高阶美国口语语音教程Word文档格式.docx

高阶美国口语语音教程Word文档格式.docx

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SentencesforYou

I’m~an~Englishboy.It~is~an~oldbook.

Letmehave~alook~at~it.Not~at~all.

Pleasepick~it~up.

Exercise2:

SpellingandNumberConnections

Wealsouseliaisonsinspellingandnumbers：

LA（LosAngeles）[eh·

lay]

902-5050[nai·

no·

toofai·

vo·

fai·

vo]

II.LiaisonRule2:

Consonant/Consonant

Wordsareconnectedwhenawordendsinaconsonantsoundandthenextwordstartswithaconsonantthatisinasimilarposition.（Ifawordendswithasoundcreatedinthethroatandthenextwordstartswithasoundfromthatsamegenerallocation,thesewordsaregoingtobelinkedtogether.）

Exercise3:

Consonant/ConsonantLiaisons

Ijust︷didn’t︷get︷thechance.[I·

jusdidn’t·

ge（t）the·

chance]

I’vebeenlate︷twice.[I’vbinla（t）twice]

Race︷track[ray·

stræ

k]

Intheprecedingexamplesyoucanseethatbecausetheending[st]ofjustandthebeginning[d]ofdidn’taresoneateachotherinthemouth,it’snotworththeefforttostartthesoundalloveragain,sothejustflowintoeachother.

Ⅲ.LiaisonRule3:

Vowel/Vowel

Whenawordendinginavowelsoundisnexttoonebeginningwithavowelsound,theyareconnectedwithaglidebetweenthetwovowels.Aglideiseitheraslight[y]soundoraslight[w]sound.

Exercise4:

Vowel/VowelLiaisonPractice

Go︷away.[Go（w）away.]

I︷alsoneedthe︷otherone.[I（y）alsoneedthee（y）otherone.]

She︷isn’t.[she（y）isn’t]

Who︷is?

[who（w）iz]

What’scalledglide?

The[w]soundand[y]soundarecalledglides.Therearegoingtolinkstovowelsoundwhentheymeettogether.A[w]or[y]quitenaturallyleadsintothenextvowelsound.[Go（w）away]/[she（y）isn’t].Youdon’twanttosayGo…awayandbreaktheundercurrentofyourvoice.Runitalltogether.

Ⅳ.LiaisonRule4:

T,D,SorZ+Y

WhentheletterorsoundofT,D,S,orZisfollowedbyawordthatstartswithY,oritssound,bothsoundsareconnected.TheselettersandsoundsconnectnotonlywithY,butthedosoaswellwiththeinitialunwritten[y].

Exercise5-1：

T+Y=CH

What’syourname?

[wəchername]

Can’tyoudoit?

[kæ

ntchewdo（w）it]

Haven’tyou?

No,notyet.[hæ

venchew?

nou,nä

chet]

Exercise5-2:

D+Y=J

Didyouseeit?

[didjəsee（y）it]

Couldyoutellme?

[kü

jətellmi]

Didyoufindyourkeys?

[didjəfinejerkeez]

Exercise5-3：

S+Y=SH

Yes,youare.[yeshuare]

Blessyou!

[blesshue]

Lethimgasyourcarforyou.[leddimgæ

shiercä

rfryou]

Exercise5-4:

Z+Y=ZH

How’syourfamily?

[hæ

ozhierfæ

mlee]

Who’syourfriend?

[hoozhierfrend]

Where’syourmom?

[wεrzh’rmä

m]

Wordsareconnectedintheseadditionalsituations:

1/r/+vowels

2VoicedConsonants+/h/

Ⅰ.AdditionalRule1:

/r/+Vowels

WhenawordendswithletterRorREthenitwillnotbepronouncedinBritishEnglish.Butwhenit’sfollowedbyawordstartswithavowelsoundandtheyareinthesamewordsgroup,weusuallylinkthemup.

Exercise6:

Thereisaboy.[ð

eə`rizə`bɔi]

Forexample[fərig`zä

mpl]

Notes:

1）.Ifthereisa/r/soundthatisbeforeletterRorReinoneword,thenwedon’tlinkitwithanyfollowingvowelsound.Bytheway,theletterRorREmustbesilent.

Example:

It’sarareanimal.[itsə'

reə`æ

niml]

2）.Whenthereisapossiblepausebetweentwowords,letterRorREwillbenotbepronouncedandwedon’tlinkthemupeventhoughwedon’tpracticallypausetherewhilespeaking.

Heopenedthedoorandwalkedin.

TheAdditional/r/Sound

Wealsolinktwovowelsounds（EXCEPTā、ē、ī、ō、ū）withanextra/r/whenthetwovowelsoundsareinonewordsgrouptoavoidpronouncingseparately.

Example

Theideaofit.[ð

iai’diərəvit]

Ⅱ.AdditionalRule2:

VoicedConsonants+/h/

The/h/isregardedasasoftconsonant（nottoohard，like/t/）.Whenawordisendedwithaconsonantsoundandfollowedbya/h/sound,theycouldformtheliaison.

Exercise7:

Tellhim[tellim]

Callhim[cä

llim]

Isn’the？

[iznti]

Chapter2IntonationandStress（rhythm）

ThreeWaystoMakeIntonation

✧Justgetlouderorraisethevolume.

✧Streeeeechthewordoutorlengthenthewordthatyouwanttodrawattentionto.

✧Changepitch.

StaircaseIntonation

StaircaseIntonationiswidelyusedinAmericanEnglish.Wegoupanddownstaircases.Westarthighandendlow.

Weupstair

goandcases

down

Everytimewewanttostressawordoranidea,wejuststartanewstaircase.Thatsoundssimpleenough,butwhenandwheredoyoustartanewstaircase?

StatementIntonationwithNouns

Intonationorpitchchangeisprimarilyusedtointroducenewinformation.Thismeansthatwhenyouaremakingastatementforthefirsttime,youwillstressthenouns.

Dogs

Bones.

eat

Exercise:

NounIntonation

1.Dogseatbones.2.Mikelikesbikes.

3.Jerrymakesmusic.4.Theboysneedsomehelp.

StatementIntonationwithPronouns

Whenwereplacethenounswithpronouns（i.e.,oldinformation）,stresstheverb.

eat

Theythem.

Aswehaveseen,nounsarenewinformation;

pronounsareoldinformation.Inanutshell,thisarethetwobasicintonationpatterns:

Dogsbones

eatTheythem

NounandPronounIntonation

Inthefirscolumn,stressthenouns.Inthesecondcolumn,stresstheverb.

1.BobseesBetty.1.Heseesher.

2.Jeansellsbombs.2.Shesellsthem.

3.ThemurdererkilledSisterFone.3.Hekilledawoman.

FourMainReasonsforIntonation

1.NewInformation

2.Opinion

3.Contrast

4.Can’t

Dependingonthesituation,awordmaybestressedforanyofthefollowingreasons.

NewInformationOpinionContrast“Can’t”

1.NewInformation

Itsoundslikerain.

Rainisthenewinformation.It’sthemostimportantwordinthatsentenceandwecouldreplaceeverythingelsewithduh-duh-duh.Duh-duh-duhrainwillstillletyougetyourpointacross.

Duhray

duhayn

duh

Itsoundslikerain,butIdon’tthinkitis.

Inthiscase,intonationmakesthemeaningtheoppositeofwhatthewordssay:

Itlookslikeadiamond,butIthinkit’sacrystal.Itfeelslike…Ittasteslike…Theseexamplesallgivetheimpressionthatyoumeantheoppositeofwhatyoursensestellyou.

▼Practicetheintonationdifferencebetweennewinformationandopinion:

Itsoundslikerain,（It’srain）

Itsoundslikerain.（butit’snot.）

Helikesrain,buthehatessnow.

Likeandhatearecontrastedandarethestrongerwordsinthesentence.

Itcan’trainwhenthere’renoclouds.

Contractions（shouldn’t,wouldn’t）andnegatives（no,not,never）areimportantwordssincetheytotallynegatethemeaningofasentence,buttheyarenotusuallystressed.Can’tistheexception.

Exercise：

PitchandMeaningChange

Paycloseattentiontothechangesinpitchthatyoumustmaketoconveythedifferentmeaningsintended.Thewordstobestressedareindicatedinboldface.

1.Itsoundslikerain.

2.Itsoundslikerain.

3.Helikesrain,buthehatessnow.

4.ItseemsthatSisterFonegotmarried.

IntonationContrast

Belowaretwosentences—thefirstisstressedonthemostcommon,everydayword,book.Ninetimesoutoften,peoplewillstressthesentencetinthisway.Thesecondsentencehasalesscommon,butperfectlyacceptableintonation,sincewearemakingadistinctionbetweentwopossiblelocations.

NormalintonationWhere’sthebook?

It’sonthetable.

ChangedintonationIsthebookonthetableorunderit?

It’sonthetable.

VariableStress

Noticehowthemeaningofthefollowingsentencechangeseachtimewechangethestresspattern.Youshouldbestartingtofeelincontrolofyoursentencesnow.

1.Whatwouldyoulike?

Thisisthemostcommonversionofthesentence,anditisjustasimplerequestforinformation.

2.Whatwouldyoulike?

Thisistosingleoutanindividualfromagroup.

3.Whatwouldyoulike?

You’vebeendiscussingthekindsofthingshemightlikeandyouwanttodeterminehisspecificdesires:

“Nowthatyoumentionit,whatwouldyoulike?

”

Or

Hehasrejectedseveralthingsandalittleexasperated,youask,“Ifyoudon’twantanyofthese,whatwouldyoulike?

4.Whatwouldyoulike?

Youdidn’thearandyouwouldlikethespeakertorepeatherself.

Youcan’tbelievewhatyouheard:

“I’dlikestrawberryjamonmyasparagus.”—“Whatwouldyoulike?

Chapter3ReducedSound

ReducedSoundAre“Valleys”

Americanintonationismadeupofpeaksandvalleys—topsofstaircasesandbottomsofstaircases.Tohavestrongpeaks,youwillhavetodevelopdeepvalleys.Thesedeepvalleysshouldbefilledwithallkindsofreducedvowels,oneinparticular—thecompletelyneutralschwa.

Syllablesthatareperchedatopapeakorastaircasearestrongsounds;

thatis,theymaintaintheiroriginalpronunciation,Ontheotherhand,syllablesthatfallinthevalleysoronalowerstairstepareweaksounds;

thustheyarereduced.Somevowelarereducedcompletelytoschwas,averyrelaxedsound,whileothersareonlytoneddown.

Intonationisthepeakandreducedsoundsarethevalleys.Inthefollowingexercise,workwiththisidea.Smallwordssuchasarticles.prepositions,pronouns,conjunctions,relativepronouns,andauxiliaryverbsarelightlyskimmedoverandalmostnotpronounced.

ReducedSounds

LooksLike…SoundsLike…

Totoday[t’day]

Uset’ortətowork[t’wrk]

Soundtoreplaceto.

Someocc