09听力讲座2.docx

09听力讲座2.docx

《09听力讲座2.docx》由会员分享，可在线阅读，更多相关《09听力讲座2.docx（13页珍藏版）》请在冰豆网上搜索。

09听力讲座2

听力讲座03（Teacher’sBook）

WordStress,SentenceStress,

WeakFormofWordsandRhythm

单词重音,句子重音，弱读和节奏

UnitOverview

1.WORDSTRESSWordstressisamagickeytounderstandingspokenEnglish.NativespeakersofEnglishusewordstressnaturally.Wordstressissonaturalforthemthattheydon'tevenknowtheyuseit.Non-nativespeakerswhospeakEnglishtonativespeakerswithoutusingwordstressencountertwoproblems:

（1）Theyfinditdifficulttounderstandnativespeakers,especiallythosespeakingfast.

（2）Thenativespeakersmayfinditdifficulttounderstandthem

TheexercisesinPart1willhelpstudentstousewordstresscorrectlysothattheycanidentifywordsinlisteningquicklyandaccurately.

Notes：

（1）Thegreatmajorityoftwo-syllablewordsinEnglishareaccentedonthefirstsyllable.

（2）Thetwosyllablewordsandthepolysyllabicwordsthatbeginwiththeprefixesbe-,in-,dis-,ex-,un-,con-,de-,em-,en-,mis-,pre-,re-,trans-areaccentedonthesecondorthethirdsyllable,fortheprefixesinEnglisharenotstressed.e.g.become,invite,exclude,enlarge,mistake

（3）Mostofthesuffixesarenotstressed.e.g.carefully,socialism,history

（4）Thewordsendingwiththesuffixes–ee,eer,-ette,-oo,-oonareaccentedonthelastsyllable.e.g.employee,refugee,cigarette,technique,bamboo,cartoon

（5）Thewordsendingwiththesuffixes-eous,-ia,-ial,-ian,-ic,-ics,-ics,-ience,-ion,-ior,-ious,-ish,-liararestressedonthesecondsyllableformtheend.e.g.vegetarian,situation,economics

（6）Thewordsendingwiththesuffixes-ate,-ctat,-ctory,-ety,-gram,-graph,-graphy,-ical,-ify,-ity,-logy,-meter,-tudearestressedonthethirdsyllablefromtheend.e.g.continuity,familiarity,biography,attitude

（7）Thecompoundwordsformedbytwonounsareaccentedonthefirstsyllable.e.g.postman,crossword,blackbird,teapot,pullover,bathroom

CompoundPropernounsusuallyhaveprimarystressonthesecondelement,likeGoodFriday,UnitedNations.

2.SENTENCESTRESSInrealworldlisteningwecan’tconcentrateoneverysinglewordwehear.TheactivitiesinPartIIaredesignedtohelpstudentstobesensitivetosentencestresssothattheycanfocusonthemainideaswhilelistening.

3.WEAKFORMOFWORDSTherearetwomainreasonstolearnhowweakformsareused.Firstly,mostnativespeakersofEnglishfindan‘all-strong-form’pronunciationveryunpleasant,whichiscommonamongquiteanumberofChineselearners.Secondly,learnerswhoarenotfamiliarwiththeuseofweakformsarelikelytohavedifficultykeepingupwiththespeedofnaturalspeech.TheexercisesinPartIIIwillfamiliarizestudentswiththeweakformofwords.

4.RHYTHMInordertokeepgoodrhythm,studentsmustlearntoavoidpronouncingeachwordasifitwereisolated.ThespeechrhythminEnglishiscloselyrelatedtothefollowingaspectsinconnectedspeech:

lengthofthesounds,soundlinking,assimilationandelision,strongandweakformsofthewords,wordstressandsentencestress.

PartI

Wordstressandsentencestress单词重音和句子重音

1.Wordstress单词重音

学好英语单词，除了掌握每个音怎么发外，还必须掌握英语单词另一个很重要的特征，这就是词重音。

几乎所有的单词都有固定的重音，如English,重音是第一个音节（Eng），而tomorrow的重音在第二个音节上（mor）。

因此，掌握重音对于英语听说能力来说是最基本的要求。

注意下列单词的重音并大声朗读。

pronouncesurrenderpolishastonish

comfortablemaintainsevereexpress

defendrejectabruptimagine

policemachinedisputecampaign

compete（v.）competence（n.）

apply（v.）application（n.）

understand（v.）understanding（n.）

import（n.）import（v）

increase（n.）increase（v.）

record（n.）record（v.）

content（n.）content（adj.）

subject（n.）subject（adj.）

recall（v.）（re+call）recall（v.）

2．Sentencestress句子重音

一句话的真正含义应包括词汇意义和语调意义。

同样一句话，说话者的语调发生变化，意思也随之发生变化。

要掌握英语句子的语调规则，最简单的就是中毒你想表达的成分，也就是在发音的长度和强度上相对提高，形成句子的语调波峰。

通常只要确定一句话的波峰，我们就可以了解说话人的意思。

试着比较如下句子：

MayIseethecomics?

这个句子出自美国电视剧《老友记》Joey和Chandler的对话。

Joey：

CanIseethecomics?

Chandler:

ThisistheNewYorkTimes.

Joey:

Okay,mayIseethecomics?

Joey第二次说的“MayI”较第一次的“CanI”更加客气，请求意味更强。

同时，Joey重读了“May”这个词，更接近于恳求。

Chandler的回答也重读了NewYorkTimes,这样这个句子就不是单纯的陈述事实，而是强调这是较严肃的新闻杂志，没有什么连环画。

Exercise1

Thefollowingwordsaresimilarbuthavedifferentstresspattern.Readthemaloudandfindoutiftherearesomerules.

‵equale‵quality‵equalizeequali‵zation

‵finalfi‵nality‵finalizefinali‵zation

‵neutralneu‵trality‵neutralizeneutrali‵zation

Exercise2

Listentothefollowingsentencesandmarkthewordsthatarestressed.

Example:

‵What‵seemstobethe‵problem?

1.What’sthetrouble?

2.Ifeelveryhot.

3.I’vegotaterriblepaininmystomach.

4.Doyouhaveafever?

5.Howlonghaveyoubeenilllikethis?

6.Letmeexamineyou.

7.HowoftenmustItakethemedicine?

8.Youmuststayinbedforacoupleofdays.

Exercise3

Listentotheshiftingofthestressineachsentenceandmarkthewordthatisstressed.

a.Areyouwritingabouttheeffectsofairpollution?

b.Areyouwritingabouttheeffectsofairpollution?

c.Areyouwritingabouttheeffectsofairpollution?

d.Areyouwritingabouttheeffectsofairpollution?

Exercise4.

Listentothesentences1）to4）andchooseoneofthefollowingtocompleteeachsentenceyouhear.

a.Shetookthemoney.

b.Heborrowedthemoney.

c.Hewastryingtogiveitback.

d.Hetookthecomputer.

1）b2）d3）a4）c

1.）Hedidn’ttakethemoney.Thesentencemaymeanthat…

2.）Hedidn’ttakethemoney.Thesentencemaymeanthat…

3.）Hedidn’ttakethemoney.Thesentencemaymeanthat…

4.）Hedidn’ttakethemoney.Thesentencemaymeanthat…

Exercise5

Underlinethewordswhichthespeakerislikelytostress.Thenlistenandcheckyouranswers.

ThegovernmentannouncedtodaythattheyaregoingtobanadvertisementsforjunkfoodduringTVprogramsforchildrenundertheageof16.Theruleswillincludeanyfoodsthatarehighinfat,saltandsugar.Therewillbeatotalbanonadsduringchildren’sprogramsandonchildren’schannels.Aswellasadultprogramswatchedbyalargenumberofchildren.Buttherewillnotbeatotalbanonalladsforjunkfoodwhichareshownontelevisionbefore9pm.Thiswasthoughttobe“overthetop”byrepresentativesofthefoodindustry.

Exercise6

Checkthemeaningofthewordsbelow.Usethewordstosaywhatyouthinkthepassageisabout.

scaredoperationclosecouragedonor

grateful（havea）kidneytransplantselfless

（have）kidneyfailuresafe

Script

Kidneytransplantsareoftwokinds–transplantsfromdeadpeopleandlivingtransplants,transplantsfrompeoplewhoarealive.Mostlythedonor,thepersonwhogivesthekidney,isarelative–aparent,brotherorsister.Weallrecognizethatit'soneofthemostselflessthingsapersoncando,togiveakidneytosomeone,butastheoperationbecomessaferandsafer,moreandmorepeoplearedoingit.

PartIIWeakformsofwords单词弱读

SomeEnglishwordscanbepronouncedintwodifferentways.Theyhaveastrongformandaweakform.Theweakformisanalternatepronunciationofawordwhichissoreducedinitsarticulation（发音）thatitconsistsofadifferentsetofphonemes（音素）.Thestrongformofawordisusedwhenthewordissaidinisolation,orinconnectedspeech（连贯发音）inwhichthewordshouldbestressedorcited.Theweakformofawordisusedinunstressedpositions.

Aweakformofawordisgenerallydistinguishedfromastrongformby

1）thedifferenceinvowelsounds（e.g.but/bʌt/,/bət/）元音发生变化

2）theabsenceofasound（e.g.and/ænd/,/ənd/,/ən/,/n/）音素缺失

3）thedifferenceinthelengthofavowel（e.g.been/bi:

n/,/bin/）元音的长度变化

Therearetwomainreasonstolearnhowweakformsareused.Firstly,mostnativespeakersofEnglishfindan‘all-strong-form’pronunciationveryunpleasant.Secondly,learnerswhoarenotfamiliarwiththeuseofweakformsarelikelytohavedifficultyunderstandingnativespeakers.

Theweakformwordscanbeclassifiedintothefollowing5groups:

1）determiners限定词

2）pronouns代词

3）connectives连接词

4）auxiliaryverbs助动词

5）prepositions介词

Exercise1

Readaloudthestrongformandweakformofthefollowingwords

1.determiners

some/sʌm/---/səm,sm/Ifyouwanttomakesometea,makesome.

her/hə:

/----/ə:

hə,ə/It’sherhandbag.

his/hiz/----/iz/Johnhadhishaircut.

our/'auə/----/ɑ:

/We’lldoitonourown.

your/jɔ:

/----/jə/Takeyourtime.

2.pronouns

him/him/---/im/Givehimhisbook.

us/ʌs/---/əs/Tellussomethingaboutit.

you/ju:

/---/jə/Justasyoulike.

she/ʃi/---/ʃi/Shelikesit.

them/ðem/---/ðəm,ðm,m/Tellthemnottoworry

3.conjunctionsandprepositions

as/æz/---/əz/Justasyoulike.

but/bʌt/---/bət/Shewastiredbuthappy.

so/səu/---/sə/It’snotsocoldtoday.

than/ðæn/---/ðən/It’sbiggerthanthis.

for/fɔ:

/---/fə/Theystayedthereforaweek.

from/frɔm/---/frəm,frm/TheycomefromtheStates.

of/ɔv/----/əv,v,f/It’sverykindofyou.

to/tu:

/---/tə/Iaskedhimnottoworry.

4.auxiliaryverbs

had/hæd/---/həd,əd,d/Howmanyhadhehad?

has/hæz/---/həz,əz,z/Whathashappened?

have/hæv/---/həv,əv,v/Thecloudshavegone.

must/mʌst/---/məs/Wemustask.

was/wɔ:

z/---/wəz,wz/Thatwasall.

were/wə:

/---/wə/Wewerethere.

would/wud/---/wəd,əd,d/Whatwouldhavehappened?

Exercise2

Inthefollowingconversationbetweentwofriends,themissingwordsareinweakform.Pleasefillintheblanksandreadaftertherecording.

A:

IknowIhaveapicture________Luisaroundheresomewhere.Oh,Hereitis.（of）

B:

Wow!

He’ssohandsome