Word stress-英语语音练习
练习英语语音语调
练习英语语音语调###When it comes to learning a new language, one of the most challenging aspects is mastering its pronunciation and intonation. English, with its diverse accents and phonetic variations, can be particularly tricky. Here are some key points to help you improve your English pronunciation and intonation:1. Understanding the Basics- Start by familiarizing yourself with the English alphabet and its corresponding sounds. Each letter can have multiple sounds depending on its position in a word.2. Phonetics- Learn the International Phonetic Alphabet (IPA) for English, which provides a systematic way to represent the sounds of speech.3. Consonants and Vowels- Practice the different sounds for consonants and vowels. Pay attention to the mouth shape and tongue position for each sound.4. Word Stress- English words often have stressed syllables. Identifying and emphasizing these can greatly improve your pronunciation.5. Intonation Patterns- English intonation involves the rise and fall of pitch in speech. Understanding and practicing these patterns can make your speech sound more natural.6. Linking and Elision- Learn to link words together smoothly and to elide certain sounds for a more fluent speech.7. Listening and Imitation- Listen to native speakers and imitate their pronunciation and intonation. This can be done through audio recordings, movies, or even songs.8. Practice with Tongue Twisters- Tongue twisters are phrases designed to be difficult to articulate quickly. They can be a fun way to practicespecific sounds and improve your pronunciation.9. Use of Technology- Utilize pronunciation apps and software that provide feedback on your pronunciation. Some even offer visual aids to help you see the correct mouth movements.10. Consistent Practice- Regular practice is essential. Dedicate time each day to work on your pronunciation and intonation.Remember, mastering pronunciation is a gradual process that requires patience and consistent effort. Keep practicing, andover time, you'll notice significant improvements in your English speech.。
WordStressandSentenceStress重音是英语发音的关键环节
Word Stress and Sentence Stress 重音是英语发音的关键环节The Golden Key to English PronunciationJosef EssbergerNormally when we say "I feel stressed" it means "I feel anxious". Stress is a kind of worried feeling about life or work. But there is another kind of stress that actually helps us understand. This other kind of stress is an accent that we make on certain syllables and words when speaking English.In some languages, for example Japanese, people say each syllable with equal force. But in English, and some other languages, we put a big force (stress) on some syllables and no force on other syllables or words. This can make it difficult for speakers of other languages to understand English that is spoken quickly. Of course, for native speakers it is not difficult - in fact, stress actually helps native speakers understand each other. So it is very important.We shall talk here about WORD STRESS (stress on a syllable inside a word) and SENTENCE STRESS (stress on words inside a sentence).WORD STRESSWord stress is like a golden key to speaking and understanding English.If you do not already know about word stress, you can try to learn about it. This is one of the best ways for you to understand spoken English - especially English spoken fast.What is word stress?Take 3 words: photograph, photographer and photographic. Do they sound the same when spoken? No. Because ONE syllable in each word is STRESSED (stronger than the others).∙PHOtograph∙phoTOgrapher∙photoGRAPHicThis happens in ALL words with 2 or more syllables: TEACHer, JaPAN, CHINa, aBOVE, converSAtion, INteresting, imPORtant, deMAND, etCETera, etCETera, etCETeraThe syllables that are not stressed are "weak" or "small" or "quiet". Native speakers of English listen for the STRESSED syllables, not the weak syllables. If you use word stress in your speech, you will instantly and automatically improve your pronunciation and your comprehension.If you have an English teacher, you can ask her to help you understand word stress. Or you can try to hear the stress in individual words each time you listen to English - on the radio, or in films for example.Your first step is to HEAR and recognise it. After that, you can USE it.Two important rules about word stress:1. One word, one stress2. The stress is always on a vowelSENTENCE STRESSSentence stress is another golden key for speaking and understanding English. With sentence stress, some words in a sentence are STRESSED (loud) and other words are weak (quiet). Look at the following sentence:We want to go.Do we say every word with the same stress or force? No. We make the important words BIG and the unimportant words small. What are the important words in this sentence? Yes, that's right: WANT and GO.∙We WANT to GO.∙We WANT to GO to WORK.∙We DON'T WANT to GO to WORK.∙We DON'T WANT to GO to WORK at NIGHT.Now that you know that word stress exists, you can try to learn more about it.You should KNOW that SENtence and WORD STRESS are VERy imPORtant1998 Josef Essberger。
(完整word版)Key to pretest-English Pronunciation and Intonation for Communication英语语音练习
Pretest(Transcript and key)I. SoundsThe following pairs of sentences are exactly the same except for one word. You will hear either sentence (a) or (b). Circle the letter of the sentence you hear.Example a. Do you want everything?b. Do you wash everything?1. a. How do you spell "believe"?b.*How do you spell "belief"?2. a. They like all the foodb. *They liked all the food.3. a. *The car is missing.b. The cart is missing.4. a. They've already gone.b. *They'd already gone.5. a. *No one is going to watch all of it.b. No one is going to wash all of it.6. a *How did you like the peach?b. How did you like the pitch?7. a. *Can you say something about the collar?b. Can you say something about the caller?8. a. When are you going to sell the boat?b. *When are you going to sail the boat?9. a. *We all saw the cop.b.We all saw the cup.10. a. Did you say 'the lock' on the door?b.*Did you say 'the knock' on the door?II. Syllable numberHow many syllables do you hear? Write the number.Examples a. e ase 1b. easy 2c. uneasy 31.camera ____2______2.family ____2______3.chocolate _____2_____4.opened _____2_____5.arrangement _____3_____6.frightened _____2_____7.Wednesday _____2_____8.clothes _____1_____9.suffering ______2____10.ordinary ______3____III. Word stressDraw a line under the syllable with the most stress (the strongest syllable). Mark only one syllable for each word.Examples a. delayb. brokencation1.argument2.produce3.economy4.Canadian5.Economic6.post office7.phone book8.creation9.geographic10.recordIV. Contractions, reductions and LinkingYou will hear a sentence. It will be read twice. Write down the sentence.Example You hear: Do you think she's in her room?Your write: Do you think she's in her room?orDo you think she is in her room?1. Please give her a new car.2. Is he busy now?3. Who's in the office?4. They're always asking questions.5. My eyes are tired.6. His aunt was out.7. Was all of it eaten?8. We eat rice every day.9. Has everybody got a piece of pie?10. Have you got the answer to everything?V. Focus: identificationYou will hear a dialogue with ten sentences. In each sentence, underline the word with the most emphasis (the strongest word). You will hear the dialogue twice.Example A: That's a great idea!A: I lost my hat.B: What kind of hat?A: It was a rain hat.B: What colour rain hat?A: It was a white hat. White plastic.B: Mmmm. There was a white hat in the car.A: Which car? Where is the car?B: I've sold the car.VI. Focus meaningThe following pairs of sentences are exactly the same, except a different word is stressed (stronger) in each sentence. You will hear sentence (a) or (b). Circle the correct response.Example a. They bought two bottles. Not three?b. They bought two bottles. Not cans?1. a. We want to buy a lot of apples. Not oranges?b. *We want to buy a lot of apples. How many?2. a. I think that animal is a big cat. No, it's a baby tiger.b. *I think that animal is a big cat. Aren't you sure?3. a. *Frank wrote the report. No, he translated it.b. Frank wrote the report. No, Gloria did.4. a. *Does she speak Italian? No, but he does.b. Does she speak Italian? No, but she can read it.5. a. *Judy wanted to go early. When?b. Judy wanted to go early. Who?VII. Thought groupsYou will hear sentence (a) or (b). Answer the question that follows the sentence you hear.Example a. John said, "My father is here."b. "John," said my father, "is here."Question Who was speaking? My father1. a. Do you want Super Salad?b. *Do you want soup or salad?Question: How many things were you offered? ___Two.____2. a. He sold his house, boat and car.b. *He sold his houseboat and car.Question: How many things did he sell? ___Two.____3. a. The teacher said, "That student is lazy."b. *"The teacher", said that student, "is lazy."Question: Who was lazy? _The teacher._4. a. Wooden matches are used to start fires.b. *Wood and matches are used to start fires.Question: How many kinds of things are used to start a fire? ____Two.___5. a. *The president said, "That reporter is lying."b."The president," said that reporter, "is lying."Question: Who was speaking? The president.。
美式英语发音练习
美式英语发音练习### American English Pronunciation PracticeWhen it comes to mastering the American English accent, pronunciation is a crucial aspect that can greatly enhance your fluency and make your speech more natural. Here are some tips and exercises to help you improve your American English pronunciation.#### Understanding the Sound System1. Phonetics Basics: Familiarize yourself with the International Phonetic Alphabet (IPA), which is used to represent the sounds of American English.2. Vowel and Consonant Sounds: Learn the distinct vowel and consonant sounds in American English, and practice them in isolation and in context.#### Listening and Imitation1. Native Speaker Content: Listen to native speakers through movies, TV shows, podcasts, and music. Pay attention to the rhythm and intonation.2. Imitation Practice: Repeat phrases and sentences after native speakers, focusing on matching the sounds and rhythm.#### Tongue TwistersTongue twisters are a fun way to practice specific sounds and improve your pronunciation.- "She sells seashells by the seashore."- "How can a clam cram in a clean cream can?"#### Minimal PairsMinimal pairs are pairs of words that differ by only one sound, which can be particularly challenging for non-native speakers.- "bit" vs. "bet"- "cat" vs. "cut"Practice distinguishing and pronouncing these pairs correctly.#### Stress and Intonation1. Word Stress: Identify the stressed syllables in words and practice emphasizing them.2. Sentence Stress: Learn where to place stress in sentencesto convey meaning and emotion.3. Intonation: Practice the rise and fall of your voice to sound more natural.#### Consonant ClustersConsonant clusters can be tricky, especially at the beginning or end of words.- "Sprint" (/sprɪnt/)- "Gift" (/gɪft/)Practice these words to get comfortable with the rapid succession of consonants.#### Rhotic "R"The American "r" sound is a rolled or trilled sound that canbe challenging for speakers of languages without this feature.- Practice the "r" sound in words like "red," "right," and "rural."#### Final ThoughtsConsistent practice is key to improving your American English pronunciation. Use a variety of resources, such as language learning apps, pronunciation guides, and practice with native speakers to refine your skills. Remember, the goal is notonly to sound like a native speaker but also to be understood clearly and confidently. Happy practicing!。
Word stress rules
Rules of Word Stress in English There are two very simple rules about word stress:1.One word has only one stress. (One word cannot have twostresses. If you hear two stresses, you hear two words. Twostresses cannot be one word. It is true that there can be a"secondary" stress in some words. But a secondary stress ismuch smaller than the main [primary] stress, and is only used in long words.)2.We can only stress vowels, not consonants.Here are some more, rather complicated, rules that can help you understand where to put the stress. But do not rely on them too much, because there are many exceptions. It is better to try to "feel" the music of the language and to add the stress naturally.1 Stress on first syllable2 Stress on last syllableThere are many two-syllable words in English whose meaning and class change with a change in stress. The word present, for example is a two-syllable word. If we stress the first syllable, it is a noun (gift) or an adjective (opposite of absent). But if we stress the second syllable, it becomes a verb (to offer). More examples: thewords export, import, contract and object can all be nouns or verbs depending on whether the stress is on the first or second syllable.3 Stress on penultimate syllable (penultimate = second from end)For a few words, native English speakers don't always "agree" on where to put the stress. For example, some peoplesay teleVIsion and others say TELevision. Another exampleis:CONtroversy and conTROversy.4 Stress on ante-penultimate syllable (ante-penultimate = third from end)5 Compound words (words with two parts)Here are the main principles that determine how words are stressed or accentuated in English.This list of rules is not complete, but it does explain where to place the mainaccent in the majority of words in English.Can you designate the tonic syllable (main stress) in these words which all obey the rules?Britain,England,Edinburgh,region, regional, economic, to complain, community, to refuse, considering.Examples:•SAMples•CARton•COlorful•RAInyExamples:•reLAX•recEIVE•diRECT•aMONG•aSIDE•beTWEEN•About 80% or so of two-syllable words get their stress on the first syllable.•There are of course, exceptions to this rule, but very few nouns and adjectives get stress on their second syllable.•Verbs and prepositions usually get stress placed on the second syllable, but there are exceptions to this too.For three syllable words, look at the word ending (the suffix), using the following as your guide.For words ending with the suffixes er, or, or ly, the stress is placed on the first syllable.Examples:If there is a word that ends in a consonant or in a y, then the first syllable gets the stress.Examples:T ake a good look at the list of suffixes below (suffixes are word endings).Your stress is going to come on the syllable right before the suffix. This applies to words of all syllable lengths.Examples:1.able: ADDable, ARable, DURable2.ary: PRIMary, DIary, liBRary3.cial: juDIcial, nonSOcial4.cian: muSIcian, phySIcian, cliNICian5.ery: BAkery, SCENery6.graphy: calLIgraphy, bibliOgraphy, stenOgraphy7.ial: celesTIal, iniTIal, juDICial8.ian: coMEdian, ciVILian, techNIcian9.ible: viSIble, terRIble, reSIstible10.ic: arCHAic, plaTOnic, synTHEtic11.ical: MAgical, LOgical, CRItical12.ics: diaBEtics, paediAtrics13.ion: classifiCAtion, repoSItion, vegeTAtion14.ity: imMUnity, GRAvity, VAnity15.ium: HElium, ALUminum, PREmium16.imum: MInimum, MAXimum, OPtimum17.logy: BIology, CARdiology, RAdiology18.tal: caPItal, biCOAstal, reCItalWords that use the suffix ee, ese, eer, ique or ette, have the primary stress actually placed on the suffix.This applies to words of all syllable lengths.Examples:1.ee: agrEE, jamborEE, guarantEE2.eer: sightsEER, puppetEER3.ese: SiamESE, JapanESE, cheESE4.ette: cassETTE, CorvETTE, towelETTE5.ique: unIQUE, physIQUEUsually, prefixes do not take the stress of a word.There are a few exceptions to this rule, however, like: un, in, pre, ex and mis, which are all stressed in their prefix.Examples:1.ex: EXample, EXplanation, EXamine2.in: INside, INefficient, INterest3.mis: MISspoke, MIStake, MISspelled4.pre: PREcede, PREarrange, PREliminaryYou put stress on the second syllable from the end of the word, with words ending in ic, sion and tion.Examples:•iCONic•hyperTENsion•nuTRItionYou put stress on the third from end syllable with words that end in cy, ty,phy, gy and al.Examples:•demoCRAcy•TREAty•geOGraphy•ALlergy•NAUtical11. Word stress for compound wordsA. Compound nouna compound noun, the first word usually takes on the stress.Examples:•SEAfood•ICEland•TOOTHpasteOften, hyphens are used in compound adjectives. In compound adjectives, the stress is placed within the second word.Examples:•ten-MEter•rock-SOlid•fifteen-MInutesecond or on the last part.Examples:•Matilda loves bread but deTESTS butter.•Sarah baked cookies and ATE them up.•Dogs love to eat bones and love DRINking water.noun, the stress is on the first word.Examples:•AIRplane mechanic•PROject manager•BOARDroom memberIn phrasal verbs, the second word gets the stress (the preposition). Examples:•Black OUT•break DOWN•look OUTSpain, Google.The second word is always the one that takes the stress Examples:•North DAKOTA•Mr. SMITH•Apple INCORPORATEDThe second syllable usually takes the stress.Examples:•mySELF•themSELVES•ourSELVESIf the number is a multiple of ten, the stress is placed on the first syllable.Examples:•TEN•FIFty•ONEhundredWord stress and dictionariesDictionaries are great tools for learning word stress.For every word, the dictionary indicates where the stress goes, for example by placing an apostrophe before the stress.T ake a look at your dictionary to find out how your dictionary indicates word stress.Word Stress in EnglishWord stress is your magic key to understanding spoken English. Native speakers of English use word stress naturally. Word stress is so natural for them that they don't even know they use it. Non-native speakers who speak English to native speakers without using word stress, encounter two problems:1.They find it difficult to understand native speakers, especially those speaking fast.2.The native speakers may find it difficult to understand them.To understand word stress, it helps to understand syllables. Every word is made from syllables. Each word has one, two, three or more syllables.vowel (a, e, i, o or u) or vowel sound.What is Word Stress?In English, we do not say each syllable with the same force or strength. In one word, we accentuate ONE syllable. We say one syllable very loudly (big, strong, important) and all the other syllables very quietly.Let's take 3 words: photograph, photographer and photographic. Do they sound the same when spoken? No. Because we accentuate (stress) ONE syllable in each word. And it is not always the same syllable. So the shape of each word is different.This happens in ALL words with 2 or more syllables: TEACHer, JaPAN, CHINa, aBOVE, converSAtion, INteresting, imPORtant, deMAND, etCETera, etCETera, etCETeraThe syllables that are not stressed are weak or small or quiet. Native speakers of English listen for the STRESSED syllables, not the weak syllables. If you use word stress in your speech, you will instantly and automatically improve your pronunciation and your comprehension.Try to hear the stress in individual words each time you listen to English - on the radio, or in films for example. Your first step is to HEAR and recognise it. After that, you can USE it!There are two very important rules about word stress:1.One word, one stress.(One word cannot have two stresses. So if you hear twostresses, you have heard two words, not one word.)2.The stress is always on a vowel.Why is Word Stress Important?Word stress is not used in all languages. Some languages, Japanese or French for example, pronounce each syllable with eq-ual em-pha-sis. Other languages, English for example, use word stress.Word stress is not an optional extra that you can add to the English language if you want. It is part of the language! English speakers use word stress to communicate rapidly and accurately, even in difficult conditions. If, for example, you do not hear a word clearly, you can still understand the word because of the position of the stress.Think again about the two words photograph and photographer. Now imagine that you are speaking to somebody by telephone over a very bad line. You cannot hear clearly. In fact, you hear only the first two syllables of one of these words, photo...Which word is it, photograph or photographer? Of course, with word stress you will know immediately which word it is because in reality you will hear either PHOto... or phoTO...So without hearing the whole word, you probably know what the word is ( PHOto...graph or phoTO...grapher). It's magic! (Of course, you also have the 'context' of your conversation to help you.)This is a simple example of how word stress helps us understand English. There are many, many other examples, because we use word stress all the time, without thinking about it.Where do I Put Word Stress?There are some rules about which syllable to stress. But...the rules are rather complicated! Probably the best way to learn is from experience. Listen carefully to spoken English and try to develop a feeling for the "music" of the language. When you learn a new word, you should also learn its stress pattern. If you keep a vocabulary book, make a note to show which syllable is stressed. If you do not know, you can look in a dictionary. All dictionaries give the phonetic spelling of a word. This is where they show which syllable is stressed, usually with an apostrophe (') just before or just after the stressed syllable. (The notes at the front of the dictionary will explain the system used.) Look at (and listen to) this example for the word plastic. There are 2 syllables. Syllable #1 is stressed.Rules of Word Stress in EnglishThere are two very simple rules about word stress:1.One word has only one stress. (One word cannot have two stresses. If you hear twostresses, you hear two words. Two stresses cannot be one word. It is true that there can be a "secondary" stress in some words. But a secondary stress is much smallerthan the main [primary] stress, and is only used in long words.)2.We can only stress vowels, not consonants.Here are some more, rather complicated, rules that can help you understand where to put the stress. But do not rely on them too much, because there are many exceptions. It is better to try to "feel" the music of the language and to add the stress naturally.1 Stress on first syllable2 Stress on last syllableThere are many two-syllable words in English whose meaning and class change with a change in stress. The word present, for example is a two-syllable word. If westress the first syllable, it is a noun (gift) or an adjective (opposite of absent). But if we stress the second syllable, it becomes a verb (to offer). More examples: the words export, import, contract and object can all be nouns or verbs depending on whether the stress is on the first or second syllable.3 Stress on penultimate syllable (penultimate = second from end)For a few words, native English speakers don't always "agree" on where to put the stress. For example, some people say teleVIsion and others say TELevision. Another example is: CONtroversy and conTROversy.4 Stress on ante-penultimate syllable (ante-penultimate = third from end)5 Compound words (words with two parts)ENGLISH WORD STRESS - MAIN RULESA few explanations before starting:•An asterisk * means that the form proposed at the right of this symbol is not acceptable.• A capital V stands for Vowel and a capital C for Consonant.•/0/ symbolizes an unstressed syllable, /1/ the primary stress and /2/ the secondary stress.•The forms written between this type of brackets <…> represent the spelling of a word or a piece of word. Hence, <-ate>means “words ended with the lettersmentioned between these brackets”.•In this abridged course, a bold cha racter or bold chain of cha racters means that this part of the word bears a primary or a secondary stress. The usual symbolswill be used in the full course.•/01/ the primary stress and /2/ the secondary stress.IMPORTANT:The rules proposed here are not complete in this abridged course which shows the main tendencies only. There may be other cases which will be explained in class in the unabridged course.In fo reign, the first three letters are not a German prefix but are part of the word, whereas in for get, <for > is an unstressed strong prefix. For example, it may be replaced by another prefix such as <be > in be get, a verb which can be found in the English version of the Bible: and he be gat…I.- PRIMARY STRESS:1 A°) Normal Stress Rule:(code/10/): fo reign , moun tain, le gal, …b) Three-syllable words are normally stressed on the first syllable (code /100/): cha racter, fa mily, …c) Words of more than three syllables are normally stressed on the antepenultimate (code /-100/) and may need a secondary stress (see section II below): o ri ginal, curi o sity, … (unless a strong suffix assigns the primary stress to the penultimate as in cha racteri za tion /200010/, po pulari za tion /200010/, or elsewhere as in cha racte ris tically /20010(0)0/ where one strong suffix is followed by two weak suffixes).1 B°) Main classes of exceptions for two-syllable words /01/:a) Words beginning with a Latin or Germanic prefix : re mind, de cide, ex cept... ; a bout, be hind, for get...b) Verbs ending in <-ate> : cre ate, frus trate, tran slate...2°) Retrieving the original word (= the deriving word)To calculate the main stress of longer words, you must first remove any "weak" suffix, and then count from the end.The principal weak suffixes, added to words without modifying the stress of the stem, are:a)grammatical suffixes such as <-ed>, <-en>, <-ing>, <-(e)s>, <-er>, <-est>…b)agent suffixes such as <-er>,<-or>, <-ist>, …c)any suffix beginning with a C (= Consonant) such as <-ful>, <-less>, <-ness>, <-ment>, <-ly>,…3A°) Words of three or more syllables are normally stressed on the antepenultimate (code /100/ or /-100/)a) Three-syllable words are normally stressed on the first syllable (code /100/): cha racter, fa mily, …b) Words of more than three syllables are normally stressed on the antepenultimate (code /-100/) and may need a secondary stress (see section II below)3B°) Main classes of exceptions:a) Words ending in <-ic> (code/ 10/): ec cen tric, sym bo lic, ca tas tro phic,…(CAUTION: a few words, which are not derived adjectives, are stressed according to the "Normal" Stress Rule (code /100/ or / 100/) and must be learnt by heart: A rabic,a ri thmetic, ar senic, Ca tholic, he retic, lu natic, po litics, rhe toric)b) Verbs ending in <-ish> / 10/: de mo lish, di mi nish, ex tin guish...c) Words ending in <-ion>, or more generally in V{i/e/u}V(C)# [or -iV(C)# , -eV(C)# or -uV(C)#], have their main stress on the syllable immediately preceding the ending (code/ 10/): e du ca tion, co lo nial, a tro cious, ad van ta geous, con spi*cuous, re si dual, ra tio…Please note:The # symbol means that this is the end of the word (after all the suffixes have been removed). II.- SECONDARY STRESS :1°) Whenever two or more syllables precede the main stress, there must be a secondary stress2°) When ONLY two syllables precede the main stress, the secondary stress falls on the first:as in: ma the ma tics /2010/, e du ca tion /2010/, per spi ca city /20100/,...This can be summed up thus: (code /201/)3°) When more than two syllables precede the main stress (code */00 /), consult the nearest deriving form (= the root word)The main stress of the deriving form becomes the secondary stress of the derivedcha racter /100/ -> cha racte ris tic /20010/;e ra dicate /0100/ -> e ra di ca tion /02010/...Ce cours est une refonte d'un document aimablement prêté par Ruth Huart que je remercie pour sa générosité. Bien évidemment, les erreurs qui pourraient subsister sont les miennes. SiD'avance merci.Article mis en ligne le 20 octobre 2005.。
英语语音练习题及答案
英语语音练习题及答案### English Pronunciation PracticeObjective: Improve your English pronunciation by practicing the following exercises.#### Exercise 1: Minimal PairsMinimal pairs are words that differ by only one sound. Practice the difference between these pairs.1. Cat - Bat- /kæt/ - /bæt/- _Which animal is nocturnal?_2. Ship - Sheep- /ʃɪp/ - /ʃiːp/- _What did the farmer have on his farm?_3. Meet - Meat- /miːt/ - /miːt/- _What did you have for lunch?_4. Rose - Rows- /roʊz/ - /roʊz/- _How many rows are in the garden?_5. Bread - Bred- /brɛd/ - /brɛd/- _Did you bake the bread or were you bred in this city?_#### Exercise 2: Word StressCorrect stress placement is crucial for clear communication. Practice these words.1. Record- /ˈrɛkərd/ (noun) /rɪˈkɔrd/ (verb)- _I want to record this moment._2. Present- /ˈprɛzənt/ (noun) /prɪˈzɛnt/ (verb)- _She gave a present to her friend._3. Object- /ˈɑbdʒɛkt/ (noun) /əbˈʤɛkt/ (verb)- _The artist created a beautiful object._4. Subject- /ˈsʌbdʒɛkt/ (noun) /səbˈʤɛkt/ (verb)- _The subject of the book is fascinating._5. Contrast- /ˈkɑntræst/ (noun) /kənˈtræst/ (verb)- _The colors provide a nice contrast._#### Exercise 3: Consonant ClustersConsonant clusters can be challenging. Practice these words to improve your pronunciation.1. Sprint- /sprɪnt/- _The athlete did a sprint to the finish line._2. Strength- /strɛŋθ/- _She showed great strength in lifting the weight._3. Squirrel- /ˈskwɜːrəl/- _The squirrel was gathering nuts for winter._4. Structure- /ˈstrʌktʃər/- _The structure of the building is impressive._5. Scramble- /ˈskræmbəl/- _The soldiers had to scramble to safety._#### Exercise 4: Vowel SoundsVowels are the core of pronunciation. Practice these vowel sounds.1. Bite - Byte- /baɪt/ - /baɪt/- _Did you take a bite of the apple or save a byte on the computer?_2. Sheep - Ship- /ʃiːp/ - /ʃɪp/- _The sheep was on the ship heading to a new pasture._3. Boot - Food- /buːt/ - /fuːd/- _Put on your boots and let's go get some food._4. Meet - Mate- /miːt/ - /meɪt/- _Let's meet at the dock, my mate is waiting there._5. Goat - Goad- /ɡoʊt/ - /ɡoʊd/- _The farmer used a goad to lead the goat._#### Answers:1. Exercise 1: Nocturnal animals include bats. The farmer had sheep. You had meat for lunch. There are many rows in thegarden. You were bred in this city if you were born there.2. Exercise 2: "Record" as a noun is pronounced /ˈrɛkərd/, and as a verb, it's /rɪˈkɔrd/. "Present" as a noun is/ˈprɛzənt/, and as a verb, it's /prɪˈzɛnt/. "Object" as a noun is /ˈɑbdʒɛkt/, and as。
《英语语音》考试试卷及答案
《英语语⾳》考试试卷及答案《英语语⾳》考试试卷I. Of the four words, try to find the one which has different word stress (15%)（）1. A. balloon B. Bamboo C. bedroom D. belief（）2. A. discipline B. Diffuse C. Discover D. dismiss （）3. A. Difference B. diverse C. devote D. delay （）4. A. radiationB. relaxC. remarkableD. repeat （）5. A. blacksmith B. DoorbellC. BlackboardD.good-looking（）6. A. primary school B. National DayC. lawn tennisD. shoe factory（）7. A. working people B. crying babyC. flying fishD. dining-room（）8. A. business man B. shopping centerC. stage managerD. nice fellow（）9. A. London Bridge B. Oxford StreetC. the Yellow RiverD. the Communist Party（）10. A. pick-pocket B. ill-treatmentC. vice-presidentD. misbehaviorII. Choose one word which has different pronunciation from the other three (15%)（）1. A. Subtle B. tomb C. cabinet D. doubt （）2. A. censor B. courtesy C. circle D. cynical （）3. A. condemn B. mutton C. solemn D. damn （）4. A. wrestle B. wreckage C. wrinkle D. weary （）5. A. shepherd B. rhetoric C. forehead D. inherit（）6. A. psychology B. cupboard C. punctual D. corps （）7. A. medicine B. nickname C. business D. venison（）8. A. hidden B. resent C. interest D. palely （）9. A. handkerchief B. handsomeC. WednesdayD. kingdom（）10. A. satisfactory B. territorialC. laboratoryD. victoryIII. True or false. (15%)( ) 1. A phoneme may have several allophones.( ) 2. English vowels can be voiced or voiceless.( ) 3. The mouth should be more open for / i: / than for / ? /.( ) 4. / k / and / g / have the same place of articulation. ( ) 5. In English sound system some consonant phonemes are voiced or voiceless, but all the vowel phonemes are voiced. ( ) 6. There is more air out of mouth for voiced consonants than for voiceless consonants.( ) 7. Auxiliary verbs are usually unstressed in a sentence. ( ) 8. Since diphthongs are composed of two vowel elements, they are treated as two syllables.( ) 9. A syllable is a unit of speech sounds consists of a vowel or a vowel with one or more than one consonant. A word has as many syllables as there are vowels in it.( )10. The falling intonation is often associated with uncertainty and incompleteness.IV. Fill in the blanks. ( 1 point for each, 20%)1. The six stops (plosives) in consonants are ______, ______, ______, ______,______, ______. The voiceless stopsare______, ______, ______; the voiced are ______, ______, ______.2. A speech sound formed with the lower lip and the upper teeth is called________________ sound.3. Phonetics has three branches: ____________ phonetics,____________phonetics and ____________ phonetics.4. Monophthongs are made with no ____________ or change of the speech organs, while a diphthong is a vowel sound in thepronunciation of which its quality ____________, beginning as one vowel and ending as another.5. All English diphthongs are falling diphthongs, which have the characteristics of: 1) the main stress is put on the____________ element of the two; 2) the duration of the first element is____________ than the second.V. There are four choices following each statement. Mark the choice that can best complete the statement (20%).1. The “Cardinal Vowel System” designed by Daniel Jones is mainly used to_______.A. define pure vowels in EnglishB. define pure vowel system in any languageC. make contrasts between one and many other languages2. The soft palate can move up and down. When it is _______ to let the air pass only through the nose, nasal sounds are formed.A. upB. LoweredC. at a standstill3. There are forty-sixty ________ in English.A. speech soundsB. SymbolsC. phonemes4. In the word “curtain”, “cool”, “cause” and “sky”, the pronunciation of the letter “c” and “k” are said to be ________.A. different phonemesB. allophonesC. in the complementary distribution5. The correct meaning of “ John loves Mary.” is _______.A. It’s Mary who John loves.B. It’s John who loves Mary.C. John shows his affection not hatred for Mary.6. I’ll have ________ X-ray examination tomorrow.A. anB. aC. the7. Which of the following is a passive articulator _______?A. teeth ridgeB. soft palateC. uvula8. The explosion of /-t/ and /-d/ are known as _______?A. nasal plosionB. double plosionC. lateral plosion9. Usually stress falls on words which are ________ important ina sentence.A. phoneticallyB. grammaticallyC. semantically?10. The correct rhythmic patterns of the following are ________:A. E. E. C 3 8B. 3 1 0 2 P. R.C.C. 2 8 3 3 5 7 U. S. A.VI. Mark out the component parts of the following tone-group (15%) Example: There’s plenty of time to pre pare the lesson. There’s plenty of time to pre pare the les son.Pre-head Head Nucleus Tail1. You must 'light a 'fire to 'warm the dining-room.2. Will you 'have 'time to 'type this for me?3. 'Why did he 'ask such a silly question?4. You can have the book, if you like.5. The 'more I thought about it, the 'less I liked it.《英语语⾳》考试答案I. Of the four words, try to find the one which has different word stress (15%) (每⼩题1.5 分，共15分)1. C2. A3. A4. A5. D6. C7. D8. C9. B 10.AII. Choose one word which has different pronunciation from the other three (15%) (每⼩题1.5 分，共15分)1. C2. B3. B4. D5. D6. C7. B8. B9. D 10. BIII. True or false. (15%) (每⼩题1.5 分，共15分)1. T2. F3. F4. T5. T6. F7. T8. F9. T 10. FIV. Fill in the blanks. ( 1 point for each, 20%)(每空1 分，共20 分)1. / p /, / b /, / t /, / d /, / k /, / g /; / p /, / t /, / k /; / b /, / d /, / g /.2. Labi0-dental3. articulatory, acoustic, auditory4. movement, changes5. first, longerV. There are four choices following each statement. Mark the choice that can best complete the statement (20%). (每⼩题2分，共20分) 1. C 2. B 3. C 4. C 5. C6. A7. A8. C9. C 10. CVI. Mark out the component parts of the following tone-group (15%) (每⼩题3 分，共15 分)1. You must 'light a 'fire to 'warm the dining-room.P H N T2. Will you 'have 'time to 'type this for me?P H N T3. 'Why did he 'ask such a silly question?H N T4. You can have the book, if you like.P N T P N5. The 'more I thought about it, the 'less I liked it. P H N T P H N T。
英语语音语调句子朗读
英语语音语调句子朗读跟着新概念第二册第三册读吧，反反复复反反复复读，自己检查的时候要录音下来，听那些不对。
还有就是多注意下单词的重音，这个中国学生经常读错的。
我一个语音很好的朋友在做演讲比赛培训前老师给她指出了很多语调方面的错误，就是因为重音和接续。
中国学生读英语总是停顿错地方，这也会影响我们听长篇的英语。
老师推荐的语音语调练习就是新概念的2、3册。
水平好点就3册，跟读个百来遍，它读一句你读一句这样的，然后和它一起读，找出并纠正不同的。
然后就是看美剧英剧啦~我昨天才开始这个方法。
但老师说实验过几代学生，很有用。
___有一本教美语发音的书，不清楚LZ偏好美式发音还是英式发音。
不过其实语音语调方面的问题是真的靠多听，形成一种语感。
小学时候老师都只是简单的教你问句要上扬，其实真正外国人讲话的时候并不是所有的疑问句尾音都会上扬，在这里很难三言两语就讲清楚的，而且英式英语发音和美式英语不一样，不只是pass,fast 很好辨认的a的发音的区别，细节的东西有很多，所以真正能把英式英语讲纯正的人很少，不过推荐你疯狂英语的杂志，它分很多期刊，有一本是疯狂英语口语班，我觉得不错，尤其是疯狂英语的杂志有CD，每篇文章的阅读者都不同，有的用美音有的用英音，书上都会注明的。
而且它还会告诉你哪篇文章适合精听哪篇适合泛听或精读，我从初中一直用到大学，个人很喜欢，LZ也可以尝试下，希望对你有所帮助。
五步搞定语音语调有相当一部分英语学习者在语音、语调方面处境很尴尬，一个单词的发音要么发错，要么发得特别清楚，但是即便是特别清楚的发音也和真正地道的英语发音有很大的距离，原因何在？说到底还是功夫不到家。
到底应该怎样下功夫？下面我为大家提供一种非常有效的五步语音语调突破法。
第一步：听录音，做标记听录音对于英语学习者是件很普通的事情，但却很少有人能好好利用手中的录音取得满意的效果。
先选择一盘或几盘语音比较清晰的录音材料，或者找一些语音非常好听你愿意模仿的录音材料，先听六遍，按顺序在录音材料原文上做好标记。
大学英语语音考试试题
大学英语语音考试试题大学英语语音考试试题大学英语语音考试是英语专业学生必须参加的一项重要考试。
通过这个考试，学生需要展示自己对英语语音知识和技能的掌握程度。
下面将从不同的角度来讨论大学英语语音考试试题，以帮助学生更好地准备和应对考试。
一、音标辨析音标是英语语音的基础，也是大学英语语音考试的重点内容之一。
在考试中，常常会出现一些音标的辨析题，要求学生根据给出的音标选择正确的发音。
这类题目考察学生对音标的理解和运用能力。
例如：1. Which word has a different vowel sound?a) catb) cutc) cand) car2. Which word has a different final consonant sound?a) bitb) bigc) bedd) bet这类题目要求学生对音标的细微差别有敏感的观察力和辨别能力，因此平时要多加练习和积累。
二、音节划分音节是英语发音的基本单位，准确的音节划分是大学英语语音考试的重要内容之一。
在考试中，学生需要根据给出的单词或句子，准确划分出各个音节。
例如：1. How many syllables are there in the word "elephant"?2. Divide the following sentence into syllables: "I want to go to the beach."这类题目考察学生对音节的理解和划分能力，要求学生具备较强的听力和分析能力。
三、连读和弱读连读和弱读是英语发音中常见的现象，也是大学英语语音考试的重要内容之一。
在考试中，学生需要根据给出的句子，准确判断连读和弱读的位置。
例如：1. In the sentence "I have a book", which words are connected in speech?2. Which word is weakly pronounced in the sentence "I'm going to the store"?这类题目考察学生对连读和弱读的理解和应用能力，要求学生具备较强的听力和语感。
五年级英语语音练习题
五年级英语语音练习题Five-Year-Old English Phonics ExerciseIn this exercise, we will explore various phonetic patterns and practice pronunciation in English. Phonics is an essential aspect of language learning and helps improve reading, writing, and speaking skills. Let's dive into the exercise and have some fun with English phonics!Exercise 1: Vowels1. Read the following list of words aloud, emphasizing the vowel sound in each word:- Cat- Bed- Big- Dog- Cup2. Classify the words into two groups based on the vowel sound they contain. Write down the groups and examples.Exercise 2: Consonants1. Identify the initial consonant sound in the following words:- Sun- Car- Book- Tree- Pen2. Sort the words into two groups based on the initial consonant sound they have. Write down the groups and examples.Exercise 3: Rhyming Words1. Find rhyming words for the following words:- Sad- Cup- Hat- Fox- Ball2. List the rhyming words next to each word.Exercise 4: Syllables1. Count the number of syllables in the following words:- Butterfly- Elephant- Computer- Teacher- Sunshine2. Write down the number of syllables for each word. Exercise 5: Blends1. Identify the consonant blends in the following words: - Fruit- Snake- Splash- Train- Brush2. Write down the consonant blends for each word. Exercise 6: Silent Letters1. Identify the silent letters in the following words:- Knife- Wrist- Lamb- Whistle- Castle2. Write down the silent letters for each word. Exercise 7: Homophones1. Provide the correct homophone for the given sentence:- They're going to ____ a movie tonight.- Can you ____ me your pencil, please?- I saw a ___ in the sky yesterday.2. Fill in the correct homophone for each sentence.Exercise 8: Tongue Twisters1. Practice the following tongue twisters and try to say them fast and correctly:- How much wood would a woodchuck chuck if a woodchuck could chuck wood?- Peter Piper picked a peck of pickled peppers.- How can a clam cram in a clean cream can?2. Repeat each tongue twister multiple times, focusing on enunciating each sound clearly.Exercise 9: Listening Activity1. Listen to the recording and write down the words you hear.Exercise 10: Word Stress1. Identify the stressed syllable in the following words:- Banana- Elephant- Photographer- Television- Incredible2. Write down the stressed syllable for each word.Conclusion:Phonics exercises are a great way to improve pronunciation and strengthen overall English language skills. By practicing vowel and consonant sounds, rhyming words, syllables, blends, silent letters, homophones, tongue twisters, listening activities, and word stress, students can enhance their phonetic abilities. Remember to keep practicing regularly and have fun with English phonics!。
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1.Two-syllable words1) O ounder /freedom / Asia /constant / daily /letter /happy /clever / climate2) o Oa bout / a rise / be lieve / com pel / con sist / de sire / dis cuss / em ploy / es cape /in deed / mis take / pre vent / pro pose / sup port / trans mit / rou tine / bal loon3) O OChi nese /up stairs /thir teen /un known /arm chair / Bei jing /second-hand2.Three-syllable words1)O o oopposite / average / capable / hospital / difficult / politics / diplomat2)o O oto bacco / di minish / pro vision / com mittee / com mercial / pro tection3.Four-syllable words1) O o o oagriculture / dictionary / evidently / profitable / miserable / wonderfully2) o O o obi ography / ex periment / par ticular / pro fessional / re finery / sta tistical3) O o O oadvan tageous /conver sation /sympa thetic /intro duction /inter jection4.Five-syllable words1)o O o O oe xami nation / pro nunci ation / tu bercu losis /2)O o O o ocharacte ristic / contra dictory / inde pendently / qualifi cation / uni versity /5.Words with more than six syllables1)o O o o O oin dustriali zation / i dentifi cation / per sonifi cation2)o O o O o oin feri ority / im possi bility3)O o o o O o oindividu ality / autobio graphicalStress of some affixesExamples 1:photograph pho tographer photo graphicalfamily familiar familiaritydemocrat democracy democraticdiplomat diplomacy diplomaticpolitics political politicianintellect intelligence intellectualhuman humanity humanitarianartifice artificial artificialityinterrogate interrogative interrogationpersonal personify personalityExample 2:pre fer preferencemaintain —maintenance refer —referencecompete —competent sustain —sustenanceapply —applicant preside —presidentpertain —pertinent excel —excellentdecay —decadent ordain —ordinanceprefer —preference confide —confidentAlternative StressExample:present /prezənt / pre sent /pri zent /(noun/adjective) (verb)accent ac centabstract abstractdigest digestconduct conductcombine combinecontrast contrastenvelope envelopefrequent frequentincrease increaseinsult insultobject objectperfect perfectpermit permitproduce produceprogress progressprotest protestrecord recordrefuse refusesubject subjecttransfer transfertransport transportMispronounced words and their correctionsMispronounced Correcttranslate trans latecigarette (American) ciga rettecom parable comparablepre ferable preferablepredicative pre dicativecorre lative (conjunction) cor relativere lative (relation) relativeaddress (noun) (American) ad dressmyself, yourself, himself, etc. my self, your self, him self, etc.inter view (n.& v.) interviewmoreover more overin crease (n.) increasedis count (n.) discounttrans fer (n.) transferde tail (n.) detailagri culture agriculturegaso line (American) gasolinetri angle triangleex cellent excellentcon crete (n. & adj.) concretecontribute con tributead mirable admirable“Reader’s Di gest”“Reader’s Digest”alternately al ternately (adj. al ternate)neces sarily (American) necessarily (more common)pronunci ation pro nunci ationextra ordinary ex traordinary (more common) adminis trative ad ministrativesub sequent subsequentabso lutely absolutelycom bine (harvester) combineap paratus (instrument) appa ratuscommit tee com mitteega rage (bar rage) (American) garage (barrage)per mit (n.) permitto perfect oneself to per fect oneselfChi nese Chi neseimagi native i maginativeA rabic (of Arabia) Arabicad versary (enemy) adversaryin sult (n.) insultinter esting interestingthir teen, four teen, etc. thir teen, four teen, etc.uni versity uni versitypro ceeds (profit) proceedstoward (prep.) to wards (towards is an adjective)intro duction intro ductioncompo sition compo sitionevery body, any body every body, any bodysome body, no body somebody, nobodyedu cated educatedmomentous (important) mo mentousse dentary sedentarysolicit so licithe roin(e) heroin(e)armchair (said in isolation) arm chairupstairs (said in isolation) up stairsdownstairs (said in isolation) down stairsexami nation ex ami nationcontrast (v.) con trastattri butive at tributivein valid (sick person) invalidin famous (wicked) infamousever green (n.) evergreenStress Shift 1.Rhythmic StressafterfifBeiin sideunsecond-hours carry a way this after nooneight fiflive in Beicome inquite unall second-handafter threedon t carry aafternoon lessonpoundsinsideunknown factlater2.Emphatic Stressmag nificent spec tatorless rather mag specless racharacte ristics distri bution fundaindeabso abso characte distri funda inde3.Contrasting Stressdisinimirhappydiin ex imof fensivesub jective ob unhappy defensiveStress of Compound WordsA two-word compound often takes single stress; while a two-word phrase takes double stress.beauty-spot (picturesque place) beauty spot (patch on the face)boysmithmarkspoutbagboardstockingroom (one that is dark)housestuff (anything green)coatcapneckhousedoctor (who is mad)goods (goods that are dryThe Stress of “–ing” formdining-room smiling facemaster (who is dancing)。