Сергеева_Н_Н_ Иванова_Е_А_Рабочая тетрадь
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IMPROVE YOUR PRONUNCIATION
WORK BOOK
N.SERGEYEVA E. IVANOVA
ДЕПАРТАМЕНТ ОБРАЗОВАНИЯ И МОЛОДЕЖНОЙ ПОЛИТИКИ ХАНТЫ-МАНСИЙСКОГО АВТОНОМНОГО ОКРУГА – ЮГРЫ
_______________________________
ГОУ ВПО «СУРГУТСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ ХАНТЫ-МАНСИЙСКОГО АВТОНОМНОГО ОКРУГА – ЮГРЫ»
Н. Н. Сергеева Е. А. Иванова
IMPROVE YOUR PRONUNCIATION
WORK BOOK
Рабочая тетрадь по практической фонетике
для студентов факультета лингвистики
Сургут Издательский центр СурГУ
2010
1
УДК 811.111’34(072) ББК 81.2Англ-1-923
С 322
Печатается по решению редакционно-издательского совета СурГУ
Рецензенты
кандидат филологических наук, доцент кафедры методики преподавания английского языка
и перевода СурГУ И.А. Курбанов
Сергеева, Н. Н.
С 322 Improve Your Pronunciation. Work Book : рабочая тетрадь по практ. фонетике для студ. ф-та лигвистики / Н. Н. Сергеева, Е. А. Иванова; Сургут. гос. ун-т ХМАО – Югры. – Сургут : ИЦ СурГУ, 2010. – 36 с.
Настоящая рабочая тетрадь представляет собой приложение к учебно-методическому пособию по практической фонетике для студентов факультета лингвистики, самостоятельно совершенствующих навыки владения английским произношением.
Рабочая тетрадь включает основной материал по практической фонетике английского языка и может быть использована как для самостоятельной работы над произношением, так и для проведения вводно-коррективного фонетического курса на гуманитарных факультетах. Рабочая тетрадь состоит из шести разделов, соответствующих разделам учебно-методического пособия. В ней представлены упражнения на закрепление произносительного навыка в соответствии со стратегиями, предложенными в учебном пособии.
УДК 811.111’34(072) ББК 81.2Англ-1-923
©Сергеева Н.Н., Иванова Е.А., 2010
©ГОУ ВПО «Сургутский государственный университет ХМАО – Югры», 2010
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CONTENTS
STEP I: Manifestation of English Sounds…………………...…..……. 4
Sound clusters practise ………………………………………………….. 4 Tongue twisting …………………………………………………………. 8
STEP II: Reading Rules……………………………………...………… 10 Reading rules revision …………………………………………………... 10
STEP III: Connected speech…………………………………………… 15
Linking …………………………………………………………………... 15
STEP IV: Rhythm works……………………………………...…..…… 18 Word stress ……………………………………………………………… 18 Reading poetry …………………………………………………………... 20
STEP V: Intonation……………………………………...………...…… 26 Tone description ………………………………………………………… 26
STEP VI: Intonation Styles……………………………………………. 30
Strategies for scripting …………………………………………………... 30 Conversational (familiar) style ………………………………………….. 30 Informational style ………………………………………………………. 31 Publicistic or oratorical style ……………………………………………. 32 Academic (scientific) style ……………………………………………… 32 Declamatory (artistic) style ……………………………………………… 33
BIBLIOGRAPHY ……………………………………………………… 35
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STEP I
MANIFESTATION OF SOUNDS
SOUND CLUSTERS PRACTISE
1. Read the following set phrases and idioms with vowel sound clusters, use dictionary if necessary. Make up a dialogue using these phrases and act it out.
1) [I:] – [e]
Sheave is eager to please the teacher. The teacher has every reason to be displeased.
It’s extremely sweet of Lea. Eve, will you please read. Please, feel free.
2) [x] – [I]
Well said. Get better.
I expect Bell spends a pretty penny on dress.
Never felt better.
Success went to Ned’s head.
That’s flat. That’s bad. And that’s that.
Can you imagine that? That’s absolutely fantastic!
3) [eI] – [QI]
Make haste. Save your face. Name the day.
Mabel’s stage name is Adel Gray. The mail train was delayed again.
4) [u] – [q:]
Lilly wishes it finishes quickly. It’s bringing grist to his mill. Will you bring Ms. Lyn in?
It will fill the bill. If it isn’t Philip!
Go to bye-bye. Mind your eye.
It is likely that Vi’ll arrive in time on Friday.
I had the time of my life at the Whites.
Ida drives Myra wild.
Who’ll do the rooms? |
Certainly, sir. |
Do as I do. |
I’ve overheard the word. |
Rupert will do beautifully. |
I’ll turn in early. |
Don’t you be too soon, Bruce? |
Repeat the verse word for word. |
Review the rules of doing the rooms. |
The work will serve no purpose. |
|
4 |
5) [A] – [qu] |
|
Pluck up your courage. |
I suppose so. |
Here’s another country cousin. |
No go. |
There’s a bus coming. Hurry up! |
Go slow. |
Such luck running into uncle Duncan. |
Nobody home. |
None but dullards copy one another. |
There’s no knowing. |
6) [O] – [OI] |
|
Jog on. |
Boys will be the boys. |
What a swat! |
The noise is annoying. |
Paul’s gone to the wrong shop. |
Join me in the voyage. |
Will you be gone long, John? |
Boys take enjoyment in spoiling toys. |
Was it not possible to stop Tom? |
What’s the boiling point of oil? |
7) [Q:] – [q] |
|
I hardly like the remark, Papa. Are we to be a large party? Father’s rather hard on Charles.
Cars can’t be parked here after dark. Start the car.
8) [Fq] – [Iq]
What’s the air-fare!
It’s late to tear your hair.
Blair’s one of the fair-haired boy there. Air the classroom carefully, Mary.
I dare swear there’s Mary down there.
9) [Qu] – [O:]
I must have been mistaken. Never judge from appearances. I hope I’ll see more of you. Who would have thought of it? It just occurred to me, that…
Dear! Dear!
Hear! Hear!
Really, dear!
The idea – my dear!
It’s curious experience.
Now and then. Rain or shine.
No nonsense now. In any event.
I know Anna by name only.
10) [u] – [uq]
Could you if you would? It looks good.
Here’s your cook-book. Keep a good look out.
All aboard.
Draw in your claws.
All the more so.
I thought Maud ought to talk.
Cora adores small talk.
Well I’m sure.
It’s a usual cure for a cold. Dewar is habitual boor.
Not all the tourists will endure to the
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I wouldn’t put it past Foots. |
end, surely. |
|
Do you feel secure about your fuel? |
2. Read the following set phrases and idioms with consonant sound clusters, use dictionary if necessary. Make up a dialogue using these phrases and act it out.
1) [t] – [d]
Get it right.
Tom’s quite washed out. Tony ought to stay out late. …and what not.
2) [s] – [z]
It makes no sense.
It’s nice of you to say so, sir. He’s as cross as two sticks. I’m sorry to be such a nuisance. He’d still homesick for school.
3) [b] – [p]
Be brief. A bad job.
Bred’s the best.
Bell has a bee in her bonnet. Bee is a bread-and-butter bird.
4) [l], [l'] – [m]
Adults only.
Lillian left the library at eleven o'clock.
Liz complains of feeling ill. Len is likely led.
You always pay your way.
5) [f] – [v]
Fair enough.
First and foremost.
I’m afraid Flo is far from fact. Fan is full of fads and fancies. Fred often frets and fumes.
He’d read my mind.
Don’t disturb!
Draw it mild.
Dogged does it.
As you please. Easy does it.
His fingers are all thumbs. Тhere is nо reason to suppose. Rose always dramatize things.
Speak up.
Present company expected.
Keep up appearances.
Please, point my pencil.
The piano’s past repair.
Come what my.
I’m melting.
Make no mistake.
Mike’s a made man.
I’m your man, Monty.
Very clever of Vera.
I’ve never heard of Victor.
I’ve never lost the love of my job. I’ve given her the best of advice. Victor’s on active service in the Navy.
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6) [T] – [D]
Think things over. Thank you for nothing. Thread and thrum.
I’ve a thousand and one things to ask you.
A thousand thanks to you both.
7) [n] – [N]
Now, now, now, what are you howling for?
Now, now!
It’s bound to be found out. How about an outing? Towler’s out and about.
8) [k] – [g]
Come back and keep us company. Cut and come again.
Keep quite quiet.
He kicks against the pricks. Kate comes clock-work.
9) [r] – [h]
Rack your brain. Very true. Rather curious.
It’s rather strange.
Ron was proposed as president.
10) [w] – [j]
Why worry? Away with war.
We wondered where we were.
I wonder what's wrong with Wyn. Оnе word to the wise.
11) [S] – [Z]
And that’s that.
Then there’s another thing. There’s nothing like leather. I’d do anything rather than that.
I don’t wish them other then they are.
Nothing wrong.
Things are mending.
Bring them along.
Thanks for calling.
We’re getting things moving.
The guy is gay as a gig.
Greta has a great grudge against me. Gorgon’s life is all game and glee. Get you gone!
Go while the going goes.
Happy holiday! House and Hоmе. Не is hard of hearing. Hold your head high.
I hope I haven't hurt him.
Yes, continue.
Newton's young for his years.
Your companion's young, yet peculiar.
I’m а year Daniel's senior. You won't yell, will you?
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Shoo! Shoo!
She is an accomplished musician.
Stop shouting and pushing, Shirley! Why should she so sure?
Shut up shop.
12) [tS] – [dZ]
Which is which? Reach me the matches. What a charming child!
Fetch some chalk, Cherry. I adore Dutch cheese.
She wears Parisian rouge. А mirage is an illusion.
Your casual allusion caused confusion. It's а pleasurable occasion.
His persuasion is unusual.
Just imagine. Change the subject.
Meet John Jones junior.
John arranged your journey to Japan. Just imagine Jim learns the German language.
TONGUE TWISTING
3.Transcribe the following tongue-twisters.
1.It’s six or seven since Sydney’s sister sang that song.
______________________________________________________________
2.The sixth sick sheik’s sixth sheep’s sick. Six stick shifts stuck shut.
______________________________________________________________
3.On a lazy laser raiser lays a laser ray eraser.
______________________________________________________________
4.Five fat friars frying flat fish freshly fried fat flying fish.
______________________________________________________________
5.Vinegar, veal venation are very good victuals, I vow.
______________________________________________________________
6.David's daughter didn’t dance but David’s dad did.
______________________________________________________________
7.Thomas Tetanus took two trees to tie two tubs to two tall trees.
______________________________________________________________
8.Carry cop a cup of coffee from a copper coffee pot.
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______________________________________________________________
9.How can a clam cram in a clean cream can?
______________________________________________________________
10.Golden gate goes to the garden where garlic grows green.
______________________________________________________________
11.God gifted gas to Garry but gang got Garry to give gas for gold.
That wasn’t Garry’s gilt to give gas to gang.
______________________________________________________________
12. A bloke’s back bike brake block broke.
______________________________________________________________
4. Use the words with sonorant sound clusters and make up your Tongue-Twisters.
a)Read, reek, reel, rice, ride, right, rime, rhyme, ripe, write, rub, rough, rug, run, wretch, wreck, wrest.
b)Wine, wave, weight, well, wet, whet, web, wed, west, will, win, wit, wig, wimp, wilt.
c)Neck, net, negative, never, near, knob, not, need, needle, knead,
inn.
d)Mack, mad, man, mat, match, mock, moss, mob, model, modern.
e)Song, strong, along, fang, morning, monkey, English, anxious, thank, mangoes.
f)Lead, learn, late, light, lip, low, lot, look, large, tell, shall, full, all, yell, will.
g)Yeast, yield, your, yarn, yawl, yak, yam, yang, yap, yank, yellow.
5. Use the words with fricative sound clusters and affricates, and make up your Tongue-Twisters.
a)Thrall, thread, threat, threw, threw, bath, math, wealthy, worth, thought, thorp, thatch.
b)Weather, leather, whether, feather, tether, together, rather, father, mother, farther.
c)Sheet, short, shirt, shoot, shut, shout, shoe, sure, share, sheer, show, crush, flesh, fresh, fish.
d)Measure, pleasure, treasure, leisure, division, decision, beige, rouge, garage, massage.
e)Edge, ledge, sledge, wedge, hedge, age, cage, rage, page, wage,
sage.
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f) Chalk, check, check, choke, cheque, chuck, chick, catch, touch, culture, teacher, Picture.
STEP II
READING RULES
READING RULES REVISION
1. Sort out the words below according to the corresponding consonant sounds.
Those, cease, agent, ceiling, badge, back, germ, forge, forget, guerilla, machine, chapter, vase, us, ocean, chain, season, shock, cabinet, race, cylinder, uncle, icon, natural, unique, character, geese, picture, emotion, decrease, logic, use, close, general, tiger, together, gather, just, gut, branch, rash.
[s] ____________________________________________________________
[z]____________________________________________________________
[k]____________________________________________________________
[g]____________________________________________________________
[dZ]
___________________________________________________________
[S]
____________________________________________________________
[tS]
___________________________________________________________
2. Cross out the odd word (the words are grouped according to the rule for consonants [g], [k], [dZ], [Z], [S], [tS]).
a)mechanic, exchange, actual, bench, merchant, church.
b)clock, orchestra, chaos, accord, unique, accent.
c)edge, gem, jam, age, egg, giant.
d)girl, dialogue, target, gentle, guest, gust, ghost.
e)confusion, pleasure, casual, invasion, comparison, decision.
f)inflexion, reaction, digestion, fashion, passion.
3. Group the words below according to vowel sounds to illustrate the general rule and special cases.
10
Mean, angel, anger, after, can’t, cannot, ceiling, sign, ever, even, heaven, haste, vast, very, era, stare, carry, starry, curry, hear, heard, carbon, quarter, bought, board, girdle, turtle, warn, quarry, coast, cost, post, tall, toll, bold, conic, move, dove, young, source, audio, lose, rose, shoe, cut, cushion, Europe, iron, vital, violent, fright, lyric, minus, ring, rind.
[I:]___________________________________________________________
_
[x] ___________________________________________________________
[R] ___________________________________________________________
[e]____________________________________________________________
[A]
____________________________________________________________
[I]
____________________________________________________________
[q:] ___________________________________________________________
[O]
____________________________________________________________
[O:]
___________________________________________________________
[u]____________________________________________________________
[u:] ___________________________________________________________
[Iq] ___________________________________________________________
[qu]___________________________________________________________
[aI] ___________________________________________________________
[eq]___________________________________________________________
[uq]___________________________________________________________
4. Cross out the odd word (the words are grouped according to the vowel sound).
a)Mary, marry, merry, mire, mirror
b)heard, hurt, dirt, herd, heart
c)glow, soul, soldier, shoulder, should
d)trains, rays, says, cranes, veins
e)food, mood, brood, blood, rude
f)few, feud, fruit, abuse, busy
5. Read and put the following homophones into appropriate column according to pronunciation of stressed vowel.
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Ball, peak, made, flue, weak, clue, heel, bail, night, break, clew, sail, feat, right, bawl, leek, write, need, heal, week, feet, brake, knead, bale, sale, maid, peek, might, leak, knight, mite, flew.
[aI] |
[eI] |
[I:] |
[u:] |
|
|
|
|
6. Read the following transcribed words. Use dictionary to spell them. Pay attention to lateral plosion.
[feIbl]_______________ |
[rubl] ______________ |
[baIbl] __________ |
[fI:bl] _______________ |
[bAkl] ______________ |
[nImbl] _________ |
[xdl] _______________ |
[bAdl] ______________ |
[nIpl]___________ |
[nObl]_______________ |
[I:gl] _______________ |
[saIkl] __________ |
[bAbl]_______________ |
[Ogl] _______________ |
[sIkl] ___________ |
[mIdl] ______________ |
[mAzl] ______________ |
[krxdl]__________ |
[mIzl] ______________ |
[dZAgl] |
[pebl]___________ |
[sxdl] ______________ |
_____________ |
[medl] __________ |
[fOndl]______________ |
[kxtl] ______________ |
[txkl]___________ |
[ketl] _______________ |
[TrOtl]______________ |
|
7. Read the transcribed sentences, transform them into text. Put the stress marks. Focus your attention on reading rules.
1.[aI nju aI Sudntqv traId tq gqu Tru Dqt jelqu laIt]
______________________________________________________________
2.[Dq pq:sn maItqv bIn spI:dIN]
______________________________________________________________
3.[q pqlIsmqn maItqv gIvnIm q tIkqt]
______________________________________________________________
4.[sevrql verI dIfrqnt ekspqneISnsqv bIn prqpouzd baI pI:pl huqv stAdid DIs
ivent]______________________________________________________
______________________________________________________________
5.[nqu qAn ISSuq wOtqv kO:zdDq iksplquZn quvq saIbI:riq]
______________________________________________________________
6.[qn xlIqn speSSIp maItqv kraxst]
______________________________________________________________
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8. Transcribe the poem. Group the underlined words according to the vowel sound.
I take, if you already know of tough and bough and cough and dough.
[aI teIk Iv ju OlredI nqu qv tAf qnd bau qnd kOf qnd dqu]
Other may stumble but not you on hiccough, thorough, laugh and through.
______________________________________________________________
Well done! And now you wish, perhaps, to learn of less familiar traps?
______________________________________________________________
Beware of heard, a dreadful word, that books like beard and sounds like bird.
______________________________________________________________
And dead, it’s said like bed, not bead for goodness’ sake; don’t call it “dead”.
______________________________________________________________
Watch out for meat and great and threat (they rhyme with suite and straight and debt).______________________________________________________
______________________________________________________________
A moth is not a moth in mother, nor both in bother, broth in brother.
______________________________________________________________
And here is not a match for there, nor dear and fear for bear and bare;
______________________________________________________________
And then there’s dose and rose and lose – just look them up – and goose and choose, ________________________________________________________
______________________________________________________________
And cork and work and card and ward and font and front and word and sword
______________________________________________________________
And do and go and thwart and cart – come, come, I’ve hardly made a start!
______________________________________________________________
A dreadful language! Man alive, we have to start it when we’re five.
______________________________________________________________
9. Transcribe and put stress marks in the following words. Explain schwa [q] in unstressed syllables.
Development |
[_____________] |
Laboratory |
[_____________] |
Characterize |
[_____________] |
Labourist |
[_____________] |
Variety |
[_____________] |
Various |
[_____________] |
Variable |
[_____________] |
Calculation |
[_____________] |
Important |
[_____________] |
Famous |
[_____________] |
Temporarily |
[_____________] |
Knowledgeable |
[_____________] |
Misunderstanding |
[_____________] |
Fabulous |
[_____________] |
Numerical |
[_____________] |
Carriage |
[_____________] |
Indifference |
[_____________] |
Improvement |
[_____________] |
|
13 |
|
|
Product |
[_____________] |
Finality |
[_____________] |
Typical |
[_____________] |
Serious |
[_____________] |
Realization |
[_____________] |
Cooperative |
[_____________] |
Reaction |
[_____________] |
Equal |
[_____________] |
Irresponsibility |
[_____________] |
Management |
[_____________] |
10. According to research of British scientists these words are hard to pronounce. Use dictionary to put the correct stress. Transcribe the words.
Anesthetist |
[_____________] |
Anonymous |
[_____________] |
Remuneration |
[_____________] |
Thesaurus |
[_____________] |
Statistics |
[_____________] |
Aluminum |
[_____________] |
Ethnicity |
[_____________] |
Regularly |
[_____________] |
Philosophical |
[_____________] |
Facilitate |
[_____________] |
Prejudice |
[_____________] |
Unanimous |
[_____________] |
Onomatopoeia |
[_____________] |
Particularly |
[_____________] |
Provocatively |
[_____________] |
Hereditary |
[_____________] |
February |
[_____________] |
Prioritizing |
[_____________] |
Hospitable |
[_____________] |
Pronunciation |
[_____________] |
Curiosity |
[_____________] |
|
|
11. Match the following pairs of homophones with their phonetic transcription.
Deer, bury, awl, lock, story, gilt, foul, some, insure, lough, guilt, all, sum, storey, fowl, flower, berry, ensure, dear, flour.
[diq]__________________________ |
[gilt]_________________________ |
[O:l] |
[in’Suq] ______________________ |
__________________________ |
[stOrI]________________________ |
[faul] _________________________ |
[sAm] ________________________ |
[flauq]________________________ |
[lOk] _________________________ |
[beri] _________________________ |
|
12. Change the transcription of words given in brackets. Use dictionary if necessary.
1.Police discovered a [kxS] of weapons in the terrorists’ hide-out.
2.They poured the molten [metl] into moulds.
3.Your ideas will [sel] like hot cakes.
4.We made a successful [q′sent] of the mountain.
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5.Did you see the letter [wItS] came yesterday?
6.The runner fell and twisted his ankle badly, but he showed his [metl] by continuing the race.
7.I haven’t any [kxS] on me, can I pay be [tSek].
8.When he was about to get in the [fISq], he found a hole in the bottom.
9.Every dog follows a [sent] in search of food or the footprints of its owner. 10. There were about twenty prisoners in a tight stuffy [sel].
11. While he was climbing the mountain, his hat fell down in the [fISq].
12.They gave the car through [tSek] before setting out on their journey.
13.The cost of the book is ten dollars fifty [sent].
14.The chairman made an [q′sent] to the committee proposals.
15.Woman suspected of being a [wItS] used to be burnt at the stake.
STEP III
CONNECTED SPEECH
LINKING
1. Read the following word combinations focusing your attention on linking [w]. Make up sentences using the word combinations.
[tu: w q:lI] _____________________________________________________
[ju: w O:t] ______________________________________________________
[du w aI]_______________________________________________________
[fju w aIlqndz] __________________________________________________
[gqu w aut]_____________________________________________________
[hu w a:] _______________________________________________________
[fOtqu w xlbqm] ________________________________________________
[nqu w if] ______________________________________________________
[tu:wOk w qd]_ _________________________________________________
[gqu w Ap] _____________________________________________________
15
[Tru w aI] ______________________________________________________
[hau w qbaut] __________________________________________________
[slqu w Ansq] ___________________________________________________
[hau w Ofn] ____________________________________________________
[tu: w Ofn] _____________________________________________________
[squ w aI] ______________________________________________________
[tru w Ansq] ____________________________________________________
[gqu w On] _____________________________________________________
[blu w quSn]____________________________________________________
[nqu w ADq] ____________________________________________________
2. Read the following word combinations focusing your attention on linking [j]. Make up the sentences and transcribe them.
Frosty j evening _________________________________________________
Very j early ____________________________________________________
Way j out ______________________________________________________
We j ought to ___________________________________________________
Sea j air _______________________________________________________
Funny j idea ____________________________________________________
The j ocean _____________________________________________________
May j I ________________________________________________________
The j end ______________________________________________________
Only j eight ____________________________________________________
Grey j eyes _____________________________________________________
My j office _____________________________________________________
The j age ______________________________________________________
High j up ______________________________________________________
3. Match the words from column A with the words from column B, write them down and read focusing your attention on linking [r].
A |
B |
|
After |
o’clock |
After r all_____________________ |
For |
on |
_____________________________ |
Four |
is here |
_____________________________ |
Further |
example |
_____________________________ |
Never |
all |
_____________________________ |
Somewhere |
are |
_____________________________ |
Where |
else |
_____________________________ |
Your |
again |
_____________________________ |
|
|
16 |
Pair |
are you |
_____________________________ |
Here |
in the house |
_____________________________ |
Beer |
own |
_____________________________ |
4. Listen to the monologue. Transcribe it and find assimilative combinations, underline them and identify types of assimilation.
Well, it all started you know when we were on holiday in Rio. We just went into a club near the beach and the locals were dancing away. They were really friendly and got us to dance too. They were so good! It was difficult at first – but the rhythm was great. We had an amazing time and went back every night. Then when we got back from Brazil, I started taking evening classes. Now I’m quite good, even though I say it myself!
5. Listen to the dialogue. Transcribe it and find assimilative combinations, underline them and identify types of assimilation.
Chris: Have you heard about the new dog walker? It’s really great! Jane: No, what is it? What does it do?
Chris: Well, it’s a gadget. It takes your dog for a walk! It’s very convenient. Jane: But it’s not very practical, is it? Have you got a picture of it?
Chris: Here it is. It’s got a brilliant design, with an extremely reliable motor – and a computer, too.
Jane: Why has it got a computer?
Chris: Well, you can program the dog’s walker. And it’s easy to carry. Jane: How much does it cost?
Chris: It’s only 100 euros. That’s quite cheap.
Jane: No, it ‘isn’t. That’s incredibly expensive! I’m sorry, I’m not buying it.
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STEP IV
RHYTHM WORKS
WORD STRESS
1. Put the words into appropriate column according to their primary and secondary stress.
Blue-eyed, blood pressure, family dinner, slim-hipped, windscreen, tea bag, long-legged, mother-tongue, long-distance, heart attack, far-fetched, sec- ond-class, human rights, grass roots, sound barrier, last-minute, junk food, socalled, warm-hearted, mail box, road works, long-standing, bank account, airtraffic, youth hostel, multi-national, rosy-cheeked, tight-fitting.
Primary |
Secondary |
|
|
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1. Pay attention on the stress changing in nouns and verbs.
a) Read the following pairs and notice that unstressed vowel in the verb is reduced.
Noun |
Verb |
'Conduct |
Con'duct |
'Rebel |
Re'bel |
'Object |
Ob'ject |
'Progress |
Pro'gress |
'Suspect |
Sus'pect |
'Protest |
Pro'test |
b) Fill in the blanks with the correct form of the word and mark the stressed syllable. Read the sentences loudly.
Example: The 'rebels are re'belling against the government. (rebel) 1. A driver’s ___________ ____________ you to drive. (permit)
2.If you __________ yourself poorly, you won’t get the good
________ award. (conduct)
3.A __________ is someone who is ___________of the committing a crime. (suspect)
4.A religious ___________is someone who has ___________ from one form of religion to another. (convert)
5.In political __________, people are ___________ to learn about their opinions of political leaders or issues. (survey)
6.There are _________ opinions about the __________. (conflict)
7.Every semester your grades are __________ and become part of your permanent ___________. (record)
8.In northern climates there is a great ___________ between summer and winter; in more southern climates, the seasons don’t ___________ as much. (contrast)
9.A committee member __________ that the _________ of the report should not be criticize, but only to present information. (object)
3. Read the following groups of derivatives. Put primary stress, pay attention on changing the stress. Transcribe the words.
1.scholar – scholastic – scholarly
______________________________________________________________
2.politician – politics – political
______________________________________________________________
3.economy – economical – economize
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