Unit 6

Unit 6 – Exercise 1

Stress notation. Listen and repeat the following two-, three- and four-syllabled words. Note down where the stress is, using the diachritic ˈ before the stressed syllable.

Answers

Unit 6 – Exercise 2

Stress notation patterns. Identification. When you hear the number, pronounce the word and note down where the stress is, using the diachritic ˈ before the stressed syllable. Then listen and repeat carefully.

Answers

Unit 6 – Exercise 3

Word pairs with variable stress. Production. When you hear the number, pronounce the word given with the right stress according to what part of speech is indicated. Mark the stresses using the diachritic ˈ before the stressed syllable. Then, listen and repeat carefully.

Answers

Unit 6 – Exercise 4

Suffixes which do not affect the pronunciation of the stem. Production. When you hear the stem, pronounce the inflected word (note that there may be a change in the quality of the vowel). Then, listen and repeat carefully.

Unit 6 – Exercise 5

Stress-shifting suffixes. Production. When you hear the stem, pronounce the inflected word. Then, listen and repeat carefully.

Unit 6 – Exercise 6

Stress-carrying suffixes. Production. When you hear the stem, pronounce the inflected word. Then, listen and repeat carefully.

Unit 6 – Exercise 7

Compounds. Production. When you hear the number, pronounce the compound and note down where the stress is. Then, listen and repeat carefully.

Answers

Unit 6 – Exercise 8

Rhythmical variations. Listen and repeat the following pairs, noticing beat adjustment. Mark the stresses using the diachritic ˈ before the stressed syllables.

Answers

Unit 6 – Exercise 9

Read the following passage aloud, paying special attention to lexical words, carrying primary stress, and grammatical words, which lose it, as marked. Listen first.

_GWe _Gshall _Ldisˈtinguish _Lphoˈnetics _Gfrom _Lphoˈnology _Gfor _Lmethodoˈlogical _Lˈreasons _Gand _Gbecause _Git _Lˈseems _Lˈtrue _Gthat _Lphoˈnetics _Gcan _Gbe _Lˈstudied _Gwithout _Lˈever _Lˈreally ˈgoing _Ginto _Lphoˈnology, _Gwhile _Lphoˈnology _Gis _Lˈclosely _Ldeˈpendent _Gon _Lphoˈnetics _Gfor _Gthe _Lˈdata _Gon _Gwhich _Git _Lreˈlies _Gto _Lpurˈsue _Gits _Lˈarguments.

Unit 6 – Exercise 10

Listen to the following conversation and mark the intonation boundaries that you hear, using single ∣ and double ∣ ∣ bars. No punctuation is given.

A: Hello

B: come in can I help you Ann

B: I was wondering actually if I could talk to you about my marks

A: Of course sit down would you like a cup of tea

B: Thanks Dr Brown you gave me my assignment last week can we go over it

A: Well first of all I must say I was pleasantly surprised you have improved in the last term now having said that I must admit I was expecting a better essay from you Ann

B: I know I should have done better I know I should’ve you see I’ve had some family problems lately and I haven’t been able to focus however

Answers

Unit 6 – Exercise 11

Pronounce the following utterances with the appropriate intonation boundaries. Then, listen and repeat (no orthographic punctuation is given).

1. Tropical storms have been migrating northwards a paper in Nature says
2. The Facebook Translation Department will make Bolivian a language option
3. More than 500 museums galleries and historic spaces across France are keeping their doors open
4. John as far as I can tell they’re in better shape than I am
5. Look she works out every week she is strong she's doing great
6. In September 2012 a man in his forties was found dead in Shetland Avenue a suburban street in West Nottingham
7. A set of six Andy Warhol self-portraits created a year before his death sold at an auction for $40m

Unit 6 – Exercise 12

Listen and repeat. Listen to the following utterances and repeat them with the tone indicated:

Part 1: monosyllables:

Part 2: polysyllables:

Unit 6 – Exercise 13

Listen and repeat each minimal pair.

Unit 6 – Exercise 14

Production of tones. After hearing the number, pronounce each utterance with the tone indicated. When you hear it, repeat it again carefully.

Unit 6 – Exercise 15

Identification of tones. You will hear each utterance twice. Write the symbol identifying the correct tone.

Answers

Unit 6 – Exercise 16

Accentual function of intonation. Place the nuclear stress on all the possible words in the following utterances. Then, listen and repeat. Listen to the example:

Example:

1. I only bought one carton of milk
2. I only bought one carton of milk
3. I only bought one carton of milk
4. I only bought one carton of milk
5. I only bought one carton of milk
6. I only bought one carton of milk

1. I’m not driving to the station
2. They will buy the microwave next week
3. When’s he playing?

Unit 6 – Exercise 17

Grammatical function of intonation. Identification. Pronounce each of the following utterances in two different ways (i.e. placing the intonation boundary at a different place), so that different syntactic structures are illustrated. No punctuation marks are given. Listen to the example.

Example

My friends ∣ who live in Lancaster ∣ arrived yesterday ∣∣

My friends who live in Lancaster ∣ ∣ arrived yesterday ∣∣

1. The boy and the girl in blue are my students
2. They called John a doctor
3. I saw Mary Salome Mary’s sister and Miriam
4. This is my friend Ann
5. The children who fell suddenly got up
6. You know I haven’t finished
7. Tell the children to finish more quickly
8. He’s leaving Susan
9. They stopped to read the minutes
10. The firefighters who behaved bravely were rewarded
11. Mary my neighbour will come round this evening
12. A woman without her man is nothing

Answers

Unit 6 – Exercise 18

Attitudinal function of intonation in context. Pronounce the utterances in Column B as indicated. Listen and repeat carefully. Explain the attitude expressed.

Answers

Unit 6 – Exercise 19

Attitudinal function of intonation in context. Imagine a dialogue between A and B. Provide possible utterances for A for each of the following turns of B. Explain B’s attitude. For example: If B says /one (with rising intonation), A could have said: “Would you like one?”, in which case B’s reply means [only one?].

Unit 6 – Exercise 20

Discourse function of intonation. Listen and repeat the following utterances with falling intonation (no punctuation is given).

1. Open your books
2. Where is the concert
3. We’re going to France in the summer
4. What a good idea
5. What’s your name

Unit 6 – Exercise 21

Discourse function of intonation. Production. After you hear the number, pronounce the following utterances with a falling intonation (no punctuation is given) Then listen and repeat carefully.

1. Where do you live
2. Be reasonable
3. My car broke down on the motorway
4. Who came with you
5. How important she feels now
6. Don’t talk so loud
7. How old are you
8. Wait a second
9. She doesn’t help me at week-ends
10. Why don’t you like it

Unit 6 – Exercise 22

Discourse function of intonation. Listen and repeat the following utterances with rising intonation (no punctuation is given).

1. Do you like tea
2. When I saw you I couldn’t believe it
3. Wait a second
4. When’s he coming
5. Can you swim

Unit 6 – Exercise 23

Discourse function of intonation. Production. After you hear the number, pronounce the following utterances with a rising intonation (no punctuation is given). Then listen and repeat carefully.

1. Are we going on holidays this summer
2. Who is coming on Sunday
3. Can’t they come later
4. Have you ever been to Spain before
5. My friends had some good maps boots and a torch
6. Do you know his name
7. Where are we going
8. Did they enjoy the film
9. May I come in
10. Don’t tell your brother

Unit 6 – Exercise 24

Discourse function of intonation. Production. After you hear the number, pronounce the following utterances with appropriate (default) intonation (no punctuation is given). Then listen and repeat carefully.

1. I’ll give you a new one
2. Are we visiting grandma on Sunday
3. Put the books there
4. How old is your teacher do you know
5. Good Lord how old
6. Doesn’t your mum know you’re here
7. Don’t tell me that
8. You can sing really high
9. It’s amazing
10. Isn’t it amazing

Unit 6 – Exercise 25

Discourse function of intonation. Identification. Listen to the following utterances and identify whether they are statements, commands or questions (no punctuation is given).

1. Got the keys
2. Wait a minute
3. Don’t know the answer
4. Doesn’t he like it
5. Put the light out
6. Can’t think why
7. She went to bed late
8. Tell me the truth
9. Must be true
10. Doesn’t care
11. What a lovely day
12. In the train
13. Will you keep quiet
14. Bring it tomorrow
15. John’s coming tomorrow

Answers

Unit 6 – Exercise 26

Tag-questions. Pronounce the tag-questions following, according to the information indicated. Then, listen and repeat.

1. John’s coming to the party, \ isn’t he? (confirmation)
2. They’re staying at home, \ aren’t they? (confirmation)
3. My aunt hasn’t been out recently, \ has she? (confirmation)
4. The money won’t be found, \ will it? (confirmation)
5. She can’t change it now, / can she? (true question)
6. Be quiet, / will you? (softening)
7. Be quiet, / won’t you? (insistent)
8. A: Mary’s taking her driving test. B: / is she? (inviting; surprise)
9. A: Mary’s taking her driving test. B: /\ is she? (lack of interest)
10. A: Mary’s taking her driving test. B: is she? / (expressing doubt)