英语朗读规则

一、核心原则：意群优先，语法是基础

意群：意思上紧密相连的一组词，一个意群内部不允许停顿。意群可以是一个短语、一个从句、主谓宾、主谓、谓宾等。意群的划分是基于语法和句意！

二、意群划分原则

1. 短句联合：

如果是短句，则主系表、主谓宾、主系、系宾、主谓、渭宾可以联合成一个意群。

Zac is a rat（主系表联合）. 

Zac / is a rat（系表联合）.

Zac sat（主谓联合） / on a can/（介宾联合）.

2. 长句分离：

长句按语法成分（主谓宾定状补、从句、短语等）和语义逻辑分离原则划分成不同意群。主谓分离、谓宾分离、修饰分离、短语分离、习语分离等。

3. 连接词/标点：

and, but, who, which, due to 等连接词前后，以及逗号、破折号、句号等标点处，通常是意群的分界点。

黄金法则：在可能停顿的地方划分

三、意群划分细则

原则一：核心成分分离原则（主干与枝叶分离）

这是最根本的原则。一个句子的主干（主、谓、宾/表）是核心意群，而定语、状语等修饰成分是附加意群，通常可以分离。

1. 主谓分离

◦ 示例：The excited young boy / immediately ran to his mother.

◦ 说明：主语 （名词短语）The excited young boy是一个完整的意群，谓语部分 immediately ran to his mother是另一个。即使主语很长，它也首先是一个整体。 

2. 动宾分离

◦ 示例：She enjoys / reading science fiction novels.

◦ 说明：谓语动词 enjoys 和它的宾语 reading science fiction novels 可以分离。如果宾语很长，其内部还可以继续划分。

3. 主系表分离

◦ 示例：The most important thing / is / to be honest with yourself.

◦ 说明：主语 The most important thing、系动词 is 和表语 to be honest with yourself 三者都可以成为独立的意群。

原则二：短语完整性原则

一个名词短语、介词短语、不定式短语、分词短语、习语等，应尽量保持其完整性，不被拆散。

1.名词短语不可分

◦ 示例：The sleeping boy（名词短语） /is very cute.

2.形容词短语不可分

Is it / good to eat（形容词短语）?

good to eat 是一个完整的形容词短语，作表语。to eat 是不定式作形容词补足语，用来修饰和说明 good 的方面，回答“在哪方面好？”。类似于 easy to use（好用）、hard to believe（难以置信）。它们密不可分。

3. 介词短语不可分

◦ 示例：The book / on the table / belongs to me.

说明：on the table 作为一个整体修饰 book，是一个独立的意群。

4. 不定式短语不可分

◦ 示例：He woke up early / to catch the first train.

◦ 说明：不定式短语 to catch the first train 表示目的，是一个完整的意群。

5. 分词短语不可分

◦ 示例：Seeing the dark clouds, / we decided to stay home.

◦ 说明：现在分词短语 Seeing the dark clouds 作原因状语，是一个完整的意群。

6. 习语不可分

The little girl / really takes after / her mother.

说明：take after是一个习语，意思为“长得像”，应划为一个意群，而不能把after her mother作为介宾划为一个意群。

I can't put up with / his constant complaining / anymore.

◦ 说明：put up with是一个习语，意思为“容忍”，不能拆分。

划分意群的首要目的是反映语义群和自然语流。对于动词习语，必须将其视为一个不可分割的整体进行划分。

原则三：从句独立原则（子句作为独立单元）

从句（通常由从属连词或关系词引导）应被视为一个独立的意群单元。

1. 定语从句独立

◦ 示例：I have a friend / who speaks five languages fluently.

◦ 说明：主句 I have a friend 是一个意群，定语从句 who speaks five languages fluently 是另一个。

2. 状语从句独立

◦ 示例：If it rains tomorrow, / our picnic will be canceled.

◦ 说明：条件状语从句 If it rains tomorrow 和主句 our picnic will be canceled 分离。

3. 名词性从句独立

◦ 示例：What he said / really surprised everyone in the room.

◦ 说明：主语从句 What he said 本身就是一个完整的意群。

原则四：并列与标点标识原则

并列结构和标点符号是天然的分隔符。

1. 并列结构之间

◦ 示例：She likes reading, / writing, / and painting.

◦ 说明：在列举多项时，每个并列成分之后都可以有一个短暂的停顿。

2. 标点符号处

◦ 示例：After dinner, / we watched a movie, / which was very exciting.

◦ 说明：逗号、分号、破折号等，是划分意群最直观的信号。在标点符号处有明显的停顿，这会让句子结构清晰，听起来更地道。

原则五：信息增量原则（按意义组块）

这是对以上原则的灵活运用，应该将紧密相关的词组合在一起，形成一个信息块。

• 示例：The tall man / in the blue suit / from London / gave a fantastic speech.

• 分析：

◦ The tall man (名词短语做主语)

◦ in the blue suit (介宾短语修饰“男人”的第一个信息)

◦ from London (介宾短语修饰“男人”的第二个信息)

◦ gave a fantastic speech (谓宾意群)

• 虽然 in the blue suit from London 都是介词短语，但为了信息清晰，将其拆分为两个意群，使听者逐步接收信息，听起来更舒服。

原则六：语义紧密原则

意群的划分主要依据的是语义的紧密度，而不是单纯的“主谓宾”结构。我们可以用下面类似结构的句子来直观的对比一下：

• This is / not true. （✓ “这是” + “不真实的”）

• This is not / true. （✗ 别扭，割裂了“not”和“true”）

That is / not it. （✓ 那是 + 不是它）

 That is not /it？（✗ 不自然）

That is / not it 的划分更符合英语的语义紧密逻辑和表达习惯，它清晰地区分了“所指对象”和“对其的否定判断”。

例外：

That is not / what I agreed to yesterday.（长宾语）

The important thing is not / the destination, but the journey.（对比）

一般采用 That is / not it 划分，因为“not+宾语”是天然的语义单元。当宾语太长或对比等情况下，应采用 That is not / +宾语划分。

在意群划分中：

1. 语义紧密度优先： 修饰语（如否定词not）应和它直接修饰的词（如表语it）划在一起。

2. 语义完整： 每个意群应承载一个相对完整、自然的语义模块。

3. 核心框架： “主语+系动词”（That is）常常可以构成一个引述或指认的框架，后面跟上具体的描述（肯定的或否定的）。

四、连读与停顿

意群是比连读更高级的规则。一个句子会被意群分割成几个“节奏组”。

规则：同一个意群内部要尽量连读，意群与意群之间则可以（并且应该）有短暂的停顿。

我们来看一个例子：

When the rain stops, / we will/ go out / for a walk.

• 意群1: When the rain stops (时间状语从句)

• 意群2: we will

意群3：go out (动词短语)

• 意群4: for a walk (目的状语)

连读发生在意群内部：

• 意群1: the rain (n 和 r 是辅音相连，不适用元音连读规则)， rain stops (n 和 s 也是辅音相连)。

• 意群2和意群3: we will是基于口语的自然节奏和音调群划分。在日常对话中，常常把 I will、You can、He doesn't 等“主语+助动词”结构作为一个整体来说，尤其在简短回答中，如 I will. You can，然后再给出动作go out。如果按照语法成分划分则为/ we will go out /。

• 意群4: for a (r 和 a 是辅音+元音，连读为 fə-rə)， a walk (元音+辅音，不连读)。

五、重音与语调

重音是英语节奏的灵魂。

句子重音

在句子中，并非所有词都同等重要。我们需要重读 “实词” 来传递核心信息，而弱读 “虚词”。

• 重读词：名词、主要动词、形容词、副词、数词、疑问词。

◦ 例如：The big dog ate quickly.

• 功能词弱读：冠词、介词、代词、助动词、连词。

◦ 例如：I should have told you about it. (在实际口语中，常被弱读为 "I should've told' you 'bout it.")

语调规则

语调，即说话的“升降调”，直接传达说话者的态度和意图。

1. 降调：用于陈述句、特殊疑问句、命令句和感叹句，表示肯定、完结。

◦ My name is Tom.↘ 

◦ What did you do? ↘

2. 升调：用于一般疑问句，表示不确定、礼貌、未完结（常用于枚举）。

◦ Is it good? ↗

◦ I like apples↗, oranges↗, and bananas↘. (在 apples, oranges 后用升调)

3. 平调与降升调：平调常用于犹豫或思考；降升调则常包含言外之意，如对比、让步或纠正。

◦ Well... I'm not sure. (平调)

◦ It's not expensive↘↗, but it's good↘. (expensive 用降升调，暗示后面的转折)

六、英语段落意群划分示例

请为下面句子划分意群：

Zac the rat

Zac is a rat. Zac sat on a can. The ants ran to the jam. Zac had a pan. Zac had a fan. The ants ran and ran. Zac had a nap.

Zac / is a rat. /

Zac sat / on a can. /

The ants ran / to the jam. /

Zac / had a pan. /

Zac / had a fan. /

The ants / ran / and ran. /

Zac / had a nap.

Dog And Cat​

Dog: Go away, Cat. Go away. It's not good for you to be here.

Cat: Why not?

Dog: I have a little cold. I do not want you to get it.

Cat: Oh, I see. So I will go away.

Dog: Cat went away. That is good. I will rest.

Dog: Now I feel good. But I am not happy without Cat.

Dog: Where are you, Little Cat? I want you. Come here. Come here.

Cat: Why, Dog? Why do you want me?

Dog: Now I do not have a cold. I feel good. I want to play with you.

Cat: That is good, Dog. I want to play with you too.

Dog: Go away, / Cat. /

Go away. /

It's not good / for you / to be here.

Cat: Why not?

Dog: I have / a little cold. /

I do not want you / to get it.

Cat: Oh, / I see. /

So I will / go away.（基于口语的自然节奏和音调群划分）

Dog: Cat / went away. /

That is good. /

I will rest.

Dog: Now / I feel good. /

But I am not happy / without Cat.

Dog: Where are you, / Little Cat? /

I want you. /

Come here. /

Come here.

Cat: Why, / Dog? /

Why do you / want me?

Dog: Now / I do not have / a cold. /

I feel good. /

I want to / play with you.

注释：I want to是口语的固定短语，形成一个“意愿表达单元”，符合“口语自然性”，是更地道更常见的模式。如果是进行语法分析或慢速、清晰的朗读，将 to 与后面的动词划在一起 (want to play)也是正确的。

Cat: That is good, / Dog. /

I want to / play with you / too.

Guess, Guess​

Boy: What do you have? I want to look at it.

Girl: No, no. You can not look. Guess, guess.

Boy: Is it something little? Is it something big?

Girl: It is little. Oh. yes. It is little. Guess, guess.

Boy: Is it something red? Is it something yellow?

Girl: Yes, yes. It is red AND yellow. Go on. Go on.

Boy: Can you eat it? Is it good to eat?

Girl: No, no. You can not eat it.

Boy: Can you play with it? Is it something to play with?

Girl: Yes, you can play with it, but what is it? You have to guess.

Boy: Is it a car? A little car to play with?

Girl: No, it is not a car. That is not it.

Boy: What is it? What is it? I can not guess.

Girl: It is two cars. Two little cars. One for you and one for me. Now we can play and have fun.

Boy: What / do you have? /

I want to /look at it.

Girl: No, / no. /

You can not / look. /

Guess, / guess.

Boy: Is it / something little? /

Is it / something big?

Girl: It is / little. /

Oh. / yes. /

It is / little. /

Guess, / guess.

Boy: Is it / something red? /

Is it / something yellow?

Girl: Yes, / yes. /

It is red / AND yellow. /

Go on. /

Go on.

Boy: Can you / eat it? /

Is it / good to eat?

Girl: No, / no. /

You can not / eat it.

Boy: Can you / play with it? /（“Play with” 是一个不可分割的习语

，意思是“玩耍”。对比：Can you eat /with it? 介宾）

Is it / something to play with?

Girl: Yes, / you can / play with it, /

but / what is it? /

You have to / guess.

Boy: Is it a car? /

A little car / to play with?

Girl: No, / it is not / a car. /

That is / not it.

Boy: What is it? /

What is it? /

I can not / guess.

Girl: It is / two cars. /

Two little cars. /

One / for you /

and one / for me. /

Now / we can play /

and have fun.

Cookies​

Mother: Come here. Come here. Run, run, run. I want you.

Boy and Girl: What for, Mother? Why do you want us?

Mother: I want you to help me. I will make cookies, and you can help me.

Boy and Girl: Oh, boy! What fun! We like to do this.

Girl: I will make one look like a cat.

Boy: I can make one look like a dog.

Mother: Now -- here they go. In here. In here.

Boy: And now -- into us! One in me. And one in you.

Girl: We like to help you, Mother. And we like to eat cookies.

Mother: Come here. /

Come here. /

Run, / run, / run. /

I want you.

Boy and Girl: What for, / Mother? /

Why do you / want us?

Mother: I want you / to help me. /

I will make cookies, /

and you / can help me.

Boy and Girl: Oh, boy! /

What fun! /

We like / to do this.

Girl: I will make / one / look like / a cat.

Boy: I can make / one / look like / a dog.

Mother: Now -- / here they go. /

In here. /

In here.

Boy: And now -- / into us! /

One / in me. /

And one / in you.

Girl: We like / to help you, / Mother. /

And we like / to eat cookies.