Tập bài giảng ngữ âm thực hành

Short vowels: 6 short vowels /i, e, ɔ,, ə, u / First practise the sound /i:/.Then open your mouth a little more to make the sound ill First practise the sound /æ/.. This is / ə /, athe

TẬP BÀI GIẢNG

NGỮ ÂM THỰC HÀNH (PRONUNCIATION IN USE)

LỜI NÓI ĐẦU

Các em sinh viên thân mến!

Để bước đầu làm quen với việc phát âm tiếng Anh, chúng tôi xin giới thiệu tập bài giảng “Ngữ Âm Tiếng Anh Thực Hành” được biên soạn cho 03 đơn vị học trình, dành cho sinh viên năm thứ nhất hệ cao đẳng sư phạm tiếng Anh chính qui Đây là tập hợp các bài học về ngữ âm nhằm giúp các em nắm chắc các hiện tượng ngữ âm cơ bản, đồng thời tạo cơ hội cho các em vận dụng thực hành việc phát âm tiếng Anh chuẩn Tập bài giảng gồm hai phần:

Phần 1: Nội dung, gồm 10 bài học về các hiện tượng ngữ âm cơ bản trong tiếng Anh Phần 2: Đáp án cho các bài tập thực hành.

Mỗi bài học được chia thành 4 mục:

TABLE OF CONTENT

PART I: CONTENT……….1

UNIT 1: SPEECH ORGANS AND THEIR FUNCTIONS……… 1

UNIT 2: VOWELS AND THEIR CLASSIFICATION ……… 3

UNIT 3: CONSONANTS AND THEIR CLASSIFICATION ……….9

UNIT 4: OTHER CONSONANTS ……….15

UNIT 5: WORD STRESS ……… 20

UNIT 6: PHRASE STRESS AND SENTENCE STRESS ……….26

UNIT 7: STRONG FORM AND WEAK FORM ……… 31

UNIT 8: ELISION AND LINKING SOUNDS………37

UNIT 9: ASSIMILATION ……… 43

UNIT 10: PITCH AND INTONATION ……… 48

PART 2: ANSWER KEYS……….55

PART I: CONTENT UNIT 1: SPEECH ORGANS AND THEIR FUNCTIONS

speech E.g We have the sound /p/ when the two lips are used —>

as are among the organs of speech.

2.2 Description

2.2.1 Points of articulation

Points of articulation are the speech organs at which the articulatorstouch or nearly touch during the production of a particular sound

They are : - upper lip : opposite to the lower lip.

- upper teeth I between the upper lip and the tooth ridge.

- Tooth ridge or alveolar ridge : The small ridge just behind the

upper teeth

- Hard palate : The hard part of the roof of the mouth.

- Soft palate : The soft part of the roof of the mouth.

2.2.2 Articulators

Articulators are the most movable speech organs They are :

- Lower lip : Facing the upper lip.

- Lower teeth : between the lower lip and the tip of tongue.

- Tip of tongue : opposite to the alveolar ridge, it can touch the

teeth, the alveolar ridge and the hard palate

- Front of tongue : facing the hard palate.

- Middle of tongue : between the front and the back of the tongue.

It can touch the hard palate and the soft palate

- Back of tongue : the end part of the tongue that can touch the soft

palate

- Velum or Uvula : the extreme back of the roof of the mouth that

can be raised or lowered to open or close the passage to the nasalcavity

- Vocal cords : in the throat (Adam’s apple) They may open or

close and let the air pass through the opening between them.When they are apart, the air can pass out freely without thevibration Then we have voiceless sounds But when they closetightly and open rapidly, there is vibration we have voicedsounds

- Jaw: it can move up or down to change the size of the oral cavity.

- Epiglottis : in the pharynx.

UNIT 2: VOWELS AND THEIR CLASSIFICATION

- To study 4 types of Vowels - To practise these types

- To develop the student's patience in studying

2.1 Long vowels (5 long vowels:/i:, u:, ɔ:,a:,3: , æ/ )

Open your mouth very

little to make the sound /i:/

First practice the sound

/ɔ/, then put the back of

your tongue a little to

make the sound /ɔ:/

Put your tongue down and back

to make the sound /a:/

l'

-First practise the sound /u/, then putyour tongue up and back to make the

sound /u:/

2.2 Short vowels: (6 short vowels /i, e, ɔ,, ə, u / )

First practise the sound /i:/.Then open your

mouth a little more to make the sound ill

First practise the sound /æ/ Then First make the sound /3:/ Then put your

tongue back a little co make make it very short This is / ə /, (athe sound//(a very short sound) very short sound)

First practise the sound /ɔ:/, then put your tongue

forward and up a little to make the sound / 3:/

First practise the sound ill Thenopen your mouth a little more tomake the sound /e/

First practise the sound / æ /.Thenput your tongue slightly back andbring your lips slightlyforward: /ɔ/

First practise the sound /ɔ/ Then put the

back of your tongue forward and up a little

to make the sound /u/

First practice the sound /e/ Then open yourmouth a little more to make the sound /æ/

2.3 Dipthongs : (8 dipthongs /ai, ei, au, eə, iə, ɔi, uə, əu/)

First practise the sound /a:/ (a long sound

Then add /i/(a short sound), we have /ai/

First practise the sound / æ / Now

add/u/ We have /au/

First practise the sound /e/ Now First make the sound /i/ Now

Make it longer and add /ə/ It's /eə/ add /ə/ We have /iə/

First say /ɔ:/ Now make it longer First say/ə/ Now make it longer:ɔɔɔ. Then add /i/ This is very short əəə Then add jut This is very short

We have /ɔi/ We have / əu/

First make the sound /e/ now make

it longer: eee Then add /i/, and wehave /ei/

2.4 Tripthongs (5 tripthongs: aiə, auə, eiə, ɔiə, əuə/

Long vowels Short vowels Dipthongs Tripthongs

/i: , u:, ɔ:,a:, 3:/) /i, e, æ, ɔ,, ə, u / /ai, ei, au, eə, iə, ɔi,

a Classify /i:/ and /I/:

Evening, tin, easy, eat, it, since, this, meat, teach, film, interesting, tea, sea, seen, sit, seat, minute, fifty, cheese, chinese, free, three, be, she, pleased…

b Classify /a:/ and /  /:

Cut, cup, cart, card, done, come, mar, march, must, darn, last, lust, heart, harm, hut, much, calm, farm…

c Classify /u:/ and / u/:

Look, cook, book, soot, shoot, pull, pool, could, shoe, suit, stood, stewed, to, too, wooed, wood, food, cool…

g Classify / au / and / әu /:

Now, no, show, how, hoe, loud, load, tone, town, couch, know, noun, known, foal, fowl, rouse, rose, stout, stoat, found, phone…

h Classify / iә /, / eә /, / uә /:

liar: /laiər/ Power: /pauər/ layer: /leiər/

fire:/faiər/ Hour: /auər/ player: /pleiər/

Hear, hair, sure, tour, wear, near, fear, year, stair, cure, beard, cheer, scared, careful, fierce, moor, shared, careless, theatre…

Exercise 2: Write the symbols for the vowels in the following words, then speak aloud.

Exercise 3: Transcribe the following words, then read aloud.

Exercise 4: Long vowel sounds or short vowel sounds

ship & Sheep bean & chicken

pot & ball cord & cod

store &stock book & boot

Exercise 5: Choose the word with the different pronunciation of the underlined part.

1.A.idea B repeat C cheat D feast

2.A.cook B fool C moon D tool

3.A.nature B angel C frankly D aging

4.A.study B ready C puppy D occupy

5.A.event B lend C even D dentist

6.A.behind B decline C timing D distrust

7 A show B cow C slow D blow

8 A lively B life C like D live

9 A some B woman C come D love

10.A.boss B hot C stone D cost

Exercise 6: Work in pairs Think of two things that these adjectives can describe

Exercise 2: Match the words in each group that contain the same vowel sound.

Looks stopped got lunch not long

Exercise 3: All the following words include the letter ‘u’ how is it pronounced? Write the words in the table.

Exercise 4: Read the dialogue

In a restaurant

Peter: What would you like to eat, Edith?

Edith: A meat sandwich

Peter: Jean? Would you like a meat sandwich or a cheese sandwich?

Jean: A cheese sandwich, please, Peter

Waiter: Good evening

Peter: Good evening We’ll have one meat sandwich and two cheese sandwiches

Edith: And three teas, please!

Waiter: (writing down the order) One meat sandwich … two cheese sandwiches … and …three teas

Include customer full supermarket

UNIT 3: CONSONANTS AND THEIR CLASSIFICATION

- To classify Consonant sounds (3 types): plosives, nasals, and fricatives

- To practise these types

- To develop the student's patience in studying

2.1 Definition of consonants

A consonant is produced with an obstruction or constriction of the air stream formed in themouth by the organs of speech The air stream from the lungs is stopped or obstructedsomewhere in the mouth before rushing out This forms different consonants

2.2 Classification of consonants (part 1)

We classify the consonant according to the manner of the pronouncing (i.e the ways the organswork to modify the air stream) we have:

2.2.1 Plosives (stop consonants):

- How to produce: in producing stop consonants, the breath is completely stopped atsome point in the mouth, then released suddenly with an explosive sound

- There are 6 plosives /p, b, t, d, k, g/

- /p, t, k/ voiceless – strong consonants

- /b, d, g/ voiced – weak consonants

(1) Close your lips hard Put air forward in your

mouth (2) Open your lips quickly It’s /p/ First practise /p/ Then use yourvoice to make /b/.

(1) Put the front of your tongue behind your

1 2

2.2.2.Nasals :

-How to produce: in producing nasal consonants, the breath is completely stopped inthe mouth (as for the plosive consonants) but is permitted come through the nose.-There are 3 voiced nasal consonants /m, n,η /

(1) Touch the back roof of your mouth with

the back of your tongue Put air forward in

your mouth (2) Then move your tongue

away We have /k/

First practice /k/ then use your voice

to make /g/

Close your lips Use your voice

/m/ comes through your nose

Touch the back of the roof of your mouth withthe back of your tongue Use your voice, /η /

comes through your nose

Put your tongue on the roof of your mouth Touch your sideteeth with the sides of your tongue, use your voice /n/ comesthrough your nose

2.2.3 Fricatives :

- How to produce: In producing friction consonants, the oral cavity (air passage isnarrowed because the speech organs have moved close together, the air stream is notcompletely stopped but constricted then passes out of the mouth and causes fricativesounds

- There are 9 fricatives /s, z, , ʒ, f, v, h, , ð /

- /s, , f, / are strong – voiceless consonants

- /z, ʒ, v, ð / are weak – voiced consonants

Touch your side teeth with the sides

of your tongue Put your tongue

forward Do not use your voice It's /s/

First practise /s/ Then use your voice

to make /z/

First practise/s/ Then put your tongue

up and back a little to make // to make / ʒ /.First practise // Then use your voice

Touch your top teeth with your bottom lip

Blow out air between your lips and your First practise/f/ Then use your voiceto make /v/.

Tin, thin, tanks, thanks, thigh, bath, tie, bat, mat, fate, math, faith, tent, tenth

Push a lot of air out very quickly Do not touch the

roof of your mouth with your tongue We have /h/.

Put your tongue between your teeth Blow

out air between your tongue and your top

teeth We have //

First practice // Then use your voice tomake / ð /

Exercise 3: Find out cases in which /h/ is not pronounced (as a silent sound)

Hat hour honest honey humorous honor Hannahvehicle heard heir exhausted Thai Heart ghost

Exercise 4: Choose the word with the different pronunciation of the underlined part.

1 A dubbing B robot C climbing D sober

2 A they B clothes C therefore D think

3 A news B papers C stations D adults

4 A although B cough C though D through

5 A season B first C plastic D waste

6 A cease B chase C increase D raise

7 A knees B papers C trees D bats

8 A enough B tough C laugh D though

9 A breathe B with C thermal D clothing

10 A education B individual C procedure D product

11 A this B thick C maths D thin

12 A sugar B see C say D sky

13 A horse B hour C hundred D head

14 A go B large C angry D give

15 A sugar B pressure C chess D fashion

2 The bathroom’s through there.

3 They’re brothers, aren’t they?

4 When does it get there?

5 Is that Tom and David?

UNIT 4: OTHER CONSONANTS

- To classify Consonant sounds (4 types): non- fricatives, affricatives, semi-vowels,and consonant clusters

- To practice these types

- To develop the student’s patience in studying

II CONTENT: Classification of consonants (part 2)

- There are 2 affricatives /t, dʒ/

- /t/ is voiceless consonant

- /dʒ/ is voiced consonant

First practise /n/ To make /l/, the air

goes over the sides of your tongue and

out of your mouth

Turn the tip of your tongue up as in thepicture Do not touch the roof of mouthwith your tongue It's /r/

2.3 Glides or semi-vowels :

- How to produce: semi-vowels are gliding sounds in which the organs ofspeech start at or near a close vowel and immediately move away to someother vowels

- There are 2 voiced semi-vowels /w, j/

Summary: Classification of consonant sounds

Plosives Nasals Fricatives Non-fricatives Affricatives Semi-vowels/p, b, t, d, k, g/ /m, n,η / /s, z,, ʒ, f, v,

h,, ð /

/l, r/ /t, dʒ/ /w, j/

(1) Begin to make /t/ (2)Then slowly

move your tongue from the roof

of your mouth It's / t/

First practise /t/ Then use your voice

First practise /u:/ Make your lips

round and hard for /w/ /w/ is a short

sound

Exercise 3: Hear the teacher reading the conversation and practice with a partner.

Peter: Mark, can I borrow $ 10 for a couple of days?

Mark: I’m always lending you money You still owe me the $ 50 I lent you last week.Peter: Don't worry I’ll pay you back

Mark: Sure When? At Christmas?

Peter: No, on Friday I promise

Exercise 4: Choose the word in each that has the underlined part pronounced differently from the rest.

1 A teach B cheap C school D church

2 A While B white C Which D Who

3 A cheap B children C chemist D church

4 A church B chemistry C chorus D chemical

5 A pollution B question C attraction D condition

IV HOMEWORK

Exercise 1: Transcribe the following sentences and words.

1 There’s cherry in my sherry

2 There’s too much of that mush

3 Language, George, Churchill, damage, agency, passenger

Exercise 2: Prounce these words Underline and transcribe all the affricative

sounds.

Peaches sugar orange juice jam chicken cherries

Champagne cheese mushrooms cabbage chocolate fishFresh vegetables milk shake chips

Exercise 3: Pronounce the words on the left Then choose a suitable word to fill the blank in each sentence on the right.

(Remember to link the consonant sound at the end of the word with the vowel sound at thebeginning of the next word.)

Exercise 4: Underline all the /w/ sound in this conversation Can you find any “w” letters that are not pronounced /w/ ?

A: What’s the weather like?

B: Awful It’s wet and windy

A: Shall we have a walk anyway?

B: Let’s wait twenty minutes

4 He started his new job a ……… ago

5 I’ve been waiting for an……… and a half

6 My ……… is order than me

7 Do you live ……… away?

8 ……… am I

UNIT 5: WORD STRESS

I OBJECTIVES

- To study the basic rules of word stress

- To practice pronouncing a word stress in which stress occur

- To develop the concentration in studying

There arẹ three kinds of stress: word stress, phrase stress, and sentence stress

Word stress is fixed whereas stress and sentence stress vary with the context in which theyare found

2.2 Word stress

Introduction:

- When a word has more than one syllable, one of them is spoken with more forcethan the rest This force is called stress, and the syllable which is stressed is shown withstress - marks / ' / In some words, usually long ones, other syllable may also bespoken with more force than the rest, but with a stress that is not as strong as for thosesyllables marked /'/ The stress - mark /, / is used to show this So, / ' / is used to show the

strongest or primary stress, and / , / is used to show the secondary stress (which is

less strong)

For example; investigation /in ,vesti'gei(ə)n/

- The main stress of a word may occur on any syllable in English

For instance: distaff:/'dista:f/ and cigar: /si 'ga:/

- In the course book, we will mark the stressed syllable by writing it bigger than others For example: investiGAtion DIStaff ciGAR

2.2.1 Basic rules of English word stress

There are two very simple rules about word stress:

 One word has only one stress (One word cannot have two stresses If you hear two

stresses, you hear two words Two stresses cannot be one word It is true that therecan be a “secondary” stress in some words But a secondary stress is much smallerthan the main “primary” stress, and is only used in long words.)

 We can only stress vowels, not consonants.

Here are some more, rather complicated, rules that can help you understand where to put the

stress But do not rely on them too much, because there are many exceptions It is better to

try to "feel" the music of the language and to add the stress naturally

a Stress on first syllable

Most 2-syllable nouns PRESent, EXport, CHIna, TAble

Most 2-syllable adjectives PRESent, SLENder, CLEVer, HAPpy

Words ending in er, or, or ly DIRect/DIRector, ORder/Orderly, MANage/MANager

Word ending in a consonant or y RARity, Optimal, GRADient, CONtainer

Numbers TEN, FIFty, ONEhundred

b Stress on last syllable

Most 2-syllable verbs (especially, verbs

have the 2nd syllable containing long vowels,

dipthongs, tripthongs or ending by more

than one consonants)

to preSENT, to exPORT, todeCIDE, to beGIN

Most 2-syllable prepositions aMONG, aSIDE, beTWEEN

Reflexive pronouns mySELF, themSELVES,ourSELVES

There are many two-syllable words in English whose meaning and class change with a

change in stress The word present, for example is a two-syllable word If we stress the first

syllable, it is a noun (gift) or an adjective (opposite of absent) But if we stress the second

syllable, it becomes a verb (to offer) More examples: the words export, import, contract and object can all be nouns or verbs depending on whether the stress is on the first or

second syllable

c Stress on penultimate syllable (penultimate = second from end)

Words ending in –ic GRAPHic, geoGRAPHic, geoLOGic

Words ending in -sion and -tion teleVIsion, reveLAtion

For a few words, native English speakers don't always "agree" on where to put the stress

For example, some people say teleVIsion and others say TELevision Another example is:

CONtroversy and conTROversy.

d Stress on ante-penultimate syllable (ante-penultimate = the third from end)

Words ending in -cy, -ty, -phy and –

gy deMOcracy, dependaBIlity, phoTOgraphy,geOLogy

Words ending in –al CRItical, geoLOGical

e Compound words (words with two parts)

For compound nouns, the stress is on the first part BLACKbird, GREENhouse

For Noun + compound nouns, the stress is on the first part AIRplane mechanic,

f Words with various endings (the word ending = the suffix )

 For words ending in ee, ese, ique, ette,eer, oo, resque.

Stress actually on the suffix. agrEE, puppetEER, JapanESE, cassETTE,

unIQUE, shampOO, enginEER

 For words ending in able, ary, cial, cian, ery, graphy, ial, ian, ible, ic, ical, ics, ion, ity,

ium, imum, logy, tal.

Rule Example

Stress the syllable right before

the suffix ADDable, PRIMary, juDIcial, muSIcian, BAkery,stenOgraphy, iniTIal, techNIcian, viSIble, Magical,

diaBEtics, GRAvity, repoSItion, PREmium,MAXimum, BIology, caPItal

g Prefixes

Do not stress prefixes

There are a few exceptions to this rule, however, like: un, in, pre, ex and mis, which are all

stressed in their prefix

Examples:

1 ex: EXample, EXplanation, EXamine

2 in: INside, INefficient, INterest

3 mis: MISspoke, MIStake, MISspelled

4 pre: PREcede, PREarrange, PREliminary

h Phrasal verbs

Phrasal verbs are words made from a verb and preposition

In phrasal verbs, the second word gets the stress (the preposition)

III PRACTICE

Exercise 1: Underline the stressed syllables in the following words

Grammar function European decide guarantee politics

Obtain expenditure damage beautiful preparation refer

Exercise 2: Group the following words into correct stress pattern.

Specific primitive geneticist spectacular generator discriminatory

Hydrocarbon ignominious magazine medicinal

Exercise 3: Pick out the word that has the stress differently from that of the other words:

1 a recently b conduct c attitude d marriage

2 a banquet b schedule c diameter d blessing

3 a birthday b cowboy c enjoy d pleasure

4 a disease b humour c cancer d treatment

5 a persuade b reduce c offer d apply

6 a farmer b farewell c factory d fairy

7 a cattle b country c canal d cover

8 a money b machine c many d mother

9 a borrow b agree c await d prepare

10 a paper b tonight c lecture d story

11 a whenever b mischievous c hospital d separate

12 a introduce b delegate c marvelous d currency

13 a develop b conduction c partnership d majority

14 a counterpart b measurement c romantic d difficult

15 a government b technical c parallel d understand

16 a Pyramid b confident c belongs d century

17 a construction b suggestion c accurate d hi-jacket

18 a dedicate b impressive c reminder d descendant

19 a remember b company c technical d interview

20 a electric b computer c fascinate d fantastic

Exercise 4: Pick out the word that has the stress differently from that of the other words.

1 a paper b police c people d purpose

2 a damage b destroy c demand d deny

3 a ancient b attack c alive d across

4 a person b purpose c possess d pirate

5 a ruler b river c retire d rapid

6 a sentence b suggest c species d system

7 a attack b defeat c believe d happen

8 a release b pleasure c leaver d creamy

9 a character b publisher c wonderful d understand

10 a dependable b reliable c remarkable d knowledgeable

11 a detective b romantic c history d adventure

12 a biography b historic c discover d authorship

13 a imaginary b scientific c advantage d reviewer

14 a regulator b personal c referee d dangerous

15 a procedure b indicate c forefinger d enemy

16 a opponent b penalize c overtime d synchronized

17 a windsurfing b equipment c amateur d national

18 a position b fingertip c athletic d requirement

19 a interesting b surprising c amusing d successful

20 a understand b engineer c benefit d Vietnamese

IV.HOMEWORK

Exercise 1: Pick out the word that has the stress differently from that of the other words.

1 a pollute B contractual C reject D marvellous

2 A mechanic B military C apologize D miraculous

3 A compulsory B intensity C kidding D invaluable

4 A nursery B focus C delicate D secure

5 A curriculum B kindergarten C contaminate D conventional

6 A apology B industrial C industry D disaster

7 A interview B certificate C applicant D primary

8 A certificate B apartment C individual D biology

9 A scientific B availlable C suspicious D supportive

10 A especially B comfortably C carefully D possibly

11 A importance B subtraction C algebra D example

12 A aspect B careful C require D successful

13 A terrific B applicant C banking D ignorant

14 A recognize B challenge C symbolize D continue

15 A continent B belong C master D access

16 A appalling B ashamed C November D architect

17 A policeman B cinema C overcoat D politics

18 A competition B intelligent C automation D information

19 A accountant B Arabic C Germany D chemistry

20 A Attention B interesting C Influence D television

UNIT 6: PHRASE STRESS AND SENTENCE STRESS

I OBJECTIVES

- To study the basic rules of phrase stress and sentence stress

- To develop the concentration in studying

II CONTENT

2.1 Phrase stress

2.1.1 Compound nouns ( \ /)

‘Farm-house ‘moonlight ‘cowboy ‘sugarcane

‘Fire –engine ‘seashore ‘blackbird ‘newspaper

2.1.2 Compound adjectives: ( \ /) light-blue, absent-minded, blue-eyed,

hard-working,…

But: (/ \) sun-burnt, sun-lit, sea-sick, sea-faring,…

2.1.3 Adjective-nouns: ( \ /) a sad song, a beautiful picture, a fresh egg, an interesting

lesson,

2.1.4 Present participle-noun: ( \ /) a travelling circus, a singing student, an amusing

story, a sleeping child,…

2.1.5 Gerund – noun: (/ \) a dancing teacher, an eating apple, a looking glass, a

stepping-stone, a magnifying glass, a washing machine,…

2.1.6 Qualifier-adjective: ( /)very tired, rather old, pretty bad, quite important, too

weak,…

2.1.7 Verb- adverb: ( /) come here, speak clearly, try carefully, read aloud, sit down,

….

2.1.8 Verb-adverbial particle: ( \ /) put on, look up, put off, come through, take off,

call on, hand over, go over,….

2.1.9 Verb-adverbial particle-noun: (\ /) put on the coat, turn on the light,…

2.1.10 Verb-noun-adverbial particle: (\ /) put the coat on, turn the light on,…

2.1.11 Verb-preposition: ( / )look at, speak to, wait, for, look up,…

2.2 Sentence stress

- Words in a sentence are not all given the same salience in oral English Some words arepicked out and are stressed in contrast to others The one that is the most stressed is said toreceive the sentence stress This usually implies differences in meaning In the followingsentences, the sentence stress is indicated in bold case Consider the difference in meaningfor each of these scenarios

Sentence Stress Illustrated:

1 I don’t think she would write it. (Meaning: I don’t think that, but someone else does)

2 I DON’T think she will listen to him. (Meaning: It is not true that I think that.)

3 I don’t THINK she will listen to him (Meaning: I don’t think that, I know that Or: I don’t

think that, but I could be wrong.)

4 I don’t think SHE will listen to him. (Meaning: I think that someone other than her will

listen to him.)

5 I don’t think she WILL listen to him. (Meaning: I think that she is will not be willing or

agreeable to listening to him.)

6 I don’t think she will LISTEN to him (Meaning: instead of listening, she might talk to him.)

7 I don’t think she will listen to HIM. (Meaning: I think that she will listen to someone else

than him.)

- When several words are spoken together in a phrase or sentence, certain words are stressed.Four groups of words are stressed in a sentence or phrase:

2.2.1 Most content words - nouns, verbs, adjectives, and adverbs.

E'g: Charles Jones taught English

Jason plays basketball.

2.2.2 Interrogative words - who, whose, when, where, why, what, and how - when

they begin questions

Eg: Who's corning?

Where's Mary's school?

2.2.3 Demonstrative pronouns: this, that, these, and those when not followed by anoun

Eg: What's this?

We wanted those.

2.2.4 Possessive pronouns - mine, yours, his, hers, ours, theirs.

Eg: That ticket's mine.

4 We might go to the circus

5 I’ve lived in Seattle my whole life

6 I think it’s on at nine o’clock

7 It’s incredibly fast.

8 Well, she worked hard

9 It was one of the funniest part of the movie!

10 They serve all kinds of hamburgers

Exercsie 2: Practice saying two texts below.

ComPUter, comPUter,

I LOVE my comPUter

My PRINter, my KEYboard, my MOUSE

I NEver have PROblems,

I use it ALL DAY

I NEver go OUT of the house!

ComPUter, comPUter,

I HATE my comPUter

My MOdem, my DISK DRIVE, my SCREEN

I ALways have PROblems,

It’s DRIving me CRAZY

CompPUters MAKE me want to SCREAM!

Exercise 3: Practice saying the poem below.

It was MANY and MANY a year ago,

In a KINGdom by the SEA,

That a MAIden THERE lived WHOM you may KNOW

By the NAME of ANnabelle LEE;

And this maiden SHE lived with NO Other thought

Than to LOVE and BE loved by ME

I was a CHILD and she was a CHILD,

In this KINGdom by the SEA;

But we LOVED with a LOVE that was MORE than love

I and my ANnabelle Lee;

With a LOVE that the WINged SEraphs of HEAven

COveted HER and ME

But our love was STRONger by FAR than the LOVE

Of THOSE who were OLder than we

Of many FAR WIser than we

And NEIther the ANgels in HEAven aBOVE,

Nor the DEmons down UNDER the SEA,

Can EVER disSEver my SOUL from the SOUL

Of the BEAUtiful Annabelle Lee

For the moon NEver beams without bringing me DREAMS

Of the BEAUtiful Annabelle Lee;

And the stars NEVER rise but I FEEL the BRIGHT EYES

Of the BEAUtiful Annabelle Lee

IV.HOMEWORK

Exercise 1: Practice saying the following sentences.

1 You can either WALK or take the SUBway

2 Well, they ALSO come in SMALler sizes

3 In fact, BOTH of my daughters live in CHICAGO

4 You can either DRIVE or take a BUS

5 I should be BACK no later than THREE

6 I’ll give her the message as soon as she GETS IN

7 My BROther and I used to FIGHT all the time

8 I’m so HUNgry I could eat a HORSE

9 I guess a LITTLE EXercise would do YOU good

10 The HUman BOdy is MADE to MOVE and it WORKS BEST when it GETS REgularEXcercise

Exercise 2: Mark stressed words in the dialogue below, then practice it.

Shop assistant: Good afternoon Can I help you?

Customer: Yes How much is this black T - shirt? Shop

assistant: It's f10.50

Customer: And how much are those watches over there?

Shop assistant: They are f7 25 each

Customer: Well, can I have this T - shirt please?

Shop assistant: Certainly

Customer: And that red watch with the blue

strap-Shopassistant: This one?

Customer: Yes, that's it And have you got any postcards?

Shop assistant: Yes, they are over there They're 50p each

Customer: I'll have these two, please

Shop assistant: Certainly Anything else?

Customer: No thank you

Shop assistant: Right, well, that will be f18 75 altogether

Customer: Here you are

Shop assistant: Thank you That's f I 25 change

Customer: Thank you Goodbye

Shop assistant: Goodbye

UNIT 7: STRONG FORM AND WEAK FORM

I OBJECTIVES

- To know when using each form

- To identify some certain words in Strong and Weak form

- To pronounce these words

- To develop the patience in studying

II CONTENT

2.1 General rules

- In spoken English, to make the natural rhythm of the utterance, words can be classifiedinto 2 types:

- Content words: N, V, Adj, Adv

- Functional words: Pronouns, Conjunctions, Prepositions, Articles, Determiners,Auxiliaries and Modal verbs

- Normally, in a sentence, the content words are fully stressed whereas the functional wordsare unstressed or pronounced in the weak forms

- All words that have weak forms have only one syllable - they are monosyllabic (apart from

"any")

- Most of the weak forms use the vowel sound /ə/

- If you want to show emphasis or contrast, we can vary intonation by using strong forms

where we should normally use weak forms, e.g "where've you been all day?" /bi:n/

- If a functional word comes at the end of a sentence we usually use its strong form, e.g

"what are you looking for?" /fɔ:/

2.2 Strong forms and Weak forms of English sounds

2.2.1 Strong and weak forms of Pronouns

Examples Weak Strong

I'll give it to him later /aɪl ɡɪv ɪt tə ɪm ˈleɪtər/ "him" is weak

She's leaving tomorrow /ʃiz li:viŋ təˈmɔ:rəʊ / "she" is weak

A: Will you be at the meeting on Friday? /wɪl jə bi ət ðə ˈmi:tɪŋ ɔ:n ˈfraɪdeɪ/

B: Yes Will you be there? /jes w ɪl ju: bi ðeə/

"you" is weak

"you" is strong

A: Look! It's him /lʊk Itz hɪm/

B: Where? I can't see him /wer? aɪ kɑːnt si: ɪm/

"him" is strong

"him" is weak

2.2.2 Strong and weak forms of Conjunctions and Prepositions

Examples Weak Strong

1 He's already gone to work /hiz ɔːlˈredi ɡɒn tə wɜːrk/ "to" is weak

2 She comes from Scotland /ʃi kʌmz frəm ˈskɒtlənd/ "from" is weak

3 There's a bus to the village at six, but there's no bus back from

2.2.3 Strong and weak forms of Articles; Comparatives and "there"

In general, we use weak form of Articles; Comparatives, in which we use:

+ "a" /ə/ in front of a noun whose first sound is pronounced as a consonant

+ "an" /ən/ in front of a noun whose first sound is pronounced as a vowel

Note: "University" beginning by the letter "U"; but transcribe /juːnɪˈvɜːrsəti/

=> An university: wrong

=> A university: RIGHT

A cup of coffee, please /ə kʌpəv ˈkɔːfi, pliːz/

A piece of cake, please /ə piːsəv keɪk, pliːz/

An invitation to the party /ən ˌɪnvɪˈteɪʃn tə ðə ˈpɑːrti/

An umbrella in the rain /ən ʌmˈbrelə ɪn ðə reɪn/

A useful present /ə ˈjuːsfl ˈpreznt/

A university /ə 'juːnɪˈvɜːrsəti/

Examples:

Sentences

1 The new computer is better than the old one

/ ðə njuː kəmˈpjuːtər ɪz ˈbetər ðən ðə əʊld wʌn/ "than" is weak

2 The old computer wasn't as good as the new one

/ðə əʊld kəmˈpjuːtə ˈwɒznt əz ɡʊd əz ðə njuː wʌn/ "as" is weak

When a speaker wants to modify , article "a" và "an" will be pronounced in strong form

Sentences

3 I only have an apple/ aɪ ˈəʊnli hæv æn ˈæpl/ "an" is strong

4 Only a girl is allowed to enter the house

/ˈəʊnli eɪ ɡɜːrl ɪz əˈlaʊd tə ˈentər ðə haʊs/ "a" is strong

Note: in case of there

+ In structure "there's" , " there are", there is usually pronounced in weak form /ðə/.

We pronounce "there's" ~ /ðəz/ and "there are" ~ /ðərə/

+ There is pronounced in strong form when it shows a place

Sentences

1 There's a bridge over the river /ðəz ə brɪdʒˈoʊvər ðə

2 There are ten millimetres in a centimetre

/ðer ə ten ˈmɪlimiːtərz ɪn ə ˈsentɪmiːtər/ "there" is strong

3 Where are my glasses? - Over there

/ wer ə maɪ ɡlɑːsɪs?/ - / ˈəʊvər ðeə/ "there" is strong

2.2.4 Strong and weak form of auxiliary verbs

1 Are you comming? /ə juː ˈkʌmɪŋ/ "are" is weak

2 Who was that? /huː wəz ðæt/ "was" is weak

3 You can stay here if you like? /juː kən steɪ hɪr ɪf juː laɪk/ "can" is weak

When modifying, we will use strong forms:

Sentences

1 Are you ready? - Yes, I am/ɑː juː ˈredi?/ - / jes aɪ æm/ "are" & "am" isstrong

2 Can you play tennis? -Not now, I could when I was younger

/kən juː pleɪ ˈtenɪs/ - /nɒt naʊ, aɪ kʊd wen aɪ wəz ˈjʌŋɡər/

"can" is weak

"could" is trong