英语语音知识

Other examples
• Bet /bet/ Bed /bed/ • The first /e/ sound is shorter than the second /e/ sound • Cap &cab • Shorter & longer • Seat & seed • Shorter & longer • plate, played, • Shorter & longer
• • • • • • • •
5. where will he go? 6. who will he meet? 7. How will he know? 8. Has he gone? 9. Has he done it before? 10. Must he go? 11. Can he do it? 12. Should he leave?
Consonant +vowel
• • • • • • 1. make it up 2. let us think it over 3. wait a minute 4. eat an apple 5. catch a cat 6. find a job. ( It’s very difficult to find a job nowadays. ) • 7. think it over • 8. wet all over
• • • • • •
/h/ sound is often pronounced weakly, or even dropped Some typical words He/ him/ his/ her 1. give her a book. 2. tell him to ask her. 3. what will he do? 4. When will he come?
•How to distinguish the numbers 13,30,14, 40,15, 50 and so on. teen/ ty
• 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. • Teen is stressed while ty is unstressed.
• However, this is not in fact how native speakers distinguish “can” and “can't”. • People do not say ‘I `can drive a car, 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.
• 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.
r/re+vowel
• r/re+元音”型连读 如果前一个词是以-r或者-re结尾，后一 个词是以元音开头，这时的r或re不但要 发/r/，而且还要与后面的元音拼起来连 读。 • They’re my father~and mother. • I looked for~it here~and there. • There~is a football under~it. • There~are some books on the desk. • Here~is a letter for you.
• No.4 “little”. “little” is often pronounced “liddle” as in “He got a little angry.” • No.5 “city”. “city” is often pronounced “cidi” as in “Did you grow up in the city or the country?” • No.6 “butter”. “butter” is often pronounced “buder” as in “Pass the butter, please.” • When people speak slowly or emphatically, however, they usually pronounce the “t” like “t”, not like “d”. Also, a “t” does not sound like “d” when it comes before a stressed vowel as in “return”.
• Eg. 1. It’s a big cake. • 2. I like boat. • 3. I love France. • 4. I don’t want to see you. • 5. good film
•1 •2 •3 •4 •5 •6 •7 •8
I love France. let’s bathe three times she is Susan. The garage should be cleaned. He has a huge chin. Put the cap back on. Dad told me. I like Gavin.
The pronunciation of /t/
In fluent speech, sometimes the native speakers pronounced the /t/ as /d/ It happens when the /t/ comes between two voiced sounds • No.1 “matter”. “matter” is often pronounced “mader” as in “What’s the matter?” • No.2 “atom”. “atom” is often pronounced “adom” as in “The first atom bomb was dropped on Hiroshima.” • No.3 “twenty”. “twenty” is often pronounced “twendi” as in “That will be twenty dollars, please.”
• 1. can / can’t • Try to read the sentence: • I can drive a car, but I can’t drive a motorcycle. • I can swim. I can’t swim. • “I `can't go on Saturday, but I can `go on Sunday • “I can `speak Japanese, but I `can't speak Taiwanese.
• Here~are four~eggs. But where~is my cup? Where~are your brother~and sister?
Two identical consonants are pronounced as one sound
• Listen to the sentences. • 1. Stop Peter! • 2. She has said,…
Two different consonants together, the first one is not released.
Pronunciation
• “Cannot” is usually contracted to “can't”. So many learners of English assume that in order to distinguish 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.
Some examples
• Listen to the sentences • I’d like another bowl of rice. • 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”.
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2. Voiced and voiceless pairs of consonants
• • • • Listen to two sentences A. There is something in my ice. /ais/ B. There is something in my eyes. /aiz/ 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” is pronounced. • In the word “eyes”, it is longer. In the word “ice”, it is very short.