Unit09 Stressed Words & Unstressed Words in a Sent

Unit9LessonPlan(WithNotesforTeachers)StressedWords&UnstressedWordsinaSentenceDate:Nov.,11-15Class:Classes1,2&3,Grade2002Subject:EnglishPronunciationforCommunicationPurpose:Thestudentswilllearnstressedwords&unstressedwordsinasentenceinEnglish.Objectives:Studentswillbeableto:1.Define-intheirownwordsadefinitionforstressedwords&unstressedwordsinasentence.Itisarevisionandtherefore,easyformostofthestudents;2.Compare–basedontheunderstandingofthebasicconcept,comparestressedandunstressedsyllablesinwordsandsentences;3.Practice–imitatethestresspatternsanddopractice.Resources/Materials:1.Textbook:Wang,Guizhen,AnEnglishPronunciationCourse,HigherEducationPress,Beijing,2000;2.Handouts:illustrationofstresspatternsandrhythmicpattern;3.RecordingsofnativespeakersActivitiesandProcedures:1.Stimulating:Beginbyaskingtheclasstofindouthowmuchthestudentsknowaboutwhattheyarerequiredtolearn.Makesurethatitservesthepurposeofstimulatingthestudentstothinkabouttheissueandhavethedesiretofindouttheanswersthemselves.2.DisplayexamplesbyplayingtherecordingofthenativespeakersshowingthetypicalpronunciationinEnglish.3.Askthestudentstolistentothetapestomakeagooddiscriminationofthestressinfocus.4.Havethestudentsimitatethestresspatternsinfocus.5.Havethestudentssharewhattheyhavelearnedbyreadingoutthepracticematerialsinpairs.6.HavethestudentslistentotheconversationsrecordedbynativespeakersofEnglishandtrytogetthestresscorrectintheirpronunciation.7.Havethestudentspracticetheguidedconversation.Askthemtopayspecialattentiontothestressinspeech.8.Highlightthelanguagefunctionintheconversationinthepractice.9.Haveseveralpairsofthestudentspresenttheirconversationintheclass.10.Commentonthestudents’performancebyhighlightingtheachievementofthestudentsandtheeffortstheyneedfortheimprovement.11.Askthestudentstodomorepracticeafterclassandgetreadyforpresentationduringthenextsession.NotesforTeachersStressedWords&UnstressedWordsinaSentenceInthisunitwewilllearnhowtopronouncestressedandunstressedsyllablestogetherinsentences.Wehavemadesomegeneralobservationsregardingthelocationofstressinisolatedwords.Butsincespeechismadeupofwordsstrungtogether,wemustalsolookatthesewordsingroups,inphrases,orinsentencesinordertoobservewhathappenstothestresspattern.Sentencestressreferstothewordorwordsinsentencethatreceiveastrongaccent.Inmostsentencesyouwillfindaseriesofbothstressedandunstressedwords.Inasentence,Englishspeakersjointstressedandunstressedsyllablestogethersmoothly.Stressedsyllablesarelong,haveapitchchangeandhavefullvowelsoundswhileunstressedsyllablesareshortandoftenhaveareducedvowelsound.Areducedvowelsoundisashort,unclearvowelsound.Theshortvowelsoundinunstressedsyllableisveryoftenthesound//,whichisthemostcommonofallsoundsinEnglish.Now,saythefollowingwords:leaderlecturemarkerThesewordsallcontaintheschwa//inthesecondsyllable.Trytopronounceitasarelaxedandeasysound.Andsinceitisintheweaksyllable,//ismuchshorterthanthevowelinthestressedsyllable.AnyEnglishvowellettercanbepronouncedwiththeschwa//:allowafiremenepossiblei//commandosupportuWhattostressinasentence?InanEnglishutterance,stressedwordsgiveinformationtothelistenerandunstressedwordsjointheinformationwordstogether.CorrectpronunciationofstressedandunstressedwordsisthusextremelyimportantforeffectivecommunicationinEnglish.InformationwordsandfunctionwordsInformationwordsareusuallynouns,verbs,adjectives,andadverbs.Theygiveinformationaboutwho,what,when,where,why,andhow.Theyexpressthemainideaorcontentofthephraseorsentence.Theycarrythemessageandthereforeusuallystressed.Unstressedwordsareusuallyfunctionwordslikearticles,pronouns,possessives,prepositions,auxiliaryverbs,andconjunctions.Thesewordsconnecttheinformationwordstoformgrammaticalsentences.Ifyoustressallthewordsinanutterance,youmaysoundunpleasantorevencausemisunderstandingbecause:1.Youaregivingtoomuchinformation,and2.Englishspeakersusuallystressallwordsonlywhentheyareimpatientorangry.句子重音本单元介绍的是英语的句子重音。英语句子，跟英语单词一样，也有重音，叫句子重音。有句子重音的音节听起来清晰有力,无句子重音的音节听起来较为含糊。句子重音总是落在单词的重读音节上。句子重音对于表达思想和感情起着重要的作用，所以也是英语语音学习的重要方面。在一个句子中，音节之间的衔接应该自然而流畅。句中的重读音节通常显得长一些，元音清晰完整，语句的语调变化也通常落在重读音节上。非重读音节则通常显得较为轻、快，音节中的元音亦较为含糊。正因为如此，非重读音节中的元音多为//。这是英语音素中出现频率最高的音素,所有的英语元音字母在非重读音节中均可读作//:allowafiremenepossiblei//commandosupportu在这些单词中，元音字母都处于非重读音节中，因此都读成//.句子中哪些单词需要重读？我们知道，重音的其中一个语义功能是可以通过重音进行强调,就是说，具有语句重音的词通常是说话人想强调的词。换句话说，单词之所以重读,是因为说话的人表达特定信息的需要。因此，正确地选择重读音节，将重读音节与非重读音节自然流畅地连接起来，是实现语言交际的需要。英语重音的一般规律是：实义词通常重读,虚词通常不重读.也就是说，我们可以将英语的单词分为两大类：实义词和虚词。所谓实义词，是指名词、动词、形容词、副词、数词等表示“谁”“什么”、“何时”、“何地”、“为什么”、“怎么样”等信息的词,也叫做信息词。这些词担负着表达信息的重要任务，因此通常是句中的重读单词。虚词亦称功能词,含冠词、代词、介词、助动词、连词等。这些词将信息词连接起来，形成符合语法的句子。但是，英语重音的一般规律并不是一成不变的。为了表达的需要，一些通常接受句子重音的词,可能失去句子重音；而另一些通常不接受句子重音的词又可能获得句子重音。以实义词为例,实义词通常是句中重读的单词，但如果在本句或前面一句已出现过,不再含有重要的信息，此时一般不再重读:Thetruckwashitbyanothertruck.–Howmanytimeshaveyouseenthefilm?–Threetimes.再来看看功能词。功能词通常是句中的非重读单词,但由于信息表达的需要亦完全可以以重读的形式出现。--Didyousay“bread”?Hereyouare.–Isaid“breadandbutter”.and”在句中通常不重读，此处重读明显地是为了强调。可见，为了信息表达的需要，句中几乎每个单词都可以有句子重音。总而言之，在话语中，重音的位置主要取决于说话人的意愿和他希望表达的意思。通常，句中重要的词才具重音--实义词之所以重读是因为这类