CD1-1 American accent training
Read This First CD 1 Track 1
Welcome to American Accent Training. This book and CD set is designed to get you started on your American accent. We'll follow the book and go through the 13 lessons and all the exercises step by step. Everything is explained and a complete Answer Key may be found in the back of the text.
What Is Accent?
Accent is a combination of three main components: intonation (speech music), liaisons (word connections), and pronunciation (the spoken sounds of vowels, consonants, and combinations). As you go along, you'll notice that you're being asked to look at accent in a different way. You'll also realize that the grammar you studied before and this accent you're studying now are completely different. Part of the difference is that grammar and vocabulary are systematic and structured— the letter of the language. Accent, on the other hand, is free form, intuitive, and creative— more the spirit of the language. So, thinking of music, feeling, and flow, let your mouth relax into the American accent.
Can I Learn a New Accent?
Can a person actually learn a new accent? Many people feel that after a certain age, it's just not possible. Can classical musicians play jazz? If they practice, of course they can! For your American accent, it's just a matter of learning and practicing techniques this book and CD set will teach you. It is up to you to use them or not. How well you do depends mainly on how open and willing you are to sounding different from the way you have sounded all your life.
A very important thing you need to remember is that you can use your accent to say what you mean and how you mean it. Word stress conveys meaning through tone or feeling, which can be much more important than the actual words that you use. We'll cover the expression of these feelings through intonation in the first lesson.
You may have noticed that I talk fast and often run my words together. You've probably heard enough "English-teacher English"—where ... everything ... is ... pronounced without having to listen too carefully. That's why on the CDs we're going to talk just like the native speakers that we are, in a normal conversational tone.
Native speakers may often tell people who are learning English to "slow down" and to "speak clearly." This is meant with the best of intentions, but it is exactly the opposite of what a student really needs to do. If you speak fairly quickly and with strong intonation, you will be understood more easily. To illustrate this point, you will hear a Vietnamese student first trying to speak slowly and carefully and then repeating the same words quickly and with strong intonation. Studying, this exercise took her only about two minutes to practice, but the difference makes her sound as if she had been in America for many years.
V Please listen. You will hear the same words twice. Hello, my name is Muoi. I'm taking American
Accent Training.
iv You may have to listen to this CD a couple of times to catch everything. To help you, every word on the CD is also written in the book. By seeing and hearing simultaneously, you'll learn to reconcile the differences between the appearance of English (spelling) and the sound of English (pronunciation and the other aspects of accent). The CD leaves a rather short pause for you to repeat into. The point of this is to get you responding quickly and without spending too much time thinking about your response.
Accent versus Pronunciation
Many people equate accent with pronunciation. I don't feel this to be true at all. America is a big country, and while the pronunciation varies from the East Coast to the West Coast, from the southern to the northern states, two components that are uniquely American stay basically the same—the speech music, or intonation, and the word connections or liaisons. Throughout this program, we will focus on them. In the latter part of the book we will work on pronunciation concepts, such as Cat? Caught? Cut? and Betty Bought a Bit of Better Butter; we also will work our way through some of the difficult sounds, such as TH, the American R, the L, V, and Z.
"Which Accent Is Correct?"
American Accent Training was created to help people "sound American" for lectures, interviews, teaching, business situations, and general daily communication. Although America has many regional pronunciation differences, the accent you will learn is that of standard American English as spoken and understood by the majority of educated native speakers in the United States. Don't worry that you will sound slangy or too casual because you most definitely won't. This is the way a professor lectures to a class, the way a national newscaster broadcasts, the way that is most
comfortable and familiar to the majority of native speakers.
"Why Is My Accent So Bad?"
Learners can be seriously hampered by a negative outlook, so I'll address this very important point early. First, your accent is not bad; it is nonstandard to the American ear. There is a joke that goes:
What do you call a person who can speak three languages? Trilingual. What do you call a person who can speak two languages? Bilingual. What do you call a person who can only speak one language? American.
Every language is equally valid or good, so every accent is good. The average American, however, truly does have a hard time understanding a nonstandard accent. George Bernard Shaw said that the English and Americans are two people divided by the same language!
Some students learn to overpronounce English because they naturally want to say the word as it is written. Too often an English teacher may allow this, perhaps thinking that colloquial American English is unsophisticated, unrefined, or even incorrect. Not so at all! Just as you don't say the T in listen, the TT in better is pronounced D, bedder. Any other pronunciation will sound foreign, strange, wrong, or different to a native speaker.
v Less Than It Appears ... More Than It Appears
As you will see in Exercise 1-21, Squeezed-Out Syllables, on page 18, some words appear to have three or more syllables, but all of them are not actually spoken. For example, business is not (bi/zi/ness), but rather (birz/ness).
Just when you get used to eliminating whole syllables from words, you're going to come across other words that look as if they have only one syllable, but really need to be said with as many as three! In addition, the inserted syllables are filled with letters that are not in the written word. I'll give you two examples of this strange phenomenon. Pool looks like a nice, one-syllable word, but if you say it this way, at best, it will sound like pull, and at worst will be unintelligible to your listener. For clear comprehension, you need to say three syllables (pu/wuh/luh). Where did
that W come from? It's certainly not written down anywhere, but it is there just as definitely as the P is there. The second example is a word like feel. If you say just the letters that you see, it will sound more like fill. You need to say (fee/yuh/luh). Is that really a Y? Yes. These mysterious semivowels are explained under Liaisons in Chapter 2. They can appear either inside a word as you have seen, or between words as you will learn.
Language Is Fluent and Fluid
Just like your own language, conversational English has a very smooth, fluid sound. Imagine that you are walking along a dry riverbed with your eyes closed. Every time you come to a rock, you trip over it, stop, continue, and trip over the next rock. This is how the average foreigner speaks English. It is slow, awkward, and even painful. Now imagine that you are a great river rushing through that same riverbed—rocks are no problem, are they? You just slide over and around them without ever breaking your smooth flow. It is this feeling that I want you to capture in English.
Changing your old speech habits is very similar to changing from a stick shift to an automatic transmission. Yes, you continue to reach for the gearshift for a while and your foot still tries to find the clutch pedal, but this soon phases itself out. In the same way, you may still say "telephone call" (kohl) instead of (kahl) for a while, but this too will soon pass.
You will also have to think about your speech more than you do now. In the same way that you were very aware and self-conscious when you first learned to drive, you will
eventually relax and deal with the various components simultaneously.
A new accent is an adventure. Be bold! Exaggerate wildly! You may worry that Americans will laugh at you for putting on an accent, but I guarantee you, they won't even notice. They'll just think that you've finally learned to "talk right." Good luck with your new accent!
CD1-2 A Few Words On Pronunciation
A Few Words On Pronunciation CD 1 Track 2
I'd like to introduce you to the pronunciation guide outlines in the following chart. There aren't too many characters that are different from the standard alphabet, but just so you'll be familiar with them, look at the chart. It shows eight tense vowels and six lax vowels and semivowels.
Tense Vowels? Lax Vowels? In some books, tense vowels are called long and lax vowels are called short. Since you will be learning how to lengthen vowels when they come before a voiced consonant, it would be confusing to say that hen has a long, short vowel. It is more descriptive to say that it has a lax vowel that is doubled or lengthened.
Although this may look like a lot of characters to learn, there are really only four new ones: ., ., ., and ü. Under Tense Vowels, you'll notice that the vowels that say their own name simply have a line over them: [ā], [ē], [ī], [ō], [ū]. There are three other tense vowels. First, [.], is pronounced like the sound you make when the doctor wants to see your throat, or when you loosen a tight belt and sit down in a soft chair—aaaaaaaah! Next, you'll find [.], a combination
of the tense vowel [.] and the lax vowel [ε]. It is similar to the noise that a goat or a lamb makes. The last one is [.o], a combination of [.] and [o]. This is a very common sound, usually written as ow or ou in words like down or round.
A tense vowel requires you to use a lot of facial muscles to produce it. If you say [ē], you must stretch your lips back; for[ū] you must round your lips forward; for [.] you drop your jaw down; for [.] you will drop your jaw far do wn and back; for [ā] bring your lips back and drop your jaw a bit; for [ī] drop your jaw for the ah part of the sound and
pull it back up for the ee part; and for [ō] round the lips, drop the jaw and pull back up into [ū]. An American [ō] is really [ōū]. V Now you try it. Repeat after me. [ē], [ū], [ā], [.], [.], [ī], [ō].
vii A lax vowel, on the other hand, is very reduced. In fact, you don't need to move your face at all. You only need to move the back of your tongue and your throat. These sounds are very different from most other languages. Under Lax Vowels, there are four reduced vowel sounds, starting with the Greek letter epsilon [ε], pronounced eh; [i] pronounced ih, and [ü] pronounced ü, which is a combination of ih and uh, and the schwa, [.], pronounced uh—the softest, most reduced, most relaxed sound that we can produce. It is also the most common sound in English. The semivowels are the American R (pronounced er, which is the schwa plus R) and the American L (which is the schwa plus L). Vowels will be covered in greater detail in Chapters 3, 8, and 11.
Voiced Consonants? Unvoiced Consonants?
A consonant is a sound that causes two points of your mouth to come into contact, in three locations—the lips, the tip of the tongue, and the throat. A consonant can either be unvoiced (whispered) or voiced (spoken), and it can appear at the beginning, middle, or end of a word. You'll notice that for some categories, a particular sound doesn't exist in English.
viii Pronunciation Points 1. In many dictionaries, you may find a character that looks like an upside down V, [A] and another character that is an upside-down e [.], the schwa. There is a linguistic distinction between the two, but they are pronounced exactly the same. Since you can't hear the difference between these two sounds, we'll just be using the upside-down e to indicate the schwa sound. It is pronounced uh.
2. The second point is that we do not differentiate between [.] and []]. The [.] is pronounced ah. The backwards C []] is more or less pronounced aw. This aw sound has a "back East" sound to it, and as it's not common to the entire United States, it won't be included here.
3. R can be considered a semivowel. One characteristic of a vowel is that nothing in the mouth touches anything else. R definitely falls into that category. So in the exercises throughout the book it will be treated not so much as a consonant, but as a vowel.
4. The ow sound is usually indicated by [.u], which would be ah + ooh. This may have been accurate at some point in some locations, but the sound is now generally [.o]. Town is [t.on], how is [h.o], loud is [l.od], and so on.
5. Besides voiced and unvoiced, there are two words that come up in pronunciation. These are sibilant and plosive. When you say the [s] sound, you can feel the air sliding out over the tip of your tongue—this is a sibilant. When you say the [p] sound, you can feel the air popping out from between your lips—this is a plosive. Be aware that there are two sounds that are sometimes mistakenly taught as sibilants, but are actually plosives: [th] and [v].
6. For particular points of pronunciation that pertain to your own language, refer to the Nationality Guides on page 172. Throughout this text, we will be using three symbols to indicate three separate actions:
V Indicates a command or a suggestion.
+ Indicates the beep tone.
+ Indicates that you need to turn the CD on or off, back up, or pause.
CD1-3 Telephone Tutoring Preliminary Diagnostic Analysis
Telephone Tutoring Preliminary Diagnostic Analysis CD 1 Track 3
This is a speech analysis to identify the strengths and weaknesses of your American accent. If you are studying American Accent Training on your own, please contact toll-free (800) 4574255 or https://www.doczj.com/doc/b07840426.html, for a referral to a qualified telephone analyst. The diagnostic analysis is designed to evaluate your current speech patterns to let you know where your accent is standard and nonstandard.
Hello, my name is______. I'm taking American Accent Training. There's a lot to learn,
but I hope to make it as enjoyable as possible. I should pick up on the American intonation
pattern pretty easily, although the only way to get it is to practice all of the time.
CD1-4 American accent training
Chapter 1 American Intonation The American Speech Music CD 1 Track 4
What to Do with Your Mouth to Sound American
One of the main differences between the way an American talks and the way the rest of the world talks is that we don't really move our lips. (So, when an American says, "Read my lips!" what does he really mean?) We create most of our sounds in the throat, using our tongue very actively. If you hold your fingers over your lips or clench your jaws when you practice speaking American English, you will find yourself much closer to native-sounding speech than if you try to pronounce every ... single ... sound ... very ... carefully.
If you can relate American English to music, remember that the indigenous music is jazz. Listen to their speech music, and you will hear that Americans have a melodic, jazzy way of producing sounds. Imagine the sound of a cello when you say, Beddy bada bida beader budder (Betty bought a bit of better butter) and you'll be close to the native way of saying it. Because most Americans came from somewhere else, American English reflects the accent contributions of many lands. The speech music has
become much more exaggerated than British English, developing a strong and distinctive intonation. If you use this intonation, not only will you be easier to understand, but you will sound much more confident, dynamic, and persuasive.
Intonation, or speech music, is the sound that you hear when a conversation is too far away to be clearly audible but close enough for you to tell the nationality of the speakers. The American intonation dictates liaisons and pronunciation, and it indicates mood and meaning. Without intonation, your speech would be flat, mechanical, and very confusing for your listener. What is the American intonation pattern? How is it different from other languages? Foa egzampuru, eefu you hea ah Jahpahneezu pahsohn speakingu Ingurishu, the sound would be very choppy, mechanical, and unemotional to an American. Za sem vey vis Cheuman pipples, it sounds too stiff. A mahn frohm Paree ohn zee ahzer ahnd, eez intonashon goes up at zee end ov evree sentence, and has such a strong intonation that he sounds romantic and highly emotional, but this may not be appropriate for a lecture or a business meeting in English.
+ Do not speak word by word.
If you speak word by word, as many people who learned "printed" English do, you'll end up sounding mechanical and foreign. You may have noticed the same thing happens in your own language: When someone reads a speech, even a native speaker, it sounds stiff and stilted, quite different from a normal conversational tone.
+ Connect words to form sound groups.
This is where you're going to start doing something completely different than what you have done in your previous English studies. This part is the most difficult for many people because it goes against everything they've been taught. Instead of thinking of each word as a unit, think of sound units. These sound units may or may not correspond to a word written on a page. Native speakers don't say Bob is on the phone, but say [https://www.doczj.com/doc/b07840426.html,.n the foun]. Sound units make a sentence flow smoothly, like peanut butter— never really ending and never really starting, just flowing along. Even chunky peanut butter is acceptable. So long as you don't try to put plain peanuts directly onto your bread, you'll be OK.
2.+ Use staircase intonation.
Let those sound groups floating on the wavy river in the figure flow downhill and you'll get the staircase. Staircase intonation not only gives you that American sound, it also makes you sound much more confident. Not every American uses the downward staircase. A certain segment of the population uses rising staircases—generally, teenagers on their way to a shopping mall: "Hi, my name is Tiffany. I live in La Canada. I'm on the pep squad."
What Exactly Is Staircase Intonation?
In saying your words, imagine that they come out as if they were bounding lightly down a flight of stairs. Every so often, one jumps up to another level, and then starts down again. Americans tend to stretch out their sounds longer than you may think is natural. So to lengthen your vowel sounds, put them on two stairsteps instead of just one. We're here. I
We
///////// 're
///////// ///////// he
///////// ///////// ///////// re.
///////// ///////// ///////// /////////
The sound of an American speaking a foreign language is very distinctive, because we double sounds that should be single. For example, in Japanese or Spanish, the word no is, to our ear, clipped or abbreviated.
When you have a word ending in an unvoiced consonant—one that you "whisper" (t, k, s, x, f, sh)—you will notice that the preceding vowel is said quite quickly, and on a single stairstep. When a word ends in a vowel or a voiced consonant—one that you "say" (b, d, g, z, v, zh, j), the preceding vowel is said more slowly, and on a double stairstep.
There are two main consequences of not doubling the second category of words: Either your listener will hear the wrong word, or even worse, you will always sound upset.
3 Consider that the words curt, short, terse, abrupt, and clipped all literally mean short. When applied to a person or to language, they take on the meaning of upset or rude. For example, in the expressions "His curt reply ...," "Her terse response...'' or "He was very short with me" all indicate a less than sunny situation.
Three Ways to Make Intonation
About this time, you're coming to the point where you may be wondering, what exactly are the mechanics of intonation? What changes when you go to the top of the staircase or when you put stress on a word? There are three ways to stress a word.
+ The first way is to just get louder or raise the volume. This is not a very sophisticated way of doing it, but it will definitely command attention.
+ The second way is to streeeeetch the word out or lengthen the word that you want to draw attention to (which sounds very insinuating).
+ The third way, which is the most refined, is to change pitch. Although pausing just before changing the pitch is effective, you don't want to do it every time, because then it becomes an obvious technique. However, it will make your audience stop and listen because they think you're going to say something interesting.
CD1-5 Exercise1-1: Rubber Band Practice with Nonsense Syllables
Exercise 1-1: Rubber Band Practice with Nonsense Syllables CD 1 Track 5
Take a rubber band and hold it with your two thumbs. Every time you want to stress a word by changing pitch, pull on the rubber band. Stretch it out gently, don' t jerk it sharply. Make a looping ° ° figure with it and do the same with your voice. Use the rubber band and stretch it out every time you change pitch. Read first across, then down.
CD 1-6 Staircase Intonation
CD1-7 Exercise1-2 Noun Intonation
Exercise 1-2 Noun Intonation CD 1 Track 7
CD1-8 Staement Intonation with Pronouns
CD1-9 Exercise 1-3; Noun and Pronoun Intonation
Exercise 1-3; Noun and Pronoun Intonation CD 1 Track 9
In the first column, stress the nouns. In the second column, stress the verb. Fill in your own examples at the bottom.
1. Bob sees Betty. 1. He sees her.
2. Betty knows Bob. 2. She knows him.
3. Ann and Ed call the kids. 3. They call them.
4. Jan sells some apples. 4. She sells some.
5. Jean sells cars. 5. She sells them.
6. Bill and I fix the bikes. 6. We fix them.
7. Carl hears Bob and me. 7. He hears us.
8. Dogs eat bones. 8. They eat them.
9. The girls have a choice. 9. They have one.
10. The kids like the candy. 10. They like it.
11. The boys need some help. 11. They need something.
12. Ellen should call her sister. 12. She should call someone.
13. The murderer killed the plumber. 13. He killed a man. 14. The tourists went shopping. 14. They bought stuff. 15. ______________________ 15.
______________________ 16. ______________________ 16. ______________________ 17. ______________________ 17. ______________________ 18.
______________________ 18. ______________________ 19. ______________________ 19. ______________________ 20. ______________________ 20.
______________________
CD1-10 Statement Versus Question Intonation
CD1-11 Exercise 1-4: Sentence Intonation Test
Exercise 1-4: Sentence Intonation Test CD 1 Track 11
Pause the CD and underline or highlight the words that you think should be stressed. Check Answer Key, beginning on page 193.
1. Sam sees Bill. 11. He sees him.
2. She wants one. 12. Mary wants a car.
3. Betty likes English. 13. She likes it.
4. They play with them. 14. They eat some.
5. Children play with toys. 15. Len and Joe eat some pizza.
6. Bob and I call you and Bill. 16. We call you.
1. You and Bill read the news. 17. You read it.
8. It tells one. 18. The news tells a story.
9. Bernard works in a restaurant. 19. Mark lived in France.
10. He works in one. 20. He lived there.
CD1-12 Exercise 1-5: Four Main Reasons for Intonation
Exercise 1-5: Four Main Reasons for Intonation CD 1 Track 12
Depending on the situation, a word may be stressed for any of the following reasons:
New Information Opinion Contrast "Can't"
1. New Information
It sounds like rain.
Rain is the new information. It's the most important word in that sentence and you could replace
everything else with duh-duh-duh. Duh-duh-duh rain will still let you get your point across.
V Repeat: Duh-duh-duh rain I It sounds like rain.
Duh ray
///// duh ///// ayn.
///// ///// duh ///// /////
///// ///// ///// ///// /////
V Make rain very musical and put it on two notes: ray-ayn. Duh-duh-duh ray-ayn / It sounds like ray-ayn.
2. Opinion
It sounds like rain, but I don't think it is.
In this case, intonation makes the meaning the opposite of what the words say: It looks like a diamond, but I think it's a zircon. It smells like Chanel, but at that price, it's a knock-off. It feels like... It tastes like... These examples all give the impression that you mean the opposite of what your senses tell you.
V Practice the intonation difference between new information and opinion: It sounds like rain. (It's rain.) It sounds like rain, (but it's not.)
3. Contrast
He likes rain, but he hates snow. Like and hate are contrasted and are the stronger words in the sentence.
4. Can't
It can't rain when there're no clouds. Contractions (shouldn't, wouldn't) and negatives (no, not, never) are important words since they totally negate the meaning of a sentence, but they are not usually stressed. Can't is the exception.
CD1-13 Exercise 1-6: Pitch and Meaning Change
Exercise 1-6: Pitch and Meaning Change CD 1 Track 13
Practice saying the four sentences after me. Pay close attention to the changes in pitch that you must
make to convey the different meanings intended. The words to be stressed are indicated in bold face.
1. It sounds like rain.
2. It sounds like rain.
3. He likes rain, but he hates snow.
4. It can't rain on my parade! He can't do it. (See also Ex. 1-43 for negatives.)
CD1-14 Exercise 1-7: Individual Practice
Exercise 1-7: Individual Practice CD 1 Track 14
Practice saying the sentences after the suggestion and the beep tone +. You will be given only a short time in which to reply so that you won't have the leisure to overthink. Start speaking as soon as you hear the tone because I'll be saying the sentence only a few seconds later.
1. Convey the information that it really does sound as if rain is falling. +
2. Convey the opinion that although it has the sound of rain, it may be something else. +
3. Convey the different feelings that someone has about rain and snow. +
4. Convey the fact that rain is an impossibility right now. +
+ Pause the CD.
V Practice the four sentences on your own ten times.
+ Once you're familiar with moving the stress around and feeling how the meaning changes,
turn the CD on to continue with the next exercise.
CD1-15 Exercise 1-8: Meaning of "Pretty"
Exercise 1-8: Meaning of "Pretty" CD 1 Track 15
Native speakers make a clear distinction between pretty easily (easily) and pretty easily (a little difficult). Repeat the answers after me paying close attention to your stress. Question: How did you like the movie? Answer:
1. It was pretty good. (She liked it.)
2. It was pretty good. (She didn't like it much.)
CD1-16 Exercise 1-9: Inflection
Exercise 1-9: Inflection CD 1 Track 16
Notice how the meaning changes, while the actual words stay the same.
1. I didn't say he stole the money. Someone else said it.
2. I didn't say he stole the money. That's not true at all.
3. I didn't say he stole the money. I only suggested the possibility.
4. I didn't say he stole the money. I think someone else took it.
5. I didn't say he stole the money. Maybe he just borrowed it.
6. I didn't say he stole the money, but rather some other money.
7. I didn't say he stole the money. He may have taken some jewelry.
I I didn't say he stole the money. Someone else said it.
It's true that somebody said it, but I wasn't that person.
Didn't I didn't say he stole the money. That's not true at all.
Someone has accused me and I'm protesting my innocence.
Say I didn't say he stole the money. I only suggested the possibility.
Maybe I hinted it. Maybe I wrote it. In some way, I indicated that he stole the money, but I didn't say it.
He I didn't say he stole the money. I think someone else took it.
I think someone stole the money, only not the person you suspect did it.
Stole I didn't say he stole the money. Maybe he just borrowed it.
I agree that he took it, but I think his motive was different.
The I didn't say he stole the money, but rather some other money.
We agree that he stole some money, but I don't think it's this money.
Money I didn't say he stole the money. He may have taken some jewelry.
We agree that he's a thief, but we think he stole different things.
Notice that in the first half of these sentences nothing changes but the intonation.
V Repeat after me.
CD1-17 Exercise 1-10; Individual Practice
Exercise 1-10; Individual Practice CD 1 Track 17
Now, let's see what you can do with the same sentence, just by changing the stress around to different words. I'll tell you which meaning to express. When you hear the tone +, say the sentence as quickly as you can, then I'll say the sentence for you. To test your ear, I'm going to repeat the sentences in random order. Try to determine which word I'm stressing. The answers are given in parentheses, but don't look unless you really have to. Here we go.
1. Indicate that he borrowed the money and didn't steal it. (5) +
2. Indicate that you are denying having said that he stole it. (2) +
3. Indicate that you think he stole something besides money. (7) +
4. Indicate that you were not the person to say it. (1) +
5. Indicate that you don't think that he was the person who stole it. (4) +
6. Indicate that you didn't say it outright, but did suggest it in some way. (3) +
7. Indicate that he many have stolen a different amount of money. (6) +
Overdo It
Practice these sentences on your own, really exaggerating the word that you think should be stressed. In the beginning, you're going to feel that this is ridiculous. (Nobody stresses this hard! Nobody talks like this! People are going to laugh at me!) Yet as much as you may stress, you're probably only going to be stressing about half as much as you should.
+ Pause the CD and practice the sentences in random order ten times.
Another reason you must overexaggerate is because when you get tired, emotional, or relaxed, you will stop paying attention. When this happens, like a rubber band, you're going to snap back to the way you originally were sounding (10 percent). So, if you just stretch yourself to the exact position where you ideally want to be, you'll go back almost completely to the old way when you relax. For practice, then, stretch yourself far beyond the normal range of intonation (150 percent), so when you relax, you relax back to a standard American sound (100 percent).
We All Do It
Possibly about this time you're thinking, Well, maybe you do this in English, but in my language, I just really don't think that we do this. I'd like you to try a little exercise.
CD1-18 Exercise 1-11: Translation
Exercise 1-11: Translation CD 1 Track 18
美音的连读技巧 上海环球雅思 今天，小编为大家带来了美音的连读技巧，供大家参考学习。环球雅思愿与您分享每一篇美文！ 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： 如：（1）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；（2）We have an English friend. 这个句子有两处连读：前一处是have的尾辅音/v/与an的开头元音//连读为/v/；后一处是an的尾辅音/n/与English的开头音素/i/连读为/ni/。举例：I’m~an~English boy. It~is~an~old book. Let me have~alook~at~it. Ms Black worked in~an~officelast~yesterday. I called~youhalf~an~hour~ago. Put~it~on, please. Not~at~all. Please pick~it~up. 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，与前面的辅音连读 whatwil(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) 3、以-r或-re字母结尾的单词+元音开头的单词时，可将/r/与后面的元音拼读。 如：They looked for it here and there.这个句子也有两处连读：前一处是for it合读为/frit/，后一处是here and合读为/hirnd/。举例：They’re my father~and mother. I looked for~ithere~and there. There~is a football under~it. There~are some books on the desk. Here~is a letter for you. Here~arefour~eggs. But where~is my cup? Where~are your brother~and sister? 注意，如果一个音节的前后都有字母r，即使后面的词以元音开头，也不能连读。 The black clouds are coming nearer and nearer.（nearer与and不可连读）
5个长元音：[i:],[?:],[a:],[?:],[u:] 长元音的发音技巧：长元音就是和单元音短元音与之相对的，假设单短元音是一拍，那么长元音就应该是两拍，在发音时要注意适当拉长。 练习篇： [i:] 单词练习：be/ me/ see/ we/ he/ she/ eat /neat/ beat/ deed/ feel/ meal/ free/ tree/ three/ clean/ grief/ please/ breeze 词组练习：a team leader/ a league meeting/ the Chinese people/ the East Sea/ a real secret/ a piece of meat 句子练习：Please read it./ Please keep it a secret./ A friend in need is a friend indeed. ------------------------------------------------------------------------- [a:] 单词练习：arm/ art/ cart/ hard/ fast/ last/ glance / chance/ class/ glass/ harsh/ march/ party/ after/ father/ rather 词组练习：a large parcel/ a basket of bananas/ pass the glass/ after the party/ rather fast/ hard-hearted/ master of arts 句子练习：The party stopped at half past five./ A large army marched past the farmyard/ His father is a hard-hearted man for a bargain. --------------------------------------------------------------------------
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.
英语发音规则---浊化、连读、弱化、爆破... 英语中浊化、连读、弱化、爆破的规则是怎样的？何时弱化、何时浊化、何时连读、何时爆破？ 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”。 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：
儿化音发音方法 “儿化”指的是后缀“儿”与它前一音节的韵母合成一个音节，并使这个韵母带上卷舌音色的一种特殊的音变现象。属于音变中的“合音”现象。简单地说，就是在音节的末尾音上附加卷舌动作。 细化分类： 儿化的发音特点 (1)a，o，e或以之为结尾的韵母后直接加卷舌动作。 例如：打杂儿掉价儿小说儿空缺儿粉末儿山歌儿 (2)结尾不是a，o，e但与a，o，e有关的韵母，失去韵尾后在a，o，e上加卷舌动作。 例如：名牌（ai）儿花瓣(an)儿抽空(ong)儿 八成(cheng)儿钢蹦(beng)儿小摊(tan)儿 (3) zi，ci，si zhi，chi，shi，ui后的儿化，[i]→ [?]；[ui]→ [u?]后，再加卷舌动作。 例如：瓜子儿记事儿没词儿墨水儿一对儿跑腿儿 (4)舌尖音以外的生母与韵母i，in，ing构成音节时，一律去掉韵尾n，ng后，i→ ie，再加卷舌动作。 例如：针鼻儿小鸡儿米粒儿眼镜儿脚印儿赶明儿 舌尖音： 指舌的尖部靠近或顶住门齿、上齿龈、硬腭的前部而发的辅音。普通话语音中的z、c、s，d、t、n、l，zh、ch、sh、r都是舌尖音。其中舌尖前音有z、c、s，舌尖中音有d、t、n、l，舌尖后音有zh、
ch、sh、r。 (5)以u 为韵尾的韵母（u，iu，ou），儿化时直接加卷舌动作（“媳妇儿”除外，[u]→ [?]）；省略后韵尾为u的韵母（ui，un，ueng），一律u→ u?，再加卷舌动作。 例如：没谱儿抓阄儿小偷儿一会儿桥墩儿 (6)以单韵ü或省略后以ü为韵尾的韵母（ün），一律ü→üe，再卷舌。 例如：小女儿有趣儿毛驴儿小鱼儿小曲儿花裙儿 当然儿化音也没有特别的约定俗成，这也要靠你在平时的生活中不断积累，相信经过长时间的训练和总结，你一定能说出一口流利的儿化音。
48个音素发音图解暨口形及发音方法 1. /i/ 该音是个前元音，是字母i或y在重读闭音中的读音。它是个短元音，故发此音要短促而轻快。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。 2. /i:/ 前元音，是字母ea，ee，ie或ei在单词中的发音。此音是长元音，一定注音把音发足。其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。
3. /e/ 该音是个前元音，是字母e或ea在单词中的发音。它是个短元音。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。 4./?/ 该音是个前元音，是字母a在重读闭音节中的发音。/?/是短元音。发音时舌尖抵下齿；舌前部稍抬高，舌位比/e/更低；双唇平伸，成扁平形。 5./ a:/ 该音是个后元音，是字母组合ar的读音，也是字母a在ss，st，th等字母前面的读音。/a:/是长元音。发音时口张大，舌身压低并后缩，后舌稍隆起，舌尖不抵下齿。双唇稍收圆。
6./?/ 该音是个短元音，是字母o在重读闭音节单词中的读音。发音时口张大，舌身尽量降低并后缩，双唇稍稍收圆。 7. /?:/ 该音是个后元音，是字母o，or，al，oar，our或oor在单词中的发音。它是长元音。发音时舌后部抬得比/ ?/高，双唇收得更圆更小，并向前突出。 8. /u/ 该音是个后元音，是英语字母u，oo或ou等在单词中的发音。/u/是短元音。发音时舌后部抬起，舌身后缩，舌尖离开下齿。双唇收圆，稍突出。
9./ u:/ 该音是个后元音，是字母oo或ou在单词中的发音。它是长元音。发音时舌后部尽量抬起，舌位比/u/高。双唇收圆并突出。口形比/u/稍小。 10./ ?/ 该音是个后元音，是字母o和u在单词中的读音。/?/是短元音。发音时舌尖和舌端两侧轻触下齿，舌后部靠前部分稍抬起，唇形稍扁，开口度较大，与/ ? /相似。 11.? 读音是个中元音，是字母组合er，ir，or和ur在单词中的发音。/ ?: /是长元音。发音时舌中部比发//音时略高。双唇扁平。
英音/美音连读 连读总规则 1. 辅音+元音 2. 辅音+半元音 3. 元音+元音 4. 意群 5. 辅音+辅音 6. 以r/re结尾的单词+元音 7. 辅音+以h开头的单词 连读详细规则 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：~) (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~Englis h boy. It~is~an~old book. Let me have~a look~at~it. Ms Black worked in~an~office last~yesterday. I called~you half~an~hour~ago. Put~it~on, please. Not~at~all. Please pick~it~up. 第一招 Consonant and Vowel 辅音与元音 When one word ends with a consonant and the next word begins with a vowel sound, take the final consonant off the first word and attach it to the following vowel sound 如果一个单词以一个辅音结尾，紧跟的下一个单词的词首是元音的话，把第一个单词词尾的辅音从第一个单词脱离，使它与紧跟着的元音连在一起。 (2)“r/re+元音”型连读 如果前一个词是以-r或者-re结尾，后一个词是以元音开头，这时的r或re不但要发/r/，而且还要与后面的元音拼起来连读。 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. Here~is a letter for you. Here~are four~eggs. But where~is my cup? Where~are your brother~and sister? 但是，如果一个音节的前后都有字母r，即使后面的词以元音开头，也不能连读。 The black clouds are coming nearer and nearer.（nearer与and不可连读） (3)“辅音+半元音”型连读
8个双元音音标发音技巧与 单词举例 标准化文件发布号：（9312-EUATWW-MWUB-WUNN-INNUL-DDQTY-KII
一、双元音有哪些 8个双元音图示 学完了5个长元音和7个短元音之后，本文将为大家带来20个元音音标的最后一节：8个双元音音标，如下图所示：
完整音标列表 图中红框之内的便是8个双元音，每个音标有两个音素，因此称为双元音。二、8个双元音发音技巧与双元音单词举例 接下来，我们就正式开始学习这8个双元音了，这8个双元音分别是：[ei] [ai] [?i] [?u] [au] [i?] [ε?] [u?] ，其中可分为开合双元音与集中双元音，请各位同学按以下顺序跟读（点击小喇叭按钮发声）： 1、开合双元音 牙床由半开到接近半合，由大到小。所以这个称为“开合双元音”。 [ei] 发音技巧： 该音是个双元音，是字母a在重读开音节单词中的读音。先发/e/音，然后滑向/i/音。双唇稍扁，口形从半开到合。 单词举例：
say [sei] ：v.说 delay [di?lei]：n. 延迟 [ai] 发音技巧： 先发/a/音，然后滑向/i/音。舌尖抵住下齿。发此音的关键是要把/a/音发足，注意从开到合的滑动。 单词举例： ice [ais] ：n. 冰，雪糕 side [said] ：n. 面，边 [oi] 发音技巧： 发音时双唇从圆到扁，口形从开到合。 单词举例： oil [?il] ：n. 油，石油 noise [n??z] ：n. 噪音，嘈杂声 [?u]
发音技巧： 舌位由半低到高，口形由半开到小。注意将音发足。 单词举例： flow [fl?u] ：vi. 流 glow [ɡl??]：vi. 发光，灼热 [au] 发音技巧： 由第一个音向第二个音滑动，舌位由舌前部抬高，滑向舌后部抬高，牙床由全开到接近半合。 单词举例： cow [ka?] ：n. 奶牛，乳牛 hour [‘a??r] ：n. 小时，钟头 1、开合双元音 牙床从张开集中到半开，由大到小。所以这个称为“集中双元音”。 [i?] 发音技巧： 发声时，由第一个音[i]向[?]集中，形成集中双元音 单词举例： fear [f??r] ：n. 害怕，可能性
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.
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:
说说几个特殊儿化音的 读音 标准化管理处编码[BBX968T-XBB8968-NNJ668-MM9N]
说说几个特殊儿化音的读音 普通话的儿化现象主要由词尾“儿”变化而来。儿化词的读法大都符合两种规律：一种是原韵母不变，只在读该韵母时加上一个卷舌动作就可以了，如“号码儿”（hǎomǎr）；另一种是儿化后原韵母发生了变化，如“小孩儿”（xiǎohár）,儿化后，它的韵尾i丢失。这些符合规律的儿化词多数人都易掌握。但在儿化词的队伍里，有几个特殊的儿化，很多人不注意，极易读错。它们是：掉色儿、照片儿、脖颈儿、中间儿、核桃儿、桑椹儿。 ⒈色（sè）——色儿（shǎir） 颜色的“色”，平舌音，但儿化后声韵、调全变了，读翘舌“shi”。如：掉色儿（diàoshǎir）、落色儿（làoshǎir）、上色儿（shàngshǎir）。 ⒉片（piàn）——片儿（piānr） 去声的“片piàn”儿化后读阴平“”。由李行健主编，语文出版社出版的《现代汉语规范词典》402页有“片义同片，由于口语中‘片子’‘相片儿’‘唱片儿’‘画片儿’‘影片儿’‘故事片儿’等词。” ⒊颈（jǐng）——颈儿（gěngr） 颈（jǐng），儿化后声母j变成g，韵母ing变成eng。如：脖颈儿（bógěngr）、鸡脖颈儿（jībógěm）等。 ⒋中间（jiān）——中间儿（jiànr） 中间（jiān）的“间”，儿化后声调由阴平变成去声（jiànr）如：中间儿 （zhōngjiànr）、当间儿（dāngjiànr）。
⒌核（hé）——核儿（hǘr） “核hé”儿化后读，用于口语。如：梨核儿（líhǘr）、煤核儿（méihǘr）、冰核儿（bīnghǘr）等。 ⒍葚（shèn）——葚儿（rènr） “桑葚sāngshèn”的“葚shèn”儿化后声母由“sh”变成“r”，读“sāngrènr”。 以上六个儿化词十分特殊，需要我们特殊记忆。另外，还有一类后鼻韵母儿化词，像“药方儿”“电影儿”麻绳儿等，目前在人们的口语里有两种截然不同的读法。一种是各类普通话教材中明确指出的“去后鼻韵尾ng加er“的读法。按照这种那个读法，“药方儿”应读“yàofār”，“电影儿”应读“diǎnyǐr”，“麻绳儿”应读“máshér”。另一种是北京后鼻韵母儿化词音，即直接将后鼻韵尾儿化。如“药方儿”读yàofāng，“电影儿”读diànyǐngr，“麻绳儿”读máshéngr。这两种读法很难说哪个好哪个不好，第一种是教材中的读法，当然具有一定的权威性；第二种虽然只是北京语音的读法，但目前却具有较强的普通性。我在接受省普通话水平测试员培训时，国家级测试员也倾向于北京语音的读法。我还注意到电影、电视里的演员也喜欢说北京语音的儿化词。如：板凳儿（bǎndèngr）、没空儿（méikòng r）、小虫儿（xiǎochóngr）等。我在教学中也做过调查，学生大都喜欢北京语音的读法。所以，今天写特殊儿化词的读音时也把这一点写出来，和同行们商榷。
史上最全的英语发音各种技巧 48个英语音标表
清辅音：[p] [t] [k] [f] [θ] [s] [tr] [ts] [∫] [t∫] 浊辅音：[b] [d] [g] [v] [e] [z] [dr] [dz] [?] [d?] 其他辅音8个： [h] [m ] [n] [?] [l] [r] [w] [j] the在元音前读[ei],在辅音前读[e?]，而元辅音的判断不是第一个单词，而是第一个音素，或说发音。 如： the United States的第一个音素是[j],半元音，按辅音读[e?] 音节 音节是读音的基本单位，任何单词的读音，都是分解为一个个音节朗读。在英语中元音特别响亮，一个元音可构成一个音节，一个元音和一个或几个辅音音素结合也可以构成一个音节。 一般说来，元音可以构成音节，辅音不响亮，不能构成音节。 但英语辅音字母中有 4 个辅音[m]，[n]，[ng]，[l]是响音，它们和辅音音素结合，也可构成音节。它们构成的音节往往出现在词尾，一般是非重读音节。 英语的词有一个音节的，两个音节的，多个音节的，一个音节叫单音节，两个音节叫双音节，三个音节以上叫多音节。 如： take 拿；ta'ble 桌子；pota'to` 马铃薯；
pop`ula'tion 人口；congrat`ula'tion 祝贺； tel'ecommu`nica'tion 电讯； 划分音节的方法： 元音是构成音节的主体，辅音是音节的分界线。两辅音之间不管有多少个元音，一般都是一个音节。 如： bed 床；bet 打赌；seat 坐位； beat 毒打；beaut 极好的；beau'ty 美； 两元音字母之间有一个辅音字母时，辅音字母归后一音节， 如： stu'dent 学生；la'bour 劳动； 有两个辅音字母时，一个辅音字母归前一音节，一个归后一音节， 如： let'ter 信；win'ter 冬天； 不能拆分的字母组合按字母组合划分音节。 如： fa'ther 父亲；tea'cher 教师； 单词的发音灵魂是元音，掌握这一点就不难了。 开音节&闭音节
儿化音的读法和变化规律 ——《对外汉语教学》 （一）儿化的性质和作用 er韵母叫儿韵，只有"儿、而"?r、"尔、耳、迩、饵"ěr．"二、贰"ar等很少几个常用字。有具体的意义。er有另外的作用，它可以和韵母结合起来，使这个韵母发音时带有卷舌色彩，这就是"儿化韵"。一般不表示什么具体的意义。 "儿化韵"是韵母的一种音变现象。韵母儿化以后读音要发生变化，在发这个音节的同时韵母就产生卷舌动作，虽然读音只是一个音节，但是在书写上一般要用两个汉字。 如： "花儿huar"中的"花"和"儿"结合成一个"儿化音节"。《汉语拼音方案》规定，用拼音字母拼写儿化韵，一律在原韵母后面加一个r来表示。普通话里的"儿化"音变现象具有以下作用： 1、语法上，区分词性。例如： 画（动词）--画儿（名词）尖（形容词）--尖儿（名词） 2、词汇上，区别词义。例如： 眼（眼睛）--眼儿（"小洞"之义）头（脑袋）--头儿（"负责人"之义） 3、修辞上，表示微小的形状或者带有喜爱、亲切等感情色彩。如： 鲜花儿、女孩儿、好玩儿、山歌儿 （二）儿化韵的读音规律 方言区人不容易发好儿化韵，主要障碍在于有些韵母（尾）不便于卷舌，需要注意它们的读音变化规律：
l、韵母中最后一个元音是a、o、e、?、u，在发这个元音的同时加卷舌动作，如： 那儿nàr鲜花儿xiānhuār山坡儿shānpōr干活儿gànhóur这儿zhar台阶儿táijiēr 水珠儿shuǐzhūr小狗儿xiáogǒur 2、韵母有韵尾i或n的，丢掉韵尾，在发韵腹的同时加卷舌动作，如： 小孩儿háir→hár 拐弯儿wānr→wār xxwair→war 唱本儿běnr→běr 3、韵母i、ü要在i、ü后面加上一个[Er]（发音比e的舌位略前，略低，舌面要放松，《汉语拼音方案》就写e），同时加卷舌动作，如： 小鸡儿jīr→jiēr xx鱼儿yúr→yu?r 4、韵母是-i [ü〕、-i〔i〕的，丢掉这个韵母，改成[E]，然后卷舌，如： 树枝儿zhīr→zēr 没事儿sh?r→shar 鱼刺儿c?r→car 细丝儿sīr→sēr 5、后鼻音韵母，丢掉韵尾ng，发韵腹元音时，口、鼻同时出气，形成鼻化元音（国际音标用"~"作为元音鼻化记号），同时卷舌，如： 蛋黄儿huángr→huDr
长元音[a:]的发音方法 //美式读音符号 //英式读音符号 //传统的国际音标的读音符号 该音是个后元音，是字母组合ar的读音，也是字母a在ss，st，th等字母前面的读音。//是长元音。发音时口张大，舌身压低并后缩，后舌稍隆起，舌尖不抵下齿。双唇稍收圆。 李阳疯狂发音秘诀： 1.发音时，嘴巴放松张大，牙床全部张开，是后元音中牙床开得最大的一个。 2.舌端离下齿，舌身低平后缩，舌后部稍抬高。这是后元音中舌位最低的一个。 3.双唇呈圆形，说：“啊”。 4.发这个音时就像在大发感叹“啊！祖国的山河多么秀丽啊！”所以，我把它叫做：“感叹祖国大好山河音”。发音时可以照着镜子，说“啊”，看看嘴巴张得够不够大，记得要将嘴巴尽量张大，无比夸张。 5./a/一般出现在词首和词中。 6.发/a/有两种情况，一是在英音中发[a:]的，如“calm”，“father”，英美音标写法不同，但发音基本相同；二是在英美中发[?]的，如“hot”、“job”、“got”、“possible”等，在美音中也发/a/,这是英美发音的重大差别，也是纯正美国发音的最大诀窍之一！ 7.常发这个音的是字母“a”或“o”。 8.字母组合“ow”也可能发此音，如单词“knowledge”和“acknowledge”中。 9.在“m”前的字母组合“al”也发此音，其中“l”不发音。 长元音[?:]的发音方法 //美式读音符号 //英式读音符号 //传统的国际音标的读音符号 该音是个后元音，是字母o，or，al，oar，our或oor在单词中的发音。它是长元音。发音时舌后部抬得比//即美式//美式//高，双唇收得更圆更小，并向前突出。 李阳疯狂发音秘诀：
儿化音的用法 Document serial number【NL89WT-NY98YT-NC8CB-NNUUT-NUT108】
（一）儿化的性质和作用er韵母叫儿韵，只有"儿、而"ér、"尔、耳、迩、饵"ěr．"二、贰"èr?等很少几个常用字。有具体的意义。er有另外的作用，它可以和韵母结合起来，使这个韵母发音时带有卷舌色彩，这就是"儿化韵"。一般不表示什么具体的意义。"儿化韵"是韵母的一种音变现象。韵母儿化以后读音要发生变化，在发这个音节的同时韵母就产生卷舌动作，虽然读音只是一个音节，但是在书写上一般要用两个汉字。如："花儿hu乺"中的"花"和"儿"结合成一个"儿化音节"。规定，用拼音字母拼写儿化韵，一律在原韵母后面加一个r来表示。 普通话里的"儿化"音变现象具有以下作用： 1、语法上，区分词性。例如： 画（动词）--画儿（名词）尖（形容词）--尖儿（名词） 2、词汇上，区别词义。例如： 眼（眼睛）--眼儿（"小洞"之义）头（脑袋）--头儿（"负责人"之义） 3、修辞上，表示微小的形状或者带有喜爱、亲切等感情色彩。如： 鲜花儿、女孩儿、好玩儿、山歌儿 （二）儿化韵的读音规律 方言区人不容易发好儿化韵，主要障碍在于有些韵母（尾）不便于卷舌，需要注意它们的读音变化规律： l、韵母中最后一个元音是a、o、e、ê、u，在发这个元音的同时加卷舌动作，如： 那儿nàr鲜花儿xiānhuār 山坡儿shānpōr干活儿gànhóur 这儿zhèr台阶儿táijiēr 水珠儿shuǐzhūr小狗儿xiáogǒur 2、韵母有韵尾i或n的，丢掉韵尾，在发韵腹的同时加卷舌动作，如： 小孩儿háir→hár香味儿wèir→wèr 拐弯儿wānr→wār唱本儿běnr→běr
一、双元音有哪些? 8个双元音图示 学完了5个长元音和7个短元音之后，本文将为大家带来20个元音音标的最后一节：8个双元音音标，如下图所示：
完整音标列表 图中红框之内的便是8个双元音，每个音标有两个音素，因此称为双元音。二、8个双元音发音技巧与双元音单词举例 接下来，我们就正式开始学习这8个双元音了，这8个双元音分别是：[ei] [ai] [?i] [?u] [au] [i?] [ε?] [u?] ，其中可分为开合双元音与集中双元音，请各位同学按以下顺序跟读（点击小喇叭按钮发声）： 1、开合双元音 牙床由半开到接近半合，由大到小。所以这个称为“开合双元音”。 [ei]
发音技巧： 该音是个双元音，是字母a在重读开音节单词中的读音。先发/e/音，然后滑向/i/音。双唇稍扁，口形从半开到合。 单词举例： say [sei] ：v.说 delay [di?lei] ：n. 延迟 [ai] 发音技巧： 先发/a/音，然后滑向/i/音。舌尖抵住下齿。发此音的关键是要把/a/音发足，注意从开到合的滑动。 单词举例： ice [ais] ：n. 冰，雪糕 side [said] ：n. 面，边 [oi] 发音技巧： 发音时双唇从圆到扁，口形从开到合。 单词举例： oil [?il] ：n. 油，石油
noise [n??z] ：n. 噪音，嘈杂声 [?u] 发音技巧： 舌位由半低到高，口形由半开到小。注意将音发足。 单词举例： flow [fl?u] ：vi. 流 glow [ɡl??] ：vi. 发光，灼热 [au] 发音技巧： 由第一个音向第二个音滑动，舌位由舌前部抬高，滑向舌后部抬高，牙床由全开到接近半合。 单词举例： cow [ka?] ：n. 奶牛，乳牛 hour [‘a??r] ：n. 小时，钟头 1、开合双元音 牙床从张开集中到半开，由大到小。所以这个称为“集中双元音”。 [i?]
第一章：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. 麦克喜欢在夜晚明亮的灯光旁写作。［八次疯狂张嘴，元音极其饱满！］ 2. Macao came back to China in 1999. 澳门于1999年回归祖国。Ninety nineteen nine 3. I like the shape of that mountain. 我喜欢那座山的样子。 ［包含了四个容易混淆的元音：形容山水最恰当！］ 二、短元音急促有力 4. Jim must study a little bit more. 杰姆必须再多一下一点功夫。 5. Let's get together again. 让我们找一天再聚一聚。 三、连音 6. I'm working on-it. 我正在努力。［美国总统常用］ 7. I'll think-it-over. 我会仔细考虑的。 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. You ate-too much. 你吃得太多了。 9. I don't know what-to-do. 我不知道该做些什么。［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. 把你的黑包借给我。 11. I don't-like-people asking me for money. 我不喜欢别人问我要钱。 12. Do you want-that-magazine? 你要那本杂志吗？
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) 英语的连读主要可分为三个大类：“辅音+元音连读”、“辅音+辅音连读”和“元音+元音连读”。下面咱们来分别看一下： 1、辅音+元音 定义：在同一个意群中，如果相邻的两个单词中的前一个以辅音音素结尾，后一个以元音音素开头，这时就要把辅音和元音连起来拼读。这部分可以说是英语中最常见也是我们中国的学生最熟悉的一类连读了，
一、短元音有哪些? 短元音有哪些?如上一节《5个长元音》中所提到那样，短元音总共有7个。在所有短元音中，有5个与长元音“卖相”十分相似，如下图所示： 短元音与长元音相似点
其实，这相似的5个短元音就是长元音的“短音版”，发音较短。各位同学在念短元音时，一定要短的自然。许多同学都有这样的通病，短元音与长元音完全相同，没有任何区别。因此，想要念好音标，一定要长期坚持不懈地跟读与练习。以下是7个短元音完整标注表： 短元音完整标准表 二、7个短元音发音技巧与短元音单词举例 接下来，我们就正式开始学习这7个短元音了，这7个短元音分别是：[i] [?] [?] [u] [?] [e] [?]，请各位同学按以下顺序跟读（点击小喇叭按钮发声）： 1、[i] 发音技巧： 它是个短元音，故发此音要短促而轻快。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。 单词举例： big [b?ɡ] ：adj. 大的,庞大的
fit [fit] ：v. 合身,适合于 2、[?] 单词举例： 发音技巧： 发音时舌身平放，舌中部略隆起，双唇扁平。发这个音时不用卷舌。很多人学美音就以为美音都要卷舌，碰到这个音也卷舌，这是不对的，一定要改变这个习惯。teacher [?ti?t??] ：n. 老师,教师 mother [?m?e?] ：n. 母亲,大娘 3、[?] 发音技巧： 这是一个短元音，发音一定要短，发音比/?:/短一些，舌身低平后缩，双唇稍稍收圆，并向前突出。 单词举例： dog [d?g] ：n.狗,家伙 hot [h?t] ：adj. 热的,辣的 4、[u] 发音技巧： 发音时舌后部抬起，舌身后缩，舌尖离开下齿。双唇收圆，稍突出。就像发汉语中的“乌”，但没发完就给打断了一样。 单词举例： book [b?k] ：n. 书,卷 cook [k?k] ：vt. 烹调,煮 5、[?]