Why this is not a book to be read; how to learn to pronounce the new words correctly; how the etymological approach works better than any other method for learning words quickly and permanently; how to master nouns, verbs, adjectives, and adverbs in ϧve to ten minutes; how to use the psychological principles of learning to sharpen your verbal skills.
DisclaimerHow vocabulary growth of the average adult compares with that of children; a simple test to show you whether your vocabulary is below average, average, above average, excellent, or superior in range, verbal speed, and responsiveness; important evidence of the close relationship between vocabulary and success.
How building your vocabulary will enrich your thinking, increase your self-assurance in speaking and writing, and give you a better understanding of the world and of yourself; why it is necessary to recapture the “powerful urge to learn”; why your age makes little diϱerence; how this book is designed to build a college-size vocabulary in two to three months.
Words that describe all kinds and sorts of people, including terms for self-interest, reactions to the world, attitudes to others, skill and awkwardness, marital states, hatred of man, of woman, and of marriage. How one session of pleasant work can add more words to your vocabulary than the average adult learns in an entire year; why it is necessary to develop a comfortable time schedule and then stick to it.
Words that relate to medical specialists and specialties. Terms for experts in disorders of the female organs; childhood diseases; skin ailments; skeletal deformities; heart ailments; disorders of the nerves, mind, and personality. How self-discipline and persistence will ultimately lead to complete mastery over words.
Words that describe a variety of professions, including those dealing with the human mind; teeth; vision; feet; handwriting; aging; etc. How you are becoming more and more conscious of the new words you meet in your reading.
Words that describe students of human development, of the heavens, of the earth, of plant and animal life, of insect forms, of words and language, of social organization. Books on psychology that will add immeasurably both to your store of new words and ideas, and also to your understanding of yourself and of other people.
Words that accurately label diϱerent types of liars and lying. Terms that relate to fame, artistry, reform, heredity, time, place, suϱering, etc. Four lasting beneϧts you have begun to acquire from your work in vocabulary building.
A 120-item test of your learning in Part I.
Verbs that accurately describe important human activities. Excursions into expressive terms for good and evil, doing, saying, wishing, and pleasing. Further proof that you can learn, in a few weeks or less, more new words than the average adult learns in an entire year.
Words that explore in depth all degrees and kinds of talk and silence. More books that will increase your alertness to new ideas and new words.
Terms for describing a disciplinarian, toady, dabbler, provocative woman, ϩag- waver, possessor of a one-track mind, freethinker, suϱerer from imaginary ailments, etc. Excursions into words relating to father and mother, murder of all sorts, sexual desires, and various manias and phobias. Magazines that will help you build your vocabulary.
Terms for describing friendliness, energy, honesty, mental keenness, bravery, charm, sophistication, etc. Excursions into expressive words that refer to ways of eating and drinking, believing and disbelieving, looking and seeing, facing the present, past, and future, and living in the city and country. How the new words you are learning have begun to influence your thinking.
A 120-item test of your achievement in Part II.
Words for poverty and wealth, direct and indirect emotions, not calling a spade a spade, banter and other light talk, animallike contentment, homesickness, meat-eating, and diϱerent kinds of secrecy. Excursions into terms expressive of goodness, of hackneyed phraseology, of human similarity to various animals, of kinds of sound, etc. How to react to the new words you meet in your reading.
Verbs that show exhaustion, criticism, self-sacriϧce, repetition, mental stagnation, pretense, hinting, soothing, sympathizing, indecision, etc. How you can increase your vocabulary by picking your friends’ brains.
Adjectives that describe insincere humility, dissatisfaction, snobbery, courtesy to women, ϧnancial embarrassment, sadness, etc. How increasing your vocabulary has begun to change the intellectual climate of your life.
A 120-item test of your achievement in Part III.
Answers to Teaser Questions in Chapters 3–, 9–12, and 14–16.
The ϧve simple, but vital, steps to take so that you can keep your vocabulary ever developing, ever increasing. How your vocabulary will continue to grow only if you remain on the search for new ideas. The best means for making this search successful.
A thirty-sentence test of your ability to use words correctly. Is your English average, above average, or nearly perfect?
Grammatical usage is becoming more liberal every day—is your speech neither affected nor illiterate? Simple rules for fifteen important expressions.
Grammar follows the speech habits of educated people—how does your grammar measure up in your use of nine common expressions?
There is no reason for being overprecise in your speech—but do you also avoid barbarisms and illiterate expressions?
Nine more expressions of which you must be careful.
A twenty-five sentence check on your increasing linguistic ability.
How words come from the names of people and places.
You can eliminate all your spelling difficulties—provided you know the tricks.
Proof that you are becoming a better speller.
Further tests to nail home the correct spellings of common but difficult words.
Don’t read this book!
Instead, work with it. Talk aloud to it, talk back to it—use your voice, not just your eyes and mind.
Learning, real learning, goes on only through active participation.
When a new word occurs in a chapter, say it aloud! (The phonetic respelling will help you pronounce it correctly.)1
When you do the matching exercises, keep track of your responses. (Check the key that immediately follows each exercise.)
When you do the “Yes-No,” “True-False,” or “Same-Opposite” exercises, keep track of your responses, then check with the key when you have completed the whole exercise.
When you are asked to ϧll in words that ϧt deϧnitions, write your answers on a piece of paper; then check the key both to see if you have responded with the right word and also to make sure your spelling is correct.
When you do the Review of Etymology exercises, make sure to ϧll in the English word containing the preϧx, root, or suϫx required—use a chapter word, or any other word that comes to mind. (Coin words if you like!)
Pay special attention to the Chapter Reviews. Are the words still fresh in your mind? Do you remember the meaning of each root studied in the previous sessions? In these Reviews, you are not only testing your learning but also tightening up any areas in which you discover lacks, weaknesses, or lapses of memory.
Saying words aloud, and saying them right, is half the battle in feeling comfortable and assured with all the new words you are going to learn. Every word taught is respelled to show its pronunciation, so pay close attention to how the phonetic symbols work.
(a) First, master the “schwa”!
Almost every English word of two or more syllables contains one or several syllables in which the vowel sound is said very quickly. For example:
“Linda spoke to her mother about a different idea she had.”
→Read the previous sentence aloud at normal conversational speed.
Read it again. Listen to how the -a of Linda; the -er of mother; the a- of about; the -er and -ent of different; and the -a of idea sound.
Very quick—very short! Right?
Phonetically respelled, these words are represented as:
1. Linda LIN′-dƏ
2. mother MU ′-Ər
3. about Ə-BOWT′
4. different DIF′-Ər-Ənt
5. idea ī-DEE′-Ə
The symbol “Ə,” called a schwa, represents the quick, short vowel sound in the five words above.
Now look back at the sentence preceded by an arrow.
The italicized words are rewritten as:
1. previous PREE′-vee-Əs
2. sentence SEN′-tƏns
3. aloud Ə-LOWD′
4. normal NAWR′-mƏl
5. conversational kon′-vƏr-SAY′-shƏn-Əl
You will ϧnd Ə in almost all words that are phonetically respelled throughout this book. Say the five italicized words aloud and make sure you understand how the schwa (Ə) sounds.
(b) Next, understand accent.
Look at word (5) above: conversational: kon′-vƏr-SAY′-shƏn-Əl. Note that there are two accent marks, one on kon′, another on SAY′. Note also that kon′ is in lower-case letters, SAY′ in capitals. Both syllables are stressed, but the one in capitals (SAY′) sounds stronger (or louder) than the one in lower case (kon′). Say conversational aloud, noting the difference.
Say these three words, taken from Chapter 3, aloud, noticing the variation in stress between the lower-case and the capitalized syllables:
1. egomaniacal ee′-gō-mƏ-NĪ′-Ə-kƏl
2. altercation awl′-tƏr-KAY′-shƏn
3. anthropological an′-thrƏ-pƏ-LOJ′-Ə-kƏl
(c) Be careful of the letter “S” (or “s”) in phonetic respellings. S (or s) is always hissed, as in see, some, such. After an -n, you will be tempted to buzz (or “voice”) the -s, because final -ns is usually pronounced -nz, as in wins, tons, owns, etc. (Say these three words aloud—hear the z at the end?) Resist the temptation! S (or s) is always hissed in phonetic respellings!
Say these words aloud:
1. ambivalence2 am-BIV′-Ə-lƏns
2. affluence AF′-l -Əns
3. opulence OP′-yƏ-lƏns
4. sentence SEN′-tƏns
(d) The symbol ī or Ī is pronounced eye, to rhyme with high, sigh, my, etc., no matter where you find it. For example:
1. fights FĪTS
2. spy SPĪ
3. malign mƏ-LĪN′
4. civilize SIV′-Ə-līz′
[I or i (without the top bar) is pronounced as in it, sit, pitch.]
(e) All consonants have their normal sounds.
Except for G (or g), which is always pronounced as in give, girl, get, go.
1. agree Ə-GREE′
2. pagan PAY′-gƏn
3. again Ə-GEN′
(f) The vowel sounds are as follows:
SYMBOL EXAMPLE
1. A, a cat (KAT)
2. E, e wet (WET)
3. I, i sit (SIT)
4. O, o knot (NOT)
5. U, u nut (NUT)
6. AH, ah martinet (mahr′-tƏ-NET′)
7. AW, aw for (FAWR); incorrigible (in-KAWR′-Ə-jƏ-bƏl)
8. AY, ay ate (AYT); magnate (MAG′-nayt)
9. EE, ee equal (EE′-kwƏl); clandestinely (klan-DES′-tƏn-lee)
10. Ō, ō toe (TŌ); concerto (kƏn-CHUR′-tō)
11. , book (B K); prurient (PR R′-ee-Ənt)
12. , doom (D M); blue (BL )
13. OW, ow about (Ə-BOWT′)
14. OY, oy soil (SOYL)
15. ING, ing taking (TAYK′-ing)
(g) TH or th is pronounced as in thing; or is pronounced as in this.
In the New York City area, and in parts of New Jersey and other eastern states, the syllables -ar, -er, -or, -oϱ, and -aw are pronounced somewhat diϱerently from the way they are said in the Midwest and in the West.
In New York City, for example, the words below are generally pronounced as follows:
orange AHR′-Ənj
talk TAWK
coffee KAW′-fee
sorority sƏ-RAHR′-Ə-tee
incorrigible in-KAHR′-Ə-jƏ-bƏl
disparage dis-PAR′-Əj (A as in HAT)
merry MER′-ee (E as in WET)
marry MAR′-ee (A as in HAT)
astronaut AS′-trƏ-nawt′
Harry HAR′-ee (A as in HAT)
In the Midwest and West, on the other hand, the same words are usually said approximately as follows:
orange AWR′-Ənj
talk TOK
coffee KOF′-ee
sorority sƏ-RAWR′-Ə-tee
incorrigible in-KAWR′-Ə-jƏ-bƏl
disparage dis-PAIR′-Əj
merry MAIR′-ee
marry MAIR′-ee
astronaut AS′-trƏ-not′
Harry HAIR′-ee
Nothing so radical here that a person brought up in Brooklyn or the Bronx cannot understand a native of Los Angeles or San Francisco—it’s just that each one thinks the other has an accent!
In California, for example, Mary, merry, and marry sound almost exactly alike—in New York, they are usually heard as quite different words.
(So, to be sexist for a moment, if the men at a party in Manhattan say, “Let’s all make merry!”, Mary doesn’t feel that she is about to be seduced by the males!)
In the phonetic respellings throughout the book, the western pronunciations of words with the syllables remarked on above are used. This is done largely because I myself have lived in the Los Angeles area for some fourteen years, and have had to retrain my pronunciation (having come from New York City, where I was born, and lived all my life until 1964) so that my friends and students would stop making fun of the way I speak.
Neither form of pronunciation is any better nor any more euphonious than the other. Throughout the country, pronunciation varies not only from region to region or state to state, but often from city to city! The changes are slight and subtle, but they do exist, and an expert can easily pinpoint the geographical source of a person’s language patterns almost down to a few square miles in area.
If you are an Easterner, you will have no diϫculty translating the pronunciations of words like sorority, incorrigible, disparage, and astronaut (all words discussed in later chapters) into your own comfortable language patterns.
Etymology (et′-Ə-MOL′-Ə-jee) deals with the origin or derivation of words.
When you know the meaning of a root (for example, Latin ego, I or self), you can better understand, and more easily remember, all the words built on this root.
Learn one root and you have the key that will unlock the meanings of up to ten or twenty words in which the root appears.
Learn ego and you can immediately get a handle on egocentric, egomaniac, egoist, egotist, and alter ego.
Learn anthropos (Greek, mankind), and you will quickly understand, and never forget, anthropology, misanthropy, anthropoid, anthropocentric, anthropomorphic, philanthropy, and anthropophobia. Meet any word with anthropo- in it, and you will have at least some idea of its meaning.
In the etymological (et′Ə-mƏ-LOJ′-Ə-kƏl) approach to vocabulary building:
• You will learn about prefixes, roots, and suffixes—
• You will be able to figure out unfamiliar words by recognizing their structure, the building blocks from which they are constructed—
• You will be able to construct words correctly by learning to put these building blocks together in the proper way — and
• You will be able to derive verbs from nouns, nouns and verbs from adjectives, adjectives from nouns, etc.—and do all this correctly.
Learn how to deal with etymology and you will feel comfortable with words—you will use new words with self-assurance—you will be able to ϧgure out thousands of words you hear or read even if you have never heard or seen these words before.
That’s why the best approach to new words is through etymology3—as you will discover for yourself as soon as you start to work on chapter 3!
You probably know.
But if you don’t, you can master these parts of speech (and reference will be made to noun forms, verb forms, and adjective forms throughout the book) within the next five minutes.
(a) A noun is a word that can be preceded by a, an, the, some, such, or my.
An egoist (noun)
Such asceticism (noun)
The misogynist (noun)
(Nouns, you will discover, often end in conventional suffixes: -ness, -ity, -ism, -y, -ion, etc.) (b) A verb is a word that fits into the pattern, “Let us ___.” A verb has a past tense.
Let us equivocate (verb)—past tense: equivocated.
Let us alternate (verb)—past tense: alternated.
Let us philander (verb)—past tense: philandered.
(Verbs, you will discover, often end in conventional suffixes: -ate, -ize, -fy, etc.)
(c) An adjective is a word that fits into the pattern, “You are very___.”
You are very egoistic (adjective).
You are very introverted (adjective).
You are very misogynous (adjective).
(Adjectives, you will discover, often end in conventional suϫxes: -ic, -ed, -ous, -al, -ive, etc.)
And adverbs, of course, are generally formed by adding -ly to an adjective: misogynous-misogynously; educational-educationally; etc.
That’s all there is to it! (Did it take more than five minutes? Maybe ten at the most?)
6. how to work for best results
If you intend to work with this book seriously (that is, if your clear intention is to add a thousand or more new words to your present vocabulary—add them permanently, unforgettably—add them so successfully that you will soon find yourself using them in speech and writing), I suggest that you give yourself every advantage by carefully
following the laws of learning:
(a) Space your learning.
Beginning with Chapter 3, every chapter will be divided into “sessions.” Each session may take one half hour to an hour and a half, depending on the amount of material and on your own speed of learning.
Do one or two sessions at a time—three if you’re going strong and are all involved — and always decide when you stop exactly when you will return. (I remind you to do this later in the book, since such a procedure is of crucial importance.)
(b) Do not rush—go at your own comfortable speed.
Everyone learns at a diϱerent pace. Fast learners are no better than slow learners—it’s the end result that counts, not the time it takes you to finish.
(c) Review.
When you start a new session, go back to the last exercise of the previous session (usually Can you recall the words? or Chapter Review), cover your answers, and test your retention — do you have quick recall after a day or so has elapsed?
(d) Test yourself.
You are not aiming for a grade, or putting your worth on the line, when you take the three Comprehensive Tests (Chapters 8, 13, and 17)—rather you are discovering your weaknesses, if any; deciding where repairs have to be made; and, especially, experiencing a feeling of success at work well done. (In learning, too, nothing succeeds like success!)
Use these three tests, as well as the abundant drill exercises, as aids to learning. No one is perfect, no one learns in the exact same way or at the same rate as anyone else. Find the optimum technique and speed for your unique learning patterns—and then give yourself every opportunity to exploit your actual, latent, and potential abilities.
But most important (as I will remind you several times throughout the book)—develop a routine and stick to it!
Disclaimer:
Occasionally in these pages, owing to the deϧciency of the English language, I have used he/him/his meaning he or she/him or her/his or her in order to avoid awkwardness of style.
He, him, and his are not intended as exclusively masculine pronouns—they may refer to either sex or to both sexes.
1 The system of pronunciation symbols will be thoroughly explained in Section 2 of this chapter.
2 All unusual words in this chapter are taught in later chapters of the book.
3 Incidentally, Latin scholars will notice that I present a Latin verb in the ϧrst person singular, present tense(verto, I turn), but call it an inϧnitive (verto, to turn). I do this for two reasons: 1) verto is easier for a non-Latin scholar to pronounce (the actual inϧnitive, vertere, is pronounced WAIR′-tƏ-ray); and 2) when I studied Latin ϧfty years ago, the convention was to refer to a verb by using the first person singular, present tense.
If you are not a Latin scholar, you need not bother to read this footnote—if you’ve already done so, forget it.
如何使用本书获得最大利益 为什么这不是一本值得一读的书;如何学习正确发音新单词; 词源学方法如何比任何其他学习方法更好地工作 快速而永久的言语;如何掌握名词、动词、形容词和副词 在ϧve到10分钟内;如何利用学习的心理学原理来磨砺 你的口头表达能力。 免責聲明 第一部分：开个好头 1. 如何测试你现在的词汇量 普通成年人的词汇增长与儿童的词汇增长相比如何;一个 简单的测试，告诉你你的词汇量是否低于平均水平、平均水平、高于平均水平 在范围、语速和反应能力方面一般、优秀或优越;重要 词汇量与成功之间密切关系的证据。 2. 如何开始建立你的词汇量 建立你的词汇量将如何丰富你的思维，增加你的自信 在口语和写作方面，让你更好地了解世界和 你自己;为什么有必要重新获得“强烈的学习冲动”;为什么你的年龄 使很少的差异;本书如何设计以建立大学规模的词汇 两到三个月。 3. 如何谈论性格类型（第 1-3 节） 描述各种人的词语，包括自私自利的术语， 对世界的反应，对他人的态度，技巧和笨拙，婚姻状态， 对男人、女人和婚姻的仇恨。一次愉快的工作如何 在词汇表中增加的单词比普通成年人一整年学到的单词还要多; 为什么有必要制定一个舒适的时间表，然后坚持下去。 4. 如何谈论医生（第 4-6 节） 与医学专家和专业有关的词语。疾病专家术语 女性器官;疳;皮肤病;骨骼畸形;心 疾病;神经、心灵和人格障碍。如何自律和 坚持不懈最终将导致对文字的完全掌握。 5. 如何谈论各种从业者（第 7-10 节） 描述各种职业的词语，包括与人类打交道的职业 介意;牙齿;视觉;脚;笔迹;老化;等。你如何变得越来越 更加注意你在阅读中遇到的新单词。 6. 如何谈论科学和科学家（第 11-13 节） 描述人类发展、天堂、地球、 植物和动物的生命，昆虫的形式，文字和语言，社会组织。 心理学书籍将为您的新单词库增加不可估量的 和想法，以及你对自己和他人的理解。 7. 如何谈论说谎者和说谎（第14-17节） 准确标记不同类型的骗子和说谎的词语。与以下内容相关的术语 名气、艺术、改革、遗传、时间、地点、信仰等。四大持久益处 已经开始从你的词汇积累工作中获得。 8. 如何检查您的进度：综合测试 I（第 18 节） 第一部分中对学习情况进行 120 项测试。 第二部分：获得更大的动力 9. 如何谈论行动（第19-23节） 准确描述重要人类活动的动词。富有表现力的短途旅行 善恶、做、说、许愿、取悦的术语。进一步证明你 在几周或更短的时间内，可以学习比普通成年人学习的更多的新单词 整整一年。 10. 如何谈论各种言语习惯（第24-27节） 深入探讨各种程度和种类的谈话和沉默的词语。更多书籍 这将提高你对新想法和新单词的警觉性。 11. 如何侮辱你的敌人（第28-31节） 描述管教者、蛤蟆、涉足者、挑衅性女性的术语。 摇摆不定，拥有单轨思想的人，自由思想者，摆脱想象中的疾病的人， 等。与父亲和母亲有关的词语，各种谋杀，性 欲望，以及各种躁狂症和恐惧症。杂志将帮助您建立自己的 词汇。 12. 如何奉承你的朋友（第32-37节） 描述友善、精力充沛、诚实、精神敏锐、勇敢、魅力、 复杂度等。游览涉及饮食方式的富有表现力的词语和 喝酒，相信和不相信，看和看，面对现在，过去， 和未来，生活在城市和乡村。你是如何学习新单词的 已经开始影响你的思维。 13. 如何检查你的进度：综合测试II（第38节） 在第二部分中对您取得的成绩进行 120 项测试。 第三部分：以完全成功的感觉结束 14. 如何谈论常见的现象和事件（第39-41节） 贫穷和财富的词语，直接和间接的情感，而不是直言不讳 铁锹、戏谑和其他轻松的谈话、动物般的满足、思乡之情、吃肉和各种秘密。对表达善良的词语的短途旅行， 陈词滥调的措辞，人类与各种动物的相似性，各种声音， 等。如何对阅读中遇到的新单词做出反应。 15. 如何谈论正在发生的事情（第42-44节） 表示疲惫、批评、自我牺牲、重复、精神停滞、 伪装、暗示、安抚、同情、优柔寡断等。如何增加你的 通过挑选朋友的大脑来获取词汇。 16.如何谈论各种个人特征（第45-46节） 形容不真诚的谦卑、不满、势利、礼貌的形容词 女性，经济尴尬、悲伤等。你的词汇量有多大 开始改变你生活中的知识氛围。 17. 如何检查您的进度：综合测试 III（第 47 节） 在第三部分中对你的成就进行 120 项测试。 18. 如何检查您作为业余词源学家的地位 第 3-、9-12 章和第 14-16 章中预告问题的答案。 19. 如何继续积累词汇量 要采取的简单但至关重要的步骤，以便您可以永远保持词汇量 不断发展，不断壮大。只有当你 继续寻找新的想法。使此搜索成功的最佳方法。 短暂中场休息 1. 测试你的语法 用三十句话测试您正确使用单词的能力。是你的英语平均水平， 高于平均水平，还是近乎完美？ 2. 关于现代用法的随机笔记 语法用法每天都在变得越来越自由——你的演讲也不是 受影响的还是文盲？十五个重要表达式的简单规则。 3. 语法如何变化 语法遵循受过教育的人的言语习惯——你的语法如何 衡量你对九种常见表达方式的使用？ 4. 如何避免成为纯粹主义者 没有理由在你的演讲中过于精确——但你也要避免 野蛮和文盲的表达？ 5. 如何自然地说话 还有九种表达方式，你必须小心。 6. 你总是使用正确的词吗？ 二十五句话检查你不断提高的语言能力。 7. 一些有趣的推导 单词如何来自人和地名。 8. 如何拼写单词 您可以消除所有拼写困难——前提是您知道其中的技巧。 9. 参加此拼写测试 证明您正在成为更好的拼写者。 10. 再次检查你的拼写 进一步的测试，以确定常见但困难的单词的正确拼写。 如何使用本书获得最大利益 1.这不是一本读书...... 不要读这本书！ 相反，使用它。大声地对它说话，对它说话——用你的声音，而不仅仅是你的眼睛和头脑。 学习，真正的学习，只有通过积极参与才能进行。 当一章中出现一个新词时，大声说出来！（拼音重新拼写将帮助您正确发音。1 当你做匹配练习时，要跟踪你的回答。（检查每个练习后紧接的键。 当您进行“是-否”、“对-错”或“相同-相反”练习时，请跟踪您的回答，然后在完成整个练习后使用钥匙进行检查。 当你被要求用 ϧt deϧnitions 的单词 ϧll 时，把你的答案写在一张纸上;然后检查密钥，看看你是否用正确的单词回应，并确保你的拼写正确。 当你做词源复习练习时，确保在包含preϧx、root或suϫx的英语单词中加入所需的单词——使用章节单词，或任何其他想到的单词。（如果你愿意的话，可以投币词！ 请特别注意章节评论。这些话在你脑海中还记忆犹新吗？你还记得前几节课中研究的每个词根的含义吗？在这些评论中，您不仅在测试您的学习，而且还在收紧您发现缺乏、弱点或记忆力不足的任何领域。 2.掌握发音系统！ 大声说出单词，并正确地说出单词，是将要学习的所有新单词感到舒适和放心的一半。每个教授的单词都会重新拼写以显示其发音，因此请密切注意语音符号的工作原理。 （a） 首先，掌握“schwa”！ 几乎每个由两个或多个音节组成的英语单词都包含一个或几个音节，其中元音发音非常快。例如： “琳达和她的母亲谈起了一个不同的想法。 →以正常的会话速度大声朗读上一句话。 再读一遍。听听琳达的-a;母亲的-er;关于a-;不同的 -er 和 -ent;和想法声音的 -a。 非常快，非常短！右？ 在语音上重新拼写，这些单词表示为： 1. Linda LIN′-dƏ 2. 母亲 MU ′-Ər 3. 关于Ə-BOWT′ 4. 不同的DIF′-Ər-Ənt 5. 想法 ī-DEE′-Ə 符号“Ə”称为schwa，代表上述五个单词中快速、短促的元音。 现在回头看看前面有箭头的句子。 斜体字改写为： 1. 上一页 PREE′-vee-Əs 2.句子SEN′-tƏns 3. 大声 Ə-LOWD′ 4. 正常 NAWR′-mƏl 5. 会话kon′-vƏr-SAY′-shƏn-Əl 您将在本书中几乎所有在语音上重新拼写的单词中都使用 Ə。大声说出五个斜体字，并确保您理解 schwa （Ə） 的发音。 （b） 接下来，了解口音。 请看上面的第（5）个单词：会话：kon′-vƏr-SAY′-shƏn-Əl。请注意，有两个重音符号，一个在 kon′ 上，另一个在 SAY′ 上。另请注意，kon′ 为小写字母，SAY′ 为大写字母。两个音节都是重音，但大写的音节 （SAY′） 听起来比小写的音节 （kon′） 更强（或更响亮）。大声说出对话，注意区别。 大声说出这三个摘自第 3 章的单词，注意小写音节和大写音节之间的重音变化： 1. 自负狂 ee′-gō-mƏ-NĪ′-Ə-kƏl 2. 争吵锥子-tƏr-KAY′-shƏn 3. 人类学 an′-thrƏ-pƏ-LOJ′-Ə-kƏl （c） 注意拼音中的字母“S”（或“s”）。S（或s）总是发出嘶嘶声，如see，some，such。在 -n 之后，你会很想嗡嗡作响（或“发声”）-s，因为最后的 -ns 通常发音为 -nz，如 wins、tons、owns 等。抵制诱惑！S（或 s）在语音拼写中总是发出嘶嘶声！ 大声说出这些话： 1. 矛盾心理2 am-BIV′-Ə-lƏns 2.富裕AF′-l-Əns 3. 富裕 OP′-yƏ-lƏns 4.句子SEN′-tƏns （d） 符号 ī 或 Ī 的发音是 eye，与 high、sigh、my 等押韵，无论你在哪里找到它。例如： 1. 打 FĪTS 2. 间谍间谍 3. 恶毒的 mƏ-LĪN′ 4. 文明 SIV′-Ə-līz′ [I 或 i（不带顶栏）的发音为 it、sit、pitch。 （e） 所有辅音都有其正常的发音。 除了 G（或 g），它总是发音为 give、girl、get、go。 1. 同意 Ə-GREE′ 2. 异教徒 PAY′-gƏn 3. 再次 Ə-GEN′ （f） 元音如下： 符号示例 1. A，一只猫（KAT） 2. E，e湿（WET） 3. 我，我坐着 （SIT） 4. O，O结（NOT） 5.U，U螺母（NUT） 6. 啊，啊马丁内特 （mahr′-tƏ-NET′） 7. AW，aw 代表 （FAWR）;不可救药 （in-KAWR′-Ə-jƏ-bƏl） 8. 哎呀，哎呀（AYT）;大亨 （MAG′-nayt） 9. EE， ee相等（EE′-kwƏl）;秘密地 （klan-DES′-tƏn-lee） 10. Ō， ō toe （TŌ）;协奏曲 （kƏn-CHUR′-tō） 11.，书（B K）;瘙痒 （PR R′-ee-Ənt） 12.，厄运（DM）;蓝色（BL） 13. 哎呀，哎呀呀 14. OY，牡蛎土（SOYL） 15. ING，服用 （TAYK′-ing） （g） TH 或 th 的发音与 in thing 相同;或发音为this。 3. 关于西方和东方发音的单词（或单词） 在纽约市地区，以及新泽西州和其他东部州的部分地区，音节 -ar、-er、-or、-oρ 和 -aw 的发音与中西部和西部的发音略有不同。 例如，在纽约市，以下单词的发音通常如下： 橙色 AHR′-Ənj 谈话 TAWK 咖啡 KAW′-fee 联谊会 sƏ-RAHR′-Ə-tee 不可救药的 in-KAHR′-Ə-jƏ-bƏl 贬低 dis-PAR′-Əj （A as in HAT） merry MER′-ee（E 与 WET 相同） 嫁给 MAR′-ee（A 和 HAT 一样） 宇航员 AS′-trƏ-nawt′ Harry HAR′-ee （A as in HAT） 另一方面，在中西部和西部，相同的词通常大致如下： 橙色 AWR′-Ənj 谈话 TOK 咖啡 KOF′-ee 联谊会 sƏ-RAWR′-Ə-tee 不可救药的 in-KAWR′-Ə-jƏ-bƏl 贬低 dis-PAIR′-Əj 快乐的MAIR′-ee 嫁给MAIR′-ee 宇航员 AS′-trƏ-not′ 哈里·海尔（Harry HAIR′-ee） 这里没有什么激进的，以至于一个在布鲁克林或布朗克斯长大的人听不懂洛杉矶或旧金山的本地人——只是每个人都认为对方有口音！ 例如，在加利福尼亚，Mary、merry 和 marry 听起来几乎完全一样——在纽约，它们通常被当作完全不同的词来听。 （所以，为了性别歧视，如果曼哈顿派对上的男人说，“让我们都快乐吧！”，玛丽并不觉得自己即将被男性勾引！ 在整本书的语音拼写中，使用了带有上述音节的单词的西方发音。这主要是因为我自己在洛杉矶地区生活了大约十四年，并且不得不重新训练我的发音（我来自我出生的纽约市，一直生活到1964年），这样我的朋友和学生就不会再取笑我说话的方式了。 两种形式的发音都不比另一种更好，也不比另一种更悦耳。在全国范围内，发音不仅因地区或州而异，而且经常因城市而异！这些变化是轻微而微妙的，但它们确实存在，专家可以很容易地确定一个人语言模式的地理来源，几乎精确到几平方英里的面积。 如果你是东方人，你将无法将姐妹会、不可救药、贬低和宇航员（所有词在后面的章节中讨论）等词的发音翻译成你自己舒适的语言模式。 4. 为什么是词源？ 词源学 （et′-Ə-MOL′-Ə-jee） 涉及单词的起源或派生。 当你知道一个词根的含义（例如，拉丁语 ego、I 或 self）时，你可以更好地理解，也更容易记住建立在这个词根上的所有单词。 学习一个词根，你就有了一把钥匙，可以解开出现词根的多达十到二十个单词的含义。 学习自我，你可以立即掌握以自我为中心、自我狂、利己主义者、利己主义者和另一个自我。 学习人类学（希腊语，人类），您将很快理解，并且永远不会忘记人类学，厌恶人类，类人猿，人类中心主义，拟人化，慈善事业和人类恐惧症。遇到任何带有 anthropo- 的词，你至少会对它的含义有所了解。 在词源学（et′Ə-mƏ-LOJ′-Ə-kƏl）词汇构建方法中： • 您将了解前缀、词根和后缀—— • 您将能够通过识别不熟悉的单词的结构来找出它们，它们是构建它们的基石—— • 通过学习以正确的方式将这些构建块组合在一起，您将能够正确地构建单词——并且 • 您将能够从名词中派生动词，从形容词中派生名词和动词，从名词中派生形容词等，并正确地完成所有这些操作。 学习如何处理词源，你会对单词感到自在——你会自信地使用新单词——即使你以前从未听过或见过这些单词，你也能够 ϧguing 你听到或读到的数千个单词。 这就是为什么使用新单词的最佳方法是通过词源3——因为一旦您开始学习第 3 章，您就会发现自己！ 5. 但什么是名词、动词和形容词？ 你可能知道。 但如果你不这样做，你可以在接下来的五分钟内掌握这些词性（并将在整本书中参考名词形式、动词形式和形容词形式）。 （a） 名词是可以在前面加上 a、an、the、some、such 或 my 的词。 利己主义者（名词） 如禁欲主义（名词） 厌女症（名词） （你会发现，名词通常以传统后缀结尾：-ness、-ity、-ism、-y、-ion 等）（b） 动词是符合“让我们___”模式的词。动词有过去式。 让我们模棱两可（动词）——过去式：模棱两可。 让我们交替（动词）——过去时：交替。 让我们 philander（动词）——过去式：philandered。 （你会发现，动词通常以传统后缀结尾：-ate、-ize、-fy 等） （c） 形容词是符合“你是very___”模式的词。 你很利己主义（形容词）。 你很内向（形容词）。 你非常厌恶女性（形容词）。 （你会发现，形容词通常以传统的suϫxes结尾：-ic、-ed、-ous、-al、-ive等） 当然，副词通常是通过在形容词中添加 -ly 来形成的：misogynous-misogynously;教育-教育;等。 这就是它的全部内容！（花了五分钟以上吗？也许最多十个？ 6. 如何获得最佳结果 如果你打算认真地阅读这本书（也就是说，如果你的明确意图是在你现有的词汇中增加一千个或更多的新单词——永久地、令人难忘地添加它们——将它们添加得如此成功，以至于你很快就会发现自己在演讲和写作中使用它们），我建议你仔细地给自己每一个好处 遵循学习法则： （a） 安排你的学习空间。 从第 3 章开始，每一章将分为“会话”。每节课可能需要半小时到一个半小时，具体取决于材料的数量和您自己的学习速度。 一次做一到两次训练——如果你很强壮并且都参与其中，就做三次——并始终决定何时停止，以及何时返回。（我在本书的后面提醒你这样做，因为这样的过程至关重要。 （b） 不要着急，要以自己舒适的速度前进。 每个人的学习速度都不同。快速学习者并不比慢速学习者好——重要的是最终结果，而不是完成所需的时间。 （c） 审查。 当你开始一个新的课程时，回到上一节课的最后一个练习（通常是你能回忆起单词吗？或章节复习），覆盖你的答案，并测试你的记忆力——你是否在一天左右的时间里快速回忆？ （d） 测试你自己。 当你参加三项综合测试（第 8、13 和 17 章）时，你不是在追求成绩，也不是在把你的价值放在线上——而是在发现你的弱点，如果有的话;决定必须在哪里进行维修;尤其是，在工作中体验到成功的感觉。（在学习中，没有什么比成功更成功了！ 使用这三个测试，以及丰富的练习，作为学习的辅助工具。没有人是完美的，没有人以与其他人完全相同的方式或速度学习。找到适合您独特学习模式的最佳技术和速度，然后给自己每一个机会来利用您的实际、潜在和潜在能力。 但最重要的是（正如我在整本书中多次提醒你的那样）——养成一个例行公事并坚持下去！ 免責聲明： 在这些页面中，由于英语的不合时宜，我偶尔会使用他/他/他的意思，以避免风格尴尬。 他、他和他的代词并不完全是男性代词——它们可以指任何一种性别，也可以指两种性别。 1 发音符号系统将在本章的第 2 节中详细解释。 2 本章中所有不寻常的词语，都会在本书后面的章节中教导。 3 顺便说一句，拉丁语学者会注意到，我用第一人称单数现在时（verto，我转）来表示一个拉丁动词，但称它为inϧnitive（verto，转动）。我这样做有两个原因：1）verto对于非拉丁学者来说更容易发音（实际的inϧnitive，vertere，发音为WAIR′-tƏ-ray）;2）当我在几年前学习拉丁语时，惯例是使用第一人称单数现在时来指代动词。 如果你不是拉丁学者，你不需要费心去阅读这个脚注——如果你已经读过了，那就算了吧