美语发音规则与技巧(笔记)

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/

< br>也需要浊化成一个近

似于

/d/

的音。如：

Battle/bottle/cattle/l ittle/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