组织多样化课堂活动 开展趣味性语音教学
本文作者： 21ST
编者按:本期本栏目精选了国外教师利用同音异形词和最小对立体开展语音教学的方案，帮助教师摸索教学新思路。 Homophones dictation Shaun Dowling HOMOPHONES can be one of the reasons students spell or hear something incorrectly. By raising students’ awareness of these types of words in a fun way, teachers can help them understand why they have difficulty with a particular listening activity or even with spelling words. The following activity helps students notice the problems. Step 1: Choose eight to ten homophones to dictate, e.g. band (banned) / I’ll (aisle, isle) / nose (knows) / right (write) / there (their) / sun (son) / past (passed) / cell (sell) / flu (flew) / knot (not). Step 2: Tell students you are going to say about ten words for them to write down. Step 3: Ask students to stay silent while you dictate and not to check with a partner. Step 4: Dictate each word clearly and allow students time to write. Step 5: Have students check what they have written down in pairs. As students check, you should write the words (not in brackets) up on the blackboard. Step 6: After the students have finished, they may see differences in their lists. Ask the whole class if they have written down the same as the list on the blackboard. Note that many students may feel they have written down the wrong words if their own words are different from the list on the blackboard. Step 7: Write the second, same sounding word (the homophones in brackets), and ask students if their lists are similar to these words. Tell students to find out the differences between the two words. They should state the spelling and also the meaning. Step 8: Ask the students what the similarities of the words are. Write these differences and similarities on the blackboard. Step 9: Introduce the word “homophone” and see if students know of any other English homophones. 同音异形词是影响学生拼写或听力练习正确性的因素之一。教师通过开展有趣的课堂练习，可以增强学生对同音异形词的认识，从而帮助他们了解做听力练习甚至单词拼写有困难的原因。以下的课堂练习可以帮助学生注意到这些问题。 第一步:选择8到10个同音异形词作为听写材料。例如:band (banned) / I’ll (aisle, isle) / nose (knows) / right (write) / there (their) / sun (son) / past (passed) / cell (sell) / flu (flew) / knot (not) 第二步:告诉学生你将要听写十个单词。 第三步:让学生在听写时保持安静，并且不能和同伴核对答案。 第四步:老师听写单词，注意发音清晰，并且给学生留出写单词的时间。 第五步:让学生每两人结成一组核对答案。老师把（括号外面的）单词写在黑板上。 第六步:在学生核对完答案之后，他们会发现自己和别人所写的单词的差异。老师问全班学生他们所写的单词是否和黑板上列举的一样。注意许多学生在发现自己写的单词和黑板上的不一致的时候会认为自己写错了。 第七步:老师把第二个发音相同的词（括号里的同音异形词）写在黑板上，问学生他们所写的单词是否和这些词相似。让学生找出两个单词在拼写和含义方面的差别。 第八步:提问学生两个单词之间的相似之处是什么。老师把单词的不同点和相同点都写在黑板上。 第九步:向学生介绍“同音异形词”这个概念，并且问他们是否知道其它的同音异形词。 Minimal pairs Kenneth Beare MINIMAL pairs are pairs of words that have one phonological element that is different. Practicing minimal pairs can help students identify the minute differences in pronunciation between one word and another. Teachers can do it in the following way. Step 1: Write examples of minimal pairs on the blackboard, e.g. lit — light / read — red / sing — sang / bed — bad / saw — sought. If students have learned the International Phonetic Alphabet (IPA), it is a good idea to write up the phonetic transcriptions of the words on the blackboard. Step 2: Demonstrate the correct pronunciation of the minimal pairs written on the blackboard. Step3: Ask students to give examples of other words that use the same changing phonemes. Step 4: Distribute the minimal pair sheet. For lower levels， you should reproduce the minimal pairs in chorus by first giving the example and then having students repeat together. For upper levels, you should have students work in pairs taking turns reproducing the minimal pairs. Step 5: Have students use the minimal pairs sheet as a model to produce their ownminimal pair sheet. Step 6: Have students distribute their minimal pair sheets to other pairs. Step 7: Added activity — if students are proficient in the IPA, have them transcribe the minimal pairs as a means of strengthening their knowledge of the IPA. 当两个意义不同的语言单位仅在一个语音上显示出差异时,这两个语言单位便构成最小对立体。练习最小对立体的发音有助于学生识别两个单词之间极其微小的差别。以下是作者建议的练习策略。 第一步:在黑板上写出最小对立体的例子，如:lit — light / read — red / sing — sang / bed — bad / saw — sought。如果学生学过国际音标，最好标注出单词的音标。 第二步:老师示范黑板上列举的构成最小对立体的单词的正确发音。 第三步:让学生给出使用同样音素变化的最小对立体的例子。 第四步:发给学生写有最小对立体的单词列表。对于水平一般的学生，老师带领学生朗读单词;对于水平较高的学生，让他们每两人结成一组练习。 第五步:让学生以手中的最小对立体列表为例，列举出自己的最小对立体列表。 第六步:让学生把自己的最小对立体列表发给其他组的同学。 第七步:附加练习——如果学生对于音标掌握熟练，让他们标注最小对立体的音标，以巩固音标知识。 |  |
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