Unit 10-11 重读、弱读、连读、停顿及意群

1、 名词、实义动词、形容词、副词、数名词、实义动词、形容词、副词、数词、指示代词、疑问词和感叹词等一词、指示代词、疑问词和感叹词等一般都重读。般都重读。 而冠词、介词、连词和一般性的代词而冠词、介词、连词和一般性的代词则不重读。则不重读。 1. 助动词、情态动词和助动词、情态动词和be动词一般没有句子重音，但在附加动词一般没有句子重音，但在附加句中可以重读，在简答句中则必须重读：句中可以重读，在简答句中则必须重读： He wont do it, will he? No he wont. You can do it, cant you? Yes, I can. You were trying, w

2、erent you? Yes, I was. 2. 助动词、情态动词和助动词、情态动词和be动词与动词与not连成一词时要重读：连成一词时要重读： She doesnt like the weather here. I cant speak French。 They arent waiting for us. He isnt a tech nician. 3. be用在一般疑问句句首时，重读与否均可：用在一般疑问句句首时，重读与否均可： Is he a worker? Is he a worker? 比较句中的重音比较句中的重音 在比较句中，重音落在在比较句中，重音落在as或或than后的代（

3、名）词上：后的代（名）词上： This is better than that. John is taller than Bill. Shes as happy as a lark. Hes as sly as a fox. 句子的重音总是要表现说话人的思想和他句子的重音总是要表现说话人的思想和他所要表达的意思的重点。有时为了强调，所要表达的意思的重点。有时为了强调，句子中几乎任何词都可以有句子重音，包句子中几乎任何词都可以有句子重音，包括一些通常没有句子重音的词，这种括一些通常没有句子重音的词，这种依说依说话者意图重读的音就是逻辑重音话者意图重读的音就是逻辑重音。 Are you angry

4、 with me? Are you angry with me? Are you angry with me? Did you tell my wife? Did you tell my wife? Did you tell my wife? We heard John talking. We heard John talking. We heard John talking. 一个英文单词如果由多个音节构成，那么其中至一个英文单词如果由多个音节构成，那么其中至少有一个音节是重音；如果，音节足够多的话，少有一个音节是重音；如果，音节足够多的话，那么可能还有次重音以及一个以上的重音。那么可能还有

5、次重音以及一个以上的重音。 同样的道理，一个句子由多个单词构成，那么，同样的道理，一个句子由多个单词构成，那么，其中总是有至少一个单词被强读，而相对来看，其中总是有至少一个单词被强读，而相对来看，其它的单词会被弱读。其它的单词会被弱读。弱读的规则一般是：元音音节弱化成弱读的规则一般是：元音音节弱化成 或或i i 。如下几个单词：如下几个单词：at, of, the, to, as, than, and, or, his, a, at, of, the, to, as, than, and, or, his, a, an, but, been, for, her, we, be, shall,

6、was, them, an, but, been, for, her, we, be, shall, was, them, 弱读的弱读的频率达到频率达到9090，其中，其中a, an, the, thana, an, the, than极少用强式。极少用强式。查字典会发现这些词都至少有两种读音，如查字典会发现这些词都至少有两种读音，如for: for: 重重读时读时f f?: , : , 弱读时弱读时 f f ；as as的强读形式是的强读形式是/ z/ / z/ ，弱，弱读形式是读形式是/ /z/z/。 大多大多助动词、系动词、介词、连词助动词、系动词、介词、连词、冠词、代词，、冠词、代词，

7、都有两种发音形式都有两种发音形式：强读式、弱读式。：强读式、弱读式。 这些单词往往都是单音节单词。这些单词往往都是单音节单词。1）弱读形式和强读形式各自的）弱读形式和强读形式各自的元音不同。元音不同。 2）弱读音节中常常省略了某一）弱读音节中常常省略了某一个音。个音。 如果一个单词被强读如果一个单词被强读 ，那么这个单词中的：，那么这个单词中的： 长元音会被读的很清楚，并且显得更长一些；长元音会被读的很清楚，并且显得更长一些； 双元音会被读的很饱满，并且显得很有弹性；双元音会被读的很饱满，并且显得很有弹性； 落在重音上的短元音都会显得更长一些；落在重音上的短元音都会显得更长一些； 重音所在的音

8、节可能带着不同的语调（升调、降调、降重音所在的音节可能带着不同的语调（升调、降调、降升调）升调） 如果一个单词被弱读，那么这个单词中的：如果一个单词被弱读，那么这个单词中的： 长元音会变得短一些（几乎与短元音的长度相当）；长元音会变得短一些（几乎与短元音的长度相当）； 重音音节会变得与非重音音阶一样轻；重音音节会变得与非重音音阶一样轻； 很多元音都会发生变化，向很多元音都会发生变化，向/ / /靠拢；靠拢； 轻辅音轻辅音/s/s/、/t/t/、/k/k/、/f/f/之后的元音之后的元音/ / /可能会直接被可能会直接被省略掉省略掉 1.大多数有弱读形式的单词中，元音都变成了大多数有弱读形式的单

9、词中，元音都变成了/ /； at / t/ ; as /z/; had / hd/；must /mst/2有少数几个单词的弱读形式变成了有少数几个单词的弱读形式变成了i /； be /i/； been /bin/； me /mi/； the /i/3.有时，一些常用词的弱读形式中省略了一个元音。有时，一些常用词的弱读形式中省略了一个元音。 am /m/； has/z/； have /v/； is / z /4. 有时，一些常用的弱读形式中省略了一个辅音。有时，一些常用的弱读形式中省略了一个辅音。 and / n/； have / v/； would /d/； her /:/要在连贯说话中应用弱

10、读形式，不是要在连贯说话中应用弱读形式，不是懂得了道理就能学会的，也不是一朝懂得了道理就能学会的，也不是一朝一夕就能掌握的，需要通过大量的模一夕就能掌握的，需要通过大量的模仿和练习才能学好。仿和练习才能学好。 1) to /t/ but /bt/ I want to come but I cant. 2) and /nd/ Hes rich and famous. 3) than /n/ /n/ Better than that. Hes older than she is. 4) but /bt/ She wants to sing but she cant. 5) such /st/ We

11、 have problems, such as pollution. 6) some /sm/ There are some copies here. 7) any /ni/ There arent any more. 8) he /hi/ Does he want any? 9) her /h/ Ive met her mother. 10) him /im/ Tell him Id like to. 11) them /m/ /m/ I havent seen them yet. 12) you /j/ What do you think? 13) your /j/ Take your t

12、ime. 14) us /s/ Let us think it over. 15) that /t/ This is the house that Jack built. 16) at /t/ At least one. 17) for /f/ Its for you. 18) from /frm/ He comes from England. 19) of /v/ Id love a cup of tea. 20) to /t/ You ought to go. 21) an /n/ Id like an apple. 22) the / /i/ Thats the one. 23) am

13、/m/ Im going now. 24) are / Where are you going? 25) is /z/ /s/ Hes here. My hat is here. 26) was /wz/ Was he there? 27) were /w/ We were very pleased. 28) have /hv/, /v/, /v/ Theyve left. Have any been lost? 29) had /hd/, /d/ They had better hurry. 30) has /z/ What has he done? He has just arrived.

14、 31) do /du/, /d/ Do you think so? 32) does /dz/ When does he leave? 33) can /kn/, /kn/ Can you hear me? 34) could /kd/ Could you do it now? 35) should /d/ How should I know? 36) there / There is nothing left. There are not enough. 37) shall /l, l/ How shall I do like that? 38) when /wn/ Her parents

15、 had been dead when she was a child. 39) will /l, l/ He will go back home tomorrow. 40) would /wd, d, d/ He would be happy if he had passed the exam.“连读连读”是在是在一个意群内一个意群内进行的，它是在说话较快时进行的，它是在说话较快时自然产生的一种语音连读现象。自然产生的一种语音连读现象。 在同一意群中，在同一意群中，前一词以辅音音素结尾，后一词以前一词以辅音音素结尾，后一词以元音音素开头元音音素开头，在说话或朗读句子时，习惯上很自，在说话或朗

16、读句子时，习惯上很自然地将这两个音素合拼在一起读出来，这种语音现然地将这两个音素合拼在一起读出来，这种语音现象叫象叫连读连读。 连读的条件：连读的条件：相邻的两词在意义上必须密切相关，相邻的两词在意义上必须密切相关，同属一个意群。同属一个意群。句子意群是指句子意群是指句子中按意思和语法结构划分出的各个成分，每一个成分即句子中按意思和语法结构划分出的各个成分，每一个成分即称为一个意群称为一个意群。意群可以用意群可以用“l”“l”符号表示。符号表示。在说话或朗读时，意群和意群在说话或朗读时，意群和意群之间可以有一定的停顿（但也不一定非停顿不可），但在同一意群的各个之间可以有一定的停顿（但也不一定非

17、停顿不可），但在同一意群的各个词之间则不可停顿，以使整个意群的意思不致中断。词之间则不可停顿，以使整个意群的意思不致中断。 1.We three / are all good students / in school. 2.There are / five people / in my family. 3.Yesterday / Tom and Kate / played games. 4.Go down this road / and turn left / at the second crossing. 5.She suddenly remember / that she had to b

18、uy / some DVDs / for her son.在说话和朗读时，意群的作用是：如果感到句子很长，一口气说不下来，在说话和朗读时，意群的作用是：如果感到句子很长，一口气说不下来，可以在意群和意群之间有一个很短的停顿（换气）。正确的停顿应该在意可以在意群和意群之间有一个很短的停顿（换气）。正确的停顿应该在意群和意群之间。同一个意群内不应停顿。群和意群之间。同一个意群内不应停顿。意群之间的停顿不是固定的，而是灵活的。可以按照个人的需要，可停顿意群之间的停顿不是固定的，而是灵活的。可以按照个人的需要，可停顿也可不停顿，可多停顿也可少停顿。也可不停顿，可多停顿也可少停顿。意群是根据语义、语法和

19、语调来划分的。意群是根据语义、语法和语调来划分的。从语义和语法上讲，意群必须是表达某种意义的一个（组）词、一个短语从语义和语法上讲，意群必须是表达某种意义的一个（组）词、一个短语、一个分句、一个主句或者从句。、一个分句、一个主句或者从句。从语调上说，意群必须是可以用降调、声调或平调来朗读的一个语调单位从语调上说，意群必须是可以用降调、声调或平调来朗读的一个语调单位Before 1949, I used to live in Hong Kong and worked as a teacher. （三个意义单位，三个语法单位，三个语调单位。）（三个意义单位，三个语法单位，三个语调单位。）Three

20、 reasons for pauses: 1. to make the meaning clear, 2. for emphasis, 3. to enable the speaker to catch his breath.No Pauses in the following contexts: Within closely related word groups, such as adj./article(冠词)+nouns; auxiliary verbs(情态动词)+verbs; prepositions(介词)+nouns; adv.+adj./verbs, etc.Pauses a

21、re made in the following contexts: 1. a sentence begins with an adverbial clause (状语从句) or an adverbial phrase(状语短语) e.g. Last week / I went to the theatre. 2. two or more elements are coordinated (并列句) e.g. I visited museums / and sat in public gardens. 3. two phrases which are in apposition (同位语或同

22、格) e.g. He will be in his small boat, / Topsail. 4. non-restrictive clause (非限制性从句) in a sentence e.g. The men, / who were lazy,/ stayed in bed. 5. a pause may occur after a vocative (呼格，称呼) or a linking adverb (联系副词) e.g. Sir, / we welcome you to our city. However, / this does not always happen. 6.

23、 a noun phrase or a long noun phrase (名词从句或者长名词短语) as the subject(主语) of the sentence: e.g. Dreams of finding lost treasure / almost came true recently. What we need / is plenty of time. By the time he arrived / he was completely exhausted. When I leave Beijing / I will leave/ with very fond memorie

24、s / of the city and its people / and with an increased knowledge of China. Reading aloud / is very important / for beginners. Early to bed / and early to rise / makes a man / healthy, happy, and wise. Jane, / whos a brilliant swimmer, / represented Britain / at the Olympic Games. After he took his b

25、ath, / he dressed in a hurry, / ran to catch the bus, / and got to his appointment / before it was too late. Animal Instincts George is a young man. He does not have a wife, but he has a very big dog and he has a very small car too. He likes playing tennis. Last Monday he played tennis for an hour a

26、t his club, and then he ran out and jumped into a car. His dog came after him, but it did not jump into the same car; it jumped into the next one. Come here, silly dog! George shouted at it but the dog stayed/ in the other car. George put his key into the lock of the car, but the key did not turn. T

27、hen he looked at the car again. It was not his! He was in the wrong car! And the dog was in the right one! Hes sitting and laughing at me! George said angrily. But then he smiled/ and got into his car with the dog. George is a young man. He does not have a wife, / but he has a very big dog / and he

28、has a very small car too. He likes playing tennis. Last Monday / he played tennis / for an hour / at his club, and then he ran out / and jumped into a car. His dog came after him, / but it did not jump into the same car; / it jumped into the next one. Come here, / silly dog!“ / George shouted at it

29、/ but the dog stayed / in the other car. George put his key / into the lock of the car, / but the key did not turn. Then he looked at the car again. It was not his! He was in the wrong car! And the dog / was in the right one! Hes sitting / and laughing at me! George said angrily. But then / he smile

30、d / and got into his car / with the dog.如果相邻两词中的前一个词是以辅音结尾，后一个词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。是以元音开头，这就要将辅音与元音拼起来连读。 come out look at take it off beat it drop in put on bend over keep on an orange read it one of us half an hour stand up put it on not at all first of all a cup of tea ta

31、ke it easy back in a minute in an hour pick it up an hour and a half let him in A group of people put on their coats and went out. i. i. 英语语音中的英语语音中的/j/j/和和/w/w/是半元音，如果前一个词是是半元音，如果前一个词是以辅音结尾，后一个词是以半元音，特别是以辅音结尾，后一个词是以半元音，特别是/j/j/开头，开头，此时也要连读。此时也要连读。 Thankyou. Thankyou. ii. ii. 音的同化也是一种连读的现象，两个词之间非常音的

32、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。平滑的过渡，导致一个音受临音影响而变化。 t d s z+ j t d s z+ j 要发生音变。要发生音变。辅音辅音tt与与j j相邻时，被同化为相邻时，被同化为tt：t + j t Nice to meetyou. Cantyou do it?Ill letyou know.Is thatyour car?No, notyet.辅音辅音dd与与j j相邻时，被同化为相邻时，被同化为dd：d + j dDidyou get there lateagain? Wouldyou likea cupof tea？ Cou

33、ldyou help me, please? 辅音辅音ss与与j j相邻时相邻时, , 被同化为被同化为：s + j God blessyou.Canyou dressyourself?I missyou.辅音辅音z与与j相邻时相邻时, 被同化为被同化为：z + j How wasyour vacation?He saysyoure good.如果前一个词以元音结尾，后一个词以元音开头，这如果前一个词以元音结尾，后一个词以元音开头，这两个音往往也要自然而不间断地连读到一起。两个音往往也要自然而不间断地连读到一起。 DoI?Youre ju sohonest.Iam Chinese. Heis

34、very friendly to me. She wants to studyEnglish. Howand why did you come here? She cant carryit. Itll take you threehours to walk there. The question is tooeasy for him to answer. 爆破音爆破音/p/p/，/b/b/，/t/t/，/d/d/，/k/k/，/g/ /g/ 和摩擦音和摩擦音/f/f/，/v/v/，/W/,/W/,其中任意其中任意2 2个相临时，前一个音会轻音化，即由相关的发音器官个相临时，前一个音会轻音化，即

35、由相关的发音器官做好这个发音的姿势，稍做停顿后即发后面的音。做好这个发音的姿势，稍做停顿后即发后面的音。 如果这些音如果这些音在词尾，也要轻音化。在词尾，也要轻音化。Si(t) downcontac(t) lensDa(d) told) megoo(d) nightThe girl in the re(d) coat was on a bla(ck) bike jus(t) now. The bi(g) bus from the fa(c)tory is full of people. Wha(t) time does he get up every morning? This is an o

36、l(d) pi(c)ture of a bi(g) car. The ol(d) do(c)tor has a ca(t), too. 如果前词尾辅音与后词尾辅音相同，前辅如果前词尾辅音与后词尾辅音相同，前辅音省略。音省略。I was so happy.I have got to go. I have gotta go.(to轻音化为轻音化为ta)Doyou want to dance? do you wanna dance? (to轻音化为轻音化为na)以辅音结尾的单词以辅音结尾的单词 + h+ h开头的单词，开头的单词，h h不发不发音，与前面的辅音连读。音，与前面的辅音连读。Tellhe

37、r I missher.What wil(l he) wilido?Ha(s he) zi doneit before?Mus(t he) ti go?Can he ni do it?Should he di .?Tell him to ask her.Lea(ve him) vim.43如果前一个词是以如果前一个词是以-r -r或或-re-re结尾，后一个词是以元音开结尾，后一个词是以元音开头，这时的头，这时的r r 或或re re不但要发不但要发/r/,/r/,而且还要与后面的元音而且还要与后面的元音拼起来连读。拼起来连读。far away after all for ever a pai

38、r of our own there is for example After all, this is our own home.There is a football under it.There are some books on the desk.Here is a letter for you.Here are four eggs.如果一个音节的前后都有字母如果一个音节的前后都有字母r r，即使后面的，即使后面的词以元音开头，也不能连读。词以元音开头，也不能连读。 The black clouds are coming nearer and nearer.（nearer与与and不可连读）不可连读） 当短语或从句之间按意群进行停顿时，意群与意当短语或从句之间按意群进行停顿时，意群与意群之间即使有两个相邻的辅音与元音出现，也不群之间