美音发音规则和技巧

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。

1./s/+/j/→/?/ 如：this year等

(1)I guess you’re right. 我想你是对的。

(2)I miss you. 我想念你。

2./z/+/j/→/?/

(1)What brings you here? 什么风把你刮到这儿来了？

(2)I’m not gonna lose you again.

3./t/+/j/→/?/ 如：congratulation、last year等

（1） Nice to meet you.很高兴见到你。（第二次见面就说Nice to see you.）（2） What you doing? 你在做什么？

4./d/+/j/→/?/ 如：education等

（1）Pinned ya. 压在你身上了。（《狮子王》中的一句台词，听起来是/?pin??/。这两个单词包含的发音规则有弱读+同化。）

（2）How did you like it? 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。

（1） I’m so fed up with him. 他让我烦透了。

（2） I’ve already made up my mind. 我意已决。

（3） That is so gross [ɡr?us].太俗了。

（4） Turn on the juice. 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/、/?/、/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。

（1） Just do it. 尽管去做吧！

（2） It’s snowing. 下雪了。

（3） Don’t blow it. 别搞砸了。

（4） So easy. 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/。

（1） My aunt will come to see us today.姑妈今天回来看我们。

（2） I hate to say it， but you really should pay me back the money. 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：

1.What are we supposed to do? 我们该怎么办？

2.Let’s get down to business. 我们开始说正事。

（二）爆破音+摩擦音/破擦音

1.You’re a beautiful person inside and outside. 你真是秀外慧中。

2.I’m not fat, I’m big boned. 我不胖，我只是骨架大。

（三）爆破音+破擦音

1. I’m going give you one last chance. 我在给你最后一次机会。

2. Good-bye to this dead-end job! 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/。

1.I feel like I am not important to you. 我感觉我对你一点也不重要。

2.I lost my student ID card. 我的学生证丢了。

（五）舌边爆破

1.You are absolutely right. 你完全正确。

2.We are free at last! 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/?/，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

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。

口语要素

1.You can say that again. 你说的没错。

2.Give me a break. 别逗了。

3.I’ll say. 的确。（Yes, definitely.）

4.Nothing doing! 没门！

5.Call him off. 叫他收手吧。

BONUS and的弱读

我们读英语时每当碰到and时，一般都会读作/?nd/，殊不知，在美语口语里面，and通常只需弱读为/?n/,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/?nd/.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。

1.Struggle n’strife come before success. 成功之前必有一番挣扎和竞争。

2.I have traveled through time n’ space to find you. 我穿越了时空找

到了你。

3.Without you, my life will be blank n’ 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：

Stand?up.

Not?at?all.

Put?it?on, please.

Please pick?it?up.

I'm?an?English boy.

It?is?an?old book.

Let me have?a look?at?it.

Ms Black worked in?an?office.

I called you half?an?hour?ago.

2）词尾不发音r或re+词首元音，词尾r发音/r/。如：

far?away

Here?is a letter for you.

Here?are four?eggs.

where?is my cup?

Where?are your brother?and sister?

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.

注：当有意群进行停顿时不可连读。如：

Is?it a hat or?a cat?（hat 与or 之间不可以连读）

There?is?a good book in my desk. （book 与in 之间不可以连读）

Can you speak?English or French? （English 与or 之间不可以连读）

Shall we meet at?eight or ten tomorrow morning? （meet 与at，eight 与or 之间不可以连读）

She opened the door and walked?in. （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/?,u:/+词首元音，在词尾加上一个轻微的/w/。如：

Go w away.

How w and why did you come here?

The question is too w easy for him to answer.

2）词尾元音/?,i:/+词首元音，在词尾加上一个轻微的/j/。如：

I j am Chinese.

She can't carry j it.

I j also need the j other one.

He j is very friendly to me.

She wants to study j English.

It'll take you three j hours to walk there.

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/Suitcase

Big boy

Sharp pencil

What time

You must pay.

Ask Bob to sit behind me.

She took good care of the children.

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,?,?,θ,e,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/Success

A good view

Old friends

Just then

Get through

Make sure

Night show

Keep silence.

Keep that in mind.

B）爆破音+破擦音

爆破音与破擦音/t?,d?,tr,dr/相邻时，产生不完全爆破。如：

Picture/Object

That child

Good job

Sweet dream

Great changes

A fast train

C）爆破音+鼻辅音

爆破音与鼻辅音/m,n,?/相邻时：在词中，不完全爆破；在词尾，鼻腔爆破。如：Utmost/Admit/Midnight/Certain/Button/Garden

Good morning

Good night

Start now

I don’t know

Just moment

A good neighbor

D）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/Friendly

A bit louder

I’d like to

Straight line

Good luck

At last

At lunch

4. 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(e→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/→/t?/。如：

Don’t hurt yourself!

I’ll let you go this time.

Don’t you do that again.

It’s very nice to meet you.

B）/d/+/j/→/d?/。如：

Did your sister come?

Would you please come in?

Could you read this for me please?

You didn’t like English, did you?

C）/s/+/j/→/?/。如：

I miss you.

May God bless you.

We will come this year.

D）/z/+/j/→/?/。如：

Here’s your ticket.

I love you because you are you.

Don’t expect he tells you the truth.

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/?/和/?/，如：ord(i)n(a)ry。2）当前一单词以辅音结尾，后一单词以/?/开头时，/?/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：She isn'(t) there.

I didn’(t) hear you.

He can’(t) believe that.

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/ go?

What will (h)e /wili/do?

Has (h)e done it before?

Tell (h)im to ask (h)er…

5）将多个单词利用连读爆破等拼和在一起。如：

gotta(got to)

gonna(going to)

kinda(kind of)

lotsa(lots of)

gimme(give me)

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。

6.1 一般规律：

1）弱读式只出现在句子的非重读词中。如：Pass me/m?/ the/e?/ 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：What are you listening to/tu:/?

3）被特别强调的词，无论实词还是虚词都采用强读式。如：I am/?m/ Peter. 我

就是皮特。

6.2 虚词弱读规律：

1）长音变短音，如：she/?i:/弱读/??/。

2）元音前面的辅音被省略，如：him/h?m/弱读/?m/。

3）辅音前面的元音被省略，如：am/?m/弱读/m/。

4）元音一般弱读为/?/，如：can/k?n/弱读/k?n/。

5）部分虚词有多种弱读式，如：would/w?d/弱读/?d,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/expression

2）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/city

I got it.

Would you please pick it up?

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 'Italy

a'tomic 'atom

La'tino 'Latin

ph o'tographer 'photograph

3）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/settle

4) 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：

1.There are many things to consider when you are looking for a house, whether you

intend to buy or only rent. After all, it is going to be your home, perhaps for quite

a long time, and you want to be happy with it. You have to decide exactly what

kind of house you want, how much you can afford to pay, and the type of neighborhood you wish to l ive in. However, it’s always easy to forget all above, because it’s most probably that you’ll fall in love with the house for sale at the first sight.

2.Youth

Youth is not a time of life; it is a state of mind; it is not a matter of rosy cheeks, red lips and supple knees; it is a matter of the will, a quality of the imagination, a vigor of the emotions; it is the freshness of the deep springs of life.

Youth means a temperamental predominance of courage over timidity, of the appetite for adventure over the love of ease. This often exists in a man of sixty more than a boy of twenty. Nobody grows old merely by a number of years. We grow old by deserting our ideals.

Years may wrinkle the skin, but to give up enthusiasm wrinkles the soul. Worry, fear, self-distrust bows the heart and turns the spirit back to dust.

Whether sixty or sixteen, there is in every human being's heart the lure of wonder, the unfailing childlike appetite for what's next, and the joy of the game of living. In the center of your heart and my heart there is a wireless station; so long as it receives messages of beauty, hope, cheer, courage and power from men and from the Infinite, so long are you young.

When the aerials are down, and your spirit is covered with snows of cynicism and the ice of pessimism, then you are grown old, even at twenty; but as long as your aerials are up, to catch the waves of optimism, there is hope you may die young at eighty.

美语听力与发音技巧第1期Welcome to Daily tips on Learning English. Today's tip is on distinguishing “can” and “cannot” in spoken American English.

“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 pronoun ce final ‘t’ sound /t/ clearly. 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

d ifferenc

e 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.

Also since ‘can’ is not stressed, the vowel is reduced to /a/, so “can” is actually pronounced “can”. Listen to another example. “I `can't go on Saturday, but I can `go on Sunday.” Did you hear the 't' sound? Did you notice the difference words being stressed? Listening again. “I `can't go on Saturday, but I can `go on Sunday.” If you want to understand whether someone is saying he can or can't do something, you have to be listening for a stressed “can't” or a verb stressed after “can”. What does this mean? “I can `speak Japanese, but I `can't speak Taiwanese.” That's right, I can speak Japanese, but I cannot speak Taiwanese. When you are speaking it is very important that you follow this rule too. When learners of English say I `can help you, native speakers often unsure what is meant because of improper stress. So remember, you can stress “can't”, but you `can't stress “can”.

This has been today's tip on learning English. Tune in tomorrow for another ti p.

美语听力与发音技巧第2期

Welcome to Daily Tips on Learning English. Today’s tip is on how syllable stress can affect the meaning of words.

Remenber that stressed syllables are said louder and are lengthened, and unstressed syllables are pronounced more softly, and often have the vowel sounds reduced.

Sometimes, this difference can be the difference between a verb and a noun, or an adjective.

There are at least 14 pairs of words in which syllable stress alone makes this difference. Some examples include `addict, a`ddict, `convict, con`vict, `perfect, per`fect. Each time the second syllable is stressed, the word is a verb. When the first syllable is stressed, the word is either a noun or an adjective. Let’s look some examples more closely. `Permit, per`mit, a `permit is a noun, it is a piece of paper which authorizes you to do something. For instance, a fishing `permit allows you to go fishing.

Per`mit is a verb. It means to all ow. For instence, fishing isn’t per`mitted here without a `permit.

Another example is `perfect, per`fect. `Perfect is an adjective. It means 100% correct, no mistakes or errors. The verb is per`fect, it means to make something perfect. For example, “I want to per`fect my English” means “I want to make my English perfect”. Make sure you stress the

right syllable. It can be the differece between different parts of speech. This has been today’s daily tip. Till then, tomorrow, for another tip on learning English.

美语听力与发音技巧第3期（清浊辅音结尾对元音的影响）Welcome to Daily Tips on Learning English. Today’s tip is on how different vowel lengths are used to differentiate words ending in voiced and voiceless consonants.

Let’s take an example. There’s something in my eyes. There’s something in my ice. The last words in the examples, eyes and ice differ in 2 ways. 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. Listen to the examples again, and note that the final consonant sound is not as clear as the difference in the length of the vowel. There’s something in my eyes. The re’s something in my ice. Listen again. There’s something in my eyes. There’s something in my ice. Listen to some other examples of words that are identical except for the final consonants and the vowel length. Cap, cab, plate, played, seat, seed. Today’s tip is to pay more attention to the length of vowels, as this difference is very important in distinguishing some words. Till then, tomorrow, to another tip on learning English.

美语听力与发音技巧第4期（连音）

Welcome to daily tips on learning English. Today’s tip is on sound linking.

Although in written English, there’re spaces between every word, in spoken English there’re always never (1)pauses between words. In order to understand spoken English, it is (2)essential to understand how this linking is done. Today let’s (3)concentrate on the most common sound linking situation. Whenever a word ending in a consonant sound is followed by a word beginning with a vowel sound, the consonant sound is linked to the vowel sound as if they were part of the same word. Let’s look at some examples. I’d like another bowl of rice, please. 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”. 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 wor d “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. We’ll talk more about sound linking in futu re daily tips, as this is an extremely import feature of spoken English. Today’s tip is to link consonants to vowels which come after them. Till then, tomorrow, for another daily tip.

美语听力与发音技巧第5期（“h”音的略读）

Welcome to Daily Tips on Learning English. Today’s tip is on sound linking.

Remember that although written English has spaces between every word, spoken English doesn’t have pauses after every word. As a matter of fact, long strings of words are all linked together. And it is this linking, which often makes it difficult for learners of English to understand native speaker’s talking. Today’s tip is to notice how the “h” sound is often dropped in personal pronouns such as “he”, “him”, “his” and “her”. And when it is dropped, what is left is a vowel sound, and the vowel sound is always linked to the preceding word.

Let’s look at an example. Give her a book. Giv-er a book. Notice how the “h” is dropped and how “give her” become “giv-er”. L ook at another example. Tell him to ask her. Tell-im to ask-er. Did you notice that “tell him” became “tell-im” and “ask her” became “ask-er”? This happens very frequently in spoken English, especially when “he” follows an auxiliary verb. For example, “what will he do?” becomes

“What will-i do?” “Where will he go?” becomes “Where will-i go?” “When will he come?” becomes “When will-i come?” “Who will he meet?” becomes “Who will-i meet?” “How will he know?” becomes “How will-i know?” “Has he gone?” becomes “H as-i gone?” “Had he done it before?” becomes “Had-i done it before?” “Must he go?” becomes “Must-i go?” “Can he do it?” becomes “Can-i do it?” “Should he leave?” becomes “Should-I leave?” it’s important to accustom yourself to the dropped “h” sound in soun d linking. This has been today’s daily tip. Tune in tomorrow for another tip on learning English.

美语听力与发音技巧第6期（辅音连续）

Welcome to Daily Tips on Learning English. Today’s tip is on sound linking.

When 2 identical or similar consonants are in a row, most sounds are not pronounced. For example, stop Peter. “stop” ends in the sound “p”, and “Peter” begins in the same sound. Together the words are linked as “sto-peter”. The words aren’t pronounced stop Peter. To pronounce two identical sounds one after another, would sound like someone stuttering. English words are always linked smoothly. Similar but not identical sounds such as voiced and voiceless pairs of consonants are also linked in this way. For example, it’s a big cake. “big” begins in the sound “g”, cake begins with the sound “k”.

“k” and “g” differ only in that “k” is voiceless and “g” is voiced. Whe n they are next to each other in a phrase they’re linked smoothly by not aspirating or pronouncing fully the first of the 2 sounds. Listen carefully as I read the example again. It’s a big cake. Notice how the first sound “g” is not released. If the pair o f sounds is reversed, like in “I like goats.” it is the “k” sound which is not pronounced. Listen closely. I like goats. I like goats.

There’re 8 pairs of consonants that differ only in the presence or lack of vocal cord vibration. Listen as I give one example of sound linking for each pair.

v, f : I love France.

δ,θ: Let’s bathe three times.

z, s : She is Susan.

з,∫: The garage should be cleaned.

dз,t∫: He has a huge chin.

b, p : Put the cap back on.

d, t : Dad told me.

k, g : I like Gavin. (? )

It is important to include this type of sound linking in your speech if you want to achieve fluency. It is also important to be aware of how this linking affects how spoken English sounds. Otherwise you may not understand native speaker’s speech. This has been today’s daily tip. Tune in tomorrow for another on learning English.

美语听力与发音技巧第7期（冠词“a”）

Welcome to Daily Tips on Learning English. Today’s tip is on using or omitting the English article “a” correctly.

There’s no single rule that explains how to choose whether you should use “a”, use “the” or not use any article at all. Sometimes there’s only one correct choice, and in other cases, different choices change the meaning of the sentence. Today let’s discuss the most frequently occurring differences between using the article “a” and using no article. All English nouns can be divided into 2 classes: those that are countable and those that are uncountable.

It is the meaning of a noun as it is used in a sentence which determines whether it is countable or uncountable. For instance, in the sentence “She has long hair.”, “hair” is u ncountable. But in the sentence “There’s a hair in my soup.”,” hair” is countable. This can create some interesting mistakes. For example, “I like a dog” does not mean 我喜欢狗, that should be “I like dogs.” If you say “I like dog”, that means you like to eat dog meat. If you say “I ate a hamburger”, that means 我吃了一个汉堡, but if you say “I ate hamburger”, that means you ate raw ground beef. If you say “I ate a cake’, that means you ate a whole cake, which is very unlikely. You should have said, “I ate cake”, then it means you ate some cake.

Notice how the use of the article “a” means that the noun it precedes