教英语(Teaching English)_教英语的英文

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篇1：Teaching English within a Communicat

Teaching English within a Communicative Framework

Nowadays the method used in English class is mainly structure-based;the focus of teaching is on language form and the class is teacher-centered,as a result,the students are linguistically competent,but can not cope with communicative tasks effectively.so the present practice in China could not provide satisfactory conditions for both teachers and students to meet the need for a functional command of English in the field of industry,science and technology,commerce,tourism and so on has been created.In this case,teachers of English are encouraged to teach English within a communicative framework.Here,some suggestions are given.First,the class should be learner-centered.Second,there should be more realistic situations.Third,English-teaching should be promoted through taskoriented activities.Of course,difficulty may be experienced in applying the prosed moves in teaching.With due efforts,however,this approach may effect some improvement on English-teaching.

作 者：张雯  作者单位：河南职业技术学院基础部(新校区 刊 名：科技信息（学术版） 英文刊名：SCIENCE & TECHNOLOGY INFORMATION 年，卷(期)： “”(33) 分类号：H3 关键词：functional command   communicative framework   learner-centeredness   realistic situation   task-oriented activities  

篇2：On English Writing and Grammar Teaching

Maoming, Oct.

Wen Binli

Guangdong University of Foreign Studies

I. Outline:

冞 Studentsˇ writing: examples

冞 On how to teach writing

冞 On grammar teaching

冟 Summary

(i) What is a good composition?

a) Content

Rich and specific, with one running thread

b) Organization

Clear, coherent, reading well

c) Language

Grammatical, with correct use of words and right sentence structure

(ii) On grammar teaching

a) On weakening the ¨sense of grammar〃

b) On raising grammar awareness

c) How to raise grammar awareness

(iii) On raising grammar awareness

a) Balance: fluency vs. accuracy

b) Attitude: observant and careful

c) On idiomaticalness

II. Data

No. 01 ¨Half〃

KK

First, donˇt always follow what your classmates do, for instant, smoking, drinking or stealing. But, like studying-hard, arrive at school on time those good habbit you can follow.

Second, you donˇt only consider to pass the examination but also to develop a good character. Not to beat others, do something bad to your friends.

Finally, have a good attitude towards your student period. You donˇt need to worry about you canˇt past the examination, late for school or the teacher telephone to your parents complain your bad score. You just think that your student period is a preparation for your future time, not for your parents, teachers or society. You just do what you think is right, but not to brake the rule.

In conclusion, the student period is a preparation for our future life. As for students we must have a active attitude towards this period. There is where the significante lies. I advocate that only in this way can the students develop in a sound way.

No. 02 ¨What a good time!〃

After reading passage B, Iˇm moved by what author wrote, and Iˇm fully agree with what he or she thought: student period is the best in the whole life-time of a man and student period as a preparation period for studentˇs later life. It is said that students usually carefree since their parents wish to give them a very peaceful and contented life. Whatˇs more, students can also have lots of special advantages. And there is always a tendency on the part of the public, to look with a certain amount of leniency upon the vagaries of the students.

However, there are more reasons to explain why student period is a good time. First of all, students can dream freely, without worried about otherˇs attituds. They want to be an artiest, they can study art, want to be a singer, they can study music. Students no need to think about their present life if their families are not too poor, even if, the country, the government has many special measures to help poor or disable students.

There is no denying that students are learners, so students can make mistakes without accept too much complaintion. They are learning so they can have more advise and avoid step on a wrong way which can not go back and will make them pain all life long.

Besides, student period full of fresh, exciting and adventures. Everything is new, everything is waiting for them to explored. They never know what happen to they next after they make a decition, but, anyway, sometimes they can start again if the result is too bad.

In my part, student period is golden time in the whole life-time of a man, not only good, but also prepare for manˇs later life.

No. 03 ¨The Importance of Clothing〃

After reading Passage A, I realize that the author intends to tell us that people in all cultures use clothing and other forms of bodily decoration to communicate status, intensions and other messages. The writer uses many examples to explain how important that clothes is in social activities.

As far as I am concerned, I fully agree with the author. Clothing plays an unreplacable part in modern society. Just like what the writer has said, putting on certain types of clothing can change your behavior and the behavior of other towards you. In my opinion, clothing is the first step for others to know about you. Whatˇs more, clothing will give other people an impression of you. If you dress correctly, you may get more and more popular with them. Whether others want to communicate with you or not depends on your clothing and behavior, I think.

Actually, I believe that clothing exerts a far-reaching influence on social activities. Wearing the right clothing is your entrance ticket to some extent. Though our forefathers told us not to judge a person by his clothing, we should take a fresh look at this matter. There is no denying that clothing means a lot to us. We need clothing to exchange each otherˇs messages. Clothing is an essential part which consists our life and the social activities.

In summary, clothing plays an important role in our society. As what I have said in this composition, we can safely draw the conclusion that people in all cultures use clothing to communicate with others. No one can ignore the importance of clothing.

No. 04 ¨Summary of The Guid Scots Tongue〃

This chapter is mainly about the degeneration of Scots: an once national pride and prosperous tongue now ¨has lost its place as a written language〃. The reasons beyond can vary from historic to political ones.

An objective reason is the rise and standardization of English. The essential need for establishing an academy to regulate English language was associated with the rapid advancement of science and literature in England. Unfortunately, the idea never gained ground. But Dr. Johnson devoted his life to the compliment of the Dictionary, which signified the beginning of standardization and the reign of English to its neighbor languages.

The critical swift of Scotsˇ fate could trace back to historic event when James I moved to England and took his crown as James VI. He encouraged the spread of southern English, which immensely assimilated and infiltrated many regional varieties including Scots.

Many scholars, for instance, Burns and Sir Walter Scott contrived to restore the place of Scots by means of Scottish literature, but the trend of Anglicization was unstoppable. Scots has to be succumbed to its destiny. Nowadays, Scottish-rooted immigrants sustained their distinctive tongue by country music. To some extend, they keep pursuing the ¨Auld Lang Syne〃Xthe good old days.

No. 05 ¨Resemblance〃

1. Tina bears a striking resemblance to her mother.

2. What happens in the film bears little resemblance to what actually happened.

3. Although the fish have little external resemblance to each other, skeletally they are quite similar.

4. The Japanese maple leaf bears a striking resemblance to a marijuana leaf.

5. He was dressed in the garb of a Catholic priest and he bore an uncanny resemblance to the now legendary Spencer Tracy.

6. In its structure and methods, the program bears a strong and not accidental resemblance to the United States Peace Corps.

7. The policies of central banks in the post-cold war years bear an uncanny resemblance to those of the 1920s.

8. The Soviet ambassador to the United Nations and other officials noted the resemblance between the two proposals.

No. 06 ¨Problem sentences〃

1. The period of the 2 World War were the prime time of radio, making British the dominant voice in the English-speaking world.

2. The article analyses the development of the English language in the 16th to the 18th Century in Briton and the New World V Americas.

3. When James I came to the throne, he ordered to publish the Authorized Version of the Bible.

4. This article tells us the development of English.

5. When the language English first began to flourish, some tended to set a standard for people to pronounce it V RP was set to be the standard pronunciation. At the very beginning, broadcasters of BBC and VOA broadcasting also tried to use the standard pronunciation to speak to the audience.

6. Later, it turned out that it was not necessary for doing so.

7. The famous writer Shakespeare in that time also contributed a lot for the development of English.

8. Though weaknesses exits in English, it could not prevent it being the worldˇs widely used language even in the far-east countries like China, Japan.

9. In the text, it refers to the great influences that Shakespeare and his works as well as the King James Bible had on the development of the English language.

10. During Elizabeth I and James Iˇs reigns, it was the golden age of the English language.

11. The scientific revolution happened in this period brought new words to English and made it enriched.

12. Renaissance introduced the printing press to the world, which made English popularized and made the vocabulary expended; the Reformation kept the existence of English with a lot of foreign borrowings; England, whose maritime power was quite strong, discovered the New World, which made English have more varieties and made it develop into a new branch V American English.

13. Elizabeth I came to throne with a standard English.

14. The Renaissance, a cultural revolution, as well as a scientific revolution, created new words to the lexicon. K Apart from the development in the born place, English was also introduced to the New World as the settlement of new colony.

15. It was he who led to the establishment of the first English-speaking communities in the New World.

16. The Renaissance, took place during her reign, promoted the dissemination of the English language.

17. John Bois joined other scholars produced the Authorized Version of Bible during James Iˇs reign.

篇3：Language Context and the English Teaching

Improvisation or transfer is the core of a course，based on the communicative approach．That is，the students are required to transfer what they learned in the textbook to real-life situation as far as possible．And in the present-day textbook of Middle School，the courses are organized in authentic everyday situations in which students can easily identify．So in the process of English teaching，it is very important for the teachers to set the language contexts correctly and flexibly．

Ⅰ．The meanings of the language context

Generally speaking，the language context can be divided into two major types：situational context and sociocultural context．

Rivers suggests that items of language in total isolation have no function;they need a system and a setting to give them both function and meaning．Children often ask for the meaning of a word in isolation，without seeing the need to provide anything for it;too quick and too casual a reply can often have unexpected consequences．eg．When the child asks what cricket is and you say it is a game，and then discover that it was a“cricket”in the context of insects．Even if we know the strict linguistics，we still need to check further into the situation and even into the society and culture to be sure of what item of the language is appropriate or acceptable．

In a narrow sense，the language context means the situational context．In Halliday’s opinion，the situational contexts include the setting，the way of talking，and participants．But Hymes divides it into eight elements：setting，role，function，notion，style，stress and intonation，grammar，vocabulary and language aids．Those factors affect each other and decide which language form is appropriate．

The situational context and sociocultural context can’t be isolated from each other．In certain sociocultural context，people must obey the particular communicative rules when they use a certain language．And in a certain situational context，people should not only pay attention to the social communication rules but also adjust themselves according to the factors of the situational context．That is，the situational context and sociocultural context affect each other and are complementary to each other．

Ⅱ．The language context and the communicative competence

“Competence” is a central issue in linguistics，whether in terms of abstract syntactic theory（as with Noam Chomsky）or in terms of social interaction（as with Dell Hymes）．And Hymes thinks the communicative competence should include four types：language competence，sociolinguistic competence，strategic competence，and context competence．If we consider the language competence is the core of the language teaching，then the other three abilities must also be taken into consideration．

Wallwork suggests that“sociolinguistic competence is necessary to language study and to attempt to study language without society is like studying anatomy without a body．”A knowledge of our society will enable us to predict with some degree of accuracy the probability of certain kind of language being used in any particular situation，and conversely give a sketch of language we can predict with some reliability．eg．Go to a country where you understand not a word of the language around you．But by observing the social context and listening to the noises，you learn the meaning．So one can’t be said to know fully the meaning of any language without knowing the social context in which it may or does occur．Widdowson also points out that the English teaching also involves an understanding of the communicative value of linguistic elements in context and this is based on a knowledge of how these elements may serve as clues which can be interpreted by reference to share conventions of communication．So in the English teaching，the teachers should train the students’sensitivity to judge which language form is right in certain language context．

The context competence and strategic competence can be realized in certain language context and have their effects on communication．In a normal language context，we often communicate in discourse，not in a single phrase or sentence．A learner who can communicate with the correct language forms has a strong context competence and knows how to use the signals to convey the information and conform it to the meaning．And according to these signals，they can understand each other better．In different language contexts，we can also make use of the strategic competence to start，end，maintain or extend a conversation．And the communication strategies we often used are such as avoidance，tolerance，suspense and accommodation．

Ⅲ．How to set the language context

A．Use all kinds of teaching aids

In the classroom，students should be provided with a chance to experience the language in meaningful ways and try out their skills，so the teachers should try to use all kinds of teaching aids to set the language context for the students．And we should not only be acquainted with the use of flash cards and wall pictures，but also we need to learn to collect and make visual aids，such as pictures from magazines，used objects like can and boxes，flannel board，and stick-figures．So with a piece of chalk，objects，people，animals，settings are created on the blackboard and the students’interest and attention are aroused．A relaxed atmosphere is created．Another technique is to use latern slides，not to tell a story but to creat situations when the students are asked to act out their dialogue or play their roles against the background of a restaurant，street，playground．We can use an over-head project，then the students can talk like real“native speakers”．And when we use the pictures，we should know the picture with accompanying voice（sometimes with music accompaniment．）will impress the students greater than a printed text or the voice alone．

B．Design all kinds of activities

The role of the teacher in acommunicative classroom is not an informer or a supervisor but amanager or helper．The teachers should try to design all kinds of activities to help the students perform or interact among themselves as much as possible．But designing a course which prepares students to interact in specific roles in real-life situations requires that the course designer first discovers that what part is played in these activities by the language of different kinds．He must find out what topics come up often enough to be worth discussing in class，and we must also bear in mind the kind of people the pupil will eventually have to deal with．So we should let the students have the opportunity to learn，and become proficient in the games and diversions of English-speaking people．They should be able to participate in verbal competitions，where there are special activities to be associated with festivals or national holidays，students should be able to engage them at the appropriate time，decorating the Christmas tree and singing Christmas carols，celebrating Guy Fawkes Day，rolling eggs at Easter，dressing up for trick-or-treat，preparing a Thanks-giving dinner etc．On the other hand，much autonomous interaction can take place at the English language students' club or at class excursions and on picnics．So we can arrange some visits to see exhibitions of American or British paintings，to eat at restaurants which serve English or American specialities，to see films in English，or to attend performances by visiting theatrical companies．Groups within class may take turns preparing typical meals and inviting the others．We also invite some foreign guests and students to have a talk with us．And students should try to show their towns or schools to English-speaking visitors or tourists．For these courses，activities such as those described above will plunge the students into normal use of language．

C．Use paralinguistic features

Sometimes when we set the language context，using paralinguistic features such as gestures，facial expressions and some actions will be more convenient and vivid than using teaching aids such as pictures or slides．eg．In Unit 5 of SB1A，when we explain how to grow cabbages，if we use the teaching aids such as pictures，or slides，it will take us a lot of time to prepare the teaching materials before class．But if we act out the process of growing cabbages in class with a few actions，the students will understand the process more vividly in a shortwhile．So no matter when teachers present，demonstrate，drill，practise the teaching material we should pay attention to using paralinguistic features flexibly and appropriately．And paralinguistic features are complementary to the teaching aides in the English teaching．

Ⅳ．The rules of setting language context

How to set the language context correctly and flexibly becomes a problem which teachers are concerned about．

A．The language context must be real

Situational teaching and meaning teaching both mean that the teaching materials should be those normal utterance made in real-life situations and be practised in authentic everyday situations．

B．The language context must be relevant

Situations set for practice should be those which the students are likely to encounter in their present and future communication．It is a waste of time to ask them to discuss problems beyond their level of maturity and knowledge of the world．

C．The language context must be definite

When we set a language context，we should take all the factors of language context into account．For example，in a shop，we can start a conversation between shopkeepers and customers，and we can also start the conversation between the customers．Then what is the objective of the conversation？What kind of language form can be used in the language context？It requires that the teachers must give some clear or definite explanation to the students．Only when the students know what kind of roles they will play and what the objective of the talking is，they can avoid mechanical memorization and be able to start a free conversation in the language context．

D．The language context must be helpful in developing the students'creativity

In the process of English teaching，teachers should not remain satisfied with the memorization of the language，but should extend the development of language skills through language study and proceed from the manipulated practice to the communicative use of the language．After the students have learned some language points in a dialogue，they may be asked to create a new dialogue by giving them some new ideas and lines，which could，of course be in conformity with the original dialogue．

Bibliography．

Halliday，M．A．K．Towards a Sociological Sementics．In Brumfit＆Jahnson（ed），1979．

H．G．Widdowson．1978，From Teaching Language as Communication，Oxford University Press．

Hymes．D．H．On Communicative Competence，University of Pennsylvania Press，1971．

J．F．Wallwork．1968，An Introduction to the Study of Language，London：Longman．

Rivers．W．M．＆Temperley．M．S．A Practical Guide to Teaching English as a Second Foreign Language，Oxford University Press，1978．

Tom M．c．Arthur．A Foundation Course for Language Teachers，Cambridge University Press．

(江苏省如东县兵房中学 蔡平)

篇4：An English Teaching Plan---Inversion-人教版

An English Teaching Plan

He Shan Peng

Teaching content:

Inversion

Teaching aims:

Learn and master the use of inversion.

Teaching important point:

Help the students to make a summary of all kinds of inversion.

Teaching difficult points:

In which cases, full inversion is used; in which cases, partial inversion is used.

Teaching type:

A revision lesson

Teaching methods:

1. Inductive methods. 2. Individual/pair work

Teaching aids:

A projector

Teaching procedures:

Step 1 Lead-in

1. Say to the students: We’ve learned some sentences in inverted word-order. Now I’ll show you some sentences on the screen. Please tell which are in natural or normal word-order, and which are in inverted word-order.

Pair One: 1.At the foot of the mountain lies a small town.

2. A small town lies at the foot of the mountain.

Pair Two: 1.In came Mr. Smith.

2. Mr. Smith came in.

Pair Three: 1. Only through hard work can you succeed.

2. You can succeed only through hard work.

(Answers: The first sentence in each pair is in inverted word-order. The second sentence in each pair is in natural word-order.)

2. To present the following on the screen and make brief explanations.

Word-order

Natural word-order: S+V.

Inverted word-order: V.+S

Auxiliary/ Modal +S+V.

Step 2 Summary and Explanation

一. Some concepts:

1. What is called Inversion?

The predicate verb is placed before the subject, the sentence is said to be in inverted word-order, and such a word-order is called inversion.

2. Why is inversion used?

Two reasons: 1. One is for the need of the grammatical structure of a given type of sentence, the other is for emphasis of a certain part of a sentence.

3. What kinds of inversion are there?

There are two kinds: Partial inversion and Full inversion.

In most cases, an auxiliary verb or a modal verb comes before the Subject and the rest of the predicate verb comes after. This kind of inversion is called partial inversion.

In the other sort of inversion, the whole verb comes before the subject. This kind of inversion is called full inversion.

二. Partial inversion and Full inversion

㈠ In the following cases, the whole predicate verb comes before the subject.

1. In the construction “there be” for existence.

E.g. There is a chair in the room.

Notes: Some other verbs can be used with “there” besides “to be”. (e.g. live, remain, come…)

2. When the sentence begins with one of the adverbs, such as here there, then, out, away, up, down, off, back…

E.g. Out rushed the boy.

Notes: When the subject is a personal pronoun, inversion can’t be used. E.g. Out he rushed.

3. When the sentence begins with “such” for referring back, which means person or thing of a specified kind.

E.g. Such are the facts.

4. When the sentence begins with a long adverbial expression of place, esp. a prepositional phrase.

E.g. On the table were some flowers.

5. The whole or part of the direct speech is placed at the beginning.

E.g. “Help!” shouted the boy.

6. To balance the sentence structure or to link the sentence closely.

E.g. They reached a farmhouse, in front of which sat a small boy.

㈡ In the following cases, part of the predicate comes before the subject.

1. In sentences beginning with negative expressions like never, seldom, hardly, little, in no way…

E.g. Hardly had he arrived when his wife began to complain.

2. In sentence structures like “Not only--- but also---“, So/Such--- that---” ---

E.g. So fast does light travel that it is difficult for us to imagine its speed.

3. When “only” which is used to modify an adverbial is placed at the beginning of a sentence. E.g. Only in this way can you succeed.

4. To avoid repetition, “so neither, nor” can be placed at the beginning of a sentence.

E.g. ---He is a student.

--- So am I.

5. In questions.

E.g. Have you finished your homework?

6. In some special forms of unreal conditional clauses.

E.g. Were I you, I would tell him this secret.

7. In sentences expressing “blessing”

E.g. May you succeed!

㈢ Pay attention to another kind of inversion.

In an adverbial clause introduced by “as” or “though”

E.g. Much as I like it, I will not buy it.

Step 3 Practice

1. ---David has made great progress recently. ---_______, and ________.

A. So he was; so you have. B. So he has; so have you

C. So has he ; so have you D. So has he; so you have

2. Not only ______ polluted but ______ crowded.

A. was the city; were the streets B. the city was; were the streets

C. was the city; the streets were D. the city was; the streets were

3. Only when the war was over ____ to his hometown.

A. did the young soldier return B. the young soldier returned

C. returned the young soldier D. the young soldier did return

4. ________ can you expect to get a pay rise.

A. With hard work B. Although work hard

C. Only with hard work D. Now that he works hard

5. I finally got the job I dreamed about. Never in all my life _____ so happy!

A. did I feel B. I felt C. I had felt D. had I felt

6. Little ______ about his own safety, though he was in great danger himself.

A. does he care B. did he care C. he cares D. he cared

7. Was ______ that I saw last night at the concert?

A. it you B. not you C. you D. that yourself

8. _______ for the free tickets, I would not have gone to the films so often.

A. If it is not B. Were it not C. Had it not been D. If they were not

9. Not a single song ____ at yesterday’s party.

A. she sang B. sang she C. did she sing D. she did sang

10. So difficult _____ it to live in an English speaking country that I determined to learn English well.

A. I have felt B. have I felt C. I did feel D. did I feel

Homework:

Finish off the exercises.

篇5：Teaching English Intonation to EFL/E

Teaching English Intonation to EFL/ESL Students

Mehmet Celik

mcelik@hacettepe.edu.tr

Hacettepe University, Turkey

This article proposes a workable, teachable, generalisable as well as communicatively efficient framework for the teaching of the intonation of English to non-native speakers of English. It is proposed that a framework of English intonation should include four major intonational features: intonation units, stress, tones, and pitch range. Consequently, the phenomena of intonation in English should have a piece of utterance, intonation unit, as its basis to study all kinds of voice movements and features. Every intonation unit has a type of tonic stress: (unmarked) utterance-final tonic stress, or emphatic, or contrastive, or new information stress, the last of which is more frequently used in utterances given to wh-questions. Further, intonation units have typically one of these tones; fall, low-rise, high-rise, and fall-rise. Tones are assigned to intonation units in relation to the type of voice movement on the tonic syllable. Finally, all intonation units have to be spoken in one of the three pitch levels (keys): high, mid, and low.

Introduction

At a time when the language learning task is geared to instant interpersonal communication with efficiency and precision, the intonation phenomena could not have gone unnoticed in the preparation of English teaching syllabuses in the threshold of a new millennium. What to include and what not to in the teaching of intonation to learners of English as a second/foreign language (ESL/EFL) has caused uncertainty and lack of confidence, and consequently ignoring of the intonation in syllabuses to a great extent, which is, as Underhill (1994:75) rightly notes, because '...we a

[1] [2] [3] [4] [5] [6]

篇6：大学英语教学(English Teaching at College)

some people say that english teaching at college in china has proved to be successful take college english test as an example, more than four million students have taken it and the number is still increasing year by year. this means that increasing numbers of people are aware of the necessity and importance of english learning. what is more, large numbers of students who are competent in english are making their contributions to the county in all walks of life. others, on the other hand, suggest that english teaching at college in china is a complete failure. they suggest that, on the whole, most graduates still can't communicate with native speakers properly in spoken english. besides, they are incompetent in both translation and writing.

i think great progress has been made in english teaching at college in china over the past 15 years. yet, there are still some problems. on the one hand, english teaching at college in china is still teacher centered, although the student centered approach has been advocated for years. the teacher dominates the class, leaving students little time to practice. on the other hand, english teaching at college in china is still test oriented. passing college english test has been regarded as a prerequisite for graduates to get jobs on the job market. so great emphasis is given on how to pass the tests rather than on how to develop the students' language skills. as a result, students do not have the language competence though most of them have passed college english test.

therefore, it is my strong feeling therefore that english teaching at colleges in china should go through some radical reform. priority should be given to the development of the four language skills rather than to develop the skills in passing the examination.

篇7：Teaching English Intonation to EFL/E

At a time when the language learning task is geared to instant interpersonal communication with efficiency and precision, the intonation phenomena could not have gone unnoticed in the preparation of English teaching syllabuses in the threshold of a new millennium. What to include and what not to in the teaching of intonation to learners of English as a second/foreign language (ESL/EFL) has caused uncertainty and lack of confidence, and consequently ignoring of the intonation in syllabuses to a great extent, which is, as Underhill (1994:75) rightly notes, because '...we are not in control of a practical, workable and trustworthy system through which we can make intonation comprehensible.'

A major feature of communication, suprasegmental (prosodic) features of speech have usually been avoided in the design of syllabuses for teaching English, partly due to the unduly little importance attached to the teaching of them, and partly due to the unavailability of a concise, salient, practical, and workable framework (Underhill, 1994:47; Kenworthy, 1987). There are some attempts, of course, to come up with a scheme that is practical. However, they usually concentrate on certain areas of intonation rather than embracing the whole phenomenon of intonation (Coulthard, 1977; Underhill, 1994; Levis, ). Levis (1999), for instance, falls short of providing a coherent scheme by which foreign language teachers can utilize in their syllabuses for improving oral skills; it studies, in passing, intonational features such as significant pitch, pitch levels, intonation patterns, and placement of nuclear stress.

For Cruttenden (1986:35), intonation has three important features: 1) : division of a (dividing) a stream of speech into intonation units, 2) selection of a syllable (of a word), which is assigned the 'tonic' status, and 3) selection of a tone for the intonation unit To this list, another feature can be added: pitch range, or key (Brazil et al., 1980). In the experience of the present author in teaching oral skills to prospective teachers of English as a second/foreign language, a conception incorporating these four major features of intonation in the teaching syllabus has efficiently worked and proved very useful. This system, it is believed, may prove to be useful for other practitioners in the field of ESL/EFL.

This article explains the four major features in the teaching of English suprasegmentals: intonation units, stress, tone, and pitch range by reviewing relevant and current research. As such, this article provides a framework of English intonation for the teaching of English as a second/foreign language. What the framework proposes is primarily based on what is most salient in the more recent scholarly studies of intonation phenomena, and secondarily, on what can be teachable given the author's own experience in the teaching of the phenomena. Later, the need to teach intonational features in meaningful contexts with realistic language rather than fabricated language as well as the need to consider intonation, not as a luxury but a necessity for an efficient interchange in English is pointed out.

篇8：Teaching English Intonation to EFL/E

An 'intonation unit' is a piece of utterance, a continuous stream of sounds, bounded by a fairly perceptible pause. Pausing in some sense is a way of packaging the information such that the lexical items put together in an intonation unit form certain psychological and lexic~grammatical realities. Typical examples would be the inclusion of subordinate clauses and prepositional phrases in intonation units.

It is proposed here that any feature of intonation should be analyzed and discussed against a background of this phenomenon: tonic stress placement, choke of tones and keys are applicable to almost all intonation units. Closely related with the notion of pausing is that a change of meaning may be brought about; certain pauses in a stream of speech can have significant meaning variations in the message to be conveyed. Consider the example below, in which slashes correspond to pauses (Roach, 1983:146) (see Halliday, 1967; Leech & Svartvik, 1975 for more): the meaning is given in brackets.

Those who sold quickly / made a profit

(A profit is made by those who sold quickly.) Those who sold / quickly made a profit

(A profit was quickly made by those who sold.)

More examples can be used in order to illustrate the significance of pausing, and further, it can be pointed out that right pausing may become a necessity to understand and to be understood well.