美语发音规则与技巧(笔记)

美式英语中的连读和略读

一、同化

同化是两个音相互作用，导致最后产生另外一个音的现象，这样可以使句子显得更流畅。

/s/+/j/→/?/ 如：this year等

I guess you’re right. 我想你是对的。

I miss you. 我想念你。

/z/+/j/→/?/

What brings you here? 什么风把你刮到这儿来了？

I’m not gonna lose you again.

/t/+/j/→/?/ 如：congratulation、last year等

Nice to meet you.很高兴见到你。（第二次见面就说Nice to see you.）

What you doing? 你在做什么？

/d/+/j/→/?/ 如：education等

（1）Pinned ya. 压在你身上了。（《狮子王》中的一句台词，听起来是/?pin??/。这两个单词包含的发音规则有弱读+同化。）

（2）How did you like it? 你觉得怎样？

连读

在正常英语口语中，连读现象比比皆是。有些较短的句子听起来简直就像一个单词，所以学好连读是通向流利英语必经之路。

1.词尾辅音+词首元音

这种连读最常见也最简单，把相邻的两个单词想象成一个单词即可。

I’m so fed up with him. 他让我烦透了。

I’ve already made up my mind. 我意已决。

That is so gross [ɡr?us].太俗了。

Turn on the juice. 合上开关，恢复通电。（juice也有电的意思）

2.词尾元音+词首元音

A：以/u/、/?/、/au/、/o/结尾的单词与跟在后面的元音连读时，两个元音之间加上一个较轻的/w/,这样过渡就会很自然。

Just do it. 尽管去做吧！

It’s snowing. 下雪了。

Don’t blow it. 别搞砸了。

So easy. 太简单了。

B：如果单词结尾是/i/、/ai/、/e/结尾并与其后的元音连读，则两个元音见带上一个较弱的/j/。

My aunt will come to see us today.姑妈今天回来看我们。

I hate to say it，but you really should pay me back the money. 我真的不想说这个，但是你借我的钱应该还给我了。

不完全爆破

发音方法为：第一个爆破音不发声，只需做出发音的姿势，稍作停顿马上过渡到下一个音。例如，Goodbye中的/d/就不能发出声来，如果读成/gud’bai/就会显得很生硬。

(一) 爆破音+爆破音

6个爆破音中任意两个紧挨在一起，则第一个爆破音失去爆破。

大家一起来学习下面的例子：

What are we supposed to do? 我们该怎么办？

Let’s get down to business. 我们开始说正事。

（二）爆破音+摩擦音/破擦音

You’re a beautiful person inside and outside. 你真是秀外慧中。

I’m not fat, I’m big boned. 我不胖，我只是骨架大。

2. Good-bye to this dead-end job! 别了，这份没前途的工作！

（四）鼻腔爆破

其发音要领为：/t/或/d/与/n/同时发音，两者相互作用导致鼻腔爆破，最后发出的音既不是/t/或/d/,也不

I feel like I am not important to you. 我感觉我对你一点也不重要。

I lost my student ID card. 我的学生证丢了。

You are absolutely right. 你完全正确。

We are free at last! 我们终于自由了！

弱读

对于大多数同学，弱读是一个很陌生的概念，因为我们的英语老师很少讲这个知识，所以大家说英语时几乎对每个英语单词（除了the和a）都采用的了强读形式。可是真正说英语时全部都是强读，则整个句子必然没有节奏，没有婉转的感觉，枯燥无味。

弱读的一半规则：元音一次弱化之后主要是变为/?/，二次弱化后这个音就消失了；辅音弱化后也消失了。

下面介绍常用单词的弱读形式

缩读

大部分的缩读情况可以理解为弱读+连读。如果能够灵活运用弱读和缩读的话，那么你的口语又会更上一层楼了。

口语要素

You can say that again. 你说的没错。

Give me a break. 别逗了。

I’ll say. 的确。（Yes, definitely.）

Nothing doing! 没门！

Call him off. 叫他收手吧。

BONUS and的弱读

我们读英语时每当碰到and时，一般都会读作/?nd/，殊不知，在美语口语里面，and通常只需弱读为/?n/,甚至是一个简单的鼻音/n/。当说话者需要强调时则会把and读作/?nd/.如果能够掌握好这个发音规则，我们的口语将更加流畅，听力理解也更加畅听无阻。

Struggle n’ strife come before success. 成功之前必有一番挣扎和竞争。

I have traveled through time n’ space to find you. 我穿越了时空找到了你。

Without you, my life will be blank n’ white. 没有你，我的生活将暗淡无光。

连读、加音、爆破、同化、省音、弱读、浊化

——英语常见语流现象

1. 连读：

两个相邻单词首尾音素自然的拼读在一起，中间不停顿，被称为连读。连读只发生在同一意群之内，即意思联系紧密的短语或从句之内。

1）词尾辅音+词首元音，如：

Stand?up.

Not?at?all.

Put?it?on, please.

Please pick?it?up.

I'm?an?English boy.

It?is?an?old book.

Let me have?a look?at?it.

Ms Black worked in?an?office.

I called you half?an?hour?ago.

2）词尾不发音r或re+词首元音，词尾r发音/r/。如：

far?away

Here?is a letter for you.

Here?are four?eggs.

where?is my cup?

Where?are your brother?and sister?

They're my father?and mother.

I looked for?it here?and there.

There?is a football under?it.

There?are some books on the desk.

注：当有意群进行停顿时不可连读。如：

Is?it a hat or?a cat?（hat 与or 之间不可以连读）

There?is?a good book in my desk. （book 与in 之间不可以连读）

Can you speak?English or French? （English 与or 之间不可以连读）

Shall we meet at?eight or ten tomorrow morning? （meet 与at，eight 与or 之间不可以连读）

She opened the door and walked?in. （door 与and 之间不可以连读）

2. 加音：

在连贯的语流中，人们往往会在两个元音之间加入一个外加音帮助发音，从而更加流畅地表达意思。1）词尾元音/?,u:/+词首元音，在词尾加上一个轻微的/w/。如：

Go w away.

How w and why did you come here?

The question is too w easy for him to answer.

2）词尾元音/?,i:/+词首元音，在词尾加上一个轻微的/j/。如：

I j am Chinese.

She can't carry j it.

I j also need the j other one.

He j is very friendly to me.

She wants to study j English.

It'll take you three j hours to walk there.

3. 失去爆破与不完全爆破：

1）失去爆破：爆破音+爆破音

当两个爆破音/p,b,t,d,k,g/相邻时，前一个爆破音只按其发音部位做好发音口形、形成阻碍，而不爆破出来，稍微停顿后即发出后面的辅音。前一个爆破音被称为失去爆破。失去爆破产生的原因大体上是由于省力原则造成的。如：

Kept/Blackboard/Notebook/Goodbye/September/Suitcase

Big boy

Sharp pencil

What time

You must pay.

Ask Bob to sit behind me.

She took good care of the children.

2）不完全爆破：

A）爆破音+摩擦音

爆破音/p,b,t,d,k,g/与摩擦音/f,v,s,z,?,?,θ,e,r,h/相邻时，产生不完全爆破。发摩擦音时，发音器官并不形成阻碍而只形成一个很狭小的缝隙，让气流从缝隙中摩擦而出。如果一个爆破音与摩擦音相接，它爆破冲出的气流只能从狭小的缝隙中通过，这种爆破是不完全的。失去爆破产生的原因大体上是由于省力原则造成的。如：

Advance/Success

A good view

Old friends

Just then

Get through

Make sure

Night show

Keep silence.

Keep that in mind.

B）爆破音+破擦音

爆破音与破擦音/t?,d?,tr,dr/相邻时，产生不完全爆破。如：

Picture/Object

That child

Good job

Sweet dream

Great changes

A fast train

C）爆破音+鼻辅音

爆破音与鼻辅音/m,n,?/相邻时：在词中，不完全爆破；在词尾，鼻腔爆破。如：

Utmost/Admit/Midnight/Certain/Button/Garden

Good morning

Good night

Start now

I don’t know

Just moment

A good neighbor

D）爆破音+边辅音

爆破音与边辅音/l/相邻时：在词中，不完全爆破；在词尾，舌侧爆破。如：Lately/Badly/Mostly/Friendly A bit louder

I’d like to

Straight line

Good luck

At last

At lunch

4. 同化：

人们在说话的时往往会不自觉地让一个音受相邻音的影响，使它们变得与其相同或相似；或者两个音互相影响，变为第三个音。这两种现象被称为音的同化。同化可以发生在同一个词、复合词内或者句子相邻词之间。

1）因声带的影响而发生的同化：

A）浊辅音可变为清辅音，如：of(v→f) course，his(z→s) pen，with(e→θ) pleasure。

B）清辅音可变为浊辅音，如：like(k→g) that。

2）因发音部位的影响而发生的同化：

A）/t/+/j/→/t?/。如：

Don’t hurt yourself!

I’ll let you go this time.

Don’t you do that again.

It’s very nice to meet you.

B）/d/+/j/→/d?/。如：

Did your sister come?

Would you please come in?

Could you read this for me please?

You didn’t like English, did you?

C）/s/+/j/→/?/。如：

I miss you.

May God bless you.

We will come this year.

D）/z/+/j/→/?/。如：

Here’s your ticket.

I love you because you are you.

Don’t expect he tells you the truth.

5. 省音：

在快速、随便的言语中，一些音素被省略掉，被称为省音。省音能提高语速，使说话省力。在正式场合和语速慢的情况下，省音不是必须的。

1）同一单词内元音的省略，主要是非重读音节中的/?/和/?/，如：ord(i)n(a)ry。

2）当前一单词以辅音结尾，后一单词以/?/开头时，/?/常被省略，如：walk (a)way。

3）当前一单词以否定形式-n't结尾，后一单词以辅音开头时，/t/常被忽略，如：

She isn'(t) there.

I didn’(t) hear you.

He can’(t) believe that.

4）任何一个辅音，若后面紧跟着/h/，/h/可以不发音。如：

Come (h)ere!

Must (h)e /ti/ go?

What will (h)e /wili/do?

Has (h)e done it before?

Tell (h)im to ask (h)er…

5）将多个单词利用连读爆破等拼和在一起。如：

gotta(got to)

gonna(going to)

kinda(kind of)

lotsa(lots of)

gimme(give me)

6. 强读式和弱读式：

在一个句子，有些词说得又轻又快，而且较为含糊，有些词则说得又重又慢，而且较为清晰。那些说得响亮而清晰的词就是句子重音所在。实词（包括名词、实义动词、形容词、副词、数词疑问词等）一般都接受句子重音，为重读词，采用强读式；虚词（包括介词、代词、连词、冠词、助动词、情态动词等功能词）一般都不接受句子重音，为非重读词，采用弱读式。

6.1 一般规律：

1）弱读式只出现在句子的非重读词中。如：Pass me/m?/ the/e?/ book. me、the弱读。

2）单词单独出现或在句首或句尾时，都采用强读式。如：What are you listening to/tu:/?

3）被特别强调的词，无论实词还是虚词都采用强读式。如：I am/?m/ Peter. 我就是皮特。

6.2 虚词弱读规律：

1）长音变短音，如：she/?i:/弱读/??/。

2）元音前面的辅音被省略，如：him/h?m/弱读/?m/。

3）辅音前面的元音被省略，如：am/?m/弱读/m/。

4）元音一般弱读为/?/，如：can/k?n/弱读/k?n/。

5）部分虚词有多种弱读式，如：would/w?d/弱读/?d,d/。

7. 浊化：

1）/s/ 后面的清辅音要浊化。如：

/k/浊化成/g/: scar/school/discussion

/t/浊化成/d/: stand/student/mistake

/p/浊化成/b/: spring/spirit/expression

2）美音中，当/t/出现在两个元音之间并且处于非重读位置的时候，/t/需要浊化成一个近似于/d/的音。这样，writer听起来和rider 的发音几乎没有区别。如：

Letter/water/better/duty/bitter/city

I got it.

Would you please pick it up?

注：/t/如果处于重读位置的话，即使在两个元音之间也不需要浊化。请比较：

清晰的/t/ 浊化的/t/

I'talian 'Italy

a'tomic 'atom

La'tino 'Latin

pho'tographer 'photograph

3）美音中，当/t/前面是一个元音，后面是一个模糊的/l/，且处于非重读位置，/t/也需要浊化成一个近似于/d/的音。如：

Battle/bottle/cattle/little/rattle/settle

4) 美音中，当/t/前面是一个清辅音或前鼻音/n/，后面是一个元音，且处于非重读位置，/t/也需要浊化成一个近似于/d/的音。如：

Twenty/fifty/center/after/faster/actor/sister/yesterday

朗读练习：

There are many things to consider when you are looking for a house, whether you intend to buy or only rent. After all, it is going to be your home, perhaps for quite a long time, and you want to be happy with it. You have to decide exactly what kind of house you want, how much you can afford to pay, and the type of n eighborhood you wish to live in. However, it’s always easy to forget all above, because it’s most probably that you’ll fall in love with the house for sale at the first sight.

Youth

Youth is not a time of life; it is a state of mind; it is not a matter of rosy cheeks, red lips and supple knees; it is a matter of the will, a quality of the imagination, a vigor of the emotions; it is the freshness of the deep springs of life.

Youth means a temperamental predominance of courage over timidity, of the appetite for adventure over the love of ease. This often exists in a man of sixty more than a boy of twenty. Nobody grows old merely by a number of years. We grow old by deserting our ideals.

Years may wrinkle the skin, but to give up enthusiasm wrinkles the soul. Worry, fear, self-distrust bows the heart and turns the spirit back to dust.

Whether sixty or sixteen, there is in every human being's heart the lure of wonder, the unfailing childlike appetite for what's next, and the joy of the game of living. In the center of your heart and my heart there is a wireless station; so long as it receives messages of beauty, hope, cheer, courage and power from men and from the Infinite, so long are you young.

When the aerials are down, and your spirit is covered with snows of cynicism and the ice of pessimism, then you are grown old, even at twenty; but as long as your aerials are up, to catch the waves of optimism, there is hope you may die young at eighty.

美语听力与发音技巧第1期

Welcome to Daily tips on Learning English. Today's tip is on distinguishing “can” and “cannot” in spoken American English.

“Cannot” is usually contracted to “can't”. So many learners of English assume that in order to distinguish between “can” and “can't”, one must listen for the final “t” sound /t/. And whe n speaking, one must pronounce final ‘t’ sound /t/ clearly. However, this is not in fact how native speakers distinguish “can” and “can't”. People do not say ‘I `can drive a car, but I can’t drive a motorcycle.’ People say ‘I can `drive a car', but I `can't drive a motorcycle.’ The difference between “can” and “can't” is in stress. “Can” is not stressed, the verb after it is. “Can't” is stressed. The verb after it is not.

Also since ‘can’ is not stressed, the vowel is reduced to /a/, so “can” is actually pronounced “can”. Listen to another example. “I `can't go on Saturday, but I can `go on Sunday.” Did you hear the 't' sound? Did you notice the difference words being stressed? Listening again. “I `can't go on Saturday, but I can `go on Sunday.” If you want to understand whether someone is saying he can or can't do something, you have to be listening for a stressed “can't” or a verb stressed after “can”. What does this mean? “I can `speak Japanese, but I `can't speak Taiwanese.” That's right, I can speak Jap anese, but I cannot speak Taiwanese. When you are speaking it is very important that you follow this rule too. When learners of English say I `can help you, native speakers often unsure what is meant because of improper stress. So remember, you can stress “can't”, but you `can't stress “can”.

This has been today's tip on learning English. Tune in tomorrow for another tip.

美语听力与发音技巧第2期

Welcome to Daily Tips on Learning English. Today’s tip is on how syllable stress can affect the meaning of words.

Remenber that stressed syllables are said louder and are lengthened, and unstressed syllables are pronounced more softly, and often have the vowel sounds reduced.

Sometimes, this difference can be the difference between a verb and a noun, or an adjective.

There are at least 14 pairs of words in which syllable stress alone makes this difference. Some examples include `addict, a`ddict, `convict, con`vict, `perfect, per`fect. Each time the second syllable is stressed, the word is a verb. When the first syllable is stressed, the word is either a noun or an adjective. Let’s look some examples more closely. `Permit, per`mit, a `permit is a noun, it is a piece of paper which authorizes you to do something. For instance, a fishing `permit allows you to go fishing. Per`mit is a verb. It means to allow. For instence, fishing isn’t per`mitted here without a `permit.

Another example is `perfect, per`fect. `Perfect is an adjective. It means 100% correct, no mistakes or errors. The verb is per`fect, it means to make something perfect. For example, “I want to per`fect my English” means “I want to make my English perfect”. Make sure you stress the right syllable. It can be the differece between different parts of speech. This has been today’s daily tip. Till then, tomorrow, for a nother tip on learning English.

美语听力与发音技巧第3期（清浊辅音结尾对元音的影响）

Welcome to Daily Tips on Learning English. Today’s tip is on how different vowel lengths are used to differentiate words ending in voiced and voiceless consonants.

Let’s take an example. There’s something in my eyes. There’s so mething in my ice. The last words in the examples, eyes and ice differ in 2 ways. One difference is the word eyes end with the sound “z”, and ice end with the sound “s”. The other difference in the pronunciation of “eyes” and “ice” is how the vowel sound “ai” is pronounced. In the word “eyes”, it is longer. In the word “ice”, it is very short.

Listen to the examples again, and note that the final consonant sound is not as clear as the difference in the length of the vowel. There’s something in my eyes. There’s something in my ice. Listen again. There’s something in my eyes. There’s something in my ice. Listen to some other examples of words that are

identical except for the final consonants and the vowel length. Cap, cab, plate, played, seat, seed. Today’s tip is to pay more attention to the length of vowels, as this difference is very important in distinguishing some words. Till then, tomorrow, to another tip on learning English.

美语听力与发音技巧第4期（连音）

Welcome to daily tips on learning English. Today’s tip is on sound linking.

Although in written English, there’re spaces between every word, in spoken English there’re always never (1)pauses between words. In order to understand spoken English, it is (2)essential to understand how this linking is done. Today let’s (3)concentrate on the most common sound linking situation. Whenever a word ending in a consonant sound is followed by a word beginning with a vowel sound, the consonant sound is linked to the vowel sound as if they were part of the same word.

Let’s look at some examples. I’d like another bowl of rice, please. First, note that although there’re six words in the sentence, all the words are linked together without pause. Listen again. I’d like another bowl of rice, please. Now listen to how the words “like” and “another” are linked. “Like another”, “like-another”. “Like” ends in a consonant sound, and “another” begins with a vowel sound. So the “k” from “like” is linked to the “a” from “another” to produce “kanother”. Listen to the example sentence again. I’d like another bowl of rice, please. In the sentence there is another example of a consonant being linked to a vowel. A bowl of, a bowl-of. It sounds like that you’re saying the word “love”. Here’s another example. I’d love a bowl of rice. I’d love a bowl of rice. This sound linking is probably the biggest problem for learners of English when they try to understand native speaker’s talking. We’ll talk more about sound linking in futu re daily tips, as this is an extremely import feature of spoken English. Today’s tip is to link consonants to vowels which come after them. Till then, tomorrow, for another daily tip.

美语听力与发音技巧第5期（“h”音的略读）

Welcome to Daily Tips on Learning English. Today’s tip is on sound linking.

Remember that although written English has spaces between every word, spoken English doesn’t have pauses after every word. As a matter of fact, long strings of words are all linked together. And it is this linking, which often makes it difficult for learners of English to understand native speaker’s talking. Today’s tip is to notice how the “h” sound is often dropped in personal pronouns such as “he”, “him”, “his” and “her”. And when it is dropped, what is left is a vowel sound, and the vowel sound is always linked to the preceding word.

Let’s look at an example. Give her a book. Giv-er a book. Notice how the “h” is dropped and how “give her” become “giv-er”. L ook at another example. Tell him to ask her. Tell-im to ask-er. Did you notice that “tell him” became “tell-im” and “ask her” became “ask-er”? This happens very frequently in spoken English, especially when “he” follows an auxiliary verb. For example, “what will he do?” becomes “What will-i do?” “Where will he go?” becomes “Where will-i go?” “When will he come?” becomes “When will-i come?” “Who will he meet?” becomes “Who will-i meet?” “How will he know?” becomes “How will-i know?” “Has he gone?” becomes “H as-i gone?” “Had he done it before?” becomes “Had-i done it before?” “Must he go?” becomes “Must-i go?” “Can he do it?” becomes “Can-i do it?” “Should he leave?” becomes “Should-I leave?” it’s important to accustom yourself to the dropped “h” sound in sound linking. This has been today’s daily tip. Tune in tomorrow for another tip on learning English.

美语听力与发音技巧第6期（辅音连续）

Welcome to Daily Tips on Learning English. Today’s tip is on sound linking.

When 2 identical or similar consonants are in a row, most sounds are not pronounced. For example, stop Peter. “stop” ends in the sound “p”, and “Peter” begins in the same sound. Together the words are linked as “sto-peter”. The words aren’t pronounced stop Peter. To pronounce two identical sounds one after another, would sound like someone stuttering. English words are always linked smoothly. Similar but not identical sounds such as voiced and voiceless pairs of consonants are also linked in this way. For example, it’s a big

cake. “big” begins in the sound “g”, cake begins with the sound “k”. “k” and “g” differ only in that “k” is voiceless and “g” is voiced. When they are next to each other in a phrase they’re linked smoothly by not aspirating or pronouncing fully the first of the 2 sounds. Listen carefully as I read the example again. It’s a big cake. Notice how the first sound “g” is not released. If the pair of sounds is reversed, like in “I like goats.” it is the “k” sound which is not pronounced. Listen closely. I like goats. I like goats.

There’re 8 pairs of consonants that differ only in the presence or lack of vocal cord vibration. Listen as I give one example of sound linking for each pair.

v, f : I love France.

δ,θ: Let’s bathe three times.

z, s : She is Susan.

з,∫: The garage should be cleaned.

dз,t∫: He has a huge chin.

b, p : Put the cap back on.

d, t : Dad told me.

k, g : I like Gavin. (? )

It is important to include this type of sound linking in your speech if you want to achieve fluency. It is also important to be aware of how this linking affects how spoken English sounds. Otherwise you may not understand native speaker’s speech. This has been today’s daily tip. Tune in tomorrow for another on learning English.

美语听力与发音技巧第7期（冠词“a”）

Welcome to Daily Tips on Learning English. Today’s tip is on using or omitting the English article “a” correctly.

There’s no single rule that explains how to choose whether you should use “a”, use “the” or not use any article at all. S ometimes there’s only one correct choice, and in other cases, different choices change the meaning of the sentence. Today let’s discuss the most frequently occurring differences between using the article “a” and using no article. All English nouns can be d ivided into 2 classes: those that are countable and those that are uncountable.

It is the meaning of a noun as it is used in a sentence which determines whether it is countable or uncountable. For instance, in the sentence “She has long hair.”, “hair” is u ncountable. But in the sentence “There’s a hair in my soup.”,” hair” is countable. This can create some interesting mistakes. For example, “I like a dog” does not mean 我喜欢狗, that should be “I like dogs.” If you say “I like dog”, that means you like to eat dog meat. If you say “I ate a hamburger”, that means 我吃了一个汉堡, but if you say “I ate hamburger”, that means you ate raw ground beef. If you say “I ate a cake’, that means you ate a whole cake, which is very unlikely. You should have said, “I ate cake”, then it means you ate some cake.

Notice how the use of the article “a” means that the noun it precedes is countable, and therefore you’re talking about a whole one, an entire one. If you omit the article “a”, then it means that you can’t count the noun it precedes, and therefore you are talking about a piece or a quantity or something. So remember to pay careful attention to whether nouns are being used to a countable or uncountable meaning, and be sure to use or omit the article “a” accordingly. This has been today’s daily tip. Tune in tomorrow for another tip on learning English.

美语听力与发音技巧第8期（冠词的用法与读音）

Welcome to Daily Tips on Learning English. Today’s tip is on using the articles “a”, “an” and “the” correctly. Every student of English has my sympathy in his struggles with the English articles. They are one of the most difficult parts of learning English. First of all, I urge you to do this. Listen to native speakers. When you listen, listen carefully, since the articles “the” and “a” are almost never emphasiz ed, they do not stand out prominently in speech, but they’re pronounced. You will have to train your ears so that you will

recognize that the little sounds before certain words are articles, and not meaningless noises. Also, get in the habit of pronouncing the articles in the way native speakers do. As little sounds that are part of the word they precede. For instance, think of and say “the boy”as one word. Listen to this short sentence. The boy likes the girl. Say it naturally, the boy likes the girl. Did you notice how the articles are just small sounds linked to the nouns? Listen to another example. There is a pen on a desk in the classroom. Say it naturally, there is a pen on a desk in the classroom. Did you notice how all the sounds, especially articles are linked together? The article “an” is used before nouns beginning with a vowel sound, such as “an apple”. Notice how the “n” sound is linked to the word which follows it. Also notice that words that spelled with the letter “h” in the beginning such as “hour” also use the article “an” because the “h” isn’t pronounced. So we say, “an-our”, not “a hour”. And some words spelled with the letter “u” in the beginning such as “unicycle” use the article “a” because the first sound is the “y” sound “j”. So we say, a unicycle, not an unicycle.

It’s also important to note that the pronunciation of the article “the” changes to “δi :” before words beginning with a vowel sound. So we say “δi :” elevator, not “δэ”elevator.

Another tip is, do not be misled by newspaper headlines, advertisements and titles of book and so forth. They frequently omit articles which are necessary in complete sentences in both spoken and written English. Knowing when to use “a”, when to use “the”, and when not to use any article at all is undo ubtably one of the most difficult aspects of learning English. We will talk about this topic more in an upcoming daily tip. Tune in tomorrow for another tip on learning English.

美语听力与发音技巧第9期（句子中的重音）

Welcome to Daily Tips on Learning English. Today’s tip is on word stress on sentences.

In general, it is true that content words are stressed whereas function words are not stressed. Content words usually convey the meaning of the sentence. Function words make the sentence grammatically correct. Content words are: nouns, main verbs, adjectives, adverbs, this, that, these, those, and “wh-“ words, who, what, when, why, how, which. Function words are: articles, such as “a” and “the”; poss essive adjectives, such as “his”, “my”, “your”; prepositions, such as “in”, “on”, “of”; conjunctions, such as “and”, “but”; personal pronouns, such as “ I”, “he”, “she”; the “be” verb, “am”, “is”, “are”, “was”, “were”; and auxiliaries, such as “do”, “does”, “did”.

Take for example the sentence “Andrew brushes his teeth every morning.” The content word alone can convey the meaning of the sentence, namely “Andrew brushes teeth every morning.” The functional word “his” only makes the sentence grammatically correct. So “his” is unstressed, the other words are stressed. Why isn’t “his” stressed? Because of course he brushes his teeth, not your teeth, or my teeth. This we would naturally assume. If, however, Andrew brushes someone else’s teeth beside his own, then it would be very important to let your listener know that by stressing whose teeth he brushes.

So, what words should be stressed? The simple answer is whatever words are important to the meaning you are trying to convey. if someone write the sentence on t he board out of context and asks, “Which words are important? Which words should you stress?” You should answer, “That depends on the context.” Stress is used to let your listener know what is important to your message. If you stress words properly, your listener will have an easy time understanding your message. If you stress every word equally, then your listener will have to listen very carefully and try to guess the main point of your message. If your stress the wrong words, the listener will misunderstand your message or just feel very confused. So remember to stress the important words to your massage.

This has been today’s daily tip. Tune in tomorrow for another tip on learning English.

美语听力与发音技巧第10期（断句）

Welcome to Daily Tips on Learning English. Today’s tip is on the use of pauses in English speech. Although written English has spaces between every word, spoken English doesn’t have pauses between each word, rather words are linked together. However, people do not normally speak without pausing at all. We do

pause in speech. While in written English, there are periods, commas, semicolons and question marks. But we also pause in long sentences without punctuation marks. Let’s look at some examples. My mother listens to the radio in the evening. This sentence can be said without pausing, because it isn’t very long. But if I were to pause, I would say, “My mother/ listens to the radio/ in the evening.” Why? Because pauses come between thought groups----groups of words that express one thought.

For example, “in the evening” is a thought group. Let’s make the sentence longer. My mother listens to the radio in the evening, plays tennis in the afternoon, and cleans the house in the morning. Now it is necessary to pause because the sentence is very long. Pauses come between thought groups, and help the listeners organize the information they hear. Listen to sentence again. My mother listens to the radio in the evening, plays tennis in the afternoon, and cleans the house in the morning. If you pause in the wrong places, listeners will have a harder time organizing the information. Listen to the sentence read again with improper pausing. My mother listens to the radio in/ the evening, plays tennis in /the afternoon, and cleans the/ house in the morning. Now the sentence is almost impossible to understand, so remember to pause between thought groups, to help your listeners easily organize what they hear.

This has been today's tip on learning English. Tune in tomorrow for another tip on learning English.

美语听力与发音技巧第11期（定语从句前的停顿）

Welcome to Daily Tips on Learning English. Today’s tip is on when to use pauses before adjective clauses. Let’s take an example. In the sentence “My sister who lives in San Francisco is a doctor”, the adjective clause is “who lives in San Francisco”. It describes my “sister”. There’s no pause before the adjective clause. So, it means that I have more than one sister, and the one who lives in San Francisco is doctor. There’s a pause after an adjective clause because it is a long sentence. But there can be no pause in the group of words “my sister who lives in San Francisco”. Because this is one idea or thought group. Listen to the sentence again. “My sister who lives in San Francisco is a doctor.” The same words used in that sentence have a different meaning if there’s a pause before the adjective clause “who lives in San Francisco”. Listen to the new sentence. “My sister, who lives in San Francisco, is a doctor.” Now there’s a pause b efore, and a pause after the adjective clause, and in writing, there now is a comma before and a comma after the adjective clause. This sentence means that I have only one sister. She is a doctor, and by the way, she lives in San Francisco. The information conveyed by who lives in San Francisco is not necessary to understand whom I am talking about, as I only have one sister. I just added it in passing.

If you say, “My girl friend who drives a BMW is a good dancer.” You’re saying that you have more than one girl friend. “My boss who is very generous gives me a raise every year” means I have more than one boss. “Hawaii which is an island in the Pacific is a poplar tourist spot” means there’s another Hawaii not in the Pacific. So remember to pause before and after adjective clauses only when it is referring to something or someone of which there’s only one.

This has been today’s daily tip on learning English.

美语听力与发音技巧第12期（问句的语调）

Welcome to Daily Tips on Learning English. Today’s tip is on the intonation of qu estions.

Remember that intonation is the rising and falling of the pitch of your voice. So “she’s here.” is a statement, but “she’s here?” is a question. But it isn’t true that all questions have a rising intonation. Today, let’s just look at the intonati on of three types of questions: “Yes/No” questions, “Wh-” questions and choice questions.“Yes/No” questions have a rising intonation. “Wh-”qusetions have a falling intonation. And choice questions have a rising intonation for every choice except the last choice, which has a falling intonation.

“Yes/No” questions such as “Do you like Taiwan?” “Can you speak Chinese?” have a rising intonation. The listener must answer either “yes” or “no”. “Wh-” questions start with the words “who”, “what”, “where”, “when”,”why”, “which” and “how”. “Wh-” questions have a falling tone. For example, “What time is it?↘” “Where do you live?↘” Don’t say “What time is it?↗” “Where do you live?↗” In choice questions, the

listener is expected to choose one item from several. For example, “Would you like juice, Coke, Tea or coffee?” A rising tone is used for every choice exc ept the last, which has a falling tone. Listen to another example. “Do you like basketball, baseball, soccer or football?”. So remember that “Yes/No” questions, “Wh-” questions, and choice question have different intonation patterns, and make sure to inton e them properly.

This has been today’s daily tip on learning English. Tune in tomorrow for another tip.

美语听力与发音技巧第13期（是YES还是NO）

Welcome to Daily Tips on Learning English. Today’s tip is on answering “Yes/No” questions correctly.

In English, “Yes” is always followed by affirmative statements. “No” is always followed by negative statements.

This means you ca n’t say, “Yes, I haven’t eaten dinner yet.” Or “No, I did my home work.” Chinese allows this, but English does not. There’re different kinds of “Yes/No” questions. Simple “Yes/No” questions such as “Do you speak English?” “Are you hungry?” pose no problem.But negative questions such as “Don’t you speak English?” “Aren’t you hungry?” require the same answers. “Yes, I do.” “No, I don’t.” or “Yes, I am.” “No, I’m not.” Chinese learners of English are often misled by negative questions, and answer, “Yes, I don’t speak English.” Or “Yes, I’m not hungry.” by accident. Another type of “Yes/No” questions is to use a rising intonation with a statement. For example, you ask a Chinese person, “Did you eat dinner?” and he says, “No, I didn’t.” You’re surprised, so you ask, “You didn’t eat dinner?” and he answers, “Yes.” instead of “No”. Don’t use “yes” to mean “是的”. You should say, “That’s correct.” In the example above, “Yes” means “Yes, I ate dinner.” Not “Correct, I didn’t eat dinner. Let’s look at another example. I think that all Chinese people like to eat rice. So, when my Chinese friend tells me that he never eats rice, I was very surprised, and I ask, “You don’t like to eat rice?” and he answers, “Yes.” This is wrong. Because in English, you can not say, “Yes, I don’t like to eat rice.” He should answer, “No.” or “That’s correct.” So remember, “Yes” must b e followed by affirmative statements, and “No” must be followed by negative statements.

This has been today’s daily tip on learning English. Tune in tomorrow for another tip.

美语听力与发音技巧第14期（“t”的发音）

Welcome to Daily Tips on Learning English. Today’s tip is on the pronunciation of the letter “t”.

Of course the letter “t” is usually pounced “t”. But you may have noticed that in fluent speech, native speakers sometimes pronounced t he “t” as “d”. That happens when the “t” comes between two voiced sounds.

Do you know what sounds in English are voiced? Well, there’re 15 voiced consonant sounds in English. b, d, g, m, n, ɡ, z,δ, l, r, dз,з,j,w. Also, all vowel and diphthong sounds in English are voiced. So let’s look at some examples of words in which the “t” may be pronounced “d”.

No.1 “matter”. “matter” is often pronounced “mader” as in “What’s the matter?”

No.2 “atom”. “atom” is often pronounced “adom” as in “The first atom bomb was dropped on Hiroshima.”No.3 “twenty”. “twenty” is often pronounced “twendi” as in “That will be twenty dollars, please.”

No.4 “little”. “little” is often pronounced “liddle” as in “He got a little angry.”

No.5 “city”. “city” is often pronounced “cidi” as in“Did you grow up in the city or the country?”

No.6 “butter”. “butter” is often pronounced “buder” as in “Pass the butter, please.”

When people speak slowly or emphatically, however, they usually pronounce the “t” like “t”, not like “d”. Also, a “t” does not sound like “d” when it comes before a stressed vowel as in “return”.

This has been today’s daily tip on learning English. Tune in tomorrow for another tip.

美语听力与发音技巧第15期（助动词的强调）

Welcome to Daily Tips on Learning English. Today’s tip is on when to stress auxiliary verbs.

Although auxiliary verbs are not usually stressed, when we want to strongly emphasize a verb, we stress the auxiliary verb. And if there’s n o auxiliary verb, we add one. These sentences are called emphatic sentences.

For example, compare the sentences “He’s done his home work” and “He has done his home work.” Usually we would say, “He’s done his homework.” And the auxiliary verb “has” would no t be stressed. But if we want to emphasize the meaning of “has done”, we stress the auxiliary verb “He has done his homework.” This is an emphatic sentence. Sentences which don’t usually contain an auxiliary verb has an auxiliary verb in emphatic sentences, and it is always stressed. Emphatic sentences are usually used after someone has expressed the opposite meaning. For example, “-You didn’t finish your homework.” “-I did finish my homework.” “-Maybe she doesn’t know how to drive.” “-On the contrary, he d oes know how to drive.” “-You don’t speak Chinese, do you?” “I do speak Chinese. I just wanted to give you some practice speaking English.”

Did you notice how I said “I did finish” instead of “I finished”, and “she does know” instead of “she knows”, “I do speak” instead of “I speak”. The auxiliary verbs “did”, “does” and “do” were added to make the sentence more emphatic

Be careful though not to use emphatic sentences unless you have a reason. Don’t think that you can not learn the past tense of every verb and just say “I did eat”, “I did go” instead of “I ate” and “I went”. If you do this, your listeners will be confused. Your listeners will be thinking, “Why is that so important?” “Why is he stressing that so much?” This is not just another way of saying “I ate” and “I went”. You can only say “I did eat” and “I did go” when there’s a reason for stressing this.

So remember that although auxiliary verbs are not usually stressed, in emphatic sentences they are. This has been today’s daily tip on learning Engli sh. Tune in tomorrow for another tip.

美语听力与发音技巧第16期（附加问句的语调）

Welcome to Daily Tips on Learning English. Today’s tip is on the intonation of tag questions.

Tag questions are used in two very different ways, and the difference depends on whether you use a rising or falling pitch at the end of the tag question. One way tag questions are used is to get your listener to agree with you about something you think is a fact, or must be true.

If you think a lady is beautiful, you say, “She is beautiful, isn’t she?↘” You expect the listener to say, “Yes, she is.” If you know a man is not rich, you say, “He isn’t rich, is he?↘” You expect the listener to say, “No, he isn’t.” When you use a tag question to get your listener to agree, you must use a falling intonation. “She is beautiful, isn’t she?↘” “He isn’t rich, is he?↘”

The other way tag questions are used is to ask for information. You don’t know the answer, so you ask in a question. “She is beautiful, isn’t she?↗” “He isn’t rich, is he?↗” when you really don’t know the answer, you should use a rising i ntonation. So, “He isn’t rich, is he?↘” you know that he isn’t rich. But, “He isn’t rich, is he?↗” you don’t know whether he is rich or not.

Listen to another example. “You like Taiwan, don’t you?↗” “You like Taiwan, don’t you?↘”

So remember to use the proper intonation when you use tag questions.

This has been today’s daily tip on learning English. Tune in tomorrow for another tip.

美语听力与发音技巧第17期（自然的连续）

Welcome to Daily Tips on Learning English. Today’s tip is on sound linking.

When certain sounds are linked together, the resulting sound is merely the combination of the two original sounds. For example, “one apple” is pronounced “one-napple”, and “four apples” is pronounced “four-rapples”. However, when other sounds are linked, there’s a blending of the sou nds. The sounds are linked smoothly without any break. For example, “two apples” are pronounced as if there’s an additional “w” sound “w” in between the words. “two apples”, “two apples”. And when the words “three” and “apple” are linked, it sounds as if t here were an additional “y”sound “i” between the words. “three apples”, “three apples”, “three apples”. This is because the sounds between the words are linked smoothly without any break. “two-w-apples”, not “two” “apples”. “three-i-apples”, not “three apples.” Pay careful attention how sounds are blended together.

Another good example is how words ending in a “t” or “d” sound “t” or “d” are linked to words beginning with a “y” sound “j”. For example, “Did you do it?” becomes “Did-you do it?” “Would you do it?” becomes “would-you do it?” Notice how together “did” “you” becomes “Did-you” and “would” “you” becomes “would-you”, and “do” “it” becomes “do-it”. Listen again as I give more examples. “Did you do it?” “Did you do it?” “Would you do it?” “Would you do it?” “Should you do it?” “Should you do it?” “Could you do it?” “Could you do it?”

And also notice when a word end ing in the “t” sound “t” is followed by a word beginning in a “y” sound “j”, you get the sound “t∫”. For example, “Can’t you do it?” “Can’t you do it?” “Didn’t you do it?” “Didn’t you do it?” “Couldn’t you do it?” “Couldn’t you do it?” “Shouldn’t you do it?” “Shouldn’t you do it?” “Wouldn’t you do it?” “Wouldn’t you do it?” “It’s nice to meet you.” “It’s nice to meet you.”

Today’s tip is to pay careful attention to how words are blended together, and how the resulting sound is often very different from the original sounds. This has been today’s daily tip. Tune in tomorrow for another tip on learning English.

美语听力与发音技巧第18期（数字的发音）

Welcome to Daily Tips on Learning English. Today’s tip is on how to distinguish the numbers 13, 30, 15, 50, 14, 40 and so on.

There’s often a lot of confusion when people use these words. People often have to ask, “Did you say 16 or 60?” If you look at the sounds used in this pairs of words, you will notice that the only difference is in the final “n” sound “n” in the “-teen” words. Do people listen for this sound to tell them which word has been said? Do people say this sound loudly and clearly so that people will know which word they are saying? Native speakers don’t.

They use different stress patterns to distinguish the words. In the “-teen” words, it’s the last syllable which is stressed. In the numbers 30, 40, 50 and so on, it’s th e first syllable which is stressed. Also, when a syllable is stressed, that syllable’s vowel sound is lengthened, and when a syllable isn’t stressed, the vowel is shorter. Listen to me say the words, and notice the different syllables being stressed. 13, 30, 14, 40, 15, 50, 16, 60. Now listen to the length of vowels in the different syllables. I will exaggerate them first so it’s easier to notice. 13, 30, 14, 40, 15, 50. Now I will say them naturally. 13, 30, 14, 40, 15, 50, 16, 60, 17, 70, 18, 80, 19, 90. When you say these words, give specially care to stressing the right syllable, and to the length of the vowel sound in the stressed syllable. This has been today’s tip on learning English. Tune in tomorrow for another tip.

美语听力与发音技巧第19期（轻重音的重要性）

Welcome t o Daily Tips on Learning English. Today’s tip is on stressed and unstressed syllables.

Every English word has more than one syllable, and every complete sentence has at least one stressed syllable.

A stressed syllable is pronounced more prominently than surrounding syllables. Simply put, we say it louder and we lengthen the vowel sound. Unstressed syllables are just the opposite. They are not as loud and the vowel sound is usually reduced. V owel sounds are most often reduced to “э”or to “ⅰ”. For example, in the word “purpose”, the first syllable is stressed, and the vowel of the second syllab le can be reduced to either “э”as in “purpose” or “i” as in “purpose”. Let me give you a complete sentence. “I didn’t do it on purpose.” “I didn’t do it on purpose.” The following word has three syllables. Which syllable is stressed? “banana”. That’s right. The second syllable is stressed. Listen now for the lengthening of the vowel in the stressed syllable. “bana-na”, “bana-na”. It’s very important to stress the proper syllable, to lengthen stressed syllables, and to reduce unstressed vowels. This is essential if you want to achieve a proper English rhythm. If every syllable is given equal stress and length, what you will sound like is a robot. “I didn’t do it on purpose.” “I didn’t do it on purpose.” Proper rhythm comes from stressing only certain syllable s, and lengthening those syllables, while reducing the others.

Listen again to the example sentence, and notice how only certain syllables are stressed and lengthened. “I didn’t do it on purpose.”……

We will talk about how to figure out what syllables or words to stress at the sentence level in an upcoming program. But today’s tip is to make sure when you learn words of more than one syllable, you give special care to learning which syllable or syllables are stressed, and to remember to lengthen the vowels in those syllables.

This has been today’s daily tip on learning English. Tune in tomorrow for another tip.

美语听力与发音技巧第20期（清浊辅音的区别）

Welcome to Daily Tips on Learning English. Today’s tip is on the difference between voiced and voiced pairs of consonants.

Thi s difference is important, as it is the basis for learning other aspects of spoken English. First, let’s explain this difference. Let’s compare some consonants, for example, t, d, p, b, k, g, s, z. These sounds differ only in that the first is voiceless an d the second is voiced. Put your hand in front of your mouth and say” “t”, then say “d”. Try it again with “s”, “z”. Did you notice that “t”, “s” have more breath or air coming out of your mouth than “d”, “z”. Now put your hand around the front of your throat. Try it again. Say “t”, “d”, “s”, “z”. Did you notice that “t”, “s” have no vibration, whereas “d”, “z”, there’s a vibration?

The sounds with a lot of breath but no vibration are called voiceless, because the vocal cords are not vibrating. The sounds with little breath but a lot of vibration are called voiced, because the vocal cords are vibrating. Tomorrow we will discuss how vowels followed by voiceless consonants are shorter than vowels followed by voiced consonants.

Let’s just look at one example today. “bet”, “bed”. Did you notice how the vowel sound “e” is shorter before “t” and longer before “d”? Tune in tomorrow for more examples of this feature of English. That has been today’s tip on learning English.

美语听力与发音技巧第21期（及物和不及物动词）

Welcome to Daily T ips on Learning English. Today’s tip is to be aware of how some verbs in English, transitive verbs, require an object.

Not using an object after a transitive verb is a common mistake made by learners of English. For example, although in Chinese, you can sa y, “我喜欢”or “我不喜欢”without mentioning what you are talking about, in English, “like” requires an object. So you can’t say, “I like.” or “I don’t like.” You must say, “I like it.” or “I like them.” “I like her.” “I like you.” “I like Taiwan.” or “I don’t like it.” “I don’t like them.” “I don’t like him.” “I don’t like singing at KTVs.” You must use an object after “like” because it is a transitive verb. Another common word which is misused is “want”. “want” is also a transitive verb and must be followed by an obje ct. You cannot ask “do you want” as in the Chinese “你要不要？”“你要吗？”You must ask “Do you want some?” if you are asking about something uncountable like coffee or tea. “Do you want it?” if you are asking about a singular countable object like the last piece of pizza. “Do you want them?” if you are asking about p lural countable objects such as some books. And “Do you want to?” or “Do you want to do it?” if you are asking about doing something like going to a movie or going to a concert. The two verbs “like” and “want” are the two most commonly misused transitive verbs as in “I like” or “I want”. Be careful to complete the meaning of these transitive verbs by adding an object. And when using a pronoun, be careful to choose the proper pronoun. In English, certain verbs are used only transitively, some are used only intransitively, and some are used at times transitively and at other times intransitively.

Today’s tip is to pay special attention when learning verbs, to learn whether or not the verb is transitive, and not to neglect adding an object if it is. This has b een today’s daily tips on learning English. Tune in tomorrow for another tip.

美语听力与发音技巧第22期（a 和 the 的用法）

Welcome to Daily Tips on learning English. Today’s tip is on using the articles “a” and “the” correctly.

More specifically, today’s tip is on the difference between using “a” or “an” before a singular countable noun and using “the” or “the(i:)” before a singular countable noun. Most frequently, both “a” and “the” are used to refer to a specimen of a group of things, for example, “a table” and “the table” both refer to one table out of the group of all tables. When people say “the table”, they mean the table that we’ve been talking about and which you know about. So if you begin to talk about a new object about which your listener knows nothing, you must use the article “a”. But after you have introduced the object, or future refe rences are preceded by the article “the”. Let’s take a simple example. “I bought a table yesterday. The table is in the living room. I really like the table.” Did you notice how the article “a” was used first, and then after that, the article “the” was use d. If you said, “I bought the table yesterday” instead of “I bought a table yesterday”, you would mean that you and the listener are talking about some table previously. If you hadn’t talked about any table previously, the listener would be confused and wo uld probably ask you, “What table?”

Let take another example. “I put together a jigsaw puzzle yesterday. Really? How often do you put together a jigsaw puzzle?” Notice that the article “a” was used in both sentences before “jigsaw puzzle”. That’s because the question, “How often do you put together a jigsaw puzzle” was not referring to the same jigsaw puzzle mentioned in the first sentence. If you ask, “How often do you put together the jigsaw puzzle?” you would be asking how often the listener put together the same jigsaw puzzle, you would be saying the person puts together, then takes apart, then puts together the same jigsaw puzzle over and over again. And that’s a silly thing to ask.

So remember, “the” is used to refer to a previously mentioned specime n, something about which the listener knows. The article “a” is used to refer to a specimen which hasn’t been mentioned before, something which the listener doesn’t know about.

This has been today’s tip on learning English. Tune in tomorrow for another tip.

美语听力与发音技巧第23期（如何使用the）

Welcome to Daily Tips on Learning English. Today’s tip is on using the English article “the” correctly. The article “the” is most frequently used to refer to a previously mentioned object. The use of “the” indicates that your listener should know which object you are referring to. One reason the listener might know which object you are referring to is that you were just talking about it earlier. However, sometimes the article “the” is used even when the object hasn’t been mentioned previously. A speaker can use the article “the”to indicate that the object is very familiar to the listener. For example, a man and his wife might have a conversation about their car.

“I’m going to pick up the car at the garage on the way to the health c lub. Make sure to check the radio to see if the mechanic fix the power button.” Although the things car, garage, health club, radio, mechanic and power button had not been mentioned earlier, both the husband and wife know that the are talking about their car, the garage and health club they always go to, the radio in their car, the mechanic at the garage they always go to, the power button of the radio in their car.

Another reason why the article “the” is used is that the object is so frequently referred to that every body knows which one is being referred to. Although there are many suns with many moons orbiting them, when we say the sun and the moon, we mean those which we see every day and night. Similarly, we use the article “the” for objects present at the time of speaking. For example, the floor is the floor we are standing on. Other words used like this include the air, the earth, the world, the sky, the rain, the whether, the wind and the Bible. So remember that when an item is very familiar to the listener or very frequently referred to, or the only one present at the time, we use the article “the”.This has been today’s daily tip. Tune in tomorrow for another tip on learning English.

美语听力与发音技巧第24期（那些词重读呢）

Welcome to Daily Tips on Learning English. To day’s tip is on contrastive stress.

If you listen to previous daily tips, you will recall that content words, such as nouns, main verbs, adjectives

and adverbs are normally stressed, and function words, such as personal pronouns, possessive adjectives and prepositions are normally not stressed.

However, there are exceptions to this rule. The exceptions to conform to the universal rule for word stress, namely, you should stress the words that are important in the context. Let’s look at some examples. The sen tence “I put your pen in my desk” would normally have the words “put”, “pen” and “desk” stressed, but if the listener didn’t hear me clearly and started looking for his pen on my desk. I would change the stress to the word “in”. I would say, “No, I put your pen in my desk, not on my desk.” The information conveyed by the preposition “in” has now become the most important word, and so receives the greatest stress. So now he looks in my desk and finds the pen. But he says, “This isn’t my pen. This is your pen.” Although the possessive adjectives “your” and “my” are not normally stressed, here they are very important to convey the message and so they receive the greatest stress.

Let’s look at another example. Two people are ordering in a restaurant. One says, “I will have a ham and cheese sandwich and a small bow of soup.” And then the other says, “I will have a ham and egg sandwich, and a large bow of soup. Did you notice how the second person who order stresses the word “egg” and “large”? That’s because those words were different from what came before. This is called contrastive stress. Today’s daily tip is to make sure to stress the most important words in your speech. Tune in tomorrow for another daily tip.

美语听力与发音技巧第25期（短句的断句）

Welcome to Daily Tips on lear ning English. Today’s tip is on the importance of pausing to mark the boundary between phrases or thought groups.

In a previous tip, I mentioned how in long sentences, it is necessary to pause between thought groups. However, relatively short sentences may also require pauses to help the listeners organize the stream of sounds correctly. Let’s look at some examples. In the question “what time do you come in in the morning?” It is necessary to pause between the two prepositions “in”. If you pause after the word “come”, “what time do you come / in in the morning?” Then the listeners will be confused, because “come in” and “in the morning” are two separate thought groups. Here’s another similar example. “Look your papers over over the weekend.” You need to pause between the two “over”s to help your listeners organize your words. If you pause somewhere else like “Look your papers / over over the weekend”, nobody will understand you. Sometimes pausing in the wrong place will change the meaning of what you say.

For example, let’s take two sentences. Sentence 1: “I usually eat sushi for lunch.” Sentence 2: “I ate noodles today.” When you put the two sentences together in speech, you must pause slightly between them. “I usually eat sushi for lunch. I ate noodles today.” If you pause after the word “sushi”, the meaning changes. “I usually eat sushi. For lunch I ate noodles today.” So remember to use pauses to group ideas together. If you pause in the middle of ideas, or group pieces of different ideas together, your listeners will have a hard time understanding you.

This has been today’s daily tip. Tune in tomorrow for another tip on learning English.

美语听力与发音技巧第26期（不定式和动名词）

Welcome to Daily Tips on learning English. Today’s tip is on verbs which are followed by infiniti ves or gerunds.

Some verbs are followed by infinitives, such as “I plan to go”. “to go” is an infinitive. Some verbs are followed by gerunds, such as “I enjoy teaching English”. “teaching” is a gerund. You cannot say, “I plan going” or “I enjoy to teach English”. Most verbs are followed by either the infinitive or the gerund, and when you learn the verb, you must make sure to memorize which one is used since there is no rule to tell you. There are only nine verbs which can be followed by either the gerund or the infinitive with no difference in meaning. These verbs are “begin”, “start”, “continue”, “like”, “love”, “hate”, “prefer”, “can’t stand” and “can’t bear”. These verbs can be followed by either the infinitive or the gerund with no difference in

meanin g. So “I like listening to the radio” and “I like to listen to the radio” both mean the same thing. There are also five verbs which can be followed by either an infinitive or a gerent but which have different meanings depending on whether you use the infin itive or the gerund. These verbs are “remember”, “forget”, “regret”, “try” and “stop”. Pay special attention when using these verbs, as the meaning of the sentence will change depending on which you choose.

This has been today’s daily tip on learning Engli sh. Tune in tomorrow for another tip.

美语听力与发音技巧第27期（remember 的用法）

Welcome to Daily Tips on Learning English. Today’s tip is on the difference in meaning between “remember doing something” and “remember to do something”.

Let’s take an example. What’s the difference between “I remember locking the door” and “I remember to lock the door”? Well, “remember doing something” means you recall doing something you did in the past, and “remember to do something” means to remember to perform a responsibility, duty or task at the proper time.

So, “I remember locking the door” means in the past, I locked the door, and now, I still recall doing it. There’s still a memory in my mind. I haven’t forgotten what I did. On the other hand, “I remember to lock the door” means at the moment I leave my house, I should lock the door. At that moment, I always remember to lock the door. It’s not my habit to forget to lock the door when I leave my house. Therefore, if you are reminding someone to do something in the future, you say, “Remember to turn off the light.” “Rememb er to feed the dog.” “Remember to say ‘please’.” On the other hand, if you are telling someone about memory you have or don’t have, you say, for example, “I remember closing the door. Who opened it?” “I don’t remember meeting you before. Are you sure we ha ve met?”

So pay special care when using the verb “remember”, you must choose the right form of the verb you use after it. This has been today’s daily tip on learning English. Tune in tomorrow for another tip.

美语听力与发音技巧第28期（forget 的用法）

Welcome to Daily Tip s on Learning English. Today’s tip is on the difference in meaning between “forget doing something” and “forget to do something”.

Let’s take an example. What’s the difference between “I will never forget to lock the door” and “I will never forget locking t he door”? Well, “I will never forget to lock the door” is a promose to lock the door in the future. You are saying that every time you leave your home in the future, you will remember to lock the door. On the other hand, “I will never forget locking the door” means that you locked the door one time in the past. And that for some reason, the memory of locking the door that time will never be forgotten. Maybe you locked yourself into your house and couldn’t get out for a week.

So, if you are reminding someone to do something in the future, say, “Don’t forget to bring your keys.” “Don’t forget to come early tomorrow.” Or “Don’t forget to turn off the TV.” On the other hand, if you are telling someome about a memory of doing something in the past that you will a lways remember, you say, “I will never forget seeing the Statue of Liberty for the first time” or “I will never forget getting lost in Tokyo.” “forget doing something” is always used in the negative “I can’t forget” “I won’t forget” “I will never forget”. So the meaning is the same as remember doing something.

Pay special care when using the word “forget”. You must choose the right form of the verb you use after it. This has been today’s daily tip. Tune in tomorrow for another tip.

美语听力与发音技巧第29期（regret 的用法）

Welcome to Daily Tips on Learning English. Today’s tip is on the difference in meaning between “regret to do something” and “regret doing something”.

Let’s take an example. What’s the difference between “I regret to tell you that your father died” and “I regret telling you that your father died”? Well, “I regret to tell”, “I regret to say” are used to inform someone of bad news in a polite way. Before you tell someone bad news, it’s polite to warn the person that he is about to ge t

美语的发音规则

美语的发音规则 重读。通常句中的实义词（名词、实义动词、数词等）是句子的关键词，携带重要信息应重读。如在"Y ou have finished the job."一句中，"finished"和"job"一般重读；有时为表达特定的含义，把重读放在本不该重读的词上。如上一句话，把重音放在"have" 上，则含有说话人未料到你已完成了工作的意思。 弱读。英语中的介词、冠词、连词等虚词有两种读音：一种为强读形式，用于单念和连贯言语；另一种为弱读形式，用于言语的轻读。轻读表现在元音的弱化上，如"at"[?t]弱化为[эt]。口语中语气越随便，语流越快，弱化现象越频繁，也就越难懂。 同化。一个音受临音影响而变化的现象就是同化。如辅音[d]与[j]相邻时，被同化为[dэ]，辅音[t]与[j]相邻时，被同化为[t∫]。 英美发音差异。英美发音体系不尽相同，在某些方面差异很大。如当字母a位于辅音[s]、[θ]、[f]、[m]、[n]前时，美音为[?]，英音为[a]；在英音中，字母"r"只有在元音前是才发音，在元音后一般不发音，而美音中，一般均发卷舌音[r]；字母组合"wh"在英音中，为[w]，美音则为[hw]等。 五大发音要点 我们将复杂的（complicated）语音规则总结成五大发音要点，使一般人都能掌握（master）。 它们是：长元音和双元音饱满；短元音急促有力；连音；略音和咬舌头。 一、长元音和双元音饱满 鬼鬼祟祟的英文就是鬼鬼祟祟（sneaky; lousy）的元音造成的！只要把元音发饱满（full; plump）,你的英语立刻会变得悦耳动听。那些英美流行歌手就是元音饱满的典范！ 1. Mike likes to write by the nice bright light at night. 2. Macao came back to China in 1999. 3. I like the shape of that mountain. 〔包含了四个容易混淆的元音〕 二、短元音急促有力 4. Jim must study a little bit more. 5. Let's get together again. 三、连音 6. I'm working on-it. 7. I'll think-it-over. 四、略音 第一条规则：以某音结尾的单词+同音开始的单词--只发一次即可！ 8. Y ou ate-too much. 9. I don't know what-to-do. 〔两个辅音连接，只读后一个〕 第二条规则：以〔t〕，〔d〕，〔k〕，〔g〕，〔p〕和〔b〕+以辅音开始的单词前面的发音“点到为止”，舌头达到发音中位，但不送气！ 10. Lend-me your black-bag. 11. I don't-like-people asking me for money.

美语发音规则上课讲义

美语发音规则

音变主要有连读、失音、弱化、浊化、同化、重音、缩读等形式。这些形式的产生可以归结为一个原则，即“Economy” —“经济”原则或称为“省力”原则。我的语言学老师说，他曾一度为选择的研究方向为语言学而懊悔，因为那时他认为语言学既枯燥又不实用，但这一省力原则却化解了他所有的苦恼，并让他为语言学着迷。因为“省力”这两个简单的字眼可以解释几乎所有的音变现象，人是很懒的,对于最经常的行为——说话，当然要想许多省事的法子，于是也就产生了多种为省力而衍变的音变现象。牢记省力原则，在我们读英语的时候，让自己的唇舌处于放松的状态，轻松的去读英语，我想发音的感觉一定会有所不同。 言归正题, 以下列出给听力造成很大障碍的五种音变现象及其读音规则，以及最后一项关于节奏的小文章，希望能有所帮助！ 一、连读 连读有两种规则，分别为： 1、以辅音结尾的单词+元音开头的单词：要连读 如：I’d li(ke a)nother bow(l o)f rice. 这里like / laik / 以辅音结尾，another 以元音开头，所以连读 注意： 以辅音结尾指的是音标中的最后一个音是辅音，而不是单词的结尾，这如同u[ju:.]niversity前面的定冠词必须用a 一样。 2、以辅音结尾的单词 + h开头的单词h不发音，与前面的辅音 what wil(l he) [wili]do? Ha(s he) done it before? Mus(t he) [ti] go? Can he do it?

Should he….? Tell him to ask her…. Lea(ve him) [vim]. For him (连读这个词，会发现和forum 很相似) 我第一次知道这一连读规则时，兴奋不已，很容易的听懂了许多以前觉得很难以理解的句子， 并且按照这种连读方式发音省力、轻松了许多。再次证实”Economy”。 二、音的同化 音的同化也是一种连读的现象，两个词之间非常平滑的过渡，导致一个音受临音影响而变化。主要是以下三种方式： 1、辅音[d]与[j]相邻时，被同化为[dэ]：Would you....? 2、辅音[t]与[j]相邻时，被同化为[t∫]：Can’t you...？ 3、辅音[s]与[j]相邻时, 被同化为[∫]： Miss you 三、失音 由于失去爆破是失音的一种现象，摩擦音也会被失去，所以统称为失音。 注意： 爆破音并不是完全失去，仍然形成阻碍，把气流堵在里面，但不爆破，直接发出相邻的辅音。 规则： 1、辅音爆破音或摩擦音后面跟的是爆破音、破擦音和摩擦等，前面的辅音要失去爆破。 这样的例子有很多很多，红色标注的辅音不发音： Sit down: 发音再次的老师都不会发出 [t] 音 Contact lens:

地道美式英语发音规则及总结

1. 击穿连读 (1)/h/很弱,很容易被击穿 with+him=with(h)im with+her=with(h)er (2)/t/和/d/在/n/后通常被击穿 twenty--twen(t)y internet--in(t)ernet wanted--wan(t)ed and+I=an(d) I (3)/th/在/n/后有时也被击穿 seen+that=seen (th)at I've never seen that movie. (4)with后如果有弱读的元音音节,with有时会变成/wit/ with+our=wit(h)ar with+it=wit(h)Di 2. 失去爆破 爆破音(t d k g p b)后接除了/j/, /w/, /r/之外的辅音要失去爆破 *遇到/h/可算到击穿连读的情况里 3. 融合 t+j=ch Nice to meet you. d+j=d3 I called you yesterday. s+j=sh God bless you. z+j=3 I'll do as you wish. 4. 闷音 garden, student, sentence 5.浊化 (1)t的浊化 Italy, later, better Italian, hotel (2)s后爆破轻辅音的浊化 sky, star, speak 一、连读的条件： 相邻的两词在意义上必须密切相关，同属一个意群。连读所构成的音节一般都不重读，只需顺其自然地一带而过，不可读得太重，也不可音。(连读符号：~) 二、连读规则 1.“辅音+元音”型连读 在同一个意群里，如果相邻两词中的前一个词是以辅音结尾，后一个词是以元音开头，这就要将辅音与元音拼起来连读。 I’m~an~English boy. It~is~an~old book. Let me have~a look~at~it.

标准美语发音教程

元音 第一节前元音 1 国际音标[i:] 美国音标/i/ 经典外号： “穿针引线长衣音”，简称“长衣音”。 please IPA [spi:k] v.请：使高兴、满意 Please / speak English / with me. IPA [pli:z spi:k???ɡl??wiemi:] 请和我说英语。 实战对话 A：Please speak English with me. 请和我说英语。 B：OK. My pleasure. 好的，乐意之致。 2 国际音标[i]美国音标/?/ 经典外号： “经典收小腹减肥短衣音”，简称“短衣音”。 difficult IPA [?difik?lt] adj.困难的；艰难的 It’s not difficult / to speak English. IPA[?ts n?t ?difik?lt t?spi:k???ɡl?? ] 说英语不难。 实战对话 A：I t’s not difficult to speak English. 说英语不难。 B：You’re right. It’s pretty easy if you practice enough.说得对。如果练得足够多，就非常容易。

3 国际音标[e]美国音标/?/ 经典外号： “小开口45度“音，简称为”45度“音。 everything IPA [?evr?θ??] pron. 每件事；一切 Everything / is ready. IPA [ ?evr?θ???z ?red?] 一切都准备好了。 实战对话 A：Everything is ready. 一切都准备好了。 B：Great! Thanks for all your help. 太棒!了感谢你所有的帮助。 4 国际音标[?]美国音标/?/ 经典外号： “小开口90度”音，简称“90度大嘴”音。 practice IPA[?pr?kt?s] n.联系；实践；操作 Practice / makes perfect. IPA [ ?pr?kt?s meiks ?p?:f?kt ] 熟能生巧。 实战对话 A：Practice makes perfect. 熟能生巧。 B：I totally agree! I just need to find more time to practice. 我完全同意！我只是需要找更多的时间去操练。

李阳疯狂英语口语教材

阳疯狂英语口语速成教材1.发音口诀表（IPA：代表国际音标 K.K.：代表美国音标）

三思而后行。 ??舌尖齿龈含糊旁流音coo l That’s a cool car. 那辆车很酷。 w w 圆唇突出短“我”音wh y Why did you do that? 你为什么那样做？ j j 双唇扁平短“爷”音y esterday Where were you yesterday? 昨天你在哪？ 48个国际音标表 元音12个单元音 长元音[i:][][][u:][a:] 短元音[i][][][u][][e][] 8个双元音[ai][ei][i][i][][][u][au] 辅音 10 对 清辅音[p][t][k][f][s][][ ∫ ][][tr][ts] 浊辅音[b][d][g][v][z][][ ][][dr][dz] 3个鼻音[m][n][] 3个似拼音[h][r][l] 2个半元音[w][j] 一.前元音/i：/疯狂外号：穿针引线长衣音，简称“长衣音”(抒情音)发音要领的是：舌尖抵下齿，舌前 部抬高，舌两侧抵上齿两侧，口形偏平。 e：Chinese 中国人 extremely 极其地 ee：feeling 感情 agree 同意 ei：receive 接到 conceive 设想 ea：please 请 dream 梦；梦想 ie：achieve 达到 believe 相信 实用操练：1.Speaking English is a piece of cake.说英语是小菜一碟 2.. Please feel free to call me.请随时给我打。 3.I'm glad to meet you.我很高兴见到你/见到你很高兴 4.Seeing is believing.眼见为实。 额外奉献：这是一个非常好用的句型：Please feel free to ...(请尽管.../请随时...） 1. Please feel free to visit anytime.请尽管随时采访。 2 . Please feel free to ask for any help anytime. 二.前元音美语音标/i/疯狂外号：经典收小腹减肥短衣音，简称“短衣音”发音要领是发音时舌尖抵下齿，前舌尽量抬高、舌位高于/i/：口形扁平。 i: visit 参观 limit 限制 e: english英语 ticket车票 u: busy忙 ee: been曾经是 y: pretty漂亮的 difficulty困难 ui: build建造 实用操练：Where there is a will, there is a way.有志者事竟成。 Nothing is impossible to a willing heart.心之所愿，无事不成。 2. I'm pretty busy.我很忙。 3. A good beginning makes for a good ending.好的开始导致好的结尾。 三. 前元音美语音标/ε/ ([ e ]) 疯狂外号：“小开口45度”音，简称为“45度”音。发音时舌尖抵下齿， 舌前部稍抬起，舌位比/i:/低；唇形中常，开口度比/i:/大。 e： remember记得 question 问题 ea：weather天气， pleasant 令人愉快的 实用操练：1. Better late than never. 迟到总比不到好 2. East or west,home is best. 金窝银窝，不如自己的狗窝。 3. Let's get together when the weather is better.等天气好一点我们再相聚。

(完整版)很好国际音标字母组合发音规则表

1．元音: 1)[i:] ee / ea / e / ie, ei three tree green sheep meet beef seek tea leave lead team mean speak clean he she me Chinese piece believe︱receive ceiling receipt leisure 2) [i]i / y / e / a sit picture list mix fix fit pig build miss myth many twenty happy dictionary defect decide delicious orange comrade village 3) [? ] a hand ant happy map mad glad flag shall 4) [e]ea / e / a *ai/ei head bread pleasure *said/leisure elephant electric remember sell hotel many any 5) [?:] ir / ur / ear / ur / or girl shirt skirt thirty thirteen third bird turn burn murder nurse turtle Thursday burger learn earn earth heard term her nerd serve *work worm word world 6)[?] (弱音) er / or / ou / ure / ar / o / a / e / u 元音字母及发元音的所有组合在非重读音节中基本上都读[?] 或(少数)[i] leader speaker farmer powder power doctor actor mayor author delicious generous various jealous pleasure measure leisure culture familiar collar dollar liar together lesson control polite account ago banana Canada Japan China spidermen listen glisten elephant calculus suspect maximum 7)[a:] ar / a / al *heart/clerk/sergeant car farm card arm garden last plant︱calm half 8) [?] u / o / ou / oo up supper lunch fun gun hunt cup bus come mother does brother love above trouble rough flourish blood flood 9) [?:] al / or / oor / au / our / ou / ar small wall talk tall hall ball call walk short lord horse forty sport more store sore ︱door floor sauce author caught autumn haunt four mourn court︱bought fought *warmth wardrobe quarter 10)[?] / [?]o / a hot lost lot fox box mop hop loss collar want wash what squander 11)[u:] oo / o / u groom broom doom goose tooth balloon shoe do two true truth blue full

英语中的一些变音现象及读音规则

英语中的一些变音现象及读音规则 我们都有过这样沮丧的经验，很容易听懂中国人说的英语，但是同样的对话一到英美人的嘴里，便觉得很难跟上，有时甚至是不知所云。这主要是因为我们说的英语通常单词之间很清晰，词与词之间有明显的pause, 但是英美人的口语会有很多音变，这些音变使得我们很熟悉的单词的发音变得陌生，难懂，给我们的听力造成了很大的困难，因此了解并使用各音变规则会帮助我们提高听力，使我们的发音更加地道。 音变主要有连读、失音、弱化、浊化、同化、重音、缩读等形式。这些形式的产生可以归结为一个原则，即“Economy”—“经济”原则或称为“省力”原则。我的语言学老师说，他曾一度为选择的研究方向为语言学而懊悔，因为那时他认为语言学既枯燥又不实用，但这一省力原则却化解了他所有的苦恼，并让他为语言学着迷。因为“省力”这两个简单的字眼可以解释几乎所有的音变现象，人是很懒的,对于最经常的行为——说话，当然要想许多省事的法子，于是也就产生了多种为省力而衍变的音变现象。牢记省力原则，在我们读英语的时候，让自己的唇舌处于放松的状态，轻松的去读英语，我想发音的感觉一定会有所不同。 言归正题, 以下列出给听力造成很大障碍的五种音变现象及其读音规则，以及最后一项关于节奏的小文章，希望能有所帮助！ 一、连读 连读有两种规则，分别为： 1、以辅音结尾的单词+元音开头的单词：要连读 如：I’d li(ke a)nother bow(l o)f rice. 这里like / laik / 以辅音结尾，another 以元音开头，所以连读 注意： 以辅音结尾指的是音标中的最后一个音是辅音，而不是单词的结尾，这如同u[ju:.]niversity 前面的定冠词必须用a 一样。 2、以辅音结尾的单词+ h开头的单词h不发音，与前面的辅音 what wil(l he) [wili]do? Ha(s he) done it before? Mus(t he) [ti] go? Can he do it? Should he….? Tell him to ask her…. Lea(ve him) [vim]. For him (连读这个词，会发现和forum 很相似) 我第一次知道这一连读规则时，兴奋不已，很容易的听懂了许多以前觉得很难以理解的句子，并且按照这种连读方式发音省力、轻松了许多。再次证实”Economy”。

美式发音和英式发音的几点不同

美式发音和英式发音的几点不同 英语和美语在读音上的差异主要反映在元音字母a, o 和辅音字母r 的不同读音上。 1.在ask, can't, dance, fast, half, path 这一类的单词中，英国人将字母a 读作[a:]，而美国人则读作[?]，所以这些词在美国人口中就成了 [?sk][k?nt][d?ns][f?st][h?f]和[p??]。 2.在box, crop, hot, ironic, polish, spot这一类单词中，英国人将字母o 读作[)],而美国人则将o读作近似[a:]音的[a]。所以这些词在美国人读起来就成了[baks][krap][hat][ai'ranik][paliJ] 和[spat]。 3.辅音字母r在单词中是否读音是英语与美语的又一明显差异。在英语的r音节中不含卷舌音[r]，而美语的r音节中含卷舌音[r]，如下列词在英语和美语中读音是不同的： 英语读音美语读音 car [ka:] [kar] door [d):] [dor] river ['riv2] ['riv2r] party ['pa:ti] ['parti] board [b):d] [bord] dirty ['d2ti] ['d2rti] morning ['m):ni9] ['morni9] 英语中只有在far away, for ever, far and wide等连读情况下，字母r才明显的读作卷舌音[r]: [fa:r2'wei][f2'rev2][far2ndwaid]。 4.在以-ary或-ory结尾的多音节词中，英国人通常将a或o弱读，而美国人不仅不弱读，还要将a或o所在的音节加上次重音，所以这些词在英语和美语中不仅读音有差异，节奏也显然不同，例如： 英语读音美语读音 dictionary ['dikJ2n2ri] ['dikJ2nori] laboratory [le'b):r2tri] ['l?br2,tori]

纯正美语发音秘诀

纯正美语发音秘诀 第一章字母发音突破 秘诀1 最坚实的基础——疯狂突破字母关 这是一首优美、现代的字母歌，绝对不是我们从小就熟悉的那首“比较弱智”的字母歌!请一定要反复听、反复模仿。 26个字母、26个单词、26个句子，疯狂模仿，发音必会产生飞跃！ A的读音为IPA: [??]I’m afr ai d you’ve m a de a mist a ke. K.K: [?]恐怕您搞错了。 B的读音为IPA: [???]I won’t be able to finish my work. K.K:[??]我不能完成工作了。 C的读音为IPA:[???]I don’t see what you mean. K.K[??]我不懂你的意思。 D的读音为IPA[???] I’ve heard a great dea l about you. K.K[??]久仰大名。 E的读音为IPA[??] He is ea sy to deal with. K.K[?]他很容易打交道。 F的读音为IPA[??] Will you sit on my l ef t? K.K[??] 你坐在我左边好么？ G的读音为IPA[????]Lots of students wear jea ns nowadays. K.K[???]现在很多学生穿牛仔裤。 H的读音为IPA[????]Let me h ave a look at the book. K.K[???] 让我看看这本书。 I的读音为IPA[ ?] I could,and I should, but I won’t do it. K.K[ ?] 这个我能做，我也应该做，但我不愿意做。 J的读音为IPA[????] He was jai led for tow years. K.K[???] 他被囚禁了两年。 K的读音为IPA[ ??] In any ca se, it’s none of your business. K.K[ ?] 无论如何，那事于你无关。 L的读音为IPA[?●]I have something el se to tell you. K.K[?●]我还有些话要告诉你。 M的读音为IPA[??]The baby is real g em; he never cries. K.K[??]这个婴儿真讨人喜欢，他从来不哭。 N的读音为IPA[??]T en to one he has forgotten it. K.K[??]他很可能已经忘记了。 O的读音为IPA[?◆]I h o pe I can see you again. K.K[?]我希望我能再见到你。 P的读音为IPA[???]He recovered his pea ce of mind. K.K[??]他恢复了平静的心情。 Q的读音为IPA[ ?◆?]We had to queue for hours to get in. K.K[ ?◆]我们必须排几个小时的长队才能进去。

(完整word)初中英语音标发音表及发音规则

一、英语音标发音表 英语国际音标共48个音素，其中元音音素20个，辅音音素28个。

[i:]字母组合 ee ea e ie --three tree green sheep meet beef see seek eat tea meat leave lead teacher team mean speak clean piece [?]发音字母 a--bag hand and ant happy hat map mad bad black back glad flag shall man [e]字母组合 ea e a--head bread pleasure elephant electric remember sell shell lesson better bed desk hotel yes many any []字母组合ir ur ear er or--girl shirt skirt thirty thirteen third bird turn burn murder nurse turtle Thursday burger learn earn earth heard [ε]字母组合 er or ou ar o a e u--teacher leader remember player speaker farmer powder doctor actor mayor author tractor delicious gracious pleasure familiar collar dollar together tomorrow today lesson control around account ago elephant manta banana Canada [a:] 字母组合 ar a--car farm card arm garden fast class last glass plant aunt calm []发音字母 u o ou oo--up supper lunch fun gun hunt cup bus come mother dose brother love above trouble rough flourish blood flood []字母组合 al or au our ar--small wall talk tall hall ball call walk short more lord horse for forty sport door floor store author caught autumn four mourn court bought warm quarrel quarter []发音字母 o a--hot lost lot fox box mop hop loss collar not want wash watch [u:]字母组合 oo o u--food moon room gloom broom doom goose tooth shoe do

英语语音拼读规则(标准美音版)

英语单词 英语字组表 字 组 元字组 元音字母 元音字组 辅字组 辅音字母 辅音字组

字母、字组和字群 字母指的是二十六个字母。字母是构成英文书写的最小单位，英语单词中的字母和单词读音中的各个音素并不存在对应关系。 字组指的是一个或几个字母在起，发一个共同的音素。字组是英语单词发音的基本单位，通常一个字组对应该一个音素。字组分为元字组和辅字组两种。 字群是指几个字组在同一个音节里发两个以上的音素。（如：-tion -sion -sten -stle -ought） 单词注音方法推荐 使用的符号为：长音符号 _ 短音符号 . 重音符号′[]音符号。[i]音符号丨哑音符号\ 其中短音符号 . 和重音符号′也可以充当音节分割符号。 辅音字母双写的含义 辅音字母双写，主要是为了强调双写辅音字母前面的元音字母要发短音，或者说要按元音字母在重读闭音节中的拼读规则读音。例如：Seattle [si'?tl]。通常ea被看作一个元字组，具有不可分割性，即便是这样，在双写辅音字母前面也被拆分开了。 例外的情况也有：suggestion [s?'d??st??n] collapse [k?'l?ps] 判断单词读音的三个步骤 一、数元字组的个数 数一数元字组的数目。有几个元字组就有几个音节。 二、划分音节 划分音节时以元字组为核心。 三、找出重读音节 1.单音节词都是重读音节 2.双音节词通常是第一个音节重读（前缀不重读） 3.多音节词在倒数第三个音节上重读

元音音素 1、单元音（14个） 2、双元音（10个） 辅音音素 英语中28个辅音 （1）清辅音[p] [t] [k] [f] [s] [θ] [?] [t?] [tr] [ts] [h] （2）浊辅音[b] [d] [g] [v] [z] [e] [?] [d?] [dr] [dz] （3）鼻音（浊辅音）[m] [n] [?] （4）舌侧音（浊辅音）[l] [r] （5）半元音（浊辅音）[w][j]

美语发音的特点

首先来说明一下美语发音的特点。 1，腹式发音 我们在听美国人说话的时候，一个明显的感受就是他们的音质特别浑厚，听起来共鸣时间很长，甚至带有很浓重的鼻音。其实这就是美语发音的第一特点----腹式发音（后部发音）。所谓腹式发音，指的是美式发音讲究的腹腔发声习惯，这和我们汉语遵循的胸腔发声习惯大相径庭。正是因为发声方式的差异，中国人说的英语总是缺少那么一丝韵味。具体地说，就是在发元音的时候，我们要注意收小腹，在带动声带振动发音，这样发出的元音听起来才洪亮爆满。如果想联系最纯正地道的美语，一定要养成腹腔发声的习惯，做到用发音器官的后部发音，这是我们要做的第一步。 2，字面发音 美语发音的第二个特点-----字面发音，一般单词怎么拼写就怎么发音，发音更具规则性。这一点完全符合英语语言作为表音文字的特点。比如说，美式英语和英式英语最显著的差异是卷舌音[r]的处理。有些人对此总是拿不准，何时应该卷舌，何时不要卷舌，看起来似乎很复杂。其实这个问题说白了很简单：美语中，只要拼写中有字母r，发音时就要卷舌；反之，如果没有字母r，切忌卷舌。所以，letter，butter 等词需要卷舌，而idea,China这些词却千万不能卷舌。再者，美式英语和英式英语在有些单词上发音的差别大多是由于发音更趋于与拼写一致。比如vase（花瓶），在英式英语中发成[va:z]，是根据“词末有不发音的e则词中的元音发其字母音”的规则，这个词在美音中则应发成[veiz]。 3，强弱分明 美语发音的第三个特点-----强弱分明。这就是美语中重读和弱读的问题。讲汉语的时候可能每个词都可以由重音，可能每个词都可以有重音。所以听起来铿锵有力，可是在讲美语的时候，这种习惯必须改掉。美语的节奏是由中读和若读交替而产生的（the alternation of stressed and unstressed syllables），所以如果我们想让自己的话说出来有节奏感，就必须遵循强弱分明的原则。单词的重音也要注意，首先我们不能随便移动单词的重音，其次要弱读没有重音的音节，比如一个单词industry，重音落在第一个音节上，可是习惯上有很多同学会重读第二个音节，这是习惯的错误，必须纠正。要做到强弱分明，最重要的是注意弱读，只要弱读做好了，重读自然而然就体现出来了。

李阳疯狂英语发音秘诀100

秘诀1 最坚实的基础——疯狂突破字母关 这是一首优美、现代的字母歌，绝对不是我们从小就熟悉的那首“比较弱智”的字母歌！请一定要反复听、反复模仿。 26个字母、26个单词、26个句子，疯狂模仿，发音必会产生飞跃！ A的读音为IPA: [ei] I’m afraid you’ve made a mistake. K.K: [e] 恐怕您搞错了。 B的读音为IPA: [bi:] I won't be able to finish my work. K.K: [bi] 我不能完成工作了。 C的读音为IPA: [si:] I don’t see what you mean. K.K: [si] 我不懂你的意思。 D的读音为IPA: [di:] I’ve heard a great deal about you. K.K: [di] 久仰大名。 E的读音为IPA: [i:] He is easy to deal with. K.K: [i] 他很容易打交道。 F的读音为IPA: [ef] Will you sit on my left? K.K: [?f ] 你坐在我左边好吗？ G的读音为IPA: [????] Lets of students wear jeans nowadays. K.K: [???] 现在很多学生穿牛仔裤。 H的读音为IPA: [????] Let me have a look at the book. K.K: [???] 让我看一看这本书。 I的读音为IPA: [??] I could , and I should, but I wouldn’t do it. K.K: [??] 这个我能做，我也应该做，但是我不愿意做。 J的读音为IPA: [????] He was jailed for two years.

浅析英语英式发音与美式发音的区别

班级：土木5班学号：051150518 班级代码：616 姓名：杨琪林

为了更加了解美式英语与英式英语的差异，有二点理由说明了我们为什么要强调使用英语的人数以及英语的世界性。首先，英语并不是美国人或英国人，或其以英语为母语者的唯一特产。另外说英语的人俞多，它的地理位置分布愈广大。 在一般人的观念里英国是一个很严谨的国家。英国人似乎在穿着上，用餐的礼仪上，工作的时候都很严谨，也较有规律。也因此，大众对英国的语言也有相同的观念，觉得英式英语是一种严谨的语言。而美国是由英国移民所组成的一个国家，它的建国时间较短，因此，在人们的印象中，美国和英国有着大大的不同。美国人较热情，做任何事情随心所欲，所以美国人在说话时也应是如此。 在美国的英语中，有许多很口语化的方言和俗语，就像我们台湾本土的闽南语一样有很多很有趣的俗语，也许会人认为在英语的对话中添加一些方言和俗语，会让人觉得粗俗或没水准。其实不然。因为若在说话时添加一些方言或俗语，可以使你说出来的话更生动活泼、更丰富、更有内涵，且更容易让人了解。相对的，如果说话时都一板一眼、毫不越矩，不但自己说话时要很小心谨慎，别人也无法很轻松地与你交谈。 英国人和美国人所使用的英语都遵循既定的规则，但随着社会潮流的进步及改变，无论是在英国或是美国，人们所使用的英语也都一直在改变。只是在大众的感觉里，美国英语改变的速度似乎比英国英语还要来的快。但事实上，学者们的研究却认为美式英语在某些层面

上比英式英语还要守旧。此外，学者们也认为造成两者差异最大的原因是因为自然环境的不同。例如：区域、地形、动植物和人口稠密度。另外，还有些原因是因为英国人和美国人生活背景和社会体制的不同。例如：政治体制、教育体制。 美国的语言也叫做「英语」，乍听之下好像不合常理，因为应该是英国的语言才叫做「英语」，但是由于美国人是来自于英国的移民，所以美国人和英国人所说的语言都是同一种语言。虽然这两个国家所说的都是一种语言，但是还是有些许的差异，不过这些差异对一般人来说也许明显，但却不尽然明了其差异之根源所在。在1700年以前，英语并没有英式英语和美式英语两种分别，因为当时只有英国，美式英语在当时是不存在的。不过之后，因为部分英国人移民到美洲大陆，在美洲大陆又发展了一个文化，再加上英语这个语言在口说及书写方面很少受要标准化和统一化的影响，因此，今日英语才形成英式英语及美式英语两种形式。而由此我们也可以知道，英式英语及美式英语两者之间最大的差异是在「发音」和「字母」。一种语言使用的人越多，范围越广，就越容易产生差异，变成了虽然是同一种语言，但却有不同的体系，不同的形式出现。其实，并不是只有英国和美国这两个国家所使用的英语有所差异，所有英语系的国家所使用的英语多多少少都有些不同，不过虽然各个国家所使用的英语都各有其特点，但唯有英国英语和美国英语较为一般人所知道，较具借债性，因此我们就以这两种较具代表性，也较有系统性的英语来作研究与探讨。 本文研究将英式英语与美式英语两者之间的差异，大致分为发

英语音标发音规则70030

1 元音: 1) [i:] 字母组合:ee ea e ie three tree green sheep meet beef see seek eat tea meat leave lead teacher team mean speak clean please he she me piece receive ceiling 2) [i] 发音字母i y e sit picture it is list six mix fix fit pig big build miss myth many twenty happy dictionary defect decide delicious 3) [] 发音字母a bag hand and ant happy hat map mad bad black back glad flag shall man 4) [e] 字母组合ea e a head bread pleasure elephant electric remember sell shell lesson better bed desk hotel yes many any 5) [ε:] 字母组合ir ur ear ur or girl shirt skirt thirty thirteen third bird turn burn murder nurse turtle Thursday burger learn earn earth heard term her nerd serve

work worm work world 6) [ε] 字母组合er or ou ar o a e u teacher leader remember player speaker farmer powder doctor actor mayor author tractor delicious gracious pleasure familiar collar dollar together tomorrow today shallop lesson Washington control polite around account ago elephant manta banana Canada Japan china men listen famulus Saturday 7) [a:] 字母组合ar a car farm card arm garden fast class last glass plant aunt calm 8) [] 发音字母u o ou oo up supper lunch fun gun hunt cup bus come mother dose brother love above trouble rough flourish blood flood 9) []字母组合al or au our ar small wall talk tall hall ball call walk short more lord horse for forty sport door floor store author caught autumn

美式发音和英式发音的区别

美式发音和英式发音的区别 [1] 奇妙的[ r ]音。[ r ]音是最具区别性特征的美语音标之一。当[r]音在词首时基本没什么可说的，英美语没什么不同。而当它出现在词中与其它单元音组合在一起时，美语中的[ r ]便成了个典型的卷舌音，如bIRd, teachER等。这个[r]音简单易学，如teacher一词，你先按国际音标的发法，发出[??]音，等[?]音马上结束时，只需将舌尖轻轻向后上方一挑就OK了,你若不卷舌呢，那你发的就是英音呗。不过提醒大家注意，只有单词中含有字母R时，才有可能出现这个卷舌的[r]音，在美语单词的音标标注当中，这个需要卷舌的[ r ]是以上标的形式出现的。有些同学觉得这个[r]音真的很好听，所以就不加辨别地瞎发，一遇到[?]就加[r]音，如下几个单词是不可以卷舌发的，idea [ɑ??di?]；money […m?n?]; China [??ɑ?n?]; banana[b??nɑn?]。 [2] 咧嘴的梅花[?]与卷舌的长音[ɑr]：英美语中都存在[?]音，具体的发音方法也没什么差别。许多学习英语发音的人在发这个音时口型开不到位，发得不饱满。嘴尽可能张大，最好下巴再向前伸一下，基本就会发准的。虽说英美语在这个音上没什么分歧，然而它们对于这个音各自的运用却是截然不同的，且美语里不存在[ɑ:]音。我们可以参照国际音标简洁地归纳出美语的[?]音运用规则：英语中原本发[?]音的，在美语里同样发[?]音；英语中的[ɑ:]音在美语里分别由[?]与[ɑr]两种形式来对应。但凡英语音标为[ɑ:]且单词中对应的是ar组合（如car），那么美语中的对应音标为[ɑr]，在发音时要注意在收尾时发出[r]音，如Car [ka:] [kɑr]。而对于英语中发[ɑ:]但词中无字母R的单词（如pass），美语中则一律发成[?]音,如Pass [pa:s] [p?s]。在这一点上英美语最有意思的分歧是CAN?T这个词，音标分别是[ca:nt] 和[c?nt]，体会体会吧。 [3] 恼人的[a]音。从英美音标对照表中我们能够注意到，美语摒弃了长元音符号[:]。长元音[?:]在美语里由[?]与之对应，而短元音[?]与长元音[ɑ:]则统统由[ɑ]一个音