Liaison [li(:)'eizɑ:n, -z?n] 连音
1.Consonant(辅音) + Vowel(元音)
Read it/ good evening/ come in/ keep on/ put it on/ not at all/ in an hour/ a lot of eyes/ best of all/ one of us/ an hour and a half/ a bottle of ink/ leave it alone/ take it off/ think of it/ in April/ an elephant/ brush up/ a bowl of rice/ a box of sweets/ a couple of hours/ in advance/ an active boy/ an English film/ an early bird/ inside out/ half a mile away/ out of the window/ an interesting story/ hundreds of people/ take advantage of/
a piece of ice
2.Vowel+Vowel(元音)+ (元音)
you are/ he is/ she is/ rely on/ how old/ day in and day out/ to be evil/ go away/ very interesting/ nearly a year/ do away with/ worry about/ very exited/ three hours/ my uncle/ the end/ too easy/ hurry up/ May I?/ we agree/ throw away/ try it/ too often/ how old/ who else/ he ask/ go upstairs/ by eight
3.R-linking
four eyes/ their eyes/ her uncle/ there is/ there are/ for ever/ more over/ after all/ father and mother/ here and there/ for a moment/ for instance/ a matter of fact/ a pair of shoes/more or less/ far into the night/ in a year or two/ power of love/ for it sake/ the future of our own/ your own hands/ for a while/ the other end/ your other pen/ as far as/ take care of
No others ever know of it.从来没有其他人知道它。[?ev?]ad.在任何时候，从来
He’ll go over the accounts.他会看一遍这些账目。[??kaunt]n.记述；帐(户)
She will be back in an hour and a half.她一个半小时后就回来。
People all over the world are against it.全世界的人都反对它。[??genst]反(对)
The first attempt was made in April 1818.第一次尝试是在1818年四月[??tempt]尝试
They arrived on scene in an instant.
She threw up her arms in despair.
She can play on many an instrument.
The post office was far away from here.邮局离这里很远。
He got a lot of copies of the song.
Now I think I’ll go on making my offer.
She said that she didn’t like it at all.她说她一点都不喜欢它。
He was sorry to have forgotten all about it.他很抱歉把它忘得一干二净。
She saw it high up a tree in the open.
George has a great sense of humor.乔治非常有幽默感。[sens]n.感官(觉) [?hju:m?]幽默
Ruth stayed up all night and did puzzles.螺丝整晚没睡玩猜谜。[?p?zl]谜；难题
All I know is what I read in the newspapers.我多知道的全部都是从报纸上看的。
We’ll go and he decides to go along with us.我们会去，他决定和我们一起去[di?said]决定
The traffic light flashed on and off angrily.
Do you understand what I am getting at?
This book is the best of all our acquirements.
He has to analyze the problem and set it up.
These boxes are heavier than he told us they’d be.
He planned to go and promised to on his won.
Then your chances of staying alive are very good.
I expected to be near my objective by eight o’clock.
Many artists today are in what is called applied art.
The search went on day after for ten hours.
Don’t visit Anthony unless you are invited.
I made Jack agree to turn off the radio by eleven o’clock.
He is always fresh and energetic on Monday morning.
He told a story about an Indian of whom little is know.
That is why you should always carry an umbrella.
Why do you think of our new economics instructor?
Many studies around the clock for her management exam.
He filled it with pesos as fast as he could and brought it up.
Such animals can be seen in a number of places in that area.
Except in an emergency, never try to travel alone at night.
In the United States, there are publications for every taste and interest. The old man was well over sixty and would stay at home all evening.
Most university libraries store hundreds of thousands of books and magazines. He set up a line of post stations between the northern and southern colonies. Trips were made three times a week in summer and twice a week in winter. Nearly all the students take an active part in after-class activities.
英语语音课程标准 课程名称：英语语音 总学时数：40 （实践课学时数：20 ） 学分数：2 适用专业：英语专业 一、概述 （一）课程性质 性质：随着我国国际交往的日益深入，我们越来越意识到语音教学是语言教学的一项重要内容。规范而自然的语音、语调不仅为有效的口语交际打下了良好基础，更会给人留下良好印象、交流无障碍成为每一个英语学习者孜孜以求的目标。本课程将语音的训练与学生英语听力和口语表达的训练结合起来。让学生更好地进行语言交际:能自如地对所听到的英语语篇进行解码，没有障碍，轻松自如；能流畅地表达所要表达的思想，流利顺畅，要点突出，使人听起来清晰明了，从而帮助学生在英语听说能力的发展方面打下坚实的基础，通过语音学习学会进行更为有效地使用英语进行交际。 （二）课程定位 本课程是英语专业低年级的必修课程，属于专业技能课模块，是基础课中的基础。 它的基本要求是使学生能够熟练掌握英语语音的基本理论，并在实际会话中形成流畅的语气、语调，它要求学生认真完成老师布置的作业，养成良好的学习习惯，提高自主学习能力，培养合作及探究性学习能力。该课程教学要与其他各门课程教学密切协作，学好语音需要其它课程的推动，而其他课程也需要语音的促进，语音与其他课程相互作用，共同发展。 （三）课程设计思路 本课程采取的是“讲座-语音实验室实践-口语练习-课堂总结”相结合的上课模式，这种模式强调把机械的语音操练变成具有交际意义的听辨和交互式的练习，从而帮助学生通过语音学习学会进行更为有效的交际。 课程的教学强调其实践性：一是课堂内的实践-语言实验室的实践、网上练习的实践，注重引导学生将所学的理论用于完成某项交际任务的实践；二是通过开展"语音语调大赛"-"语音语调模仿"、"演讲"、"电影配音"等旨在通过比赛改善学生的英语发音，提高学生英语的口头表达能力,为学生们提供一个学以致用的机会,一个展现个人才能的舞台,在学生中营造一个多听,多说,多练英语的活泼的学习气氛,更好地满足不同层次学生的需要，同时通过实践培
外语系英语教育专业三年制专科教学计划 一、培养目标 本专业培养能够适应21世纪初中及小学教育需要的, 具有创新精神和实践能力的德、智、体、美全面发展的初中和小学英语教师。 二、基本规格要求 1. 热爱社会主义祖国,拥护中国共产党领导,具有为国家富强、民族振兴而奋斗的理想、事业心和责任感。 2. 树立科学的世界观、正确的人生观和价值观；形成科学的思想方法、良好的道德情操和自我教育的能力。 3. 具有较扎实的英语基础知识、基本技能和人文修养；具有较强的自学能力和分析问题解决问题的能力。 4. 掌握基本科研方法；掌握计算机基础知识和应用技能，达到规定的等级要求；具有初步的图书情报资料检索能力。 5. 了解体育运动的基本知识,掌握科学锻炼和养护身体的技能和方法,养成科学锻炼身体的良好习惯,身心健康。 三、课程修读要求 本专业为全日制三年专科,毕业须修满132 学分,总计2412学时。专业主干课为基础英语,24学分; 高级英语, 8学分; 英语泛读, 8学分; 英语教学法,2学分; 英语语言学, 2学分。
四、课程结构比例表 五、课程方案表
六、实践教学计划表
七、课程简介 课程编码： 课程名称：基础英语(I--IV)(Basic English) 主要内容：本课程是一门综合英语技能课, 也是专业主干课. 主要内容是通过课文学习英语语音、语法、词汇、篇章结构、语言功能意念等基础知识，进行听、 说、读、写、译基本技能训练，使学生逐步提高语篇阅读理解能力,了解 英语各种文体的表达方式和特点,扩大词汇量和熟悉英语常用句型, 具备 基本的口笔头表达能力, 为学习高级英语打下坚实的基础。 学时数：432 学分数：24 课程类型: 必修 适用专业：英语教育专业三年制专科 预修课程：无 授课方式：课堂讲授、提问、讨论及口、笔头练习 考核方式：书面闭卷考试 教材：《新编英语教程》（修订版，1--4册），李观仪主编，上海外语教育出版社，1999年 参考书：《新编英语教程教师用书》（修订版，1--4册），李观仪主编，上海外语教育出版社，2000年 课程编码: 课程名称: 高级英语(I--II)(Advanced English) 主要内容: 高级英语是英语专业高级阶段的一门语言综合课程, 主要内容是通过阅读和分析政治、经济、社会、语言、文学、教育、哲学等方面的英语名作, 巩固和加强英语各项技能的综合训练，强化文化意识、语篇意识、语用意 识，提高逻辑思维及判断能力，使学生能较熟练地得体地进行英汉语口笔 头的双向交流。 学时数：144 学分数：8 课程类型: 必修
实用英语语音 I. 音节： 英语单词是由字母组成的。字母构成音节。有的词只包含一个音节，有的词包含两个、三个或更多的音节，分别称为单音节词、双音节词和多音节词。 单音节词单独存在的时候，一般都是重读的。双音节词和多音节词一般只有一个音节重读的，多音节词除重读音节之外，有时候还有一个次重读音节。 音节的核心是元音，由一个或几个元音字母代表。少数辅音字母，如l、n 可以构成非重读音节。一个音节里可以只有一个元音字母而没有其他的字母，如I、a。元音字母或字母组合的前面或后面可以有一个或几个辅音字母，或前后都有辅音字母。如we、she、at、ask、box、them、desk。 注： 1．元音字母a、e、i、o、u。 2．音节还可以通过元音音素来划分。 3．辅音单独不能构成音节，但辅音中的响音[ l ] [ m ] [ n ] [ ]在词尾和另一辅音中的爆破音或摩擦音相结合，可构成音节。这种响音叫“成音节”。成音节常位于词尾，非重读音节。 1. 开音节： 1．以一个元音字母结尾的重读音节，称为开音节或称绝对开音节。这个元音字母读它名称音（也就是它在字母表中的读音），既所谓“长音”。 Eg: be no table student 2．包含一个元音字母的重读音节中，在元音字母后面有一个辅音字母（r除外），还有一个不发音的字母e，这种重读音节叫相对开音节。这个元音也叫“长音”。 Eg: name these bike rose tube 2．闭音节： 包括一个元音字母，而以辅音字母（r,w去外）为结尾的重读音节，称为闭音节。这种音节中的元音字母读它的“短音”，即a 读[ ] ，e读[ e ] ，i或y读[ i ] ，o读[ ] ，u读[ ] 。 3．r音节： 元音字母与辅音字母r结合构成的音节。Eg: car, term, first, sport, nurse 4．音节的划分： 音节的划分对判断单词读音以及书写移动等都很重要。一般情况可用一句话来帮助记忆：“一归后，二分手。” 1)音节间只有一个辅音字母（或组合）时，常可归入后一音节。但常有例外，还应 借助读音或多查词典来判定。 Eg: further (fur-ther) pardon (par-don) student (stu-dent) 但: seven (sev-en) manage (man-age) study (stud-y) 2)音节间有两个辅音字母，则一个归前，一个归后，但不要将字母组合拆开；词缀 也要与原词分开划音节。 Eg: apple (ap-ple) letter (let-ter) mirror (mir-ror) father (fa-ther) teacher (teach-er) whenever (when-ev-er) neighbour (neigh-bour) address (ad-dress) Atlantic (At-lan-tic) 3)注意移行： ①要按音节移，连字符“-”位于行末（eg: picture） ②单个字母的音节不能单独留在上行，（eg: unit）或单独移至下行首（eg:city） ③有连字符的在连字符处断开（eg: picture-book） III．单词重音： 英语的双音节词或多音节词中，有一个读得特别响亮的音节，叫做重读音节。其他不特别响亮的音节叫做非重读音节。 1．重读音节： 双音节词和多音节词的重音或是在第一个音节上或是在其他任何一个音节上。Eg: Sunday [ ] because [ ] 多音节词，有时除了重读音节外，还有一个次重读音节。Eg: supermarket[ ] 除了一些复合词外，一般说来，每一个词只有一个重读音节，重读音节，重读音节用重音符号“’”来表示。 2．非重读音节： 在双音节词或多音节词中，重读音节之外的音节称为非重读音节。 字母a, o, u在非重读音节中一般读[ ]或[ i ]。 Eg: a-bout Eng-land to-day vil-lage 字母e, i, y在非重读音节中一般读[ ]或[ i ]或不发音。 Eg: e-le-ven be-gin bas-ket mu-sic of-fice ti-dy 3．单词的重读：
生活日常英语口语大全 1、I won’t let her go without a fight!我不会轻易放过她的 2、It could happen to anyone./It happens to anybody./That happens.谁都可能会遇到这种情况 3、I’m a laundry virgin.（注意virgin的用法，体会老美说话之鲜活） 4、I hear you.我知道你要说什么。/我懂你的意思了 5、Nothing to see here!这里没什么好看的/看什么看！ 6、Hello?Were we at the same table?有没有搞错？（注意hello的用法，用疑问语气表示“有没有搞错？”） 7、You are so sweet/that’s so sweet.你真好。 8、I think it works for me.（work为口语中极其重要的小词） 9、Rachel,you are out of my league（等级，范畴）.你跟我不是同一类人 10、You are so cute.你真好/真可爱 11、Given your situation,the options with the greatest chances for success would be surrogacy.（given表示考虑到的意思；非常简洁好用） 12、Let’s get the exam rolling.现在开始考试了(get……rolling的用法) 13、Why don’t we give this a try?我们为何不试一下呢 14、Bravo on the hot nanny!为那个性感的保姆喝彩！/赞一下那个性感的保姆！（重点是brave on sth/sb这个句型，表示为……喝彩/赞叹的意思） 15、My way or the highway.不听我的就滚蛋！（很漂亮的习语，压后韵） 16、I planed to go there but something just came up.我本想去那的，但突然有点事情（注意something just came up这个搭配） 17、That’s not the point.这不是关键/问题所在 18、(If)he shows up,we stick with him.他一出现，我们就跟着他走（着重比较书面英语和标准的口语，表条件的if可以省略） 19、My life flashes before my eyes.我的过往在我眼前浮现。 20、I have no idea what you have said不知道你在说什么（I don’t have the slightest idea……）“我不知道”不要总说I don’t know，太土了，可以说I have no idea或者I don’t have a clue…… 21、Just follow my lead.听我指挥好了。 22、Good for you！你真不错/好！（老友记中极其常见的赞扬、表扬句型） 23、Let me put it this way,we’re having sex whether you’re here or not.（主要是前半句中put的用法，这里put等于say；极其标准的口语说法） 24、The more I worried about it,the more I couldn’t sleep.（the more……the more……越什么……就什么……；多学点这样的句型举一反三不论对口语还是写作都有帮助） 25、We’re more than happy to give you recommendations. （more han happy等于非常高兴） 26、Rachel,Can you pass me the TV guide?能把电视报递给我吗?(非常实用的口语句型，
1.For English phonemes, how many consonants are there? And how many vowels? What are pure vowels? Speech sounds are generally divided into vowels and consonants.There are twenty-one letters of consonants and twenty-four consonant phonemes.Meanwhile,There are five letters of vowels and twenty vowels phonemes A monophthong is a pure vowel sound, one whose articulation at both beginning and end is relatively fixed, and which does not glide up or down towards a new position of articulation. 2.How can people articulate sounds like /?/, /?/, /t?/, /d?/? Is there any difference among them? What about /k/, /g/, and /?/? Both /?/ and /?/ are fricatives.Fricatives are consonants produced by forcing air through a narrow channel made by placing two articulators close together.So they are sounds very short.But / T?/ and / D?/ belong to affricates.It means it is produced by first stopping the airflow entirely, then allowing air flow through a constricted channel at the place of articulation, causing turbulence. /n/’s manner of articulation is occlusive, which means it is produced by obstructing airflow in the vocal tract. Because the consonant is also nasal, the blocked airflow is redirected through the nose. /g/’s manner of articulation is occlusive, which means it is produced by obstructing airflow in the vocal tract. Since the consonant is also oral, with no nasal outlet, the airflow is blocked entirely, and the consonant is a stop. The different from /n/ and /?/ is that /?/ is a velar nasal,but /n/ is a alveolar nasal.Actually it’s position is same to /g/.When you pronunce /?/ ,you have to be clear and forceful 3.please write down 8 words containing 8 different diphthongs. 1.House 2.dear, 3.play, 4.Grow 5.oil, 6.There 7.File 8.Great [e] is a dorsal vowel and pure vowels.When you pronunce [e ],your tongue should be placed in the middle of the oral cavity.The tip of your tpngue should rest light against the back of yur loxer front teeth. [ei] is a diphthong from [e] to [i],besides,it also is a long vowel.[ei] is read the letter A‘s pronunciation.The first element of the sound is the same as [e] and the only difference between the two is that in the pronunciation of [e],you have to stick to your tongue position throughout,while in the pronunciation of [ei],you have to change your tongue position to [i],making it a diphthong.
英语语言学教程(胡壮麟版) Chapter one. Invitation to Linguistic. 1. What is language? “ Languageis system of arbitrary vocal symbols used for human communication. It is a system, since linguistic elements are arranged systematically, rather than randomly. Arbitrary, in the sense that there is usually no intrinsic connection between a work (like “book”) and the object it refers to. This explains a is explained by the fact that different languages have different “ books ”“:book ”in English, “ livre in” French, “shu” ii n eCseh. It is symbolic, because words are associated with objects, actions, ideas etc. by nothing but convention. Namely, people use the sounds or vocal forms to symbolize what they wish to refer to. It is vocal, because sound or speech is the primary medium for all human languages. Writing systems came much later than the spoken forms. The fact that small children learn and can only learn to speak (and listen) before they write (and read) also indicates that language is primarily vocal, rather than written. The term “ human” in the definition is meant to specify that language is human specific. 2. Design Features of Language. “ Design features ” here refer to the defining properties of human language that tell the difference between human language and any system of animal communication. They are arbitrariness, duality, productivity, displacement, cultural transmission and interchangeability (1) Arbitrariness: By “ arbitrariness ”, we mean there is no logical connection between meanings and sounds. (2) Duality: The property of having two levels of structures (phonological and grammatical), units of the primary level being composed of elements of the secondary level and each level having its own principles of organization. (3) Productivity: Productivity refers to the ability to the ability to construct and understand an indefinitely large number of sentences in one?s native language, including those that has never heard before, but that are appropriate to the speaking situation. The property that enables native speakers to construct and understand an indefinitely large number of utterances, including utterances that they have never previously encountered. (4) Displacement: “ Displacement ”, as one of the design features of the human language, refers to the fact that one can talk about things that are not present, as easily as he does things present. In other words, one can refer to real and unreal things, things of the past, of the present, of the future. Language itself can be talked about too. (5) Cultural transmission: This means that language is not biologically transmitted from generation to generation, but that the details of the linguistic system must be learned anew by each speaker. (6) Interchangeability: Interchangeability means that any human being can be both a producer and a receiver of messages. 3. Functions of Language. Language has at least seven functions: phatic, directive, Informative, interrogative, expressive, evocative and performative. (1) Phatic function: The “ phaticfunction r”efers to language being used for setting up a certain atmosphere or maintaining social contacts (rather than for exchanging information or ideas). Greetings, farewells, and comments on the weather in English and on clothing in Chinese all serve this function. (2) Directive function: The “ directive function ”thamt laenagnusage may be used to get the hearer to do something. Most imperative sentences perform this function, e. g., “Tell me the res you finish. ” (3) Informative function: Language serves an “ informational function ”when used to tell something, characterized by the use of declarative sentences. Informative statements are often labeled as true (truth) or false (falsehood). (4) Interrogative function: When language is used to obtain information, it serves an “ interrogat
Chapter 3 Liaison If we want to speak English fluently, we must try to avoid pronouncing each word as if it were isolated. We must try to link words together smoothly and naturally. In English one word is not separated from another by pausing or hesitating; the end of one word flows straight on to the beginning of the next, e.g. First of all /'f?:st??v ? '?:l/ Some of us /'sΛm??v??s/ The linking of words in connected speech may be divided into the following types: 1)when the final sound of the word before is a consonant you must link the final consonant to the initial vowel sound of the next word. It will help if you treat the final consonant as if it were transferred to the next words. Examples: put it on /'puti't? n/ look at it /'luk?tit/ think of it /'θi?k?vit / 2)When the final sound of the word before is a vowel you must link the vowel sound to the initial vowel should of the next word. Here a short and gentle /j/ or /w/ is used. a)after /i:/, /i/ and the diphthongs(双元音) /ei, ai, ? i/,which end in /i/,we can use a very gentle /j/ as the link. Examples: the other /ei?j?'Λe?/ he is my uncle. /hi:?j? iz mai?j?'Λ?kl/ she ate some./? i:?j??t s?m/ However, we do distinguish between “my ears” and “my years”, etc. “years”/ji?z/ has a longer and stronger/j/ than the shorter and gentle link /j/ before “ears”. b)After /u:/, /u/ and the diphthongs /?u, au/, which end in /u/, we can use a gentle /w/ as the link. Examples: two others /'tu:?w?'Λe?z/ do it /'du: ?w?it/ how old /'hau?w?'?uld/ Again we distinguish between “two-eyed” and “too wide”: /'tu:?w?'aid/, /'tu:'waid/ 3)When a word ending with “r” or “re” goes before a word beginning with a vowel sound /r/ is usually pronounced as a link.
《实用英语语音(二)》复习资料1 I. Fill in the blanks. 1.An intonation unit usually corresponds to a group . 2.The phonetic transcription of the underlined words in the sentence “The present president of the committee will present the final report to Parliament soon.” are [ ] and [ ] respectively. 3.The frequent occurrence of the syllable is one of the fundamental characteristics of spoken English，and the one that most distinguishes English from Chinese. 4.The syllable which carries a maximal prominence in the tone unit is called . 5.Rhythm in English speech is based on . 6.According to the manner of articulation，the sound [ p ] and [ t ] are _______consonants while [ m ] and [ n ] are consonants. 7.Intonation can be used to convey feelings and attitudes.The __________intonation is said to be more often associated with feelings of hesitation，contrast，reservation or doubt. 8.According to the place of articulation，the sound[ θ ]and [ e ] are. 9.Head in an intonation unit extends from the syllable up to the . 10.Stressed syllables in English have and clear vowel sounds. 11.In spoken English，the phenomenon of joining words together is called . 12.Intonation can be used to remove ambiguity of English sentences. This is the ____ function of intonation. 13.The short vowel sound in unstressed syllables is very often the sound ________，which is the most common of all sounds in English. 14.[ t?] and [ d?] are two English affricates and they differ primarily in terms of _______ . 15.When we link the final vowels [ ?: ] and [ ? ] to a following vowel，we should add the [ r ] sound as in “her︶own”，and this sound is called . 16.The consonants are made by completely stopping the airflow at some point in the mouth and then，for most productions，releasing it into the sound that follows. 17.The placement of nucleus depends on the information content: the more predictable a word’s occurrence is in a given context，the its information content is. Ⅱ. Multiple Choice 1.在下列四个单词用斜杠标出的字母中，有一个与其他部分的读音不同。请找出这个词。
英语论文之英语发音困难音：/l/音和/n/音的研究 英语发音困难音：/l/音和/n/音的研究曹敏青岛农业大学山东青岛 266109 摘要：对于英语中的两个音/l/音和/n/音，本文就英语/l/的发音及其与汉语/l/音的比较、英语/n/的发音及其与汉语/n/音的比较，以及汉语/l/音与/n/音的混淆及其对英语发音的影响三方面进行阐述比较，希望对英语语音教学起到一定积极作用。关键词：/l/音 /n/音发音比较在英语发音教学中，/l/音和/n/音是两个困难音。/l/音和/n/音在中国不同地区的方言中经常被混淆（特别是南方），英语中两个音的发音与汉语中相对应的发音也存在很大不同，给英语语音教学带来难度。在发音过程中，这两个音是每个学生都面临的挑战，从事英语语音教学的老师应该予以注意。1 英语/l/的发音，及其与汉语/l/音的比较1.1英语/l/的发音在英语发音中，/l/音被称为边音，因为在发音时舌尖要顶在上牙齿的后面即上齿龈处，舌头的两边下降，以使气流通过。气流通过时无阻碍，边音/l/属于辅音。英语发音中，/l/音被分为两个音，即：清晰音/l/和模糊音/l/。清晰音发音时，舌尖顶在上牙齿的后面，硬腭处相对应的舌前部上抬，至短元音/i/的位置，气流从舌两边送出。清晰音/l/只在英音发音中出现，美语发音不存在这个音。而且该音在英音发音中只出现于元音前，如“late”，或半元音前，如/j/。模糊音/l/发
音时，舌尖顶在上牙齿的后面，舌前部下降，舌后部上抬至短元音/u/的位置，气流从舌两边送出。在英音发音中，该音出现在辅音前，如field，或音节末，如fill。美语发音中所有的/l/音都为模糊音。1.2与汉语/l/发音的比较汉语中的/l/音只出现于音节开始位置，如“亮liang”，不会像英语发音一样出现于音节末，如“little”。因为中国的学生没有在词末发/l/音的习惯，所以通常会以其他音取代/l/音，如把“little”发成类似汉语拼音“leitou(r)”的音。笔者在英语教学中发现，因与母语发音习惯相关，这样的错音比较难纠正。在发音教学中应该要求学生发音时，舌尖一定要接触到上齿龈处，不可离开，也不可向后卷发卷舌音。汉语中的/l/音，相对来说，会更像清晰音/l/，与模糊音/l/没有相似之处。1.3发音技巧若将此音发对，首先要考虑的是发音时找准舌尖的位置，发成清晰音或是模糊音是次要考虑的问题。怎样在汉语发音基础上把此音发对呢？汉语拼音中发/l/的单音时，舌尖先与上齿龈处接触，后又分开，气流主要不是由舌两边发出，而是沿着舌中，向外发出。声音似汉字“了”的发音。发英语音标/l/时，可以取与汉语拼音/l/相同的舌位，只是要注意舌尖保持与上齿龈的接触，不可分开，气流由舌两边发出。如此发音，基本上可以找准发音位置，特别是舌尖的位置。若要准确地发出清晰音或模糊音，要在此基础上参看上述的相对发音舌位，找准舌后部上抬的位置，反复练习揣摩。有的学者指出，/l/在元音后可以发成类似汉语拼音“ou”或汉
一、选择题 1．Which of the following words is pronounced /k?ust/? A．coat B．cost C．coast D．count 2．She didn't have a good_____/ sli:p/ last night, so she looked tired. A．sleep B．sheep C．shape D．shop 3．Could you help clean up the classroom? It's /'d?: ti/. A．date B．dirty C．doubt D．duty 4．—How often do you do sports? —I do sports /twa?s/a day. A．twice B．twins C．tooth D．try 5．My______ /'fe?v?r?t/ snack is potato chips. A．favorite B．free C．foreign D．future 6．If I had one million dollars, I’d give it away to______________/′medik?l/ research. A．medicine B．medical C．magazine D．metal 7．下列四个选项中划线部分读音全部相同 ．．．．的是__________。 A．oranges boxes families B．maps books bags C．age take made D．but sun use 8．In the following words, which underlined letter has a different sound from the others? A．produce B．product C．promise 9．Which pair of the words with the underlined letters has the same sound? A．heat deal B．glove postman C．Germany national 10．下列字母书写格式正确的是 ____。 A．B．C．D． 11．In the following words , which underlined letter has different sound from the others? A．medium B．secret C．recall 12．Which sound goes with the word "burn"? A．/b?n/ B．/br?n/ C．/br?:n/ D．/b?: n/ 13．Which pair of the words with the underlined letters has the same sound? A．harm warm B．rule truth C．south smooth 14．I have to / k?m'pi:t/ with my classmates at school. A．computer B．compete C．complete D．compare 15．Which of the following words has the same sound as the underlined letter of the word "waste"? A．relation B．task C．satisfy 16．Which of the following underlined part is different in pronunciation from others? A．The girl gave the seat to an old lady. B．The death of the dog made him sad.