导语：天才就是这样，终身努力便成天才。英语听力在高中学习中的`地位举足轻重。下面是关于一些高中英语的听力学习内容，大家一起来看看相关的资料吧。
Welcome to Daily Tips on Learning English. Today’s tip is on the use of pauses in English speech.
Although written English has spaces between every word, spoken English doesn’t have pauses between each word, rather words are linked together. However, people do not normally speak without pausing at all. We do pause in speech. While in written English, there are periods, commas, semicolons and question marks. But we also pause in long sentences without punctuation marks. Let’s look at some examples. My mother listens to the radio in the evening. This sentence can be said without pausing, because it isn’t very long. But if I were to pause, I would say, “My mother/ listens to the radio/ in the evening.” Why? Because pauses come between thought groups----groups of words that express one thought.
For example, “in the evening” is a thought group. Let’s make the sentence longer. My mother listens to the radio in the evening, plays tennis in the afternoon, and cleans the house in the morning. Now it is necessary to pause because the sentence is very long. Pauses come between thought groups, and help the listeners organize the information they hear. Listen to sentence again. My mother listens to the radio in the evening, plays tennis in the afternoon, and cleans the house in the morning. If you pause in the wrong places, listeners will have a harder time organizing the information. Listen to the sentence read again with improper pausing. My mother listens to the radio in/ the evening, plays tennis in /the afternoon, and cleans the/ house in the morning. Now the sentence is almost impossible to understand, so remember to pause between thought groups, to help your listeners easily organize what they hear.
This has been today's tip on learning English. Tune in tomorrow for another tip on learning English.
listen 2Welcome to Daily Tips on Learning English. Today’s tip is on sound linking.
When certain sounds are linked together, the resulting sound is merely the combination of the two original sounds. For example, “one apple” is pronounced “one-napple”, and “four apples” is pronounced “four-rapples”. However, when other sounds are linked, there’s a blending of the sounds. The sounds are linked smoothly without any break. For example, “two apples” are pronounced as if there’s an additional “w” sound “w” in between the words. “two apples”, “two apples”. And when the words “three” and “apple” are linked, it sounds as if there were an additional “y”sound “i” between the words. “three apples”, “three apples”, “three apples”. This is because the sounds between the words are linked smoothly without any break. “two-w-apples”, not “two” “apples”. “three-i-apples”, not “three apples.” Pay careful attention how sounds are blended together.
Another good example is how words ending in a “t” or “d” sound “t” or “d” are linked to words beginning with a “y” sound “j”. For example, “Did you do it?” becomes “Did-you do it?” “Would you do it?” becomes “would-you do it?” Notice how together “did” “you” becomes “Did-you” and “would” “you” becomes “would-you”, and “do” “it” becomes “do-it”. Listen again as I give more examples. “Did you do it?” “Did you do it?” “Would you do it?” “Would you do it?” “Should you do it?” “Should you do it?” “Could you do it?” “Could you do it?”
And also notice when a word ending in the “t” sound “t” is followed by a word beginning in a “y” sound “j”, you get the sound “t∫”. For example, “Can’t you do it?” “Can’t you do it?” “Didn’t you do it?” “Didn’t you do it?” “Couldn’t you do it?” “Couldn’t you do it?” “Shouldn’t you do it?” “Shouldn’t you do it?” “Wouldn’t you do it?” “Wouldn’t you do it?” “It’s nice to meet you.” “It’s nice to meet you.”
Today’s tip is to pay careful attention to how words are blended together, and how the resulting sound is often very different from the original sounds. This has been today’s daily tip. Tune in tomorrow for another tip on learning English.
listen 3Welcome to Daily Tips on Learning English. Today’s tip is on how to distinguish the numbers 13, 30, 15, 50, 14, 40 and so on.
There’s often a lot of confusion when people use these words. People often have to ask, “Did you say 16 or 60?” If you look at the sounds used in this pairs of words, you will notice that the only difference is in the final “n” sound “n” in the “-teen” words. Do people listen for this sound to tell them which word has been said? Do people say this sound loudly and clearly so that people will know which word they are saying? Native speakers don’t.
They use different stress patterns to distinguish the words. In the “-teen” words, it’s the last syllable which is stressed. In the numbers 30, 40, 50 and so on, it’s the first syllable which is stressed. Also, when a syllable is stressed, that syllable’s vowel sound is lengthened, and when a syllable isn’t stressed, the vowel is shorter.
Listen to me say the words, and notice the different syllables being stressed. 13, 30, 14, 40, 15, 50, 16, 60. Now listen to the length of vowels in the different syllables. I will exaggerate them first so it’s easier to notice. 13, 30, 14, 40, 15, 50. Now I will say them naturally. 13, 30, 14, 40, 15, 50, 16, 60, 17, 70, 18, 80, 19, 90. When you say these words, give specially care to stressing the right syllable, and to the length of the vowel sound in the stressed syllable. This has been today’s tip on learning English. Tune in tomorrow for another tip.