英語語音教程課件

ChapterIIIIntonationUnit3TheFunctions&UsesofIntonation語調的功能和使用FOCUS TheFunctions&UsesofIntonation

語調的功能和使用 TheCorrectUseofIntonationin Communications運用正確的語調交際 Exercises練習ChapterIIIIntonationUnit3ThTheFunctions&UsesofIntonationTheSemanticFunction語義功能Intonationmaydifferentiatethemeaningofanutterancewithdifferentintonation.Thedifferentplaceofnucleusconveysdifferentmeaningofthesamesentence.Forexample:A:He'only'promisedto`come.B:He'onlypromisedto'come.InsentenceA,thenucleusisthelastword“come”anditistheplacewheretheinformationcenteris.Themeaningofthesentenceis:Hejustpromisedtocome,notpromisedtodootherthings.ButinsentenceB,theplaceofthenucleuschanges.Itisnottheword“come”,buttheword“promised”.Theinformationcenterchanges,andsodoesthemeaning.Thesentencecanbeexplainedas:Hepromisedtocome,butwhetherhewillcomeornotisnotsure.TheFunctions&UsesofIntonaTheFunctions&UsesofIntonationTheSemanticFunction語義功能句子會因說話者的不同語調而表達不同的意思。同一句子中因調核的位置不同所傳遞信息也不同。例如：A:He'only'promisedto`come.B:He'onlypromisedto'come.在句子A中，調核是“come”，是說話者想要傳遞的最重要的信息。句子被理解為：“他做了來的許諾，而不是做了其他的許諾?！痹诰渥覤中，調核的位置變了，最重要的信息詞不是“come”，而是“promised”；句子被理解為：“他許諾要來，但是他到底來不來還不能肯定?！盩heFunctions&UsesofIntonaTheFunctions&UsesofIntonationTheAttitudinalFunction態(tài)度功能Intonationisusedtoconveyourfeelings.Speakersemploydifferentkindsofintonation(includevoice,sound,tone)toshowhis/herattitudes,suchas:interested,bored,neutral,polite,timid,rude,etc.Itcanberealizedbythechangingofthefallandrise,andaccent.Forexample:Thatisthe'endofthe`news.(Fall:finality,definiteness)Red,brown,yellowor`blue.(Rise:listing,encouraging)Youmayberight.(Fall-rise:doubt,uncertainty)Youwerefirst.(Rise-fall:surprise,beingimpressed)TheFunctions&UsesofIntonaTheFunctions&UsesofIntonationTheAttitudinalFunction態(tài)度功能語調可以用來傳遞情感。說話者通過用不同的語調（包括音質、聲高、語調）表明其態(tài)度，諸如“關心的”、“厭倦的”、“中立的”、“禮貌的”、“膽怯的”、“無禮的”。例如:Thatisthe'endofthe`news.(降調:表示“完結”、“確定”)Red,brown,yellowor`blue.(升調:表示“例舉”、“鼓勵”)Youmayberight.(降升調:表示“懷疑”、“不確定”)Youwerefirst.(升降調:表示“意外”、“印象深刻”)TheFunctions&UsesofIntonaTheFunctions&UsesofIntonationTheGrammaticalFunction語法功能Thedivisionofintonationgroup,theplaceofnucleusandthechoiceoftone’stypehavedirectrelationwiththesentence’sstructure.Ifoneofthethreefactorschanges,thestructureofthesentencewillbechangedandsodoesthesentence’smeaning.Forexample:A.Thisismy`sister,'May.B.Thisismy`sister,`May.InsentenceA,theword“sister”isinthefall,but“May”not.ItindicatesthattheSpeakerisintroducinghis/hersisterto“May”.Thesentencemeans:Hey,May,thisismysister.InsentenceB,boththe“sister”and“May”areinthefall,sotheword“May”isanappositive.Thesentencemeans:Hey,thisismysister.HernameisMay.TheFunctions&UsesofIntonaTheFunctions&UsesofIntonationTheGrammaticalFunction語法功能語調群的劃分、調核的位置、語調的選擇與句子結構有著極大的關系。其中一個成分的改變將改變句子的結構，句子所傳遞的意思也隨之改變。例如:A.Thisismy`sister,'May.B.Thisismy`sister,`May.在句子A中，降調落在“sister”上，表明說話者正在向“May”介紹自己的妹妹。在句子B中，降調落在“sister”和“May”上，“May”是“sister”的同位語，表明說話者正在向對方介紹自己的妹妹，她的名字是“May”。TheFunctions&UsesofIntonaTheFunctions&UsesofIntonationTheAccentualFunction重音功能Intonationhelpstodistinguishforegroundandbackgroundinformation.Foregroundinformationwillbeaccented,fromwhichpeoplecanfindtheneworimportantinformation.Forexample:A.They'like'pop`music.B.They'like'pop`music.C.'They'likepop`music.InsentenceA,thewordaccentedis“pop”,itmeans:Theylikemusic,thekindofthemusicis“pop”,notclassicorjazz.InsentenceB,theaccentedwordis“l(fā)ike”,sothesentencefocusesontheirfeelingofthemusic,theylike,not“dislike”,popmusic.Inthelastsentence,theimportantinformationis“they”,so,thepeoplewholikethepopmusicis“they”,notothers.TheFunctions&UsesofIntonaTheFunctions&UsesofIntonationTheAccentualFunction重音功能語調有助于區(qū)別重要信息和次重要信息。重要信息總是被重讀，重音使得傾聽者領會新的和重要的信息。例如:A.They'like'pop`music.B.They'like'pop`music.C.'They'likepop`music.在句子A中，“pop”是被重讀的，句子的意思是“他們喜歡的音樂是流行樂”；在句子B中，“l(fā)ike”是被重讀的，句子的意思是“他們喜歡（而不是厭惡）流行音樂”；在句子C中“They”是被重讀的，句子的意思是“他們（而不是別人）喜歡流行音樂”。TheFunctions&UsesofIntonaTheFunctions&UsesofIntonationExercises1. Marktheintonationofthefollowingsentencesaccordingtotherecordingandpractice readingthem.(1)Sara,listen,thisisbetweenyouandme. (2)Peter,herearethechildren.(3)David,Iwanttohaveawordwithyou.(4)Youarenottellingme,Ann,thatyouhaven’tevenstarted.(5)Andnow,mychild,it’stimeyouwenttobed. (6)Howdoyoudo,Frank.(7)Willyoucomethisway,madam? (8)It’sratherlate,mydear.(9)PassittoSara,Tim. (10)Welcomebacktoschool,boysandgirls.(11)Iknowhisuncle,David. (12)Iknowhisuncle,David.TheFunctions&UsesofIntonaTheFunctions&UsesofIntonationExercises2. Youareabsentmindedwhenpeopleaskyouthefollowingquestions.Youhavetocheckwhattheyhavesaidasyouhaven’theardthemproperly.Giveresponseswithappropriateintonationandcomparethemwiththeonesyouhearfromtherecording.Thenmarkthetonesofthesentences.(1)—Canyoutellmethewaytothestation? —Where?(2)—Doyouknowwhatthetimeis? —What?(3)—I’mlookingforboots. —Whatwereyoulookingfor?(4)—Doyouknowthetimeofthenextbus? —Pardon?(5)—You’vedroppedyourpurse. —Whatdidyousay?(6)—Aren’tyouLilianGreen? —What?(7)—Wouldyouliketocomeandhaveadrink? —Sorry?(8)—Canyoutellmethepriceofacupoftea? —What?(9)—Janehasanewboyfriend. —Who?(10)—Ididn’tgoonFriday. —Youdidn’tgo?(11)—He’sbeenpromoted. —Promoted?(12)—Ifoundyourkeysinthekitchen. —Inthekitchen?TheFunctions&UsesofIntonaTheFunctions&UsesofIntonationExercises3. Intonationmarking.Listenandmarktheintonationusedinthefollowingconversations.Payspecialattentiontothelocationofthenucleusintheintonationunit.Themostcommonpositionforthenucleusisonthelastinformationwordoftheintonationunit.Roleplaythem.(1)

AttheDepartmentStore A:Ties? B:Yes.Thetrendykind. A:Thebrownones? B:No. A:Theblackones? B:No,I’mtiredofblackandbrown. A:Thegreenonesthen? B:No!Lookatthat. A:Thered? B:Yes.Shinyredties.(2) Arguingaboutamovie A:It’sgreat. B:It’snotgreat. A:Itisgreat, B:No.Itisn’t. A:Yes,itis.It’strulygreat. B:AsfarasI’mconcerned,itstinks!(3) Solvingamathproblem A:That’swrong. B:It’snotwrong. A:Itiswrong. B:No,it’snot. A:It’stotallywrong. B:It’snottotallywrong. A:Well,maybepartiallywrong. B:Itseemsokaytome. A:Well,itisn’t.It’swrong.TheFunctions&UsesofIntonaTheFunctions&UsesofIntonationExercises4. Marktheintonationofthefollowingsentencesaccordingtothecontext(theimplicationisinbrackets)andpractisereadingthem.(1)Well,mymomdoesn’tagree.(Thoughshedoesunderstandmypointofview.)(2)Yououghttotry.(Evenifyou’renotlikelytosucceed.)(3)It’dbebettertogobyboat.(Althoughitwilltakemuchlesstimebyfly.)(4)Youneedn’tpay.(Sodon’tbeputoffbythethoughtoftheexpense.)(5)Ionlyhadthree.(Andyouknewthatwasn’tenough.)(6)Iloveknitting,butIcan’tsew.(SoI’mafraidthatIwon’tbeabletodoitforyou.)(7)I’dlovetostaywithyou.(Ifonlyitwerepossible.)(8)He’sneversure.(Soitwouldn’tbewisetorelyonhim.)(9)Idon’tbelieveit’strue.(Inspiteofalltherumors.)10)Itdoesn’tlooknew.(Butitseemsallright,though.)(11)Thatquestion’stoohardforthechild.(Butnodoubthisbrothercanmanageit.)(12)Itwouldbeniceifyoucouldstay.(ButIsupposeyoureallymustgo.)(13)Ididn’tthinkshewasshy.(Whateverelseshemightbe.)(14)I’dliketocomeifImay.(Ihopethere’snoobjection.)(15)I’dlikeitifit’sblue.(ButI’mnotinterestedinhavinganyothercolor.)TheFunctions&UsesofIntonaTheFunctions&UsesofIntonationExercises5. Readthefollowingpassagewithgoodpronunciationandintonation.D-DayOrderspeechbyDwightEisenhowerJune6th1944Youwillbringaboutthedestruction/oftheGermanwarma`chine,/theeliminationofNazityranny/overtheop'pressedpeoplesofEurope,/andsecurityforourselves/inafree`world.Yourtaskwillnotbeaneasyone./Yourenemyis'welltrained,/'wellequipped,/and'battle-`hardened./Hewill'fight`savagely.'Butthisisthe`year1944./Muchhas`happened/sincethe'Nazitriumphsof1940-41.The'UnitedNationshaveinflictedupon/theGermans'greatdefeat/inopenbattle/manto`man./Ourairoffensivehasseriouslyreducedtheirstrength/intheair/andtheircapacity/towagewar/onthe`ground.Our'homefronts/havegivenusanoverwhelmingsuperiority/inweaponsandmunitionsof'war/andplacedatourdisposalgreatre′serves/oftrained`fightingmen.Thetidehas`turned.Thefreemenoftheworld/aremarchingtogetherto`victory./Ihavefullconfidenceinyourcourage,/devotiontoduty,/andskillin`battle.Wewillacceptnothing'less/thanfullvictory.'Goodluck,/andletusallbeseechtheblessings/ofAlmightyGod/uponthisgreatandnobleunder`taking.TheFunctions&UsesofIntonaTheFunctions&UsesofIntonationExercises6. Watchthevideoandlearnthesongfrom“TheSoundofMusic”TheFunctions&UsesofIntonaThankYou!ThankYou!ChapterIIIIntonationUnit3TheFunctions&UsesofIntonation語調的功能和使用FOCUS TheFunctions&UsesofIntonation

語調的功能和使用 TheCorrectUseofIntonationin Communications運用正確的語調交際 Exercises練習ChapterIIIIntonationUnit3ThTheFunctions&UsesofIntonationTheSemanticFunction語義功能Intonationmaydifferentiatethemeaningofanutterancewithdifferentintonation.Thedifferentplaceofnucleusconveysdifferentmeaningofthesamesentence.Forexample:A:He'only'promisedto`come.B:He'onlypromisedto'come.InsentenceA,thenucleusisthelastword“come”anditistheplacewheretheinformationcenteris.Themeaningofthesentenceis:Hejustpromisedtocome,notpromisedtodootherthings.ButinsentenceB,theplaceofthenucleuschanges.Itisnottheword“come”,buttheword“promised”.Theinformationcenterchanges,andsodoesthemeaning.Thesentencecanbeexplainedas:Hepromisedtocome,butwhetherhewillcomeornotisnotsure.TheFunctions&UsesofIntonaTheFunctions&UsesofIntonationTheSemanticFunction語義功能句子會因說話者的不同語調而表達不同的意思。同一句子中因調核的位置不同所傳遞信息也不同。例如：A:He'only'promisedto`come.B:He'onlypromisedto'come.在句子A中，調核是“come”，是說話者想要傳遞的最重要的信息。句子被理解為：“他做了來的許諾，而不是做了其他的許諾。”在句子B中，調核的位置變了，最重要的信息詞不是“come”，而是“promised”；句子被理解為：“他許諾要來，但是他到底來不來還不能肯定?！盩heFunctions&UsesofIntonaTheFunctions&UsesofIntonationTheAttitudinalFunction態(tài)度功能Intonationisusedtoconveyourfeelings.Speakersemploydifferentkindsofintonation(includevoice,sound,tone)toshowhis/herattitudes,suchas:interested,bored,neutral,polite,timid,rude,etc.Itcanberealizedbythechangingofthefallandrise,andaccent.Forexample:Thatisthe'endofthe`news.(Fall:finality,definiteness)Red,brown,yellowor`blue.(Rise:listing,encouraging)Youmayberight.(Fall-rise:doubt,uncertainty)Youwerefirst.(Rise-fall:surprise,beingimpressed)TheFunctions&UsesofIntonaTheFunctions&UsesofIntonationTheAttitudinalFunction態(tài)度功能語調可以用來傳遞情感。說話者通過用不同的語調（包括音質、聲高、語調）表明其態(tài)度，諸如“關心的”、“厭倦的”、“中立的”、“禮貌的”、“膽怯的”、“無禮的”。例如:Thatisthe'endofthe`news.(降調:表示“完結”、“確定”)Red,brown,yellowor`blue.(升調:表示“例舉”、“鼓勵”)Youmayberight.(降升調:表示“懷疑”、“不確定”)Youwerefirst.(升降調:表示“意外”、“印象深刻”)TheFunctions&UsesofIntonaTheFunctions&UsesofIntonationTheGrammaticalFunction語法功能Thedivisionofintonationgroup,theplaceofnucleusandthechoiceoftone’stypehavedirectrelationwiththesentence’sstructure.Ifoneofthethreefactorschanges,thestructureofthesentencewillbechangedandsodoesthesentence’smeaning.Forexample:A.Thisismy`sister,'May.B.Thisismy`sister,`May.InsentenceA,theword“sister”isinthefall,but“May”not.ItindicatesthattheSpeakerisintroducinghis/hersisterto“May”.Thesentencemeans:Hey,May,thisismysister.InsentenceB,boththe“sister”and“May”areinthefall,sotheword“May”isanappositive.Thesentencemeans:Hey,thisismysister.HernameisMay.TheFunctions&UsesofIntonaTheFunctions&UsesofIntonationTheGrammaticalFunction語法功能語調群的劃分、調核的位置、語調的選擇與句子結構有著極大的關系。其中一個成分的改變將改變句子的結構，句子所傳遞的意思也隨之改變。例如:A.Thisismy`sister,'May.B.Thisismy`sister,`May.在句子A中，降調落在“sister”上，表明說話者正在向“May”介紹自己的妹妹。在句子B中，降調落在“sister”和“May”上，“May”是“sister”的同位語，表明說話者正在向對方介紹自己的妹妹，她的名字是“May”。TheFunctions&UsesofIntonaTheFunctions&UsesofIntonationTheAccentualFunction重音功能Intonationhelpstodistinguishforegroundandbackgroundinformation.Foregroundinformationwillbeaccented,fromwhichpeoplecanfindtheneworimportantinformation.Forexample:A.They'like'pop`music.B.They'like'pop`music.C.'They'likepop`music.InsentenceA,thewordaccentedis“pop”,itmeans:Theylikemusic,thekindofthemusicis“pop”,notclassicorjazz.InsentenceB,theaccentedwordis“l(fā)ike”,sothesentencefocusesontheirfeelingofthemusic,theylike,not“dislike”,popmusic.Inthelastsentence,theimportantinformationis“they”,so,thepeoplewholikethepopmusicis“they”,notothers.TheFunctions&UsesofIntonaTheFunctions&UsesofIntonationTheAccentualFunction重音功能語調有助于區(qū)別重要信息和次重要信息。重要信息總是被重讀，重音使得傾聽者領會新的和重要的信息。例如:A.They'like'pop`music.B.They'like'pop`music.C.'They'likepop`music.在句子A中，“pop”是被重讀的，句子的意思是“他們喜歡的音樂是流行樂”；在句子B中，“l(fā)ike”是被重讀的，句子的意思是“他們喜歡（而不是厭惡）流行音樂”；在句子C中“They”是被重讀的，句子的意思是“他們（而不是別人）喜歡流行音樂”。TheFunctions&UsesofIntonaTheFunctions&UsesofIntonationExercises1. Marktheintonationofthefollowingsentencesaccordingtotherecordingandpractice readingthem.(1)Sara,listen,thisisbetweenyouandme. (2)Peter,herearethechildren.(3)David,Iwanttohaveawordwithyou.(4)Youarenottellingme,Ann,thatyouhaven’tevenstarted.(5)Andnow,mychild,it’stimeyouwenttobed. (6)Howdoyoudo,Frank.(7)Willyoucomethisway,madam? (8)It’sratherlate,mydear.(9)PassittoSara,Tim. (10)Welcomebacktoschool,boysandgirls.(11)Iknowhisuncle,David. (12)Iknowhisuncle,David.TheFunctions&UsesofIntonaTheFunctions&UsesofIntonationExercises2. Youareabsentmindedwhenpeopleaskyouthefollowingquestions.Youhavetocheckwhattheyhavesaidasyouhaven’theardthemproperly.Giveresponseswithappropriateintonationandcomparethemwiththeonesyouhearfromtherecording.Thenmarkthetonesofthesentences.(1)—Canyoutellmethewaytothestation? —Where?(2)—Doyouknowwhatthetimeis? —What?(3)—I’mlookingforboots. —Whatwereyoulookingfor?(4)—Doyouknowthetimeofthenextbus? —Pardon?(5)—You’vedroppedyourpurse. —Whatdidyousay?(6)—Aren’tyouLilianGreen? —What?(7)—Wouldyouliketocomeandhaveadrink? —Sorry?(8)—Canyoutellmethepriceofacupoftea? —What?(9)—Janehasanewboyfriend. —Who?(10)—Ididn’tgoonFriday. —Youdidn’tgo?(11)—He’sbeenpromoted. —Promoted?(12)—Ifoundyourkeysinthekitchen. —Inthekitchen?TheFunctions&UsesofIntonaTheFunctions&UsesofIntonationExercises3. Intonationmarking.Listenandmarktheintonationusedinthefollowingconversations.Payspecialattentiontothelocationofthenucleusintheintonationunit.Themostcommonpositionforthenucleusisonthelastinformationwordoftheintonationunit.Roleplaythem.(1)

AttheDepartmentStore A:Ties? B:Yes.Thetrendykind. A:Thebrownones? B:No. A:Theblackones? B:No,I’mtiredofblackandbrown. A:Thegreenonesthen? B:No!Lookatthat. A:Thered? B:Yes.Shinyredties.(2) Arguingaboutamovie A:It’sgreat. B:It’snotgreat. A:Itisgreat, B:No.Itisn’t. A:Yes,itis.It’strulygreat. B:AsfarasI’mconcerned,itstinks!(3) Solvingamathproblem A:That’swrong. B:It’snotwrong. A:Itiswrong. B:No,it’snot. A:It’stotallywrong. B:It’snottotallywrong. A:Well,maybepartiallywrong. B:Itseemsokaytome. A:Well,itisn’t.It’swrong.TheFunctions&UsesofIntonaTheFunctions&UsesofIntonationExercises4. Marktheintonationofthefollowingsentencesaccordingtothecontext(theimplicationisinbrackets)andpractisereadingthem.(1)Well,mymomdoesn’tagree.(Thoughshedoesunderstandmypointofview.)(2)Yououghttotry.(Evenifyou’renotlikelytosucceed.)(3)It’dbebettertogobyboat.(Althoughitwilltakemuchlesstimebyfly.)(4)Youneedn’tpay.(Sodon’tbeputoffbythethoughtoftheexpense.)(5)Ionlyhadthree.(Andyouknewthatwasn’tenough.)(6)Iloveknitting,butIcan’tsew.(SoI’mafraidthatIwon’tbeabletodoitforyou.)(7)I’dlovetostaywithyou.(Ifonlyitwerepossible.)(8)He’sneversure.(Soitwouldn’tbewisetorelyonhim.)(9)Idon’tbelieveit’strue.(Inspite