ngữ âm thực hành 2

The features include syllables, word stress , sentence stress and intonation... Week 6 Part 3: Sentence stress Week 7 Part 3: Sentence stress cont.. Week 8 Part 4: Linking Week 9 Part 5:

NGO QUYNH HOA, M.A

Course Outline

PRACTICE 2

Units of credit 2 (30 periods)

Suggested self- study 90 periods

Instructor NGO QUYNH HOA

Contact details ngoquynhhoa_ac@yahoo.com.vn

Cell phone: 0983791306

Course Description

 This course designed to help the students more

accurately reproduce pronunciation features of English through the use of intensive pronunciation drills,

listening activities and guided conversation practice Speech awareness and self- monitoring of

pronunciation will be emphasized The features

include syllables, word stress , sentence stress and

intonation

Learning Goals

 By the end of the course, students will be able to:

 Demonstrate increased intelligibility, accuracy and

fluency in speaking English.

 Demonstrate the ability to link sounds at the beginning and end of words, contractions, and assimilation of

sounds.

 Demonstrate increased ability to self-monitor and

correct his/her own pronunciation.

 Students will take written & oral exams, participate in

small group activities, and do homework records

Grades will be assigned according to the following

percentages:

Final Exam Required

Proposed schedule

Week 1 Course introduction

Week 2 Part 1: Syllables

Week 3 Part 1: Syllables (cont.)

Week 4 Part 2: Word stress

Week 5 Part 2: Word stress (cont.)

Week 6 Part 3: Sentence stress

Week 7 Part 3: Sentence stress (cont.) Week 8 Part 4: Linking

Week 9 Part 5: Emphatic stress (cont.) Week 10 Part 5: Emphatic stress (cont.) Week 11 Part 5: Emphatic stress (cont.) Week 12 Part 6: Intonation

Week 13 Part 6: Intonation (cont.)

Week 14 Part 6: Intonation (cont.)

Week 15 Revision

Textbooks & References

 English Pronunciation in Use – Intermediate (Mark

Hancock – Cambridge University Press)

 Elements of Pronunciation (Colin Mortimer

-Cambridge University Press)

 Sounds English (J.D,O’Connor & Clare Fletcher –

Longman)

 English Pronunciation in Use – Advance (Mark

Hancock – Cambridge University Press)

NGO QUYNH HOA, M.A

 Introducing syllables

 Consonants at the start of syllables

 Consonants at the end of syllables

 Plurals & other –s endings

 Past tense endings

INTRODUCING SYLLABLES

 A syllable is a group of one or more sounds

 The essential part of a syllable is a vowel sound (V)

 A syllable can have consonant sounds (C) before V,

after V or before and after V.

 Note: letters are not the same as sounds

 The word “syllable” is used to talk about pronunciation

of words, not the writing

Consonants at the start of syllables

 Some one-syllable words are just a single V

oh eye

 If we add one or more C to the beginnings of these

words, they are still only one syllables

Consonants at the start of syllables

 When there are two Cs at the start of a syllable:

 If the first C is /s/, the second C can be any of these: /f/, /k/, /l/, /m/, /p/, /t/, /w/, /j/

 If the first C is any sound other than /s/, the second C can only be one of these: /l/, /w/, /r/, /j/

 When there are three Cs at the start of a syllable:

 The first C is always /s/

Consonants at the start of syllables

 For example:

o /s/ + C: spell stairs; sleep; small

o C + /l/, /r/, /w/, /j/: blue swim dress view

o /s/ + CC: spring strange scream

o If you add a V before the first C, you may get a different word: sleep  asleep

o If you add a V between the Cs, you may get a different word: sport  support

Consonants at the END of syllables

 Some one-syllable words have no C after V If we add

one or more C to the end of these words, they are still only one syllable

 If you do not pronounce the last C, you say another

word It is important to pronounce the final Cs

Plurals & other –s endings

 Add –s to make plural nouns, the third person singular

present, or the possessive  not change the number of syllables of the words

go – goes cat – cats Tom’s cat

 Sometimes, plural, third person and possessive

endings are another syllable when the original word

ends in one of sounds below:

/s/, /z/, /tS/, /dZ/, /S/

Chris’s kisses, Trish’s wishes, Rose’s roses, the witch’s watches, George’s fridges

Plurals & other –s endings

 Note: Try to make sure you pronounce the –s ending It

is very important to the meaning

Jane’s nose Jane knowsNick’s weights Nick waits

Past tense endings

 Add –ed or –d to make past tense not change the

number of syllables of the words

arrive arrived

 If the infinitive of the verb ends the sounds /t/ or /d/,

-ed or –d is a new syllable The letter E is pronounced as

a V

Past tense endings

 Past tense endings tell you if the sentence is present or

past

You never cook a meal (presentYou never cookED a meal (past)

Ngo Quynh Hoa, M.A

 If the word has more than one syllable, give stress to

one of the syllables

 To give the syllable stress:

 Speak longer

 Speak louder

 Speak higher

 We can show stress with circle

0oo Saturday

 Different words have different stress patterns (patterns

of stressed and unstressed syllables)

 Stress patterns can help you hear the difference

between similar words

record (verb) record (noun)

Happiness Melody

Bicycle Hospital

Discover Example Romantic Election

Stress in two-syllable words

 Nouns & adjectives: Oo

 Verbs: oO

 Note: there are a number of exceptions

asleep, mistake, machine, etc

answer, enter, offer, happen, etc

 Some words are both nouns and verbs

Stress in two-syllable words

/Ik ` spO:t/

/@b `dZekt/ /prI `zent/

/pr@ `dju:s/ /pr@ `test/

/rI ` bel/

Stress in Compound words

 In most compound words, the stress is on the first

part

 O0: bookshop ; bus stop, road sign

 O00: traffic light; bus station, sunglasses

 O000: travel agent, art galley, supermarket

 There may be stress on the second part of a

compound noun when:

 The object in the second part is made of the material in the first: glass jar, apple cake, fruit juice

 The first part tell us where the second part is: car door, front door, back yard

Stress in Compound words

 If the compound word is not a noun, often put stress

on the second part

 OO: first class, half price

 OO0: bad-tempered, old-fashioned

 O0O: overnight, second hand

Stress in LONGER words

 We can build longer words by adding parts to the

beginning or end of shorter words

 Usually this does not change the stress, it stays on the

same syllable as in the original word

forgetforgetfulforgetfulnessforgettableunforgettable

Stress in LONGER words

 Here are the list of prefix and suffix which do not

change the stress of the shorter word:

 -able -al -er -ful -hood -ing

 in-/im- -ise -ish -less -ment -ly

 -ness -ship un-

under- Some endings do change the stress in the shorter

words

 -tion/ -ian : always moves the stress to the syllables

before the endings.

 -ic : moves the stress to the syllable before it.

 -y : moves the stress to the syllable two from the end

NGO QUYNH HOA, M.A

 Individual words have a stress pattern Sentence

also have a stress pattern  sentence stress

 Sometimes, a word and a sentence have the same

stress pattern

 Stress patterns can help you hear the difference

between similar sentence

He can talk.

He can’t talk.

Compare stress patterns

Overlook Guarantee

Tell the cook!

Can’t you see?

Compare stress patterns

Overlook Guarantee

Tell the cook!

Can’t you see?

Listening discrimination

MARY, MARY

Mary, Mary Quite contrary How does your garden grow?

With silver bells, And cockle shells, And pretty maids all in a row.

Mary, Mary

Quite contrary

How does your garden grow?

With silver bells,

And cockle shells,

And pretty maids all in a row.

/ U / U / U / U / U U / U /

U / U /

U / U /

U / U / / U U /

LITTLE JACK HORNER

Little Jack Horner Sat in a corner Eating his Christmas pie.

He stuck in his thumb And pulled out a plum, And said “What a good boy am I.”

O O O

The CATS will CHASE the MICE The CATS have been CHASing the MICE The CATS could have been CHASing the MICE

CONTENT WORDS vs FUNCTION WORDs

Content / information words

Conjunctions

Practice

1. She doesn’t like to hurry

2. Her father cleaned the basement

3. He wanted to help her forget

4. It’s better to hide it from John

5. I wonder who’s kissing her now

6. That’s a bad idea

7. I often sleep for an hour in the afternoon

8. I’m going to have a party on Saturday

9. Give me a bottle of orange juice

10. I don’t think these are the men you know

11. I bought these cheap apples in the morning

12. People sometimes like knocking the drink over the

table

NGO QUYNH HOA, M.A

Joining word 1

 In speech, words are not separated; they join together The word ends with a consonant links with the next word

begins with a vowel.

pets enter pet centre stopped aching stop taking

 Sometimes it is difficult to know where one word finishes

and the next word begins We know from the context what

a word is

It snow good (no sense) It’s no good.

Joining word 2

 When we say the spellings of words or names, we

normally join them together in one continuous sound

 Sometimes, we have to add an extra sound to separate

vowel sounds

URL /ju: w a: r el/

AIM /ei j ai j em/

 The same 3 sounds, /r/, /w/, /j/ are also added

between whole words to separate vowel sounds

Joining word 2

 /r/: there is a letter R at the end of the first word and

the following word begins with a vowel sound

 /j/: the first word ends in a vowel sound like /I/ and the next word starts with any vowel sound

 /w/: the first word ends in a vowel sound like /U/ or

/u:/ and the next word starts with any vowel sound

R, /j/, /w/ pronounced sounds like …

Joining word 3

 When one word ends with a consonant sound and the

next word begins with a consonant sound, the first

consonant sound is often changed

Greet guests  Greek guests

 The sounds which most frequently change when they

are at the end of a word are /d/, /t/, /n/ They can

change so much that the word sounds like another

word

bad cold  bag coldson called  sung calledshot bears  shop bears

 We can tell what the word is from the context.

 When you are speaking English the words you stress

can change the underlying meaning of a sentence

 This simple sentence can have many levels of meaning

based on the word you stress

For example:

I don't think he should get the job.

 I don't think he should get the job.

Meaning: Somebody else thinks he should get the job.

 I don't think he should get the job.

Meaning: It's not true that I think he should get the job.

 I don't think he should get that job.

Meaning: That's not really what I mean OR I'm not sure

he'll get that job.

 I don't think he should get that job.

Meaning: Somebody else should get that job.

 I don't think he should get that job.

Meaning: In my opinion it's wrong that he's going to get

that job.

 I don't think he should get that job.

Meaning: He should have to earn (be worthy of, work hard

for) that job.

 I don't think he should get that job.

Meaning: He should get another job.

 I don't think he should get that job.

Meaning: Maybe he should get something else instead.

5 I said she might

consider a new haircut

6 I said she might consider

f Not another person

g She should think

about it it's a good idea

 I said she might consider a new haircut

It was my idea.

 I said she might consider a new haircut

Don't you understand me?

 I said she might consider a new haircut

Not another person.

 I said she might consider a new haircut

It's a possibility.

 I said she might consider a new haircut

She should think about it It's a good idea.

 I said she might consider a new haircut

Not just a haircut.

 I said she might consider a new haircut

Not something else.

NGO QUYNH HOA, M.A

 Short sentences have a typical sentence, or rhythm.

0OO: He won’t win!

0O: He’ll win!

 But in conversation, speakers can choose to put the stress

in any place  put emphasis on words.

A: He’ll win, you know.

Emphasizing added details

 Put stress on the new information.

I’m from Chile … the South of Chile.

Emphasizing important words

 Put stress on the words which are most important in

their argument

My name is Jane What is your name?

 The word which is more important depend on the

context

You have to check in at five.

You have to check in at five.

Emphasizing Contrasting

Alternatives

 When we present alternatives, we put the stress on the

contrast between them

Do you want a super burger or regular burger?

 The same sentence can be pronounced differently,

depending on the sentence that came before it

A: Shall we sit inside or outside? B: Let’s sit outside A: Where shall we go?  B: Let’s sit outside.

 The word we put stress on can change the meaning of

our sentence

Emphasizing Corrections

 When we hear an error and we correct it, we put stress

on the correct information

A: You’re coming this month?

B: No, next month Can you meet me?

 If only a part of a word or phrase is not heard correctly,

we put stress on only part when we correct

A: My nephew’s fifteen?

B: Thirteen?

A: No, fifteen.

NGO QUYNH HOA, M.A

 Your voice can go up or down  intonation.

 The choice of tone (voice going up or down) has meaning

Asking & Checking Tones

 Questions can be pronounced with the voice going up or

going down.

 If questions are “open” ones (asking for new information),

the voice usually goes down at the end.

 If questions are “check” ones (know the answer but just

want to check), the voice usually goes up at the end.

Tones in Asking for Information

 An “open” question is where we ask for information we

didn’t have before, the voice goes down at the end

 A “check” question is where we make sure that the

information we have is correct, the voice goes up at the end

 The voice movement begins at the word with the

emphatic stress and continues to the end

So you weren’t born here? Where were you born?

Tones in New & Old information

 Old information: the voice normally goes up at the

end

 New information: the voice normally goes down at the

end

1 A: I’ll come in tomorrow.

B: We’re closed tomorrow.

2 A: When are you closed?

B: We’re closed tomorrow.

Continuing or Finishing Tones

 When we tell someone a piece of news and check that

they know the background to the story first, the voice goes up at the end

 When we finally tell the news, the voice goes down at

Continuing or Finishing Tones

 Listeners also signal if they expect the story to

continue or not

 The voice goes up at the end  expect someone to

continue the conversation.

 The voice goes down at the end  know that someone finishes telling the news.

1 A: You know Mary is a liar?

B: Yes

2 A: You know Mary is a liar?

B: Oh

Continuing or Finishing Tones

 In a list of things:

 Our voice goes down at the end of the last thing to show

we have finished.

 Our voice goes up to show the list is not finished.

He bought a cup, some nuts, some honey and a brush

Agreeing &Disagreeing Tones

 When we agree with the other person, our voice often

goes down at the end

 When we disagree, our voice often goes up at the end

 When we use questions tags:

 Tell someone our opinion: the voice often goes down at the end.

 To check information: voice often goes up at the end.

1 A: It’s too hot, isn’t it?

B: Yeah, let’s open the window!

2 A: But it’s too hot, isn’t it?

B: No, not in the mountains