浙大—英语语音训练课件.ppt

浙大浙大—英语语音训练英语语音训练课件课件英语语音训练教学大纲与课程简介英语语音训练教学大纲与课程简介英语语音训练课程参考书目英语语音训练课程参考书目何善芬， 2003， 《实用英语语音学》 北京：北京师范大学出版社孟宪忠， 1999， 《英语语音学》 上海： 华东师范大学出版社张冠林， 2001， 《英语语音练习手册》 北京：外语教学与研究出版社英语语音训练课程参考书目英语语音训练课程参考书目Bradford, B., 1988, Intonation in Context—Intonation practice for upper-intermediate and advanced learners of English Cambridge: CUPMortimer, C., 1990, Elements of Pronunciation—Intensive practice for intermediate and more advanced students Cambridge: CUPRoach, P., 2000, English Phonetics and Phonology: A Practical Course Beijing: Foreign Language Teaching and Research Press 英语语音训练课程参考书目英语语音训练课程参考书目Listen and Imitate 1.美国英语900句 2.New Concept English Book II An English Pronunciation CourseOverall plan for this semester:One unit per week. Fifteen units in all. The last week is for general review.Final exam format: Oral TestUnit One Basic Concepts: Syllables, Stress & RhythmUnit One Basic Concepts: Syllables, Stress & Rhythm UnitUnit Two Two Consonants: Stops Consonants: Stops Unit ThreeUnit Three Consonants: Fricatives & Affricates Consonants: Fricatives & Affricates Unit FourUnit Four Consonants: Nasals, Approximants & Laterals Consonants: Nasals, Approximants & Laterals Unit FiveUnit Five Vowels: Front Vowels & Central Vowels Vowels: Front Vowels & Central Vowels Unit SixUnit Six Vowels: Back Vowels Vowels: Back Vowels Unit Seven Vowels: DiphthongsUnit Seven Vowels: DiphthongsUnit EightUnit Eight Stressed Syllables & Unstressed Syllables Stressed Syllables & Unstressed Syllables Unit NineUnit Nine Stressed Words & Unstressed Words in a Stressed Words & Unstressed Words in a Sentence Sentence Unit TenUnit Ten Strong Forms & Weak Forms Strong Forms & Weak Forms ContentsContentsUnit Eleven Linking Unit Twelve Rhythm of English Speech Unit Thirteen Types of Intonation in English Unit Fourteen Intonation Units of English Unit Fifteen Functions & Uses of English IntonationUnit Sixteen General Review Unit One Basic Concepts: Syllables, Stress and RhythmSyllables, Stress and Rhythm What is a syllable?What is a syllable? A syllable is a word part and the basic unit of English rhythm. An English word can have one, two, three or even more syllables. What is a stress?What is a stress?In words of more than one syllable, one of them will receive more stress than the others. Stressed syllables are those that are marked in the dictionary as stressed. Stressed syllables are usually longer, louder, and higher in pitch.What is rhythm?What is rhythm?The rhythm of a language is characterized by the timing pattern of successive syllables. In some languages, every syllable is given about the same length while in others, syllables vary in length. In English, strong beats are called stress—the heart of the rhythmic pattern. Back Back Back Back Unit One cont.What is stress?What is stress?What is rhythm?What is rhythm?BackBackUnit Two Consonants: StopsA [p] & [b] focusedPhrases: a big shoppickpocket happy birthdaya big pear press the buttons a large boxa big pig a piece of bread a beautiful balloonSentences:They played in the park all afternoon.Barbara is a very pretty bride.Paul apologizes for his temper and his impatience at the pool.He was able to beat Bill at billiards.Both of them lived abroad before the baby was born. Unit Two Consonants: StopsB [t] & [d} focusedPhrases:bread and butter to tell the truth tea and toastfrom door to door the loud sound a good beatinga red dress quite good all rightSentences:He rode down the drive looking dazed.He is too young to tell the time.The child hid under the bed.He took his ticket from his pocket and passed it to the ticket-collector.The lady in the red dress was beating the mad dog to death.Unit Two Consonants: StopsC [k] & [g] focusedPhrases:carry a big bag golden touch again and againa kind girl bitter cold take a glancea sick dog go for a walk cake and eggSentences:A good beginning makes a good ending.I caught it in the garden gate.The dog dug eagerly in the ground for the bone.The cook baked a big cake for Carl.He got some pegs and grapes from the grocer.Unit Three Consonants: Fricatives & AffricatesA [f] & [v] focusedPhrases:very fast full of vigor a good fewfierce faces a safe move the foolish nephewhalf and half a frequent visitor a live doveSentences:Phil refused to invite his friends.They lived in a small village near the valley.A big fire broke out on the fiftieth floor on February 15th.Frank and Vincent aren’t very clever.Foster has got a very clear voice. Unit Three Consonants: Fricatives & AffricatesB [Θ] & [ð] focusedΘ] & [ð] focusedPhrases: Phrases: thick and thin three times three north and souththick and thin three times three north and southRather thirsty out of breath worth thinkingRather thirsty out of breath worth thinkingGather together weather forecast the third bathroomGather together weather forecast the third bathroomSentences:Sentences:Is Arthur in better health now?Is Arthur in better health now?Thursday is the fifteenth of the month.Thursday is the fifteenth of the month.Ruth took the path to the theatre.Ruth took the path to the theatre.There is no smoke without fire.There is no smoke without fire.Unit Three Consonants: Fricatives & AffricatesC [s] & [z] focused Phrases: toys in her hands many chances the boxing lessonswim in the sea summer holidays sing simple songsa fine physician cakes and oranges the Pacific OceanSentences:Don’t sing us sad songs!Smith prefers classical music to jazz.Does Hazel study English in your class?Summer is the season he likes best.Unit Three Consonants: Fricatives & AffricatesD [ʃ] & [ʒ] focusedPhrases:his last wish a short lunch a pair of shoesrush out a wild confusion a heated discussionmake a decision at the garage on this occasionSentences:She should spend her vacation at the seashore.Sheila wishes to leave on Saturday.The seizure of the treasure is a pleasure.Polish the shoes with the brush.Unit Three Consonants: Fricatives & AffricatesE [ʧ] & [ʤ] focusedPhrases:French fries a large bridge the edge of the villagea digital watch the check room to play chessto go to church a major change many strange noisesSentences:Jimmy enjoyed the joke very much.The village bridge was badly damaged by the heavy rain.Teach the children to fetch the chicken from the kitchen.He lives in a cottage and studies in a college.Unit Three Consonants: Fricatives & AffricatesF [h] focusedPhrases:a happy honeymoon in a hurry a huge holea heavy hammer a hat in his hand a huge horse behinda happy home a high mountain a hoarse voiceSentences:Herbert hurried home because he was hungry.Mr. Harris has a plan to help Helen in his hall.He’s a hard-hearted man.The horse has hurt its hoof.Unit Four Consonants: Nasals, Approximants & Lateral(s)A /m/, /n/ & /ŋ/ focusedPhrases:Inner Mongolia memorable summers much moreplay in the sunshine send a line American novelsswim long distance angry or hungry nothing elseSentences:They often make many common mistakes in their homework.Mountain-climbing has become more and more welcomeamong the masses.I have telephoned him at least nine or ten times.I had a feeling that we were taking the wrong road. Unit Four Consonants: Nasals, Approximants & Lateral(s)B /j/ & /w/ focusedPhrases:Yale University The Yellow River New York Citythe trade union European countries yolk and whitewho’s who West Lake wait a whilered wine western countries very warm weatherSentences:They have a beautiful yard.Yesterday the young man bought a new yellow suit.Where there is a will, there is a way.The teacher was walking backward and forward in the room.They went to the wedding on a windy Wednesday.Unit Four Consonants: Nasals, Approximants & Lateral(s)C clear [l] & dark [l] focusedPhrases:a polite child awful smell a lovely dolla terrible blow a comfortable life a silent girlto tell lies the spilt milk a beautiful lookSentences:He’ll soon be all right.Where shall we meet for lunch?Would you like to have cold milk?Li is a lovely girl.A little boy just fell into the lake.Unit Four Consonants: Nasals, Approximants & Lateral(s)D /r/ focusedPhrases:a bright light run round the track a red flagthe wrong road ready to read great spiritthe silk road a liberated area on the rightSentences:Rose is wearing a very pretty dress.Ruth hurt her right wrist when she fell.The robber was arrested in a pouring rain.We have fresh bread for breakfast.The leader of the group is a great reader of novels.Unit Five Vowels: Front Vowels & Central VowelsA [i:] & [i] focusedPhrases:a team leader keep secret a league meetinga village Building Six in the riverSentences:We eat meat, peas, beans and cheese for meals.A friend in need is a friend indeed.Experience is the father of wisdom.Smith is eating meat and drinking milk.Finish it in a minute if it is not difficult.Unit Five Vowels: Front Vowels & Central VowelsB /e/ & /æ/ focusedPhrases: a red pencil very well wet weathera fat man an axe and a hammer a rat and a catFlags and banners bag and baggage Canada and JapanSentences:Many heads are better than one.He met many French friends yesterday.The man ran back to gather his black hat and black bag.Practice makes perfect.Many hands make quick work.Unit Five Vowels: Front Vowels & Central VowelsC /ə:/ & /ə/ focusedPhrases:along the river among the workers in the centrecinema and theatre better and better under the coverworse and worse thirty birds the third worldSentences:Let’s go for a walk along the river.We are going to have a get-together after supper.The lecture lasted for half an hour.First come, first serve.The first verb he learned this term is “serve”.Unit Six Vowels: Back VowelsA /ʌ/ & /a:/ focusedPhrases:half past five dance in the park master of artsa large parcel rather fast pass me the glasshard-hearted after the party tomatoes and bananasjust for fun from cover to cover some honeySentences:She glanced at her father.She had a large basket of tomatoes.Well begun is half done.They went hunting in the country last month.Don’t touch the gun.Unit Six Vowels: Back VowelsB /ɔ/ & /ɔ:/ focusedPhrases:a coffee shop a long song a cock and a foxa hot bottle cost a lot lots of clocksa small horse a short report a warm autumna door and a wall a tall tree a volleyballSentences:Lots and lots of watches and clocks have gone wrong.We want quality, not just quantity.Sorry, I forgot to lock the box.My daughter was born on August 14th, 1994.They heard an important report in the auditorium four days ago.Unit Six Vowels: Back VowelsC /u/ & /u:/ focusedPhrases:a good cook push and pull took some sugarfull of wood shook the foot a small bulleta huge spoon blue shoes choose twocool weather a small zoo Sentences:Try as I would, I could do nothing, so I took a broom and left the room.The cook stood still and looked at the sugar.Don’t lose the opportunity.Your spoon won’t be useful for noodles.What do you choose to do this afternoon?Unit Seven Vowels: DiphthongsA /ei/ & /ai/ & /ɔi/Phrases:great changesMay DayLabour Daypay daythe same waycame againmake haytake it awaya railway stationtime and tidestrike the ironfrom time to timeat five past fiveSentences:A penny saved is a penny gained.We all had a good time in the May Day Celebrations.Great minds think alike.I see a fine bike on the right side.Unit Seven Vowels: DiphthongsB /au/ & /əu/ focusedPhrases:around the house pronounce loudly a thousand flowersdown south a rolling stone close the windowa hole in the coat go homeSentences:Open your mouth and round your lips.He spends hour after hour in the garden among his flowers.Teach us how to plough.Oh, no, don’t go home alone.Do in Rome as the Romans do.Unit Seven Vowels: DiphthongsC /iə/, /eə/ & /uə/ focusedPhrases:mysterious ideas from ear to ear serious and fiercewear and tear prepare carefully various chairsa curious tourist furious jewelers sure to winSentences:Dear, dear, it appears that he fears our being here.They cheered the hero when he appeared.Take care, there’s a chair at the foot of the stairs.The bear is eating the pear on the square.I’m sure that’s pure gold.Fewer tourists visit the rural areas.Unit Eight Stressed Syllables & Unstressed SyllablesIn this unit, we will learn more about stressed syllables & unstressed syllables.音节（音节（Syllable））音节是词的构成单位。

就语音形式而言，音节由音素构成；音节是词的构成单位就语音形式而言，音节由音素构成；就书写形式而言，音节由字母构成一个音节的结构可以就书写形式而言，音节由字母构成一个音节的结构可以有如下情况：有如下情况：1. 一个元音一个元音(一个元音字母或元音字母组合一个元音字母或元音字母组合).例如例如:I [ai] eye [ai]2. 一个或几个辅音一个或几个辅音+ 一个元音一个元音(一个或几个辅音字母一个或几个辅音字母,或辅音字或辅音字母组合母组合+ 一个元音字母或元音字母组合一个元音字母或元音字母组合) 例如:no [nəu] me [mi:] three [Θri:] Sky [skai]3. 一个元音一个元音+ 一个或几个辅音一个或几个辅音(一个元音字母或元音组合一个元音字母或元音组合 + 一一个或几个辅音字母个或几个辅音字母,或辅音字母组合或辅音字母组合)例如:it [it] eat [i:t] aunt [a:nt] eight [eit]Unit Eight Stressed Syllables & Unstressed Syllables4. 一个或几个辅音一个或几个辅音+ 一个元音一个元音 + 一个或几个辅音一个或几个辅音(一个或几个辅音字母一个或几个辅音字母,或辅或辅音字母组合音字母组合+ 一个元音字母或元音字母组合一个元音字母或元音字母组合+ 一个或几个辅音字母，或辅一个或几个辅音字母，或辅音字母组合音字母组合)。

例如：例如：spring [spriŋ] street [stri:t] back [bæk] help [help] read [ri:d] brush [brʌʃ] about [a’baut]5. 一个辅音一个辅音+ [l] , [n] 或或 [m]例如：apple [’æpl] little [’litl] lesson [’lesn] seven [’sevn] Marxism [’ma:ksizm] 从以上所述可以看出，元音（元音字母或元音字母组合）是音节的从以上所述可以看出，元音（元音字母或元音字母组合）是音节的主体一个音节必须包含一个元音（元音字母或元音字母组合）一个音节必须包含一个元音（元音字母或元音字母组合）单独一个或几个辅音（辅音字母或辅音字母组合）不能构成音节；单独一个或几个辅音（辅音字母或辅音字母组合）不能构成音节；只有只有[l] , [n] 或或 [m]可以与它前面的辅音构成音节，因此它们称为可以与它前面的辅音构成音节，因此它们称为成音节Unit Eight Stressed Syllables & Unstressed Syllables英语单词按其所包含的音节的数目可以分为：英语单词按其所包含的音节的数目可以分为：Single-Syllable Words: I, a, no, me, not, note, stand, FrenchDouble-Syllable Words : party, comrade, blackboardMulti-Syllable Words : professor, department, American, modernization, adversity, potential, alcoholic, globalization, penetrate, tapestry, drastically音节分重读音节（音节分重读音节（Stressed Syllable）和非重读音节（）和非重读音节（Unstressed Syllable）。

在读双音节词或多音节词时，至少有一个音节读得重而强，这个音节称为在读双音节词或多音节词时，至少有一个音节读得重而强，这个音节称为重读音节其余音节相对地读得轻而弱，称为非重读音节有时一个多音重读音节其余音节相对地读得轻而弱，称为非重读音节有时一个多音节词可能有两个重音，一个是主要重音，另一个是次重音；有时两个都是节词可能有两个重音，一个是主要重音，另一个是次重音；有时两个都是主要重音主要重音用符号主要重音主要重音用符号[’]表示，次重音用符号表示，次重音用符号[﹑﹑]表示例如：表示例如：worker peasant conversation pronunciation television sixteen Chinese afternoon单音节词单独念时，一律重读但在单独注音时通常不加重音符号例如：单音节词单独念时，一律重读但在单独注音时通常不加重音符号例如：brush help bedUnit Eight Stressed Syllables & Unstressed Syllables In a word, three degrees of stress can be found in English: primary, secondary, and zero. The term Primary stress refers to the strong emphasis a speaker puts on the most important syllable of a particular word. Secondary stress refers to a less strong emphasis on the next most important syllable. Zero Stress refers to any syllable that receives no stress, such syllables are called unstressed syllables. In other words, an unstressed syllable receives no intensity or loudness at all. In words like timetable and operation we find three degrees of stress. The frequent occurrence of the unstressed syllable is one of the fundamental characteristics of spoken English, and the one that most distinguishes English from Chinese.Unit Eight Stressed Syllables & Unstressed SyllablesDivide the syllables of the following words:beginpeopleblackboard machineholidaynumberschooling universitypicture hospitalneighbor wonderfulUnit Nine Stressed Words & UnstressedWords in a SentenceIn this unit we will learn stressed and unstressed syllables in sentences.What to stress in a sentence?In an English utterance, stressed words give information for the listener and unstressed words join the information words together. Correct pronunciation of stressed and unstressed words is thus extremely important for effective communication in English.Information words and function wordsInformation words are usually nouns, verbs, adjectives, and adverbs. They give information about who, what, when, where, why and how. They express the main idea or content of the phrase or sentence. They carry the message and therefore are usually stressed. Unstressed words are usually function words like articles, pronouns, possessives, prepositions, auxiliary verbs, and conjunctions. These words connect the information words to form grammatical sentences.Unit Nine Stressed Words & UnstressedWords in a Sentence句子重音（句子重音（Sentence Stress））在连贯说话时，句中有的部分比较突出一些，正像多音节在连贯说话时，句中有的部分比较突出一些，正像多音节词的某些音节比其他音节突出一些一样。

多音节词中一些词的某些音节比其他音节突出一些一样多音节词中一些较突出的音节，称为重读音节；语流中的这些突出部分，较突出的音节，称为重读音节；语流中的这些突出部分，则是具有句子重读的词词的重读音节往往是固定的，句则是具有句子重读的词词的重读音节往往是固定的，句子重音则可因说话人表示的意思有所变动子重音则可因说话人表示的意思有所变动例如例如: I put the book on the desk 这一句话，可能是这一句话，可能是↘ ↘ I put the book on the desk; I put the ↘ ↘ book on the desk；或；或 I put the book on the ↘ ↘ desk 句子重音不一定固定，但也有其一般规律一般来说，主句子重音不一定固定，但也有其一般规律一般来说，主要的动词、副词、名词形容词、指示代词等实词有句子重要的动词、副词、名词形容词、指示代词等实词有句子重音，而助动词、连接词、介词、人称代词、物主代词（作音，而助动词、连接词、介词、人称代词、物主代词（作形容词用）、冠词等虚词则一般不重读形容词用）、冠词等虚词则一般不重读Unit Nine Stressed Words & UnstressedWords in a Sentence1.名词、形容词、数词、实意动词、副词、指示代词一般都重读。

例如：It is a ↘desk.We are ↘ students.`Open your ↘books.We `study ↘hard.I have `three `red ↘pencils.2.冠词、介词、代词、助动词、系动词、连词一般都不重读A.冠词不重读例如：`Spell the `new ↘words.They `take a `walk on the `playground `every ↘morning.B.人称代词、物主代词一般不重读但疑问代词who, what, which, 指示代词this, that, these, those 和名词性物主代词一般要重读例如：`What did you ↘say to him?`Who are `those ↘people?`That is ↘mine.Unit Nine Stressed Words & UnstressedWords in a SentenceC.助动词及动词be在句首可以重读，在简略答语中必须重读，在其他情况下一般不重读例如：`What did he ↘say?`Did you `do your `lessons ↗yesterday? `Yes, I ↘did.`May I `borrow your ↗ pen?`Are you a ↗teacher?`Yes, I ↘ am.D. 介词不重读，但副词要重读。

例如：I `work `hard at my `English ↘lessons.`Let’s `get `on with our ↘work.E. 连词一般不重读例如：`Mary is ↘ten and `Tom is ↘eight.Unit Nine Stressed Words & UnstressedWords in a SentenceF. 双音节的介词和连词在句子里一般保持单词重音例如：I `do some ↘running be`fore I have ↘breakfast.We `watch `T`V `after ↘supper.3.有时虚词也重读,实词也可能失去重音.A. 虚词重读的情况①助动词、情态动词或联系动词 to be 一般没有句子重音，而且有弱式的还应用其弱式，但在句首时可重读；在句尾时一般都重读在句首时，重读表示语气正式一些Can you ↗ swim? 或 `Can you ↗ swim? ↘ Yes , I ↘ can.Is `that a ↗ schoolbag? ↘ Yes, it ↘ is.`Must I be `home be`fore `eight o’ ↗ clock? ↘ Yes, you ↘ must.I can ↘ skate. I must be ↘ off now.注意：must 表示推测、“想必”的意思时则重读：The `house `must be `very ↘dirty.It `must be that I am un`fit for the `office I ↘ hold.Unit Nine Stressed Words & UnstressedWords in a Sentence②介词一般不重读，而且读其弱式：I `usually `come to `school at `twenty past ↘seven.`Why were you `late for `school this ↘morning?介词在句尾可重读：`Where are you ↘from? `What ↘ for?介词在句尾，不重读时也必须读其强式：`What do you ↘study for?`What are you ↘looking at?双音节的介词可以重读（除upon外）:One `learns to `win with`out ↗ pride and to `lose with ↘grace.The `whale can `stay `under the `water for `more than `half an ↘hour.③连接词在句首时，可以重读：`If we under`stand `these ↗sounds `we would be `able to `talk to ↘ whales.`When you’ve `eaten your ↗sandwich. Change the `left `wheel of his ↘ car.Unit Nine Stressed Words & UnstressedWords in a Sentenceif 不在句首便不重读：`Ring up the po`lice at ↘once if you ↘see it.④人称代词一般不重读，但作表语时重读：It is ↘me.It `must be ↘ be.用and 和其他人称代词或名词连接起来的人称代词重读：`You and `I are `good ↘friends.`Father and `I `went ↘hunting.B. 实词失去句子重音的情况①前面刚出现过的词，再重复时便不重读：`What’s ↘ that? It’s a ↘jacket. Is it a ↗ black jacket? ↘ Yes, it ↘is.`How did you `like the ↘film? ↘Which film?Unit Nine Stressed Words & UnstressedWords in a Sentence`What’s `under the ↘bridge? There’s a ↘boat under the bridge. There are `big ↘bags in the boat.It is `all because of the ↘necklace, ↘your necklace.`Heavy `objects and `light objects `fall at the `same ↘speed unless `air `holds them ↘back.`Whales have `few ↘enemies. `People are their ↘worst enemies.②有些双重音词如sixteen, Chinese 等，因节奏关系，失去一个重音：There are `sixteen `chairs in the ↘room.I `want `number six ↘teen.The `Chinese `people are a ↘great people.He `speaks Chi ↘nese.③有些实词因节奏关系失去句子重音：`How many ↘books have you?The `train has `just come ↘in.Unit Nine Stressed Words & UnstressedWords in a SentenceI `don’t know `what to ↘say.`Ring up the po ↘lice.`Put out the ↘light.`Put the ↘light out.`Hand in your ↘exercises.`Hand your ↘exercises in.一些动词短语的宾语如果是名词可置于副词之前或其后。

如果宾语是代词，副词一定在代词后并重读：`Fill it ↘up. `Take it ↘down. `Put it ↘on.Unit Nine Stressed Words & UnstressedWords in a SentencePractice:Read the following sentences, pay attention to the stress ineach sentence:1. We ’love our ’great ’Party.2. ’Hurry ’up, or you will be ’late.3. ’What is she ’talking a’bout?4. ’That ’news is ’too ’good to be ’true.5. The ’pen ’isn’t ’mine, but the ’book is.6. ’If he ’comes, I will ’tell him a’bout it.7. He’s ’carrying a ’map of ’Hangzhou in his ’hand.8. ’All is ’well that ’ends well.9. A ’good be’ginning ’makes a ’good ’ending. Unit Ten Strong Forms and Weak FormsStrong forms and weak formsAs we all know, many function words in English have two pronunciations: a strong form (or stressed form) and a weak form (or reduced form, unstressed form). The unstressed form is thus an alternative pronunciation of a word which is so reduced in its articulation that it consists of a different set of phonemes. /ə/ is the most frequently used vowel in the unstressed form and next comes /i/.The importance of learning unstressed formsTwo reasons are said to be most important in learning to use the unstressed forms in English. Firstly, most native speakers of English find an “all-strong form” pronunciation very unpleasant. Secondly, learners who are not familiar with the use of weak forms are likely to have difficulty understanding native speakers.Unit Ten Strong Forms and Weak FormsWhen to use strong formsstrong forms of these words are used only in the following cases:a. When they occur at the end of a sentence,b. When they are being contrasted,c. when they are used for emphasis,d. when they are cited or quoted.Main features of the weak formsAs compared with the strong forms, the weak forms of these words show the following features:a. Reductions of the length of sounds,b. Obscuration of vowels towards the schwa,c. Elision of vowels and consonants.Unit Eleven LinkingWhat is linking?When speakers of English are speaking, They arrange words into groups and join together the stressed and unstressed words within the group. They move smoothly from one word to the next without making any sudden stops. So when we listen to their speech, we hear the end of one word flow straight into the beginning of the next. This phenomenon of joining words together is called linking.Unit Eleven Linking意群和连读（意群和连读（Sense-groups and linking））句子可以根据意思和语法结构分成词组，这样的词组成为意群。

说话和朗读句子可以根据意思和语法结构分成词组，这样的词组成为意群说话和朗读时，意群和意群之间可以有一定的停顿，使意思表达得更清楚，但在同时，意群和意群之间可以有一定的停顿，使意思表达得更清楚，但在同一意群的各个词之间则不可停顿而应一口气读完，使整个意群的意思不一意群的各个词之间则不可停顿而应一口气读完，使整个意群的意思不致中断句子末尾应有较长的停顿例如：致中断句子末尾应有较长的停顿例如：Quite a few people / were sitting on the long bench / in the barbershop / waiting for their turn.My father worked / day and night, / but he never got enough / to support the family, / and we were always hungry.短语或句子中相邻的词，如果前一个词的末尾是辅音，后一个词的词首是元短语或句子中相邻的词，如果前一个词的末尾是辅音，后一个词的词首是元音，就要连起来读例如：音，就要连起来读例如：a lot of boys and girls all of usUnit Eleven LinkingNot at all. Thank you.Take a look at it.末尾有字母末尾有字母r的词，在短语或句子中和以原因开始的词相相邻时，的词，在短语或句子中和以原因开始的词相相邻时，r要读作要读作[r]。

例如：例如：there are her own eyesfor a long time for agesThere is a pair of shoes. 如果句子中的短语之间或主句和从句之间有停顿，相邻的音不连读例如如果句子中的短语之间或主句和从句之间有停顿，相邻的音不连读例如Do you study English or Chinese?Can you come tomorrow if it is convenient to you?Unit Twelve Rhythm of English SpeechWhat is the rhythmic pattern in English?Rhythm in English speech is based on stress. A rhythm unit is formed by a stressed syllable, together with unstressed syllables which may come before that stress and/or after it.Unit Twelve Rhythm of English Speech一个句子中重读音节的多少大半取决于句中词的性质。

一般说，实一个句子中重读音节的多少大半取决于句中词的性质一般说，实词越多，句子重音也越多比较下面两句：词越多，句子重音也越多比较下面两句：Shut the windows ↘ ↘please! O o O o OThere was ↘ ↘nothing in it. o o O o o o 第第1句有句有3个实词，有个实词，有3个句子重音，第个句子重音，第2句只有句只有1个重音1个重读音节或一个重读音节加若干轻读音节组成个重读音节或一个重读音节加若干轻读音节组成1个节奏群在英个节奏群在英语语调群中，重读音节总是以大体相仿的间隔出现，这样就构成语语调群中，重读音节总是以大体相仿的间隔出现，这样就构成了英语节奏的基本模式，形成不同的节奏型以上两句的节奏型了英语节奏的基本模式，形成不同的节奏型以上两句的节奏型就是：就是： O o O o O o o O o o o Unit Twelve Rhythm of English Speech音的同化（音的同化（Assimilation））一个音可因受其相邻的音的影响，而发成另一个与这两个都不相同的音，这一个音可因受其相邻的音的影响，而发成另一个与这两个都不相同的音，这种现象称为同化。

例如：种现象称为同化例如：[t] + [j]  [tʃ][d] + [j]  [dʒ][s] + [j]  [ʃ][z] + [j]  [ʒ]education [、、edju’keiʃən]一般读为一般读为 [、、edʒu’keiʃən]situation [、、sitju’eiʃən]一般读为一般读为 [、、sitʃu’eiʃən]在语流中，相邻的词也可发生音的同化：在语流中，相邻的词也可发生音的同化：I’m very glad to meet you. ([’mi:tʃu])You like it, don’t you? ([’dəuntʃu])You didn’t come yesterday, did you? ([’didʒu])Unit Twelve Rhythm of English SpeechIs your book here? ([’iʒɔ])Has your letter come? ([’hæʒɔ]) Don’t miss your train. ([’miʃɔ:])He’s in bed now. ([im’bed])Don’t be late next time. ([’dəumbi’leit])In case he comes, let me know. ([iŋ’keis])She’s a good girl. ([’gug’gə:l])I don’t mind. ([’dəum’maind])Unit Twelve Rhythm of English Speech1. OOCome here.2. O o OWho’re you?3. o O oBut why not?4. O o O oLet’s get going.5. o O o OHe does it well.6. O o o OWhat have you done?7. O o o o ODon’t be such a fool.8. o O o o O o o It wasn’t appropriate.9. o O o o o O o o o I wanted you to write about it.10. o O o o o O o o o OI think it was an excellent idea.Unit Thirteen Types of Intonation in EnglishTypes of intonation patterns we have to learnEnglish can be spoken correctly and naturally with the following three intonation patterns: falling, rising and falling-rising.Unit Thirteen Types of Intonation in English语调（语调（Intonation））在英语中有在英语中有3种常用语调，一种是降调，种常用语调，一种是降调，在重读音节中以降调记号在重读音节中以降调记号↘ ↘表示；一种是表示；一种是升调，在重读音节中以升调记号升调，在重读音节中以升调记号↗ ↗表示；表示；另一种是升降调，在重读音节中以另一种是升降调，在重读音节中以↗↘↗↘来来表示。

表示Unit Fourteen Intonation Units of EnglishNucleus of an intonation unit 调群的调核Tail, head & pre-head of an intonation unit调群的调尾、调头和调冠Tail调尾调尾Any syllable or syllables that may follow the nucleus in an intonation unit are called the “tail”. In the sentence “I am WRIting a LETter to him”, the nucleus of this intonation unit is on the tonic syllable “LET”. There are three unstressed syllables after the nucleus. These syllables are called the “tail” of this intonation unit.Unit Fourteen Intonation Units of EnglishHead 调头调头The part of an intonation unit that extends from the first stressed syllable up to the nucleus is called the “head” of the intonation unit. In the sentence “I am WRIting a LETter to him”, the “head” of this intonation unit is made up of three syllables: “writing a”.Pre-head 调冠调冠Any unstressed syllable or syllables that may precede the “head”, or the “nucleus” if there is no head, are called the “pre-head”. In the sentence “I am WRIting a LETter to him”, “I am” comprises the “pre-head” of this intonation unit.Unit Fifteen Functions & Uses of English IntonationFunctions:1. The attitudinal function2. The accentual function3. The grammatical function4. The discourse function of intonationUses:1。

降调的用法：降调通常用于陈述句，命令句，感叹句，特殊疑问句等升调的用法：升调通常用于一般疑问句，祈使句等调群组合:A. 列举：我们列举一系列事物或计数时，前面各项一般用升调，最后一项Unit Fifteen B 选择疑问句：要求回答的人在两项中选择其中一项时，前一项用升调，后一项用降调 反意疑问句：这种问句的前面一部分为陈述句，后面一部分为简略的附加问句陈述部分一般用降调，附加问句可用升调，表示说话人对陈述部分所说明的事实不是十分确信如果附加问句用降调，则表示说话人对陈述部分所说明的事实有充分把握D状语：状语短语或状语从句在前时，一般是前升后降主语从句在前时，主句和从句一般都用降调 含有主语从句和表语从句的句子：主语从句一般读升调，如果这部分很短，可以用平调；表语从句一般读降调呼语与传达语的语调A 呼语：呼语在句首时有句子重音，可以低平、低升，也可以用高降，高降在这里表示严肃呼语在句尾时，一般不重读若句子读降调，则呼语低平或低升；若句子读升调，则呼语的音节依次上升Unit Fifteen B 传达语：在一直接引语前后的say, ask, answer等语，称为传达语在句首时，传达语可念成低平或低升，是非重读音节。

在句中或句尾时，传达语作为前一调群的调尾调核是降调时，传达语低平；调核是升调时，调尾跟着上升插入语：在句末用升调多，表示后来补充一层意思，或加上一种语气在句子或一个语调组中间，则多用平调Brief Guidelines for the correct use of English intonation1. Put stress on important words2. Use falling tone on complete, definite statements3. Wh-questionsFalling tone is usually used in questions beginning with “When, Where, Why, What,” etc.4. Yes/No questionsRising tone is usually used in questions to which the answer is “Yes” or “No”.Unit Fifteen 5. Alternative questions6. Question tagsWhen the speaker is certain of what he/she says, he /she expects the other person to agree with him/her. Then a falling tone is used on the question tag.e.g. It’s nice day, ↘isn’t it?When the speaker is not certain, a rising tone is used on the question tag.e.g. It’s Tuesday today, ↗isn’t it?7. Echo questions8. Correctinga. Use falling tone on the correct word, to emphasise it.e.g. A: Her birthday is on the tenth of December. B: No, it’s on the ↘fifth of December.Unit Fifteen b. Use a fall-rise on the incorrect information, then falls on the correct information, to emphasise it.e.g. Her birthday isn’t the ↘tenth of ↗December. It’s the ↘fifth.9. ListingUse a rising tome on each item of the list, until the final one, where falling tone should be used.e.g. She bought some ↗pens, ↗pencils, ↗postcards and ↘stamps.10. Polite rise11. Rise in subordinate clause or non-final phrase, fall in main clause12. Statement implying “but…”A fall-rise is used. The fall marks the important information; the rise implies that though the speaker may have made a positive statement, he/she is going to qualify it. He/She may actually say “but…” or may simply imply it.e.g. A: Did you have a good holiday? B: The ↘weather was very ↗good. (but everything else was awful.)。