美国口音训练欢迎您！

美国口音训练CD1资料下载

2009-04-03T08:33:00.000-07:00

101 Read This First
102 A Few Words On Pronunciation
104 The American Speech Music
105 Exercise 1-1: Rubber Band Practice with Nonsense Syllables
106 Staircase Intonation
107 Statement Intonation with Nouns
108 Statement Intonation with Pronouns
109 Exercise 1-3; Noun and Pronoun Intonation
110 Statement Versus Question Intonation
Emotional or Rhetorical Question Intonation
112 Exercise 1-5: Four Main Reasons for Intonation
113 Exercise 1-6: Pitch and Meaning Change
114 Exercise 1-7: Individual Practice
115 Exercise 1-8: Meaning of "Pretty"
116 Exercise 1-9: Inflection
117 Exercise 1-10; Individual Practice
118 Exercise 1-11: Translation
120 Exercise 1-13: Variable Stress
122 Application of Intonation
123 Exercise 1 -15: Application of Stress
124 How You Talk Indicates to People How You Are
126 Exercise 1-17: Staircase Intonation Practice
127 Exercise 1-18: Reading with Staircase Intonation
128 Exercise 1-19: Spelling and Numbers
129 Exercise 1-20; Sound/Meaning Shifts
130 Exercise 1-21: Squeezed-Out Syllables
131 Syllable Stress Syllable Count Intonation Patterns
132 Exercise 1-22: Syllable Patterns
133 Exercise 1-23：Syllable Count Test
134 Word Count Intonation Patterns
135 Exercise 1-24: Single-Word Phrases
Two-Word Phrases
136 Descriptive Phrases
137 Exercise 1-25: Sentence Stress with Descriptive Phrases
138 Exercise 1 -26: Two Types of Descriptive Phrases
139 Exercise 1-27: Descriptive Phrase Story—The Ugly Duckling
141 Exercise 1-28: Sentence Stress with Set Phrases
143 Exercise 1-30: Set Phrase Story—The Little Match Girl
144 Exercise 1-31: Contrasting Descriptive and Set Phrases
145 Exercise 1-32: Two-Word Stress

101 Read this first

2009-04-03T08:28:00.000-07:00

Welcome to American Accent Training. CD1 track 1 录音下载
This book and CD set is designed to get you started on your American accent. We'll follow the
book and go through the 13 lessons and all the exercises step by step. Everything is explained
and a complete Answer Key may be found in the back of the text.

What Is Accent?
Accent is a combination of three main components: intonation (speech music), liaisons (word
connections), and pronunciation (the spoken sounds of vowels, consonants, and combinations).
As you go along, you'll notice that you're being asked to look at accent in a different way.
You'll also realize that the grammar you studied before and this accent you're studying now are
completely different. Part of the difference is that grammar and vocabulary are systematic and
structured— the letter of the language. Accent, on the other hand, is free form, intuitive, and
creative— more the spirit of the language. So, thinking of music, feeling, and flow, let your
mouth relax into the American accent.

Can I Learn a New Accent?
Can a person actually learn a new accent? Many people feel that after a certain age, it's just not
possible. Can classical musicians play jazz? If they practice, of course they can! For your
American accent, it's just a matter of learning and practicing techniques this book and CD set
will teach you. It is up to you to use them or not. How well you do depends mainly on how open
and willing you are to sounding different from the way you have sounded all your life.
A very important thing you need to remember is that you can use your accent to say what you mean and how you mean it. Word stress conveys meaning through tone or feeling, which can be much more important than the actual words that you use. We'll cover the expression of these feelings through intonation in the first lesson. You may have noticed that I talk fast and often run my words together. You've probably heard enough "English-teacher English"—where ... everything ...is ... pronounced without having to listen too carefully. That's why on the CDs we're going to talk just like the native speakers that we are, in a normal conversational tone.

Native speakers may often tell people who are learning English to "slow down" and to "speak
clearly." This is meant with the best of intentions, but it is exactly the opposite of what a
student really needs to do. If you speak fairly quickly and with strong intonation, you will be
understood more easily. To illustrate this point, you will hear a Vietnamese student first trying
to speak slowly and carefully and then repeating the same words quickly and with strong
intonation. Studying, this exercise took her only about two minutes to practice, but the
difference makes her sound as if she had been in America for many years.
Please listen. You will hear the same words twice. Hello, my name is Muoi. I'm taking American Accent Training.

You may have to listen to this CD a couple of times to catch everything. To help you, every word on the CD is also written in the book. By seeing and hearing simultaneously, you'll learn to reconcile the differences between the appearance of English (spelling) and the sound of English (pronunciation and the other aspects of accent). The CD leaves a rather short pause for you to repeat into. The point of this is to get you responding quickly and without spending too much time thinking about your response.

Accent versus Pronunciation Many people equate accent with pronunciation. I don't feel this to be true at all. America is a big country, and while the pronunciation varies from the East Coast to the West Coast, from the southern to the northern states, two components that are uniquely American stay basically the same—the speech music, or intonation, and the word connections or liaisons. Throughout this program, we will focus on them. In the latter part of the book we will work on pronunciation concepts, such as Cat? Caught? Cut? and Betty Bought a Bit of Better Butter; we also will work our way through some of the difficult sounds, such as TH, the American R, the L, V, and Z.

"Which Accent Is Correct?"
American Accent Training was created to help people "sound American" for lectures, interviews, teaching, business situations, and general daily communication. Although America has many regional pronunciation differences, the accent you will learn is that of standard American English as spoken and understood by the majority of educated native speakers in the United States. Don't worry that you will sound slangy or too casual because you most definitely won't. This is the way a professor lectures to a class, the way a national newscaster broadcasts, the way that is most comfortable and familiar to the majority of native speakers.

"Why Is My Accent So Bad?"
Learners can be seriously hampered by a negative outlook, so I'll address this very important point early. First, your accent is not bad; it is nonstandard to the American ear. There is a joke that goes: What do you call a person who can speak three languages? Trilingual. What do you call a person who can speak two languages? Bilingual. What do you call a person who can only speak one language? American. Every language is equally valid or good, so every accent is good. The average American, however, truly does have a hard time understanding a nonstandard accent. George Bernard Shaw said that the English and Americans are two people divided by the same language! Some students learn to overpronounce English because they naturally want to say the word as it is written. Too often an English teacher may allow this, perhaps thinking that colloquial American English is unsophisticated, unrefined, or even incorrect. Not so at all! Just as you don't say the T in listen, the TT in better is pronounced D, bedder. Any other pronunciation will sound foreign, strange, wrong, or different to a native speaker.

Less Than It Appears ... More Than It Appears
As you will see in Exercise 1-21, Squeezed-Out Syllables, on page 18, some words appear to have three or more syllables, but all of them are not actually spoken. For example, business is not (bi/zi/ness), but rather (birz/ness). Just when you get used to eliminating whole syllables from words, you're going to come across other words that look as if they have only one syllable, but really need to be said with as many as three! In addition, the inserted syllables are filled with letters that are not in the written word. I'll give you two examples of this strange phenomenon. Pool looks like a nice, one-syllable word, but if you say it this way, at best, it will sound like pull, and at worst will be unintelligible to your listener. For clear comprehension, you need to say three syllables (pu/wuh/luh). Where did that W come from? It's certainly not written down anywhere, but it is there just as definitely as the P is there. The second example is a word like feel. If you say just the letters that you see, it will sound more like fill. You need to say (fee/yuh/luh). Is that really a Y? Yes. These mysterious semivowels are explained under Liaisons in Chapter 2. They can appear either inside a word as you have seen, or between words as you will learn.

Language Is Fluent and Fluid
Just like your own language, conversational English has a very smooth, fluid sound. Imagine that you are walking along a dry riverbed with your eyes closed. Every time you come to a rock, you trip over it, stop, continue, and trip over the next rock. This is how the average foreigner speaks English. It is slow, awkward, and even painful. Now imagine that you are a great river rushing through that same riverbed—rocks are no problem, are they? You just slide over and around them without ever breaking your smooth flow. It is this feeling that I want you to capture in English. Changing your old speech habits is very similar to changing from a stick shift to an automatic transmission. Yes, you continue to reach for the gearshift for a while and your foot still tries to find the clutch pedal, but this soon phases itself out. In the same way, you may still say "telephone call" (kohl) instead of (kahl) for a while, but this too will soon pass. You will also have to think about your speech more than you do now. In the same way that you were very aware and self-conscious when you first learned to drive, you will eventually relax and deal with the various components simultaneously.

A new accent is an adventure. Be bold! Exaggerate wildly! You may worry that Americans will laugh at you for putting on an accent, but I guarantee you, they won't even notice. They'll just think that you've finally learned to "talk right." Good luck with your new accent!

下一篇：A Few Words On Pronunciation

102 A Few Words On Pronunciation

2009-04-03T08:24:00.000-07:00

A Few Words On Pronunciation CD 1 track 2 录音下载

I'd like to introduce you to the pronunciation guide outlines in the following chart. There aren't too many characters that are different from the standard alphabet, but just so you'll
be familiar with them, look at the chart. It shows eight tense vowels and six lax vowels and semivowels.

Tense Vowels? Lax Vowels? In some books, tense vowels are called long and lax vowels are called short. Since you will be learning how to lengthen vowels when they come before a voiced consonant, it would be confusing to say that hen has a long, short vowel. It is more descriptive to say that it has a lax vowel that is doubled or lengthened.
Tense Vowels ..................................... Lax Vowels
Symbol Sound Spelling Example ... Symbol Sound Spelling Example
ā εi take [tak] ...................................... ε eh get [gεt]
ē ee eat [et] ......................................... i ih it [it]
ī i ice [is] ........................................... ü ih + uh took [tük]
ō ou hope [hop] ................................ uh some [sm]
ū ooh smooth [smuth]
ah caught [kt] .................................. Semivowels
+ ε cat [kt] ................................................. r er her [hr]
o + o down [don] ..................................... l ul dull [dl]

Now you try it. Repeat after me.
Voiced Consonants? Unvoiced Consonants? A consonant is a sound that causes two points of your mouth to come into contact, in three locations—the lips, the tip of the tongue, and the throat. A consonant can either be unvoiced (whispered) or voiced (spoken), and it can appear at the beginning, middle, or end of a word. You'll notice that for some categories, a particular sound doesn't exist in English.

上一篇：Read this first
下一篇：The American Speech Music

104 The American Speech Music

2009-04-03T08:20:00.000-07:00

Chapter 1 American Intonation
The American Speech Music CD 1 Track 4 录音下载

What to Do with Your Mouth to Sound American One of the main differences between the way an American talks and the way the rest of the world talks is that we don't really move our lips. (So, when an American says, "Read my lips!" what does he really mean?) We create most of our sounds in the throat, using our tongue very actively. If you hold your fingers over your lips or clench your jaws when you practice speaking American English, you will find yourself much closer to native-sounding speech than if you try to pronounce every ... single ... sound ... very ... carefully.

If you can relate American English to music, remember that the indigenous music is jazz. Listen to their speech music, and you will hear that Americans have a melodic, jazzy way of producing sounds. Imagine the sound of a cello when you say, Beddy bada bida beader budder (Betty bought a bit of better butter) and you'll be close to the native way of saying it.
Because most Americans came from somewhere else, American English reflects the accent contributions of many lands. The speech music has become much more exaggerated than British English, developing a strong and distinctive intonation. If you use this intonation, not only will you be easier to understand, but you will sound much more confident, dynamic, and persuasive.
Intonation, or speech music, is the sound that you hear when a conversation is too far away to be clearly audible but close enough for you to tell the nationality of the speakers. The American intonation dictates liaisons and pronunciation, and it indicates mood and meaning. Without intonation, your speech would be flat, mechanical, and very confusing for your listener.
What is the American intonation pattern? How is it different from other languages? Foa egzampuru, eefu you hea ah Jahpahneezu pahsohn speakingu Ingurishu, the sound would be very choppy, mechanical, and unemotional to an American. Za sem vey vis Cheuman pipples, it sounds too stiff. A mahn frohm Paree ohn zee ahzer ahnd, eez intonashon goes up at zee end ov evree sentence, and has such a strong intonation that he sounds romantic and highly emotional, but this may not be appropriate for a lecture or a business meeting in English.
American Intonation Do's and Don'ts Do Not Speak Word by Word
+ Do not speak word by word.
If you speak word by word, as many people who learned "printed" English do, you'll end up sounding mechanical and foreign. You may have noticed the same thing happens in your own language: When someone reads a speech, even a native speaker, it sounds stiff and stilted, quite different from a normal conversational tone.

+ Connect words to form sound groups.
This is where you're going to start doing something completely different than what you have done in your previous English studies. This part is the most difficult for many people because it goes against everything they've been taught. Instead of thinking of each word as a unit, think of sound units. These sound units may or may not correspond to a word written on a page. Native speakers don't say Bob is on the phone, but say [bbizn the foun]. Sound units make a sentence flow smoothly, like peanut butter— never really ending and never really starting, just flowing along. Even chunky peanut butter is acceptable. So long as you don't try to put plain peanuts directly onto your bread, you'll be OK.

+ Use staircase intonation.
Let those sound groups floating on the wavy river in the figure flow downhill and you'll get the staircase. Staircase intonation not only gives you that American sound, it also makes you sound much more confident. Not every American uses the downward staircase. A certain segment of the population uses rising staircases—generally, teenagers on their way to a shopping mall: "Hi, my name is Tiffany. I live in La Canada. I'm on the pep squad."

What Exactly Is Staircase Intonation?
In saying your words, imagine that they come out as if they were bounding lightly down a flight of stairs. Every so often, one jumps up to another level, and then starts down again. Americans tend to stretch out their sounds longer than you may think is natural. So to lengthen your vowel sounds, put them on two stairsteps instead of just one.
We're here.
We
///////// 're
///////// ///////// he
///////// ///////// ///////// re.
///////// ///////// ///////// /////////

The sound of an American speaking a foreign language is very distinctive, because we double sounds that should be single. For example, in Japanese or Spanish, the word no is, to our ear, clipped or abbreviated.
No
/////////
Clipped
No ///////// ou
///////// /////////

Standard American
When you have a word ending in an unvoiced consonant—one that you "whisper" (t, k, s, x, f, sh)—you will notice that the preceding vowel is said quite quickly, and on a single stairstep. When a word ends in a vowel or a voiced consonant—one that you "say" (b, d, g, z, v, zh, j), the preceding vowel is said more slowly, and on a double stairstep.
seat ////////////
Unvoiced
see ///////// eed
///////// /////////
Voiced

There are two main consequences of not doubling the second category of words: Either your listener will hear the wrong word, or even worse, you will always sound upset.
Consider that the words curt, short, terse, abrupt, and clipped all literally mean short. When applied to a person or to language, they take on the meaning of upset or rude. For example, in the expressions "His curt reply ...," "Her terse response...'' or "He was very short with me" all indicate a less than sunny situation.

上一篇：A Few Words On Pronunciation
下一篇：Rubber Band Practice with Nonsense Syllables

105 Exercise 1-1: Rubber Band Practice with Nonsense Syllables

2009-04-03T08:17:00.000-07:00

Exercise 1-1: Rubber Band Practice with Nonsense Syllables CD1 track 5 录音下载
Take a rubber band and hold it with your two thumbs. Every time you want to stress a word by changing pitch, pull on the rubber band. Stretch it out gently, don' t jerk it sharply. Make a looping ° ° figure with it and do the same with your voice. Use the rubber band and stretch it out every time you change pitch. Read first across, then down.
A ................. B ............ C ........... D
1. duh duh duh 1. la la la 1. mee mee mee 1. ho ho ho
2. duh duh duh 2. la la la 2. mee mee mee 2. ho ho ho
3. duh duh duh 3. la la la 3. mee mee mee 3. ho ho ho
4. duh duh duh 4. la la la 4. mee mee mee 4. ho ho ho
Read each column down, keeping the same intonation pattern.
A .............. B ............. C ........... D
1.duh duh duh 1. duh duh duh 1.duh duh duh 1. duh duh duh
2.ABC 2. imprecise 2.condition 2. alphabet
3.123 3. a hot dog 3.a hot dog 3. hot dog stand
4.Dogs eat bones. 4. They eat bones. 4.They eat them.4. Give me one.

上一篇：The American Speech Music
下一篇：Staircase Intonation

106 Staircase Intonation

2009-04-03T08:14:00.000-07:00

Staircase Intonation CD1 track 6
So what is intonation in American English? What do Americans do? We go up and down
staircases. We start high and end low.
Every time we want to stress a word or an idea, we just start a new staircase. That sounds simple enough, but when and where do you start a new staircase?
Statement Intonation with Nouns
Intonation or pitch change is primarily used to introduce new information. This means that when you are making a statement for the first time, you will stress the nouns.
Dogs eat bones

上一篇：Rubber Band Practice with Nonsense Syllables
下一篇：Noun intonation

107 Exercise 1-1:Noun intonation

2009-04-03T08:04:00.000-07:00

Exercise 1-1:Noun intonation CD 1 Track 7 录音下载
Practice the noun stress pattern after me, using pitch change. Add your own examples.
1. Dogs eat bones. 11. Jerry makes music.
2. Mike likes bikes. 12. Jean sells some apples.
3. Elsa wants a book. 13. Carol paints the car.
4. Adam plays pool. 14. Bill and I fix the bikes.
5. Bobby needs some money. 15. Ann and Ed call the kids.
6. Susie combs her hair. 16. The kids like the candy.
7. John lives in France. 17. The girls have a choice.
8. Nelly teaches French. 18. The boys need some help.
9. Ben writes articles.
10. Keys open locks.
+ Pause the CD. V Practice the patterns five more times on your own, using your rubber band.

Statement Intonation with Pronouns CD 1 Track 8
When you replace the nouns with pronouns (i.e., old information), stress the verb.
.............. eat
They ///////// them
///////// ///////// /////////

As we have seen, nouns are new information; pronouns are old information. In a nutshell, these are the two basic intonation patterns:
Dogs .......... bones.
................eat
They .......... them.
上一篇：Staircase Intonation
下一篇：Noun and Pronoun Intonation

109 Exercise 1-3: Noun and Pronoun Intonation

2009-04-03T08:01:00.000-07:00

Exercise 1-3: Noun and Pronoun Intonation CD 1 Track 9 录音下载
In the first column, stress the nouns. In the second column, stress the verb. Fill in your own examples at the bottom.
1. Bob sees Betty. 1. He sees her.
2. Betty knows Bob. 2. She knows him.
3. Ann and Ed call the kids. 3. They call them.
4. Jan sells some apples. 4. She sells some.
5. Jean sells cars. 5. She sells them.
6. Bill and I fix the bikes. 6. We fix them.
7. Carl hears Bob and me. 7. He hears us.
8. Dogs eat bones. 8. They eat them.
9. The girls have a choice. 9. They have one.
10. The kids like the candy. 10. They like it.
11. The boys need some help. 11. They need something.
12. Ellen should call her sister. 12. She should call someone.
13. The murderer killed the plumber. 13. He killed a man.
14. The tourists went shopping. 14. They bought stuff.
15. ______________________ 15. ______________________
16. ______________________ 16. ______________________
17. ______________________ 17. ______________________
18. ______________________ 18. ______________________
19. ______________________ 19. ______________________
20. ______________________ 20. ______________________

上一篇：Statement Intonation with Pronouns
下一篇：Statement Versus Question Intonation

110 Statement Versus Question Intonation

2009-04-03T07:54:00.000-07:00

Statement Versus Question Intonation CD 1 Track 10 录音下载
You may have learned at some point that questions have a rising intonation. They do, but usually a question will step upward until the very end, where it takes one quick little downward step. A question rises a little higher than a statement with the same intonation pattern.
"Here is my car."
Here c
///////// is ///// r.
///////// ///// my ///// /////
///////// ///// ///// ///// /////

"Where is my car?"
c ///// r?
Where ///// /////
/////////// is ///// /////
/////////// //// my ///// /////
/////////// //// ////// ///// /////

Emotional or Rhetorical Question Intonation
If you know that your car is parked outside, however, and someone doesn't see it and asks you where it is, you might think that it has been stolen and your emotion will show in your intonation as you repeat the question. As your feelings rise in an emotional situation, your intonation rises up along with them.
"Where is my car?" ............. r?
....................................................................c /////
Where ///// /////
///////// is ///// /////
///////// //// my ///// /////
///////// //// ///////// ///// /////
///////// //// ///////// ///// /////

"Why? Is it gone?"

Exercise 1-4: Sentence Intonation Test
Pause the CD and underline or highlight the words that you think should be stressed. Check Answer Key, beginning on page 193.
1. Sam sees Bill. 11. He sees him.
2. She wants one. 12. Mary wants a car.
3. Betty likes English. 13. She likes it.
4. They play with them. 14. They eat some.
5. Children play with toys. 15. Len and Joe eat some pizza.
6. Bob and I call you and Bill. 16. We call you.
7. You and Bill read the news. 17. You read it.
8. It tells one. 18. The news tells a story.
9. Bernard works in a restaurant. 19. Mark lived in France.
10. He works in one. 20. He lived there.

上一篇：Noun and Pronoun Intonation
下一篇：Four Main Reasons for Intonation

112 Exercise 1-5: Four Main Reasons for Intonation

2009-04-03T07:51:00.000-07:00

Exercise 1-5: Four Main Reasons for Intonation CD 1 Track 12 录音下载
Depending on the situation, a word may be stressed for any of the following reasons: New Information Opinion Contrast "Can't"
1. New Information It sounds like rain. Rain is the new information. It's the most important word in that sentence and you could replace everything else with duh-duh-duh. Duh-duh-duh rain will still let you get your point across. V Repeat: Duh-duh-duh rain I It sounds like rain. Duh ray ///// duh ///// ayn. ///// ///// duh ///// ///// ///// ///// ///// ///// /////
V Make rain very musical and put it on two notes: ray-ayn. Duh-duh-duh ray-ayn / It sounds like ray-ayn.
2. Opinion It sounds like rain, but I don't think it is. In this case, intonation makes the meaning the opposite of what the words say: It looks like a diamond, but I think it's a zircon. It smells like Chanel, but at that price, it's a knock-off.
It feels like... It tastes like... These examples all give the impression that you mean the opposite of what your senses tell you. V Practice the intonation difference between new information and opinion: It sounds like rain. (It's rain.) It sounds like rain, (but it's not.)

3. Contrast He likes rain, but he hates snow. Like and hate are contrasted and are the stronger words in the sentence.

4. Can't It can't rain when there're no clouds. Contractions (shouldn't, wouldn't) and negatives (no, not, never) are important words since they totally negate the meaning of a sentence, but they are not usually stressed. Can't is the exception.

上一篇：Statement Versus Question Intonation
下一篇：Pitch and Meaning Change

113 Exercise 1-6: Pitch and Meaning Change

2009-04-03T07:48:00.000-07:00

Exercise 1-6: Pitch and Meaning Change CD 1 Track 13 录音下载
Practice saying the four sentences after me. Pay close attention to
the changes in pitch that you must make to convey the different meanings
intended. The words to be stressed are indicated in bold face.
1. It sounds like rain.
2. It sounds like rain.
3. He likes rain, but he hates snow.
4. It can't rain on my parade! He can't do it. (See also Ex. 1-43 for
negatives.)

上一篇：Four Main Reasons for Intonation
下一篇：Individual Practice

114 Exercise 1-7: Individual Practice

2009-04-03T07:45:00.000-07:00

Exercise 1-7: Individual Practice CD 1 Track 14 录音下载
Practice saying the sentences after the suggestion and the beep tone
+. You will be given only a short time in which to reply so that you
won't have the leisure to overthink. Start speaking as soon as you hear the tone because I'll be saying the sentence only a few seconds later.
1. Convey the information that it really does sound as if rain is
falling. +
2. Convey the opinion that although it has the sound of rain, it may
be something else. +
3. Convey the different feelings that someone has about rain and snow. +
4. Convey the fact that rain is an impossibility right now. +

+ Pause the CD. V Practice the four sentences on your own ten times.
+ Once you're familiar with moving the stress around and feeling how
the meaning changes, turn the CD on to continue with the next exercise.

上一篇：Pitch and Meaning Change
下一篇：Meaning of "Pretty"

115 Exercise 1-8: Meaning of "Pretty"

2009-04-03T07:37:00.000-07:00

Exercise 1-8: Meaning of "Pretty" CD 1 Track 15 录音下载
Native speakers make a clear distinction between pretty easily (easily) and pretty easily (a little difficult). Repeat the answers after me paying close attention to your stress.

Question: How did you like the movie?
Answer: 1. It was pretty good. (She liked it.)
2. It was pretty good. (She didn't like it much.)

上一篇：Individual Practice 下一篇：Inflection

116 Exercise 1-9: Inflection

2009-04-03T07:31:00.000-07:00

Exercise 1-9: Inflection CD 1 Track 16 录音下载
Notice how the meaning changes, while the actual words stay the same.
1. I didn't say he stole the money. Someone else said it.
2. I didn't say he stole the money. That's not true at all.
3. I didn't say he stole the money. I only suggested the possibility.
4. I didn't say he stole the money. I think someone else took it.
5. I didn't say he stole the money. Maybe he just borrowed it.
6. I didn't say he stole the money, but rather some other money.
7. I didn't say he stole the money. He may have taken some jewelry.
I .... I didn't say he stole the money. Someone else said it.
...............It's true that somebody said it, but I wasn't that person.
Didn't... I didn't say he stole the money. That's not true at all.
...............Someone has accused me and I'm protesting my innocence.
Say ... I didn't say he stole the money. I only suggested the possibility.
.......... ..Maybe I hinted it. Maybe I wrote it. In some way, I indicated that
..............he stole the money, but I didn't say it.
He .......... I didn't say he stole the money. I think someone else took it.
......... I think someone stole the money, only not the person you suspect did it.
Stole ....... I didn't say he stole the money. Maybe he just borrowed it.
................I agree that he took it, but I think his motive was different.
The .......... I didn't say he stole the money, but rather some other money.
............ We agree that he stole some money, but I don't think it's this money.
Money ......... I didn't say he stole the money. He may have taken some jewelry.
................We agree that he's a thief, but we think he stole different things.

Notice that in the first half of these sentences nothing changes but the intonation.

V Repeat after me.

上一篇：Meaning of "Pretty" 下一篇：Individual Practice

117 Exercise 1-10: Individual Practice

2009-04-03T07:25:00.000-07:00

Exercise 1-10: Individual Practice CD 1 Track 17 录音下载
Now, let's see what you can do with the same sentence, just by changing the stress around to different words. I'll tell you which meaning to express. When you hear the tone +, say the sentence as quickly as you can, then I'll say the sentence for you. To test your ear, I'm going to repeat the sentences in random order. Try to determine which word I'm stressing. The answers are given in parentheses, but don't look unless you really have to. Here we go.
1. Indicate that he borrowed the money and didn't steal it. (5) +
2. Indicate that you are denying having said that he stole it. (2) +
3. Indicate that you think he stole something besides money. (7) +
4. Indicate that you were not the person to say it. (1) +
5. Indicate that you don't think that he was the person who stole it. (4) +
6. Indicate that you didn't say it outright, but did suggest it in some way. (3) +
7. Indicate that he many have stolen a different amount of money. (6) +

Overdo It Practice these sentences on your own, really exaggerating the word that you think should be stressed. In the beginning, you're going to feel that this is ridiculous. (Nobody stresses this hard! Nobody talks like this! People are going to laugh at me!) Yet as much as you may stress, you're probably only going to be stressing about half as much as you should.

+ Pause the CD and practice the sentences in random order ten times. Another reason you must overexaggerate is because when you get tired, emotional, or relaxed, you will stop paying attention. When this happens, like a rubber band, you're going to snap back to the way you originally were sounding (10 percent). So, if you just stretch yourself to the exact position where you ideally want to be, you'll go back almost completely to the old way when you relax. For practice, then, stretch yourself far beyond the normal range of intonation (150 percent), so when you relax, you relax back to a standard American sound (100 percent).
We All Do It Possibly about this time you're thinking, Well, maybe you do this in English, but in my language, I just really don't think that we do this. I'd like you to try a little exercise.

上一篇：Inflection 下一篇：Translation

118 Exercise 1-11: Translation

2009-04-03T07:18:00.000-07:00

Exercise 1-11: Translation CD 1 Track 18 录音下载

Take the sentence I didn't say he stole the money and translate it into your native language. Write it down below, using whatever letters or characters you use in your language. _______________________________
Now that you have written your sentence down, try shifting the stress around in your own language by going through the stress patterns 1-7 in Exercise 1-9. Don't try to put on a particularly American or other accent; just concentrate on stressing a different word in the sentence each time you say it.

For example, if your language is German, Ich habe nicht gesagt da er das Geld gestohlen hat, you would change the stress to: Ich habe nicht gesagt da er das Geld gestohlen hat, or Ich habe nicht gesagt da er das Geld gestohlen hat. If you translated it into French, you would say, Je n'ai pas dit qu'il a vole l'argent, or Je n' pas dit qu'il a vole l'argent. In Japanese, many people think that there are no intonation changes, but if you hear someone say, wakkanai, you'll realize that it has similarities to every other language. Watashi wa kare ga okane o nusunda to wa iimasen deshita. Or perhaps, Watashi wa kare ga okane o nusunda to wa ümasen deshita.

No matter how strange it may sound to you, stress each different word several times in your language. You may notice that with some words it sounds perfectly normal, but with other words it sounds very strange. Or you may find that in your language, rather than stressing a word, you prefer to change the word order or substitute another word. Whatever you do is fine, as long as you realize where your language patterns are similar to and different from the American English intonation patterns. Then, when you do it again, in English, it will be much easier.
Note An excellent exercise is to practice speaking your native language with an American accent. If you can sound like an American speaking your native language, imagine how easy it would be to speak English with an American accent.

X Pause the CD and practice shifting the stressed words in your native language.
Intonation Contrast Below are two sentences—the first is stressed on the most common, everyday word, book. Nine times out of ten, people will stress the sentence in this way. The second sentence has a less common, but perfectly acceptable intonation, since we are making a distinction between two possible locations.
Normal intonation Where's the book? It's on the table.
Changed intonation Is the book on the table or under it? It's on the table.

X Pause the CD and repeat the sentences.

Exercise 1-12: Create Your Own Intonation Contrast
Write a short sentence and indicate where you think the most normal intonation would be placed. Then, change the meaning of the sentence slightly and change the intonation accordingly. Normal intonation ___________________________
Changed intonation ___________________________

上一篇：Individual Practice 下一篇：Variable Stress

120 Exercise 1-13: Variable Stress

2009-04-03T07:09:00.000-07:00

Exercise 1-13: Variable Stress CD 1 Track 20 录音下载
Notice how the meaning of the following sentence changes each time we change the stress pattern. You should be starting to feel in control of your sentences now.

1. What would you like ? This is the most common version of the sentence, and it is just a simple request for information.
2. What would you like?
This is to single out an individual from a group.
3. What would you like?
You've been discussing the kinds of things he might like and you want to determine his specific desires: "Now that you mention it, what would you like?" or He has rejected several things and a little exasperated, you ask,
"If you don't want any of these, what would you like?"
4. What would you like?
You didn't hear and you would like the speaker to repeat herself. or You can't believe what you heard: "I'd like strawberry jam on my asparagus." — "What would you like ?" + Turn off the CD and repeat the four sentences.

Exercise 1 -14: Make a Variable Stress Sentence CD 1 Track 21 Now you decide which words should be emphasized. Write a normal, everyday sentence with at least seven words and put it through as many changes as possible. Try to make a pitch change for each word in the sentence and think about how it changes the meaning of the entire sentence. 1.________________________________________________________ 2.________________________________________________________ 3.________________________________________________________ 4.________________________________________________________ 5.________________________________________________________ 6.________________________________________________________ 7.________________________________________________________

上一篇： Translation
下一篇：Application of Intonation

122 Application of Intonation

2009-04-03T07:05:00.000-07:00

Application of Intonation CD 1 Track 22 录音下载
There is always at least one stressed word in a sentence and
frequently you can have quite a few if you are introducing a
lot of new information or if you want to contrast several things.
Look at the paragraph in Exercise 1-15. Take a pencil and mark
every word that you think should be stressed or sound stronger
than the words around it. I'd like you to make just an accent mark (') to indicate a word you think should sound stronger than others around
it. Reminder The three ways to change your voice for intonation are:
(1) Volume (speak louder), (2) Length (stretch out a word), and (3) Pitch (change your tone). * Pause the CD and work on the paragraph below.

Exercise 1 -15: Application of Stress Mark every word or syllable with ' where you think that the sound is stressed. Use the first sentence as your example. Check Answer Key,
beginning on page 193. Pause the CD.

Hello, my’ name is______________. I'm taking American Accent
Training. There's a lot to learn, but I hope to make it as enjoyable
as possible. I should pick up on the American intonation pattern
pretty easily, although the only way to get it is to practice
all of the time. I use the up and down, or peaks and valleys, intonation
more than I used to. I've been paying attention to pitch, too. It's like
walking down a staircase. I've been talking to a lot of Americans lately,
and they tell me that I'm easier to understand. Anyway, I could go on and
on, but the important thing is to listen well and sound good. Well, what
do you think? Do I?

V Listen and re-mark the stressed words with your marker. After you've
put in the accent marks where you think they belong, take one of the
colored translucent markers and as I read very slowly, mark the words
that I stress. I am going to exaggerate the words far more than you'd normally hear in a normal reading of the paragraph. You can mark
either the whole word or just the strong syllable, whichever you prefer,
so that you have a bright spot of color for where the stress should fall.
Note If you do the exercise only in pencil, your eye and mind will
tend to skip over the accent marks. The spots of color, however, will
register as "different" and thereby encourage your pitch change. This may strike you as unusual, but trust me, it works.
* Pause the CD and practice reading the paragraph out loud three times
on your own.

上一篇：Variable Stress
下一篇：How You Talk Indicates to People How You Are

124 How You Talk Indicates to People How You Are

2009-04-03T06:59:00.000-07:00

How You Talk Indicates to People How You Are CD 1 Track 24 录音下载
Beware of "Revealing" a Personality that You Don't Have! There is no absolute right or wrong in regard to intonation because a
case can be made for stressing just about any word or syllable, but you
actually reveal a lot about yourself by the elements you choose to emphasize.
For example, if you say, Hello, this intonation would indicate doubt. This is why you say, Hello ? when answering the telephone because you don't know who
is on the other end. Or when you go into a house and you don't know who's there
because you don't see anyone. But if you're giving a speech or making a
presentation and you stand up in front of a crowd and say, Hello, the people
would probably laugh because it sounds so uncertain. This is where you'd confidently want to say Hello, my name is So-and-so.

A second example is, my name is—as opposed to my name is. If you
stress name, it sounds as if you are going to continue with more personal
information: My name is So-and-so, my address is such-and-such, my blood
type is O. Since it may not be your intention to give all that information,
stay with the standard—Hello, my name is So-and-so. If you stress / every
time, it will seem that you have a very high opinion of yourself.
Try it:
I'm taking American Accent Training. I've been paying attention to pitch,
too. I think I'm quite wonderful. An earnest, hard-working person might
emphasize words this way: I'm taking American Accent Training (Can I learn
this stuff?). I hope to make it as enjoyable as possible (I'll force myself
to enjoy it if I have to). Although the only way to get it is to practice
all the time (24 hours a day). A Doubting Thomas would show up with: I should
pick up on (but I might not) the American intonation pattern pretty easily,
(but it looks pretty hard, too). I've been talking to a lot of Americans lately, and they tell me that I'm easier to understand (but I think
they're just being polite).

上一篇：Application of Intonation
下一篇：Staircase Intonation Practice

126 Exercise 1-17: Staircase Intonation Practice

2009-04-03T06:56:00.001-07:00

Exercise 1-17: Staircase Intonation Practice CD 1 Track 26
Draw one step of the staircase for each word of the paragraph. Start a
new staircase for every stressed word. There usually is more than one
staircase in a sentence. New sentences don't have to start new staircases;
they can continue from the previous sentence until you come to a stressed
word. I'll read the beginning sentences. Check the first sentence against
the example. Then put the words of the second sentence on a staircase,
based on the way I read it. Remember, I'm exaggerating to make a point.

Hello, my’ name is______________. I'm taking American Accent Training.
There's a lot to learn, but I hope to make it as enjoyable as possible.
I should pick up on the American intonation pattern pretty easily, although
the only way to get it is to practice all of the time. I use the up and
down, or peaks and valleys, intonation more than I used to. I've been
paying attention to pitch, too. It's like walking down a staircase. I've been
talking to a lot of Americans lately, and they tell me that I'm easier
to understand. Anyway, I could go on and on, but the important thing is
to listen well and sound good. Well, what do you think? Do I?

V Write out the rest of the staircases. × Turn the CD back on to check your staircases with the way I read
the paragraph.
× Pause the CD again to check your staircases in the Answer Key,
beginning on page 193.
× Back up the CD, and listen and repeat my reading of the paragraph
while following the staircases in the Answer Key.

上一篇：How You Talk Indicates to People How You Are
下一篇:Reading with Staircase Intonation

127 Exercise 1-18: Reading with Staircase Intonation

2009-04-03T06:44:00.000-07:00

Exercise 1-18: Reading with Staircase Intonation CD 1 Track 27 录音下载
Read the following with clear intonation where marked.
Hello, my name is__________________. I'm taking American Accent
Training. There's a lot to learn, but I hope to make it as enjoyable as possible.
I should pick up on the American intonation pattern pretty easily, although
the only way to get it is to practice all of the time. I use the up and down,
or peaks and valleys, intonation more than I used to. I've been paying
attention to pitch, too. It's like walking down a staircase. I've been
talking to a lot of Americans lately, and they tell me that I'm easier to understand.
Anyway, I could go on and on, but the important thing is to listen well and sound good.
Well, what do you think? Do I?

上一篇：Staircase Intonation Practice
下一篇：Spelling and Numbers

128 Exercise 1-19: Spelling and Numbers

2009-04-03T06:38:00.000-07:00

Exercise 1-19: Spelling and Numbers CD 1 Track 28 录音下载
Just as there is stress in words or phrases, there is intonation in
spelling and numbers. Americans seem to spell things out much more than other people. In any bureaucratic situation, you'll be asked to spell names
and give all kinds of numbers—your phone number, your birth date, and so on.
There is a distinct stress and rhythm pattern to both spelling and numbers—
usually in groups of three or four letters or numbers, with the stress falling
on the last member of the group. Acronyms (phrases that are represented by
the first letter of each word) and initials are usually stressed on the last
letter. Just listen to the words as I say them, then repeat the spelling after me.
Acronym Pronunciation

IBM ......... Eye Bee Em
MIT .......... Em Eye Tee
Ph.D. ....... Pee Aitch Dee
MBA ....... Em Bee εi
LA ....... Eh Lay
IQ ....... Eye Kyu
RSVP ....... Are Ess Vee Pee
TV ........ Tee Vee
USA ....... You Ess εi
ASAP ....... εi Ess εi Pee
CIA ...... See Eye εi
FBI ...... Eff Bee Eye
USMC ....... You Ess Em See
COD ....... See Oh Dee
SOS ...... Ess Oh Ess
X,Y, Z ....... Ex, Why, Zee
Spelling ....... Pronunciation
Box ...... Bee Oh Ex
Cook ....... See Oh Oh Kay
Wilson ...... Dubba You Eye El, Ess Oh En
Numbers ......... Pronunciation
Area Code.... 213
Zip Code ....... 94708
Date ......... 9/6/62
Phone Number ....... 555-9132

上一篇：Reading with Staircase Intonation
下一篇：Sound/Meaning Shifts

129 Exercise 1-20： Sound/Meaning Shifts

2009-04-03T06:33:00.000-07:00

Exercise 1-20： Sound/Meaning Shifts CD 1 Track 29 录音下载
Intonation is powerful. It can change meaning and pronunciation. Here you will get the chance to play with the sounds. Remember, in the beginning, the meaning isn't that important—just work on getting control of your pitch changes. Use your rubber band for each stressed word.
my tie mai-tai Might I?
my keys Mikey's My keys?
inn key in key inky
my tea mighty My D
I have two. I have, too. I have to.
How many kids do you have? I have two.
I've been to Europe. I have, too.
Why do you work so hard? I have to.

上一篇：Spelling and Numbers
下一篇：Squeezed-Out Syllables

130 Exercise 1-21: Squeezed-Out Syllables

2009-04-01T08:01:00.000-07:00

Exercise 1-21: Squeezed-Out Syllables CD 1 Track 30 录音下载

Intonation can also completely get rid of certain entire syllables. Some longer words that are stressed on the first syllable squeeze weak syllables right out. Cover up the regular columns and read the words between the brackets.

actually......... every
average ....... family
aspirin........ finally
broccoli......... general
business......... groceries
camera ....... interest
chocolate....... jewelry
comfortable........ mathematics
corporal....... memory
desperate ........ orange
diamond ........ probably
diaper ....... restaurant
different.......... separate
emerald........ several
vegetable........ liberal
beverage ........ conference
bakery ....... coverage
catholic ...... history
nursery...... accidentally
onion .... basically
Note The ~cally ending is always pronounced ~klee.

上一篇：Sound/Meaning Shifts
下一篇：Syllable Stress

131 Syllable Stress

2009-04-01T07:59:00.000-07:00

Syllable Stress CD 1 Track 31 录音下载
Syllable Count Intonation Patterns In spoken English, if you stress the wrong syllable, you can totally lose the meaning of a word: "MA-sheen" is hardly recognizable as "ma-SHEEN" or machine. At this point, we won't be concerned with why we are stressing a particular syllable— that understanding will come later.

上一篇：Squeezed-Out Syllables
下一篇：Syllable Patterns

132 Exercise 1-22: Syllable Patterns

2009-04-01T07:00:00.000-07:00

Exercise 1-22: Syllable Patterns CD 1 Track 32 录音下载
In order to practice accurate pitch change, repeat the following column. Each syllable will count as one musical note. Remember that words that end in a vowel or a voiced consonant will be longerthan ones ending in an unvoiced consonant.

A ————— B ————— C
1 Syllable

Pattern 1a
la! ————— get ————— stop
cat ————— quick————— which
jump————— choice ————— bit
box————— loss————— beat
Pattern 1b la-a————— law————— bid
dog————— goes————— bead
see————— choose ————— car
plan————— lose————— know

2 Syllables la-la————— Bob Smith————— for you

Pattern 2a a dog————— my car————— Who knows?
a cat————— some more————— cassette
destroy————— red tape————— ballet
a pen————— enclose————— valet
pretend————— consume————— to do
your job —————my choice —————today
pea soup —————How's work? —————tonight

Pattern 2b la-la —————wristwatch —————phone book
hot dog————— textbook —————doorknob
icy —————bookshelf —————notebook
suitcase —————sunshine —————house key
project —————placemat —————ballot
sunset —————stapler —————valid
Get one! —————modern —————dog show
Do it! —————modem —————want ad
a hot dog is an overheated canine
a hot dog is a frankfurter

Exercise 1-22: Syllable Patterns continued CD 1 Track 32
A B C
3 Syllables
Pattern 3a la-la-la —————Worms eat dirt. —————Joe has three.
Bob's hot dog —————Inchworms inch. —————Bob has eight.
Bob won't know. —————Pets need care. —————Al jumped up.
Sam's the boss. —————Ed's too late. —————Glen sat down.
Susie's nice. —————Paul threw up. —————Tom made lunch.
Bill went home. —————Wool can itch. —————Kids should play.
Cats don't care. —————Birds sing songs. —————Mom said, "No!"
Stocks can fall. —————Spot has fleas. —————Mars is red.
School is fun. —————Nick's a punk. —————Ned sells cars.

Pattern 3b la-la-la —————Make a cake. —————IBM
a hot dog —————He forgot. —————a good time
I don't know. —————Take a bath. —————Use your head!
He's the boss. —————We're too late. —————How are you?
We cleaned up. —————I love you. —————We came home.
in the bag —————over here —————on the bus
for a while —————What a jerk! —————engineer
I went home. —————How's your job?————— She fell down.
We don't care. —————How'd it go? —————They called back.
It's in March. —————Who'd you meet?————— You goofed up.

Pattern 3c la-la-la————— percentage (%)————— Ohio
a hot dog —————advantage —————his football
I don't know! —————It's starting. —————They're leaving.
Jim killed it. —————Let's try it. —————How are you?
tomorrow —————financial —————emphatic
a fruitcake —————I thought so. —————Dale planned it.
the engine on————— Wednesday —————You took it.
a wineglass —————in April —————external
potato —————I love you. —————a bargain
whatever —————Let's tell him. —————Don't touch it.

Pattern 3d la-la-la —————alphabet —————phone number
hot dog stand —————possible —————think about
I don't know. —————Show me one. —————comfortable
analyze —————area —————waiting for
article —————punctuate —————pitiful
dinnertime————— emphasis————— everything
digital —————syllable —————orchestra
analog —————PostIt note —————ignorant
cell structure —————Rolodex —————Rubbermaid

Exercise 1-22; Syllable Patterns continued CD 1 Track 32

A B C
4 Syllables
Pattern 4a la-la-la-la —————Nate needs a break. —————Max wants to know.

Spot's a hot dog. —————Ed took my car. —————Al's kitchen floor
Jim killed a snake. —————Jill ate a steak. —————Bill's halfway there.
Joe doesn't know. —————Spain's really far. —————Roses are red,
Nate bought a book. —————Jake's in the lake. —————Violets are blue,
Al brought some ice. —————Sam's in a bar. —————Candy is sweet, and so are you.

Pattern 4b la-la-la-la —————She asked for help. —————I want to know.
It's a hot dog. —————We took my car. —————the kitchen floor
He killed a snake.————— We need a break. —————We watched TV.
He doesn't know. —————It's really far. —————She's halfway there.
We came back in. —————I love you, too. —————We played all day.
He bought a book. —————They got away. —————Please show me how.

Pattern 4c la-la-la-la —————Boys ring doorbells. —————Phil knows mailmen.
Bob likes hot dogs. —————Bill ate breakfast. —————Joe grew eggplants.
Ann eats pancakes. —————Guns are lethal. —————Humpty Dumpty
Cats eat fish bones. —————Inchworms bug me. —————Hawks are vicious.
Bears are fuzzy. —————Ragtops cost more. —————Homework bores them.
Planets rotate.————— Salesmen sell things. —————Mike can hear you.

Pattern 4d la-la-la-la —————an alarm clock —————He said "lightbulb."
It's my hot dog. —————I don't need one. —————What does 'box' mean?
imitation —————Ring the doorbell. —————Put your hands up.
analytic —————What's the matter? —————Where's the mailman?
We like science. —————introduction —————an assembly
my to-do list —————my report card —————definition

Pattern 4e la-la-la-la —————potato chip —————What time is it?
a hot dog stand —————Whose turn is it? —————my phone number
Jim killed a man. —————We worked on it. —————Let's eat something.
analysis —————How tall are you? —————How old are you?
invisible —————insanity —————untouchable
a platypus —————ability —————a maniac

Pattern 4f la-la-la-la —————supervisor —————lighthouse keeper
permanently —————window cleaner —————cough medicine
demonstrated race —————car driver —————business meeting
category —————January (jn-y-wery) —————February (febywery)
office supplies —————progress report————— baby-sitter
educator —————thingamajig —————dictionary

上一篇：Syllable Stress 下一篇：Syllable Count Test

133 Exercise 1-23: Syllable Count Test

2009-04-01T06:56:00.000-07:00

Exercise 1-23: Syllable Count Test CD 1 Track 33 录音下载
Put the following words into the proper category based on the syllable count intonation. Write the pattern number in the space provided. Check Answer Key, beginning on p. 193.
Single Words
l. stop __ 5. analyze (v) __ 9. believe __
2. go __ 6. analysis (n) __ 10. director __
3. sympathy __ 7. analytic (adj) __ 11. indicator __
4. sympathetic __ 8. mistake __ 12. technology __

Noun Phrases
1. tech support __ 5. English test __ 9. a fire engine __
2. software program __ 6. airline pilot __ 10. sports fanatic __
3. the truth __ 7. Y2K __ 11. the kitchen floor __
4. notebook __ 8. Santa Claus __ 12. computer disk __

Phrases
1. on the table __ 5.for sure __ 9. on the way __
2. in your dreams __ 6. OK __ 10. like a princess __
3. last Monday __ 7. thank you __ 11. to pick up __
4. for a while __ 8. back to back __ 12. a pickup __

Sentences
1. All gets T-shirts. __ 5. I don't know. __ 9. She has head lice. __
2. I went too fast. __ 6. Bob works hard. __ 10. Gail has head lice. __
3. Get up! __ 7. It' s in the back. __ 11. Sue's working hard. __
4. Get one! __ 8. Buy us some! __ 12. I want some more. __

Mixed
1. Do it again. __ 8.in the middle __ 15. Make up your mind! __
2. Joe was upset. __ 9.It's a good trick. __ 16. Tom has frostbite. __
3. banana __ 10.specifically __ 17. Sam's a champ. __
4. banana split __ 11.Bill needs it. __ 18. He's a winner. __
5. categorize __ 12.jump around __ 19. He likes to win. __
6. child support __ 13.on my own __ 20. All hates pork chops. __
7. Mexican food __ 14. by myself __ 21. He likes ground beef. __

Make up your own examples, one of each pattern. Make up more on your own.
1. __________ 2a 5. __________ 3c 9. __________ 4c
2. __________ 2b 6. __________ 3d 10. __________ 4d
3. __________ 3a 7. __________ 4a 11. __________ 4e
4. __________ 3b 8. __________ 4b 12. __________ 4f

上一篇：Syllable Patterns
下一篇：Word Count Intonation Patterns

134 Word Count Intonation Patterns

2009-04-01T06:53:00.000-07:00

Complex Intonation
Word Count Intonation Patterns CD 1 Track 34 录音下载

This is the beginning of an extremely important part of spoken American English—the rhythms and intonation patterns of the long streams of nouns and adjectives that are so commonly used. These exercises will tie in the intonation patterns of adjectives (nice, old, best, etc.), nouns (dog, house, surgeon, etc.), and adverbs (very, really, amazingly, etc.)

One way of approaching sentence intonation is not to build each sentence from scratch. Instead, use patterns, with each pattern similar to a mathematical formula. Instead of plugging in numbers, however, plug in words. In Exercise 1-2, we looked at simple nounverbnoun patterns, and in Exercise 1-22 and 1-23, the syllable-count intonation patterns were covered and tested. In Exercises 1-24 to 1-37, we'll examine intonation patterns in two word phrases.
It's important to note that there's a major difference between syllable stress and compound noun stress patterns. In the syllable count exercises, each syllable was represented by a single musical note. In the noun phrases, each individual word will be represented by a single musical note—no matter how many total syllables there may be.

At times, what appears to be a single syllable word will have a "longer" sound to it— seed takes longer to say than seat for example. This was introduced on page 3, where you learned that a final voiced consonant causes the previous vowel to double.

上一篇：Syllable Count Test
下一篇：Single-Word Phrases

135 Exercise 1-24: Single-Word Phrases

2009-04-01T06:47:00.000-07:00

Exercise 1-24: Single-Word Phrases CD 1 Track 35 录音下载
Repeat the following noun and adjective sentences.
Noun........ Adjective
1. It's a nail. .............. It's short.
2. It's a cake. ............ It's chocolate.
3. It's a tub. ............... It's hot.
4. It's a drive. ............ It's hard.
5. It's a door. ............ It's in back.
6. It's a card. ............ There are four.
7. It's a spot. ............ It's small.
8. It's a book................ It's good.

Write your own noun and adjective sentences below. You will be using these examples throughout this series of exercises.
9. It's a ____________ It's ____________
10. It's a ____________ It's ____________
11. It's a ____________ It's ____________

上一篇： Word Count Intonation Patterns
下一篇：Descriptive Phrases

136 Descriptive Phrases

2009-04-01T06:44:00.000-07:00

Two-Word Phrases
Descriptive Phrases CD Track 36 录音下载
Nouns are "heavier" than adjectives; they carry the weight of the new information.
An adjective and a noun combination is called a descriptive phrase, and in the
absence of contrast or other secondary changes, the stress will always fall naturally
on the noun. In the absence of a noun, you will stress the adjective, but as soon as
a noun appears on the scene, it takes immediate precedence—and should be stressed.

上一篇：Single-Word Phrases
下一篇：Sentence Stress with Descriptive Phrases

137 Exercise 1-25: Sentence Stress with Descriptive Phrases

2009-04-01T06:41:00.000-07:00

Exercise 1-25: Sentence Stress with Descriptive Phrases
CD 1 Track 37 录音下载
Repeat the following phrases.
Adjective ........... Noun and Adjective

1. It's short. .......... It's a short nail.
2. It's chocolate........... It's a chocolate cake.
3. It's good. ......... It's a good plan.
4. It's guarded.......... It's a guarded gate.
5. It's wide. ......... It's a wide river.
6. There're four......... There're four cards.
7. It was small. ........ It was a small spot.
8. It's the best......... It's the best book.

Pause the CD and write your own adjective and noun/adjective sentences. Use the same words from
Ex. 1-24.
9. It's _____________ It's a _____________
10. It's _____________ It's a _____________
11. It's _____________ It's a _____________

上一篇：Descriptive Phrases
下一篇：Two Types of Descriptive Phrases

138 Two Types of Descriptive Phrases

2009-04-01T06:37:00.000-07:00

Exercise 1 -26: Two Types of Descriptive Phrases CD 1 Track 38 录音下载
Repeat.
Adjective Noun ............... Adverb Adjective
1. It's a short nail.................. It's really short.
2. It's a chocolate cake.............. It's dark chocolate.
3. It's a hot bath. ................. It's too hot.
4. It's a hard drive. ............... It's extremely hard.
5. It's the back door. .............. It's far back.
6. There are four cards. ............. There are only four.
7. It's a small spot. .................. It's laughably small.
8. It's a good book................. It's amazingly good.

Puase the CD and write your own adjective/noun and adverb/adjective sentences, carrying over Ex. 1-25.
9. It's a _____________ It's _____________
10. It's a _____________ It's _____________
11. It's a _____________ It's _____________

上一篇：Sentence Stress with Descriptive Phrases
下一篇：Descriptive Phrase Story—The Ugly Duckling

139 Descriptive Phrase Story—The Ugly Duckling

2009-04-01T06:35:00.000-07:00

Exercise 1-27: Descriptive Phrase Story—The Ugly Duckling
CD1 Track 39 录音下载
The following well-known story has been rewritten to contain only
descriptions. Stress the second word of each phrase. Repeat after me.
There is a mother duck. She lays three eggs. Soon, there are three
baby birds. Two of the birds are very beautiful. One of them is quite ugly. The beautiful ducklings make fun of their ugly brother. The poo r thing is very unhappy. As the three birds grow older, the ugly duckling begins to change. His gray feathers turn snowy white. His gangly neck becomes beautifully smooth. In early spring, the ugly duckling is swimming in a small pond in the backyard of the old farm. He sees his shimmering reflection in the clear water. What a great surprise. He is no longer an ugly duckling. He has grown into a lovely swan.

上一篇：Two Types of Descriptive Phrases
下一篇：Sentence Stress with Set Phrases

141 Exercise 1-28: Sentence Stress with Set Phrases

2009-04-01T06:30:00.000-07:00

Exercise 1-28: Sentence Stress with Set Phrases CD 1 Track 41 录音下载
Repeat the following sentences.
Noun.......... Noun/Adj. .......... Set Phrase
1. It's a finger. .......It's a nail. ...........It's a finger nail.
2. It's a pan. ........It's a cake. ..........It's a pan cake.
3. It's a tub. ..........It's hot. ..........It's a hot tub. (Jacuzzi)
4. It's a drive. .......It's hard. ..........It's a hard drive.
5. It's a bone. ........It's in back. .........It's the back bone. (spine)
6. It's a card. .......It's a trick. ...........It's a card trick.
7. It's a spot. .......It's a light. ...........It's a spot light.
8. It's a book. ....... It's a phone. ........It's a phone book.

Pause the CD and write your own noun and set phrase sentences, carrying over the same nouns you used in Exercise 1-25. Remember, when you use a noun, include the article (a, an, the); when you use an adjective, you don't need an article.

9. It's a_________ It's a_________ It's a_____________
10. It's a_________ It's a_________ It's a_____________
11. It's a_________ It's a_________ It's a_____________

上一篇：Descriptive Phrase Story—The Ugly Duckling
下一篇：Set Phrase Story—The Little Match Girl

143 Exercise 1-30: Set Phrase Story—The Little Match Girl

2009-04-01T06:24:00.000-07:00

Exercise 1-30: Set Phrase Story—The Little Match Girl CD 1 Track 43 录音下载
The following story contains only set phrases, as opposed to the
descriptive story in Exercise 1-27. Stress the first word of each phrase.

The little match girl was out in a snowstorm. Her feet were like ice
cubes and her fingertips had frostbite. She hadn't sold any matches since daybreak, and she had a stomachache from the hunger pangs, but her stepmother would beat her with a broomstick if
she came home with an empty coin purse. Looking into the bright living rooms, she saw
Christmas trees and warm fireplaces. Out on the snowbank, she lit match and saw the image of a grand dinner table of food before her. As the matchstick burned, the illusion slowly faded.
She lit another one and saw a room full of happy family members. On the last match, her
grandmother came down and carried her home. In the morning, the passersby saw the little match girl. She had frozen during the nighttime, but she had a smile on her face.

Contrasting a Description and a Set Phrase We now have two main intonation patterns—first word stress and second word stress. In the following exercise, we will contrast the two.

上一篇：Sentence Stress with Set Phrases
下一篇：Contrasting Descriptive and Set Phrases

144 Exercise 1-31: Contrasting Descriptive and Set Phrases

2009-04-01T06:21:00.000-07:00

Exercise 1-31: Contrasting Descriptive and Set Phrases
CD 1 Track 44 录音下载
Repeat after me.
scriptive Phrase ........... Set Phrase
1. It's a short nail. .............. It's a finger nail.
2. It's a chocolate cake. ......... It's a pan cake.
3. It's a hot bath. ............ It's a hot tub.
4. It's a long drive........... It's a hard drive.
5. It's the back door. ......... It's the back bone.
6. There are four cards. ......... It's a card trick.
7. It's a small spot. ........ It's a spot light.
8. It's a good book.......... It's a phone book
Pause the CD and rewrite your descriptive phrases (Ex. 1-25) and set phrases (Ex. 1-28).

9. It's a _____________ It's a _____________
10. It's a _____________ It's a _____________
11. It's a _____________ It's a _____________

上一篇：Set Phrase Story—The Little Match Girl
下一篇：Two-Word Stress

145 Exercise 1-32: Two-Word Stress

2009-04-01T06:12:00.000-07:00

Exercise1-32: Two-Word Stress CD 1 Track 45 录音下载
Repeat the following pairs.

Descriptive Phrase ..............Set Phrase
a light bulb.................... ........a light bulb
blue pants ..............................blue jeans
a cold fish .............................a gold fish
a gray hound .......................a greyhound
an old key ..............................an inn key
a white house..................... The White House
a nice watch...................... a wristwatch
a sticky web....................... a spider web
a clean cup......................... a coffee cup
a sharp knife...................... a steak knife
a baby alligator................. a baby boottle
a shiny tack .......................thumbtacks
a wire bursh....................... a hairbrush
a new ball............................ a football
a toy gun.......................... a machine gun
a silk bow ........................a Band-Aid
a bright star................... a firecracker
Mary Jones.................. a mailbox
Bob Smith.................... a spray can
foreign affairs ...............a wineglass
down payment............... a footprint
New York ......................a strawberry
Social Security ...................a fig leaf
City Hall .........................an ice cream

上一篇：Contrasting Descriptive and Set Phrases
下一篇：Nationality Intonation Quiz

美国口音训练CD2 资料下载

2009-03-31T08:15:00.000-07:00

201 Exercise 1-33; Nationality Intonation Quiz
202 Exercise 1-34: Contrasting Descriptive and Set Phrases
203 Exercise 1-35: Contrast of Compound Nouns
204 Exercise 1-36: Description and Set Phrase Test
205 Exercise 1-37: Descriptions and Set Phrases—Goldilocks
206 Grammar in a Nutshell
207 Exercise 1-38：Consistent Noun Stress in Changing Verb Tenses
208 Exercise 1-39: Consistent Pronoun Stress In Changing Verb Tenses
209 Exercise 1-40: Intonation in Your Own Sentence
210 Exercise 1-41: Supporting Words
211 Exercise 1 -42: Contrast Practice
212 Exercise 1 -43; Yes, You Can or No, You Can't?
213 Exercise 1 -44: Building an Intonation Sentence
215 Exercise 1 -46: Regular Transitions of Nouns and Verbs
216 Exercise 1-47: Regular Transitions of Adjectives and Verbs
217 Exercise 1-48; Regular Transitions of Adjectives and Verbs
218 The Miracle Technique
A Child Can Learn Any Language
219 Exercise 1 -49: Tell Me Wdai Say!
222 Exercise 1-51 : Extended Listening Practice
224 Reduced Sounds：Reduced Sounds Are "Valleys"
225 Exercise 1-52; Reducing Articles
226 Exercise 1-53: Reduced Sounds
227 Exercise 1-54: Intonation and Pronunciation of "That"
229 Exercise 1-56; Reading Reduced Sounds
230 Word Groups and Phrasing
Pauses for Related Thoughts, Ideas, or for Breathing
231 Exercise 1-57: Phrasing
233 Exercise 1-59: Practicing Word Groups
234 Exercise 1-60: Tag Endings
235 Chapter 2. Word Connections
236 Exercise 2-1 : Spelling and Pronunciation
237 Liaison Rule 1 : Consonant / Vowel
Exercise 2-2: Word Connections
238 Exercise 2-3: Spelling and Number Connections
239 Exercise 2-4: Consonant / Vowel Liaison Practice
240 Liaison Rule 2: Consonant / Consonant
Exercise 2-5: Consonant /Consonant Liaisons
241 Exercise 2-6: Consonant / Consonant Liaisons
242 Exercise 2-7: Liaisons with TH Combination
243 Exercise 2-8: Consonant / Consonant Liaison Practice
244 Liaison Rule 3: Vowel / Vowel
Exercise 2-9: Vowel / Vowel Liaison Practice
245 Liaison Rule 4: T, D, S, or Z + Y
246 Exercise 2-11:T, D, S, or Z + Y Liaison Practice
247 Exercise 2-12; Finding Liaisons and Glides

201 Exercise 1-33: Nationality Intonation Quiz

2009-03-31T08:08:00.000-07:00

Nationalities When you are in a foreign country, the subject of nationalities naturally comes up a lot. It would be nice if there were a simple rule that said that all the words using nationalities are stressed on the first word. There isn't, of course. Take this preliminary quiz to see if you need to do this exercise. For simplicity's sake, we will stick with one nationality—American.

Exercise 1-33: Nationality Intonation Quiz CD 2 Track 1 录音下载
Pause the CD and stress one word in each of the following examples. Repeat after me. 1. an American guy 2. an American restaurant 3. American food 4. an American teacher 5. an English teacher

上一篇：Two-Word Stress
下一篇：Contrasting Descriptive and Set Phrases

202 Exercise 1-34: Contrasting Descriptive and Set Phrases

2009-03-31T08:03:00.000-07:00

Exercise 1-34: Contrasting Descriptive and Set Phrases CD 2 Track 2 录音下载
Repeat the following pairs.
Set Phrase .........................................Descriptive Phrase
An English teacher... An English teacher...
...teaches English. ...is from England.
An English book... An English book...is on any subject,
...teaches the English language. but it came from England.
An English test... An English test... is on any subject,
...tests a student on the English language. but it deals with or came from England.
English food... An English restaurant...
. . .is kippers for breakfast. ...serves kippers for breakfast.

上一篇：Nationality Intonation Quiz
下一篇：Contrast of Compound Nouns

203 Exercise 1-35: Contrast of Compound Nouns

2009-03-31T07:59:00.000-07:00

Intonation can indicate completely different meanings for otherwise similar words or phrases.
For example, an English teacher teaches English, but an English teacher is from England;
French class is where you study French, but French class is Gallic style and sophistication; an
orange tree grows oranges, but an orange tree is any kind of tree that has been painted orange.

Exercise 1-35: Contrast of Compound Nouns CD 2 Track 3 录音下载
In the following list of words, underline the element that should be stressed. Pause the CD.
Afterwards, check Answer Key, beginning on page 193. Repeat after me.
1. The White House ....21. convenience store ........41. a doorknob
2. a white house ..........22. convenient store ..........42. a glass door
3. a dark room ............23. to pick up ......................43. a locked door
4. a dark room .............24. a pickup truck .............44. ice cream
5. Fifth Avenue ...........25. six years old .................45. I scream.
6. Main Street .............26. a six-year-old ..............46. elementary
7. a main street ............27. six and a half.................. 47. a lemon tree
8. a hot dog ................28. a sugar bowl.................... 48. Watergate
9. a hot dog ................29. a wooden bowl ................49. the back gate
10. a baby blanket ....30. a large bowl .....................50. the final year
11. a baby's blanket ...31. a mixing bowl .................51. a yearbook
12. a baby bird ...........32. a top hat .........................52. United States
13. a blackbird ...........33. a nice hat ........................53. New York
14. a black bird ...........34. a straw hat ....................54. Long Beach
15. a greenhouse ........35. a chairperson .................55. Central Park
16. a green house .......36. Ph.D. ................................56. a raw deal
17. a green thumb .........37. IBM.............................. 57. a deal breaker
18. a parking ticket ......38. MIT .............................58. the bottom line
19. a one-way ticket.... 39. USA .............................59. a bottom feeder
20. an unpaid ticket .....40. ASAP ..........................60. a new low

上一篇：Contrasting Descriptive and Set Phrases
下一篇：Description and Set Phrase Test

204 Exercise 1-36: Description and Set Phrase Test

2009-03-31T07:55:00.000-07:00

Exercise 1-36: Description and Set Phrase Test CD 2 Track 4 录音下载

Let's check and see if the concepts are clear. Pause the CD and underline or highlight the stressed word. Check Answer Key, beginning on page 193. Repeat after me.
1. He's a nice guy.
2. He's an American guy from San Francisco.
3. The cheerleader needs a rubber band to hold her ponytail.
4. The executive assistant needs a paper clip for the final report.
5. The law student took an English test in a foreign country.
6. The policeman saw a red car on the freeway in Los Angeles.
7. My old dog has long ears and a flea problem.
8. The new teacher broke his coffee cup on the first day.
9. His best friend has a broken cup in his other office.
10. Let's play football on the weekend in New York.
11. "Jingle Bells" is a nice song.
12. Where are my new shoes?
13. Where are my tennis shoes?
14. I have a headache from the heat wave in South Carolina.
15. The newlyweds took a long walk in Long Beach.
16. The little dog was sitting on the sidewalk.
17. The famous athlete changed clothes in the locker room.
18. The art exhibit was held in an empty room.
19. There was a class reunion at the high school.
20. The headlines indicated a new policy.
21. We got on line and went to americanaccent dot com.
22. The stock options were listed in the company directory.
23. All the second-graders were out on the playground.

上一篇：Contrast of Compound Nouns
下一篇： Descriptions and Set Phrases—Goldilocks

205 Exercise 1-37: Descriptions and Set Phrases—Goldilocks

2009-03-31T07:51:00.001-07:00

Exercise 1-37: Descriptions and Set Phrases—Goldilocks CD 2 Track 5 录音下载
Read the story and stress the indicated words. Notice if they are a description, a set phrase or contrast. For the next level of this topic, go to page 111. Repeat after me.

There is a little girl. Her name is Goldilocks. She is in a sunny forest. She sees a small house. She knocks on the door, but no one answers. She goes inside. In the large room, there are three chairs. Goldilocks sits on the biggest chair, but it is too high. She sits on the middle-sized one, but it is too low. She sits on the small chair and it is just right. On the table, there are three bowls. There is hot porridge in the bowls. She tries the first one, but it is too hot; the second one is too cold, and the third one is just right, so she eats it all. After that, she goes upstairs. She looks around. There are three beds, so she sits down. The biggest bed is too hard. The middle- sized bed is too soft. The little one is just right, so she lies down. Soon, she falls asleep. In the meantime, the family of three bears comes home — the Papa bear, the Mama bear, and the Baby bear. They look around.

They say, "Who's been sitting in our chairs and eating our porridge?" Then they run upstairs. They say, "Who's been sleeping in our beds?" Goldilocks wakes up. She is very scared. She runs away. Goldilocks never comes back.

上一篇：Description and Set Phrase Test
下一篇：Grammar in a Nutshell

206 Grammar in a Nutshell

2009-03-31T07:02:00.000-07:00

Grammar in a Nutshell CD 2 Track 6 录音下载
Everything You Ever Wanted to Know About Grammar... But Were Afraid to Use English is a chronological language. We just love to know when something happened, and this is indicated by the range and depth of our verb tenses.
I had already seen it by the time she brought it in.
As you probably learned in your grammar studies, "the past perfect is an action in the past that occurred before a separate action in the past." Whew! Not all languages do this. For example, Japanese is fairly casual about when things happened, but being a hierarchical language, it is very important to know what relationship the two people involved had. A high-level person with a low-level one, two peers, a man and a woman, all these things show up in Japanese grammar. Grammatically speaking, English is democratic.

The confusing part is that in English the verb tenses are very important, but instead of putting them up on the peaks of a sentence, we throw them all deep down in the valleys! Therefore, two sentences with strong intonation—such as, "Dogs eat bones" and "The dogs'll've eaten the bones" sound amazingly similar. Why? Because it takes the same amount of time to say both sentences since they have the same number of stresses. The three original words and the rhythm stay the same in these sentences, but the meaning changes as you add more stressed words. Articles and verb tense changes are usually not stressed.

Now let's see how this works in the exercises that follow.

上一篇：Descriptions and Set Phrases—Goldilocks
下一篇：Consistent Noun Stress in Changing Verb Tenses

207 Exercise 1-38: Consistent Noun Stress in Changing Verb Tenses

2009-03-31T06:51:00.000-07:00

Exercise 1-38: Consistent Noun Stress in Changing Verb Tenses CD 2 Track 7 录音下载
This is a condensed exercise for you to practice simple intonation with a wide range of verb tenses. When you do the exercise the first time, go through stressing only the nouns Dogs eat bones. Practice this until you are quite comfortable with the intonation. The pronunciation and word connections are on the right, and the full verb tenses are on the far left.

eat 1. The dogs eat the bones.
ate 2. The dogs ate the bones.
are eating 3. The dogs're eating the bones.
eat 4. The dogs'll eat the bones (if...)
would eat 5. The dogs'd eat the bones (if...)
would have 6. The dogs'd've eaten the bones (if..)
eaten that have 7. The dogs that've eaten the bones (are..) eaten
(are...) have eaten 8. The dogs've eaten the bones.
had eaten 9. The dogs'd eaten the bones.
will have 10. The dogs'll've eaten the bones.
eaten
ought to eat 11. The dogs ought to eat the bones.
should eat 12. The dogs should eat the bones.
should not eat 13. The dogs shouldn't eat the bones.
should have 14. The dogs should've eaten the bones.
eaten should not 15. The dogs shouldn't've eaten the bones.
have could eat 16. The dogs could eat the bones.
could not eat 17. The dogs couldn't eat the bones.
could have 18. The dogs could've eaten the bones.
eaten could not have 19. The dogs couldn't've eaten the bones.
might eat 20. The dogs might eat the bones.
might have 21. The dogs might've eaten the bones.
eaten
must eat 22. The dogs must eat the bones.
must have 23. The dogs must've eaten the bones.
eaten
can eat 24. The dogs can eat the bones.
can't eat 25. The dogs can't eat the bones.

上一篇：Grammar in a Nutshell
下一篇：Consistent Pronoun Stress In Changing Verb Tenses

208 Exercise 1-39: Consistent Pronoun Stress In Changing Verb Tenses

2009-03-31T06:47:00.000-07:00

Exercise 1-39: Consistent Pronoun Stress In Changing Verb Tenses CD 2 Track 8 录音下载
This is the same as the previous exercise, except you now stress the verbs: They eat them. Practice this until you are quite comfortable with the intonation. Notice that in fluent speech, the th of them is frequently dropped (as is the h in the other object pronouns, him, her). The pronunciation and word connections are on the right, and the tense name is on the far left.

present 1. They eat them.
past 2. They ate them.
continuous 3. They're eating them.
future 4. They'll eat them (if...)
present 5. They'd eat them (if...)
conditional past 6. They'd' ve eaten them (if...)
conditional relative 7. The ones that've eaten them (are...)
pronoun present 8. They've eaten them (many times).
perfect past perfect 9. They'd eaten them (before...)
future perfect 10. They'll have eaten them (by...)
obligation 11. They ought to eat them.
obligation 12. They should eat them.
obligation 13. They shouldn't eat them.
obligation 14. They should have eaten them.
obligation 15. They shouldn't' ve eaten them.
possibility/ability 16. They could eat them.
possibility/ability 17. They couldn't eat them.
possibility/ability 18. They could have eaten them.
possibility/ability 19. They couldn't have eaten them.
possibility 20. They might eat them.
possibility 21. They might have eaten them.
probability 22. They must eat them.
probability 23. They must have eaten them.
ability 24. They can eat them.
ability 25. They can't eat them.

上一篇：Consistent Noun Stress in Changing Verb Tenses
下一篇：Intonation in Your Own Sentence

209 Exercise 1-40: Intonation in Your Own Sentence

2009-03-31T06:40:00.000-07:00

Exercise 1-40: Intonation in Your Own Sentence CD 2 Track 9 录音下载

On the first of the numbered lines below, write a three-word sentence that you frequently use, such as "Computers organize information" or "Lawyers sign contracts" and put it through the 25 changes. This exercise will take you quite a bit of time and it will force you to rethink your
perceptions of word sounds as related to spelling. It helps to use a plural noun that ends in a [z] sound (boyz, dogz) rather than an [s] sound (hats, books). Also, your sentence will flow better if your verb begins with a vowel sound (earns, owes, offers). When you have finished filling in all the upper lines of this exercise with your new sentence, use the guidelines from Ex. 1-38 for the phonetic transcription. Remember, don't rely on spelling. Turn off the CD.

eat 1. ____________ ____________ ____________
____________ ____________ ____________
ate 2. ____________ ____________ ____________
____________ ____________ ____________
are eating 3. ____________ ____________ ____________
____________ ____________ ____________
will eat 4. ____________ ____________ ____________
____________ ____________ ____________
would eat 5. ____________ ____________ ____________
____________ ____________ ____________
would have 6. ____________ ____________ ____________
eaten
____________ ____________ ____________
that have eaten 7. ____________ ____________ ____________
____________ ____________ ____________
have eaten 8. ____________ ____________ ____________
____________ ____________ ____________
had eaten 9. ____________ ____________ ____________
____________ ____________ ____________
will have eaten 10. ____________ ____________ ____________
____________ ____________ ____________

Exercise 1 -40: Intonation in Hour Own Sentence continued CD 2 Track 9
ought to eat 11. ____________ ____________ ____________
____________ ____________ ____________
should eat 12. ____________ ____________ ____________
____________ ____________ ____________
should not eat 13. ____________ ____________ ____________
____________ ____________ ____________
should have 14. ____________ ____________ ____________
eaten
____________ ____________ ____________
should not have 15. ____________ ____________ ____________ eaten ____________ ____________ ____________
could eat 16. ____________ ____________ ____________
____________ ____________ ____________
could not eat 17. ____________ ____________ ____________
____________ ____________ ____________
could have 18. ____________ ____________ ____________
eaten ____________ ____________ ____________
could not have 19. ____________ ____________ ____________
____________ ____________ ____________
might eat 20. ____________ ____________ ____________
____________ ____________ ____________
might have 21. ____________ ____________ ____________
eaten ____________ ____________ ____________
must eat 22. ____________ ____________ ____________
____________ ____________ ____________

1-40: Intonation in Your Own Sentence continued CD 2 Track 9
must have 23. ____________ ____________ ____________ eaten ____________ ____________ ____________
can eat 24. ____________ ____________ ____________
____________ ____________ ____________
can't eat 25. ____________ ____________ ____________
____________ ____________ ____________

上一篇：Consistent Pronoun Stress In Changing Verb Tenses
下一篇：Supporting Words

210 Exercise 1-41: Supporting Words

2009-03-31T06:38:00.000-07:00

Exercise 1-41: Supporting Words CD 2 Track 10 录音下载
For this next part of the intonation of grammatical elements, each sentence has a few extra words to help you get the meaning. Keep the same strong intonation that you used before and add the new stress where you see the bold face. Use your rubber band.

1. The dogs eat the bones every day.
2. The dogs ate the bones last week.
3. The dogs 're eating the bones right now.
4. The dogs'll eat the bones if they're here.
5. The dogs'd eat the bones if they were here.
6. The dogs'd've eaten the bones if they'd been here.
7. The dogs that've eaten the bones are sick.
8. The dogs've eaten the bones every day.
9. The dogs'd eaten the bones by the time we got there.
10. The dogs'll have eaten the bones by the time we get there.

上一篇：Intonation in Your Own Sentence
下一篇：Contrast Practice

211 Exercise 1 -42: Contrast Practice

2009-03-31T06:32:00.000-07:00

Exercise 1 -42: Contrast Practice CD 2 Track 11 录音下载

Now, let's work with contrast. For example, The dogs'd eat the bones, and The dogs'd eaten the
bones, are so close in sound, yet so far apart in meaning, that you need to make a special point of recognizing the difference by listening for content. Repeat each group of sentences using sound and intonation for contrast.

would eat ...................5. The dogs'd eat the bones.
had eaten ...................9. The dogs'd eaten the bones.
would have eaten .......6. The dogs'd've eaten the bones.
that have eaten .........7. The dogs that've eaten the bones.
will eat .......................4. The dogs'll eat the bones.
would eat .....................5. The dogs'd eat the bones.
would have eaten......... 6. The dogs'd've eaten the bones.
have eaten ......................8. The dogs've eaten the bones.
had eaten....................... 9. The dogs'd eaten the bones.
will have eaten .............10. The dogs'll have eaten the bones.
would eat .....................5. The dogs'd eat the bones.
ought to eat................ 11. The dogs ought to eat the bones.
can eat ........................24. The dogs can eat the bones.
can't eat ......................25. The dogs can't eat the bones.

上一篇：Supporting Words
下一篇：Yes, You Can or No, You Can't?

212 Exercise 1 -43: Yes, You Can or No, You Can't?

2009-03-31T06:29:00.000-07:00

Exercise 1 -43: Yes, You Can or No, You Can't? CD 2 Track 12 录音下载
Next you use a combination of intonation and pronunciation to make the difference between can and can't. Reduce the positive can to [k 'n] and stress the verb. Make the negative can't ([kn(t)]) sound very short and stress both can't and the verb. This will contrast with the positive, emphasized can, which is doubled—and the verb is not stressed. If you have trouble with can't before a word that starts with a vowel, such as open, put in a very small [(d)]— The keys kn(d) open the locks. Repeat.
I can do it. (positive)
I can't do it. (negative )
I can do it. (extra positive)
I can't do it. (extra negative)

上一篇：Contrast Practice
下一篇：Building an Intonation Sentence

213 Exercise 1 -44: Building an Intonation Sentence

2009-03-31T05:58:00.000-07:00

Exercise 1 -44: Building an Intonation Sentence CD 2 Track 13 录音下载
Repeat after me the sentences listed in the following groups.
1. I bought a sandwich.
2. I said I bought a sandwich.
3. I said I think I bought a sandwich.
4. I said I really think I bought a sandwich.
5. I said I really think I bought a chicken sandwich.
6. I said I really think I bought a chicken salad sandwich.
7. I said I really think I bought a half a chicken salad sandwich.
8. I said I really think I bought a half a chicken salad sandwich this afternoon.
9. I actually said I really think I bought a half a chicken salad sandwich this afternoon.
10. I actually said I really think I bought another half a chicken salad sandwich this afternoon.
11. Can you believe I actually said I really think I bought another half a chicken salad sandwich this afternoon?

1. I did it.
2. I did it again.
3. I already did it again.
4. I think I already did it again.
5. I said I think I already did it again.
6. I said I think I already did it again yesterday.
7. I said I think I already did it again the day before yesterday.

1. I want a ball.
2. I want a large ball.
3. I want a large, red ball.
4. I want a large, red, bouncy ball.
5. I want a large, red bouncy rubber ball.
6. I want a large, red bouncy rubber basketball.

1. I want a raise.
2. I want a big raise.
3. I want a big, impressive raise.
4. I want a big, impressive, annual raise.
5. I want a big, impressive, annual cost of living raise.

Exercise 1 -45; Building Your Own intonation Sentences CD 2 Track 14 录音下载
Build your own sentence, using everyday words and phrases, such as think, hope, nice, really, actually, even, this afternoon, big, small, pretty, and so on. 1.________________________________________________ ________________________________________________ 2._____________________________________________________ ________________________________________________ 3.________________________________________________ ________________________________________________ 4.________________________________________________ ________________________________________________ 5.________________________________________________ ________________________________________________

上一篇：Building an Intonation Sentence
下一篇：Regular Transitions of Nouns and Verbs

215 Exercise 1 -46: Regular Transitions of Nouns and Verbs

2009-03-31T05:46:00.000-07:00

Exercise 1 -46: Regular Transitions of Nouns and Verbs CD 2 Track 15 录音下载

In the list below, change the stress from the first syllable for nouns to the second syllable for verbs. This is a regular, consistent change. Intonation is so powerful that you'll notice that when the stress changes, the pronunciation of the vowels do, too.

Nouns ............................Verbs
an accent [ks'nt] ...........to accent [ksεnt]
a concert [knsert]......... to concert [k'nsert]
a conflict [knflikt] .........to conflict [k'nflikt]
a contest [kntest] ........to contest [k'ntest]
a contract [kntrct] ......to contract [k'ntrkt]
a contrast [kntrst] .......to contrast [k'ntrst]
a convert [knvert] ..........to convert [k'nvert]
a convict [knvikt] ..........to convict [k'nvict]
a default [deeflt] .............to default [d'flt]
a desert* [dεz'rt] ............to desert [d'z'rt]
a discharge [dischrj]....... to discharge [d'schrj]
an envelope [nv'lop] .........to envelop [envel'p]
an incline [inkline]............. to incline [inkline]
an influence [influ(w)'ns] .......to influence [influ(w)ns]
an insert [insert] .................to insert [insert]
an insult [ins'lt] ..................to insult [inslt]
an object [bject].............. to object [bject]
perfect [prf'ct] .................to perfect [prfekt]
a permit [prmit] ..............to permit [prmit]
a present [prεz'nt] ............to present [pr'zεnt]
produce [produce] ..........to produce [pr'duce]
progress [prgr's] .............to progress [pr'grεss]
a project [prject] .............to project [pr'jεct]
a pronoun [pronoun] ......to pronounce [pr'nounce]
a protest [protest] ..........to protest [pr'test]
a rebel [rεbl] ...................to rebel [r'bεl]
a recall [reekll]................. to recall [r'kll]
a record [rεk'rd] ..............to record [r'cord]
a reject [reject] ...............to reject [r'jεct]
research [res'rch]............ to research [r'srch]
a subject [s'bjekt] ...........to subject [s'bjekt]
a survey [s'rvei] .............to survey [s'rvei]
a suspect [s'spekt] ..........to suspect [s'spekt]

上一篇：Building Your Own intonation Sentences
下一篇： Regular Transitions of Adjectives and Verbs

216 Exercise 1-47: Regular Transitions of Adjectives and Verbs

2009-03-31T05:42:00.000-07:00

Exercise 1-47: Regular Transitions of Adjectives and Verbs CD 2 Track 16 录音下载
A different change occurs when you go from an adjective or a noun to a verb. The stress stays in the same place, but the -mate in an adjective is completely reduced [-m't], whereas in a verb, it is a full [a] sound [-mεit].
Nouns/Adjectives ...................Verbs

advocate [dv'k't] .....................to advocate [dv'kεit]
animate [n'm't] ......................to animate [n'mεit]
alternate [ltern't] ..................to alternate [lternεit]
appropriate [propre(y)'t]..... to appropriate [propre(y)εit]
approximate [prks'm't] ........to approximate [prks' mεit]
articulate [rticyul't] ..............to articulate [rticylεit]
associate [ssosey't] .............to associate [ssoseyεit]
deliberate [d'libr't].............. to deliberate [d'liberεit]
discriminate [d'skrim'n't] ....to descriminate [d'skrim'nεit]
duplicate [dupl'k't] ...............to duplicate [dupl'kεit]
elaborate [elbr't] .................to elaborate [lberεit]
an estimate [εst'm't].............. to estimate [εst' mεit]
graduate [grjyu(w)'t] ...........to graduate [grjyu(w)εit]
intimate [int'm't].................. to intimate [int' mεit]
moderate [mder't]................. to moderate [mderεit]
predicate [prεd'k't]................ to predicate [prεd'kεit]
separate [sεpr't] ...................to separate [sεperεit]

上一篇：Regular Transitions of Nouns and Verbs
下一篇：Regular Transitions of Adjectives and Verbs

217 Exercise 1-48: Regular Transitions of Adjectives and Verbs

2009-03-31T05:38:00.000-07:00

Exercise 1-48: Regular Transitions of Adjectives and Verbs CD 2 Track 17 录音下载
Mark the intonation or indicate the long vowel on the italicized word, depending which part of speech it is. Pause the CD and mark the proper syllables. See Answer Key, beginning on page 193.
1. You need to insert a paragraph here on this newspaper insert.
2. How can you object to this object?
3. I'd like to present you with this present.
4. Would you care to elaborate on his elaborate explanation?
5. The manufacturer couldn't recall if there'd been a recall.
6. The religious convert wanted to convert the world.
7. The political rebels wanted to rebel against the world.
8. The mogul wanted to record a new record for his latest artist.
9. If you perfect your intonation, your accent will be perfect.
10. Due to the drought, the fields didn't produce much produce this year.
11. Unfortunately, City Hall wouldn't permit them to get a permit.
12. Have you heard that your associate is known to associate with gangsters?
13. How much do you estimate that the estimate will be?
14. The facilitator wanted to separate the general topic into separate categories.

上一篇：Regular Transitions of Adjectives and Verbs
下一篇： The Miracle Technique

218 The Miracle Technique

2009-03-31T05:20:00.000-07:00

The Miracle Technique CD 2 Track 18 录音下载

Regaining Long-Lost Listening Skills
The trouble with starting accent training after you know a great deal of English is that you know a great deal about English. You have a lot of preconceptions and, unfortunately, misconceptions about the sound of English.
A Child Can Learn Any Language Every sound of every language is within every child. So, what happens with adults? People learn their native language and stop listening for the sounds that they never hear; then they lose the ability to hear those sounds. Later, when you study a foreign language, you learn a lot of spelling rules that take you still further away from the real sound of that language—in this case, English.
What we are going to do here is teach you to hear again. So many times, you've heard what a native speaker said, translated it into your own accent, and repeated it with your accent. Why? Because you "knew" how to say it.

上一篇：Regular Transitions of Adjectives and Verbs
下一篇：Tell Me What I Say!

219 Exercise 1 -49: Tell Me Wdai Say!

2009-03-30T08:25:00.000-07:00

Exercise 1 -49: Tell Me Wdai Say! CD 2 Track 19 录音下载

The first thing you're going to do is write down exactly what I say. It will be nonsense to you for two reasons: First, because I will be saying sound units, not word units. Second, because I will be starting at the end of the sentence instead of the beginning. Listen carefully and write down exactly what you hear, regardless of meaning. The first sound is given to you—cher.

CD 2 Track 20 录音下载

(答案请到下一篇里找！) CD 2 Track 21 录音下载

上一篇：The Miracle Technique
下一篇：Extended Listening Practice

222 Exercise 1-51 : Extended Listening Practice

2009-03-30T05:56:00.000-07:00

(221 上一篇答案： 1. lfdr hzno four nks'nt 2. Wr kwell d ni zrt Laughter has no foreign accent. Work well done is art. 3. T' tee chiz t' lr n gen To teach is to learn again. )

Exercise 1-51 : Extended Listening Practice CD 2 Track 22 录音下载

Let's do a few more pure sound exercises to fine-tune your ear. Remember, start at the end and fill in the blanks right to left, then read them back left to right. Write whichever symbols are easiest for you to read back. There are clues sprinkled around for you and all the answers are in the Answer Key, beginning on page 193

CD 2 Track 23 录音下载

上一篇： Tell me what i say!
下一篇： The Down Side of Intonation

225 Reducing Articles

2009-03-19T07:16:00.000-07:00

Reduced Sounds Reduced Sounds CD 2 Track 24 录音下载

The Down Side of Intonation Reduced sounds are all those extra sounds created by an absence of lip, tongue, jaw, and throat movement. They are a principal function of intonation and are truly indicative of the American sound.

Exercise 1-52; Reducing Articles CD 2 Track 25 录音下载
Consonants Vowels
the man a girl thee(y)apple an orange [●nornj] t
he best a banana thee(y)egg an opening [●nop'ning] t
he last one a computer thee(y)easy way an interview [●ninerview]

上一篇：下一篇：Reduced Sounds

226 Exercise 1-53: Reduced Sounds

2009-03-19T06:43:00.000-07:00

Exercise 1-53: Reduced Sounds CD 2 Track 26 录音下载
Read aloud from the right-hand column. The intonation is marked for you.
To
today
The preposition to tonight
usually reduces so tomorrow
much that it's like to work
dropping the vowel. to school
Use a t' or t to the store
sound to replace We have to go now.
to. He went to work
They hope to find it.
I can't wait to find out.
We don't know what to do.
Don't jump to conclusions.
To be or not to be...
He didn't get to go.
If that same to He told me to help.
follows a vowel
sound, it will She told you to get it.
become d' or d. I go to work
at a quarter to two
The only way to get it is...
You've got to pay to get it.
We plan to do it.
Let's go to lunch.
The score was 4 ~ 6

To
It's the only way to do it.

So to speak...
I don't know how to say it.
Go to page 8.
Show me how to get it.
You need to know when to do
Who's to blame?

At We're at home.
At is just the I'll see you at lunch.
opposite of to. It's a

small grunt followed Dinner's at five.
by a reduced [t]. Leave them at the door.
The meeting's at one.
He's at the post office.

They're at the bank.

I'm at school.
If at is followed by a I'll see you at eleven.
vowel sound, it will
become 'd or d. He's at a meeting.
She laughed at his idea.
One at a time
We got it at an auction.
The show started at eight.
The dog jumped out at us.
I was at a friend's house.

It Can you do it?
It and at sound the Give it to me.
same in context — Buy it tomorrow.
['t] It can wait.
Read it twice.
Forget about it!
...and they both turn Give it a try.
to 'd or d between
vowels or voiced Let it alone.
consonants. Take it away.
I got it in London.
What is it about?
Let's try it again.
Look! There it is!

For Looks Like...
This is for you.
It's for my friend.
A table for four, please.
We planned it for later.
For example, for instance
What is this for?
What did you do it for?
Who did you get it for?

From It's from the IRS.
I'm from Arkansas.
There's a call from Bob.
This letter's from Alaska!
Who's it from?
Where are you from?

In It's in the bag.
What's in it?
I'll be back in a minute.
This movie? Who's in it?
Come in.
He's in America.

An He's an American.
I got an A in English.
He got an F in Algebra.
He had an accident.
We want an orange.
He didn't have an excuse.
I'll be there in an instant.
It's an easy mistake to make.

And ham and eggs
bread and butter
Coffee? With cream and sugar?
No, lemon and sugar.
... And some more cookies?
They kept going back and forth.
We watched it again and again.
He did it over and over.
We learned by trial and error.

Or Looks Like...
Soup or salad?
now or later
more or less
left or right
For here or to go?
Are you going up or down?
This is an either / or question (Up? Down?) Notice how the intonation is different from
"Cream and sugar?", which is a yes / no question.

Are What are you doing?
Where are you going?
What're you planning on doing?
How are you?
Those are no good.
How are you doing?
The kids are still asleep.

Your How's your family?
Where're your keys?
You're American, aren't you?
Tell me when you're ready.
Is this your car?
You're late again, Bob.
Which one is yours?

One Which one is better?
One of them is broken.
I'll use the other one.
I like the red one, Edwin.
That's the last one.
The next one'll be better.
Here's one for you.
Let them go one by one.

The It's the best.
What's the matter?
What's the problem?
I have to go to the bathroom.
Who's the boss around here?
Give it to the dog.
Put it in the drawer.

A Looks Like...
It's a present.
You need a break.
Give him a chance.
Let's get a new pair of shoes.
Can I have a Coke, please?
Is that a computer?
Where's a public telephone?

Of It's the top of the line.
It's a state of the art printer.
As a matter of fact, ...
Get out of here.
Practice all of the time.
Today's the first of May.
What's the name of that movie?
That's the best of all!
some of them
all of them
most of them
none of them
any of them
the rest of them

Can Can you speak English?
I can only do it on Wednesday.
A can opener can open cans.
Can I help you?
Can you do it?
We can try it later.
I hope you can sell it.
No one can fix it.
Let me know if you can find it.

Had Jack had had enough.
Bill had forgotten again.
What had he done to deserve it?
We'd already seen it.
He'd never been there.
Had you ever had one?
Where had he hidden it?
Bob said he'd looked into it.

Would Looks Like...
He would have helped, if ...
Would he like one?
Do you think he'd do it?
Why would I tell her?
We'd see it again, if...
He'd never be there on time.
Would you ever have one?

Was He was only trying to help.
Mark was American.
Where was it?
How was it?
That was great!
Who was with you?
She was very clear.
When was the war of 1812?

What What time is it?
What's up?
What's on your agenda?
What do you mean?
What did you mean?
What did you do about it?
What took so long?
What do you think of this?
What did you do then?
I don't know what he wants.

Some Some are better than others.
There are some leftovers.
Let's buy some ice cream.
Could we get some other ones?
Take some of mine.
Would you like some more?
(or very casually)
Do you have some ice?
Do you have some mice?

"You can fool some of the people some of the time, but you can't fool all of the people all of the time." [yuk'n fool sm th peepl sm th time, b'choo knt fool llth peepl llth time]

上一篇：Reducing Articles
下一篇：Intonation and Pronunciation of "That"

227 Exercise 1-54: Intonation and Pronunciation of "That"

2009-03-19T06:29:00.000-07:00

Exercise 1-54: Intonation and Pronunciation of "That" CD 2 Track 27 录音下载

That is a special case because it serves three different grammatical
functions. The relative pronoun and the conjunction are reducible. The demonstrative pronoun
cannot be reduced to a schwa sound. It must stay []. Relative Pronoun The car that she ordered is red.

Conjunction ： He said that he liked it.
Demonstrative ： Why did you do that?
Combination ： I know that he'll read that book
that I told you about.

上一篇：Reduced Sounds 下一篇：Reading Reduced Sounds

229 Exercise 1-56; Reading Reduced Sounds

2009-03-18T06:32:00.001-07:00

Exercise 1-56; Reading Reduced Sounds CD 2 Track 29 录音下载

Repeat the paragraph after me. Although you're getting rid of the vowel sounds, you want to maintain a strong intonation and let the sounds flow together. For the first reading of this paragraph, it is helpful to keep your teeth clenched together to reduce excess jaw and lip movement. Let's begin.

Hello, my name is_________. I'm taking American Accent Training. There's a lot to learn, but I hope to make it as enjoyable as possible. I should pick up on the American intonation pattern pretty easily, although the only way to get it is to practice all of the time. I use the up and down, or peaks and valleys, intonation more than I used to. I've been paying attention to pitch, too. It's like walking down a staircase. I've been talking to a lot of Americans lately, and they tell me that I'm easier to understand. Anyway, I could go on and on, but the important thing is to listen well and sound good. Well, what do you think? Do I?

上一篇：Intonation and Pronunciation of "That"
下一篇：Word Groups and Phrasing

230 Word Groups and Phrasing

2009-03-18T05:55:00.000-07:00

Word Groups and Phrasing CD 2 Track 30 录音下载

Pauses for Related Thoughts, Ideas, or for Breathing By now you've begun developing a strong intonation, with clear peaks
and reduced valleys, so you're ready for the next step. You may find yourself reading the
paragraph in Exercise 1-15 like this: HellomynameisSo-and-SoI'mtakingAmericanAccentTraining. There 'salottolearnbutIhopetomakeitasenjoyableaspossible.
If so, your audience won't completely comprehend or enjoy your
presentation. In addition to intonation, there is another aspect of speech that
indicates meaning. This can be called phrasing or tone. Have you ever caught just a snippet of a
conversation in your own language, and somehow known how to piece together what came before or after the part you heard? This has to do with phrasing.
In a sentence, phrasing tells the listener where the speaker is at the
moment, where the speaker is going, and if the speaker is finished or not. Notice that the
intonation stays on the nouns.

上一篇：Reading Reduced Sounds 下一篇：Phrasing

231 Exercise 1-57: Phrasing

2009-03-18T05:35:00.000-07:00

Exercise 1-57: Phrasing CD2 Track 31 录音下载
Repeat after me.

Statement ：Dogs eat bones.
Clauses ：Dogs eat bones, but cats eat fish, or As we all know, dogs eat bones.
Listing ：Dogs eat bones, kibbles, and meat.
Question ：Do dogs eat bones?
Repeated ：Do dogs eat bones?!!

Question
Tag Question ：Dogs eat bones, don't they?
Tag Statement： Dogs eat bones, DON'T they!
Indirect Speech ：He asked if dogs ate bones.
Direct Speech ："Do dogs eat bones?" he asked.

Exercise 1-58: Creating Word Groups
Break the paragraph into natural word groups. Mark every place where
you think a pause is needed with a slash.

Hello, my name is_______________. I'm taking American Accent Training.
There's a lot to learn, but I hope to make it as enjoyable as possible. I should
pick up on the American intonation pattern pretty easily, although the only way to get it is
to practice all of the time. I use the up and down, or peaks and valleys intonation more than I used to. I've been paying attention to pitch, too. It's like walking down a staircase. I've been
talking to a lot of Americans lately, and they tell me that I'm easier to understand.
Anyway, I could go on and on, but the important thing is to listen well and sound good. Well, what do you think? Do I?

Note In the beginning, your word groups should be very short. It'll be a sign of your growing
sophistication when they get longer.
+ Pause the CD to do your marking.

上一篇：Word Groups and Phrasing 下一篇：Practicing Word Groups

233 Exercise 1-59: Practicing Word Groups

2009-03-18T05:26:00.000-07:00

Exercise 1-59: Practicing Word Groups CD 2 Track 33 录音下载

When I read the paragraph this time, I will exaggerate the pauses. Although we're working on word groups here, remember, I don't want you to lose your intonation. Repeat each sentence group after me.

Hello, my name is ___________. I'm taking American Accent Training. There's a lot to learn, but I hope to make it as enjoyable as possible. I should pick up on the American intonation pattern pretty easily, although the only way to get it is to practice all of the time. I use the up and down, or peaks and valleys intonaton more than I used to. I've been paying attention to pitch, too. Is like walking down a staircase. I've been talking to a lot of Americans lately, and they tell me that I'm easier to understand. Anyway, I could go on and on, but the important thing is to listen well and sound good. Well, what do you think? Do I?

+ Next, back up the CD and practice the word groups three times using strong intonation. Then, pause the CD and practice three more times on your own. When reading, your pauses should be neither long nor dramatic — just enough to give your listener time to digest what you're saying.

上一篇：Phrasing 下一篇： Tag Endings

234 Exercise 1-60: Tag Endings

2009-03-18T05:18:00.000-07:00

Exercise 1-60: Tag Endings CD 2 Track 34 录音下载
Pause the CD and complete each sentence with a tag ending. Use the same verb, but with the
opposite polarity—positive becomes negative, and negative becomes positive. Then, repeat after me. Check Answer Key, beginning on page 193.
Intonation
With a query, the intonation rises. With confirmation, the intonation drops.
Pronunciation

Did he?
Does he?
Was he?
Has he?
Is he?
Will he?
Would he?
Can he?
Wouldn't you?
Shouldn't I?
Won't he?
Didn't he?
Hasn't he?
Wouldn't he?
Isn't he?
Isn't it?
Doesn't it?
Aren't I?
Won't you?
Don't you?
Can't you?
Could you?
Would you?

1. The new clerk is very slow, isn't he!
2. But he can improve, _____?
3. She doesn't type very well, ____!
4. They lost their way, ______?
5. You don't think so, ______!
6. I don't think it's easy, _____?
7. I'm your friend, ________?
8. You won't be coming, _____!
9. He keeps the books, ______?
10. We have to close the office, _____?
11. We have closed the office, _____?
12. We had to close the office, _____!
13. We had the office closed, _____?
14. We had already closed the office, _____?
15. We'd better close the office, _____!
16. We'd rather close the office, _____?
17. The office has closed, _____?
18. You couldn't tell, _____!
19. You'll be working late tonight, _____?
20. He should have been here by now, _____!
21. He should be promoted, _____!
22. I didn't send the fax, _____?
23. I won't get a raise this year, _____?
24. You use the computer,_____?
25. You're used to the computer,_____!
26. You used to use the computer, _____?
27. You never used to work Saturdays, _____?
28. That's better,_____ !

The basic techniques introduced in this chapter are pitch, stress, the staircase and musical notes, reduced sounds, and word groups and phrasing. In chapters 2 through 13, we refine and expand this knowledge to cover every sound of the American accent.

上一篇：Practicing Word Groups 下一篇： Word Connections

235 Chapter 2. Word Connections

2009-03-17T08:21:00.000-07:00

Chapter 2. Word Connections CD 2 Track 35 录音下载

As mentioned in the previous chapter, in American English, words are not pronounced one by one. Usually, the end of one word attaches to the beginning of the next word. This is also true for initials, numbers, and spelling. Part of the glue that connects sentences is an underlying hum or drone that only breaks when you come to a period, and sometimes not even then. You have this underlying hum in your own language and it helps a great deal toward making you sound like a native speaker.

Once you have a strong intonation, you need to connect all those stairsteps together so that each sentence sounds like one long word. This chapter is going to introduce you to the idea of liaisons, the connections between words, which allow us to speak in sound groups rather than in individual words. Just as we went over where to put an intonation, here you're going to learn how to connect words. Once you understand and learn to use this technique, you can make the important leap from this practice book to other materials and your own conversation.

To make it easier for you to read, liaisons are written like this: They tell me the dai measier.
(You've already encountered some liaisons in Exercises 1-38, 1-49, 1-53.) It could also be written theytellmethedaimeasier, but it would be too hard to read.

Exercise 2-1 : Spelling and Pronunciation CD 2 Track 36 录音下载

Read the following sentences. The last two sentences should be pronounced exactly the same, no matter how they are written. It is the sound that is important, not the spelling.

The dime.
The dime easier.
They tell me the dime easier.
They tell me the dime easier to understand.
They tell me that I'm easier to understand.

上一篇：Tag Endings 下一篇：Consonant / Vowel

237 Liaison Rule 1 : Consonant / Vowel

2009-03-17T08:13:00.000-07:00

Liaison Rule 1 : Consonant / Vowel

Words are connected when a word ends in a consonant sound and the next word starts with a vowel sound, including the semivowels W, Y, and R.

Exercise 2-2: Word Connections CD 2 Track 37 录音下载
My name is... [my nay●miz]
because I've [b'k'ziv]
pick up on the American intonation [pi●k pn the(y)mer'k nintnashn]

In the preceding example, the word name ends in a consonant sound [m] (the e is silent and doesn't count), and is starts with a vowel sound [i], so naymiz just naturally flows together. In because I've, the [z] sound at the end of because and the [i] sound of I blend together smoothly. When you say the last line [pi●kpn the(y)mer'knintnashn], you can feel each sound pushing into the next.

Exercise 2-3: Spelling and Number Connections CD 2 Track 38 录音下载
You also use liaisons in spelling and numbers:
LA (Los Angeles) [eh●lay]
902-5050 [nai●no●too fai●vo●fai●vo]

上一篇：Word Connections
下一篇： Consonant / Vowel Liaison Practice

239 Exercise 2-4: Consonant / Vowel Liaison Practice

2009-03-17T08:06:00.000-07:00

Exercise 2-4: Consonant / Vowel Liaison Practice CD 2 Track 39 录音下载

Pause the CD and reconnect the following words. On personal pronouns,
it is common to drop the H. See Answer Key, beginning on page 193. Repeat.

hold on [hol don]
turn over [tur nover]
tell her I miss her [tellerl misser]
1. read only _______________________
2. fall off _______________________
3. follow up on ______________________
4. come in ______________________
5. call him ______________________
6. sell it ______________________
7. take out ______________________
8. fade away ______________________
9. 6-0 ______________________
10. MA ______________________

上一篇：Consonant / Vowel
下一篇： Consonant / Consonant

240 Liaison Rule 2: Consonant / Consonant

2009-03-17T07:50:00.000-07:00

Liaison Rule 2: Consonant / Consonant
Words are connected when a word ends in a consonant sound and the next
word starts with a consonant that is in a similar position. What is a similar position?
Let's find out.

Exercise 2-5: Consonant /Consonant Liaisons
CD 2 Track 40 录音下载

Say the sound of each group of letters out loud (the sound of the letter, not the name: [b] is [buh] not [bee]). There are three general locations—the lips, behind the teeth,
or in the throat. If a word ends with a sound created in the throat and the next word starts with a sound from that same general location, these words are going to be linked together. The same with the other two locations. Repeat after me.

Behind the teeth
unvoiced voiced
t d
ch j
— 1 —
n s
z sh
zh — y

At the lips
unvoiced voiced
p b
f v
— m
— w

In the throat
unvoiced
voiced
k g
h
—
— ng
— r

上一篇：Consonant / Vowel Liaison Practice
下一篇： Consonant / Consonant Liaisons

241 Exercise 2-6: Consonant / Consonant Liaisons

2009-03-16T07:02:00.000-07:00

Exercise 2-6: Consonant / Consonant Liaisons CD 2 Track 41 录音下载
I just didn't get the chance.
I've been late twice.

In the preceding examples you can see that because the ending [st] of just and the beginning [d] of didn't are so near each other in the mouth, it's not worth the effort to start the sound all over again, so they just flow into each other. You don't say I just didn 't get the chance, but do say Ijusdidn't ge(t)the chance. In the same way, it's too much work to say I'v been late twice, so you say it almost as if it were a single word, I'vbinla(t)twice.

The sound of TH is a special case. It is a floater between areas. The sound is sometimes created by the tongue popping out from between the teeth and other times on the back of the top teeth, combining with various letters to form a new composite sound. For instance, [s] moves forward and the [th] moves back to meet at the mid-point between the two.

上一篇：Consonant / Consonant
下一篇：Liaisons with TH Combination

242 Exercise 2-7: Liaisons with TH Combination

2009-03-16T06:51:00.000-07:00

Exercise 2-7: Liaisons with TH Combination CD 2 Track 42 录音下载
When the TH combination connects with certain sounds, the two sounds blend together to form a composite sound. In the following examples, see how the TH moves back and the L moves forward, to meet in a new middle position. Repeat after me.

th + 1 with lemon ..............th + ch both charges
th + n with nachos.............th + j with juice
th + t both times
th + d with delivery .........n + th in the
th + s both sizes................z + th was that
th + z with zeal...................d + th hid those

上一篇：Consonant / Consonant Liaisons
下一篇：Consonant / Consonant Liaison Practice

243 Exercise 2-8: Consonant / Consonant Liaison Practice

2009-03-16T06:44:00.000-07:00

Exercise 2-8: Consonant / Consonant Liaison Practice CD 2 Track 43 录音下载
Pause the CD and reconnect the following words as shown in the models. Check Answer Key, beginning on page 193. Repeat.
hard times with luck
1. business deal _________________________
2. credit check _________________________
3. the top file _________________________
4. sell nine new cars_________________________
5. sit down _________________________
6. some plans need luck_________________________
7. check cashing _________________________
8. let them make conditions _________________________
9. had the _________________________
10. both days _________________________

上一篇：Liaisons with TH Combination
上一篇： Vowel / Vowel

244 Liaison Rule 3: Vowel / Vowel

2009-03-16T06:37:00.000-07:00

Liaison Rule 3: Vowel / Vowel CD 2 Track 44 录音下载

When a word ending in a vowel sound is next to one beginning with a vowel sound, they are
connected with a glide between the two vowels. A glide is either a slight [y] sound or a slight [w] sound. How do you know which one to use? This will take care of itself—the position your lips are in will dictate either [y] or [w].
Go away. Go(w)away.
I also need the other one. I(y)also need thee(y)other one.

For example, if a word ends in [o] your lips are going to be in the forward position, so a [w]
quite naturally leads into the next vowel sound—[Go(w)away]. You don't want to say
Go...away and break the undercurrent of your voice. Run it all together: [Go(w)away].
After a long [ē] sound, your lips will be pulled back far enough to create a [y] glide or liaison: [I (y) also need the(y)other one]. Don't force this sound too much, though. It's not a strong pushing sound. [I(y) also need the(y)other one] would sound really weird.

Exercise 2-9: Vowel / Vowel Liaison Practice

Pause the CD and reconnect the following words as shown in the models. Add a (y) glide after an [e] sound, and a (w) glide after an [u] sound. Don't forget that the sound of the American O is really [ou]. Check Answer Key, beginning on page 193.

she isn't [she(y)isn't] who is [who(w)iz]
1. go anywhere _______________
2. so honest _______________
3. through our _______________
4. you are _______________
5. he is _______________
6. do I? _______________
7. I asked _______________
8. to open _______________
9. she always _______________
10. too often _______________

上一篇：Consonant / Consonant Liaison Practice
下一篇： T, D, S, or Z + Y

245 Liaison Rule 4: T, D, S, or Z + Y

2009-03-16T06:31:00.000-07:00

Liaison Rule 4: T, D, S, or Z + Y CD 2 Track 45 录音下载

When the letter or sound of T, D, S, or Z is followed by a word that starts with Y, or its sound,
both sounds are connected. These letters and sounds connect not only with Y, but they do so as
well with the initial unwritten [y].
Exercise 2-10; T, D, S, or Z + Y Liaisons
Repeat the following.
T + Y = CH
What's your name?
Can't you do it?
Actually
Don't you like it?
Wouldn't you?
Haven't you? No, not yet.
I'll let you know.
Can I get you a drink?

We thought you weren't coming.
I'll bet you ten bucks he forgot.
Is that your final answer?
natural
perpetual
virtual

D + Y = J
Did you see it?
How did you like it?
Could you tell?
Where did you send your check?
What did your family think?
Did you find your keys?
We followed your instructions.
Congratulations!
education
individual
graduation
gradual

S + Y = SH
Yes, you are.
Insurance
Bless you!
Press your hands together.
Can you dress yourself?
You can pass your exams this year.
I'll try to guess your age.
Let him gas your car for you.

Z + Y = ZH
How's your family?
How was your trip?
Who's your friend?
Where's your mom?
When's your birthday?
She says you're OK.
Who does your hair?
casual
visual
usual
version
vision

上一篇： Vowel / Vowel 下一篇：T, D, S, or Z + Y Liaison Practice

246 Exercise 2-11:T, D, S, or Z + Y Liaison Practice

2009-03-16T06:02:00.000-07:00

Exercise 2-11:T, D, S, or Z + Y Liaison Practice CD 2 Track 46 录音下载
Reconnect or rewrite the following words. Remember that there may be a [y] sound that is not written. Check Answer Key, beginning on page 193. Repeat.
put your
gradual
1. did you
2. who's your
3. just your
4. gesture
5. miss you
6. tissue
1. got your
8. where's your
9. congratulations
10. had your

上一篇：T, D, S, or Z + Y
下一篇：Finding Liaisons and Glides

247 Exercise 2-12: Finding Liaisons and Glides

2009-03-16T05:46:00.000-07:00

Exercise 2-12: Finding Liaisons and Glides CD 2 Track 47 录音下载
In the following paragraph connect as many of the words as possible. Mark your liaisons as we have done in the first two sentences. Add the (y) and (w) glides between vowels.

Hello, my name is_______________. I'm taking American Accent Training. There's a lot to learn, but I hope to make it as enjoyable as possible. I should pick up on the American intonation pattern pretty easily, although the(y)only way to get it is to practice all of the time. I use the up and down, or peaks and valleys, intonation more than I used to. I've been paying attention to pitch, too. It's like walking down a staircase. I've been talking to(w)a lot of Americans lately, and they tell me that I'm easier to understand. Anyway, I could go on and on, but the important thing is to listen well and sound good. Well, what do you think? Do I?
V Practice reading the paragraph three times, focusing on running your words together. + Turn the CD back on and repeat after me as I read. I'm going to exaggerate the linking of the words, drawing it out much longer than would be natural.

上一篇：T, D, S, or Z + Y Liaison Practice
下一篇： Additional Liaison Practice

美国口音训练AAT CD3 目录

2009-03-15T06:50:00.000-07:00

点击标题可以打开学习或者下载录音！如需交流请点击这里》》》》》

302 Exercise 2-14: Additional Liaison Practice
303 Exercise 2-15: Colloquial Reductions and Liaisons
305 Chapter 3. Cat? Caught? Cut?
306 Exercise 3-1 : Word-by-Word and in a Sentence
308 Exercise 3-3: Vowel-Sound Differentiation
309 Exercise 3-4: Reading the [a] Sound The Tan Man
310 Exercise 3-5: Reading the [o] Sound
A Lot of Long, Hot Walks in the Garden
311 Exercise 3-6: Reading the [u] Sound
What Must the Sun Above Wonder About?
312 Chapter 4. The American T
313 Exercise 4-1 ; Stressed and Unstressed T
314 Exercise 4-2: Betty Bought a Bit of Better Butter
Betty Bought a Bit of Better Butter
315 Exercise 4-3: Rute 1—Top of the Staircase
316 Exercise 4-4: Rule 2—Middle of the Staircase
317 Exercise 4-5: Rule 3—Bottom of the Staircase
318 Exercise 4-6: Rule 4—"Held T" Before N
319 Exercise 4-7: Rule 5—The Silent T
321 Exercise 4-9: Karina's T Connections
322 Exercise 4-10: Combinations in Context
323 Exercise 4-11 : Voiced and Unvoiced Sounds with T
325 Chapter 5. The El
326 Exercise 5-1 : Sounds Comparing L with T, D, and N
T/D Plosive
327 Exercise 5-2; Sounds Comparing L with T, D, and N
What Are All Those Extra Sounds I'm Hearing?
328 Exercise 5-3: Final El with Schwa
329 Exercise 5-4: Many Final Els
330 Exercise 5-5: Liaise the Ls
332 Exercise 5-7: Silent Ls
333 Exercise 5-8: Hold Your Tongue!
334 Exercise 5-9: Little Lola
336 Exercise 5-11 : Final L Practice
337 Exercise 5-12: Thirty Little Turtles In a Bottle of Bottled Water
338 Exercise 5-13: Speed-reading
339 Exercise 5-14: Tandem Reading
340 Voice Quality
341 Exercise 5-15: Shifting Your Voice Position
342 Chapter 6. The American R
343 Exercise 6-1: R Location Practice
344 Exercise 6-2 : Double Vowel with R
345 Exercise 6-3: How to Pronounce Troublesome Rs
346 Exercise 6-4: Zbigniew's Epsilon List
347 Exercise 6-5: R Combinations
348 Exercise 6-6; The Mirror Store
351 Review Exercise 1 : To have a friend, be a friend.
352 Review Exercise 2: To have a friend, be a friend.
353 Review Exercise 3: Get a Better Water Heater!
355 Review Exercise 5: Varying Emotions
356 Review Exercise 6: Realty? Maybe!
357 Review Exercise 7: Who Did It? I Don't Know!
358 Review Exercise 8: Russian Rebellion
359 Review Exercise A: Contrasting Descriptive and Set Phrases
360 Review Exercise B: Intonation Review Test
361 Review Exercise C: Modifying Descriptive Phrases
362 Review Exercise D; Modifying Set Phrases
363 Review Exercise E: Two- and Three-Word Set Phrases
364 Review Exercise F: Three-Word Phrase Summary

302 Exercise 2-14: Additional Liaison Practice

2009-03-12T06:17:00.000-07:00

Exercise 2-14: Additional Liaison Practice CD 3 Track 2 录音下载

T Use these techniques on texts of your own and in conversation.
(1) Take some written material and mark the intonation, then the word groups, and finally the liaisons.
(2) Practice saying it out loud.
(3) Record yourself and listen back.

V In conversation, think which word you want to make stand out, and change your pitch on that word. Then, run the in-between words together in the valleys. Listen carefully to how Americans do it and copy the sound.

上一篇：Finding Liaisons and Glides
下一篇：Colloquial Reductions and Liaisons

303 Exercise 2-15: Colloquial Reductions and Liaisons

2009-03-12T06:09:00.000-07:00

Exercise 2-15: Colloquial Reductions and Liaisons CD 3 Track 3 录音下载

In order for you to recognize these sounds when used by native speakers, they are presented here, but I don't recommend that you go out of your way to use them yourself. If, at some point, they come quite naturally of their own accord in casual conversation, you don't need to resist, but please don't force yourself to talk this way. Repeat.

I have got to go. ............I've gotta go.
I have got a book. .........I've gotta book.
Do you want to dance? ..Wanna dance?
Do you want a banana? ..Wanna banana?
Let me in. .........................Lemme in.
Let me go. ........................Lemme go.
I'll let you know. .............I'll letcha know.
Did you do it? ..................Dija do it?
Not yet. ............................N chet.
I'll meet you later. ..........I'll meechu layder.
What do you think? ..........Whaddyu think?
What did you do with it? .....Whajoo do with it?
How did you like it? ...........Howja like it?
When did you get it?........ When ju geddit?
Why did you take it? .........Whyju tay kit?
Why don't you try it? .........Why don chu try it?
What are you waiting for?. Whaddya waitin' for?
What are you doing?........... Whatcha doin'?
How is it going? ...................Howzit going?
Where's the what-you-may-call-it? ..Where's the whatchamacallit?
Where's what-is-his-name? ...Where's whatsizname?
How about it? .......................How 'bout it?
He has got to hurry because he is late. .....He's gotta hurry 'cuz he's late.
I could've been a contender. ......I coulda bina contender.

Could you speed it up, please? .....Couldjoo spee di dup, pleez?
Would you mind if I tried it? ........Would joo mindifai try dit?
Aren't you Bob Barker? ..............Arnchoo Bab Barker?
Can't you see it my way for a change? Knchoo see it my way for a change?
Don't you get it? ..........................Doancha geddit?
I should have told you.............. I shoulda toljoo.
Tell her (that) I miss her. ........Teller I misser.
Tell him (that) I miss him. .......Tellim I missim.
Did you eat?................................ Jeet?
No, did you? ...............................No, joo?
Why don't you get a job? ..........Whyncha getta job?
I don't know, it's too hard......... I dunno, stoo hrd.
Could we go?.............................. Kwee gou?
Let's go! ......................................Sko!

上一篇：Additional Liaison Practice 下一篇：Cat? Caught? Cut?

305 Chapter 3. Cat? Caught? Cut?

2009-03-12T06:00:00.000-07:00

Chapter 3. Cat? Caught? Cut? CD 3 Track 5 录音下载

After laying our foundation with intonation and liaisons, here we finally begin to refine your pronunciation! We are now going to work on the differences between [], [], and [], as well as [ō], [ā], and [ē]. Let's start out with the [] sound.
The [] Sound Although not a common sound, [] is very distinctive to the ear and is typically American. In the practice paragraph in Exercise 3-2 this sound occurs five times. As its phonetic symbol indicates, [] is a combination of [] + [ε]. To pronounce it, drop your jaw down as if you were going to say []; then from that position, try to say [ε]. The final sound is not two separate vowels, but rather the end result of the combination. It is very close to the sound that a goat makes: ma-a-a- a! Y Try it a few times now: [] f [] If you find yourself getting too nasal with [], pinch your nose as you say it. If [kt] turns into [kεt], you need to pull the sound out of your nose and down into your throat.

Note As you look for the [] sound you might think that words like down or sound have an [] in them. For this diphthong, try [] + oh, or [o]. This way, down would be written [don]. Because it is a combined sound, however, it's not included in the Cat? category. (See Pronunciation Point 4 on page ix).

The [] Sound The [] sound occurs a little more frequently; you will find ten such sounds in the exercise. To pronounce [], relax your tongue and drop your jaw as far down as it will go. As a matter of fact, put your hand under your chin and say [m], [p], [t], [s]. Your hand should be pushed down by your jaw as it opens. Remember, it's the sound that you make when the doctor wants to see your throat, so open it up and drp your jaw.

The Schwa [] Sound Last is the schwa [], the most common sound in American English. When you work on Exercise 3-2, depending on how fast you speak, how smoothly you make liaisons, how strong your intonation is, and how much you relax your sounds, you will find from 50 to 75 schwas. Spelling doesn't help identify it, because it can appear as any one of the vowels, or a combination of them. It is a neutral vowel sound, uh. It is usually in an unstressed syllable, though it can be stressed as well. Whenever you find a vowel that can be crossed out and its absence wouldn't change the pronunciation of the word, you have probably found a schwa: photography [ph'togr'phy] (the two apostrophes show the location of the neutral vowel sounds).
Because it is so common, however, the wrong pronunciation of this one little sound can leave your speech strongly accented, even if you Americanized everything else.

上一篇：Colloquial Reductions and Liaisons
下一篇：Word-by-Word and in a Sentence

306 Exercise 3-1 : Word-by-Word and in a Sentence

2009-03-12T05:50:00.000-07:00

Exercise 3-1 : Word-by-Word and in a Sentence CD 3 Track 6 录音下载
Stressed ...............Unstressed
that .......... tht th't tht ....... He said th't it's OK.
than ........ thn th'n thn ..... It's bigger th'n before
as .......... z 'z z ......... 'z soon 'z he gets here...
at .......... t 't t ....... Look ' t the time!
and ....... nd 'n n ....... ham 'n eggs
have ....... hv h'v hv ....... Where h'v you been?
had ........ hd h'd hd ......... He h'd been at home.
can ........ cn c'n cn ....... C'n you do it?

上一篇：Cat? Caught? Cut?
下一篇：Vowel-Sound Differentiation

308 Exercise 3-3: Vowel-Sound Differentiation

2009-03-12T05:31:00.000-07:00

Exercise 3-3: Vowel-Sound Differentiation CD 3 Track 8 录音下载
Here we will read down from 1 to 24, then we will read each row across. Give the [ā] sound a clear double sound [ε + ee]. Also, the [o] is a longer sound than you might be expecting. Add the full ooh sound after each "o."

.........................................ou .........a ...........ε
1. Ann ...on ...............un~ ....own .......ain't .....end
2. ban ...bond ...........bun .....bone..... bane ....Ben
3. can ...con ...............come ..cone .....cane .....Ken
4. cat ....caught/cot ..cut ......coat .......Kate ...ketch
5. Dan... Don/dawn ..done ...don't .....Dane ...den
6. fan ...fawn .............fun .....phone ....feign ....fend
7. gap ..gone ..............gun ....goat....... gain .....again
8. hat ...hot ...............hut ......hotel..... hate ....het up
9. Jan ...John ............jump.. Joan .....Jane ....Jenny
10. lamp lawn......... lump.... loan...... lane ......Len
11. man monster ......Monday moan ..main... men
12. matter motto .....mutter motor ...made ...her met her
13. Nan ..non~ ......none/nun .known .name ..nemesis
14. gnat .not/knot ...nut .........note .....Nate ...net
15. pan ..pawn......... pun ........pony .....pain/pane .pen
16. ran ..Ron ...........run .........roan ....rain/reign ...wren
17. sand sawn .........sun ......sewn/sown ..sane .....send
18. shall Sean ..........shut ......show..... Shane ........Shen
19. chance chalk .....chuck ....choke..... change..... check
20. tack talk ...........tuck .......token...... take ........tech
21. van Von ............vug ........vogue ......vague .......vent
22. wax want ..........won/one. won't .....wane .......when
23. yam yawn .........young ......yo! ........yea!......... yen
24. zap czar ............result ......zone .........zany .......zen

上一篇：Word-by-Word and in a Sentence
下一篇：Reading the /a/ Sound

309 Exercise 3-4: Reading the /a/ Sound

2009-03-12T05:23:00.000-07:00

Exercise 3-4: Reading the /a/ Sound CD 3 Track 9 录音下载

The Tan Man A fashionably tan man sat casually at the bat stand, lashing a handful of practice bats. The manager, a crabby old bag of bones, passed by and laughed, "You're about average, Jack. Can't you lash faster than that?" Jack had had enough, so he clambered to his feet and lashed bats faster than any man had ever lashed bats. As a matter of fact, he lashed bats so fast that he seemed to dance. The manager was aghast. "Jack, you're a master bat lasher!" he gasped. Satisfied at last, Jack sat back and never lashed another bat.

X Pause the CD and read The Tan Man aloud. Turn it back on to continue.

上一篇：Vowel-Sound Differentiation
下一篇：Reading the [o] Sound

310 Exercise 3-5: Reading the [o] Sound

2009-03-12T05:16:00.000-07:00

Exercise 3-5: Reading the [o] Sound CD3 track 10 录音下载
A Lot of Long, Hot Walks in the Garden

John was not sorry when the boss called off the walks in the garden. Obviously, to him, it was awfully hot, and the walks were far too long. He had not thought that walking would have caught on the way it did, and he fought the policy from the onset. At first, he thought he could talk
it over at the law office and have it quashed, but a small obstacle* halted that thought. The top lawyers always bought coffee at the shop across the lawn and they didn't want to stop on John's account. John's problem was not office politics, but office policy. He resolved the problem by bombing the garden.

* lobster a small lobster lobstacle a small obstacle * Pause the CD and read A Lt of Lng, Ht Wlks in the Grden aloud.

上一篇：Reading the /a/ Sound
下一篇：Reading the er Sound

311 Exercise 3-6: Reading the er Sound

2009-03-12T04:48:00.000-07:00

Exercise 3-6: Reading the er Sound CD 3 Track 11 录音下载
When you read the following schwa paragraph, try clenching your teeth the first time. It won't sound completely natural, but it will get rid of all of the excess lip and jaw movement and force your tongue to work harder than usual. Remember that in speaking American English we don't move our lips much, and we talk though our teeth from far back in our throats. I'm going to read with my teeth clenched together and you follow along, holding your teeth together.

What Must the Sun Above Wonder About? Some pundits proposed that the sun wonders unnecessarily about sundry and assorted co- nundrums. One cannot but speculate what can come of their proposal. It wasn't enough to trouble us,* but it was done so underhandedly that hundreds of sun lovers rushed to the defense of their beloved sun. None of this was relevant on Monday, however, when the sun burned up the entire country.

* Pause the CD and read What Must the Sun Above Wonder About? twice. Try it once with your teeth clenched the first time and normally the second time.

上一篇：Reading the [o] Sound 下一篇：The American T

312 Chapter 4. The American T

2009-03-10T07:21:00.000-07:00

Chapter 4. The American T CD 3 Track 12 录音下载
The American T is influenced very strongly by intonation and its position in a word or phrase.
At the top of a staircase T is pronounced T as in Ted or Italian; a T in the middle of a
staircase is pronounced as D [Beddy] [Idaly] ; whereas a T at the bottom of a staircase isn't pronounced at all [ho(t)]. Look at Italian and Italy in the examples below. The [tl] of Italian is at the top of the staircase and is strong: Italian. The [d] of Italy is in the middle and is weak: Italy.

Exercise 4-1 ： Stressed and Unstressed T CD 3 Track 13 录音下载
Repeat after me.

Italian Italy attack attic atomic atom photography photograph

上一篇：Reading the er Sound
下一篇：Betty Bought a Bit of Better Butter

314 Exercise 4-2: Betty Bought a Bit of Better Butter

2009-03-10T07:14:00.000-07:00

Exercise 4-2: Betty Bought a Bit of Better Butter CD 3 Track 14 录音下载

In the sentence Betty bought a bit of better butter, all of the Ts are in weak positions, so they all sound like soft Ds. Repeat the sentence slowly, word by word: [Beddy ... bad... bid... bedder ... budder]. Feel the tip of your tongue flick across that area behind your top teeth. Think of the music of a cello again when you say, Betty bought a bit of better butter.
Betty Bought a Bit of Better Butter
Betty bought a bit of better butter,
But, said she,
This butter's bitter.
If I put it in my batter,
It'll make my batter bitter.

上一篇：The American T
下一篇： Rute 1—Top of the Staircase

315 Exercise 4-3: Rute 1—Top of the Staircase

2009-03-10T07:06:00.000-07:00

Exercise 4-3: Rute 1—Top of the Staircase CD 3 Track 15 录音下载
When a T is at the top of a staircase, in a stressed position, it should be a clear popped
sound.
1. In the beginning of a word, T is [t].
Ted took ten tomatoes.
2. With a stressed T and ST, TS, TR, CT, LT, and sometimes NT combinations, T is [t].
He was content with the contract.
3. T replaces D in the past tense, after an unvoiced consonant sound — f, k, p, s, ch, sh, th
—
(except T).
T: laughed [lft], picked [pikt], hoped [houpt], raced [rast], watched [wcht], washed [wsht],
unearthed [uneartht]
D: halved [hvd], rigged [rigd], nabbed [nbd], raised [razd], judged [j'jd], garaged [garazhd],
smoothed [smoothd]
Exceptions: wicked [wikd], naked [nakd], crooked [krükd], etc.

Exercise 4-3： Rule 1—Top of the Staircase continued CD 3Track 15
Read the following sentences out loud. Make sure that the underlined (stressed) Ts are sharp
and clear.
1. It took Tim ten times to try the telephone.
2. Stop touching Ted's toes.
3. Turn toward Stella and study her contract together.
4. Control your tears.
5. It's Tommy's turn to tell the teacher the truth.

上一篇：Betty Bought a Bit of Better Butter 下一篇：Rule 2—Middle of the Staircase

316 Exercise 4-4: Rule 2—Middle of the Staircase

2009-03-10T07:00:00.000-07:00

Exercise 4-4: Rule 2—Middle of the Staircase CD 3 Track 16 录音下载
An unstressed T in the middle of a staircase between two vowel sounds should be pronounced as a soft D.

Betty bought a bit of better butter.
Pat ought to sit on a lap.

Read the following sentences out loud. Make sure that the underlined (unstressed) Ts sound
like a soft D.
1. What a good idea.
2. Put it in a bottle.
3. Write it in a letter.
4. Set it on the metal gutter.
5. Put all the data in the computer.
6. Insert a quarter in the meter.
7. Get a better water heater.
8. Let her put a sweater on.
9. Betty's at a meeting.
10. It's getting hotter and hotter.
11. Patty ought to write a better letter.
12. Freida had a little metal bottle.

上一篇：Rute 1—Top of the Staircase
下一篇：Rule 3—Bottom of the Staircase

317 Exercise 4-5: Rule 3—Bottom of the Staircase

2009-03-10T06:54:00.000-07:00

Exercise 4-5: Rule 3—Bottom of the Staircase CD3 Track 17 录音下载

T at the bottom of a staircase is in the held position. By held, I mean that the tongue is in
the T position, but the air isn't released. To compare, when you say T as in Tom, there 's a sharp burst of air over the tip of the tongue, and when you say Betty, there 's a soft puff of air over the tip of the tongue. When you hold a T, as in hot, your tongue is in the position for T, but you keep the air in.
1. She hit the hot hut with her hat.
2. We went to that 'Net site to get what we needed.
3. Pat was quite right, wasn't she?
4. What? Put my hat back!
5. hot, late, fat, goat, hit, put, not, hurt, what, set, paint, wait, sit, dirt, note, fit,
lot, light, suit, point, incident, tight

上一篇：Rule 2—Middle of the Staircase
下一篇：Rule 4—"Held T" Before N

318 Exercise 4-6: Rule 4—"Held T"

2009-03-10T06:48:00.000-07:00

Exercise 4-6: Rule 4—"Held T" Before N CD 3 Track 18 录音下载

The "held T" is, strictly speaking, not really a T at all.
1. He's forgotten the carton of satin mittens.
2. She's certain that he has written it.
3. The cotton curtain is not in the fountain.
4. The hikers went in the mountains.
5. Martin has gotten a kitten.
6. Students study Latin in Britain.
7. Whitney has a patent on those sentences.
8. He has not forgotten what was written about the mutant on the mountain.
9. It's not certain that it was gotten from the fountain.
10. You need to put an orange cotton curtain on that window.
11. We like that certain satin better than the carton of cotton curtains.
12. The intercontinental hotel is in Seattle.
13. The frightened witness had forgotten the important written message.
14. The child wasn't beaten because he had bitten the button.

上一篇：Rule 3—Bottom of the Staircase
下一篇：Rule 5—The Silent T

319 Exercise 4-7: Rule 5—The Silent T

2009-03-10T06:40:00.000-07:00

Exercise 4-7: Rule 5—The Silent T CD 3 Track 19 录音下载

[t] and [n] are so close in the mouth that the [t] can simply disappear. Repeat.
1. interview
2. interface
3. Internet
4. interstate
5. interrupt
6. interfere
7. interactive
8. international
9. advantage
10. percentage
11. twenty
12. printout
13. printer
14. winter
15. enter

Exercise 4-8: Rule 5—The Silent T CD 3 Track 20 录音下载
Read the following sentences out loud. Make sure that the underlined Ts are silent.
1. He had a great interview.
2. Try to enter the information.
3. Turn the printer on.
4. Finish the printing.
5. She's at the international center.
6. It's twenty degrees in Toronto.
7. I don't understand it.
8. She invented it in Santa Monica.
9. He can't even do it.
10. They don't even want it.
11. They won't ever try.
12. What's the point of it?
13. She's the intercontinental representative.
14. Hasn't he?
15. Isn't he?
16. Aren't I?
17. Won't he?
18. Doesn't he?
19. Wouldn't it?
20. Didn't I?

上一篇：Rule 4—"Held T" Before N
下一篇： Karina's T Connections

321 Exercise 4-9: Karina's T Connections

2009-03-08T06:53:00.000-07:00

Exercise 4-9: Karina's T Connections CD 3 Track 21 录音下载

Here are some extremely common middle T combinations. Repeat after me:
What But That

Exercise 4-10: Combinations in Context CD 3 Track 22 录音下载

Repeat the following sentences.

1. I don't know what it means.
2. But it looks like what I need.
3. But you said that you wouldn't.
4. I know what you think.
5. But I don't think that he will.
6. He said that if we can do it, he'll help.
7. But isn't it easier this way?
8. We want something that isn't here.
9. You'll like it, but you'll regret it later.
10. But he's not right for what I want.
11. It's amazing what you've accomplished.
12. What if he forgets?
13. OK, but aren't you missing something?
14. I think that he's OK now.
15. She wanted to, but her car broke down.
16. We think that you're taking a chance.
17. They don't know what it's about.

上一篇：Rule 5—The Silent T
下一篇： Voiced and Unvoiced Sounds with T

323 Exercise 4-11 : Voiced and Unvoiced Sounds with T

2009-03-08T06:40:00.000-07:00

Exercise 4-11 : Voiced and Unvoiced Sounds with T
CD 3 Track 23 录音下载
This exercise is for the practice of the difference between words that end in either a vowel or a
voiced consonant, which means that the vowel is lengthened or doubled. Therefore, these words are on a much larger, longer stairstep. Words that end in an unvoiced consonant are on a smaller, shorter stairstep. This occurs whether the vowel in question is tense or lax.

har .....hard ....heart .....car ....card...... cart
H .....................................C
ha! .....hod...... hot .........caw ...cod ......cot/caught
har ....hard ....heart ......car ......card .....cart
hall ....hailed ..halt .......call ......called
her ....heard ..hurt ......cur ......curd ......curt
hole ...hold ....holt .......coal .......cold...... colt
hoe ....hoed ..................co- ......code ......coat

上一篇：Karina's T Connections 下一篇： The El

325 Chapter 5. The El

2009-03-08T06:33:00.000-07:00

Chapter 5. The El CD 3 Track 25 录音下载
This chapter discusses the sound of L (not to be confused with that of the American R, which is
covered in the next chapter). We'll approach this sound first, by touching on the difficulties it
presents to foreign speakers of English, and next by comparing L to the related sounds of T, D,
and N.

L Compared with T, D, and N
When you learn to pronounce the L correctly, you will feel its similarity with T, D, and N.
Actually, the tongue is positioned in the same place in the mouth for all four sounds— behind
the teeth. The difference is in how and where the air comes out. (See the drawings in Exercise 5- 1.)

T and D
The sound of both T and D is produced by allowing a puff of air to come out over the tip of the
tongue.
N
The sound of N is nasal. The tongue completely blocks all air from leaving through the mouth,
allowing it to come out only through the nose. You should be able to feel the edges of your
tongue touching your teeth when you say nnn.
L
With L, the tip of the tongue is securely touching the roof of the mouth behind the teeth, but the sides of the tongue are dropped down and tensed. This is where L is different from N. With N,
the tongue is relaxed and covers the entire area around the back of the teeth so that no air can
come out. With L, the tongue is very tense, and the air comes out around its sides. At the
beginning it's helpful to exaggerate the position of the tongue. Look at yourself in the mirror as you stick out the tip of your tongue between your front teeth. With your tongue in this position
say el several times. Then, try saying it with your tongue behind your teeth. This sounds
complicated, but it is easier to do than to describe. You can practice this again later with
Exercise 5-3. Our first exercise, however, must focus on differentiating the sounds.

上一篇：Voiced and Unvoiced Sounds with T
下一篇：Sounds Comparing L with T, D, and N

326 Exercise 5-1 : Sounds Comparing L with T, D, and N

2009-03-08T06:20:00.001-07:00

Exercise 5-1 : Sounds Comparing L with T, D, and N CD 3 Track 26 录音下载
For this exercise, concentrate on the different ways in which the air comes out of the mouth when producing each sound of L, T, D, and N. Look at the drawings included here, to see the correct position of the tongue. Instructions for reading the groups of words listed next are given after the words.
T/D Plosive
A puff of air comes out over the tip of the tongue. The tongue is somewhat tense.
N Nasal
Air comes out through the nose. The tongue is completely relaxed.
L Lateral
Air flows around the sides of the tongue. The tongue is very tense. The lips are not rounded!

上一篇： The El 下一篇： Sounds Comparing L with T, D, and N

327 Exercise 5-2: Sounds Comparing L with T, D, and N

2009-03-07T19:17:00.000-08:00

Exercise 5-2: Sounds Comparing L with T, D, and N CD 3 Track 27 录音下载
Repeat after me, first down and then across.
1. At the beginning of a word
law gnaw taw daw
low know toe dough
lee knee tea D

2. In the middle of a word
belly Benny Betty
caller Conner cotter
alley Annie's at ease

3. At the end of a word
A hole hold hone hoed
call called con cod
B fill full fool fail
fell feel fuel furl

Y Repeat the last group of words. Once you are comfortable with your tongue in this position, let it just languish there while you continue vocalizing, which is what a native speaker does.
V Repeat again: fillll, fullll, foollll, faillll, feellll, fuellll, furllll.

上一篇：Sounds Comparing L with T, D, and N
下一篇：Final El with Schwa

328 Exercise 5-3: Final El with Schwa

2009-03-07T18:56:00.000-08:00

Exercise 5-3: Final El with Schwa CD 3 Track 28 录音下载
Repeat after me.
fill full fool fail fell feel fuel furl

Exercise 5-4: Many Final Els CD 3 Track 29 录音下载
This time, simply hold the L sound extra long. Repeat after me.
fill full fool fail fell feel fuel furl

上一篇：Sounds Comparing L with T, D, and N
下一篇： Liaise the Ls

330 Exercise 5-5: Liaise the Ls

2009-03-07T18:50:00.000-08:00

Exercise 5-5: Liaise the Ls CD 3 Track 30 录音下载

As you work with the following exercise, here are two points you should keep in mind. When a
word ends with an L sound, either (a) connect it to the next word if you can, or (b) add a slight
schwa for an exaggerated [l] sound. For example:
(a) enjoyable as [enjoyblz]
(b) possible [pasbl]

上一篇： Final El with Schwa 下一篇：Silent Ls

332 Exercise 5-7: Silent Ls

2009-03-07T18:39:00.000-08:00

Exercise 5-7: Silent Ls CD3 Track32 录音下载

Once you've found all the L sounds, the good news is that very often you don't even have to pronounce them. Read the following list of words after me.
1. would could should
2. chalk talk walk
3. calm palm psalm
4. already alright almond
5. although almost always
6. salmon alms Albany
7. folk caulk polka

上一篇：Liaise the Ls 下一篇： Hold Your Tongue!