资源简介

English
Pronunciation
英 語 發 音
1
Contents
Chapter 1 The symbols of English consonants and vowels 3
Chapter 2 The vowel space 5
Chapter 3 The vowel space and the vowel movement 6
Chapter 4 The consonant 38
Chapter 5 The clusters of English consonants 61
Chapter 6 The pronunciation of inflections 64
Chapter 7 Assimilation and deletion 68
Chapter 8 Word stress and the stress of intonation units 75
Chapter 9 Intonation 80
2
Part One
The Sound System:
The Vowel and the Consonant of English
3
Chapter 1
Symbols of English Consonants and Vowels

01 English Consonant Symbols
Voiced Voiceless
[b] boat verb [p] post stop
[d] deed lead [t] tease seat
[g] god dog [k] kiss sick
case doc
[v] verb brave [f] fish leaf
[M] those smooth [L] th ief teeth
[z] zoo ooze [s] sick kiss
cease nice
[I] usual pleasure [N] shake cash
[h] home heir
[dI] judge ginger [tN] check catch
[m] mate tame
[n] net ten
[H] sing singer
[l] life clear
[r] road door
[…] bell file
[j] yes year
[w] war weird
4

02 English Vowel Symbols
[i] eat see seed
seat
[0] it bid bit
[e] ate lay laid
late
[G] Ed bed bet
[$] at bad bat
[A] odd god got
[C] all taw taught
[o] owe low load
loaf
[ ] cou ld good put
took
[u] ooze do food
boo t
[K] us buzz but
[D] ago salad fantasy
[Q] doctor father
["] first early alert
[a0] eye lie lied
light
[a ] ou t allow loud
abou t
[C0] oy boy void
voice
5
Chapter 2
The vowel space
ξ1 The basic notion of English vowels
Front Central Back
/i/
/u / High
/I/
/U/
/e/
/o/
/ / / / Mid E
/√/
/ /
/Q/
/A/
Low
6
Chapter 3
The vowel space and the vowel movement
ξ1 The vowels / i/ & /0/
Compare the vowel movements of /i/ and /0/ (American
English “heed” vs. “hid”)
3000 2500 2000 1500 1000 500 0 0
heed
200 hid
hade
head
400 low
law
who'd
600 hood
had
800 hot hutment
1000
7

03 The vowel /i/
/i/母音的發音要領
發此音時，雙唇自然舒展，臉頰肌肉自然放鬆，無須用
力，舌根自口腔上方持續向上推移，舌面貼近上顎前緣，
上下牙齒微開（幾近閉合），待母音消逝後，才可把舌根
放鬆。
1. e ease eat
2. bee bead beat
3. D deed deep
4. tea tease teeth
5. fee feed feet
Sentences:
1. He sees the key point.
2. Please leave me in peace.

04 The vowel /i/ in -y
1. easy 2. busy 3. study
Sentences:
1. I’m happy to see you’ve learned how to take it
easy.
2. Finally I can get away from my busy life.
8

05 The vowel /0/
/I/母音的發音要領
發此音時，雙唇及臉頰肌肉自然放鬆，舌根放鬆，讓舌面
靠近上顎前緣，但不需像發/i/時貼近。換言之，發/I/時﹐
舌頭位置比發/i/時稍低，且舌根得持續向下放鬆。
1. is it
2. bid bit
3. did dip
4. middle little
5. minute visit
Sentences:
1. This kid is sick; he is shivering.
2. Give him six minutes to finish the quiz.

06 Contrast /i/ and /0/
1. is ease
2. it eat
3. did deed
4. dip deep
5. ship sheep
Sentences:
1. At least you can give me a list.
2. The sheep are on the ship now.
9
ξ1.1 字母拼讀與母音/i/的對應關係
Fundamental rules for the vowel /i/
與 KK 音標相對應的字母
大多數與/i/對應字母為 e, ee, ea, ie, e。y
Examples:
“_” refers to “a consonant” （子音）
1. (_)e_e—(pronounced as an /i/ vowel)
eve these Pete delete impede
complete
2. (_)ee(_)—(pronounced as an /i/ vowel)
see bee meet keep need week sleep
3. (_)ea(_) —(pronounced as an /i/ vowel)
eat tea meat real lead team mean
Exceptions
(_)ea(_) prounced as /e/: great, steak
(_)ea(_) pronounced as /E/: head, bread, breath, instead
4. c/sei(_)—(pronounced as /i/ and "i" is silent)
receive seize ceiling deceive
5. ch/sh/thie(_)—(pronounced as /i/ and "i" is silence)
chief thief shield achieve
6. (_)e—(be pronounced as /i/)
be he she
Exceptions
(_)e pronounced as /J/: the, breathe
10
ξ1.2 字母拼讀與母音/I/的對應關係
Fundamental rules for the vowel / 0/
與 KK 音標相對應的字母
1. 與/I/對應字母為 i。
2. 與/I/對應字母亦常為為輕音節的 y; 其發音方式與
/ i /同。
Examples:
“_” refers to “a consonant” （子音）
1. (_)i_—(pronounced as an /I/ vowel)
pig hit kid sit fix tip hip
2. (_)y —(labeled as /I/ in KK, but pronounced as an
unstressed / i / vowel)
city pity silly pretty beauty really
11
ξ2 The vowels / G/ and /e/
Compare the vowel movements of /e/ and /G/
(American English “hade” vs. “head”)
3000 2500 2000 1500 1000 500 0
0
heed
200 hid
hade
head400
low
law
who'd600
hood
had
hot
800 hutment
1000

07 The vowel /G/
/E/母音的發音要領
發此音時，雙唇自然放鬆，上下牙齒間半開，然後舌根
自口腔中上方持續向口腔中間方向自然放鬆。
1. egg X
2. bed bet
3. dead debt
4. tell tech
5. fed fetch
Sentences:
1. The weather there is great.
2. The red pepper does not sell well in the west.
12

08 The vowel /e/
/e/母音的發音要領
發此音時，雙唇自然舒展，臉頰肌肉自然放鬆，上下牙
齒間半開，然後舌根自口腔中上方持續快速向上推移，
直到聽到/i/聲為止。/e/是由/E/和部分/i/所組成的雙母
音。
1. a aid eight
2. bay bade bate
3. day days date
4. stay tail take
5. Kay cave cake
Sentences:
1. They played all day.
2. What’s your name Are you James

09 Contrast /e/ and /G/
1. age edge
2. bade bed
3. mate met
4. wait wet
5. waste west
Sentences:
1. I met my roommate yesterday.
2. Put the pepper on the paper.
13
ξ2.1 字母拼讀與母音/e/的對應關係
Fundamental rules for the vowel / e/
與 KK 音標相對應的字母
大多數與/e/對應字母為 a, ai, ay, ei, e。y
Examples: “_” refers to “a consonant” （子音）
1. (_)a_e—(pronounced as an /e/ vowel)
date case late sake page ate age
2. (_)ai_—(pronounced as an /e/ vowel)
wait rain jail paid fail aid aim
Exceptions
(_)ai(_) pronounced as /E/: said
3. (_)ay(_) —(pronounced as an /e/ vowel)
say day pay way days pays gays
Exceptions
(_)ay(_) pronounced as /E/: says
4. (_)a(_)ion—(pronounced as an /e/ vowel)
station relation vacation occasion
14
ξ2.2 字母拼讀與母音/E/的對應關係
Fundamental rules for the vowel / E/
與 KK 音標相對應的字母
1. 大多數與/E/對應字母為 e 。
2. /E/亦對應有 r緊接在後的 a及 ai。a與 ai原來均發
/e/母音，但因後接 /r/ 子音，故在口語時常發成/E/
母音（參閱ξ2.1）。
Examples:
“_” refers to “a consonant” （子音）
1. (_)e_—(pronounced as an /E/ vowel)
bed let get set red pet net
2. (_)are —(be pronounced as /Er/)
care hare dare ware rare share
3. (_)air(_)—(be pronounced as /Er/)
air hair pair fair chair
15
ξ3 The vowels / $/ and /G/
Compare the vowel movements of /$/ and /G/
(American English “had” vs. “head”)
3000 2500 2000 1500 1000 500 0
0
heed
200 hid
hade
head400
low
law
who'd600
hood
had
800
hot
hutment
1000

10 The vowel /$/
/A/母音的發音要領
發此音時，下顎根部向下拉開（如剛開始打哈欠狀），上下
牙齒間隔自然拉開，舌頭下壓貼住下顎，但舌部肌肉要放
鬆。口腔肌肉會因下顎根部向下拉開而稍有緊縮狀態，雙
唇也因此會自然呈微笑狀。
1. add at
2. bad bat
3. dad dash
4. tab tap
5. cab cap
Sentences:
1. I’m not mad, but I’m sad.
2. I’m glad that Jack is back.
16

11 Contrast /G/ and /$/
/G/ /$/
1. X ax
2. bed bad
3. dead dad
4. left laughed
5. guess gas
Sentences:
1. I guess the fire was caused by gas.
2. The dragon had two heads.
3. He said he was sad.
ξ3.1 字母拼讀與/A/母音的對應關係
Fundamental rules for the vowel / Q/
與 KK 音標相對應的字母
與/A/母音對應字母都為 a。
Examples: “_” refers to “a consonant” （子音）
1. (_)a_—(pronounced as an /Q/ vowel)
cat dad gas rat at as ad
rapid graduate attack attractive
17
ξ4 The vowels /A/ and /K/
Compare the vowel movements of /A/ and /K/
(American English “hot” vs. “hutment”)
3000 2500 2000 1500 1000 500 0
0
heed
200 hid
hade
head
400
low
law
who'd600
hood
had
800 hot hutment
1000

12 The vowel /A/
/a/母音發音要領
/a/為緊音 (tense vowel)，發此音時，下顎根部向下拉開
到最大範圍（如打哈欠狀），雙唇自然張開，但無需刻意
張大；上下牙齒間的開口亦隨之張大。舌頭下壓貼住下
顎，讓發音點貼近喉頭處。
1. odd op (operation)
2. Bob pop
3. job jot
4. fog fox
5. god got
Sentences:
1. There are a lot of odd jobs in this area.
2. Bob stopped the clock after he talked to the cop.
18

13 The vowel /K/
/V/母音母音發音要領
/V/為鬆音 (lax vowel)，發此音時，雙唇自然舒展，臉頰
肌肉自然放鬆，無須用力，舌根放鬆，讓聲音介於/J/
與/a/之間。
1. ugly up
2. bud but
3. dug duck
4. love luck
5. cub cup
Sentences:
1. The funny duck is running around the jug.
2. My other brother doesn’t seem to have trouble
with my mother.

14 The words with the vowel /K/ that are easily
mispronounced for ESL or EFL students
1. study 6. brother
2. won/one 7. country
3. flood 8. mother
4. come 9. couple
5. trouble 10. double
19

15 Contrast the vowels /V/ and /A/
1. up op (operation)
2. duck dock
3. bucks box
4. luck lock
5. gut got
Sentences:
1. The government seems to be bothered by some
kind of trouble.
2. Shut the door, or you’ll be shot.
ξ4.1 字母拼讀與母音/a/的對應關係
When to pronounce /a/
與 KK 音標相對應的字母
發/a/音者大多為字母 o、出現在 r前面的 a (如 party) 或
少數 a (如 father，wash)。
Fundamental rules for the vowel /a/
Examples: “_” refers to “a consonant” （子音）
1. (_)o_—(pronounced as an /a/ vowel)
hot job nod not fox jog God
2. (_)ar(_)—(be pronounced as /ar/)
hard bark car bar jar cart
Special examples:
father wash watch
20
ξ4.2 字母拼讀與母音/V/的對應關係
When to pronounce /√/
與 KK 音標相對應的字母
大多數與/V/對應字母為 u及少數 ou (如 trouble)。
Fundamental rules for the vowel /√/
Examples: “_” refers to “a consonant” （子音）
(_)u_—(pronounced as an /√/ vowel)
cup cut bug hut but luck hug
Exceptions:
1. (_)o_—(pronounced as an /√/ vowel)
other another brother mother government
2. _ou _—(pronounced as an /√/ vowel)
double trouble
21
ξ5 The vowel / / and /o/
Compare the vowel movements of / / and /o/
(American English “low” vs. “law”)
3000 2500 2000 1500 1000 500 0
0
heed
200 hid
hade
head400
low
law
who'd600
hood
had
800 hot hutment
1000
/O/母音發音要領
發此音時，下顎微張，且確定保持微張的姿勢不變一直
到母音消失為止。發音點起自口腔中、後方，舌頭向下
平放，聲點維持不動。雙唇自然張開。與/a/相較之下，
/ /的發音點略高。

16 The vowel / /
1. audit ought
2. pause bought
3. daub daughter
4. taw taught
5. cause caught
Sentences:
1. You ought to sit in and audit the course.
2. He bought some chalk for his daughter.
22

17 The vowel /o/
/o/母音發音要領
發此音時，發音點起自口腔中、後方，藉舌根向上推移，
把聲點推向口腔的後、上方，而形成聲音由/O/轉成/u/
的現象。發此音時，口形會因口腔內部舌位由中滑升到
高位置的變化而由半開逐漸縮小。
1. oh ode oat
2. bow (n.) bode boat
3. foe vogue vote
4. toe toad toke
5. go goad goat
Sentences:
1. This is an old show about a goat.
2. He told me that it was cold outside and gave me
the coat.
23
ξ5.1 字母拼讀與母音/o/的對應關係
When to pronounce /o/
與/o/母音相對應的字母
發此音者大多為字母 o, oa或 ow。
Fundamental rules for the vowel /o/
1. (_)o_e—(pronounced as an /o/ vowel)
hope joke rope nose rode home rose
2. (_)oe—(pronounced as an /o/ vowel)
toe Joe
3. (_)oa_—(pronounced as an /o/ vowel)
oak boat coat load loaf toad
4. (_)o—(pronounced as an /o/ vowel)
so no go Jo
Exceptions
(_)o—(pronounced as an /u/ vowel)
to do
5. (_)ow—(pronounced as an /o/ vowel)
low grow sow glow row slow
24
ξ5.2 字母拼讀與母音/O/的對應關係
When to pronounce / /
與/O/母音相對應的字母
發此音者大多為字母 a, o, au, aw及一些 ou。
Fundamental rules for the vowel / /
1. (_)o_—(pronounced as an " " vowel in British English)
hot job God not fox jog nod
2. (_)or(_)—(pronounced as / r/)
fork corn pork Lord
Exceptions:
(_)or(_)—(pronounced as /R/)
work word worst)
3. (_)al_—(be pronounced as / /)
all call salt tall mall ball wall
4. (_)aul_—(be pronounced as / / and "u" is silent)
fault Paul
5. (_)aught—(be pronounced as / / and "ugh" is silent)
caught taught daughter
6. (_)ought—(be pronounced as / / and "ugh" is silent)
bought sought fought thought
7. (_)aw(_)—(be pronounced as / / and "w" is silent)
saw law jaw claw dawn lawn
25

18 Contrast / / and /o/
1. oat ought
2. boat bought
3. pose pause
4. law low
5. coat caught
Sentences:
1. He bought a new boat last week.
2. He showed me the original copy of Shaw’s work.
26
ξ6 The vowels / u/ and /U/
Compare the vowel movements of /u/ and /U/ (American
English “who’d” vs. “hood”)
3000 2500 2000 1500 1000 500 0 0
heed200 hid
hade
head400 low
law
who'd600 hood
had
800 hothutment
1000

19 The vowel /u/
/u/母音發音要領
發此音時，舌根向口腔之後、上方提升，把發音點自口
腔之中、上方推向中、後方，待母音消逝後，才可把舌
根放鬆。雙唇自然圓化，開口小，但無需嘟出。發此音
時，重要的是舌頭的位置變化，而不是口型的變化。
1. ooo! ooze oops
2. do boob boot
3. flu food flute
4. too tube tooth
5. moo mood moot
Sentences:
1. Sue bought a new suit.
2. Which will you choose: food or juice
27

20 The vowel /U/
/U/母音發音要領
發此音時，雙唇自然微張、稍圓化，但雙唇切勿嘟出。
舌跟由後、上方，向口腔中間方向鬆開，發此音時，口
腔及舌部肌肉儘量放鬆。
1. pull push
2. pud(ding) put
3. bull book
4. full foot
5. could cook
Sentences:
1. He looks like a good cook.
2. A good-looking woman wants to buy the book.

21 Contrast the vowels / / and /u/
1. book boot
2. pull pool
3. foot food
4. took tool
5. good goose
Sentences:
1. You need to choose a good cookbook.
2. The food looks good. Can you put it in my room
28
ξ6.1 字母拼讀與母音/u/的對應關係
When to pronounce /u/ & /U/
Fundamental rules for the vowel /u/ & /ju/
與/u/母音音標相對應的字母
發/u/母音者大多為字母 o, u, oo, ou, ew。
1. (_)oo—(pronounced as /u/)
too zoo coo tattoo bamboo
2. (_)oo_—(pronounced as /u/, but there are exceptions)
food boot tool moon fool cool tooth
Exceptions:
(_)oo_—(pronounced as /U/)
good took hook hood look foot book
3. (_)ue—(pronounced as /u/ or /ju/)
Sue blue glue due cue hue
4. (_)u_e—(pronounced as /ju/)
cute Duke huge tube mute Luke nude
5. (_)ui_—(pronounced as /u/)
suit fruit
29
ξ6.2 字母拼讀與母音/U/的對應關係
Fundamental rules for the vowel /U/
與/U/母音音標相對應的字母
發/U/母音者大多為字母 u, oo, ou，但這些字都是在較特
殊的情況下，如 u出現在 l 或 sh之前時；ou出現在 l 之
前時。但 oo的情況則無規則可循。
There are limited rules for the vowel /U/. Below are words
with the /U/ vowel:
1. _u _—(pronounced as /U/)
bull full bush push put
2. _ou _—(pronounced as /U/)
would should could
3. (_)oo_—(pronounced as /U/)
good took hook hood look foot book
30
ξ7 The vowel / D/
/J/母音發音要領
/J/為弱化母音，發此音時，口腔所有發音器官放鬆，舌頭置
於口腔中最放鬆的位置。發音點約在口腔中間位置。發此音
時，聲音弱而短。
/J/母音相對應的字母
發/J/母音者大多為置於輕音節的字母如 a, e, i, o。

22
1. about sofa
2. occur pilot
3. illustrate beautiful
4. select bullet
5. support campus
Sentences:
1. It occurred about ten days ago on this campus.
2. We supported him and selected him as our new
pilot.
ξ8 The vowels / a0/, /a /, and /C0/

23 The vowel /a0/
/ZI/母音發音要領
發此雙母音時，先把下顎根部向下拉開到最大範圍發
出/a/音，然後舌根自口腔下方沿著咽壁持續向上推
移，把聲點推向口腔的中、上方，直到聽到/i/聲為止。
上下唇也因口腔內部變化，而由「中開」便「微開」。
與/ZI/母音相對應的字母
與/ZI/母音相對應的字母大多為 i, y。
31
1. eye eyes ice
2. pry prize price
3. buy bide bite
4. sigh side sight
5. guy guide kite
Sentences:
1. The sky was so wide that it surprised us all.
2. We tried to lie side by side and kept silent for a
while.

24 The vowel /a /
/ZU/母音發音要領
發此雙母音時，先把下顎根部向下拉開到最大範圍發出
/a/音，然後舌根自口腔下方沿著咽壁持續向上推移，把
聲點推向口腔的後、上方，而形成聲音由/Z/轉成/u/的
現象。上下唇也因口腔內部變化，而由「中開」便「圓
化」，但無需「外凸」。
與/ZU/母音相對應的字母
與/ZU/母音相對應的字母大多為 ou, ow。
1. our out ouch
2. bow (v.) bowed about
3. now doubt trout
4. noun sound count
5. down around account
Sentences:
1. Just imagine two cows sitting on a couch—it’s
crowded.
2. I doubt what he found in this town can count.
32

25 The vowel /C0/
/OI/母音發音要領
發此音時，下顎微張，且確定保持微張的姿勢不變，發
出母音/O/，然後舌根自口腔中上方持續向上推移，把聲
點推向口腔的中、上方，直到聽到/i/聲為止。上下唇也
因口腔內部變化，而由「中開」便「微開」。
與/OI/母音相對應的字母
與/OI/母音相對應的字母大多為 oi, oy。
1. oy oyster
2. boy Boyd
3. void voice
4. toy toys
5. annoy noise
Sentences:
1. The boy’s toy made a lot of noise.
2. We cannot avoid being annoyed by the voice.
33
ξ9 The vowels followed by “r”: / Ar/, /0r/, /Gr/, /Cr/ or
/or/, /A0r/, /A r/, / (j) r/, /"/

26 /Ir/: vowels /i/ followed by /r/
/Ir/發音要領
/Ir/係由兩個音素/i/與/r/組合而成，發此音時，舌根本
來應該自口腔上方持續向上推移，舌面貼近上顎前緣，
待母音消逝後，才可把舌根放鬆。但因其後緊接著/r/
音，發/r/音的要領在於讓舌身下貼，舌根略向喉部下
壓，振動聲帶，使氣流由口腔及舌之兩側流出。在母音
與子音發音相背離的情況下，美國英文妥協的結果是/i/
母音舌根上提的部分不再強化，而讓/r/音作音組的整體
結尾，故在 KK 音標中，這類的母音均以「短音」或「鬆
音」標註之。
與/Ir/相對應的字母
與/Ir/相對應的字母大多為字母群如 ear, eer, er。e
1. e ear
2. ye year
3. bee beer
4. fee fear
5. tea tear (n.)
Sentences:
1. Give me a beer, please.
2. She can’t hear anything with her ears covered.
34

27 /Er/: vowels /e/ followed by /r/
/Er/發音要領
/Er/係由兩個音素/e/與/r/組合而成，發此音時，舌根本
來上移的動作受到其後緊接著的/r/音的影響，在 KK 音
標中，以/Er/標註之。
與/Er/相對應的字母
與/Er/相對應的字母大多為字母群如 air, ear, ar。e
1. A air
2. bay bear
3. pay pair
4. fade fair
5. Kay care
Sentences:
1. There are still bears in the bay area.
2. If you don’t care, I’d rather you share the room
with Clare.

28 /ar/: vowels /A/ followed by /r/
1. odd are
2. Bob bar
3. pop par
4. fog far
5. cod card
Sentences:
1. Bob doesn’t play the guitar; he plays the harp.
2. The guard is not smart, but he has a good heart.
35

29 vowels /C/ or /o/ followed by /r/
/Or/發音要領
/Or/係由兩個音素/o/與/r/組合而成，發此音時，舌根
本來上移的動作受到其後緊接著的/r/音的影響，在 KK
音標中，以/Or/標註之。
與/Or/相對應的字母
與/Or/相對應的字母大多為字母群如 or, oar, ore, ou。r
1. oh or
2. bow (n.) bore
3. Poe pour
4. foe four
5. coat court
Sentences:
1. The court house was torn down during the war.
2. There’re four doors for you to explore in this
game.
36

30 vowels /D/ followed by /r/
/K/音發音要領
/K/為/J/音與/r/音結合而成，在字中均為次重音。發
此音時，口腔所有發音器官放鬆，但結尾時，要讓舌身
下貼，舌根略向喉部下壓，舌尖因而自然上捲，但不能
太高而抵住口腔任何部分，振動聲帶，使氣流由口腔及
舌之兩側流出，如發/r/音的發音要領。
/R/音發音要領
/R/亦為/J/音與/r/音結合而成，但在字中均為主要重
音。發此音時，要領與發/K/音相同。惟因/R/音為該
字之最重音，故/r/音會特別顯化，美國英文會更特別
凸顯/r/音的特質。
與/K/相對應的字母
發此音者大多為置於次重音節的字母如 er, or, ar, i。r
與/R/相對應的字母
發此音者大多為置於重音節的字母如 er, or, ur, ir, ea。r
/D/ Unstressed /Q/ stressed /"/
1. probable labor bird
2. moveable waiver verb
3. potential proper perch
4. familiar offer first
5. domestic wonder dirty
Sentences:
1. The worm is busy working.
2. If you get hurt, you’d better see a doctor.
37

31 vowels /a0/, /A / and /(j)u/ followed by /r/
/ZIr/發音要領
/ZIr/由三個音素/o/，/i/與/r/組合而成，發此音時，先
發/ZI/音，然後緊接著發/r/音，讓/r/音作音組的整體結
尾即可。
/ZUr/發音要領
/ZUr/由三個音素/o/，/u/與/r/組合而成，發此音時，先
發/ZU/音，然後緊接著發/r/音，讓/r/音作音組的整體結
尾。
/(j) r/發音要領
/(j)Ur/由三個音素/ j /，/u/與/r/組合而成，發此音時，先
發/jU/音，然後緊接著發/r/音，讓/r/音作音組的整體結尾。
與/ZIr/相對應的字母
與/ZIr/相對應的字母大多為字母群如 ire。
與/ZUr/相對應的字母
與/ZUr/相對應的字母大多為字母群如 our。
與/(j)Ur /相對應的字母
與/(j)Ur /相對應的字母大多為字母群如 ure或 oor。
/a0r/ /A r/ /(j) r/
1. ire our your
2. byre bower boor
3. empire power poor
4. fire devour pure
5. liar flour lure
Sentences:
1. The power of your empire is no longer secure.
2. I hired a tour guide to lead me to the ancient
tower.
38
Chapter 4
The English Consonant
Place of Articulation
Manners of
Articulation Bilabial Labiodental Dental Alveolar Palatal Velar Glottal
雙唇 唇齒 齒 齒槽 硬顎 軟顎 聲門
Stop 塞音、閉鎖音
Voiceless /p/ /t/ /k/
Voiced /b/ /d/ /g/
Fricatives 摩擦音
Voiceless /f/ /P/ /s/ /S/
Voiced /v/ /D/ /z/ /Z/ /h/
Affricate 爆擦音
Voiceless /tS/
Voiced /dZ/
Nasal-voiced 鼻音 /m/ /n/ /N/
Liquid-voiced 流音/ /l/ /r/ […]
Lateral 側音
Approximant / /j/ /hw/
Glide 半母音 /w/
39
ξ1 The consonants /p/ and /b/

32 The consonant /b/
/b/子音發音要領
有聲子音：發此音時，先緊閉雙唇，再迅速放開雙唇，
同時振動聲帶，讓聲音經由雙唇發出爆音。
/b/- -/b/- -/b/
1. bee 1. Frisbee 1. lib
2. bid 2. forbid 2. babe
3. bay 3. obey 3. Bob
4. bell 4. rebel (v.) 4. mob
5. book 5. combat 5. lab
Sentences:
1. We’d better stop his barbaric behavior.
2. The book you bought from Bob is a fable.

33 The consonant /p/
/p/子音發音要領
無聲子音：發此音時，不振動聲帶，先緊閉雙唇，再迅
速放開雙唇，讓氣息由口腔突破雙唇而出，發出爆音。
/p/- -/p/- -/p/
1. pea 1. repeat 1. leap
2. pick 2. carpet 2. lip
3. pay 3. participate 3. grape
4. pause 4. depend 4. map
5. put 5. impact 5. stop
Sentences﹕
1. People in this town paid a lot to keep the public
park.
2. Perhaps you should put this point into your paper.
40
ξ2 The consonants /f/ and /v/

34 The consonant /v/
/v/子音發音要領
有聲子音：發此音時，上齒輕觸下唇，讓氣流由唇齒交
接處摩擦而出，產生摩擦音，同時振動聲帶，變成有聲
的摩擦音。
/v/- -/v/- -/v/
1. veal 1. ivy 1. eve
2. victory 2. vivid 2. live (v.)
3. vacant 3. invade 3. save
4. vote 4. seven 4. love
5. van 5. evacuate 5. starve
Sentences:
1. There is a Seven Eleven on Vista Drive.
2. I can prove that it was Steve who saved my life.

35 The consonant /f/
/f/子音發音要領
無聲子音：發此音時，上齒輕觸下唇，不振動聲帶，讓
氣流由唇齒交接處摩擦而出，產生摩擦音。
/f/- -/f/- -/f/
1. fee 1. defeat 1. beef
2. fit 2. unfit 2. stiff
3. fade 3. deface 3. safe
4. fetch 4. affect 4. chef
5. foot 5. sofa 5. laugh
Sentences:
1. Philip refused to take food from these families.
2. Don’t laugh at the fat boy; he has suffered
enough.
41

36 Contrast /b/, /p/, /v/, and /f/
/b/ /p/ /f/ /v/
1. bee pea fee V
2. big pig fig vigor
3. bade paid fade veil
4. robe rope loaf loaves
5. cub cup cough love
Sentences:
1. The vigorous pig is trying to eat the figs.
2. The five survivors wanted to buy a pie.
ξ3 The consonants /t/ and /d/

37 The consonants /d/
/d/子音發音要領
有聲子音：發此音時，雙唇微開，將舌
尖上緣先抵住上齒槽處擋住氣流（如右
圖），再迅速放開，讓氣息從口腔衝出，
同時振動聲帶，發出爆音。
/d/- -/d/- -/d/
1. deer 1. indeed 1. feed
2. did 2. candid 2. rid
3. day 3. candidate 3. fade
4. duke 4. indebt 4. bed
5. door 5. radar 5. sad
Sentences:
1. The mad dog is still standing near the window.
2. I don’t think your dad is a candidate for the
presidency.
42

38 The consonants /t/
/t/子音發音要領
無聲子音：發此音時，雙唇微開，將舌尖
上緣先抵住上齒槽處擋住氣流（如右圖），
再迅速放開。在不振動聲帶下，讓氣息從
口腔衝出，發出爆音。
/t/- -/t/- -/t/
1. tear (n.) 1. volunteer 1. eat
2. tip 2. artist 2. sit
3. take 3. intake 3. bait
4. test 4. protect 4. bet
5. token 5. contact 5. bat
Sentences:
1. My top duty is to protect my property.
2. I need to take an important test tomorrow.
ξ4 The consonants /s/ and /z/

39 The consonant /s/
/s/子音發音要領
無聲子音：發此音時，雙唇自然微張，
上下齒靠攏，將舌尖上緣輕觸上齒槽，
但不強壓（如右圖），讓氣流可以從接
觸處擠出，因而發出如「嘶」之摩擦音。
發此音時不振動聲帶。
/s/- -/s/- -/s/
1. sea 1. foresee 1. peace
2. sit 2. insist 2. miss
3. say 3. essay 3. base
4. set 4. reset 4. less
5. Sue 5. assassin 5. pass
43
Sentences:
1. Excuse me, can you pass the salt
2. I really miss my singing lessons.

40 The consonant /z/
/z/子音發音要領
有聲子音：發此音時，雙唇自然微張，
上下齒靠攏，將舌尖上緣輕觸上齒槽，
但不強壓（如右圖），讓氣流可以從接
觸處擠出，同時振動聲帶，因而發出有
聲之摩擦音。
/z/- -/z/- -/z/
1. zebra 1. easy 1. ease
2. zip 2. closet 2. is
3. zen 3. mosaic 3. amaze
4. zap 4. frozen 4. says
5. zoo 5. zigzag 5. has
Sentences:
1. Zoe wants to see the zebra in the zoo.
2. I feel exhausted because I zipped up here on foot.

41 Contrast /s/ and /z/
1. sea z
2. sip zip
3. seal zeal
4. Sue zoo
5. bus buzz
6. racer razor
Sentences:
1. Sue didn’t see any zebra at the zoo.
2. Cell phones buzz here and there on the bus.
44
ξ5 The consonants /N/ and /I/

42 The consonant /N/
/S/子音發音要領
無聲子音：發此音時雙唇微張，將舌面
（非舌尖）前四分之一的範圍齒槽上方
接近硬顎的位置，舌尖下壓（如右圖），
不振動聲帶，讓氣息從舌面與硬顎之間
間摩擦而出。
/N/- -/N/- -/N/
1. she 1. machine 1. leash
2. ship 2. kinship 2. fish
3. shake 3. reshape 3. flesh
4. shed 4. seashore 4. cash
5. shoe 5. issue 5. harsh
Sentences:
1. We put the fish on the shore and went back to the
ship.
2. She went shopping yesterday and bought me
some shirts.

43 The consonant /I/
/j/子音發音要領
有聲子音：發此音時雙唇微張，將舌面
（非舌尖）前四分之一的範圍齒槽上方
接近硬顎的位置，舌尖下壓（如右圖），
同時振動聲帶，讓聲音從舌面與硬顎之
間摩擦而出。
45
-/I/- -/I/
1. vision 1. beige
2. occasion 2. garage
3. television 3. mirage
4. usual 4. massage
5. pleasure
Sentences:
1. I usually dress casually on this kind of occasion.
2. It’s a great pleasure to share the treasure with
you.

44 Contrast /N/ and /I/
1. pressure pleasure
2. solution conclusion
3. conversation occasion
4. position division
5. notion explosion
Sentences:
1. It’s my pleasure to be able to get rid of the
pressure.
2. This conclusion is not a solution.
ξ6 The consonants /tN/ and /dI/

45 The consonant /tN/
/tS/子音發音要領
無聲子音：此音為/t/與/S/的連結音。發
此音時，將舌面（非舌尖）前四分之一
的範圍緊貼齒槽上方接近硬顎的位置
（如右圖），利用整片舌面壓住硬顎擋住
氣流，再把舌面鬆開，讓口腔內的氣流
迅速摩擦通過，因而產生大範圍的摩擦音/S/。
46
/tN/- -/tN/- -/tN/
1. cheese 1. achieve 1. each
2. chip 2. Churchill 2. itch
3. chain 3. armchair 3. H
4. chess 4. Manchester 4. stretch
5. choose 5. enchant 5. catch
Sentences:
1. The children were chanting in the church.
2. Can I change my clam chowder for lamb chops

46 The consonant /dI/
/dj/子音發音要領
有聲子音：此音為/d/與/j/的連結音。
發此音時，將舌面（非舌尖）前四分之
一的範圍緊貼齒槽上方接進硬顎的位
置，利用整片舌面壓住硬顎擋住氣流（如
右圖），再把舌面鬆開，同時振動聲帶，
讓聲音由舌面與硬顎之間摩擦而出。
/dI/- -/dI/- -/dI/
1. jeep 1. Angie 1. siege
2. Gypsy 2. rigid 2. message
3. jay 3. suggest 3. age
4. Jeff 4. hijack 4. edge
5. juice 5. badge
Sentences:
1. I suggest you finish your college education first.
2. Jeff has managed to send a message to the
judge.
47

47 Contrast /tN/ and /N/
/tN/ /N/
1. cheap sheep
2. chip ship
3. chair share
4. check shed
5. chose shows
6. choose shoes
Sentences:
1. Sheep are cheap in this country.
2. Don’t wash your watch in hot water.

48 Contrast /dI/ and /I/
/dI/ /I/
1. enlarge garage
2. page beige
3. a huge wall unusual
4. convergent conversion
5. pledger pleasure
Sentences:
1. It’s time to enlarge the garage.
2. This page is not beige; it’s brown.
48
ξ7 The consonants /L/ and /M/

49 The consonant /L/
/H/子音發音要領
無聲子音：此音為摩擦音，發此音時，
雙唇微張，將舌頭前部約 1/5 處置於
上下齒間（如右圖），待後面所接的母
音發出後，舌頭再離開齒間的位置。
不振動聲帶，將氣息送出時，讓氣流
經由舌面與上齒間的縫隙中擠壓而
出，產生摩擦音。
與/H/子音相對應的字母
發此音者都為字母 th。
/L/- -/L/- -/L/
1. thief 1. nothing 1. teeth
2. think 2. something 2. myth
3. theft 3. healthy 3. faith
4. thatch 4. method 4. death
5. thought 5. author 5. math
Sentences:
1. I thought about nothing but math today.
2. The author has something to say about his third
book.

50 Contrast /s/ and /L/
/s/- /L/-
1. seek thief
2. sick thick
3. Sir third
4. set theft
5. sat thatch
49
-/s/ -/L/
6. tease teeth
7. miss myth
8. face faith
9. tense tenth
10. mass math
Sentences:
1. He forced me to put the mouse into my mouth.
2. Don’t tease him about his teeth again, please.

51 The consonant /M/
/T/子音發音要領
有聲子音：此音為摩擦音，發此音時，
雙唇微張，將舌頭前部約 1/5 處置於
上下齒間（如右圖），同時振動聲帶，
待後面所接的母音發出後，舌頭再離
開齒間的位置，讓聲音經由舌面與上
齒間的縫隙中擠壓而出，產生有聲摩
擦音。
與/T/子音相對應的字母
發此音者都為字母 th。
/M/- -/M/- -/M/
1. these 1. within 1. teethe
2. they 2. although 2. breathe
3. there 3. weather 3. bathe
4. that 4. father 4. smooth
5. though 5. mother 5. soothe
Sentences:
1. The father was there with them.
2. Though they are mothers, they know nothing about
their baby’s teething problems.
50

52 Contrast /d/ and /M/
/d/- /M/-
1. dare there
2. day they
3. dot thought
4. dad that
5. deeds these
Sentences:
1. How are they doing today
2. That is my Dad.
3. They dare not to go there.
ξ8 The consonants /k/ and /g/

53 The consonant /k/
/k/子音發音要領
無聲子音：發此音時雙唇自然微張，舌
後方升起抵住軟顎，將氣流堵住（如右
圖），然後迅速用力將升起之舌後方向下
彈開，使被堵住的氣流由軟顎逸出，不
振動聲帶。
/k/- -/k/- -/k/
1. key 1. picky 1. seek
2. keep 2. orchid 2. sick
3. kid 3. circuit 3. ache
4. caught 4. locate 4. book
5. code 5. encourage 5. coke
Sentences:
1. Let me make you a cup of coffee.
2. I locked myself out and I’m looking for the key.
51

54 The consonant /g/
/g/子音發音要領
有聲子音：發此音時雙唇自然微張，舌
後方升起抵住軟顎，將氣流堵住（如右
圖），然後迅速用力將升起之舌後方向下
彈開，同時振動聲帶，讓被堵住的氣流
和聲音由軟顎逸出，使爆發的氣息變為有聲的子音。
/g/- -/g/- -/g/
1. geese 1. piggy 1. league
2. giggle 2. nugget 2. big
3. gay 3. engage 3. vague
4. god 4. negotiate 4. egg
5. goat 5. organic 5. hog
Sentences:
1. The big guy was engaged in the gangster’s fight.
2. Don’t forget to get your bag when you go home.
ξ9 The Consonants /m/, /n/, and /H/

55 The consonant /m/
/m/子音發音要領
有聲帶鼻音之子音
/m/在母音前面：發此音時，先緊閉雙唇，
再迅速鬆開軟顎，放開雙唇（如右
圖），振動聲帶，讓聲息同時由口腔
及鼻腔衝出，迅速結合後接之母音。
/m/在母音後面：發此音時，先發母音，
在母音尚未結束之前，緊閉雙唇，同
時鬆開軟顎（如右圖），振動聲帶，
讓聲息與殘留之母音同時由鼻腔逸
出。
52
/m/- -/m/- -/m/
1. me 1. immediate 1. seem
2. meat 2. permit (v.) 2. Tim
3. miss 3. amaze 3. name
4. made 4. cement 4. same
5. mood 5. imagine 5. room
Sentences:
1. I only make a small amount of money every
month.
2. They have the same name and that’s the
problem.

56 The consonant /n/
/n/子音發音要領
有聲帶鼻音之子音
/n/在母音前面：發此音時，雙唇自然鬆
開，用舌尖頂住齒槽，擋住氣息（如
圖示），再迅速鬆開軟顎，同時鬆開
舌尖，振動聲帶，讓聲息同時由口腔
及鼻腔衝出。
/n/在母音後面：發此音時，先發母音，在母音尚未結
束之前，用舌尖頂住齒槽，擋住氣息（如圖示），
同時鬆開軟顎，振動聲帶，讓聲息與殘留之母音
同時由鼻腔逸出。
/n/- -/n/- -/n/
1. knee 1. beneath 1. mean
2. need 2. planet 2. in
3. name 3. innate 3. pain
4. nod 4. internet 4. lane
5. note 5. unnatural 5. done
53
Sentences:
1. No. I can’t see you now. Can you come back at
noon
2. I was so nervous on the canoe that I didn’t notice
what happened to Nick.

57 Contrast /m/ and /n/
-/m/ -/n/
1. seem seen
2. team teen
3. Tim tin
4. them then
5. same sane
Sentences:
1. My son had some cake and left for school.
2. He seemed to have seen a ghost.

58 The consonant /H/
/G/子音發音要領
有聲帶鼻音之子音：發此音時，雙唇自然
鬆開，用舌後方頂住向下鬆開之軟顎（如
圖示），擋住氣息，同時振動聲帶，讓聲息
由鼻腔衝出。
-/H/ -/H/-
1. sing 1. singer
2. sink 2. singing
3. thing 3. hanger
4. song 4. hanging
5. doing 5. bringing
Sentences:
1. The young singer sang a song.
2. English is not my mother tongue but I think I am
doing fine.
54

59 Contrast /H/ and /n/
-/H/ -/n/
1. sing sin
2. king kin
3. fang fan
4. ton tongue
5. sung sun
Sentences:
1. The thing you brought home is really thin.
2. He rang the doorbell and ran away.

60 Contrast /H/, /g/ and /dI/
-/H/- -/g/- -/dI/-
1. singer finger ginger
2. hanger anger ranger
3. banging linger arranging
4. long, longer, longest
5. young, younger, youngest
Sentences:
1. Don’t hang around here. It’s dangerous.
2. You’re too young to manage your anger.
55
ξ10 The consonants /r/ and /l/

61 The consonant /r/
/r/子音發音要領
有聲子音：
/r/在母音前面：發此音時雙唇自然張開，舌
身下貼，舌根略向喉部下壓，舌尖因
而自然上捲，但不能太高而抵住口腔
任何部分（如右圖），同時振動聲帶，
使氣流由口腔及舌之兩側流出。
/r/在母音後面：發此音時，方式同上，但美國音比英國
音更特別凸顯/r/音與母音結合的的特質。
/r/- -/r/- -/r/
1. read 1. career 1. hear
2. rude 2. spirit 2. share
3. red 3. parade 3. car
4. rope 4. arrest 4. tour
5. rag 5. correct 5. fire
Sentences:
1. We have to rearrange our tour because of the
rain.
2. Right or wrong, you’d better run before you get
arrested.
56

62 The consonant /l/
/l/子音發音要領
有聲子音：
/l/在母音前面：發此音時雙唇自然張開，
舌尖先抵住上齒槽（如右圖），然後
將舌尖由上齒槽彈開，同時振動聲
帶。
/l/在母音後面：發此音時，將
舌根向上推移，舌尖隨之
向上移動，舌頭前半部放
鬆（如右圖），不能捲舌，
同時振動聲帶，讓氣流由
舌頭兩側逸出。此符號有時用/…/表示/。
http://www.w/atch v=JtY4-AmEcJc&feature=player_embedde! d#
/l/- -/l/- -/…/ -/9/
1. lead (v.) 1. believe 1. feel 1. trouble
2. lose 2. delete 2. sell 2. label
3. law 3. Philip 3. ill 3. beautiful
4. lap 4. delay 4. old 4. principal
5. late 5. elect 5. mail 5. pencil
Sentences:
1. Millions of people travel around the world every
day.
2. Learning a new language is delightful, but it is
also difficult.
3. The little man arrived with letters in his mailbag.
57
ξ11 The consonant /h/

63 The consonant /h/
/h/子音發音要領
無聲子音：發此音時，雙唇微張，氣流由
口腔內送出，沒有明顯的阻礙（如右圖），
僅有極輕微的摩擦音。
與/h/子音相對應的字母
發此音者都為字母 h。
/h/- -/h/- (-)/h/h/-
1. heed 1. cohesive 1. human
2. hate 2. behave 2. huge
3. have 3. perhaps 3. heir
4. hot 4. behead 4. hour
5. who 5. behold 5. honor
6. honest
7. exhaust
8. exhibition
Sentences:
1. He hopes that he can buy a house with a huge
yard.
2. Sometimes it’s hard to understand human
behavior.
58
ξ12 The approximants /j/, /w/ and /hw/

64 The approximant /j/
/y/子音發音要領
有聲子音：發此音時，將舌面抬高到接近
上硬顎前方的位置（如右圖），再將聲音發
出。其發音方式與發/i/母音的要領類似，
為有聲半母音。
/j/- -/j/- -/j/-
1. year 1. saying 1. abuse
2. use 2. lawyer 2. bureau
3. yard 3. beyond 3. cute
4. yet 4. papaya 4. peculiar
5. yoke 5. coyote 5. security
Sentences:
1. Tell your lawyer that I’m not going to yield yet.
2. Yuck! How can you eat yam, papaya, and yogurt
together

65 The /w/ sound
/w/子音發音要領
有聲子音：發此音時，舌後提高接近軟
顎（如右圖），振動聲帶。其發音方式與
發/u/的要領類似，為有聲半母音。
59
/w/- -/wh/- -/w/- -/w/-
1. we 1. wheel 1. kiwi 1. language
2. wood 2. wheat 2. bewilder 2. distinguish
3. wove 3. whisper 3. away 3. anguish
4. word 4. whip 4. awake 4. squeeze
5. work 5. whale 5. nowhere 5. quick
6. wit 6. where 6. award 6. quality
Sentences:
1. We acquired our first language when we were
children.
2. Wow! What is this Is it a whale
3. We will have to work hard this week to clear this
wood.
ξ13 The /t/, /d/ or /n/ sounds pronounced as a flip
/R/

66 Consonants /t/, /d/ or /n/ pronounced as /R/
-/t/- -/d/- -/n/-
1. Peter 1. feeder 1. meaning
2. pretty 2. middle 2. thinner
3. traitor 3. lady 3. raining
4. getting 4. teddy 4. many
5. better 5. daddy 5. planet
Sentences:
1. The pretty lady is waiting in the meeting room.
2. I noticed that the teddy bear is very dirty.
60
ξ14 The vocalic nasal and the glottal stop

67 The vocalic nasal & glottal stop //%/
-/t%/ -/d%/-
1. eaten 1. hidden
2. written 2. laden
3. Benton 3. maiden
4. fatten 4. sadden
5. cotton 5. garden
Sentences:
1. I certainly know that this burden shouldn’t be
yours.
2. She didn’t let me see her secret garden.
61
Chapter 5
The clusters of English consonants
ξ1 Consonant clusters with /c/, /g/, /b/, /p/”
followed by /l/

68 The clusters with /c/, /g/, /b/, /p/” followed by /l/
/bl/- /kl/- /gl/- -/pl/-
1. bleed 1. clear 1. glee 1. please
2. bliss 2. clean 2. glow 2. plan
3. blow 3. clip 3. glue 3. play
4. bless 4. clay 4. Glen 4. plate
5. blue 5. cloud 5. glad 5. pleasure
Sentences:
1. Please come to meet me at the glee club.
2. Let’s clean the wall and clear the path.

69 Contrast the following pairs
CCV- CvCV-
1. claps collapse
2. blow below
3. please police
4. clean colleen
5. bleed believe
Sentences:
1. Please call the police.
2. I can’t believe it. I’m bleeding.
62
ξ2 Consonant clusters with /c/, /g/, /b/, /p/”
followed by /r/

70 The clusters with /b/, /p/, /f/, /d/ followed by /r/
/br/- /pr/- /fr/- -/dr/-
1. breeze 1. priest 1. free 1. dream
2. bring 2. prick 2. phrase 2. drill
3. break 3. pray 3. Fred 3. drape
4. bread 4. press 4. fraction 4. dress
5. brad 5. practice 5. frog 5. drag
Sentences:
1. My brother drove to Springfield with his friend.
2. Fred was afraid to talk to the priest.
3. I’m proud of you and you just proved yourself to
be a very brave boy.

71 The clusters with /N/, /t/, /L/, /k/ and /g/ followed by /r/
/Nr/- /tr/- /Lr/- /kr/- /gr/-
1. shrink 1. tree 1. three 1. cream 1. green
2. shrimp 2. trip 2. thrill 2. creek 2. grill
3. shrank 3. tray 3. thread 3. Chris 3. gray
4. shrive 4. trade 4. threat 4. crave 4. great
5. shrine 5. trap 5. thrash 5. crest 5. regret
Sentences:
1. There’re only three trees left that are still green.
2. I regret to tell you that our trip to the tropical forest
has been canceled.
3. The creek near the school is a potential threat to
our children.
63
ξ3 Consonant clusters of /sk/, /sp/, and /st/

72 The clusters of /sk/, /sp/, and /st/
/sk/- /sp/- /st/-
1. ski 1. speed 1. steel
2. skill 2. spit 2. still
3. skip 3. spade 3. stick
4. skate 4. speck 4. stay
5. sketch 5. span 5. steak
Sentences:
1. You can follow the stone steps to get to the
square.
2. We have to speed up and go straight to the
school.
3. It’s strange to see so many people skating on the
street.
ξ4 The cluster of /rl/

74 The cluster of /"l/
1. world
2. girl
3. curl
4. Earl
5. pearl
Sentences:
1. You’re the best girl in the world.
2. They want to send Pearl into a girl’s school.
64
Chapter 6
The pronunciation of inflections
ξ1 The sound of the inflections
The most common inflections in English are the
conjugations and plural-singular forms or nouns,
possessive forms. This section will focus on the sound
changes caused by the inflectional suffixes “-ed” and “-s”
or “-es.”
ξ2 Below is the rule for predicting the sound
changes of “-ed”:
If “ed” is added to the consonants /d/ or /t/, it should be
pronounced as / d/. If “ed” is added to any other voiced
consonant, it should be pronounced as /d/; while if to any
other voiceless consonant, it should be pronounced as
/t/. (See ξ5: epenthesis)

75 The pronunciation of the inflections ending with “ed”
-/ d/ -/d/ -/t/
1. treated 1. dreamed 1. heaped
2. needed 2. trimmed 2. tipped
3. faded 3. stayed 3. baked
4. hated 4. begged 4. fetched
5. patted 5. stabbed 5. laughed
Sentences:
1. I started to get excited when I was asked to sing
with her.
2. The man showed his ticket and walked into the
gate.
65
ξ3 the rule for predicting the sound changes of
“-s” or “-es”:
There are four situations that “s” or “es” will be needed in
English.
1. “s” or “es” make inflected forms of plural nouns,
2. “s” or “es” make inflected forms of singular verbs,
3. “s” makes possessive forms of nouns or pronouns,
and
4. “s” serves as part of an abbreviations.
For the first two situations, if the pronunciation of the root
form of the noun or the verb ends with sibilant sounds
like /s/, /z/, /N/, /I/, /tN/, /dI/, and there is no silent “e” to
end the spelling, “es” will be added to the root noun form
to make the plural inflection and to the root verb form to
make the singular inflection. In other cases, “s” will be
required for both inflections. For example: (See ξ5:
epenthesis)

76 The pronunciation of root forms ending with sibilant
sounds
Nouns Verbs
Root Plural Root Singular
1. boss bosses 1. kiss kisses
2. buzz buzzes 2. quiz quizzes
3. watch watches 3. catch catches
4. fish fishes 4. wash washes
5. face faces 5. choose chooses
6. nose noses 6. amaze amazes
7. judge judges 7. manage manages
8. garage garages 8. massage massages
9. shoe shoes 9. love loves
10. boy boys 10. enjoy enjoys
11. night nights 11. fight fights
12. dog dogs 12. hog hogs
66
Sentences:
1. My boss’s wife is 20 years younger than he is.
2. It’s not mine. It’s someone else’s.
3. George’s brother is an interesting guy.
ξ4 As for the pronunciation, there are also simple
rules below:
1. “s” is pronounced as /s/ if it follows a voiceless
consonant other than the sibilant,
2. “s” is pronounced as /z/ if it follows a vowel or a
voiced consonant other than the sibilant,
3. “s” or “es” is pronounced as / z/ or / z/ if it follows a
sibilant sound /s/, /z/, /N/, /I/, /tN/, /dI/. (See ξ5:
epenthesis)
ξ5 The ending clusters of /dz/ and /ts/

78 The ending clusters of /dz/ and /ts/
-/dz/ -/ts/
1. seeds 1. seats
2. kids 2. minutes
3. trades 3. roommates
4. beds 4. pets
5. nodes 5. hats
Sentences:
1. He hates those kids and hits them every day
2. Lots of my classmates stayed less than ten
minutes.
67
Part Two
Rhythm and Intonation
68
Chapter 7 Assimilation and Deletion
ξ1 Linking (liaison) between vowels

79 Vowels that follow /i/
/i/ reality [ri JQlDt ] be active b[ i JQktIv]
/e/ playoff [ pleJDf] pay off [ peJDf]
/AI/ triangle [trAI JQNgl ] my ankle [mAI JQNkl]
/ I/ annoyanceD [ n IJDns] The boy and meD [D b IJDnmi]

80 Vowels that follow /u /
/u/ fluid [ fluWId] do it [duWIt]
/o/ snowy [snoW ] go out [go WAUt]
/AU/ flour [flAUW‘] how is it [ hAUWIzIt]
/ju/ newest [nuWIst] a few apples [ fju WQpl`z]

81 More examples: Vowels that follow /i/
Single words Between words
1. create 1. I’ll be able to do it.
2. Seattle 2. I see actors.
3. piano 3. He’ll be angry.
4. Leo 4. He owed me one.
5. neon 5. Be on time.

82 More examples: Vowels that follow /u/
Single words Between words
1. Stuart 1. two or three
2. Dewey 2. Who is it
3. chewable 3. He knew about it.
4. lower 4. Tow away the car.
5. snowy 5. You know it.
69

83 Vowels that follow / / or / /
1. / / banana oil b[ nQn / Il]
2. / / saw us [s r s]
ξ2 Linking (liaison) between consonants and
vowels

84 Try to read the following phrases:
1. gray tissue
great issue
2. I scream
ice cream

85 -c + v-
1. Look at me.
2. Pick it up.
3. I couldn’t figure it out.

86 More examples: -c + v-
1. Pick it up and hand it in.
2. What is your name What are you doing here
3. Los Angeles is an exciting city.
4. You can keep it or throw it away.
5. I have to pick her up at eight.
6. I hope I can figure it out.
7. She bought a lot of ice cream.
8. What is this Clean it up, will you
9. That’s what I said.
10. Tom moved out a couple of weeks ago.
70

87 -cc + v-
1. I won’t accept it.
2. He looked at me.

88 More examples: -cc + v-
1. We filled out some forms before we checked. out
2. She works in this room every day.

89 -c1 + c1-
1. a big girl
2. walks slowly

90 More examples -:c1 + c1-
1. He is really a big guy.
2. It’s a hard decision.
3. Have you narrowed down the possibiliti es
4. I’m not a strict teacher.
5. Please look carefully.

91 -c1 + c2-
1. Kiss me.
2. It’s a great book.

92 1 2More examples: -c + c -
1. Can you stop talking
2. I work only two days a week.
3. I want them to move out tod ay.
71
ξ3 Assimilation

93 Progressive assimilation
1. look looks
2. love loves
3. lie lies
4. lie lied
5. look looked
6. love loved

94 Regressive assimilation
1. “input” is pronounced like I[mpUt] rather than [InpUt]
2. “pancake” is pronounced like p Q[ Nkek] rather than
[ pQnkek]
3. “have to” is pronounced like h [Qft ] rather than [hQvt ]

95 Full or complete assimilatio n
1. “cupboard” is pronounced like k [√b‘d] rather than
[ k√pb‘d]
2. “horseshoe” is pronounced lik eh [rSu] rather than
[ h rsSu]

96 Coalescent assimilation: Alveolar + pala
ta lp alato-alveolar
(fricatives and affricate s)
1. this year; miss you
2. He loves you.
3. Who set you up
4. Did you do that
72

97 Coalescent assimilation in single words:
1. sure
2. leisure
3. statue
4. perpetual
5. nature
6. question
7. righteous
8. actual
9. graduate
10. expression
ξ4 Deletion

98 Loss of /t/ when /nt/ is between a stressed antdr eusnssed
syllables
1. Winter is too cold here.
2. Toronto is a large city.
3. He entered the room.

99 Loss of /t/ or /d/ when they occur second in a seenqcue or
cluster of three consonants:
1. castle
2. soundless
3. three motnhs

100 Deletion of word-final /t/ or /d/ in clusters of otw at a word
boundary when the following word begins with a coonnasnt:
1. This is the bet sseason.
2. a blind man
73

101 Loss of an unstressed medial vowel (also referor eads t
syncope), where the unstressed vow /e ol r/ /I/ optionally
drops out in some multisyllabic words following tshterongly
stressed syllable; for some speakers, this alspoe hnasp in
some two-syllable words (See No. 5 in the follow ing
examples) :
1. “i” priv ilege
2. “e” temperature
3. “a” comparable
4. “o” potato
5. correct

102 Loss of an unstressed initial syllable in highlfyo irnmal
speech:
1. ’cause ’cause he’s not here.
2. ’bout ’bout ten o’clock.

103 Loss of the first non-initial /r/ in a word thaat sh another /r/
in a following syllable:
1. February
2. library

104 Loss of final /v/ in “of” before words with initia clonsonants:
1. lots of trouble
2. waste fo time
74

105 Loss of initial /h/ andD // in pronominal forms in connected
speech:
1. askh im
2. Did he
3. tell them

106 More examples:
1. does he: What does he do
2. did he: Where did he go
3. has he: Has he done anything yet
4. is he: Who is he
5. should have: You should have done it.
ξ5 Epenthesis

107 Epenthesis: The insertion of a sound into the middle of a
word (after the sibilants)
1. rose roses ro[z] [roz z]
2. watch watches w[AtS] [wAtS z]
3. judge judges d[Z√dZ] [dZ√dZ z]
4. buzz buzzes b√[ z] [b√z z]

108 Epenthesis: The insertion of a sound into the middle of a
word (after /d/ and /t/)
5. fade faded fe[ d] [fed d]
6. add added Q[d] [Qd d]
7. hate hated h[et] [het d]
8. heat heated hi[t] [hit d]
75
Chapter 8
Word Stress and the Stress of Intonation
Units (Thought Units)
ξ1 Stress and syllables
The most consistent feature of a stressed vow seyl lolarble is
that the long duration of the vowel. It is alwaryuse t that the
longer the vowel or the syllable is pronounced ,m thoere it is
stressed. Therefore, a useful symbol to standh feo rs tressed
vowel should be something “thick” and “long” ande tshymbol
to stand for the unstressed vowel should be somnge t“hsihort”
and “thin.” For instance, it would be more “vividto” have
“ ” for the strongly stressed sound,
“” for the lightly stressed sound, and
“·” for the unstressed sound respectively,
because the critical feature of stress is not tahgen mitude but
the length of the sound.

109 The stressed and unstressed vowels or syllablseisn golfe
words
(1) (2) (3) (4 )
· · ·· · ·
seven depend dangerous arrival
famous Jpaan management dceisive
Contrasts among different types of stress in Englis h:

110 Contrast 1: · 
anchor encore
counted contact

111 Contrast 2: · 
about untie
machine mistake
76

112 Contrast 3: ·· ·
elephant celebrate
accident calculate
ξ2 Tone Sandhi
The stress is also affected by different linguistic
environments. For instance, Numbers with –teen or other
compound forms will be pronounced differently if it appears
to end an expression. For instance,

126
1. Fourteen people were killed last night.
2. The number of the victims is fourteen.
3. I have sixteen patients waiting for me.
4. The last patient is only sixteen.
ξ3 The stress of a word
The stress of a word, a compound, or a chunk also varies
when it appears in different syntactical environments for
different meanings. For instance,

127
1. I need to record these songs for my new record.
2. The import of foreign cars is our major business.
3. The imported cars are expensive.
ξ4 The stressed and unstressed syllables
The stressed and unstressed vowels or syllables of
single words compared with some possible stresses of
different chunks:
77

128
· · · ·
1. elective He’s active.
2. depression He’s present.

129
· ·· · ··
3. economy He covers me.
4. scientific She’s artistic.

130
·· · ·· ·
5. pronunciation Please pay attention!
6. anticipation He must be patient!

131
·· ··
7. generous Jane’s with us.
8. orphanage Open it.
78
ξ5 Stress-timed rhythm
Some believe that Mandarin is stress-timed laneg u(Aavgery
& Dhrlich, 1992), which implies that Mandarin leaerns will
experience less difficulty with English rhythm. Heovwer, I think,
even if in some aspect of Mandarin may be consdid ere
stress-timed, most of the time Mandarin is more alik
syllable-timed language.
In English, people use roughly the same amounimt oef t
saying the following expressions with differentl asbyles:

132
BOOKs USEful
BOOKsa re USEful.
Some BOOKs are USEful.
A lot of BOOKs are USEful.
Here is another example in English with three sterse sbut variable
syllables:

134
MAN LEAVEs HOME.
The MAN LEAVEs his HOME.
The MAN will LEAVE his HOME.
The MAN ’s gonna LEAVE his HOME.
Now let’s pick up the rhythm of expressions witho t wstresses

136
1. great price
great surprise
greatest surprise
2. wide range
widely range
widely arrange
3. slow play
slowly play
slowly replay
79
Now try the rhythm of expressions witthr ee stresses

137
1. boy eat cake
the boy eat cake
the boy will eat cake
The boy will eat the cake.
2. go school bus
go school by bus
go to school by bus
We go to school by bus.
Now try the rhythm of expressions wiftohu r stresses

138
1. want letter sent girl
I want the letter to be sent to the girl.
I’ve wanted the letter to be sent to the girl.
The stress in rhymes of Mother Goose
Two-stress Rhymes

139
Piping hot,
smoking hot.
What I've got
You have not.
Three-stress Rhymes

140
When the pie was opened,
The birds began to sing!
Wasn’t that a dainty dish
To set before the king
80
Four-stress Rhymes

141
Rain, Rain, go away,
Come again another day;
Little Johnny wants to play.
Mixed forms of Rhymes

142
Old MacDonald had a farm, E-I-E-I-O.
And on his farm he had a cow, E-I-E-I-O.
With a moo, moo here and a moo, moo there,
Here a moo, there a moo,
Everywhere a moo-moo,
Old MacDonald had a farm, E-I-E-I-O.
81
Chapter 9 Intonation
ξ1 Concepts of Intonation
Intonation refers to pattern of pitch changes w ohneen speaks.
Intonation may be important in all languages, bt umt ai y also play
different roles in different languages. For instea,n ccomparing
English and Mandarin, the “tone” of Mandarin dirlye catffects the
rising-falling intonation while there is no suchc tfoar that will affect
English. For example,

143
1. A: Are you leavin g
B: Yes. I’m leaving.
2. A: 你現在就走？
B: 對，我現在就走。
3. A: 你現在就去？
B: 對，我現在就去。
4. A: 你現在就來？
B: 對，我現在就來。
5. A: 你現在就開？
B: 對，我現在就開。
6. A: Are you leavingo r not
B: (Well.) If he’s leaving, I’m leaving too.
7. A: 你到底走不走？
B: 如果他走，我就走。
8. A: 你到底去不去？
B: 如果他去，我就去。
9. A: 你到底來不來？
B: 如果他來，我就來。
10. A: 你到底開不開？
B: 如果他開，我就開。
82
In sentences 1 and 6, “leaving” has all differeanttt eprns of intonation
while in sentences 2 and 7, 3 and 8, 4 and 9, 51 0a,n tdhe intonation
of the key words 走“ ,” “去,” 來,” and “開” do not vary as
dramatically as “leaving” in English. In other wosr, dMandarin
speakers may want to learn how to listen for thtoen iantion patterns of
the English language.
Below are three factors that govern the placemfe pnrto ominence
(Celce-Murcia, et al, 1996)
1. New information versus old information (Chafe9,8 10): Within an
intonation unit, words expressing old or given rinmfoation (i.e.,
semantically predictable information) are unstrde sasned spoken
with lower pitch, while words expressing new infoartmion are
spoken with strong stress and higher pitch. In urnkmeda utterance,
it is the stressed syllable in the last contentd w tohrat tends to
exhibit prominence (p. 176). For example,

144 A: I lost my MONEY.
B: WHAT money
A: The money IW ON yesterday.
B: HOW MUCH is it
2. Emphatic stress: A speaker may place empharetiscs s ot n a
particular element that he wishes to place specmiaplh asis on. For
example,

145
He isA LWAYS late on Monday.
3. Contrastive stress: A speaker may place marjeosr ss ton the
contrastive elements. The contrast may take thme ofof ra
contradiction, or a form of choice between alteirvneast. For
instance,

146
I mean SATURDAY, not SUNDAY.
Do you wantT HIS one or THAT one
83

147 Contrastive can also mean different tones of sp:e ech
1. Thanks. (routine-like or perfunctory)
2. Thanks. (enthusiasm)
3. T h a n ks. (sarcasm)
4. Sure.
5. Sure.
6. S u r e.

148 More examples in dialogues:
A: I need to get something from your bag.
B: What (What is it )
A: I need to get something from your bag.
B: What (I cannot hear you.)
A: I need to get something from your bag.
B: What (Haven’t you taken enough things from bmayg
Do you want to take everything from me )
Here are examples of how the features mentionevde a obcocur in
longer dialogues:
Dialogue 1: (new information vs. old information)

149
A: Have you seen my camera
B: What camera
A: It’s a digital camera.
B: Is it the one you put on the bookshelf
A: No. That one’s not digital; it’s just regular.
B: Well, what color is it
A: It’s black, with a gold chain on it.
B: Hunnn! I think I saw one like that somewhere.
A: Where did you see it
B: It was on the dining room table.
84
Dialogue 2: (Emphatic stress)

150
A: Did you like that movie
B: I thought it was really good. Did you
A: Yeah, it was good. But it was a bit too long.
Dialogue 4: (Contrastive stress)

152
A: Excuse me. How much is this
B: It’s sixteen dollars.
A: Sixteen I thought it’s ten. Isn’t it 40 perct eonff today
B: The big sale starts on Tuesday. That’s tomo.r row
A: What Today is Monday, not Tuesday
B: Yeah. Sorry about that. Do you want me to kteheisp for
you
85
ξ2 Final Intonation
In the following sections the basic patterns of lEisnhg intonation will
be introduced with each pattern illustrated by ar tc ohf intonation
contour.
1. Rising-falling contour/intonation
This is the most common intonation pattern in Eisnhg al nd is
characteristic of simple declarative sentence, coanmdms, and
questions that begin with wah -word, such as “who,” “what,” “ when,”
“where,” “why,” or “how.”

154 Compare the intonation of the following express:i ons
Falling intonation Rising intonation
1. He lied. 1. Did he lie
2. He lied to me. 2. Did he lie to me
3. You have a patient. 3. Do you have a patient
4. You have a patient with yo u.4. Do you have a patient with yo u

155
1. Would you like to stay
2. Would you like to stay with me
Consider the following situations:

156 You want to make a request:
“Can I talk to you ”

157 You come to a new place and talk to a stranger:
“Excuse me. Can you help me Where is the studeenntet rc ”
“I can’t open this. Can you give me a hand ”
86

158 You talk to the bus driver:
“Does this bus go to the airport ”

159 Wh-questions with falling intonation:
1. Who will help
2. Who will help us
3. Who will help us today

160 Commands:
1. Come.
2. Come here.
3. Come with me.
ξ3 Non-final Intonation
Non-final intonation refers to the intonation parntt ethat does not
include the ending of the sentence. The underlpinaerdt of the
dialogue illustrate the non-final intonation.

161
A: Who’s gonna help us today
B: Mary said she’d he,l pbut…
A: Good. Where is she

162 Common situations for the unfinished “sentencne t”h ie
compound structure:
1. I’d wanted to gob, ut I had something else to do.
2. I opened the dooarn d found a box lying on the floor.

163 Unfinished “sentences” in the complex structure:
1. If you were my friend, I’d help you.
2. When he left the house, he looked happy.
3. He looked happy when he left the house.
87

164 Unfinished “sentences” in the parenthetical stturruec:
1. Peter, can you do me a favor
2. You know, there is nothing I can do now.
3. The reason I missed the test, Mr. White, is It hwaats sick last
week.

165 Unfinished “sentences” in the appositive struec:t ur
1. Romeo and Juliet, one of Shakespeare’s plays, is still on the
required reading list.
2. Professor White, our new computer instructodr,n d’t icome to
class today.

166 Alternative questions (closed-choice)
1. Would you like some tea or wine
2. Would you like some tea, beer, or wine
3. What would you like, tea or wine

167 Alternative questions (open-choice)
1. Would you like some tea, beer, wine, (…or annygth ei lse)
2. What would you like, tea, beer, wine, (…or aninygth else)
3. Would you like some coffee, soda, water, (…oyrt hain g
else)

168 Series items
1. I need a pen, some ink, and a brush.
2. Mr. Egan has always been energetic, intellig aendt,
ambitious.

169 Tag questions (eliciting confirmation)
1. Wonderful day, isn’t it
2. We should really study hard, shouldn’t we
88

170 Tag questions (asking for information)
1. John is a good student, isn’t he
2. He doesn’t know I’m here, does he

171 Echo-questions: Dialogue 1
A: What are you doing here
B: What am I doing I’m cleaning your office.

172 Dialogue 2:
A: What are you doing
B: I’m fixing my car.
A: Sorry. What are you doing
B: I said I am fixing my car.
Speakers’ attitude can be signaled through theo fu psietc h variation
in intonation patterns. If a person raise his p, ithceh may be indicating
surprises, disbelief, etc. If a person lower htisc hp,i he may be
indicating anger. If a person narrow his pitch rea,n hge may be
showing his indifference or boredom.
Strong emotion of disbelief, surprise, anger, etc.

178 Surprise
A: Where’s John
B: John left yesterday.
A: He left ! I thought he would stay longer.

179 Disbelief
A: John left yesterday.
B: He left ! I can’t believe it
89

180 Anger
A: John left yesterday.
B: He left ! How could he do this to me

181 Indifference
A: John left yesterday.
B: He left. So what You can find someone else.
ξ4 Conclusion: The appropriate intonation

182
1. Who wants to come a. John wants to come to the dinner
party tonight.
2. Does he have to come b. No, but hew ants to come to the
dinner party tonight.
3. What did you say To the tea c. No. I said he wants to come to the
party dinner party tonight.
4. Did you say tomorrow night d. No. I said he wants to come to the
dinner partyt onight.
90
ξ5 The intonation of a monologue
How to read the whole passage with stressed syllables and
focus words:

183 (cited from Well Said, 1993)
“OK, today we’ll continue our discussion of polilount. …
Yesterday we defined pollution. … Today we’ll talbk out the
impact of pollution … its far-reaching effects. Mya pneople
think pollution is just a problem for scientists b…ut it’s not just
a problem for scientists. It’s a problem that atfsfe ecveryone …
since it affects human lives, it’s a health prob l…em since it
affects property, it’s an economic problem … anndc es iit affects
our appreciation of nature, it’s an aesthetic permob.”l (p. 119)

184 (cited fromN ew Person to Person, 1995)
“Good evening, ladies and gentleman, and welcoI’me .
sure we have all heard the expression, “Think G.r”e eTnonight
we are going to talk about ways that we can “Acet eGnr” in our
everyday lives.
The best place to start, of course, is in the h oEmve.ry day,
people all over the world are hurting the environmt weithout
even knowing it. For example, busy families buy epra npapkins
and plastic food wrap at the supermarket. This sh tehlpem save
time on housework, but after these things have buesend, what
happens to them They go in the trash. In manye ps,la c
especially in North America, big cities are runn ionugt of places
to throw their trash. What can we do about this. 1 1(p4)

s1
/iy/ B C D E G P T V Z
/E/ F L M N S X
/ey/ A H J K
/ju/ Q U W
/ay/ I Y
91
References
Celce-Murcia, Brinton, D. M., & Goodwin, J. M. (169)9. Teaching
pronunciation: A reference for teachers of English to speakers of
other languages (2nd ed.). New York: Cambridge University
Press.
Grant, L. (1993).W ell said: Advanced English pronunciation. Boston:
Henle & Heinle Publishers.
Richards, J. C., Bycina, D., & Aldcorn, S. B. (19).9 N5ew person to
person. New York; Oxford University Press.
92

展开更多......

收起↑