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英语连读Liaisons连读：单词与单词之间的连接，使语言不生硬单调。
存在于该词组在句子中为弱读时。
规律一：辅音（尾）+元音（首）=合二为一(则该单词最后的原本不发音的辅音就发音，与元音连读，尤其在法语中)1）注意事项单词原发实读备注a) 以清辅音[p][t][k]结尾+元音（首）[p][t][k] 柔化成浊辅音[b][d][g] 如同《英语单词读法》中的规律二：互换角色b) 以浊辅音[n][l][r] 结尾+元音（首）[n][l][r] 原发音滑向该音发象单词元音之前的音，如同《英语单词读法》中的规律三：前后辅音。
c) 除上述其它辅音结尾+元音（首）维持原来读音，但要读该辅音在字首时所发的重音，并与后面单词如同一个词连读。
d) And[ nd] 在弱音节时读[ nd]him [hIm]在弱音节时读[ m], [h]音无须念出an[ n] 在弱音节时读,[ n]2）分解发音a) 清音成浊音尾+首实读例句p+元音[b] Up and down Keep it up Stop it Wipe up, map up, help out[, p n’da U n] [,kip I’t p][‘stap I t]t+元音[d] Put it on Not at all Put it off[,putI’tan][,nat ’tl][,pUtI’t f]k+元音[g] Take off Pick it up Knock him out Take out[te’k f] [,pIkI’t p] [,nak ’ma U t][te’ka U t]b) 尾音成元前音尾+首实读例句n+元音n~汉’n’In an hour Turn over Clean and tidy Open up, work on it [,In ’naUr][‘t n’ov ] [[,klin nd’taIdI][o’p n p]r+元音r~汉’r’Far away Pair of shoes For instance[,far ’weI][,p r v’[f ’rInst ns]uz]l+元音l~汉’l’all over/ all of sale on tell him(tellim) Tell her(teller)[ l’ov ]/[ l v] [selan][t l I m]’h’音略[t l ]c)其它辅音+元音d+元音Stand up Good idea Dad and mon Had it, hold on[st n’d p] [,gudai’dI][‘d d nd’mam][h dIt]b+元音grab itv+元音give in give up m+元音Come in time out3）例句come on! Cheer up!I’ve got a lot of work to do.I mean it.May I have a cup of milk?What do you think of it?We’ll have to pu t i t off until tomorrow. Cu t i t out. I’m a li tt le tired.I go tt a go now.(gotta=have got to必须) No t a t all. Be tt er watch outI’ve had it with this business.Mike is ready now. Don’t give up your job yet.Do you think you can grab it.Please wrap it in blue paper. Please come in. Let’s put the rug over there.We need some time out tonight.How much money do you need to live on? How long is the sale on?When does the new store open up?You need to wipe up the milk.What time do you get up?I’m glad I could help out tonight.规律二：元音（尾）+元音（首）=用滑音连接在一起1)分解发音规律实读例句[o]+元音[w]的滑音Go on [go’wan]How about[ha U w ’ba U t]Who is [hu’w I z][i] +元音[j]的滑音He is [hi’jIz]I am [aI’j m]Stay on[ste’j n]2)例词ray is, way up, we are, she understands, he enters,he ignores, they open, I ask, we appreciate, they apply, my ultimate, who are , vow about, shoe on, so all, bow in, you ask, throw it, allow all, clue about, so on.3)例句That boy is getting tall.That toy always makes noise.Be sure to weigh it.Did they apply already?Why does he ignore me?We appreciate your offer.The balloon is way up there.My innocence saved me.I think she understands you.They uttered good morning.We all want you to stay on for a few days. When is this day over.You take the upper bunk. They open the doors at ten.How many rides did you go on?I sow all my own dresses.Let’s row out to the island.Pretty soon this will all show over. Please throw it in the trash.Mr. How is my math teacher.Be careful not to mow over the holes. You must have something to glow about. My toe is swollen.Why wrinkle you brow in that way? You don’t need to bow in the US.Put your other shoe on, please.一、二．综合练习one apple two apple Three apple Four apple[w n’ pl] [tuw’ pl][ rij’ pl] [f r’ pl]规律三：辅音(尾)+ 辅音(首)=略/变1、连读略音：[p][t][k][d][g]等辅音同时出现在前字尾和后字首。
连读(一)什么是连读。
在连贯地说话或朗读时,在同一个意群(即短语或从句)中,如果相邻的两个词前者以辅音音素结尾,后者以元音音素开头,就要自然地将辅音和元音相拼,构成一个音节,这就是连读。
连读时的音节一般不重读,只需顺其自然地一带而过,不可以加音,也不可以读得太重。
如:notatall这个短语。
连读时听起来就像是一个单词。
注意:连读只发生在句子中的同一个意群中。
在两个意群之间即使有两个相邻的辅音和元音出现,也不可连读。
如:Pleas etakealookatit.这个句子中takealookatit是同一个意群,那么take与a可连读,look与a t可连读,at与it 可连读。
在Thereisabookinit.一句中book与in往往不连读,因为book 与in分别在两个不同的意群中。
(二)连读的详细情况1.在同一个意群中,相邻的两个词,前者以辅音音素结尾,后者以元音音素开头,往往要拼在一起连读。
如:He is a student.(is与a要连读)That is a right answer.(That与is,is和a,right和answer都可以连读)I’ll be back in half an hour.(back和in,half和an,an与hour都可以连读)。
2.在同一个意群中的两个单词,如果前面的单词以r或re结尾,后面的单词以元音音素开头,则r或re要发/r/音,并与其后的元音音素相拼。
如:hereandthere 连读时往往读作/。
hiErEnd`TZE/。
apairofshoes连读时读作/E`pZErEv`FU:z/.(三)音的组合任何一个单词都是由音素的不同组合而成。
英语中,同一音节中两个或两个以上相邻的辅音结合在一起,这种结构叫做辅音群(或辅音连缀、辅音丛)。
两个、三个辅音的连缀,在英语中是普遍的。
像sixths/siksz/这样四个辅音的连缀却比较少。
英语单词里,辅音连缀所出现的位置有一定规律,通常只出现在词首或词尾。
美语中的连读和略读技巧美式英语中的连读和略读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。
1./s/+/j/→/?/如：this year等(1)I guess you’re right. 我想你是对的。
(2)I miss you. 我想念你。
2./z/+/j/→/?/(1)What brings you here? 什么风把你刮到这儿来了？(2)I’m not gonna lose you again.3./t/+/j/→/?/ 如：congratulation、last year等（1）Nice to meet you.很高兴见到你。
（第二次见面就说Nice to see you.）（2）What you doing? 你在做什么？4./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。
（1）I’m so fed up with him. 他让我烦透了。
（2）I’ve already made up my mind. 我意已决。
（3）That is so gross [ɡr?us].太俗了。
（4）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。
（1）Just do it. 尽管去做吧！\（2）It’s snowing. 下雪了。
美式英语中的连读和略读口语必备标准美语发音规则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。
1./s/+/j/→/ʃ/ 如：this year等(1)I guess you’re right. 我想你是对的。
(2)I miss you. 我想念你。
2./z/+/j/→/ʒ/(1)What brings you here? 什么风把你刮到这儿来了？(2)I’m not gonna lose you again.3./t/+/j/→/ʧ/ 如：congratulation、last year等（1） Nice to meet you.很高兴见到你。
（第二次见面就说Nice to see you.）（2） What you doing? 你在做什么？4./d/+/j/→/ʤ/ 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/ˈpin ʤə/。
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。
（1） I’m so fed up with him. 他让我烦透了。
（2） I’ve already made up my mind. 我意已决。
（3） That is so gross [ɡrəus].太俗了。
（4） 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/、/ʊ/、/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。
（1） Just do it. 尽管去做吧！（2） It’s snowing. 下雪了。
美式英语中的连读和略读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。
1./s/+/j/→/ʃ/ 如：this year等(1)I guess you’re right. 我想你是对的。
(2)I miss you. 我想念你。
2./z/+/j/→/ʒ/(1)What brings you here? 什么风把你刮到这儿来了？(2)I’m not gonna lose you again.3./t/+/j/→/ʧ/ 如：congratulation、last year等（1） Nice to meet you.很高兴见到你。
（第二次见面就说Nice to see you.）（2） What you doing? 你在做什么？4./d/+/j/→/ʤ/ 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/ˈpinʤə/。
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。
（1） I’m so fed up with him. 他让我烦透了。
（2） I’ve already made up my mind. 我意已决。
（3） That is so gross [ɡrəus].太俗了。
（4） 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/、/ʊ/、/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。
（1） Just do it. 尽管去做吧！（2） It’s snowing. 下雪了。
美语听力与发音技巧1（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 theytry to understand native speaker’s talking. We’ll talk more about sound linking in future 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2（“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”. Look 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 hecome?” 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 “Has-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3（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 pronou nced. 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 so und “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 2sounds. 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4（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 thecombination 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 sounds. 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 there 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 ending 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 y ou 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.。
连读(一)什么是连读。
在连贯地说话或朗读时,在同一个意群(即短语或从句)中,如果相邻的两个词前者以辅音音素结尾,后者以元音音素开头,就要自然地将辅音和元音相拼,构成一个音节,这就是连读。
连读时的音节一般不重读,只需顺其自然地一带而过,不可以加音,也不可以读得太重。
如:notatall这个短语。
连读时听起来就像是一个单词。
注意:连读只发生在句子中的同一个意群中。
在两个意群之间即使有两个相邻的辅音和元音出现,也不可连读。
如:Pleas etakealookatit.这个句子中takealookatit是同一个意群,那么take与a可连读,look与a t可连读,at与it可连读。
在Thereisabookinit.一句中book与in往往不连读,因为book 与in分别在两个不同的意群中。
(二)连读的详细情况1.在同一个意群中,相邻的两个词,前者以辅音音素结尾,后者以元音音素开头,往往要拼在一起连读。
如:He is a student.(is与a要连读)That is a right answer.(That与is,is和a,right和answer都可以连读)I’ll be back in half an hour.(back和in,half和an,an与hour都可以连读)。
2.在同一个意群中的两个单词,如果前面的单词以r或re结尾,后面的单词以元音音素开头,则r或re要发/r/音,并与其后的元音音素相拼。
如:hereandthere连读时往往读作/。
hiErEnd`TZE/。
apairofshoes连读时读作/E`pZErEv`FU:z/.（三）音的组合任何一个单词都是由音素的不同组合而成。
英语中，同一音节中两个或两个以上相邻的辅音结合在一起，这种结构叫做辅音群（或辅音连缀、辅音丛）。
两个、三个辅音的连缀，在英语中是普遍的。
像sixths/siksz/这样四个辅音的连缀却比较少。
英语单词里，辅音连缀所出现的位置有一定规律，通常只出现在词首或词尾。
Chapter 2: word connectionsAs mentioned in the previous chapter, in American English, words are not pronounced one by one. Usually, the end of one word attaches to the beginning of the next word. This is also true for initials, numbers, and spelling. Part of the glue that connects sentences is an underlying hum or drone that only breaks when you come to a period, and sometimes not even then. You have this underlying hum in your own language and it helps a great deal toward making you sound like a native speaker.Once you have a strong intonation, you need to connect all those stair steps together so that each sentence sounds like one long word. This chapter is going to introduce you to the idea of liaisons, the connections between words, which allow us to speak in sound groups rather than in individual words. Just as we went over where to put an intonation, here you’re going to learn how to connect words. Once you understand and learn to use this technique, you can make the important leap from this practical book to other materials and your own conversation.To make it easier for you to read, liaisons are written like this: they tell me the dai measier.(you’ve already encountered some liaisons in exercise 1-38,1-49,1-53.) It could also be written theytellmethedaimeasier, but it would be too hard to read.Exercise 2-1: Spelling and pronunciationRead the following sentences. The last sentences should be pronounced exactly the same, no matter how they are written. It is the sound that is important, not the spelling.The dime .The dime easier.They tell me the dime easier.They tell me the dime easier to understand. They tell me that I’m t easier to understand.Liaison rule 1: consonant/vowelWords are connected when a word ends in a consonant sound and the next word starts with a vowel sound, including the semivowel W,Y and R.Exercise 2-2: word connectionsMy name is…B ecause I’ve….Pick up on the American intonationIn the preceding example, the word name ends in a consonant sound [m](the e is silent and doesn’t count), and is starts with a vowel sound [i] , so [naymiz] just naturally flows together. In because I’ve, the [z] at the end of because and the [ai] sound of I blend together smoothly. When you say the last line “Pick up on the American intonation”, you can feel each sound pushing into the next.Exercise 2-3: spelling and number connectionsYou can also use liaisons in spelling and numbers:LA(Los Angeles)902-5050Exercise 2-4: Consonant/vowel liaison practicePause the CD and reconnect the following words. On personal pronouns, it is common to drop the H. See answer key, beginning on page 193.Repeat after me.Hold on Turn over Tell her I miss her 1. read only 2. fall off 3. follow up on 4. come in 5. call him6. sell it7. take out8. fade away9. 6-010. MAHomework (to be shown or submitted next Wednesday):Assignments under the categories writing, speaking and reading. Have students consider which of these skills they most need to practice and then have them choose one assignments for their personal agenda. Have each student write her or his name next to the specific assignment she or he has chosen.Writing:1）Write a summary of the text.2）Choose one of a famous person mentioned in the text you know, then write something about your ideas of his/her fame.3）Write something on the quotation about fame, such as:He who pursues fame at the risk of losing his self is not a scholar.行名失己，非士也Chuang-tzu庄子 (369 BC - 286 BC), The Great Supreme大宗师Speaking:1）Conduct an interview with your partner:One: a host or hostessThe other one: Oscar WildeTask: Wilde tells the host/hostess his story and answers the questions about fame from thehost/hostess.2）Dubbing with your partners the movie clips from 甲方乙方in English:Step 1: Note down the linesStep 2: Translate the lines into EnglishStep 3: Assign the roles in the group and dub the clip.3）With a partner, prepare a mock debate of the issue: 出名要趁早Present the debate to the whole class.Reading:1）Write a quiz (with answers and explanations) about Text A to exchange with members of the others who have done the same assignment. The answers and explanations shouldn’t be exchanged until each of this group has finished others’ quiz.2）Make a list of the words other than those listed in “New Words”, then, using a dictionary, create a glossary with English explanations and example sentence for each word. Note: these words should not be obscure ones.3）Surf on the internet or examine an English magazine or a piece of newspaper with some article about famous people (in various fields, including movie/sports stars, TV anchors, even heated discussed persons on the internet, such as 小月月，美籍韩国姐妹歌手，etc.), write a review recommending the article to your classmates, giving the reasons for your opinion.Unit OneNew WordsChase1.If you chase a person or an animal, you run after them of follow them quickly in order to catch them. (after) Chase the dog/ rabbit2.If you chase a person or animal from a place, you force them to leave the place by threatening or attackingthem or running after them. 驱离，驱逐V+O=drivechase the cow / enemy out of...They were chased from the village.3.If you chase something that you want such as work or money, you spend a lot of time and effort trying to getit. 寻求（工作）；追求（金钱）V+O; V+A(after)=pursuechase a decent job, chase one’s dreamMany men become workaholic, chasing success and often neglecting their children.He was chasing after some film job. 谋求电影摄制方面的工作。
