In this American English pronunciation exercise, we're going to study some conversation. Today it's going to be a Ben Franklin exercise, where we analyze the speech together. Today's topic: what did you do today?，下面我们就来聊聊关于英语初学者学习英语发音?接下来我们就一起去了解一下吧!
英语初学者学习英语发音
In this American English pronunciation exercise, we're going to study some conversation. Today it's going to be a Ben Franklin exercise, where we analyze the speech together. Today's topic: what did you do today?
在这个美语发音练习中，我们要学习一些对话。今天要进行的是一个本·富兰克林练习，我们会一起分析句子。今天的话题：你今天做了什么？
. . . . . . Great. Let's get started.
很好，我们开始吧。Tom，你今天做了什么？
" Tom, what did you do today? " " Tom, what did you do today? " Lots of interesting things happening here.
“Tom, what did you do today?” 这里有很多有意思的地方。首先，我注意到了我省略了T音：“what did, what did, what did you do?”
I noticed first of all that I've dropped the T here: " what did, what did, what did you do? " I'm also noticing I'm getting more of a J sound here, j-ou, j-ou. Whuh-dih-jou, dih-jou.
我还注意到了我在这里发的音是J音，j-ou, j-ou. Whuh-dih-jou, dih-jou.所以这里的D音和Y音结合起来发J音。我们就把它读为wuh-dih-jou。
So the D and the Y here are combining to make the J sound. So we have wuh-dih-jou. " What did you." [x3]
“What did you.”（循环三次）“Tom, what did you do today?” 我注意到的另一点就是这里的T是一个浊音D，“do duh-, do duh-, do today”，这里是一个弱读，我们把这个非重读音节略读。“Today, today, do today, to today.”
" Tom, what did you do today? " The other thing I notice is that the T here is really more of a flap sound, a D, " do duh-, do duh-, do today" , this is most definitely a schwa, so we're reducing this unstressed syllable to be the schwa. " Today, today, do today, do today." " Tom, what did you do today? "
“Tom, what did you do today?”“Today I woke up...”
" Tom, what did you do today? " -" Today? " -" Today." " Today I woke up. . ."
这里“today”出现了三次。通常，第一个音节是被略读为弱读音的，但我注意到这些T都是清音T，不是浊音T。这是因为它们在句子的开头，所以，我们不把它略读为浊音T。
Now here we have " today" three times. Always, the first syllable is reduced to the schwa sound, but I'm noticing that these T's are all True T's, and not Flap T's. That's because they are beginning sentences. So, we're not going to reduce that to a Flap T.
在这里，“do today”，“today”里的T出现在OO元音中间，所以要弱读。所以我们把它发成浊音。但在这里我们要开始一个句子，所以我们要发清音T的音——即使我们会把它略读为弱读音。“Today”。
In the case up here, " do today" , it came, the T in " today" , came in between a vowel, " do" , the OO vowel, and the schwa sound. And that's why we made this a flap sound. But here we're beginning a sentence, so we're going to go ahead and give it the True T sound--though we will most definitely reduce to the schwa. " Today."
“Today?” -“Today.”（循环三次）-“Tom, what did you do today?” -“Today?” -“Today.” -“Today I woke up...”这里的词语之间连接得非常紧，我知道当有词语是以元音或复合元音结尾，后面的词语是以元音或复合元音开头时，我们就会把它们的音连到一起，“today I.”（循环三次）
" Today? " -" Today." [x3] -" Tom, what did you do today? " -" Today? " -" Today." -" Today I woke up. . ." Everything was very connected there, And I know that when we have something ending in a vowel or diphthong sound, and the next word beginning in a vowel or diphthong sound, that we want that to really glide together, " today I." [x3]
如果我们遇到元音开头的词语时，我们就要想想，前面的词是以辅音结尾的吗？是的。它以辅音K结尾，“woke up, woke up”。
And anytime we have a word that begins with a vowel, we want to say, hmm, does the word before end in a consonant sound? It does. It ends in the K consonant sound, " woke up, woke up" .
所以，为了方便我们连读，我们可以把它想成下一个词的开头，“wo-kup, woke up. Today I woke up.”
So, to help us link, we can almost think of it as beginning the next word, " wo-kup, woke up. Today I woke up." " Today? " -" Today." -" Today I woke up, and I went for a run."
“And I went for a run.” Tom把这里的D音省略掉了，把“and”和“I”连读，“and I”。（循环三次）这是一个弱读音，所以他略读了“and”。“And I, and I, and I went for a run.”
" And I went for a run." Tom dropped the D here, connected this word " and" to " I" , " and I" . [x3] This was the schwa sound, so he's reduced " and" . " And I, and I, and I went for a run."
For a, for a. Tom把“for”里的元音略读为弱读音。我们把这两个虚词连读，“for a, for a, for a”，这也是个弱读音。“For a, for a, for a run, for a run, and I went for a run.”
" For a, for a." Tom reduced the vowel in the word " for" to the schwa. And we've connected these two function words together, " for a, for a, for a" , this is also a schwa. " For a, for a, for a run, for a run, and I went for a run."
你能找出这里面的两个重读词吗？“Went, run”。这两个词语的音最为突出，音也最长：“and I went for a run”。“And I went for a run.”他的语调在句末上升，因为这里有个逗号，他要列举一些事情，后面还有更多信息。
Can you pick out the two stressed words here? " Went, run" . Those are the words that have the most shape in the voice. The most length: " and I went for a run" . " And I went for a run." Again, he's got the intonation going up here at the end, because, comma, he's giving us a list here. And there's more information about to come.
“Today I woke up, and I went for a run.”（循环三次）“And, um, then I just worked.”
" Today I woke up, and I went for a run." [x3] " And, um, then I just worked."
“And, um...”在这里，Tom没有发D音，他把这个单词与下面一个单词开头的元音连读，也就是当我们思考时所用的口头语，“and um, and um.”他在句末语调再一次上升，“and um”，因为这里是一个逗号，而不是句号，预示着后面还有更多信息。
" And, um. . ." Now here, Tom did pronounce the D, he linked it to the next word, beginning with a vowel, which is just this thought-word that we say when we're thinking, " and um, and um." Again, the intonation of the voice is going up at the end, " and um" , signaling, comma, not a period, more information coming.
“And, um,（循环三次）then I just worked.”“Worked, worked, then I just worked.”在这里，语调终于降了下来。
" And, um, [x3] then I just worked." " Worked, worked, then I just worked." Here, finally, we have the intonation of the voice going down at the end.
因此我们知道，句末的句号就标志着观点的结束。“Then I”：他把上一个词结尾的辅音与下一个词开头的元音，复合元音“ai”，I，连读。“Then I, then I, then I just worked.”
So we know, period, end of the sentence, end of the thought. " Then I" : he connected this ending consonant to the beginning vowel, the diphthong " ai" , I, to smooth that out. " Then I, then I, then I just worked."
你注意到了吗？Tom省略了这里的T音。我们不把它读成“just worked, just worked”。他没有发出这个音。当遇到以T结尾，同时下一个词以辅音开头时，我们就会这样读。
Did you notice? Tom dropped the T here. We did not get " just worked, just worked" . He didn't release it. This happens often when we have a word that ends in a cluster with a T when the next word also begins with a consonant.
这种情况下，通常T音就会被省略。“I just worked.”（循环三次）你是否注意到了-ed结尾的词发的是T音？这是因为它前面的K音是不发音的。所以，结尾也不发音。“Worked, worked.”
In these cases, often, the T will get dropped. " I just worked." [x3] Do you notice that the -ed ending is pronounced as a T sound. That's because the sound before, the K, is unvoiced. So this ending will also be unvoiced. " Worked, worked."
“...and I went for a run. And, um, then I just worked.”（循环三次）“So, where do you run?”
" . . . and I went for a run. And, um, then I just worked." [x3] " So, where do you run? "
“So, where do you run?”这是一个问句，但你注意到了语调是下降的吗？“Run, run.”这是因为这不是以“yes”或“no”回答的问句。
" So, where do you run? " Now, this is a question, but did you notice the intonation went down at the end? " Run, run." That's because it's a question that cannot be answered with just " yes" or " no" .
以yes或no回答的问句句尾语调要上升。其他的问句句尾语调都是下降。“Where do you run?”你听出这个问句中的重读词了吗？
Yes/no questions go up in pitch at the end. All other questions tend to go down in pitch at the end. " Where do you run? " Do you hear the stressed words in that question?
“Where, run.”“So, where do you run?”词的发音更长，也更为突出。“Where, run.”“So where do you run?”
" Where, run." " So, where do you run? " Longer words, more up/down shape of the voice. " Where, run." " So where do you run? "
“So, where do you run?”（循环三次）-"I run in Fort Greene Park."你听到的这里的重读音节是什么？
" So, where do you run? " [x3] -" I run in Fort Greene Park." What do you hear as being the stressed syllables there?
“I run in Fort Greene Park.”（循环三次）“I run in Fort Greene Park.”我听到的是“da-da-da-DAA-DAA-DAA”。“Fort”，“Greene”，和“Park”的音更长，更为突出。
" I run in Fort Greene Park." [x3] " I run in Fort Greene Park." I hear " da-da-da-DAA-DAA-DAA" . Definitely I hear " Fort" , " Greene" , and " Park" all being longer, all having that shape in the voice.
“I run in Fort Greene Park.”还有，“I”要比“run in”的音更重。“I, I, DA-da-da, DA-da-da, I run in, I run in, run in, run in.”所以这两个词连得比较紧，因为它们是辅音结尾和元音开头。
" I run in Fort Greene Park." Also, " I" is a little bit more stressed than " run in" . " I, I, DA-da-da, DA-da-da, I run in, I run in, run in, run in." So those two words are really linked together because we have and ending consonant and a beginning vowel.
“Run in, run in, I run in, I run in Fort Greene Park.”“I run in Fort Greene Park. （循环三次） In Brooklyn.”
" Run in, run in, I run in, I run in Fort Greene Park." " I run in Fort Greene Park. [x3] In Brooklyn."
“In Brooklyn.” Brooklyn是一个有两个音节的词。其中一个音节会被重读。你听到的重读音节是哪个？“Brooklyn, Brooklyn.”肯定是第一个音节。“Brook-, Brook-, Brooklyn, Brooklyn.”
" In Brooklyn." Brooklyn, a two syllable word. One of the syllables will be stressed. What do you hear as being stressed? " Brooklyn, Brooklyn." Definitely it's that first syllable. " Brook-, Brook-, Brooklyn, Brooklyn."
“In Brooklyn.”（循环三次）-“So, what are you doing after this?”“So, what are you doing after this?”我是怎样把这么多词语说得这么快但又很清晰的呢？
" In Brooklyn." [x3] -" So, what are you doing after this? " " So, what are you doing after this? " How was I able to say so many words quickly, but still be clear?
首先，我在很大程度上略读了单词“are”，我把它读成了弱读R音，“er, er”。这意味着这里的T是在两个元音之间，我把它读成了浊音T，听起来就像是元音之间的D音。“What are.”（循环三次）
First of all, I'm dramatically reducing the word " are" to the schwa-R sound, " er, er" . That means the T here is now coming between two vowel sounds, and I'm making that a flap T sound, which sounds like the D between vowels. " What are." [x3]
还有，单词“you”是非重读的，所以也是这样的读法，“what are you”（循环四次），很快，很平，声音更低。“What are you doing?”这里有一个重读的单词，“do-, doing. Doing, what are you doing?”
Also the word " you" is unstressed, so it's going to be in that same line, " what are you" [x4], very fast, quite flat, lower in volume. " What are you doing? " Now here we have a stressed word, " do-, doing. Doing, what are you doing? "
你是否听到了，“do”这个音节比句子中其他音都要突出？“What are you doing?”（循环两次）“After this.”这里又有一个重读的单词。
Do you hear how the syllable " do" sticks out of that phrase more than anything else? " What are you doing? " [x2] " After this." Another stressed word here.
“So, what are you doing after this?” （循环两次） -“After this, nothing.”Tom说得比我说得要慢一点。“After this, nothing. ”
" So, what are you doing after this? " [x5] -" After this, nothing." Tom's speaking a little bit more slowly than I am here. " After this, nothing. "
这里有两个单词，都是两个音节，哪个音节是重读的？我们先看看第一个单词“after”。如果你认为第一个音节是重读的，你是正确的。
We have two 2-syllable words here. Which syllable is stressed? Let's take first the word " after" . If you think you hear the first syllable as being stressed, you're right.
“Af-, after, -ter, -ter, -ter.”第二个音节：音很低，很平，很快。“after”。那么第二个单词“nothing”呢？它的重读音节也是第一个音节。ING结尾的单词，即使不是动词的ING形式，也是非重读音节。“Nothing, no-, no-, nothing.”
" Af-, after, -ter, -ter, -ter." The second syllable: very low in pitch, flat, and quick. " After." What about the word " nothing" ? Again, it's the first syllable. ING endings, even though this isn't an ING verb, will be unstressed. " Nothing, no-, no-, nothing."
“After this, nothing.” （循环三次） -“No plans.” -“No plans.”这句话里没有略读的音。我听到这里有两个不同的重读单词。它们都是一个音节的单词，“no plans. No plans.”
" After this, nothing." [x3] -" No plans." -" No plans." Nothing reduces in this phrase. I'm really hearing this as two different stressed words. They're both one syllable, " no plans. No plans."
“No plans.”-“No plans.” （循环三次） -“Should we get dinner?” -“Yeah.”“Should we get dinner?”我注意到的事情之一就是在这里我省略了D音：“should we, should we”。
" No plans." -" No plans." [x3] -" Should we get dinner? " -" Yeah." " Should we get dinner? " One of the things that I notice is that I'm dropping the D sound: " should we, should we" .
“Should we get.”（循环三次）这样会让我更快地说出那些不太重要的词。“Should we get dinner?”“Should we get dinner?”（循环三次）
" Should we get." [x3] That's helping me say this less-important word even faster. " Should we get dinner? " " Should we get dinner? " [x3]
我注意到这里的T是一个顿音T，我没有发出这个音。它不是“get dinner”，而是“get, get, get, get dinner, get dinner. Should we get dinner?”“Should we get dinner?”（循环三次）
I notice that the T here is a Stop T, I don't release it. It's not " get dinner" , it's " get, get, get, get dinner, get dinner. Should we get dinner? " " Should we get dinner? " [x3]
你是否注意到了，在这个问句里，我的语调在句尾上升。“Dinner, dinner.”这是因为这是一个以yes或no来回答的疑问句。所以语调要上升？“Should we get dinner? Yeah.”
Do you notice, in this question my voice does go up in pitch at the end. " Dinner, dinner." That's because this is a yes/no question. Pitch goes up. " Should we get dinner? Yeah."
你可能知道，这是“yes”的一种较为随意的说法。“Should we get dinner? Yeah.”
As you probably know, a more casual way to say " yes" . " Should we get dinner? Yeah." " Should we get dinner? " -" Yeah."
用这种方法，通过任何的视频或音频片段来练习，这可以帮助提高你的听力理解能力和发音。这次的学习就到这里，非常感谢使用Rachel's English。
Working this way with any video or audio clip can help improve your listening comprehension and your pronunciation. That's it, and thanks so much for using Rachel's English.
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