英语拼读邮箱,电子邮件怎么拼英语

急需英语（自然拼读法phonics）学习听音辩字，拼写教学并举例的教学计划、总结、教案、反思、课堂随笔。

下面是美国全国阅读权利基金会制订的phonics教纲，给你作参考。我把原件发到你信箱。

Phonics Primer

You can use this Phonics Primer developed by The National Right to Read Foundation to begin teaching a child or adult to read today. This primer lists the 44 sounds in the English language and then gives steps for teaching those 44 sounds and their most common spelling patterns. In addition to learning sounds and spellings, each day the student must read lists of phonetically related words and spell these words from dictation. Phonics instruction must be reinforced by having the student read decodable text.

The 44 Sounds in the English Language

5 Short-Vowel Sounds

18 Consonant Sounds

7 Digraphs

short /ă/ in apple

short /ĕ/ in elephant

short /ĭ/ in igloo

short /ŏ/ in octopus

short /ǔ/ in umbrella

/b/ in bat

/k/ in cat and kite

/d/ in dog

/f/ in fan

/g/ in goat

/h/ in hat

/j/ in jam

/l/ in lip

/m/ in map

/n/ in nest

/p/ in pig

/r/ in rat

/s/ in sun

/t/ in top

/v/ in van

/w/ in wig

/y/ in yell

/z/ in zip

/ch/ in chin

/sh/ in ship

unvoiced /th/ in thin

voiced /th/ in this

/hw/ in whip *

/ng/ in sing

/nk/ in sink

* (wh is pronounced /w/ in some areas)

6 Long-Vowel Sounds

3 r-Controlled Vowel Sounds

Diphthongs and Other Special Sounds

long /ā/ in cake

long /ē/ in feet

long /ī/ in pie

long /ō/ in boat

long /ū/ (yoo) in mule

long /ōō/ in flew

/ur/ in fern, bird, and hurt

/ar/ in park

/or/ in fork

/oi/ in oil and boy

/ow/ in owl and ouch

short /ŏŏ/ in cook and pull

/aw/ in jaw and haul

/zh/ in television

Steps for Teaching Phonics

Step 1. Gather the materials listed below and store them together in a box.

Materials for Teaching Phonics

What You Need

Suggestion

systematic phonics program

Consider Phonics Pathways (available from our online bookstore), Sing, Spell, Read, Write, or another program from Phonics Products for Home or Phonics Products for School.

* phonics flashcards with the letter or letter combination (such as ou) on front and clue word (such as out) on back

Consider the Individual Set of 70 Phonogram Cards (item #IPC, $10) from Spalding Education International, available at . It’s helpful to also purchase the Spalding Phonogram Sounds CD (item #CD, $5.00) to learn how to pronounce each sound correctly.

Note: if you purchase this set from Spalding, you will not need to purchase a separate set of alphabet flashcards.

decodable stories

(preferably 100% decodable)

If your phonics program does not contain 100% decodable stories, consider Stories Based on Phonics, available from our online bookstore, or Bob Books First, available from .

writing supplies: index cards, index card file, black wide-tip permanent marker, beginner’s wide-ruled writing tablet, 2 pencils with erasers

Purchase writing supplies at any office supply store.

* Note: Make sure your phonics flashcards give the proper sound or sounds for each letter or letter combination – many widely available flashcards are incorrect or incomplete. For example, the common sound of x is /ks/ as in fox, not /z/ as in xylophone or /eks/ as in x-ray. Also, the short-vowel sound of i is /ĭ/ as in igloo, not /ī/ as in ice cream.

Step 2. Teach the 5 short-vowel sounds and consonant sounds. Drill until memorized.

During the first week, use the flashcards to drill the short-vowel sounds. Add several consonant sounds each day until you are drilling all short-vowel sounds and consonant sounds with your student daily. Do not rush this step. Keep drilling until all sounds are memorized, which usually takes 2-4 weeks.

Tip: Work on phonics for at least 15 minutes a day, 5 days a week with your student. Frequency and consistency are more important than the length of time spent on each lesson.

Short-Vowel Sounds

short /ă/ in apple

short /ĕ/ in elephant

short /ĭ/ in igloo

short /ŏ/ in octopus

short /ŭ/ in umbrella

Consonant Sounds

/b/ in bat

/k/ in kite

/s/ in sun

/k/ in cat

/l/ in lip

/t/ in top

/d/ in dog

/m/ in map

/v/ in van

/f/ in fan

/n/ in nest

/w/ in wig

/g/ in goat

/p/ in pig

/ks/ in fox

/h/ in hat

/kw/ in queen

/y/ in yell

/j/ in jam

/r/ in rat

/z/ in zip

Step 3. Practice two-letter blends. Drill until blending is automatic.

After your student knows the short-vowel sounds and consonant sounds, next teach him how to orally blend two letters (b-a, ba) and read two-letter blends such as: ba, be, bi, bo, bu.

Two-Letter Blends

b + a = ba

s + a = sa

j + a = ja

b + e = be

s + e = se

j + e = je

b + i = bi

s + i = si

j + i = ji

b + o = bo

s + o = so

j + o = jo

b + u = bu

s + u = su

j + u = ju

Step 4. Practice three-letter blends. Drill until blending is automatic.

After your student can read two-letter blends, progress to three-letter blends, that is, words. Each day, have your student read a set of short-vowel words, then dictate these same words to him. (Show him how to form each letter and correct him gently, if necessary). This not only helps him remember the phonics lesson just learned, but it greatly improves spelling.

Golden Rule of Phonics: Never allow your student to skip, guess, or substitute words. Accuracy is more important than speed.

Three-Letter Blends

fa + t = fat

ki + t = kit

ro + d = rod

de + n = den

ma + d = mad

se + t = set

bo + x = box

ye + s = yes

tu + g = tug

hi + d = hid

no + t = not

wi + n = win

ju + g = jug

pu + n = pun

la + p = lap

Step 5. Teach the twin-consonant endings, plurals, and two-consonant blends. Drill until blending is automatic.

Twin-Consonant Endings

Two-Consonant Blends

Two-Consonant Blends

puff

blab

stun, fist

sell

brag

swam

kiss

club

trot

fuzz

crop

twin

lock

drag

fact

fled

raft

Plurals:

frog

bulb

cats (sounds like /s/)

glum

held

beds (sounds like /z/)

grip

elf

plug

sulk

prim

film

scat

help

skip, mask

silt

sled

jump

smug

hand

snip

mint

spot, gasp

kept

Step 6. Teach the digraphs (ch, sh, th, wh, ng, nk). A digraph consists of two consonants that form a new sound when combined. Also teach three-consonant blends.

Digraphs

Three-Consonant Blends

chin, such, patch (silent t)

scruff

ship, wish

split

thin, with (unvoiced /th/)

strap

this (voiced /th/)

thrill

whip

sang, sing, song, sung

sank, sink, honk, sunk

Step 7. Introduce a few high-frequency words necessary to read most sentences.

After your student can read three-letter and four-letter words easily, it’s time to add a few high-frequency words that are necessary to read most sentences. Some high-frequency words are phonetically regular (such as “or”), but are introduced out of sequence because of their importance. Other words are truly irregular, because they contain one or more letters that don’t follow the rules of phonics (such as “once” and “who”).

The Basic High-Frequency Words table lists the most important words. Write each word on an index card. Introduce three or four new words a week. Drill your student on these words everyday, encouraging him to sound out as much of the word as possible (usually the vowel sound is the only irregular part). As your student masters each word, file the card in the card file under “Words I Know.” When your student comes across a new “wacky” word (such as “sugar” in which the “s” is pronounced /sh/), make up a new index card and file it under “Words To Learn.”

Tip: What distinguishes this high-frequency word list from the typical “sight word” list? Many words in the list below cannot be completely sounded out, either because they contain one or more letters that don’t “follow the rules” or the rule is learned later. In contrast, the typical “sight word” list contains mostly phonetically regular words (such as “and” and “when”) that the student is forced to memorize simply because he has never been taught to sound them out.

Basic High-Frequency Words

Introduce after student can

read short-vowel words, /th/, and /sh/

Introduce after student can

read long-vowel words

A vowel by itself says its name:

a, I

“e” at the end of a short word says its name:

be, he, me, we, she, the*

“o” at the end of these words says its name:

no, go, so

“or” says /or/: or, for

do, to, into, of, off, put

* also pronounced /thŭ/

was, were, are

doing, does

said, says, have, give

you, your, yours

they, their, there

where, what, why, who

once, one, come, some

done, none

two, too

Step 8. Teach the long-vowel sounds and their spellings. Note that there are five common spellings for each long-vowel sound. Also teach the “Silent-e Rule”: When a one-syllable word ends in “e” and has the pattern vce (vowel-consonant-e), the first vowel says its name and the “e” is silent.

Long-Vowel Sounds

Common Spellings

Less Common Spellings

long /ā/

cake, rain, pay, eight, baby

steak, they, vein

long /ē/

Pete, me, feet, sea, bunny

key, field, cookie, receive, pizza

long /ī/

bike, hi, fly, pie, night

rye, type

long /ō/

hope, go, boat, toe, snow

soul, though

long /ū/ /ōō/

mule, blue, boot, tuna, flew

fruit, soup, through, feud

Step 9. Teach the r-controlled vowel sounds and their spellings.

r-Controlled Vowel Sounds

Common Spellings

Less Common Spellings

/ur/

fern, bird, hurt

pure, dollar, worm, earth

/ar/

farm

orange, forest

/or/

fork

door, pour, roar, more, war

Step 10. Teach the diphthongs /oi/ and /ow/ and their spellings. A diphthong consists of two vowels that form a new sound when combined. Also teach other special sounds.

Sound

Common Spellings

/oi/

oil, boy

/ow/

owl, ouch

short /ŏŏ/

cook, pull

/sh/

vacation, session, facial

/zh/

vision

Step 11. Teach /aw/, /awl/, /awk/ and their spellings.

Sound

Common Spellings

/aw/

jaw, haul, wash, squash

/awl/

bald, wall

/awk/

talk

Step 12. Teach these sounds and spelling patterns.

Sound

Common Spellings

/s/ spelled c

Rule: c followed by e, i, or y sounds like /s/.

cent, face, cinder, cycle

/j/ spelled g, ge, dge

Rule: g followed by e, i, or y usually sounds like /j/.

frigid, age, fudge, gym

/f/ spelled ph

Rule: ph sounds like /f/ in words of Greek origin.

phone, phonics

/k/ spelled ch

Rule: ch sounds like /k/ in words of Greek origin.

chorus, Christmas

/sh/ spelled ch

Rule: ch sounds like /sh/ in words of French origin.

chef, champagne

Note: This Phonics Primer does not contain all English spelling patterns. Consult a good phonics program such as one from Phonics Products from Home or Phonics Products for School for additional spelling patterns and rules. Most products contain detailed instructions and practice reading selections.

Step 13. After 3 to 4 months of daily phonics instruction, begin introducing decodable stories.

Important: All sounds and spellings in Steps 2 - 12 should be introduced within the first 4 months of phonics instruction.

After 3 to 4 months of reading lists of words and sentences, your student should be ready to read decodable stories such as Stories Based on Phonics or Bob Books First. The student should read all stories aloud, carefully and accurately. Help him sound out difficult words, as needed. Explain the meaning of all new words. Encourage him to read each story several times to gain fluency, but don’t let him memorize the story (reciting a story from memory is not reading). Model fluent reading by reading a sentence aloud with expression, then asking him to repeat what you read with the same tone of voice. Explain and demonstrate the meaning of basic punctuation (period = stop, comma = pause, exclamation point = speak with excitement, question mark = raise the pitch of your voice on the last word to ask a question.)

Step 14. Begin introducing “easy-to-read” books.

After the student masters decodable stories, let him move on to easy books such as those by Dr. Seuss (Hop on Pop; One Fish, Two Fish, Red Fish, Blue Fish; Ten Apples Up on Top; Green Eggs and Ham; and so on), P. D. Eastman (Are You My Mother?; Go Dog, Go!; A Fish Out of Water), and Cynthia Rylant (Henry and Mudge series; Poppleton series; Mr. Putter and Tabby series). As your student reads each book, add new wacky words to the Words To Learn file and review daily, if necessary.

Continue teaching the lessons in the phonics program – don’t stop just because your student can read. Most children need 1 to 2 years of reinforcement before their phonics knowledge becomes permanent.

Step 15. Continue to give phonetically based spelling lists.

Even after your student has finished the phonics program, make sure to reinforce his phonics knowledge by giving phonetically based spelling lists each week at least through third grade.

Revised: 6/05

英语拼读问题

读A,音标没错。

这个叫清辅音浊化。美式英式都要遵循的规律。

当s和后面的清辅音在单词中做重读音节的时候，发音就要发生变化

如：stay（t读d),suspect(P读b),stroll(tr读dr),sky(k读g)，student(t读d)等

英语音标大全顺口溜能发到我邮箱吗？？记得你发给别人一个，我想要全部的包括音标和词汇语法的可以吗？

发给你一份别的更有价值的资料吧。国际音标（英语语音）

元音 单元音 前元音 [i:] [i] [e] [æ] 　

中元音 [ʌ] [ə:] [ə] 　 　

后元音 [u:] [u] [ɔ:] [ɔ] [a:]

双元音 开合双元音 [ei] [ai] [ɔi] [əu] [au]

集中双元音 [iə] [εə] [uə] 　 　

辅音 爆破音 清辅音 [p] [t] [k] 　 　

浊辅音 [b] [d] [g] 　 　

摩擦音 清辅音 [f] [s] [ʃ] [θ] [h]

浊辅音 [v] [z] [ʒ] [ð] 　

破擦音 清辅音 [tʃ] [tr] [ts] 　 　

浊辅音 [dʒ] [dr] [dz] 　 　

鼻音 （浊辅音） [m] [n] [ŋ] 　 　

舌则音 （浊辅音） [l] [r] 　 　 　

半元音 （浊辅音） [w] [j] 　 　 　

*清音，即全体清辅音；浊音，即全体元音和全体辅音

*[ŋ]又叫长鼻音或者后鼻音

*半元音也属于辅音

（*表1—国际音标表）

元音汉语注音（仅供参考） d 的 　

i: 衣~ 　 k 克 　

i 衣 　 g 各 　

e 碍 嘴张小点 f 父亲 　

æ 哎 嘴张大点 v 豆腐（无） 　

ʌ 鸭丽丽（无） 　 s 丝 　

ə: 鹅~ 　 z 是不是（无） 　

ə 鹅 　 ʃ 西 　

u: 唔~ 　 ʒ 移 　

u 唔 　 θ 嘶 舌抵上齿

ɔ: 哦~ 　 ð 嗞 舌抵上齿

ɔ 哦 　 h 喝水（无） 　

a: 啊~ 　 tʃ 气 　

ei 字母A的音 　 dʒ 奇怪（无） 　

ai 字母I的音 　 tr 缺少（无） 　

ɔi 单词boy的尾音 　 dr 挖掘（无） 　

əu 字母O的音 　 ts 次 　

au 单词cow的尾音 　 dz 字 　

iə 单词ear的音 　 m 姆 　

εə 单词air的音 　 n 鱼（无） 　

uə 单词sure的尾音 　 ŋ 嗯~ 类似牛叫

辅音汉语注音（仅供参考） l 勒（元音前）；尔（词尾） 　

p 活泼（无） 　 r 略（元音前） 　

b 搏斗（无） 　 w 生活（无） 　

t 特 　 j 叶子（无） 　

（*表2—国际音标汉语注音表）

*“~”表长音；*“无”表无锡音；

*“—”表要发音的字；

注1.清音（清辅音）与浊音（浊辅音和元音）的最大区别就是脖子发不发麻，发音的时候用手摸脖子，麻的就是浊音，不麻的就是清音。

2.[ s][ z]和[θ][ ð]的区别就是前两个不用舌抵上齿，而后两个要舌抵上齿的。

[s]和[θ]发音相似，但就是后者要舌抵上齿发音而前者直接发出0；

[z]和[ð]发音相似，但就是后者要舌抵上齿发音而前者直接发出；

英语字母发音表

A a [ei] N n [en]

B b [bi:] O o [əu]

C c [si:] P p [pi:]

D d [di:] Q q [kju:]

E e [i:] R r [a:]

F f [ef] S s [es]

G g [dʒi:] T t [ti:]

H h [eitʃ] U u [ju:]

I i [ai] V v [vi:]

J j [dʒei] W w [‘dʌblju:]

K k [kei] X x [eks]

L l [el] Y y [wai]

M m [em] Z z [zed]或[zi:]

（*表3—英语字母发音表）

*蓝色的为元音字母，其余的为辅音字母；Yy为半元音字母（相当于Ii）,用时作辅音字母用

英语字母发音归类

[ei] Aa Hh Jj Kk 　 　 　 　 　

[i:] Ee Bb Cc Dd Ee Gg Pp Tt Vv

[ai] Ii Yy 　 　 　 　 　 　 　

[əu] Oo 　 　 　 　 　 　 　 　

[ju:] Uu Qq Ww 　 　 　 　 　 　

[a:] 　 Rr 　 　 　 　 　 　 　

[e] 　 Ff Ll Mm Nn Ss Xx Zz 　

（*表4—英语字母发音归类表）

语音基础知识

◆音素：即每一个独立的国际音标。（*见表1）

study学习[‘s-t-ʌ-d-i](含5个音素) ； country国家[‘k-ʌ-n-tr-i]（含5个音素）

car小汽车[k-a:]（含2个音素） ； dictionary字典[‘d-i-k-ʃ-ə-n-ə-r-i]（含含9个音素）

国际音标中共有20个元音音素和28个辅音音素。

◆ 音标：即每一个单词的完整的注音记录。

study学习[‘stʌ-di] ; country国家[‘kʌn-tri]

car小汽车[ka:] ; dictionary字典[‘dik-ʃə-nə-ri]

每一个音标分为几段（音节段），如上。每一个音节段只含有一个元音音素和一个或一个以上的辅音音素构成。

如何划分音节段：

（1） 有多少个元音音素，就有多少个音节段

stu•dy学习[‘stʌ-di](2个音节段) ; coun•try国家[‘kʌn-tri]（2个音节段）

car小汽车[ka:] （1个音节段） ; dic•tio•na•ry字典[‘dik-ʃə-nə-ri]（4个音节段）

（2） 两个元音音素之间若只有一个辅音音素，那这个辅音归属为后一个音节段

stu•dy学习[‘stʌ-- d i] ; ti•ger老虎[‘t ai-- g ə]

Chi•na中国[‘tʃ ai-- n ə] ; ru•ler尺 [‘r u:-- l ə]

即简单点就是：

元音---（辅音+元音）

(3) 两个元音音素之间若有两个辅音音素，则这两个辅音分属前后的音节段（即前后各一个）

coun•try国家 [‘kʌn--tri] ;

good•ness善良[‘g u d-- n i s] ;

dic•tio•na•ry字典[‘d i k-- ʃə--nə--ri]

既简单点就是：

（元音+辅音）---（辅音+元音）

注意：诸如这些---ee,oo,ch,sh,wh,tch,wr,rh,qu,tion,gr,…等等都视作一个音素单位，如上的country等。

◆ 音节（段）：每个单词的音标都分有几段音节段（至少一个），如上各例。

含有几个元音音素，就有几个音节（段）。

study学习[‘stʌ-di](2个音节段) ; country国家[‘kʌn-tri]（2个音节段）

car小汽车[ka:] （1个音节段） ; dictionary字典[‘dik-ʃə-nə-ri]（4个音节段）

*当每一段音节（段）末尾是“辅音+[ l][ m]或[n]”时，就构成了—成音节，也算一个音节（段）

trouble麻烦[‘tr ʌ---bl] season季节[‘s i:--- z n] table桌子[‘t ei--- b l]

含有一个音节的单词（单音节词）；含有两个音节的单词（双音节词）；含有三个或三个以上音节的单词（多音节词）

study学习[‘s t ʌ---di] 双音节词； car小汽车[k a:] 单音节词 ；

country国家[‘ k ʌn---tri] 双音节词 ；trouble麻烦[‘tr ʌ--- b l] 双音节词；

season季节[‘s i:--- z n] 双音节词 ； table桌子[‘t ei--- b l] 双音节词；

dictionary字典[‘d i k-- ʃ ə-- n ə-- r i] 多音节词（4个音节）；TV电视（机）[‘t i:--‘v i:] 双音节词；

magazine杂志[,m æ -- g ə---‘ z i: n] 多音节词（3个音节）；

◆ 重音： 当双音节或多音节时，有些音节段中的元音要重读（即发音响亮清楚），必须在该音节段的左上角或左下角标上重音符号{即：(强)重音符号[‘ ]-左上角； 和 次重音符号[ ，]-左下角}

China中国[‘tʃai--nə] 第一音节段中的[ai]重读

Chinese中国的[tʃai—‘ni: z]第二音节段中的[i:]重读

information信息[,in--fə--‘mei--ʃən]第一音节段中的[i]次重读 ；第三音节段中的[ei ](强)重读

重音规则：（一般情况）

1. 单音节词 本生元音就重读，所以不必标重音符号。如farm[fa: m]表示[a:]重读

2. 双音节词

● 大多数双音节词，重音在第一个音节段上

season季节[‘si:- zn] zero零[‘ziə-rəu] trouble麻烦[‘trʌ-bl]

country国家[‘kʌn-tri] father父亲[‘fa:- ðə] window窗[‘win-dəu]

● 但某些以a-, re-, be-, ab-, ac-, ad-, af-, al-, an-,…等开头的词，重音在第二个音节段上

about关于[ə-‘baut] again又，再[ə-‘gen] begin开始[bi-‘gin]

already已经[ɔ: l-‘re-di] return回，归[ri-‘tə: n] repair修理[ri-‘pεə]

3. 多音节词

● 一般重音在倒数第三个音节段上（多为短音）

family家庭[‘fæ-mi-li] 重音在到时第三个音节段上[f æ]

difficult困难[‘di-fi-kəlt] 重音在到时第三个音节段上[d i]

political政治[pə-‘li-ti-kəl] 重音在到时第三个音节段上[li]

economy经济[i- ‘kɔ-nə-mi]重音在倒数第三个音节段上[kɔ]

●当含有5个音节(段)或以上,就有次重音. 次重音在强重音向左第二个音节(段)上。

即：

，音节段1 音节段2 ‘音节段3 音节段4 音节段5

②次重音 ① ③强重音 ② ①

ag•ri•cul•tur•al农业的 [,æg---ri---‘kʌl---tʃə---rl]

即： [,②--①-‘③----②---①]

*根据发音时声音的轻弱来排序（由强到弱），为：

强重音＞次重音＞非重音＞辅音

◆ 开音节和闭音节

首先我们来了解如何划分单词字母组合（具体方法和如何划分音节段一致，参见上面）

就以上这些单词，进行划分一下字母组合：

stu•dy 学习 ； coun•try 国家 ； car 小汽车 ； dic•tio•na•ry 字典；

ti•ger虎 ； good•ness善良 ；trou•ble 麻烦；sea•son 季节 ； ta•ble 桌子 ；

ma•ga•zine 杂志 ；Chi•na中国 ； Chi•nese中国的 ；a•bout 关于 ；a•gain 又 ；

be•gin 开始； al•rea•dy已经 ；re•turn 回归； re•pair 修理 ；fa•mi•ly 家庭；

dif•fi•cult 困难； e•co•no•my经济 ； ag•ri•cul•tur•al农业；

一般根据单词字母组合，就可以基本知道如何元音和辅音是如何发音的（规则情况下）

开音节：分为绝对开音节和相对开音节

1） 如果每一段字母组合结尾是“辅音字母+元音字母”，那就叫绝对开音节

be ; me ; she ; Chi•na ; my ; no ; go ; stu•dent ;

2） 如果字母组合段结尾“元音字母+辅音字母（r除外）+e”，那就叫相对开音节

game； Pete； use ； name ； nine ； like ； lake ； nose ； time

如果辅音字母是r时，则变成了re音节了，后面将讲到。

开音节一般发字母本身音。

3） 如果字母组合段结尾是“元音字母+辅音字母(r除外)”，那就叫做闭音节

man ； red ； pen； big； not； sun；

son ； gun ； up ；be•gin ；sum•mer

如果辅音字母是r时，则变成了r音节了，后面将讲到。

闭音节一般发短音，基本发和字母外形相符的音。

*当一个元音字母重读时，根据其与辅音字母之间的组合（段），是哪一类开音节，就发哪种音；

如果是闭音节，就发闭音节音，如of•fice中的o就发闭音节音；

如果元音字母是非重读，那就发非重读音。具体详见下表：

元音字母 重读 非重读

绝对开音节 相对开音节 闭音节

a [ei] [ei] [æ] [ə]

e [i:] [i:] [e] [i]

i [ai] [ai] [i] [i]

o [əu] [əu] [ɔ] [ə]

u [（j）u:] [（j）u:] [ʌ]或[u] [ə]

一般基本上就是按照以上规则发音，当然也有不规则的地方，需要多记。

◆r音节和re音节

就如以上所讲，元音字母分别和r或re构成的字母组合段，就叫r音节或re音节。

r音节——car;star;term;girl;nor;nurse

re音节——hare;care;here;fire;more;sure

具体规则的（r）e音节如下表：

r音节 re音节

ar [a:] are [εə]

er [ə:] ere [iə]

ir [ə:] ire [‘aiə]

or [ɔ:] ore [ɔ:]

ur [ə:] ure [(j) uə]