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（完整版）英语的发音技巧和连读规则（史上最全最权威）英语的发音技巧和连读规则是学习英语语音的重要方面。
掌握这些技巧和规则，可以帮助我们更准确、流利地发音，并提高听力理解能力。
下面是一些英语发音技巧和连读规则的介绍。
1.辅音发音技巧：-闭口音和开口音：闭口音是通过两片嘴唇、舌根等部位紧闭或相距很近的发音，如/p/、/b/等；开口音是嘴唇、舌根等部位相对开放的发音，如/a/、/i:/等。
在发音时，要注意把握好闭口音和开口音之间的区别。
-浊音和清音：浊音是声带震动的辅音，如/b/、/d/等；清音是声带不震动的辅音，如/p/、/t/等。
在发音时，要注意将浊音和清音区分开。
2.元音发音技巧：- 单元音和复元音：单元音是一口气连续发音的元音，如/a/、/i/等；复元音是由两个元音组成的，如/au/、/ei/等。
在发音时，要注意单元音和复元音之间的转换。
-长元音和短元音：长元音持续时间较长，如/i:/、/u:/等；短元音持续时间较短，如/i/、/u/等。
在发音时，要注意区分长元音和短元音。
3.连读规则：-连读：连读是英语发音中的一个重要规律，指的是在相邻的音节之间发音相互融合的现象。
比较常见的连读有连音、浊化、脱落等。
- 浊化：浊化是指在连读中，清音辅音变为浊音辅音的现象。
例如，"this is"可以浊化为/ðɪz/。
- 脱落：脱落是指在连读中，一些音节被省略掉的现象。
例如，"going to"可以脱落to，变成/ˈɡəʊɪŋ tə/。
以上是一些英语发音技巧和连读规则的简要介绍。
通过学习和练习这些技巧和规则，我们可以提高英语发音的准确性和流利度。
同时，也要注意多听多模仿，培养良好的听力习惯和口语表达能力。
美语发音规则与技巧_语音法则Word Stress单词重音1.音节介绍单词并非英语语言的最小单位，它是由一个或多个音节组成的。
英语中，每个音节至少包括一个元音，还可能包括与它相邻的一个或几个辅音。
元音就好比是音节的心脏，只要判断出单词中有多少个元音发音，就可以知道该单词有多少个音节。
注意，这里指的是元音发音，而非元音字母“a, e, i, o, u”。
比如，单词line /lain/中有两个元音字母i和e，但只有字母i发音，字母e却不发音，因此这个单词只有一个音节。
我们可以把单词中的音节看作音乐中的节拍，通过打节拍，来体会单词中音节的变化。
例如：单音节单词（1拍）I 我act 行动cry 哭want 想要child 孩子双音节单词（2拍）cor-rect 正确的ac-tive 积极的for-get 忘记de-gree 程度ac-tor 男演员三音节单词（3拍）Oc-to-ber 十月ac-ci-dent 事故ra-di-o 收音机I-tal-ian 意大利人po-ta-to 马铃薯多音节单词（4或5拍）dis-cov-er-y 发现ac-tiv-i-ty 活动ag-ri-cul-ture 农业vo-cab-u-la-ry 词汇2.音节重读在打拍子数音节的过程中您一定会发现，在含有两个和两个以上音节的单词中，并非每个音节都一样清晰、一样响亮、一样长短。
在这些单词中，有一个音节会比其它音节延续时间更长、发音更清晰、音调更响亮，这个音节被称为重读音节，相当于音乐中的强拍；其它音节被称为非重读音节，相当于音乐中的弱拍。
比如双音节单词mother ['m804]，第一个音节moth的读音要重一些，声音要拖长一些，属重读音节，而er则要弱读一些。
请听下列节拍，注意其中的重读： 1. da da da da 2. da da da da3. da da da da da da4. da da da da da da5. da da da da da da音节重读是汉语发音和英文发音的最大区别之一。
英语听力与口语技巧提高英语是一门全球通用的语言，在现代社会中具有重要的地位。
无论是在日常交流、学术研究还是职场发展中，流利的英语口语和良好的听力能力都是必要的。
然而，很多学习者在英语听力和口语方面遇到了困难。
本文将介绍一些有效的提高英语听力和口语技巧，并提供实用的练习方法。
1. 听力技巧1.1 专注聆听：在进行英语听力训练时，要注意尽量减少外界干扰，创造一个安静的学习环境。
集中注意力，专注聆听，努力理解听到的内容。
1.2 学习常用短语和表达：在日常生活中，一些常用短语和表达频繁出现。
学习这些内容可以提高听力理解的效果，加深对英语语言结构的理解。
1.3 多样化的听力材料：听力材料应尽可能多样化，包括新闻、广播、电视节目和电影等。
这样可以接触到不同领域的词汇和语法结构，丰富自己的语言知识。
1.4 多次听取：如果一次听不懂，可以多次听取同一段材料，反复练习。
在反复听取的过程中，理解力逐渐增强，对于难点部分也能更好地掌握。
2. 口语技巧2.1 模仿母语发音：学习者可以通过模仿和跟读来提高口语表达的准确性。
尽量接近母语的发音、语调和语速，可以增加语言的自然度和流利度。
2.2 创造语言环境：通过参加英语角、与外教交流、使用英语社交媒体等方式，创造一个沉浸式的语言环境，使自己更容易进入英语思维，提高口语表达的能力。
2.3 练习口语对话：与他人进行口语对话是提高口语技巧的重要方法。
可以选择和其他学习者进行练习，也可以找到母语为英语的人士进行交流。
2.4 阅读和积累词汇：通过阅读英语文章和书籍，积累丰富的词汇量，并理解词汇在句子中的用法。
这样可以更好地运用词汇，提高口语的地道性和流畅度。
3. 练习方法3.1 利用网络资源：有很多免费的英语学习网站和应用程序可以提供听力和口语练习的资源，比如BBC Learning English、VOA Learning English等。
学习者可以通过这些平台获取各种听力材料和口语练习机会。
美语发⾳共鸣腔的练习⽅法美语发⾳共鸣腔的练习⽅法 导读：在我们⽇常唱歌的时候，会发现英语歌曲的发声与中⽂歌曲的发声有什么不⼀样呢？⼀起看看吧！ 中美⼝语发声习惯的区别 英语和汉语属于两个完全不同的语⾔系统，其发声习惯是有着很⼤区别的。
(英语属于⽇⽿曼语系⽽汉语属于汉藏语系)。
中国⼈讲话时主要是运⽤⼝腔和喉腔来发声的，⽽美国⼈除了⼝腔和喉腔之外，还运⽤了"胸腔"的⼒量，这样做的客观效果是很容易形成"胸腔共鸣"，听起来具有磁性和穿透⼒，讲起英语来，⾮常悦⽿动听，听觉效果就是和中国⼈不⼀样!相信这种体会⼏乎每个英语学习者都有，尤其是每次看完美国⼤⽚，如《Titanic》,《True lie》等，更会觉得⾃⼰苦苦学习了10余年的英语和美国⼈相差⼗万⼋千⾥! 这种现象和差别是如何产⽣的呢? 我们不妨从"发声学"的⾓度来看：众所周知，⼈说话的"声⾳"是依靠⼈体的共鸣产⽣的，⼀般地说，⼈体有五⼤"共鸣腔"：⼝腔、喉腔、⿐腔、胸腔、脑腔。
由于不同国家、不同民族、不同地域的⼈们有着不同的"共鸣习惯"，所以他们的"共鸣效果"听起来也是各不相同的。
语⾔学家经研究发现：在地域上每相隔20公⾥，居民的"⼝⾳"就会发⽣⼀些变化。
那么"共鸣效果"的决定因素⼜是什么呢?现代科学发声学认为：声⾳共鸣点的位置决定了"共鸣效果"，由于不同的"共鸣点"对应着不同的"共鸣腔"，"共鸣效果"⾃然就不同。
如果我们把"共鸣点"分为前、中、后三个点，⼤家马上就会发现它与"共鸣腔"的`对应关系： 前-----⼝腔共鸣 + 喉腔共鸣 (声⾳单薄、柔弱 ) 中-----⼝腔共鸣 + 喉腔共鸣 + 部分胸腔共鸣 (声⾳洪亮、有⼒) 后-----⼝腔共鸣 + 喉腔共鸣 +完全胸腔共鸣+ ⿐腔共鸣 (声⾳饱满、磁性) 在汉语语系中，我们可以发现典型的例⼦： 例1：我国东南沿海的⼴东⼈、上海⼈，他们讲话时的"共鸣点"的位置较靠前，以"⼝腔共鸣 + 喉腔共鸣"为主，声⾳听起来"温婉细腻、单薄柔弱"，⽐较适合⼥同志讲，男同志就显得有些"娘娘腔"了。
英语的发音技巧和连读规则A.美语发音的特点1）腹式发音听美音质特别浑厚，听起来共鸣时间很长，甚至带有很浓重的鼻音。
所谓的腹式发音，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的习惯大大相径庭。
如果想练习最纯正地道的美语，一定要习惯养成腹腔发声的习惯，做到用发音器官的后部发音。
2）字面发音一般单词怎么拼写就怎么发音，发音更具规则性。
比如卷舌音[r]的处理，在美语中只要有字母r，发音的时候就要卷舌；反之，没有字母r，发音就不要卷舌！3）强弱分明在美语中重读和弱读。
美语的节奏是有重读和弱读交替而产生的（the alternation of stressed and unstressed syllables）,所以如果我们如果想让自己的话说出来有节奏感，就要重读该重读的音节，弱读该弱读的地方，这就强弱分明的原则。
单词的重音也要注意，我们首先不能随便移动单词的重音，其次要弱读没有重音的音节，最忌把每个音节上，可是我们习惯上会重读第二个音节，这就是习惯的不同，必须纠正。
B.英音发音的特点1、美音的共振焦点（resonance focus），也就是肌肉运动最多的地方，在口腔中后部的舌与腭之间，也就是所谓的“发音靠后”；英音的共振焦点在牙齿前面、嘴唇之间，嘴唇和面部肌肉运动得更多，也就是所谓的“发音靠前”。
2、美音的音调只在音节之间变化，而不在音节之内变化。
音节之内没有音高的滑动（pitch glide）；英音则通过音高的滑动来用于强调逻辑上重要的词语。
所谓音高滑动，是指拉长音节并升高音调。
3、有3个主要元音在英音中总是不同。
/o/在美音中是两段式发音，/??/而在英音中前面加上了一个/?/的音，变成了三段式。
英音的/?/短促有力，嘴唇快速滑动，口形变小。
英音的/?:/发音时，双唇要前伸很远，并弯成圆形，只留下很小的开口。
4、有一些音在英音中只是有时不同。
/i:/在单词结尾（尤其是拼写作y或ly）时弱化为/i/，例如pretty、mostly。
纯正美语发音100个秘诀秘诀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.K.K: [♎✞♏] 他被囚禁了两年。
K的读音为IPA: [ ♏✋] In any case, it’s none of your business.K.K: [ ♏] 无论如何，那事与你无关。
美式英语发音技巧我们听英语时会发现英式英语发音非常清晰，而美式的则口音比较重的。
下面是店铺给大家整理的美式英语发音技巧，供大家参阅! 美式英语发音技巧1. true和chew的发音区别2. Doug和dog的发音区别3. down和dawn的发音区别4. year和ear的发音区别5. 中式T,D和美式T,D发音的区别6. Matt和mad元音的区别7. 这个是最关键的：你最近纠正发音的这几个月里，发现了哪些重音读错了的词?至少要列出20个。
我知道中国人能把email重音读对的1000个里找不出一个。
8. [æ] [e]这两个元音真正的区别到底是什么?我可以告诉你不是嘴张大张小的区别。
9. [ʒ]这个辅音到底是怎么发出来的?pleasure，occasion里都有这个辅音10. [i:]和中文的“一”的区别是什么?别告诉我没区别。
他们区别很大的。
11. Erin和Aaron这两个名字从音标上看发音是不同的，但为什么很多美国人认为这两个名字发音完全一样?12. Speak这个词第二个辅音p，失去爆破，和一个b音的区别是什么?中学里老师说直接把他读成b，这个是扯蛋的13. 为什么很多中国人会把main说成“闷”?问题出在哪里?14. lock和law的元音是不是同一个?15. road的r音和“猪肉”的r音有什么区别?16. wright和right的发音有没有区别?17. 字母Y的发音和why的发音有没有区别?18. 你说pull，pool，poll这几个词，老外会不会听错?美式英语发音方法首先,美式发音中的r,是一个标志。
在美语中,字母R就从来没有不发音的。
而在英式英语,澳洲英语中常常是不震动声带发音的。
在美式发音中,字母R相当一个卷舌音的发音标志。
它在下面几种情况下会出现:第一,当字母R出现在最后一个字母位置的时候,要发卷舌音。
比如:teacher,car,four第二,当字母R的后面紧跟一个辅音字母的时候,这里的R要发音/r/,比如heard,learn美式发音中的第二个特征,是关于美式浊化音。
英语听力读法英语作为一门国际通用语言，已经成为各行业必备的工具之一。
但是，要将英语掌握得熟练，听说读写四个方面都需要熟练掌握。
其中，听和读是学习英语的关键。
因为英语单词拼写和发音都存在诸多规律性，只要掌握好了这些规则，就能轻松提高英语听力和阅读水平。
以下是我整理的英语听力读法分享。
一、认识英语读音要想提高英语听力的水平，首先要认识英语读音。
英语的发音和汉语有很大的不同，需要耳朵和嘴巴一起用力。
在掌握了元音和辅音的基础上，可以利用这些知识点来推导单词的正确读音。
1. 元音的变化规律元音有长音和短音之分，分别对应的是单词中元音字母的发音时间长短。
其中，英语中的长音元音音标为 /i:/，/I/，/eI/，/æ/，/ɑ:/，/ɔ:/，/u:/，/ʊ/，/ə:/，/ɜ:/，短音元音音标为 /i/，/ɪ/，/e/，/æ/，/ɑ/，/ɒ/，/ʌ/，/ʊ/，/ə/。
在阅读单词的时候，首先需要在头脑中记住单词中元音字母所对应的元音发音。
2. 辅音的变化规律英语中的辅音也有自己的发音规律。
如 /f/，/s/，/ʃ/，/tʃ/ 这几个辅音，在与字母“r” 在一起时会发生变化，变成 /fr/，/sr/，/ʃr/，/tʃr/ 的样子。
当然，在认识字母的时候，也需要注意它们的发音规律。
二、利用规律快速阅读单词英语单词的拼写有很多规律性，根据这些规律性，就可以快速阅读单词，提高阅读速度。
以下给出一些常见的规律。
1. 字母组合的发音规律英语中常见的字母组合有很多种，它们每一种都有自己的发音规律。
比如，单词 demise 中的 i 和 e 虽然写在一起，但是仍然按照各自的音标读音，i 读 /aɪ/，e读 /i:/。
以此类推，认识这些发音的规律和特点，就能大大提高阅读速度。
2. 集中记忆易混淆的单词英语中存在很多易混淆的单词，如 hear 和 here，flower 和 flour 等等。
因此，在记忆这些单词的时候，需要对它们加以区分并集中记忆，避免混淆。
美语听力与发音技巧美语听力与发音技巧导语：英语的听力练习是我们学习英语的'重要组成部分。
俗语说听说读写，听还是排在第一位的。
下面我们一起来看看这些听力范文吧。
listen 1Welcome to Daily Tips on Learning English. Today’s tip is on expressing ability in the past.There are two ways of expressing ability in English. One, “can” or “could”. Two, “be able to”. In negative sentences, there’s no difference in meaning. So, “I couldn’t lift the piano” and “I wasn’t able to lift the piano” mean the same thing. However, in a ffirmative sentences about past ability, “could” usually means “used be able to”. The use of “could” usually indicates that the ability existed in the past, but does not exist now.For example, “When I was young, I could run fast” means that I can not run fast now. On the other hand, if the speaker is talking about an ability to do something at one particular time in the past, “was/were able to” can be used in affirmative sentences, but “could” cannot.For example, your car broke down. It stopped working. So you took it to get fixed two days ago. When I saw you today, you told me that the mechanic fixed your car. If you said, “The mechanic could fix my car yesterday”, that sentence is not correct. You must say, “The mechanic was able to fix my car yesterday”or “The mechanic managed to fix my car yesterday.”Let’s look at another example. I have been looking for a CD I like for a long time. I could not find it. I was not able to find itfor a long time. But yesterday I was able to find it. Yesterday I managed to find it. But you cannot say, “Yesterday I could find it.”Remember “I could not” and “I was not able to” are the same, but “I could” and “I was able to” are not the same. “I could” means I used to be able to, but now I’m not able to. “I was able to” me ans I have the ability at one particular time in the past.This has been today’s daily tip on learning English. Tune in tomorrow for another tip.listen 2Welcome to Daily Tips on Learning English. Today’s tip is on using the articles “a”, “an” and “the” c orrectly.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 emphasized, 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 undoubtably 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.listen 3Welcome 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”; possessive 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 sen tence “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 the 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.。
Lisa美语50个美语发音规律（笔记）Lisa美语必须知道的50个美语发音规律外教纯英语教学课程目录（视频教程分四大部分，共54小节课）：第一部分：元音（vowel， ['va??l] ）这个单元共有10课，你将学会如何控制你的喉咙和面部肌肉，掌握15个元音的发音要点后就可以使你的美式英语提高一个等级，掌握元音发音技巧你的美式英语就入门了。
介绍15个美式英语的元音：1./i/ 6./ɑ/ 11. /ou/ /o/2./?/ 7./?/ /?/ 12./?/3./ei/ 8. /?r/ 13./?/4./?/ 9. /a?/ 14./u/5./?/ 10./a?/ 15./??/第1课认识中性元音和紧元音这一课主要向大家介绍中性元音和紧元音（指的是发音时，石头或嘴唇收紧），告诉你美式英语中元音的基本发音规则，以及美语中最重要的4个中性元音。
1.中性元音（relaxed）(松元音）:/?/（一定要收小腹）/?/ /?/(/?/) /?/2.紧元音（tense）:/i/ /ou/ /u/ /ɑ/3.双元音：/a?/ /a?/ /??/第2课“sit(坐下)”或“seat(座位)”这一课主要告诉大家如何区分中性元音和紧元音，在美式英语中什么情况下发什么音，以及如何发出这几种元音。
由于发音不准很容易闹出笑话。
/i/ ：ee ea ie ei/?/: i y(位于单词中间)请注意：以上这两个元音的主要区别不在发音的长短，主要区别是一个元音是紧的，一个是中性、松的。
Can you feel it?Can you fill it?Did you heat it?Did you hit it?She was feeling sleepy after eating the big meal.These three people speak Chinese.The winter wind will bring a big chill.第3课 cop (警察) 或 cup (口杯)这一课我们来学习字母”o”在美式英语中的两种发音，一种属于中性元音，一种属于紧元音，仔细听LISA老师告诉你嘴巴的形状，舌头的位置，还有很多经典的例子哦。
Welcome to daily tips on learning English. Today‟s tip is on sound 美语听力与发音技巧:连音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 Engli sh, 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 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:Can和Can not发音的区别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 distinguis h between “can” and “can't”, one must listen for the final “t” sound /t/. And when 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 c ar, 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.Als o 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 Japanese, 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:“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 isoften 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 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 “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 l inking. 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:清浊辅音结尾对元音的影响Welcome to Daily Tipson 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 somethi ng 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” i s 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 i s 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:数字发音的区别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 the 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:辅音连续Welcome to Daily Ti ps 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 phra se 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 tomorro w for another on learning English.美语听力与发音技巧:及物动词Welcome to Daily Tips on Learning English. Today‟s tip isto 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 say, “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 object. 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 cou ntable object like the last piece of pizza. “Do you want them?” if you are asking about plural 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 whethe r or not the verb is transitive, and not to neglect adding an object if it is. This has。
