英語語音課程教案(共63頁)

1、精選優(yōu)質(zhì)文檔-傾情為你奉上Teaching Plan for English Pronunciation &Intonation for Communication英語語音教程課程教學(xué)教案?jìng)渥? 上學(xué)期30課時(shí)完成 Unit 1 Basic Concepts: Syllables, Stress & RhythmUnit 2 Consonants: StopsUnit 3 Consonants: Fricatives and AffricatesUnit 4 Consonants: Nasals, Approximants & Literal(s)Unit 5Vowel

2、s: Front Vowels & Central VowelsUnit 6Vowels: Back VowelsUnit 7 Vowels: DiphthongsUnit8Stressed Syllables & Unstressed SyllablesUnit 9 Stressed Words & Unstressed Words in a SentenceUnit 10Strong Forms and Weak FormsUnit 11LinkingUnit 12Rhythm of English SpeechUnit 13Types of Intonation

3、in English Unit 14Intonation Units of English Unit 15Functions & Uses of English IntonationUnit 1Lesson PlanBasic Concepts: Syllables, Stress & Rhythm(教案：附要點(diǎn)、重點(diǎn)和難點(diǎn))Class:Classes 1-5 Grade 2008Purpose: The students will learn some basic concepts in English pronunciation. We are going to learn

4、 something about syllables, stress and rhythm in English. At the same time, they will learn to say greetings and farewell with appropriate pronunciation and intonation in English.Objectives: Students will be able to : 1. Define - in their own words a definition for “syllable” and “stressed syllable”

5、, then a definition for “rhythm” and “rhythmic pattern”;2. Compare based on the understanding of the basic concept, compare the degrees of stress and different rhythmic patterns;3. Practice imitate the typical stress patterns and rhythmic patterns in English.Resources/Materials: 1. Textbook: Wang, G

6、uizhen, An English Pronunciation Course, Higher Education Press, Beijing, 2000;2. Handouts: illustration of stress patterns and rhythmic pattern;3. Recordings of native speakersActivities and Procedures: 1. Begin by asking the class to find out how much the students know about stress patterns and rh

7、ythmic patters in English, make sure that it serves the purpose of stimulating the students to think about the issue and have the desire to find out the answers themselves.2. Display examples by playing the recording of the native speakers showing the typical stress patters and rhythmic patterns in

8、English.3. Ask the students to listen to the tapes to mark out the stressed syllables in words.4. Ask the students to listen to the tapes to mark out the stressed words in sentences.5. Have the students imitate the stress patterns and rhythmic patterns to experience the rhythm in speech.6. Have the

9、students share what they have learned by reading out the practice materials in pairs.7. Have the students listen to the conversations recorded by native speakers of English and try to get the rhythmic patterns in their speech.8. Have the students practice the guided conversation. Ask them to pay spe

10、cial attention to the stress the rhythm in speech. 9. Highlight the language function in the conversation in the practice.10. Have several pairs of the students present their conversation in the class.11. Comment on the students performance by highlighting the achievement of the students and the eff

11、orts they need for the improvement.12. Ask the students to do more practice after class and get ready for presentation during the next session.附: 要點(diǎn)、重點(diǎn)和難點(diǎn)Unit 1Basic Concepts: Syllables, Stress & RhythmIn this unit, we are going to learn some basic concepts in English pronunciation. We are going

12、 to learn something about syllables, stress and rhythm in English. At the same time, we are going to learn to say greetings and farewell with appropriate pronunciation and intonation in English.First of all, lets look at the syllable in English.Please listen to the following word: driveway.Now, tell

13、 me, how many syllables there are in this word? Right. There are two.Please listen to the following sentence: Drive him away.Tell me, how many syllables there are in this sentence? Right. There are four.IntroductionSo. What is a syllable?A syllable is a word part and the basic unit of English rhythm

14、. English words can have one, two, three or even more syllables. In the word driveway, there are two syllables. In the sentence Drive him away, there are four. What is a stressed syllable?In English words with more than one syllable, one of them will receive more stress than the others. Stressed syl

15、lables are those that are marked in the dictionary as stressed. For example, in the word driveway, the first syllable is a stressed syllable while the second syllable is not. Stressed syllables in English are usually longer, louder, and higher in pitch.Listen to the following example:baNAAAAna Sylla

16、ble 1Syllable 2 Syllable 3 (short) (long) (short)The word "banana" has 3 syllables. Syllable 1 is not stressed and so is short. Syllable 2 is stressed and so is long with a clear vowel sound /B:/. Syllable 3 is not stressed and so is also short.Here is a short summary about the stressed an

17、d unstressed syllables:Stressed syllables are strong syllables. Unstressed syllables are weak syllables.Stressed syllables:- are long- have a pitch change- have full vowel sounds.Unstressed syllables:- are short- often have a reduced vowel sound.Now lets look at the rhythm in English.We all know tha

18、t correct pronunciation of the individual English sounds is important in communication. The way the sounds are organized, however, is often more crucial for understanding. The rhythm of English, for example, is one of the two major organizing structures that native speakers rely on to process speech

19、. What is rhythm?Rhythm can be found everywhere in life: the sound of a clock, the beating of the heart, the strokes of a swimmer, and of course in poetry and music. But rhythm in language is less familiar because it is less obvious. The rhythm of a language is characterized by the timing pattern of

20、 successive syllables. In some languages, every syllable is given about the same length, while in others, syllables vary in length. In English, strong beats are called stress - the heart of the rhythmic pattern.第1單元基本概念：音節(jié)、重音與節(jié)奏本單元將向大家介紹英語語音語調(diào)的基本概念, 主要介紹英語語音的音節(jié)、重音和節(jié)奏規(guī)律。首先，讓我們先來看看英語的音節(jié)：?jiǎn)卧~driveway有兩個(gè)音

21、節(jié)。句子Drive him away有四個(gè)音節(jié)。何謂“音節(jié)”？音節(jié)是一個(gè)言語單位，常常比一個(gè)語音長(zhǎng)，但比一個(gè)單詞短。一個(gè)英語單詞可以有一個(gè)、兩個(gè)三個(gè)或更多的音節(jié)。就像我們剛看到的單詞driveway有兩個(gè)音節(jié), 句子Drive him away有四個(gè)音節(jié)。同時(shí)，音節(jié)又是英語發(fā)音節(jié)奏的最基本的單位。何謂“重讀音節(jié)”？如果一個(gè)英語單詞中擁有兩個(gè)或兩個(gè)以上的音節(jié)，其中一個(gè)音節(jié)會(huì)比其周圍的音節(jié)要響亮些。重讀音節(jié)通常在詞典中有所標(biāo)注。例如，單詞driveway的第一個(gè)音節(jié)就是重讀音節(jié)，而它的第二個(gè)音節(jié)就是非重讀音節(jié)。英語中的重讀音節(jié)在發(fā)音過程中往往要比非重讀音節(jié)要長(zhǎng)一些，響亮一些，同時(shí)音調(diào)也稍高一些。例

22、如，“banana”一詞有三個(gè)音節(jié)。第一個(gè)音節(jié)是非重音，所以發(fā)音所需時(shí)間比較短。第二個(gè)音節(jié)是重讀，所以元音/B:/發(fā)的比較長(zhǎng)，清晰響亮。第三個(gè)音節(jié)同樣屬非重音，所以發(fā)音所需時(shí)間也很短。可見，重讀音節(jié)與非重讀音節(jié)分別有以下特征：重讀音節(jié): 聲音響亮 延續(xù)時(shí)間較長(zhǎng) 音調(diào)較高非重讀音節(jié): 1.延續(xù)時(shí)間較短 2.元音發(fā)音弱化英語話語節(jié)奏：學(xué)會(huì)發(fā)好每一個(gè)英語音素，是學(xué)好英語語音的基礎(chǔ)，正確的發(fā)音在語言交流中非常重要。然而，語音的組合方式對(duì)于聽者的理解也起著至關(guān)重要的作用。英語的話語節(jié)奏就是其中之一。何謂“英語話語節(jié)奏”？節(jié)奏在我們的日常生活中無所不在：滴答轉(zhuǎn)動(dòng)的鐘表聲，砰砰不停的心臟跳動(dòng)，游泳的劃水節(jié)拍

23、，優(yōu)美詩句和音樂的韻律，這些都是節(jié)奏的體現(xiàn)。話語節(jié)奏與前面我們所提到的日常生活中顯而易見的節(jié)奏不同之處在于：語言中的話語節(jié)奏不是那么明顯與絕對(duì)。語言中的節(jié)奏特征是由一連串音節(jié)的長(zhǎng)短來體現(xiàn)的。有一些語言的話語特點(diǎn)是：每一個(gè)音節(jié)的音長(zhǎng)呈大致相同的趨勢(shì)，這種音節(jié)彼此距離大致相等的現(xiàn)象被稱為“以音節(jié)定時(shí)”節(jié)奏。漢語的話語節(jié)奏就有這樣的傾向。例如，當(dāng)我說：“面包加牛奶”，這里含5個(gè)音節(jié)，所需的時(shí)間暫且定為5個(gè)時(shí)段。如果我要說：“一片面包加一杯牛奶”，這里含9個(gè)音節(jié)，所需的時(shí)間就是9個(gè)時(shí)段。英語的話語節(jié)奏則顯不同的趨勢(shì)。例如，在“bread and milk”短語中，音節(jié)數(shù)是三個(gè)，其中“bread”與“m

24、ilk”是重讀音節(jié)。在“some bread and some milk”這一短語中，音節(jié)數(shù)是5個(gè)，其中重讀的也是“bread”與“milk”。雖然這兩個(gè)短語的音節(jié)數(shù)不同，但是在話語中，它們所需的時(shí)間卻是大致相同的，因?yàn)樗鼈冇幸粋€(gè)共同點(diǎn)：重讀音節(jié)數(shù)相同。這種重讀音節(jié)彼此距離相等的現(xiàn)象就是“以重音定時(shí)”節(jié)奏。掌握這一英語話語的節(jié)奏規(guī)律。對(duì)于提高我們英語口語的流利程度和自然程度以及英語聽力理解快速解碼的能力至關(guān)重要。正因?yàn)槿绱?，我們將重音與節(jié)奏的學(xué)習(xí)放在中心與突出的位置，從第一單元的概念介紹開始，貫穿整個(gè)語音課程學(xué)習(xí)的始終。Unit 2Lesson PlanConsonants: Stops(教案

25、：附要點(diǎn)、重點(diǎn)和難點(diǎn))Purpose: The students will learn the stop consonants in English.Objectives: Students will be able to : 1. Define - in their own words a definition for “stops”;2. Compare based on the understanding of the basic concept, compare stops and other consonants;3. Practice imitate the sounds and

26、do practice.Resources/Materials: 1. Textbook: Wang, Guizhen, An English Pronunciation Course, Higher Education Press, Beijing, 2000;2. Handouts: illustration of the phonemes in focus;3. Recordings of native speakersActivities and Procedures: 1. Stimulating: Begin by asking the class to find out how

27、much the students know about what they are required to learn. Make sure that it serves the purpose of stimulating the students to think about the issue and have the desire to find out the answers themselves.2. Display examples by playing the recording of the native speakers showing the typical pronu

28、nciation in English.3. Ask the students to listen to the tapes to make a good discrimination of the sounds in focus.4. Have the students imitate the sound in focus.5. Have the students share what they have learned by reading out the practice materials in pairs.6. Have the students listen to the conv

29、ersations recorded by native speakers of English and try to get the sounds in focus correct in their pronunciation.7. Have the students practice the guided conversation. Ask them to pay special attention to the sounds in focus in speech. 8. Highlight the language function in the conversation in the

30、practice.9. Have several pairs of the students present their conversation in the class.10. Comment on the students performance by highlighting the achievement of the students and the efforts they need for the improvement.11. Ask the students to do more practice after class and get ready for presenta

31、tion during the next session.附: 要點(diǎn)、重點(diǎn)和難點(diǎn)Unit 2Consonants: StopsIn this unit, we will learn the stop consonants in English. The stop consonants are made by completely stopping the airflow at some point in the mouth and then, for most productions, releasing it into the sound that follows. There are si

32、x stops in English: /p/ and /b/ are formed by the lips, /t/ and /d/ are made on the gum ridge behind the upper teeth, and /k/ and /g/ occur at the back of the mouth where the tongue makes a weal with the soft palate. /p/, /t/, /k/ are voiceless stops as they are not accompanied by vibration from the

33、 larynx, while /b/, /d/, /g/ are the voiced stops. These stops are among the most frequent sounds in English and have fairly consistent spellings./p/ and /b/You pronounce the /p/ and /b/ by stopping the airstream with you lips, building up pressure and suddenly releasing the air. They can be used at

34、 the beginning, middle and end of words. The following are some of the allophonic variations of /p/ and /b/. Allophonic variations of /p/:AllophoneOccurrenceExamplepHAspirated release in initial word and stressed positionspokep-Unreleased in word final positiontop tenp Unaspirated release in cluster

35、s, esp. after /s/spotp:Lengthening, when an arresting /p/ is followedby a releasing /p/Stop Pete.p(Nasal release, before a syllabic nasalStop him.Allophonic variations of /b/:AllophoneOccurrenceExampleb-Unreleased in word final positionrobb:lengthened when an arresting /b/ is followedby a releasing

36、/b/Rob Bob.b(Nasal resonance, before a syllabic nasalRob him./t/ and /d/The /t/ sound is one of the most frequent in English and occur in all three positions at the word level. It has many variations and is a very interesting and productive sound in the language. /d/ is not as frequent in English no

37、r does it have the number of varieties that /t/ has. You pronounce them by blocking the airstream with the tongue and upper gum ridge, building up air pressure and suddenly releasing it. The following are some of the allophonic variations of /t/ and /d/:Allophonic variations of /t/:AllophoneOccurren

38、ceExampletHAspirated release in word initial and stressed positionstapet-Unreleased in word final positioncoatt Unaspirated release in consonant cluster, esp. with /s/stopt0Dentalized before /P/eightht(Nasal release, before a syllabic nasalbuttonRFlapped, intervocalicallyletter?Glottal stop, before

39、syllabic n or lbuttont:Lengthening, when an arresting /t/ is followed by a releasing /t/let TimtSr8Affrication of initial position /tr/trainAllophonic variations of /d/:AllophoneOccurrenceExampled9Dentalized before an interdentalwidthd-Unreleased in word final positiondad dél Bilateral release

40、with /l/padlockd(Nasal release, before a syllabic nasalbread'n butterR Flapped, intervocalicallyladderd:Lengthening, when an arresting /d/ is followedby a releasing /d/sad Daved3rAffrication of initial position /dr/drain/k/ and /g/You produce /k/ and /g/ by blocking the breath-stream with the ba

41、ck of the tongue and soft palate, building up the pressure, and suddenly releasing it. The "hard-c", as in cat, and the letter "k" account for most of the spellings of /k/, but there is also a silent-k in words such as know and knight. The spelling of /g/ is consistent in English

42、, although there is a silent version in words such as gnash and gnat. Both /k/ and /g/ can occur at the beginning, middle, and end of words in English. The following are some of the allophonic variations of /k/ and /g/:Allophonic variations of /k/:AllophoneOccurrenceExamplekHAspirated release in wor

43、d initial and stressed positionskeepk-Unreleased in word final positiontakekUnaspirated release in consonant cluster, esp. with /s/skyk:Lengthening, when an arresting /k/ is followed by a releasing /k/take Kimk(Nasal release, before a syllabic nasalbeacon kél Bilateral release with /l/clockc or

44、 kAssimilated to a front soundkeen?Glottal stop, before syllabic nbaconk¤¤¤¤¤Rounded, before a rounded soundquarterAllophonic variations of /g/:AllophoneOccurrenceExampleg-Unreleased in word final position and some clustersflagg:Lengthening, when an arresting /g/ is followed

45、 by a releasing /g/big grapesgél Bilateral release before /l/gladg(Nasal release, before a syllabic nasalpig and goatï or gAssimilated to a fronted soundgeeseg¤¤¤¤¤Rounded, before a rounded soundgoosePronunciation difficultiesThe English stops do not generally caus

46、e an intelligibility problem among the Chinese EFL learners but some learners may devoice final position voiced stops so that tab may be pronounced as tap, code as coat and /li:g/ as /li:k/. Lengthening the vowel before the voiced stops will aid in the perception of a voiced final stop. /i:/ in need

47、, for example, is usually a little bit longer than /i:/ in neat when they are in similar phonetic contexts. Another difficulty with the Chinese EFL learners is the pronunciation of the stops in consonant clusters. Drill the sounds in all positions, paying close attention to the strength of productio

48、n and the degree of voicing.第2單元 輔音 : 塞音在這一單元，我們將學(xué)習(xí)英語的爆破音，也叫塞音。英語的爆破音共有三對(duì)，發(fā)音方法是：使氣流在口腔某處成阻，再讓氣流沖決阻礙，爆破生音，因此叫爆破音。英語的六個(gè)爆破音中：/p/和/b/的發(fā)音部位是雙唇；/t/和/d/的發(fā)音部位是舌尖和齒齦；/k/和/g/發(fā)音時(shí)，則是用舌后部觸軟腭形成阻塞而爆破生音。其中/p/，/t/和/k/是清輔音，因?yàn)榘l(fā)這三個(gè)音時(shí)聲帶無需振動(dòng)。相反的，/b/，/d/和/g/在發(fā)音時(shí)，聲帶振動(dòng)，是濁輔音。/p/和/b/當(dāng)你發(fā)/p/和/b/兩音時(shí)，雙唇合攏而形成阻塞，然后讓氣流沖決阻礙

49、，爆破生音。這兩個(gè)音可出現(xiàn)在詞首、詞中和詞尾三個(gè)部位，/p/和/b/在不同的語音環(huán)境中有不同的變體：/p/的音位變體/p/在詞首且在重讀音節(jié)中時(shí)，是送氣音如poke；當(dāng)處于詞尾時(shí)，可能失去爆破，如top tea；在/s/后形成輔音連綴時(shí)，/p/在發(fā)音時(shí)不送氣，如spot；當(dāng)兩個(gè)/p/相鄰時(shí)，無需產(chǎn)生兩次爆破，而只是延長(zhǎng)發(fā)音的時(shí)間，如stop Pete；當(dāng)/p/后緊跟著的是鼻音時(shí)，此時(shí)爆破不在口腔，而在鼻腔，就是我們通常說的“鼻腔爆破”，如Stop him；/b/的音位變體：當(dāng)處于詞尾時(shí)，不完全爆破，如rob the man；當(dāng)兩個(gè)b相鄰時(shí)，無需產(chǎn)生爆破，只是延長(zhǎng)發(fā)音時(shí)間，如rob Bob；/b

50、/在鼻音前時(shí)，爆破不在口腔，而在鼻腔，如rob him；/t/和/d/t/和/d/是齒齦爆破音. 發(fā)這兩個(gè)音時(shí)，用舌尖抵齒齦成阻，讓氣流爆發(fā)而出。/t/的音位變體/t/在詞首且在重讀音節(jié)中時(shí)，是送氣音如tape；當(dāng)處于詞尾時(shí)，可能失去爆破，如sit still；在/s/后形成輔音連綴時(shí)，/t/在發(fā)音時(shí)不送氣，如stop；當(dāng)處于/ /之前時(shí)，呈齒音化發(fā)音，如eighth；當(dāng)/t/后緊跟著的是鼻音時(shí)，此時(shí)爆破不在口腔，而在鼻腔，就是我們通常說的“鼻腔爆破”，如button；當(dāng)處于兩個(gè)元音之間時(shí)，/t/聽起來近似閃音，如letter；當(dāng)/t/位于成音節(jié)/n/或/l/前時(shí)，便成了聲門爆破音，如litt

51、le；當(dāng)兩個(gè)/t/相鄰時(shí)，無需產(chǎn)生兩次爆破，而只是延長(zhǎng)發(fā)音的時(shí)間，如let Tim;當(dāng)處于輔音組合/tr/中時(shí)，發(fā)音兼具爆破與摩擦的特征，如train；/d/的音位變體：當(dāng)處于齒間音（如/W/ /T/）之前時(shí)，呈齒音化發(fā)音，如width；當(dāng)處于詞尾時(shí)，不完全爆破，如Dad said so.當(dāng)與/l/組合時(shí)，成為舌側(cè)爆破音，如padlook；/d/在鼻音前時(shí)，爆破不在口腔，而在鼻腔，如breadn butter;當(dāng)兩個(gè)/b/相鄰時(shí)，無需產(chǎn)生爆破，只是延長(zhǎng)發(fā)音時(shí)間，如sad Dave當(dāng)處于輔音組合/dr/之中時(shí)，發(fā)音兼具爆破和摩擦的特征，如drain。/k/和/g/發(fā)/k/和/g/兩音時(shí)，用舌根頂

52、住軟腭堵住氣流的出路，然后舌根猛地離開軟腭使氣流爆發(fā)而出。/k/是清輔音，/g/是濁輔音。/k/的音位變體/k/位于詞首，且在重讀音節(jié)中時(shí)，是送氣音，如keep；當(dāng)處于詞尾時(shí)，可能失去爆破，如take three；在/s/后形成輔音連綴時(shí)，/k/在發(fā)音時(shí)不送氣，如sky當(dāng)兩個(gè)/k/相鄰時(shí)，無需產(chǎn)生兩次爆破，而只是延長(zhǎng)發(fā)音的時(shí)間，如take Kim;當(dāng)/k/后緊跟著的是鼻音時(shí)，此時(shí)爆破不在口腔，而在鼻腔，就是我們通常說的“鼻腔爆破”，如beacon;當(dāng)與/l/音組合時(shí)，成為舌側(cè)爆破音，如clock；后跟前元音時(shí)，/k/的發(fā)音部位前移，如keen；位于成音節(jié)/n/時(shí)，便成了聲門爆破，如bacon；

53、位于圓唇音之前時(shí)，發(fā)音時(shí)亦呈圓唇，如quarter./g/的音位變體當(dāng)處于詞尾時(shí)，不完全爆破，如lag behind;當(dāng)兩個(gè)/g/相鄰時(shí)，無需產(chǎn)生爆破，只是延長(zhǎng)發(fā)音時(shí)間，如big grapes當(dāng)與/l/組合時(shí)，與成為舌側(cè)爆破音，如glad；/g/在鼻音前時(shí)，爆破不在口腔，而在鼻腔，如pig and goat;后跟前元音時(shí)，發(fā)音部位前移，如geese;位于圓唇音之前時(shí)，發(fā)音時(shí)亦呈圓唇，如goose.發(fā)音難點(diǎn)解析中國(guó)學(xué)生在學(xué)習(xí)英語爆破音時(shí)要注意的問題主要有以下兩點(diǎn)：一、爆破音的學(xué)習(xí)，就發(fā)音部位來說，并不難掌握：英語的爆破音與漢語的聲母（b，p，d，t，k，g）極為相近。所不同之處主要體現(xiàn)在發(fā)音方法

54、上?？偟恼f來，英語的三對(duì)爆破音的區(qū)別特征是清輔音和濁輔音；而區(qū)別漢語三對(duì)聲母的特征則是送氣音與非送氣音。當(dāng)英語的爆破音位于詞首時(shí)，清輔音的送氣比漢語的對(duì)應(yīng)音更為有力；濁輔音一般只有輕微的聲帶振動(dòng)。當(dāng)英語的爆破音位于詞尾時(shí)，爆破可能非常地輕微，此時(shí)，幫助辨別清濁輔音的一個(gè)重要特征就是位于爆破音前的元音的長(zhǎng)度。例如，在相似的語音環(huán)境中，need中的/i:/通常比neat中的/i:/稍長(zhǎng)一些。另外，當(dāng)濁輔音位于兩個(gè)元音之間時(shí)，聲帶振動(dòng)則是必須的。二、在學(xué)習(xí)中要注意的另一個(gè)問題是這三對(duì)爆破音的音位變體。這些音位變體的主要形式我們已經(jīng)接觸過。例如，什么時(shí)侯爆破音會(huì)失去爆破：take them；鼻腔爆破音

55、應(yīng)怎么發(fā)：garden；旁流爆破音應(yīng)怎么發(fā)：people；在輔音連綴中，當(dāng)/p t k/出現(xiàn)在/s/之后，“送氣”會(huì)減弱，如speak, sky, star。掌握了以上發(fā)音方法，我們就能正確地發(fā)好英語的爆破音了。Unit 3Lesson PlanConsonants: Fricatives and Affricates(教案：附要點(diǎn)、重點(diǎn)和難點(diǎn))Purpose: The students will learn the consonants: “fricatives” and “affricates” in English.Objectives: Students will be able to

56、 : 1. Define - in their own words a definition for “fricatives” and “affricates”;2. Compare based on the understanding of the basic concept, compare them with other consonants;3. Practice imitate the sounds and do practice.Resources/Materials: 1. Textbook: Wang, Guizhen, An English Pronunciation Course, Higher Education Press, Beijing, 2000;2. Handouts: illustration of the phonemes in focus;3. Record