 /pl, pr, bl, br/  please present blue bring  /kl, kr, gl, gr, kw/  clear cricket glue Greg quarrel quickly  /sp, st, sk/  speak stop school  /spl,spr/

Presentation on theme: " /pl, pr, bl, br/  please present blue bring  /kl, kr, gl, gr, kw/  clear cricket glue Greg quarrel quickly  /sp, st, sk/  speak stop school  /spl,spr/"— Presentation transcript:

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2  /pl, pr, bl, br/  please present blue bring  /kl, kr, gl, gr, kw/  clear cricket glue Greg quarrel quickly  /sp, st, sk/  speak stop school  /spl,spr/  splendid spring   /str/  strange

3  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.

4 shapetotal syllables stressed syllable PHOPHO TO GRAPH 3#1 PHO TO GRAPH ERTO 4#2 PHO TO GRAPH ICGRAPH 4#3

5  One word, one stress. (One word cannot have two stresses. So if you hear two stresses, you have heard two words, not one word.) The stress is always on a vowel.

6  Read aloud the following words properly.  1. arise 2. beloved  3. unless 4. magnificent  5. immediately 6. exaggeration  7. species 8. specific  9. obvious 10. parade

7  Answers:  1. a′rise 2. be′loved  3. un′less 4. mag′nificent  5. i′mmediately 6. exagge′ration  7. ′species 8. spe′cific  9. ′obvious 10. pa′rade

8  1. Stress on first syllable in  (1) Most 2-syllable nouns:  PRESent, EXport, CHIna, TAble  (2) 2-syllable adjectives:  PRESent, SLENder, CLEVer, HAPpy

9  2. Stress on last syllable in  Most 2-syllable verbs  Examples: to preSENT, to exPORT, to deCIDE, to beGIN

10  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: export, import, contract, object, etc.

11  3. Stress on penultimate syllable (penultimate = second from end)  Rule: Words ending in –ic  Example: GRAPHic, geoGRAPHic, geoLOGic  Words ending in -sion and –tion  subVERsion, reveLAtion

12  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.

13  Rule:Words ending in -cy, -ty, -phy and –gy  Example ： deMOcracy, dependaBIlity, phoTOgraphy, geOLogy  Words ending in –al  Example ： CRItical, geoLOGical

14  Rule for compound nouns, the stress is on the first part  Example ： BLACKbird, GREENhouse  For compound adjectives, the stress is on the second part  Example ： bad-TEMpered, old-FASHioned  For compound verbs, the stress is on the second part  Example ： to underSTAND, to overFLOW

15 (Sentence stress) ：  每个词都有它的词重音，一般地说，英语中每一个 词在孤立的情况下, 无论实词还是虚词, 都有词的重 音, 即使是单音节词, 虽然本身没有轻重的对比, 在 孤立的情况下, 也是重读的。但是在连贯言语中， 并不是每一个词都保留自己的词重音。

16  句重音通常是名词、形容  词、副词、实意动词、数词和感叹词。  助动词和情态动词在句尾有重音，在句首可有可无, 在句子内部则没有。  冠词、连词、介词和人称代词一般都不重读。  为了更好地表情达意、突出强调某个词时应有词重 音, 重读不同的词可表达不同的意思。

17  英语的语调的三种主要调型：升调、降调和 升降调， 其中最主要的是降调和升调。

18  一般来说，陈述句、特殊疑问句、祈使句、感叹 句读降调；  一般疑问句读升调；  反意疑问句往往读降升调,  如 : You are a↘ student, aren’t ↗you?  根据不同语气也可读降降调。  选择疑问句常读升降调，如：  Do you study ↗English or ↘French?  并列句常读升降调，如：  These are ↗mine, and those are ↘yours.

19  Read the following sentences with proper tones.  1. He gave me a thank-you note the other day.  2. When are you coming to see us?  3. Did you do it on the computer?  4. This is a beautiful painting, isn’t it?  5. Who are to do presentations next time, Jane, Bob, Mary or Anyone else?  6. Come and have dinner with us.

20  1. He gave me a thank-you note the other day.  2. When are you coming to see us?  3. Did you do it on the computer?  4. This is a beautiful painting, isn’t it?  5. Who are to do presentations next time, Jane, Bob, Mary or Anyone else?  6. Come and have dinner with us.(polite) 7. Come and have dinner with us. (order)

21  这三者与语调有密切关系。  意群 (Sense-group) 和停顿 (Pause) ：  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。

22  停顿 : 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。有人曾对停顿时间的长短提出过一个 大致的比例：意群之间如果没有标点符号，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，例如：

23  They live in that large house / on the other side / of the bridge. //  In the morning / the boy goes to school early. // Sometimes / he was late, / because his mother was in poor health. //  It is very important for us / to take part in manual labour / from time to time. // Examples:

24 在连贯的语流中，前一个词的尾辅音  和后面紧跟的词的词首是元音时，就  自然地拼在一起读，这称之为连读.  如：  a lot of, one o f us, most o f us,  all o f us, look a t it, a map of China,  an exercise-book, half a n hour  Can you speak English or French?

25  在以字母 r （或 re ）结尾的词中， r （或 re ）一般 是不发音的。但如果后面的词的词首是元音时, r （或 re ）就发 /r/ 音，并与后面词的词首元音连 读，如：  a pair of shoes, for a long time Where (r)is he? There (r)i s a book on the desk.  连读是连贯的、较快的语流中一种自然产生的现 象, 不要故意为连读而连读。  有时连句子本身都还读得不太流利却故意连读, 反而影响了语流的流畅, 甚至混淆了意思或让人 家根本听不懂你说的是什么。例如： Try it over and over again.

26  在英语中， / p /, / b /, / t /, / d /, / k /, /ɡ/ 是 爆破音。爆破音在某些情况下不发生爆破，而仅是 在口腔中形成阻碍。  在有不完全爆破音的句子或词中乍听起来好像爆破 音都吃掉了, 而实际上在发不完全爆破音时，口腔 部位完全和发爆破音时相同，只是不送气而停顿一 下。在以下几种情况下发生不完全爆破：

27  两个爆破音相邻时, 前面一个发不完全爆破音,  如： a(c)tor, ne(ck)tie, bla(ck)board  Si(t) down. I can’(t) come.  I don’(t) believe he is a ba(d) boy. 等。 

28  爆破音 / p /, / b /, / t /, / d /, / k /, /ɡ/ 在  / t /, / d /, / m /, / n /, /θ/, / ð / 的前面时  发不完全爆破音，如： pi ( c ) ture,  o ( b ) ject, kin(d)ness He is a goo(d) child. Try on this bla(ck) jacket. Goo(d) morning. Goo(d) night.  I don’(t) know.  You may kee(p) the book if you need it. 等。  / t /, / d / 在 / l /, / s / 前，发不完全爆破音, 如： mos(t)ly, frien(d)ly, sa(d)ly, ou(t)side, mi(d)summer 等。

29  词尾是清音时，加后缀 -s 和 –ed 后就要根据 “ 清 -- 清, 浊 -- 浊 ” 的原则只加上一个 [s] 或 [d] 音 就可以了。  尾音是清音时加 -s 读作 [s],  如 :lamps, maps, desks, asks, ducks, laughs, jokes, looks.  尾音是浊音时加 -s 读作与它相对应的浊音 [z] 如： dogs, eggs, legs, doors, leaves, fans, games, hotels, rings, saves, seasons, shoes, borrows, loves, pencils, conditions, corners, continues, cows, ears ;

30  尾音是清音时加 –ed 读作 [ t ]  如： talked, walked, washed, touched, jumped, reached, faced, pushed, finished.  尾音是浊音时加 -ed 或 -d 只读作 [ d ], 如： called, tired, rained, raised, received, removed, refused 。  但是在词尾是 [ t ] 或 [ d ] 时, 后面加 –ed 的读 音则有变化, 原来 –ed 中不发音的 e 此时发 [ i ] 音  而成为 [ -tid ] [ -did ],

31  如 :wanted, invented, started, posted, repeated, reported, tasted, united, mended, decided, wounded 。  当词尾是 [ s ] 、 [ z ] 、 [∫] 、 [ t∫] 或 [ d] 加 –s 或 – es 时读成 [-siz ], [-ziz ], [-∫iz ], [-t∫iz ], [- d ӡ iz ],  如： losses, boxes, roses, houses, wishes, brushes, watches, fetches, oranges, bridges, fridges 。

32  当 [ s ] 的后面有 [ p ] 、 [ t ] 或 [ k ] 时, 发 [ p ] 、 [ t ] 、 [ k ] 音就不要完全送气, 因为 [ s ] 与 [ p ] 、 [ t ] 、 [ k ] 都是清辅音, 两个相邻的清辅音很难都 完全送气。因此要发 [ p ] 、 [ t ] 、 [ k ] 音时就要读 成与它们相对应的、不完全送气的比较弱而模糊的 类似浊辅音 [ b ] 、 [ d ] 、 [ ɡ ] 的音, 但是音标的写 法不变. 如 : sport, spring, spy; study,  story, stick; sky, skate, skirt, school 。

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34  /Tom /John /Steve /Sam  /Thomson /Johnson /Steven/Samson  /Thomson and /Johnson and /Steven and /Samson  /Thomson and then /Johnson and then /Steven and then /Samson

35  PEOple PLANT TREES.  ThePEOple are PLANTing TREES.  The PEOple should have PLANTed some more TREES.

36 1. Please eat. 2. What is that? 3. Write it down. 4. Take it back. 5. Do it now. 6. Give him some more. 7. Turn on the light. 8. Finish it if you can. 9. They did it well. 10. He told us a lie. 11. They walked in the dark. 12. Hang it on the wall. 13. Clean it with a brush. 14. He'll finish it today. 15. They heard of it before.

37 1. Don't go now. 2. Sam works hard. 3. I can't believe it's true. 4. It's all the same to me. 5. I'd like a piece of bread. 6. I'm sorry I'm late again. 7. I'd like to take a new one. 8. She wants a pound of sugar. 9. It's only for girls and boys. 10. He studies every evening. 11. I think that he wants us to go. 12. The office is open at eight. 13. I wonder if he'll tell them in advance. 14. There isn't really quite enough for two. 15. The others must have been waiting for a while. 16. We've been waiting for an hour and a half. 17. It's time we were having our lunch.

38 1. He used to play it every day. 2. He left his work without a word. 3. I've told him not to come again. 4. She ought to know the way by now. 5. I saw him standing all alone. 6. A glass of wine will do him good. 7. I'd like to enjoy a glass of wine. 8. Would you like to come with us tonight ？ 9. They wanted to watch it again and again. 10. I shouldn't be surprised if they forgot to come. 11. The others must wait in the classroom for a while. 12. I thought it was wonderful to be able to come. 13. You said that he would like us to come for the party.

39  1.economicI've a pocket.  2.scientificI'm terrific.  3.absoluteAsk for it.  4.cinemaSing for me.  5.disagreeI've a tree.  6.souvenirShe's sincere.  7.newspaperTalk to her.  8.determinationWe'll end pollution.  9.photographyIt's hard for me.  10.electrificationHe needs a vacation.

40 A.  Put it down.  Ask him to put it down.  Could you ask him to put it down?  I wonder if you could ask him to put it down?  Would it be possible for you to ask him to put it down?

41 B.  Clean it again.  Ask her to clean it again.  Could you ask her to clean it again?  I wonder if you could ask her to clean it again?  Would it be possible for you to ask her to clean it again?

42 C.  Come on Monday.  Ask them to come on Monday.  Could you ask them to come on Monday?  I wonder if you could ask them to come on Monday?  Would it be possible for you to ask them to come on Monday?

43 ' Those who ' sold ↘↗ quickly ' made a profit. (A profit was quickly made by those who sold ) ' Those who ↘↗ sold ' quickly ' made a profit. (A profit was made by those who sold quickly.)

44 Intonation Marking: Falling tone 1. It's ↘ MINE. 2. It was NINE O' ↘ CLOCK. 3. I was in LONDON on ↘ SUNDAY. 4. He's STUDYING ↘ FRENCH. 5. She was GOING A ↘ WAY. 6. We'll GO for a ↘ WALK. 7. He WANTS some ↘ BEEF. 8. I'm afraid I ↘ CAN'T. 9. START doing it ↘ NOW. 10. COME to the ↘ BLACKBOARD. 11. WRITE it TO ↘ MORROW. 12. WHO is COMING to ↘ DINNER? 13. WHO is GIVING us a ↘ TALK?

45 1. Intonation Marking: Rising tone 2. Are you ↗ HUNGRY? 3. Are they ↗ NEW here? 4. Would you ↗ LIKE some? 5. Can I ↗ SIT here? 6. Are they ↗ COMING? 7. Were they LATE last ↗ NIGHT? 8. Do you WORK for the ↗ NEWS? 9. Do you WORK in the ↗ EVENING? 10. Did he TALK to you A ↗ BOUT it? 11. Did I HEAR you COR ↗ RECTLY? 12. Are you LOOKING for a ↗ CAR? 13. Can I TRY it ↗ OUT?

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47 Assimilation describes how sounds can change to become more alike. It is when a sound at the end of a word takes on a quality of the same sound at the beginning of the next word. Assimilation occurs in a structure word, but not in content word. For example, when words such as TEN or GOOD are followed by some other words, the pronunciation can often change

48 Examples: Say TEN BOYS and you hear TEM BOYS Say TEN CUPS and you hear TENG CUPS Say GOOD BYE and you hear GOOB BYE Say GOOD GIRL and you hear GOOG GIRL Say CUTE BABY and you hear CUB BABY

49 Sometimes more than one sound might change When we say FRONT PAWS the /nt/ changes to /mp and sounds like FROMP PAWS Because of the place in the mouth where certain sounds are made, sometimes the sound at the end of the first word changes to a completely different sound. This is because we need to create a smooth transition between the sounds in connected speech.

50 Another example would be: When we say WHAT DID YOU DO the final /d/ in [did] and the initial sound /j/ changes to making a new sound more like /d ʒ / and combining the two words [did] and [you] into one. so it sounds like WHAT DIJU DO This assimilation occurs because sometimes structure words need to be compressed in order to maintain the rhythmic flow in our speech.

51 Occasionally, when speaking English, word boundaries are changed and a new sound is added. There are 3 types of intrusions  consonant to vowel  vowel to vowel  the intruding “R”.

52 Examples: TURN OFF C-V sounds like TUR >>> NOFF HE WORKS IN AN OLD OFFICE C-V C-V C-V C-V sounds like HE WORK >>> SI >>> NA >>> NOL >>> DOFFICE TAK E IT OVER THERE C-V C-V sounds like TA >>> KI >>> TOVER THERE

53 If our lips are round: IT’S TOO OFTEN sounds like IT’S TOO WOFTEN V-V WHO IS SHE sounds like WHO WIS SHE V-V SO I AM sounds like SO WI AM V-V DO ALL OF IT sounds like DO WALL OF IT V-V I WANT TO EAT sounds like I WANT TO WEAT V-V

54 If our lips are wide: I AM HAPPY sounds like I YAM HAPPY V-V KAY IS SISTEEN sounds like KAY YIS SISTEEN V-V THE END sounds like THE YEND V-V SHE IS GOOD sounds like SHE YIS GOOD V-V THEY ARE VERY OLD sounds like THEY YARE VERY YOLD V-V V-V 9: Mixed and Linked Sounds

55 In British English: LAW AND ORDER sounds like LA W RAND ORDER THIS CAR IS NEW sounds like THIS CA R RIS NEW I SAW IT HAPPEN sounds like I SA W RIT HAPPEN IT’S TOO FAR AWAY sounds like IT’S TOO FA R RAWAY IT LASTED FOR EVER sounds like IT LASTED FO R REVER 9: Mixed and Linked Sounds

56 When a word ends in a consonant sound and the following word begins with the same consonant sound then we do not pronounce both sounds. the sound at the end of the first word is not produced and the sound at the beginning of the second word is pronounced with extra emphasis.

57 Examples: I ’ M A BIT TIRED but we say I ’ M A BI T TIRED THERE ’ S A LOT TO DO but we say THERE ’ S A LO T TO DO TELL ME WHAT TO DO but we say TELL ME WHA T TO DO HE ’ S SLEEPING NOW but we say HE ’ S SLEEPING NOW I ’ VE FINISHED NOW but we say I ’ VE FINISHED NOW

58 What changes could occur in the following sentences: 1.HE'S A VERY GOOD BOY

59 What changes could occur in the following sentences: 1.HE'S A VERY GOOB BOY assimilation 2.LETS GET ON WITH IT

60 What changes could occur in the following sentences: 1.HE'S A VERY GOOB BOY assimilation 2.LETS GET ON WITH IT

61 What changes could occur in the following sentences: 1.HE'S A VERY GOOB BOY assimilation 2.LETS GE TON WI THIT intrusion:c-v 3.LETS GO TO THE GREEN PARK

62 What changes could occur in the following sentences: 1.HE'S A VERY GOOB BOY assimilation 2.LETS GE TON WI THIT intrusion:c-v 3.LETS GO TO THE GREEM PARK assimilation 4.HAVE YOU MET THAT GIRL BEFORE

63 What changes could occur in the following sentences: 1.HE'S A VERY GOOB BOY assimilation 2.LETS GE TON WI THIT intrusion:c-v 3.LETS GO TO THE GREEM PARK assimilation 4.HAVE YOU MET THAG GIRL BEFORE assimilation

64 If a syllable is stressed strongly then sometimes the remaining vowels are sometimes obscured. Vowels in the unstressed syllables of structure words often become the neutral vowel sound /ə/ called a schwa. This weak or central vowel is the most important vowel in English. If you attempt to pronounce each vowel clearly then the rhythm and will be lost and the words become less understandable.

65 Example 1: If the word GOLDEN in the following utterance was an important word in an utterance (emphatic), then the [e] would most likely pronounce as /e/ sound. A UNIVERSITY EDUCATION IS A GOLD -DEN OPPORTUNITY the /e/ sound▲

66 but if the word GOLDEN was not an important word, then [e] would most likely weakened and pronounced as a schwa /ə/. A U- NI - VER -SI-TY EDUCATION IS A GOLD-UHN OPPORTUNITY the / ə / sound ▲ If you think there is a vowel in a word but you cannot hear exactly what it is, it is probably schwa

67 Example 2: SHE WANTS TO GO TO CHI-NA TO SEE THE GREAT WALL But some of the unstressed syllables reduced to schwas and sound like a weak [tuh], [thuh] and [nuh] So what we actually hear is; SHE WANTS TUH GO TUH CHI.NUH TUH SEE THUH GREAT WALL the / ə / sounds----▲-----------▲------------▲------▲---------------▲

68 The most common elision in English occurs when the consonants /t/ and /d/ they appear in a consonant cluster. CHRIS T MAS SAN D WICHPOS T MAN The same thing can occur across word boundaries as in: MUS T BE THE FIRS T THREE YOU AN D ME NEX T WEEK NO T NOW Here the /h/ sound which is also often deleted as in: YOU SHOULDN’T H AVE TOLD H IM.

69 Complex consonant structures are often simplified as in: SHE AC T S AS IF SHE OWNS THE PLACE Other examples of consonant elision would be: COMF OR TABLE/ k ʌɱ f ɚ təbəl / /k ʌɱ ft ɚ bəl/ FI F TH/f ɪ fθ/ /f ɪ θ/

70 Weak vowel sounds that are trapped between two consonants sounds can also disappear especially when it is a schwa, such as: T O NIGHT LIB RA RYHIST O RY INT E RESTDIFF E RENTP O LICEMAN In other words the Schwa has weakened so much that it has elided.

71 The [ i ] can sometimes be spoken so quietly that it disappears completely. A person may intend to say.HOW MUCH IS IT. But it sounds like:HOW MUCH SIT. Other examples of vowel elision would be TEMP E RATUREVEG E TABLE

72 And finally the /v/ can disappear in [of], before a consonant. Complex consonant structures are often simplified as in as in: MY BIRTHDAY IS ON THE 11 TH O F NOVEMBER. IT’S A COMPLETE WASTE O F TIME O F COURSE YOU CAN DO IT

73 Here are some of the commonest examples, with their un- contracted equivalents: IT'S it is or it has WE'LLwe will or we shall THEY'VE they have CAN'T can not HE'D he would or he had AREN'T are not WON'T will not

74 In everyday spoken English, the verb 'to be' and other auxiliary verbs are often contracted. In other words, one or more sounds are omitted to make the flow of speech easier. A contraction is a shorter form of pronouncing words – especially unstressed structure words. They can be used in formal speech but NOT in formal or academic writing.

75 Contractions with Pronouns: amI'M working this morning isIT'S easy areYOU'RE a great friend hasSHE'S lived there all her life haveI'VE finished my homework hadWE'D better be going willWE'LL be there soon wouldTHEY'D love to ask you some questions

76 Contractions with Nouns: isJOHN'S at work. arethe BOOKS'RE on their way. hasJANE'S lived there all her life. havethe STUDENTS'VE finished their homework. hadJACK'D worked there before he left. willPETER'LL catch the bus to work. wouldJOHN'D love to

77 Negative Contractions: are notAREN'Tmay notMAYN'T can notCAN'Tmight notMIGHTN'T could notCOULDN'Tmust notMUSTN'T dare notDAREN'Tneed notNEEDN'T did notDIDN'Tought notOUGHTN'T does notDOESN'Tshall notSHAN'T do notDON'Tshould notSHOULDN'T has notHASN'Twas not WASN'T have notHAVEN'Twere not WEREN'T had notHADN'Twill notWON'T is notISN'Twould notWOULDN‘T

78 A few words which were contractions long ago are still conventionally written with apostrophes, even though the longer forms have more or less dropped out of use. Example: HALLOWE'EN halloweven MA'AMmadam NE'ER-DO-WELL never-do-well O'CLOCK of the clock SOU‘WESTERsouthwester TILLuntil

79 There are other contractions which are often heard in speech but rarely seen in writing. Example: 'FRAID SOafraid so 'NOTHER DRINKanother drink I S'POSE SOI suppose so 'S NOT FUNNYit's not funny

80 Another type of contractions are called informal contractions these are short forms of other words that people sometimes use when speaking casually, they are not used in correct speech, and never in formal writing. While contractions can be useful, they may not always be appropriate and this will depend on the type of impression you’re trying to make. We normally use them only when speaking fast and casually, for example with friends. Informal contractions are more common in American English that British English.

81 Here are 3 common examples: AIN'T = am/are/is/have notI AIN'T sure. you AIN'T my boss. she AIN'T finished yet. I AIN'T done it. GOTTA = (have) got a/toI've GOTTA car. I've GOTTA go now.. WANNA = want to/aI WANNA go home. I WANNA coffee

82 More examples: BETCHA = bet you. BETCHA you can’t do it. DUNNO = don’t knowI DUNNO what to do. GIMME = give mecan you GIMME a hand?. GONNA = going toI'm not GONNA tell you. GETCHA = get yourgo GETCHA book. HAFTA = have toI HAFTA go now. INIT = isn't itINIT strange? KINDA = kind ofshe's KINDA cute. LEMME = let meLEMME go! WHATCHA = what areWHATCHA going to do? = have youWHATCHA got there?