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1、LISTENINGLISTENING1；.Intensive listeningExtensive listening2；.INTENSIVE LISTENINGIntensive listening involves more detailed analysis of the language used or listening for specific information. Listening for specific information involves finding the answers to specific questions. “What is the speaker
2、s favourite Italian dish?” would involve listening for specific information because the students listen for that particular response. On the other hand, “does the speaker generally have a positive or negative opinion of Italian food?” would practise a different skill, listening for gist i.e. getting
3、 a general feel for the text.3；.INTENSIVE LISTENINGIntensive listening is also used to do detailed study of a language point; an example of this is asking students: “what adjectives does the speaker use to describe Italian food?” Asking students to listen and fill in gaps in a text can also be done
4、to study language; this type of task is considered to be intensive listening. Asking students to listen and follow the transcript in order to identify a certain grammar or vocabulary point is a further example of intensive listening.4；.WHAT SHALL WILL DO？SoundRecognation：weakformsliaisonimcompletepl
5、osivesvoicelessvoiced5；.WEAK FORMSWeakformsWeakformsaresyllablesoundsthatbecomeunstressedinconnectedspeechandareoftenthenpronouncedasaschwa英语中非重读音节的元音6；.WEAK FORMSIn the classroomStructural words, such as prepositions, conjunctions, auxiliaries and articles are often pronounced in their weak form, s
6、ince they do not carry the main content, and are therefore not normally stressed. Learners can find them difficult to hear and this interferes with understanding. Counting the number of words in a sentence, or sentence dictations can help raise awareness of weak forms.7；.WEAK FORMSNotionalwordsconte
7、ntwordsFuntionalwordsstructuralwordsWhatdoyouwanttodothisevening?8；.WEAK FORMSWordswhichchangetheirstrongvoweltoPrepositionsatforfromoftoAuxverbsamarecandodoeshadhashavemustshallshouldwaswerewillwouldAdverbsconjunctionsarticlesaanandasbutsomethanthatthePronounsherthemusyouyour9；.WEAK FORMSH-dropping
8、Weak forms which drop their initial h except at the beginning of utteranceshad has had have he her him his10；.WHEN STRONG, WHEN WEAK ?(a)Normallyweak,butstrongwhenstressedforegrounding1Maryhasseenhimbefore2Maryhasseenhimbefore3MaryhasseenhimbeforeSoundclip11；.WHEN STRONG, WHEN WEAK ?comparative stre
9、ss 4 This train isnt coming from London, its going to London12；.WHEN STRONG, WHEN WEAK ?evasionofrepetition(deacccenting)5hediditforthepeopleofthecity6governmentofthepeople,bythepeople,forthepeople7Themealwasgood,butwaitingforthemealwastorture13；.WHEN STRONG, WHEN WEAK ?citation forms8 bigger than m
10、e9 How do you spell the word than? 10 I could do it if you would only stop hassling me11 I said could, not would 12 I said the tiger, not a tiger14；.WHEN STRONG, WHEN WEAK ?in front of pauses13 Id like to speak to the - whatisname - bloke who sells insurance(Note - on the soundclip I say the - er -
11、bloke - perhaps the /i/ in the is a result of the following vowel in er.)15；.WHEN STRONG, WHEN WEAK ?(b) weak forms which become strong when finalPrepositions and auxiliary verbs are strong at the end of utterances; pronouns remain weak:14 I come from Britan. Britan is I come from.15 Come at six ocl
12、ock. What are you getting at?16 Do you want to come? Yes, I want to, but I cant.16；.WHEN STRONG, WHEN WEAK ?sometimesstrongpreceedingfinalunstressedpronoun:17Iwonderifyouddosomethingforme.18Iwonderifyouddosomethingforme19Sockittohim,Jonny.17；.WHEN STRONG, WHEN WEAK ?(c) different part of speechSome
13、words occur as different parts of speech with different stress and vowel quality:that: weak when relative, strong when demonstrative:20 anybody that does that 21 - thats the man that I saw - the house that I bought is that one22 That book says that thats the best to cook mushrooms.18；.WHEN STRONG, W
14、HEN WEAK ?some: weak when indefinite, strong when adjectival:23 there are some people waiting outside to see you24 some people always get on my nerves19；.WHEN STRONG, WHEN WEAK ?there:strongwhenadverbial,optionallyweakwhenadummysubject.Canalsobeweakfinally.25ThereisthehouseIwasborn26Therewassuddensi
15、lence,wasntthere?(Thesoundclipgivesbothweakandstrongforms-youmayheareither.)20；.WHEN STRONG, WHEN WEAK ?Someverbscanbebothauxiliary(weakforms)andmain(strongforms):27IdidntseeIhadfinishit.Whatdoesitmatter?28Ihadflulastweek.Shealwaysdoeswhatshelikes.21；.WHEN STRONG, WHEN WEAK ?(d) h-droppingWords begi
16、nning with h- drop the h when weak, but often retain them at the beginning of a sentence 29 I gave her the letter - Tony went to see his mother 30 His mother came to see him 31 Her mother came to see them 22；.IfdroppedhleadstoV-V,itmayreappear:32Itriedtogiveherhisletter33Shediditforherbrotherbutmore
17、oftenthisleadstolinkingrafter,a:,:or:34Itriedtogiveherhisletter35ShediditforherbrotherNOTE:dontdrophsinlexicalwords!23；.WHEN STRONG, WHEN WEAK ?(e)conjunctionsand,but,than-nearlyalwaysweak36soundclipMaryandBrucearequickerthanme,slowerthanyou.24；.WHEN STRONG, WHEN WEAK ?(f)auxiliaryverbs37can:IthinkI
18、candoit.38willdoes:Johnllvefinisheditbynow.Whendoessheleavethefactory?39must,was,were:Wemustgetsomemore.WhatwesIsaying.Wherewerethechildren?25；.WHEN STRONG, WHEN WEAK ?strongformsfinally,likeprepositions40can,have:Icandoitifyoucan.Hellfinishitbeforetheyhave.strongwhenmainverbs41see28above26；.WHEN ST
19、RONG, WHEN WEAK ?(g)Negativesarealwaysstrong42ThatsnotwhatIsaid.43ThatisntwhatIsaid.44Youcantdothat.Youcandothat.27；.(h)structuralwordswhichdonothaveweakforms:45.howifinonoffthentheyupwhatwhenwheretheirdoesnothaveaweakforminBE,althoughyoumaysometimeshearaweakformbeforewordsbeginningwithavowel(e.g.th
20、eirown).InAEthisweakformoccursbeforeconsonantstoo.Theyisneverweak.Butthemhasaweakformandmayevenlosetheinitialconsonant-or28；.LIAISONThe (usually) silent final consonants of certain words can be pronounced, in certain syntactic contexts, when the following word begins with a vowel. Since the sound th
21、us obtained is an ancient one, spellings that are based on the etymology of the word may not reflect the real pronunciation.29；.consonant+vowelImanEnglishboy.Itisanoldbook.Letmehavealookatit.MsBlackworkedinanofficelastyesterday.Icalledyouhalfanhourago.Putiton,please.Notatall.Pleasepickitup.30；.r/re+
22、vowelTheyremyfatherandmother.Ilookedforithereandthere.Thereisafootballunderit.Therearesomebooksonthedesk.Hereisaletterforyou.Herearefoureggs.Butwhereismycup?Whereareyourbrotherandsister?31；.consonants+semivowelThankyou.Nicetomeetyou.Didyougettherelateagain?Wouldyoulikeacupoftea？Couldyouhelpme,please
23、?32；.vowel+vowelIamChinese.Heisveryfriendlytome.ShewantstostudyEnglish.Howandwhydidyoucomehere?Shecantcarryit.Itlltakeyouthreehourstowalkthere.Thequestionistooeasyforhimtoanswer.33；.LOSS OF /IMCOMPLETE PLOSION失去爆破6个爆破音有3对/p/，/b/，/t/，/d/，/k/，/g/失去爆破，又叫不完全爆破，就是在某些情况下，只须做出发音的准备，但并不发音，稍稍停顿后就发后面的音。34；.LO
24、SS OF /IMCOMPLETE PLOSION(1)“爆破音+爆破音”型Plosive+PlosiveThegirlinthere(d)coatwasonabla(ck)bikejus(t)now.Thebi(g)busfromthefa(c)toryisfullofpeople.Wha(t)timedoeshegetupeverymorning?Thisisanol(d)pi(c)tureofabi(g)car.Theol(d)do(c)torhasaca(t),too.Weregoingtoworkonafarmnex(t)Tuesday.Whatwouldyoulike,ho(t)t
25、eaorbla(ck)coffee?35；.LOSS OF /IMCOMPLETE PLOSION(2)“爆破音+摩擦音”型plosive+fractives如果前面是爆破音，其后紧跟着某些摩擦音（如/f/，/s/，/W/，/T/等），那么前面那个爆破音仅有十分轻微的爆破，而后面那个摩擦音则要完全爆破36；.LOSS OF /IMCOMPLETE PLOSIONGoo(d) morning, Mr. Bell.Goo(d) morning, dear.Uncle Lis fa(c)tory is qui(te) near to the cinema.I wen(t) there alone a
26、(t) nine las(t) night.-Do you know his bi(ke) number? -Sorry, I don(t) know.The forty-firs(t) lesson is qui(te) difficult37；.EXTENSIVE LISTENINGExtensive listening involves listening to a recording to get a general understanding. For example, watching a film, understanding and enjoying the story; or
27、 listening and carrying out instructions.38；.VOICELESS VOICED1、S后面的清辅音要浊化Discussion：k浊化成gStand：t浊化成d2、美音中：t在单词的中间被浊化成d如：writer，听起来和rider的发音几乎没有区别letterladderoutof美国人和加拿大人发音为了省事，习惯清音浊化，尤其是t在单词的中间一定会浊化成d，但英国人发音不会这样，这也是英音和美音的一大区别。了解这一浊化原则，会给听力带来一些帮助。39；.英音和美音的差异英语和美语在读音上的差异主要反映在元音字母a,o和辅音字母r的不同读音上。注：此处
28、A为音标中的40；.1)在ask、cant、dance、fast、这一类的单词中，英国人将字母a读作a:，而美国人则读作，所以这些词在美国人口中就成了ask-sk;cant-knt;dance-dns;fast-fst。2)在box、crop、hot、spot这一类单词中，英国人将字母o读作C,而美国人则将o读作近似B:音的B。所以这些词在美国人读起来就成了bBkskrBphBt和spBt。41；.3)辅音字母r在单词中是否读音是英语与美语的又一明显差异。在英语的r音节中不含卷舌音r，而美语的r音节中含卷舌音r，如下列词在英语和美语中读音是不同的：car ka: kar door dR: dC
29、r river 5rivE 5rivEr party 5pB:ti 5pBrti board bC:d bRrd42；.在以-ary或-ory结尾的多音节词中，英国人通常将a或o弱读，而美国人不仅不弱读，还要将a或o所在的音节加上次重音，所以这些词在英语和美语中不仅读音有差异，节奏也明显不同，例如：dictionarylaboratorysecretarynecessarilyordinarily43；.在以-ile结尾的另一类单词中，英国人将尾音节中的字母i读作Bi；而美国人则弱读作E或不读音，例如：英语读音美语读音fertiletBiltElfragileBilElhostiletBiltElmissilesBilsl44；.另有一些难于归类的单词在英语和美语中读音也各有不同：英语读音美语读音clerk klB:k klE:rk either 5BiTE 5i:TE neither 5nBiTE 5ni:TE leisure 5leVE 5li:VEr schedule 5FedjU:l 5skedVUl45；.
