1. Sichuan post and telecommunication college UNIT10 About / / /  / /  / /  / UNIT10 About / / /  / /  / /  /

2. UNIT10 / / /  / /  / /  / / / /  / 英英对比 : / / 它可分为两种发音。第一种是浑浊的发音 / / ，第二种是清晰的发音 / / 。浊辅音，在元音前，发音时舌前向硬腭抬起，声带振动；在辅音或词 尾，舌前下陷，舌后上抬，舌面形成凹槽，声带振动。 / / 它可分为两种发音。第一种是浑浊的发音 / / ，第二种是清晰的发音 / / 。浊辅音，在元音前，发音时舌前向硬腭抬起，声带振动；在辅音或词 尾，舌前下陷，舌后上抬，舌面形成凹槽，声带振动。 /  / 浊辅音，发音时，舌端向上齿后部翘起，舌身呈凹形，双唇略突出， 气流由舌面与硬腭间泻出，声带振动。 /  / 浊辅音，发音时，舌端向上齿后部翘起，舌身呈凹形，双唇略突出， 气流由舌面与硬腭间泻出，声带振动。 汉英对比 : / / 的发音接近于汉语的 “ 了 ” ，但区别之处在于发 / / 时不能带上一个 元音，声带要振动。 / / 的发音接近于汉语的 “ 了 ” ，但区别之处在于发 / / 时不能带上一个 元音，声带要振动。 /  / 的读音是运动中形成的，是在发 / / 舌位的基础上，向后卷舌形成 的。 /  / 的读音是运动中形成的，是在发 / / 舌位的基础上，向后卷舌形成 的。

3. UNIT10 / / /  / /  / /  / /  / /  / 英英对比 : /  / 发音时，舌前部向硬腭尽量抬起，双唇向两旁伸展成扁平形，声带 振动。 /  / 发音时，舌前部向硬腭尽量抬起，双唇向两旁伸展成扁平形，声带 振动。 /  / 发音时，舌后部向软腭抬起，双唇收得很圆很小，并向前突出，在单 词中一经发音，立即滑向后面的元音，声带振动。 /  / 发音时，舌后部向软腭抬起，双唇收得很圆很小，并向前突出，在单 词中一经发音，立即滑向后面的元音，声带振动。 汉英对比 : /  / 的读音接近于汉语的 “ 一 ” ，但区别在于发 /  / 时，气流较弱。 /  / 的读音接近于汉语的 “ 一 ” ，但区别在于发 /  / 时，气流较弱。 /  / 的发音接近于汉语的 “ 乌 ” ，但区别在于发 /  / 时后面不能带上一个元音 /u/ ，并且气流较弱，嘴向前突出。 /  / 的发音接近于汉语的 “ 乌 ” ，但区别在于发 /  / 时后面不能带上一个元音 /u/ ，并且气流较弱，嘴向前突出。

4. Exercises / / 1.Practise file phoneme /1/as in light, first normally, then with exaggeration, then normally. /lait/ /1... ait/ /lait/ /lait/ /1... ait/ /lait/ 2. Practise the phoneme /1/ as in feel, first normally, then with exaggeration, then normally. /fi:l/ /fi:... 1/ /fi: 1/ /fi:l/ /fi:... 1/ /fi: 1/

5. Exercises 3. In the following, you will hear pairs of words. Fill in the blank with what you hear on the tape. Then repeat them after it. /t______/ /t______/ /b______ / /b______ / /t______/ /t______/ /b______ / /b______ / / ______ / / ______/ /p______ / /p ______/ / ______ / / ______/ /p______ / /p ______/ /k______ d/ /k ______d/ / ______ / / ______ / /k______ d/ /k ______d/ / ______ / / ______ / 4. In the following pairs of words, there is either a /1/ or /n/ in it. Underline the word that you hear first in each pair. Then repeat the pairs of words after the tape. lip/lip/ nip/nip/ lease/li:s/ niece/ni:s/ lip/lip/ nip/nip/ lease/li:s/ niece/ni:s/ lap/l  p/ nap/n  p/ low/l  / know/n  u/ lap/l  p/ nap/n  p/ low/l  / know/n  u/ polite/p  'lait/ per night/  :'nait/ Kelly/'kel.i/ Kenny/'ken.i/ polite/p  'lait/ per night/  :'nait/ Kelly/'kel.i/ Kenny/'ken.i/

6. Exercises 5. Try the following: blank/bl  nk/ plank/pl  nk/ class/kl  :s/ glass/  :s/ blank/bl  nk/ plank/pl  nk/ class/kl  :s/ glass/  :s/ clean/kli:n/ glean/  1i:n/ blood/bl  d/ complain/k  m 'ple  m/ clean/kli:n/ glean/  1i:n/ blood/bl  d/ complain/k  m 'ple  m/ 6. Now listen and repeat. Pay special attention to the difference between /1/ and /r/. Little Red Locksley runs very rapidly. Once he had a race with Long, Wright and Lace. Little Red Locksley runs very rapidly. Once he had a race with Long, Wright and Lace. Red ran like a train. Though it began to rain, it didn ’ t' t take him long to pass Wright and Long. But it was little Lazy Lace who got first place in the race. Red ran like a train. Though it began to rain, it didn ’ t' t take him long to pass Wright and Long. But it was little Lazy Lace who got first place in the race.

7. Exercises 7. Listen to the following dialogue. Then read after the tape. Pay special attention to the difference between /l/ and /n/. Mr. Clark: Hello, Lily. Mr. Clark: Hello, Lily. Waitress: Hello, Mr. Clark. You' re early for lunch. It' s only eleven o' clock. Waitress: Hello, Mr. Clark. You' re early for lunch. It' s only eleven o' clock. Mr. Clark: When I come later, there' s usually nothing left. Mr. Clark: When I come later, there' s usually nothing left. Waitress: What would you like today? Waitress: What would you like today? Mr. Clark: I'll have the leg of lamb. Mr. Clark: I'll have the leg of lamb. Waitress: And would you like salad? The salad plate today is lettuce tomatoes, and black olives. Waitress: And would you like salad? The salad plate today is lettuce tomatoes, and black olives. Mr. Clark: Marvelous! I love olives. Mr. Clark: Marvelous! I love olives. Waitress: And what would you like to drink? Waitress: And what would you like to drink? Mr. Clark: A glass of lemonade, please. And a slice of melon for dessert. Mr. Clark: A glass of lemonade, please. And a slice of melon for dessert. Waitress: Would you like the lemonade now? Waitress: Would you like the lemonade now? Mr. Clark: Later, thanks, Lily--with the lamb. Mr. Clark: Later, thanks, Lily--with the lamb. (Adapted from Pronunciation Pairs, p. 142) (Adapted from Pronunciation Pairs, p. 142)

8. Exercises/r/ 1. Practise the phoneme /r/ as in ride, first normally, then with exaggeration, then normally. /raid/ /r... aid/ /raid/ /raid/ /r... aid/ /raid/ 2. Now, practise the phoneme in words. 2. Now, practise the phoneme in words. red/red/ write/rait/ parent/'p .r  nt / married/'m  r.id/ red/red/ write/rait/ parent/'p .r  nt / married/'m  r.id/ ride/raid/ race/reis/ read/ri:d/ road/r  / ride/raid/ race/reis/ read/ri:d/ road/r  / 3. Try with /p/ first. Close the lips for /p/, then put the tongue in position for /r/ and, as the lips open for /p/, push breath strongly over the tongue-tip so that you can hear friction before the following vowel: 3. Try with /p/ first. Close the lips for /p/, then put the tongue in position for /r/ and, as the lips open for /p/, push breath strongly over the tongue-tip so that you can hear friction before the following vowel: pray/prei/ praise/preiz/ price/prais/ prime/praim/ pray/prei/ praise/preiz/ price/prais/ prime/praim/ probe/pr  b/ prove/pru:v/ prawn/pr  :n/ pram/pr  m/ probe/pr  b/ prove/pru:v/ prawn/pr  :n/ pram/pr  m/

9. Exercises 4. Then try with /t/. When /t/ occurs before /r/, the closure for /t/ is made behind the alveolar ridge, or the front of the hard palate, so that the tongue is immediately in position for the voiceless fricative allophone of /r/. Be sure that in the following words the tongue-tip is a good deal further back than usual for /t/. tramp/tr  mp/ trait/treit/ train/trein/ tread/tred/ tramp/tr  mp/ trait/treit/ train/trein/ tread/tred/ trifle/'traif1/ trick/trik/ trouble/'tr  b1/ trunk/tr  k/ trifle/'traif1/ trick/trik/ trouble/'tr  b1/ trunk/tr  k/ 5. Now, try with /k/. Take up the position for /k/, then put the tongue in position for /r/ and, when the /k/ is released, push breath through so that you can hear friction before the following vowel: creek/kri:k/ crest/krest / cross/kr  s/ crowd/kr  d/ creek/kri:k/ crest/krest / cross/kr  s/ crowd/kr  d/ cruel/kru:  l/ crumble/'kr  bl/ cry/krai/ crust/kr  st/ cruel/kru:  l/ crumble/'kr  bl/ cry/krai/ crust/kr  st/

10. Exercises 6.Now practise the following: drive/draiv/ draw/dr  :/ dream/dri:m/ drag/dr  / drive/draiv/ draw/dr  :/ dream/dri:m/ drag/dr  / draught/dr  :ft/ drama/'dr  : m  / dread/dred/ drift/drift/ draught/dr  :ft/ drama/'dr  : m  / dread/dred/ drift/drift/ 7. In the following, you will hear eight words. You must decide whether, in each word, you hear the sound /z/or /r/ in the blanks. Then read after the tape. 7. In the following, you will hear eight words. You must decide whether, in each word, you hear the sound /z/or /r/ in the blanks. Then read after the tape. / __  / /'f  __.i/ /'b  __.  / /__  n/ / __  / /'f  __.i/ /'b  __.  / /__  n/ /'k  :__. iz/ /__ i:d/ /'  __.i/ /__est/ /'k  :__. iz/ /__ i:d/ /'  __.i/ /__est/

11. Exercises 8. In the following, you will hear nine pairs of words. You must decide whether, in each word, you hear the sound /1/ or /r/ in the blanks. Then read after the tape. /__  k/ /__  k/ /__  / /__  / /__  k/ /__  k/ /__  / /__  / /__ eis/ /__ eis/ /k  ' __ ekt/ /k  ' __ ekt/ /__ eis/ /__ eis/ /k  ' __ ekt/ /k  ' __ ekt/ /__ ed/ /__ ed/ /__  d/ /__  d/ /__ ed/ /__ ed/ /__  d/ /__  d/ /  __ ai/ /  __ ai/ /k__  n/ /k__  n/ / __  / / __  / 9. Now listen to the following sentences. Among the two words in the brackets, underline the one you hear. Then read after it. 9. Now listen to the following sentences. Among the two words in the brackets, underline the one you hear. Then read after it. ( 1 ) He has a rock/lock on his desk. ( 1 ) He has a rock/lock on his desk. (2) Did you see the race/lace? (2) Did you see the race/lace? (3) Is that a red/lead pencil? (3) Is that a red/lead pencil? (4) Give me the right/light one now. (4) Give me the right/light one now. (5) He said it was the wrong/long one. (5) He said it was the wrong/long one.

12. Exercises 10. Work in pairs. Try to decide which of the adjectives in Column A can be used to describe the nouns in Column B and be ready to report it in class. COLUMN A COLUMN B COLUMN A COLUMN B (1) slippery (a) letter (1) slippery (a) letter (2) rich (b) film (2) rich (b) film (3) musical (c) girl (3) musical (c) girl (4) horrible (d) bridge (4) horrible (d) bridge (5) dangerous (e) problem (5) dangerous (e) problem (6) difficult (f) classroom (6) difficult (f) classroom (7) clean (g) building (7) clean (g) building (8) private (h) flower (8) private (h) flower (9) lovely (i) instrument (9) lovely (i) instrument (10) favourite (j) road (10) favourite (j) road

13. Exercises 11. Listen and repeat. Pay special attention to the approximant /r/ in the tongue twister. Robert Rolly rolled a round roll round. Robert Rolly rolled a round roll round. If Robert Rolly rolled a round roll round, If Robert Rolly rolled a round roll round, Where is the round roll Where is the round roll Robert Rolly rolled around? Robert Rolly rolled around?/j/ 1. Practise the phoneme /j/, first normally, then with exaggeration, then normally. Be sure to combine the sound /j/ with the vowel sound that follows it. Do not touch the roof of your mouth with your tongue. 1. Practise the phoneme /j/, first normally, then with exaggeration, then normally. Be sure to combine the sound /j/ with the vowel sound that follows it. Do not touch the roof of your mouth with your tongue. /ju:/ /j... u:/ /ju:/ /ju:/ /j... u:/ /ju:/ 2. Now practise the phoneme in words and phrases. New York /nju: 'j  :k/ music /  mju:zik/ New York /nju: 'j  :k/ music /  mju:zik/ Mutual /'mju:t  u  l/ yard /j  : d/ Mutual /'mju:t  u  l/ yard /j  : d/ University /  ju:ni  v  :s  ti/ million /  mi j  n/ University /  ju:ni  v  :s  ti/ million /  mi j  n/ onion/'  n  j  n/ yawn /j  : n/ onion/'  n  j  n/ yawn /j  : n/

14. Exercises 3. Listen for the voiceless fricative allophone in the following words. Be sure some frictions can be heard between the /p, t, k, h/ and the following vowel. pure/pj  / tune/tju:n/ cute/kju:t / huge/'hju:d  / pure/pj  / tune/tju:n/ cute/kju:t / huge/'hju:d  / few/fju:/ Tuesday/'tju:z.dei/ cure/kj  / human/'hju:.m  n/ few/fju:/ Tuesday/'tju:z.dei/ cure/kj  / human/'hju:.m  n/ 4. Now listen to the following sounds in contrast. Check the one with /j/ in each pair. No. 1 No. 2 No. 1 No. 2 /jes/ _________ _________ /jes/ _________ _________ /j  uk/ _________ _________ /ji  / _________ _________ /j  :/ _________ _________ /j  :n/ _________ _________ /ji:st/ _________ _________ /ji:st/ _________ _________

15. Exercises 5. Some other learners cannot distinguish /j/ with /d  /. Now listen to the tape and fill in the blanks with the sounds you hear. Then read after the tape. /__et/ /__et/ /__es/ /__es/ /__et/ /__et/ /__es/ /__es/ /__ eil/ /__ eil/ / __  m/ / __  m/ /__ eil/ /__ eil/ / __  m/ / __  m/ /__  / /__  / /__  k/ /__  k/ /__  / /__  / /__  k/ /__  k/ 6. Now listen and repeat. Pay special attention to the phoneme /j/. 6. Now listen and repeat. Pay special attention to the phoneme /j/. (1) Excuse me. You look familiar. Did you use to live in New York? (1) Excuse me. You look familiar. Did you use to live in New York? (2) Huge Young used to play the piano with a jazz group in the university. (2) Huge Young used to play the piano with a jazz group in the university. (3) They are discussing about the future uses for computers. (3) They are discussing about the future uses for computers. (4) The fields beyond are yellow with corn. (4) The fields beyond are yellow with corn.

16. Exercises/w/ 1. Practise the phoneme /w/, first normally, then with exaggeration, then normally. 1. Practise the phoneme /w/, first normally, then with exaggeration, then normally. /wi:/ /w... i:/ /wi:/ /wi:/ /w... i:/ /wi:/ 2. Now practise the phoneme in words. 2. Now practise the phoneme in words. want/w  nt/ we/wi:/ wait/weit/ network/  net.w  :k/ want/w  nt/ we/wi:/ wait/weit/ network/  net.w  :k/ west/west/ wash/w  / wheel/wi:l/ why/wai/ west/west/ wash/w  / wheel/wi:l/ why/wai/

17. Exercises 3. Now, listen to the following words and pay special attention to the voiceless fricative allophone of /w/. Then repeat after the tape. war/w  :/ swore/sw  :/ winkle/  w .k / twinkle/  tw  kl/ war/w  :/ swore/sw  :/ winkle/  w .k / twinkle/  tw  kl/ water/  w  :.t  / quarter/  kw  :.t  / wine/wain/ swine/swain/ water/  w  :.t  / quarter/  kw  :.t  / wine/wain/ swine/swain/ win/win/ twin/twin/ kin/kin/ queen/kwi:n/ win/win/ twin/twin/ kin/kin/ queen/kwi:n/ wist/wist/ swift/swift / weak/wi:k/ tweak/twi: k/ wist/wist/ swift/swift / weak/wi:k/ tweak/twi: k/ kick/kik/ quick/kwik/ wing/w  / swing/sw  / kick/kik/ quick/kwik/ wing/w  / swing/sw  / wine/wain/ twine/twain/ kite/kait/ quite/kwait / wine/wain/ twine/twain/ kite/kait/ quite/kwait /

18. Exercises 4. Some Chinese learners often give /v/ for /w/. Now listen to the following pairs of words and decide which is the same as the word listed on the left. Then repeat after the tape. /v/ /w/ /v/ /w/ (1) wheel _________ _________ (1) wheel _________ _________ (2) vet _________ _________ (3) very _________ _________ (4) verse _________ _________ (5) west _________ _________ (6) while _________ _________

19. Exercises 5. Now listen to the following sentences and underline the word you hear. Then repeat after the tape. (1) She thinks it's a nice wine/vine. (1) She thinks it's a nice wine/vine. (2) Is it worse/verse? (2) Is it worse/verse? (3) I like the West/vest, don't you? (3) I like the West/vest, don't you? (4) I'm sure she said "wet"/'vet". (4) I'm sure she said "wet"/'vet". (5) Take the wheel/veal before you go. (5) Take the wheel/veal before you go. (6) It was a long wail/veil. (6) It was a long wail/veil.

20. Exercises 6. Listen to the following contrasting sounds. Check the one with /w/ correctly pronounced. Then read after the tape. No. 1 No. 2 No. 1 No. 2 wall _________ _________ wall _________ _________ water _________ _________ water _________ _________ wore _________ _________ won _________ _________ wolf _________ _________ 7. Listen and repeat. Pay special attention to the phoneme /w/ in the following sentences. 7. Listen and repeat. Pay special attention to the phoneme /w/ in the following sentences. (1) In water you can see your own face, in wine the heart of another. (1) In water you can see your own face, in wine the heart of another. (2) His wife is willing to wipe the windows and whitewash the walls. (2) His wife is willing to wipe the windows and whitewash the walls. (3) We would work well if we were wise. (3) We would work well if we were wise. (4) Do you know if the waiter opens the window when it gets warm? (4) Do you know if the waiter opens the window when it gets warm?