美语中的连读和略读技巧

美语中的连读和略读技巧美语中的连读和略读技巧美语中的连读和略读技巧xxx公司美语中的连读和略读技巧文件编号：文件日期：修订次数：第1.0次更改批准审核制定方案设计，管理制度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。/s/+/j/→/ʃ/如：thisyear等Iguessyou’reright.我想你是对的。Imissyou.我想念你。/z/+/j/→/ʒ/Whatbringsyouhere什么风把你刮到这儿来了I’mnotgonnaloseyouagain./t/+/j/→/ʧ/如：congratulation、lastyear等Nicetomeetyou.很高兴见到你。（第二次见面就说Nicetoseeyou.）Whatyoudoing你在做什么/d/+/j/→/ʤ/如：education等（1）Pinnedya.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）Howdidyoulikeit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。I’msofedupwithhim.他让我烦透了。I’vealreadymadeupmymind.我意已决。Thatissogross[ɡrəus].太俗了。Turnonthejuice.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。Justdoit.尽管去做吧！It’ssnowing.下雪了。Don’tblowit.别搞砸了。Soeasy.太简单了。B：如果单词结尾是/i/、/ai/、/e/结尾并与其后的元音连读，则两个元音见带上一个较弱的/j/。Myauntwillcometoseeustoday.姑妈今天回来看我们。Ihatetosayit，butyoureallyshouldpaymebackthemoney.我真的不想说这个，但是你借我的钱应该还给我了。不完全爆破发音方法为：第一个爆破音不发声，只需做出发音的姿势，稍作停顿马上过渡到下一个音。例如，Goodbye中的/d/就不能发出声来，如果读成/gud’bai/就会显得很生硬。(一)爆破音+爆破音6个爆破音中任意两个紧挨在一起，则第一个爆破音失去爆破。大家一起来学习下面的例子：hotdaygoodtimesitdowncheapbookredcoatoldpicturefootballblackboardWhatarewesupposedtodo我们该怎么办Let’sgetdowntobusiness.我们开始说正事。（二）爆破音+摩擦音/破擦音outsidegoodfriendslastSundaybigchangeYou’reabeautifulpersoninsideandoutside.你真是秀外慧中。I’mnotfat,I’mbigboned.我不胖，我只是骨架大。（三）爆破音+破擦音picturelectureFatchanceancientChina1.I’mgoinggiveyouonelastchance.我在给你最后一次机会。2.Good-byetothisdead-endjob!别了，这份没前途的工作！（四）鼻腔爆破其发音要领为：/t/或/d/与/n/同时发音，两者相互作用导致鼻腔爆破，最后发出的音既不是/t/或/d/,也不是单独的/n/。gardenBritainimportantcertainbreadandbutterIfeellikeIamnotimportanttoyou.我感觉我对你一点也不重要。IlostmystudentIDcard.我的学生证丢了。舌边爆破mostlyabsolutelybustlingunlikelyYouareabsolutelyright.你完全正确。Wearefreeatlast!我们终于自由了！弱读对于大多数同学，弱读是一个很陌生的概念，因为我们的英语老师很少讲这个知识，所以大家说英语时几乎对每个英语单词（除了the和a）都采用的了强读形式。可是真正说英语时全部都是强读，则整个句子必然没有节奏，没有婉转的感觉，枯燥无味。弱读的一半规则：元音一次弱化之后主要是变为/ə/，二次弱化后这个音就消失了；辅音弱化后也消失了。下面介绍常用单词的弱读形式单词弱读音标疯狂操练and/n/Youn’meareprettygoodfriends.can/kən/Icandriveacar.are/r/We’refromHunan.was/wəz/Howwasyourwinterbreakthem/him/əm/1.Kill‘em.（killhim也弱读为/ˈkiləm/）2.Godblesshim.her/ər/I’lltell‘er.(连读)at/ət/Atthesametime.to/tə/或/t/Ihavetago.of/əv//ə/DoyouwantacupofwaterIt’skindafunny.(akindof)for/fər/Iwillberightherewaitingforyou.you/yə/Seeya.Letmetellya.缩读大部分的缩读情况可以理解为弱读+连读。如果能够灵活运用弱读和缩读的话，那么你的口语又会更上一层楼了。标准形式缩读形式实用例句because‘cause/kəz/‘CauseIdon’tgiveadamn.don’tknowdunno/də’no/Sorry,Idon’tknow.givemegimme/gɪmɪ/1.Gimmefive.goingtogonna/’ganə/That’sIwasgonnasay.gotogatta/’gatə/1Igottago.2.Yougottamoveonwithyourlife.你得继续你自己的生活。wanttowanna/’wanə/1.Iwannabedifferent.2.Iwannachangemylife!-ing-in’/ɪn/(一般用于进行时)1.What’sgoin’on2.What’shappenin’outofoutta/’autə/Let’sgetouttahere.had/would‘d/d/That’dbegreat.那太好了。have‘ve/v/I’veheardsomuchaboutyou.口语要素Youcansaythatagain.你说的没错。Givemeabreak.别逗了。I’llsay.的确。（Yes,definitely.）Nothingdoing!没门！Callhimoff.叫他收手吧。BONUSand的弱读我们读英语时每当碰到and时，一般都会读作/ænd/，殊不知，在美语口语里面，and通常只需弱读为/ən/,甚至是一个简单的鼻音/n/。当说话者需要强调时则会把and读作/ænd/.如果能够掌握好这个发音规则，我们的口语将更加流畅，听力理解也更加畅听无阻。Strugglen’strifecomebeforesuccess.成功之前必有一番挣扎和竞争。Ihavetraveledthroughtimen’spacetofindyou.我穿越了时空找到了你。Withoutyou,mylifewillbeblankn’white.没有你，我的生活将暗淡无光。

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：Standˆup.Notˆatˆall.Putˆitˆon,please.Pleasepickˆitˆup.I'mˆanˆEnglishboy.Itˆisˆanˆoldbook.Letmehaveˆalookˆatˆit.MsBlackworkedinˆanˆoffice.Icalledyouhalfˆanˆhourˆago.2）词尾不发音r或re+词首元音，词尾r发音/r/。如：farˆawayHereˆisaletterforyou.Hereˆarefourˆeggs.whereˆismycupWhereˆareyourbrotherˆandsisterThey'remyfatherˆandmother.Ilookedforˆithereˆandthere.Thereˆisafootballunderˆit.Thereˆaresomebooksonthedesk.注：当有意群进行停顿时不可连读。如：Isˆitahatorˆacat（hat与or之间不可以连读）Thereˆisˆagoodbookinmydesk.（book与in之间不可以连读）CanyouspeakˆEnglishorFrench（English与or之间不可以连读）Shallwemeetatˆeightortentomorrowmorning（meet与at，eight与or之间不可以连读）Sheopenedthedoorandwalkedˆin.（door与and之间不可以连读）2.加音：在连贯的语流中，人们往往会在两个元音之间加入一个外加音帮助发音，从而更加流畅地表达意思。1）词尾元音/ʊ,u:/+词首元音，在词尾加上一个轻微的/w/。如：Gowaway.HowwandwhydidyoucomehereThequestionistooweasyforhimtoanswer.2）词尾元音/ɪ,i:/+词首元音，在词尾加上一个轻微的/j/。如：IjamChinese.Shecan'tcarryjit.Ijalsoneedthejotherone.Hejisveryfriendlytome.ShewantstostudyjEnglish.It'lltakeyouthreejhourstowalkthere.3.失去爆破与不完全爆破：1）失去爆破：爆破音+爆破音当两个爆破音/p,b,t,d,k,g/相邻时，前一个爆破音只按其发音部位做好发音口形、形成阻碍，而不爆破出来，稍微停顿后即发出后面的辅音。前一个爆破音被称为失去爆破。失去爆破产生的原因大体上是由于省力原则造成的。如：Kept/Blackboard/Notebook/Goodbye/September/SuitcaseBigboySharppencilWhattimeYoumustpay.AskBobtositbehindme.Shetookgoodcareofthechildren.2）不完全爆破：A）爆破音+摩擦音爆破音/p,b,t,d,k,g/与摩擦音/f,v,s,z,ʃ,ʒ,θ,ð,r,h/相邻时，产生不完全爆破。发摩擦音时，发音器官并不形成阻碍而只形成一个很狭小的缝隙，让气流从缝隙中摩擦而出。如果一个爆破音与摩擦音相接，它爆破冲出的气流只能从狭小的缝隙中通过，这种爆破是不完全的。失去爆破产生的原因大体上是由于省力原则造成的。如：Advance/SuccessAgoodviewOldfriendsJustthenGetthroughMakesureNightshowKeepsilence.Keepthatinmind.B）爆破音+破擦音爆破音与破擦音/tʃ,dʒ,tr,dr/相邻时，产生不完全爆破。如：Picture/ObjectThatchildGoodjobSweetdreamGreatchangesAfasttrainC）爆破音+鼻辅音爆破音与鼻辅音/m,n,ŋ/相邻时：在词中，不完全爆破；在词尾，鼻腔爆破。如：Utmost/Admit/Midnight/Certain/Button/GardenGoodmorningGoodnightStartnowIdon’tknowJustmomentAgoodneighborD）爆破音+边辅音爆破音与边辅音/l/相邻时：在词中，不完全爆破；在词尾，舌侧爆破。如：Lately/Badly/Mostly/FriendlyAbitlouderI’dliketoStraightlineGoodluckAtlastAtlunch4.同化：人们在说话的时往往会不自觉地让一个音受相邻音的影响，使它们变得与其相同或相似；或者两个音互相影响，变为第三个音。这两种现象被称为音的同化。同化可以发生在同一个词、复合词内或者句子相邻词之间。1）因声带的影响而发生的同化：A）浊辅音可变为清辅音，如：of(v→f)course，his(z→s)pen，with(ð→θ)pleasure。B）清辅音可变为浊辅音，如：like(k→g)that。2）因发音部位的影响而发生的同化：A）/t/+/j/→/tʃ/。如：Don’thurtyourself!I’llletyougothistime.Don’tyoudothatagain.It’sverynicetomeetyou.B）/d/+/j/→/dʒ/。如：DidyoursistercomeWouldyoupleasecomeinCouldyoureadthisformepleaseYoudidn’tlikeEnglish,didyouC）/s/+/j/→/ʃ/。如：Imissyou.MayGodblessyou.Wewillcomethisyear.D）/z/+/j/→/ʒ/。如：Here’syourticket.Iloveyoubecauseyouareyou.Don’texpecthetellsyouthetruth.5.省音：在快速、随便的言语中，一些音素被省略掉，被称为省音。省音能提高语速，使说话省力。在正式场合和语速慢的情况下，省音不是必须的。1）同一单词内元音的省略，主要是非重读音节中的/ə/和/ɪ/，如：ord(i)n(a)ry。2）当前一单词以辅音结尾，后一单词以/ə/开头时，/ə/常被省略，如：walk(a)way。3）当前一单词以否定形式-n't结尾，后一单词以辅音开头时，/t/常被忽略，如：Sheisn'(t)there.Ididn’(t)hearyou.Hecan’(t)believethat.4）任何一个辅音，若后面紧跟着/h/，/h/可以不发音。如：Come(h)ere!Must(h)e/ti/goWhatwill(h)e/wili/doHas(h)edoneitbeforeTell(h)imtoask(h)er…5）将多个单词利用连读爆破等拼和在一起。如：gotta(gotto)gonna(goingto)kinda(kindof)lotsa(lotsof)gimme(giveme)6.强读式和弱读式：在一个句子，有些词说得又轻又快，而且较为含糊，有些词则说得又重又慢，而且较为清晰。那些说得响亮而清晰的词就是句子重音所在。实词（包括名词、实义动词、形容词、副词、数词疑问词等）一般都接受句子重音，为重读词，采用强读式；虚词（包括介词、代词、连词、冠词、助动词、情态动词等功能词）一般都不接受句子重音，为非重读词，采用弱读式。一般规律：1）弱读式只出现在句子的非重读词中。如：Passme/mɪ/the/ðə/book.me、the弱读。2）单词单独出现或在句首或句尾时，都采用强读式。如：Whatareyoulisteningto/tu:/3）被特别强调的词，无论实词还是虚词都采用强读式。如：Iam/æm/Peter.我就是皮特。虚词弱读规律：1）长音变短音，如：she/ʃi:/弱读/ʃɪ/。2）元音前面的辅音被省略，如：him/hɪm/弱读/ɪm/。3）辅音前面的元音被省略，如：am/æm/弱读/m/。4）元音一般弱读为/ə/，如：can/kæn/弱读/kən/。5）部分虚词有多种弱读式，如：would/wʊd/弱读/əd,d/。7.浊化：1）/s/后面的清辅音要浊化。如：/k/浊化成/g/:scar/school/discussion/t/浊化成/d/:stand/student/mistake/p/浊化成/b/:spring/spirit/expression2）美音中，当/t/出现在两个元音之间并且处于非重读位置的时候，/t/需要浊化成一个近似于/d/的音。这样，writer听起来和rider的发音几乎没有区别。如：Letter/water/better/duty/bitter/cityIgotit.Wouldyoupleasepickitup注：/t/如果处于重读位置的话，即使在两个元音之间也不需要浊化。请比较：清晰的/t/ 浊化的/t/I'talian 'Italya'tomic 'atomLa'tino 'Latinpho'tographer 'photograph3）美音中，当/t/前面是一个元音，后面是一个模糊的/l/，且处于非重读位置，/t/也需要浊化成一个近似于/d/的音。如：Battle/bottle/cattle/little/rattle/settle4)美音中，当/t/前面是一个清辅音或前鼻音/n/，后面是一个元音，且处于非重读位置，/t/也需要浊化成一个近似于/d/的音。如：Twenty/fifty/center/after/faster/actor/sister/yesterday朗读练习：Therearemanythingstoconsiderwhenyouarelookingforahouse,whetheryouintendtobuyoronlyrent.Afterall,itisgoingtobeyourhome,perhapsforquitealongtime,andyouwanttobehappywithit.Youhavetodecideexactlywhatkindofhouseyouwant,howmuchyoucanaffordtopay,andthetypeofneighborhoodyouwishtolivein.However,it’salwayseasytoforgetallabove,becauseit’smostprobablythatyou’llfallinlovewiththehouseforsaleatthefirstsight.YouthYouthisnotatimeoflife;itisastateofmind;itisnotamatterofrosycheeks,redlipsandsuppleknees;itisamatterofthewill,aqualityoftheimagination,avigoroftheemotions;itisthefreshnessofthedeepspringsoflife.Youthmeansatemperamentalpredominanceofcourageovertimidity,oftheappetiteforadventureovertheloveofease.Thisoftenexistsinamanofsixtymorethanaboyoftwenty.Nobodygrowsoldmerelybyanumberofyears.Wegrowoldbydesertingourideals.Yearsmaywrinkletheskin,buttogiveupenthusiasmwrinklesthesoul.Worry,fear,self-distrustbowstheheartandturnsthespiritbacktodust.Whethersixtyorsixteen,thereisineveryhumanbeing'sheartthelureofwonder,theunfailingchildlikeappetiteforwhat'snext,andthejoyofthegameofliving.Inthecenterofyourheartandmyheartthereisawirelessstation;solongasitreceivesmessagesofbeauty,hope,cheer,courageandpowerfrommenandfromtheInfinite,solongareyouyoung.Whentheaerialsaredown,andyourspiritiscoveredwithsnowsofcynicismandtheiceofpessimism,thenyouaregrownold,evenattwenty;butaslongasyouraerialsareup,tocatchthewavesofoptimism,thereishopeyoumaydieyoungateighty.

美语听力与发音技巧第1期WelcometoDailytipsonLearningEnglish.Today'stipisondistinguishing“can”and“cannot”inspokenAmericanEnglish.“Cannot”isusuallycontractedto“can't”.SomanylearnersofEnglishassumethatinordertodistinguishbetween“can”and“can't”,onemustlistenforthefinal“t”sound/t/.Andwhenspeaking,onemustpronouncefinal‘t’sound/t/clearly.However,thisisnotinfacthownativespeakersdistinguish“can”and“can't”.Peopledonotsay‘I`candriveacar,butIcan’tdriveamotorcycle.’Peoplesay‘Ican`driveacar',butI`can'tdriveamotorcycle.’Thedifferencebetween“can”and“can't”isinstress.“Can”isnotstressed,theverbafteritis.“Can't”isstressed.Theverbafteritisnot.Alsosince‘can’isnotstressed,thevowelisreducedto/a/,so“can”isactuallypronounced“can”.Listentoanotherexample.“I`can'tgoonSaturday,butIcan`goonSunday.”Didyouhearthe't'soundDidyounoticethedifferencewordsbeingstressedListeningagain.“I`can'tgoonSaturday,butIcan`goonSunday.”Ifyouwanttounderstandwhethersomeoneissayinghecanorcan'tdosomething,youhavetobelisteningforastressed“can't”oraverbstressedafter“can”.Whatdoesthismean“Ican`speakJapanese,butI`can'tspeakTaiwanese.”That'sright,IcanspeakJapanese,butIcannotspeakTaiwanese.Whenyouarespeakingitisveryimportantthatyoufollowthisruletoo.WhenlearnersofEnglishsayI`canhelpyou,nativespeakersoftenunsurewhatismeantbecauseofimproperstress.Soremember,youcanstress“can't”,butyou`can'tstress“can”.Thishasbeentoday'stiponlearningEnglish.Tuneintomorrowforanothertip.美语听力与发音技巧第2期WelcometoDailyTipsonLearningEnglish.Today’stipisonhowsyllablestresscanaffectthemeaningofwords.Remenberthatstressedsyllablesaresaidlouderandarelengthened,andunstressedsyllablesarepronouncedmoresoftly,andoftenhavethevowelsoundsreduced.Sometimes,thisdifferencecanbethedifferencebetweenaverbandanoun,oranadjective.Thereareatleast14pairsofwordsinwhichsyllablestressalonemakesthisdifference.Someexamplesinclude`addict,a`ddict,`convict,con`vict,`perfect,per`fect.Eachtimethesecondsyllableisstressed,thewordisaverb.Whenthefirstsyllableisstressed,thewordiseitheranounoranadjective.Let’slooksomeexamplesmoreclosely.`Permit,per`mit,a`permitisanoun,itisapieceofpaperwhichauthorizesyoutodosomething.Forinstance,afishing`permitallowsyoutogofishing.Per`mitisaverb.Itmeanstoallow.Forinstence,fishingisn’tper`mittedherewithouta`permit.Anotherexampleis`perfect,per`fect.`Perfectisanadjective.Itmeans100%correct,nomistakesorerrors.Theverbisper`fect,itmeanstomakesomethingperfect.Forexample,“Iwanttoper`fectmyEnglish”means“IwanttomakemyEnglishperfect”.Makesureyoustresstherightsyllable.Itcanbethedifferecebetweendifferentpartsofspeech.Thishasbeentoday’sdailytip.Tillthen,tomorrow,foranothertiponlearningEnglish.美语听力与发音技巧第3期（清浊辅音结尾对元音的影响）WelcometoDailyTipsonLearningEnglish.Today’stipisonhowdifferentvowellengthsareusedtodifferentiatewordsendinginvoicedandvoicelessconsonants.Let’stakeanexample.There’ssomethinginmyeyes.There’ssomethinginmyice.Thelastwordsintheexamples,eyesandicedifferin2ways.Onedifferenceisthewordeyesendwiththesound“z”,andiceendwiththesound“s”.Theotherdifferenceinthepronunciationof“eyes”and“ice”ishowthevowelsound“ai”ispronounced.Intheword“eyes”,itislonger.Intheword“ice”,itisveryshort.Listentotheexamplesagain,andnotethatthefinalconsonantsoundisnotasclearasthedifferenceinthelengthofthevowel.There’ssomethinginmyeyes.There’ssomethinginmyice.Listenagain.There’ssomethinginmyeyes.There’ssomethinginmyice.Listentosomeotherexamplesofwordsthatareidenticalexceptforthefinalconsonantsandthevowellength.Cap,cab,plate,played,seat,seed.Today’stipistopaymoreattentiontothelengthofvowels,asthisdifferenceisveryimportantindistinguishingsomewords.Tillthen,tomorrow,toanothertiponlearningEnglish.美语听力与发音技巧第4期（连音）WelcometodailytipsonlearningEnglish.Today’stipisonsoundlinking.AlthoughinwrittenEnglish,there’respacesbetweeneveryword,inspokenEnglishthere’realwaysnever(1)pausesbetweenwords.InordertounderstandspokenEnglish,itis(2)essentialtounderstandhowthislinkingisdone.Todaylet’s(3)concentrateonthemostcommonsoundlinkingsituation.Wheneverawordendinginaconsonantsoundisfollowedbyawordbeginningwithavowelsound,theconsonantsoundislinkedtothevowelsoundasiftheywerepartofthesameword.Let’slookatsomeexamples.I’dlikeanotherbowlofrice,please.First,notethatalthoughthere’resixwordsinthesentence,allthewordsarelinkedtogetherwithoutpause.Listenagain.I’dlikeanotherbowlofrice,please.Nowlistentohowthewords“like”and“another”arelinked.“Likeanother”,“like-another”.“Like”endsinaconsonantsound,and“another”beginswithavowelsound.Sothe“k”from“like”islinkedtothe“a”from“another”toproduce“kanother”.Listentotheexamplesentenceagain.I’dlikeanotherbowlofrice,please.Inthesentencethereisanotherexampleofaconsonantbeinglinkedtoavowel.Abowlof,abowl-of.Itsoundslikethatyou’resayingtheword“love”.Here’sanotherexample.I’dloveabowlofrice.I’dloveabowlofrice.ThissoundlinkingisprobablythebiggestproblemforlearnersofEnglishwhentheytrytounderstandnativespeaker’stalking.We’lltalkmoreaboutsoundlinkinginfuturedailytips,asthisisanextremelyimportfeatureofspokenEnglish.Today’stipistolinkconsonantstovowelswhichcomeafterthem.Tillthen,tomorrow,foranotherdailytip.美语听力与发音技巧第5期（“h”音的略读）WelcometoDailyTipsonLearningEnglish.Today’stipisonsoundlinking.RememberthatalthoughwrittenEnglishhasspacesbetweeneveryword,spokenEnglishdoesn’thavepausesaftereveryword.Asamatteroffact,longstringsofwordsarealllinkedtogether.Anditisthislinking,whichoftenmakesitdifficultforlearnersofEnglishtounderstandnativespeaker’stalking.Today’stipistonoticehowthe“h”soundisoftendroppedinpersonalpronounssuchas“he”,“him”,“his”and“her”.Andwhenitisdropped,whatisleftisavowelsound,andthevowelsoundisalwayslinkedtotheprecedingword.Let’slookatanexample.Giveherabook.Giv-erabook.Noticehowthe“h”isdroppedandhow“giveher”become“giv-er”.Lookatanotherexample.Tellhimtoaskher.Tell-imtoask-er.Didyounoticethat“tellhim”became“tell-im”and“askher”became“ask-er”ThishappensveryfrequentlyinspokenEnglish,especiallywhen“he”followsanauxiliaryverb.Forexample,“whatwillhedo”becomes“Whatwill-ido”“Wherewillhego”becomes“Wherewill-igo”“Whenwillhecome”becomes“Whenwill-icome”“Whowillhemeet”becomes“Whowill-imeet”“Howwillheknow”becomes“Howwill-iknow”“Hashegone”becomes“Has-igone”“Hadhedoneitbefore”becomes“Had-idoneitbefore”“Musthego”becomes“Must-igo”“Canhedoit”becomes“Can-idoit”“Shouldheleave”becomes“Should-Ileave”it’simportanttoaccustomyourselftothedropped“h”soundinsoundlinking.Thishasbeentoday’sdailytip.TuneintomorrowforanothertiponlearningEnglish.美语听力与发音技巧第6期（辅音连续）WelcometoDailyTipsonLearningEnglish.Today’stipisonsoundlinking.When2identicalorsimilarconsonantsareinarow,mostsoundsarenotpronounced.Forexample,stopPeter.“stop”endsinthesound“p”,and“Peter”beginsinthesamesound.Togetherthewordsarelinkedas“sto-peter”.Thewordsaren’tpronouncedstopPeter.Topronouncetwoidenticalsoundsoneafteranother,wouldsoundlikesomeonestuttering.Englishwordsarealwayslinkedsmoothly.Similarbutnotidenticalsoundssuchasvoicedandvoicelesspairsofconsonantsarealsolinkedinthisway.Forexample,it’sabigcake.“big”beginsinthesound“g”,cakebeginswiththesound“k”.“k”and“g”differonlyinthat“k”isvoicelessand“g”isvoiced.Whentheyarenexttoeachotherinaphrasethey’relinkedsmoothlybynotaspiratingorpronouncingfullythefirstofthe2sounds.ListencarefullyasIreadtheexampleagain.It’sabigcake.Noticehowthefirstsound“g”isnotreleased.Ifthepairofsoundsisreversed,likein“Ilikegoats.”itisthe“k”soundwhichisnotpronounced.Listenclosely.Ilikegoats.Ilikegoats.There’re8pairsofconsonantsthatdifferonlyinthepresenceorlackofvocalcordvibration.ListenasIgiveoneexampleofsoundlinkingforeachpair.v,f:IloveFrance.δ,θ:Let’sbathethreetimes.z,s:SheisSusan.з,∫:Thegarageshouldbecleaned.dз,t∫:Hehasahugechin.b,p:Putthecapbackon.d,t:Dadtoldme.k,g:IlikeGavin.()Itisimportanttoincludethistypeofsoundlinkinginyourspeechifyouwanttoachievefluency.ItisalsoimportanttobeawareofhowthislinkingaffectshowspokenEnglishsounds.Otherwiseyoumaynotunderstandnativespeaker’sspeech.Thishasbeentoday’sdailytip.TuneintomorrowforanotheronlearningEnglish.美语听力与发音技巧第7期（冠词“a”）WelcometoDailyTipsonLearningEnglish.Today’stipisonusingoromittingtheEnglisharticle“a”correctly.There’snosinglerulethatexplainshowtochoosewhetheryoushoulduse“a”,use“the”ornotuseanyarticleatall.Sometimesthere’sonlyonecorrectchoice,andinothercases,differentchoiceschangethemeaningofthesentence.Todaylet’sdiscussthemostfrequentlyoccurringdifferencesbetweenusingthearticle“a”andusingnoarticle.AllEnglishnounscanbedividedinto2classes:thosethatarecountableandthosethatareuncountable.Itisthemeaningofanounasitisusedinasentencewhichdetermineswhetheritiscountableoruncountable.Forinstance,inthesentence“Shehaslonghair.”,“hair”isuncountable.Butinthesentence“There’sahairinmysoup.”,”hair”iscountable.Thiscancreatesomeinterestingmistakes.Forexample,“Ilikeadog”doesnotmean我喜欢狗,thatshouldbe“Ilikedogs.”Ifyousay“Ilikedog”,thatmeansyouliketoeatdogmeat.Ifyousay“Iateahamburger”,thatmeans我吃了一个汉堡,butifyousay“Iatehamburger”,thatmeansyouaterawgroundbeef.Ifyousay“Iateacake’,thatmeansyouateawholecake,whichisveryunlikely.Youshouldhavesaid,“Iatecake”,thenitmeansyouatesomecake.Noticehowtheuseofthearticle“a”meansthatthenounitprecedesiscountable,andthereforeyou’retalkingaboutawholeone,anentireone.Ifyouomitthearticle“a”,thenitmeansthatyoucan’tcountthenounitprecedes,andthereforeyouaretalkingaboutapieceoraquantityorsomething.Soremembertopaycarefulattentiontowhethernounsarebeingusedtoacountableoruncountablemeaning,andbesuretouseoromitthearticle“a”accordingly.Thishasbeentoday’sdailytip.TuneintomorrowforanothertiponlearningEnglish.美语听力与发音技巧第8期（冠词的用法与读音）WelcometoDailyTipsonLearningEnglish.Today’stipisonusingthearticles“a”,“an”and“the”correctly.EverystudentofEnglishhasmysympathyinhisstruggleswiththeEnglisharticles.TheyareoneofthemostdifficultpartsoflearningEnglish.Firstofall,Iurgeyoutodothis.Listentonativespeakers.Whenyoulisten,listencarefully,sincethearticles“the”and“a”arealmostneveremphasized,theydonotstandoutprominentlyinspeech,butthey’repronounced.Youwillhavetotrainyourearssothatyouwillrecognizethatthelittlesoundsbeforecertainwordsarearticles,andnotmeaninglessnoises.Also,getinthehabitofpronouncingthearticlesinthewaynativespeakersdo.Aslittlesoundsthatarepartofthewordtheyprecede.Forinstance,thinkofandsay“theboy”asoneword.Listentothisshortsentence.Theboylikesthegirl.Sayitnaturally,theboylikesthegirl.DidyounoticehowthearticlesarejustsmallsoundslinkedtothenounsListentoanotherexample.Thereisapenonadeskintheclassroom.Sayitnaturally,thereisapenonadeskintheclassroom.Didyounoticehowallthesounds,especiallyarticlesarelinkedtogetherThearticle“an”isusedbeforenounsbeginningwithavowelsound,suchas“anapple”.Noticehowthe“n”soundislinkedtothewordwhichfollowsit.Alsonoticethatwordsthatspelledwiththeletter“h”inthebeginningsuchas“hour”alsousethearticle“an”becausethe“h”isn’tpronounced.Sowesay,“an-our”,not“ahour”.Andsomewordsspelledwiththeletter“u”inthebeginningsuchas“unicycle”usethearticle“a”becausethefirstsoundisthe“y”sound“j”.Sowesay,aunicycle,notanunicycle.It’salsoimportanttonotethatthepronunciationofthearticle“the”changesto“δi:”beforewordsbeginningwithavowelsound.Sowesay“δi:”elevator,not“δэ”elevator.Anothertipis,donotbemisledbynewspaperheadlines,advertisementsandtitlesofbookandsoforth.TheyfrequentlyomitarticleswhicharenecessaryincompletesentencesinbothspokenandwrittenEnglish.Knowingwhentouse“a”,whentouse“the”,andwhennottouseanyarticleatallisundoubtablyoneofthemostdifficultaspectsoflearningEnglish.Wewilltalkaboutthistopicmoreinanupcomingdailytip.TuneintomorrowforanothertiponlearningEnglish.美语听力与发音技巧第9期（句子中的重音）WelcometoDailyTipsonLearningEnglish.Today’stipisonwordstressonsentences.Ingeneral,itistruethatcontentwordsarestressedwhereasfunctionwordsarenotstressed.Contentwordsusuallyconveythemeaningofthesentence.Functionwordsmakethesentencegrammaticallycorrect.Contentwordsare:nouns,mainverbs,adjectives,adverbs,this,that,these,those,and“wh-“words,who,what,when,why,how,which.Functionwordsare:articles,suchas“a”and“the”;possessiveadjectives,suchas“his”,“my”,“your”;prepositions,suchas“in”,“on”,“of”;conjunctions,suchas“and”,“but”;personalpronouns,suchas“I”,“he”,“she”;the“be”verb,“am”,“is”,“are”,“was”,“were”;andauxiliaries,suchas“do”,“does”,“did”.Takeforexamplethesentence“Andrewbrusheshisteetheverymorning.”Thecontentwordalonecanconveythemeaningofthesentence,namely“Andrewbrushesteetheverymorning.”Thefunctionalword“his”onlymakesthesentencegrammaticallycorrect.So“his”isunstressed,theotherwordsarestressed.Whyisn’t“his”stressedBecauseofcoursehebrusheshisteeth,notyourteeth,ormyteeth.Thiswewouldnaturallyassume.If,however,Andrewbrushessomeoneelse’steethbesidehisown,thenitwouldbeveryimportanttoletyourlistenerknowthatbystressingwhoseteethhebrushes.So,whatwordsshouldbestressedThesimpleansweriswhateverwordsareimportanttothemeaningyouaretryingtoconvey.ifsomeonewritethesentenceontheboardoutofcontextandasks,“WhichwordsareimportantWhichwordsshouldyoustress”Youshouldanswer,“Thatdependsonthecontext.”Stressisusedtoletyourlistenerknowwhatisimportanttoyourmessage.Ifyoustresswordsproperly,yourlistenerwillhaveaneasytimeunderstandingyourmessage.Ifyoustresseverywordequally,thenyourlistenerwillhavetolistenverycarefullyandtrytoguessthemainpointofyourmessage.Ifyourstressthewrongwords,thelistenerwillmisunderstandyourmessageorjustfeelveryconfused.Soremembertostresstheimportantwordstoyourmassage.Thishasbeentoday’sdailytip.TuneintomorrowforanothertiponlearningEnglish.美语听力与发音技巧第10期（断句）WelcometoDailyTipsonLearningEnglish.Today’stipisontheuseofpausesinEnglishspeech.AlthoughwrittenEnglishhasspacesbetweeneveryword,spokenEnglishdoesn’thavepausesbetweeneachword,ratherwordsarelinkedtogether.However,peopledonotnormallyspeakwithoutpausingatall.Wedopauseinspeech.WhileinwrittenEnglish,thereareperiods,commas,semicolonsandquestionmarks.Butwealsopauseinlongsentenceswithoutpunctuationmarks.Let’slookatsomeexamples.Mymotherlistenstotheradiointheevening.Thissentencecanbesaidwithoutpausing,becauseitisn’tverylong.ButifIweretopause,Iwouldsay,“Mymother/listenstotheradio/intheevening.”WhyBecausepausescomebetweenthoughtgroups----groupsofwordsthatexpressonethought.Forexample,“intheevening”isathoughtgroup.Let’smakethesentencelonger.Mymotherlistenstotheradiointheevening,playstennisintheafternoon,andcleansthehouseinthemorning.Nowitisnecessarytopausebecausethesentenceisverylong.Pausescomebetweenthoughtgroups,andhelpthelistenersorganizetheinformationthey