Theauthoranalyzestheinadequacyforeachofthetheoryinpractice.Atthesametime,theauthorintroducestheHappyTeachingTheory,whichisthetheoreticalfoundationfortheeffectiveEnglishpronunciationteachingmethod,i.e.TeachingEnglishpronunciationwithfunactivities.Chapterthreegivesadetaildescriptionofthefunactivitiesinpronunciationteaching.Therearealotoffunactivitiesinpronunciationteachingsuchas‗chantandpoemforchildren‘,‗minipairs‘,‗twistertongue‖,‗agameoftyphoon‘.Thismethodmakesthepronunciationteachinglivelyandinteresting.Itgreatlyarousesstudents‘interestinlearningEnglishandenhancestheirabilityandmotivationtolearnEnglish.Chapterfourisanempiricalstudy.TheexperimentalobjectisthestudentsfromDongLiaoyangJuniorHighSchool.Theauthortakestwooffourclassesasexperimentalgroup.Ittakesthemnearlyamonthtopractisephoneticsymbolsthroughsomefunactivitiesinclass.Theothertwoclassesisthecontrolledgroupwhichistaughtbytraditionalteachingmethod.Afteraterm‘sexperiment,theresultsoftheirstudyarecomparedandanalyzed.Chapterfiveistheconclusion.ItcomesupwiththefindingthatthemethodofteachingEnglishpronunciationwithfunactivitiesimprovesstudents‘English5 effectivelyandquickly,especiallyforthechildrenwhocomefromruralareas.Atthesametime,theauthorpointsoutsomelimitationsandsuggestionsforfurtherresearch.6 Chapter2LiteratureReviewThereareseveralpronunciationteachingpedagogieswiththedevelopmentofpronunciationteaching.Allofthemhavesomeproblemsinrealpractice.Theauthorexplainedseveralmainlypronunciationpedagogyandpointedouttheinsufficientofthem.Atthesametime,theauthorintroducestheHappyTeachingMethod,whichisthefoundationfortheeffectiveEnglishpronunciationteachingmethod,i.e.TeachingEnglishpronunciationwithfunactivities.2.1ReviewofpronunciationteachingpedagogyTheplaceofEnglishpronunciationinstructioninclassroomsvariesconsiderablywithdifferentwaysthatvariousapproachestoforeignlanguageteachingaddressit.Anexplicitinterventionofpronunciationpedagogyisdeemedcrucialbyaudiolingualismwiththeemphasisontheaccuratesegmentalproductionbuttreatedwithtokensignificancewhenthefocusundertheprevailingcommunicativemodelhasbeenshiftedtothemeaningfulcorrelatesofsuprasegmentalfeaturesinspokendiscourse.PenningtonandRichardsnotethat―pronunciation,traditionallyviewedasacomponentoflinguisticratherthancommunicativecompetenceorasanaspectofaccuracyratherthanconversationalfluency,hascometoberegardedasoflimitedimportanceinacommunicativelyorientedcurriculum‖(1986:207).However,frequentobservationshaveitthatpronunciationbelowanacceptablethresholdservesatbestasahindrancetocommunicationandatworstanegativefactordetrimentaltodeliveryoftheintendedmeaningandrenderseventhemostlexicallyandgrammaticallyadvancedlearnersunintelligible.Inviewoforalcommunicationastheprimaryuseoflanguage,integrationofpronunciationasanimportantcomponentofeffectiveforeignlanguageclassroomsshouldbereaddressed,especiallywiththerecentempiricalstudydivulgingthereciprocalrelationshipbetweenpronunciationself-conceptandthedevelopmentofgeneralforeignlanguagelearningself-concept,anaffectivestatethatcorrelatessignificantlywithactualachievementinforeignlanguagelearning(王初明7 b2004:62).Pronunciationlearningisimportantforforeignlanguagelearningandpronunciationcompetenceisstillregardedasoneofthemostsalientandnoticeableindicatorsoforalproficiencyinaforeignlanguage.Thebeliefinandthepracticeofsacrificingpronunciationinstructioninordertosparepreciousclasshoursforotherfacetsoflanguageacquisitionissomethingnootherthanputtingthecartbeforethehorse.Sincethereisnosinglefixedandfastruleexistingforteachingandstudyingpronunciation,aneclecticapproachdrawinguponavarietyofresearchfindingsinforeignlanguagephonologywillmostlikelyresultinimprovedpronunciation.Thischapteristhusreviewingsomeliteratureonphonologicalinstructionsincearoundthethmid-20centurywhenpronunciationwasacceptedasalinguisticpropertycontributingtolanguageacquisitionandexaminingthepedagogicalimplicationsthateachschoolofthoughtandtheoryhasforteachingpronunciation.2.1.1AudiolingualismUndertheframeworkofbehaviorism,foreignlanguagelearningisconsideredanalogousinprincipletoanyotherkindoflearning,whichis―basicallyaprocessofmechanicalhabitformation‖(Richardsetal,2005).Theeffectivelanguagebehaviortakenastheproductionofcorrectresponsestriggeredbystimuli,whenreinforced,canbecomehabitual(Brown2000:22).Theresulthabitsarebelievedtobecapableofkeepingthechancesofproducingmistakestominimum(Richardsetal.2000:51).OutofthisinfluenceemergedtheAudiolingualisminthe1950‘s,whichadvocatesdiscrimination,imitationandmemorizationastheprincipalmeanstomakearticulationoftargetsoundsbecameautomaticandroutinized.Thegoalofthismethodologyaimsatistheaccurateproductionofdiscretesoundsthroughminimalpairdrills,mimicryandrepetitionofappropriatemodels.Itsfar-reachingeffectonpronunciationpedagogyisreadilywitnessedinthepopularimageoflearnerschantinginchorus―realroserustlerurally‖,whichisstilltherealityofmanyChineseclassrooms.Alsowell-groundedinthebehavioristdoctrinesandwidelypracticedby8 practitionersisthedidacticmannerintheuseofsimplifiedarticulatorydiagramstodemonstratethepositionandcoordinationofthearticulatorsforaparticularsound,followedbydiscriminationorrepetitiondrills-ShiporSheep?Thefocusonhabitformationinforeignphonologicalacquisitioncanbepartiallyattributedtothefactthatpronunciationdistinctfromotherlanguageskillsinvolveskinaestheticsensationormotorfunctions.Mechanicalmuscularcoordinationintheoraltractisnecessitatedintheprocessofpronouncingtargetsounds.Itcannotbedeniedthattherepeatedpracticeofthemechanicalarticulatoryfeaturesofpronunciationwillleadto,ifnottheimmediateskillautomatization,increaseddexterity.Thismeritmakesmanypracticeactivitiesinthecoursebooksonpronunciationtodaystillbearatraceoftheaudiolingualtextsofthe1950s.Theunderlyingreasonfortheemphasisontheaccuratesegmentalproductionisthatdiscretesoundsarethebuildingblocksforfurthermoremeaningfulpronunciationlearningandthusmaysoundfeasible.Criticismofaudiolingualism,howeverarisesinthemeaningonthedrillingofthedecontextualizedsoundcontrastsandsentencesanditslackofgroundinginactualitiesofthereallanguageuse.Itisoftenfoundthatthemodelwhichhasbeenextensivelyandmechanicallydrilledispronetoslipfromlearners‘memoryandchancesarethattheyreverttotheirfossilizedproductionoftargetsounds.Richardsetal.(2000:59)furtherobservethatdifficultiesremainforlearnerstotransferpronunciationskillsacquiredthroughaudiolingualprocedurestothereallifecommunicativecontexts.Anothermostcriticizedaspectofbehavioristnotionofpronunciationinstructionisthatforeignlanguagelearnersmaynotbeabletoapproximateacceptableacousticcuesforthetargetphonemesasthenativespeakersdo.Escudero(2002)contendsthattheacousticpropertiessignalingvowelsoundcontrastsarebothspectralcuesofvowelsvarywithdifferentarticulatorymotionsandarerealizedasformatfrequencydifferences,mainlyinF1andF2(Clarketal.2000:266-267).Thesecuesarethephoneticpropertiessuggestiveofthequalitydifferenceinvowelcontrastsandthereforeessentialfortheaccurateperceptionandproductionofthetargetphonemiccontrasts.Theymaybeintrinsicallyacquiredbynativespeakersbutnotreadilyaccessibletoforeignlanguagelearners.Thattosome9 extentaccountsforthedeviatedsegmentspersistinginlearners‘speechdespitenumeroustimesofdrilling.Learningresultsyieldedbymechanicaldiscriminationdrillsmayfallshortofexpectationbecauseofitsoverwhelmingrelianceonlearners‘inherentaptitudefororalmimicryandtheartificialandcontrivednatureofthedecontextualizedlanguage,whichmightbemoresuccessfulwithpreadolescentlearners.Inaddition,drills,ifnecessaryintheinitialcontrolledpractice,canbemademoreeffectiveandmemorablebyadoptingamultimodalmethodologyaccountingforvariationinindividuallearningstyles.Generallyspeaking,audiolingualapproachtopronunciationischaracterizedbyteacher-centeredcontrastivesegmentalinstruction,flawedindivorcingdiscretesoundsfromthenaturalstreamofspeechandleavinguntouchedavastdomainthatconcernssoundperceptionandproductioninthecommunicativecontexts.2.1.2ContrastiveAnalysisContrastiveAnalysisHypothesisassumesthatforeignlanguageacquisitionbasicallyinvolvestheovercomingofthelinguisticdiscrepanciesbetweensourceandtargetlanguagesand―ascientificstructuralanalysisofthetwolanguageswouldyieldataxonomyoflinguisticcontrastsbetweenthemwhichinturnwouldenablethelinguisttopredictthedifficultiesalearnerwouldencounter‖(Brown2000:193).Thisbeliefisreflectedinthepronunciationteachingmaterialswhichincludecontrastiveanalysisofsounds,highlightingtheproblemslearnerslikelyconfront.Regardingpredictionofdegreeofdifficultybasedoncontrastiveanalysis,Weinreichcontainsthat―thegreaterthedifferencebetweenthetwosystems,themorenumerousthemutuallyexclusiveformsandpatternsineach,thegreateristhelearningproblemandthepotentialareasofinterference‖(1968:1).Psycholinguistics,however,holdsadifferentviewthat―greaterdifferencesdonotalwaysresultingreaterlearningdifficulty‖(Brown2000:201).Littleinteractionwilltakeplacebetweentwodifferentsetsofmaterialstobelearnedandthereforelearningonehaslittleinfluenceupon10 learningtheother.Inferredlogically,thearticulatoryfeaturesthatmarkthetargetsoundsdistinctcanbeeasilydiscriminatedbythelearnerwithoutmappingintothesourcelanguagephonologicalsystem;whereasphoneticitemsthathaveequivalentcounterpartsinthenativelanguagearepronetopredisposethelearnertowardssettlingfortheperceptiblyacceptablebutacousticincorrectL1-basedsoundswithoutmakingthesubtlediscriminationnecessaryforapproximatingthestandarduseofthetargetsounds.Itisnotedthatinferencefromlearners‘firstlanguageconstitutesamuchmorenoticeablebarriertoacquisitionofforeignsoundsystemthantothatofanyothersystem,beitsyntactic,semanticorlexical(Brown2000:200).Intermsthathoardsoferrorscanbetraceabletothenegativetransferofnativelanguagetotargetlanguage,contrastiveapproachtothepotentialsourcesofvariationinforeignlanguagephonologicalperformancehasanintuitiveappeal.Itmayhavestrongexplanatorypowerinunderstandingsourcesofpronunciationerrors.Phonologicalcontrastsbetweenthenativeandtargetlanguagescanbereferredtoasapointofreferenceforanalyzingthedifferencesbetweenlearners‘pronunciationpatternsandthetargets.Teacherswhoareequippedwiththeknowledgeinthisrespectwillbeinabetterpositiontofacilitatelearnersinspeechmodificationbyprovidingrelevantfeedbacksthanthosetotallyconfinedtoaudiolingualprocedure,dependingontherecordingtomodelthetargetsoundsforunproductiverepetition.Aprogressivestepforwardmadebycontrastiveanalysiscomparedwithaudiolingualismisalsoapparentinthatitunderscorestheintralingualerrorsasmuchimportantafactorasinterlingualerrorsinunderstandingforeignlanguagephonologicalacquisition.Itmovesbeyondthediscretesoundcontrasttophonotacticpatternsandgraduallytowardssuprasegmentalfeatures,whichinturnbearssignificantpedagogicalimplicationsEFLinstructors.Nevertheless,contrastiveanalysishasmanifesteditslimitationsaswell,especiallywiththeincreasinginterestintheinterlanguagephonology.AttitudestowardsL1transferhaveundergonesignificantchanges,whichisnolongerautomaticallylookeduponasnegativeorinhibitivebutratherasanatural,expectedandcreativepartoflearninginthegradualprogresstowardstargetsoundsystem11 (Beebe1984:51-52).InEFLclassrooms,ifdevelopmentofconfident,independentandcompetentlanguagelearnersisoneoftheteachinggoals,sensitizinglearnerstoboththenegativeandpositivetransfereffectsoccurringbetweenthenativeandtargetlanguagesandcultivatinglearners‘awarenessoftheiraccuracyinsoundproductionwillbemorebeneficialthanlabelinganydeparturesfromthenativesoundsasformidableerrorsandconcentratingoncorrectionthroughimitationofthemodeledsounds.Contrastiveanalysis,likeaudiolingualism,isderivedfromstructurallinguisticsandbehavioristnotionoflanguagelearningandconcernedprimarilywiththelearningofthelinguisticssystemitself.Furtherresearchesintoforeignlanguagephonologyhavesuggestedsocial,psychologicalandcognitivedimensionsofphonologicalacquisition.Thesephonologicalcorrelatescanbebetterexploredbyalternativeapproachesthatprobedeeper.2.1.3CommunicativeLanguageTeachingThetraditionalstructurallyorientedpronunciationinstructionisgenerallybasedondecontexturalizedandaccuracy-focusedexercises,thestrikingdeficiencyofwhichisitsinadequateattentionto―thefunctionalandcommunicativepotentialoflanguage‖andfailuretopreparethelearnertousethetargetlanguageforcommunicationinthenaturalsocialcontext(Richardsetal.2000:64).Oftentimesthesoundsthatarepreciselycorrectunderstrictlycontrolledmechanicalpracticewillbereplacedbythelearner‘shabitualincorrectwaysofpronunciationinthecontinuedstreamofrapidspeech.Thesoundsorsoundpatternsintensivelydrilledandscrutinizedindetailwitheverydeviatedsegmentalaspectinthespotlightforcommentcanbarelybeconvertedintofluentperformanceinthecontextofrealinteraction.Thisproblemresultingfrompronunciationpracticewithinacommunicativevacuumiswhataudio-lingualmethodandcontrastiveapproachhavefailedtorecognizebutisaddressedbythecommunicativeapproach,whichsprangintoprominenceinthe1980‘sandisstillunderconstantdevelopment.Accordingto12 itstenets,theparamountthingaboutlanguagelearningislearningtocommunicate‖(Richardsetal.2000:67).Thissentimenthasbeenechoedbyresearchersinterestedenoughintheworthofintegrationofpronunciationinforeignlanguageclassrooms,whocriticizetheartificialandcontrivednatureofthestructuralapproachtopronunciationinthatitdetachesthepronunciationfromcommunication(Pennington﹠Richards1986:208).Withthecommunicativeapproachemphasizingashiftininstructionfocusfromlanguageknowledgetolanguageuse(Tschirner1966:1),however,thereareproponentsofcommunicativeapproachwhodeempronunciationasaconstituentoflinguisticcompetenceandmarginalizetherolepronunciationplaysinlearners‘overallcommunicativecompetence(Pennington﹠Richards1986:208).Theyadvocatethenaturaldevelopmentoftargetlanguagesoundsystemasthebyproductoflearners‘communicativeattemptsandnegatethenotionofpronunciationasaskillresultingfromexplicitinstruction(Pennington1989:20).Inthisrespect,TerrellcontendsthatthoughinthecommunicativemethodologyframeworkintelligiblepronunciationisaccordednolittleimportanceforeffectiveoralcommunicationtheseearlyproponentsofCLTsimply―havenotknownwhattodowithpronunciation‖(qtd.inElliott1997:95).ItisnotedthatwiththeinitialascendancyofCommunicativeApproachin1980spronunciationteachingwasmoreorlesspushedtothesidelinesandgivenatokenplaceinforeignlanguageacquisition.ForsometimepronunciationacquisitionhasfallenintoperipheralattentionwhereasawealthofstudieshasbeencarriedoutonotherareasoflanguageinrelationtocommunicativeApproach.Nevertheless,withtheincreasingawarenessofthemeaningfulandcommunicativefunctionsofphonologicalfeaturesinthenaturalspontaneousflowofspeech,pronunciationpedagogyhasemergedfromitsmarginalizedplace.AccordingtoMorley,―todayintelligiblepronunciationisseenasanessentialcomponentofcommunicativecompetence‖(1991:513).Thisrenewedfocusonpronunciationcompetenceascontributingtocommunicativeproficiencyrekindlestheinterestintheroleofpronunciationinforeignlanguageacquisitionandexplorationofpedagogicalmethodstocreatestronglinksbetweenpronunciationandcommunication.13 2.2HappyTeachingMethodAttheendofnineteenthcentury,AmericanscholarLorkexpoundshisview―Curiosityisthemotivetopursueknowledge‖HerbertSpencerclaims―Teachingshouldbefullofjoy.‖Whetherthestudentshaveobtainedpleasurefromlearningisanimportantcriterionforteaching.InGermany,Diesterweythinksthat―`thenatureofteachingdoesnotlieinteaching,butmotivation‖HedemonstratesaseriesofprinciplesofHappyTeaching.Atthebeginningoftwentiethcentury,thereexistsseveralschoolsaboutconceptofteaching,buttheyshareonethingincommon,thatwas,allofthempaymuchattentiontoHappyTeaching.Deweyarguesthatteachingshouldbeonthebasisofchildren‘sinterest,forinterestisthesignalofcertainability.Themainjobofteacheristohelpstudentsfindoutsuchability.Besides,hesays―Schoolteachingisajointcoursethatneedsthecorporationbetweenteachersandstudents‖.FormerSovietUnionscholarMakarovaKeexpresseshisidea―themostexcitingthinginlifeisfuture‘sjoy.‖Hedividesthehappinessintotwolevels,thelowerandthehigher.Thelowerlevelofhappinesscomesfromthebasicneeds,whilethehigherlevelcomesfromthesenseofsatisfaction.Heputsmuchemphasisonchildren‘sindividualismandnaturaldevelopment.HappyTeachingisputintopracticeandtestedintheexperiments.Sukhomlinputsforward―studentsshouldenjoythesenseofsuccess‖.Teachersshouldtrytomakethestudentsengageinlearningunderaneaseatmosphere,feelsurprisedinfrontoftruthandrealizetheirpowerofwisdomduringlearning.Healsogivessomeconcreteinstructionstoteachers―Beseriousofchildren‘scuriosityandgivethemcertainawardswhentheyachievealittle.‖ThecoreoftheHappyTeachingisthatthestudentsarewillingtolearnandreadytoovercomethedifficulties.Inhisopinion,optimisticattitudewouldbringouthighspiritwhichisusefultostudy.Incontrast,fromthefamouseducatorBruner‘spointofview,insidemotivationplaysthemostimportantroleinlearning.Interestinmaterialisthebestmotivationforstudents.Iftheyfindallthesubjectsareworthwhiletolearn,theywouldbeabsorbedinit.Toconclude,differentpeopleholddifferentviewaboutHappyTeaching,however,allofthemaccepttheinfluenceofit.14 ThehistoryofHappyTeachinginwesterncountriesisaslongasinChina.InDarwin‘sopinion:―thefittestsurvive.‖Withoutdoubt,HappyTeachingisthefittestanddevelopingdaybyday.Thenwhatishappyteaching?Inshort,HappyTeachingmeansjoyfulstudy,entertaining,educating,andenriching.―Invigoratingournationthrougheducation,scienceandtechnology‖isasloganthathasspreadeverycornerinChina.Beingawareoftheimportanceofeducation,alargenumberofscholarshavedevotedtheirtimeandenergytothecourseoftheeducation.However,asthesayinggoes:―Thereisnoroyalroadtolearning.‖Soiseducation.Educationisnotacoursethatcanbeeasilyachieved.Itisalwaysfullofchallenges.Nowadays,theUnitedStatesistheonlysuperpowerintheworld.Withoutdoubt,Englishisconsideredastheinternationallanguagetoexchangeinformation.Asacitizenofadevelopingcountry,Chineseparticularlyneedtolearntheadvancedtechnologyfromthedevelopedcountries.Therefore,ChinesestudentsoughttomasterEnglishwelltocontributetomotherland.What‘smore,afterChinaentersintoWTO,sheisplungedintoaninternationalcompetitioninmanyaspects.Thus,inordertokeeppacewiththeworld,ChinesestudentsalsooughttolearnEnglishwell.Asamatteroffact,EnglishistaughtasaforeignlanguageinChina.StudentslearnEnglish,rangingfromprimaryschool,secondaryschool,andcollege.AsforEnglishlearning,itisaheadachebothforteachersandstudentsinChina.Ontheteachers‘part,theyareexploringthemostsuitablewaytoteachstudents.Onthestudents‘part,somethinkthatpronunciationisverydifficult;whileothersclaimthatgrammarismuchmoretedious.Differentpeoplehavedifferentviews.Franklyspeaking,EnglishismorecomplexinsomeaspectscomparedwithChinese.Justtakeinvertedsentencestructureforexample;therearealotofrulesforstudentstoremember.Whenandhowtouseit?ItisveryhardtounderstandforChinesestudents,fortherearenosuchcomplexinvertedsentencesinChinese.Asaresult,Chinesestudentsalwaysfeelpuzzledattheprocessoflearningandcannotuseitcorrectly.Especially,Englishismostdifficultforjuniorstudents,fortheyarephysicallyandemotionallyimmature.Theycannotconcentratethemselvesonthetediousprelection15 for40minutesandmayeasilylosetheirpassionandinterestinEnglish.Therefore,teachershadbetterchangethewayofteachingwhenthestudentsfeeltired.AccordingtoFloyd,gameispromotedbytheprincipleofpleasureanditistheparentofsatisfaction.2.3SummaryTosumup,thepronunciationteachingisrecognizedasanimportantcomponentoflanguagepedagogywhileinrecentyearsithasnotmaintainedthecentralplaceinthelanguagesyllabus.Anumberofusefultechniquesfortrainingpronunciationexist.Butallthesetechniquesonlyemphasistheskillthestudentsshouldmaster,theyemphasisthepronunciationrules.Theproblemishowcanstudentsfinditinterestingandmasterthemeasily,especiallyforthestudentswhohavenothadthepronunciationtrainingatthebeginningoflanguagelearning.Underthehappyteachingtheory,combinedwiththeactualsituationofstudentstheauthorputsforwardtoaneffectiveEnglishpronunciationteachingmethod,"TeachingEnglishpronunciationwithfunactivities‖.Thefollowingchapterwillhavesomedetailsoffunactivitiesinpronunciationteaching.16 Chapter3PronunciationTeachingwithFunActivitiesAfterstudyingtheinsufficientoftheexistingpronunciationteachingpedagogyinthepreviouschapter,accordingtotherealstatusofthestudents,theauthorbringsupanewpronunciationteachingmethodwhichbasedontheHappyTeachingMethod:TeachingEnglishPronunciationwithFunActivities.Withthegamesandactivitiesintheclassroom,themethodcanstimulatethestudents‘interestinpronunciationlearningandimprovetheirEnglishleveldramatically.3.1PronunciationteachingareasTherearethreeareasweneedtoknowaboutinthepronunciationofEnglish–apartfromspeedandvolume–whichareintimatelyconnectedwithmeaning.Thethreeareasaresound,stress,pitchandintonation.Thefirstareaconnectingwithsound:Wordsaremadeofindividualsounds(orphonemes).Forexample―beat‖=/b+i:+t/(i:isthesymbolforthesound‗ee‘),‗coffee‘=‗‘=/si:s/.Soundsarerepresentedherebyphoneticsymbols(/b/,/i:/,and/k/forexample).Thisisbecausethereisnoone-to-onecorrespondencebetweenwrittenlettersandspokensounds.Thusthe‗c‘of‗cap‘ispronounceddifferentlyfromthe‗c‘of‗cease‘,butisthesameof‗c‘of‗coffee‘.‗Though‘,‗through‘,and‗rough‘allhavethe‗-ou‘spellingbutitispronounceddifferentlyineachcase.Differentspellingscanhavethesamesoundtoo.Forexample,‗plane‘and‗gain‘bothhavethesamevowelsound,buttheyarespeltdifferently.Bychangingonesound,wecanchangethewordanditsmeaning.Ifwereplacethesound/b/withthesound/m/,forexampleweget‗meat‘insteadof‗beat‘.Andifwechange/i:/to/i/weget‗bit‘insteadof‗beat‘.Thesecondareaofimportanceisstress,inotherwords,whereemphasisisplacedinwordsandsentences.Thestressedsyllableisthatpartofawordorphrasewhichhasthegreatestemphasisbecausethespeakerincreasesthevolumeorchangesthepitchofthevoicewhensayingthatsyllable,e.g.‗important‘,‗medicine‘etc.andin17 manylongerwords,thereisbothamainstressandasecondarystress,e.g.interpretation,where‗ter‘hasthesecondarystressand‗ta‘themainstress.Inaddition,differentvarietiesofEnglishcanoftenstresswordsdifferently.Forexample,BritishEnglishspeakersusuallysay‗advertisement‘whereassomeAmericanspeakerssay‗advertisement‘.Theplacingofstresscanalsoaffectthemeaningofaword.Forexample,‗import‘isanoun,but‗import‘isaverb.Inphrasesandsentences,wegivespecialemphasistocertainpartsofthesentence(bychangingourpitch,increasingthevolumeetc),e.g.‗I‘mateacherbecauseIlikepeople‘.Butwecouldchangethemeaningofthesentencebyplacingthestresssomewhereelse,forexample,‗I‘mateacherbecauseIlikepeople‘.Youcanimaginethisbeingsaidasanangryresponsetosomeoneaskingateachertodosomethingterribletotheirstudents.If,ontheotherhand,thesentenceissaidwiththemainstressontheword‗I‗itissuggestedthatthisiswhatmakesthespeakerdifferentfromotherwhodonotlikepeople.Teachersuseavarietyofsymbolstoshowstress.Thethirdareaofgreatimportanceinpronunciationteachingconcernswithpitchandintonation:Pitchdescribesthelevelatwhichyouspeak.Somepeoplehavehigh-pitchedvoices;otherssaythingsinalow-pitchedvoice.Whenwepitchthewordswesay,wemayuseavarietyofdifferentlevels:higherwhenweareexcitedorterrified,forexample,butlowerwhenwearesleepyorbored.Intonationisoftendescribedasthemusicofspeech.Itencompassesthemomentsatwhichwechangethepitchofourvoicesinordertogivecertainmessages.Itisabsolutelycrucialforgettingourmeaningacross.Theword‗Yes‘,forexample,canbesaidwithafallingvoice,arisingvoiceoracombinationofthetwo.Bychangingthedirectionofthevoicewecanmake‗Yes‘mean‗Iagree‘or‗Perhapsitistrue‘or‗Youcan‘tbeserious‘or‗Wow,youaresoright‘oranynumberofotherthings.Teachersoftenusearrowsorwavylinestoshowintonationtunes(pitchchange),likethis:You‘renotangry,areyou?orYoudoloveme,don‘tyou?Noticethatthefirstquestionseemstobeagenuinerequestforinformation,whereasthesecondisaskingforconfirmationofsomethingthespeakerassumestobetrue.Weknowthisbecausethetwodifferentintonationsconveytwodifferentmeanings.18 Thekeytosuccessfulpronunciationteaching,however,isnotsomuchgettingstudentstoproducecorrectsoundsorintonationtunes,butrathertohavethemlistenandnoticehowEnglishisspoken–eitheronaudioorvideotapeorfromtheteachersthemselves.Themoreawaretheyarethegreaterthechancethattheirownintelligibilitylevelswillrise.3.2FunactivitiesinclassroomsLanguagelearningisahardtaskwhichcansometimesbefrustrating.Constanteffortisrequiredtounderstand,produceandmanipulatethetargetlanguage.Therearemanyideasforimprovinglearners‘pronunciation.BOX1.IDEASFORIMPROVINGLEARNERS’PRONUNCIATION-imitationofteacherorrecordedmodelofsounds,wordsandsentences-recordingoflearnerspeech,contrastedwithnativemodel-systematicexplanationandinstruction(includingdetailsofthestructureandmovementofpartsofthemouth)-imitationdrills:repetitionofsounds,wordsandsentences-choralrepetitionofdrills-variedrepletionofdrills(variedspeed,volume,mood)-learningandperformingdialogues(aswithdrills,usingchoralwork,andvariedspeed,volume,mood)-learningbyheartofsentences,rhymes,jingles-jazzchants-tonguetwisters-self-correctionthroughlisteningtorecordingsofownspeechCambridgeUniversityPress1995Well-chosenactivitiesareinvaluableastheygivestudentsabreakandatthesametimeallowstudentstopracticelanguageskills.Gamesarehighlymotivatingsincetheyareamusingandatthesametimechallenging.Theycanbeusedtogive19 practiceinalllanguageskillsandbeusedtopracticemanytypesofcommunication.Activitiesinclassroomshouldbesimple,accessible,funandcombinereceptionandproduction.Inthischapter,theauthorwouldliketointroduceafeweffectivefunactivitiesinpronunciationteaching.3.2.1ChantandPoemsforChildrenInteachingchildrenpronunciation,apartfromcorrectpronunciationofsoundsinwords,emphasisshouldalsobeputonwordstress,sentencestressandthetones.Theyshouldbemadetobeawareoftherhythmofthelanguagefromtheverybeginning.Soachantorapoemisverysuitableforthemtopractice.E.g.:Acatandratsatonamat,theywerehavingachat.Thecatwasglad,buttheratwassad.Ilikemybike,Myfinenewbike.AndhowIlikeToridemybikeGreenleaves,greenpeas,Greenbeans,too.Greensleeves,greentrees.Greenjeans,too.TicktockGoestheclockTicktocktick.20 TicktockAllthetime,TicktocktickTheteachercanusethisactivitytointroducepoetryintotheclassroomandtoraiselearners‘awarenessofthebeautyandfuntobehadwithpoetry.Itcanalsobeusedtopracticelearners‘pronunciation.Thereforeitisquitepropertochooseasuitablepoem.Onethatcontainssomerhymingcoupletsisanideal.Takeoutsomeoftherhymingcoupletsandwritethesewordsonapieceofcard.Cutupthewordssoonewordisonaseparatepiece.Retypethewordsofthepoemsoitcontainsgapswheretherhymingcoupletswere.Ifyouwanttodothisasalisteningactivityyoucouldrecordthepoeminadvance.Makestudentsbeawareofrhymingandwhat‗torhyme"means.Giveandelicitexamples.Writetheseontheboard.Encouragelearnerstorhymethingswiththeirnameorhometownetc.topersonalizetheactivity.Giveeachstudentoneofthecut-upwords.Studentswalkaroundandfindtheirpartner.Thiswouldbethepersonwithawordthatrhymeswiththeirs.Aftertheyhavefoundtheirpartnertheycanwritethewordsontheboard.Makesuretheywritethewordsinpairs.Giveoutthepoem.Learnersusethewordsontheboardtofillinthegapsthenlistenandcheck,theycouldrecitethepoemtoeachotheringroups.3.2.2TongueTwistersTongueTwistersareusefulwaystopracticepronunciationwiththestudents,especiallyifthesoundyouarepracticingdoesnotexistinthestudents"nativeaccent./∫/students.So,studentscanoftenbenefitfrom:1.learningthemethodofproducingthesound/∫/2.practicesayingitwithatonguetwistersuchasShesellsseashellsontheseashore.21 ThereasonwhythisisatonguetwisterforEnglishlearnersisthatitreliesontwosimilarbutdistinctphonemes.Inthiscasetheyare/s/and/∫/.Thusatonguetwistercannotonlybeusedforstudentstopracticethesounds,butalsoasateachingaidtodemonstratethedifferencebetweenthesoundsandtheimportanceithas(muchlikeminimalpairs).Thereareplentyoftonguetwistersyoucanfindonline,butratherthanusethemrandomlymakesuretheyfitinwiththepronunciationproblemthatneedstobeaddressedand,ifyoucan,thethemeofthelesson.Youcanuseatonguetwistertohelpstudentsrememberawordorphrase.Someteachersliketomakeacollectionoftonguetwisterswhichtheycanusewhenaspecificproblemarises.Notethatusuallytonguetwistersaresupposedtobesaid3timesfast.YoumayoftennoticethatatonguetwisterwhichisverydifficultforanativespeakerisinfacteasierforalearnerofEnglishandviceversa.Thisisduetoasoundcombinationwhichisperhapsuncommoninonelanguagebeingcommoninanother.Finally,avoidusingtonguetwisterswhichusepoorEnglish.ThestudentwhorepeatsthesemanytimeswillcometolearnthemistakeascorrectEnglish!SampleTongueTwisters:Acupofpropercoffeeisinacoppercoffeecup.Acheapsheepischeaperthanacheapship.Redleather,yellowleather.Redlorry,yellowlorry.Roundtheruggedrocktheraggedrascalran.Shesellsseashellsontheseashore.Shesawshysheep.Variousvisitorsvisitedthevillage.Fifty-fivefirefightersfriedfifty-fiveFrenchfries.I‘dratherbatheinasouthernseathanwearthickclothesasnorthernersdo.Push,pull.Push,pull.Push,pull.PeterPiperpickedapeckofpickledpeppers.22 3.2.3.MinimalPairsMinimalParisarepairsofwordsorphraseswhichdifferintheirsoundsbyjustoneelement.Themeaningofthewordisnotreallyimportant.Forexample,theseareminimalpairs:bus–but,haul–hole,breaking–making.Minimalpairsareusefulintheclassroomwhentheteachersarelookingatthepronunciationofcertainwordsandsounds.Theyareusedtoisolatethesinglesounddifferencessothatthestudentscanconcentrateontheproblemareawithoutgettingdistractedbyothernoise.Forexample,teachersareteachingthedifferencebetween//i:/theycouldusewordslike:fit–bleating.However,herethestudenthastocontendwithseveraldifferentsounddifferencesbetweenthetwowords.Itis/i/and/i:/suchas:ship–sheep.Ofcourseproblemswithpronunciationvarywiththemothertongueofthestudents.StudentsfromHunanprovince,forexample,haveproblemswith/f/and/h/,soaminimalpairlikefat–hatisusefulinthiscase.Likewise,studentsfromSichuanhavedifficultywithshow–sobecauseSichuandoesnothavethe/∫/sound.Isitimportant?Yes.Why?Partlybecausesomestudentsarenotabletohearthedifferencebetweentwowordswhichmay-tothem-soundexactlythesamebutwhichmayhavecompletelydifferentmeanings.Lookatthesetwosentences:Whowillchairtheconference?Whowillcheertheconference?Astudentmaythinktheyhaveunderstoodthesentence,butinfacttheycouldeasilycomeawaywiththewrongimpressionofwhatwassaid.Here"sasimplegametheteachercanusetopracticeminimalpairswiththeirclass.Firstly,makeanoteofthesoundswhichthestudentshaveproblemsdistinguishingbetween.Thenmakealistofminimalpairswhichcoverthosesounds.Foreachwordinthelist,make3cardsandprintthewordonit.Intheclassroom,shufflethecardsanddealthemouttoallthestudents-makesuretheydon"tshowanyoneelsewhatcardstheyhave.Getthestudentstostandupandmingle.Theyneedtogoaroundtheclasstryingtocollectpairs,askingotherstudents,"Doyouhavea23 sheep?"Iftheotherstudentdoes,theymusthanditover.Ifnot,theymoveon.Thegamecontinuesuntilallthecardsaremadeintopairs.3.2.4AgameoftyphoonThestudentsaredividedintotwogroups;oneiscalled‗flowers‘andtheotheriscalled‗stars‘.Theycanchooseanyitemsofthefollowingtableinturn.Eachitemhasaquestionandapatternwhichisonlyknownbytheteacher.Iftheycananswerthequestiontheycangetitspattern,andthepatternmeansthescorestheygetfortheirgroup.Atlast,thegroupwhichgetsthehighermarkswillbethewinner.(A)(B)(C)(D)111122223333typhoon:0tsunami:exchangetheirscoressunshine:50raining:30A1:Pleaselistthreewordssounds/i:/with‗ee‘.A2:Pleaselistthreewordssounds/i:/with‗ea‘.A3:Pleaselistthreewordssounds/i:/with‗ie‘.B1:Pleaselistthreewordssounds/i/with‗y‘.…3.2.5.AgameoflisteninganddrawingHavingidentifiedsomeproblemareasfortheclass,theteachermakesalistofinstructionscontainingthese.Belowissuchalist.1.Drawasheepontheboard.24 2.Writetheletter"P"abovethesheep.3.Usethe"P"asthestartoftheword"pleasant"andwritetheword.4.Write"light"nexttopleasant.5.Drawamousenexttotheword"light".6.Drawapearnexttothemouse.Otherexamplescanbeadded.Afterpresentationandpracticeoftheproblemareas,eachstudentisgivenapieceofpaperwithaninstructioncontainingsuchsounds.Thepapersaregivensothatastudentwillhearaninstructioncontainingasoundwhichtheyhaveaproblemhearing.Theinstructionisthenwhisperedintheearofthereceivingstudentandtheycarryoutwhattheyhear.Theysitdownandreadtheirinstructiontothenextstudent.Thiscontinuesuntilalltheinstructionshavebeencarriedoutandthereissomethingresemblingapictureontheboard.Nocommentsshouldbemadeastheworkisinprocess.Therewillbereactionsfromlaughtertodismayasthestudentsseehowtheirinstructionswerecarriedout.Theteacherneedstofocusthestudents‘attentiononwhatwentwrong.Wastheproblemproductionorreception?WhatdidMikesayandwhatdidJoelhear?Thedilemmapushesthestudentstocorrectthemselvesandhearwhattheyaresaying.Thediscussionsareoftenveryanimatedandagaintheteachermustarbitrate.Thelearnersalsoseethereal-lifeconsequencesofnotproducingornothearingappropriateEnglishsoundsaswellasgettingpersonalandclassfeedbackontheirproblemareas.3.2.5.OtherfunactivitiesforlanguageclassroomPronunciationteachingisnotlimitedinphonetics,butstretchedtothewholeEnglishclass.Inthelaterteachingprocess,theauthorstillputemphasisonpronunciationteaching.A.TheGoodUseofMultimedia:Forthestudentsareinterestedinpictures,teacherscanshowthemsomephotosinclass.Andthenaskthemtotellwhattheyhaveseen.Teachersalsocanshowsomecartoonsforthestudents.Beingfondofthe25 cartoonsischildren‘snature.Forinstance,whentheyarelearningnewwordsaboutsports,suchasfootball,basketballetc,andteacherscangivethemsomepicturestoimpressthem.Therefore,thestudentscanunderstandwhatisbasketballandfootball.Also,withthehelpofconcreteobjects,thestudentscaneasilyrememberthosewords.Besides,teacherscanplayabeautifulsongforthestudents.Andaskthemtopaymuchattentiontothewords.ItismoreinterestingtoappreciateasongthantolistentotheEnglishtape.Anditalsocanpracticetheirpronunciation.B.SomeInterestingStoriesfortheStudentsinClass:Ofcourse,theinterestingplotwillattractthestudents‘attention.Whenyouhavetoldhalfofthestory,youcanaskthestudentstoguesswhatwouldhappeninthenext?Forexample,―…..then,theprincesswentintothecastle.Whowouldshemeet,princeorwitch?Andwhatwasherfate?‖whentheteacherhavefinishedthestory,youcaninviteastudenttoretellthestory.Nomatterwhethertheyhavedonewell,theteachershouldsinghighpraiseofthemtogivethenencouragementandconfidence.Also,theteachercaninvitesomestudenttoshareastorythathethinksitisinterestingwiththeclassmatesandhisfeelingafterreadingit.Throughthisway,thestudentscanimprovetheirspeakingability.Andtheycanbemorefamiliarwithwesternculture.C.EnglishContest:Everystudentisinvitedtotakepartinthecontest.Givenatopic,thestudentsshouldmakeashortspeech.Then,theywillbejudgedfromtheircontent,fluency,andspokenEnglish.Thewinnercangetcertainawards.Forinstance,thetopicis―Whatmeasurescanbetakentoavoidthewar?‖Thestudentsmustexpresstheirownopinion.Inordertomaketheiropinionsspecial,theywillconsultmanyreferencebooksafterclasstoseekforinformation.Insuchaway,itwillhelpthemtostudyontheirown.Anotherway,teacherscanaskthestudenttorecitethepoemsonebyone.Eachstudentrecitesonlyonesentenceofthepoem.Thosewhocannotrecitethefollowingsentencewillbe―punished‖.Knowingmoreaboutwesternculture,thestudentscanfosterasenseoflanguage.ItisbeneficialfortheirEnglishlearning.D.RolePlaysfortheStudents:Generallyspeaking,juniorstudentsarewillingtoshowthemselves.Itiswell-knownthatChildrenarebornactors.Forinstance,when26 thestudentsarelearningthetextbirthdayparty,teachermayaskoneofthestudentstoactasahost.Indetails,thefirstscene:todayisLily‘sbirthday.Herparentswillholdapartyforhertonight.Now,sheiscallingherfriendstocometoherparty.Thesecondscene:atnight,allherfriendshavearrived.AndallofthemhavepreparedaspecialpresentforLily.Whatwilltheydonext?Singasongforherandgivehersomeblessings.Last,theywillgathertogethertocutthebirthdaycake.Whatahappyday!3.3SummaryThebasicandcoreofTeachingEnglishPronunciationwithFunActivitiesisbasedontheHappyTeachingpedagogy,allofthefunnyactivitiesaredesignedelaboratelytostimulatethestudents‘interestinpronunciationlearningandimpressedthem.Itisboringanddifficultforstudentsespeciallystudentsfromruralareastolearnpronunciationonlywithtraditionalteachingmethod.ThemostimportantofTeachingEnglishpronunciationwithfunactivitiesisthatitcanhelpstudentstostirtheirinterestinlearningpronunciationandtoimprovetheirlearningability.Firstly,alloftheactivitiesareveryfunnytoarousethestudents‘curiosities.Secondly,someoftheactivitiesaredesignedwithmulti-mediatoolswhicharepopulartostudents.Finally,alloftheactivitiesaredesignedtofocusonthedifficultiesandemphasizes,especiallyontheknowledgepointsthatmostChinesestudentswillbeconfused.27 Chapter4APresentStudyInthischapter,theauthorwillmakeanempiricalstudy.Thatistosay,shewillapplytheMethodofTeachingEnglishPronunciationwithFunActivitiestohernormalEnglishteachingpractice.Thereare94studentsinGradeSixandmostofthemarechildrenofpeasantsfromdifferentprovincesofChinaandaredividedintofourclasses.Theauthortakestwoofthemastheexperimentalobject.Theexperimentalresultdemonstratestheefficiencyofthenewpronunciationteachingmethod.4.1.ThedesignofthestudyThefollowingflowchartshowsthedesignofthestudy:QuestionnairePre-testLastforatermPost-testTheexperimentalThemotivationofgroup(ClassOneThemotivationthestudentsandClassThree)ofthestudentsThecontrolledgroupThestudents‘(ClassTwoandThestudents‘achievementsClassFour)achievementsTheauthortakesClassOnePre-juniorandClassThreePre-juniorastheexperimentalobjectsandClassTwoPre-juniorandClassFourPre-juniorascontrolledgroup.Theteacherputsasidethenormalteachingmaterialsaccordingtotheschedules,andtakesanotherteachingmaterial―TheNewlyOrganizedFastSpellingfortheInternationalPhoneticSymbols‖fortheexperimentalgroup.Whilethecontrolledgroupstilltakestheschedulematerial.Ittakesthemnearlyamonthto28 practicephoneticsymbolsthroughsomefunactivitiesinclass.Themainpurposeoflearninginternationalphoneticsymbolsistotrainstudents‘accuratepronunciationandatthesametimeimprovetheirspellingandreadingability.Duringtheteachingprocess,theteachertriestodesigngamestoallowstudentstopracticepleasurably.Suchas:"findafriend"game----findthecorrespondingpicturesaccordingtothealphabet;―listenandcircle‖,―readandnumber",etc.Gameshavebeenwidelywelcomedbythestudents.Eachclassroomiswellequippedwithmodernmultimedia.Itishelpfultoimplementthefunactivitiesteachingmethodintheclassroom.Becausemostofthesepeasants‘childrencomefromdifferentprovinces,theirstrongdialectfrustratethemalot,andsomestudentsdofeelembarrassedtopullridiculousfaceswhenpracticingvowelsounds(Thismaybepersonalorculturalreasonorboth)butfinallyafterthisstageofexperiment,studentsenjoythepronunciationwork.Practicemakesperfect.Afteraterm,thesestudentsmakemuchgreaterprogressthanthecontrolledgroup.4.2ThequestionnaireandtheanalysisBeforetheexperiment,theauthorhasconductedasurveyabouttheattitudetowardsthepronunciationteaching.(seeAppendixI).Theparticipantsare15EnglishteachersinDongLiaoyangJuniorHighSchoolandLiaoyangJuniorHighSchool.Thequestionnaireincludesthefollowingfourmajorquestions.Atthesametime,theresultsofthesurveyarealsopresented.1).Theunderstandingonpronunciationandpronunciationteaching:threeofthemthinkthatgoodpronunciationistomakeothersunderstandandbecapableofcommunicatingwithothers.Fiveofthemthinkthatitistopronounceaccurately,clearlyandphonetically.Onlytwoofthemthinkthatitisequaltothenativestandards.2).Howimportantdoyouthinkpronunciationis?A.Itisimportantbecauseitisanobligatorycourse,andbecauseitisindispensiblepartinallkinksofEnglishtests.29 B.Itisimportantbecauseitservesasaninputinlanguagelearning,anaccesstolanguageacquisition.C.itisveryimportantbecauseitisanimportantcommunicativecapacity.D.Veryimportantbecause____________.ABCDNumbers08(53%)10(66%)1(6.6%)Figure:4.1Theresultsofquestion2.Question2istoinvestigatetheteachers‘understandingoftheimportanceofpronunciation,whichisinfluencedbytheirunderstandingofpronunciation,willinfluencetheirteachingmethodsinpronunciationclass.Amongthefourchoices,nobodychooseA.ThisseemslikegoodnewstocheerupthepeoplewhoarepessimisticabouttherealityofEnglisheducationinChina.53%chooseBand66%chooseC.3).ThefrequencyofpronunciationteachingduringanEnglishlesson:OftensometimesseldomneverFigure4.2(thenumbers)30 4).Thefrequencyofdifferentphoneticitemsduringthepronunciationteachingclass.PhonemestressrhythmintonationcontinuousFigure4.3(thefrequency)Byanalyzingresultsfromquestionnaireonteachers‘understandingofpronunciationandpronunciationteaching,itmakesaconclusionthatthoughteachershaverecognitionofsomecomparativelynewteachingmethodssuchascommunicativeapproach,thepracticalteachingstillfollowsthetraditionalPPPteachingmethod(thatis,presentaction,practiceandproduction).Thegapisclearlyrevealedbytheactivitiesinteachingpronunciation.4.3Thepre-testandthemotivationofthestudentsShanghaiisoneofthemostdevelopedcitiesinChina.Inthiscircumstance,moreandmorepeoplecometoShanghaiandlivehere,includingalotofpeasantswhowanttomakemoneyinbigcities.Followingtheirparents,moreandmorechildrentransferfromruralschoolstourbanschoolswhiletheyareinaprimaryschool.Atpresent,thenumberofthechildrenofthefloatingpopulationinShanghaihasreached400,000.Andtheeducationofthesechildrenhasreceiveditscorresponsiverecognition.However,mostofthechildrenhavenothadanEnglishlessonuntiltheycometoShanghaibecausealotofprimaryschoolsdidn‘tprovideEnglishlessonsinruralareawhereEnglishteachinghasn‘tbeenreceiveditsdueimportance.Astheyenrollinajuniorhighschool,naturally,itisdifficultforthemtocatchupwithotherstudentsinthesameclassroom.TheyarepooratpronunciationandintonationwhichwillpreventthemfromimprovingtheirEnglish.Theyareboredatmemorizingalargeamountofnewwords.TheyloseinterestinEnglishandevenwanttogiveitup.Howshouldteachersdealwiththesestudents?Doestheteachercontinuetogivealesson31 accordingtotheschedule?Orputasidetheteachingmaterialforthetimebeingandbeginwiththebasic?Inordertostimulatethestudents‘interestinEnglishlearningandimprovetheirEnglishstudyingability,theauthorusesthenewHappyTeachingtoteachthempronunciation.Itisprovedthatthenewpronunciationcanimprovethestudents‘Englishleveldramatically.TakeShanghaiDongLiaoyangJuniorHighSchoolforexample,therearefourclassesand94studentsaltogetherinpre-juniorthisyear,butamongthem,morethan80percentaremigrants‘peasants‘children.Mostofthesechildrendidn‘tgetnormaltraininginsoundandintonationatprimaryschool.TheyareverypooratEnglishbuttheirparentsarehelpless.InordertoknowtherealEnglishlevelofthesechildren,wehaveapre-testatthebeginningofthisterm(seeappendixII).Theaveragescoreisonly23.(seeFigure4.1)Itisterrible.ItisimpossibleforthemtocatchupwiththeShanghairesidencestudentsiftheteachersgivelessonsaccordingtotheShanghaischedulematerial.ThenumberofstudentsAveragescoresClassOne1732ClassTwo2432ClassThree2813ClassFour2819Figure4.4Theresultsofthefirstexam.InShanghai,studentsbegintostudyEnglishatprimaryschool.Accordingtothecurriculumstandards,pupilsshouldbeabletospellandread500corevocabulariesatleast,andthetotalvocabulariesarenotlessthan600.Theyshouldbeabletoreadshortpassagesandwritesimplesentences.Theyshouldbeabletomakeupshortdialoguesandactitout.Sothepre-testdoesnotstraytherequestofapupil.Whydidthesestudentsgetsuchlowmarks?Theauthorconductedasurveyofthesestudents‘pronunciationacquisitionatprimaryschool.(seeAppendixIII)32 ThenumberoftheGradeShanghairesidenceShanghaimigrantparticipantsstudentsstudents94Pre-junior17(18%)77(82%)Figure4.3TheparticipantsofquestionnaireItemsAbc120(21%)54(55%)20(21%)246(48%)34(36%)14(14%)394(100%)0/420(21%)74(79%)/539(41%)55(59%)/610(20%)13(13.8)71(75%)731(32.9%)63(67%)/810(20%)25(26%)69(73%)945(47%)49(52%)/1031(32%)29(30%)34(36%)1133(34%)34(36%)27(28%)Figure4.5TheresultofthequestionnaireThestudentsinPre-junioransweredthequestionnaire.82%ofthemaremigrantstudents.Theresultsofthequestionnaireshowthat54%ofthemcametoShanghaiinGradeThreeorGradeFouratprimaryschool.Allofthemdon‘tgetregularphoneticsymboltraining.67%ofthemarenotconfidentoftheirownpronunciation.Mostoftheirparentsdidn‘thelptheirchildrenwithEnglishstudy.ThesestudentsaresopooratEnglishandevenboredwithitthatitisnecessarytoincreasethestudents‘interestinlearningEnglish.Theteachershouldmaketeachingandlearningactivitiesmoreinterestingandmoreenjoyable,thusmakingteachingandlearningenvironmentfavorableforthestudents.AndemployingtheapproachofPronunciationTeachingwithFunActivitiescanjustmeetthisneed.Asweallknow,motivationisakindofdrivingforce,eitherinternalorexternal,33 inhumanorsubhumanbeings.Inpsychology,motivationconsistsofinternalprocessesthatspurusontosatisfysomeneed.Amotivatedlearnerisonewhoiswillingtooreagertoinvesteffortsinlearningactivitiesandtomakeprogress.Withastrongmotivation,thelearningcanbecomeaneasierandpleasantactivity,aswellasproductive.Throughdifferentfunactivitiesandgamesinpronunciationteaching,students‘motivationoflearningEnglishwellcanbetremendouslyarousedandpromoted,andhighmotivationcanalsocausesuccessfullearning.4.4TheapplicationofthefunactivitiesinpronunciationteachingFunactivitiesareveryimportantinarousingthestudents‘interestinginlearning.Inthissection,theauthorwillexplainhowfunactivitiesshouldbeappliedinpronunciationteaching.Thefollowingisasamplelessoninphoneticsymbol:4.4.1ASamplelessoninphoneticsymbolLessonPlanFrontVowelsSubject:EnglishpronunciationandintonationforcommunicationTitle:/i:/vs./i/Duration:40minutesTeachingAids:Computer,CDGOAL:ToreducetheaccentofourstudentssothattheycanunderstandspokenEnglishandbeunderstoodwhenspeakingEnglishOBJECTIVE:Toteachthesoundsofandpointoutthedifferencesbetweenthesounds/i:/and/i/sothatourstudentsdonotconfusetheminspeakingandlistening.Targetpopulation:Peasants‘childreninPre-juniorNote:T=teacherSS=studentsS=student34 I.AttentionPointerAndContrastingExamplesT:Noticethemiddlevowelsoundsinthesewords.ship/i/sheep/i:/Ship(Tpointstoapictureofaship)Ship(Tdisplays/i/)Sheep(Tpointstoapictureofasheep)Sheep(Tdisplays/i:/)T:pleaselistentothepronunciationsofthesewords:(Note:Tshowspicturesofthefollowingitemsandgesturestodescribethemoreabstractwords):InitialpositionMiddlepositionIt-eatShip-sheepIll–eelHill-heelIs-easeTim-teamSit-seatItch–eachFigure:4.6ThedifferentpositionofTII.InductiveGeneralizationT:Thetonguemaybemovedforwardorbackward,upordown,andmayberaisedorloweredinvariousdegreestochangeouroralcavity.Theair-streampassesthroughdifferentshapesofouroralcavityandresultsindifferentsounds.Whenwepronouncesounds,ourlipsmaybespread,roundedandneutral.Thequalityofan35 individualvowelsoundvarieswithboththepositionsandshapesofourtongueandlips.Nowlet‘sfigureouthowwecanuseourspeechorganstoreproducethevowelsounds/i:/and/i/acceptably.Thepronunciationtipscanbesummarizedasfollows:/i:/-Makingthefrontofyourtongueveryclosetothetopofyourmouthbyraisingthefrontofyourtongueashighasyoucan.-Thetipofyourtongueshouldrestlightlyagainstthebackofyourlowerfrontteeth.-Spreadourlipsbypullingbacktowardsthecornersofyourmouthsoitlookslikewearesmiling./i/-loweringthetongueslightlyfromthehigh-frontpositionfor/i:/,spreadingthelipslessenergeticallythanfor/i:/,andholdingthetonguemusclesloosely.III.RecognitionPractice(A)Same-differentDrillT:Tellmeifthesoundsyouheararethesameordifferent.1.ship-sheep(gesturingtothepictures)SS:Different2.eat-eat(usinghandgestures)SS:Different3.fit-feet(callingonindividuals)S1:4.tim-TimS2:5.hill-heelS3:6.filled-fieldS4:7.seeks-sixS5:8.leave-liveS6:9.ease-isS7:10.seen-sinS8:T:Verygood.Now,let‘stryitwithsentences.1.Thereisashipatsea.Thereisasheepatsea.SS:Different2.Shecanfillthecup.Shecanfeelthecup.SS:3.Timisnice.Timisnice.S1:4.Thismillisbig.Thismealisbig.S2:36 5.Thehillisnothigh.Thehillismothigh.S3:6.Didyouheatit?Didyouhitit?S4:(B)NumberDrillExploringEnglishPronunciationPedagogyinEFLClassroomsT:Tellmewhichnumberyouhear1.sheep(pointingtothepictureofthesheep)SS:12.ship(pointingtothepictureoftheship)SS:23.il(callingonindividuals)SS:24.Tim-teamS1:2,15.wheel-willS2:6.bit-beetS3:(C)PseudoCommunicationdrillT:Verygood.NowifIsay.‗Ifoundtheship‘,yousay‘Goinside;andifIsay,‗Ifoundthesheep‘,yousay,‗Petit.‘1.Ifoundtheship.(pointingtothepicture)SS:Goinside2.Ifoundthesheep.(pointingtothepicture)SS:Petit3.Ifundtheship.SS:4.Ifoundthesheep.(callingonindividuals)S1:5.Ifoundthesheep.S2:IV.ProductionPractice(A)MinimalPairsT:pleaserepeataftermetogether.1.sheep-ship(gesturingtothepictures)SS:2.it-eatSS:3.peach-pitch(callingonindividuals)S1:4.rid-readS2:5.feet-fitS3:(B)OppositeDrill(MixedRecognitionandProduction)T:IfIsay‗ship‘,yousay‗sheep‘;andifIsay‗sheep‘,yousay‗ship‘.1.ship(gesturingtothepicture)SS:sheep37 2.sheep(gesturingtothepicture)SS:ship3.fit(movingawayfromcomputerscreen)SS:feet4.hill(callingonindividuals)S1:5.sleepS2:6.illS3:(C)RepetitionofphrasesandsentencesT:Pleaserepeataftermetogether.1.Thereisasheepontheship.SS:2.IgetillwhenIeateel.SS:3.TimandJimareinthesameteam.S1:4.Thegirlwearshigh-heelshoestoclimbthehillS2:5.Theshoesdon‘tfitmyfeet.S3:6.Tim‘sheartisfilledwithsadfeelings.S4:(D)CorrectingSentencesanPhrases(MixedRecognitionandProduction)T:Iamgoingtosaysomesentences.Ifyouhearamistake,tellmethecorrectwordorphrase.1.Myhouseisontheheel.SS:thehill2.Heiseeltoday.SS:3.Canyoufindeat?S1:4.Iwenttherebysheep.S2:5.Theywillweanthegame.S3:(E)PairPracticeT:Nowworkinpairs.StudentAsayssentence(a)or(b)whilestudentBsaysthematchinganswer.Pleasetaketurnstopractice.StudentAStudentB1.a.Canyoufeelthebottleonthetable?No,it‘stoofaraway.b.Canyoufillthebottleonthetable?No,thewateristoohot.2.a.Whatiswrongwithhercheeks?Theyarered.b.Whatiswrongwithherchicks?Theyaredead.3.a.Whatareyougoingtodowiththebeans?I‘mgoingtoeatthem.38 b.Whatareyougoingtodowiththebins?I‘mgoingtocleanthem.4.Aretheygoingtoleavetogether?Theyareleavingbybus.Aretheygoingtolivetogether?Yes,they‘veboughtanewhouse.(E)ChantapoemGreenleaves,greenpeas,Greensleeves,greentrees.Greenbeans,too.Greenjeans,too.TicktockTicktockGoestheclockAllthetime,Ticktocktick.Ticktocktick.V.HomeworkTaskIT:Readthefollowingwordsorsentencesaloud,recordyourvoicesintheSelf-AccessLanguageLearningLab,payingspecialattentiontothewordsincapitals.Checkwithadictionaryfortheunknownwords.TaskIIT:makeupatonguetwisterwhichcontainsatleastthreewordswith/i:/soundandthreewordswith/i/sound.Inthenextclasssessionreaditaloudtotheentireclassforthemtoidentifythewordswiththetargetsoundsandthewholeclasswillvoteforthemostinteresting.39 Duringthefirstmonthofthisterm,studentslearnedthe48phoneticsymbolsveryeasilythankstothefunactivitiesteachingmethodinclassroom.Thefollowingistheresultsofthephoneticexam:(seeAppendixIV)ThenumberofstudentsAveragescoresClassOne1792ClassThree2885Figure4.7theresultsofthephoneticexamForthesechildren,thehighmarkisthemostencouragementtoarousethemtolearnEnglish.Theyareinterestedinreadingandchanting,aswellasplayingallkindsofgamesinclass.Itismucheasierforthemtomemorizealargenumberofvocabulariesaccordingtothepronunciationrules.Aftertheyfinishthephonetics,mostofthemcanmemorizemorethan500vocabulariesandrecitequiteafewpoemsandtonguetwisters.ItcanlayagoodfoundationforlearningEnglishinfuture.Pronunciationteachingisnotlimitedinphonetics,butstretchedtothewholeEnglishclass.Inthelaterteachingprocess,theauthorstillputemphasisonpronunciationteaching.4.4.2AsamplelessonintextbookThefollowingisoneofmylessonplansinNewcenturyEnglishbook6(A).LessonPlanNewcenturyEnglishbook6(A)Subject:Unit3.2FoodandDrinks(SecondPeriod)Targetpopulation:Peasants’childreninGradeSixDuration:40minutesTeachingobjectives:Knowledgeandskills:Bytheendofthelesson,studentswillbeable:1.Tousethesentencepattern―whatwouldyoulike?‖2.toinquireaboutthepriceandorderfoodinarestaurant.40 3.toidentifythedifferencesbetween―afew‖and―alittle‖Strategies:Studentswillachievetheaboveobjectivesby1.workingindividuallyandinpairs.2.groupcompetitionandcooperation.3.watchingavideoandlisteningtoasimulationconversation.Procedures:I.warmingup1).SinganEnglishsongonfoodTothehealtharegoodNotonlyfish,meatandfruitButalsoanyotherfood.2).Reviewsomefoodwordsaccordingtothephonetics.3).NamesomefoodsinKFCandpractisethem41 corncoffeehamburgericecreamchickennuggetschickenwingscolapotatochipssaladchickenII.Presentationandpractice.1.Teachthesentencepattern:A:―Whatwouldyoulike?‖B:―I‘dlike…‖e.g.Teacher:Weknowthesefoodsverywell,Whenyouareinarestauranttoorderfood,youcansay―Whatdoyouwant?‖,andyoucanalsosay―Whatwouldyoulike?‖Readafterme.(Studentsreadthesentencetogether.)Teachershowssomepicturesoffoodandgetsthestudentstousethesentencepatterninapropersituation.i)Ashonepairtoreadtheshortdialogue.ii)Asksomegroupstorepeatthedialogue.iii)Encouragethestudentstomemorizethedialogue,usingfadinginformation.A:Whatwouldyoulike?B:I’dlikesome_________.A:What______you______?B:I‘dlikesome__________.Dopairworktoconsolidatethesentencepatterns:A:Whatwouldyoulike?B:I‘dlike______.42 Whatwouldyoulike?A:I‘dlike______.Aftertheoralpractice,letthestudentstowatchashortvideoofthefamilyunionandseehowtheyorderfood,andthenworkingroupstotickthefoodtheywant.MotherFatherUncleAuntBrothershrimpcrabchickencabbagefishbeefFigure4.8theresultsofthephoneticexam1.Presentthedifferencesbetween:―afew‖and―alittle‖i)Teacherintroduce―afew‖Teacher:SometimeswecansayI‘dlikesomepotatochipstoorderfood,butsometimeswecanuse―afew‖tosubstituted―some‖.Teachershowssomepicturesoffoodandintroduceswhentouse―afew‖.1)Askonepairtoreadtheshortdialogue.2)Repeatthedialogueingroups.ii)PlayaGame―Flashmemorygame‖Rules:Teacherflashessomepicturesoffoodonthescreen.Studentstrytomemorizeasmanywordsaspossibleandthendividedthemintotheright―afew‖and―alittle‖column.alittle:salad,corn,coffee,cola,icecream,pork,rice.Afew:chickennuts,chickenwings,potatoes,potatochips,hamburgers.iii)Dosomeexercisestoconsolidatetheusageof―afew‖and―alittle‖.Fillintheblankswith―afew‖,―alittle‖1).Tomhas__________chickenburgersinKFC.43 2).Whatwouldyoulike?I‘dlike__________salad.3).Drinking__________purewaterisgoodforyourhealth.4).HowmanychildrenarethereinKFC?Thereare__________.2.Teacherintroduceshowtoinquireabouttheprice.PriceListFoodDrinkHamburger10.00Milk4.00Potato6.00(large)Coffee4.00chips4.00(small)Figure4.9theresultsofthephoneticexamTeacher:Whenyougointoafastfoodrestaurant,thefirstthingistoorderfood,afterorderingthefood,wehavetoaskabouttheprice,howcanweaskabouttheprice?Student:Howmuch…Teacher:Ok,youwillfindsomefoodsonthescreen,ifI‘dlikethreechickenwings,howmuchisthataltogether?Student:It‘s…Teacher:Ok,let‘saskaboutthepriceonebyone.e.g.:A：I‘dlikethreehamburgers.Howmuchisthataltogether?B:It‘s_________.A：I‘dliketwohamburgersandacupofcoffee.Howmuchisthataltogether?B:It‘s_________.A：I‘dliketwolargepotatochipsandthreecupsofmilk.Howmuchisthataltogether?B:It‘s_________.Iftimepermits,teacherwillhavestudentslistentosomeshortconversationsandcalculatethepriceofthepeopleorderedintheconversations.44 III.Post-taskactivitiesTomakeashortdialogueabouthowtoorderfoodinarestaurantandasksomestudentstoactitoutusingwhatwehavelearnedtoday.A:Whatwouldyoulike?B:I‘dlike….A:Howmanywouldyoulike?B:I‘dlike…A:Doyouwantlargeorsmall?B:Iwant…Howmuchisthataltogether?A:…yuan.VI.Homework1).Recitethesentences2).Conductadinnersurveyonyourfamilydinnerorder3).Playashortplayusingthesesentences4.5Post-testandtheirachievementThemainfeatureofthefunactivitiesteachingmethodistoinspirethestudentsaloveforlearningthroughbothteachingmethodandteachingcontent.Firstofall,InotonlyapplythetraditionalmeansofteachingEnglishpronunciationsuchas:presentationmethod,contrast,gestures,distinguishbetweenthem,lip-positioningmethod,butalsoincreasetheuseoftherecordingmethod,themirrorpronunciation,EnglishandChinesetonguetwisterspractice,teachsingingEnglishsongsandimitatemoviedialogueandsomeothernewmethods,AndtheuseofTV,VCD,computers,taperecordersandotheraudio,videoandothermultimediadevicesisalsoemphasized.Secondly,intheteachingcontent,Idon‘tlimitmyteachingtoknowledgearrangementsinthetextbook,butpaymoreattentiontotheuseoftheInternet,books,searchingforsomesuitablemeansofteaching,practical,strongimagedatacombinedwiththetextbookcontentforteaching.TraditionalteachingmethodsofEnglishvoiceputmostemphasisontheoreticalknowledge,andallowstudentstopractice45 mechanicalimitationofaresult;itcausesthatstudentsarenotinterestedinlearningEnglishpronunciation.IfwecanmobilizeinterestinlearningEnglishpronunciationandimprovetheirlearningthroughtheuseofaseriesofinterestingclassroomactivities,studentsaremorelikelytomastertheEnglishpronunciationandintonationquickly,sothattheycouldtrulylearnEnglish,enjoythefunoflearningEnglishaswellasimprovetheircomprehensiveabilitytouselanguage.Afterusingthenewpronunciationteachingmethodforsometime,thestudents‘Englishscorescouldbefoundalargeimprovement.ThenumberofstudentsAveragescoresIncreasingrateClassOne177054%ClassTwo244833%ClassThree284067%ClassFour282832%Figure4.9Theresultsofthefinal-termexam.Comparedwiththecontrolledgroup,itisobviousthatthestudentsinexperimentalgroupmakemuchgreaterprogressinEnglish.4.6SummaryInthischapter,theapplicationsof―funactivities‘pronunciation-teachingmethod‖improvethestudents‘Englishlevelefficiently,especiallyforchildrenfromruralareas.Thefunactivitiesteachingmethodwereimplementedforonesemester.Thispracticeshowsmoreefficiencyinimprovingstudents‘Englishlevel,andhelpsarousestudents‘interestinlearningEnglish.46 Chapter5ConclusionInthischapter,wewilldrawtheconclusionwhichincludessomemajorfindings,pedagogicalimplications,limitationandsuggestionsforfurtherresearch.5.1MajorfindingsBasedonthequestionnaireandthesampleillustrationonactivitydesign,thisstudy‘sfindingcansummarizeasfollows:Firstly,thisstudyrevealstheteachers‘understandingonpronunciationandpronunciationteaching.Wemayeasilygetanimpressionfromapparentthatourteachershaverecognitionofpronunciationandpronunciationteaching;theyrealizethedifficultiesinstudents‘learning.However,thetruthisonethirdofteachersdon‘tthinktheeffectofpronunciationteachinghavemettheexpectation.Teachersalsorealizetheimportanceofstrategylearning;yettheyfindtheirendeavoralongwiththeirbestwishescannotguaranteethatstudentsbeefficientstrategylearner.Whythereisgapbetweentheirtheoreticalunderstandingandthetraditionalmethodisdominantroleinclassteaching.SoIsuggesttofunactivityapproachinpronunciationteaching.Secondly,byanalyzingthedatawhichhasbeenpresentedinthestudy,theauthorhasprovedthatTeachingEnglishPronunciationwithFunActivitiesisaneffectiveandquickmethodinpronunciationteaching,especiallyforthechildrenfromruralareas.TeachingEnglishPronunciationwithFunActivitieshasbeencarriedoutforaterm.Thepracticeimprovediteffectivetoimprovethestudents‘Englishlevel,anditisofgreatusetoarousethestudents‘interestinlearningEnglish.5.2LimitationsandsuggestionsforfutureresearchThelimitationsofthestudyareoutlinedasfollows.First,thenumberofparticipantsisnotbigenough.Thereareonly16teachers47 and94students.Thefindingswillbemoreconvincingifmoreparticipantsareinvolvedintheempiricalstudy.Second,thetimefortheempiricalstudyisnotlongenough.Itonlylastsforaterm;suchinsufficienttimemayalsoinfluencethecredibilityofthestudy.Third,thequestionnairedesign,thoughwithseveralmodifications,couldalsobefurtherimproved.Pronunciationisaskillwhichcanbeenhancedinclassroomcontext,butittakestime.Asteachers,whatweneedtobearinmindisthatourtaskistoteachourstudentshowtopracticepronunciation,notmerelytogivethemopportunitiestopractice(Rubin,1998).Weshouldencouragestudentstotakemoreresponsibilityfortheirownpractice.Thereforetheproposalsputforwardinthisstudyareexpectedtocontributetothis.48 BibliographyAnthony,E.M.(1963)Approach,methodandtechnique.EnglishLanguageTeaching17:63–7Allan,C.(2000).Gimson’sPronunciationofEnglish.Beijing:ForeignLanguageTeachingandResearchPress.Brown,G.andYule,G.(1983).TeachingtheSpokenLanguage.Cambridge:CambridgeUniversityPress.Brown,H.D.(2001).TeachingbyPrinciplesAnInteractiveApproachtondLanguagePedagogy(2ed.).WhitePlains,N.Y.:Longman.Carter,R.andMcCarthy,M.(1997).ExploringSpokenLanguage.Cambridge:CambridgeUniversityPress.Celce-Murcia,Marianne＆DonnaM.Brinton＆JanetM.Goodwin.(1997)Teachingpronunciation:aReferenceforTeachersofEnglishtoSpeakersofOtherLanguages.NewYork:CambridgeUniversityPress,.CollegeEnglishSyllabus.(1991).Shanghai.ForeignLanguageEducationPress.Clark,John＆ColinYallop.(2000).AnIntroductiontoPhoneticsandPhonology.Beijing:ForeignLanguageTeachingandResearchPress.rdCook,V.(2001)SecondLanguageLearningandLanguageTeaching(3ed.).London:Arnold.Elliott,R.A.―OntheTeachingandAcquisitionofPronunciationwithinaCommunicativeApproach”.Hispania,80/1(1997):95–108.Ellis,R.(1994).ThestudyofsecondlanguageAcquisition.Oxford:OxfordUniversityPress.Grant,L.(1993).WellSaid:AdvancedEnglishPronunciation.Boston:Heinle＆Heinle.Gillham,B.(2000).DevelopingAQuestionnaire.London:Continuum.Hedge,T.(2000).TeachingandLearningintheLanguageClassroom.Oxford:OxfordUniversityPress.49 Howatt,A.P.R.(1984)AhistoryofEnglishlanguageteaching.Oxford:OxfordUniversityPress.Harmer,J.ThepracticeofEnglishlanguageteaching.Beijing:PearsonEducationNorthAsiaLimitedandWorldAffairsPress.2003.Harmer,J.HowtoteachEnglishBeijing:ForeignLanguageTeachingandResearchPress.Johnson,KarenE.(2000).UnderstandingCommunicationonSecondLanguageClassroom.Cambridge:CambridgeUniversityPress.Lindstromberg,S.(2009).TheStandbyBook:Activitiesforthelanguageclassroom.Beijing:ForeignLanguageTeachingandResearchPress.CambridgeUniversityPress.Penington,Matha.C.＆JackC.Richard.(1986)PronunciationRevisited.TESOLQuarterly,20/2:207-225Richards,JackC.＆TheodoreS.Rodgers.(2000)ApproachesandMethodsinlanguageTeaching.Beijing:ForeignLanguageTeachingandResearchPress.Roach,Peter.EnglishphoneticsandPhonology:aPracticalCourse.Beijing:ForeignLanguageTeachingandResearchPress.Tschirner,E.(1996)ScopeandSequence:RethinkingBeijingForeignLanguageInstruction.ModernLanguageJournal,80/1:1-14.Willianm,L.CommunicativeLanguageTeaching.Beijing:ForeignLanguageTeachingandResearchPress.Yaodong.TheProblemofEnglishTeaching/LearninginChina.June2001.23August2007.王初明.英语语音自我概念与实际英语语音水平［J.外语界，2004，（5）：62-67李震雷.英语课堂教学游戏［M上海：上海教育出版社，1985.张定臣.课堂教学艺术［M］.哈尔滨:哈尔滨工业大学出版社,1994.驾斌,刘之谦.初中学生心理与教育［M］.山西:山西高校联合出版社,199350 上海市中小学英语课程标准。上海中小学课程教材改革委员会办公室，上海教育出版社，2005.郑时恒，蒋品圭.新编国际音标快速拼读法。上海：复旦大学出版社，2009.葆青：英语语音简明教程北京，商务印书馆，1977.陈永利：语音教学：提高英语教学质量的重要环节，成都大学学报（社科版），1996，74-76.51 AppendixIThequestionnaireonteachers’understandingofpronunciationandpronunciationteaching教师对于语音教学认知及方式的问卷调查本问卷信息仅用于学术参考，以匿名形式进行。非常感谢您的参与和支持！个人信息性别______________教龄_______________您现在所教英语课程的学生是：（上海户籍学生/民工子弟学生）_______年级1您认为标准的英语语音是：（请在括号里打勾）A能够让别人听懂，达到交际的目的。B按照国际音标发音准确，清晰的语音。C能够达到英语本族语人的标准。2．您是如何看待语音教学的重要性？A．它不太重要，因为中学阶段没有专门的语音课程。B．它不太重要，因为它不是英语考试的重要组成部分。C．它很重要，因为它是语言输入的来源，是语言习得的途径。D.它很重要，因为它是一项重要的语言交际能力，能激发学生学习英语的兴趣。3英语语音教学在整个课堂语言教学中出现的频率：A．经常B。有时C。很少D。从不4．教授英语语音各部分的信心指数：A．音素B.重读C.节奏D.语调E.连续52 AppendixII预备年级英语摸底试卷一、下面每组单词中划线字母的读音有一个与其他二个不同，请将这单词的标号填入题前括号内。（）1.A.takeB.badC.have（）2.A.fishB.findC.give（）3.A.meB.bedC.red（）4.A.glueB.runC.us（）5.A.nightB.ghostC.daughter二.找出下列英文单词所对应的中文意思。（1）undergroundA.电影院（6）listentotheradioA植物园（2）lighttrainstationB.地铁（7）badcoldB樱花（3）movietheatreC博物馆（8）playchessC听广播（4）museumD京剧（9）botanicalgardenD重感冒（5）PekingoperaE轻轨站（10）cherryblossomE下棋三.单项选择1.Heaskedme_____Iwouldlikeacupoftea.A.thatB.whatC.if2.Bequiet!Thebabies________.A.sleepB.aresleepingC.slept3.Doyouknow______thisword?A.whattospellB.howtospellC.tospell4.Thestudentscouldn"thelp______whentheyheardthejoke.A.tolaughB.laughC.laughing5.——Whatdayistoday?——It"s______.A.MondayB.afinedayC.September1st6.IfI____youtomorrow,Iwillgiveyouthereceipt.A.seeB.willseeC.amseeing7.Isthecat________thedoor?No,itisn‘t.It‘s________thedesk.A.behind,underB.in,onC.under,atD.over,behind8.I‘vgotatoothache.I‘mgoingtothe__________.53 A.parkB.dentistC.teacher9——MayI_______yourbike?——Sorry.A.rideB.readingC.read10.——Whoserulerisit?——Maybeit‘s_______.A.PeterB.PetersC.Mary‘s11.Iwanttofindagoodbook.I‘mgoingtothe_______.A.cinemaB.libraryC.museum12.——_____willyoudo?——I‘llplayfootball.A.WhatB.WhenC.Where13.——Idon"tlikemilk.——Idon"t,_________.A.tooB.neitherC.either14.Iwanttobuy________.A.somethingeatB.somethingtoeatC.anythingtoeat15.——I"msorryIcan"thelpyou.——________.A.Notatall.B.Youarewelcome.C.Itdoesn"tmatter.16.Mrs.Sunisafriendof_______.A.Mary"smotherB.motherofMaryC.Mary"smother"s17.There_____twocupsofteaonthetable.A.isB.areC.was18.Therearethirtypupilsinourclass._____ofthemareyoungpioneersA.AnyB.EitherC.All19——Thereisn"t_____waterhere.Couldyouget_____forme?——Allright.A.some,anyB.any,anyC.any,some20——Youlooksobeautifulinthiswhiteskirt.——__________.A.That"sallrightB.Thankyou.C.Notatall.四、根据所提供的情景选择适当的句子。1，（）你想知道对方姓名，应说＿A．MynameisHanMel．B．What"syourname？C．Hello．54 2．（）早上遇见刘老师，应说＿A．Thankyou，Mr.Li．B．How？C．Goodmorning，Mr.Liu．3．（）别人向你打招呼Hello！你应说＿A．What"syourname？B．Hello！C．Thankyou．4．（）假如你叫林峰，当有人问你What"syourname？时，你应回答_____．A．I"mfine，tooB．NicetomeetvonC．MynameisLinFeng.5．（）见到客人站着，你应说，A．Sitdown．please．B．Howareyou？C．I"mfine，too．6．（）下午与同学见面，你应说____A．Goodafternoon．B．What"syourname？C．Howareyou7．（）晚上分手时所用礼貌用语是：A．Hi!B。Hello!C．Goodnight!8．（）当经介绍后认识某人，你应该说：A.GoodmorningB.Pleasesitdown.C.Thankyou.D.Nicetomeetyou.9．（）上课铃响了，教师走进教室，班长应该说：A．Pleasecomein.B．GoodmorningC．Standup.10．（）想知道对方的年龄，应怎样问？A．Howoldareyou?B．Howareyou?C．Howdoyoudo?.五、根据对话内容，从多个选项选出五个能填入空白处的最佳选项A.I‘llgoandgetitatyourhome.B.It‘saverybadline.C.Thatwouldbefine.D.I‘llarrivebetweentwoandthree.E.Tomorrowmorningifpossible.A:Hello!3769808.B:Hello,Kate.I‘dliketoborrowyourChinesedictionary.Ilostminethisafternoon.A:Sorry!1.Couldyouspeakalittleclearlyandslowly?B:Yes.CouldyoulendmeyourChinesedictionary?Mineislost.55 A:Sure!Whendoyouwantit?B:2.A:ButitisSundaytomorrow.Iwon‘tgotoschool.B:3.A:ButI‘llgotoMissWang‘shometomorrow.Couldyoucomeintheafternoon?B:Certainly.4.A:5.I‘llwaitforyou.B:Thankyou.Bye.六、完形填空：阅读短文，并从四个选项中，选择正确的答案。Myfather__1____agoodfriendinthefactory(工厂).Heissixty.Heisanoldman.Allofthechildrenlikehim.Wecall____2___UncleSam.He__3___fromEngland.He___4___inSichuan.Hecan‘t__5____Chinese.Weteach(教)himChinese___6_he___7_usEnglish.He___8____work__9_Sundays.He__10___makingthings.AndhelikeswatchingTVwithhischildrenatnight.()1.A.haveB.havesC.hasD.is()2.A.heB.theyC.himD.his()3.A.comeB.comesC.goesD.tocome()4.A.liveB.livingC.livesD.tolive()5.A.speakB.tellC.sayD.talk()6.AorB.butC.andD.until()7.A.teachB.teachsC.teachesD.teaching()8.A.doB.don‘tC.doesD.doesn‘t()9.A.inB.onC.forD.of()10.A.likesB.likeC.tolikeD.liking七、阅读理解Georgewasaquiet,seriousyoungman.Hehadbeenstudyingveryhardforoneyear,andwhenhepassedallhisexams,hisfriendJimwenttogivehimhiscongratulationsandthenhadanearnesttalkwithhim.―You"veneverbeentoadance,George,‖hesaid.―It"sboringalwaysstudyingandneverenjoyingoneself.Comeoutwithmethisevening.‖56 ―Maybeyou"reright,Jim,‖repliedGeorgeafteramoment"shesitation.Sotheywenttoadanceandhadaverygoodtime.ButGeorgedrankmorethanhewasusedto,andbymidnightJimhadbecomeworriedabouthim,sohesaid,―nowwe"llwalkhomeinthecoolair.‖Ontheirwayhome,theycametoabridge,andGeorgelookeddownattheriverbelowverycarefully,thestarswerereflectedinitssurface.―Whatarethoselightsdownthere?‖Georgeasked.―They"rethestars,George,‖Jimanswered.―Thestars?‖Georgesaid.―Well,then,theyshouldbeaboveinthesky.HowdidIgetsohighuphere?Theyarenowatmyfoot!‖1.Accordingtothepassage,whendidJimgotoseeGeorge?A.AfterGeorgehadpassedallhisexams.B.BeforeGeorgehadtakentheexam.C.Aftertheyhadanearnesttalk.2.WhichistrueaccordingtoGeorge?A.It"sgoodalwaysstudyingwithoutenjoyingoneself.B.It"sgoodalwaysenjoyingoneselfwithoutstudying.C.It"sgoodtostudyhardandenjoyoneselfinawhile.3.WhatdidGeorgeaskJimtodothatevening?A.Tohaveagoodrestathome.B.Toworkhardasever.C.Togooutwithhim.4Whatdidtheytalkaboutonthewayhome?A.Bridge.B.WaterC.Stars.5.WhydidGeorgesaythestarsarethenathisfoot?A.Becauseheandhisfriendwerehighinthesky.B.Becausehewaslookingdownatthereflectionsofthestaronthesurfaceofthewater.C.Becausehewasveryhappytohavepassedtheexam.八、Writeashortpassage―Myfamily‖(atleastfivesentences.)57 AppendixIII预备年级学生的英语语音情况调查问卷亲爱的同学:你好!这是一份关于你英语语音学习状况的调查表，请根据你的实际情况进行回答，请将所选答案前的字母填入括号里。答案没有正确与错误之分，以个人的真实情况和感受为选择标准，对从未思考的问题也请做出选择，请不要漏题。本调查仅作教学研究使用，与您的学习评价毫无关系，因此无须有任何顾虑，请如实作答。谢谢你的合作!个人信息性别______________小学所在学校_______________1.你在上海读书几年了？（）a．1-2年b.3-4年c.5年2．你认为你现在认识了多少词汇量？（）a.少于100b.100–300c.多于3003.是否系统学习过国际音标课程()。a.学过b.没学过4.是否知道发音器官及其功能()。a.知道b.不知道5.是否学习过英语语音语调的基本知识()。a.有b.没有6.放学回家后父母有没有监督你读背英语()。a.经常b.有时候c.从来没有7.对自己的英语语音是否自信()。a.有b.没有8.你认为语音是否重要()。a.很重要b.重要C.不重要9.是否采用过某种方法改善自己的英语语音水平()。a.有b.没有10.你认为英语语音语调问题对英语学习各方面影响最大的是()。a.口头交流b.听力理解c.阅读能力11.你希望通过英语语音学习达到()的目的。a.学习地道的英国英语和美国英语的语音和语调b.提高英语口语表达能力c.提高英语听力理解能力58 AppendixIV:2009学年度第一学期预备年级音标抽查卷I.Readthefollowingvowelsandconsonants.朗读下列元音和辅音。(共20分)II.Readthefollowingphonemicscript.朗读下列音标词。(共20分)注该大题可能要考虑一些元音前置的音节，如：，至少要出到5个.)III.Readthefollowingphonemicscript.二次合成朗读下列音标词。(共40分)IV.Readthefollowingtwo-syllablephonemicscript.分音节朗读下列双音节词。(共20分)(五个重音在前，五个重音在后)59