读英语句子停顿

读英语句子停顿
读英语句子停顿

英语里句子是怎么停顿的?有些句子比较长的话!

一般是根据意群来停顿。

拿到一个长句子,先要分析结构。

一个句子可根据意思和语法结构分成若干小段,每一小段称之为一个意群。意群可以是一个词,一个词组或短语,也可以是并列句的一个分句或复合句的一个主句、从句等等,我们可用“/”来划分句子的意群。意群在句子中具有语义、语法和语调三种特征,例: after school,/my classmates and i/are going to play basketball./放学后,我和我的同学们去打篮球。我们可以把这个句子按语义、语法和语调征各分为三个单位,它们是:现将句子划分意群的一般原则归纳如下:

1.名词词组

1)冠词+名词,例:a country

2)名词+名词,例:coumrade li

3)指示代词+名词,例:this book

4)形容词+名词,例:natural science

5)作形容词用的名词或分词+名词,例: new year’s day the working class

6)数词+名词,例:thirty-two note-books

7)数词+数词,例:223--two hundred and twenty-three

8)不定代词+名词,例:some ink

2.介词短语,例: from now onwith an effort

3.副词短语,例: day and nightfirst of all

4.副词+介词短语,例: early in the morningfar into the night

5.副词+动词,或动词+副词,例: quite understandstudy hard

6.一些固定的动词词组,例: to take a restto have a meetingto get ready

7.联系动词+表语,例: be at schoolgrow quite well

8.主语+谓语,这种句型用于简短语句时,一般划分为一个意群,例: he stands up. they are very happy.

9.主语+谓语+宾语,这种句型用于简短语句时,划分为一个意群,例: i can speak english. he gave me a book.

11.简短的定语从句,例: this is a factory/that makes cloth.一句话里有主语,谓语,宾语,定语从句等等,就按这些来停顿篇二:句子的意群停顿

一、英语的节奏

1、节奏引起的读音变化:在英语单词、词组及句子中重读音节及非重读音节的交替是英语节奏的需要。如果在一个句子中将所有重读音节或所有非重读音节读在一起,就没有节奏,也很难上口。为产生重读与非重读音节相互交替的节奏感,英语重音可能有下列几种变化: a.一个有着两个重音的词,如其后紧接另一个词的重读音节,前者就会失去它的后一个重音,如:'chi'nese及'afternoon各有两个重音,但在词组'chinese 'children和'afternoon'tea中就只读前一个重音。当chinese和afternoon的前面有另一个词的重读音节时,它就会失去前一个重音。如下列两个词组应读作:'things chi'nese及'cold after'noon。

当三个通常是重读的单音节词连在一起读时,中间的那个词往往会失去重音。如:a 'new rich 'field和an'old nice 'thing,由于节奏关系,rich和nice就不重读,除非中间的这个词在意义上十分重要或需要强调时才予以重读。如:a 'bright 'spring 'day 和'john 'left 'home,其中spring和left在意义上较重要或需要强调,所以重读。

一般地说,有双重音的双音节词,在词组或句子中,它的读音常常有类似改变。如'fif'

teen这个词,单独念时有双重音,但在'fifteen 'copies中的fifteen只有前一个重音,而在a'bout fif'teen中则只保留后一个重音。

b.一个有主次重音的词,后面紧跟着另一个重读音节,那么前者的主重音有移至次重音位置的倾向。如:下列词组应读成an 'arti'ficial 'language, a 'diplomatic 'mission 及'libe'ration 'army,而不按原来的单词重音来读。另外,在强调某些具有主次重音的词

时,次重音往往也变成了主重音,如:'revo'lution, 'funda'mental等词在需要强调时可

读成'revo'lution及'funda'mental,即读成两个主重音。

在一个较长的单词中,重音与次重音的间隔越远,次重音就越容易变成主重音。如:'represen'tation, 'characte'ristic等很容易变成'represen'tation, 'characte'ristic。

此外,当为进行对比而加强语气时,重音位置也会有所改变,而主重音有时会变成次重音。如当of'fensive及de'fensive对比时,就把这两个词的重音移前,变成'of'fensive 及'de'fensive。还有'ex'ternal—'in'ternal, 'merits—'de'merits等,也是如此。

i 'can’t get 'up.

get up and 'dress.

he 'put on his 'hat.

he 'put his 'hat on.

he 'put it 'on.

2、节奏与说话速度的关系:

以上讨论的是节奏具有轻重音节相间的特点。节奏的另一个特点是各个音节的读速有快有慢或间隔时间有长有短。这要取决于重音的多少,即说话的速度取决于句中重读音节的数目。一般说来,各个重音在句中的间隔时间基本相同,所以,各个重音在句中的间隔时间基本相同,各个重音之间的非重读音节越多,这些音节就应读得越快。如:

⒈he 'asked me to 'give him a 'ticket.

⒉he should 'ask if i could 'give him a 'ticket.

⒊he should 'ask me if i could 'give him another 'ticket.

⒋he ought to have 'asked me if i could have 'given him a few of the 'tickets.

上述四句各有三个重要词重读。句中词数虽不等,但读各个重音所花的间隔时间却应基本相同,这就是为了体现英语的节奏特点。

3、节奏与意群、停顿的关系:

从以上所举四个例句还可看出,在朗读时,非重读音节一般附属于一个重读音节,从而构成节奏的单位——节奏群(一个重读音节前后无轻读音节时,可自成一个节奏群)。在一个节奏群之后一般可稍作停顿,重音之间的这些弱读音节究音是与前一重音念在一起,还是与后一重音念在一起才能有正确的节奏呢?这取决于它们在语句意义上或在构词及语法上的关系。如上面四个例句中的第一句可读成三个节奏群;he 'asked me / to 'give him / a 'ticket.如果不考虑意群或语法结构而将其读成:he 'asked me to / 'give him a /'ticket.则会闹成笑话,因这样读出来的句子不象英语了。篇三:英语口语的意群与停顿英语口语的意群与停顿

i. 绕口令练习

1.a big black bug bit the back of a big black bear. the big black bear bit back the big black bug.

2. this fish has a thin fin; that fish has a fat fin; this fish is a fish that has a thinner fin than that fish. 思考:不注意节奏和停顿会造成哪些问题?

a.;

b.;

ii.如何把握英语朗读的节奏与停顿?

英语句子也有自己拆分的规则。要把握好节奏和停顿,必须了解英语的意群和停顿。

a. 意群 (sense-group)

一个句子可以是一个语调组,但语调组并不等于一个句子。小于句子的语音单位是意群。意群是句子内部有相对完整意义的一组词。既然有一定的意义, 就必然有表征一定意义的某种语调类型。

b. 停顿(pause)

在一个较长的句子中, 如果按意群来读, 意群之间稍加停顿, 就可以让听者听清我们语流中的意群和句子, 也可以喘一口气, 接着再说, 而且能体现出英语所特有的节奏和韵律, 但是在一个意群中不可停顿。

c.停顿的方法

语言虽然是一个一个音组成的, 但不是一个音一个音或一个词一个词吐出来的, 而是一组一组, 一群一群相互密切联系的意群组合。意群之间可以由好几个单词组成, 也可以只是一个单词组成。意群和意群之间可以有微弱的停顿(但不一定要停顿)。为了在朗读或说话时把意群很好地联系在一起, 就需要恰当的停顿, 拖音或连读来一气呵成。至于意群之间停顿的频率问题, 这就要看讲话或朗读的速度, 讲得慢时停顿就多些, 反之就少些。

示例:

里根总统第二任就职演说词:we must do what we know is right, and do it with all our might. (我们必须做我们知道是正确的事,而且要全力去做。) 决不能读成we/must/do/what/ we/know/is right,/and do/it with all/our might.

长句中有短暂的停顿, 藉以调和呼吸, 这是自然的现象, 但停顿的地方必须恰到好处。通常在: 1.有标点符号的地方; 2.词组或思想单元之间。短语, 从句等思想单元(即意群)成一单位, 但它们之间可以短暂停顿。例如:we must do/what we know is right,/and do it/with all our might.(斜线为可以稍做停顿之处).

小窍门:有人曾对停顿时间的长短提出过一个大致的比例:意群之间如没有标点符号, 停半拍; 有逗号处停一拍; 有分号处停两拍; 有句号处停三拍。当然不一定这么机械, 但大致上还应有一个适当的停顿时间比例。

200个句子涵盖了高考英语3500词汇(诵读加记忆)

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1 . I see.我明白了。 2. I quit! 我不干了! 3. Let go! 放手! 4. Me too.我也是。 5. My god! 天哪! 6. No way! 不行! 7. Come on.来吧(赶快) 8. Hold on.等一等。 9. I agree。我同意。 10. Not bad.还不错。 11. Not yet.还没。 12. See you.再见。 13. Shut up! 闭嘴! 14. So long.再见。 15. Why not? 好呀! (为什么不呢?) 16. Allow me.让我来。 17. Be quiet! 安静点! 18. Cheer up! 振作起来! 19. Good job! 做得好! 20. Have fun! 玩得开心! 21. How much? 多少钱? 22. I'm full.我饱了。 23. I'm home.我回来了。 24. I'm lost.我迷路了。 25. My treat.我请客。 26. So do I.我也一样。 27. This way。这边请。 28. After you.您先。 29. Bless you! 祝福你! 30. Follow me.跟我来。 31. Forget it! 休想! (算了!) 32. Good luck! 祝好运! 33. I decline! 我拒绝! 34. I promise.我保证。 35. Of course! 当然了! 36. Slow down! 慢点! 37. Take care! 保重! 38. They hurt.(伤口)疼。 39. Try again.再试试。 40. Watch out! 当心。 41. What's up? 有什么事吗? 42. Be careful! 注意! 43. Bottoms up! 干杯(见底)!

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5) Day 1: With my own ears, I clearly heard the heartbeat of the nuclear bomb. 我亲耳听到原子弹心跳的声音。 With my own ear: 用我自己的耳朵, with 作状语,表示"用,随着"等意思,my own 强调我自己的, own “自己的 Clearly 是形容 词 clear 的变形,表示“清 楚地"的意思,修饰动词 hear 。(补充知 识,大多数单音节形容词 +ly 变副词,不再 形容名词,而是用来形容动词或形容词等) Heard 这里用的是过去式, 注意 hear 的变 形是+d 而不是一般加ed. Heartbeat 名词心跳,由 heart (心)+beat (拍子,敲击)这两个词组成,英语中很 常见。 The nuclear bomb 原子弹, nuclear 原子 能的, bomb 炸弹(游戏中会很常出现吧? 这么低级的词都不出现的游戏,果断鄙视 吧。敢不敢不玩中文游戏, 低级,没档次!) 句子剖析: (1) 2)

(6)这里的语法点是the +名词1+of+名词2, 意思解 释为名词2 的名词1. The son of my mom 怎么解释?我妈妈的儿 子。当然也可以说my mom's son. 不过,前 名词' 说法很书面,很正式,很有品位。 的所 有格很初级,不用常用。 这是今天的句子,不懂的问我,一定要背 下来。背的滚瓜烂熟。

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