语音教学文本(2013级).doc

1.词重音英语中的词重音分为三种：(1) 主重音（Primary Stress）。主重音节发音时，元音发出的气流较重，较长，因而读得较响亮。重音符号用“ ”表示，标在重读音节左上方，但单音节词不需注出重音符号。(2) 次重音（Secondary Stress）。在一些多音节词中，除了主重音外，还有次重音，即发音强度介于主重音和轻音之间的音节。次重音符号标在左下方。(3) 弱重音（Weak Stress）。弱重音是单词中响亮度最弱的音节，也被称为非重读音节，没有任何重音符号。Book 2-Unit 1-in-class reading 中单词举例： unwanted -secondary stress unwanted- primary/heavy stress unwanted - unstressed syllable1） 双音节名词的重音往往在第一个音节，而双音节动词的重音一般落在第二个音节上。Eg. Book 2-Unit 1-in-class reading 中单词举例： tunnel trifle complain adjust 注：有些词拼写相同，但因重音位置，词性便不同。如：n. v.abstract abstractrecord recordincrease increasedesert desertpresent present2) 多音节词一般都是在倒数第三个音节上重读Eg. Book 2-Unit 1-in-class reading 中单词举例： Coordinate vicariously 尤其以-ity, -ety, -ty, -ate, -ite, -tude, -cle结尾的单词， 重音都落在倒数第三个音节上。-ity reality university opportunity-ety variety society-ty loyalty modesty specialty-ate considerate concentrate delicate-ite definite favarourite opposite-tude attitude gratitude multitude-cle article miracle obstacle3) 以-ain, -ee, -eer, -ese 等后缀结尾的单词重音往往落在该后缀上。-ain complain entertain retain maintain-ee employee trainee payee-eer engineer pioneer volunteer -Chinese Japanese Cantonese4) 复合名词的重音一般落在第一个音节上。Eg. Book 2-Unit 1-in-class reading 中单词举例：Baseball handrail5)形容词加名词构成的符合名词的重音往往在第一个音节上，而在句子中，形容词用来修饰名词时，名词要重读，形容词次重读。a greenhouse a green housea blackboard a blackboard6) 大多数元音在非重读音节中弱化成中元音 / /Eg. Book 2-Unit 1-in-class reading 中单词举例： Marvel Memorable Frustration tunnel 2. 句重音1）表意重音（sense stress)重读：名词、动词、形容词、副词、数词、感叹词、否定词弱读：介词、冠词、连词、人称代词、助动词、系动词和情态动词。Eg. Book 2-Unit 2-in-class reading 中句子举例1）One of the secrets of their success was good communication.2) Ironically, they communicated well because they spoke different languages.注：Book 2-Unit 2-in-class reading 中句子举例（1）双音节介词（after, against, before)及句首、尾介词重读。 To fully express their feeling, women would tend to exaggerate the facts a little bit for effect.（2）介词性副词（up, down, in, out, on)重读 a. We never go out. (3)动词be和助动词(do)在句尾要重读 a. A correct translation of a woman saying “I dont feel heard” is:(4) 指示代词（this, that)、反身代词、不定代词、名词性物主代词需要重读。 Everyone knew that people from Mars and People from Venus spoke different languages,2、逻辑重音（logical stress）根据自己的医院或者当时的情况，需要特别强调句中某个词。Tom is sing in the bathroom.3. 感情重音（Emotional Stress） 抒发强烈的感情，一般在感叹句中，用降调。1) What a lovely place!2) Isnt that beautiful!非实词的重读弱读Strong form weak formam /m/m/is /is/z, s/are /a:/was /wz/wz/were /w:/w/do /du:/d/does /dz/dz/have /hv/hv/has /hz/hz/had /hd/hd/shall /l/l, l/shoul/ud/d/will /wil/l, l/would/wud/wd/can /kn/kn/could/kud/kd/must /mst/mst/and /nd/nd/as /z/z/at /t/t/but /bt/bt/by /bai/b/for /f:/f/from /frm/frm/nor /n:/n/of /v/v/or /:/that /t/t/till /til/tl/to /tu:/tu, t/a /ei/an /n/n/the /i:/i, /he /hi:/hi/his /hiz/iz/her /h:/h, :/my /mai/mi/us /s/s/them /em/m/you /ju:/ju/your /j:/j/3. 停顿我们说话和朗读时不时以单个的词而是以意思连贯、结构紧凑的几个单词进行的。这一组组的词从意义上构成了意群（sense group），从结构上构成了词组、从句或句子，发音是形成了语调群。对那些一口气不能读完或需要停顿的句子，为了不使他们的意思支离破碎，以便有条理地表达思想，人们往往会在意群后作一短暂的停顿。停顿常用一单线“/” 隔开，而句子则用双线 “/” 分开，表示更长些的停顿。Eg. Book 2-Unit 3-in-class reading 中句子举例A loser is held back/ by his low capacity /to appropriately express himself /though a full range of possible behavior./节奏节奏群：每组之间总有一个重读音节，并伴随着若干个非重读音节。节奏群的时间距离大体相等。Each human being /is born /as something unique, something /that never/ existed before.4. 音的同化音的同化（Assimiliation）issue 的音标是/ isju:/，但发音时却读成了/ iu:/。为什么会发生这种变音现象呢？原来/s/与/j/相遇，发声时舌位自然会上升，发/s/ 时，发音器官只作准备，马上让位于/j/和紧随而来的元音的发音，这样便发成既不是/s/也不是/j/ 的第三音。又如，education音标是/ edjukeiEn/，朗读时读成/ edu kein/，这是因为/d/和/j/相遇时，气流突破阻碍流向舌前部与硬颚间，带着后面的元音发成/du/。这种某个音因受了一个相邻音的影响而发成另一个音的情况就是音的同化。英语中最常见的音的同化有以下几种现象：1. /s/+/j/=/ /z/+/j/=/ /t/+/j/=/t/ /d/+/j/=/d /单词内的同化suit ancient social anxious assume usual casual pleasure vision conclusion situated mutual suggestion mature question unclear unconscious incompetent incredible income irregular immodest unnecessary illogical impatient句子中常见的同化现象1) Glad to meet you.2) Would you join us?3) Did you get the book?4) I thought you will come.5) Does she like the color?6) Wont you have a cup of tea?7) I used to go swimming in the river in summer.5. 连音（Liaison）（1） 前一个词末尾是辅音+后一个词开头是元音1) Not at all2) I have a lot of trouble with spelling.3) Life is short, art is long.(2)前一个词以r 或re 结尾/r/，后一个词以元音开头。1) Far and wide2) At four oclock3) Where there is a will, there is a way.4) Im looking for a job where I can live in.(3)前一个词以l结尾（要读清晰/l/),后一个词以元音开头1) All of us know that he is an efficiency expert.2) Spell it out, please.3) A middle- aged woman was crying in front of the gate.（4）若这两个词分属于两个意群，不连读1) The girl standing there /is my daughter.2) Dont touch that cap /at the moment.6. 语调升调（ Rising Tone）升调多用于不肯定，询问，意思未结束，或语法结构不独立。它一般遵循以下两种模式：1) 句子的第一个音节如果是重读，那需要读得最重，然后依次下降，句子最后一个重读音节用升调，如重读音节后还有非重读音节便稍往上扬；2) 如果是非重读，便读低，用最高声读第一个重音节，再依次下降，句子最后一个重读音节用升调，如重读音节后还有非重读音节便稍往上扬。一般疑问句1）Can you show me the way to the town center from here? 反意疑问句中的简短部分2）He looks sad, doesnt he? , 疑问句中连词or 前面的部分3）Do you live in a small town or in a big city? 列举，点数4）In the boys bag there are books, pencils, toys and small stones. 状语从句在前的句子5) When I was young, I used to swim in that pond. , 表请求祈使句6) Please be quiet. 用陈述句表示的疑问、询问等7) Anybody inside? 要求重复的特殊疑问句或简短问话8. - There are fifteen girls in my class. - How many girls? 9.意群停顿处 Before we left the house my mother made sure that the windows were shut and the lights turned off. 降调 Falling Tone降调表示肯定，命令，语法结构独立，以及句子的结束。它也有两种模式：1）句子的第一个音节如果是重读音节，那么读音最高，然后顺次下降；2）如果是非重读，那么读音较低，最后一个句中重读音节用降调，如重音后还有非重读音节，则在较低处标上非重读符号。 陈述句1）Beijing is the capital of C