Dogoogles的压码之路日记

2008-12-01
    我是上周中才接触到孙老师的压码学习法。之前下载过N多的英语学习资料，也读过N种的英语学习方法。一直在寻找一种普遍的方法，可以让任何想学习外语的人，都可以复制成功的快乐。
    虽然孙老师的压码学习法还不是很懂，但是感觉它的理论还是挺有道理的，也符合我自己的观点：获得一门语言能力应该是轻松的而不是死记硬背。
    昨天，在论坛注册了帐号后，今天登录论坛发现孙老师已经审核通过了！感谢孙老师的无私奉献精神！今天发一个报到帖子并提出了一些疑问，老师即时地回答了我！不知道老师的工作是什么，尽然能这么快就回复，而且在傍晚添加了我的QQ，进行了第一次的语音辅导。
    从辅导解答中得到的收获：
1、压码学习法可以直接从压码注音开始入门；
2、对于压码的理解基本正确：单词或句子之间的时间间隔，利用压码来进行各种训练（内心复读、注音、抄写……）
3、因为自己在加班，暂未能正式得到老师压码注音的辅导。

4.3    

BOOK FOUR, LESSON THREE    

N: Lesson Three.    ls tr
    Listen and repeat.    ls a rpt
M: mystery       mstr
    a new mystery    a n mstr
    a new mystery show    a n mstr s
F: starring    str
    a starring role    a str r
    my first starring role    m fs str r
M: break       brk
    big break    bg brk
    my big break    m bg brk
F: hit       ht
    big hit    bg ht
    a big hit    a bg ht
M: money       mn
    good money    gd mn
    make good money    m[k] g[d] mn
F: big     bg
    make it    mk t
    make it big    m kt bg
    make it big in television    m [ki]t b g tlvs
N: Listen to this dialogue.    ls t ts dlg
    It's a telephone conversation between Jeff Bennett and his old friend Karen.       i t[a] tlp cvst bt jf bnt a d[h]s o f[d] kr
KAREN: Hello.    hl
JEFF:  Hello, Karen?    hl,kr
    This is Jeff Bennett.    ts s jf bnt
    Remember me?    rmb m
KAREN: Oh, hi, Jeff.    o,h,jf
    Of course I remember you.    of c s rmb y
             
  164    

      Are you still an actor?    a y st l[a] n[a]ct
JEFF: I'm still an actor.    im st l[a] n[a]ct
    I'm here in Stamford to be in a new mystery show at WEFL.    im h r stfd t b i n[a] n mstr s w[a] wefl
    It's my first starring role.    it m fst str r
KAREN: Oh, Jeff, that's wonderful!    o,jf,tt wdf
    You must be very excited.    y ms b vr exctd
JEFF: I am. This new job is my big break.    i am,ts n j bs m bg brk
    I think this show is going to be a big hit.    i tk ts s ws gi t b e[a] bb ht
    I can make good money now.    i c mk gd mn n
    This is my chance to make it big in television.    t ss m cc t m kt b g tlvs
N: Now let's listen to this conversation again.    n lt ls t ts cvst n[a]g
    This time repeat what Jeff says.    ts tm rp w jf s
    When you say Jeff's words,    wn y s jfs wd
    think about what they mean.    t k[a]b w t m
    OK, let's begin.    ok,lt bg
KAREN: Hello.    hl
JEFF: Hello, Karen?    hl,kr
    This is Jeff Bennett.    t ss jf bnt
    Remember me?    rmb m
KAREN: Oh, hi, Jeff.    o,h,jf
    Of course I remember you.    of c s rmb y
    Are you still an actor?    a y st l[a] n[a]ct
JEFF: I'm still an actor.    im st l[a] n[a]ct
    I'm here in Stamford    im h r stfd
    to be in a new mystery show    t b e n[a] n mst s
    at WEFL.    a wefl
    It's my first starring role.    it m fs str r
KAREN: Oh, Jeff, that's wonderful!    o,jf,tt wdf
    You must be very excited.    y ms b vr exctd
JEFF: I am.    i am
    This new job is my big break.    ts n j bs m bg brk
    I think this show.    i tk ts s
    is going to be.    is gi t b
    a big hit.    a bg ht
    I can make good money now.    i c m[k] gd mn n
    This is my chance.    t ss m cc
    to make it big.    t m kt bg
    in television.    i tlvs
N: Now correct the following statements about Jeff and Karen's conversation.    n cr t flw stmt s[a]b jf a krs cvst
    For example,    f exap
    I say,"Karen called Jeff."    i s ,kr cd jf
    And you say:    ad y s
F:  No. Jeff called Karen.    n,jf cd kr
N: I say, "Jeff's a newscaster at WEFL."    i s,jfs a nscst a wefl
    And you say:    ad y s
F: No. Jeff's an actor at WEFL.    n,jf s[a] act a wefl
N: Ready? Let's begin.    rd,lt bg
    Karen called Jeff.    kr c jf
F: No. Jeff called Karen.    n,jf cd kr
N: Jeff's a newscaster at WEFL.    jf a nscst a wefl
F: No. Jeff's an actor at WEFL.    n,jf s[a] act a wefl
N: This is Jeff's third starring role.    t ss jf td str r
F: No. This is Jeff's first starring role.    n,t ss jfs fs str r
N: Karen says, "Oh, Jeff,    kr s,o,jf,
    that's wonderful!    tt wdf
    You must be very tired. "    y ms b vr trd
F: No. Karen says, "Oh, Jeff, that's wonderful!    n,kr ss,o,jf,tt wdf
    You must be very excited."    y ms[t] b vr exctd
N: Jeff thinks the show is going to be awful.    jf tks t s is gi t b af
F: No. Jeff thinks the show is going  to be a big hit.    n,jf tks t s ws gi t b e[a] bg ht
N: Jeff says, "This new job is a big  mistake."    jf ss,ts n jb i s[a] bg mstk
F: No. Jeff says, "This new job is my big break."    n,jf ss,ts n j bs m bg brk
N: Jeff is making little money at WEFL. .    j fs mk lt gd mn a wefl
F: No. Jeff is making good money at WEFL.    n,j f[is] mk gd mn a wefl
N: This is Jeff's chance to make it big in movies.    .    t ss jfs cc t m kt b g mvs
F: No. This is Jeff's chance to make it big in television.    n,t ss jfs cc t m kt b g tlvs
N: Now let's listen to Jeff's mother,    n lt ls t jfs mt
    Mrs. Bennett, as she talks about  her son.    mss bnt,as s tk s[a]b h s
MRS. BENNETI:  I thought Jeff was going to stay in Los Angeles,    i tt jf ws gi t st y lsags
    but he ended up in New York.    b h ed d p n yk
    Now he has a job here.    n h h s[a] jb h
    It could go on for years.    it cd g o[o] f ys
    Now I hope he's going to give up his apartment in New York    n w hp hs gi t gv vp hs aptm t n yk
    and move back to Stamford forever.    a mv bk t stfd fev
N: Now listen again to Mrs. Bennett and repeat what she says.    n ls n[a]g t mss bnt a rpt w s ss
MRS. BENNETI: I thought Jeff was going to stay in Los Angeles,    i tt jf ws gi t st y ls[a]gls
    but he ended up in New York.    b t[h] ed d p n yk
    Now he has a job here.    n h h s[a] jb h
    It could go on for years.    it cd g o f ys
    Now I hope he's going to give up his apartment in New York    n i hp[h]s gi t gv ep h s[a]ptm t n yk
    and move back to Stamford forever.    ad mv b[k] t stfd fev
N: Now you're going to make some statements about Jeff in the past.    n y gi t mk sm stmt s[a]b jf i t pst
    Use the words you hear to make the statements.    ys t wd y h t mk t st[t]mt
    For example,    f exap
    I say, "End up. . . New York."    i s,ed up,n yk
    And you say, "He ended up in New York."    ad ys,h ed d p n yk
    I say, "Not. . . stay. . . Stamford."    i s,nt,st,stfd
    And you say,"He didn't stay in Stamford."    ad y s,h dd st y stfd
    All right, let's begin.    a rt,lt bg
    End up. . . New York.    e dp ,n yk
F: He ended up in New York.    h ed dp i n yk
N: Not... stay. . . Stamford.    n,st ,stfd
M: He didn't stay in Stamford.    h dd st i stfd
N: Not... have. . . job. . .there.    nt,hv jb,t
F: He didn't have a job there.    h ddt h v[a] jb t
N: Give up. . . his apartment.    gv vp, h s[a]ptmt
M: He gave up his apartment.    h gv vp h s[a]ptmt
N: Move back. . . Stamford.    mv bk,stfd
F: He moved back to Stamford.    h mv bk t stfd
N: Did Jeff really give up his apartment in New York?    dd jf rl gv vp h s[a]ptmt i n yk
    Did he really move back to Stamford forever?    d d[h] rl mv bk t stfd fev
    Well, his mother hopes he's going to.    w,hs mt hp hs gi t
    That is,    t ts
    if his job goes on for years.    if hs jb g e[o] f ys
    To end the lesson,    t ed t ls
    let's listen to Jeff again.    lt ls t j f[a]g
JEFF: This new job is my big break.    ts n j bs m bg brk
    It's a bigger role    it s[a] bg r
    than anything I had in New York.    t n[a]nt i h d n yk
    And it's a more exciting role than anything I had in Los Angeles.    ad it s[a] m exct r t n[a]nt i h d ls[a]gls
    This is my chance to make it big in television.    t ss m cc t mk t b g tlvs
    I want my parents to be proud of me.    i w m prt t b pr d[o]f m
    I think I can do a good job.    i t k c d o[a] g jb
    But I'm the star,    b tm t st
    and I'm a little scared.    ad m[a] lt scd
    Steven Winn - I don't know what he thinks of me.    stv w,i d n wt h tk s[o]f m
    But Linda Marino – she's friendlier than he is.    bt ld mrn,ss frdi t h es
    And more helpful.    a m hpf
    I'm going to like working with her.    i gi t lk wk wt h
  Actually, I think I'm going to like working with everyone here.    actl,i tk im gi t lk wk wt evo h
N: Now listen again to what Jeff just said,    n ls n[a]g t w jf js sd
    but this time repeat what you hear.    b ts tm rp w t[y]h
    Ready? Let's begin.    rd,lt bg
JEFF: This new job is my big break.    ts n j bs m bg brk
    It's a bigger role than anything I had in New York.    i t[a] bg r t n[a]nt n h d n yk
    And it's a more exciting role than anything I had in Los Angeles.    a d t[a] m exct r t n[a]nt n h d ls[a]gls
    This is my chance to make it big in television.    t ss m cc t m k b g tlvs
    I want my parents to be proud of me.    i w m prt t b pr d[o]f m
    
165    
    I think I can do a good job.    i t k c d o[a] g jb
    But I'm the star,    b tm t st
    and I'm a little scared.    a d m[a] lt scd
    Steven Winn -    stv wn
    I don't know what he thinks of me.    i d n wt[ h] tk s[o]f m
    But Linda Marino-she's friendlier than he is.    b ld mrn,ss fdi t h es
    And more helpful.    a m hpf
    I'm going to like working with her.    i gi t lk wk wt h
    Actually, I think I'm going to like working    actl,i t k gi t lk wk
    with everyone here.    wt evo h
N: This is the end of Lesson Three.    t ss t e[e] d[o]f ls tr

引用

引用第87楼dogoogles于2009-03-13 00:33发表的  :
小结：        
    从12月1日起开始学习，到今天3月12日，注音完成了初级练习1-3册，算是进度最慢的学员了。较简单内容用35%速度，复杂些的用25%，个别用15%听，主要是快了听不清，也就跟不上注音打字。不知道这样的进度是否违背了注音学习方法。
    一开始问题很多，现在感觉自己对于连读听清上有了进步。注音多了，许多技巧运用熟练了，注音错误少多了。
     注音练习时因为想听清并注音，没有时间去理解整句含义或某些生词，平时上班路上用50%听学过的练习，感觉还是不能听清，许多还听不懂。
    看到论坛中许多学员进度很快，虽然自己非常想精通英语，总感觉自己不是学英语的料……平时工作忙和家务多，每天尽量抽出一个小时练习是我学习英语的时间，这点时间仅够练习一篇。无法达到一天几篇或几册的速度。我只能做的只是坚持，一年，二年，或是五年……不知道这样的坚持还算压码学习吗？
.......

练习还算是稳健的，也许慢工出细活吧。
至于能否进入下一个环节，好像开始就可以每个方法都逐步练习的，一点一点渗透，逐步掌握吧。

4.2    

BOOK FOUR, LESSON TWO    

N: Lesson Two.    ls t
    Listen to this dialogue.    ls t ts dlg
LINDA: I know he doesn't have much experience.    i n h ds hv mc exprc
    But he has everything else.    b t[h] hs evt n[e]s
    He's more energetic,    hs m engtc
    he's more intelligent,    hs m itlgt
    he's more talented.    hs m tltd
STEVEN: And he's more nervous.    a hs mn nvs
    Linda, I think we're taking a chance on this guy.    ld,i t wr tki[a] cc[o] ts g
LINDA: I disagree.    i dsgr
    Oh, Steven,    o,stv
    just look at that face!    jst l k[a]t t fc
    He's more photogenic than any of the other actors.    hs m ptgn t n[a] a n[o]f t e[o]t acts
STEVEN: All right . . . All right.    a rt,a rt
N: You heard some longer adjectives this time.    y hd sm lg ad[j]tv ts tm
    Listen and repeat these adjectives of two, three, and four syllables.    ls a rpt ts e[a]d[j]tv s[o]f t,tr,a f slbs
    Notice where the stress is.           ntc w t sts ss
M: nervous       nvs
    more nervous    m nvs
    more nervous than    m nvs t
F:talented       tltd
  more talented    m tltd
  more talented than    m tltd t
M:intelligent       itlgt
  more intelligent    m rtlgt
  more intelligent than    m rtlgt t
F:energetic       engtc
  more energetic    m engtc
  more energetic than    m engtc t
M:photogenic       ptgnc
  more photogenic    m ptgnc
  more photogenic than    m ptgnc t
N: Now let's compare these two actors: Jeff and Sam.    n lt cp ts t acts,jf a sm
  First, we'll use adjectives that form their comparatives with more:    fst,w ls ad[j]ctv t fm t cprtvs wt m
  adjectives like talented and photogenic,    ad[j]ctvs lk tlt d[a] ptognc
  which you saw in this lesson,    wc y s ts ls
  and some that you know from before    a sm tt y n f bf
  I say, "Sam is talented, but Jeff is very talented."    is sm is tltd,b jf is vr tltd
  And you say:    ad y s
F:Jeff is more talented than Sam.    jf is m tltd t sm
N: All right. Let's begin.    a rt,lt bg
    Sam is talented, but Jeff is very talented.    sm is tltd,b jf is vr tltd
F: Jeff is more talented than Sam.    jf is m tltd t sm
N: Sam is photogenic, but Jeff is very photogenic.    sm is ptgnc,b jf is vr ptgnc
M: Jeff is more photogenic than Sam.           jf is m ptgnc t sm
N: Sam is energetic, but Jeff is more energetic.           sm is engtc,b jf is m engtc
F: Jeff is more energetic than Sam.    jf is m engtc t sm
N: Sam is ambitious, but Jeff is more ambitious.       sm is abts,b jf is m abts
M: Jeff is more ambitious than Sam.    jf is m abts t sm
N: Sam is qualified, but Jeff is more qualified.           sm is qlfd,b jf is m qlfd
F: Jeff is more qualified than Sam.    jf is m qlfd t sm
N: Do you remember the words ambitious and qualified?    d y rmb t wd abts a qlfd
  I'm going to spell them for you.    im gi t sp tm f y
  If you need to,    if y n t
  look them up in your Study Guide.           lk t m p y std gd
  Ambitious. A - m - b - i - t - i - 0 - u - s.    abts,ambitious
  Qualified. Q - u - a - I - i - f - i - e - d.    qlfd,qualified
  Now listen to this dialogue.    n ls t t dlg
F: How would you compare New York with Stamford?    h wd[y] cp n yk w stfd
M: Well, New York is more  interesting,    w,n yk is m itst
    but it's also more expensive,    b t s[a] m expsv
    more crowded.    m crd
    When you're trying to sleep,    w n[y] ti t slp
    you find  out it's much noisier.    y f d[o] t mc nis
    Stamford is more beautiful than New York.    stf ds m btf t n yk
    And the people are much friendlier.    a t pp l[a] mc fdli
N: I'm going to say an adjective like interesting.    im gi t s y[a] ad[j]tv lk itst
    And you say:    ad y s
M: New York is more interesting than Stamford.    n yk is m itst t stfd
N: Ready? Let's begin.     rd,lt bg
    Interesting.    itst
M: New York is more interesting  than Stamford.    n yk is m itst t stfd
N: Crowded.    ctd[d]
F: New York is more crowded than Stamford.    n y ks m crd t stfd
N: Expensive.    expsv
M: New York is more expensive than Stamford.    n y ks m expsv t stfd
N: Noisy.    nis
F: New York is noisier than Stamford.    n y k nis t stfd
N: Now listen to this dialogue between Jeff and Amy.    n ls t ts dlg bt jf a am
JEFF: You know, Amy,    y n,am
  I can't decide  if I like New York better than Stamford.    i c dcd ef i lk n yk bt t stfd
AMY: Well, the streets in Stamford are more beautiful.    w,t st s stf d[a] m btf
JEFF: That's true.    tt tu
AMY: The houses in Stamford are prettier too.    t hs s stf d[a] pti t
JEFF: But New York is more exciting.    b n y ks m ext
    And life is busier in New York,    a lf es bsi i n yk
    so there's more work for an actor.    s ts m w f r[a] n[a]ct
AMY: But Stamford is more romantic than New York.    b stf ds m rmt[c] t n yk
JEFF: And New York is more important than Stamford.    a n y ks m rmt t stfd
AMY: I think you like New York better than Stamford.    i t k[y] lk n yk bt t stfd
JEFF: And you like Stamford better than New York.    a d[y]  lk stfd bt t n yk
N: Now listen to the dialogue again and repeat what you hear.    n ls t t dlg e[a]g a rpt w t[y] he
JEFF: You know, Amy,    y n am
    I can't decide if like New York better than Stamford.    i c dcd ef lk n yk bt t stfd
AMY;  Well, the streets in Stamford are more beautiful.    w,t st s stf d[a] m btf
JEFF: That's true.    tt tu
AMY: The houses in Stamford are prettier too.    t hs s stf d[a] prti t
JEFF: But New York is more exciting.    b n y ks m ext
  And life is busier in New York,    a lf es bsi r n yk
  so there's more work for an actor.    s ts m wk f r[a] n[a]ct
AMY: But Stamford is more romantic than New York.    b stf ds m rmtc t n yk
JEFF: And New York is more important than Stamford.    a n y ks m rmpt t stfd
AMY: I think you like New York better than Stamford.    i y k[y] lk n yk bt t stfd
JEFF: And you like Stamford better than New York.    a d[y] lk stfd bt t n yk
N: Jeff likes New York better than Stamford.    jf lks n yk  bt t stfd
    Amy likes Stamford better than New York.    am lks stfd bt t n yk
    Now you take Amy's part in a dialogue.    n y tk ams pt i n[a] dlg
  Jeff is going to say something good about New York,    jf is gi t s st g d[a]bt n yk
  using an adjective.    usi[a] n[a]d[j]ctv
  You use the comparative of that adjective to talk about Stamford.    y us t cprtv of t t[a]djtv t t k[a]bt stfd
  Make Stamford seems better than New York.    mk stfd sm bt t n yk
  For example, you hear,    f exap,y h
  "New York is beautiful."    n y ks btf
  And you say:    ad y s
AMY: Stamford is more beautiful than New York.    stfd is m btf t n yk
N: OK, ready? Let's begin.    ok,rd,lt bg
JEFF: New York is beautiful.    n y ks btf
AMY: Stamford is more beautiful than New York.    stfd is m btf t n yk
JEFF: New York is exciting.    n y ks exct
AMY: Stamford is more exciting than New York.    stf ds m exct t n yk
JEFF: New York is romantic.    n yk is rmtc
AMY: Stamford is more romantic than New York.    stf ds m rmtc t n yk
JEFF: New York is pretty.    n y ks prt
AMY: Stamford is prettier than New York.    stf ds prti t n yk
JEFF: New York is important.    n y k sptt
AMY: Stamford is more important than New York.    stfd is m iptt t n yk
N: Now listen to this dialogue between Linda and Steven.    n ls t ts dlg bt ld a stv
    They're talking about Jeff.    tr tki[a]bt jf
LINDA:I know he doesn't have much experience.    i n h dst hv mc exprec
    But he has everything else.    b t[h] hs evt n[e]s
    He's much handsomer.    hs mc hdsm
    He's much more ambitious.    hs mc m abts
    He's much more qualified for the part.    hs mc m qlfd f t pt
STEVEN: I don't know, Linda.    i d n,ld
    He doesn't have much experience.    h ds hv mc exprec
    He's not much better than the other actors.    hs n mc bt t t ot acts
    And I don't think he's much more qualified for the part.    a i d tk hs mc m qlfd f t pt
LINDA: I disagree with you, Steven.    i dsgr wt y ,stv

162    

N: When Linda and Steven disagree, they say:    w ld a stv dsgr,t s
F: I disagree with you.    i dsgr wt y
N: Now repeat.    n rpt
F: I disagree with you.    i dsgr wt y
    I disagree.    i dsgr
M: I don't agree.    i dt[a]gr
    I don't agree with you.    i dt[a]gr wt y
    I don't think so.    i dt tk s
N: When Linda and Steven agree,    w ld a stv agr
    they say these things.    t s ts ts
    Listen and  repeat.    ls a rpt
F: I agree.    i agr
    I agree with you.    i agr wt y
M: I think so.    i tk s
    I think so too.    i tk s t
N: Now let's playa game.    n lt pl a gm
    This time you play the part of Linda.    ts tm yn pl t pt[o]f ld
    Remember, Linda likes Jeff.    rmb,ld lk jf
    She also likes the city where she lives,    s al lks t ct w s lvs
Stamford.     stfd,
    You will hear statements about Jeff and about Stamford.    y w h stmt s[a]b jf a d[a]b stfd
    If they are kind statements, that is,    if t a k d[s]tmt,tts
    if they say good things about Jeff or about Stamford,    if t s gd t s[a]b jf o r[a]b stfd
    you agree with them.    y agr wt t
    For example,    f exap
    you hear:    y h
M: Jeff is a much better actor than Sam.    j f s[a] mc bt act t sm
N: And you say:    ad y s
F: I agree with you.    i agr wt y
    I think so too.    i tk s t
N: Or:    o
M: New York is much more beautiful than Stamford.    n y ks mc m btf t stfd
N: And you say:    ad y s
F: I disagree.    i dsgr
    I don't think so.    i d[t] tk s
    I don't agree with you.    i d t[a]gr wt y
N: OK, let's begin.    ok,lt bg
M: Jeff is a much better actor than Sam.    j [fi] s[a] mc bt act t sm
F: I agree with you.    i agr wt y
    I think so too.    i tk s t
M: New York is much more  beautiful than Stamford.    n y ks mc m btf t stfd
F: I disagree.    i dsgr
    I don't think so.    i d[t] tk s
    I  don't agree with you.    i d t[a]gr wt y
M: Stamford is more interesting than New York.    stf di]s m itst t n yk
F: I agree with you.    i agr wt y
    I think so too.    i tk s t
M: Sam is more qualified for the role than Jeff.    sm is m qlfd f t rl t jf
F: I disagree.    i dsgr
    I don't think so.    i d[t] tk s
    I don't agree with you.    i d t[a]gr wt y
M: Jeff is much more intelligent than Sam.    j fs mc m itlg t sm
F: I agree with you.    i agr wt y
    I think so too.    i tk s t
M: The people in New York are friendlier than the people in Stamford.    t pp l n yk a fdi t t pp l stfd
F: I disagree.    i dsgr
    I don't think so.    i d[t] tk s
    I don't agree with you.    i d t[a]gr wt y
M: Jeff is much handsomer than Sam.    j fs mc hd[s]m t sm
F: I agree with you.    i agr wt y
    I think so too.    i tk s t
N: Now to end this lesson,    n t e ts ls
    let's review some adjectives that you used in the last two lessons.    lt rv sm adjctvs t y us d t ls t lss
    We're going to start with some adjectives of one syllable that form their comparatives with -er.    wr gi t st wt sm ad[j]ctv s[o]f o slb t f t cptvs wt er
    Listen and repeat.    ls a rpt
M: tall  taller    t,tl
    short  shorter    s[t],st
    fat  fatter    ft,ft
    thin  thinner    t,tn
    old  older    od,od
    young  younger    y,yg
    big  bigger    bg,bg
    small  smaller    sm,sml
N: Now repeat these sentences.    n rp ts stcs
M: He's taller than Mike.    hs tl t mk
F: I'm shorter than Jeff.    im st t jf
M: She's fatter than her mother.    ss ft t n[h] mt
F: Mary Beth is thinner than I am.    mr bt is tn t n am
M: You're older than Jeff.    yr e[o]d t jf
F: He's younger than his brother.    hs yg t hs bt
M: New York is bigger than Stamford.    n y ks bg t stfd
F: Stamford is smaller than Los Angeles.    stfd is sml t ls[a]gls
N: Now do the same with these adjectives of two syllables hat form their comparatives with -er.    n d t sm w ts ad[j]tv s[o]f t wlbs h f t cprtvs wt er
    Listen and repeat.    ls a rpt
F: pretty  prettier    pt,pti
    noisy  noisier    n[o]s,n[o]si
    busy  busier    bs,bsi
    handsome  handsomer    hsm,hsm
N: And now repeat these sentences.    a n rpt ts stcs
F: She's prettier than her sister.    ss pti t h sst
M: New York is noisier than Stamford.    n y ks n[o]si t stfd
F: My city is busier than your city.    m ct is bsi t y ct
M: Jeff is handsomer than his brother.    j fs hsm t hs bt
N: And finally, practice some adjectives of two, three,     a fnl,prctc sm adjctv s[o]f t,tr
or four syllables that form their comparatives with more.    o f slbs t f t cprtvs wt m
F: nervous  more nervous    mvs,m nvs
    crowded  more crowded    crdd,m crdd
    beautiful  more beautiful    btf,m btf
    ambitious  more ambitious    abts,m abts
    expensive  more expensive    expsv,m expsv
    photogenic  more photogenic    ptgnc,m ptgnc
N: And now these sentences.    a n ts stcs
M: Jeff is more nervous than Steven.    j fs m mvs t stv
F: New York is more crowded than Stamford.    n y ks m crd t stfd
M: Mary Beth is more beautiful than her sister.    my bt is m btf t h sst
F: Jeff is more ambitious than the other actors.    jf is m abts t t ot r[a]cts
M: New York is more expensive than Stamford.    n y ks m expsv t stfd
F: That actor is more photogenic than I am.    tt act is m ptgnc t n am
N: And that is the end of Lesson Two.    a tt is t ed[o]f ls t

4.1


BOOK FOUR, LESSON ONE

N: Lesson One. ls o
    Words have one or more than one syllable. wd hv o o m t n[o] slb
    For example, word has one syllable:word. f exap,wd hs o slb:wd
    Lesson has two syllables: lesson. ls hs t slbs:ls
    Syllable has three s slb hs tr slbs
    syllables: s-y-l-I-a-b-l-e. slb:
    Listen to and repeat these adjectives, ls t a rpt ts ad[j]tvs
    which all have one syllable. wc a hv o slb
    tall t
    short st
    fat ft
    thin tn
    old od
   young y
    big bg
    small sm
    With one-syllable adjectives like these, wt o slb ad[j]tv lk ts
    you just add -er to the end of the word to make the comparative. y jst ad er t t e d[o]f t wd t mk t cptv
    Now repeat these adjectives and their comparative forms. n rpt ts ad[j]v s[a]d t cmtv fms
M: tall - taller t,tl
    short - shorter st ,st
    fat - fatter ft,ft
    thin - thinner t,tn
    old - older od,od
    young - younger y,yg
    big - bigger bg,bg
    small - smaller sm,sml
N: But the adjective good is different. Remember? b t ad[j]tv gd is dft,rmb
    It's good - better. it gd,bt
    Now repeat: good - better. n rpt,gd,bt
    All right, let's use these adjectives to make some comparisons a r,lt ts ts ad[j]tvs t mk sm cprss
    between someone else and you. bt smo els ad y
   For example, f exap
    I say, "Susan's tall." i s,sss t
     And you say, "Susan's tall, but I'm taller." ad y s,sss t,bt tl
    I say, "That man is thin." i s,tt mns t
    And you say, "He's thin, but I'm thinner." ad y s,hs tn,b t tn
    Ready? Let's begin. rd,lt bg
    Susan's tall. sss t
M: Susan's tall, but I'm taller. sss t,bt tl
N: That man is thin. tt m is t
F: He's thin, but I'm thinner. hs t,b mt tn
N: That man is short. tt m is st
M: That man is short, but I'm shorter. tt m ns st,b t st
N: Linda's father is old. lds ft is od
F: Linda's father is old, but I'm older. lds ft is od,b t od
N: Carol is young. cr ls y
M: Carol is young, but I'm younger. cr ls y,b tm yg
N: Mike is fat. mk is ft
F: Mike is fat, but I'm fatter. m ks ft,b t ft
N: She's small. se sm
M: She's small, but I'm smaller. s sm,bt im sml
N: The other students are good. t ot stdts a gd
F: The other students are good, but  I'm better. t ot stdt s[a] gd,b t bt
N: Now some spelling. n sm spl
    When I say the comparative form of an adjective, w n s t cprtv fm[o]f[a]n[a]djctv
    you say it too, and spell it. ys it t,a sp lt
    For example, f exap
    I say, "Thinner." i s,tn
    And you say: ad yn s
M: Thinner. T - h - i - n - n - e - r. tn,thinner
N: Now let's begin. n lt bg
    Thinner. tn
M: Thinner. T-h-i-n-n-e-r. tn,thinner
N: Heavier. hvi
F: Heavier. H - e - a - v - i - e - r. hvi,heavier
N: Taller. tl
M: Taller. T-a-l-l-e-r. tl,taller
N: Bigger. bg
F: Bigger. B-i-g-g-e-r. bg,bigger
N: Handsomer. hd[s]m
M: Handsomer. H - a - n - d - s - 0 - m - e - r. hd[s]m,handsomer
N: Longer. lg
F: Longer. L-o-n-g-e-r. lg,longer
N: Better. bt
M: Better. B - e - t - t - e - r. bt,better
N: Now listen to this dialogue. n ls t ts dlg
STEVEN: Linda, I want you to think about these two again. ld,i wt[y] t k[a]bt ts t o[a]g
    I know both of them. i n bt[o]f tm
    They're excellent actors . . . tr exclt acts
LINDA: I like the older one. . . i lk t od n
    the actor has to be older than Mary Beth, t act hs t b od t mr bt
    and he has to be taller than she is . . . a d[h] hs t b tl t s is
STEVEN: Nope. He's too short. np,hs t st
     He's  an inch shorter. h s[a] nc st
LINDA: Then he's not right for the role. t hs n rt ft r
STEVEN: The last one. t ls o
    I guess he's better. i gs hs bt
]LINDA: Ummm. . . I don't know. m,i d[t] n
N: Linda can't find an actor she likes, ld ct f d[a] n[a]t s lks
    an actor who is right for the part. a act w os rt f t pt
    She's difficult to please. ss dfc t pls
    Now you be difficult to please. n y b dfc t pls
    I say, "How about this actor?" i s,h w[a]b t s[a]ct
    or "What do you think about him?" o w t[d] y t k[a]bt hm
    Then you find something wrong with him. t n[y] f sm w wt hm
    To help you, I'm also going to describe something about him. t hp y,i m[a]s gi t dscb st abt hm
    I say, "How about this actor? i s, h w[a]bt t s[a]ct
    He's short." h st
    And you say: a y s
F: Yes, he's too short. He's shorter  than Mary Beth. ys,hs t st,h st t mr bt

    161

N: All right, let's begin. a rt,lt bg
    How about this actor? h w[a]bt t s[a]ct
    He's short. h st
M: Yes, he's too short. ys,hs t st
    He's shorter than Mary Beth. hs st t mr bt
N: What do you think about this one? w d y t k[a]bt ts o
    He's small. h sm
F: Yes, he's too small. ys,hs t sm
    He's smaller than Mary Beth. hs sml t mr bt
N: How about this one? He's thin. h w[a]bt ts o,hs t
M: Yes, he's too thin. ys,hs t t
    He's thinner  than Mary Beth. hs tn t mr bt
N: What do you think about that one? w d y t k[a]b tt o
    He's young. hs y
F: Yes, he's too young. ys,hs t y
    He's  younger than Mary Beth. hs yg t mr bt
N: Very good. vr gd
    Now to finish the lesson, n t fns t ls
    let's  ask some questions comparing two people. ls ask sm qsts cpi t pp
    I say, "Carol and Susan are both pretty." i s,cr a ss n[a] bt pt
    And you say: ad y s
M: Who's prettier, Carol or Susan? ws pti,cr l[o] ss
N: I say, "Jeff and Mike are both tall." i s,j f[a] mk a bt t
    And you say: a y s
F: Who's taller, Jeff or Mike? ws tl,jf o mk
N: OK, let's start. ok,lt stt
    Carol and Susan are both pretty. cr l[a] ss n[a] bt pt
M: Who's prettier, Carol or Susan? ws pti,cr l[o] ss
N: Jeff and Mike are both tall. j f[a] m k[a] bt t
F: Who's taller, Jeff or Mike? ws tl,jf o mk
N:' Sam and Jake are both thin. s m[a] j k[a] bt t
M: Who's thinner, Sam or Jake? ws tn,sm o jk
N: Mike and Steven are both handsome. m k[a] stv n[a] bt hd[s]om
M: Who's handsomer, Mike or Steven? ws hdm,mk o stv
N: Carol and Susan both have long hair. cr l[a] ss bt hv l h
F: Who has longer hair, Carol or Susan? w hs lg h,cr o ss
N: Jake and Steven are both short. j k[a] stv n[a] bt st
F: Who's shorter, Jake or Steven? ws st,jk o stv
N: Now I think that you're a good student. n i tk yr[a] gd std
    Well, at least you're a better student than before. w,at ls yr[a] bt std t bf
    What do you think? w d y tk
    This is the end of Lesson One. t ss t e[e] d[o]f ls o

小结：        
    从12月1日起开始学习，到今天3月12日，注音完成了初级练习1-3册，算是进度最慢的学员了。较简单内容用35%速度，复杂些的用25%，个别用15%听，主要是快了听不清，也就跟不上注音打字。不知道这样的进度是否违背了注音学习方法。
    一开始问题很多，现在感觉自己对于连读听清上有了进步。注音多了，许多技巧运用熟练了，注音错误少多了。
     注音练习时因为想听清并注音，没有时间去理解整句含义或某些生词，平时上班路上用50%听学过的练习，感觉还是不能听清，许多还听不懂。
    看到论坛中许多学员进度很快，虽然自己非常想精通英语，总感觉自己不是学英语的料……平时工作忙和家务多，每天尽量抽出一个小时练习是我学习英语的时间，这点时间仅够练习一篇。无法达到一天几篇或几册的速度。我只能做的只是坚持，一年，二年，或是五年……不知道这样的坚持还算压码学习吗？
    老师提过3册练习完可以开始另一个课程的学习环节了，现在的状况，老师认为我可以进入下了环节吗？

R3.4    

BOOK THREE REVIEW FOUR    

N: Review Four. Hi, Sam.    rv f,h,sm
    Carol and Susan meet at Wilson's restaurant for lunch.    cr l[a] ss m t[a] wss rstr f lc
    Listen to the conversation.    ls t t cvst
SUSAN: What are you going to have?    w t[a] y gi t hv
CAROL: Oh, I don't know.    o,i d n
    What are you going to have?    w t[a] y gi t hv
SUSAN: Hmm . . . I think I'm going to have the steak.    m,i tk i gi t hv t stk
CAROL: Me too. . . with a green salad and a baked potato.    m t,wt[a] gr sld[a]  d[a] bk ptt
SUSAN: Listen, Carol,    ls,cr
    we can't have the party on Saturday.    w ct hv t pt y[o] std
    John isn't going to be in Stamford.    j ns gi t b i stfd
CAROL: Oh? Where's he going to be?    o,ws h gi t b
    In Denver?    i dv
SUSAN: No. In New York.    n,i n yk
    How about next Friday?    h w[a]b nx frd
CAROL: Well...    w
N: Now some pronunciation practice.    n sm pnci[a]t prctc
    Listen and repeat.    ls a rpt
    Where’s he    ws[h]
    Where’s he going    ws[h] gi
    Where’s he going to be?    w s[h] gi t b
    Where’s he    w s[h]
    Where’s he going    w s[h] gi
    Where’s he going to be go?    w s[h] gi t b g
N: Good, Sam. Now I say, "Be."    gd,sm, n i s,b
  And you say…    ad y s
CAROL: Where's he going to be?    w s[h] gi t b
N: I say, "Go."    i s,g
  And you say….    ad y s
CAROL: Where's he going to go?    w s[h] gi t g
N: OK? Let's begin.    ok,lt bg
  Be.    b
CAROL: Where's he going to be?    w s[h] gi t b
SUSAN: He's going to be in New York.    hs gi t b i n yk
N: Go.    g
    Where's he going to go?    w s[h] gi t g
SUSAN: He's going to go to a basketball game.    hs gi t g t o[a] bsktb gm
N: Eat.    et
CAROL: Where's he going to eat?    w s[h] gi t et
SUSAN: Probably at a Mexican restaurant.    pbbl y[a] t[a] mxc rstrt
N: Sleep.    slp
CAROL: Where's he going to sleep?    w s[h] gi t slp
SUSAN: At a hotel, I think.    a t[a] ht,l tk
N: Live.    lv
CAROL: Where’s he going to live?    w s[h] gi t lv
SUSAN: He's going to live in Denver.    hs gi t l v dv
N: OK, Sam. Susan and Carol are at the restaurant.    ok,sm,ss a cr l[a] e[a] t rstt
    Listen to the conversation.    ls t t cvst
SUSAN: So, how about Friday, Carol?    s, h w[a]b frd,cr
    Not this Friday but next Friday,    n ts frd b nx frd
    June twenty-fifth.    j tt fft
CAROL: That's OK.    tt ok
SUSAN: I want to talk to Steven.    i w t tk t stv
    What time is he going to leave the studio?    w tm is h gi t lv t std
    Do you know?    d y n
CAROL: At seven thirty, I think.    a t[s]v tt,i tk
    Just after the news.    js t[a]ft t ns
SUSAN: I'm thinking of having the party at a restaurant.    im tki n[o]f hv t pt y[a] t[a] rstrt
    My apartment is too small.    m y[a]ptm ts t sm
CAROL: Wow! Isn't that going to be too much money?    w,is nt gi t b t mc mn
SUSAN: Steven's going to help.    stvs gi t h[p]
N: Listen and repeat.    ls a[d] rpt
F: what time    w tm
    what time is he going    w t m s[h] gi
    what time is he going to leave    w t m s[h] gi t lv
    What time is he going to leave the studio?    w t m s[h] gi t lv t std
N: OK, Sam.    ok,sm
    Now I say,    n i s
    "Leave the studio."    lv t std
    And you say….    ad y s
SUSAN: What time is he going to leave the studio?    w t m s[h] gi t lv t std
N: I say, “Have dinner”    i s,hv dn
    And you say….    ad y s
SUSAN: What time is he going to have dinner?    w t m s[h] gi t hv dn
N: Ready? Let's go.    rd,lt g
    Leave the studio.    lv t std
SUSAN: What time is he going to leave the studio?    w t m s[h] gi t lv t std
CAROL: At seven thirty, I think.    a t[s]v tt,i tk
  Just after the news.    js t[a]ft t ns
N: Have dinner.    hv dn
SUSAN: What time is he going to have dinner?    w t ms[h] gi t hv dn
CAROL: At eight.    at et
N: Meet Linda.    nt ld
SUSAN: What time is he going to meet Linda?    w t ms[h] gi t mt ld
CAROL: He's going to meet Linda back at her place at nine.    hs gi t m ld b k[a] h pc e[a]t n
N: Come back to the office.    cm bk t t e[o]fc
SUSAN: What time is he going to come back to the office?    w tms[h] gi t cm bk t t e[o]fc
CAROL: At ten, I think.    a t,n tk
N: Go to the party.    g t t pt
SUSAN: What time is he going to go to the party?    w t m[i s[h] gi t g t t pt
CAROL: I don't know.    i d n
      After he leaves the office, I think.    aft h lvs t ofc,i tk
SUSAN: Isn't that going to be too late?    is t[t] gi t b t lt
N: Good, Sam.    gd,sm
    Now, listen and repeat.    n,ls a rpt
F: isn't that       is tt
    isn't that going    is tt gi
    isn't that going to be    is tt gi t b
    Isn't that going to be too much money?    is tt gi t b t mc mn
    isn't that    is tt
    isn't that going    is tt gi
    Isn't that going to be too late?    is tt gi t b t lt
N: OK. I say, "Too much money."    ok,i s,t mc mn
    And you say. . .    ad y s
CAROL: Isn't that going to be too much money?    is tt gi t b t mc mn
N: I say, "Too lat;    i s,t lt
    And you say. . .    ad y s
CAROL: Isn't that going to be too late?    is tt gi t b t lt
N: Ready? OK, let's begin.    rd,ok, lt bg
    Too much money.    t mc mn
CAROL: Isn't that going to be too much money?    is tt gi t b t mc mn
N: Too late.    t lt
CAROL: Isn't that going to be too late?    is tt gi t b t lt
N: Difficult.    dfct
CAROL: Isn't that going to be difficult?    is tt gi t b dfct
N: A problem.    a pblm
CAROL: Isn't that going to be a problem?    is tt gi t b e[a] pblm
N: A lot of work.    a l t[o]f wk
CAROL: Isn't that going to be a lot of  work?    is tt gi t b e[a] l t[o]f wk
N: Very nice, Sam.    vr nc,sm
    Susan meets Jake in the parking lot.    ss mt jk i t pk lt
    Listen to the conversation.    ls t t cvst
SUSAN: Hi, Jake. Excuse me.    h,jk,excs m
    Can I talk to you for a minute?    c n tk t y f a mnt
JAKE: Hi, Susan. What's up?    h,ss,wt up
SUSAN: I'm going to have a party for Carol before she leaves for Vermont.    im gi t h v[a] pt f cr bf s lv f vmt
    I'd like to invite you.    id lk t ivt e[y]
    Can you come?    c y cm
JAKE: Sure. Are you going to come to the party at the studio?    s, a y gi t cm t t pt y[a] t std
SUSAN: Oh?    o
JAKE: Yeah. Linda's going to have a party for John before he leaves for Denver.    y ,lds gi t hv a pt f j bf h lv f dv
SUSAN: When's it going to be?    w s gi t b
JAKE: On Saturday, I think.    o std,i tk
SUSAN: This is a surprise.    t s s[a] sps
    What time?    w tm
JAKE: I think it's going to start at six.    i t kt gi t st t[a] sx
SUSAN: Six. . . Terrific!    sx,trfc
    At the studio, huh?    a t std,h
JAKE: Yeah. Everyone's going to be there:    y,evos gi t b t
    Rita, Mike, Carol. . .    rt,mk,cr
N: OK, Sam. I say,    ok,sm,i s
    "Linda's going to have a party for Jake.”    lds gi t h v[a]  pt f jk
    And you say…    ad y s
F: No, she isn’t .    n,s est
    Linda's going to have a party for John.    lds gi t hv a pt f j
N: I say “It’s going to be at Susan’s place.”    i s,it gi t b e[a] sss pc
    And you say….    ad y s
F: No it isn’t.    n o tst
   I's going to be at the studio.    it gi t b e[a] t std
N: Ready, Sam? Have we go.    
    Linda’s going to have a party for Jake.    
F: No. it isn’t.    n,
    Linda’s going to have a party for John.    
N: Jake’s going to go go a movie on Saturday night.    jks gi t g t o[a] mv o std nt
F: No, he isn’t.    n,h est
    he’s going to the party on Saturday night.    hs gi t t pt y[o] std nt
N: the party is going to start at nine.    t pt is gi t st t[a] nn
F: It isn’t. It’s going to start at six.    n,it ist,it gi t st t[a] sx
N: Rita and Mike are going to be in vermonr Saturday evening.    rt a mk a gi t b e vmn std evn
N: No, they aren’t.    n,t at
    Rita and Mike are going tube the party Saturday evening..    rt a mk a gi t b t pt std evn
The party is going to be treble.    t pt is gi t b trb
All: No, it isn’t.    n,o tst
    It’s going be great!    it gi b grt
N: That’s all for now, Sam.    t t[a] f n,sm
    This is the end of review Four.    ts s t[e] e[e]d rv f

明白了：
1、后面的（）部分是因为韵母有变化需要加以调整才加上的，而不是因为是元音，元音没有变化也不需要加上。
2、凡是注音的一个字母就是一个读音的间隔。

1、采用[ ]是比（）注音弱读和连读、变音要容易些，[ ] 少用了一个上档键，（）容易出现操作不好打成90的情况。
2、因为我辅导你的时候是采用语音断开注音的方法，例子在第28页第五册第11课开始，而你练习的目前只到第三册，1-5册这部分我是采用连续注音的例子，建议你练习一下28页以后的课文。This is the end of Review Three. 注音应该为 ts(i)  s t(e) e(e) d(o)f rv tr.你注音的 tss t ed[o]f rv tr 的tss不算错，ts（i）s 的i可以不要因为加（）和不加（）对语音没有变化，t是错的应该注音为t（e），这是两个不同的声音，ed 和e（e）d是不同的，你这个注音是错的，d（o）f你和我注音是一样的，在前面连续注音就就看不出来因为连续注音的是声音没有（）加以修正。
3、对。
4、（）部分不是元音而是韵母部分，他对声母语音变化有影响的部分，没有影响的元音不需要注音，这里When were you last on a boat  注音应该为w w y ls t(o) n(a) bt. 而你注音的 lat[o]n[a虽然读音也是对的，就可以看出你是注音将元音（o） 和元音（a）只是在辅音后面加上【】的，实际上不是因为元音，而是因为是韵母，ls t(o) n(a) 说明有l s t n四个读音是四个声母加四个韵母组成的读音，后面的（）部分是因为韵母有变化需要加以调整才加上的，而不是因为是元音，元音没有变化也不需要加上，不是元音只要影响了语音的变化就要加上。
5、practice的r不需要注音尽管r的声音是非常清晰的，因为凡是注音的一个字母就是一个读音的间隔，而p和r是连读占用一个语音的空间的，甚至有时候c也和prc共同占用一个语音时间也不用注音。sia 这样的类型很多特别是人名，还有eria等等的i一定要注音出来，如果你不把i注音为声母而注音成了元音我就会知道你没有听清，听错了。

老师：
1、个人感觉采用[  ]注轻读、连读，比使用（ ）要方便些；
2、对于每课结束句This is the end of Review Three. tss t ed[o]f rv tr ，OF我都感觉是连读的，而老师却常常不注？
3、注音练习最大的感觉是，句子中能连读的地方，录音中大都是连读的，从而造成单词发音的变化，这正是听不清的要因之一。
4、连读处，我大多是将元音用[]注音的：When were you last on a boat  w w y lat[o]n[a] bt,sm ，而老师有时却不将元音注音，究竟如何处理？
5、许多R的音可以听出来，但老师却没有注音。如：Now some pronunciation practice， nsmpnsi(a)tprctv，pronu...中的R感觉是发音的，却没有注音，另，类似SIA为什么用注成si[a]，而不能仅用s？